Did Ebola emerge in West Africa by a policy-driven phase change in agroecology? Ebola's social context

SCOPUS: no.jinfo:eu-repo/semantics/publishe

Formative Assessment and Professional Training: Reflections from a Mathematics course in Bioengineering

Bioengineering is currently considered an interdisciplinary professional field which provides solutions to different problems arising in the area of health care. Its strategic importance is widely acknowledged since its developments and proposals could help diminish the level of technological dependence in the sector. The fast pace of innovation in the area of biomedical technology gives rise to permanent reflection on the learning goals and teaching strategies proposed by educators in the different training stages of a bioengineer. In this context, learning assessment appears as a controversial issue which needs to be debated and rethought. This paper describes the reflections of teachers of a Mathematics course within a Bioengineering program around the question, What approach to assessment favors the student's participation, autonomy and training as a future bioengineer? The investigation was carried out in the framework of a Participatory Research Action project and helped us to redesign assessment activities from a different perspective.Fil: Carrere, C.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Milesi, S.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Lapyckyj, I.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Ravera, Emiliano Pablo. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Escher, L.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Miyara, A.. Universidad Nacional de Rosario; Argentina. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Pita, G.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; ArgentinaFil: Añino, M.. Universidad Nacional de Entre Ríos. Facultad de Ingeniería; Argentin

Vaccination des ovins contre la brucellose avec la souche vivante B. 112 (Culture en bouillon)

Lafenêtre Henri, Carrère Louis, Cortez A., Vollhardt Yves, Quatrefages H. Vaccinations des ovins contre la Brucellose avec la souche vivante B. 112 (Culture en bouillon). In: Bulletin de l'Académie Vétérinaire de France tome 114 n°1, 1961. pp. 57-62

Increase of CXCR3+ T cells impairs Th17 cells recruitment in the small intestine mucosa through IFN-g and IL-18 during treated HIV-1 infection

The restoration of CD4+ T cells, especially T-helper type 17 (Th17) cells, remains incomplete in the gut mucosa of most human immunodeficiency virus type 1 (HIV-1)–infected individuals despite sustained antiretroviral therapy (ART). Herein, we report an increase in the absolute number of CXCR3+ T cells in the duodenal mucosa during ART. The frequencies of Th1 and CXCR3+ CD8+ T cells were increased and negatively correlated with CCL20 and CCL25 expression in the mucosa. In ex vivo analyses, we showed that interferon γ, the main cytokine produced by Th1 and effector CD8+ T cells, downregulates the expression of CCL20 and CCL25 by small intestine enterocytes, while it increases the expression of CXCL9/10/11, the ligands of CXCR3. Interleukin 18, a pro-Th1 cytokine produced by enterocytes, also contributes to the downregulation of CCL20 expression and increases interferon γ production by Th1 cells. This could perpetuate an amplification loop for CXCR3-driven Th1 and effector CD8+ T cells recruitment to the gut, while impairing Th17 cells homing through the CCR6-CCL20 axis in treated HIV-1–infected individuals

Understanding formative assessment in a mathematics course for Bioengineering students

[EN] This paper describes how formative assessment was introduced into a bioengineering mathematics course. This change was carried out within a Participatory Action Research project and involved a shift from an assessment system based on midterm tests, final exams and laboratory assignments to a new system which emphasizes debate, feedback and student participation. In this new assessment approach the students complete written reports and present them orally in class, giving rise to a rich exchange in which peer assessment, self-assessment and teacher assessment are combined. They are also asked to submit drafts for their laboratory assignments so as to receive teacher feedback; and in a further instance of self-assessment, they are asked to complete checklists and questionnaires on their performance in the course. The first results of this new system are encouraging as student performance has considerably improved and, furthermore, a healthy change of attitude has been observed in both students and teachers.[ES] Este trabajo describe cómo la evaluación formativa fue introducida en un curso de matemáticas para futuros bioingenieros. Este cambio se desarrolló en el contexto de una indagación enmarcada en los principios metodológicos de una Investigación Acción Participativa. Como resultado de la indagación el sistema tradicional de evaluación basado en exámenes parciales, evaluaciones finales y trabajos de laboratorio fue reemplazado por un nuevo sistema que incorpora nuevas actividades enfatizando el debate, la retroalimentación y la participación de los estudiantes. En este nuevo sistema se solicita a los estudiantes completar informes escritos y presentarlos oralmente en la clase, dando lugar a un intercambio enriquecido por la combinación de la evaluación entre pares, la autoevaluación y la evaluación del docente. Por otro lado también se les propone realizar entregas de borradores de los trabajos de laboratorio para recibir retroalimentación del docente, y en otra instancia de autoevaluación, se les presentan listas de cotejo y cuestionarios para reflexionar sobre su desempeño en el curso. Los primeros resultados de este nuevo sistema son alentadores, porque no sólo muestran mejoras en el desempeño de los alumnos, sino que también permiten observar un cambio de actitud beneficioso tanto en los alumnos como en los docentes.Carrere, LC.; Miyara, A.; Ravera, E.; Escher, L.; Lapyckyj, I.; Pita, G.; Perassi, M.... (2017). Descubriendo el enfoque formativo de la evaluación en un Curso de Matemáticas para estudiantes de Bioingeniería. REDU. Revista de Docencia Universitaria. 15(1):325-343. doi:10.4995/redu.2017.6334.SWORD32534315

Consequence of the tumor-associated conversion to cyclin D1b.

