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El pensamiento musical de Federico Olmeda a través de sus escritos y de su poliédrico legado musical: presentación de obras inéditas y edición práctica del "Psalmus L Miserere" para Orquesta, Coro y solistas
No full textEn la primera parte de esta tesis hemos ahondado en los acontecimientos
políticos, sociales, culturales y religiosos que se sucedieron en torno a la vida de Federico
Olmeda (Burgo de Osma, 18/VII/1865 – Madrid, 12/II/1909). Una vez contextualizada la
figura de Olmeda, en la segunda parte, hemos abordado los aspectos más importantes
de su biografía para, finalmente, presentar varias de sus obras musicales hasta ahora
inéditas de pequeño, mediano y gran formato, así como un estudio concienzudo de las
mismas que nos han permitido comprender mejor las coordenadas del pensamiento
musical de Olmeda que, como la época convulsa en que vivió, estuvo influenciado por
las corrientes nacionalistas, regionalistas y regeneracionistas así como por el afán de
reforma de la música religiosa que tendrá su colofón en el Motu Proprio de Pío X, lo cual,
no le hará renunciar a los recursos estilísticos propios, modernos e imperantes de su
época.In the first part of this thesis, we have delved into the political, social, cultural
and religious events that took place around the life of Federico Olmeda (Burgo de Osma,
18/VII/1865 – Madrid, 12/II/1909). Once the figure of Olmeda has been contextualized,
in the second part, we have addressed the most important aspects of his biography to,
finally, present several of his hitherto unpublished musical works of small, medium and
large format, as well as a thorough study of the same that have allowed us to better
understand the coordinates of Olmeda's musical thought that, like the convulsive time
in which he lived, was influenced by nationalist, regionalist and regenerationist currents
as well as by the desire to reform religious music that will have its culmination in the
Motu Proprio of Pius X, which will not make him give up his own modern and prevailing
stylistic resources of his time
Procedimiento de contratación en el sector público y desarrollo del plan de trabajo para la consecución de un servicio de conservación y mantenimiento de zonas verdes
Get PDFProyecto fin de carrer
Mejora de las propiedades de materiales metálicos elaborados por fabricación aditiva mediante la técnica del Hot Isostatic Pressing. Caso de uso en industria
Get PDFPonencia presenta en: III Jornadas Técnicas Industrial Track 4.0, celebradas en el marco del Encuentro Tecnológico Burgos Industria 4.0 2022, organizadas por DIHBU y Promueve Burgos. Burgos, 25 y 26 de Octubre de 2022Las técnicas de post-procesado termo-mecánico se utilizan para la mejora de las propiedades mecánicas y de fatiga de materiales producidos mediante fabricación aditiva. Con el proceso denominado Hot Isostatic Pressing (HIP) se consigue eliminar los defectos que se generan durante estos procesos industriales de fabricación aditiva, tales como el SLM o Binder Jetting. Se presentará la técnica y se mostrarán los resultados conjuntos de la colaboración entre el HIP Innovation Center de Hiperbaric y la Universidad de Burgos.Los autores desean agradecer la financiación recibida a través del proyecto de la JCyL referencia BU-002-P20, cofinanciada con fondos FEDER, y la colaboración de HIPERBARIC
El juego como estrategia de intervención educativa ante los trastornos depresivos en la infancia: diseño, desarrollo y ejecución de un videojuego en realidad virtual
Get PDFEsta tesis diseña y desarrolla un videojuego en realidad virtual para concienciar sobre la depresión a niñas y niños de entre 8 y 12 años. Se realiza una revisión bibliográfica de videojuegos de aplicación psicológica y de teorías de diseño para guiar este trabajo. Este análisis identifica los pilares, que son la narrativa, la jugabilidad y el aprendizaje, así como las necesidades de sus elementos para crear una experiencia divertida y educativa. El videojuego 3DC se produce desarrollando los modelos 3D y animaciones en Blender para después implementarlos y programar sus interacciones en Unreal. Por último, se realiza una validación del diseño y desarrollo con 21 participantes de 7 a 12 años, con los que se detecta un cambio en la percepción a