Rol de estrés percibido y su afrontamiento en las conducta de salud de estudiantes universitarios de Lima

This research investigates the role of coping in the relationship between perceived stress and health behaviors in college students. 155 students participated in the study, they were in their first years of study at a private university of Lima, their average age was 18 years, 59% were women and 10.3% worked. They were administered anonymously measures of perceived stress, styles and coping strategies and health behaviors. Hierarchical multiple regression analysis indicated that the coping variable predicts better health behaviors. The emotion-focused coping was a style that favorably affects alcohol, tobacco and other drugs intake, sleep and rest and self-care and medical care, while avoidant does unfavorably. The effect of problem-focused coping style was different depending on the health behavior involved. The strategies of using religion and seeking social support for emotional reasons were positive predictors on some health behaviors, while drug use was adverse. The results of this research can be used to help design promotion and prevention strategies in order to encourage the adoption of healthy behavior in students.El presente trabajo investiga el rol del afrontamiento en la relación entre el estrés percibido y las conductas de salud en estudiantes universitarios. Participaron 155 estudiantes en sus primeros años de estudio de una universidad privada de Lima; su promedio de edad fue de 18 años, el 59% fueron mujeres y un 10,3% trabajaba. Se les aplicó en forma anónima medidas del estrés percibido, de los estilos y las estrategias de afrontamiento y de las conductas de salud. Los análisis de regresión múltiple jerárquica indican que la variable afrontamiento es la que mejor predice las conductas de salud. El afrontamiento centrado en la emoción constituyó un estilo que afecta favorablemente a los hábitos del consumo de alcohol, tabaco y otras drogas, el del sueño y descanso y el autocuidado y cuidado médico, mientras que el evitativo lo hace en forma desfavorable. El efecto del estilo centrado en el problema fue diferente según la conducta de salud implicada. Las estrategias del uso de la religión y búsqueda de soporte social por razones emocionales fueron predictores positivos sobre algunas conductas de salud, mientras que la de uso de drogas fue adversa. El estrés no constituyó una variable predictora sobre alguna conducta de salud. Se discute las posibles explicaciones de este hallazgo. Los resultados de la presente investigación pueden servir para ayudar a diseñar estrategias de promoción y prevención con el fin de fomentar la adopción de conductas saludables en los estudiantes. Palabras Clave: estrés percibido, estilos y estrategias de afrontamiento, conductas de salud, estudiantes universitariosTesi

Principais características que deram novo sentido à educação humana em uma estrutura complexa

