7 research outputs found
La gamificación como propuesta didáctica para abordar los contenidos de nutrición y la dieta saludable en 3º de Educación Secundaria Obligatoria
No full textSaura Capdevila, Alba; director de proyecto: Díez García, Adolfo2023-2024Máster Universitario en Profesorado de Educación Secundaria Obligatoria y Bachillerato, Formación Profesional y Enseñanza de IdiomasFacultad de Ciencias de la Educació
CFD studies and experimental validation of the convective heat transfer coefficient in non-fully developed flows applied to conventional geometries used in particle accelerators
No full textIn the field of Particle Accelerators engineering, the design of the cooling channels of its components has been extensively based on experimental correlations for the calculation of convective heat transfer coefficients. In this scenario, this work is focused on studying whether the experimental correlations are conservative when the flow is turbulent in fully developed and non-fully developed regions. For this research, simulation models have been developed for turbulent flows in fully developed and non-fully developed regions, all of them for cooling channels with a 10 mm inner diameter. In the first case, for a circular channel, turbulence models have been studied, and comparative studies with respect to experimental correlations and previous studies performed at ALBA have been carried out. Simulation models based on the coefficients obtained from experimentally observed correlations, CFD models and an experimental validation of a mirror with inside cooling, have been performed in the second case.Postprint (published version
Impact of SARS-CoV-2 viral load and duration of symptoms before hospital admission on the mortality of hospitalized COVID-19 patients
No full textPublisher Copyright: © 2022, The Author(s), under exclusive licence to Springer-Verlag GmbH Germany.Purpose: Assess the impact of viral load estimated by cycle threshold (Ct) of reverse transcription real time-polymerase chain reaction (rRT-PCR) and the days from symptoms onset on mortality in hospitalized patients with COVID19. Methods: Retrospective observational study of 782 patients with a positive rRT-PCR from a nasopharyngeal swab was performed within the first 24 h from admission. Demographic data, clinical manifestations and laboratory parameters were collected. Uni- and multivariate analyses were performed to identify factors associated with mortality at 60 days. Results: Ct was divided into three groups and the mortality rate decreased from 27.3 to 20.7% and 9.8% for Ct values of ≤ 20, 21–25 and > 25, respectively (P = 0.0001). The multivariate analysis identified as predictors of mortality, a Ct value 25. Days from symptoms onset is a variable associated with mortality as well (DSOA) ≤ 6 (OR 1.86, CI 95% 1.00–3.46), among other factors. Patients requiring hospital admission within 6 DSOA with a Ct value ≤ 25 had the highest mortality rate (28%). Conclusions: The inclusion of Ct values and DSOA in the characterization of study populations could be a useful tool to evaluate the efficacy of antivirals.“This work has been financed by funds for research ad hoc COVID-19 from citizens and organizations patronage to Hospital Clínic de Barcelona-Fundació Clínic per a la Recerca Biomèdica ”. Hospital Clinic of Barcelona COVID-19 Research Group: Infectious Diseases’ Research Group: Blanco JL, Mallolas J, Martínez E, Martínez M, Miró JM, Moreno A, Del Rio A, Solá M, Torres M, Ugarte A, Cozar-Lladó A, Linares L and all the staff members. Medical Intensive Care Unit: Tellez A, Fernandez S, Nicolas JM and all the staff members. Department of International Health: Campubri D, de Alba MT, Fernandez M, Ferrer E, Grau B, Marti H, Muelas M, Pinazo MJ, Rodriguez N, Roldan M, Subira C, Vera I, Williams N, Almuedo-Riera A and all the staff members. Department of Internal Medicine: Aldea A, Camafort M, Calvo J, Capdevila A, Cardellach F, Carbonell I, Coloma E, Foncillas A, Estruch R, Feliu M, Fernández-Solá J, Fuertes I, Gabara C, Grafia I, Ladino A, López-Alfaro R, López-Soto A, Masanés F, Matas A, Navarro M, Marco-Hernández J, Miguel L, Milisenda JC, Moreno P, Naval J, Nicolás D, Oberoi H, Padrosa J, Prieto-González S, Pellicé M, Ribot J, Rodríguez-Núnez O, Sacanella E, Seguí F, Sierra C, Tomé A, Torres M, Ventosa H, Zamora-Martínez C, and all the staff members. Department of Microbiology: Almela M, Alvarez M, Bosch J, Costa J, Cuesta G, Fidalgo B, Gonzàlez J, Marco F, Narvaez S, Pitart C, Rubio E, Vergara A, Valls ME, Zboromyrska Y Casals C, Mosquera M and all the staff members. Department of Pharmacy: López E, Tuset M and all the staff members. “This work has been financed by funds for research ad hoc COVID-19 from citizens and organizations patronage to Hospital Clínic de Barcelona-Fundació Clínic per a la Recerca Biomèdica”.Peer reviewe
Gender distribution of coauthors and conveners.
