Propuesta de un programa para la capacitación docente con base en la didáctica

El presente trabajo consiste en elaborar una propuesta para la CREACIÓN DE UN PROGRAMA DE CAPACITACIÓN DOCENTE, CON BASE EN LA DIDÁCTICA, con el objeto de preparar al docente del ICHE para que profundice en su labor, creando un espacio para la reflexión de temas inherentes a mejorar su práctica educativa, puesto que hasta ahora, con excepciones, ha venido ejerciendo la docencia en base a su propia experiencia. Este programa fundamenta la necesidad de su implementación a partir de un diagnóstico a los profesores y directivos de la Institución, en donde se determinó el nivel de necesidades de capacitación en los aspectos de la didáctica en general. De acuerdo al diagnóstico de necesidades realizado, EL PROGRAMA DE CAPACITACIÓN DOCENTE CON BASE EN LA DIDÁCTICA, toma en consideración tres núcleos de capacitación o superación. que son: 1. FUNDAMENTOS EPISTEMOLÓGICOS Y TEORÍAS DEL PROCESO DOCENTE EDUCATIVO. 2. DISEÑO CURRICULAR, MÉTODOS Y TÉCNICAS DEL PROCESO DOCENTE EDUCATIVO. 3. FORMACIÓN EN VALORES

Late-onset thymidine kinase 2 deficiency: a review of 18 cases

BACKGROUND: TK2 gene encodes for mitochondrial thymidine kinase, which phosphorylates the pyrimidine nucleosides thymidine and deoxycytidine. Recessive mutations in the TK2 gene are responsible for the 'myopathic form' of the mitochondrial depletion/multiple deletions syndrome, with a wide spectrum of severity. METHODS: We describe 18 patients with mitochondrial myopathy due to mutations in the TK2 gene with absence of clinical symptoms until the age of 12. RESULTS: The mean age of onset was 31 years. The first symptom was muscle limb weakness in 10/18, eyelid ptosis in 6/18, and respiratory insufficiency in 2/18. All patients developed variable muscle weakness during the evolution of the disease. Half of patients presented difficulty in swallowing. All patients showed evidence of respiratory muscle weakness, with need for non-invasive Mechanical Ventilation in 12/18. Four patients had deceased, all of them due to respiratory insufficiency. We identified common radiological features in muscle magnetic resonance, where the most severely affected muscles were the gluteus maximus, semitendinosus and sartorius. On muscle biopsies typical signs of mitochondrial dysfunction were associated with dystrophic changes. All mutations identified were previously reported, being the most frequent the in-frame deletion p.Lys202del. All cases showed multiple mtDNA deletions but mtDNA depletion was present only in two patients. CONCLUSIONS: The late-onset is the less frequent form of presentation of the TK2 deficiency and its natural history is not well known. Patients with late onset TK2 deficiency have a consistent and recognizable clinical phenotype and a poor prognosis, due to the high risk of early and progressive respiratory insufficiency.Instituto de Salud Carlos III PI16-01843 PI16/00579 CP09/00011Subdirección General de Evaluación y Fomento de la Investigación Sanitaria PI16-01843 PI16/00579 CP09/00011 PI 15/00431 PMP15/0002

Achiral, Chiral, and Protein Separations with Molecular Micelles Using Chromatographic Techniques

