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Optimizing drug therapy in frail patients with type 2 diabetes mellitus
No full textBackground Type 2 diabetes mellitus (T2DM) is closely linked with ageing. In frail diabetic patients, the risks of intensive
antidiabetic therapy outweigh the potential benefits.
Aims To study the prevalence of T2DM in frail elderly patients, to identify inappropriate prescription (IP) of antidiabetic
drugs and to study the relationship between patients’ frailty index (FI) with polypharmacy and IP.
Methods This was a prospective, descriptive, observational study of elderly patients. Each patient’s antidiabetic treatment
was analysed by applying the patient-centred prescription model (PCP), which centres therapeutic decisions on the patient’s
global assessment and individual therapeutic goal.
Results 210 patients with T2DM were included (25.15% prevalence). They were characterised by high multimorbidity and
frailty. 93.3% presented polypharmacy and 51% excessive polypharmacy. IP was identified in 66.2% of patients. A statistically
significant relationship was found between the progression in FI degree and IP prevalence (p < 0.05. During the admission,
drug therapy regimens were modified in 97.1% of cases with IP (n = 136).
Discussion These results suggest that in clinical practice T2DM treatment is not individualised, but rather is based on the
same general recommendations for the population as a whole.
Conclusions There is a high prevalence of T2DM in the elderly. As the frailty of patients increases, so does the prevalence
of IP. The application of PCP model enables drug therapy optimization in frail patients according to their main therapeutic
goal, and contributes to provide clinical evidences on the applicability of a set of knowledge areas from the theoretical
framework to the daily clinical practice
FC Barcelona and Africa: The Blind Spot of Corporate Communication
No full textThis chapter explores the corporate communication strategies of FC Barcelona, with a specific
focus on the continent of Africa. It first highlights the historical role played by Africa as a pool
of talent for European football clubs, rooted in colonial histories. Over the past twenty years,
while the number of African players in Europe has continued to rise, European football clubs
have reduced their investment in the continent, also overlooking its potential as a viewership
market. This contrasts with the interest in African sports manifested by countries such as China,
India, Japan and, more recently, the USA, with the NBA supporting the creation of the first
continental basketball championship. In line with other top football clubs, FC Barcelona prefer
to direct their attention towards more remunerative markets in Asia and North America. Their
relationship with the continent is limited to the participation in philanthropic initiatives
promoted by their humanitarian partners, UNICEF and UNHCR
Inhibition of the CoREST Repressor Complex Promotes Wound Re-Epithelialization through the Regulation of Keratinocyte Migration
No full textWound healing is a complex process involving phases of hemostasis, inflammation, proliferation, and remodeling. The regenerative process in the skin requires coordination between many regulators, including signaling molecules, transcription factors, and the epigenetic machinery. In this study, we show that chromatin regulators HDAC1 and LSD1, key components of the CoREST repressor complex, are upregulated in the regenerating epidermis during wound repair. We also show that corin, a synthetic dual inhibitor of the CoREST complex and HDAC1/LSD1 activities, significantly accelerates wound closure through enhanced re-epithelialization in a mouse tail wound model. Acetylated H3K9 (methylation of histone H3 at lysine 9) expression, a histone modification targeted by HDAC1, is increased in keratinocytes after topical treatment with 100 nM and 1 μM of corin. In vitro experiments demonstrate that corin promotes migration and inhibits the proliferation of human keratinocytes. Furthermore, expression levels of genes promoting keratinocyte migration, such as AREG, CD24, EPHB2, ITGAX, PTGS, SCT1, SERPINB2, SERPINE1, SLPI, SNAI2, and TWIST, increased in keratinocytes treated with corin. These data demonstrate that dual inhibition of class I histone deacetylases and LSD1 by corin may serve as a new approach for promoting wound re-epithelialization and provide a platform for further applications of corin for the treatment of chronic wounds
Les narracions esportives per ràdio i la seva contribució al procés de normalització lingüística del català
No full textEl 1976, el locutor radiofònic Joaquim Maria Puyal va retransmetre per Ràdio Barcelona la primera narració de futbol en directe i en català des de la mort de Franco. Aquest esdeveniment va marcar l’inici d’un model genuí de narració esportiva en català, que van seguir altres periodistes radiofònics. L’objectiu d’aquest article és analitzar l’aportació d’aquests locutors al procés de normalització lingüística del català, sobre la base de nou relats de vida de periodistes que han estat pioners en aquest camp. De l’anàlisi se’n desprèn l’esforç dels locutors per recuperar hàbits lingüístics i estructures propis de la llengua, amb l’objectiu de prescindir de paral·lelismes simètrics exactes amb el castellà a l’hora de solucionar els reptes de la locució esportiva.On September 5, 1976, the journalist Joaquim Maria Puyal did the first live football radio broadcast in Catalan (on Radio Barcelona) after 40 years of the Franco dictatorship. That event was the beginning of a new model of live sports radio broadcasts in Catalan, which was followed by broadcasts by other Catalan sports journalists. The aim of this paper is to analyze the contribution of those pioneers to the process of the Catalan linguistic standardization. We approach the use of narrative writing as a method, considering nine experiences of those journalists. On the basis of this research, it may be understood that these journalists made a big effort to recover genuine Catalan linguistic structures and habits, in order not to follow symmetric parallelisms with the Spanish language structures when they narrated a sports event
