[Intensive chemotherapy with tyrosine kinase inhibitors in philadelphia-positive acute lymphoblastic leukemia]. / Quimioterapia intensiva asociada a imatinib en leucemia linfoblástica aguda del adulto, Philadelphia positivo. Experiencia en un hospital público.

BACKGROUND: Before the advent of tyrosine kinase inhibitors (TKIs), patients with Philadelphia-positive Acute Lymphoblastic Leukemia (Ph+ALL) had a poor prognosis. The association of TKIs to intensive chemotherapy (CT) improved outcome. AIM: To evaluate results of an intensive CT protocol including TKI in a public hospital in Santiago, Chile. MATERIAL AND METHODS: All patients with Ph+ALL diagnosed between January 2010 and February 2019, and who met inclusion criteria for intensive CT, received the Ph+ALL national protocol in association with imatinib and were included in this analysis. RESULTS: Thirty-five patients aged 15 to 59 years received treatment. Complete response (CR) was obtained in 97%. Measurable residual disease (MRD) was negative in 61% (19/31 evaluable cases) during follow-up, and 55% (16/29) were MRD (-) before three months. Relapse was observed in 13 cases. Three patients underwent allogeneic hematopoietic stem cell transplant (HSCT), two in CR1. The overall survival (OS) and event-free survival (EFS) at three years were 52 and 34%, respectively. In patients who achieved MRD negativity before three months, no statistically significant differences in OS (64 and 42% respectively, p = 0.15) or EFS (35 and 32% respectively, p = 0.37) were observed. CONCLUSIONS: The prognosis of Ph+ALL improved with the association of imatinib to intensive CT. MRD-negative status before three months in this series was not significantly associated with better outcomes. Our series suggests that the Ph+ALL national protocol associated to TKI is a therapeutic alternative with high CR and aceptable MRD (-) rates.

Spinal motor neuron protein supersaturation patterns are associated with inclusion body formation in ALS.

Amyotrophic lateral sclerosis (ALS) is a heterogeneous degenerative motor neuron disease linked to numerous genetic mutations in apparently unrelated proteins. These proteins, including SOD1, TDP-43, and FUS, are highly aggregation-prone and form a variety of intracellular inclusion bodies that are characteristic of different neuropathological subtypes of the disease. Contained within these inclusions are a variety of proteins that do not share obvious characteristics other than coaggregation. However, recent evidence from other neurodegenerative disorders suggests that disease-affected biochemical pathways can be characterized by the presence of proteins that are supersaturated, with cellular concentrations significantly greater than their solubilities. Here, we show that the proteins that form inclusions of mutant SOD1, TDP-43, and FUS are not merely a subset of the native interaction partners of these three proteins, which are themselves supersaturated. To explain the presence of coaggregating proteins in inclusions in the brain and spinal cord, we observe that they have an average supersaturation even greater than the average supersaturation of the native interaction partners in motor neurons, but not when scores are generated from an average of other human tissues. These results suggest that inclusion bodies in various forms of ALS result from a set of proteins that are metastable in motor neurons, and thus prone to aggregation upon a disease-related progressive collapse of protein homeostasis in this specific setting.

[Independence of the anthropometric profile, attention and intelligence in higher education students in the field of physical activity in Chile]. / Independencia del perfil antropométrico, atención e inteligencia en estudiantes de educación superior en el ámbito de actividad física de Chile.

Introduction: Introduction: kinanthropometry is the current science that studies body parameters in relation to its functioning (such as body composition, proportionality, somatotype, etc.), with established norms, techniques and criteria. Objective: to relate anthropometric profile, attention and problem solving in higher education students in the field of physical activity in Chile. Method: quantitative-correlational approach, with non-experimental and cross-sectional design. Results: there is no significant relationship between body composition (body masses) and cognitive tests (attention and Raven). Regarding anthropometric data (body composition), no significant differences were observed between the sexes for any parameter. Conclusion: it can be deduced that the results of the cognitive factors may be associated with other variables, and not specifically with the variables that may affect anthropometric parameters. These are very interesting topics for future studies, so it is suggested to continue studying cognitive abilities with other variables.

Introducción: Introducción: la cineantropometría es la ciencia actual que estudia los parámetros corporales en relación con su funcionamiento (por ejemplo, composición corporal, proporcionalidad, somatotipo, etc.), con normas, técnicas y criterios establecidos. Objetivo: relacionar el perfil antropométrico, la atención y la resolución de problemas en estudiantes de educación superior en el ámbito de actividad física de Chile. Método: enfoque cuantitativo-correlacional, diseño no experimental y de corte transversal. Resultados: no existe una relación significativa entre la composición corporal (masas corporales) y las pruebas cognitivas (atención y Raven). En relación con los datos antropométricos (composición corporal), no se observaron diferencias significativas entre ambos sexos para ningún parámetro. Conclusión: se deduce que los resultados de los factores cognitivos pueden estar asociados a otras variables, y no específicamente a las variables que pueden afectar los parámetros antropométricos. Estos temas son muy interesantes para próximos estudios, por lo que se sugiere seguir estudiando las habilidades cognitivas con otras variables.

Adaptation of the SAGEFS scale on attitudes toward gender equality in football in the international school context.

The objective of the present study is to evaluate the psychometric properties of the Scale of Attitudes toward Gender Equality in Football in the Context of Schools (SAGEFS) in the international context. This sample was formed by N = 6,101 students. The study was conducted by applying the SAGEFS. The model of the three factors correlated in the complete sample and for each country was correlated using AFC. The structural model was appraised by employing eight indices: the relative Chi-squared index; the goodness of fit index and its adjusted formula; the normal fit index; the comparative fit index; the standardized Quadratic Mean; and the Quadratic Mean Error of Approximation. To conclude, the results evidence the presence of psychometric properties that are indispensable for the measurement of attitudes toward gender equality in the context of schools.

