Creació de recursos digitals per a la innovació docent en Geologia Estructural i Tectònica

El projecte ha estat dedicat a l’elaboració d’una sèrie de recursos didàctics en format digital per a l’ensenyament de les matèries de Geologia Estructural i Tectònica en titulacions universitàries relacionades amb les Ciències de la Terra. L’objectiu és la millora de la formació i del rendiment dels estudiants mitjançant l’elaboració d’activitats de suport no presencials que fomentin l’autoaprenentatge i l’autoregulació per part de l’estudiant. Les activitats intenten aprofitar les noves eines informàtiques disponibles i fomentar l’accés mitjançant la xarxa. El material que s’elabora en el marc del projecte consisteix en: 1) un fons documental d’imatges relacionades amb la Geologia Estructural i la Tectònica amb explicació, disponibles en xarxa i accessibles per motors específics de cerca, 2) un conjunt d’exercicis i casos pràctics, alguns d’ells resolts, i 3) sortides de camp virtuals d’una regió geològica que permeten proposar activitats prèvies a una pràctica presencial de camp o desenvolupar la pràctica a nivell completament autònom. Per aconseguir aquests objectius, les tasques realitzades són: la compilació i digitalització de la base d'imatges d'exemples naturals d'estructures geològiques de deformació de que disposàvem, junt amb la redacció de material explicatiu (text i figures), la selecció d'un conjunt d'exercicis de la disciplina, i la preparació de dades de camp per a la realització de les sortides virtuals. Paral•lelament, aquest material s'ha estat processant per a la seva disposició en xarxa com un recurs lliure y obert, accessible en una website i domini específics (plataforma REDITEC).

Desenvolupament de problemes virtuals i interactius per a l’aprenentatge de la Microbiologia

La finalitat del projecte ha estat desenvolupar un espai virtual teòric-pràctic per a l’aprenentatge de la Microbiologia. Aquest espai virtual, basat en l'aprenentatge a través de problemes, s’ha anomenat “Microbiologia Interactiva” i proposa a l’alumne les següents àrees temàtiques: Introducció a les tècniques de la Microbiologia; Estructura i funció de la cèl.lula microbiana; Creixement i control microbià; Microbiologia molecular; Fisiologia i metabolisme microbians; Virologia; Ecologia Microbiana; Diversitat microbiana. Per a cada temàtica s’han definit unes competències a assolir a través de la resolució de problemes teòrics o pràctics. En aquest darrer cas, se li proposa a l’alumne que entri en el laboratori virtual per a la resolució dels casos pràctics plantejats. A més, per a la resolució dels problemes, l’alumne disposa d’un seguit de recursos per a cada temàtica. Finalment, també s’inclouen activitats de relació i d’ampliació per tal d’estimular la discussió, l’esperit crìtic, el treball en grup i la recerca bibliogràfica. A més, per tal de facilitar el seu ús, el web disposa també d'un tutorial. El web “Microbiologia Interactiva” es va introduir de forma pilat en l’ensenyament de l'assignatura de Microbiologia de la Llicenciatura de Biologia i de la de Microbiologia I de la llicenciatura de Biotecnologia de la Universitat Autònoma de Barcelona (UAB) durant el curs 2007-08. Al llarg d'aquest curs es va valorar la seva utilitat i acceptació per part dels alumnes mitjançant enquestes. Els bons resultats obtinguts van aconsellar que aquesta eina fora ja utilitzada en totes les assignatures generals de Microbiologia de les llicenciatures de Biologia, Biotecnologia, Bioquímica, Química, Enginyeria Química, Ciències Ambientals i Ciència i Tecnologia dels Aliments de la UAB. Actualment el web s’està també utilitzant amb molt bons resultats a les assignatures de Microbiologia dels nous graus que ofereix la Facultat de Biociències de la UAB. Així doncs, en aquest projecte s’han assolit amb escreix els objectius previstos. Es pot consultar el web desenvolupat a l’adreça http://microbiologia.uab.cat//Microbiologia_Interactiva_Web/.

