Abstract Reading is positioned as an important skill in people’s daily lives. That is why work is done and time is dedicated to its development in educational centers through didactic proposals that are compiled in the Reading Plan. This research focuses on knowing the impact of the Reading Plan on various dimensions such as motivation, emotional intelligence, fluency and reading comprehension in primary school students from different educational centers in Spain. For this, a quantitative methodology has been followed with a pre-post quasi-experimental design with a control and an experimental group. 331 students enrolled between 5th and 6th grade of said educational stage participated in the study. The data has been collected through many validated instruments (Questionnaire of Motivated Strategies for Learning, BarOn Emotional Intelligence Inventory and the EMLE-TALE 2000) for the objectives pursued. After the statistical analysis, the results obtained reveal how the increase in emotional intelligence of the experimental group has improved the students’ motivation, both intrinsically and extrinsically, and this has favoured the acquisition of greater fluency and reading comprehension concerning the control group. It is concluded that motivation, emotional intelligence, fluency and reading comprehension are higher in experimental group than those achieved by students in the control group. This shows that the Reading Plan developed by the experimental group positively impacts the improvement of these dimensions in the students.

Resumo A leitura se posiciona como uma habilidade importante no cotidiano das pessoas. Por isso, trabalha-se e dedica-se tempo ao seu desenvolvimento nos centros educativos através de propostas didáticas que constam do Plano de Leitura. Esta pesquisa se concentra em conhecer o impacto do Plano de Leitura em várias dimensões, como motivação, inteligência emocional, fluência e compreensão de leitura em alunos do ensino fundamental de diferentes centros educacionais na Espanha. Para isso, seguiu-se uma metodologia quantitativa com um desenho pré-pós quase-experimental com um grupo controle e um experimental. Participaram do estudo 331 alunos matriculados entre o 5º e o 6º ano da referida etapa de ensino. Os dados foram recolhidos através de vários instrumentos validados (Questionário de Estratégias Motivadas para a Aprendizagem, Inventário de Inteligência Emocional BarOn e o EMLE-TALE 2000) para os objetivos perseguidos. Após a análise estatística, os resultados obtidos revelam como o aumento da inteligência emocional no grupo experimental melhorou a motivação dos alunos, tanto intrínseca quanto extrinsecamente, e isso favoreceu a aquisição de maior fluência e compreensão de leitura em relação ao grupo controle. Conclui-se que motivação, inteligência emocional, fluência e compreensão de leitura são maiores no grupo experimental do que aquelas alcançadas pelos alunos do grupo controle. Isso mostra que o Plano de Leitura desenvolvido pelo grupo experimental tem um impacto positivo na melhora dessas dimensões nos alunos.

Resumen Entre las diferentes herramientas que se pueden utilizar a la hora de implementar el aprendizaje invertido, destacan los sistemas de gestión de aprendizaje (LMS) como uno de los sistemas tecnológicos educativos que mejor resuelven problemas relacionados con la usabilidad, accesibilidad y evaluación. El objetivo del presente estudio consiste en analizar el impacto académico del aprendizaje invertido a través de plataformas de aprendizaje invertido, frente al uso del aprendizaje invertido en otros medios digitales no interactivos, a modo de aprendizaje tradicional. Para ello, se siguió un diseño cuasi-experimental con una muestra de 231 alumnos españoles de educación secundaria. Se utilizó un cuestionario para recopilar los datos. Los resultados muestran que los alumnos que siguieron el proceso de enseñanza-aprendizaje con aprendizaje invertido obtienen mejores resultados que aquellos que aplican únicamente el método del aprendizaje invertido. Se concluye que el uso de un LMS durante la aplicación de la metodología del aprendizaje invertido contribuye a una optimización del proceso general de enseñanza-aprendizaje.

