Fibrose rétropéritonéale: cause rare d'insuffisance rénale postrénale, a ne pas méconnaître [Retroperitoneal fibrosis: a rare cause of postrenal kidney failure, no to be missed].

We report the observation of a fifty years old man, admitted in the emergency room for bilateral lumbar pain and hyperkaliemic metabolic acidosis, and postrenal kidney failure induced by bilateral hydronephrosis. Radiographic exploration and histologic studies of biopsy confirmed an idiopathic retroperitoneal fibrosis that clinically and biologicaly responded to three seances of hemodialysis, and insertion in each uretere of one double J stent, and long term corticotherapy. The retroperitoneal fibrosis is a little common inflammatory disease, characterized by the development of a fibrous mass around the retroperitoneal structures. His diagnostic means evolved. On the other hand, his treatment was the object of no checked controlled and randomized trial. This article proposes an updating of the knowledge on this subject.

Escola Joan XXIII : Desenvolupament d'aplicacions per a dispositius mòbils

Desenvolupament d'una aplicació que ens permetrà rebre tota la informació possible d'un centre escolar.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Sobre l'adopció internacional. L'ús de la imatge dels nens i nenes i el 'mercadeig'

L'adopció internacional és una de les manifestacions de l'acolliment que més desenvolupament ha tingut darrerament al nostre país. I s'ha demostrat com una de les estratègies d'optimització de la vida de molts infants. En aquesta col·laboració es fa un recorregut pel fet de l'adopció i la seva vessant internacional per acabar analitzant algunes pràctiques i la seva adequació al respecte dels drets dels infants. Això ens col·loca davant de situacions en les que, des de la mirada jurídica i ètica, potser no s'estigui assegurant de manera efectiva l'interès superior de l'infant'

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Aprender a ser docente en un mundo en cambio. Simposio internacional

[spa] Este texto recoge el conjunto de contribuciones presentadas al simposio internacional Aprender a ser docente en un mundo en cambio, que tuvo lugar en Barcelona el 21 y 22 de noviembre de 2013, un acto organizado por los grupos de investigación consolidados Esbrina - Subjetividades y entornos de aprendizaje contemporáneos (2009SGR 503) de la Universidad de Barcelona y ELKARRIKERTUZ (IT-563-13) de la Universidad del País Vasco.El simposio nos dio la oportunidad de debatir con la comunidad educativa el sentido de ser docente en el mundo actual y nos permitió presentar y debatir los resultados del proyecto de investigación coordinado La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministerio de Economía y Competitividad. EDU2010-20852-C02-01/EDU2010-20852-C02-02), e intercambiar con otros colegas conocimientos y reflexiones en torno a estos temas.[cat]Aquest text recull el conjunt de contribucions presentades al simposi internacional Aprender a ser docente en un mundo en cambio, que va tenir lloc a Barcelona el 21 i 22 de novembre de 2013, un acte organitzat pels grups de recerca consolidats ESBRINA - Subjectivitats i entorns educatius contemporanis (2009SGR 503) de la Universitat de Barcelona i ELKARRIKERTUZ (IT-563-13) de la Universitat del País Basc.El simposi ens va donar l'oportunitat de debatre amb la comunitat educativa el sentit de ser docent en el món actual i ens va permetre presentar i debatre els resultats del projecte de recerca coordinat La construcción de la identidad docente del profesorado educación infantil y primaria en la formación inicial y los primeros años de trabajo (Identidoc) (Ministeri d'Economia i Competitivitat. EDU2010-20852-C02-01/EDU2010-20852-C02-02), i intercanviar amb altres col·legues coneixements i reflexions al voltant d'aquests temes.

Desenvolupament d’un visor web dels serveis municipals de Reus

L’objectiu del projecte és dissenyar, desenvolupar i implementar un visor web dels serveis municipals de l’ajuntament de Reus per incorporar a la web municipal www.reus.cat. El visor esta adreçat als ciutadans i ha de permetre localitzar i accedir, si escau, a la gestió telemàtica del servei municipal a través d’Internet. La metodologia utilitzada ha estat l’ús de la plataforma e-MAP de T-Systems. El resultat ha estat un visor flash senzill i intuïtiu amb tots els serveis municipals de l’Ajuntament de Reus i diversos cercadors. A més a més hi ha un apartat per calcular rutes i una llegenda interactiva

Estudi sistema Android 3.0 i desenvolupament d'aplicacions per a tablets

Estudi sobre els tablets, Android, Android 3.0 i programació d'aplicacions per Android 3.0

Ciència i conflictes. La recuperació econònomica passa pel desenvolupament científic i tecnològic

La falta de recursos genera competència, que a la vegada és font de conflictes. La lluita entre científics deriva en sabotatges, treballs fraudulents i manipulació de dades.

Nuevos elementos paradigmáticos para salir realmente de la crisis

Postprint (published version)

Disseny i desenvolupament d’un joc de tauler per torns amb la plataforma Unity3D

Desenvolupament d’un videojoc per ordinador amb la possibilitat de tenir-lo també per dispositius mòbils