El prácticum en la formación inicial del maestro de Primaria. Construyendo identidades docentes
No full textEste artículo es fruto de la investigación competitiva “Construyendo la identidad docente desde la práctica y la investigación en el aula: el papel del Practicum y el Trabajo de Fin de Grado en la Formación Inicial de Maestro de Educación Primaria” (XXXXX) realizada durante los cursos 2016-17 y 2018. El propósito principal es acercarnos a sus participantes a partir de sus experiencias, ideas, expectativas etc. en la construcción de su identidad docente y de las relaciones que se pueden generar entre la universidad y la escuela en el contexto del practicum de formación inicial. La investigación se desarrolla en la XXXXXX, en el 4º curso del Grado de Maestro de Primaria en educación física y educación inclusiva. Partimos de un paradigma interpretativo y crítico donde los participantes, ocho tutores de escuelas de prácticas, ocho estudiantes y ocho tutores universitarios, van desarrollando sus propias acciones en un determinado contexto social. El análisis se basa en los datos derivados de las memorias, entrevistas individuales, reflexiones escritas, notas de campo, actas de reuniones y un grupo de discusión. Los principales resultados, fruto de este triángulo educativo, muestran diferentes elementos del proceso de aprendizaje del practicum que problematizan la construcción del rol docente: el “yo docente”, la intervención práctica en el aula, la relación de los estudiantes en la comunidad educativa y el vínculo de los saberes de la universidad y la escuela. Estos permiten repensar y sugerir algunas orientaciones metodológicas de mejora del practicum.This article is the result of the competitive research "Building teaching identity from practice and research in the classroom: the role of the practicum and the Final Degree Project in Initial Primary Education Teacher Training" (ARMIF_00040) carried out during the 2016-17 and 2018 academic years. The main purpose is to get closer to its participants based on their experiences, ideas, expectations, etc. in the construction of their teaching identity and the relationships that can be generated between the university and the school in the context of the initial training practicum. The research is carried out at the University of Vic - Central University of Catalonia, in the 4th year of the Primary School Teacher Training Degree in Physical Education and Inclusive Education. We start from an interpretative and critical paradigm where the participants, eight tutors from practical schools, eight students and eight university tutors, develop their own actions in a given social context. The analysis is based on data derived from reports, individual interviews, written reflections, field notes, minutes of meetings and a discussion group. The main results, the fruit of this educational triangle, show different elements of the practicum learning process that problematize the construction of the teaching role: the "teaching self", the practical intervention in the classroom, the relationship of students in the educational community and the link between the knowledge of the university and the school. These allow us to rethink and suggest some methodological orientations for improving the practicum
Students’ Voices and Inclusive Education for a Democratic Education
No full textThis chapter argues for the need to engage with students' voices in schools to promote
inclusive and democratic learning contexts. The chapter introduces theories of inclusive
and democratic education and points out two polysemous and controversial concepts with
elements of convergence: students’ voices and participation in schools. Listening to
students’ voices is closely related to notions of inclusion, since theories of inclusion
support the idea of valuing all members’ views. In this chapter, illustrative examples from
research in primary and secondary schools that focused on students’ voices are discussed,
to highlight how these can lead to the development of more democratic and inclusive
contexts. The first example, comes from a study in one secondary school in Catalonia
focused on student participation and examined how a democratic school is conceived in
relation to student participation. The second example comes from a study in a primary
school in England where dialogues between children and teachers were used as a key to
develop inclusive practices. Drawing understandings from the two studies, different
challenges and opportunities that emerge in primary and secondary schools that adopt
student voice approaches are discussed, to understand the link between the students’ role
and the promotion of inclusive and democratic education in schools
Implementación y evaluación de estrategias de gamificación en una unidad didáctica para estudiantes de 4º de ESO en la asignatura de Digitalización
No full textCurs 2023-2024Este documento aborda la aplicación de estrategias de gamificación en la asignatura de Digitalización para estudiantes de 4º de ESO, con el objetivo de analizar la influencia este nuevo enfoque académico con respecto a la motivación, participación y rendimiento del alumnado. El estudio se desarrolla en tres partes principales: un marco teórico que explora la gamificación y su impacto en la educación inclusiva; una aplicación práctica que detalla el diseño e implementación de un escape room digital; y una metodología de estudio que combina enfoques cualitativos y cuantitativos para evaluar la efectividad de la gamificación. Los resultados obtenidos muestran un aumento en la motivación y participación del alumnado, subrayando la importancia de un enfoque inclusivo y personalizado en la educación digital. La implementación de este tipo de estrategias en el ámbito educativo enfatiza la necesidad de adaptarnos a las necesidades de los estudiantes para promover un aprendizaje más significativo.
