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Bats carry viruses that can cause severe disease in other mammals. Asymptomatic infections in bats suggest limited tissue-damaging inflammation and immunopathology. To investigate the genomic basis of disease resistance, the Bat1K project generated reference-quality genomes of ten bat species. A systematic analysis showed that signatures of selection in immune genes are more prevalent in bats compared with other mammals. We found an excess of immune gene adaptations in the ancestral Chiroptera and many descending bat lineages, highlighting viral entry and detection factors, and regulators of antiviral and inflammatory responses. ISG15, an antiviral gene contributing to hyperinflammation during COVID-19, exhibits a deletion of a cysteine, required for homodimer formation, in rhinolophid and hipposiderid bats. Cellular infection experiments showed enhanced intracellular protein conjugation of bat ISG15 and lack of secretion into extracellular space, where human ISG15 stimulates inflammation. Our work highlights molecular mechanisms contributing to viral tolerance and disease resistance in bats.

Los estudiantes no hispanohablantes de la Escuela Latinoamericana de Medicina revelan que la cognición y la comunicación se concretan en la personalidad y la actividad, en un entorno sociocultural, manifestándose la pertinencia de la interrelación entre las esferas inductora y ejecutora en el proceso de enseñanza aprendizaje. No obstante, existen contradicciones para lograrlo eficientemente, por lo que el objetivo de este trabajo es proponer actividades que estimulen la motivación para el desarrollo y mejoramiento de la comprensión auditiva de los estudiantes no hispanohablantes de la ELAM, con enfoque cognitivo, comunicativo y sociocultural. Se aplicaron métodos científicos y técnicas participativas con enfoque dialéctico materialista, clasificados en teóricos, empíricos y matemáticos estadísticos, en una muestra intencional de la población. La metodología que se utilizó es una adaptación del enfoque cognitivo, comunicativo y socio cultural, por tareas, con énfasis en la estimulación de la motivación para la comprensión auditiva en español. Se apreciaron los logros alcanzados comparativamente con una prueba de entrada, una intermedia y una de salida. El trabajo tiene significación práctica y científica por el impacto y los resultados alcanzados por los estudiantes no hispanohablantes sin evidencias anteriores, ni nuevas inversiones, además de tener una visión contextualizada y científica de las actividades, con enfoque participativo, sistémico y personalizado al establecerse un puente coherente entre la ciencia lingüística, la teoría del aprendizaje, y los factores psicopedagógicos mediante la comunicación.

XXIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2018) Language learning, language use and language attitudes are narrowly interrelated concepts, whose significance becomes even more relevant in diglossic settings involving a majority, a minority and a foreign language. This is precisely the fractured linguistic context of the Valencian Community, where the burgeoning role of English in the educational system adds to the asymmetrical bilingual setting in which the autochthonous language is minoritized in its own territory. Therefore, drawing on multilingualism and language attitudes as the theoretical framework, this study provides an interface between both concepts by focusing on the correlation between self-perceived competence and language attitudes in the Valencian multilingual setting by secondary education students. As part of more extensive research examining the correlation between several variables and language attitudes, this paper builds on the previous findings on language attitudes in Catalan-speaking areas. It analyses the impact of self-assessed competence in both the majority and minority languages (Catalan and Spanish) on language attitudes towards the three languages amongst a sample of 62 4thyear ESO students from the Catalan-speaking area of the Valencian Community. From a quantitative approach, this cross-sectional study presents a statistical analysis of the gathered data, searching bivariate correlations to determine the correlation between both variables. The analysis of the results and the following conclusions highlight the correlation between language proficiency and language attitudes as well as the determinant role of linguistic command to promote balanced language attitudes and to achieve effective bilingualism.