Mi rompecabezas francoespañol : estudio contrastivo de traducción francés-español

Treball Final de Grau en Traducció i Interpretació. Codi: TI0983. Curs: 2013/2014Pese a ser países vecinos y pertenecer a la lengua romance, el castellano y el francés tienen sus diferencias léxicas, gramaticales y de sintaxis. Aunque puede resultar más fácil aprender estos idiomas por sus similitudes, muchas veces nos inducirán a realizar falsos amigos o calcos durante la realización de la tarea traductora. Para poder abordar esta última tarea con éxito se definirá el aspecto a estudiar, se analizará en ambos idiomas la norma de los elementos más problemáticos, se ejemplificará mediante un corpus realizado en las asignaturas de traducción francésespañol de tercero y cuarto de carrera y se concluirá el apartado. Estos aspectos se encontrarán divididos en dos apartados: aspectos diacríticos y/o tipográficos y problemas gramaticales. Además de esto, se realizará una breve conclusión de los aspectos más importantes en cada apartado

Análisis del uso de distintos recursos en una web didáctica

To analyze how students use online learning tools, such as didactic websites, a common practice is to report global access statistics. Although these are adequate measures, they are not specific enough and do not allow to determine if there are differences depending on the type of resources available to students. The aim of this study is to compare how students use different types of resources in a didactic website, distinguishing between resources to be evaluated in a final exam, resources for work in the classroom, extension resources not to be evaluated, and online extension resources. To this end, the 96 students (87 women, 9 men) taking part in the research enrolled in a subject that is part of the Degree in Speech Therapy, and where a didactic website was used as a tool to complement face-to-face teaching. The total number of accesses to the didactic website and the average number of reads of each type of resources were taken as units of measure. The results indicated that, although the number of visits generally reflected an intense, frequent, stable use of the website, at the same time there were some types of resources that were hardly used by students. Thus, it is suggested that the availability of a particular learning resource on a didactic website does not imply that it will be used, and that the best way to increase the use of a resource is to evaluate it, or to use it in the classroom.A la hora de analizar el uso que los estudiantes hacen de las herramientas docentes on-line, como es el caso de las webs didácticas, frecuentemente se recurre a las estadísticas globales de acceso. Si bien son medidas adecuadas, resultan poco específicas y no permiten conocer si hay diferencias en función de los tipos de recursos que el alumno tiene disponibles. El objetivo de este trabajo fue comparar el uso que los alumnos hacen de distintos tipos de recursos en una web didáctica, distinguiendo entre recursos evaluados en el examen final, recursos para el trabajo en el aula, recursos de ampliación no evaluados y recursos on-line de ampliación. Participaron 96 estudiantes (87 mujeres, 9 hombres) matriculados en una asignatura perteneciente al Grado en Logopedia y en la que se utilizó una web didáctica como herramienta para complementar la docencia presencial. Como medidas, se tomaron el número total de accesos a la web didáctica y el promedio de consultas a cada tipo de tipo de recursos. Los resultados mostraron que, si bien a nivel global hubo un uso intenso, frecuente y estable de la web, al mismo tiempo hubo algunos recursos que apenas fueron consultados por los alumnos. Por tanto, se sugiere que la disponibilidad de un recurso de aprendizaje determinado en una web didáctica no supone que vaya a ser utilizado y que la forma de aumentar el uso de un recurso es evaluándolo o utilizándolo directamente en el aula

Una experiencia de innovación a través de los principios del blended learning y el aprendizaje basado en problema

[SPA] Esta comunicación describe una experiencia de innovación docente universitaria que se aplica en varias asignaturas del Grado en Logopedia. Esa experiencia está inspirada en los principios del blended learning y del aprendizaje basado en problemas, de manera que se combina la utilización de una web didáctica con la realización de actividades grupales en clase. Los resultados demuestran efectos positivos en distintas medidas como son el porcentaje de alumnos presentados, la valoración de los alumnos de las asignaturas o el clima de clase, aunque también se discute sobre las limitaciones que se han encontrado y que pueden ser de utilidad para otros docentes. [ENG] This paper describes a higher learning innovation experience that is being applied in several courses of the Degree on Speech Therapy. The experience is inspired by the principles of blended learning and problem-based learning, and combines the use of a didactical website with in-class group activities. Results show positive effects in a range of measures such as the percentage of students taking the final exam or the student evaluation of the courses. Limitations are also discussed as they might be of interest for other teachers

