The cold-induced factor CBF3 mediates root stem cell activity, regeneration, and developmental responses to cold.

Plant growth and development involve the specification and regeneration of stem cell niches (SCNs). Although plants are exposed to disparate environmental conditions, how environmental cues affect developmental programs and stem cells is not well understood. Root stem cells are accommodated in meristems in SCNs around the quiescent center (QC), which maintains their activity. Using a combination of genetics and confocal microscopy to trace morphological defects and correlate them with changes in gene expression and protein levels, we show that the cold-induced transcription factor (TF) C-REPEAT BINDING FACTOR 3 (CBF3), which has previously been associated with cold acclimation, regulates root development, stem cell activity, and regeneration. CBF3 is integrated into the SHORT-ROOT (SHR) regulatory network, forming a feedback loop that maintains SHR expression. CBF3 is primarily expressed in the root endodermis, whereas the CBF3 protein is localized to other meristematic tissues, including root SCNs. Complementation of cbf3-1 using a wild-type CBF3 gene and a CBF3 fusion with reduced mobility show that CBF3 movement capacity is required for SCN patterning and regulates root growth. Notably, cold induces CBF3, affecting QC activity. Furthermore, exposure to moderate cold around 10°C-12°C promotes root regeneration and QC respecification in a CBF3-dependent manner during the recuperation period. By contrast, CBF3 does not appear to regulate stem cell survival, which has been associated with recuperation from more acute cold (∼4°C). We propose a role for CBF3 in mediating the molecular interrelationships among the cold response, stem cell activity, and development.

Emotional Peer Support Interventions for Students With SEND: A Systematic Review.

Emotional peer support systems have benefits for student-student relationships and allow for children and adolescents' participation in schools. For students with specific educational needs and disabilities (SEND), positive relationships seem to be more difficult to attain and these students are more vulnerable to suffer negative peer experiences such as bullying and social exclusion. Systems in which peers can show helpful behavior are beneficial for schools in order to create a positive, supportive climate. Emotional peer support entails social interaction through emotional or practical help based on what these peers have in common and many times with benefits for both. This systematic review identified interventions of emotional peer support in schools for students with SEND. Twenty-three studies were identified that involved four types of befriending: circle of friends, peer buddying, peer networks, and social lunch clubs. Studies reported mainly positive outcomes for both focus students and peer supporters in terms of increased social interaction and social acceptance, as well as enhanced self-esteem and empathy on the individual level. Further bonding of the students by friendship was also perceived, but more precise data is required to draw further conclusions. Support by the school as an institution, the specific role of the teacher, and family participation are important factors related to the impact of peer support systems. Information on these aspects was scarce, and it is recommended to include variables of this nature in future research. Intervention descriptions revealed students' active participation through suggestions for activities, however their involvement in organizing the systems was limited. More research is needed to learn about the opportunities of emotional peer support to improve student-student relationships including the active involvement of the peers themselves in this support.

El programa EQUIPAR para Educadores: sus efectos en el pensamiento y la conducta social / The EQUIP Program for Educators: Its Effects on Cognition and Social Behavior / O programa Equipar para Educadores: seus efeitos no pensamento e a conduta social

Resumen Objetivo. EQUIPAR para Educadores (EpE; DiBiase et al., 2010) es un programa educativo cuyo objetivo es equipar a los jóvenes con habilidades y conocimientos para su vida diaria, a fin de prevenir conductas antisociales. El presente estudio se propone analizar los efectos de la aplicación del programa en las distorsiones cognitivas, el clima de aula y las actuaciones del alumnado en situaciones de acoso escolar. Método. Participaron 123 estudiantes de 3º y 4º de ESO. Se utilizó un diseño cuasi-experimental pretest/postest con un grupo control (128 estudiantes). Resultados. Se observaron cambios positivos en las actuaciones ante el acoso escolar, pero las distorsiones cognitivas y el clima de aula percibido no mostraron cambios después de la aplicación del programa. Conclusión. Una percepción muy positiva del clima de aula y el bajo nivel de distorsiones cognitivas antes de la intervención podrían explicar la falta de efectos, junto a aspectos relacionados con la implantación del programa EpE.

Abstract Objective. EQUIP for Educators (DiBiase et al., 2010) is an educational program, whose purpose is to equip young people with skills and knowledge for their daily life in order to prevent antisocial behavior. The present study aims at analyzing the effects of the program's application on cognitive distortions, class climate and students' behavior in bullying situations. Method. A total of 123 3rd and 4th grade students from secondary education participated. A quasi-experimental pretest/posttest design with a control group (128 students) was used. Results. Positive changes were observed in students' actions in bullying situations, however no changes in cognitive distortions and perceived class climate were found after the program's application. Conclusion. A very positive perception of the class climate and the low level of cognitive distortions before the intervention could explain the lack of effects, together with other aspects related to the implementation of the EQUIP for Educators program.