Relación del estrés laboral y habilidades emocionales en profesores/as universitarios/as de Educación Física

El síndrome del Burnout es un estado de agotamiento físico y emocional que implica una pérdida del interés en el trabajo, actitudes negativas hacia los demás, y baja autoestima. Las habilidades emocionales se definen como capacidades para conocer y dominar emociones propias y de otros/as. El objetivo de la presente investigación fue analizar la relación entre los niveles de habilidades emocionales y síndrome de Burnout en docentes universitarios de escuelas de Educación Física. Se evaluaron a 31 docentes universitarios de dos universidades de Santiago de Chile. Se aplicó la Escala de rasgo de metaconocimiento emocional validada en estudiantes de Educación Física de Chile y el inventario de Burnout de Maslach (MBI). Los resultados revelan una relación baja y negativa entre los puntajes de despersonalización y reparación emocional en la muestra. El sexo del docente, los años de docencia universitaria, tener cargos directivos o estar en tratamiento psicológico o farmacológico no influyen en los niveles de estrés laboral y habilidades emocionales. Se recomienda replicar esta investigación con muestras de docentes universitarios de escuelas de Educación Física en otras universidades, además del control de otras variables como ansiedad, depresión, motivación, etc.

Burnout syndrome is a state of physical and emotional exhaustion that involves a loss of interest in work, negative attitudes towards others, and low self-esteem. Emotional skills are defined as the ability to recognize and manage one's own emotions and the emotions of others. The aim of the present research was to analyze the relationship between levels of emotional skills and Burnout syndrome in university professors from Physical Education schools. A total of 31 university professors from two universities in Santiago, Chile, were evaluated. The Trait Meta-Mood Scale, validated in Physical Education students in Chile, and the Maslach Burnout Inventory (MBI) were employed. The results reveal a low and negative relationship between depersonalization and emotional repair scores in the sample. The professor's gender, years of university teaching experience, holding managerial positions, or undergoing psychological or pharmacological treatment do not influence levels of occupational stress and emotional skills. It is recommended to replicate this research with samples of university professors from Physical Education schools in other universities, controlling other variables such as anxiety, depression, motivation, etc.

A síndrome o Burnout é um estado de esgotamento físico e emocional que implica uma perda do interesse no trabalho, atitudes negativas para com os outros, e baixa auto-estima. A habilidades emocionais é definida como capacidade para conhecer e dominar emoções próprias e de outros/as. O objetivo da presente pesquisa foi analisar a relação entre os níveis de habilidades emocionais e síndrome de Burnout em docentes universitários de Educação Física. Foram avaliados 31 docentes universitários de duas universidades de Santiago do Chile. Foi aplicada a Escala de rasgo de meta-conhecimento emocional validada em estudantes de Educação Física do Chile e o inventário de Burnout de Maslach (MBI). Os resultados revelam uma relação baixa e negativa entre as pontuações de despersonalização e reparação emocional na amostra. O sexo do docente, os anos de ensino universitário, ter cargos directivos ou estar em tratamento psicológico ou farmacológico não influem nos níveis de stress laboral e habilidades emocionais. Recomenda-se replicar esta pesquisa com amostras de docentes universitários de escolas de Educação Física em outras universidades, além do controle de outras variáveis como ansiedade, depressão, motivação, etc.

Autopercepción de las competencias ciudadanas en estudiantes de educación física en Santiago de Chile

Las competencias ciudadanas se pueden describir como aquellas herramientas que orientan y forman a los ciudadanos de manera integral. En el contexto de la Educación Física, existen escasos estudios abordando esta temática, y tampoco se encontraron instrumentos validados en dicha población. Los objetivos del presente estudio fueron: a) Conocer las propiedades Psicométricas del cuestionario de Competencias Ciudadanas en una muestra de estudiantes de Educación Física y b) determinar la autopercepción de los niveles de competencias ciudadanas en los estudiantes de Pedagogía Educación Física de una universidad de Santiago de Chile. Metodología: cuantitativa, no experimental de corte transversal. La muestra estuvo constituida por 201 estudiantes de ambos sexos de primer a quinto año de la carrera de Pedagogía en Educación Física de una universidad de Santiago de Chile. Los principales resultados arrojan que el instrumento es válido (KMO=0.961 con dos factores que explican el 74,9% de la varianza total) y confiable (α=0.958) para ser utilizado en la muestra, constituida por un total de 16 ítems (14 para Responsabilidad Socio-afectiva y dos para Regulación de convivencia), en cuanto a las comparaciones, las participantes del sexo femenino obtuvieron puntuaciones más altas, así como también las diferencias por curso, siendo los estudiantes de cuarto año quienes presentaron resultados menos favorables. Se concluye que las competencias ciudadanas son relevantes en la formación del profesorado y se propone investigar metodologías experimentales para mejorar las habilidades a través de las clases de Educación Física.