Un ejemplo de la utilización de webs didácticas en docencia universitaria. Póster

[SPA]Las demandas en innovación docente que supone el Espacio Europeo de Educación Superior favorecen el desarrollo de nuevas estrategias para mejorar el proceso de enseñanza-aprendizaje. En este contexto, la web didáctica es un recurso educativo que tiene como finalidad facilitar el proceso de enseñanza, guiar al alumno a través de los contenidos de la asignatura, posibilitar el aprovechamiento de los recursos que internet pone a nuestra disposición y permitir también al alumno participar de forma activa en su aprendizaje. El objetivo de este trabajo es mostrar el uso de una web didáctica en una asignatura universitaria correspondiente a la Diplomatura en Logopedia de la Universidad de Murcia, que cuenta con un alto número de matriculados y en la que las clases se realizan en formato de gran grupo, lo que dificulta otras experiencias de innovación educativa. Además de describir el funcionamiento de esta web, se presentan los resultados obtenidos acerca de la utilización de la misma, la satisfacción de los alumnos con este tipo de herramienta y algunos apuntes relacionados con los resultados académicos. [ENG]The European Higher Education Space requires new strategies to enhance the teaching-learning process. Within this context, educational websites are a valuable resource aimed at facilitating the teaching process, guiding the student through the course contents, taking advantage of online resources, and allowing an active role of the student in his/her own learning. The goal of this paper is to describe the usage of a educational website in an undergraduate course for the Speech and Language Therapy degree at the University of Murcia, given that the number of students enrolled in the course and the class setting do not allow for other teaching innovation experiences. The structure of the website is describe, and several data are presented regarding the use of the website by students, their degree on satisfaction with these type on online tolos, and the impact on educational performance.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

Elementos necesarios en una web didáctica para docencia universitaria. Póster

[SPA]Las webs didácticas forman parte de las posibilidades que las Tecnologías de la Información y la Comunicación (TIC) ofrecen a la enseñanza universitaria a la hora de generar nuevos recursos educativos. Esas webs didácticas, entendidas como “casa” de la asignatura, son lugares que contienen toda la información que el alumno debe conocer para conducirse con éxito por la misma. No obstante, una revisión de las webs empleadas por distintos autores muestran una alta diversidad en su estructura y en los recursos que ofrecen, lo cual lleva a plantearse qué elementos debería contener una web didáctica para la docencia universitaria. Según la experiencia que hemos acumulado, esos elementos mínimos serían una página inicial, un cronograma, los contenidos completos de la asignatura, las actividades llevadas a cabo durante la misma, y enlaces a otros contenidos web. El objetivo de este trabajo es mostrar un ejemplo visual de estos elementos a través de la web de una asignatura perteneciente a la titulación de Diplomado en Logopedia de la Universidad de Murcia. [ENG]Educational or didactic webs are among the possibilites that IT offers for generating new teaching resources in higher education. These websites, that can be seen as the “home” for a course, include all the information that students need to successfully learn the course. However, a review of the websites employed by different authors show differences in both structure and content, and thus, the question arises of which elements should be part of an education website in the context of higher education. In our own experience, these key elements should be a home page, a course schedule, the full contents for the course, a list with all activities conducted during the course and links to external web resources. The current paper is aimed at providing a visual example of these elements through the revision of a web designed for an undergraduate course in Speech Therapy at the University of Murcia.Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

The Histone Variant MacroH2A1 Regulates Key Genes for Myogenic Cell Fusion in a Splice-Isoform Dependent Manner

