Efectos de la mentira en las relaciones de pareja entre jóvenes universitarios heterosexuales

The objective was to study the effect of lying on the relationships between heterosexual college students. It is a descriptive research, cross-sectional design and probabilistic sampling. Participated 503 university students, aged 16 to 22, Average of 3.7 and D.T. Of 1.4. The "Questionnaire for the recording of the effects of lying situations in the couple relationship", designed by the authors, was applied after validation. The results were processed using the Office Excel program. Statistical analysis included frequency distributions, correspondence analysis between variables and implied analysis according to the Rasch model. It was found that 94% of the women and 96% of the men had implicit lying experiences and that the intensity of discomfort in the women was 19% higher than in men. The most frequent immediate behavior was Complaint, which was associated with the Enhancing and Distancing effect; And, Chat, which was associated with the Improve relationship effect. It is concluded that the lie has no destructive effects on the relationship, and is likely to contribute to the construction of better relationships. It is recommended to continue with other studies guaranteeing greater anonymity when responding to the instruments, for greater objectivityEl objetivo fue estudiar el efecto de la mentira en las relaciones de pareja entre universitarios heterosexuales. Es una investigación descriptiva, diseño transversal y muestreo probabilístico. Participaron 503 universitarios, de 16 a 22 años, Media de 3.7 y D.T. de 1.4. Se aplicó el “Cuestionario para el registro de los efectos de situaciones mentirosas en la relación de pareja”, diseñado por los autores, previa validación. Los resultados se procesaron mediante el Programa Excel de Office. El análisis estadístico incluyó distribuciones de frecuencia, análisis de correspondencia entre variables y análisis implicativo según el modelo Rasch. Se encontró que el 94% de las mujeres y el 96% de los varones tuvieron experiencias implicadas de mentira y que la intensidad de molestia en las mujeres fue un 19% mayor que en hombres. La conducta inmediata más frecuente fue Reclamar, que se asoció con el efecto de Mejorar y Distanciar; y, Conversar, que se asoció con el efecto de Mejorar la relación. Se  concluye que la mentira no tiene efectos destructivos en la relación, siendo probable que contribuya a la construcción de mejores relaciones. Se recomienda continuar con otros estudios garantizando mayor anonimato al responder los instrumentos, para una mayor objetividad

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: Contribuciones para la inclusión educativa de estudiantes extranjeros

Indexación: Scopus.In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.https://www.scielo.br/j/ep/a/NhL67jbv7H7VpZtQYjtHVFt/?lang=e

TFG 2014/2015

Amb aquesta publicació, EINA, Centre universitari de Disseny i Art adscrit a la Universitat Autònoma de Barcelona, dóna a conèixer el recull dels Treballs de Fi de Grau presentats durant el curs 2014-2015. Voldríem que un recull com aquest donés una idea més precisa de la tasca que es realitza a EINA per tal de formar nous dissenyadors amb capacitat de respondre professionalment i intel·lectualment a les necessitats i exigències de la nostra societat. El treball formatiu s’orienta a oferir resultats que responguin tant a paràmetres de rigor acadèmic i capacitat d’anàlisi del context com a l’experimentació i la creació de nous llenguatges, tot fomentant el potencial innovador del disseny.Con esta publicación, EINA, Centro universitario de diseño y arte adscrito a la Universidad Autónoma de Barcelona, da a conocer la recopilación de los Trabajos de Fin de Grado presentados durante el curso 2014-2015. Querríamos que una recopilación como ésta diera una idea más precisa del trabajo que se realiza en EINA para formar nuevos diseñadores con capacidad de responder profesional e intelectualmente a las necesidades y exigencias de nuestra sociedad. El trabajo formativo se orienta a ofrecer resultados que respondan tanto a parámetros de rigor académico y capacidad de análisis, como a la experimentación y la creación de nuevos lenguajes, al tiempo que se fomenta el potencial innovador del diseño.With this publication, EINA, University School of Design and Art, affiliated to the Autonomous University of Barcelona, brings to the public eye the Final Degree Projects presented during the 2014-2015 academic year. Our hope is that this volume might offer a more precise idea of the task performed by EINA in training new designers, able to speak both professionally and intellectually to the needs and demands of our society. The educational task is oriented towards results that might respond to the parameters of academic rigour and the capacity for contextual analysis, as well as to considerations of experimentation and the creation of new languages, all the while reinforcing design’s innovative potential

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Retrospective evaluation of whole exome and genome mutation calls in 746 cancer samples

Funder: NCI U24CA211006Abstract: The Cancer Genome Atlas (TCGA) and International Cancer Genome Consortium (ICGC) curated consensus somatic mutation calls using whole exome sequencing (WES) and whole genome sequencing (WGS), respectively. Here, as part of the ICGC/TCGA Pan-Cancer Analysis of Whole Genomes (PCAWG) Consortium, which aggregated whole genome sequencing data from 2,658 cancers across 38 tumour types, we compare WES and WGS side-by-side from 746 TCGA samples, finding that ~80% of mutations overlap in covered exonic regions. We estimate that low variant allele fraction (VAF < 15%) and clonal heterogeneity contribute up to 68% of private WGS mutations and 71% of private WES mutations. We observe that ~30% of private WGS mutations trace to mutations identified by a single variant caller in WES consensus efforts. WGS captures both ~50% more variation in exonic regions and un-observed mutations in loci with variable GC-content. Together, our analysis highlights technological divergences between two reproducible somatic variant detection efforts

