Repositório Institucional da Universidade Estadual da Paraíba
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Improvement of Histamine Intolerance Symptoms in Pregnant Women with Diamine Oxidase Deficiency: An Exploratory Study
No full textBackground/Objectives: Diamine oxidase (DAO) deficiency can lead to excessive histamine absorption at the intestinal level, triggering symptoms that affect the gastrointestinal, neurological, dermatological, respiratory, circulatory, and musculoskeletal systems. This condition, known as histamine intolerance, is more prevalent in women. While serum DAO levels have been observed to increase during pregnancy in healthy women, there is a lack of in-depth studies evaluating the relationship between pregnancy, DAO activity, and histamine intolerance symptoms. This is the first study to assess serum DAO activity before, during, and after pregnancy, as well as the evolution of histamine intolerance symptoms in women diagnosed with this condition. Due to low histamine, diets are quite restrictive, no dietary intervention was considered for pregnant women. Methods: This prospective observational study used an assessment questionnaire to evaluate the presence or absence of histamine-related symptoms in 30 adult women with histamine intolerance before, during, and after pregnancy. Serum DAO activity was also measured at the three time points. Results: Nearly all women (27 out of 30) experienced symptom improvement during pregnancy (p < 0.001). Specifically, at least 77% of women reported a marked reduction in flatulence, bloating, headache, rhinorrhea, flushing, pruritus, hypotonia, or muscle pain. Concurrently, the DAO activity significantly increased 11-fold from the baseline, coinciding with symptom relief. At two months postpartum, symptoms tended to reappear, accompanied by a significant decrease in DAO activity in all participants. Conclusions: This first-of-its-kind observational study demonstrates an improvement in histamine intolerance symptoms and an increase in serum DAO activity during pregnancy. The pronounced symptom relief suggests that restrictive diets, such as low-histamine diets, may not be necessary during pregnancy. Further research is required to confirm these novel findings
Teachers’ beliefs about metalinguistic reflection for promoting English learning and plurilingualism. The evolution of three English teachers’ beliefs in a reflective practice programme
No full text[eng] Promoting and valuing multilingualism in education has gained significant attention in recent years, as traditional ideologies of language isolation are being challenged. These ideologies assume that learners’ first languages interfere with the acquisition of the target language, and that greater exposure guarantees high levels of attainment. In contrast, research shows that languages within a learner’s repertoire interact dynamically, and that activating prior linguistic knowledge can enhance foreign language learning. Despite this evidence, monolingual traditions continue to shape classroom practice, making it essential to prepare teachers to address linguistic diversity through multilingual approaches. In this context, analysing teachers’ beliefs becomes crucial, since they shape classroom practices. However, few studies have examined the tools that foster meaningful change among in-service primary EFL teachers’ beliefs. This study addresses this gap by investigating EFL teachers’ existing beliefs about the integration of metalinguistic reflection through cross-linguistic comparisons in English classrooms, tracing their evolution over time, and identifying the practices that trigger change in beliefs.
To achieve these aims, a two-stage intervention was conducted. Stage 1 investigated 43 primary EFL teachers’ beliefs regarding plurilingualism, mediation, and metalinguistic reflection through a questionnaire. Stage 2 involved a year-long reflective training with six teachers selected from Stage 1, three of whom were analysed in depth, each representing one of the three views identified by Pérez-Peitx et al. (2019): Isolated, Partially Integrating, and Integrating. The training comprised three phases: (1) self-analysis through a visual reflective diary (VRD) to surface tensions and contradictions; (2) contrast, involving four sessions of a focus group that confronted participants’ beliefs with scientific knowledge; and (3) redescription, where participants engaged in self-confrontation and compared their final VRD entry with both the initial and intermediate ones to revisit tensions in their beliefs and advance toward reconceptualisation. This intervention was supplemented with an individual final interview with the focus group participants to explore the training’s effectiveness.