partir de los 11 años. Los resultados obtenidos son positivos y permiten proponer mejoras para su futura implementación y validación del aprendizaje en un colegio.This thesis designs and develops a virtual reality serious game to raise awareness about depression among children between 8 and 12 years old. A bibliographic review of serious games with psychological applications and design theories is carried out to guide this work. This analysis identifies the pillars, which are narrative, playability and learning, as well as the needs of its elements to create a fun and educational experience. The 3DC video game is produced by developing the 3D models and animations in Blender and then implementing them and programming their interactions in Unreal. Finally, a validation of the design and development is performed with 21 participants from 7 to 12 years old, with whom a change in perception is detected from the age of 11. The results obtained are positive and allow to propose improvements for its future implementation and validation of learning in a school
Telemedicine in the Management of Parkinson’s Disease: Achievements, Challenges, and Future Perspectives
Get PDFAs the global population grows, there is an increasing demand for neurologic
consultation that prompts new ways to reach more patients. Telemedicine can provide an accessible, cost-effective, and high-quality healthcare services. In this article, we highlight
recent developments, achievements, and challenges regarding outcomes, clinical care, tele-education,
teletreatment, teleresearch, and cybersecurity for telemedicine applied to Parkinson´s disease (PD)
and other neurological conditions
Modul I.1. Uvod u koncept rane intervencije i intervencije u različitim kontekstima
Get PDFLa Atención Temprana (AT), tiene como finalidad ofrecer a los niños con déficits o con riesgo de padecerlos un conjunto de acciones optimizadoras y compensadoras, que faciliten su adecuada maduración en todos los ámbitos y que les permita alcanzar el máximo nivel de desarrollo personal y de integración social (GAT, 2005; Serra Desfilis, 2007). El desarrollo infantil en los primeros años se caracteriza por la progresiva adquisición de funciones tan importantes como el control postural, la autonomía de desplazamiento, la comunicación, el lenguaje verbal, y la interacción social. Esta evolución está ligada al proceso de maduración del sistema nervioso y a la organización emocional y mental. Requiere una estructura genética adecuada y la satisfacción de los requerimientos básicos para el ser humano a nivel biológico y a nivel psicoafectivo (GAT, 2005; Serra Desfilis, 2007). El desarrollo es el proceso dinámico de interacción entre el organismo y el medio que da como resultado la maduración orgánica y funcional del sistema nervioso, el desarrollo de funciones psíquicas y la estructuración de la personalidad. El trastorno del desarrollo se considera la desviación significativa del curso del desarrollo, como consecuencia de acontecimientos de salud o de relación que comprometen la evolución biológica, psicológica y social. Algunos retrasos en el desarrollo pueden compensarse o neutralizarse de forma espontánea, siendo a menudo la intervención la que determina la transitoriedad del trastorno (GAT, 2005; Serra Desfilis, 2007). El principal objetivo de la AT es favorecer el desarrollo y el bienestar del niño y su familia, posibilitándole su integración en el medio familiar, escolar y social, así como su autonomía personal (Candel, 2005). En consecuencia, se trabajan áreas como la cognitiva, autonomía, lenguaje o comunicación, y motora, además de asesorar, orientar e intervenir de manera individual y/o grupal a las familias que tienen un hijo con discapacidad o riesgo de padecerla (Federación Estatal de Asociaciones de Profesionales de Atención Temprana –FEAPAPT-, 2008; GAT, 2005; Robles-Bello y Sánchez-Teruel, 2013). En la planificación de la intervención, se debe considerar el momento evolutivo y las necesidades del niño en todos los ámbitos y no sólo el déficit o discapacidad que pueda presentar. En Atención Temprana se ha de considerar al niño en su globalidad, teniendo en cuenta los aspectos intrapersonales, biológicos, psicosociales y educativos, propios de cada individuo, y los interpersonales, relacionados con