Citizen competences can be described as those tools that guide and educate citizens in a comprehensive manner. In the context of physical education, there are few studies addressing this issue, and no validated instruments were found in this population. The objectives of this study were: a) To know the Psychometric properties of the Citizen Competencies questionnaire in a sample of Physical Education students and b) to determine the self-perception of the levels of citizen competencies in students of Physical Education Pedagogy of a university Santiago de Chile. Methodology: quantitative, not experimental cross-sectional. The sample consisted of 201 students of both sexes from the first to the fifth year of the degree of Pedagogy in Physical Education of a university in Santiago de Chile. The main results show that the instrument is valid (KMO=0.961 with two factors that explain 74.9% of the total variance) and reliable (α=0.958) to be used in the sample, consisting of a total of 16 items (14 for Socio-affective Responsibility and 2 for Coexistence Regulation), in terms of comparisons female participants obtained higher scores, as well as differences by course, fourth-year students presented less favourable results. It is concluded that citizen competencies are relevant in teacher training and proposes to investigate experimental methodologies to improve skills through physical education classes.

As competências dos cidadãos podem ser descritas como os instrumentos que orientam e formam os cidadãos de forma integral. No contexto da Educação Física, existem poucos estudos abordando esta temática, e tampouco se encontraram instrumentos validados nessa população. Os objectivos do presente estudo foram: a) Conhecer as propriedades psicométricas do questionário de Competências Cidadãs numa amostra de estudantes de Educação Física e b) determinar a autopercepção dos níveis de competências cidadãs nos estudantes de Pedagogia Educação Física de uma universidade de Santiago do Chile. Metodologia: quantitativa, não experimental de corte transversal. A mostra foi constituída por 201 estudantes de ambos os sexos do primeiro ao quinto ano da carreira de Pedagogia em Educação Física de uma universidade de Santiago do Chile. Os principais resultados revelam que o instrumento é válido (KMO=0.961 com dois fatores que explicam 74,9% da variância total) e confiável (α=0.958) para ser utilizado na amostra, constituída por um total de 16 itens (14 para Responsabilidade Socioafetiva e 2 para Regulação de convivência), quanto às comparações as participantes do sexo feminino obtiveram pontuações mais altas, assim como as diferenças por curso, Os estudantes do quarto ano apresentaram resultados menos favoráveis. Conclui-se que as competências cidadãs são relevantes na formação de professores e se propõe investigar metodologias experimentais para melhorar as habilidades através das aulas de Educação Física.

A metastable subproteome underlies inclusion formation in muscle proteinopathies.

Protein aggregation is a pathological feature of neurodegenerative disorders. We previously demonstrated that protein inclusions in the brain are composed of supersaturated proteins, which are abundant and aggregation-prone, and form a metastable subproteome. It is not yet clear, however, whether this phenomenon is also associated with non-neuronal protein conformational disorders. To respond to this question, we analyzed proteomic datasets from biopsies of patients with genetic and acquired protein aggregate myopathy (PAM) by quantifying the changes in composition, concentration and aggregation propensity of proteins in the fibers containing inclusions and those surrounding them. We found that a metastable subproteome is present in skeletal muscle from healthy patients. The expression of this subproteome escalate as proteomic samples are taken more proximal to the pathologic inclusion, eventually exceeding its solubility limits and aggregating. While most supersaturated proteins decrease or maintain steady abundance across healthy fibers and inclusion-containing fibers, proteins within the metastable subproteome rise in abundance, suggesting that they escape regulation. Taken together, our results show in the context of a human conformational disorder that the supersaturation of a metastable subproteome underlies widespread aggregation and correlates with the histopathological state of the tissue.

Diferencias en los niveles de sexismo en estudiantes de educación física según variables sociodemográficas / Differences in the levels of sexism in physical education students according to sociodemographic variables / Diferenças nos níveis de sexismo em estudantes de educação física segundo variáveis sociodemográficas

El sexismo es el conjunto de creencias y características que son socialmente consideradas apropiadas para hombres y mujeres, en el caso de los varones, actividades asociadas a la fuerza, virilidad, entre otras características, mientras que a las damas se ligan actividades como la belleza, expresión corporal, entre otras. El objetivo de la presente investigación fue analizar las diferencias en el sexismo en los estudiantes en formación de pedagogía en educación física de una Universidad de Santiago de Chile según diversas variables sociodemográficas. Para ello se aplicó el Inventario de Sexismo Ambivalente (ISA) a 201 participantes. Los resultados evidenciaron bajos niveles de sexismo, los niveles de sexismo hostil y benevolente disminuyen conforme avanza la carrera y que los hombres puntúan más alto que las mujeres los dos tipos de sexismo. Se concluye que el sexo, año de carrera, orientación sexual y las creencias religiosas influyen en los niveles de sexismo de los estudiantes de Educación Física.

Sexism is the set of beliefs and characteristics that are socially considered appropriate for men and women, in the case of men, activities associated with strength, and virility, among other features, while the ladies are related to activities such as beauty and body expression, among others. The objective of the present research was to analyze the differences in sexism among the students in pedagogy training in physical education at the University of Santiago de Chile according to various sociodemographic variables. The Ambivalent Sexism Inventory (ASI) was applied to 201 participants. The results showed low levels of sexism, the levels of hostile and benevolent sexism decrease as the career progresses, and that men score higher than women in the two types of sexism. It is concluded that sex, career year, sexual orientation, and religious beliefs influence the sexism levels of physical education students.

Sexismo é o conjunto de crenças e características que são socialmente consideradas apropriadas para homens e mulheres, no caso dos homens, atividades associadas à força, virilidade, entre outras características, enquanto as mulheres estão ligadas a atividades como beleza, expressão corporal, entre outras. O objetivo da presente pesquisa foi analisar as diferenças no sexismo nos estudantes em formação de pedagogia em educação física de uma Universidade de Santiago do Chile segundo diversas variáveis sociodemográficas. Para este fim, o Inventário do Sexismo Ambivalente (ISA) foi aplicado a 201 participantes. Os resultados mostraram baixos níveis de sexismo, com níveis de sexismo hostil e benevolente diminuindo à medida que o curso avançava, e que os homens pontuavam mais alto que as mulheres em ambos os tipos de sexismo. Conclui-se que gênero, ano de estudo, orientação sexual e crenças religiosas influenciam os níveis de sexismo dos estudantes de Educação Física.

