Первичная сексуально−эротическая дезадаптация как причина внебрачных связей супругов

Показаны закономерности развития, проявления и течения сексуально−эротической формы первичной дезадаптации супругов, имеющиеся у них варианты и разновидности сексуальной дезадаптации. Описаны причины, частота и характер обусловленных этой формой дезадаптации внебрачных связей, моральные качества и личностные особенности супругов, способствующие совершению ими супружеских измен. Дается рекомендация учитывать полученные в исследовании данные при психотерапевтической коррекции сексуально−эротической дезадаптации и разработке системы психопрофилактики сопровождающего ее внебрачного секса.The regularities of development, manifestations and course of sexual−erotic form of primary spouse dysadaptation as well as the variants and varieties of dysadaptation are shown. The causes, frequency and character of extramarital relations due to this form of dysadaptation, moral qualities and personality peculiarities of the spouses providing marital unfaithfulness are described. It is recommended to consider the received information in psychopreventive correction of sexual−erotic dysadaptation and working out the system of psychoprevention of the extramarital sex

Objective Measurement of the Mode of Commuting to School Using GPS: A Pilot Study

Active commuting to school (ACS) is a promising strategy to increase the daily physical activity (PA) in youths. However, more studies are required to objectively quantify the mode of commuting to school, as well as the health impact of this behavior. Thus, the aims of this study were: (1) to objectively determine the mode of commuting to school using GPS; (2) to quantify the sedentary time, PA levels, energy expenditure, and the steps derived from each mode of commuting; and (3) to analyze the associations between ACS trips and sedentary time, PA, energy expenditure, and steps. A total of 115 trips were recorded. Most trips were performed by walk (49.5%), followed by vehicle (39.1%) and mixed transport (11.3%). In the active school trips, youths were less likely to spend minutes in sedentary behaviors (OR: 0.481, p = 0.038), a higher increase on Metabolic-Equivalent of Task (METs) (OR: 5.497, p = 0.013), and greater steps (OR: 1.004, p = 0.029) than in the passive school trips (both active and passive modes were objectively measured). ACS (mainly walking) contribute to higher METs and steps in adolescents. GPS could be an appropriate method to objectively evaluate the PA variables related to the ACS trips.This study was supported by the Spanish Ministry of Economy, Industry and Competitiveness and the European Regional Development Fund (DEP2016-75598-R, MINECO/FEDER, UE). Additionally, this study takes place thanks to funding from the University of Granada, Plan Propio de Investigación 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES). To PACO project (Pedalea y Anda al Cole), from PROFITH group, University of Granada

Testing the Mystic School Mobile Application to Promote Active Commuting to School in Spanish Adolescents: The PACO Study

Active commuting to and/or from school (ACS) is an opportunity to increase daily physical activity (PA) levels in young people. Mobile-device interventions focused on promoting the practice of health-related PA can be more cost-effective than traditional interventions in this population. Objective: To analyze the adolescents’ opinion of the mobile application (app) Mystic School, which was designed to promote ACS in Spanish adolescents. Methods: A total of 44 students (14–15 years old) from Granada and Jaén participated in the test of the Mystic School app during two phases: phase 1 (n = 10) for 2 weeks and phase 2 (n = 34) for 1 month. Each phase included an app presentation, a follow-up, and focus group sessions. The qualitative analysis was carried out through NVivo software. Results: In phase 1, adolescents reported improvements in the design and functioning, such as the avatar movement, virtual steps utilities, and multiplayer function. These suggestions were included in phase 2. After phase 2, adolescents reported that it is important to add the possibility of playing without an Internet connection to the game, to include more competitive options, prizes, and to increase the difficulty of the levels. In both phases, problems with the step number counting remained. Conclusion: The Mystic School app can be a useful tool for the physical education teacher to integrate the content from this curriculum related to the promotion of PA, such as ACS.Spanish GovernmentEuropean CommissionUniversity of Granada Plan Propio de Investigacion 2016-Excellence actions: Unit of Excellence on Exercise and Health (UCEES) DEP2016-75598-RJunta de AndaluciaConsejeria de Conocimiento, Investigacion y UniversidadesEuropean Commission SOMM17/6107/UG

Psychometric Characteristics of a Commuting-to-School Behaviour Questionnaire for Families