Facts that have resignified human education, in its main features from its origins to the third millennium as proof of a complex framework, perhaps it shows if humanity has evolved or not and if education could be resignified by it, without losing sight of it. given that there are studies in this regard, which go so far as to propose pedagogical reforms, teaching-learning strategies or attempt to describe the function of education. With a non-experimental design applied longitudinally of a historical type, it is about understanding the magnitude of what has been the redefinition of education in the past, relating them to the present and supposed future. With a constructivist epistemological basis, analytical method and mixed approach, a journey is presented in various contexts of philosophical reflections, economic, social and cultural power games with science and art participating in a fragmented way highlighting: Prehistory, Antiquity, Ancient Age, Middle Ages, Modernity and Contemporaneity. Pedagogical research works are detected that aim to recognize the complexity of education, propose inclusive pedagogies and environmental sustainability, only that it is not enough, something more is required, taking into account that it is an evolutionary process, which requires be resignified and becomes, through the recognition of the complexity of the learner, the mediator and the environment that permeates it, an originator of new positive ideas in the face of the various problems that overwhelm the educational system and the human condition. Resignify education from the frontier sciences, taking into account the complexity of the learner[1], the mediator[2] and the environment[3], through data processing, analysis and modeling of diagnostic situations and solutions, proposing policies at different levels for the development of a society inclusive and sustainable.   [1] In this work, every human being who is in the learning process is considered a learner, such as students, students, disciples, apprentices, among others. [2] In this work, a mediator is understood as any human being who guides, guides, favors, stimulates, potentiates and corrects the learning process such as teachers, teachers, instructors, among others. [3] In this work, they refer to the environment as the physical locations, contexts and cultures where the learner carries out learning processes with or without the intervention of a mediator.Hechos que han resignificado la educación humana, en sus principales rasgos desde sus orígenes hasta el tercer milenio como prueba de un entramado complejo, talvez muestre si la humanidad ha evolucionado o no y si la educación podría ser resignificada por la misma, esto sin perder de vista que existen estudios al respecto, que llegan hasta proponer reformas pedagógicas, estrategias de enseñanza – aprendizaje o intentan describir la función de la educación. Con un diseño no experimental aplicado de manera longitudinal de tipo histórico se trata de comprender la magnitud de lo que ha sido la resignificación de la educación en el pasado, relacionándolos con el presente y supuesto futuro. Con una base epistemológica constructivista, método analítico y enfoque mixto, se presenta un recorrido en diversos contextos de reflexiones filosóficas, juegos de poder económico, social y cultural con la ciencia y el arte participando de manera fragmentada destacando: La Prehistoria, Antigüedad, Edad Antigua, Edad Media, Modernidad y Contemporaneidad. Se detectan trabajos de investigación pedagógica que apuntan a reconocer la complejidad de la educación, plantear pedagogías inclusivas y de sostenibilidad del medio ambiente, sólo que no es suficiente, se requiere de algo más, teniendo en cuenta que es un proceso evolutivo, el cual requiere ser resignificado y se convierta mediante el reconocimiento de la complejidad del aprendiente[1], del mediador[2] y del entorno[3] que la permea, en originadora de nuevas ideas positivas frente a los diversos problemas que agobian al sistema educativo y a la condición humana. Resignificar la educación desde las ciencias de frontera, atendiendo a la complejidad del aprendiente, el mediador y el entorno, mediante el procesamiento de datos hacer el análisis y modelación de situaciones de diagnóstico y soluciones, proponiendo políticas en distintos niveles para el desarrollo de una sociedad incluyente y sostenible.   [1] En este trabajo, se considera aprendiente a todo ser humano que se encuentra en proceso de aprendizaje como los estudiantes, alumnos, discípulos, aprendices, entre otros. [2] En este trabajo, se entiende como mediador o mediadora a todo ser humano que guía, orienta, favorece, estimula, potencializa y corrige el proceso de aprendizaje como los profesores, maestros, docentes, instructores, entre otros. [3] En este trabajo, se refieren al entorno como las ubicaciones físicas, contextos y culturas donde el aprendiente realiza procesos de aprendizaje con la intervención o no de un mediador.Hechos que han resignificado la educación humana, en sus principales rasgos desde sus orígenes hasta el tercer milenio como prueba de un entramado complejo, talvez muestre si la humanidad ha evolucionado o no y si la educación podría ser resignificada por la misma, esto sin perder de vista que existen estudios al respecto, que llegan hasta proponer reformas pedagógicas, estrategias de enseñanza – aprendizaje o intentan describir la función de la educación. Con un diseño no experimental aplicado de manera longitudinal de tipo histórico se trata de comprender la magnitud de lo que ha sido la resignificación de la educación en el pasado, relacionándolos con el presente y supuesto futuro. Con una base epistemológica constructivista, método analítico y enfoque mixto, se presenta un recorrido en diversos contextos de reflexiones filosóficas, juegos de poder económico, social y cultural con la ciencia y el arte participando de manera fragmentada destacando: La Prehistoria, Antigüedad, Edad Antigua, Edad Media, Modernidad y Contemporaneidad. Se detectan trabajos de investigación pedagógica que apuntan a reconocer la complejidad de la educación, plantear pedagogías inclusivas y de sostenibilidad del medio ambiente, sólo que no es suficiente, se requiere de algo más, teniendo en cuenta que es un proceso evolutivo, el cual requiere ser resignificado y se convierta mediante el reconocimiento de la complejidad del aprendiente[1], del mediador[2] y del entorno[3] que la permea, en originadora de nuevas ideas positivas frente a los diversos problemas que agobian al sistema educativo y a la condición humana. Resignificar la educación desde las ciencias de frontera, atendiendo a la complejidad del aprendiente, el mediador y el entorno, mediante el procesamiento de datos hacer el análisis y modelación de situaciones de diagnóstico y soluciones, proponiendo políticas en distintos niveles para el desarrollo de una sociedad incluyente y sostenible.   [1] En este trabajo, se considera aprendiente a todo ser humano que se encuentra en proceso de aprendizaje como los estudiantes, alumnos, discípulos, aprendices, entre otros. [2] En este trabajo, se entiende como mediador o mediadora a todo ser humano que guía, orienta, favorece, estimula, potencializa y corrige el proceso de aprendizaje como los profesores, maestros, docentes, instructores, entre otros. [3] En este trabajo, se refieren al entorno como las ubicaciones físicas, contextos y culturas donde el aprendiente realiza procesos de aprendizaje con la intervención o no de un mediador