Análisis no-lineal de la onda gamma del electroencefalograma en una prueba de atención e inhibición / Non-linear analysis of the electroencephalogram gamma wave in an attention and inhibition test

Introducción: Durante las últimas décadas se ha estudiado la señal del electroencefalograma desde una perspectiva de matemática no-lineal. Esto permite entender la actividad eléctrica cerebral como un sistema dinámico complejo. Objetivo: Evaluar los exponentes de Hurst y sus correlaciones en la onda gamma durante una tarea de atención alternante e inhibición de la interferencia en estudiantes universitarios. Métodos: La muestra se constituyó por 14 alumnos de educación física. Para evaluar la actividad eléctrica cerebral se utilizó el dispositivo cerebro-interfaz Emotiv Epoc®. La atención alternante se estimó con el test de símbolos y dígitos, mientras que para la inhibición de la interferencia se empleó la prueba de palabras y colores de Stroop. Resultados: En la prueba de atención alternante, cuatro individuos revelaron mayor propensión al caos en el hemisferio derecho, uno presentó más tendencia en el hemisferio izquierdo y dos no tuvieron una predisposición definida. Por otra parte, durante la prueba de inhibición de la interferencia, cinco presentaron variaciones de las medias de Hurst entre las tres láminas del efecto Stroop, sobre todo de la región temporal. Los exponentes Hurst en ambas pruebas fueron inferiores a 0,5. Conclusiones: Durante la prueba de atención se observó un mayor caos de la actividad eléctrica cerebral, sin existir correlaciones entre las regiones estudiadas. Durante la prueba de inhibición las modificaciones de los exponentes de Hurst no presentaron patrones definidos hacia el orden o caos(AU)

Introduction: During the last decades the electroencephalogram signal has been studied from a nonlinear mathematical perspective. This allows understanding brain electrical activity as a complex dynamical system. Objective: To evaluate Hurst exponents and their correlations in the gamma wave during an alternating attention and interference inhibition task in university students. Methods: The sample consisted of 14 physical education students. The Emotiv Epoc® brain-interface device was used to evaluate brain electrical activity. Alternating attention was estimated with the symbols and digits test, while the Stroop words and colors test was used for interference inhibition. Results: In the alternating attention test, four individuals revealed a greater propensity to chaos in the right hemisphere, one showed a greater tendency in the left hemisphere and two had no defined predisposition. On the other hand, during interference inhibition, variations of Hurst average values between the three Stroop effect slices were determined in five subjects, especially in the temporal region. Hurst exponents in both tests were found to be less than 0.5. Conclusions: During the attention test, a greater chaos of brain electrical activity is observed, with no correlations between the regions studied. During the inhibition test, the modifications of the Hurst exponents do not present defined patterns towards order or chaos(AU)

Inteligencia emocional en estudiantes de educación física / Emotional intelligence in physical education students / Inteligência emocional em estudantes de educação física

La inteligencia emocional se define como habilidades para conocer y dominar emociones propias y de otros/as. Los objetivos del presente estudio fueron validar un instrumento de inteligencia emocional en una muestra de estudiantes de Educación Física de Chile y describir las habilidades emocionales de la muestra. Se evaluaron 226 estudiantes de Educación Física de dos universidades de Santiago de Chile. Se aplicó la Escala rasgo de metaconocimiento emocional (TMMS-24). Los resultados revelan que el instrumento, reducido a 19 ítems, presenta tres factores que explican el 56,8% de la varianza total, con un alfa de Cronbach de 0,916. En relación con los niveles de inteligencia emocional, la muestra presenta valores altos, sin que existan diferencias significativas en las dimensiones claridad, atención y reparación del TMMS-24 entre damas y varones. Al comparar por años de carrera, sólo hay diferencias en la dimensión claridad, donde los/as estudiantes de 5º año poseen mayores puntajes que los/as de 2º. Se concluye que los/as estudiantes de Educación Física poseen altos índices de inteligencia emocional, sin diferencias entre damas y varones.

Emotional intelligence is defined as the ability to know and master one's and/or others' emotions. The objectives of this study were to validate an emotional intelligence instrument in a sample of physical education students from Chile, and to describe the emotional skills of the sample. 226 physical education students from two universities in Santiago de Chile were evaluated. The Emotional Metacognition Trait Scale (TMMS-24) was applied. The results reveal that the instrument, reduced to 19 items, presents three factors that explain 56,8% of the total variance, with a Cronbach alpha of 0,916. In relation to the levels of emotional intelligence, the sample presents high values, without there being significant differences in the dimension's clarity, attention, and repair of the TMMS-24 between women and men. When comparing years of career, there are only differences in the clarity dimension, where 5th year students had higher scores than/as 2nd years. It is concluded that physical education students have high rates of emotional intelligence, with no differences between women and men.

