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This study determined the carriage rates and antimicrobial resistance (AMR) genes of enterococci from nasotracheal samples of three healthy animal species and in-contact humans. Nasal samples were collected from 27 dog-owning households (34 dogs, 41 humans) and 4 pig-farms (40 pigs, 10 pig-farmers), and they were processed for enterococci recovery (MALDI-TOF-MS identification). Also, a collection of 144 enterococci previously recovered of tracheal/nasal samples from 87 white stork nestlings were characterized. The AMR phenotypes were determined in all enterococci and AMR genes were studied by PCR/sequencing. MultiLocus-Sequence-Typing was performed for selected isolates. About 72.5% and 60% of the pigs and pig-farmers, and 29.4% and 4.9%, of healthy dogs and owners were enterococci nasal carriers, respectively. In storks, 43.5% of tracheal and 69.2% of nasal samples had enterococci carriages. Enterococci carrying multidrug-resistance phenotype was identified in 72.5%/40.0%/50.0%/23.5%/1.1% of pigs/pig-farmers/dogs/dogs' owners/storks, respectively. Of special relevance was the detection of linezolid-resistant enterococci (LRE) in (a) 33.3% of pigs (E. faecalis-carrying optrA and/or cfrD of ST59, ST330 or ST474 lineages; E. casseliflavus-carrying optrA and cfrD); (b) 10% of pig farmers (E. faecalis-ST330-carrying optrA); (c) 2.9% of dogs (E. faecalis-ST585-carrying optrA); and (d) 1.7% of storks (E. faecium-ST1736-carrying poxtA). The fexA gene was found in all optrA-positive E. faecalis and E. casseliflavus isolates, while fexB was detected in the poxtA-positive E. faecium isolate. The enterococci diversity and AMR rates from the four hosts reflect differences in antimicrobial selection pressure. The detection of LRE carrying acquired and transferable genes in all the hosts emphasizes the need to monitor LRE using a One-Health approach.

the purpose of this article is to present the results of a study that allowed identification of the perceptions of a group of eleventh-grade students on the use of the gamified tool or video game "Finatic: una ciudad sostenible", which seeks to support the economic and financial education of young people from educational institutions in Santander, Colombia. For this, a qualitative analysis methodology was used, which includes a descriptive analysis and a text-mining analysis of the infor-mation collected from a measurement instrument and includes factors such as narratives, levels, and missions, referring to elements of the game design. play. The study shows that there is acceptance among the students for the narratives and mechanics proposed in the tool. In addition, as the main finding, it was found that the initial version of the video game is accepted by the students, and, as in any process, it is necessary to make adjustments for its improvement and greater acceptance by users. The foregoing is essential since technological changes and the current rapid economic growth have generated the need to promote the design and implementation of tools that encourage the development of sustainable lifestyles in terms of personal finances in young people, este artigo tem como propósito de apresentar os resultados de um estudo que permite identificar a percepção de um grupo de estudantes do 10° grau sobre o uso da ferramenta gamifi-cada o videogame ̈Finatic: una ciudad sostenible ̈, no qual procura apoiar a educação econômica e financeira dos jovens das instituições educativas em Santander, na Colômbia. Para isso, foi utilizado uma metodologia de análise qualitativo, que inclui uma análise descritivo e um análise detalhado de texto da informação recolhida apartir de um instrumento de medição que incluem fatores como narrativas, níveis e missões, referentes aos elementos do desenho do jogo. Com esse estudo, pode-mos evidenciar que existe uma aceitação dos estudantes às narrativas e às mecânicas propostas na ferramenta. Além disso, como principal elemento encontrado, foi evidenciado que na versão inicial do videogame, essa versão foi aceitada pelas e pelos estudantes, e como todo processo, é necessário realizar atualizações para a sua maior e melhor aceitação por parte dos usuários. O que foi mencio-nado anteriormente resulta ser fundamental, dado que as mudanças tecnológicas e o rápido cresci-mento econômico atual, tem gerado a necessidade de promover o desenho e a implementação de ferramentas, que permitam incentivar o desenvolvimento de diferentes estilos de vida sustentáveis em temas dirigidos como: finanças pessoais nos jovens, El presente artículo tiene como propósito presentar los resultados de un estudio que permite identificar la percepción de un grupo de estudiantes de undécimo grado sobre el uso de la herramienta gamificada o videojuego “Finatic: una ciudad sostenible”, el cual busca apoyar la educación económica y financiera de los jóvenes de instituciones educativas en Santander, Colombia. Para ello, se empleó una metodología de análisis cualitativo, que incluye un análisis descriptivo y un análisis de minería de texto de la información recolectada a partir de un instrumento de medición que incluye factores como narrativas, niveles y misiones, referentes a elementos del diseño del juego. Con el estudio se evidencia que existe una aceptación de las y los estudiantes a las narrativas y las mecánicas propuestas en la herramienta. Además, como principal hallazgo, se encontró que la versión inicial del videojuego es aceptada por las y los estudiantes, y, como en todo proceso, es necesario realizar adecuaciones para su mejora y mayor aceptación de los usuarios. Lo anterior resulta fundamental, pues los cambios tecnológicos y el rápido crecimiento económico actual han generado la necesidad de promover el diseño y la implementación de herramientas que permitan incentivar el desarrollo de estilos de vida sostenibles en materia de finanzas personales en los jóvenes.

