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Based on education as a fundamental pillar for society, and a fundamental right for all. This work proposes resources and guidelines for the artistic interpretation of paintings, through haptic design and tactile stimulation, based on the human multisensory nature. The main purpose is to work on the practice and enjoyment of artistic activities in people with visual impairment, allowing them to develop in the most appropriate way their interpretative means, their imagination and perception, through tangible works that help them to build richer and more complete images of the world around them. Taking as a starting point the plastic arts and tactile stimulation, with experimental activities and using touch in a purposeful, intentional, active and voluntary way, enriching their conception of the environment, and sensitivity through the search for new plastic challenges. Likewise, this research involves the accessible work that the haptic modality has for the benefit of any person: with or without disability that allows working with multiplicity, with different learning styles and needs in order to build a more inclusive society aimed at developing the intellectual, affective and moral capacity of all people.

Authors’ contributions IC, CMGB, JIR, SG, JMR, SD, and AM conceived and designed the study. NM, LR, IGD, JS, and ABC conducted the laboratory work. NM, AC, CMGB, and JIR collected and processed the biological samples. ABC developed the DNA extraction protocol. CM, MM, and MV performed the library preparation for NGS and the DNA sequencing. NM, CM, BS, MM, and MV analyzed the 16S data and the metagenomic data. JS, LR, JMR, and IC analyzed the NMR data. CMGB and JIR recruited the subjects. NM, MV, IC, SD, and AM prepared the figures and tables and wrote the manuscript. All authors read and approved the final manuscript., Background: The microbial populations of the human intestinal tract and their relationship to specific diseases have been extensively studied during the last decade. However, the characterization of the human bile microbiota as a whole has been hampered by difficulties in accessing biological samples and the lack of adequate methodologies to assess molecular studies. Although a few reports have described the biliary microbiota in some hepatobiliary diseases, the bile microbiota of healthy individuals has not been described. With this in mind, the goal of the present study was to generate fundamental knowledge on the composition and activity of the human bile microbiota, as well as establishing its potential relationship with human bile-related disorders. Results: Human bile samples from the gallbladder of individuals from a control group, without any record of hepatobiliary disorder, were obtained from liver donors during liver transplantation surgery. A bile DNA extraction method was optimized together with a quantitative PCR (qPCR) assay for determining the bacterial load. This allows the selection of samples to perform functional metagenomic analysis. Bile samples from the gallbladder of individuals suffering from lithiasis were collected during gallbladder resection and the microbial profiles assessed, using a 16S rRNA gene-based sequencing analysis, and compared with those of the control group. Additionally, the metabolic profile of the samples was analyzed by nuclear magnetic resonance (NMR). We detected, for the first time, bacterial communities in gallbladder samples of individuals without any hepatobiliary pathology. In the biliary microecosystem, the main bacterial phyla were represented by Firmicutes, Bacteroidetes, Actinobacteria, and Proteobacteria. Significant differences in the relative abundance of different taxa of both groups were found. Sequences belonging to the family Propionibacteriaceae were more abundant in bile samples from control subjects, Ministerio de Economía, Comercio y Empresa, Sección Deptal. de Farmacia Galénica y Tecnología Alimentaria (Veterinaria), Fac. de Veterinaria, TRUE, pub

The problems of discrimination and exclusion are present in the Ecuadorian educational context, for this reason, it is pertinent to look for didactic strategies that help in the treatment of these problems. Hence, based on her experience as a teacher of choral singing and Cultural and Artistic Education, the didactic benefits that this activity can contribute to the development of inclusion strategies in the face of these socio-cultural problems are analyzed and substantiated. For this, an instructive methodological class of choral singing is designed applying the Orff method of musical teaching, where pedagogical, curricular and artistic aspects are shown and analyzed from this activity, obtaining as a result an adequate didactic foundation for the application of choral singing like an educational strategy for inclusion. In the end, the analysis carried out from the artistic and pedagogical experience allowed to expand its didactic functionality not only in the subject of cultural and artistic education, but also in other subjects, since the objective of the activity is not the management of singing techniques, but the enjoyment, participation and collaborative work of the group, being in this way, the choral singing a contribution to the integral and social development of the seventh grade students of the San José Obrero school.