The Trypanosoma cruzi Genome Project: Nuclear Karyotype and Gene Mapping of Clone CL Brener

By using improved pulsed field gel electrophoresis conditions, the molecular karyotype of the reference clone CL Brener selected for Trypanosoma cruzi genome project was established. A total of 20 uniform chromosomal bands ranging in size from 0.45 to 3.5 Megabase pairs (Mbp) were resolved in a single run. The weighted sum of the chromosomal bands was approximately 87 Mbp. Chromoblots were hybridized with 39 different homologous probes, 13 of which identified single chromosomes. Several markers showed linkage and four different linkage groups were identified, each comprising two markers. Densitometric analysis suggests that most of the chromosomal bands contain two or more chromosomes representing either homologous chromosomes and/or heterologous chromosomes with similar sizes

Proceedings of the Schistosome Genome Project

"The host-parasite relationship" is a vast and diverse research field which, despite huge human and financial input over many years, remains largely shrouded in mystery. Clearly, the adaptation of parasites to their different host species, and to the different environmental stresses that they represent, depends on interactions with, and responses to, various molecules of host and/or parasite origin. The schistosome genome project is a primary strategy to reach the goal; this systematic research project has successfully developed novel technologies for qualitative and quantitative characterization of schistosome genes and genome organization by extensive international collaboration between top quality laboratories. Schistosomes are a family of parasitic blood flukes (Phylum Platyhelminthes), which have seven pairs of autosomal chromosomes and one pair of sex chromosomes (ZZ for a male worm and ZW for a female), of a haploid genome size of 2.7x108 base pairs (Simpson et al. 1982). Schistosomes are ideal model organisms for the development of genome mapping strategies since they have a small genome size comparable to that of well-characterized model organisms such as Caenorhabditis elegans (100 Mb) and Drosophila (165 Mb), and contain functional genes with a high level of homology to the host mammalian genes. Here we summarize the current progress in the schistosome genome project, the information of 3,047 transcribed genes (Expressed Sequence Tags; EST), complete sets of cDNA and genomic DNA libraries (including YAC and cosmid libraries) with a mapping technique to the well defined schistosome chromosomes. The schistosome genome project will further identify and characterize the key molecules that are responsible for host-parasite adaptation, i.e., successful growth, development, maturation and reproduction of the parasite within its host in the near future

The Swiss Early Psychosis Project SWEPP: a national network.

Aim: The study aims to describe the activities of the Swiss Early Psychosis Project (SWEPP) which was founded in 1999 as a national network to further and disseminate knowledge on early psychosis (EP) and to enhance collaboration between healthcare groups. Methods: The present paper is a detailed account of the initiation and the development of the Swiss network. We describe all activities such as the several educational campaigns that were addressed to primary and secondary care groups since the early days. We also provide an overview of the current status of EP services throughout the country. Results: Today, most regions in Switzerland provide specialized EP inpatient and/or outpatient services with a clinical or combined clinical research approach that targets at-risk and/or first-episode populations. Some more recently initiated EP services have been launched as collaborative models between several local or regional psychiatric services. Conclusions: The increasing number of EP services and experts in Switzerland may mirror the catalyzing contribution of the Swiss Early Psychosis Project in this important field of health care. The country's small size and the increasing density of specialized services provide excellent bases for larger-scale networking activities in the future, both in clinical and research areas.

Estudi amb georadar del jaciment arqueològic de Lady Field (Woolston Manor Farm, Somerset, Gran Bretanya)

Projecte de recerca elaborat a partir d’una estada al University of Bristol, Gran Bretanya, durant agost i setembre del 2007. Els objectius del projecte d’estudi del jaciment de Lady Field (Woolston Manor Farm, Somerset, Gran Bretanya) eren, bàsicament, tres: en primer lloc, posar en pràctica els coneixements teòrics assolits durant la formació en prospecció geofísica; en segon lloc, aportar informació complementària a la aportada per la prospecció tradicional i el sondeig amb gradiòmetre magnètic efectuades prèviament per l’equip investigador del centre, arribant a definir millor les estructures poc definides per l’altre sistema i, finalment, obtenir un cas d’estudi sobre un jaciment medieval a Gran Bretanya, on les condicions geològiques i climàtiques, que afecten els resultats de la prospecció, són diferents a les del nostre país. Aquests objectius s’han assolit, ja que s’ha pogut portar a terme una prospecció de camp amb el sistema de georadar, processar les dades i obtenir-ne dades de qualitat i obtenir informació útil i rellevant de cara a la definició de les restes detectades, una vegada feta la interpretació. Els resultats mostren l’aparició en el subsòl del jaciment de quatre possibles fases d’ocupació, entre les que destaquen un moment amb possibles restes d’una antiga xarxa urbana, treballs agrícoles o un sistema de drenatge del terreny. Finalment l’estudi ha pogut constatar que la prospecció amb GPR en aquestes condicions geològiques és possible, tot i que les climàtiques –essencialment la pluja i la humitat del sòl- suposen complicacions a l’hora d’adquirir dades de forma segura per la maquinària i per la qualitat de les dades.

