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Objetivo: evaluar sistemáticamente la literatura en relación con el tratamiento de osteonecrosis de los maxilares por bifosfonatos (ONMBPs). Materiales y Métodos: se realizó una búsqueda sistemática de la literatura en PUBMED, EBSCO y SCIELO de artículos publicados entre noviembre del 2011 y noviembre del 2016 incluyendo el siguiente término de búsqueda: “Management osteonecrosis bisphosphonates". Se aplicaron como filtros de búsqueda: humans, free full text, review. Se excluyeron los artículos que no mencionaban tratamiento de la ONMBPs. Resultados: se identificaron 554 artículos, de los cuales se analizaron 30 de acuerdo a los criterios de inclusión y exclusión. Conclusiones: se han encontrado numerosas alternativas para el tratamiento de la ONMBPs, siendo la terapia conservadora la mejor opción en los casos de ONMBPs en estadio 0, 1 y 2 y la terapia quirúrgica en el estadio 3. Objective: systematically evaluate the literature regarding the treatment of osteonecrosis of the jaws by bisphosphonates (ONMBPs). Methods: a systematic literature search was conducted in PUBMED, EBSCO and SCIELO from November 2011 to November 2016 including the following search term: “Management osteonecrosis bisphosphonates". They were applied as search filters: humans, free full text, review. The articles that did not mention treatment of the ONMBPs were excluded. Results: 555 articles were identified, of which 30 were analyzed according to the criteria of inclusion and exclusion. Conclusions: numerous alternatives have been found for the treatment of ONMBPs, with conservative therapy being the best option in stage 0, 1 and 2 ONMBPs and stage 3 surgical therapy. Fil: Puche, Maria Sol. Obra Social de Empleados Públicos (Mendoza, Argentina)

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students' academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies such as cooperative learning and project based learning. This study was motivated by the comparison of the results obtained after applying Cooperative Learning (CL) and Project Based Learning (PBL) to a subject of Computer Engineering. The fundamental hypothesis tested was whether the academic success achieved by the students of the first years was higher when CL was applied than in those cases to which PBL was applied. A practical case, by means of which the effectiveness of CL and PBL are compared, is presented in this work. This study has been carried out at the Universidad Politécnica de Madrid, where these mechanisms have been applied to the Operating Systems I subject from the Technical Engineering in Computer Systems degree (OSIS) and to the same subject from the Technical Engineering in Computer Management degree (OSIM). Both subjects have the same syllabus, are taught in the same year and semester and share also formative objectives. From this study we can conclude that students¿ academic performance (regarding the grades given) is greater with PBL than with CL. To be more specific, the difference is between 0.5 and 1 point for the individual tests. For the group tests, this difference is between 2.5 and 3 points. Therefore, this study refutes the fundamental hypothesis formulated at the beginning. Some of the possible interpretations of these results are referred to in this study.

Linguistic change can be caused by the diachronic evolution of languages, or by external factors, such as language contact. In this dissertation, language internal changes and the effects of language contact on linguistic change are studied by analyzing four properties normally associated with the pro-drop parameter (phonologically null subjects, SV inversion, expletives, and that-trace filter) in Dominican Spanish (DS). The internal diachronic change is studied in forty DS speakers from two areas of the Dominican Republic (DR): El Cibao (n = 20) and Santo Domingo (n = 20). DS has been said to be undergoing an internal diachronic change towards a non-null subject language, but still reflecting properties of null subject languages, and El Cibao has been considered the area leading this linguistic change. A study of the four pro-drop properties mentioned above by speakers from Santo Domingo and El Cibao, two distinct geographical areas in the DR, and by speakers of different age ranges and different educational levels was conducted in order to find evidence of the spread of this internal change throughout the island. Data for the study was obtained from oral production and grammaticality judgment tasks. This dissertation also addresses the influence that other languages exert on the four pro-drop properties in DS. Data from a group of twenty DS/English bilingual speakers who are exposed to English, Caribbean (Puerto-Rican, Cuban, and DS) and non-Caribbean Spanish varieties (GS) were collected and analyzed to determine the effects of language contact on language change. English and GS have opposite values in the representation of these properties, whereas the Caribbean group has a mixed-system.Results show that the four properties are affected differently. Specifically, the SV inversion property seems to be affected by English more than the phonologically null subject property. However, no statistically significant data was obtained for the other two properties. Therefore, two suggestions arise: 1) these four pro-drop properties do not form a cluster of properties, or 2) these four properties are affected differently by a language contact situation.