Perceptions and expectations of learning in young university

[EN] This article raises the importance of the teaching-learning process from the perspective of students. The objective was to analyze the perceptions and expectations about learning scenario by students of the Universidad Veracruzana in Mexico. The research is qualitative comprised of 20 students in four focus groups in two work centers: Veracruz and Xalapa. For data collection interviews each session is recorded and transcribed into digital format for content analysis using the lite version Qda Miner software. The study results indicate the attitude and credentials as a key factor in the learning process, while the routines of study, teacher-student interaction encourage learning by students. Notably, no significant differences were found in the dimensions of perception and expectations of learning scenarios school level. Finally university students emphasize the need to change the role of the teacher as a companion in the process of teaching and learning, which allows to point to the demands of students improve response aspects of attitude, use of new technologies; also stresses the need to articulate the final assessment throughout the course and not only take into account the written exam.[ES] Este artículo plantea un esbozo de perfil del estudiante universitario considerando algunos aspectos inherentes al proceso de enseñanza-aprendizaje. El objetivo fue analizar la percepción y las expectativas acerca del escenario de aprendizaje por parte del alumnado de la Universidad Veracruzana en México. El tipo de investigación es cualitativo y está conformado por 20 estudiantes distribuidos en cuatro grupos focales pertenecientes a dos regiones: Veracruz y Xalapa. Para la recolección de datos se grabaron las entrevistas de cada sesión y se transcribieron en formato digital para el analisis de contenido utilizando el software Qda Miner versión lite. Los resultados del estudio señalan la actitud y actualización docente como factor clave para el proceso de enseñanza, en tanto que las rutinas de estudio, la interacción docente-alumnos fomentan el aprendizaje por parte de los estudiantes. Cabe destacar que no se encontraron diferencias significativas en las dimensiones de percepción y expectativas de los escenarios de aprendizaje a nivel de centro educativo. Finalmente los jóvenes universitarios enfatizan la necesidad de modificar el rol del docente como un acompañante en el proceso de enseñanza-aprendizaje, el cual permita dar respuesta puntual a las demandas de los estudiantes mejorando los aspectos de actitud, uso de nuevas tecnologías; asimismo destaca la necesidad de articular la evaluación final a lo largo del curso y no solamente tomar en cuenta el examen escrito. Guardar / Salir Siguiente >Soto Ortiz, JL.; Torres Gastelú, CA. (2016). Percepciones y expectativas del aprendizaje en jóvenes universitarios. REDU. Revista de Docencia Universitaria. 14(1):51-68. doi:10.4995/redu.2016.5797.SWORD516814

Leprosy Associated with Atypical Cutaneous Leishmaniasis in Nicaragua and Honduras

In Central America, few cases of leprosy have been reported, but the disease may be unrecognized. Diagnosis is based on clinical criteria and histology. Preliminary field work in Nicaragua and Honduras found patients, including many children, with skin lesions clinically suggestive of atypical cutaneous leishmaniasis or indeterminate leprosy. Histology could not distinguish these diseases although acid-fast organisms were visible in a few biopsies. Lesions healed after standard antimicrobial therapy for leprosy. In the present study, patients, family members, and other community members were skin-tested and provided nasal swabs and blood samples. Biopsies were taken from a subgroup of patients with clinical signs of infection. Two laboratories analyzed samples, using local in-house techniques. Mycobacterium leprae, Leishmania spp. and Leishmania infantum were detected using polymerase chain reactions. Mycobacterium leprae DNA was detected in blood samples and nasal swabs, including some cases where leprosy was not clinically suspected. Leishmania spp. were also detected in blood and nasal swabs. Most biopsies contained Leishmania DNA and coinfection of Leishmania spp. with M. leprae occurred in 33% of cases. Mycobacterium leprae DNA was also detected and sequenced from Nicaraguan and Honduran environmental samples. In conclusion, leprosy and leishmaniasis are present in both regions, and leprosy appears to be widespread. The nature of any relationship between these two pathogens and the epidemiology of these infections need to be elucidated

Enhanced reduction in cell viability by hyperthermia induced by magnetic nanoparticles

Colloidal suspensions of iron oxide magnetic nanoparticles are known to dissipate energy when exposed to an oscillating magnetic field. Such energy dissipation can be employed to locally raise temperature inside a tumor between 41°C and 45°C (hyperthermia) to promote cell death, a treatment known as magnetic fluid hyperthermia (MFH). This work seeks to quantify differences between MFH and hot-water hyperthermia (HWH) in terms of reduction in cell viability using two cancer cell culture models, Caco-2 (human epithelial colorectal adenocarcinoma) and MCF-7 (human breast cancer). Magnetite nanoparticles were synthesized via the co-precipitation method and functionalized with adsorbed carboxymethyl dextran. Cytotoxicity studies indicated that in the absence of an oscillating magnetic field, cell viability was not affected at concentrations of up to 0.6 mg iron oxide/mL. MFH resulted in a significant decrease in cell viability when exposed to a magnetic field for 120 minutes and allowed to rest for 48 hours, compared with similar field applications, but with shorter resting time. The results presented here suggest that MFH most likely induces apoptosis in both cell types. When compared with HWH, MFH produced a significant reduction in cell viability, and these effects appear to be cell-type related

Todo lo que siempre quiso saber sobre la evaluación, pero no se atrevió a preguntar: a propósito de una encuesta