NI Child Care Law - The Rough Guide (PDF 328 KB)

This document provides a practical guide to Northern Ireland child care law.

Speech by Mr Micheál Martin TD at Launch of Pre-Registration Nursing Degree Programme

Good afternoon ladies and gentlemen. I am very pleased that you were all able to accept my invitation to join me here today on this landmark occasion for nursing education. It is fitting that all of the key stakeholders from the health and education sectors should be so well represented at the launch of an historic new development. Rapid and unpredictable change throughout society has been the hallmark of the twenty-first century, and healthcare is no exception. Regardless of what change occurs, no one doubts that nursing is intrinsic to the health of this nation. However, significant changes in nurse education are now needed if the profession is to deliver on its social mandate to promote people´s health by providing excellent and sensitive care. As science, technology and the demands of the public for sophisticated and responsive health care become increasingly complex, it is essential that the foundation of nursing education is redesigned. Pre-registration nursing education has already undergone radical change over the past eight years, during which time it has moved from an apprenticeship model of education and training to a diploma based programme firmly rooted in higher education. The Secretary General of my Department, Michael Kelly, played a leading role in bringing about this transformation, which has greatly enhanced the way students are prepared for entry to the nursing profession. The benefits of the revised model of education are clearly evident from the quality of the nurses graduating from the diploma programme. The Commission on Nursing examined the whole area of nursing education, and set out a very convincing case for educating nursing students to degree level. It argued that nurses of the future would be required to possess increased flexibility and the ability to work autonomously. A degree programme would provide nurses with a theoretical underpinning that would enable them to develop their clinical skills to a greater extent and to respond to future challenges in health care, for the benefit of patients and clients of the health services. The Commission has provided a solid framework for the professional development of nurses and midwives, including a process that is already underway for the creation of clinical nurse specialist and advanced nurse practitioner posts. This process will facilitate the transfer of skills across divisions of nursing. In this scenario, it is clearly desirable that the future benchmark qualification for registration as a nurse should be a degree in nursing studies. A Nursing Education Forum was established in early 1999 to prepare a strategic framework for the implementation of a nursing degree programme. When launching the Forum´s report last January, I indicated that the Government had agreed in principle to the introduction of the proposed degree programme next year. At the time two substantial outstanding issues had yet to be resolved, namely the basis on which nurse teachers would transfer from the health sector to the education sector and the amount of capital and revenue funding required to operate the degree programme. My Department has brokered agreements between the Nursing Alliance and the Higher Education Institutions for the assimilation of nurse teachers as lecturers into their affiliated institutions. The terms of these agreements have been accepted by all four nursing unions following a ballot of their nurse teacher members. I would like to pay particular tribute to all nurse teachers who have contributed to shaping the position, relevance and visibility of nursing through leadership, which embodies scholarship and excellence in the profession of nursing itself. In response to a recommendation of the Nursing Education Forum, I established an Inter-Departmental Steering Committee, chaired by Bernard Carey of my Department, to consider all the funding and policy issues. This Steering Committee includes representatives of the Department of Finance and the Department of Education and Science as well as the Higher Education Authority. The Steering Committee has been engaged in intensive negotiations with representatives of the Conference of Heads of Irish Universities and the Institutes of Technology in relation to their capital and revenue funding requirements. These negotiations were successfully concluded within the past few weeks. The satisfactory resolution of the industrial relations and funding issues cleared the way for me to go to the Government with concrete proposals for the implementation of degree level education for nursing students. I am delighted to announce here today that the Government has approved all of my proposals, and that a four-year undergraduate pre-registration nursing degree programme will be implemented on a nation-wide basis at the start of the next academic year, 2002/2003. The Government has approved the provision of capital funding totalling £176 million pounds for a major building and equipment programme to facilitate the full integration of nursing students into the higher education sector. This programme is due to be completed by September 2004, and will ensure that nursing students are accommodated in purpose built schools of nursing studies with state of the art clinical skills and human science laboratories at thirteen higher education sites throughout the country. The Government has also agreed to make available the substantial additional revenue funding required to support the nursing degree programme. By 2006, the full year cost of operating the programme will rise to some £43 million pounds. The scale of this investment in pre-registration nursing education is enormous by any yardstick. It demonstrates the firm commitment of myself and my Government colleagues to the full implementation of the recommendations of the Commission on Nursing, of which the introduction of pre-registration degree level education is arguably the most important. This historic decision, and it is truly historic, will finally put the education of nurses on a par with the education of other health care professionals. The nursing profession has long been striving for parity, and my own involvement in the achievement of it is a matter of deep personal satisfaction to me. I am also pleased to announce that