Climate Change Impacts on Maize and Dry Bean Yields of smallholder farmers in Honduras

The rotation maize and dry bean provides the main food supply of smallholder farmers in Honduras. Crop model assessment of climate change impacts (2070?2099 compared to a 1961?1990 baseline) on a maize?dry bean rotation for several sites across a range of climatic zones and elevations in Honduras. Low productivity systems, together with an uncertain future climate, pose a high level of risk for food security. The cropping systems simulation dynamic model CropSyst was calibrated and validated upon field trail site at Zamorano, then run with baseline and future climate scenarios based upon general circulation models (GCM) and the ClimGen synthetic daily weather generator. Results indicate large uncertainty in crop production from various GCM simulations and future emissions scenarios, but generally reduced yields at low elevations by 0 % to 22 % in suitable areas for crop production and increased yield at the cooler, on the hillsides, where farming needs to reduce soil erosion with conservation techniques. Further studies are needed to investigate strategies to reduce impacts and to explore adaptation tactics

Validation of the Scale of Emotional States in the Physical Education Context

The purpose of the present study was to validate an instrument of student emotional experiences in the Spanish Physical Education context. The sample of participants consisted of 864 secondary education students from various educational institutions of Spain who ranged in age from 13 to 19 years. To assess the psychometric properties of the Scale of Emotions in Physical Education (SEPE), various types of analyses were conducted. The factor structure of the SEPE was examined through confirmatory factorial analysis in relation to two models. In the first model, it was proposed that the eight first order factors, which represented the eight emotional states, would be correlated amongst each other. In the second model, an eight-factor model with two higher order factors was proposed, with these higher order factors representing distinct sets of positive and negative emotions. The results provide support the presence of an eight-factor second order model which consisted of sets of four positive emotions and four negative emotions. These results provide evidence for the reliability and validity of the SEPE within the Spanish Physical Education context

Adaptation and Validation of the Mind-Wandering Questionnaire (MWQ) in Physical Education Classes and Analysis of Its Role as Mediator between Teacher and Anxiety

Physical education (PE) classes are one of the primary means of adopting healthy lifestyles and contribute greatly to personal well-being. However, it is necessary that students pay attention and do not enter a mind-wandering state as this can be negative for the purposes of PE classes. Therefore, we adapted and validated the Mind-Wandering Questionnaire (MWQ) to the Spanish PE context and analyzed the influence of the teacher on this new variable. Two independent samples of high school students between the ages of 13 and 19 participated in the study. In order to assess the psychometric properties of the MWQ, various analyses were carried out. The results of the confirmatory factorial analysis (CFA) provided support for the structure of the questionnaire. The structure of the model was gender-invariant. The Cronbach alpha value was higher than 0.70 and showed an adequate level of temporal stability. In addition, we present a second study in which high school students between the ages of 13 and 19 participated, and which are independent of the first study. The analyses in this study were mainly based on structural equation modelling, and demonstrated the teacher’s influence on mind-wandering and showed that mind-wandering acted as a predictor of anxiety in high school students. The results of this study provided evidence of the reliability and validity of the MWQ in the Spanish PE context

No More Bricks in the Wall: Adopting Healthy Lifestyles through Physical Education Classes

Despite the multiple benefits associated with practicing physical activity regularly, less than 20% of the population do it on a daily basis. Physical education classes could contribute, during childhood and adolescence, to consolidating adherence to healthy lifestyle habits. The present study involved 606 secondary school students between the ages of 13 and 19. We analysed the relationships between the perception of psychological control and support for autonomy, the satisfaction and frustration of psychological needs, mind-wandering and mindfulness, positive and negative emotions, motivation towards physical education classes, physical activity and the intention to be physically active—all through a structural equation model, which presented acceptable goodness-of-fit indices. The results showed that students who feel more autonomous see that their psychological needs are met and feel emotionally positive; this will result in the development of autonomous motivation towards physical education classes and physical activity that, in turn, could lead to a greater intention to be physically active

Influence of Physical Education Teachers on Motivation, Embarrassment and the Intention of Being Physically Active During Adolescence