A inteligência emocional é definida como habilidades para conhecer e dominar emoções próprias e de outros/as. Os objetivos do presente estudo foram validar um instrumento de inteligência emocional em uma mostra de estudantes de Educação Física do Chile e descrever as habilidades emocionais da mostra. Foram avaliados 226 estudantes de Educação Física de duas universidades de Santiago do Chile. Foi aplicada a Escala característica de meta-conhecimento emocional (TMMS-24). Os resultados revelam que o instrumento, reduzido a 19 itens, apresenta três fatores que explicam 56,8% da variância total, com um alfa de Cronbach de 0,916. Em relação aos níveis de inteligência emocional, a amostra apresenta valores altos, sem que existam diferenças significativas nas dimensões clareza, atenção e reparação do TMMS-24 entre mulheres e homens. Ao comparar por anos de carreira, só há diferenças na dimensão clareza, onde os/as estudantes de 5º ano possuem maiores pontuações que os/as de 2º. Conclui-se que os/as estudantes de Educação Física possuem altos índices de inteligência emocional, sem diferenças entre mulheres e homens.

Relación de los estilos de aprendizaje, habilidad emocional, habilidades múltiples y detección emocional en estudiantes de educación física de Santiago de Chile / Relationship of learning styles, emotional intelligence, multiples intelligences and emotional detection in physical education students in Santiago of Chile

El objetivo de la presente investigación fue relacionar los estilos de aprendizaje, la habilidad emocional, las inteligencias múltiples y la detección emocional a través de la mirada en una selección de estudiantes de educación física de Chile. Para ello se utilizó una muestra de 116 estudiantes de educación física de una universidad privada de Santiago de Chile. Se aplicó el CHAEA-36, el cuestionario de inteligencia emocional de Rego y Fernandes, el Multiple Intelligences Developmental Assessment Scales (MIDAS) y el test de la mirada de Baron-Cohen. Los resultados muestran un mayor puntaje en el estilo de aprendizaje reflexivo, seguido del teórico, pragmático y activo. En la habilidad emocional la dimensión con mayor puntaje fue empatía y con menor valoración, la sensibilidad emocional. En las inteligencias múltiples la más desarrollada fue la interpersonal y con menor puntuación, la musical. La puntuación mínima lograda en el test de miradas fue de 11 puntos y la máxima 28, con una media de 21,3 ± 3,34. Se encontraron algunas relaciones bajas entre las variables estudiadas. Se sugieren nuevas investigaciones en muestras de mayor envergadura y en diferentes regiones del país para establecer resultados más representativos de esta población.

The aim of the present investigation was to relate learning styles, emotional ability, multiples intelligences and emotional detection through the look on a sample of physical education students from Chile. For it there was in use a sample of 116 physical education students from a private university in Santiago of Chile. The CHAEA-36, the Rego and Fernandes emotional intelligence questionnaire, the Multiple Intelligences Developmental Assessment Scales (MIDAS) and the test of the Baron-Cohen gaze test were applied. The results show a higher score in reflexive learning style, followed by theoretical, pragmaticand active. In emotional ability, the dimension with the highest score was empathy and with the lowest valuation was emotional sensitivity. In the multiple intelligences the most developed was the interpersonal and with lowest score was the musical. The minimum score obtained in the gaze test was 11 points and the maximum 28, with an average of 21,3±3,34. Some low relationships between the studied variables were found. Further investigations are suggested in larger samples and in different regions of the country to establish more representative results of this population.

Quimioterapia intensiva asociada a imatinib en leucemia linfoblástica aguda del adulto, Philadelphia positivo. Experiencia en un hospital público / Intensive chemotherapy with tyrosine kinase inhibitors in philadelphia-positive acute lymphoblastic leukemia

Background: Before the advent of tyrosine kinase inhibitors (TKIs), patients with Philadelphia-positive Acute Lymphoblastic Leukemia (Ph+ALL) had a poor prognosis. The association of TKIs to intensive chemotherapy (CT) improved outcome. Aim: To evaluate results of an intensive CT protocol including TKI in a public hospital in Santiago, Chile. Material and Methods: All patients with Ph+ALL diagnosed between January 2010 and February 2019, and who met inclusion criteria for intensive CT, received the Ph+ALL national protocol in association with imatinib and were included in this analysis. Results: Thirty-five patients aged 15 to 59 years received treatment. Complete response (CR) was obtained in 97%. Measurable residual disease (MRD) was negative in 61% (19/31 evaluable cases) during follow-up, and 55% (16/29) were MRD (-) before three months. Relapse was observed in 13 cases. Three patients underwent allogeneic hematopoietic stem cell transplant (HSCT), two in CR1. The overall survival (OS) and event-free survival (EFS) at three years were 52 and 34%, respectively. In patients who achieved MRD negativity before three months, no statistically significant differences in OS (64 and 42% respectively, p = 0.15) or EFS (35 and 32% respectively, p = 0.37) were observed. Conclusions: The prognosis of Ph+ALL improved with the association of imatinib to intensive CT. MRD-negative status before three months in this series was not significantly associated with better outcomes. Our series suggests that the Ph+ALL national protocol associated to TKI is a therapeutic alternative with high CR and aceptable MRD (-) rates.

Estabilidad de la actividad eléctrica no lineal durante condiciones basales con los ojos cerrados / Nonlinear electrical activity stability in basal, eyes closed conditions

Introducción: El electroencefalograma permite registrar la actividad eléctrica cerebral en estado de reposo y durante la ejecución de tareas cognitivas. Objetivo: Evaluar si la actividad cerebral, analizada como dinámica no lineal, se mantiene estable durante diferentes ventanas temporales en una condición basal con ojos cerrados. Métodos: Se realizaron registros con electroencefalograma durante dos minutos a 14 estudiantes universitarios varones. Posteriormente, se compararon las medias de índices de Hurst (H) en ventanas temporales de 60, 30 y 10 segundos. Resultados: Las medias de los índices H son estables a través de diferentes ventanas temporales en las regiones prefrontales, temporales y occipitales. Conclusiones: Los registros de electroencefalograma en condiciones basales con los ojos cerrados son válidos para comparar protocolos experimentales de resolución de problemas cognitivos utilizando el exponente de Hurst en los sujetos de la muestra y en otros con características similares(AU)