su propio entorno, familia, escuela, cultura y contexto social (GAT, 2005; Viger Seguí y Gómez Artiga, 2007). En consecuencia, se contemplan un conjunto de actuaciones dirigidas a la población de 0 a 6 años, pero también a la familia y a la comunidad. Son numerosas las disciplinas científicas que sustentan la base teórica de la AT, como la Neurología, la Psicología del Desarrollo y del Aprendizaje, la Pediatría, la Psiquiatría, la Pedagogía, Fisioterapia, Logopedia, etc. (De Linares y Rodríguez, 2004; Robles-Bello y Sánchez-Teruel, 2013; Viger Seguí & Gómez Artiga, 2007). Dado que la AT se basa en gran medida en la prevención, podemos relacionarla con la prevención primaria, secundaria y terciaria: - La prevención primaria en AT actúa sobre sujetos de “alto riesgo” de padecer un déficit, aunque aún no hayan mostrado síntomas o no hayan sido diagnosticados. Son medidas de carácter universal, dirigidas a toda la población y con la intención de proteger la salud. - La prevención secundaria, actúa para evitar aquello que pueda propiciar la aparición de un trastorno o déficit, reduciendo su evolución y el tiempo de duración o paliando sus efectos, todo ello con el objetivo final de reducir una enfermedad en la población. En la AT, se intenta detectar de forma precoz las enfermedades, trastornos o las situaciones de riesgo (Robles-Bello y Sánchez-Teruel, 2013). - La prevención terciaria pretende disminuir la incidencia de las discapacidades crónicas de una población, procurando disminuir al máximo la invalidez causada por una enfermedad. En AT dirige sus actuaciones a minimizar las consecuencias y secuelas de un déficit o enfermedad, una vez diagnosticada. Se intentan paliar las consecuencias derivadas de trastornos o patologías metabólicas, neurológicas, genéticas o evolutivas del niño (Robles-Bello y Sánchez-Teruel, 2013). Los principales ámbitos de actuación son los Centros de Desarrollo Infantil y Atención Temprana (CDIAT), Servicios Sanitarios, Servicios Sociales y Servicios Educativos Se debe señalar el gran avance producido en el desarrollo de programas dirigidos tanto a niños, padres como a la comunidad en materias de prevención, detección, tratamiento o información en AT. (Robles-Bello y Sánchez-Teruel, 2013; Serra Desfilis, 2007; Viger Seguí y Gómez Artiga, 2007). No obstante, hay que señalar la importancia de investigaciones interdisciplinares que permitan llevar a cabo un seguimiento a medio y largo plazo del desarrollo del niño, cuyos resultados sean conocidos por los servicios y programas de intervención que inicialmente atendieron las necesidades del niño y/o su familia para poder valorar las repercusiones reales de esos recursos, así como para promover mejoras en la calidad de todos los servicios (Robles-Bello y Sánchez-Teruel, 2013; Serra Desfilis, 2007; Viger Seguí y Gómez Artiga, 2007).Early Attention (EA) aims to offer children with deficits or at risk of suffering from
them a set of optimizing and compensatory actions that facilitate their proper maturation
in all areas and that allows them to reach the highest level of personal development and
of social integration (GAT, 2005; Serra Desfilis, 2007).
Child development in the early years is characterized by the progressive acquisition
of functions as important as postural control, movement autonomy, communication, verbal
language, and social interaction. This evolution is linked to the maturation process of the
nervous system and to the emotional and mental organization. It requires an adequate
genetic structure and the satisfaction of the basic requirements for the human being at a
biological and psycho-affective level (GAT, 2005; Serra Desfilis, 2007). Development is the
dynamic process of interaction between the organism and the environment that results in
the organic and functional maturation of the nervous system, the development of mental
functions, and the structuring of the personality.
A developmental disorder is considered a significant deviation from the course of
development, because of health or relationship events that compromise biological,
psychological, and social evolution. Some developmental delays can be spontaneously
compensated or neutralized, often being the intervention that determines the transience
of the disorder (GAT, 2005; Serra Desfilis, 2007).