Abstract Among the different tools that can be used in the implementation of flipped learning, learning management systems stand out as one of the educational technology systems that best solve problems related to usability, accessibility, and evaluation. The objective of this study is to analyze the academic impact of flipped learning through LMS platforms versus the use of flipped learning in other non-interactive digital media, as traditional learning. For this, a quasi-experimental design was used in a sample of 231 Spanish secondary school students. A questionnaire was used to collect the data. The results show that students who have followed the teaching-learning process with flipped learning obtain better results than those who only apply the flipped learning method. It is concluded that the use of an LMS during the application of the flipped learning methodology contributes to an optimization of the general teaching-learning process.

Resumo O objetivo deste estudo é conhecer a produção científica dos termos flipped learning e flipped classroom na literatura especializada, determinando sua evolução conceitual, os temas mais relevantes e os autores mais prolíficos. Foi realizado um estudo bibliométrico apoiado por uma análise estrutural e dinâmica de co-palavras. Ambos os termos foram analisados na Web of Science, relatando 2.968 documentos e observando uma produção muito maior na sala de aula invertida. Apesar de ambas as terminologias serem frequentemente utilizadas como sinônimos, na comunidade científica elas se diferenciam, observando diferentes tendências e campos de estudo de acordo com o conceito. Os resultados podem promover a busca por um consenso terminológico que delimite claramente a área de abrangência de cada conceito.

Abstract This study focuses on knowing the scientific production of the terms flipped learning and flipped classroom in specialized literature, determining their conceptual evolution, the most relevant topics and the most prolific authors. A bibliometric study has been carried out supported by a structural and dynamic analysis of co-words. Both terms have been analyzed in the Web of Science, reporting 2968 documents and observing a much higher production in the flipped classroom. Despite the fact that both terminologies are frequently used as synonyms, in the scientific community they are differentiated, observing different trends and fields of study according to the concept. The results may promote the search for a terminological consensus that clearly delimits the area covered by each concept.

Resumen El objetivo de este estudio es conocer la producción científica de los términos aprendizaje invertido y aula invertida en la literatura especializada, determinando su evolución conceptual, los temas más relevantes y los autores más prolíficos. Se realizó un estudio bibliométrico apoyado en un análisis estructural y dinámico de co-palabras. Ambos términos fueron analizados en la Web of Science, reportando 2.968 documentos y observando una producción mucho mayor en el aula invertida. Aunque ambas terminologías se utilizan a menudo indistintamente, en la comunidad científica se diferencian, observando diferentes tendencias y campos de estudio según el concepto. Los resultados pueden promover la búsqueda de un consenso terminológico que delimite claramente el alcance de cada concepto.

Resumo A aprendizagem invertida e a realidade aumentada tornaram-se duas propostas didáticas emergentes hoje no campo da educação. O objetivo do estudo é analisar a eficácia da aprendizagem invertida e da realidade aumentada nas várias dimensões relacionadas com o processo de aprendizagem. Para isso, foi realizado um desenho quase experimental em uma amostra de 116 alunos espanhóis do terceiro nível do ensino médio. Os dados foram coletados por meio de questionário. Os resultados mostram que há uma alta avaliação pelos alunos de ambas as experiências educacionais, embora existam diferenças em várias dimensões. Aqueles que receberam ensino com base na aprendizagem invertida mostram significados nas dimensões professor-aluno, autonomia, aprofundamento e tempo de aula. Por outro lado, aqueles que desenvolveram a experiência com a realidade aumentada mostram significância nas dimensões motivação, aluno-conteúdo, aluno-aluno e resolução. Concluindo, tanto a aplicação de uma metodologia emergente baseada na aprendizagem invertida quanto o uso de tecnologia educacional com realidade aumentada contribuem positivamente para a otimização dos processos de aprendizagem em aulas de Matemática.

Abstract Flipped learning and augmented reality have become two emerging didactic proposals today in the field of education. This study analyzes the effectiveness of flipped learning and augmented reality in various dimensions related to the learning process. A quasi-experimental design has been carried out in a sample of 116 students from Spain, of the third level of Secondary Education. A questionnaire has been used to collect the research data. The results show that there is a high appreciation by students of both educational experiences, although differences in various dimensions are present. Those who have received teaching based on flipped learning show significance in the dimensions teacher-student, autonomy, deepening and classtime. On the other hand, those who have developed the experience with augmented reality show significance in the dimensions of motivation, interrelation with content and students, and resolution. In conclusion, both the application of an emerging methodology based on flipped learning and the use of educational technology with augmented reality contributes positively to the optimization of learning processes in the Mathematics classroom.