Introduction: Electroencephalography makes it possible to record brain electrical activity at rest and during the performance of cognitive tasks. Objective: Determine whether brain activity analyzed as nonlinear dynamics remains stable during various time windows in basal, eyes closed conditions. Methods: Electroencephalographic records of 14 male university students were taken during two minutes. Hurst's index means (H) were then compared in time windows of 60, 30 and 10 seconds. Results: H index means are stable throughout the various time windows in the prefrontal, temporal and occipital regions. Conclusions: Electroencephalographic records in basal, eyes closed conditions are valid to compare experimental protocols for cognitive problem solving using the Hurst exponent in subjects from the sample as well as others of similar characteristics(AU)

Diferencias inter e intra-hemisféricas de dinámicas no lineales en las señales de electroencefalograma durante la resolución de una prueba de atención / Inter- and intra-hemispheric differences of non-linear dynamics in electroencephalogram signals during the execution of an attention test

Resumen Introducción. La actividad cerebral, teniendo en cuenta su dinámica aperiódica, puede ser estudiada mediante funciones no lineales o sistemas caóticos. Objetivo. Estudiar las diferencias inter e intra-hemisféricas de la relación orden/caos en la actividad cerebral de la onda beta en estudiantes universitarios durante la resolución de un test de atención. Materiales y métodos. La muestra estuvo compuesta por 10 estudiantes universitarios de educación física, todos hombres, a quienes se les aplicó la prueba de atención de Toulouse-Piéron para registrar, mediante electroencefalograma, su actividad cerebral por 8 minutos durante la ejecución de la prueba. Para el registro de la actividad cerebral se usó el dispositivo Emotiv Epoc®. Resultados. Se observaron diferencias intra e inter-hemisfericas en la relación orden/caos entre los participantes en las regiones prefrontales, temporales y occipitales (p<0.05), así como diversas correlaciones entre estas regiones (r>0.600), las cuales variaron tanto entre los sujetos, como a nivel individual a medida que avanzaba la ejecución de la prueba. Conclusión. A medida que la ejecución de la prueba avanzaba, las asimetrías hemisféricas aumentaban, por lo que es posible concluir que la participación en procesos cognitivos continuos produce diferencias en la actividad cerebral; sin embargo, es necesario realizar estudios similares en muestras con diferentes características (diversos grupos etarios, mujeres, etc.) y donde se apliquen otras pruebas de atención para poder confirmar o contrastar los resultados aquí reportados.

Abstract Introduction: Considering its aperiodic dynamics, brain activity can be studied by means of non-linear functions or chaotic systems. Objective: To analyze the inter- and intra-hemispheric differences of the order/chaos relationship observed in the beta waves of university students during their participation in an attention test. Materials and methods: The sample was composed of 10 university physical education students, all males, who were administered the Toulouse-Piéron Concentrated Attention Test to record, by means of electroencephalogram, their brain activity for 8 minutes during the execution of the test. The Emotiv Epoc® device was used to record brain activity. Results: Intra- and inter-hemispheric differences were observed in the order/chaos relationship among the participants in the prefrontal, temporal and occipital regions (p<0.05), as well as various correlations between these regions (r>0.600), which varied both between participants and individually as the execution of the test progressed. Conclusion: As the test progressed, hemispheric asymmetries increased, which allows concluding that engaging in continuous cognitive processes causes brain activity differences. However, it is necessary to carry out similar studies in samples with different characteristics (different age groups, women, etc.) in which other attention tests are used to confirm or contrast the results reported here.

Valores normativos del test de Toulouse-Piéron de atención selectiva y sostenida en una muestra de estudiantes de educación física de Santiago de Chile / Normative values of Toulouse-Piéron's test of attention selective and supported in a students' sample of physical education of Santiago of Chile

El objetivo del presente estudio fue determinar valores normativos para cada puntaje del test de atención de Toulouse-Piéron para estudiantes de educación física de una Universidad de Santiago de Chile. La muestra estuvo constituida por 125 estudiantes, de los cuales el 68% corresponden a varones y un 32% a damas. Se utilizó el test de atención de Tolulouse-Piéron, utilizando los 2 primeros minutos para evaluar la atención selectiva y su ejecución total (10 minutos) para evaluar la atención sostenida. Los resultados muestran una media del Índice Global de Atención y Percepción (IGAP) de 38,3±12,5 en 2 minutos y de 185,4±55,4 en 10 minutos. Los análisis no muestran diferencias por sexo o edad en ninguna de las 2 atenciones evaluadas. La atención selectiva presenta un IGAP de 31,5 para el percentil 25, de 39 para el percentil 50 y de 46 para el percentil 75. Por su parte, la atención sostenida presenta un IGAP de 158 para el percentil 25, de 190 para el percentil 50 y de 217 para el percentil 75. Son necesarias más investigaciones con muestras de diversas escuelas de educación física del país.

The aim of the present study was to determine normative values for every puntaje of the test of Toulouse-Piéron's attention for students of physical education of a University of Santiago of Chile. The sample was constituted by 125 students, of which 68 % corresponds to males and 32 % to ladies. There was in use the test of Tolulouse-Piéron's attention, using the first two minutes to evaluate the selective attention and his total execution (ten minutes) to evaluate the supported attention. The results show an average of the Global Index of Attention and Perception (GIAP) of 38,3±12,5 in two minutes and of 185,4±55,4 in ten minutes. The analyses do not show differences for sex or age in any of two evaluated attentions. The selective attention presents an GIAP of 31,5 for the percentile 25, of 39 for the percentile 50 and of 46 for the percentile 75. For your part, the supported attention presents an GIAP of 158 for the percentile 25, of 190 for the percentile 50 and of 217 for the percentile 75. More investigations are necessary with samples of diverse schools of physical education of the country.