The main objective of EA is to promote the development and well-being of the child
and his family, enabling his integration into the family, school, and social environment, as
well as his personal autonomy (Candel, 2005). Consequently, areas such as cognitive,
autonomy, language or communication, and motor skills are worked on, in addition to
advising, guiding, and intervening individually and/or in groups for families who have a
child with a disability or at risk of suffering from it (State Federation of Associations of
Early Care Professionals -FEAPAPT-, 2008; GAT, 2005; Robles-Bello and Sánchez-Teruel,
2013).
When planning the intervention, the evolutionary moment and the needs of the child
must be considered in all areas and not only the deficit or disability that they may present. In Early Care, the child must be considered as a whole, considering the intrapersonal,
biological, psychosocial and educational aspects, specific to each individual, and the
interpersonal, related to their own environment, family, school, culture and social context
(GAT, 2005; Viger Seguí and Gómez Artiga, 2007).
Consequently, a set of actions aimed at the population from 0 to 6 years of age, but
also at the family and the community are contemplated. There are numerous scientific
disciplines that support the theoretical basis of AT, such as Neurology, Developmental and
Learning Psychology, Pediatrics, Psychiatry, Pedagogy, Physiotherapy, Speech Therapy,
etc. (De Linares and Rodríguez, 2004; Robles-Bello and Sánchez-Teruel, 2013; Viger Seguí
& Gómez Artiga, 2007).
Given that TA is largely based on prevention, we can relate it to primary, secondary,
and tertiary prevention: - Primary prevention in TA acts on subjects at "high risk" of
suffering from a deficiency, even if they have not yet shown symptoms or have not been
diagnosed. These are universal measures, aimed at the entire population and with the
intention of protecting health. - Secondary prevention acts to avoid what may lead to the
appearance of a disorder or deficit, reducing its evolution and duration or mitigating its
effects, all with the goal of reducing a disease in the population. In EA, an attempt is made
to detect diseases, disorders, or risk situations early (Robles-Bello & Sánchez-Teruel,
2013). - Tertiary prevention aims to reduce the incidence of chronic disabilities in a
population, trying to minimize the disability caused by a disease. In TA, he directs his
actions to minimize the consequences and sequelae of a deficit or disease, once diagnosed.
An attempt is made to alleviate the consequences derived from metabolic, neurological,
genetic or evolutionary disorders or pathologies of the child (Robles-Bello and Sánchez-
Teruel, 2013).
The main areas of action are the Child Development and Early Care Centers (CDIAT),
Health Services, Social Services and Educational Services.
The great progress produced in the development of programs aimed at both children,
parents, and the community in matters of prevention, detection, treatment or information
on EA should be noted. (Robles-Bello and Sánchez-Teruel, 2013; Serra Desfilis, 2007;
Viger Seguí and Gómez Artiga, 2007). However, it is important to point out the importance
of interdisciplinary research that allows for medium- and long-term follow-up of the child's
development, the results of which are known by the services and intervention programs
that initially met the needs of the child and/or their family in order to assess the real
repercussions of these resources, as well as to promote improvements in the quality of all
services (Robles-Bello and Sánchez-Teruel, 2013; Serra Desfilis, 2007; Viger Seguí and
Gómez Artiga, 2007).L’EC mira a offrire ai bambini con deficit o a rischio un insieme di azioni migliorative e
compensative che facilitino la loro corretta maturazione in tutte le aree e che permettano
loro di raggiungere il massimo livello di sviluppo personale e di integrazione sociale (GAT,
2005; Serra Desfilis, 2007). Lo sviluppo del bambino nei primi anni di vita è
caratterizzato dalla progressiva acquisizione di funzioni importanti come il controllo
posturale, l'autonomia di movimento, la comunicazione, il linguaggio verbale e
l'interazione sociale. Questa evoluzione è legata al processo di maturazione del sistema
nervoso e all'organizzazione emotiva e mentale. Richiede un'adeguata struttura genetica
e il soddisfacimento dei requisiti fondamentali per l'essere umano a livello biologico e
psico-affettivo (GAT, 2005; Serra Desfilis, 2007). Lo sviluppo è il processo dinamico di
interazione tra l'organismo e l'ambiente che porta alla maturazione organica e funzionale
del sistema nervoso, allo sviluppo delle funzioni mentali e alla costruzione della
personalità.