The findings revealed that most teachers expressed positive beliefs toward plurilingual practices, ranging from Partially Integrating to Integrating views, though elements of monolingual traditions persisted across the three views. The in-depth analysis of three teachers’ beliefs showed diverse starting points and demonstrated that sustained reflection ncould prompt substantial reorientations, particularly regarding the pedagogical value of first language use, the accessibility of metalinguistic reflection, and the ultimate goals of language learning. Belief change emerged as a non-linear, multi-layered process, most likely to occur when participants confronted internal contradictions in their own belief systems. Moreover, change was most effectively fostered through the interplay of collaborative reflection, self-confrontation with classroom practice, and theoretical input, though tools such as VRD also supported metacognitive awareness. Overall, the study underscores both the complexity of teachers’ belief systems, and the transformative potential of carefully designed reflective training for advancing toward more linguistically responsive pedagogies.[cat] Promoure i valorar el multilingüisme en l’educació ha adquirit una rellevància creixent en els darrers anys, especialment davant el qüestionament de les ideologies que conceben les llengües com compartiments aïllats. Aquestes perspectives assumeixen que les llengües primeres interfereixen en l’aprenentatge de la llengua meta. En canvi, la recerca indica que activar el coneixement lingüístic previ pot afavorir l’adquisició de llengües estrangeres. Malgrat aquestes evidències, les tradicions monolingües continuen influint en la pràctica docent. En aquest context, analitzar les creences del professorat esdevé fonamental, especialment perquè encara hi ha pocs estudis que explorin eines capaces de promoure canvis significatius en les creences dels docents de primària d’anglès com a llengua estrangera. Aquest estudi investiga les creences dels docents sobre la integració de la reflexió metalingüística mitjançant comparacions interlingüístiques a l’aula d’anglès, n’analitza l’evolució al llarg del temps i identifica les pràctiques que poden desencadenar transformacions en els seus sistemes de creences.
La recerca es va estructurar en dues etapes. En la primera, es van examinar les creences de 43 docents de primària. En la segona, es va implementar una formació reflexiva d’un any amb sis docents seleccionats, tres dels quals es van analitzar en profunditat, representant les tres visions descrites per Pérez-Peitx et al. (2019): Aïllada, Parcialment Integradora i Integradora. La formació es va articular en tres fases: (1) autoanàlisi mitjançant un diari visual reflexiu; (2) contrast a través de quatre sessions de grup de discussió; i (3) redescripció, amb un procés d’autoconfrontació i comparació de les entrades del diari. L’estudi es va completar amb una entrevista final individual.
Els resultats mostren que, tot i que la majoria de docents manifestaven creences favorables a pràctiques plurilingües, persistien elements monolingües en totes tres visions. L’anàlisi evidencia que la reflexió sostinguda pot generar reorientacions significatives. El canvi de creences es configura com un procés no lineal i multicapa, especialment quan els docents afronten contradiccions internes. Les reflexions col·lectives, l’autoconfrontació i la teoria emergeixen com a factors clau. En conjunt, l’estudi destaca la complexitat dels sistemes de creences docents i el potencial transformador d’una formació reflexiva orientada a pedagogies més sensibles a la diversitat lingüística
Reclamación de deudas laborales en la Unión Europea a través del proceso monitorio y del Título Ejecutivo Europeo
No full textEl presente trabajo, presentado en el marco del Coloquio, celebrado en Bruselas en torno al "Espacio Social y Judicial Europeo" los días 5 y 6 del año 2001, tiene por objeto analizar la viabilidad de introducir el proceso monitorio en las distintas jurisdicciones laborales de la Unión Europea a la luz de los principios configuradores de la citada jurisdicción. Asimismo, en el mismo se toma en consideración el estudio de la eventual posibilidad de convertir las resoluciones recaídas en un proceso monitorio laboral en "Título Ejecutivo Europeo", título cuyo desarrollo efectivo está siendo objeto, en estos momentos, de elaboración de una propuesta de Reglamento por parte de la Comisión Europea
Philosophy as a “Non Grata” Discipline for the Modern School Institution