Resumen Las tecnologías de la información y comunicación (TIC) son parte integrante de nuestra vida. Este hecho se ve reflejado en el sistema educativo, donde el personal docente debe tener adquirida una serie de competencias digitales, necesarias para el desarrollo de esta misma en el estudiantado. El estudio trata de describir el área de competencia digital, información y alfabetización informacional, del estudiantado del Máster de Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas en el Campus de Ceuta. Se ha empleado un método cuantitativo, con alcance descriptivo, mediante diseño no experimental, de paradigma longitudinal. La muestra es de 153 estudiantes. El instrumento utilizado es un cuestionario fundamentado en el Marco Común de Competencia Digital Docente de 2017, con escala tipo Likert de 6 puntos, y subdividido en tres bloques: A (A1 y A2), considerado como nivel básico, B (B1 y B2), como nivel intermedio, y C (C1 y C2), como nivel avanzado. Los resultados muestran que los futuros grupos docentes tienen un nivel medio en el área competencia de información y alfabetización informacional, y presentan valores más altos en el almacenamiento y recuperación de información, datos y contenidos digitales; niveles medios en el almacenamiento y recuperación de información, de datos y contenidos digitales; y más bajos en la evaluación de información, datos y contenidos digitales. Podemos concluir que es necesaria una formación centrada en el desarrollo de las competencias digitales docentes, lo cual requiere, por parte de las autoridades competentes, de planes de formación adecuados.

Resumo Resumo: As Tecnologias da Comunicação e Informação (TIC) são parte integrante das nossas vidas. Este fato se reflete no sistema de ensino, onde os professores devem ter adquirido uma série de competências digitais necessárias para o desenvolvimento das mesmas nos estudantes. Esse estudo busca descrever a área de competência digital informação e alfabetização informacional dos estudantes do Mestrado em docência de educação básica, Bacharelado, Formação Profissional e Ensino de Língua no Campus de Ceuta. Foi utilizado um método quantitativo, descritivo através de uma proposta não experimental, com paradigma longitudinal. A amostra é de 153 estudantes. O instrumento utilizado é um questionário baseado no quadro comum de Competência Digital Docente de 2017, com escala de Likert de 6 pontos, subdivididas em três blocos: A (A1 e A2), considerados como nível básico, B (B1 e B2) como nível médio, e C (C1 e C2), como nível avançado. Os resultados mostram que os futuros professores têm um nível médio na área da competência de informação e alfabetização informacional, apresentando valores mais elevados no armazenamento e recuperação de informações, dados e conteúdos digitais; nível médio em armazenamento e recuperação de informação, de dados e conteúdo digital; e nível baixo na avaliação de informações, dados e conteúdo digital. Podemos concluir que é necessário um treinamento focado no desenvolvimento de habilidades digitais de ensino, exigindo, por parte das autoridades competentes, planos de treinamento adequados.

Abstract Information and Communication Technologies (ICT) are an integral part of our lives. This fact is reflected in the educational system, where teachers must have acquired a series of digital skills that should be developed in students. The study tries to describe the area of digital competence, information, and information literacy in the students of the Master’s Degree in Compulsory Secondary Education, Baccalaureate, Vocational Training, and Language Teaching in the Campus of Ceuta. A quantitative method has been used; it has a descriptive scope and a non-experimental design of a longitudinal paradigm. The sample is 153 students. The instrument implemented is a questionnaire based on the Common Framework of Digital Teacher Competence of 2017, with a Likert scale of 6 points, and subdivided into three blocks: A (A1 and A2), considered as a basic level, B (B1 and B2), as an intermediate level, and C (C1 and C2), as an advanced level. The results show that future teachers have a medium level in the area of information competence and information literacy, presenting higher values in the storage and retrieval of information, data, and digital content. They also have average levels in the storage and retrieval of information, data and digital content, and lower levels in evaluating information, data, and digital content. We can conclude that training centered on developing digital teaching competencies is necessary, requiring, on the part of the competent authorities, adequate training plans.