No dejar a nadie atrás es una promesa básica de los Objetivos de Desarrollo Sostenible. Garantizar el acceso equitativo a las TIC es una necesidad urgente en la Agenda 2030 que plantea muchos desafíos a quienes jugarán un papel clave para convertir las TIC en elementos sostenibles, igualitarios y accesibles para cualquier persona: el alumnado universitario. Para ello, los sistemas educativos deben contemplar la perspectiva de género en sus diferentes áreas, desde la formación del personal docente hasta la definición de las competencias, para poder cambiar los roles tradicionales y los estereotipos de género. Incorporar la perspectiva de género en la docencia implica reflexionar sobre los diferentes elementos que componen el proceso de enseñanza-aprendizaje desde el punto de vista de las variables sexo y género. Este artículo presenta una propuesta práctica para incluir la perspectiva de género en la docencia, a través del ejemplo de dos asignaturas de Ingeniería del Software en grados de la Universitat de València (Ing. Informática e Ing. Telemática). El trabajo pretende servir como ejemplo a docentes que deseen afrontar este cambio en sus asignaturas para así mejorar la calidad de la docencia de la Informática y seguir avanzando en cerrar la brecha digital de género., Leaving no one behind is a basic promise of the Sustainable Development Goals. Ensuring equitable access to ICT is an urgent need in the 2030 Agenda that poses many challenges to those who will play a key role in turning ICT into sustainable, equitable and accessible for anyone: university students. This means that educational systems must consider the gender perspective in their different areas, from teachers training to competences definition, with the aim of changing traditional gender roles and stereotypes. Incorporating the gender perspective in teaching implies reflecting on the different elements that raise teaching-learning process from sex and gender variables perspective. This article presents a practical proposal to include gender perspective in teaching, through two examples of Software Engineering subjects in two different degrees at the Universitat de València (Computer Engineering and Telematics Engineering degrees). The work aims to serve as an example for teachers who wish to face this change in their subjects in order to improve the quality of Computer Science teaching and continue advancing in closing the digital gender gap.

[EN] Context: Requirements elicitation is a crucial phase in the software development life cycle. During requirements elicitation sessions, requirements engineers capture software requirements, and motivate stakeholders to express needs and expected software functionalities. In this context, there is a lack of extensive empirical research reporting the extent to which elicitation sessions can be influenced by participants' gender. Objective: This paper presents our research endeavour to investigate requirements engineers' effort and elicited requirements' accuracy based on participants' gender. Method: We conducted an experiment in two rounds with a total of 59 students who played the role of requirements engineers. In the first experimental task, the participant watched two videos where men and women stakeholders expressed software requirements. Later on, the participants specified software requirements in the shape of Business Process Model and Notation (BPMN) and next they generated Graphical User Interfaces (GUIs) from those models. Results: We observed two significant differences. One between men and women requirements engineers in terms of dedicated effort during requirements specification: men took less effort. Other between stakeholders' gender in terms of accuracy resulted of BPMN models: models built from men stakeholders yield more accuracy. On the contrary, accuracy of resulted GUIs models did not show significant differences regarding requirements engineers or stakeholders' gender. Conclusions: Analysing descriptive data, women spent more time both as stakeholders and as requirements engineers but their accuracy is better.

