Detection of Executive Performance Profiles Using the ENFEN Battery in Children Diagnosed With Attention-Deficit Hyperactivity Disorder

Attention-deficit hyperactivity disorder (ADHD) is one of the most common neurodevelopmental disorders in children and adolescents. People who have this disorder are characterized by presenting difficulties in the processes of sustained attention, being very active, and having poor control of their impulses. Despite the high prevalence of this disorder and the existence of various tests used for its diagnosis, few data are available regarding the usefulness and diagnostic validity of these tools. Given the difficulties that these subjects present in executive functions, the aim of this study was to evaluate whether the Neuropsychological Assessment of Executive Functions battery for Children (ENFEN, for its acronym in Spanish, Portellano et al., 2009) allows to establish specific profiles of executive performance for people with attention-deficit hyperactivity disorder (ADHD). The sample was made up of 197 participants of both sexes, aged between 6 and 12 years age (134 with a clinical diagnosis and 63 without pathology). A nonexperimental design was followed, using a comparative descriptive study method. The results indicated that the scales of phonological fluency, color path, rings, and interference are the most associated with the diagnosis of ADHD, providing data on inhibition, mental flexibility, sustained and selective attention, planning, verbal fluency, and working memory, among others. The practical implication of these results is in line with providing support in the clinical diagnosis that is carried out in children’s mental health units. In addition, the ENFEN tool can be valued as a suitable psychometric instrument in the psychoeducational field, helping professionals in a school environment to be more aware of the areas of cognitive development in which a student diagnosed with ADHD will have more difficulties and, in doing so, providing more adjusted and effective psychopedagogical measures when it comes to supporting students in their adaptation to the school environment

Biological differences between in vitro produced bovine embryos and parthenotes

Parthenotes may represent an alternate ethical source of stem cells, once biological differences between parthenotes and embryos can be understood. In this study, we analyzed development, trophectoderm (TE) differentiation, apoptosis/necrosis, and ploidy in parthenotes and in vitro produced bovine embryos. Subsequently, using real-time PCR, we analyzed the expression of genes expected to underlie the observed differences at the blastocyst stage. In vitro matured oocytes were either fertilized or activated with ionomycin C6-DMAP and cultured in simple medium. Parthenotes showed enhanced blastocyst development and diploidy and reduced TE cell counts. Apoptotic and necrotic indexes did not vary, but parthenotes evidenced a higher relative proportion of apoptotic cells between inner cell mass and TE. The pluripotence-related POU5F1 and the methylation DNMT3A genes were downregulated in parthenotes. Among pregnancy recognition genes, TP-1 was upregulated in parthenotes, while PGRMC1 and PLAC8 did not change. Expression of p66shc and BAX/BCL2 ratio were higher, and p53 lower, in parthenotes. Among metabolism genes, SLC2A1 was downregulated, while AKR1B1, PTGS2, H6PD, and TXN were upregulated in parthenotes, and SLC2A5 did not differ. Among genes involved in compaction/blastulation, GJA1 was downregulated in parthenotes, but no differences were detected within ATP1A1 and CDH1.Within parthenotes, the expression levels of SLC2A1, TP-1, and H6PD, and possibly AKR1B1, resemble patterns described in female embryos. The pro-apoptotic profile is more pronounced in parthenotes than in embryos, which may differ in their way to channel apoptotic stimuli, through p66shc and p53 respectively, and in their mechanisms to control pluripotency and de novo methylation

La opinión de los consumidores españoles sobre los alimentos transgénicos y su seguridad

This paper presents the results of a study on the public perception of food safety issues and transgenic foods among Spanish citizens. The results show two distinct types of behavior with respect to the acquisition of a product based on a new technology (like biotechnology): the behavior as consumers of a product, and the behavior as citizen and user of this technology. One of the reasons for this schism is the difference between the relatively high level of (general) information and the low level of (specific) knowledge with respect to this technology. People in Spain perceive transgenic foods as similar to existing industrial foodstuffs. This leads a majority of them to reject purchasing those products. These attitudes are in line with the responses given in relation to the introduction of regulation (labeling) of transgenic foodstuffs.<br><br>El presente artículo resume los resultados de una encuesta a ciudadanos españoles sobre su percepción de la seguridad alimentaria, especialmente en el área de los productos transgénicos. Los resultados indican que las personas se comportan de dos maneras distintas en el momento de comprar un producto: por un lado, como consumidores de un determinado producto y, por el otro, como usuarios (o ciudadanos-usuarios) de tecnología. En ello influye que existe un alto nivel de información general sobre la biotecnología, pero todavía hay poco conocimiento sobre los aspectos específicos de los productos. La tecnología de los alimentos transgénicos se percibe en claves parecidas a los alimentos industriales existentes, lo que influye en las actitudes de compra (mayoritariamente de rechazo). Estas actitudes guardan relación con las respuestas aducidas para justificar el establecimiento de regulaciones (etiquetado) sobre la comercialización de los alimentos modificados genéticamente

Sitúate : revista digital de situaciones de aprendizaje

Se presenta una situación de aprendizaje integrada, el alumnado se acerca a la comprensión de los conflictos sociales y/o políticos más importantes del S.XX. Teniendo en cuenta que la adquisición de la información no garantiza por sí misma el conocimiento, se propone la realización, por grupos, de una producción audiovisual de carácter periodístico.ES

Sitúate : revista digital de situaciones de aprendizaje

La situación de aprendizaje integrada, pretende que el alumnado canario conozca las peculiaridad de algunos territorios de la Unión Europea como son las regiones ultraperiféricas. La idea surge como un interrogante para el alumnado canario que comparte derechos y deberes con otros ciudadanos europeos y que resultan desconocidos. Con una pregunta, hasta cierto punto irreverente, ¿qué hace un canario como tú en una Europa como esta? Se tratará de conocer a los europeos que viven más alejados de Europa y las características sociales, culturales e institucionales. Para ello, se considera que si se une el profesorado de Lengua Castellana y Literatura, Geografía y Francés, los aprendizajes se pueden integrar y enriquecer, conectando las RUP como condición de nueve territorios y las variedades de la lengua castellana y francesa en los territorios alejados. Se inicia la secuencia de actividades con la investigación guida en Geografía , que sirve de facilitador para la investigación que realizarán tanto en la materia de Lengua Castellana y Literatura, como en la materia de Francés. Cada materia genera sus productos e instrumentos de evaluación, sin embargo, unos necesitan del trabajo de los demás para ofrecer unos aprendizajes integradores al alumnado. El alumnado realiza informes de las investigaciones, expone conclusiones y prepara una tertulia radiofónica. En la secuencia de actividades utilizan distintos recursos digitales, tanto en el momento de la investigación como en el momento de la producción. Por último, la educación en valores estará presente en toda la situación de aprendizaje, aprendiendo desde la diversidad y abriéndo la mirada hacia la multiculturalidad.ES