Vacuna del meningococo B en España

La Neisseria Meningitidis es la bacteria causante de una enfermedad meningocócica que se presenta de forma periódica, siendo las manifestaciones más graves, la sepsis y meningitis, y que suponen un problema en materia de salud pública. La enfermedad meningocócica se caracteriza por tener una evolución rápida y producir secuelas permanentes e incluso la muerte, teniendo mayor incidencia en los menores de 5 años sanos. Es por ello, que la quimioprofilaxis es el procedimiento más efectivo para salvaguardar la salud del ser humano contra esta enfermedad. Sin embargo, la autorización de la vacuna Bexsero en España frente al meningococo B, ha supuesto una gran polémica entre sociedades del ámbito sanitario, el Consejo Interterritorial del Sistema Nacional de Salud (CISNS) y diferentes colectivos con opiniones a favor o en contra de la vacuna. En este trabajo se analiza la oportunidad, la accesibilidad y la utilidad de la quimioprofilaxis como recurso terapéutico preventivo a partir de una revisión de la literatura científica actualizada sobre este tema y la actuación específica de la enfermería en los aspectos preventivos de la enfermedad.Grado en Enfermerí

Caracterización de la Respuesta Sísmica de los Suelos. Aplicación a la ciudad de Barcelona

Els fenòmens d'amplificació dels moviments sísmics forts a determinades freqüències (períodes llargs) és ben conegut i és la causa d'un augment dels danys observats en els edificis situats en sòls tous o poc consolidats. En aquest treball es revisen els aspectes conceptuals, metodològics i d'aplicació relacionats amb la resposta dinàmica dels sòls, amb particular èmfasi en la resposta s´simica. S'analitza un mètode numèric i un mètode empíric per a estimar les amplificacions i freqüències predominants dels sòls. Es realitza també un test d'aplicació a zones característiques de sòls de la ciutat de Barcelona per exemplificar tota la matèria revisad

Crystal plasticity simulation of the effect of grain size on the fatigue behavior of polycrystalline Inconel 718

A microstructure-based model that accounts for the effect of grain size has been developed to study the effect of grain size on the fatigue life of Inconel 718 alloys. The fatigue behavior of two alloys with different grain size was determined by means of uniaxial cyclic deformation tests under fully-reversed deformation ($R_\varepsilon$ = -1) at 400$^\circ$C in the low cycle fatigue regime. The model was based in the determination of the fatigue indicator parameter (based on the local crystallographic strain energy dissipated per cycle) by means of computational homogenization of a representative volume element of the microstructure. The mechanical response of the single crystal within the polycrystal was modelled through a phenomenological crystal plasticity model which was modified to account for the effect of grain size on the monotonic and cyclic hardening/softening mechanisms. The microstructure-based crack initiation model parameters were calibrated from the experimental tests of the material with fine grain size. The results of the fatigue simulations were in good agreement with the experimental results in terms of the cyclic stress-strain curves and of the number of cycles for fatigue crack initiation. The model did not show any grain size effect on the fatigue life for the largest cyclic strain ranges while the predicted fatigue life predicted was considerably longer in the case of the microstructure with fine grain size for the lowest strain ranges, in quantitative agreement with experimental data. These differences were attributed to changes in the deformation modes between homogeneous plastic deformation at large cyclic strain ranges and localized plasticity in a few grains at low cyclic strain ranges

A collaborative project using narratives: What happens when pupils work on mathematical investigations?

Mathematical investigations involve searching for patterns, formulating, testing, and justifying conjectures, reflecting, and generalising. Doing investigations in the classroom is a powerful activity for students’ learning but poses many challenges to the teacher. To study the professional knowledge involved in this kind of work was the aim of a collaborative action-research project that involved one classroom teacher and two university teacher educators. We used narratives to depict relevant elements of teachers’ activity and to show key aspects of their dilemmas and uncertainties. This paper discusses the role of the collaborative work undertaken by the participants in the project as they reflected about classroom practices and curriculum issues, based on a narrative of a class where sixth grade students worked on a mathematical investigation.Investigações matemáticas envolvem a procura de regularidades, a formulação, teste e justificação de conjecturas, reflexão e generalização. Fazer investigações na sala de aula é uma actividade poderosa para a aprendizagem dos alunos mas coloca muitos desafios ao professor. O estudo do conhecimento profissional envolvido neste tipo de trabalho constituiu o objectivo de um projecto colaborativo de investigação-acção que envolveu uma professora de Matemática e dois educadores matemáticos universitários. Usámos narrativas para ilustrar aspectos relevantes da actividade da professora e para mostrar elementos importantes dos seus dilemas e incertezas. Tendo por base uma aula do 6.º ano de escolaridade em que os alunos trabalharam numa investigação matemática, o artigo discute o papel do trabalho colaborativo realizado pelos participantes no projecto enquanto reflectem sobre as práticas lectivas e as questões curriculares

Constructivismo y metodología colaborativa mediada por TIC en educación superior usando webquest

The present article presents an experience of educational innovation framed in the constructivist approach and the collaborative methodology conducted with students of the Degree in Primary Education, in the module “ICT Applied to Education”. The experience consisted of making the students competent in the design, creation and evaluation of WebQuests and Scavenger Hunts. To this end, globalising and competence-based strategies were used, with which the students learn, through a work project, to perform specific tasks designed by the teacher and carried out in collaborative groups based on constructivist models from an active learning. In this case, the students are taught what a WebQuest is by using a WebQuest designed by the teacher, who then gives them the task of creating a WebQuest or Scavenger Hunt designed for students in primary education. This experience is structured in three learning phases, as well as an initial evaluation (pretest) and a final evaluation (post-test) to verify the extent of learning of the students. During the process, instruments of self-evaluation, heteroevaluation and coevaluation were used to enhance learning. The results show that the learning of these students increased, both in their didactic competence and in the use of ICT, using an alternative methodology to the traditional one.En este artículo queremos dar a conocer una experiencia de innovación docente enmarcada en el enfoque constructivista y la metodología colaborativa, realizada con alumnos del Grado de Maestro de Educación Primaria en la Asignatura de Tecnologías de la Información y la Comunicación aplicadas a la Educación. Se trata de hacer a los alumnos competentes en el diseño, elaboración y evaluación de Webquest y “caza del tesoro”. Para ello utilizamos, estrategias de aprendizaje globalizador y de tipo competencial, donde los alumnos aprenden, a través de un proyecto de trabajo, a realizar unas determinadas tareas diseñadas por el profesor y llevadas a cabo en grupos colaborativos basado en modelos constructivistas desde un aprendizaje activo. En el caso que nos ocupa se enseña a los estudiantes qué es una Webquest utilizando una Webquest diseñada por la profesora, y que exige en la tarea la realización de una Webquest o “caza del tesoro” dirigida a alumnos de Educación Primaria. Esta experiencia se estructura en 3 fases de aprendizaje, además de una evaluación inicial (pre-test) y otra final (post-test) para verificar el grado de aprendizaje de los alumnos. Durante el proceso también se utilizan instrumentos de autoevaluación, heteroevaluación y coevaluación que favorecen el aprendizaje. Los resultados demuestran el incremento superior del aprendizaje de los estudiantes tanto en su competencia didáctica, como en el uso de las TIC, utilizando una metodología alternativa a la tradicional