Un disturbo dello sviluppo è considerato una deviazione significativa dal corso dello
sviluppo, a causa di eventi clinici o relazionali che compromettono l'evoluzione biologica,
psicologica e sociale. Alcuni ritardi nello sviluppo possono essere compensati o
neutralizzati spontaneamente, essendo spesso l'intervento che determina la transitorietà
del disturbo (GAT, 2005; Serra Desfilis, 2007).
L'obiettivo principale dell'EC è promuovere lo sviluppo e il benessere del bambino e della
sua famiglia, consentendo la sua integrazione nell'ambiente familiare, scolastico e
sociale, nonché la sua autonomia personale (Candel, 2005). Di conseguenza, si lavora su
aree come le abilità cognitive, l'autonomia, il linguaggio o la comunicazione e le abilità
motorie, oltre a consigliare, guidare e intervenire individualmente e/o in gruppo per le
famiglie che hanno un bambino con disabilità o a rischio (State Federation of Associations
of Early Care Professionals -FEAPAPT-, 2008; GAT, 2005; Robles-Bello e Sánchez-Teruel,
2013).
Nella progettazione dell'intervento, il momento evolutivo e i bisogni del bambino devono
essere considerati in tutte le aree e non devono essere tenuti presenti solo il suo deficit o
la sua disabilità. Nell'Early Care, il bambino deve essere considerato nella sua globalità,
considerando gli aspetti intrapersonali, biologici, psicosociali e educativi, specifici di ogni
individuo, e quelli interpersonali, legati al suo ambiente, alla famiglia, alla scuola, alla
cultura e al contesto sociale (GAT, 2005; Viger Seguí e Gómez Artiga, 2007).
Di conseguenza, è prevista una serie di azioni rivolte alla popolazione da 0 a 6 anni, ma
anche alla famiglia e alla comunità. Esistono numerose discipline scientifiche che
sostengono le basi teoriche dell'EC, come la neurologia, la psicologia dello sviluppo e
dell'apprendimento, la pediatria, la psichiatria, la pedagogia, la fisioterapia, la logopedia,
ecc. (De Linares e Rodríguez, 2004; Robles-Bello e Sánchez-Teruel, 2013; Viger Seguí &
Gómez Artiga, 2007).
Dato che l'EC si basa in gran parte sulla prevenzione, possiamo metterla in relazione con
la prevenzione primaria, secondaria e terziaria. La prevenzione primaria nell'EC agisce su soggetti ad "alto rischio", anche se non hanno ancora mostrato sintomi o non sono stati
diagnosticati. Si tratta di misure universali, rivolte a tutta la popolazione e con l'intento di
proteggerne la salute. La prevenzione secondaria agisce per evitare ciò che può portare
alla comparsa di un disturbo o di un deficit, riducendone l'evoluzione e la durata o
attenuandone gli effetti, il tutto con l'obiettivo di ridurre la presenza di una malattia nella
popolazione. Nell'EC si cerca di individuare precocemente malattie, disturbi o situazioni di
rischio (Robles-Bello & Sánchez-Teruel, 2013). La prevenzione terziaria mira a ridurre
l'incidenza delle disabilità croniche in una popolazione, cercando di minimizzare la
disabilità causata da una malattia. Nell'EC, il medico agisce per ridurre le conseguenze e
le evoluzioni di un deficit o di una malattia, una volta diagnosticati. Si cerca di ridurre le
conseguenze derivanti da disturbi o patologie metaboliche, neurologiche, genetiche o
evolutive del bambino (Robles-Bello e Sánchez-Teruel, 2013).
I principali luoghi di intervento sono i Centri per lo sviluppo e la cura del bambino
(CDIAT), i Servizi sanitari, i Servizi sociali e i Servizi educativi.
