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[Background & Aim] Hepatitis E virus (HEV) was considered the only member of the Hepeviridae family with zoonotic potential. Nevertheless, this consideration has been reassessed owing to several reported cases of acute and chronic hepatitis linked to the Orthohepevirus C genus. Because the circulation of Orthohepevirus C in rodents has been described worldwide, the risk of zoonotic transmission is plausibly global., [Methods] Orthohepevirus C RNA was retrospectively evaluated in 2 cohorts of patients in Spain. The first cohort included patients with acute hepatitis without etiological diagnosis after screening for hepatotropic virus infection. The second cohort included patients diagnosed with acute HEV infection, defined as positivity for anti-HEV-IgM antibodies and/or detectable HEV RNA in serum., [Results] Cohort 1 comprised 169 patients (64.4% male, median age 43 years) and cohort 2 comprised 98 individuals (68.3% male, median age 45 years). Of the individuals included in Cohort 1, two (1.18%; 95% CI 0.2-3.8) had detectable Orthohepevirus C RNA in serum. In Cohort 2, of the 98 included patients, 58 showed detectable HEV RNA, while 40 only showed positivity for IgM antibodies. Among those bearing only IgM antibodies, Orthohepevirus C RNA was detected in 1 (2.5%; 95% CI 0.06-13.1) individual. All strains were consistent with genotype C1. The infection resulted in mild self-limiting acute hepatitis in 2 patients. Infection caused severe acute hepatitis in the remaining patient who died as a result of liver and renal failure., [Conclusions] We described 3 cases of Orthohepevirus C in patients with acute hepatitis, resulting in the first description of this infection in Europe. The prevalence obtained in our study suggests that Orthohepevirus C could be an emerging disease in Europe., This work was supported by the Ministerio de Sanidad (RD12/0017/0012) integrated in the Plan Nacional de I+D+I and cofinanced by the ISCIII-Subdirección General de Evaluación and the Fondo Europeo de Desarrollo Regional (FEDER), Fundación para la Investigación en Salud (FIS) del Instituto Carlos III (PI19/00864 and PI21/00793). This research was supported by CIBER -Consorcio Centro de Investigación Biomédica en Red- (CB 2021), Instituto de Salud Carlos III, Ministerio de Ciencia e Innovación and Unión Europea – NextGenerationEU. ARJ is the recipient of a Miguel Servet Research Contract awarded by the Ministerio de Ciencia, Promoción y Universidades of Spain (CP18/00111). MF is the recipient of a Sara Borrell contract awarded by the Ministerio de Ciencia, Promoción y Universidades of Spain (CD18/00091). JAP has received a research extension grant from the Programa de Intensificación de la Actividad de Investigación del Servicio Nacional de Salud Carlos III (I3SNS). AR is the beneficiary of contracts for the intensification of research activity in the public health system awarded by the Ministerio de Ciencia, Promoción y Universidades of Spain (INT20-00028).

Traditionally, listening comprehension skills in English classes are limited to fill-in-the-blank activities. Therefore, it has not been given the importance it deserves to reinforce learners' listening sub-skills. Moreover, there is a lack of training for them to consciously use metacognitive strategies to monitor their own listening process. In this master's thesis, the action research (AR) procedure was utilized. Qualitative and quantitative data were collected. Two focus groups (control and experimental) of 19 students each from the tenth grade at a public school in the city of Cali were selected. A metacognitive listening booklet was designed consisting of a pre-test, post-test, and five metacognitive interventions. These were elaborated based on the theory of authors such as Vandergrift and Goh (2012) and Wilson (2008) among others. Then, the results obtained after implementation in the experimental group are shown. Finally, conclusions are presented in which it is determined that there was a slightly positive impact on the listening sub-skills, mainly in predicting, inferring, and listening for global understanding in the group exposed to the metacognitive intervention. The most significant impact was on their metacognitive awareness. However, some suggestions are made for colleagues who may be interested in implementing this study in the future.