Context: Requirements elicitation is a crucial phase in the software development life cycle. During requirements elicitation sessions, requirements engineers capture software requirements, and motivate stakeholders to express needs and expected software functionalities. In this context, there is a lack of extensive empirical research reporting the extent to which elicitation sessions can be influenced by participants' gender. Objective: This paper presents our research endeavour to investigate requirements engineers' effort and elicited requirements' accuracy based on participants' gender. Method: We conducted an experiment in two rounds with a total of 59 students who played the role of requirements engineers. In the first experimental task, the participant watched two videos where men and women stakeholders expressed software requirements. Later on, the participants specified software requirements in the shape of Business Process Model and Notation (BPMN) and next they generated Graphical User Interfaces (GUIs) from those models. Results: We observed two significant differences. One between men and women requirements engineers in terms of dedicated effort during requirements specification: men took less effort. Other between stakeholders' gender in terms of accuracy resulted of BPMN models: models built from men stakeholders yield more accuracy. On the contrary, accuracy of resulted GUIs models did not show significant differences regarding requirements engineers or stakeholders' gender. Conclusions: Analysing descriptive data, women spent more time both as stakeholders and as requirements engineers but their accuracy is better.

Science, Technology, Engineering, and Mathematics (STEM) are key disciplines towards tackling the challenges related to the Sustainable Development Goals. However, evidence shows that women are enrolling in these disciplines in a smaller percentage than men, especially in Engineering related fields. As stated by the United Nations Women section, increasing the number of women studying and working in STEM fields is fundamental towards achieving better solutions to the global challenges, since the potential for innovation is larger. In this paper, we present the Girls4STEM project, which started in 2019 at the Escola Tècnica Superior d’Enginyeria de la Universitat de València, Spain. This project works towards breaking the stereotypes linked to STEM fields, addressing both boys and girls aged from 6 to 18, but especially trying to open the range of career options for young girls through interaction with female STEM experts. The goal is to spark girls’ interest in STEM disciplines from childhood, so that they become more self-confident in these areas. To achieve this goal, the project is built over three main actions: the Girls4STEM Family Talks, where students, families, and teachers participate; the Girls4STEM Professional Talks, where the target is a general audience; and the Initial Training Seminars for teachers. Short-term results are here presented, showing that aspects related to self-perception and perception from others (family, teachers) play a significant role. Moreover, these results also indicate that there may not be a general understanding of which disciplines are included in STEM.

Society requires a saving culture in order to manage budgets in a responsible way. That is why, Economic and Financial Education -EFEis an option to train citizens to be aware and responsible for their economic decisions. Thus, this article shows the results of a questionary carried out with a sample of 1.016 eleventh-grade students from public educational institutions in Santander, Colombia. This study was to learn about their economic and financial knowledge and skills. In addition, thirteen focus groups, made up by principals, academic coordinators and teachers. It was possible to notice someweakness in didactic processes which bring up low skills and knowledge about EFE., Toda sociedad requiere de una cultura de ahorro para administrar sus presupuestos de forma responsable. En este sentido, la Educación Económica y Financiera –EEFes una opción para formar ciudadanos y ciudadanas conscientes y responsables de sus decisiones. Dada su importancia, en este artículo se presentan los resultados de un cuestionario realizado a una muestra a conveniencia de 1.016 estudiantes de undécimo grado de instituciones educativas públicas de Santander, Colombia, para conocer sus habilidades y conocimientos económicos y financieros. Además, se realizaron 13 grupos focales con directivos, coordinadores académicos y profesores de las instituciones participantes. A partir del análisis integrado de estas fuentes de información, se evidenciaron debilidades en la planeación didáctica en temas de EEF en la mayoría de las instituciones, lo cual se traduce en algunas deficiencias en las habilidades y los conocimientos económicos y financieros de los estudiantes en Santander.