Evaluación del programa de educación emocional “Happy 8-12” para la resolución asertiva de los conflictos entre iguales

La convivencia en los centros educativos conlleva inevitablemente conflictos interpersonales entre iguales, lo cual puede incidir negativamente en el bienestar y en el ren- dimiento de los alumnos. En este sentido, el objetivo de este estudio es presentar y describir la evaluación del Programa de Educación Emocional gamificado Happy 8-12. Este videojue- go está enfocado a la educación de las competencias emocionales de los alumnos con el fin de poder resolver conflictos de manera más asertiva. El programa consta de 25 conflictos que los alumnos deben resolver siguiendo el proceso de regulación emocional basado en el marco teórico del Grupo de Investigación en Orientación Psicopedagógica (GROP)

Bone Deleterious Effects of Different NRTIs in Treatment-naïve HIV Patients After 12 and 48 Weeks of Treatment

Background: Bone alterations have been observed in the course of HIV infection, char-acterized by a marked decrease in bone mineral density (BMD) and an increase in the frequency of fractures as a result of fragility. We aim to evaluate early changes in bone metabolic profile and the possible association with tenofovir and other nucleoside and nucleotide reverse transcriptase inhibi-tors (NRTIs) in treatment-naïve HIV patients. Methods: We conducted a prospective study in naïve HIV-infected adults (under 50 years), separat-ed into three groups according to NRTI therapy: tenofovir disoproxil fumarate (TDF); tenofovir alafenamide (TAF) and abacavir (ABC). BMD and epidemiological, immunological and metabolic bone parameters were evaluated. Bone markers were analyzed in plasma at baseline, 12 and 48 weeks after initiating treatment. Results: Average age of patients was 34.8 years (± 9.6). 92.4% of them with CD4 count > 200 cel/μL. At week 12 after starting treatment, both TDF [increase in PN1P (31.7%, p = 0.004), TRAP (11.1%, p = 0.003), OPN (19.3%, p = 0.045) and OC (38.6%, p = 0.001); decrease in OPG (-23.4%, p = 0.003)] and TAF [increase in 42.6% for CTX (p = 0.011), 27.3% for OC (p = 0.001) and 21% for TRAP (p = 0.008); decrease in OPG (-28.8%, p = 0.049)] presented a deep resorption profile compared to ABC, these differences in bone molecular markers, a tendency to equalize at week 48, where no significant differences were observed. Patients treated with TDF showed the greatest decrease in Z-score in both lumbar spine (LS) and femoral neck (FN) at week 48 without statistically significant differences. Conclusion: Treatment-naïve HIV patients have a high prevalence of low bone density. Treatment with TDF is associated with greater bone deterioration at 12 and 48 weeks. TAF seems to present similar early bone deterioration at 12 weeks which disappears at 48 weeks.This research was financially supported by The Carlos III Health Institute through the “Miguel Servet” program (CP15/00053), co-funded by The European Regional Development Fund and research grants from the Spanish Carlos III Health Institute (PI16/00991 and PI19/00744

Biodiversity of Arbuscular Mycorrhizal Fungi in South America: A Review

Identification of species is crucial in understanding how diversity changes affect ecosystemic processes. Particularly, soil microbial are key factors of ecosystemic functioning .Among soil microbes, arbuscular mycorrhizal fungi (AMF, phylum Glomeromycota) are worldwide distributed and form symbiotic associations with almost 80% of the vascular plants of the earth, except for one species, Geosiphon pyriformis, which associates with the cyanobacteria Nostoc. AMF comprise around 300 morphologically defined or 350–1000 molecularly defined taxa. Since AMF associate with aboveground community, their occurrence and composition can influence ecosystemic processes either through affecting plant community composition and thus its processes rates, or soil microbial communities, which are directly involved in nutrient cycling. Soil microorganisms are considered a potentially suitable target for studying regional and local effects on diversity. The symbiosis with AMF not only increases nutrient uptake by the plant of mainly phosphorus (P) and nitrogen (N) in exchange for plant-assimilated carbon (C), but also improves the tolerance of plants to various biotic and abiotic stresses such as pathogens, salinity, and drought