Abstract: The objective of this research is to know how the socio-economic-cultural context affects the available equipment and the use of ICT devices at home. The method used is descriptive and correlational, from a quantitative approach. The instrument used is a questionnaire. The data have been analyzed both descriptively, by means of frequencies and percentages, and correlational, by means of the Chi-Square test. The results indicate that the students of Basic Vocational Training of different socio-economic-cultural contexts of the Autonomous City of Ceuta (Spain), have any type of ICT device, in addition to having adequate training in their management.

Resumen: El objetivo de la presente investigación es conocer cómo influye el contexto socio-económico-cultural en el equipamiento disponible y el uso de los dispositivos TIC en casa. El método utilizado es descriptivo y correlacional, desde un enfoque cuantitativo. El instrumento utilizado es un cuestionario. Los datos se han analizado tanto de manera descriptiva, mediante frecuencias y porcentajes, como correlacional, mediante la prueba de Chi-Cuadrado. Los resultados indican que el alumnado de Formación Profesional Básica de distintos contextos socio-económico-culturales de la Ciudad Autónoma de Ceuta (España), dispone de cualquier tipo de dispositivo TIC, además de tener formación adecuada en su manejo.

Abstract The proliferation of educational technology in Vocational Training has meant that the teaching group that develops its mission at that stage must have an adequate level of digital skills to make an effective use of innovative methodologies. The study presented aims to know the influence of digital competence in the use of blended learning in Vocational Training teachers. For that reason, a quantitative research method of descriptive and correlational type has been followed, with a sample of 627 Spanish teachers. As a data collection instrument, a questionnaire was used whose results reveal a competence deficit in the different areas of digital ability, a fact that affects the use of blended learning in the vocational training stage, and that teachers themselves perceive as the main reason to conclude that such competence influences the use of this emerging approach.

Resumen La proliferación de la tecnología educativa en la formación profesional ha llevado a que el colectivo docente que desarrolla su cometido en dicha etapa tenga que disponer de un adecuado nivel de destrezas digitales para hacer un uso eficaz de metodologías innovadoras. El estudio que se presenta tiene como objetivo conocer la influencia de la competencia digital en el uso del blended learning en el profesorado de formación profesional. Para ello se ha seguido un método de investigación cuantitativo de tipo descriptivo y correlacional, en una muestra de 627 docentes españoles. Como instrumento de recogida de datos se utilizó un cuestionario. Los resultados revelan un déficit competencial en las distintas áreas de la competencia digital, hecho que repercute en el uso del blended learning en la etapa de formación profesional y que los propios docentes perciben como motivo principal, concluyendo que tal competencia influye en la utilización de este enfoque emergente.

Abstract: This study focuses on analyzing the scope of two methodological approaches to verify their impact on various academic indicators. The experimental design is quantitative, descriptive, and of correlational character. The study is composed of a control and an experimental group from a sample of 60 Spanish university students. The control group followed a traditional training methodology without the use of technological resources. The experimental group developed a pedagogical action through flipped learning that was supported with classical resources such as radio and television. A questionnaire was designed and validated for data collection. The results showed that the experimental group obtained better evaluations than the control group in the following indicators: collaboration, motivation, active role, interaction, digital competence, and learning achievements. It is concluded that combining flipped learning with retro-innovative media is effective for improving academic indicators in higher education.

Resumen: El estudio se centra en analizar el alcance de dos enfoques metodológicos para comprobar su incidencia en diversos indicadores académicos. El diseño experimental es de carácter cuantitativo, descriptivo y correlacional. El estudio incluye un grupo control y un grupo experimental en una muestra de 60 estudiantes universitarios españoles. El grupo control ha seguido una metodología formativa de índole tradicional, sin utilización de recursos tecnológicos. El grupo experimental ha desarrollado una acción pedagógica mediante aprendizaje invertido (flipped learning) apoyado en recursos clásicos como la radio y televisión. Para la recogida de datos se ha empleado un cuestionario que ha sido diseñado y validado para esta investigación. Los resultados reflejan que el grupo experimental ha obtenido mejores valoraciones en la colaboración, motivación, rol activo, interacción, competencia digital y logros de aprendizaje, sobre el grupo control. Se concluye que la combinación de flipped learning junto con medios retro innovadores resulta eficaz en la mejora de indicadores académicos en educación superior.