Resumo Escopo . Equipar para Educadores (EpE; Di Biase et al., 2010) é um programa educativo com o objetivo de equipar aos jovens com habilidades e conhecimentos para sua vida diária, com o fim de prever condutas antissociais. O presente estudo tem como proposto analisar os efeitos da aplicação do programa nas distorções cognitivas, o clima da aula e as atuações do alunado em situações de intimidação escolar. Metodologia . Participaram 123 estudantes de 3º e 4º de ESO. Foi utilizado um desenho quase experimental pretest/postest com um grupo de controle (128 estudantes). Resultados . Foram observadas mudanças positivas nas atuações ante a intimidação escolar, mas as distorções cognitivas e o clima da aula percebidos não mostraram mudanças depois da aplicação do programa. Conclusão . Uma percepção muito positiva do clima da aula e o baixo nível de distorções cognitivas antes da intervenção poderiam explicar a falta de efeitos, junto a aspetos relacionados com a implementação do EpE.

Intraindividual Variability Measurement of Fine Manual Motor Skills in Children Using an Electronic Pegboard: Cohort Study.

BACKGROUND: Pegboard tests are a powerful technique used by health and education professionals to evaluate manual dexterity and fine motor speed, both in children and adults. Using traditional pegboards in tests, the total time that, for example, a 4-year-old child needs for inserting pegs in a pegboard, with the left or right hand, can be measured. However, these measurements only allow for studying the variability among individuals, whereas no data can be obtained on the intraindividual variability in inserting and removing these pegs with one and the other hand. OBJECTIVE: The aim of this research was to study the intraindividual variabilities in fine manual motor skills of 2- to 3-year-old children during playing activities, using a custom designed electronic pegboard. METHODS: We have carried out a pilot study with 39 children, aged between 25 and 41 months. The children were observed while performing a task involving removing 10 pegs from 10 holes on one side and inserting them in 10 holes on the other side of a custom-designed sensor-based electronic pegboard, which has been built to be able to measure the times between peg insertions and removals. RESULTS: A sensor-based electronic pegboard was successfully developed, enabling the collection of single movement time data. In the piloting, a lower intraindividual variability was found in children with lower placement and removal times, confirming Adolph et al's hypothesis. CONCLUSIONS: The developed pegboard allows for studying intraindividual variability using automated wirelessly transmitted data provided by its sensors. This novel technique has been useful in studying and validating the hypothesis that children with lower movement times present lower intraindividual variability. New research is necessary to confirm these findings. Research with larger sample sizes and age ranges that include additional testing of children's motor development level is currently in preparation.

Developing a System for Processing Health Data of Children Using Digitalized Toys: Ethical and Privacy Concerns for the Internet of Things Paradigm.

EDUCERE (Ubiquitous Detection Ecosystem to Care and Early Stimulation for Children with Developmental Disorders) is a government funded research and development project. EDUCERE objectives are to investigate, develop, and evaluate innovative solutions for society to detect changes in psychomotor development through the natural interaction of children with toys and everyday objects, and perform stimulation and early attention activities in real environments such as home and school. In the EDUCERE project, an ethical impact assessment is carried out linked to a minors' data protection rights. Using a specific methodology, the project has achieved some promising results. These include use of a prototype of smart toys to detect development difficulties in children. In addition, privacy protection measures which take into account the security concerns of health data, have been proposed and applied. This latter security framework could be useful in other Internet of Things related projects. It consists of legal and technical measures. Special attention has been placed in the transformation of bulk data such as acceleration and jitter of toys into health data when patterns of atypical development are found. The article describes the different security profiles in which users are classified.

Maltrato por abuso de poder entre ¡guales en el alumnado con d¡scapac¡dad / Peer V¡ct¡m¡zat¡on Among Pup¡ls w¡th D¡sab¡l¡ty / Maltrato por abuso de poder entre ¡gua¡s no alunado com def¡c¡enc¡a

Tras un repaso del conocimiento actual acerca del acoso y la exclusión social entre escolares, como problemas de grupo, se revisan los estudios que han explorado la naturaleza y las consecuencias de este tipo de relación con el alumnado con alguna discapacidad. De esta revisión, se deriva que la incidencia de víctimas es mayor comparada con la del alumnado sin discapacidad, y que el modo en que se manifiesta el abuso de poder entre iguales, así como el tipo de persona a quien se acude en busca de ayuda es diferente según el tipo de discapacidad, sea sensorial, motriz o del desarrollo (intelectual, del habla o comunicación, del espectro autista). El artículo presta especial atención a cómo afectan los abusos entre iguales al alumnado con trastornos del espectro autista y se presentan los tipos de intervención que, centrados en el grupo de pares, han mostrado su eficacia para cambiar el clima de relaciones del grupo.

Starting with an overview of the current scientific knowledge of peer bullying and social exclusion in schools, considered as a group problem, research on the nature and consequences of this negative relationship among students with any kind of disability is reviewed. The review shows a higher incidence of victims among Special Educational Needs (SEN) students compared with non-SEN students, together with differences not only in how the abuse takes place among peers, but also in relation to the person the victim goes to for help, depending on the type of disability of the victim -sensory, motor or developmental (intellectual, speech or communication, autistic spectrum disorders). The article focuses especially on how peer abuse affects pupils with Autistic Spectrum Disorders, and efficient types of intervention focusing on the peer group to change group relationships are presented.

Depois de um repasso do conhecimento atual sobre o acosso e a exclusão social entre escolares, como problemas de grupo, são revisados os estudos que tem explorado a natureza e as consequências de este tipo de relação com o alunado com alguma deficiência. De esta revisão, deriva-se que a incidência de vítimas é maior comparada com a do alunado sem deficiência, e que o modo em que o abuso de poder é manifestado, assim como o tipo de pessoa a quem se vai em procura de ajuda, é diferente segundo o tipo de deficiência, seja sensorial, motriz ou do desenvolvimento (intelectual, da fala ou comunicação, do espectro autista). O artigo presta especial atenção para como afetam os abusos entre iguais no alunado com transtornos do espectro autista e se apresentam os tipos de intervenção que, centrados no grupo de pares, tem mostrado sua eficácia para mudar o clima de relações do grupo.

Multicentre assessment and monitored use of [(18)F]FDG-PET in oncology: the Spanish experience.

PURPOSE: The aim of this study was to evaluate the diagnostic effectiveness of [(18)F]FDG-PET in oncological diseases and to assess its clinical utility and impact (on the clinical and therapeutic management of these patients). This health technology assessment was performed in Spain, using the monitored use (MU) procedure. METHODS: A multicentre and prospective follow-up study was performed in a non-consecutive sample of oncological patients who were examined with PET and other conventional diagnostic tests. A protocol for this MU method (PET-MU protocol) was developed, including the three forms used to collect all the information. Enrollment of new patients began in June 2002 and continued until August 2004. A descriptive analysis and an evaluation of the diagnostic effectiveness of FDG-PET were performed. RESULTS: The study population comprised 2,824 oncological patients (the third form relating to follow-up was completed for only 967 of these patients) from 100 Spanish hospitals and 16 PET centres. Seventy-nine percent of cases met the clinical requirements of the PET-MU protocol. Global diagnostic parameters of PET performance and their 95% CI values were as follows: sensitivity 86% (82-89%), specificity 83% (79-86%), positive and negative predictive values 87% (83-90%) and 82% (77-85%) respectively, diagnostic accuracy 84% (82-87%) and diagnostic odds ratio 28.75 (19.75-41.84). PET detected unsuspected new lesions in 39% of patients and avoided other unnecessary diagnostic techniques and treatments in 69% of cases. In 88% of cases, PET was considered useful by the physicians who asked for the PET tests (it was deemed decisive in 30% and very useful in almost 37%). CONCLUSION: This PET-MU study has confirmed the high diagnostic effectiveness of FDG-PET for oncological indications and demonstrates that it has a great influence on the clinical and therapeutic management of patients.

Definitions of bullying: a comparison of terms used, and age and gender differences, in a fourteen-country international comparison.

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.

A construcao da nocao de direitos humanos em criancas e adolescentes

Investigou-se, neste trabalho, como evolui a compreensao de crianca e adolescentes dos seus proprios direitos, o que pensam acerca da sua violacao e quais as formas ou medidas que propoem defende-los ou garanti-los. Foram entrevistados noventa sujeitos de oito a dezesseis anos, da cidade de Madri, Espanha, acerca de sete historia especialmente elaboradas, cada qual apresentado um problema ou conflito envolvendo certo direito (educacao, alimentacao, atendimento medico, informacao veraz e jogo), empregando-se o metodo de exploracao critica piagetiano. Os resultados mostram que a compreensao de direitos humanos e de sua violacao e as estrategias concebidas para sua defesa ou garantia variam segundo a idade dos sujeitos e apresentam-se em niveis evolutivos, de conformidade com a proposta piagetiana de estadios no dominio do conhecimento logico-matematico. As conclusoes apontam a necessidade nao so de uma maior divulgacao dos direitos da infancia e da adolescencia entre sujeitos dessas idades, mas tambem de uma politica que incorpore dados de pesquisas sobre o tema nos ambitos formal e informal da educacao.