The purposes of this study were: (a) to describe the patterns of modes of commuting to school (children) and to work (parents) separated by gender and age, (b) to validate the questions on children’s mode of commuting to and from school according to their parents, and (c) to analyse the reliability of a family questionnaire focused on commuting to school behaviours. A total of 611 parents (mean age: 43.28 6.25 years old) from Granada (Spain) completed “Family commuting-to-school behaviour” questionnaire in two sessions separated by 14 days, (2016 and 2018). The validation between family and children’s questions was assessed using the Kappa and Spearman correlation coe cients, and the test–retest reliability within the family questions was assessed using the Kappa and the weighted Kappa. The children’s modes of commuting to school (mean age: 11.44 2.77 years old) were mainly passive (57.7% to school) while parents’ modes of commuting to work were mainly active (71.6%). The validity of the mode of commuting was significant with high Kappa and Spearman coe cients. The test–retest reliability presented a good agreement for the mode of commuting to school in children, distance and time to school, and the mode of commuting to work in parents, while the questions on acceptable distance to walk or cycle to school showed a moderate to good agreement. The “Family commuting-to-school behaviour” questionnaire could be a useful tool to assess the mode of commuting of children, distance and time to school for researchers and practitioners.Spanish Ministry of Economy, Industry and CompetitivenessEuropean Regional Development Fund (MINECO/FEDER, UE) DEP2016-75598-RUniversity of Granada, Plan Propio de Investigacion 2016, Excellence actions: Units of Excellence; Unit of Excellence on Exercise and Health (UCEES)Junta de AndalucíaEuropean Union (EU) SOMM17/6107/UGRJunta de AndalucíaEuropean Social Fund (ESF

O1-4 Validation of questions to assess the mode of commuting to/from school for children according to their parents: the PACO study

Background The active commuting to school behaviour is an opportunity to increase the physical activity levels. The most frequent used tool to assess the mode of commuting to school is self-reporting by children or by their parents. However, there is a lack of information about the validity between both, children and parents. So, the purpose is to validate the questions of mode of commuting to go and come back from school of children according to their parents'. Method A total of 611 parents (mean age: 43.28±6.25 years old) and their children (mean age: 11.44±2.77 years old) from Granada (Spain) completed a family (mode of commuting of children reported by parents as part of the Family PACO questionnaire) and a student questionnaire validated (Chillon et al., 2017) (mode and frequency of commuting to and from school questionnaire), respectively, in two measurement points. The questions from the ‘Family PACO questionnaire' are: “How does your child usually go to school?” and “How does your child usually come back?”; and the questions from the ‘mode and frequency of commuting to and from school questionnaire' are: “How do you usually go to school?” and “How do you usually go from school?”. The validation between parents and childreńs questions was analysed using Kappa and Spearman correlation coefficients. The results of the kappa are considered as: poor agreement (0-0.20), acceptable agreement (0.21-0.40), moderate agreement (0.41-0.60), substantial agreement / good (0.61-0.80) and almost perfect / very good agreement (0.81-1.00) (Landis & Koch, 1977). The Spearman correlations coefficients were interpreted as low (> 0.30), moderate (0.30-0.50), and high (> 0.50) (Van Dyck, Cardon, Deforche, & De Bourdeaudhuij, 2015). Results The validity of questions from both questionnaires about mode of commuting presented high coefficients of validation (Kappa coefficient; 0.865 to school and 0.839 from school and Spearman correlation; rho=0.882 to school and rho=0.860 from school). Conclusion The questions about the mode of commuting to/from school from the ‘Family PACO questionnaire’ are valid method. Therefore, the use of the questions would be recommended to assess children's mode of commuting

Circulating epithelial cell as viral infection and tissue origin marker in patients with severe COVID-19

Liquid biopsy (LB) is a minimally invasive procedure that detects biomarkers in body fluids for real-time monitoring of patients. This study developed a new LB approach to analyze Circulating Epithelial Cells (CECs) in Intensive Care Unit (ICU) patients with severe COVID-19 and High-Exposure Negative Population to COVID-19 (HENPC) as the control group. The CECs were characterized by multispectral imaging flow cytometry, and an anti-SARS-CoV-2 Spike S1 protein (ProtS) antibody was used to detect infection. The results showed that CECs were present in most ICU patients (p = 0.0412), and their median number was significantly higher (p = 0.0004) than in controls. CEC clusters were only identified in patients, and high positive ProtS expression was observed in CECs from ICU patients compared to negative controls. In conclusion, LB could be a minimally invasive tool for detecting tissue damage caused by infectious agents and could provide real-time biological information about disease status and evolution. However, further validation in a larger population of patients is needed

Assessment of cardioresporatory fitness in preschool children: adaptation of the 20 metres shuttle run test