ABSTRACT Digital competence is of great importance in the European framework for education, given the recommendations made by the European Parliament as a fundamental factor in lifelong learning. This fact requires teachers with a consolidated base in said competence, in order to transmit it to their students, and with this, comply with the recommendations given. The purpose of this research is to understand the influence of the age of digital competence, in the area of information and information literacy, of students in the Master of Teaching in Compulsory Secondary Education, Baccalaureate, Vocational Training and Language Teaching in Ceuta, Spain. The research was carried out by means of a quantitative method, with a descriptive and correlative scope, of non-experimental design, of a longitudinal paradigm. The sample is 153 students. The instrument used is a questionnaire based on the Common Framework of Teaching Digital Competence of 2017. The results show that age is an influential element.

RESUMEN La competencia digital tiene gran importancia en el marco europeo de la educación, dada las recomendaciones que desde el Parlamento Europeo se hacen como factor fundamental del aprendizaje permanente. Este hecho requiere de unos docentes con una base consolidada en dicha competencia, para transmitírsela a sus estudiantes, y con ello, cumplir con las recomendaciones dadas. La finalidad de la presente investigación es conocer la influencia de la edad en la competencia digital, en el área de información y alfabetización informacional, de los estudiantes del Máster de Profesorado de Educación Secundaria Obligatoria, Bachillerato, Formación Profesional y Enseñanza de Idiomas en Ceuta, España. La investigación se realizó mediante un método cuantitativo, con alcance descriptivo y correlativo, de diseño no experimental, de paradigma longitudinal. La muestra es de 153 estudiantes. El instrumento utilizado es un cuestionario basado en el Marco Común de Competencia Digital Docente de 2017. Los resultados muestran que la edad es un elemento influyente.

Abstract: The first objective of this study is to verify the relationship between the treatment of Big Data and the levels of digital competence in a sample of 386 educational inspectors. The second objective is to examine what implications this relationship could have in the performance of their professional jobs. We are in an age marked by technology, which is in all contexts, where educational processes and tasks derived from educational practice are being carried out in a digital plane, originating a great volume of data. This means that entities such as educational inspection need digital skills for effective professional development. A non-experimental, transactional design of a descriptive and correlational type was used. Data were collected using an ad hoc questionnaire. The results revealed that educational inspectors are capable of analysing large volumes of data. It is concluded that inspectors have a medium level of digital competence, achieving good skills in two specific areas.

Resumen: El primer objetivo de este estudio es comprobar la relación entre el tratamiento del Big Data y los niveles de competencia digital en una muestra de 386 inspectores educativos. El segundo objetivo es examinar qué implicaciones en el desempeño de su labor profesional podría tener esta relación. Estamos en una época marcada por la tecnología, que está en todos los contextos, siendo la educación donde los procesos y labores derivadas de la praxis educativa se están efectuando en un plano digital, originando un gran volumen de datos. Esto conlleva que entes como la inspección educativa necesite destrezas digitales para un desarrollo profesional eficaz. Se ha utilizado un diseño no experimental y transeccional de tipo descriptivo y correlacional. Los datos se recogieron con un cuestionario ad hoc. Se revela que los inspectores están capacitados para analizar grandes volúmenes de datos. Se concluye que los inspectores tienen un nivel de competencia digital medio, alcanzando buenas destrezas en dos áreas concretas.