Clinical evidence suggests that cyclin D1b, a variant of cyclin D1, is associated with tumor progression and poor outcome. However, the underlying molecular basis was unknown. Here, novel models were created to generate a genetic switch from cyclin D1 to cyclin D1b. Extensive analyses uncovered overlapping but non-redundant functions of cyclin D1b compared to cyclin D1 on developmental phenotypes, and illustrated the importance of the transcriptional regulatory functions of cyclin D1b in vivo. Data obtained identify cyclin D1b as an oncogene, wherein cyclin D1b expression under the endogenous promoter induced cellular transformation and further cooperated with known oncogenes to promote tumor growth in vivo. Further molecular interrogation uncovered unexpected links between cyclin D1b and the DNA damage/PARP1 regulatory networks, which could be exploited to suppress cyclin D1b-driven tumors. Collectively, these data are the first to define the consequence of cyclin D1b expression on normal cellular function, present evidence for cyclin D1b as an oncogene, and provide pre-clinical evidence of effective methods to thwart growth of cells dependent upon this oncogenic variant

Study protocol for the evaluation of the health effects of superblocks in barcelona : The "salut als carrers" (health in the streets) project

Superblocks are currently being introduced in Barcelona to respond to the city's scarcity of green spaces and high levels of air pollution, traffic injuries, and sedentariness. The aim is to calm the streets by reducing the number of square meters dedicated to private vehicles and to reclaim part of this public space for people. Salut als Carrers (Health in the Streets) is a project to evaluate the potential environmental and health effects of the superblock model with an equity perspective in Barcelona. This study aims to explain the various interventions implemented in different neighborhoods in Barcelona and the methods that will be used to evaluate them in a quasi-experimental and health impact assessment (HIA) approaches. Given the complexity of the intervention evaluated, the project employs mixed methodologies. Quantitative methods include: (a) a pre-post health survey of 1200 people randomly selected from the municipal register asked about self-perceived health and quality of life, social support, mental health, mobility, physical activity, neighborhood characteristics, and housing; (b) pre-post environmental measurements, mainly of nitrogen dioxide (NO), particulate matter of less than 10 µm (PM), and particulate matter of less than 2.5 µm (PM) and black carbon; (c) pre-post environmental walkability measures using the Microscale Audit of Pedestrian Streetscapes (MAPS) tool; (d) use of public space and physical activity levels using the System for Observing Play and Recreation in Communities (SOPARC), a validated observation tool; (e) pre-post traffic injury measures with a comparison group; and (f) the comparison and integration of pre-post assessment with previous HIAs and the improvement of future HIAs. Qualitative studies will be performed to analyze residents' perception of these effects by using: (a) various focus groups according to different participant characteristics who are more or less likely to use the superblocks; and (b) a guerrilla ethnography, which is a method that combines ethnographic observation and semi-structured interviews. This study, which evaluates the impact of an ambitious urban-renewal program on health, will help to assess the effectiveness of public policy in terms of health and health inequalities

Evaluar para aprender: un proceso de investigación-acción en la carrera de Bioingeniería

La evaluación del aprendizaje es una problemática que despierta inquietudes en la comunidad universitaria. Numerosas investigaciones indican que los sistemas de evaluación implementados por los docentes influyen fuertemente en el proceso de aprendizaje. Estos resultados, y la polémica que despiertan, hacen visible la necesidad de repensar la evaluación atendiendo a su complejidad, su vinculación con el proceso de enseñanza y su fuerte impacto en el proceso de aprendizaje. Esta situación motivó la formulación de este proyecto enmarcado en los principios metodológicos de una Investigación-Acción, el cual se propuso describir y analizar críticamente el proceso de evaluación en “Cálculo Vectorial” y “Ecuaciones Diferenciales”, asignaturas de la carrera de Bioingeniería. Como resultado de las acciones implementadas se realizaron diferentes modificaciones en las prácticas de enseñanza y de evaluación, encuadradas en un nuevo plan de evaluación con enfoque formativo, y se generó en los docentes un proceso altamente reflexivo sobre esos cambios. A partir de esta I-A se ha iniciado un proceso de cambio en la manera de pensar la evaluación, no ha sido sencillo modificar las tradiciones que impregnan la evaluación en carreras de ingeniería, vencer estas resistencias ha sido posible a través de un trabajo colaborativo sostenido en el tiempo