Prenatal Metals Exposure and pre-adolescents’ Emotional and Behavioral Problems

Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. We are grateful to all the participants and their families for taking part in this study. We also appreciate the generous contribution in the study of all INMA members. A full roster of the INMA Project researchers can be found at http://www.proyectoinma.org/presentacion-inma/listado-investigadores/en_listado-investigadores.html. This study was supported by grants from Spanish government through the Ministry of Universities under the grant CAS21/00008 and grant for the requalification of the Spanish University, financed by the European Union, NextGeneration EU, Instituto de Salud Carlos III [FIS-FEDER: 13/1944, 16/1288, 17/00663 and 19/1338; FIS-FSE: 17/00260; Miguel Servet-FSE: MSII20/0006, FIS-PI06/0867, FIS-PI09/00090, CPII18/00018], CIBERESP, Department of Health of the Basque Government (2005111093, 2009111069, 2013111089, 2015111065), Generalitat Valenciana [BEST/2020/059, AICO/2020/285 and CIAICO/2021/132] and the Provincial Government of Gipuzkoa (DFG06/002, DFG08/001 and DFG15/221 and DFG 89/17). We also acknowledge support from the Spanish Ministry of Science and Innovation and the State Research Agency through the "Centro de Excelencia Severo Ochoa 2019-2023" Program (CEX2018-000806-S), and support from the Generalitat de Catalunya through the CERCA Program.Emotional and behavioral problems during childhood raise the risk of subsequent developmental of mental disorders. Our aim was to study the association between maternal metal and trace element concentrations during gestation and these problems in 9 year-old children. The study sample comprised Spanish mother-child pairs in the INMA project (n = 1003). Metals and trace elements (As, Cd, Co, Cu, Mo, Ni, Pb, Sb, Se, Tl and Zn) were measured in urine samples collected during pregnancy. Inorganic As metabolites were speciated in a subsample (n = 729). Emotional and behavioral problems were assessed using the Child Behavior Checklist (CBCL) composed of three scales: internalizing, externalizing and total problems. Sociodemographic, dietary and exposure to other environmental pollutants were obtained through questionnaires. Single nucleotide polymorphisms in brain- and metabolism-related genes APOE, BDNF, GSTP1, and PON1 were determined in cord blood. Multivariate negative binomial models were used. The interaction with sex and genotypes was evaluated including interaction terms. A multi-element analysis was carried out by a principal component analysis. Higher concentrations of Cu, monomethylarsonic acid, and Pb during pregnancy were associated with an increased incidence ratio risk (IRR) between 4.6 and 7.5% for internalizing and externalizing problems for all three CBCL scales in the children. Increasing Mo, Ni and Co concentrations were associated with higher IRR for internalizing problems (up to 8%), and Cd for externalizing problems (6.7%). Modifications by sex and genotypes were found for several associations. Multi-element analysis associated multiple metals and trace elements (Ni, Cu, Se, Cd and Pb) with higher internalizing problems.CRUE-CSIC agreementSpanish government through the Ministry of Universities CAS21/00008Spanish UniversityEuropean Union (EU)NextGeneration EUInstituto de Salud Carlos III Spanish Government 13/1944, 16/1288, 17/00663, 19/1338FIS-FSE 17/00260Miguel Servet-FSE MSII20/0006, FIS-PI06/0867, FIS-PI09/00090, CPII18/00018CIBERESPDepartment of Health of the Basque Government 2005111093, 2009111069, 2013111089, 2015111065Center for Forestry Research & Experimentation (CIEF) BEST/2020/059, AICO/2020/285, CIAICO/2021/132Provincial Government of Gipuzkoa DFG06/002, DFG08/001, DFG15/221, DFG 89/17Spanish GovernmentState Research Agency CEX2018-000806-SGeneralitat de Catalunya through the CERCA Progra

Qualitative analyses of e-learning implementation and hybrid teaching during the covid-19 pandemic at Spanish universities

During the COVID-19 pandemic over the academic year 2020–2021, many universities and faculties had to deal with hybrid teaching by combining face-to-face and virtual teaching approaches. The main objective herein considered was to analyze the perceptions of students and teachers from Spanish universities regarding how e-learning has actually been adopted before, during, and after the COVID-19 lockdown. We also wished to know their opinions about the usefulness and applicability of the e-learning and hybrid teaching methodologies regarding their impacts on the teaching–learning process in the university context. A thematic analysis was performed using three discussion groups (two made up of four teachers each, and another comprising five teachers with university management posts). Seventy-nine open questionnaires completed by students were also analyzed. The participants were from eight different Spanish universities: six public and two private. The obtained results revealed a preference for face-to-face teaching over virtual teaching, and the advantages offered by closer interpersonal relationships were stressed. However, the participants also indicated the potential of the e-learning and hybrid teaching methodologies, which they believed complemented one another and reinforced learning personalization. Thus, a specific need for training in the e-learning methodology and hybrid teaching format was apparent