the Government has approved my plans for increasing the number of nursing training places to coincide with the implementation of the degree programme next year. Ninety-three additional places in mental handicap and psychiatric nursing will be created at Athlone, Letterkenny, Tralee and Waterford Institutes of Technology. This will yield 392 extra places over the four years of the degree programme. A total of 1,640 places annually on the new degree programme will thus be available. This is an all-time record, and maintaining the annual student intake at this level for the foreseeable future is a key element of my overall strategy for ensuring that we produce sufficient “home-grown” nurses for our health services. I am aware that the Nursing Alliance were anxious that some funding would be provided for the further academic career development of nurse teachers who transfer to one of the six Universities that will be involved in the delivery of the degree programme. I am happy to confirm that up to £300,000 in total per year will be available for this purpose over the first four years of the degree programme. In line with a recommendation of the Commission on Nursing, my Department will have responsibility for the administration of the nursing degree budget until the programme has been bedded down in the higher education sector. A primary concern will be to ensure that the substantial capital and revenue funding involved is ring-fenced for nursing studies. It is intended that responsibility for the budget will be transferred to the Department of Education and Science after the first cohort of nursing degree students have graduated in 2006. In the context of today´s launch, it is relevant to refer to a special initiative that I introduced last year to assist registered nurses wishing to undertake part-time nursing degree courses. Under this initiative, nurses are entitled to have their course fees paid by their employers in return for a commitment to continue working in the public health service for a period following completion of the course. This initiative has proved extremely popular with large numbers of nurses availing of it. I want to confirm here today that the free fees initiative will continue in operation until 2005, at a total cost of at least £15 million pounds. I am giving this commitment in order to assure this year´s intake of nursing students to the final diploma programmes that fee support for a part-time nursing degree course will be available to them when they graduate in three years time. The focus of today´s celebration is rightly on the landmark Government decision to implement the nursing degree programme next year. As Minister for Health and Children, and as a former Minister for Education, I also have a particular interest in the educational opportunities available to other health service workers to upgrade their skills. I am pleased to announce that the Government has approved my proposals for the introduction of a sponsorship scheme for suitable, experienced health care assistants who wish to become nurses. This new scheme will commence next year and will be administered by the health boards. Successful applicants will be allowed to retain their existing salaries throughout the four years of the degree programme in return for a commitment to work as nurses for their health service employer for a period of five years following registration. Up to forty sponsorships will be available annually. The new scheme will enable suitable applicants to undertake nursing education and training without suffering financial hardship. The greatest advantage of the scheme will be the retention by the public health service of staff who are supported under it, since they will have had practical experience of working in the service and their own personal commitment to upgrading their skills will be informed by that experience. I am confident that the sponsorship scheme will be warmly welcomed by health service unions representing care assistants as providing an exciting new career development path for their members. Education and health are now the two pillars upon which the profession of nursing rests. We must continue to build bridges, even tunnels where needed to strengthen this partnership. We must all understand partnerships donâ?Tt just happen they are designed and must be worked at. The changes outlined here today are powerful incentives for those in healthcare agencies, academic institutions and regulatory bodies to design revolutionary programmes capable of shaping a critical mass of excellent practitioners. You have an opportunity, greater perhaps than has been granted to any other generation in history to make certain those changes are for the good. Ultimately changes that will make the country a healthier and more equitable place to live. The challenge relates to building a seamless preparatory programme which equally respects both education and practise as an indivisible duo whilst ensuring that high tech does not replace the human touch. This is a special day in the history of the development of the Irish nursing profession, and I would like to thank everybody for their contribution. I want to express my particular appreciation of two people who by this stage are well known to all of you – Bernard Carey of my Department and Siobhán O´Halloran of the National Implementation Committee. Bernard and Siobhán have devoted considerable time and energy to the project on my behalf over the past fourteen months or so. That we are here today celebrating the launch of degree level education is due in no small part to their successful execution of the mandate that I gave them. We live in a rapidly changing world, one in which nursing can no longer rely on systems of the past to guide it through the new millennium. In terms of contemporary healthcare, nursing is no longer just a reciprocal kindness but rather a highly complex set of professional behaviours, which require serious educational investment. Pre-registration nurse education will always need development and redesign to ensure our health care system meets the demands of modern society. Nothing is finite. Today more than ever the health system is dependent on the resourcefulness of nursing. I have no doubt that the new educational landscape painted will ensure that nurses of the future will be increasingly innovative, independent and in demand. The unmistakable message from my Department is that nursing really matters. Thank you.