Propiedades psicométricas del inventario de estilos de aprendizaje de Kolb y del cuestionario de Felder-Silverman en estudiantes de educación física de Santiago de Chile / Psychometric properties of the inventory of learning stylez of Kolb and Felder-Silverman questionnaire in student of physical education of Santiago of Chile

El objetivo del presente estudio fue conocer las propiedades psicométricas del Inventario de Estilos de Aprendizaje de Kolb y del Cuestionario de Felder-Silverman en una muestra de estudiantes de educación física de Chile. Para ello se aplicó ambos instrumentos a 141 estudiantes de dicha carrera de la Universidad Católica Silva Henríquez, siendo el 34,8% mujeres y el 65,2% hombres. Los resultados muestran que las cuatro subescalas del inventario de Kolb y las 4 subescalas del cuestionario de Felder-Silverman poseen índices adecuados de validez, sin embargo, los índices de confiabilidad obtenidos con alfa de Cronbach se ubican bajo los niveles aceptables en todas las subescalas. Se recomiendan más estudios con muestras de diversas universidades para confirmar las propiedades psicométricas de estos instrumentos en este tipo de población.

The aim of the present study was to know the psychometric properties of the learning styles inventory of Kolb and Felder-Silverman's questionnaire in a students' sample of physical education of Chile. For it both instruments were applied to 141 students of the above mentioned career of the Universidad Católica Silva Henríquez, being 34,8% ladies and 65,2 % males. The results show that four sub-scales of Kolb's inventory and 4 sub-scales of Felder-Silverman's questionnaire possess suitable indexes of validity, nevertheless, the indexes of reliability obtained with Cronbach's alpha are located under the acceptable levels in all the subscales. More studies are recommended by samples of diverse universi-ties to confirm the psychometric properties of these instruments in this type of population.

Propiedades psicométricas del inventario psicológico de ejecución deportiva (IPED) en una muestra de nadadores de Chile / Psychometric properties of the psychological inventory of sports execution (IPED) in a swimmer sample of Chile

El objetivo del presente estudio fue conocer las propiedades psicométricas del Inventario Psicológico de Ejecución Deportiva (IPED) en nadadores federados de Chile. Para ello se evaluaron 99 sujetos de los cuales 41 son damas (41,4%) y 58 son varones (58,6%). Los resultados muestran que las sub-escalas de autoconfianza, control de afrontamiento negativo, control visuo-imaginativo y nivel emocional estaban compuestas por un solo factor que explicaba entre el 37% y 42% de la varianza, en tanto, las sub-escalas de control atencional, control de afrontamiento positivo y control actitudinal estaban compuestas por dos factores que explicaban entre el 57% y 67% de la varianza total. La consistencia interna de cada sub-escala fue aceptable. Los resultados muestran que este inventario es confiable y valido en la muestra utilizada. Son necesarias futuras investigaciones en una muestra más amplia que abarque nadadores de todo el país.

The aim of the present study was to understand the psychometric properties of the Psychological Inventory of Sports Execution (IPED) in national swimmers of Chile. There were 99 subjects evaluated, of which 41 were ladies (41,4%) and 58 were males (58,6%). The results show that the sub-scales of self-confidence, negative confrontation control, visual-imaginative control and emotional level were composed by an alone factor that was explaining between 37% and 42% of the variance, while, the sub-scales of attentional control, positive confrontation control and attitudinal control were composed by them by two factors they were explaining between 57% and 67% of the total variance. The internal consistency of every sub-scale was acceptable. The results show that this inventory is reliable and valid in the used sample. Future investigations are necessary with a bigger sample that includes swimmers from the entire country.

Efectos del ejercicio físico sobre la atención: una revisión de los últimos años / Effects of the physical exercise on the attention: a review of last years

El siguiente trabajo es una revisión de las investigaciones sobre el efecto crónico del ejercicio físico en la atención, basado en el entrenamiento físico-deportivo en estudios de carácter longitudinal, el efecto agudo del ejercicio físico en la atención, basado en situaciones experimentales y la relación entre los niveles de actividad física y condición física con la atención realizado en estudios transversales. La bús-queda se realizó en las bases de datos Dialnet, Scielo y Pubmed. Se encontró un total de 119 artículos, de los cuales 28 cumplían con los criterios de inclusión (publicados entre el 1° de enero del año 2010 y el 31 de diciembre del 2016, idioma español, inglés o portugués, artículos de investigación, estudios realizados en seres humanos y muestras con sujetos sanos). De la revisión más del 70% dan cuenta de los efectos positivos del ejercicio físico sobre la atención, incluyendo trabajos con aplicaciones de una sesión de entrenamiento o de varias semanas/meses. También se observaron relaciones importantes en-tre la práctica de actividad física y esta función cerebral. Algunos trabajos no mostraron influencia del entrenamiento, lo que hace necesario más estudio orientados a determinar las intensidades y tiempos de aplicación mas adecuados para potenciar la atención en diferentes grupos etarios.