La evaluación es un proceso sistemático, continuo e integral destinado a determinar hasta qué punto han sido alcanzados los objetivos educativos. En ella se aúnan dos actividades fundamentales: medir y emitir juicios de valor a partir, de los datos. Sin embargo, a pesar de la claridad de estos conceptos la forma de evaluar a los alumnos todavía sigue plagada de importantes contradicciones entre los profesores, lo que manifiesta unas conductas didácticas alejadas de lo que debiera ser una pedagogía basada en la evidencia. El objetivo de este trabajo es evidenciar las citadas discrepancias, entre los agentes del proceso de enseñanza aprendizaje (alumnos y profesores), a la hora de elaborar, realizar y calificar las pruebas de evaluación (“exámenes”) de los alumnos de varias disciplinas relacionadas con la Biomedicina. La metodología empleada ha consistido en aplicar a los estudiantes un sencillo cuestionario con preguntas de elección múltiple. A partir de los resultados, se pretende reflexionar sobre conjunto de criterios sólidos que permitan realizar las evaluaciones de los alumnos con mayor validez, fiabilidad, objetividad y pertinencia, como recomienda la OMS en su Guía Pedagógica para el Personal de Salud

Instabilities of Higher-Order Parametric Solitons. Filamentation versus Coalescence

We investigate stability and dynamics of higher-order solitary waves in quadratic media, which have a central peak and one or more surrounding rings. We show existence of two qualitatively different behaviours. For positive phase mismatch the rings break up into filaments which move radially to initial ring. For sufficient negative mismatches rings are found to coalesce with central peak, forming a single oscillating filament.Comment: 5 pages, 7 figure

MTN-001: Randomized Pharmacokinetic Cross-Over Study Comparing Tenofovir Vaginal Gel and Oral Tablets in Vaginal Tissue and Other Compartments

Background: Oral and vaginal preparations of tenofovir as pre-exposure prophylaxis (PrEP) for human immunodeficiency virus (HIV) infection have demonstrated variable efficacy in men and women prompting assessment of variation in drug concentration as an explanation. Knowledge of tenofovir concentration and its active form, tenofovir diphosphate, at the putative vaginal and rectal site of action and its relationship to concentrations at multiple other anatomic locations may provide key information for both interpreting PrEP study outcomes and planning future PrEP drug development. Objective: MTN-001 was designed to directly compare oral to vaginal steady-state tenofovir pharmacokinetics in blood, vaginal tissue, and vaginal and rectal fluid in a paired cross-over design. Methods and Findings: We enrolled 144 HIV-uninfected women at 4 US and 3 African clinical research sites in an open label, 3-period crossover study of three different daily tenofovir regimens, each for 6 weeks (oral 300 mg tenofovir disoproxil fumarate, vaginal 1% tenofovir gel [40 mg], or both). Serum concentrations after vaginal dosing were 56-fold lower than after oral dosing (p<0.001). Vaginal tissue tenofovir diphosphate was quantifiable in ≥90% of women with vaginal dosing and only 19% of women with oral dosing. Vaginal tissue tenofovir diphosphate was ≥130-fold higher with vaginal compared to oral dosing (p<0.001). Rectal fluid tenofovir concentrations in vaginal dosing periods were higher than concentrations measured in the oral only dosing period (p<0.03). Conclusions: Compared to oral dosing, vaginal dosing achieved much lower serum concentrations and much higher vaginal tissue concentrations. Even allowing for 100-fold concentration differences due to poor adherence or less frequent prescribed dosing, vaginal dosing of tenofovir should provide higher active site concentrations and theoretically greater PrEP efficacy than oral dosing; randomized topical dosing PrEP trials to the contrary indicates that factors beyond tenofovir's antiviral effect substantially influence PrEP efficacy. Trial Registration: ClinicalTrials.gov NCT00592124

Reflexiones en torno a la evaluación de las actividades del proceso de enseñanza-aprendizaje

La evaluación es un proceso sistemático, continuo e integral destinado a determinar hasta qué punto han sido alcanzados los objetivos educativos. En ella se aúnan dos actividades fundamentales: medir y emitir juicios de valor a partir, de los datos. Sin embargo, a pesar de la claridad de estos conceptos la forma de evaluar a los alumnos todavía sigue plagada de importantes contradicciones entre los profesores, lo que manifiesta unas conductas didácticas alejadas de lo que debiera ser una pedagogía basada en la evidencia. El objetivo de este proyecto es evidenciar las citadas discrepancias, entre los agentes del proceso de enseñanza aprendizaje (alumnos y profesores), a la hora de elaborar, realizar y calificar las pruebas de evaluación (“exámenes”) de los alumnos de varias disciplinas relacionadas con la Biomedicina. La metodología empleada ha consistido en aplicar a los estudiantes un sencillo cuestionario con preguntas de elección múltiple. A partir de los resultados, se pretende reflexionar sobre conjunto de criterios sólidos que permitan realizar las evaluaciones de los alumnos con mayor validez, fiabilidad, objetividad y pertinencia, como recomienda la OMS en su Guía Pedagógica para el Personal de Salud

Stable spinning optical solitons in three dimensions

We introduce spatiotemporal spinning solitons (vortex tori) of the three-dimensional nonlinear Schrodinger equation with focusing cubic and defocusing quintic nonlinearities. The first ever found completely stable spatiotemporal vortex solitons are demonstrated. A general conclusion is that stable spinning solitons are possible as a result of competition between focusing and defocusing nonlinearities.Comment: 4 pages, 6 figures, accepted to Phys. Rev. Let