Dipòsit Digital de la Universitat de Barcelona
El Dipòsit Digital de la Universitat de Barcelona és el repositori institucional que conté en format digital els materials derivats de l'activitat docent, investigadora i institucional de la comunitat universitària.
Enviaments recents
ArticleLong-lasting antibody B-cell responses to SARS-CoV-2 three years after the onset of the pandemic(Elsevier, 2025-04-22) Molinos Albert, Luis M.; Rubio Bodí, Rocío; Martín Pérez, Carla; Pradenas Saavedra, Edwards; Torres, Cèlia; Jiménez, Alfons; Canyelles, Mar; Vidal, Marta; Barrios, Diana; Marfil, Silvia; Aparicio, Ester; Ramírez Morros, Anna; Trinité, Benjamin; Vidal Alaball, Josep; Santamaria i Vilanova, Pere, 1960-; Serra, Pau; Izquierdo Lázaro, Luis; Aguilar, Ruth; Ruiz Comellas, Anna; Blanco, Julià; Dobaño, Carlota, 1969-; Moncunill Piñas, GemmaImmune memory is essential for the effectiveness of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) vaccination. In the current context of the pandemic, with a diminished vaccine efficacy against emerging variants, it remains crucial to perform long-term studies to evaluate the durability and quality of immune responses. Here, we examined the antibody and memory B-cell responses in a cohort of 113 healthcare workers with distinct exposure histories over a 3-year period. Previously infected and naive participants developed comparable humoral responses by 17 months after receiving a full three-dose mRNA vaccination. In addition, both maintained a substantial SARS-CoV-2-reactive memory B-cell pool, associated with a lower incidence of breakthrough infections in naive participants. Of note, previously infected participants developed an expanded SARS-CoV-2-reactive CD27-CD21- atypical B-cell population that remained stable throughout the follow-up period. Thus, previous SARS-CoV-2 infection differentially imprints the memory B-cell compartment without compromising the development of long-lasting humoral responses.- Treball de fi de grauSer mujer y educadora social: Tensiones de género en la práctica profesional(2026) Carrero Cespedosa, Isamar; Soto Gómez, Valeria[spa] El género, la identidad y la legitimidad profesional tienen un impacto significativo en las mujeres educadoras sociales. En este contexto, las expectativas sociales de género son mecanismos de desigualdad que también se dan en la práctica socioeducativa. Este fenómeno supone un reto para la Educación Social, debido a la invisibilización de la feminización de los cuidados. El objetivo de esta investigación es analizar cómo las expectativas sociales de género son significadas por las educadoras sociales en cuanto a la construcción de identidad profesional y a la percepción de legitimidad y autoridad. El estudio se enmarca dentro del paradigma interpretativo, utilizando la metodología cualitativa a partir de entrevistas narrativas con photostories a cinco profesionales de la educación social, seleccionadas mediante un muestreo no probabilístico de tipo casual. La información obtenida se analiza a partir de un proceso de codificación y clasificación por bloques temáticos, que permite identificar categorías vinculadas al género, al reconocimiento y validación, y las estrategias utilizadas por las profesionales. Los resultados muestran que las educadoras sociales continúan enfrentando dinámicas de feminización de los cuidados, cuestionamiento de su autoridad profesional y sobrecarga emocional. También se identifican estrategias que se basan en el apoyo comunitario, la reflexión crítica y la resistencia colectiva. En conclusión, el género atraviesa de forma estructural la identidad profesional de las educadoras sociales, afectando así al reconocimiento y validación de su legitimidad. [cat] El gènere, la identitat i la legitimitat professional tenen un impacte significatiu en les educadores socials. En aquest context, les expectatives de gènere social són mecanismes d'inegalitat que també estan presents en la pràctica socioeducativa. Aquest fenomen suposa un repte per a l'educació social, a causa de la invisibilitat de la feminització de les tasques de cura. L'objectiu d'aquesta recerca és analitzar com les expectatives socials de gènere són significades per les educadores socials quant a la construcció d'identitat professional i a la percepció de legitimitat i autoritat. L'estudi es fonamenta en el paradigma interpretatiu i utilitza una metodologia qualitativa basada en entrevistes narratives amb photostories amb cinc professionals de l'educació social, seleccionades mitjançant una mostra aleatòria no probabilística de tipus casual. La informació obtinguda s'analitza mitjançant un procés de codificació i classificació per blocs temàtics, la qual cosa permet identificar categories vinculades al gènere, al reconeixement i a la validació, i a les estratègies emprades pels professionals. Els resultats mostren que els educadors socials continuen enfrontant-se a dinàmiques