According to a WHO report (2018), more than 80% of adolescents do not do enough physical activity. Physical Education (PE) classes should be aimed at solving this problem. The present study aims to analyze the influence teachers have on motivation, embarrassment and intention to be physically active among their students. A total of 604 secondary school students participated in the study. Various statistical analyses were carried out to explain the causal relationships between the variables. The results revealed a positive relation between the autonomy support and the satisfaction of basic psychological needs (BPN), and a negative relation with the frustration of BPN. In contrast, perceived control revealed a positive relation with frustration of BPN, and a negative relation with the satisfaction of BPN. Satisfaction of BPN was negatively related to embarrassment and positively related to self-determined motivation. On the other hand, frustration of BPN was positively related to embarrassment and negatively with self-determined motivation. Embarrassment was negatively related to self-determined motivation, and the latter was positively related to intention to be physically active. Indeed, the study demonstrates the influence and the importance of PE teachers and of the motivational and emotional processes of adolescents during PE classes and the role they play in acquiring the habits of an active lifestyle

The Influence of the Social Context on Motivation towards the Practice of Physical Activity and the Intention to be Physically Active

According toWHOdata, only around 20% of adolescents participate in physical activity (PA) during their free time. The social context can act as a support for adolescents to do PA, given the e ect that both parents, friends and teachers have on young people’s behaviour owing to the large amount of time and influence they have on them. Therefore, the aim of this study is to analyse the role of the social context on adolescents’ motivation to practise PA and their intention to be physically active. This study involved the participation of students in compulsory and post-compulsory secondary education. Several statistical analyses were performed, including three confirmatory factorial analyses of the scales and a structural equations model that explains the causal relationships between the variables. The results showed how support for autonomy in the social context positively predicts autonomous motivation, whereas the psychological control of the social context negatively predicts it. Autonomous motivation positively predicted intent, attitude, behavioural control and subjective norms, and consequently, the practice of physical activity. In short, the study showed how the three validated scales have adequate goodness-of-fit indices while the structural equations model demonstrated the influence of the social context on the student’s motivational processes and the adoption of active life habits

Integral field spectroscopy of HII regions in M33

Integral field spectroscopy (IFS) is presented for star forming regions in M33. A central area of 300 x 500 pc^2 and the external HII region IC 132, at a galactocentric distance {\sim} 19arcmin (4.69 kpc) were observed with the Potsdam Multi Aperture Spectrophotometer (PMAS) instrument at the 3.5 m telescope of the Calar Alto Hispano- Alem\'an observatory (CAHA). The spectral coverage goes from 3600 A to 1{\mu}m to include from [OII]{\lambda}3727 A to the near infrared lines required for deriving sulphur electron temperature and abundance diagnostics. Local conditions within individual HII regions are presented in the form of emission line fluxes and physical conditions for each spatial resolution element (spaxel) and for segments with similar H{\alpha} surface brightness. A clear dichotomy is observed when comparing the central to outer disc HII regions. While the external HII region has higher electron temperature plus larger H{\beta} equivalent width, size and excitation, the central region has higher extinction and metal content. The dichotomy extends to the BPT diagnostic diagrams that show two orthogonal broad distributions of points. By comparing with pseudo-3D photoionization models we conclude that the bulk observed differences are probably related to a different ionization parameter and metallicity. Wolf-Rayet features are detected in IC 132, and resolved into two concentrations whose integrated spectra were used to estimate the characteristic number of WR stars. No WR features were detected in the central HII regions despite their higher metallicity.Comment: 72 pages, 37 figure

Adaptation and Validation the State Mindfulness Scale (SMS) to Physical Education in a Spanish Context

The aim of this study is to validate and adapt to the Spanish context of Physical Education (PE) the State Mindfulness Scale (SMS). The study included 1428 students aged 13–19. In order to analyse the psychometric properties of the SMS, an exploratory factorial analysis was carried out to confirm the presence of two factors, a confirmatory factorial analysis that has offered support for both the structure of two factors. We also included an analysis of temporal stability, an analysis of invariance across gender, an analysis of internal consistency and an analysis of predictive validity through a t-test in which mental health (β = −0.28, p < 0.001) and physical or bodily experience (β = −0.16, p < 0.001) negatively predicted anxiety, respectively. The structure of the questionnaire was valid and reliable, gender-neutral and with adequate levels of temporal stability