No full text(A) Gender combination of researchers that signed as first and last coauthors in the contributions of the 1st SIBECOL Meeting (gender first author & gender last author; W = woman and M = man). We interpreted that the first author was the leader of the presented work, while the last author was the principal investigator of the research group or project. (B) Proportion of sessions whose conveners were mostly women (purple bar; > 60% of the conveners were women), equally distributed (grey bar; 40–60% of conveners were women), and mostly men (yellow bar; > 60% of conveners were men). The number of contributions (panel A) or sessions (panel B) falling within each category is shown in parenthesis.</p
Clinical Presentation and Outcome of COVID-19 in a Latin American Versus Spanish Population: Matched Case-Control Study
No full textPublisher Copyright: © 2022, The Author(s).Introduction: Increased mortality has been reported in the Latin American population. The objective is to compare the clinical characteristics and outcome of Latin American and Spanish populations in a cohort of patients hospitalized with COVID-19 during the first year of the pandemic. Methods: We retrospectively analysed all the Latin American patients (born in South or Central America) hospitalized in our centre from February 2020 to February 2021 and compared them with an age- and gender-matched group of Spanish subjects. Variables included were demographics, co-morbidities, clinical and analytical parameters at admission and treatment received. The primary outcomes were ICU admission and mortality at 60 days. A conditional regression analysis was performed to evaluate the independent baseline predictors of both outcomes. Results: From the 3216 patients in the whole cohort, 216 pairs of case-controls (Latin American and Spanish patients, respectively) with same age and gender were analysed. COPD was more frequent in the Spanish group, while HIV was more prevalent in the Latin American group. Other co-morbidities showed no significant difference. Both groups presented with similar numbers of days from symptom onset, but the Latin American population had a higher respiratory rate (21 vs. 20 bpm, P = 0.041), CRP (9.13 vs. 6.22 mg/dl, P = 0.001), ferritin (571 vs. 383 ng/ml, P = 0.012) and procalcitonin (0.10 vs. 0.07 ng/ml, P = 0.020) at admission and lower cycle threshold of PCR (27 vs. 28.8, P = 0.045). While ICU admission and IVM were higher in the Latin American group (17.1% vs. 13% and 9.7% vs. 5.1%, respectively), this was not statistically significant. Latin American patients received remdesivir and anti-inflammatory therapies more often, and no difference in the 60-day mortality rate was found (3.2% for both groups). Conclusion: Latin American patients with COVID-19 have more severe disease than Spanish patients, requiring ICU admission, antiviral and anti-inflammatory therapies more frequently. However, the mortality rate was similar in both groups.This work was financed by ad hoc patronage funds for research on COVID-19 from donations from citizens and organizations to the Hospital Clínic de Barcelona-Fundació Clínic per a la Recerca Biomèdica, Barcelona, Spain. No funding or sponsorship was received for the publication of this article. All named authors meet the International Committee of Medical Journal Editors (ICMJE) criteria for authorship for this article, take responsibility for the integrity of the work as a whole, and have given their approval for this version to be published. Rodrigo Alonso and Ana M. Camon both were responsible for reviewing the data, and they prepared the database including the matching analysis as well as a first draft of the article. Celia Cardozo, Laia Albiach, Daiana Agüero, M. Angeles Marcos, Juan Ambrosioni, Marta Bodro, Mariana Chumbita, Lorena de la Mora, Nicole Garcia-Pouton, Gerard Dueñas, Marta Hernandez-Meneses, Alexy Inciarte, Genoveva Cuesta, Fernanda Meira, and Laura Morata made significant contributions to the manuscript. Pedro Puerta-Accalde, Sabina Herrera, and Gemma Sanjuan performed the statistical analysis and made significant contributions to the