La capacidad cardiorrespiratoria es un potente indicador de salud presente y futura en niños y adolescentes, sin embargo se desconoce si también lo es para niños de edad preescolar, de 3 a 5 años. En el presente estudio, describimos la adaptación a preescolares del test original de 20m de ida y vuelta, su viabilidad y asimilación en niños de 3 a 5 años, así como su maximalidad y fiabilidad. Un total de 130 alumnos (4,91 ± 0,89 años; 77 niños), realizaron el test dos veces, con dos semanas de separación. La adaptación del test consistió principalmente en reducir la velocidad inicial de 8,5 km/h a 6,5 km/h. El test fue viable y tuvo una buena asimilación tanto en niños como en niñas y en los tres grupos de edad, 3, 4 y 5 años. La frecuencia cardíaca máxima (FCmáx) alcanzada para la muestra completa fue de 199,4 ± 12,5 latidos/minuto, equivalente a un 97% de la FCmáx teórica estimada, y sin diferencias significativas por sexo o edad. La diferencia de medias test-retest (error sistemático) en el número de vueltas alcanzado fue de 2 vueltas, sin diferencias por sexo o edad. No hubo evidencia de heterocedasticidad. Nuestros resultados sugieren que el test es máximo y fiable en este grupo de edad. Futuros estudios de intervención o longitudinales que utilicen este test deberían tener en cuenta que cambios en el rendimiento en el test de 2 vueltas podrían deberse a la propia variabilidad de la medida, mientras que cambios de mayor magnitud podrían ser atribuibles a la intervención o cambios asociados a la edad.Cardiorespiratory fitness is a strong indicator of present and future health in children and adolescents, however it is unknown whether it is for pre-schoolers, from 3 to 5 years. In the present study, we described the adaptation of the original 20m shuttle run test, it feasibility and acceptance in children from 3 to 5 years and its maximality and reliability. A total of 130 students (4.91 ± 0.89 years; 77 boys) performed the test twice, two weeks apart. The test adaptation consisted mainly in reducing the initial speed of 8.5 km/h to 6.5 km/h. The test was feasible and was well accepted in both boys and girls and the three age groups, 3, 4 and 5 years. The maximum heart rate (MHR) achieved for the entire sample was 199.4 ± 12.5 beats/min, equivalent to 97% of the estimated theoretical MHR, and no significant differences by gender or age. Mean test-retest difference (systematic error) in the number of laps achieved was 2 laps, with no significant differences between sex or age. There was no evidence of heteroscedasticity. Our results suggest the test is maximum and reliable in this age group. Future longitudinal or intervention studies using this test should take into account that changes in the test performance of 2 laps may be due to the variability of the measure, while wider changes would be attributable to the intervention or changes associated with age

Soil erosion processes in european vineyards: a qualitative comparison of rainfall simulation measurements in Germany, Spain and France

Small portable rainfall simulators are considered a useful tool to analyze soil erosion processes in cultivated lands. European research groups in Spain (Valencia, Málaga, Lleida, Madrid and La Rioja), France (Reims) and Germany (Trier) have used different rainfall simulators (varying in drop size distribution and fall velocities, kinetic energy, plot forms and sizes, and field of application) to study soil loss, surface flow, runoff and infiltration coefficients in different experimental plots (Valencia, Montes de Málaga, Penedès, Campo Real and La Rioja in Spain, Champagne in France and Mosel-Ruwer valley in Germany). The measurements and experiments developed by these research teams give an overview of the variety of methodologies used in rainfall simulations to study the problem of soil erosion and describe the erosion features in different climatic environments, management practices and soil types. The aims of this study are: (i) to investigate where, how and why researchers from different wine-growing regions applied rainfall simulations with successful results as a tool to measure soil erosion processes; (ii) to make a qualitative comparison about the general soil erosion processes in European terroirs; (iii) to demonstrate the importance of the development of standard method for measurement of soil erosion processes in vineyards, using rainfall simulators; and (iv) and to analyze the key factors that should be taken into account to carry out rainfall simulations. The rainfall simulations in all cases allowed infiltration capacity, susceptibility of the soil to detachment and generation of sediment loads to runoff to be determined. Despite using small plots, the experiments were useful to analyze the influence of soil cover to reduce soil erosion, to make comparisons between different locations, and to evaluate the influence of different soil characteristics. The comparative analysis of the studies performed in different study areas points out the need to define an operational methodology to carry out rainfall simulations, which allows us to obtain representative and comparable results and to avoid errors in the interpretation in order to achieve comparable information about runoff and soil los