No full text[spa] El propósito de este artículo es ofrecer una explicación, una entre otras igualmente posibles, que permita entender por qué la filosofía, ya sea en tanto que materia de enseñanza, ya sea en tanto que teoría de la educación, ha sido con frecuencia para la escuela moderna (s. XVI-XXI) una suerte de disciplina non grata, esto es, una disciplina que se acepta al tiempo que se margina. Como se verá, una explicación de esta ambigüedad de la relación de la escuela con la filosofía puede encontrarse en un análisis genealógico de la escuela de corte foucaultiano, es decir, que puede encontrarse en un estudio de las condiciones históricas de emergencia y desarrollo de la escuela en la Modernidad. En concreto, se ha prestado atención a cuatro acontecimientos mayores: el gran cisma religioso del cristianismo, el nacimiento del capitalismo y de la razón de Estado, la irrupción del humanismo renacentista y el desarrollo de las ciencias humanas. De este modo, se muestra que la escuela parece estar animada desde sus orígenes por intereses que son mayoritariamente contrarios o ajenos a la filosofía, pero se muestra asimismo que, aunque sea en menor medida, la escuela también parece estar animada desde el principio por intereses que son para la filosofía más bien favorables. Si todo esto fuera cierto, entonces se entendería por qué la filosofía ostenta un estatuto más bien ambiguo en su relación con la escuela. A partir de aquí, es posible que también haya que considerar que una inserción plena de la filosofía en la escuela no puede lograrse solamente por medio de una reivindicación de sus bondades, sino que tal vez sea preciso que, además, se reclame que la escuela responda a intereses que sean para la filosofía más propicios.[eng] The purpose of this article is to offer an explanation, one among others equally possible ones, that allows us to understand why Philosophy, whether as a teaching subject or as a theory of education, has often been for the modern school (16th-21st century) a kind of discipline non grata, that is, a discipline that is accepted and at the same time marginalized. As will be seen, an explanation of this ambiguity of the relationship between school and Philosophy can be found in a Foucauldian genealogical analysis of the school, that is to say, it can be found in a study of the historical conditions of the emergence and development of the school in Modernity. Specifically, attention has been paid to four major events: the Great Schism of Christianity, the birth of Capitalism and the reason of State, the irruption of Renaissance humanism and the development of the human sciences. In this way, it is shown that the school seems to be animated from its origins by interests that are for the most part contrary or alien to Philosophy, but it is also shown that, even if to a lesser extent, the school also seems to be animated from the beginning by interests that are rather favorable to Philosophy. If all of this were true, then it would be understood why Philosophy has a rather ambiguous status in its relationship with the school. From this point onwards, it may also be necessary to consider that a full integration of Philosophy in schools cannot be achieved only by claiming its merits, but that it may also be necessary to demand that school responds to interests that are more propitious to Philosoph
Boundary objects in the practicum as mechanisms for changing educational contexts
No full textEn el contexto de la educación superior, las prácticas externas representan una fase de transición hacia la inserción profesional. Este estudio analiza dicho periodo a partir de los marcos conceptuales de los objetos de frontera y el yo dialógico, con el objetivo de identificar mecanismos de autocomprensión y atribución de significado personal. A través del análisis de narrativas estudiantiles, se distinguen posiciones monológicas, centradas en las emociones y las oportunidades laborales, y posiciones dialógicas, que resaltan la importancia de las relaciones interpersonales para el desarrollo personal y profesional. También se identifican elementos vinculados a las tutorías como oportunidades de mejora pedagógica. Los hallazgos configuran un marco conceptual y analítico que permite reconocer prácticas comunes y orientar su optimización. En conjunto, se concibe el prácticum como un objeto de frontera que facilita procesos de reflexión, construcción identitaria y cambio contextual en el tránsito educativo hacia lo profesional
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No full textEn el pasado, las otras dos experiencias de gobiernos de izquierdas no se atrevieron a tocar la escuela concertad
Mechanically activated kaolin replacing metakaolin in alkali-activated cement formulation