final manuscript. Montse Tuset, Pedro Castro, Sergio Prieto-Gonzalez, Josep Mensa, and José Antonio Martínez collaborated on the design of the study and critically reviewed the article. J.M. Nicolas, A. Del Rio, Jordi Vila, Felipe Garcia, Carolina Garcia-Vidal, and Alex Soriano were responsible for the design of the study and made significant contributions to the final version of the article. Alex Soriano, as the corresponding author, answered the reviewers' questions. Hospital Clinic of Barcelona COVID-19 Research Group: Infectious Diseases’ Research Group : J. L. Blanco, J. Mallolas, E. Martínez, M. Martínez, J. M. Miró, A. Moreno, M. Solá, A. Ugarte, Ana Gonzalez-Cordón, Montse Laguno, Lorna Leal, John Rojas, Berta Torres, and all the staff members. Medical Intensive Care Unit : S. Fernandez, A. Tellez, F. Fuentes, E. Sancho, M. Ayala. Department of International Health : D. Campubri, M. T. de Alba, M. Fernandez, E. Ferrer, B. Grau, H. Marti, M. Muelas, M. J. Pinazo, N. Rodriguez, M. Roldan, C. Subira, I. Vera, N. Williams, A. Almuedo-Riera, J. Muñoz, and all the staff members. Department of Internal Medicine : A. Aldea, M. Camafort, J. Calvo, A. Capdevila, F. Cardellach, I. Carbonell, E. Coloma, A. Foncillas, R. Estruch, M. Feliu, J. Fernández-Solá, I. Fuertes, C. Gabara, I. Grafia, A. Ladino, R. López-Alfaro, A. López-Soto, I. Macaya, F. Masanés, A. Matas, M. Navarro, J. Marco-Hernández, L. Miguel, J. C. Milisenda, P. Moreno, J. Naval, D. Nicolás, H. Oberoi, J. Padrosa, S. Prieto-González, M. Pellicé, J. Ribot, O. Rodríguez-Núnez, E. Sacanella, F. Seguí, C. Sierra, A. Tomé, M. Torres, H. Ventosa, C. Zamora-Martínez, and all the staff members. Department of Microbiology : M. Almela, M. Alvarez, J. Bosch, J. Costa, G. Cuesta, B. Fidalgo, J. Gonzàlez, F. Marco, S. Narvaez, C. Pitart, E. Rubio, A. Vergara, M. E. Valls, Y. Zboromyrska and all the staff members. Department of Farmacy : E. López, and all the staff members. Carol García-Vidal has received honoraria for talks on behalf of Gilead Science, MSD, Novartis, Pfizer, Jannsen, and Lilly, as well as a grant from Gilead Science and MSD. Laura Morata has received honoraria for talks on behalf of Merck Sharp and Dohme, Pfizer and Angelini. Pedro Puerta-Alcalde has received honoraria for talks on behalf of Gilead Science and MSD. Montse Tuset has received grants from Janssen, Gilead, ViiV and Merck Sharp and Dohme. Josep Mensa has received honoraria for talks on behalf of Merck Sharp and Dohme, Pfizer, Novartis and Angelini. Álex Soriano has received honoraria for talks on behalf of Merck Sharp and Dohme, Pfizer, Novartis, Gilead, Menarini and Angelini as well as grant support from Pfizer and Gilead. Rodrigo Alonso, Ana M Camón, Celia Cardozo, Laia Albiach, Daiana Agüero, M Ángeles Marcos, Juan Ambrosioni, Marta Bodro, Mariana Chumbita, Lorena de la Mora, Nicole García-Pouton, Gerard Dueñas, Marta Hernández-Meneses, Alexy Inciarte, Genoveva Cuesta, Fernanda Meira, Sabina Herrera, Pedro Castro, Sergio Prieto-González, Jose Antonio Martínez, Gemma Sanjuan, Josep María Nicolás, Ana del Río, Jordi Vila and Felipe García have nothing to disclose. The Institutional Ethics Committee of Hospital Clinic of Barcelona approved the study and, due to the nature of the retrospective data review, waived the need for informed consent from individual patients (HCB/2020/0273). The study was performed in accordance with the Helsinki Declaration of 1964, and its later amendments. The datasets generated during and/or analyzed during the current study are available from the corresponding author on reasonable request.Peer reviewe
Towards women-inclusive ecology: Representation, behavior, and perception of women at an international conference
No full textEste artículo contiene 18 páginas, 1 tabla, 5 figuras.Conferences are ideal platforms for studying gender gaps in science because they are
important cultural events that reflect barriers to women in academia. Here, we explored
women’s participation in ecology conferences by analyzing female representation, behavior,
and personal experience at the 1st Meeting of the Iberian Society of Ecology (SIBECOL).
