La utilización de la metodología ApS refuerza la adquisición de competencias a largo plazo

[EN] Service-learning (SL) is a methodology that contributes to the formation of values and the citizenship of university students, who can acquire a relevant role in the construction of a more dignified, inclusive, cohesive and equitable citizenship. The objective of the work is to quantify how the SL methodology implemented in a subject improves the competences of the students in the same course of implementation and after one year of implementation. Four experimental groups were formed: a) group LS-course 2017-2018; b) group NO-LS-course 2017-2018; c) group LS-course 2018-2019; d) group NO-LScourse 2018-2019. Each one of the groups was evaluated during the academic year 2018-2019 in the competencies developed in the subject Clinical Neurology applied to the speech therapist where the LS project is implemented. The results were compared by means of a t-Student. The results showed that the LS-course 2018-2019 group of students obtained significantly higher grades than the NO-LS-course 2018-2019 group. Surprisingly, this result was maintained during the academic year 2018-2019, in the students where the LS project had been implemented in the academic year 2017-2018, so that the LScourse 2017-2018 group continued to maintain higher and significantly higher grades than the NO-LS- course 2017-2018.[ES] El aprendizaje-servicio (ApS) es una metodología que contribuye a la formación en valores y para la ciudadanía de los estudiantes universitarios, los cuales pueden adquirir un papel relevante en la construcción de una ciudadanía más digna, inclusiva, cohesionada y equitativa. El objetivo del trabajo es cuantificar cómo la metodología ApS instaurada en una asignatura mejora las competencias del alumnado en el mismo curso de implantación y pasado un año de la implantación. Para ello se han formaron cuatro grupos experimentales: a) grupo ApS-curso 2017-2018; b) grupo NO-ApS-curso 2017-2018; c) grupo APS-curso 2018-2019; d) grupo NO-ApS-curso 2018-2019. Cada uno de los grupos fue evaluado durante el curso 2018-2019 en las competencias desarrolladas en la asignatura Neurología clínica aplicada a la logopeda donde se implanta el proyecto ApS. Los resultados se compararon mediante un t-Test. Los resultados mostraron que el grupo de alumnos ApS-curso 2018-2019 obtuvieron notas significativamente superiores al grupo NO-ApS curso 2018-2019. Sorprendentemente, este resultado se mantenía durante el curso 2018-2019, en los alumnos donde se había implantado el proyecto ApS en el curso 2017-2018, de forma que el grupo ApS curso 2017-2018 seguía manteniendo notas superiores y significativamente superiores respecto al grupo NO-ApS-curso 2017-2018.Innovation Project Universitat de Valencia nº UV-SFPIE_RMD18-841128.Perez Gil, T.; Martinez Gisbert, N.; Soler Molina, V.; Puchades Diaz, S.; Gimenez Martínez, E.; Hurtado Vizcaino, C.; Ortiz Masià, D. (2019). La utilización de la metodología ApS refuerza la adquisición de competencias a largo plazo. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 343-352. https://doi.org/10.4995/INRED2019.2019.10417OCS34335

La metodología ApS refuerza la adquisición de competencias generales y específicas

[EN] Service-learning (SL), through a process of action-reflection-action collaborates in an efficient and practical way to the consolidation of basic and specific competencies that contribute to a successful life and good social functioning. The aim of the work is to analyse how the SL methodology improves general and specific competences in the students. To this end, two experimental groups were formed: a) SL group; b) NO-SL group (control). Each of the groups was evaluated in specific competences (exploration of cranial pairs) and general competences (communication, adaptation,..). The results were compared using the t-Student test. The results showed that the SL group significantly improved, in a majority way, the competences evaluated in relation with the control group.[ES] El Aprendizaje-Servicio (ApS), mediante un proceso de acción-reflexión-acción colabora de manera eficiente y práctica a la consolidación de competencias básicas y específicas que contribuyen a una vida exitosa y al buen funcionamiento social. El objetivo del trabajo es analizar cómo la metodología ApS mejora competencias generales y específicas en el alumnado. Para ello se han formaron dos grupos experimentales: a) grupo ApS; b) grupo NO-ApS (control). Cada uno de los grupos fue evaluado en competencias específicas (exploración de pares craneales) y generales (comunicación, adaptación, etc.). Los resultados se compararon mediante el test t-Student. Los resultados mostraron que el grupo ApS mejoraban significativamente, de forma mayoritaria, las competencias evaluadas respecto al grupo control.Innovation Project Universitat de Valencia nº UV-SFPIE_RMD18-841128.Perez Gil, T.; Martínez Gisbert, N.; Soler Molina, V.; Puchades Díaz, S.; Giménez Martínez, E.; Hurtado Vizcaíno, C.; Ortiz-Masià, D. (2019). La metodología ApS refuerza la adquisición de competencias generales y específicas. En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 1529-1536. https://doi.org/10.4995/INRED2019.2019.10376OCS1529153

Early life risk factors and their cumulative effects as predictors of overweight in Spanish children