In this dissertation, several chromatographic techniques were developed for separation of proteins as well as achiral and chiral compounds. Firstly, polyelectrolyte multilayer (PEM) coatings were used to separate chiral analytes and proteins of pharmaceutical and biomedical interests. Coating polymers used in PEM coatings are instrumental in analyte separation. Therefore, the effect of changing four different cationic polymers, (poly-L-lysine, poly-L-ornithine, poly-L-lysine-serine, and poly-L-glutamic acid-lysine) and three anionic polymers (sodium poly (N-undecanoyl-L-leucyl-alaninate) (poly-L-SULA), sodium poly (N-undecanoyl-L-leucyl-valinate) (poly-L-SULV) and sodium poly (undecylenic sulfate) (poly-SUS)) were investigated. The simultaneous effects of cationic polymer concentration, number of bilayers, temperature, applied voltage, and pH of the background electrolyte on the separation on these analytes were analyzed using a Box Behnken experimental design. In addition, the influence of NaCl on the column reproducibility was investigated. Secondly, mixed mode separation using a combination of micellar electrokinetic chromatography (MEKC) and PEM coatings was used for the separation of achiral and chiral analytes. In this study, it was observed that achiral and separations using MEKC and PEM coatings individually resulted in partial resolution of 8 very similar aryl ketones and 5 chiral compounds when the molecular micelles (sodium poly (N-undecanoyl-L-glycinate) (poly-SUG)) and poly-L-SULV were used. However, when mixed mode separation was introduced, baseline resolution was achieved for all analytes. In the last study of this dissertation, PEM coatings were constructed using molecular micelles in open tubular capillary electrochromatography (OT-CEC) and gradient elution moving boundary electrophoresis (GEMBE) for protein separations. In OT-CEC, proteins were detected using both ultra violet (UV) and laser induced fluorescence (LIF) detection, while only LIF detection was used with the GEMBE technique. The effects of bilayer number, type of molecular micelle as well as pH of the background electrolyte on the separation of 6 acidic proteins were analyzed using ultra violet (UV) detection in OT-CEC. In addition, internal diameter and the effective length of the capillary were studied to investigate their influence on protein separations with LIF detection. High resolution protein separations were achieved using PEM coatings, therefore, these conditions were also used for protein separations with the GEMBE technique

Incorporating Students’ Perceived Needs and Interests in the Planning and Implementation of Lesson Plans

This paper examines and discusses the effects of integrating students’ perceived needs and interests in the planning and implementation of lessons plans to their attitudes towards English and their self-evaluations in the four skills and grammaring. The lesson plans were based on the prototypes developed by the Bureau of Secondary Education of the Department of Education in the Philippines. It particularly deals with students’ attitudes towards English and their self-evaluations in the four skills and grammaring and investigates the correlation between attitudes, the four skills, and grammaring

Does the ACE I/D polymorphism, alone or in combination with the ACTN3 R577X polymorphism, influence muscle power phenotypes in young, non-athletic adults?

We investigated the association of the angiotensin converting enzyme gene (ACE) insertion/deletion (I/D) polymorphism, alone or in combination with the α-actinin-3 gene (ACTN3) R577X polymorphism, with jumping (vertical squat and counter-movement jump tests) and sprint ability (30 m dash) in non-athletic, healthy young adults [N = 281 (214 male), mean (SD) age 21 (2) years]. We did not observe any effect of the ACE I/D polymorphism on study phenotypes. We repeated the analyses separately in men and women and the results did not materially change. Likewise, the mean estimates of the study phenotypes were similar in subjects with the genotype combinations ACE II + ID and ACTN3 XX or ACE DD and ACTN3 RR + RX. We found no association between the ACE DD and ACTN3 RR + RX genotype combination and performance (≥90th of the sex-specific percentile). In summary, though the ACE I/D polymorphism is a strong candidate to modulate some exercise-related phenotypes or athletic performance status, this polymorphism, alone or in combination with the ACTN3 R577X polymorphism, does not seem to exert a major influence in the muscle ‘explosive’ power of young healthy adults, as assessed during multi-joint exercise tests

Effect of CPAP Compliance on a Cognitive Screening Test in a Memory Clinic Population with Sleep Apnea