Implementació i avaluació del programa Happy 8-12 d'educació emocional gamificat

Els episodis freqüents de violència a les escoles tenen una correlació positiva amb l’augment de l’ansietat, així com la disminució de l’autoestima i del rendiment acadèmic dels alumnes (Ros-Morente, Cabello i Filella, 2018). Els conflictes són consubstancials amb la convivència humana. Que els alumnes responguin amb violència o amb assertivitat dependrà en gran mesura de les estratègies de resolució de conflictes de què disposin i de la forma de convivència predominant en cada escenari (Rueda, Cabello, Filella i Vendrell, 2016). Amb l’inici del nou mil•lenni han aparegut als centres educatius força programes per tal de millorar les competències socioemocionals i l’aprenentatge escolar (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor i Schellinger, 2011). La tesi doctoral que es presenta té l’objectiu d’implementar i avaluar el programa Happy 8-12 d’educació emocional gamificat. El programa Happy 8-12 té per objectiu educar les competències emocionals (Bisquerra i Pérez-Escoda, 2007) i la resolució assertiva dels conflictes entre iguals en alumnes de 8 a 12 anys. Per tal d’avaluar els efectes del programa Happy 8-12 s’han estudiat les següents variables: competències emocionals, ansietat, rendiment acadèmic, nombre de conflictes entre iguals i clima social de l’aula. La recerca es va realitzar en una població d’alumnes de 5è i 6è curs d’educació primària. La investigació s’emmarca en la metodologia quantitativa, amb un disseny quasi experimental amb pretest, postest i grup control. Els resultats revelen un efecte positiu del programa Happy 8-12 en cada una de les variables estudiades.Los episodios frecuentes de violencia en los centros escolares tienen una correlación positiva con la disminución de la autoestima y el rendimiento académico, así como el aumento de la ansiedad de los alumnos (Ros-Morente, Cabello y Filella, 2018). Los conflictos son inherentes a la convivencia humana. Que los alumnos respondan con violencia o con asertividad dependerá en gran medida de las estrategias de resolución de conflictos de que dispongan y de la forma de convivencia predominante en cada escenario (Rueda, Cabello, Filella y Vendrell, 2016). Con el inicio del nuevo milenio han aparecido numerosos programas para la mejora de las competencias socioemocionales y el aprendizaje escolar (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor y Schellinger, 2011). La presente tesis doctoral tiene por objeto la implementación y evaluación del Programa Happy 8-12 de educación emocional gamificado. El Programa Happy 8-12 tiene como objetivo principal la educación de las competencias emocionales (Bisquerra y Pérez-Escoda, 2007) y la resolución asertiva de los conflictos entre iguales en alumnos de 8 a 12 años. Para evaluar los efectos del Programa Happy 8-12 se han estudiado las siguientes variables: competencias emocionales, ansiedad, rendimiento académico, número de conflictos entre iguales y clima social de aula. La investigación se ha realizado con una población de alumnos de 5º y 6º curso de educación primaria. El estudio se enmarca en la metodología cuantitativa, con un diseño cuasi-experimental con pretest, postest y grupo control. Los resultados revelan un efecto positivo del Programa Happy 8-12 en todas las variables estudiadas.The frequent episodes of violence in the schools have a positive correlation with the increase of the levels of anxiety and, also, with the decrease of the self-esteem and the academic achievement (Ros-Morente, Cabello & Filella, 2018). The conflicts are inherent with human relationships. The children may answer according to the degree of violence or assertiveness based on their own conflict resolution strategies and also the prevailing way of coexistence in each scenario (Rueda, Cabello, Filella i Vendrell, 2016). In the last years, there has been an important growth of programs with the aim of improving the social and emotional learnings and the academic achievement (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011). The present doctoral thesis has the goal of implementing and evaluating the Happy 8-12 emotional education program. The Happy 8-12 program aim is to educate the emotional competences (Bisquerra & Pérez-Escoda, 2007) and the assertive resolution of conflicts between 8-12-year-old peers. In order to assess the effects of the Happy 8-12 program, diferent variables have been taken into account: emotional competences, anxiety, academic performance, number of conflicts between peers and classroom social climate. The research has followed a quantitative methodology, in a quasi-experimental design with pre-test, post-test and control group. The sample was 574 students of 5th and 6th degree of primary school. The results show a positive effect of the Happy 8-12 program in each one of the evaluate variables