È da notare il grande progresso prodotto nello sviluppo di programmi rivolti sia ai
bambini che ai genitori e alla comunità in materia di prevenzione, individuazione,
trattamento o informazione sull'EC. (Robles-Bello e Sánchez-Teruel, 2013; Serra Desfilis,
2007; Viger Seguí e Gómez Artiga, 2007). Tuttavia, è importante sottolineare
l'importanza di una ricerca interdisciplinare che consenta un follow-up a medio e lungo
termine dello sviluppo del bambino, i cui risultati siano conosciuti dai servizi e dai
programmi di intervento che inizialmente hanno risposto ai bisogni del bambino e/o della
sua famiglia, al fine di valutare le reali ripercussioni di tali risorse, nonché di promuovere
il miglioramento della qualità di tutti i servizi (Robles-Bello e Sánchez-Teruel, 2013;
Serra Desfilis, 2007; Viger Seguí e Gómez Artiga, 2007).Rana skrb, EC, ima za cilj ponuditi djeci s utvrđenim nedostacima ili onima u riziku od njih niz optimizirajućih i kompenzacijskih radnji koje olakšavaju njihovo pravilno sazrijevanje u svim područjima i koje im omogućuju postizanje najviše razine osobnog razvoja i društvene integracije (GAT, 2005; Serra Desfilis, 2007).
Razvoj djeteta u ranim godinama karakterizira progresivno stjecanje funkcija kao što su posturalna kontrola, autonomija pokreta, komunikacija, verbalni jezik i socijalna interakcija. Ovaj razvoj je povezan s procesom sazrijevanja živčanog sustava te s emocionalnim i mentalnim sazrijevanjem. Zahtijeva i odgovarajuću genetsku podlogu i zadovoljenje osnovnih zahtjeva ljudskog bića na biološkoj i psihoafektivnoj razini (GAT, 2005.; Serra Desfilis, 2007.). Razvoj je dinamički proces međudjelovanja organizma i okoline koji rezultira organskim i funkcionalnim sazrijevanjem živčanog sustava, razvojem psihičkih funkcija i strukturiranjem ličnosti.
Razvojnim poremećajem smatra se značajno odstupanje od tijeka razvoja, zbog zdravstvenih razloga ili razloga koji ugrožavaju biološki, psihološki i društveni napredak. Neka zaostajanja u razvoju mogu se spontano nadoknaditi ili neutralizirati, te su uz odgovarajuće intervencije prolaznog karaktera (GAT, 2005; Serra Desfilis, 2007).
Glavni cilj EC je promicanje razvoja i dobrobiti djeteta i njegove obitelji, omogućavanje njegove integracije u obiteljsko, školsko i društveno okruženje, kao i njegove osobne autonomije (Candel, 2005). Posljedično, radi se na područjima poput kognitivnih, autonomnih, jezičnih ili komunikacijskih te motoričkih vještina, uz savjetovanje, usmjeravanje i interveniranje pojedinačno i/ili u grupama za obitelji koje imaju dijete s teškoćama u razvoju ili u riziku od istog (State Federation of Associations of Early Care Professionals -FEAPAPT-, 2008; GAT, 2005; Robles-Bello and Sánchez-Teruel, 2013).
Prilikom planiranja intervencije, razvoj i potrebe djeteta moraju se uzeti u obzir u svim područjima, a ne samo u dijelu koji se odnosi na određeni deficit ili invaliditet. U ranoj skrbi dijete se mora promatrati kao cjelina, uzimajući u obzir intrapersonalne, biološke, psihosocijalne i obrazovne aspekte, specifične za svakog pojedinca kao i aspekte povezane s vlastitom okolinom, obitelji, školom, kulturom i društvenim kontekstom (GAT, 2005; Viguer Seguí and Gómez Artiga, 2007).
Slijedom toga, promišlja se niz akcija usmjerenih na populaciju od 0 do 6 godina, ali i na obitelj i zajednicu. Brojne su znanstvene discipline koje podupiru teorijsku osnovu EC, kao što su neurologija, razvojna psihologija i psihologija učenja, pedijatrija, psihijatrija, pedagogija, fizioterapija, logopedija itd. (De Linares i Rodríguez, 2004; Robles-Bello i Sánchez-Teruel, 2013; Viguer Seguí & Gómez Artiga, 2007).