Resignificando la educación: una apuesta desde la complejidad

Education has undergone changes and adaptations in various contexts and periods of human events in a natural way and as a consequence of events caused by the interference of governments, religions and economic groups, among others; It is time that from the Sciences of complexity as one of the leading sciences, support and foundations are also provided, with a non-experimental design applied transversally and comparatively, with a constructivist epistemological base and a mixed approach, it is intended to deduce the possible contributions of the complexity to the resignification of education in the context of humanity and the third millennium in a globalized way, recognizing the complexity of the learner , mediator  and environment , it is necessary that education is no longer an aspect that reduces the degrees of freedom, take advantage of the possibilities of a new globalizing context, trying to get the sciences of complexity to formulate a new problem: What is education? And give support in the management of public policies with a modeling supported by technology, art, science and philosophy that shows the effects of applying the option of undisciplining society to give new meaning to education, which is a need today with projection in the medium and long term, as proposed in this review article.La educación ha experimentado cambios y adaptaciones en diversos contextos y períodos del acontecer humano de manera natural y como consecuencia de sucesos provocados por la injerencia de gobiernos, religiones y grupos económicos, entre otros. Es hora de que, desde las ciencias de la complejidad, como una de las ciencias de punta, se brinde también apoyo y fundamentos, con un diseño no experimental aplicado transversal y comparativamente, con base epistemológica constructivista y enfoque mixto, en este artículo se pretende deducir los posibles aportes de la complejidad a la resignificación de la educación en el contexto en que la humanidad vive de manera más globalizada, reconociendo la complejidad de aprendiente, del mediador y del entorno. Se debe precisar que la educación no es un aspecto que reduce los grados de libertad que cada individuo tiene, sino que aprovecha las posibilidades del contexto globalizante actual. En ese sentido, las ciencias de la complejidad formulan un nuevo problema: ¿qué es la educación? Este nuevo ámbito de las ciencias quiere dar soporte a la gestión de las políticas públicas con un modelado apoyo en cuanto a la tecnología, el arte, las ciencias y la filosofía que pueda mostrar los efectos de su aplicación en la opción de indisciplinar la sociedad para resignificar la educación, lo cual es una necesidad de hoy con proyección a mediano y largo plazo.A educação tem sofrido mudanças e adaptações em diversos contextos e períodos de eventos humanos de forma natural e como consequência de eventos causados ​​pela interferência de governos, religiões e grupos econômicos, entre outros; É tempo que das Ciências da complexidade como uma das principais ciências também se dêem suportes e fundamentos, com um desenho não experimental aplicado transversal e comparativamente, com base epistemológica construtivista e abordagem mista, pretende-se deduzir as possíveis contribuições da complexidade para a ressignificação da educação no contexto da humanidade e do terceiro milênio de forma globalizada, reconhecendo a complexidade do educando, mediador e ambiente, é preciso que a educação deixe de ser um aspecto que reduz os graus de liberdade, aproveitar as possibilidades de um novo contexto globalizante, tentando fazer com que as ciências da complexidade formulem um novo problema: o que é educação? E dar suporte na gestão de políticas públicas com uma modelagem apoiada em tecnologia, arte, ciência e filosofia que mostre os efeitos da aplicação da opção de indisciplinar a sociedade para ressignificar a educação, que é uma necessidade hoje com projeção no meio e longo prazo, como proposto neste artigo de revisão

