Rabdomiosarcoma paratesticular: reporte de caso y revisión de la literatura

Objetivo: Ofrecer un alcance de la relevancia del diagnóstico oportuno del cáncer testicular, a partir de un caso infrecuente de rabdomiosarcoma paratesticular en un adulto. Reporte de Caso: Se trata de un paciente varón de 39 años, que ingresa al servicio de cirugía - urología por un aumento de volumen de contenido escrotal, de forma progresiva desde hace 2 años, con crecimiento paulatino de la masa. En la ecografía testicular se evidencia un notorio aumento de volumen de bolsas escrotales por aparente tumoración o masa de consistencia dura, de estructura heterogénea y aspecto sólido de bordes mal definidos. Considerando los hallazgos clínicos, marcadores testiculares e imagenológicos se diagnosticó un tumor paratesticular derecho. Se realizó una orquiectomía derecha más exéresis de tumor paratesticular derecho. Patología concluyó en rabdomiosarcoma embrionario paratesticular con cápsula rota. Paciente fue dado de alta con seguimiento por consulta externa y referido a hospital oncológico de cuarto nivel

The psychological science accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

The Psychological Science Accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world

Interdisciplinary Teaching Practices Guide for the Degree in Primary Education. 1st and 2nd years. Academic year 2014-2015

Es un documento de trabajo y coordinación entre alumnos universitarios, maestros de colegios de Educación Primaria y profesores de la Facultad de Educación y Humanidades de Melilla (UGR).En esta publicación se recoge el Plan de Prácticas interdisciplinares de los cursos primero y segundo del Grado en Educación Primaria de la Universidad de Granada en el Campus de Melilla. Ante la demanda habitual de enseñanzas prácticas en situaciones reales por parte de los estudiantes de Magisterio, el Equipo Decanal de la Facultad de Educación y Humanidades de Melilla y el Equipo Docente del Grado decidió llevar a cabo estas prácticas externas de cátedra, contempladas en los programas de distintas asignaturas que integran el currículo formativo de la Titulación y que permiten al alumnado encontrar, desde el primer curso, la relación entre la formación recibida en las aulas universitarias y el desarrollo profesional docente en el aula de Educación Primaria. Este Plan de Prácticas interdisciplinares, tras una introducción que justifica la experiencia, recoge las competencias específicas del Grado en Educación Primaria relacionadas con las prácticas docentes y los objetivos que mueven a un equipo de profesionales de la Educación (profesores universitarios y maestros) a diseñar esta actividad en los cursos 1.º y 2.º del Grado y a elaborar una rúbrica de evaluación de competencias para cada curso participante. Las prácticas se realizan en aulas de 3.º y 4.º de Primaria, con la tutorización de los maestros correspondientes y la supervisión de los profesores de la Facultad de Educación y Humanidades. Tienen una duración de una semana por semestre de cada aña académico. El plan recoge, asimismo, la organización de estas prácticas, la descripción y funciones de los agentes implicados, las actividades que realizará el alumnado en las aulas escolares según la asignatura participante y las rúbricas de evaluación de estas actividades, así como cuestionarios de valoración de la experiencia por parte del propio alumnado, los maestros tutores y los tutores académicos. Esta experiencia pertenece al Proyecto de Innovación Docente 13-37 de la Universidad de Granada denominado “Diseño de herramientas para la evaluación de competencias del alumnado en las prácticas docentes en un contexto profesional”.El Proyecto está enmarcado en la acción 2 del Programa de Innovación y Buenas Prácticas docentes (convocatoria 2013) dentro del Plan Propio de Docencia. El Vicerrectorado de Ordenación Académica y Profesorado de la Universidad de Granada, a través del Secretariado de Innovación Docente, financia este Proyecto para los cursos 2013-2014 y 2014-2015

The Psychological Science Accelerator’s COVID-19 rapid-response dataset

In response to the COVID-19 pandemic, the Psychological Science Accelerator coordinated three large-scale psychological studies to examine the effects of loss-gain framing, cognitive reappraisals, and autonomy framing manipulations on behavioral intentions and affective measures. The data collected (April to October 2020) included specific measures for each experimental study, a general questionnaire examining health prevention behaviors and COVID-19 experience, geographical and cultural context characterization, and demographic information for each participant. Each participant started the study with the same general questions and then was randomized to complete either one longer experiment or two shorter experiments. Data were provided by 73,223 participants with varying completion rates. Participants completed the survey from 111 geopolitical regions in 44 unique languages/dialects. The anonymized dataset described here is provided in both raw and processed formats to facilitate re-use and further analyses. The dataset offers secondary analytic opportunities to explore coping, framing, and self-determination across a diverse, global sample obtained at the onset of the COVID-19 pandemic, which can be merged with other time-sampled or geographic data.peerReviewe