Implementació i avaluació del programa Happy 8-12 d'educació emocional gamificat

Els episodis freqüents de violència a les escoles tenen una correlació positiva amb l’augment de l’ansietat, així com la disminució de l’autoestima i del rendiment acadèmic dels alumnes (Ros-Morente, Cabello i Filella, 2018). Els conflictes són consubstancials amb la convivència humana. Que els alumnes responguin amb violència o amb assertivitat dependrà en gran mesura de les estratègies de resolució de conflictes de què disposin i de la forma de convivència predominant en cada escenari (Rueda, Cabello, Filella i Vendrell, 2016). Amb l’inici del nou mil•lenni han aparegut als centres educatius força programes per tal de millorar les competències socioemocionals i l’aprenentatge escolar (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor i Schellinger, 2011). La tesi doctoral que es presenta té l’objectiu d’implementar i avaluar el programa Happy 8-12 d’educació emocional gamificat. El programa Happy 8-12 té per objectiu educar les competències emocionals (Bisquerra i Pérez-Escoda, 2007) i la resolució assertiva dels conflictes entre iguals en alumnes de 8 a 12 anys. Per tal d’avaluar els efectes del programa Happy 8-12 s’han estudiat les següents variables: competències emocionals, ansietat, rendiment acadèmic, nombre de conflictes entre iguals i clima social de l’aula. La recerca es va realitzar en una població d’alumnes de 5è i 6è curs d’educació primària. La investigació s’emmarca en la metodologia quantitativa, amb un disseny quasi experimental amb pretest, postest i grup control. Els resultats revelen un efecte positiu del programa Happy 8-12 en cada una de les variables estudiades.Los episodios frecuentes de violencia en los centros escolares tienen una correlación positiva con la disminución de la autoestima y el rendimiento académico, así como el aumento de la ansiedad de los alumnos (Ros-Morente, Cabello y Filella, 2018). Los conflictos son inherentes a la convivencia humana. Que los alumnos respondan con violencia o con asertividad dependerá en gran medida de las estrategias de resolución de conflictos de que dispongan y de la forma de convivencia predominante en cada escenario (Rueda, Cabello, Filella y Vendrell, 2016). Con el inicio del nuevo milenio han aparecido numerosos programas para la mejora de las competencias socioemocionales y el aprendizaje escolar (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor y Schellinger, 2011). La presente tesis doctoral tiene por objeto la implementación y evaluación del Programa Happy 8-12 de educación emocional gamificado. El Programa Happy 8-12 tiene como objetivo principal la educación de las competencias emocionales (Bisquerra y Pérez-Escoda, 2007) y la resolución asertiva de los conflictos entre iguales en alumnos de 8 a 12 años. Para evaluar los efectos del Programa Happy 8-12 se han estudiado las siguientes variables: competencias emocionales, ansiedad, rendimiento académico, número de conflictos entre iguales y clima social de aula. La investigación se ha realizado con una población de alumnos de 5º y 6º curso de educación primaria. El estudio se enmarca en la metodología cuantitativa, con un diseño cuasi-experimental con pretest, postest y grupo control. Los resultados revelan un efecto positivo del Programa Happy 8-12 en todas las variables estudiadas.The frequent episodes of violence in the schools have a positive correlation with the increase of the levels of anxiety and, also, with the decrease of the self-esteem and the academic achievement (Ros-Morente, Cabello & Filella, 2018). The conflicts are inherent with human relationships. The children may answer according to the degree of violence or assertiveness based on their own conflict resolution strategies and also the prevailing way of coexistence in each scenario (Rueda, Cabello, Filella i Vendrell, 2016). In the last years, there has been an important growth of programs with the aim of improving the social and emotional learnings and the academic achievement (Casel, 2013; Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011). The present doctoral thesis has the goal of implementing and evaluating the Happy 8-12 emotional education program. The Happy 8-12 program aim is to educate the emotional competences (Bisquerra & Pérez-Escoda, 2007) and the assertive resolution of conflicts between 8-12-year-old peers. In order to assess the effects of the Happy 8-12 program, diferent variables have been taken into account: emotional competences, anxiety, academic performance, number of conflicts between peers and classroom social climate. The research has followed a quantitative methodology, in a quasi-experimental design with pre-test, post-test and control group. The sample was 574 students of 5th and 6th degree of primary school. The results show a positive effect of the Happy 8-12 program in each one of the evaluate variables

Analysis of the Effects of two Gamified Emotional Education Software’s in Emotional and Well-being Variables in Spanish Children and Adolescents