Objective. This work aims to reflect on the psychopedagogical diagnosis of students and their evolution from a psychometric and classificatory approach to the identification of barriers to learning and participation in inclusive schools. Analysis. An integrative review of the bibliography was carried out, structured in two stages. In the first, information was collected on the postulates of cognitive psychology, psychometric studies of intelligence, and their influence on educational practices. In contrast, the second stage was directed to the search for the postulates of social psychology and the conceptions of inclusive education. The criteria for analyzing the bibliographic information were the psychometric approach to intelligence, the biological approach, the interaction of the biological and the social in the development of the personality, the social context as a generator of barriers, the various barriers that impede learning, and student participation. Conclusions. The psychopedagogical diagnosis should focus on the pedagogical aids to move from a diagnosis based on the identification of the student’s disabilities and educational needs to a diagnosis that emphasizes the context; it should also focus on identifying those barriers that prevent learning and participation, and this from an optimistic point of view of the psychological processes in formation and sustained in the social model of inclusive education. Based on the analyzes conducted, it is advisable to organize educational processes that eliminate the barriers preventing attention to the diversity of students in inclusive schools., Objetivo. Este trabalho tem como objetivo refletir sobre o diagnóstico psicopedagógico de estudantes e sua evolução desde uma abordagem psicométrica e classificatória até a identificação de barreiras à aprendizagem e à participação em escolas inclusivas. Análise. Foi realizada uma revisão integrativa da bibliografia, estruturada em duas etapas: na primeira, foram coletadas informações sobre os postulados da psicologia cognitiva, os estudos psicométricos da inteligência e sua influência nas práticas educacionais. Já a segunda etapa foi direcionada à busca dos postulados da psicologia social e das concepções de educação inclusiva. Os critérios de análise da informação bibliográfica foram: a abordagem psicométrica da inteligência, a abordagem biológica e a interação do biológico e do social no desenvolvimento da personalidade, o contexto social como gerador de barreiras e as várias barreiras que impedem a aprendizagem e participação dos estudantes. Conclusões. O diagnóstico psicopedagógico deve centrar-se nas ajudas pedagógicas para passar de um diagnóstico baseado na identificação das deficiências e necessidades educacionais de um estudante para um diagnóstico que valorize o contexto e identifique as barreiras que impedem a aprendizagem e a participação, do ponto de vista otimista dos processos psicológicos em formação e sustentados no modelo social de educação inclusiva. A partir das análises realizadas, é aconselhável organizar processos educacionais que eliminem as barreiras que impedem a atenção à diversidade à estudantes nas escolas inclusivas., Objetivo. Este trabajo tiene el propósito de reflexionar en el diagnóstico psicopedagógico de los y las estudiantes y su evolución desde un enfoque psicométrico y clasificatorio hasta la identificación de barreras para el aprendizaje y la participación en las escuelas inclusivas. Análisis. Se realizó una revisión integradora de la bibliografía, estructurada en dos etapas: en la primera, se recogió la información sobre los postulados de la psicología cognitiva, los estudios psicométricos de la inteligencia y su influencia en las prácticas educativas. Mientras que la segunda etapa, se dirigió a la búsqueda de los postulados de la psicología social y las concepciones de la educación inclusiva. Los criterios para analizar la información bibliográfica fueron: el abordaje psicométrico de la inteligencia, el enfoque biologicista y la interacción de lo biológico y lo social en el desarrollo de la personalidad, el contexto social como generador de barreras y las diversas barreras que impiden el aprendizaje y la participación del estudiantado. Conclusiones. El diagnóstico psicopedagógico debe centrarse en las ayudas pedagógicas para transitar de un diagnóstico basado en la identificación de las discapacidades y necesidades educativas de la persona estudiante a un diagnóstico que enfatiza en el contexto y en identificar aquellas barreras que impiden el aprendizaje y la participación, desde una mirada optimista de los procesos psicológicos en formación y sustentado en el modelo social de educación inclusiva. En función de los análisis realizados es recomendable organizar procesos educativos que eliminen las barreras que impiden la atención a la diversidad de estudiantes en las escuelas inclusivas.