Palabras clave
Gamificación, motivación, rendimiento, emociones, inclusión.This document addresses the application of gamification strategies in the Digitalization subject for 4th-year secondary school students, with the aim of analyzing the influence of this new academic approach on student motivation, participation, and performance. The study is developed in three main parts: a theoretical framework that explores gamification and its impact on inclusive education; a practical application detailing the design and implementation of a digital escape room; and a study methodology that combines qualitative and quantitative approaches to evaluate the effectiveness of gamification. The results show an increase in student motivation and participation, underscoring the importance of an inclusive and personalized approach in digital education. The implementation of such strategies in the educational field emphasizes the need to adapt to students' needs to promote more meaningful learning.
Keywords
Gamification, motivation, performance, emotions, inclusion.Directora: Olga Pedragrosa Xucl
Aprendizaje cooperativo en Educación Física como estrategia inclusiva para favorecer la cohesión del alumnado en un grupo de 3º ESO
No full textCurs 2023-2024Este Trabajo Final de Máster pretende analizar si el aprendizaje cooperativo aplicado a la Educación Física puede ser una herramienta para mejorar la cohesión, la convivencia y la participación en un grupo de 3º de la ESO. Para encontrar la respuesta, se parte de una fundamentación teórica amplia que permite diseñar una propuesta de intervención basada en el modelo colaborativo para la mejora de las prácticas educativas que proponen Lago y Onrubia (2022), mediante la aplicación del programa didáctico Cooperar para Aprender/Aprender a Cooperar (CA/AC) en el ámbito de la Educación Física. De esta manera, la investigación se sitúa en una metodología de investigación-acción que permite transformar la realidad educativa mencionada mediante la participación activa y la colaboración del equipo de coordinación de la mejora. Las conclusiones del trabajo apuntan a que la Educación Física es el contexto adecuado para fomentar la cohesión de grupo y que el aprendizaje cooperativo constituye la metodología correcta para conseguirlo además de evidenciar los beneficios del trabajo colaborativo entre el profesorado. Palabras clave: inclusión educativa, colaboración entre profesorado, aprendizaje cooperativo, CA/AC, Educación Física.This Master's thesis aims to analyze whether cooperative learning applied to Physical Education can be a tool to improve cohesion, coexistence and participation in a 3rd year ESO group. To find the answer, we start from a broad theoretical foundation that allows us to design an intervention proposal based on the collaborative model for the improvement of educational practices proposed by Lago and Onrubia (2022), through the application of the didactic programme Cooperate to Learn/Learn to Cooperate (CA/AC) in the field of Physical Education (PE). In this way, the research is situated in an action-research methodology that allows the transformation of the educational reality through the active participation and collaboration of the coordination team that formulates the improvement proposal. The conclusions of the work indicate that PE is the right context for promoting group cohesion, also that cooperative learning is the right methodology for achieving this and demonstrate the benefits of teacher collaboration. Keywords: educational inclusion, collaboration between teachers, cooperative learning, CA/AC, Physical Education.Tutora: Maria Teresa Segués Morra
The Role of Future Generations in Place Branding: The Case of Huelva City
No full textThe process of creating place brands must position the citizen at the center of the debate. The City Council
of Huelva, a city in Southern Spain with a population of 142,538 inhabitants, promoted a territorial brand in
2022 in order to seek a new positioning for the city in tourism markets, investment, and talent attraction.
Its development was based on a qualitative and quantitative methodology, previously tested out in other
cities and locations in Spain, which is shaped by research groups, semi‐structured interviews, and surveys of
the citizens. This method aims to place the citizen, who ultimately is the user of the brand, at the center of
the social research process that determines the tangible and intangible values associated with the brand
narrative. The main objective of this article is to highlight, based on the case study of the brand Huelva
Original, the importance of two groups in the construction and deployment of a place brand (Millennials and
Generation Z and the political class). Firstly, out of the 1,194 people who participated in the fieldwork,
47.92% were under 40 years old. These two generations are crucial for creating a brand narrative that has
long‐term viability and presence in the digital environment. Secondly, the development of the brand
narrative facilitated a cooperative process among the different political groups in the City Council, especially
the two most represented (conservatives and social democrats), which enables the search for collaborative
workspaces among political groups to ensure that the implementation of the brand transcends the term of a
mandate and goes beyond short‐termism political actions. The results indicate that the new brand uniquely
differentiates Huelva, emphasizing internal pride and co‐creation. Open innovation facilitates cooperation
among stakeholders, improving governance. Both Millennials and Generation Z citizens, as well as politicians,
are key to the long‐term sustainability and reach of the brand