Citizen debates in social networks about didactic resources for mathematics

Citizens are increasingly turning to social media to open up debates on issues of utmost importance, such as health or education. When analyzing citizens' social media interactions on COVID-19, research has underlined the importance of sharing and spreading information based on scientific evidence rather than on fake news. However, whether and how citizens' interactions in the field of education, particularly in mathematics, are based on scientific evidence remains underexplored. To contribute to filling this gap, this article presents an analysis of citizen debates in social networks about didactic resources for mathematics. Through social media analytics, 136,964 posts were extracted from Reddit, Instagram, Twitter and Facebook, of which 1755 were analyzed. Results show that out of the 213 posts of citizen debates on didactic resources for mathematics, only two contained scientific evidence and eight claimed to contain scientific evidence. These findings highlight the importance of promoting actions to encourage citizen debates around didactic resources for mathematics based on scientific evidence

Online child sexual exploitation and abuse of children and adolescents with disabilities:A systematic review

Online child sexual exploitation and abuse (OCSEA) is a rising global problem affecting children and adolescents worldwide. Despite the escalating prevalence of OCSEA, there is limited research specifically focusing on children and adolescents with disabilities. To bridge this gap, this systematic review was conducted to identify the prevalence, nature and associated risk factors of OCSEA of children and adolescents with disabilities. Following the PRISMA Statement, this systematic review included scientific evidence from 12 academic databases and the gray literature published between 1993 and 2023. A total of 13 studies were extracted, and thematic analysis was conducted to analyze the data. The findings of this systematic review reveal the characteristics such as the gender, age and type of disabilities of OCSEA victims. Perpetrators use diverse techniques, including online grooming, manipulation, and cyber-threats, resulting in consequences such as mental health issues and social isolation of victims. The associated risk factors include lack of parental monitoring, social isolation, and low risk perception. The results of this research provide crucial insights into OCSEA of children and adolescents with disabilities, emphasizing the need for targeted interventions and further exploration in this understudied area

Beyond the School Walls: Keeping Interactive Learning Environments Alive in Confinement for Students in Special Education

The COVID-19 pandemic and the accompanying safety measures, including confinement, has meant an unprecedented challenge for the world population today. However, it has entailed additional difficulties for specific populations, including children and people with disabilities. Being out of school for months has reduced the learning opportunities for many children, such as those with less academic resources at home or with poorer technological connectivity. For students with disabilities, it has entailed losing the quality of the special attention they often need, in addition to a more limited understanding of the situation. In this context, a case study was conducted in a special education classroom of a secondary education school. This class started implementing Dialogic Literary Gatherings with their special education students before the COVID-19 confinement and continued online during the confinement. Qualitative data was collected after a period of implementation of the gatherings showing positive impacts on the participants. The case study shows that interactive learning environments such as the Dialogic Literary Gatherings can provide quality distance learning for students with disabilities, contributing to overcome some of the barriers that the pandemic context creates for the education of these students

Preventing bullying of students with special educational needs through dialogic gatherings: a case study in elementary education

Scientific literature has clarified that bullying is a global challenge and students with special educational needs (SEN) are at a higher risk of experiencing it. Educational actions focused on dialogue and interaction as dialogic gatherings (DG) have been widely studied as a successful educational action (SEAs) rooted in egalitarian dialogue that promotes social cohesion. However, its potential to prevent bullying among students with SEN remains to be investigated. This qualitative case study explores the impact of implementing DG in two elementary classrooms and its potential to prevent school violence in a comprehensive school setting (43 students, 10–12 years old, from which 5 had SEN). Classroom observations of DGs and focus groups with teachers and students were conducted. Data analysis indicated that DG effectively contributed to students’ increased awareness regarding the distinction between violent and non-violent relationships, and influenced their personal preferences, guiding them towards non-violent behaviours. Implications for practice highlight the potential of DG to enhance non-violent behaviours among elementary students, which is particularly relevant to ensure students with SEN’s protection and inclusion