S obzirom da se EC u velikoj mjeri temelji na prevenciji, možemo je povezati i s primarnom, sekundarnom i s tercijarnom prevencijom: - Primarna prevencija u EC djeluje na subjekte s "visokim rizikom" od poremećaja, čak i ako još nisu pokazali simptome ili nisu dijagnosticirani. Riječ je o univerzalnim mjerama, usmjerenim na cjelokupnu populaciju i s namjerom zaštite zdravlja. - Sekundarna prevencija djeluje na izbjegavanje onoga što može dovesti do pojave poremećaja ili deficita, smanjivanje njegovog napredovanja i trajanja ili ublažavanje njegovih učinaka, a sve u cilju smanjenja bolesti u populaciji. U EC se pokušavaju rano otkriti bolesti, poremećaji ili rizične situacije (Robles-Bello & Sánchez-Teruel, 2013.). - Tercijarna prevencija ima za cilj smanjiti učestalost kroničnih invaliditeta u populaciji, nastojeći minimizirati invaliditet uzrokovan bolešću. U EC, on usmjerava svoje akcije kako bi smanjio posljedice deficita ili bolesti, nakon što se jednom dijagnosticiraju. Pokušavaju se ublažiti posljedice proizašle iz metaboličkih, neuroloških, genetskih ili razvojnih poremećaja ili patologija djeteta (Robles-Bello i Sánchez-Teruel, 2013.).
Glavna područja djelovanja obuhvaćaju Centre za razvoj djece i ranu skrb, zdravstvene usluge, socijalne usluge i obrazovne usluge.
Treba istaknuti veliki napredak postignut u razvoju programa usmjerenih na djecu, roditelje i zajednicu u pitanjima prevencije, otkrivanja, liječenja ili informiranja o EC (Robles-Bello i Sánchez-Teruel, 2013.; Serra Desfilis, 2007.; Viguer Seguí i Gómez Artiga, 2007.). Važno je potaknuti i interdisciplinarna istraživanja koja omogućavaju srednjoročno i dugoročno praćenje djetetovog razvoja. S njma treba upoznati službe i intervencijske programe koji su inicijalno zadovoljili potrebe djeteta kao i njihove obitelji, kako bi se procijenili stvarni učinci resursa te promicalo poboljšanje kvalitete svih usluga (Robles-Bello i Sánchez-Teruel, 2013; Serra Desfilis, 2007; Viguer Seguí i Gómez Artiga, 2007).“Specialized and updated training on supporting advance technologies for early childhood education and care professionals and graduates”, eEarlyCare-T, reference 2021-1-ES01-KA220-SCH-000032661, is co-financed by the European Union's Erasmus+ programme, line KA220 Strategic Partnerships Scholar associations
Noise Disturbance and Well-Being in the North of Spain
Get PDFEnvironmental noise is considered one of the main risks for physical and mental health and
well-being, with a significant associated burden of disease in Europe. This work aims to explore the
main sources of noise exposure at home and its effect on well-being in northern Spain. A transversal
opinion study has been performed through a closed questionnaire. The questionnaire included three
different parts: sociodemographic data, noise disturbance, and the 5-item World Health Organization
Well-Being Index (WHO-5). A Binary Logistics Regression model was performed to analyze the
relationship between noise exposure and well-being. Overall, 16.6% of the participants consider that
the noise isolation of their homes is bad or very bad. The noise generated by the neighbors (air and
impact noise) is considered the most disturbing indoor noise source, while street works are the most
disturbing outdoor noise source in urban areas and road traffic is the most disturbing in rural areas.
