Executive functions in students with dyslexia. Educational implications

Las evaluaciones conductuales de las funciones ejecutivas (FEs) en niños, adolescentes y adultos con dislexia son escasas y limitadas. Por ello, este estudio trata de analizar transversalmente en tres grupos de personas con dislexia (niños, n=37; adolescentes, n=19; y adultos, n=39) las deficiencias clínicamente significativas en FEs, utilizando una escala de estimación diseñada para medir los comportamientos ejecutivos en actividades diarias. Los resultados mostraron que los diferentes informantes empleados (padres, maestros, autoinformes y observadores) identificaron con deficiencias clínicamente significativas entre el 10%y el 80% de los niños, adolescentes y adultos, en las tareas relacionadas con la regulación cognitiva (p.e. iniciativa, memoria de trabajo, planificación-organización, organización de materiales y supervisión de la tarea). En la misma línea, entre el 5% y el 10% también son identificados con deficiencias relacionadas con la regulación del comportamiento y de las emociones. Además, son los profesores y los propios adolescentes y adultos, mediante autoinforme, los que identifican más sujetos con deficiencias clínicamente significativas. Se discuten los resultados en relación con la evaluación y la intervención educativas en las FEsBehavioral ratings of executive functions (EFs) in children, adolescents, and adults with dyslexia are scarce and limited. Therefore, this study tries to analyze transversally clinically significant deficiencies in EFs in three groups of people with dyslexia (children, n = 37; adolescents, n = 19; and adults, n = 39), using a rating scale designed to measure executive behaviors in everyday activities. The results showed that the different informants employed (parents, teachers, selfreporters and observers) reported between 10% and 80% of children, adolescents and adults clinically impaired in tasks related to cognitive regulation (e.g., initiative, working memory, plan-organize, organization of materials and task monitor). Along the same lines, between 5% and 10% were also identified with deficiencies related to the regulation of behavior and emotions. In addition, teachers as well as adolescents and adults themselves identify more subjects with clinically significant deficiencies through self-reports. Results are discussed in relation to the educational assessment and intervention in the EFs

Pitx2 Expression Defines a Left Cardiac Lineage of Cells: Evidence for Atrial and Ventricular Molecular Isomerism in the iv/iv Mice

AbstractThe homeobox gene Pitx2 has been characterized as a mediator of left-right signaling in heart, gut, and lung morphogenesis. However, the relationship between the developmental role of Pitx2 and its expression pattern at the organ level has not been explored. In this study we focus on the role of Pitx2 in heart morphogenesis. Chicken Pitx2 transcripts are present in the left portion of the cardiac crescent and in the left side of the heart tube. Through looping Pitx2 is present in the left atrium, in the ventral portion of the ventricles and in the left-ventral part of the outflow tract. Mouse Pitx2 shows a similar developmental profile of expression. To test whether Pitx2 represents a lineage marker we have tagged the left portion of the chicken cardiac tube with fluorescent DiD. Labeled cells were found at HH16 in the left atrium and in the ventral region of the ventricles and the outflow tract. In the iv/iv mouse model of cardiac heterotaxia Pitx2 was abnormally expressed in the atrial and in the ventricular chambers. Furthermore, altered Pitx2 expression correlated with the occurrence of DORV. Our data reveal the existence of molecular isomerism not only in the atrial, but also in the ventricular compartment of the heart