The following work is a review of the research carried out on the chronic effects of physical exercise on sustained attention, based on: Physical-sports training in longitudinal studies; chronic effects of physical exercise on sustained attention; experimental situations and the relationship between physical activity levels and physical condition with sustained attention, carried out in cross-sectional studies. The search was conducted in the following databases: Dialnet, Scielo and Pubmed. A total of 119 ar-ticles were found, of which 28 met the criteria of inclusion (published between January 1, 2010 and December 31, 2016, languages Spanish, English or Portuguese, research articles, studies carried out on human beings and healthy subject samples). Based this revision, more than 70% give account of the positive effects of physical exercise on sustained attention, including one session training workouts or after several weeks/months of workouts. Furthermore, important relations were observed between the practice of physical activity and this cerebral activity. Some workouts, however, did not show any influence on the subjects after the training session, which makes it necessary to study this further in order to determine the right intensities and the best times for the workouts in order to boost sustained attention for different age groups.

Hospital-based surveillance to evaluate the impact of rotavirus vaccination in São Paulo, Brazil.

BACKGROUND: Brazil implemented routine immunization with the human rotavirus vaccine, Rotarix, in 2006 and vaccination coverage reached 81% in 2008 in São Paulo. Our aim was to assess the impact of immunization on the incidence of severe rotavirus acute gastroenteritis (AGE). METHODS: We performed a 5-year (2004-2008) prospective surveillance at a sentinel hospital in São Paulo, with routine testing for rotavirus in all children less than 5 years of age hospitalized with AGE. Genotypes of positive samples were determined by reverse transcription polymerase chain reaction. RESULTS: During the study, 655 children hospitalized with AGE were enrolled; of whom 169 (25.8%) were positive for rotavirus. In the postvaccine period, a 59% reduction in the number of hospitalizations of rotavirus AGE and a 42.2% (95% confidence interval [CI], 18.6%-59.0%; P = 0.001) reduction in the proportion of rotavirus-positive results among children younger than 5 years were observed, with the greatest decline among infants (69.2%; 95% CI, 24.7%-87.4%; P = 0.004). Furthermore, the number of all-cause hospitalizations for AGE was reduced by 29% among children aged <5 years. The onset and peak incidences of rotavirus AGE occurred 3 months later in the 2007 and 2008 seasons compared with previous years. Genotype G2 accounted for 15%, 70%, and 100% of all cases identified, respectively, in 2006, 2007, and 2008. CONCLUSIONS: After vaccine implementation, a marked decline in rotavirus AGE hospitalizations was demonstrated among children younger than 5 years of age, with the greatest reduction in the age groups targeted for vaccination. The predominance of genotype G2P[4] highlights the need of continued postlicensure surveillance studies.

Percepción de los estudiantes de educación física de la UISEK de Chile hacia sus profesores / Perception of the students of physical education of the UISEK of Chile towards his teachers / Percepção dos estudantes de educação física da UISEK do Chile em direção seus professores

El presente artículo muestra cuál es la percepción que tienen los estudiantes de la carrera de educación física de la UISEK de Chile hacia los profesores de distintas áreas de su carrera. En la muestra participaron 195 alumnos, 58 cursan primer año, 57 segundo, 57 tercer y 23 cuarto año. Se les aplicó una modificación del Cuestionario de actitudes de los escolares hacia la Educación Física (Cárcamo, 2012). Los resultados, revelan que los estudiantes de cuarto año, poseen una percepción menos positiva en comparación con los demás cursos, lo que podría deberse a la mayor actitud crítica que presentan los estudiantes universitarios en los últimos años de carrera. Por otra parte, los estudiantes de primer y segundo año, poseen una percepción más negativa en comparación a los demás cursos encuestados, lo que se atribuye al cambio entre la docencia de colegio y la universitaria. En relación a la percepción de los profesores por áreas de estudio y sexo de la muestra no se encontraron diferencias significativas. Se hace necesario nuevos estudios para ahondar en estas similitudes y diferencias en la percepción de los estudiantes sobre sus profesores universitarios (AU)

The present article shows which is the perception that there have the students of the career of physical education of the UISEK of Chile towards the teachers of different areas of his degree. In the sample 195 students took part, 58 deals the first year, 57 second, 57 third and 23 fourth years. There was applied to them a modification of the questionnaire of attitudes of the students towards the Physical Education (Cárcamo, 2012). The results, they reveal that the students of fourth year possess a less positive perception in comparison with other courses, which might owe to the major critical attitude that the university students present in the last years of career. On the other hand, the students of the first and second year possess a more negative perception in comparison to other polled courses, which assumes to the change between the teaching college and the university student. In relation to the perception of the teachers for areas of study and sex of the sample they did not find significant differences. It becomes new studies necessary to go deeply into these similarities and differences into the perception of the students on his university teachers (AU)

O presente artigo mostra que é a percepção de que há que os alunos da carreira de educação física da UISEK do Chile para os professores de diferentes áreas do seu diploma. Na amostra 195 estudantes participaram, 58 ofertas no primeiro ano, de 57 segundo, 57 terceiro e quarto anos 23. Foi aplicada uma adaptaçao do questionário de atitudes dos estudantes em relação à Educação Física (Cárcamo, 2012) Os resultados, revelam que os alunos do quarto ano possuem uma percepção menos positiva em comparação com outros cursos, que pode dever à grande atitude crítica que os estudantes universitários presentes em seus últimos anos de carreira. Por outro lado, os alunos do primeiro e segundo ano possuem uma percepção mais negativa em comparação com outros cursos consultados, o que pressupõe a mudança entre a faculdade eo ensino universitário. Em relação à percepção dos professores para as áreas de estudo e sexo da amostra não encontraram diferenças significativas. Torna-se novos estudos necessários para aprofundar essas semelhanças e diferenças na percepção dos alunos sobre os professores universitários (AU)