People who indicate that noise interferes with their life at home have a worse score on the WHO-5
(decreased perception of well-being). The exposure to outdoor noise (specifically the noise coming
from the street and trains), internal impact noise produced by neighbors, and in general, the noise
that wakes you up, is related to receiving a worse score in the WHO-5 (p < 0.05). Administrative
bodies must ensure that laws regulating at-home noise levels, which are continually being updated
with stricter restrictions, are enforced.This work was partially supported by the Government of Cantabria (CONTRATO PROGRAMA GOB. CANTABRIA-UC)
The Burden of Carbohydrates in Health and Disease
Get PDFFoods high in carbohydrates are an important part of a healthy diet, since they provide
the body with glucose to support bodily functions and physical activity. However, the abusive
consumption of refined, simple, and low-quality carbohydrates has a direct implication on the
physical and mental pathophysiology. Then, carbohydrate consumption is postulated as a crucial
factor in the development of the main Western diseases of the 21st century. We conducted this
narrative critical review using MedLine (Pubmed), Cochrane (Wiley), Embase, and CinAhl databases
with the MeSH-compliant keywords: carbohydrates and evolution, development, phylogenetic,
GUT, microbiota, stress, metabolic health, consumption behaviors, metabolic disease, cardiovascular
disease, mental disease, anxiety, depression, cancer, chronic kidney failure, allergies, and asthma
in order to analyze the impact of carbohydrates on health. Evidence suggests that carbohydrates,
especially fiber, are beneficial for the well-being and growth of gut microorganisms and consequently
for the host in this symbiotic relationship, producing microbial alterations a negative effect on mental
health and different organic systems. In addition, evidence suggests a negative impact of simple
carbohydrates and refined carbohydrates on mood categories, including alertness and tiredness,
reinforcing a vicious circle. Regarding physical health, sugar intake can affect the development and
prognosis of metabolic disease, as an uncontrolled intake of refined carbohydrates puts individuals
at risk of developing metabolic syndrome and subsequently developing metabolic disease
COVID-19 Infection among Nursing Students in Spain: The Risk Perception, Perceived Risk Factors, Coping Style, Preventive Knowledge of the Disease and Sense of Coherence as Psychological Predictor Variables: A Cross Sectional Survey
Get PDFThe exploration of patterns of health beliefs about COVID-19 among nursing students
may be beneficial to identify behaviors, attitudes and knowledge about contagion risk. We sought
to analyze the variables of risk perception, perceived risk factors, coping style, sense of coherence
and knowledge of preventive measures as possible predictors of having suffered from COVID-19.
Participants were nursing students from 13 universities in Spain. Sociodemographic and health
variables were collected. To test the independent variables, the Perception Risk Coping Knowledge
(PRCK-COVID-19) scale was created and validated because there was no specific survey for young
people adapted to the pandemic situation of COVID-19. It was validated with adequate psychometric
properties. A total of 1562 students (87.5% female, mean age 21.5 ± 5.7 years) responded. The
high perception of the risk of contagion, the high level of knowledge and a coping style focused
on the situation were notable. Significant differences by gender were found in the coping styles,
problem-focused, avoidance and knowledge scales, with women scoring higher in all categories. The
multiple regression analysis was significant (F = 3.68; p < 0.001). The predictor variables were the
coping styles subscale search for support and the intrinsic and extrinsic perceived risk factors. Our
model predicts that nursing students with a social support-based coping style are at a higher risk of
becoming infected with COVID-19, based on their own health belief model
High Education and University Teaching and Learning Processes: Soft Skills
Get PDFIn the era of globalization and technology, society demands young generations of citizens
able to work in a kind of environment characterized by complexity and diversity. Therefore, the
education system faces a new kind of challenge, as graduates are reported to need transversal skills,
which are unlikely to be learned through traditional classroom teaching. The overall aim of this article
is to examine the needs for these skills and their acquisition by higher education teachers to cope
with the evolving European labour market of the 2020s. The article envisions the importance of soft
skills in the teaching profession. The empirical part consists of a comparative study with Italian and
Portuguese teachers, highlighting the status of a set of crucial soft skills (assertiveness, networking
skills, teamwork, sensitivity, socialization, action-orientation, ability to work under pressure and
social desirability).This research was funded by the Erasmus + Programme of the European Commission within the scope of the Strategic Partnership for Higher Education (2017-1-ES01-KA203-038589), In addition, this work was funded by the Annual research project, Il lavoro con le soft skills, 2020, supported by the Department of Education Science of Rome TRE University