PERFIL NEUROPSICOLÓGICO Y SOCIOEMOCIONAL DE NIÑOS PREESCOLARES CON RIESGO DE DIFICULTADES EN LA LECTOESCRITURA

Este trabajo tiene como objetivos identifcar las características neuropsicológicas y socioemocionales de niños preescolares, con riesgo de difcultades de lectoescritura, y determinar los factores que inciden en la probabilidad de que un niño presente este riesgo. Participaron 103 preescolares, M= 52.63 meses, quienes se clasifcaron en grupo riesgo (21 niños, M= 51.43 meses) y grupo control (82 niños, M= 52.89 meses). Los resultados muestran que los niños con riesgo presentan, de forma signifcativa, mayores difcultades neuropsicológicas, así como un menor bienestar socioemocional, en comparación con el grupo control. La regresión logísticadetermina de forma signifcativa, que los factores neuropsicológicos que inciden en la probabilidad de que un niño presente riesgo de difcultades de lectoescritura son: lenguaje comprensivo y ritmo, siendo este último el más relevante; y a nivel socioemocional la independencia personal. Con una bondad de ajuste del modelo de AIC= 76.2, R2 Nagelkerke= 0.53 y un 86.4% de porcentaje correctode predicción. Se enfatiza en la importancia de una evaluación integral de los niños preescolares con riesgo de difcultades de aprendizaje, así como en la necesidad de realizar estudios longitudinales que valoren la infuencia de factores contextuales,familiares, escolares y emocionales en la evolución de estas difcultades.  Palabras claveDifcultades en la lectoescritura, difcultades socioemocionales, madurez neuropsicológica, preescolares, riesgo. AbstractThis work aims to identify the neuropsychological and socio-emotional characteristics of preschool children at risk of reading and writing difculties and to determine the factors that infuence the probability of a child to present such risk. 103 preschool children participated, M=52.63 months, who were classifed into the risk group (21 children, M = 51.43 months) and control group (82 children,M = 52.89 months). The results show that children at risk have signifcantly greater neuropsychological difculties, as well as lower socio-emotional well-being compared to the control group. The logistic regression determined, in a signifcant, way that the neuropsychological factors that afect the probability of a child to present a risk to read and write are: comprehensive language and rhythm which is the most relevant factor. Similarly, at a socio-emotional level, it was found that personal independence showed, with a goodness- of the model, AIC = 76.2, R2 Nagelkerke = 0.53 and an 86.4% correct prediction percentage. The importance of a  comprehensive evaluation of preschool children at risk of learning difculties is emphasized, as well as the need to carry out longitudinal studies that assess the infuence of contextual, family, school and emotional factors in the evolution of these difculties. KeywordsReading and writing difculties, socioemotional difculties, neuropsychological maturity, preschool children, risk

Preparación de los profesores en la utilización de software educativos en las asignaturas Rehabilitación I y II.

Introducción: La preparación de los profesores como proceso de superación permanente, puede ser espontáneo o planificado según los intereses y motivaciones de las personas e instituciones. Objetivo: Evaluar la preparación de los profesores en la utilización de software educativos en el proceso de enseñanza-aprendizaje de Rehabilitación estomatológica I y II. Métodos: Se realizó una investigación con enfoque mixto en Educación Médica, en la Universidad de Ciencias Médicas de Holguín, desde septiembre de 2018 a octubre de 2021. La población de estudio estuvo integrada por ocho profesores del colectivo de la asignatura Rehabilitación. Los métodos del nivel teórico empleados fueron: el analítico-sintético e inductivo-deductivo y el empírico: la encuesta, con el método de escalamiento Likert. Se aplicó el cuestionario antes y después de realizadas las actividades de superación profesional. Se utilizó la estadística descriptiva, la prueba no paramétrica de Wilcoxon y el coeficiente alfa de Cronbach.  Resultados: La preparación de los profesores obtuvo un promedio general de 2,6 al aplicar el cuestionario inicial, con la desviación estándar entre 0,76 y 1,39 en todos los ítems. La preparación de los profesores después de realizados los talleres y un curso de posgrado obtuvo un promedio general de 4,1 y la desviación estándar entre 0,46 y 0,75 en todos los ítems. Conclusiones: La preparación de los profesores para utilizar software educativo en las actividades docentes se modificó de manera significativa con la realización del curso virtual y los talleres presenciales de posgrado, desde una categoría baja al inicio, hasta una alta en etapa posterior a las actividades de superación profesional. Palabras clave: superación profesional, proceso de enseñanza-aprendizaje, educación médica, tecnologías de la información y las comunicaciones, software educativ