Escola, memoria e conflito na Colômbia. Um exercício de estado da arte sobre a temática

El hilo conductor del presente artículo es la memoria, que como dispositivo de trabajo pedagógico se convierte a la vez en un elemento de tensión y sistematización de la experiencia docente. La lucha por la memoria oficial se evidencia en la escuela, particularmente en asignaturas como Historia y ciencias sociales escolares, que al seguir un lineamiento oficial se inscriben en las políticas de la memoria institucional, en las políticas de la historia oficial del Estado. No obstante, en los últimos años algunos maestros en la escuela han logrado tensionar los ángulos de la memoria y la historia oficial recurriendo a experiencias significativas y de innovación de trabajo pedagógico donde el tema del conflicto social, político y armado, vivido tanto en el escenario rural como el urbano se ha convertido en una posibilidad temática de trabajo en el aula. === === ABSTRACT === === The main topic of this paper is memoir as a teaching tool which in turn becomes a teaching experience related to stress and systematization. A fight for an official memoir is evident in school, specifically working subjects, such as History and Social Sciences, where official standards follow policies of the institutional memoir as well as policies of the state history. However, currently some school teachers have stressed memoir angles and the official story through newer and meaningful experiences of educational tasks where the topic of social, political and armed conflict both in the rural and urban scenarios has become a possibility of work in the classroom === === RESUMO === === O fio condutor do presente artigo é a memória, que como dispositivo de trabalho pedagógico se converte ao mesmo tempo em um elemento de tensão e sistematização da experiência docente. A luta pela memória oficial se evidencia na escola, particularmente nas disciplinas como História e Ciências Sociais escolares, que, ao seguirem uma linha oficial, inscrevem-se nas políticas da memória institucional, nas políticas da história oficial do Estado. Não obstante, nos últimos anos, alguns professores tem conseguido tensionar os ângulos da memória e da história oficial, recorrendo a experiências significativas e de inovação de trabalho pedagógico, onde o tema do conflito social, político e armado, vivido tanto no cenário rural como no urbano, vem se convertendo em uma possibilidade temática de trabalho na sala de aula

Escuela, memoria y conflicto en Colombia. Un ejercicio del estado del arte de la temática

El hilo conductor del presente artículo es la memoria, que como dispositivo de trabajo pedagógico se convierte a la vez en un elemento de tensión y sistematización de la experiencia docente. La lucha por la memoria oficial se evidencia en la escuela, particularmente en asignaturas como Historia y ciencias sociales escolares, que al seguir un lineamiento oficial se inscriben en las políticas de la memoria institucional, en las políticas de la historia oficial del Estado. No obstante, en los últimos años algunos maestros en la escuela han logrado tensionar los ángulos de la memoria y la historia oficial recurriendo a experiencias significativas y de innovación de trabajo pedagógico donde el tema del conflicto social, político y armado, vivido tanto en el escenario rural como el urbano se ha convertido en una posibilidad temática de trabajo en el aula

