The aim of the study was to evaluate the usefulness of serological detection of mumps IgM and titration of IgG in patients with acute parotitis according to their vaccination status. The detection of mumps virus RNA in saliva by RT-PCR was used as reference. 116 patients (109 of them previously vaccinated) with mumps RT-PCR-negative results and 21 (19 vaccinated) with mumps RT-PCR-positive results were studied. Mumps-specific IgM and IgG were assayed by EIA (Enzygnost, Dade Behring, Germany). IgM results were expressed as positive or negative. For IgG, several cut-offs were calculated using receiver operating characteristic (ROC) curves. Seven RT-PCR-positive and five RT-PCR-negative patients showed IgM-positive results (sensitivity 33.3% and specificity 95.7%). Among vaccinated patients, the sensitivity and specificity of IgM were 26.3% (5/19) and 99.1% (108/109). For IgG, a titer of 5,000 in all the patients showed a sensitivity of 76.2% (16/21) and a specificity of 83.6% (97/116). In vaccinated patients, the corresponding figures for this cut-off were 84.2% (16/19) and 83.5% (91/109), respectively. Although IgM detection against mumps is highly specific, its sensitivity is very low in immunized subjects. In this group, the titration of IgG could serve as an additional diagnostic tool.

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RESUMEN Presentamos un dispositivo pedagógico denominado "tutoría académica" implementado como propuesta de enseñanza en las asignaturas Pedagogía del

This paper shows an example in which Service-Learning (SL) methodology allows to satisfy a demand made by the community that coincides with a requirement of student learning; a teaching model is shown in contexts that encourage meaningful social and real interaction for oral communication. This study presents a SL experience among 19 university students and 163 high school students. Through peer learning strategies higher education students help high school students of vulnerable contexts succeed. Through the Communication Project, university volunteers prepare training workshops to improve the oral communicative competence in English and Catalan of high school students to help them in their final work defenses. The goal is to measure the impact that SL benefits have on all students' evaluations and perceptions of their respective learning processes. The aim of this paper is to discuss the value of service-learning to students because there currently exists a gap in this understanding. The mixed-methods research using a sample of higher education students to develop this discussion is applied. The data obtained through a questionnaire before and after the intervention showed a statistically significant improvement of self-perceived oral communication in both languages. Also, after the workshop, SL students reported significant changes connected to a concept of learning that included self-confidence, leadership ability, and responsibility.

El siguiente escrito reúne algunas refllexiones generadas en un grupo de investigación del Centro Regional Universitario Bariloche, perteneciente a la Universidad Nacional del Comahue, sobre dimensiones de la intervención docente en la didáctica de las prácticas escolares cotidianas tanto de la educación común como de la especial. Proponemos el concepto intervención docente solidaria, entendida como la disposición a colocarse en el lugar del otro-alumno, considerado diferente, no como nominación asignada en relación a la mayoría sino como singularidad de los sujetos. Este posicionamiento nos permite desarrollar una práctica cotidiana sostenida en la pedagogía de la diferencia, desde propuestas alternativas y democratizadoras, y abordar la diferencia como problemática, es decir, situarla en un contexto e ir al encuentro de múltiples abordajes, convirtiendo en interrograntes las ideas o conceptos, relacionándolos con otros referentes teóricos, con situaciones históricas y sociales más generales, evitando quedar atrapados en explicaciones rígidas y universales.