Validation of the Scale of Basic Psychological Needs towards Physical Exercise, with the Inclusion of Novelty

The purpose of this study was to validate and adapt to the Spanish context of Physical Education, the Spanish version of the Scale of Basic Psychological Needs in the context of physical exercise, with the incorporation of novelty to the scale. The sample that took part in the study was 2372 people from 16 to 48 years old from the province of Almeria. In order to analyze the psychometric properties of the scale, several analyses have been carried out. The results have offered support both for the eight-factor structure and for the higher-order double model where the eight subscales are joined into two constructs called frustration and satisfaction. The structure of both models was invariant with respect to gender and age. Cronbach’s alpha values were above 0.70 in the subscales and scales; and adequate levels of temporal stability. In addition, the subfactors pertaining to the satisfaction of basic psychological needs positively predicted the intrinsic motivation for physical activity, while each of the subfactors of the frustration of psychological needs predicted it negatively. The results of this study provide evidence of the reliability and validity of the BPNS in the Spanish context of physical activity

Eficacia de las técnicas contextuales en la depresión

La depresión es un trastorno que afecta a gran parte de la población mundial, limitando la calidad de vida y el bienestar de las personas que lo padecen. Con esta revisión sistemática se pretende evaluar y analizar la evidencia científica publicada sobre la eficacia de las técnicas contextuales en la reducción de los síntomas de dicho trastorno. Para ello se realizó una búsqueda sistemática de ensayos controlados aleatorios en las bases de datos de PsycINFO y MEDLINE cuya fecha de publicación fuese del año 2016 en adelante. Se incluyeron estudios que cumplieron los criterios de inclusión establecidos, por lo que la población objeto de estudio era mayor 16 años, los artículos se encontraban redactados en inglés o español y se tomaban medidas al menos antes y después de la intervención. Finalmente se seleccionaron un total de 8 investigaciones que se centraban específicamente en la Activación Conductual como terapia contextual para el tratamiento psicológico en la depresión debido a la escasez de evidencia científica publicada sobre la eficacia del resto de técnicas contextuales en el tratamiento de este trastorno. En dichos ensayos se contaba con uno o dos grupos experimentales, además de un grupo control o de tratamiento habitual. A pesar de que se obtuvieron cinco resultados que concluyeron que la AC es una terapia eficaz para el tratamiento de la depresión, estos no son suficientemente sólidos como para poder establecer una conclusión. Existen diversas limitaciones como la escasez de publicaciones científicas que investigan la eficacia de las técnicas contextuales en la depresión y la poca calidad metodológica de alguno de los estudios incluidos en esta revisiónDepression is a disorder that affects a large part of the world's population, limiting the quality of life and well-being of those who suffer from it. The aim of this systematic review is to evaluate and analyze the published scientific evidence on the efficacy of contextual techniques in reducing the symptoms of this disorder. For this purpose, a systematic search of randomized controlled trials was conducted in the PsycINFO and MEDLINE databases whose publication date was from 2016 onwards. We included studies that met the established inclusion criteria, whereby the study population was older than 16 years, the articles were written in English or Spanish, and measures were taken at least before and after the intervention. Finally, a total of 8 studies were selected that focused specifically on Behavioral Activation as a contextual therapy for the psychological treatment of depression due to the scarcity of published scientific evidence on the efficacy of other contextual techniques in the treatment of this disorder. These trials included one or two experimental groups, in addition to a control or treatment-as-usual group. Although five results were obtained that concluded that CA is an effective therapy for the treatment of depression, they are not sufficiently robust to draw a conclusion. There are several limitations, such as the scarcity of scientific publications investigating the efficacy of contextual techniques in depression and the poor methodological quality of some of the studies included in this review