Active commuting to school and associated health indicators: evaluation protocol of the PACO study Cycle and Walk to School and its implementation in secondary school

El presente estudio ha sido financiado por el Ministerio de Economía, Industria y Competitividad del Gobierno de España y el Fondo Europeo de Desarrollo Regional (DEP2016- 75598-R, MINECO/FEDER, UE). Se recibe una ayuda del Ministerio de Ciencia, Innovacioìn y Universidades del Gobierno de EspanÞa (FPU17/03934; FPU18/04251). Además, este estudio ha sido parcialmente financiado por la Universidad de Granada, Plan Propio de Investigación 2016, Acciones de excelencia: Unidades de excelencia; Unidad de Excelencia en Ejercicio y Salud (UCEES), y por la Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, Fondo Europeo de Desarrollo Regional (FEDER), ref. SOMM17 / 6107 / UGR.Es fundamental elaborar un protocolo de evaluación para garantizar rigor y homogeneidad en cualquier estudio de investigación. Asimismo, se requieren consideraciones específicas si la investigación se desarrolla en contexto educativo y en diferentes centros educativos. Este trabajo tiene como objetivo describir el protocolo de evaluación del estudio de investigación titulado: Estudio PACO “Pedalea y Anda al Colegio”. Además, se aportan recomendaciones globales y aplicaciones prácticas en el contexto educativo. El principal objetivo del estudio PACO es fomentar el comportamiento de desplazamiento activo entre estudiantes de Educación Secundaria Obligatoria para mejorar los niveles de actividad física y otros indicadores de salud asociados. Por ello, el protocolo de evaluación incluye la metodología e instrumentos específicos para evaluar en los adolescentes variables como: 1) modo de desplazamiento al centro educativo y otros factores psicosociales asociados a dicho desplazamiento mediante el cuestionario PACO alumnos, 2) barreras familiares para el desplazamiento activo al centro educativo mediante el cuestionario PACO familias, 3) características antropométricas (peso, talla, perímetro de cintura y de cuello), 4) niveles de actividad física y gasto energético evaluados mediante acelererometría y 5) características de la ruta real casa-colegio registradas mediante Sistema de Posicionamiento Global. La transparencia en la metodología y logística necesaria para evaluar dichas variables en contexto educativo, es la clave para garantizar el rigor y la homogeneidad en futuras implementaciones, ya sean estas realizadas por investigadores o docentes. Finalmente, los datos obtenidos, serán fiables y relevantes para implementar estrategias educativas que fomenten la salud integral de los adolescentes.It is essential to develop an evaluation protocol to develop rigor and homogeneity in any research study. Likewise, some considerations are specifically needed if the research is carried out in an educational context and in different schools. This work aims to describe y the evaluation protocol of the research study entitled: PACO Study “Cycle and Walk to School”. In addition, it provides global recommendations and practical applications in the educational context. The main objective of the PACO Study is to promote the behaviour of active commuting among students of Compulsory Secondary Education to improve their physical activity levels and other associated health indicators. For this reason, the evaluation protocol includes the specific methodology and instruments for evaluating variables such as: 1) mode of commuting to school and other psychosocial factors associated with active commuting through the PACO student questionnaire, 2) family barriers to active commuting to school through the PACO families questionnaire, 3) anthropometric characteristics (weight, height, waist and neck circumference), 4) levels of physical activity and energy expenditure evaluated by accelerometry and 5) characteristics of the real home-school route through a Global Positioning System. The transparency in the methodology and logistic necessary to evaluate the variables in the educational context is key to evaluate the rigor and homogeneity in future implementations, whether they are carried out by researchers or teachers. Finally, the obtained data will be reliable and relevant to implement educational strategies in order to promote an integral health of the adolescents.Ministerio de Economía, Industria y Competitividad del Gobierno de España y el Fondo Europeo de Desarrollo Regional (DEP2016- 75598-R, MINECO/FEDER, UE)Ministerio de Ciencia, Innovacioìn y Universidades del Gobierno de España (FPU17/03934; FPU18/04251).Universidad de Granada Plan Propio de Investigación 2016, Acciones de excelencia: Unidades de excelencia; Unidad de Excelencia en Ejercicio y Salud (UCEES)Junta de Andalucía, Consejería de Conocimiento, Investigación y Universidades, Fondo Europeo de Desarrollo Regional (FEDER), ref. SOMM17 / 6107 / UG