Swiss clinical practice guidelines on field cancerization of the skin.

Actinic keratosis (AK) affects millions of people worldwide, and its prevalence continues to increase. AK lesions are caused by chronic ultraviolet radiation exposure, and the presence of two or more AK lesions along with photodamage should raise the consideration of a diagnosis of field cancerization. Effective treatment of individual lesions as well as field cancerization is essential for good long-term outcomes. The Swiss Registry of Actinic Keratosis Treatment (REAKT) Working Group has developed clinical practice guidelines for the treatment of field cancerization in patients who present with AK. These guidelines are intended to serve as a resource for physicians as to the most appropriate treatment and management of AK and field cancerization based on current evidence and the combined practical experience of the authors. Treatment of AK and field cancerization should be driven by consideration of relevant patient, disease, and treatment factors, and appropriate treatment decisions will differ from patient to patient. Prevention measures and screening recommendations are discussed, and special considerations related to management of immunocompromised patients are provided.

Mind your head: a student guide to mental health (2009)

This booklet is full of practical tips and information on managing stress and achieving and maintaining positive mental health and emotional wellbeing. It also contains a comprehensive list of helpful local organisations and websites. The booklet targets first year students at university and further and higher education colleges as the transition from school to further education can be a very stressful time.

School food: the essential guide

School food: the essential guide contains a series of eight practical guidance booklets designed to help schools improve pupils' nutrition and implement healthier eating and drinking practices. The booklets provide advice and support for the key areas in which food, drinks and nutrition issues affects schools. Mini case studies support the advice given and, where appropriate, the booklets provide details of recommended further resources. Individual booklets in the series are available as PDF files below: The essential guide Establishing a school food policy Healthier breakfast clubs Healthier breaks Healthier vending Water provision Improving the dining experience in schools Healthier lunch boxes Useful contacts School food: the essential guide is also available in Irish, on request.

Mind your head: a student guide to mental health (2010)

This booklet is full of practical tips and information on managing stress and achieving and maintaining positive mental health and emotional wellbeing. It also contains a comprehensive list of helpful local organisations and websites. The booklet targets first year students at university and further and higher education colleges as the transition from school to further education can be a very stressful time.

What is a serving size: A guide for pre-schools

This guide offers practical help to all those providing food for pre-school age children. It is a pictorial manual giving real life serving sizes to guide care-givers, parents and guardians on suitable size servings. This booklet also provides sound advice on family-style eating habits, the introduction of new foods and the environment which nurtures healthy eating habits for life. Establishing good lifestyle habits, including positive attitudes and behaviours around food is one of the key cornerstones to shaping future health. This starts during the pre-school years when children grow rapidly and begin to learn about the environment around them. Providing an environment that supports healthy eating both at home and at school is important. It is well recognised that gauging portion sizes for young children can besomewhat difficult; they need to be adequate without being excessive.

The New Growth Project

Free horticultural training in a private garden environment. A practical training course which combines horticultural techniques and the scientific principles. Course content is based on Royal Horticultural Society level 2 qualifications. Inspiring people to propagate plants, grow food for their own consumption and develop horticultural skills that will help in gaining employment. Funding: None at present- voluntary lead organisation Contact: Ciaran Burke Address: Egool, Kilmovee, Ballaghaderreen, Co.Mayo County: Mayo Phone number: 094 9649943 Email: newgrowth@thegardenschool.ie Website: www.thegardenschool.ie Partner organisation(s):

Food and Health Project Longford/Westmeath

The Food and Health Project offers practical healthy eating and lifestyle courses to groups cooking on a lower income. Courses offered include: C/O Athlone Community Taskforce Ball Alley Lane Athlone Westmeath HSE and community group Initiative Type Nutrition Education and Training Programmes Location Longford Westmeath Funding HSE and community group Partner Agencies HSE