Objectives: To explore early life risk factors of overweight/obesity at age 6 years and their cumulative effects on overweight/obesity at ages 2, 4 and 6 years. Methods: Altogether 1031 Spanish children were evaluated at birth and during a 6-year follow-up. Early life risk factors included: parental overweight/obesity, parental origin/ethnicity, maternal smoking during pregnancy, gestational weight gain, gestational age, birth weight, caesarean section, breastfeeding practices and rapid infant weight gain collected via hospital records. Cumulative effects were assessed by adding up those early risk factors that significantly increased the risk of overweight/obesity. We conducted binary logistic regression models. Results: Rapid infant weight gain (OR 2.29, 99% CI 1.54–3.42), maternal overweight/obesity (OR 1.93, 99% CI 1.27–2.92), paternal overweight/obesity (OR 2.17, 99% CI 1.44–3.28), Latin American/Roma origin (OR 3.20, 99% CI 1.60–6.39) and smoking during pregnancy (OR 1.61, 99% CI 1.01–2.59) remained significant after adjusting for confounders. A higher number of early life risk factors accumulated was associated with overweight/obesity at age 6 years but not at age 2 and 4 years. Conclusions: Rapid infant weight gain, parental overweight/obesity, maternal smoking and origin/ethnicity predict childhood overweight/obesity and present cumulative effects. Monitoring children with rapid weight gain and supporting a healthy parental weight are important for childhood obesity prevention

A communal catalogue reveals Earth's multiscale microbial diversity

Our growing awareness of the microbial world's importance and diversity contrasts starkly with our limited understanding of its fundamental structure. Despite recent advances in DNA sequencing, a lack of standardized protocols and common analytical frameworks impedes comparisons among studies, hindering the development of global inferences about microbial life on Earth. Here we present a meta-analysis of microbial community samples collected by hundreds of researchers for the Earth Microbiome Project. Coordinated protocols and new analytical methods, particularly the use of exact sequences instead of clustered operational taxonomic units, enable bacterial and archaeal ribosomal RNA gene sequences to be followed across multiple studies and allow us to explore patterns of diversity at an unprecedented scale. The result is both a reference database giving global context to DNA sequence data and a framework for incorporating data from future studies, fostering increasingly complete characterization of Earth's microbial diversity.Peer reviewe

A communal catalogue reveals Earth’s multiscale microbial diversity

Our growing awareness of the microbial world’s importance and diversity contrasts starkly with our limited understanding of its fundamental structure. Despite recent advances in DNA sequencing, a lack of standardized protocols and common analytical frameworks impedes comparisons among studies, hindering the development of global inferences about microbial life on Earth. Here we present a meta-analysis of microbial community samples collected by hundreds of researchers for the Earth Microbiome Project. Coordinated protocols and new analytical methods, particularly the use of exact sequences instead of clustered operational taxonomic units, enable bacterial and archaeal ribosomal RNA gene sequences to be followed across multiple studies and allow us to explore patterns of diversity at an unprecedented scale. The result is both a reference database giving global context to DNA sequence data and a framework for incorporating data from future studies, fostering increasingly complete characterization of Earth’s microbial diversity

A922 Sequential measurement of 1 hour creatinine clearance (1-CRCL) in critically ill patients at risk of acute kidney injury (AKI)

Meeting abstrac

Guidelines for the use and interpretation of assays for monitoring autophagy (4th edition)1.

In 2008, we published the first set of guidelines for standardizing research in autophagy. Since then, this topic has received increasing attention, and many scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Thus, it is important to formulate on a regular basis updated guidelines for monitoring autophagy in different organisms. Despite numerous reviews, there continues to be confusion regarding acceptable methods to evaluate autophagy, especially in multicellular eukaryotes. Here, we present a set of guidelines for investigators to select and interpret methods to examine autophagy and related processes, and for reviewers to provide realistic and reasonable critiques of reports that are focused on these processes. These guidelines are not meant to be a dogmatic set of rules, because the appropriateness of any assay largely depends on the question being asked and the system being used. Moreover, no individual assay is perfect for every situation, calling for the use of multiple techniques to properly monitor autophagy in each experimental setting. Finally, several core components of the autophagy machinery have been implicated in distinct autophagic processes (canonical and noncanonical autophagy), implying that genetic approaches to block autophagy should rely on targeting two or more autophagy-related genes that ideally participate in distinct steps of the pathway. Along similar lines, because multiple proteins involved in autophagy also regulate other cellular pathways including apoptosis, not all of them can be used as a specific marker for bona fide autophagic responses. Here, we critically discuss current methods of assessing autophagy and the information they can, or cannot, provide. Our ultimate goal is to encourage intellectual and technical innovation in the field

Competencias genéricas a trabajar en estudiantes frente a la demanda del mercado laboral actual y futuro

Las instituciones educativas, se enfrentan actualmente a un periodo de cambio en la capacitación de los futuros profesionales (Arellano Herman et al., 2020). Según la UNESCO (1988), las nuevas generaciones del siglo XXI deberán estar preparadas con nuevas competencias, conocimientos e ideales, por lo que, los planes de estudio deberán de estar en constante adaptación (Victorino Ramírez, y Medina Márquez, 2006). En base al reto educativo descrito, el objetivo de la presente red es conocer la percepción del alumnado universitario, respecto a su adquisición de competencias genéricas durante su formación universitaria. Con este propósito se distribuyó de forma online, un cuestionario basado en 27 competencias del Proyecto Tuning de González y Wagenaar (2006). La muestra estuvo compuesta por 157 estudiantes de la facultad de Educación de la Universidad de Alicante y con los datos obtenidos se realizó una comparación de medias. Los resultados concluyeron que la capacidad de trabajo en equipo, de aplicar la teoría a la práctica, el compromiso con la ética y la calidad fueron las competencias mejor percibidas, siendo la habilidad para comunicarse en un segundo idioma la competencia de más bajo dominio