Abstract Information and communication technologies have undergone great changes in all sectors of today's society, but especially in the field of education, promoting the development of new methodologies. Among these new teaching methods is Virtual Reality, which in recent years has been of great importance as it has been shown to have a positive influence on the motivation of students and, at the same time, on the improvement of their attention. Hence the interest in carrying out this study, with the aim of analysing the current situation of the existing research in the Scopus database on the use of Virtual Reality in education to improve motivation in teaching-learning processes. The results reveal that in the last twenty years (1998-2018) the scientific production on the subject in question has grown exponentially, going from 0.27% in 1998 to 14.48% in 2018. We conclude the study by proposing to continue researching on this subject in order to continue verifying to what extent it is possible to improve the quality of education thanks to the use of new methodologies such as Virtual Reality.

Resumen Las tecnologías de la información y comunicación han acontecido grandes cambios en todos los sectores de la sociedad actual, pero, especialmente en el ámbito educativo, promoviendo el desarrollo de nuevas metodologías. Dentro de estos nuevos métodos de enseñanza se encuentra la Realidad Virtual que en los últimos años ha tenido una gran transcendencia ya que se ha demostrado que influye de forma positiva en la motivación del alumnado y, a la vez, en la mejora de su atención. De aquí surge el interés por realizar este estudio, con el objetivo de analizar en qué situación actual se encuentran las investigaciones existentes en la base de datos Scopus sobre el uso de la Realidad Virtual en educación para la mejora de la motivación en los procesos de enseñanza-aprendizaje. Los resultados revelan que en los últimos veinte años (1998-2018) la producción científica sobre el tema en cuestión ha crecido de forma exponencial, pasando de publicar un 0.27% en 1998, a un 14,48% en 2018. Terminamos el estudio proponiendo seguir investigando sobre este tema con la finalidad de seguir comprobando hasta qué punto es posible mejorar la calidad educativa gracias al uso de nuevas metodologías como la Realidad Virtual.

Resumen El liderazgo es considerado un atributo de las personas que poseen ciertas habilidades para conseguir la dinamización del colectivo de una organización y modificar la actitud de los trabajadores con el propósito de aumentar la predisposición y el rendimiento de las personas. La finalidad de la presente investigación es conocer las percepciones docentes en torno al concepto de liderazgo en una cooperativa de enseñanza. El estudio desarrollado es de tipo descriptivo y correlacional, mediante un análisis desde un enfoque cuantitativo para toda la población de docentes que conforman las cooperativas de enseñanza de la Ciudad Autónoma de Ceuta, en España. La recopilación de datos se ha llevado a cabo mediante cuestionario, al cual se le ha aplicado la validez de constructo y la fiabilidad mediante Alfa de Cronbach. El análisis descriptivo describe cada una de las variables analizadas, mientras que el análisis correlativo se ha llevado a cabo a través la prueba de Chi-Cuadrado para saber si había relación entre las variables. Para conocer la fuerza de relación se ha aplicado la prueba Tau-b de Kendall. Los resultados muestran que no existe relación directa entre las variables género y liderazgo, y edad y liderazgo. Las conclusiones demuestran que el líder en educación debe incidir en todos los miembros que componen la comunidad educativa, con el fin de mejorar la calidad de los procesos de enseñanza-aprendizaje y fomentar un buen clima de relaciones sociales.

Abstract Leadership is considered an attribute of people who possess certain skills to achieve the dynamism of the collective of an organization and change the attitude of workers in order to increase the predisposition and performance of people. The purpose of this research is to know the perceptions of teachers about the concept of leadership in a teaching cooperative. The study developed is descriptive and correlational, through an analysis from a quantitative approach for the entire population of teachers who make up the teaching cooperatives of the Autonomous City of Ceuta, in Spain. The data collection was carried out by means of a questionnaire, to which the construct validity and reliability by means of Cronbach's Alpha have been applied. The descriptive analysis describes each of the analyzed variables, while the correlative analysis has been carried out through the Chisquare test to know if there was a relationship between the variables. To know the strength of the relationship, the Kendall Tau-b test was applied. The results show that there is no direct relationship between the variables gender and leadership, and age and leadership. The conclusions show that the leader in education must influence all the members of the educational community, in order to improve the quality of the teaching-learning processes and foster a good climate of social relations.