A qualitative qnalysis of implementing e-learning during the COVID-19 lockdown

The existing literature evidences the potential of the e-learning methodology, although some call it into question. Our study aimed to analyse the real scope of applying this methodology type to a lockdown situation like that caused by COVID-19. It could provide the scientific and educational community with useful novel information on e-learning and its real adequacy for schools in pre-university educational stages. This qualitative study was designed using questionnaires with open-ended questions for students and semistructured interviews for teachers, management board members, and families of students of Primary and Secondary Education. The scripts of data collection tools were made ad hoc. The thematic analysis was carried out in accordance with the study dimensions by relating the access and use of technological resources in classrooms, implementing the e-learning methodology during face-to-face teaching, and finally knowing the effects of its application during remote teaching in the lockdown situation. The results clearly show a need to adapt and adjust the implementation of this methodology by considering not only its specificities, but also a combination of e-learning and traditional teaching methodologies can help to introduce information and communication technologies (ICT) into classrooms. To conclude, including such a methodology in the educational context can be argued for, provided that specific training is received to allow the potential of both online and traditional teaching to be leveraged

A fuzzy DEA slacks-based approach

This paper deals with the problem of efficiency assessment using Data Envelopment Analysis (DEA) when the input and output data are given as fuzzy sets. In particular, a fuzzy extension of the measure of inefficiency proportions, a well-known slacks-based additive inefficiency measure, is considered. The proposed approach also provides fuzzy input and output targets. Computational experiences and comparison with other fuzzy DEA approaches are reported.The first author was partially supported by the research project MTM2017-89577-P (MINECO, Spain). The second author was partially supported by the Spanish Ministry of Economy and Competitiveness, grant AYA2016-75931-C2-1-P and from the Consejería de Educación y Ciencia, Spain (Junta de Andalucía, reference TIC-101). The third author acknowledges the financial support of the Spanish Ministry of Science, Innovation and Universities, grant PGC2018-095786-B-I00

APOE Gene Associated with Cholesterol-Related Traits in the Hispanic Population

Genetic variants in the apolipoprotein E (APOE) gene are associated with lipid metabolism and lipid-related traits in the non-Hispanic population. There have been limited studies regarding the association between the APOE gene and hypercholesterolemia in the Hispanic population; therefore, our aim for this study is to examine the APOE gene’s associations with cholesterol level and its related phenotypes. The APOE gene consists of three different alleles, ε2, ε3, and ε4, with ε4 being associated with dementia and cardiovascular diseases. A total of 1,382 subjects were collected from the Texas Alzheimer’s Research and Care Consortium (TARCC, N = 1320) and the Initial Study of Longevity and Dementia from the Rio Grande Valley (ISLD-RGV, N = 62). Questionnaires on demographics, medical history, and blood/saliva samples were collected and APOE genotypes were performed. We observed allele frequencies of the APOE ε3 (96.7%), ε4 (22.6%) and ε2 (6.8%) alleles, respectively. Multivariable logistic regression revealed a significant association between the APOE ε4 allele and hypercholesteremia (p = 1.8 × 10−4 ) in our studied Hispanic population. We prove for the first time, that the APOE ε4 allele increases the risk for hypercholesterol in Hispanics. Further research is needed to confirm and supports our current findings

Las TIC en la educación para la salud en universitarios

La evolución de las TIC como recurso educativo ha hecho que estas estén presentes en todas las áreas de conocimiento y en las diferentes etapas formativas. El presente trabajo analiza la eficacia de un programa de educación para la salud fundamentado en el uso de diferentes dispositivos tecnológicos y aplicaciones informáticas para el control de los hábitos de actividad física saludable de los estudiantes de los grados universitarios en Magisterio impartidos en la Facultad de Educación (Universidad de Zaragoza). La muestra final, una vez aplicados los criterios de exclusión, fue de 80 estudian¬tes. Fueron distribuidos en tres grupos: uno control y dos experimentales (app y pulseras de actividad física), respetando la proporcionalidad de las matriculaciones. Tras una evaluación inicial de la actividad física (cuestionario IPAQ), los estudiantes se marcaron sus propios objetivos individuales de acuerdo con las recomendaciones marcadas por la OMS para la población adulta. Al cabo de siete semanas se procedió a una nueva medición con el mismo instrumento. Los resultados mostraron un incremento en el tiempo de realización de actividad física en los grupos que emplearon las TIC, especialmente aquel que utilizó las pulseras inteligentes. Finalmente, podemos afirmar que las TIC no solamente son importantes en la educación en general, sino que lo son en temas transversales tan importantes como la educación para la salud y en el mantenimiento de un estilo de vida activo

El desafío como estrategia para la promoción de actividad física en universitarios