El liderazgo es un área importante de investigación que ha sido abordada desde diferentes enfoques. Lo anterior ha generado múltiples explicaciones o interpretaciones, llegando a surgir superposición y ambigüedad en la información construida. En consecuencia, se ha dificultado la concepción de una conceptualización unificadora, adecuadamente construida, consisa y sin ambiguedades que brinde una comprensión global de esta área. Este trabajo presenta una propuesta de aprendizaje ontológico a partir de datos textuales para establecer vocabulario y conceptos del domino de liderazgo. De esta forma, aportar a la construcción del carácter adaptativo de una conceptualización unificadora y formal de este dominio, que permitaidentificar y expresar los cambios que se experimentan en este dominio. Leadership is an important area of research that has been approached from different perspectives. This has generated multiple explanations or interpretations, leading to overlapping and ambiguity in the constructed information. Consequently, the conception of a unifying, adequately constructed, concise and unambiguous conceptualization that provides a global understanding of this area has been difficult. This work presents an ontological learning proposal based on textual data to establish vocabulary, and concepts of the leadership domain. In this way, contribute to the construction of the adaptive character of a unifying and formal conceptualization of this domain, which allows identifying and expressing the changes that are experienced in this domain. Maestría Magíster en Investigación Operativa y Estadística Contenido Capítulo 1. Introducción.......................................................................................................... 9 Capítulo 2. Descripción del proyecto.................................................................................... 11 2.1. Planteamiento del problema de investigación y justificación ....................................... 11 Capítulo 3. Marco de referencia ........................................................................................... 17 3.1. Antecedentes y Estado del arte ..................................................................................... 17 3.1.1. Liderazgo................................................................................................................ 17 3.1.2. Esquematización del liderazgo............................................................................... 19 3.1.3. Aprendizaje ontológico .......................................................................................... 26 3.1.4. Modelos de tópicos.............................................................................................. 27 Capítulo 4. Objetivos ............................................................................................................. 31 Objetivo general:.................................................................................................................. 31 Objetivos específicos: .......................................................................................................... 31 Capítulo 5. Metodología......................................................................................................... 32 5.1. Fase I: Preparación de datos textuales .......................................................................... 33 5.1.1. Preprocesamiento de los documentos .................................................................... 33 5.2. Fase II: Evaluación del etiquetado del corpus............................................................... 34 5.3. Fase III: Construcción y evaluación de vocabulario de términos relevantes................ 34 5.3.1. Construcción y evaluación de vocabulario ............................................................ 34 5.3.2. Clasificación de Oraciones..................................................................................... 37 5.4. Fase IV: Conceptos....................................................................................................... 44 5.4.1. Modelos de tópicos ................................................................................................ 44 5.4.2. Evaluación basada en gold standard ...................................................................... 51 5.4.3. Topic coherence (TC) ............................................................................................ 51 5.4.4. Clasificación de documentos: ................................................................................ 51 Capítulo 6. Resultados y discusión ....................................................................................... 53 6.1. Fase I: Preprocesamiento .............................................................................................. 53 6.2. Fase II: Evaluación de las etiquetas: ............................................................................. 56 6.3. Fase III: Términos- Construcción y evaluación de vocabulario ................................... 57 6.3.1. Evaluación basada en gold standard ...................................................................... 57 6.3.2. Clasificación de oraciones...................................................................................... 59 6.4. Fase IV: Conceptos....................................................................................................... 62 6.4.1. Evaluación de estructuras ontológicas ................................................................... 63 Capítulo 7. Conclusiones ....................................................................................................... 73 Referencias.............................................................................................................................. 76

The objective was to evaluate the accuracy of a single determination of IgM antibodies for hepatitis E virus (HEV) diagnosis in patients with acute hepatitis. A prospec tive study included patients with suspicion of HEV infection, defined as individuals with acute hepatitis showing negative results for serological and molecular markers of other hep atitis viruses. All patients were evaluated for hepatitis E virus infection, including both IgM antibodies and viral RNA determinations. Hepatitis E virus infection was defined as positivity for any of these markers. A total of 182 patients were included in the study, of whom 68 (37.4%) were diagnosed with HEV infection. Of these, 29 (42.6%) were positive for both IgM and HEV RNA, 25 (36.8%) were positive only for IgM antibodies, and 14 (20.6%) were posi tive only for HEV RNA. Considering only those individuals who were positive for IgM anti bodies, 54 of the 68 total cases (79.4%) could be identified, showing a percentage of false negative individuals of 20.6%. The diagnostic algorithm of hepatitis E virus infection in patients with acute hepatitis should include the determination of both IgM antibodies and HEV RNA because single sampling for IgM antibody determination led to an important pro portion of misdiagnosed cases.

El 14 de abril de 2020 se conmemoró por primera vez en la historia, de manera oficial, el Día Mundial de la Enfermedad de Chagas. La fecha, inicialmente propuesta por la Federación Internacional de Asociaciones de Personas Afectadas por el Chagas (FINDECHAGAS), fue aprobada por la Asamblea Mundial de la Salud en mayo de 2019. En Argentina conmemoramos ese día realizando el conversatorio virtual “Comunicación y Chagas. ¿Para qué?” organizado por el Grupo ¿De qué hablamos cuando hablamos de Chagas? y el Programa Nacional de Chagas del Ministerio de Salud de la Nación. La idea surgió de una charla informal entre integrantes de ambos espacios, como una manera de responder al desafío que nos planteaba el poner en agenda una fecha tan especial en el contexto de la Pandemia COVID-19 y transitando las primeras semanas del Aislamiento Social Preventivo y Obligatorio (ASPO). El conversatorio surgió en respuesta a la necesidad de generar un espacio donde las reflexiones en torno a la comunicación sobre la problemática de Chagas sean consideradas al mismo nivel que aquellas vinculadas con el control vectorial, el diagnóstico y el tratamiento. Nos propusimos pensar y discutir colectivamente sobre la comunicación y las múltiples dimensiones que atraviesan al Chagas en los distintos escenarios donde está presente; entendiendo que -muchas veces- la comunicación es un componente subestimado, descontextualizado y alejado de las realidades concretas (y diversas) de las personas con Chagas y de la complejidad propia de esta problemática. Como parte de este proceso también decidimos elaborar un documento de reflexiones y recomendaciones sobre Comunicación y Chagas. Este documento que está hoy en nuestras manos es producto del compromiso de muchas personas que, el Día Mundial de Chagas 2020, nos sentimos interpeladas por la necesidad de hablar de Comunicación y Chagas., Asociación Civil Hablemos de Chagas

In this chapter, we share reflections from the link between art and the Chagas problem,focusing on the analysis of 45 literary productions elaborated by 216 diverse participants indifferent workshops and courses developed from 2012 to 2018 in Argentina and Brazil. Theworkshops aimed to promote the reflexive approach to the problem of Chagas while avoidingpre-conceptions and stigmas. We analyzed the literary material produced with two mainobjectives: (1) to identify the conceptual dimensions from which the productions had beenwritten, and (2) to characterize the characters and their roles depicted in the texts. We chose aqualitative methodological approach, applying systemic networks, word clouds, and contentanalysis. The Chagas problem complexity and the necessity of addressing it through all of itsmultidimensionality were deeply discussed across all the content of the workshops. Particularemphasis was put in Socio-cultural and Political dimensions?in which was pointed out thecommunity and citizen responsibility that each of we have. However, in the literary productions,these both dimensions have remained in a symbolic background behind the hegemonicBiomedical and Epidemiological dimensions. With respect to the characters in the texts, wefound that active (decision-making) roles were mainly assigned to professionals traditionallyrecognized as ?authorities in the field.? Facing the conflicts of the texts, the strategies proposedby those active characters were mostly positive but individual actions, centered on providingbiomedical information to passive recipients. In contrast, passive characters were represented asordinary people, without ?valuable knowledge about Chagas.? Literary art is a powerful tool torecognize, through the ?Epistemologies of the South? framework, the symbolic weight of rootedstereotypical hegemonic conceptions and invites us to create and promote actions to address theChagas complexity from innovative and dialogic approaches. Instituto de Física de Líquidos y Sistemas Biológicos