Thinking Intermediality in Mexico through Artistic Input

By highlighting certain paradigmatic moments and protagonists in Mexican contemporary art that reach back to the second half of the last century and continue until today, this article aims to show the undeniable “intermedial turn” that has become foundational not only for understanding current artistic movements in Mexico, but also for Mexican academia, where critics have only gradually started to recognize how an intermedial perspective may help them understand and analyze artistic proposals that can no longer be discussed from a strictly mono-disciplinary standpoint. Contributions by emblematic artists such as Mathias Goeritz, Felipe Ehrenberg, and Ulises Carrión, who have used words, images, and sound elements to broaden artistic boundaries in new and surprising ways, have been echoed and problematized in novel forms by contemporary visual artists such as Carlos Amorales and Jorge Méndez Blake as well as media artists Rafael Lozano Hemmer and Eugenio Tisselli, some of whom are also valuable interlocutors in matters of intermediality as they continue to critically theorize and sharply reflect on these types of practices.Cet article présente quelques moments paradigmatiques de l’art mexicain contemporain de la seconde moitié du 20e siècle jusqu’à aujourd’hui. Il a pour but de montrer l’indéniable « virage intermédial » qui s’est opéré au cours de cette période et qui permet de comprendre certains mouvements artistiques mexicains actuels ainsi que la réflexion qui s’est parallèlement élaborée dans le milieu universitaire. Ce n’est que depuis très récemment que les chercheurs reconnaissent qu’une approche intermédiale peut contribuer à la compréhension et à l’analyse de propositions artistiques qui ne peuvent plus uniquement être discutées d’un point de vue monodisciplinaire. Les contributions des artistes emblématiques Mathias Goeritz, Felipe Ehrenberg et Ulises Carrión, qui ont employé des mots, des images et des éléments sonores pour élargir les frontières artistiques, ont par exemple trouvé un écho chez des artistes visuels comme Carlos Amorales et Jorge Méndez Blake, ainsi que chez des artistes pratiquant les arts médiatiques comme Rafael Lozano Hemmer et Eugenio Tisselli. Ces artistes, puisqu’ils adoptent une posture théorique par rapport à leur pratique, constituent des interlocuteurs pertinents à l’égard de la réflexion sur l’intermédialité

Exploración del uso de las competencias académicas definidas en el proceso educativo y formativo en psicología

La investigación en la cual se apoya este artículo tuvo como objeto de estudio las competencias académicas definidas para la enseñanza universitaria en Psicología, y como propósito obtener información y datos sobre algunas de sus características en la práctica de la Psicología. Fue una investigación descriptiva de corte transversal, apoyada en un ejercicio empírico. Se definió una muestra única posible de 41egresados y de 39 estudiantes en prácticas, encontrándoseque todas las competencias enunciadas en los ítems del instrumento fueron vividas, utilizadas o realizadas. También se halló alta frecuencia de uso en algunas competencias con diferencias entre egresados y practicantes.Se concluyó que las competencias deben definirse en procura de una relación de continuidad y pertinencia entre lo educativo y lo laboral. Abstract This paper focuses on academic skills study and has as its purpose to collect data about the characteristics required for psychology teaching in college. This research was an empirical, descriptive, and transversal study. 41 graduates and 39 students in their internship year were sampled; all the competences defined in the instrument items were realized, used or lived. Additionally, high frequency of use in some competencies was found, with differences between the results for graduates and interns. The study concluded that academic competences must be defined in order to have continuity and relevance between education and employment

Exploración del uso de las competencias académicas definidas en el proceso educativo y formativo en psicología

La investigación en la cual se apoya este artículo tuvo como objeto de estudio las competencias académicas definidas para la enseñanza universitaria en Psicología, y como propósito obtener información y datos sobre algunas de sus características en la práctica de la Psicología. Fue una investigación descriptiva de corte transversal, apoyada en un ejercicio empírico. Se definió una muestra única posible de 41egresados y de 39 estudiantes en prácticas, encontrándoseque todas las competencias enunciadas en los ítems del instrumento fueron vividas, utilizadas o realizadas. También se halló alta frecuencia de uso en algunas competencias con diferencias entre egresados y practicantes.Se concluyó que las competencias deben definirse en procura de una relación de continuidad y pertinencia entre lo educativo y lo laboral. Abstract This paper focuses on academic skills study and has as its purpose to collect data about the characteristics required for psychology teaching in college. This research was an empirical, descriptive, and transversal study. 41 graduates and 39 students in their internship year were sampled; all the competences defined in the instrument items were realized, used or lived. Additionally, high frequency of use in some competencies was found, with differences between the results for graduates and interns. The study concluded that academic competences must be defined in order to have continuity and relevance between education and employment