Las metodologías de detección de diseminación de odio en redes sociales online se basan en su mayoría en el análisis textual, ignorando otras fuentes de información como las imágenes o las conexiones entre usuarios de la red. En este Proyecto de Fin de Grado (PFG) se explora cómo integrar Procesado del lenguaje natural y teoría de grafos para detectar diseminadores de odio online. Combinando redes neuronales Transformer con redes de atención de grafos (GATs), la clasificación de estos usuarios problemáticos debería ser más robusta que utilizar exclusivamente texto o topología de red por separado. Se proponen dos arquitecturas multimodales para combinar ambas fuentes de información. En la primera el modelo Transformer genera una representación o embedding del texto que se pasa al GAT para que obtenga una predicción. En la segunda versión de la arquitectura, tanto Transformer como GAT aportan embeddings que se combinan para formar una representación multimodal de la información, a partir de la cual obtener las predicciones. Para comprobar empíricamente el rendimiento de estos sistemas se cuenta con datos históricos de Twitter etiquetados manualmente, a partir de los cuales se ha extraído un grafo con conexiones entre usuarios que se retweetean o mencionan entre sí. En dicha red se encuentran tanto usuarios diseminadores de odio como normales, que han escrito una serie de textos a lo largo del tiempo así como una descripción personal. El trabajo realizado consiste en una comparativa entre el rendimiento de los modelos a la hora de clasificar a los usuarios de dicha red. La experimentación ha probado que la primera arquitectura no es capaz de mejorar la calidad de los modelos unimodales, mientras que con la segunda se alcanzan valores F1 score de alrededor de 0.7. Abstract: Currently, the detection of hate speech in online social networks is mainly based on textual analysis, ignoring other sources of information such as images or connections between network users. In th

[Aim] In temperate mountain ranges, sharp spatial variations in habitat heterogeneity and climate provide a perfect study setup to assess genetic and phenotypic differentiation in bird populations. In this paper, we analysed morphological divergence patterns across geographical and environmental gradients, in correlation with genetic differentiation and geographical isolation, in the breeding grounds of a long-distance migratory passerine., [Location] Northwestern Iberian mountains., [Taxon] The Iberian bluethroat, Luscina svecica azuricollis., [Method] We collected a sample of 625 Iberian bluethroats across their whole breeding range to measure body weight and tarsus length, as well as wing length and pointedness. Morphological differentiation across geographical (latitude and elevation) and environmental (climate and vegetation) gradients was assessed using generalized linear mixed models. Additionally, the role of genetic distance and geographical isolation as drivers of morphological differentiation was evaluated with Mantel tests., [Results] Bird morphology varied significantly with latitude and elevation, but not with climate or vegetation. In the case of latitude, morphological differences in body size were contrary to Bergmann's rule statements. All biometric and morphometric variables diverged among localities. A similar trend was found for genetic clusters, except for wing shape. Body weight and wing length were both correlated with geographic distance, while only the former varied with genetic differentiation. The greatest genetic and phenotypic differentiation was detected in the southernmost mountain range, that holds the most geographically isolated genetic group., [Main conclusion] Evidence suggests that the strong morphological differentiation observed in the Iberian breeding bluethroat across geographical gradients results from the combination of unambiguous deterministic forces, such as ecological selection mechanisms, and other factors, such as geographical isolation, that can be either deterministic, stochastic or both, all acting at different scales.

Relevance and prospective studies are considered totally necessary in the design processes of university careers and postgraduate programs, which must take into account theoretical and contextual references on the area of ​​knowledge for which the proposal is made. The objective of this work is to present the relevance assessment carried out for the Master's degree in Inclusive Education of the National University of Education of Ecuador, at first the analysis of the regulations that supported the proposal and in a second moment a contextual analysis, to the one that selected a sample that responded to the criterion of identifying the knowledge that professionals had about inclusive education, information about the need for professional improvement in this field of knowledge, the expectations of greater employment opportunities and professional development from the master's degree, this information was collected through surveys and discussion groups, which allowed to identify the demands of the teaching staff, the desired curricular design, the competences that should be formed with the instrumentation of the master's program and the profile of the graduates of said program., Los estudios de pertinencia y prospectiva se consideran totalmente necesarios en los procesos de diseño de carreras universitarias y programas de postgrados, los que deben tomar en cuenta referentes teóricos y contextuales sobre el área del saber para el que se haga la propuesta. El objetivo de este trabajo es presentar la evaluación de pertinencia realizada para la maestría en Educación Inclusiva de la Universidad Nacional de Educación de Ecuador, en un primer momento el análisis de las normativas que respaldaban la propuesta y en un segundo momento un análisis contextual, para el que se seleccionó una muestra que respondía al criterio de identificar el conocimiento que tenían los profesionales acerca de la educación inclusiva, la información sobre la necesidad de superación profesional en este campo del saber, las expectativas de mayores oportunidades de empleo y desarrollo profesional a partir de la maestría, esta información se recopiló a  través de encuestas y grupos de discusión, lo que permitió identificar las demandas del profesorado, el diseño curricular deseado, las competencias que se debían formar con la instrumentación del programa de maestría y el perfil de los egresados de dicha programa.