BIENESTAR SOCIOEMOCIONAL DE LOS DOCENTES ECUATORIANOS EN TIEMPOS DE COVID-19

El objetivo de este estudio fue identifcar el bienestar emocional de los docentes ecuatorianos durante la pandemia de la COVID-19, considerando las variables de género y edad. Participaron 313 docentes de preescolar, primaria y secundaria, a quienes se les aplicó una encuesta online sobre el bienestar docente, afectos positivos y negativos, apoyo social, desgaste emocional, ciberacoso y aspectos sobre la percepción de la situación personal en la pandemia. Los resultados informan que los docentes, en general, presentan un bienestar emocional positivo y una alta manifestación de afectos positivos; sin embargo, reportan un incremento en su carga laboral y doméstica. En relación con la edad, los docentes de menos de 40 años han percibido menor bienestar. Otra variable relevante fue el género, en donde las mujeres, presentaron un menor nivel de bienestar, mayor desgaste psíquico y menos afectos positivos. El modelo de regresión múltiple evidenció que las variables que más infuyen en el bienestar de los docentes son el desgaste emocional y los afectos positivos. En conclusión, estos resultados muestran las experiencias socioemocionales de los docentes durante la pandemia y permiten refexionar sobre acciones que se deberán seguir con el fn de favorecer su salud mental, elemento clave en la calidad educativa.. Palabras clave Afectos, bienestar emocional, desgaste, docentes, pandemia. AbstractThis study aims to identify the emotional wellbeing of Ecuadorian teachers during the COVID-19 pandemic, and to analyze diferences by gender and age. A total of 313, elementary, middle and high school teachers participated by answering an online questionnaire about teacher well-bein, positive and negative afects, social support, emotional  exhaustion, cyberbullying and aspects about theperception of the personal situation during the pandemic. The results of the study show that, teachers in general, present a positive emotional well-being and a high manifestation of positive afections; however, they report an increase in their work and domestic burden. In relation to age, teachers under the age of 40 have perceived less well-being. Another relevant variable was gender,where women presented a lower level of well-bein, positive and negative afects, social support, emotional exhaustion, cyberbullying and aspects about the perception of the personal situation during the pandemic. The results of the study show that, teachers in general, present a positive emotional well-being and a high manifestation of positive afections; however, they report an increase intheir work and domestic burden. In relation to age, teachers under the age of 40 have perceived less well-being. Another relevant variable was gender, where women presented a lower level of well being, greater mental exhaustion and fewer positiveafects. The multiple regression model showed that the variables that most infuence the wellbeing of teachers are emotional  exhaustion and positive afects. In conclusion, these results show the socio-emotional experiences of teachers during the pandemic and allow us to refect on actions to follow in order to promote their mental health, a key ement in educational quality.KeywordsAfections, burnout, emotional well-being, pandemic, teachers

Bienestar Docente durante la Pandemia COVID-19 : La Comparación entre Ecuador y Chile

The global health crisis has affected the teaching profession, and teachers have had to transform the way they do their work and face new professional challenges. This study aims to identify and compare perceptions of emotional, social, and occupational well-being during the pandemic among Chilean and Ecuadorian teachers and identify differences by gender and the relationship between the level of well-being and different socioemotional dimensions. A total of 881 preschool, primary, and secondary school teachers from both countries participated in the study, answering an online questionnaire about work/domestic load, work schedule, institutional support, positive and negative affect, social support, emotional exhaustion, well-being, and cyber victimization. The results report a greater work and domestic load during the pandemic; there are also scores with a positive trend in all the socioemotional dimensions. However, Ecuadorian teachers significantly perceived less work and domestic load, less burnout, greater general well-being, positive feelings, and support, which indicates that sociodemographic characteristics influence the way they face crises. Another influential variable was gender, where women perceived a more significant emotional, social and work-related burden. There was a high positive correlation between general well-being with positive feelings and social support; high negative correlations between negative feelings and emotional exhaustion. In conclusion, these results reveal the socioemotional reality that teachers are experiencing during the pandemic and provide guidelines to generate actions that promote the general well-being of this population

Sonic Hedgehog Signaling in Limb Development.