Altres ajuts: This research project was supported by the Fundació La Marató de TV3 257/C/2019 (to MB). Research at the IJC is supported by the 'La Caixa' Foundation, the Fundació Internacional Josep Carreras, Celgene Spain.MacroH2A histone variants have functions in differentiation, somatic cell reprogramming and cancer. However, at present, it is not clear how macroH2As affect gene regulation to exert these functions. We have parted from the initial observation that loss of total macroH2A1 led to a change in the morphology of murine myotubes differentiated ex vivo. The fusion of myoblasts to myotubes is a key process in embryonic myogenesis and highly relevant for muscle regeneration after acute or chronic injury. We have focused on this physiological process, to investigate the functions of the two splice isoforms of macroH2A1. Individual perturbation of the two isoforms in myotubes forming in vitro from myogenic C2C12 cells showed an opposing phenotype, with macroH2A1.1 enhancing, and macroH2A1.2 reducing, fusion. Differential regulation of a subset of fusion-related genes encoding components of the extracellular matrix and cell surface receptors for adhesion correlated with these phenotypes. We describe, for the first time, splice isoform-specific phenotypes for the histone variant macroH2A1 in a physiologic process and provide evidence for a novel underlying molecular mechanism of gene regulation

Neoadjuvant Trastuzumab Emtansine and Pertuzumab in Human Epidermal Growth Factor Receptor 2-Positive Breast Cancer: Three-Year Outcomes From the Phase III KRISTINE Study.

PurposeThe KRISTINE study compared neoadjuvant trastuzumab emtansine plus pertuzumab (T-DM1+P) with docetaxel, carboplatin, trastuzumab plus P (TCH+P) for the treatment human epidermal growth factor receptor 2-positive stage II to III breast cancer. T-DM1+P led to a lower pathologic complete response rate (44.4% v 55.7%; P = .016), but fewer grade 3 or greater and serious adverse events (AEs). Here, we present 3-year outcomes from KRISTINE.MethodsPatients were randomly assigned to neoadjuvant T-DM1+P or TCH+P every 3 weeks for six cycles. Patients who received T-DM1+P continued adjuvant T-DM1+P, and patients who received TCH+P received adjuvant trastuzumab plus pertuzumab. Secondary end points included event-free survival (EFS), overall survival, patient-reported outcomes (measured from random assignment), and invasive disease-free survival (IDFS; measured from surgery).ResultsOf patients, 444 were randomly assigned (T-DM1+P, n = 223; TCH+P, n = 221). Median follow-up was 37 months. Risk of an EFS event was higher with TDM-1+P (hazard ratio [HR], 2.61 [95% CI, 1.36 to 4.98]) with more locoregional progression events before surgery (15 [6.7%] v 0). Risk of an IDFS event after surgery was similar between arms (HR, 1.11 [95% CI, 0.52 to 2.40]). Pathologic complete response was associated with a reduced risk of an IDFS event (HR, 0.24 [95% CI, 0.09 to 0.60]) regardless of treatment arm. Overall, grade 3 or greater AEs (31.8% v 67.7%) were less common with T-DM1+P. During adjuvant treatment, grade 3 or greater AEs (24.5% v 9.9%) and AEs leading to treatment discontinuation (18.4% v 3.8%) were more common with T-DM1+P. Patient-reported outcomes favored T-DM1+P during neoadjuvant treatment and were similar to trastuzumab plus pertuzumab during adjuvant treatment.ConclusionCompared with TCH+P, T-DM1+P resulted in a higher risk of an EFS event owing to locoregional progression events before surgery, a similar risk of an IDFS event, fewer grade 3 or greater AEs during neoadjuvant treatment, and more AEs leading to treatment discontinuation during adjuvant treatment

Genetic landscape of 6089 inherited retinal dystrophies affected cases in Spain and their therapeutic and extended epidemiological implications