Objectives: To determine whether the Montreal Cognitive Assessment (MoCA) was a sensitive indicator of cognitive improvement following introduction of continuous positive airway pressure (CPAP) in community memory clinic (CMC) patients who had been diagnosed with sleep apnea (SA). Method: Twenty-six CPAP compliant CMC patients (61.5% male; 96.2% Caucasian/Non-Hispanic) with a diagnosis of SA (66-87 years (M=76.27(4.90)) completed a MoCA before initiation of treatment and again 4-9 months later. CPAP compliance was documented through CPAP machine compliance reports and/or clinical interview with patient and family member during subsequent medical visits. Twenty CPAP non-compliant CMC patients (85% male, 100% Caucasian/Non-Hispanic; 66-90 years (M=77.45 (6.88)) similarly diagnosed with SA completed MoCAs before initiation of treatment and again 4-8 months later. CMC diagnoses of the patients included: no cognitive impairment, Alzheimer’s disease, mild cognitive impairment, cognitive disorder NOS, or other dementia. Results: Post-treatment MoCA scores for the CPAP compliant group (M= 22.27) were significantly higher than pre-treatment scores (M= 20.38; t(25)= -4.992; p\u3c0.001). Nineteen of the 26 compliant individuals evidenced increases in MoCA, three remained the same, and four declined. The non-compliant group showed no change over time (MoCA pre- M= 19.90, MoCA post- M= 20.50; t(19)= -.798; p= .435), with seven scores decreasing, eleven increasing, and two remaining the same. There was no significant interaction between CPAP compliance groups and MoCA change scores, Wilks’ Lambda= .94, F (1, 44) = 2.67, partial eta squared= .057. Conclusions: More patients with SA who complied with CPAP recommendation demonstrated improved MoCA performance than did those who did not comply with the recommendation. Within-subject comparison of pre- and post-CPAP usage via paired t-test was significant only for the compliant group. Finding no effect on change score or interaction between MoCA test time and compliance using the mixed-model ANOVA was likely due to the relative small sample size, which did not supply sufficient power to the study. This interpretation is supported by the t-test outcome as well as the numerical difference in numbers of patients whose MoCA scores increased from the pre-test to the post-test measurement (19 versus 7)

運動誘導のための振動錯覚に基づく触覚フィードバック

要約のみTohoku University平田泰久課

The Roma-Gypsy anthem as a pedagogical tool for inclusion within the EFL classroom

[Abstract] This proposal deals with some aspects towards the inclusion of Roma-Gypsy students in the current Educative System through the use of Music in the EFL Classroom at Secondary School level. Therefore, the aim is to explore how the implementation of our proposal connects the English language learning with music as well as the history and culture of the Roma-Gypsy people. The theoretical framework has been based on the Textual Transpodidactics Model for teaching and learning languages and as it can be seen in the discussion, the results demonstrate that this action taken can positively contribute to the achievement of the educative and inclusive objectives established by the European Parliament on the National Roma Integration Strategies and the strategies established by the Spanish Ministry of Health, Social Services and Equality. And hence the achievement of real inclusion and the obliteration of racial prejudice against gypsies.[Resumen] Esta propuesta aborda algunos aspectos relacionados con la inclusión de estudiantes gitanos en el actual Sistema Educativo a través del uso de la Música en el Aula de Inglés como Lengua Extranjera en el nivel de Secundaria. Por lo tanto, el objetivo es explorar cómo la implementación de nuestra propuesta conecta el aprendizaje del idioma inglés con la música, así como la historia y la cultura del pueblo gitano. El marco teórico se basa en el modelo de la Transpodidáctica Textual para la enseñanza y el aprendizaje de lenguas y, como se puede apreciar en la discusión, los resultados demuestran que esta acción realizada contribuye positivamente a la consecución de los objetivos educativos e inclusivos establecidos por el Parlamento Europeo sobre las Estrategias Nacionales para la Integración Gitana, así como para las estrategias establecidas por el Ministerio de Sanidad, Servicios Sociales e Igualdad de España. De ahí el logro de la inclusión real y la eliminación de los prejuicios raciales contra los gitanos

Music Therapy to Reduce Anxiety in Patients Undergoing Invasive Procedures: An Educational Module