The gene encoding the secreted protein Sonic hedgehog (Shh) is expressed in the polarizing region (or zone of polarizing activity), a small group of mesenchyme cells at the posterior margin of the vertebrate limb bud. Detailed analyses have revealed that Shh has the properties of the long sought after polarizing region morphogen that specifies positional values across the antero-posterior axis (e.g., thumb to little finger axis) of the limb. Shh has also been shown to control the width of the limb bud by stimulating mesenchyme cell proliferation and by regulating the antero-posterior length of the apical ectodermal ridge, the signaling region required for limb bud outgrowth and the laying down of structures along the proximo-distal axis (e.g., shoulder to digits axis) of the limb. It has been shown that Shh signaling can specify antero-posterior positional values in limb buds in both a concentration- (paracrine) and time-dependent (autocrine) fashion. Currently there are several models for how Shh specifies positional values over time in the limb buds of chick and mouse embryos and how this is integrated with growth. Extensive work has elucidated downstream transcriptional targets of Shh signaling. Nevertheless, it remains unclear how antero-posterior positional values are encoded and then interpreted to give the particular structure appropriate to that position, for example, the type of digit. A distant cis-regulatory enhancer controls limb-bud-specific expression of Shh and the discovery of increasing numbers of interacting transcription factors indicate complex spatiotemporal regulation. Altered Shh signaling is implicated in clinical conditions with congenital limb defects and in the evolution of the morphological diversity of vertebrate limbs

Measurement of t(t)over-bar normalised multi-differential cross sections in pp collisions at root s=13 TeV, and simultaneous determination of the strong coupling strength, top quark pole mass, and parton distribution functions

Peer reviewe

Measurement of the top quark forward-backward production asymmetry and the anomalous chromoelectric and chromomagnetic moments in pp collisions at √s = 13 TeV

Abstract The parton-level top quark (t) forward-backward asymmetry and the anomalous chromoelectric (d̂ t) and chromomagnetic (μ̂ t) moments have been measured using LHC pp collisions at a center-of-mass energy of 13 TeV, collected in the CMS detector in a data sample corresponding to an integrated luminosity of 35.9 fb−1. The linearized variable AFB(1) is used to approximate the asymmetry. Candidate t t ¯ events decaying to a muon or electron and jets in final states with low and high Lorentz boosts are selected and reconstructed using a fit of the kinematic distributions of the decay products to those expected for t t ¯ final states. The values found for the parameters are AFB(1)=0.048−0.087+0.095(stat)−0.029+0.020(syst),μ̂t=−0.024−0.009+0.013(stat)−0.011+0.016(syst), and a limit is placed on the magnitude of | d̂ t| < 0.03 at 95% confidence level. [Figure not available: see fulltext.

An embedding technique to determine ττ backgrounds in proton-proton collision data

An embedding technique is presented to estimate standard model tau tau backgrounds from data with minimal simulation input. In the data, the muons are removed from reconstructed mu mu events and replaced with simulated tau leptons with the same kinematic properties. In this way, a set of hybrid events is obtained that does not rely on simulation except for the decay of the tau leptons. The challenges in describing the underlying event or the production of associated jets in the simulation are avoided. The technique described in this paper was developed for CMS. Its validation and the inherent uncertainties are also discussed. The demonstration of the performance of the technique is based on a sample of proton-proton collisions collected by CMS in 2017 at root s = 13 TeV corresponding to an integrated luminosity of 41.5 fb(-1).Peer reviewe