Peritoneopericardial Diaphragmatic Hernia in a Persian Cat

Background: Peritoneopericardial diaphragmatic hernia is a congenital defect characterized by an anomalous communication between the abdominal cavity and pericardial sac, which can lead to displacement of the abdominal viscera into the thoracic cavity. The occurrence in felines is higher among long-haired breeds, mainly the Persian breed, possibly based onan autosomal recessive inheritance. The diagnosis of PPDH is performed by means of chest radiography with or without contrast, in association with other imaging tests such as ultrasonography and echocardiography. Our objective in this study was to report the occurrence and macroscopic changes in a case of peritoneopericardial diaphragmatic hernia in a Persian feline. Case: A 9-year-old male Persian cat weighing 3.4 kg was referred to the HPET-Private Veterinary Clinic, Salvador, Bahia, with an history of weight loss and chronic intermittent vomiting during the preceding 6 months, with lateral decubitus and breathing difficulties. Ultrasonography revealed findings suggestive of an infiltrative process in the stomach and duodenum, enlarged gastric lymph nodes, and some nodular images indicating slight displacement of the liver. Chest radiography revealed a cardiac silhouette with markedly enlarged dimensions associated with a dorsal deviation of the terminal trachea, and echocardiography revealed a small amount of pericardial effusion. The patient showed initial clinical improvement after blood transfusion; however, after 2 days, he exhibited significant clinical worsening and was therefore euthanized with the owner's consent. Post mortem evaluation revealed partial herniation of the liver and gallbladder into the chest cavity through a diaphragmatic hernia ring. The heart was partially surrounded by the left medial lobe of the liver, which was displaced into the pericardial sac. Herniated hepatic lobes had an irregular capsular surface with evident lobulation and tension lipidosis. In the abdominal cavity, the remainder of the liver (right lateral and medial lobes) was observed to be slightly enlarged, with an irregular surface, diffusely reddish with intense evidence of the lobular pattern and white and firm multifocal areas (fibrosis). In the duodenum, close to the pylorus, there was a nodule measuring 2.8 x 2.5 x 1.0 cm, with a whitish and ulcerated surface. When cut, it was soft and exhibited a homogeneous, whitish compact surface.Histopathological examinationshowed marked proliferation of fibrous connective tissue, which for the most part separated the lobes by septa and surrounded the portal space (fibrosis), a marked diffuse chronic inflammatory infiltrate composed of lymphocytes and plasma cells. In addition, marked bile duct hyperplasia and multifocal areas of fatty degeneration (steatosis).Discussion: The diagnosis was based on the association of clinical and pathological findings. Considering the age and clinical signs presented by the patient in this report, as well as the presence of few radiographic signs that were indicative of PPDH, the first differential diagnosis thought was pericardial neoplasia. Peritoneopericardial diaphragmatic hernia in felines is always of congenital origin and may occur asymptomatically depending on the number and involvement of herniated viscera. In this case, the patient's diagnosis of peritoneopericardial hernia was a necropsy finding; the fact that in agreement with previous reports of high rates of incidental diagnoses reinforces the importance of performing necropsy for confirmation or diagnosis of unexpected pathologies. In the present case, peritoneopericardial diaphragmatic hernia in isolation may not have led to severe anemia that culminated in the patient's death. The anatomopathological findings were compatible with biliary cirrhosis and multifocal liver fibrosis, accompanied by the presence of anemia and consequent hypovolemia. Keywords: congenital diaphragmatic hernia, congenital abnormalities, cats. Título: Hérnia Diafragmática Peritoneopericárdica em um Felino da Raça PersaDescritores: hérnia diafragmática congênita, anomalias congênitas, felinos.

Targeting LIF-mediated paracrine interaction for pancreatic cancer therapy and monitoring.

Pancreatic ductal adenocarcinoma (PDAC) has a dismal prognosis largely owing to inefficient diagnosis and tenacious drug resistance. Activation of pancreatic stellate cells (PSCs) and consequent development of dense stroma are prominent features accounting for this aggressive biology1,2. The reciprocal interplay between PSCs and pancreatic cancer cells (PCCs) not only enhances tumour progression and metastasis but also sustains their own activation, facilitating a vicious cycle to exacerbate tumorigenesis and drug resistance3-7. Furthermore, PSC activation occurs very early during PDAC tumorigenesis8-10, and activated PSCs comprise a substantial fraction of the tumour mass, providing a rich source of readily detectable factors. Therefore, we hypothesized that the communication between PSCs and PCCs could be an exploitable target to develop effective strategies for PDAC therapy and diagnosis. Here, starting with a systematic proteomic investigation of secreted disease mediators and underlying molecular mechanisms, we reveal that leukaemia inhibitory factor (LIF) is a key paracrine factor from activated PSCs acting on cancer cells. Both pharmacologic LIF blockade and genetic Lifr deletion markedly slow tumour progression and augment the efficacy of chemotherapy to prolong survival of PDAC mouse models, mainly by modulating cancer cell differentiation and epithelial-mesenchymal transition status. Moreover, in both mouse models and human PDAC, aberrant production of LIF in the pancreas is restricted to pathological conditions and correlates with PDAC pathogenesis, and changes in the levels of circulating LIF correlate well with tumour response to therapy. Collectively, these findings reveal a function of LIF in PDAC tumorigenesis, and suggest its translational potential as an attractive therapeutic target and circulating marker. Our studies underscore how a better understanding of cell-cell communication within the tumour microenvironment can suggest novel strategies for cancer therapy