Background: Although surgical practices have evolved significantly, anxiety remains a concern among the adult population during the perioperative period. Anxiety is characterized by emotional discomfort, apprehension, or dread, with autonomic and somatic manifestations that impair functioning. It is essential to recognize that emotional aspects of anxiety are often overlooked by surgical teams, potentially leading to physiological, psychological, and economic consequences. Traditionally, Midazolam is administered to manage preoperative anxiety. While Midazolam effectively ensures hemodynamic stability during the preoperative and intraoperative stages, its short half-life limits its efficacy in alleviating postoperative anxiety. Additionally, numerous studies have conflicting findings regarding the correlation between preoperative Midazolam use and adverse outcomes such as delirium. Recent research underscores the importance of implementing non-pharmacological therapies, such as Music Therapy (MT), during the perioperative period to enhance anxiety management and improve patient outcomes. Method: This quality improvement project (QI) aimed to assess the impact of MT on preoperative anxiety among adults at a prominent hospital. Eighteen healthcare professionals, including Certified Registered Nurse Anesthetists (CRNAs) and Anesthesiologists, were invited to participate in a survey, and 11 responded, forming the sample size. A pre/post-test design was utilized to measure knowledge and attitudes towards preoperative anxiety management before and after an educational PowerPoint presentation (PPT). Data were collected via anonymous online surveys using Qualtrics. Descriptive statistics summarized demographic features, and paired-sample t-tests compared pre- and post-test scores to assess changes in knowledge and attitudes. The project adhered to ethical guidelines with IRB approval, informed consent, and stringent data security measures. Results: The educational PPT markedly improved healthcare providers\u27 acceptance and understanding of MT for preoperative anxiety. Pre-test results showed limited awareness, with only 55% (n=6) recognizing the limited postoperative efficacy of Midazolam. Post-intervention, 100% (n=11) accurately understood MT benefits, emphasizing Classical Turkish music\u27s effectiveness, which all participants agreed surpasses Midazolam in reducing anxiety. Notably, willingness to implement MT surged from 27% (n=3) to 64% (n=7) among participants. The significant shift from initial skepticism to favorable acceptance highlights the educational impact on MT integration in clinical settings. Discussion: The QI demonstrated the effectiveness of an educational PPT on enhancing knowledge and acceptance of MT for managing preoperative anxiety. Despite the limitations of a small sample size and the study’s confinement to a single hospital, the findings reveal significant improvements in healthcare providers\u27 readiness to implement MT, indicating a shift towards patient-centered care. Future implications include the potential for integrating MT into routine clinical practice, enhancing professional development, and fostering quality improvement initiatives. The QI underscores the necessity of ongoing research to explore long-term effects and optimize nonpharmacological interventions. Challenges such as participant availability and the reliance on digital educational tools highlight areas for improvement in study design and engagement strategies. The efficacy of Classical Turkish music highlights the need for further research in nonpharmacological anxiety management to improve patient outcomes. Keywords: Music Therapy, Preoperative Anxiety, Invasive Procedures, Anxiety Reductio

Engaging Ethnic-Diverse Students: A Research Based on Culturally Responsive Teaching for Roma-Gypsy Students

[Abstract] Intercultural Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. Transformative approaches towards learning such as Culturally Responsive Teaching (CRT) are essential in order to answer the educative needs that arise due to the coexistence between ethnic minorities and mainstream society. Therefore, cultural and historical representation of these communities play an important role as gatekeepers in order to achieve positive results as far as inclusive education is concerned. This article explores research based on a case study carried out in a high school located in the North-West of Spain developing successful learning stories after implementing the CRT methodology within the teaching of English as a foreign language. For its development, this article examines the trajectory of education with Roma-Gypsy students and moves forward with previous studies that endorse the success of using this approach among ethnically diverse students for their inclusion within the educative system. Intercultural and Plurilingual Education is a key feature in the development of inclusion strategies aimed at ethnically diverse students. This article includes research based on a case study carried out in a high school located in the North-West of Spain. It is aimed at: 1. Engaging ethnically diverse students to become part of the mainstream classroom through the inclusion of their culture; 2. Improving their language skills and competencies in the learning of a foreign language; 3. Raising the attendance at schools of ethnically diverse students. To achieve these targets the Culturally Responsive Teaching (CRT) Methodology has been implemented. CRT is considered essential to answer the educative needs that arise due to the coexistence between ethnic minorities and conventional communities. After gathering and analyzing data, results show that: ethnically diverse students’ motivation has been increased; it also expanded their social skills among peers; they gained more visibility; and finally, both diverse and non-diverse learners improved their proficiency in the English language. The discussion section states that the use of CRT Methodology traditionally used with Afro-American and Native-American students is also relevant for the Roma-Gypsy students that took part in this study