No full textThis work provides in-depth research on alkali-activated binder formulations, employing mechanically activatedkaolin (K-MA) as a substitute precursor for metakaolin (MK). The potential of K-MA to replace MK was evaluated byconducting an extensive characterization of the alkali-activated cements (AACs). The structural analysis performedthrough Fourier-transform infrared spectroscopy (FTIR), X-ray diffraction (XRD), thermogravimetric analysis (TGA),27Aluminum magic angle spinning nuclear magnetic resonance (27Al MAS NMR), and scanning electron microscopy(SEM) revealed that K-MA enhances the amorphous nature and microstructural homogeneity of cements. The resultsdemonstrated that K-MA-based cements exhibit superior compressive strength than MK-based cements, especiallywhen sodium silicate (waterglass) was added, achieving values up to 42 MPa at 28 days. These findings suggest thatK-MA is a highly effective precursor for AACs formulation, as well as an alternative to replace MK. While thermalactivation (TA) processes for dehydroxylation are associated with significant CO2 emissions, mechanical activation(MA) offers a more sustainable alternative by utilizing electrical energy, which can be derived from less pollutingrenewable sources
Rendimiento académico y estrés en estudiantes del grado en enfermería de la Universidad de Barcelona
No full textEl objetivo fue determinar el grado de rendimiento académico y su relación con el estrés y diversas variables sociodemográficas del alumnado de enfermería. Se realizó un estudio observacional transversal y prospectivo donde se registraron diversas variables sociodemográficas, grado de estrés y la escala de rendimiento académico (RA) desde la perspectiva del alumnado. Participaron 201 estudiantes, obteniendo una puntuación media de estrés de 3,71±0.9 puntos y de RA de 29,48±8,25 en la dimensión de actividades académicas, 21,12±5,10 en dedicación al estudio y 9,64±4,27 en recursos didácticos. La edad, sexo y las cargas familiares impactan en el grado de estrés y RA
Extensive viewing in young English as a foreign language learners. Do aptitude and vocabulary size influence vocabulary learning?
No full textAudiovisual input has been shown to promote vocabulary acquisition in foreign language learners. However, there is limited research on the effects of extensive viewing in a classroom context with young beginner learners of English. This study investigates foreign language vocabulary learning through explicit teaching and additional viewing of subtitled TV series, as well as the role that second language (L2) vocabulary size and language aptitude may play. A teaching intervention lasting one academic year was implemented in primary school. Weekly, two groups of beginner learners of English enrolled in grade 6 and aged 11 (N = 47) were taught a set of target words. One group was additionally exposed to the target vocabulary through an episode of a TV series with subtitles in Spanish, their native language. Gains in form and meaning recall of the target vocabulary were measured. Participants’ L2 vocabulary size and language aptitude were also assessed at the beginning of the intervention. Multivariate tests showed that explicit teaching accounted for most vocabulary learning, although viewing the TV series significantly benefited learners at two testing points. L2 vocabulary size contributed to explaining lexical gains, while language aptitude did not have such a significant effect
Nursing Intensive-Care Satisfaction Scale [NICSS]: Development and validation of a patient-centered instrument
No full textAim: To develop and validate the Nursing Intensive-Care-Satisfaction-Scale to measures satisfaction with nursing care from the critical care patient's perspective. Background Instruments that measure satisfaction with nursing cares have been designed and validated without taking the patient's perspective into consideration. Despite the benefits and advances in measuring satisfaction with nursing care, none instrument is specifically designed to assess satisfaction in intensive care units. Design: Instrument development. Methods: The population were all discharged patients (January 2013 January 2015) from three Intensive Care Units of a third level hospital (N = 200). All assessment instruments were given to discharged patients and 48 hours later, to analyze the temporal stability, only the questionnaire was given again. The validation process of the scale included the analysis of internal consistency, temporal stability; validity of construct through a confirmatory factor analysis; and criterion validity. Results: Reliability was 0.95. The intraclass correlation coefficient for the total scale was 0.83 indicating a good temporal stability. Construct validity showed an acceptable fit and factorial structure with four factors, in accordance with the theoretical model, being Consequences factor the best correlated with other factors. Criterion validity, presented a correlation between low and high (range: 0.42-0.68). Conclusions: The scale has been designed and validated incorporating the perspective of critical care patients. Thanks to its reliability and validity, this questionnaire can be used both in research and in clinical practice. The scale offers a possibility to assess and develop interventions to improve patient satisfaction with nursing care