La práctica regular de actividad física es uno de los elementos que determinan la calidad de vida de las personas. En este sentido, la Organización Mundial de la Salud define como parámetros mínimos para población adulta entre 18 y 64 años la realización de 150 minutos semanales de actividad física aeróbica moderada, 75 minutos de actividad física vigorosa o una combinación equivalente de ambas. En este estudio se ha analizado la influencia que la metodología por desafío presenta en la consecución de dichas recomendaciones. Para ello, han participado 80 estudiantes (13 hombres y 67 mujeres) de los grados universitarios de Magisterio en Educación Primaria (52)y en Educación Infantil (28) de la Facultad de Educación (Universidad de Zaragoza), con una media de edad de 21.5±.83 años. Fueron distribuidos aleatoriamente en tres grupos experimentales: grupo uno, con medidas tradicionales de promoción de actividad física; grupo dos, disponiendo de aplicaciones para dispositivos móviles; grupo tres, utilizando pulseras de actividad física. Se utilizó el cuestionario IPAQ para comprobar la cantidad de actividad física realizada. De forma específica se empleó el cuestionario AMPEF para valorar las razones de aumento del ejercicio físico. Los resultados muestran una mejora en el número de estudiantes que cumple con las recomendaciones saludables después de siete semanas. El factor desafío aparece como una razón destacable en los tres grupos experimentales. Los grupos dos y tres destacan la inmediatez de la información facilitada por las herramientas TIC, que permite un mayor control y seguimiento delos retos de práctica planteados. Regular practice of physical activity is one of the elements that determine people's quality of life. In this respect, the World Health Organization defines 150 minutes per week of moderate aerobic physical activity, 75 minutes of vigorous physical activity, or an equivalent combination of both, as minimum parameters for the adult population aged between 18 and 64 years old. In this study We analyzed the influence that a challenge methodology has on the achievement of these recommendations. To this end, 80 students (13 men and 67 women) from the university degrees in Teaching in Primary School Education (52) and Nursery School Education (28) of the Faculty of Education (University of Zaragoza), with an average age of 21.5.83 years old, participated in the study. They were randomly distributed into three experimental groups: group one, with traditional measures to promote physical activity; group two, using applications for mobile devices; group three, using physical activity bracelets. The IPAQ questionnaire was used to collect data on the amount of physical activity performed. Specifically, reasons for increased physical exercise were collected using theAMPEF questionnaire The results showed an improvement in the number of students fulfilling the healthy recommendations after seven weeks. The challenge factor appears as a remarkable reason in the three experimental groups. Groups two and three highlighted the immediacy of the information provided by the ICT tools, which allows greater control and monitoring of the exercise challenges posed

The axiological assessment of projects into research ethics committees

El objetivo de este trabajo es demostrar que la existencia de los Comités de Ética de la Investigación(CEIs) es congruente con el tiempo histórico que nos ha tocado vivir. La idea de una ciencia neutra se remontaa la creación de la Royal Society. Putnam y otros investigadores propusieron el término de valoresepistémicos para los valores propios de la ciencia. A esta transformación axiológica se le ha denominadode varias formas: modo 2 de conocimiento, ciencia postnormal, ciencia postacadémica y también tecnociencia.No hay innovación sin valoración previa, e incluso sin múltiples valoraciones previas. La existenciaactual de los Comités de Ética de la Investigación (CEIs) es un hecho congruente con el desarrollohistórico de la epistemología durante el siglo XX. Una de las funciones más importantes de los CEIs, esla evaluación axiológica (valores epistémicos) de los proyectos de investigación.The aim of this paper is to show that the existence of Ethics Research Committees is consistent with thehistorical time in which we reside. The idea of a neutral science dates back to the creation of the RoyalSociety. Putnam and other researchers proposed the term «epistemic values» to the values of science.This axiological transformation has been called in several ways: knowledge mode 2, post-normal science,post-academic science and technoscience. There is no innovation without evaluation, even withoutmultiple previous assessments. The actual existence of the Research Ethics Committees (RECs) is a factconsistent with the historical development of epistemology in the twentieth century. One of the mostimportant functions of RECs, is the axiological evaluation (epistemic values) of research projects

La evaluación axiológica de los Proyectos en los Comités de Ética de la investigación

The aim of this paper is to show that the existence of Ethics Research Committees is consistent with thehistorical time in which we reside. The idea of a neutral science dates back to the creation of the RoyalSociety. Putnam and other researchers proposed the term «epistemic values» to the values of science.This axiological transformation has been called in several ways: knowledge mode 2, post-normal science,post-academic science and technoscience. There is no innovation without evaluation, even withoutmultiple previous assessments. The actual existence of the Research Ethics Committees (RECs) is a factconsistent with the historical development of epistemology in the twentieth century. One of the mostimportant functions of RECs, is the axiological evaluation (epistemic values) of research projects.El objetivo de este trabajo es demostrar que la existencia de los Comités de Ética de la Investigación(CEIs) es congruente con el tiempo histórico que nos ha tocado vivir. La idea de una ciencia neutra se remontaa la creación de la Royal Society. Putnam y otros investigadores propusieron el término de valoresepistémicos para los valores propios de la ciencia. A esta transformación axiológica se le ha denominadode varias formas: modo 2 de conocimiento, ciencia postnormal, ciencia postacadémica y también tecnociencia.No hay innovación sin valoración previa, e incluso sin múltiples valoraciones previas. La existenciaactual de los Comités de Ética de la Investigación (CEIs) es un hecho congruente con el desarrollohistórico de la epistemología durante el siglo XX. Una de las funciones más importantes de los CEIs, esla evaluación axiológica (valores epistémicos) de los proyectos de investigación