de feminització de la cura, reptes a la seva autoritat professional i sobrecàrrega emocional. També s'identifiquen estratègies basades en el suport comunitari, la reflexió crítica i la resistència col·lectiva. En conclusió, el gènere està estructuralment integrat en la identitat professional dels educadors socials, la qual cosa afecta el reconeixement i la validació de la seva legitimitat. [eng] Gender, identity and professional legitimacy have a significant impact on female social educators. In this context, social gender expectations are mechanisms of inequality that are also present in socio-educational practice. This phenomenon poses a challenge for social education, due to the invisibility of the feminization of care work. The aim of this research is to analyse how social gender expectations are significed by social workers with regard to the construction of professional identity and the perception of legitimacy and authority. The study is framed within the interpretative paradigm, using qualitative methodology based on narrative interviews with photostories involving five social education professionals, selected through non-probabilistic random sampling. The information obtained is analysed through a process of coding and classification by thematic blocks, which allows for the identification of categories linked to gender, recognition and validation, and the strategies employed by the professionals. The results show that social educators continue to face dynamics of the feminization of care, challenges to their professional authority, and emotional overload. Strategies based on community support, critical reflection, and collective resistance are also identified. In conclusion, gender is structurally embedded in the professional identity of social educators, thereby affecting the recognition and validation of their professional legitimacy.
- ArticleEarly life multiple exposures and child cognitive function: A multi-centric birth cohort study in six European countries(Elsevier B.V., 2021-09-01) Julvez, Jordi; López Vicente, Mónica; Warembourg, Charline; Maitre, Léa; Philippat, Claire; Gutzkow, Kristine B.; Guxens, Mònica; Evandt, Jorunn; Andrusaityte, Sandra; Burgaleta Díaz, Miguel, 1981-; Casas, Maribel; Chatzi, Leda; Castro, Montserrat de; Donaire González, David; Grazuleviciene, Regina; Hernández Ferrer, Carles; Heude, Barbara; Mceachan, Rosie; Mon Williams, Mark; Nieuwenhuijsen, Mark; Robinson, Oliver; Sakhi, Amrit K.; Sebastián Gallés, Núria; Slama, Rémy; Sunyer Deu, Jordi; Tamayo Uria, Ibon; Thomsen, Cathrine; Urquiza, José M.; Vafeiadi, Marina; Wright, John; Basagaña, XavierEpidemiological studies mostly focus on single environmental exposures. This study aims to systematically assess associations between a wide range of prenatal and childhood environmental exposures and cognition. The study sample included data of 1298 mother-child pairs, children were 6–11 years-old, from six European birth cohorts. We measured 87 exposures during pregnancy and 122 cross-sectionally during childhood, including air pollution, built environment, meteorology, natural spaces, traffic, noise, chemicals and life styles. The measured cognitive domains were fluid intelligence (Raven's Coloured Progressive Matrices test, CPM), attention (Attention Network Test, ANT) and working memory (N-Back task). We used two statistical approaches to assess associations between exposure and child cognition: the exposome-wide association study (ExWAS) considering each exposure independently, and the deletion-substitution-addition algorithm (DSA) considering all exposures simultaneously to build a final multiexposure model. Based on this multiexposure model that included the exposure variables selected by ExWAS and DSA models, child organic food intake was associated with higher fluid intelligence (CPM) scores (beta = 1.18; 95% CI = 0.50, 1.87) and higher working memory (N-Back) scores (0.23; 0.05, 0.41), and child fast food intake (− 1.25; − 2.10, − 0.40), house crowding (− 0.39; − 0.62, − 0.16), and child environmental tobacco smoke (ETS) (− 0.89; − 1.42, − 0.35), were all associated with lower CPM scores. Indoor PM2.5 exposure was associated with lower N-Back scores (− 0.09; − 0.16, − 0.02). Additional associations in the unexpected direction were found: Higher prenatal mercury levels, maternal alcohol consumption and child higher perfluorooctane sulfonic acid (PFOS) levels were associated with better cognitive performance; and higher green exposure during pregnancy with lower cognitive performance. This first comprehensive and systematic study of many prenatal and childhood environmental risk factors suggests that unfavourable child nutrition, family crowdedness and child indoor air pollution and ETS exposures adversely and cross-sectionally associate with cognitive function. Unexpected associations were also observed and maybe due to confounding and reverse causality.
