ObjectiveBlood-brain barrier (BBB) permeability has been proposed as a predictor of hemorrhagic transformation (HT) after tissue plasminogen activator (tPA) administration; however, the reliability of perfusion computed tomography (PCT) permeability imaging for predicting HT is uncertain.We aimed to determine the performance of high-permeability region size on PCT (HPrs-PCT) in predicting HT after intravenous tPA administration in patients with acute stroke.MethodsWe performed a multimodal CT protocol (non-contrast CT, PCT, CT angiography) to prospectively study patients with middle cerebral artery occlusion treated with tPA within 4.5 hours of symptom onset. HT was graded at 24 hours using the European-Australasian Acute Stroke Study II criteria. ROC curves selected optimal volume threshold, and multivariate logistic regression analysis identified predictors of HT.ResultsThe study included 156 patients (50% male, median age 75.5 years). Thirty-seven (23,7%) developed HT [12 (7,7%), parenchymal hematoma type 2 (PH-2)]. At admission, patients with HT had lower platelet values, higher NIHSS scores, increased ischemic lesion volumes, larger HPrs-PCT, and poorer collateral status. The negative predictive value of HPrs-PCT at a threshold of 7mL/100g/min was 0.84 for HT and 0.93 for PH-2. The multiple regression analysis selected HPrs-PCT at 7mL/100g/min combined with platelets and baseline NIHSS score as the best model for predicting HT (AUC 0.77). HPrs-PCT at 7mL/100g/min was the only independent predictor of PH-2 (OR 1, AUC 0.68, p = 0.045).ConclusionsHPrs-PCT can help predict HT after tPA, and is particularly useful in identifying patients at low risk of developing HT.

This research is aimed at analysing English teachers’ perception, use and level of professional development regarding literature, resources and innovative methodologies in the classroom. The type of quantitative investigation method used had a descriptive-com-parative nature, where 70 secondary teachers, that taught English as a foreign language, answered a questionnaire created ad hoc. The results show that teachers consider literature as a great resource for the development of basic competences; nevertheless, most of them do not use it to a great extent and, when they do, it is through reading tasks of textbooks and graded books. We conclude that literature texts are perceived as too difficult, probably because teachers may not know how to select the best-suited works in terms of cognition and interest. As educational implications, we propose for EFL teachers to acquire, during their initial education, the pertinent knowledge about literary works, tasks, ICTs and audiovisual materials for the teaching of English, and how to assess these contents. It is interesting, to point out the limitations of the study, related to the compilation of the best literature works for the English teaching, in order to plan future lines of investigation.

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Introducción: El presente trabajo pretende aportar una nueva propuesta epistemológica en el ámbito educativo: la Neurodidáctica de la Lengua y la Literatura. Metodología: Para ello, revisaremos diferentes saberes que aúnan, por un lado, la tradición teórica en Didáctica de la Lengua y la Literatura, y por otro, la Neuroeducación; con el fin de dar una respuesta formativa  –desde la etapa de Educación Infantil hasta el Espacio de Educación Superior– a las necesidades de formación que surgen en la hipercomunicada sociedad actual. Resultados y conclusiones: Como resultado de nuestra revisión y a modo de conclusión se definirán las dimensiones de estudio de la nueva disciplina que proponemos, la cual tendrá como objetivo principal formar la competencia neurocomunicativa de los ciudadanos, para que sean capaces de comunicarse de forma crítica en su entorno social.

RESUMEN:En el siguiente trabajo analizamos la Teoría de las Inteligencias Múltiples de Howard Gardner enfocada en la enseñanza de las lenguas. Nuestro principal propósito es definirla, enumerar los tipos de inteligencias que contempla, así como describir las actividades que diferentes autores proponen en sus investigaciones para desarrollarla en el contexto de la enseñanza y aprendizaje de las lenguas.PALABRAS CLAVE: Psicología de la Educación, lengua materna, lengua extranjera, enseñanza de idiomas, inteligencia. THE MULTIPLE INTELLIGENCE THEORY FOR THE TEACHING OF LANGUAGES ABSTRACT:In the following essay we analyse the Multiple Intelligence Theory of Howard Gardner focus on the teaching of languages, in order to describe its main points, such us: its description; the types of intelligences explained in it; and the activities, that some authors describe, for developing this theory in the teaching and learning language context.