5 resultados para radical pedagogy
em Acceda, el repositorio institucional de la Universidad de Las Palmas de Gran Canaria. España
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Programa de Doctorado: Cáncer: Biología y Clínica
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[EN] Breast cancer patients show a wide variation in normal tissue reactions after radiotherapy. The individual sensitivity to x-rays limits the efficiency of the therapy. Prediction of individual sensitivity to radiotherapy could help to select the radiation protocol and to improve treatment results. The aim of this study was to assess the relationship between gene expression profiles of ex vivo un-irradiated and irradiated lymphocytes and the development of toxicity due to high-dose hyperfractionated radiotherapy in patients with locally advanced breast cancer. Raw data from microarray experiments were uploaded to the Gene Expression Omnibus Database http://www.ncbi.nlm.nih.gov/geo/ (GEO accession GSE15341). We obtained a small group of 81 genes significantly regulated by radiotherapy, lumped in 50 relevant pathways. Using ANOVA and t-test statistical tools we found 20 and 26 constitutive genes (0 Gy) that segregate patients with and without acute and late toxicity, respectively. Non-supervised hierarchical clustering was used for the visualization of results. Six and 9 pathways were significantly regulated respectively. Concerning to irradiated lymphocytes (2 Gy), we founded 29 genes that separate patients with acute toxicity and without it. Those genes were gathered in 4 significant pathways. We could not identify a set of genes that segregates patients with and without late toxicity. In conclusion, we have found an association between the constitutive gene expression profile of peripheral blood lymphocytes and the development of acute and late toxicity in consecutive, unselected patients. These observations suggest the possibility of predicting normal tissue response to irradiation in high-dose non-conventional radiation therapy regimens. Prospective studies with higher number of patients are needed to validate these preliminary results.
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[EN]Linguistic immersion programs are increasing nowadays. The concept of being bilingual, that started being used by schools for the elite in the 19th century, and that in the mid- 20th century became an educational option, has given raise to CLIL (Content and Language Integrated Learning), a methodology through which students work in a bilingual environment, acquiring knowledge of curricular subject and developing their competences in a foreign language. In this teaching context started a new European project called PlayingCLIL. Six partners from different European countries (Germany, United Kingdom, Spain and Romania) are working in this project. Our main aim is to develop a new methodology to learn a foreign language combining elements from the pedagogic drama (interactive games) with the CLIL classroom. At present we are testing the games in different schools and high schools and we are compiling the results to be collected in a handbook (printed and e-book).
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Programa de doctorado: Literatura y Teoría de la Literatura