The Impact of Referencing Academics Who Have Defended and Exercised Pederasty

The scientific literature has shown an increasing demand by citizens and society at large to stop using people who have committed sexual violence against children as a reference in academia. However, research has not explored the fact that in some sectors of society, the rejection of individuals who have exercised sexual abuse against children is entirely deliberate. This study analyzes, for the first time, the incoherence of many academics when it comes to their positioning regarding different renowned authors who commit sexual abuse against children, and the consequences of such incoherence according to several citizens. To that end, social media analytics and interviews with 16 individuals aged 27 to 70 years from different professions, including university professors, construction workers and retired lawyers, were conducted. The results show three main consequences of the incoherence of academics who use as a reference authors who have defended and exercised pederasty: promoting social mistrust toward those academics, as there is no coherence between what they say and do; normalizing and promoting pederasty and impunity toward abusers, creating a sense that “anything goes”; and silencing and revictimizing victims, which creates a context of great vulnerability to develop a healthy sexuality

Prognostic and therapeutic value of somatic mutations in diffuse large B-cell lymphoma: A systematic review

Diffuse large B-cell lymphoma (DLBCL), the most common type of Non-Hodgkin lymphoma (NHL), is a highly heterogeneous and aggressive disease. Regardless of this heterogeneity, all patients receive the same first-line therapy, which fails in 30-40 % of patients, who are either refractory or relapse after remission. With the aim of stratifying patients to improve treatment outcome, different clinical and genetic biomarkers have been studied. The present systematic review aimed to identify somatic mutations that could serve as prognosis biomarkers or as therapeutic target mutations in DLBCL. Regarding their role as prognostic markers, mutations in CD58 and TP53 seem the most promising predictors of poor outcome although the combination of different alterations and other prognostic factors could be a more powerful strategy. On the other hand, different approaches regarding targeted therapy have been proposed. Therefore, mutational analysis could help guide treatment choice in DLBCL yet further studies and clinical trials are needed.This study was funded by the Basque Government (IT989-16) and EiTB maratoia/Bioef (BIO15/CA/022/BC) . AGC was supported by a post-doctoral grant from the Basque Government

When the media omits or includes scientific evidence in its publications : science and battles on X about child sexual abuse

Scientific evidence of social impact demonstrates how violence against children is successfully prevented. Currently, the scientific research on social impact has a focus on the analysis of actions that succeed in the implementation of such scientific evidence. This article is based on scientific research that looks at which media actions help or hinder the implementation of evidence-based actions to solve the most sensitive social problems. The social media analytics methodology has identified the posts and reposts generated during two consecutive days by news articles published by three newspapers about the official report on child sexual abuse in Spain. Their analyses have been made through communicative methodology, including voices of adult victims or survivors of child sexual abuse. The results indicate that media information that omits scientific evidence of social impact provokes battles between diverse ideological groups, while information based on scientific evidence of social impact generates consensus among people from different ideologies and actions oriented to overcome the problem

“Nadie te va a criticar”: Claves para la Participación Igualitaria en Tertulias Literarias Dialógicas

There is an international consensus on the importance of ensuring the equal participation of all learners, including those with special needs. Decades of research have shown that dialogue and interactions are key in learning and development. However, less is known about how to ensure equal participation in a context with diverse students. This study implements an educational practice based on interaction and dialogue that has been shown to favor educational success in different contexts (Dialogic Literary Gatherings). Specifically, it explores in depth the case of a school in which 18 observations were carried out in Secondary Education, 2 interviews with teachers and a Discussion Group with students. The results of the study indicate that the Dialogic Literary Gatherings guarantee equal participation, making all students, even those who do not participate in other contexts, feel more confident to intervene, to listen actively and respect the contributions of their peers, and to learn from the contributions of their classmates.Existe un consenso a nivel internacional sobre la importancia de garantizar la participación igualitaria de todo el alumnado, incluido aquel con necesidades especiales. Décadas de investigación han evidenciado que el diálogo y las interacciones son clave para el aprendizaje y el desarrollo. Sin embargo, se sabe menos sobre cómo garantizar la participación igualitaria en un contexto con alumnado diverso. Este estudio se centra en la implementación de una práctica educativa basada en la interacción y el diálogo la cual ha demostrado favorecer el éxito educativo en diferentes contextos (Tertulias Literarias Dialógicas). En concreto, explora en profundidad el caso de una escuela en la que se han realizado 18 observaciones en Educación Secundaria, 2 entrevistas al profesorado y un grupo de discusión con el alumnado. Los resultados del estudio señalan que las Tertulias Literarias Dialógicas garantizan una participación igualitaria haciendo que el todo el alumnado, incluso aquel que no participa en otros contextos, se sienta más seguro para intervenir; escuche activamente y respete las aportaciones de sus iguales; y que aprenda de las aportaciones de sus compañeros y compañeras