Abstract Soy Protein Isolate (SPI) has been evaluated as useful candidate for the development of protein-based bioplastic materials processed by injection molding. The influence of sorbitol (SB) as plasticizer in mechanical properties and water uptake capacity was evaluated in SPI-based bioplastics. A mixing rheometer that allows monitoring torque and temperature during mixing and a small-scale-plunger-type injection molding machine were used to obtain SPI/Plasticizer blends and SPI-based bioplastics, respectively. Dynamic measurements were carried out to obtain mechanical spectra of different bioplastics. Moreover, the mechanical characterization was supplemented with uniaxial tensile tests. Additionally, the influence of SB in water uptake capacity was also evaluated. The introduction of SB leads to increase the rigidity of bioplastics as well as the water uptake capacity after 24h, however it involves a decrease in strain at break. Final bioplastics are plastic materials with both adequate properties for the substitution of conventional petroleum plastics and high biodegradability.

Las infecciones por virus Dengue (DENV) representan un grave problema de salud pública debido a las altas tasas de morbilidad y mortalidad que causan, además no cuentan con tratamiento clínico específico, ni vacuna. Con el fin de reforzar el diagnóstico de laboratorio para los sistemas de vigilancia epidemiológica en países tropicales con recursos económicos limitados, se optimizó una metodología utilizando papel de filtro para la recolección de muestras y el subsiguiente diagnóstico molecular de los serotipos de DENV. Se emplearon cepas controles correspondientes a todos los serotipos virales, así como 35 muestras de sangre total dispensadas en papel de filtro que fueron mantenidas a temperatura ambiente por 36 meses. Las muestras fueron analizadas mediante RT-PCR para la amplificación de la región del genoma correspondiente a 5´UTR-C de los DENV. Los resultados mostraron la amplificación de los mencionados fragmentos en 88,6% de las muestras analizadas, así como de las cepas controles. Estos resultados evidenciaron la utilidad del papel de filtro para conservación de muestras obtenidas de pacientes con sospecha clínica de dengue ubicados en zonas donde no es posible realizar análisis de laboratorio de forma inmediata, así como su uso para el diagnóstico molecular. De este modo se reforzaría la vigilancia en áreas, donde no hay laboratorios con capacidad para confirmar casos de DENV.

Dengue virus infections (DENV) are a severe public health problem due to the high rates of morbidity and mortality involved, and the fact that no clinical treatment or vaccines are available. In order to strengthen the laboratory diagnosis for surveillance systems in tropical countries with low resources, we report an optimized method using filter paper for blood spotting and subsequent molecular diagnosis of DENV serotypes. Control strains of all serotypes, as well as 35 whole blood patient samples dispensed on filter paper, were stored at room temperature for as long as 36 months. RT-PCR of 5’UTR-C fragment was amplified through adapted protocols to diagnose all dengue serotypes. Results showed amplification for all four viral serotypes, including control viral strains and 88.6 % of the samples. These results allowed determining the utility of filter paper for the preservation of samples regularly obtained from patients with clinical suspicion of dengue in settings where low resources do not permit an immediate analysis of the samples. Likewise, this study evidence the possibility of molecular diagnosis of DENV from multiple areas of the world where there are no laboratories with the capacity to confirm DENV cases.

The body research comprised of more than two-thousand titles on post-Paleolithic cave art in Spain spanning the one-hundred and three years (1907-2010) is examined in terms of author productivity, collaboration patterns, foreign authorship, and the structural dynamics of scientific collaboration. The study concludes that research in the field of post-Paleolithic cave painting continuous to rely on individual authors and authors not associated with any institutional organ

A más de un siglo de investigación sobre la pintura rupestre postpaleolítica en España, que ha llevado a una producción científica que supera los 2 000 registros, se lleva a cabo un estudio para evaluar su rendimiento durante el periodo 1907-2010. Se presentan los resultados obtenidos tras el análisis de la productividad de los autores, de la colaboración científica, del papel de la autoría extranjera en la producción científica y de la estructura y dinámica de los grupos de investigación. Se concluye que la investigación sobre la pintura rupestre postpaleolítica en España sigue descansando en el trabajo individual y en autores independientes que carecen de adscripción institucional.