Inherited retinal diseases (IRDs), defined by dysfunction or progressive loss of photoreceptors, are disorders characterized by elevated heterogeneity, both at the clinical and genetic levels. Our main goal was to address the genetic landscape of IRD in the largest cohort of Spanish patients reported to date. A retrospective hospital-based cross-sectional study was carried out on 6089 IRD affected individuals (from 4403 unrelated families), referred for genetic testing from all the Spanish autonomous communities. Clinical, demographic and familiar data were collected from each patient, including family pedigree, age of appearance of visual symptoms, presence of any systemic findings and geographical origin. Genetic studies were performed to the 3951 families with available DNA using different molecular techniques. Overall, 53.2% (2100/3951) of the studied families were genetically characterized, and 1549 different likely causative variants in 142 genes were identified. The most common phenotype encountered is retinitis pigmentosa (RP) (55.6% of families, 2447/4403). The most recurrently mutated genes were PRPH2, ABCA4 and RS1 in autosomal dominant (AD), autosomal recessive (AR) and X-linked (XL) NON-RP cases, respectively; RHO, USH2A and RPGR in AD, AR and XL for non-syndromic RP; and USH2A and MYO7A in syndromic IRD. Pathogenic variants c.3386G > T (p.Arg1129Leu) in ABCA4 and c.2276G > T (p.Cys759Phe) in USH2A were the most frequent variants identified. Our study provides the general landscape for IRD in Spain, reporting the largest cohort ever presented. Our results have important implications for genetic diagnosis, counselling and new therapeutic strategies to both the Spanish population and other related populations.This work was supported by the Instituto de Salud Carlos III (ISCIII) of the Spanish Ministry of Health (FIS; PI16/00425 and PI19/00321), Centro de Investigación Biomédica en Red Enfermedades Raras (CIBERER, 06/07/0036), IIS-FJD BioBank (PT13/0010/0012), Comunidad de Madrid (CAM, RAREGenomics Project, B2017/BMD-3721), European Regional Development Fund (FEDER), the Organización Nacional de Ciegos Españoles (ONCE), Fundación Ramón Areces, Fundación Conchita Rábago and the University Chair UAM-IIS-FJD of Genomic Medicine. Irene Perea-Romero is supported by a PhD fellowship from the predoctoral Program from ISCIII (FI17/00192). Ionut F. Iancu is supported by a grant from the Comunidad de Madrid (CAM, PEJ-2017-AI/BMD7256). Marta del Pozo-Valero is supported by a PhD grant from the Fundación Conchita Rábago. Berta Almoguera is supported by a Juan Rodes program from ISCIII (JR17/00020). Pablo Minguez is supported by a Miguel Servet program from ISCIII (CP16/00116). Marta Corton is supported by a Miguel Servet program from ISCIII (CPII17/00006). The funders played no role in study design, data collection, data analysis, manuscript preparation and/or publication decisions

Progressive skin fibrosis is associated with a decline in lung function and worse survival in patients with diffuse cutaneous systemic sclerosis in the European Scleroderma Trials and Research (EUSTAR) cohort.

Objectives To determine whether progressive skin fibrosis is associated with visceral organ progression and mortality during follow-up in patients with diffuse cutaneous systemic sclerosis (dcSSc). Methods We evaluated patients from the European Scleroderma Trials and Research database with dcSSc, baseline modified Rodnan skin score (mRSS) ≥7, valid mRSS at 12±3 months after baseline and ≥1 annual follow-up visit. Progressive skin fibrosis was defined as an increase in mRSS >5 and ≥25% from baseline to 12±3 months. Outcomes were pulmonary, cardiovascular and renal progression, and all-cause death. Associations between skin progression and outcomes were evaluated by Kaplan-Meier survival analysis and multivariable Cox regression. Results Of 1021 included patients, 78 (7.6%) had progressive skin fibrosis (skin progressors). Median follow-up was 3.4 years. Survival analyses indicated that skin progressors had a significantly higher probability of FVC decline ≥10% (53.6% vs 34.4%; p<0.001) and all-cause death (15.4% vs 7.3%; p=0.003) than non-progressors. These significant associations were also found in subgroup analyses of patients with either low baseline mRSS (≤22/51) or short disease duration (≤15 months). In multivariable analyses, skin progression within 1 year was independently associated with FVC decline ≥10% (HR 1.79, 95% CI 1.20 to 2.65) and all-cause death (HR 2.58, 95% CI 1.31 to 5.09). Conclusions Progressive skin fibrosis within 1 year is associated with decline in lung function and worse survival in dcSSc during follow-up. These results confirm mRSS as a surrogate marker in dcSSc, which will be helpful for cohort enrichment in future trials and risk stratification in clinical practice

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio