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Abstract Background Medical education has undergone significant changes over the last decades. Scientific and technological progress alongside contemporary society’s changing requirements have driven demand for highly trained, competent doctors. In response to this need, university faculties of medicine have sought innovative forms of teaching and evaluating the students on their degree courses. The aim of this study was to quantify the characteristics and extent of academic training in teaching methods, of participation in innovative teaching initiatives, and training in simulation and debriefing among the teaching personnel on the degree course in medicine at the University of Granada (Spain). Methods This transversal descriptive study was conducted among a population of 121 educators teaching on the medical degree course at the University of Granada, Spain. All responded to a specially designed CoRe-Content Representation questionnaire. This consisted of various parts: (a) demographic data; (b) teaching experience and qualifications; (c) specific information about training in teaching skills received. The Fisher test was applied whenever the dependent variable had two values (dichotomous) and the Chi-square test when it had more than two values (polytomic). Statistical significance was established with an alpha error of 5%. Results The results showed that 87.60% of the educators had received no training in debriefing. There was a notable gender gap, whereby women held fewer management posts, fewer were engaged in clinical activity, and fewer had undergone training in clinical simulation. Teachers with degrees in medicine had undergone less regulated training than educators with other degree qualifications. Conclusion The main areas of medical training that require improvement (and so present challenges to be met in the years to come) are as follows: a definitive solution to the existing gender gap, general implementation of new educational models and methods (especially learning based on clinical problem-solving and simulation), closing generation gaps, and improved training processes for educators with clinical attachment.

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The guanine oxidized (GO) system of Bacillus subtilis, composed of the YtkD (MutT), MutM and MutY proteins, counteracts the cytotoxic and genotoxic effects of the oxidized nucleobase 8-OxoG. Here, we report that in growing B. subtilis cells, the genetic inactivation of GO system potentiated mutagenesis (HPM), and subsequent hyperresistance, contributes to the damaging effects of hydrogen peroxide (H2O2) (HPHR). The mechanism(s) that connect the accumulation of the mutagenic lesion 8-OxoG with the ability of B. subtilis to evolve and survive the noxious effects of oxidative stress were dissected. Genetic and biochemical evidence indicated that the synthesis of KatA was exacerbated, in a PerR-independent manner, and the transcriptional coupling repair factor, Mfd, contributed to HPHR and HPM of the ΔGO strain. Moreover, these phenotypes are associated with wider pleiotropic effects, as revealed by a global proteome analysis. The inactivation of the GO system results in the upregulated production of KatA, and it reprograms the synthesis of the proteins involved in distinct types of cellular stress; this has a direct impact on (i) cysteine catabolism, (ii) the synthesis of iron–sulfur clusters, (iii) the reorganization of cell wall architecture, (iv) the activation of AhpC/AhpF-independent organic peroxide resistance, and (v) increased resistance to transcription-acting antibiotics. Therefore, to contend with the cytotoxic and genotoxic effects derived from the accumulation of 8-OxoG, B. subtilis activates the synthesis of proteins belonging to transcriptional regulons that respond to a wide, diverse range of cell stressors.

Pig feeding prior to the extensive fattening phase might affect the final lipid profile and product quality. This study evaluates how maternal supplementation with vitamin E (VITE) (100 mg/kg), hydroxytyrosol (HXT) (1.5 mg/kg), or combined administration (VE + HXT) affects the piglet’s plasma and tissues’ fatty acid profiles and lipid stability according to the sow’s parity number (PN), as well as the possible changes to the lipid profile after extensive feeding. The sows’ PN affected the total fatty acid profile of plasma, muscle, and liver of piglets, with lower Δ-9 and Δ-6 desaturase indices but higher Δ-5 in those from primiparous (P) than multiparous (M) sows. Dietary VITE was more effective at decreasing C16:0 and saturated fatty acids in the muscle of piglets born from M than P sows, and modified the liver phospholipids in a different way. Sows’ supplementation with HXT increased C18:2n-6 in triglycerides and polyunsaturated fatty acids (PUFA) in muscle phospholipids. In the liver, HXT supplementation also increased free-PUFA and free-n-3 fatty acids. However, lipid oxidation of piglets’ tissues was not affected by the antioxidant supplementation, and it was higher in the livers of piglets born from M sows. The fatty acid profile in the muscle of pigs after extensive feeding was not affected by the PN, but it was by the sows’ antioxidant supplementation, with positive effects on quality by both compounds.

Resumen: Introducción: la parada cardiorrespiratoria es una de las principales causas de muerte en los países industrializados. La reanimación cardiopulmonar (RCP) por testigos aumenta la supervivencia. En España el nivel de conocimientos al respecto es bajo, suponiendo un exceso de mortalidad. Es urgente formar a la población en general en RCP. Material y métodos: analizamos el impacto de la implementación de un programa de formación en soporte vital para los profesores y los estudiantes de educación secundaria, realizando un estudio observacional, descriptivo y transversal, con una muestra de 649 estudiantes, a los que se aleatorizó en 2 grupos para ser formados por un profesor de educación secundaria previamente instruido en soporte vital o por un sanitario. Posteriormente se analizó la adquisición de competencias y la diferencia según la edad y el sexo de los estudiantes. Resultados: objetivamos una adecuada adquisición de competencias a nivel global, y una diferencia estadísticamente significativa a favor de los estudiantes formados por su profesor en comparación con los que fueron formados por sanitarios. Conclusión: la adquisición de competencias en RCP por parte de los profesores y los estudiantes de educación secundaria presenta un nivel elevado y adecuado como para garantizar la participación de los mismos en los programas formativos, y la aplicabilidad de lo aprendido en situaciones reales. Consideramos que debe sistematizarse la formación en soporte vital a nivel de la educación secundaria obligatoria, por parte de los profesores. Abstract: Introduction: Cardiorespiratory arrest is one of the leading causes of death in industrialized countries. Bystander cardiopulmonary resuscitation (CPR) increases survival. However, there is a low level of general knowledge about this issue in Spain which entails a greater mortality rate in CA cases. It is urgent to train the general population in CPR. Material and methods: The impact of implementing a life support training program for secondary school teachers and students was analyzed. An observational, descriptive, and cross-sectional study was carried out, with a sample of 649 students, who were randomized into two groups to be trained by a secondary school teacher previously instructed in life support or by a health worker. Subsequently, the acquisition of skills and the difference according to the age and sex of the students were analyzed. Results: An adequate acquisition of skills at a global level was observed, and a statistically significant difference in favor of the students trained by their teacher compared to those who were trained by health professionals. Conclusion: Skills acquisition in basic CPR by secondary school students and teachers presents a high and adequate level to guarantee the participation in training programs and the applicability of what is learned in real situations, both for teachers and students. Life support training should be systematized at secondary education level by secondary school teachers.

Background The state of alarm declared in Spain in response to the Coronavirus pandemic (COVID-19) has had far-reaching consequences in all areas of life. At the University of Granada’s (UGR) Faculty of Medicine, online teaching was implemented immediately without any preexisting plan. Second-year undergraduates in medicine, particularly those enrolled in the subject ‘Bases of Internal Medicine,’ would normally undergo clinical skills circuits in face-to-face group settings.Objective To facilitate undergraduates’ acquisition of specific transversal skills by means of an integrated online working system.Design Before the pandemic, teaching/learning methods consisted of 1) face-to-face group work; 2) teletutoring; 3) written work uploaded to the PRADO online platform for marking by the teletutor; and 4) presentation of written work to the group. As a result of the lockdown, presentations in class were suspended and replaced by online presentations. The means adopted by students in online presentations were freely chosen using various communication techniques: linear projection systems (6); acting/simulation (4); dramatization (1); and role-playing (1).Results The number of online clinical skills circuits developed was 12, one for each of the clinical skills circuits established for imparting this subject. A total of 12 presentations were made by the 10 groups, each lasting 15 minutes followed by a 5-minute discussion to settle any questions raised. The presentations were marked jointly by the teaching staff, coordinator, and students.Conclusions The transference of classroom learning to the online environment proved an essential resource for teaching/learning clinical/practical skills during the lockdown, which have never before been imparted at distance.

An adequate intestinal environment before weaning may contribute to diarrhea predisposition and piglet development. This study evaluates how the dietary supplementation of vitamin E (VE) (100 mg/kg), hydroxytyrosol (HXT) (1.5 mg/kg) or the combined administration (VE + HXT) given to Iberian sows from gestation affects the piglet’s faecal characteristics, short chain fatty acids (SCFAs), fatty acid profile or intestinal morphology as indicators of gut health; and quantify the contribution of the oxidative status and colostrum/milk composition to the piglet’s SCFAs content and intestinal health. Dietary VE increased isobutyric acid (iC4), butyric acid (C4), isovaleric acid (iC5), and ∑SCFAs, whereas HXT increased iC4 and tended to decrease ∑SCFAs of faeces. Piglets from HXT-supplemented sows also tended to have higher faecal C20:4n-6/C20:2 ratio C22:6 proportion and showed lower occludin gene expression in the duodenum. The combination of both antioxidants had a positive effect on iC4 and iC5 levels. Correlation analyses and regression equations indicate that faecal SCFAs were related to oxidative status (mainly plasma VE) and colostrum and milk composition (mainly C20:2, C20:3, C20:4 n-6). This study would confirm the superiority of VE over HXT supplementation to improve intestinal homeostasis, gut health, and, consequently piglet growth.

For years the technological revolution has been transforming all facets of our society. Teaching could obviously not be an exception but is quite the opposite because of its role in training the individuals of that society. Teachers at all levels of education are subjected to an adaptation process to develop the digital skills necessary for this transformation. This process must be permanent as there are still major deficiencies in teachers’ ICT knowledge and rejection of their application. This study aims to see whether the inadequacy of digital teaching skills also occurs in the Dual Vocational Training modality. To this end, a descriptive quantitative method has been carried out in a sample of teachers from the Professional Formation Dual system in the Autonomous Community of Andalusia. The results show an insufficient level of digital skills that is therefore improvable, finding some factors that influence, to some extent, the various components of digital competence such as prior teacher training, the locality in which their school resides or the category of teaching to which he belongs. Therefore, it is advised to continue to promote in-service training in digital competence for in-service teachers in order to achieve sustainable educational development.

Different feeding strategies are being applied to sows in order to obtain homogeneous piglets’ weights and improved health status. This study evaluated how the dietary supplementation of vitamin E (VE) (100 mg/kg), hydroxytyrosol (HXT) (1.5 mg/kg) or the combined administration (VE + HXT) given to Iberian sows from day 85 of gestation affected the growth pattern of the piglets and their oxidative status; and quantified what these effects were due to. Dietary VE and HXT improved the oxidative status of sows and piglets. Both VE and HXT modified the growth pattern at birth and performances of the piglets in a different way according to the growing period. Piglets’ performances were positively correlated with plasma VE and negatively with plasma malondialdehyde (MDA) of the sow. However, the highest variation in growth patterns was explained by the colostrum composition. Significant linear equations were observed between piglets’ performances and colostrum saturated (SAT), n-7 monounsaturated fatty acids (C16:1n-7 and C18:1n-7) and different desaturases indices. This study would confirm that VE supplementation to the sow diet could be more adequate than HXT for the improved development during the first weeks of a piglet’s life. The combined administration of both antioxidants would not produce additional positive effects compared to the individual supplementation.

Modifying the composition of a sow’s milk could be a strategy to improve the intestinal health and growth of her piglet during the first weeks of life. This study evaluated how dietary supplementation of vitamin E (VE), hydroxytyrosol (HXT) or VE+HXT given to Iberian sows from late gestation affected the colostrum and milk composition, lipid stability and their relationship with the piglet’s oxidative status. Colostrum from VE-supplemented sows had greater C18:1n−7 than non-supplemented sows, whereas HXT increased polyunsaturated (∑PUFAs), ∑n−6 and ∑n−3 fatty acids. In 7-day milk, the main effects were induced by VE supplementation that decreased ∑PUFAs, ∑n−6 and ∑n−3 and increased the Δ-6-desaturase activity. The VE+HXT supplementation resulted in lower desaturase capacity in 20-day milk. Positive correlations were observed between the estimated mean milk energy output and the desaturation capacity of sows. The lowest concentration of malondialdehyde (MDA) in milk was observed in VE-supplemented groups, whereas HXT supplementation increased oxidation. Milk lipid oxidation was negatively correlated with the sow’s plasma oxidative status and to a great extent with the oxidative status of piglets after weaning. Maternal VE supplementation produced a more beneficial milk composition to improve the oxidative status of piglets, which could promote gut health and piglet growth during the first weeks, but more research is needed to clarify this.

The development of the digital competence is one of the current challenges of the educational community. Specifically, the area of information literacy is presented as a main pillar for the subsequent optimal development of a digital teaching competence. Based on this, the present article aims to evaluate the area of information literacy in practicing teachers from Early Childhood Education (N=57). A descriptive and inferential quantitative analysis was made for this piece of work in order to analyze the perceptions of the teachers towards this area, the accomplishment of the t-student test for the comparison of means between teachers of public and private with state-funded financial support centers and the application of a linear regression model that allows to predict the information literacy through the variable "education center". The results obtained reflected an optimal level of perceptions as for the information area, regardless of the type of school, as well as the possible prediction, regarding the school typology, of some information literacy variables.

El contexto actual en que se desenvuelven las empresas ha propiciado que el financiamiento sea ofertado de una manera distinta al tradicional. La tecnología ha permitido que aparezcan alternativas de inversión y financiamiento que se orientan a disminuir los costos financieros y el acceso al crédito por parte de las mipymes en el Perú y América Latina. El objetivo de esta investigación fue establecer si las mipymes de la región Piura, Perú, están dispuestas a demandar financiamiento a través del crowdlending. La hipótesis pretendía confirmar que las mipymes están dispuestas a demandar financiamiento a través del crowdlending. Para contrastar esta hipótesis se aplicaron 382 encuestas a las mipymes de las diferentes provincias de la región Piura. La investigación fue de carácter cuantitativo, descriptivo y longitudinal. Se recogieron las percepciones de los empresarios de las mipymes con respecto al crowdlending desde la perspectiva de los costos financieros, la rapidez de acceso al crédito y la flexibilidad de condiciones del crédito. El desconocimiento de estas alternativas de financiamiento y la desconfianza en las transacciones virtuales pudieron condicionar las respuestas. Los resultados demostraron que la mayoría de los empresarios están dispuesto a demandar financiamiento a través del crowdlending, a pesar de que perciben que el acceso al crédito sería lento, el costo financiero bajo y que se daría una alta flexibilidad en las condiciones del crédito a demandar.

Social and emotional learning (SEL) has acquired great prominence in recent years, due to the skills it develops in students, influencing personal and social well-being. At the same time, society is moving toward a model in which understanding oneself and others is a fundamental aspect in order to function properly on a social level. Studies on SEL programmes have been carried out in various parts of the world, although recent reviews have focused exclusively on the Anglo-Saxon context. Therefore, the aim of this paper was to synthesize research on the efficacy and effectiveness of SEL programmes in Ibero-American contexts in early childhood, primary and secondary education. Systematic review was used as the method of enquiry, following the standards of The Campbell Collaboration. In total, 22 empirical studies of SEL programmes implemented in Ibero-America were collected. The results showed that the SEL variables with the highest incidence and significant results were self-awareness, social awareness, self-control, relationship skills, decision-making, school climate, well-being, and academic achievement. While no studies focused on sense of belonging or school safety. Finally, the establishment of programme components, duration, and integration, for each variable, scientifically evidences the keys that can ensure the success of future SEL programmes.

El objetivo de este artículo es sistematizar las ideas aportadas por diversos autores y fuentes a lo largo de los últimos años, en lo que respecta a los retos que tienen los docentes del siglo XXI para la integración en la práctica educativa de las nuevas tecnologías en respuesta a las necesidades que actualmente demanda la sociedad. La revisión bibliográfica orienta en tres direcciones: rol del docente, competencias a adquirir y la enseñanza de los docentes. Se ponen de manifiesto los cambios que se deben realizar para seguir avanzando; se establece como conclusión principal la necesidad de una mayor formación en competencia digital por parte del profesorado durante todo su ejercicio profesional.

The seismic demands of bridges subjected to strong earthquakes are mostly concentrated on piers. The main objective of this study is to assess the seismic vulnerability of retrofitted bridges with steel jackets. It analyzes the influence of the steel jacket thickness on the seismic capacity and demand of bridges. The bridges in study have two simple supported spans with superstructure composed by AASHTO type girders and a substructure formed with one circular pier over a stiff foundation. They are located on the Pacific coast of Mexico that is a zone of high seismicity. The bridges seismic capacity are evaluated through nonlinear static analyses and the shear force and displacement demands were determined using capacity spectra with a group of 10 real accelerograms from a subduction source. The response spectra were scaled to several peak ground accelerations (PGA) with the aim to estimate four damage scenarios linked each one to a probability of exceedance in a specific period, for return periods in the range of 72–3500 years that represent service level and maximum considered earthquake. Results show that the confining effect provided by the steel jackets substantially improves the seismic performance of the bridges piers. The increase of jacket thickness guides to important increments on columns base shear capacity, and the influence of the steel jacket thickness depends on the limit state and bridge slenderness ratio. Keywords: Steel jacket, Piers' retrofit, Subduction earthquakes, RC piers' vulnerability

In recent years, the educational landscape has been in a period of constant change due to the advent of Information and Communication Technologies (ICT). As a result, training in digital competence has become one of the challenges to be met by the teaching staff, in order to incorporate these skills into their professional practice. As a result of this, the present work aimed to analyse the level of digital competence presented by a sample of 140 teachers of the Lifelong Learning stage in the Autonomous Community of Andalusia (Spain). To this end, a transversal methodological design of a quantitative nature was advocated, based on the configuration of an ad hoc questionnaire developed from the European conceptual frameworks on teaching digital competence. The results showed that the level shown by teachers is low, especially in terms of creation, information literacy and problem solving, although they did show optimal skills in communication and collaboration of digital content. The findings also determined the importance of factors such as age, teacher training and school type in further developing this compendium of skills.

En la actualidad, la cantidad de información procedente de la red digital ha proliferado de una forma exponencial, a causa de la llegada de las tecnologías de la información y la comunicación (TIC). Como consecuencia, la necesidad de fomentar una formación en competencias informacionales se presenta como un desafío educativo de cara a afrontar fenómenos desinformativos actuales como es el caso de las fake news. En base a esto, en el presente trabajo se analiza desde el contexto internacional la evolución en torno a la productividad sobre alfabetización informacional en la etapa de Educación Superior. Para ello, se hace uso de diferentes indicadores bibliométricos que permiten sistematizar la información procedente de las bases de datos Web of Sciences y Scopus. Los resultados determinaron que la productividad sobre alfabetización informacional se encuentra en una fase de crecimiento, en el que diferentes autores e instituciones procedentes de diferentes lugares del mundo se encuentran publicando sobre este tópico. El estudio arrojó que la principal línea de publicación torna hacia el análisis de percepciones sobre esta competencia en estudiantes universitarios, el estudio sobre la inmersión de este compendio de destrezas en los planes curriculares, así como en la configuración de instrumentos de diferente naturaleza que permita analizar con exactitud este conjunto de habilidades. Por lo tanto, se aboga por la necesidad de continuar profundizando en el la inclusión de este conjunto de habilidades en la globalidad de disciplinas de la enseñanza superior.

El uso del dispositivo móvil se ha multiplicado en los últimos años, formando una parte esencial de nuestro día a día. En el ámbito de la educación superior se están empezando a introducir como una herramienta más para la mejora del proceso de enseñanza-aprendizaje, denominándose con el término mobile learning. En este trabajo se ha propuesto como objetivo analizar la influencia de los dispositivos móviles en el rendimiento académico y en la autorregulación del aprendizaje. Se utilizó un método cuantitativo basado en la aplicación de un cuestionario en línea a una muestra total de 420 estudiantes del Grado en Educación Primaria de la Universidad de Granada. Entre los resultados, se constata la influencia significativa del género en el uso de los dispositivos móviles y a su vez, del uso de los dispositivos móviles en la autorregulación del aprendizaje. Sin embargo, el uso del dispositivo móvil no influyó significativamente en el rendimiento académico. En suma, los estudiantes constatan que el dispositivo móvil ayuda en su proceso de aprendizaje, puesto que facilita el acceso a la información y a los contenidos. Finalmente, la influencia que presenta el dispositivo móvil en la educación es una cuestión clave para conocer los recursos tecnológicos que realmente tienen un efecto positivo en el aprendizaje, entre los que podría estar los Smartphones y las Tablets.

Las redes sociales se han convertido en uno de los medios más utilizados por los más jóvenes. Entre ellas, en los últimos tiempos, Instagram se ha consolidado como una de las principales redes sociales con mayor cuantía de usuarios. Ante tal fenómeno, que afecta directamente a los modos de socialización y autoexpresión, se propuso como objetivo conocer los hábitos de uso de Instagram de los maestros en formación, puesto que el día de mañana serán los educadores de las nuevas generaciones. Para ello, se ha utilizado una metodología cuantitativa empleando como instrumento de recogida de datos el cuestionario. La muestra se ha compuesto por estudiantes del grado de Educación Infantil de la Universidad de Granada (. = 184). Entre los resultados, se destaca la alta frecuencia de utilización y de acceso a la aplicación, lo cual puede relacionarse con comportamientos adictivos. Además, la finalidad principal de utilizar Instagram es el entretenimiento, y el tipo de contenido con mayor publicaciones son los selfies. Finalmente, algunos de los hábitos de uso de los futuros maestros se vinculan a prácticas de riesgo y a un uso abusivo de Internet. Conocer los hábitos de uso de esta población es esencial para reeducar sus comportamientos y que se conviertan en ejemplos de buen uso de la tecnología.

The irruption of information and communication technologies has brought about an abrupt change in the demands placed on future professionals. In this sense, in recent years, information competencies have gained importance in university education from a cross-cutting perspective, which advocates as its main purpose the training of young people in information search, evaluation, processing and communication skills, especially through a digital network. Based on this idea, the present work aims to develop the Information Competence Scale for Future Teachers (ICS-FT), in order to measure the level of self-perceived skills in this area. For this purpose, a work design is presented below concerning an empirical validation, divided into different phases: the validation of content, construct and reliability, which has taken as a pilot sample a total of 259 university students studying the degree of Primary Education. The results of the validation determined the optimal conditions of content, construct and reliability that allowed the application of this scale as a generic approach to determine the level of competence in the information skills of future teachers.

La llegada de las tecnologías de la información y comunicación (TIC) al sistema educativo ha propiciado que numerosos recursos novedosos y de gran interés didáctico lleguen a las aulas. Este es el caso de la Realidad Aumentada, tecnología que se ha popularizado por su capacidad para combinar elementos virtuales y reales al mismo tiempo. El presente trabajo ha pretendido indagar en la literatura científica para comprobar si la aplicación de Realidad Aumentada en las aulas promueve una mejora motivacional en el estudiantado de las diversas etapas educativas. Para ello, se recurrió a la metodología correspondiente a las revisiones sistemáticas y meta-análisis propuestas por la declaración PRISMA tomando como fuente de datos las bases de datos Scopus y Web of Science. Un total de nueve de metodología cuasi experimental fueron analizados en torno a la medición de la variable motivación. Los resultados dilucidaron un diagnóstico favorable a los grupos de carácter experimental, por lo que se pudo inferir que la experimentación en el aula con Realidad Aumentada motiva al estudiantado de distintas etapas educativas. No obstante, se plantea la necesidad de realizar mayor número de experiencias con Realidad Aumentada en las aulas para poder establecer un dictamen en torno a un cuerpo más sólido de trabajos científicos.

RESUMEN: La implementación de las TIC en los centros educativos es una realidad que afecta a muchos docentes que – desafortunadamente – presentan una competencia escasa en su manejo y su conocimiento. Es por ello que diferentes proyectos estatales y autonómicos se han centrado en desarrollar una formación en competencia digital hacia estos docentes con la finalidad de cambiar este panorama. El presente trabajo tiene como objeto conocer la incidencia del proyecto INNOVACOOP en el cuerpo docente de una cooperativa de enseñanza de la Ciudad Autónoma de Ceuta (España). El método del trabajo es experimental de tipo pretest y postest, en la que se ha aplicado entre ambos, un plan de formación blended learning sobre competencia digital. La medición de respuestas se llevó a cabo a través de la creación de un cuestionario ad hoc que trató las diferentes dimensiones que conforman la competencia digital, así como factores personales y motivacionales. Con las respuestas recabadas se realizó un análisis descriptivo-correlativo, en la que se pretendió con la utilización de la prueba t-student conocer diferencias significativas entre las medias de ambos test, así como diferencias significativas entre los tamaños de efecto a través de la d de Cohen y la correlación biserial. Los resultados reflejaron una mejora considerable en las diferentes dimensiones de la competencia digital, así como en la receptividad y motivación de los docentes hacia las TIC y su utilización en el aula, quedando patente la importancia de seguir trabajando en la formación permanente sobre tecnología en profesores en ejercicio. PALABRAS CLAVE: competencia digital; profesorado; blended learning. ABSTRACT: The implementation of ICT in schools is a reality that affects many teachers, who – unfortunately – have little competence in their management and knowledge. That is why different state and autonomous projects have focused on developing a digital competence training for these teachers in order to change this landscape. The purpose of this paper is to know the impact of the INNOVACOOP project on the teaching staff of a teaching cooperative in Ciudad Autónoma de Ceuta (Spain). The work method is experimental pretest and posttest, in which a blended learning plan on digital competence has been applied between both. The measurement of responses was carried out through the creation of an ad hoc questionnaire that dealt with the different dimensions that make up the digital competence, as well as personal and motivational factors. With the collected answers, a descriptive-correlative analysis was carried out, in which it was intended with the use of the t-student test to know significant differences between the means of both tests, as well as significant differences between the effect sizes through the d of Cohen and the biserial correlation. The results reflected a considerable improvement in the different dimensions of digital competence, as well as in the receptivity and motivation of teachers towards ICT and its use in the classroom, being clear the importance of continuing working in permanent training on technology in teachers in exercise. KEYWORDS: digital competence; teachers; blended learning.

Mobile learning is a resource that can enhance the teaching-learning process of students and improve the training of future teachers. Specifically, augmented reality (AR) technology allows for immersive and experiential learning without the need to leave the classroom. The purposes of this paper were to apply AR technology in the training of future Primary Education teachers and to analyze the perceived usefulness of AR in the classroom by future teachers. A quantitative approach was used based on a design with a control group and two experimental groups with a post-test using a sample of 171 second-year students studying an education degree. The results showed that experimentation with AR promoted a slight increase in student motivation. However, no significant differences were found between the control group and the experimental groups. Finally, the findings allowed us to establish that the implementation of resources such as AR does not differ in the opinion of future teachers about the inclination to implement AR in the classroom.

Abstract Background On 6 February 2015, Kampala city authorities alerted the Ugandan Ministry of Health of a “strange disease” that killed one person and sickened dozens. We conducted an epidemiologic investigation to identify the nature of the disease, mode of transmission, and risk factors to inform timely and effective control measures. Methods We defined a suspected case as onset of fever (≥37.5 °C) for more than 3 days with abdominal pain, headache, negative malaria test or failed anti-malaria treatment, and at least 2 of the following: diarrhea, nausea or vomiting, constipation, fatigue. A probable case was defined as a suspected case with a positive TUBEX® TF test. A confirmed case had blood culture yielding Salmonella Typhi. We conducted a case-control study to compare exposures of 33 suspected case-patients and 78 controls, and tested water and juice samples. Results From 17 February–12 June, we identified 10,230 suspected, 1038 probable, and 51 confirmed cases. Approximately 22.58% (7/31) of case-patients and 2.56% (2/78) of controls drank water sold in small plastic bags (ORM-H = 8.90; 95%CI = 1.60–49.00); 54.54% (18/33) of case-patients and 19.23% (15/78) of controls consumed locally-made drinks (ORM-H = 4.60; 95%CI: 1.90–11.00). All isolates were susceptible to ciprofloxacin and ceftriaxone. Water and juice samples exhibited evidence of fecal contamination. Conclusion Contaminated water and street-vended beverages were likely vehicles of this outbreak. At our recommendation authorities closed unsafe water sources and supplied safe water to affected areas.

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students’ knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method.

Internet of Things (IoT) is an emerging technology in the field of education, which has not yet been consolidated. Acceptance and adoption studies of IoT in higher education are scarce. Accordingly, the purpose of this study was to explore the acceptance of the IoT by university professors for future adoption in higher education. An online survey was implemented based on the unified theory of acceptance and use of technology (UTAUT), in a sample of 587 Spanish university teachers, aged between 21 and 58. The results showed that performance expectancy, facilitating conditions, and attitude toward using technology were influential in behavioral intention to use IoT. While the intention for use was similar between men and women and with respect to age. However, in the different constructs of the UTAUT model, the highest average scores were obtained in men and in teachers over 36 years of age. Finally, the findings and implications of the paper are discussed, showing empirical evidence on the adoption and acceptance of IoT in higher education in the context of Spain, highlighting the need for further research on emerging technologies in a context that is marked by COVID-19.

Nowadays, multiple phenomena have promoted an impact on society, constituting in some cases, not only a contribution of benefits but also of risks. Among them, the fake news phenomenon is considered one of the most burning phenomena today due to the risk it poses to society. In view of this situation, the research community has carried out numerous studies that seek to address this issue from a multidisciplinary perspective. Based on this, the objective of this work was to analyze the productivity and, therefore, the impact of this topic in the research community. To this end, this work advocated a scientometric-type methodology, through scientometric laws, impact indicators, and scientific evolution of 640 publications of the web of science (WOS). The results showed the impact of the fake news discipline today, which is considered an emerging issue that is of interest to many knowledge disciplines around the world. Likewise, the results showed that the publications not only have a focus on analyzing the veracity or not of the news, but that it begins to vertebrate a new line of an investigation directed to the informational education and towards the prevention of the consumption of this type of news through the internet.

In recent decades, technological advances have been revolutionizing all areas of society, including the teaching resources and methodologies used in the world of education. Teachers are in the process of adapting to develop the digital skills they need for the use of Information and Communication Technologies (ICTs), a process that must be permanent and in which there are still knowledge gaps undermining its application. This study aims to determine whether this lack of digital skills is influenced by the gender of teachers, for example, whether there is a gender gap in ICT application in teaching, specifically Dual Vocational Education and Training, which is a teaching area that has been growing exponentially in recent years. A descriptive quantitative method has been used for this study with a sample of 1568 teachers of Dual Vocational Education and Training from the Autonomous Community of Andalusia, with data collected through a questionnaire. The results show that while the level of knowledge of ICT resources is medium among this group and is therefore improvable, there are no significant gender differences between teachers with respect to the application of e-skills by teaching professionals, despite the existence in other contexts of a large digital gender gap in new technology professionals.

A análise das ações de formação contínua de professores é uma questão relevante para conhecer o nível de treinamento e desenvolvimento profissional dos professores nas escolas. Também nos permite obter dados sobre a atualização de habilidades profissionais que são fundamentais para o exercício de uma profissão em constante mudança. Por conseguinte, este artigo visa analisar a formação contínua e o desenvolvimento profissional de professores em escolas privadas em Luanda, Angola. Assim, a metodologia de pesquisa em que este trabalho se baseia é tanto quantitativa como qualitativa. Desta forma, a entrevista e o questionário foram utilizados como instrumentos para coletar informações. Os principais resultados são que não há um programa específico de treinamento contínuo em instituições privadas, observando a ausência de balanços periódicos para analisar o nível de desenvolvimento profissional dos professores e outros profissionais envolvidos. Em conclusão, os professores em Angola estão motivados para continuar a formação, mas existem certas barreiras institucionais que não favorecem a formação contínua e o desenvolvimento profissional.

Different studies have documented an association between periodontal disease and low birth-weight delivery. Hence, knowledge of periodontal status during pregnancy and postpartum is important in order to reduce the risks of both diseases. This study aimed to analyze periodontal status at successive stages of pregnancy and 3-6 weeks postpartum in women with initial periodontal alterations.Ninety-six pregnant women were examined at 8-10 weeks (pregnancy diagnosis, baseline), 21-23 weeks and 34-36 weeks of gestation and at 40 days postpartum to record plaque scores, clinically assessed gingival inflammation and probing depth (mean depth and % sites with depth >3 mm). Bivariate and multivariate analyses were performed. Type 1 (α) error was established at 0.05.Plaque Index increased (p = 0.043) throughout pregnancy (baseline, 42%±0.18); 21-23 weeks, 42.6%±0.14; 34-36 weeks, 45.6%±0.13 and decreased postpartum (44.8%±0-13). Gingival Index increased (p3 mm increased (p

Among the visual preferences that guide many everyday activities and decisions, from consumer choices to social judgment, preference for curved over sharp-angled contours is commonly thought to have played an adaptive role throughout human evolution, favoring the avoidance of potentially harmful objects. However, because nonhuman primates also exhibit preferences for certain visual qualities, it is conceivable that humans' preference for curved contours is grounded on perceptual and cognitive mechanisms shared with extant nonhuman primate species. Here we aimed to determine whether nonhuman great apes and humans share a visual preference for curved over sharp-angled contours using a 2-alternative forced choice experimental paradigm under comparable conditions. Our results revealed that the human group and the great ape group indeed share a common preference for curved over sharp-angled contours, but that they differ in the manner and magnitude with which this preference is expressed behaviorally. These results suggest that humans' visual preference for curved objects evolved from earlier primate species' visual preferences, and that during this process it became stronger, but also more susceptible to the influence of higher cognitive processes and preference for other visual features.

We propose a novel architecture for providing quality of experience (QoE) awareness to mobile operator networks. In particular, we describe a possible architecture for QoE-driven resource control for long-term evolution (LTE) and LTE-advanced networks, including a selection of KPIs to be monitored in different network elements. We also provide a description and numerical results of the QoE evaluation process for different data services as well as potential use cases that would benefit from the rollout of the proposed framework.

The complexity of next generation wireless systems is growing exponentially. The combination of Multiple-Input Multiple-Output (MIMO) technology with Orthogonal Frequency Division Multiplexing (OFDM) is considered as the best solution to provide high data rates under frequency-selective fading channels. The design and evaluation of MIMO-OFDM systems require a detailed analysis of a number of functionalities such as MIMO transmission modes, channel estimation, MIMO detection, channel coding, or cross-layer scheduling. In this paper we present a MIMO-OFDM-based simulator that includes the main physical and link layer functionalities. The simulator has been used to evaluate the performance of the 3GPP Long-Term Evolution (LTE) technology for different MIMO-OFDM techniques under realistic assumptions such as user mobility or bandwidth-limited feedback channel.

This paper presents an end-to-end Quality of Service (QoS) model for assessing the performance of data services over networks with wireless access. The proposed model deals with performance degradation across protocol layers using a bottom-up strategy, starting with the physical layer and moving on up to the application layer. This approach makes it possible to analytically assess performance at different layers, thereby facilitating a possible end-to-end optimization process. As a representative case, a scenario where a set of mobile terminals connected to a streaming server through an IP access node has been studied. UDP, TCP, and the new TCP-Friendly Rate Control (TFRC) protocols were analyzed at the transport layer. The radio interface consisted of a variable-rate multiuser and multichannel subsystem, including retransmissions and adaptive modulation and coding. The proposed analytical QoS model was validated on a real-time emulator of an end-to-end network with wireless access and proved to be very useful for the purposes of service performance estimation and optimization.