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La literatura en Psicología y Educación ha venido profundizando en mecanismos de detección y atención temprana de niños con problemas emocionales y conductuales en el aula, promoviendo programas de prevención de estos problemas. El reconocimiento facial de emociones y la empatía han sido ampliamente documentados como uno de los pilares en la conducta prosocial. Sin embargo, son pocas las experiencias empíricamente validadas y publicadas que apuesten al desarrollo de estos aspectos base. El presente trabajo reporta el resultado de la implementación de un programa de Lectura Mediada de literatura infantil como una herramienta para el desarrollo de competencias emocionales, específicamente el reconocimiento facial de emociones y empatía, en niños y niñas preescolares y escolares. Para evaluar la efectividad del programa se utilizó un diseño cuasi-experimental con grupo de cuasi-control. Los resultados indican que aquellos niños y niñas que formaron parte del grupo de Lectura Mediada, mostraron un avance significativo en el reconocimiento facial de emociones, así como en el índice de empatía, en relación a los niños y niñas del grupo de Lectura Tradicional.

Twenty-one multiresistant Enterobacter cloacae isolates producing OXA-48 (n = 10), CTX-M-15 (n = 7) or both (n = 4) ␤-lactamases were detected in a Spanish hospital during a 1-year period (June 2013 to June 2014). The isolates were also resistant to non-␤-lactam antimicrobials, further complicating the therapeutic options. Genotyping of the isolates identified two major clones (ST74 and ST66) that caused prolonged outbreaks in different buildings of the hospital as well as some sporadic isolates (ST78, ST45 and ST295). Isolates belonging to clone 1 (n = 7) were carbapenem-resistant and carried the bla OXA-48 gene on a conjugative IncL/M plasmid of ca. 65 kb. Clone 2 isolates (n = 11) were resistant to cefepime and harboured the bla CTX-M-15 gene on an ca. 150-kb, non-conjugative plasmid of the IncF group, co-harbouring the qnrB and aac(6 )-Ib-cr genes encoding quinolone resistance. Four clone 2 isolates were also resistant to carbapenems owing to the co-production of OXA-48. Most of the isolates were recovered from critically ill patients and were admitted to intensive care units; a single patient was transferred from another Spanish hospital. Intrahospital and interhospital dissemination of multiresistant E. cloacae isolates is of major clinical concern as it could lead to endemic nosocomial situations.

A m a l i a C a s a s -M a s ,1 J u a n I g n a c i o P o z o 2 a n d I g n a c i o M o n t e r o Current research in music education tends to put the emphasis on learning processes outside formal academic contexts, both to rethink and to renew academic educational formats. Our aim is to observe and describe three music learning cultures simultaneously, including formal, non-formal and informal settings: Classical, Jazz and Flamenco, respectively. We observed the conceptions of learning, teaching and evaluation within the framework of implicit theories. We used multiple-choice questionnaires to infer the profiles of these conceptions in 30 guitarists who are starting out on their professional careers in the three cultures and analysed whether there are related profiles. The results show that: (a) the Flamenco culture differs significantly from the others in the conception of teaching; (b) the three cultures are most alike in the conception of evaluation, for which conceptions are more sophisticated; (c) the classical culture is closer to constructive conceptions and farther from direct positions, while the opposite is true of Flamenco.

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