Case Reports1. A Late Presentation of Loeys-Dietz Syndrome: Beware of TGFβ Receptor Mutations in Benign Joint Hypermobility

Background: Thoracic aortic aneurysms (TAA) and dissections are not uncommon causes of sudden death in young adults. Loeys-Dietz syndrome (LDS) is a rare, recently described, autosomal dominant, connective tissue disease characterized by aggressive arterial aneurysms, resulting from mutations in the transforming growth factor beta (TGFβ) receptor genes TGFBR1 and TGFBR2. Mean age at death is 26.1 years, most often due to aortic dissection. We report an unusually late presentation of LDS, diagnosed following elective surgery in a female with a long history of joint hypermobility. Methods: A 51-year-old Caucasian lady complained of chest pain and headache following a dural leak from spinal anaesthesia for an elective ankle arthroscopy. CT scan and echocardiography demonstrated a dilated aortic root and significant aortic regurgitation. MRA demonstrated aortic tortuosity, an infrarenal aortic aneurysm and aneurysms in the left renal and right internal mammary arteries. She underwent aortic root repair and aortic valve replacement. She had a background of long-standing joint pains secondary to hypermobility, easy bruising, unusual fracture susceptibility and mild bronchiectasis. She had one healthy child age 32, after which she suffered a uterine prolapse. Examination revealed mild Marfanoid features. Uvula, skin and ophthalmological examination was normal. Results: Fibrillin-1 testing for Marfan syndrome (MFS) was negative. Detection of a c.1270G > C (p.Gly424Arg) TGFBR2 mutation confirmed the diagnosis of LDS. Losartan was started for vascular protection. Conclusions: LDS is a severe inherited vasculopathy that usually presents in childhood. It is characterized by aortic root dilatation and ascending aneurysms. There is a higher risk of aortic dissection compared with MFS. Clinical features overlap with MFS and Ehlers Danlos syndrome Type IV, but differentiating dysmorphogenic features include ocular hypertelorism, bifid uvula and cleft palate. Echocardiography and MRA or CT scanning from head to pelvis is recommended to establish the extent of vascular involvement. Management involves early surgical intervention, including early valve-sparing aortic root replacement, genetic counselling and close monitoring in pregnancy. Despite being caused by loss of function mutations in either TGFβ receptor, paradoxical activation of TGFβ signalling is seen, suggesting that TGFβ antagonism may confer disease modifying effects similar to those observed in MFS. TGFβ antagonism can be achieved with angiotensin antagonists, such as Losartan, which is able to delay aortic aneurysm development in preclinical models and in patients with MFS. Our case emphasizes the importance of timely recognition of vasculopathy syndromes in patients with hypermobility and the need for early surgical intervention. It also highlights their heterogeneity and the potential for late presentation. Disclosures: The authors have declared no conflicts of interes

The genetic architecture of the human cerebral cortex

The cerebral cortex underlies our complex cognitive capabilities, yet little is known about the specific genetic loci that influence human cortical structure. To identify genetic variants that affect cortical structure, we conducted a genome-wide association meta-analysis of brain magnetic resonance imaging data from 51,665 individuals. We analyzed the surface area and average thickness of the whole cortex and 34 regions with known functional specializations. We identified 199 significant loci and found significant enrichment for loci influencing total surface area within regulatory elements that are active during prenatal cortical development, supporting the radial unit hypothesis. Loci that affect regional surface area cluster near genes in Wnt signaling pathways, which influence progenitor expansion and areal identity. Variation in cortical structure is genetically correlated with cognitive function, Parkinson's disease, insomnia, depression, neuroticism, and attention deficit hyperactivity disorder