The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students

Color-based discrimination of color hues in rock paintings through Gaussian mixture models: a case study from Chomache site (Chile)

The article explores advanced image processing techniques for pigment discrimination in rock art paintings, emphasizing color separation using RGB (red, green, blue) and LHCUv (Luminance, Hue, Chroma) imagery. It highlights the use of dimensionality reduction methods such as Principal Components Analisys PCA and Independent Component Analysis (ICA), with a focus on Gaussian Mixture Models (GMM) for probabilistic classification of image elements. This approach, applied to the Chomache archaeological site on the northernmost coast of the Atacama Desert in Chile, reveals previously undetected motifs and details, offering a nuanced perspective in rock art documentation and analysis. This proposal reinforces the value of rock art panel not only as a finished product but as a process.Depto. de Prehistoria, Historia Antigua y ArqueologíaFac. de Geografía e HistoriaTRUEpu

Los programas de educación emocional happy 8-12 and happy 12-16. Evaluación de su impacto en las emociones y el bienestar

ABSTRACTDuring the last years it has been confirmed that emotional and well-being variables are of the uppermost importance for a proper academic and personal development of the students. Thus, there has been an important growth of interventions and programs that train this variables. The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the Happy 8-12 and the Happy 12-16 programs during an academic course. For the development of the study a total of 574 primary education students and 903 of secondary education participated in the study. The investigation followed a pre-post quasi-experimental design with a control group. The instruments that were used for the assessment included: CDE, CDE-SEC, STAIC, STAI and the average of the academic marks. Regarding the results, an analysis of covariance (ANOVA) with an intersubject factor and intrasubject factor was carried out for each one of the samples. An improvement in emotional scales and anxiety was found for the two samples, especially in the primary school sample. There was also an important improvement in the academic achievement. All in all results of the present study showed that the training of the emotional competences in primary education improves the emotional competences, reduces anxiety and enhances academic achievement. These results are not that prominent in secondary education, but they show a similar pattern.RESUMENDurante los últimos años se ha visto confirmada la importancia de las variables emocionales y de bienestar para un correcto desarrollo académico y personal del alumnado. Por este motivo ha existido un auge en las intervenciones y programas que trabajan estas variables. El objetivo de la presente investigación es conocer la diferencia existente entre las variables emocionales y de bienestar en alumnado de primaria y de secundaria después de haber participado en los programas de Educación Emocional Happy 8-12 y Happy 12-16 durante un curso escolar. Para el desarrollo del estudio se contó con la participación de un total de 574 alumnos de educación primaria y otros 903 de educación secundaria. El diseño de la investigación fue cuasiexperimental, pretest, postest con grupo control. Los instrumentos utilizados fueron los siguientes: CDE, CDE-SEC, STAIC, STAI y la media de las notas académicas. En cuanto a los resultados, se realizó un análisis de la varianza (ANOVA) con un factor intersujetos y un factor intrasujetos para cada una de las muestras. Se detectó una mejora en las escalas de competencias emocionales y ansiedad en las dos muestras, especialmente en primaria. También existió una importante mejoría en el rendimiento académico. Así pues, los resultados del presente estudio demuestran que el entrenamiento de las competencias emocionales en educación primaria mejora las competencias emocionales, disminuye la ansiedad y potencia el rendimiento académico, resultados que no se manifiestan de manera tan significativa en educación secundaria, aunque sí que muestran una tendencia muy parecida.ABSTRACTDuring the last years it has been confirmed that emotional and well-being variables are of the uppermost importance for a proper academic and personal development of the students. Thus, there has been an important growth of interventions and programs that train this variables. The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the Happy 8-12 and the Happy 12-16 programs during an academic course. For the development of the study a total of 574 primary education students and 903 of secondary education participated in the study. The investigation followed a pre-post quasi-experimental design with a control group. The instruments that were used for the assessment included: CDE, CDE-SEC, STAIC, STAI and the average of the academic marks. Regarding the results, an analysis of covariance (ANOVA) with an intersubject factor and intrasubject factor was carried out for each one of the samples. An improvement in emotional scales and anxiety was found for the two samples, especially in the primary school sample. There was also an important improvement in the academic achievement. All in all results of the present study showed that the training of the emotional competences in primary education improves the emotional competences, reduces anxiety and enhances academic achievement. These results are not that prominent in secondary education, but they show a similar pattern