La función de la educación superior en la sociedad del conocimiento europea

119 p.Libro ElectrónicoEn este libro presentamos los resultados de la investigación realizada por el equipo español del proyecto multi-disciplinario NESOR: Nuevos riesgos sociales en la sociedad del conocimiento europeo y la educación superior [New Social Risks in the European Knowledge society and Higher education. Este proyecto ha sido co-financiado por la Unión Europea dentro del programa Socrates.INDICE 0. Introducción 1 1. La función social de la educación superior: un marco conceptual 5 2. Educación superior en el modelo social de la sociedad del conocimiento europeo 15 3. La educación superior en los modelos sociales europeos: ¿mitigar riesgos sociales? 24 4. Similitudes y diferencias entre sistemas de educación euperior 34 4.1. La performance del aprendizaje 34 4.2. La educación superior en la construcción de la sociedad del conocimiento europea 39 4.3. Educación superior y nuevos riesgos sociales en la era del conocimiento 56 4.4. La dimensión europea y la internacionalización de la educación superior 73 5. Comentarios concluyentes 79 6. Anexo 86 7. Bibliografía 90 7.1. Publicaciones producidas por el proyecto NESOR 90 7.2. Bibliografía utilizada en el curso del proyecto NESOR 96Ilustración de la cubierta: La tregua de José Manuel Taboada Lopez (2011) Este libro contiene gráficas y cuadros relacionales

The relevance of university adult education for labour market policies

Lifelong learning plays a key role in labor market policies in the EU. In the context of the increasing rate of people with higher education and changes in markets for skilled jobs, universities have begun to engage in adult education and active labor market policies. The article presents the results of studies of unrepresentative cases of university adult education programs conducted in seven European countries with special focus on middle-aged people, who are increasingly vulnerable socially. One of the salient features of the case studies was the social effectiveness of university adult education programs from the point of view of access to jobs and the quality of work / life. The results of the case studies along with analysis of the results of other European projects permitted a continuous training scheme the essential dimensions of universities in adult education for socially effective

COOPERATION IN WORK-ORIENTED LEARNING IN HIGHER EDUCATION

The paper reports on preliminary findings from an EU funded project on collaboration and partnership between external stakeholders and universities to deliver work-related learning to adults with existing labour market experience in order to increase skills and competences for the knowledge economy as envisaged in Agenda 2020. The paper engages with debates on the professionalization of vocational education and consequently the vocationalisation of university education. It reports relevant data for the six partner countries of the LETAE project and EU averages to provide some context to debates about relative levels of attainment and labour market position. It briefly introduces some data drawn from cases studies of work-related learning in higher education delivered in partnership or collaboration with external stakeholders including local authorities, trade unions, and individual enterprises. Finally, it compares in detail the cases from the UK and Spain as illustrative of specific national responses to work-related learning initiatives

The relevance of university adult education for labour market policies

Lifelong learning now plays a key role labour market policies within the EU. Against a background of increasing rates of highly educated people and changes in graduate labour markets, universities have started to become involved in adult learning and active labour market policies. The article presents the results of 21 nonrepresentative case studies of university adult learning programmes from seven EUcountries with particular focus on people in mid-life, who are becoming more and more socially vulnerable. One of the main features of the case studies was the social effectiveness of university adult learning programmes in terms of access to jobs and quality of work/life. The results of the case studies together with a review of the results of other European lifelong learning projects made it possible to draw up a scheme of the core dimensions of socially effective university adult learning

Social Effectiveness of Tertiary Education for Adults in Mid-life

No abstract available

Insulin-like growth factor 2 overexpression induces β-Cell dysfunction and increases beta-cell susceptibility to damage

The human insulin-like growth factor 2 (IGF2) and insulin genes are located within the same genomic region. Although human genomic studies have demonstrated associations between diabetes and the insulin/IGF2 locus or the IGF2 mRNA-binding protein 2 (IGF2BP2), the role of IGF2 in diabetes pathogenesis is not fully understood. We previously described that transgenic mice overexpressing IGF2 specifically in β-cells (Tg-IGF2) develop a pre-diabetic state. Here, we characterized the effects of IGF2 on β-cell functionality. Overexpression of IGF2 led to β-cell dedifferentiation and endoplasmic reticulum stress causing islet dysfunction in vivo. Both adenovirus-mediated overexpression of IGF2 and treatment of adult wild-type islets with recombinant IGF2 in vitro further confirmed the direct implication of IGF2 on β-cell dysfunction. Treatment of Tg-IGF2 mice with subdiabetogenic doses of streptozotocin or crossing these mice with a transgenic model of islet lymphocytic infiltration promoted the development of overt diabetes, suggesting that IGF2 makes islets more susceptible to β-cell damage and immune attack. These results indicate that increased local levels of IGF2 in pancreatic islets may predispose to the onset of diabetes. This study unravels an unprecedented role of IGF2 on β-cells function

Famílies botàniques de plantes medicinals

Facultat de Farmàcia, Universitat de Barcelona. Ensenyament: Grau de Farmàcia, Assignatura: Botànica Farmacèutica, Curs: 2013-2014, Coordinadors: Joan Simon, Cèsar Blanché i Maria Bosch.Els materials que aquí es presenten són els recull de 175 treballs d’una família botànica d’interès medicinal realitzats de manera individual. Els treballs han estat realitzat per la totalitat dels estudiants dels grups M-2 i M-3 de l’assignatura Botànica Farmacèutica durant els mesos d’abril i maig del curs 2013-14. Tots els treballs s’han dut a terme a través de la plataforma de GoogleDocs i han estat tutoritzats pel professor de l’assignatura i revisats i finalment co-avaluats entre els propis estudiants. L’objectiu principal de l’activitat ha estat fomentar l’aprenentatge autònom i col·laboratiu en Botànica farmacèutica

Anti-tumour necrosis factor discontinuation in inflammatory bowel disease patients in remission: study protocol of a prospective, multicentre, randomized clinical trial

Background: Patients with inflammatory bowel disease who achieve remission with anti-tumour necrosis factor (anti-TNF) drugs may have treatment withdrawn due to safety concerns and cost considerations, but there is a lack of prospective, controlled data investigating this strategy. The primary study aim is to compare the rates of clinical remission at 1?year in patients who discontinue anti-TNF treatment versus those who continue treatment. Methods: This is an ongoing, prospective, double-blind, multicentre, randomized, placebo-controlled study in patients with Crohn?s disease or ulcerative colitis who have achieved clinical remission for ?6?months with an anti-TNF treatment and an immunosuppressant. Patients are being randomized 1:1 to discontinue anti-TNF therapy or continue therapy. Randomization stratifies patients by the type of inflammatory bowel disease and drug (infliximab versus adalimumab) at study inclusion. The primary endpoint of the study is sustained clinical remission at 1?year. Other endpoints include endoscopic and radiological activity, patient-reported outcomes (quality of life, work productivity), safety and predictive factors for relapse. The required sample size is 194 patients. In addition to the main analysis (discontinuation versus continuation), subanalyses will include stratification by type of inflammatory bowel disease, phenotype and previous treatment. Biological samples will be obtained to identify factors predictive of relapse after treatment withdrawal. Results: Enrolment began in 2016, and the study is expected to end in 2020. Conclusions: This study will contribute prospective, controlled data on outcomes and predictors of relapse in patients with inflammatory bowel disease after withdrawal of anti-TNF agents following achievement of clinical remission. Clinical trial reference number: EudraCT 2015-001410-1