- ArticlePrimeras Ediciones de artista en Sala d'Art Jove (2007-2011): del Trabajo compartido y la edición como herramienta formativa.(Universidad de Granada, 2017) Sánchez, TxumaEste artículo pretende poner de relevancia las aportaciones y los trasvases producidos entre la edición de artista en arte emergente y las prácticas de edición de artista genéricas, renovadas notablemente en España a partir de la segunda parte de la década de los años dos mil. Para ello el texto se centra en la primera etapa de acercamiento a este tipo de prácticas en edición de la plataforma Sala d’Art Jove de Barcelona, principalmente a través de sus primeras ediciones desde el año 2007 en adelante. En las cuales –y en una utilización de la edición en tanto que proceso formativo–, se ensayaron diversos modelos de experimentación sobre la co-creación de contenidos; sobre las funciones de catálogo como herramienta de expansión de la exposición; así como sobre la distribución de la edición de artista fuera de la institución arte. Todas ellas, cuestiones relacionadas estrechamente con algunas transformaciones que sufrió la edición española de artista durante ese período: en la redefinición de los roles en la producción editorial, con el aumento de la transdisciplinariedad en la edición, o en la diversificación en la circulación de la edición de artista hacia territorios no estrictamente artísticos.
- ArticlePredicting early clinical recovery in first-episode psychosis: development and external validation of a clinically interpretable multivariable model(The Royal College of Psychiatrists, 2026-12-01) Julià, Laura; Ortiz García De La Foz, Víctor; González Segura, Àlex; Alemany, Maria; Carrasco Jordan, Josep Lluís; Díaz Caneja, Covadonga M.; Zorrilla, Iñaki; Lobo, Antonio; Roldán, Alexandra; Ayesa Arriola, Rosa; Suárez Pinilla, Paula; Juncal Ruiz, María; Gómez Revuelta, Marcos; Cámara Izquierdo, Concepción de la; Usall i Rodié, Judith; Ibañez, Angela; Romero López-Alberca, Cristina; Spuch, Carlos; Mané Santacana, Anna; González-Pinto, Ana; Crespo-Facorro, Benedicto; Catalán, Ana; Cuesta, Manuel J.; Amoretti Guadall, Silvia; Vázquez Bourgon, Javier; Mas Herrero, SergiBackground Identifying patients with first-episode psychosis (FEP) who are unlikely to achieve early clinical recovery (ECR) is critical for personalised intervention and resource allocation. ECR – defined as the concurrent achievement of symptomatic and functional remission – represents a clinically meaningful outcome that captures both illness control and functional reintegration. Aims To develop and externally validate prediction models for ECR using clinical, cognitive and genetic data. Method We analysed two large, independent Spanish cohorts: the primeros episodios psicóticos cohort (N = 335), for model development and internal validation, and the Programa Asistencial a las Fases Iniciales de Psicosis cohort (N = 668), for external validation. Forty-seven baseline clinical and cognitive variables and 87 polygenic risk scores (PRSs) were examined. Predictors were selected using penalised logistic regression. Logistic regression and three machine learning algorithms were compared for discrimination, calibration and clinical utility. Results The best-performing model was a logistic regression using six routinely collected clinical and cognitive predictors (duration of untreated psychosis, days of treated psychosis, baseline functioning, insight, executive function and cognitive reserve), with an optimism-corrected area under the receiver operating characteristic curve of 0.73 in development and 0.63 in external validation. PRS models showed limited external generalisability and did not improve prediction. Machine learning algorithms offered no advantage over regression models. Conclusions A simple, interpretable logistic regression model based on routine clinical and cognitive variables can predict early recovery in FEP with acceptable generalisability. These findings support the use of transparent, clinically grounded models in early psychosis care and highlight the current limitations of genetic predictors for individualised treatment.