The conference had 722 attendees, 576 contributions, and 27 scientific sessions. The gender of attendees and presenters was balanced (48/52% women/men), yet only 29% of the
contributions had a woman as last author. Moreover, men presented most of the keynote
talks (67%) and convened most of the sessions. Our results also showed that only 32% of the questions were asked by women, yet the number of questions raised by women
increased when the speaker or the convener was a woman. Finally, the post-conference
survey revealed that attendees had a good experience and did not perceive the event as a
threatening context for women. Yet, differences in the responses between genders suggest
that women tended to have a worse experience than their male counterparts. Although our
results showed clear gender biases, most of the participants of the conference failed to
detect it. Overall, we highlight the challenge of increasing women’s scientific leadership, visibility and interaction in scientific conferences and we suggest several recommendations for
creating inclusive meetings, thereby promoting equal opportunities for all participants.AL was supported by the Government of
Catalonia and the the European Social Fund (ESF)
through the program Beatriu de Pino´s (BP-2018-
00082). PR-L was supported by a Margalida
Comas postdoctoral contract (PD/031/2018),
funded by the Government of the Balearic Islands
and the ESF. AA-R was supported by a Humboldt
Research Fellowship. MB was supported by the
Spanish Government through the project Alkaldia
(PID2019-111137GB-C21). SB was supported by a
Ramon y Cajal fellowship from the Spanish
Government and AEI/FEDER UE (RYC-2017-
22643). AGB was supported by a Marie
Sklodowska-Curie (MSCA) Individual Fellowship
(H2020-MSCA-IF-2016; project-749645). NC was
funded by the European Union’s Horizon 2020
research and innovation programme under the
MSCA grant agreement No.839709. MJF was
supported by the Portuguese Foundation of
Science and Technology (FCT) through MARE
strategic project (UIDB/04292/2020) and Norma
Transito´ria. AGO was supported by the CESAM and
FCT/MCTES (UIDP/50017/2020 + UIDB/50017/
2020). CG-C was supported by the Spanish
Government through a Juan de la Cierva –
Incoporacio´n contract (IJC2018-036642-I). FL had
a doctoral grant funded by FCT (PD/BD/52598/
2014). GO was supported by the German Federal
Ministry of Education and Research within the
Collaborative Project“Bridging in Biodiversity
Science – BIBS”(01LC1501A-H). SP was
supported by a postdoctoral fellowship MSCA Seal
of Excellence of the Research Foundation –
Flanders (12ZZS21N).With the institutional support of the ‘Severo OchoaCentre of Excellence’ accreditation (CEX2019-000928-S).Peer reviewe
Detrás de las líneas. Una secuencia didáctica para la comprensión de textos argumentativos, tipo artículo de opinión, con estudiantes del grado noveno de la I.E. San Antonio de Padua de Támesis, Antioquia
No full textEl lenguaje es una herramienta cognitiva y sociocultural que ha permitido al ser humano explicar el origen de los seres y las cosas a través de recursos como el mito, crear nuevos mundos con las novelas y la ciencia ficción, componer canciones y versos que expresan sus sentimientos y emocionalidad, entre otras manifestaciones con las cuales deja rastro de sus pensamientos y su paso por la vida. La lectura es uno de los caminos para su exploración. Desde el reconocimiento del valor funcional y edificador del lenguaje y la lectura, este informe presenta los resultados de una investigación que se propuso interpretar las transformaciones en la comprensión de textos argumentativos, artículo de opinión, de los estudiantes de grado noveno de la Institución Educativa San Antonio de Padua de Támesis, Antioquia, luego del desarrollo de una secuencia didáctica de enfoque sociocultural. El proceso fue orientado desde una visión cualitativa que asumió la realidad en su complejidad desde una perspectiva holística. La investigación se particularizó desde un estudio de caso, en tanto hizo posible la descripción y análisis profundo de las transformaciones en la comprensión lectora de los estudiantes participantes de grado noveno; por tal razón, se emplearon tres instrumentos: un cuestionario de preguntas abiertas, la observación participante y la entrevista, como una forma de triangular la información y, por tanto, enriquecer los análisis de tales transformaciones desde las categorías teóricas planteadas para ello: las líneas, entre líneas y tras las líneas. Desde las categorías, los resultados finales señalaron transformaciones y persistencias en la comprensión lectora de los estudiantes. Los estudiantes mostraron mayores capacidades para identificar los índices de los textos que leen, al igual que para deducir aquello que el autor no refiere explícitamente. Se mantuvieron las dificultades en la composición de un posicionamiento crítico y valorativo frente a lo que se lee. Bajo estos resultados, vale recordar que es indispensable seguir sumando esfuerzos y entender, como lo dijo Lerner (2001), que es necesario articular muchas temporalidades diferentes en la enseñanza del lenguaje, no solo una, que involucren actividades periódicas y situaciones reales de comunicación para lograr la formación de lectoras y lectores críticos.The language is a cognitive and sociocultural tool that, since its invention, has allowed humankind to explain the origin of inner beings and things that surround them, using resources such as myth, we had being able to create new worlds with novels and science fiction, compose songs and verses that express our feelings and emotionality, among other manifestations with which we leave a trace of our thoughts and our passage through life. Reading is one of the paths to explore language. From the recognition of the functional and edifying value of language and reading, this report presents the results of an study that aimed to interpret the transformations in the understanding of argumentative texts, opinion articles, of the ninth grade