Hepatocellular carcinoma: comparison of two different periods at the same center.

Aims: To analyze the main etiological factors and some clinical characteristics of patients with HCC at diagnosis and to compare them with those we described ten years ago. Methods: 179 patients were included in Group 1, while 132 patients were included in Group 2. For all patients age, sex, serum markers of hepatitis B and C viruses, alcohol consumption, serum alpha feto-protein (AFP) levels and the main liver function parameters at HCC diagnosis were recorded. Results: Mean age was 66.0 years for Group 1 and 69.0 for Group 2 (P=0.005). HCV was responsible for 80.3% of HCC cases in Group 2 versus 72% in Group 1 (P=0.005). HBV alone and co-infection of HCV+HBV decreased, but not significant…

Impact of Heavy Metals in Eggs and Tissues of C. caretta along the Sicilian Coast (Mediterranean Sea)

In this study we compared the heavy metal concentration found in different tissues and eggs of the loggerhead sea turtle and evaluated the potential ecotoxicological risk for this important species. Eighteen heavy metal elements were determined in different tissues (liver, gonads, fat, kidney, heart, brain, and spleen) of nine individuals of Caretta caretta found stranded along the coasts of Messina (Sicily, Italy) and in the shell and yolk of six eggs from the island of Linosa (Sicily, Italy). For the analysis of the heavy metals, we used the analytical procedures in accordance with the EPA 200.8 method supplemented by EPA 6020b with three replicates for each measurement. The elements anal…

Fattori di rischio influenzanti la sopravvivenza dei pazienti con epatocarcinoma su cirrosi sottoposti a diversi tipi di trattamento

ADOLESCENTES, REDES SOCIALES Y APRENDIZAJE DIGITAL. UN ESTUDIO DE CASO

Introducción. La difusión de las TIC ha permitido el desarrollo y propagación de herramientas con las que las nuevas generaciones han adquirido habilidades digitales cada vez más refinadas, permitiéndolas acudir a la escuela con una serie de capacidades previas. Aun así, actualmente, se cuestiona este supuesto (Jenkins, 2013) y, por ello, hemos analizado la posible brecha digital existente entre los nativos digitales y aquellos que no lo son, partiendo de la nueva reconsideración de Prensky (2012). Método. Retrotrayéndonos a las teorías de Prensky (2001; 2012), quisimos comprobar (con un estudio de caso), si se sustentaba la teoría de la ―sabiduría digital‖ (2012), o contrariamente, lo hací…

E-tutoring nella didattica telematica. Pratiche di modellamento.

Il lavoro si propone di delineare quali evoluzioni la figura dell'e-tutor stia attraversando nel contesto della didattica telematica alla luce dei cambiamenti che i media digitali e sociali introducono (Rivoltella, 2017; Ferrari, 2019). Resta fondamentale la dimensione comunicativa su cui tale ruolo si basa (Rivoltella, 2006), che evidenzia la necessità di competenze di moderazione online, allestimento di gestione dei gruppi e animazione di online communities.All'e-tutor, in particolare, è richiesta consapevolezza sull'attività di modellamento che svolge nei confronti dei corsisti attraverso le sue attività comunicative e didattiche (interattive e…

Itinerarios De M-Learning en La Educación Universitaria

In recent years, mobile devices like smartphones, tablets, and laptops allow immediate connection and content exchange among people "anytime, anywhere" (Park S.Y., et al. 2012). 'Ubiquitous learning’ becomes very important in higher and university education also in order to emphasize the educational paths’ design and maximize students’ learning opportunities. At this regard, it‘s interesting to consider the assumptions of the connectivism theory (Siemens, 2005) as a theoretical reference for the e-learning design. For verifying these assumptions and clarifying whether Italian teachers and students share them, we conducted this research. This empirical study aims to grasp what type of mobile…

Competenza digitale dei docenti e disabilità. Formazione su Episodi di Apprendimento Situato (EAS) per l'innovazione didattica.

Il percorso di ricerca intrapreso mi ha permesso di strutturare una serie di riflessioni, già avviate all’interno di percorsi di studio universitari precedenti, relativamente all’evidente alta inclusività propria delle Tecnologie dell’informazione e della Comunicazione (TIC) a supporto di alunni con Bisogni Educativi Speciali (BES). A partire dall’assunto che l’innovazione digitale della didattica passi necessariamente dalla consapevole orchestrazione dei diversi strumenti tecnologici e che l’innovazione didattica preceda quella digitale, si è reputato doveroso indagare relativamente alle modalità di sviluppo e di miglioramento delle competenze digitali dei docenti, soprattutto, per quanti …

La formación del profesorado de educación especial en tecnologías del aprendizaje y del conocimiento (TAC): de lo técnico a lo metodológico.

“Las políticas tienen una repercusión directa en el acceso a la formación del profesorado, apoyo e información en relación a las TIC”, indica el informe de la Agencia Europea para el Desarrollo de la Educación Especial (EADSNE) (2003, p.47). En España, tanto la LOE (2006) como la LOMCE (2013), refuerzan el binomio TIC- inclusión. Es necesaria también una actualización del profesorado en habilidades TIC para apoyar la inclusión (EADSNE, 2014). A ello ayudan indicadores que nos permiten identificar a los docentes competentes (DIGICOMP, 2013), no solo en términos de conocimiento técnico de las herramientas tecnológicas (TIC), sino en metodologías de diseño didáctico (TAC). En los últimos años …

Micro design in special education

Since DIGCOMP the European Commission [1] has provided new causes of reflection and many competences indicators that can define a competent teacher, beyond a fruitful teaching within an inclusive perspective with the use of ICT. Even more difficult is the research of more suitable methods for the teaching-learning process by using ICT and their integration into the educational curriculum [8]. The research adopts the EAS methodology (Episodes of Situated Learning, [10]) allowing us to test the flipped lesson [12] in "special contexts" where the teachers training is considered to be essential in inclusive perspective with ICT [3]. The experimentation has started at the beginning of the academ…

Adolescenti, social network ed apprendimento digitale: un' indagine esplorativa

MOBILE LEARNING Y EDUCACIÓN SECUNDARIA

Introducción. En los últimos años los dispositivos móviles (smartphones, tablets, laptops) permiten la conexión entre el contenido que ―trasmiten‖ y las personas que los utilizan "en todo momento y en cualquier lugar" (Park, Nam & Cha, 2012). Por ello, es crucial la importancia del Ubiquitous learning, también en la educación superior, con el fin de crear un buen diseño de itinerarios educativos que maximicen las oportunidades de aprendizaje de los estudiantes. Estos supuestos, sin embargo, deben ser verificados empíricamente para ver si los profesores y los estudiantes italianos comparten esta idea. Metodología. Hemos llevado a cabo un estudio empírico con una muestra aleatoria de 560 …