students of the Educational Institution San Antonio de Padua from Támesis, Antioquia, after the development of a didactic sequence with a sociocultural approach. The process was oriented from a qualitative vision that assumed reality in its complexity from a holistic perspective. The research was focused on a case study, as it made possible the description and in-depth analysis of the transformations in the reading comprehension of the participants; for this reason, three instruments were used: a questionnaire with open questions, participant observation and the interview, as a way to triangulate the information and, therefore, enrich the analysis of such transformations from the theoretical categories proposed: the lines , between the lines and behind the lines. From the categories, the final results indicated transformations and persistences in the students' reading comprehension. The students showed greater abilities to identify the indexes of the texts they read, as well as to deduce what the author does not explicitly refer to. Difficulties remained in the composition of a critical and evaluative position regarding reading subject. Under these results, it is worth recall that it is essential to continue adding efforts and understand, as Lerner (2001) said, that it is necessary to articulate many different temporalities in language teaching, not just one, that involve periodic activities and real communication situations to achieve the training of critical readers.Índice de Contenidos
1. PRESENTACIÓN ............................................................................................................................... 7
2. REFERENTE TEÓRICO .......................................................................................................................... 21
2.1 EL LENGUAJE COMO PRÁCTICA SOCIOCULTURAL ................................................................................. 22
2.2 LA COMPRENSIÓN LECTORA ................................................................................................................ 25
2.2.1 Concepciones de lectura ............................................................................................................ 27
2.2.2 Modelos de comprensión lectora ............................................................................................... 30
2.3 LA LECTURA DESDE EL ENFOQUE SOCIOCULTURAL ............................................................................. 35
2.4 LA ARGUMENTACIÓN: POSICIONARSE Y DEVELAR LAS POSICIONES DE OTROS ..................................... 38
2.4.1 El artículo de opinión ................................................................................................................ 42
2.5 SECUENCIAS DIDÁCTICAS .................................................................................................................... 45
3. METODOLOGÍA ............................................................................................................................. 49
3.1 ENFOQUE DE INVESTIGACIÓN .............................................................................................................. 49
3.2 TIPO DE INVESTIGACIÓN ...................................................................................................................... 49
3.3 UNIDAD DE ANÁLISIS ........................................................................................................................... 50 3.4 UNIDAD DE TRABAJO ........................................................................................................................... 52
3.5 ESTRATEGIA, TÉCNICAS E INSTRUMENTOS DE INVESTIGACIÓN ............................................................ 54
3.6 PROCEDIMIENTO .................................................................................................................................. 56
4. ANÁLISIS DE LA INFORMACIÓN ............................................................................................... 57
4.1 ANÁLISIS DE LA COMPRENSIÓN LECTORA DE LOS ESTUDIANTES .......................................................... 58
4.1.1 Las líneas .................................................................................................................................... 59
4.1.2 Entre líneas ................................................................................................................................ 75
4.1.3 Tras las líneas ............................................................................................................................ 91
4.2 ¿QUÉ TIPO DE LECTORES MUESTRAN SER LOS ESTUDIANTES? ............................................................ 106
4.2.1 Al inicio de la propuesta .......................................................................................................... 106
4.2.2 Durante del desarrollo de la propuesta ................................................................................... 113
4.2.3 Al finalizar el desarrollo de la propuesta ................................................................................ 120
4.3 LA IMPLEMENTACIÓN DE LA PROPUESTA DIDÁCTICA DESDE LA OBSERVACIÓN PARTICIPANTE .......... 128
4.3.1 Preparar las condiciones para sembrar las semillas ............................................................... 128
4.3.2 Cultivar y recoger los frutos .................................................................................................... 130
5. CONCLUSIONES Y DISCUSIÓN ................................................................................................. 143
6. RECOMENDACIONES ................................................................................................................. 154
REFERENCIAS ................................................................................................................................. 156
ANEXOS ............................................................................................................................................. 16
