Effect of exposure to endocrine disrupting chemicals in obesity and neurodevelopment: The genetic and microbiota link.

Current evidence highlights the importance of the genetic component in obesity and neurodevelopmental disorders (attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD) and intellectual disability (ID)), given that these diseases have reported an elevated heritability. Additionally, environmental stressors, such as endocrine disrupting chemicals (EDCs) have been classified as obesogens, neuroendocrine disruptors, and microbiota disrupting chemicals (MDCs). For this reason, the importance of this work lies in examining two possible biological mechanistic pathways linking obesity and neurodevelopmental/behavioural disorders: EDCs - gene and EDCs - microbiota interactions. First, we summarise the shared mechanisms of action of EDCs and the common genetic profile in the bidirectional link between obesity and neurodevelopment. In relation to interaction models, evidence from the reviewed studies reveals significant interactions between pesticides/heavy metals and gene polymorphisms of detoxifying and neurotransmission systems and metal homeostasis on cognitive development, ASD and ADHD symptomatology. Nonetheless, available literature about obesity is quite limited. Importantly, EDCs have been found to induce gut microbiota changes through gut-brain-microbiota axis conferring susceptibility to obesity and neurodevelopmental disorders. In view of the lack of studies assessing the impact of EDCs - gene interactions and EDCs - mediated dysbiosis jointly in obesity and neurodevelopment, we support considering genetics, EDCs exposure, and microbiota as interactive factors rather than individual contributors to the risk for developing obesity and neurodevelopmental disabilities at the same time.

Factors to enhance the development of inclusive university communities: ideas, beliefs and attitudes of university teachers towards disability / Factores para potenciar el desarrollo de comunidades universitarias inclusivas: ideas, creencias y actitudes del profesorado universitario hacia la discapacidad

The success of the processes of inclusion depends on several factors, including the level of empowerment of the educational community in the process where the role of teachers is a key element, because their attitude and expectations of students with special educational needs will influence their self-esteem, motivation and learning. This article investigates the ideas, beliefs and attitudes towards SEN students demonstrated by teachers, and analyses the variables of gender, age, years of teaching experience, contacts and information about disability on these attitudes. Overall, it was observed that teachers' attitudes were positive; however they showed a lack of knowledge of the experiences of inclusion of students with disabilities at the university and required more training and information. The results are discussed, the limitations of the study are presented, and suggestions for future research are offered.(AU)

El éxito de los procesos de inclusión depende de varios factores, entre ellos del nivel de empoderamiento de la comunidad educativa frente al proceso. En este sentido, el rol del docente es un elemento clave, ya que la actitud y las expectativas que muestren ante los alumnos que presentan necesidades educativas especiales, influirán positiva o negativamente en su autoestima, motivación y aprendizaje. En el presente artículo se indagan en las ideas, creencias y actitudes hacia estudiantes con necesidades educativas especiales, de docentes, y se analiza la influencia que las variables género, edad, años de experiencia docente, contacto e información sobre la discapacidad tienen sobre dichas actitudes. En general, se pudo apreciar que las actitudes que presentaban los docentes eran bastante positivas, no obstante mostraban un gran desconocimiento de las experiencias de inclusión de los estudiantes con discapacidad que se llevan a cabo en su universidad, demandando mayor formación e información. Se discuten los resultados, se presentan las limitaciones del estudio, y se ofrecen futuras líneas de investigación.(AU)

Linear Relationship between Resilience, Learning Approaches, and Coping Strategies to Predict Achievement in Undergraduate Students.

The aim of the present research was to analyze the linear relationship between resilience (meta-motivational variable), learning approaches (meta-cognitive variables), strategies for coping with academic stress (meta-emotional variable) and academic achievement, necessary in the context of university academic stress. A total of 656 students from a southern university in Spain completed different questionnaires: a resiliency scale, a coping strategies scale, and a study process questionnaire. Correlations and structural modeling were used for data analyses. There was a positive and significant linear association showing a relationship of association and prediction of resilience to the deep learning approach, and problem-centered coping strategies. In a complementary way, these variables positively and significantly predicted the academic achievement of university students. These results enabled a linear relationship of association and consistent and differential prediction to be established among the variables studied. Implications for future research are set out.

Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion.

The ability to self-regulate behavior is one of the most important protective factors in relation with resilience and should be fostered especially in at-risk youth. Previous research has characterized these students as having behaviors indicating lack of foresight. The aim of the present study was to test the hypothetical relationship between these personal variables. It was hypothesized that self-regulation would be associated with and would be a good predictor of resilience, and that low-medium-high levels of self-regulation would lead to similar levels of resilience. The participants were 365 students -aged 15 and 21- from Navarre (Spain) who were enrolled in Initial Vocational Qualification Programs (IVQP). For the assessment, the Connor Davidson Resilience Scale (CD-RISC) and the Short Self-Regulation Questionnaire (SSRQ) were applied. We carried out linear association analyses (correlational and structural) and non-linear interdependence analyses (MANOVA) between the two constructs. Relationships between them were significant and positive. Learning from mistakes (self-regulation) was a significant predictor of coping and confidence, tenacity and adaptation, and tolerance to negative situations (resilience). Likewise, low-medium-high levels of self-regulation correlated with scores on resilience factors. Implications of these results for educational practice and for future research are discussed.

Antecedentes históricos del desarrollo de la medicina en Santa Clara / Historical background of the development of medicine in Santa Clara

En ocasiones se necesita precisar la historia de algún tema para cualquieractividad importante en la vida cotidiana y, posiblemente, este artículocontenga información necesaria al profesional de las Ciencias Médicas pues se relatan acontecimientos históricos del desarrollo de la medicina en Santa Clara, desde el nacimiento de la cuidad el 15 de julio de 1689 y susfundadores hasta estos días(AU)

Análisis de la estructura factorial de las puntuaciones de la «Preschool and Kindergarten Behavior Scale» en población española / Factor structure analysis of the Preschool and Kindergarten Behavior Scale scores in Spanish population

La competencia social y el comportamiento antisocial del niño son variables de gran interés para los investigadores y los educadores. No obstante, son pocos los instrumentos de evaluación disponibles que miden ambos constructos en niños pequeños. El objetivo del estudio, pues, es examinar la validez estructural del Preschool and Kindergarten Behavior Scale for Teachers and Caregivers (PKBS-2) con el fi n de comprobar el modelo teórico que mejor se ajusta a los datos obtenidos en una muestra española. En el estudio participan 1.509 alumnos (741 niños y 768 niñas) de Educación Infantil de 3 y a 6 años de edad (media= 3,78; DT= 0,815). Los datos se analizaron con el programa Statistical Package for the Social Sciences (SPSS 17.0) y el programa Structural Equations Program (EQS 6.1). Tanto el modelo de habilidades sociales como el de problemas de conducta resultantes presentan valores de ajuste adecuados, saturaciones estadísticamente significativas e índices de consistencia interna (coeficiente alfa) elevados. Finalmente, se obtiene un modelo estructural de dos factores. Un primer factor de habilidades sociales compuesto por tres variables (cooperación social, interacción social e independencia social) y un segundo factor sobre problemas de conducta con dos variables (exteriorización de problemas e interiorización de problemas) (AU)

Social competence and antisocial behavior in children are interesting variables for researchers and educators. Nonetheless, there are few assessment instruments capable of measuring the two constructs in small children. The aim of this study is to verify the structural validity of the Preschool and Kindergarten Behavior Scale for Teachers and Caregivers (PKBS-2), in order to determine the theoretical model that best fits the data from a Spanish sample. 1509 children from preschool education (741 males and 768 females) from 3 to 6 years old (M= 3.78; SD= 0.815) participated in the study. Data was analyzed using the Statistical Package for the Social Sciences (SPSS-15.0) and the Structural Equations Program (EQS 6.1). The resulting models of social skills and behavioral problems show adequate fi t indexes, statistically significant loadings, and a high internal consistency index (Cronbach’s alpha). Lastly, the structural model confirms a two-factor structure: a first factor of Social Skills, comprising three variables (social cooperation, social interaction, and social independence), and a second factor of Behavior Problems, comprising two variables (externalization and internalization of problems) (AU)

[Factor structure analysis of the Preschool and Kindergarten Behavior Scale scores in Spanish population]. / Análisis de la estructura factorial de las puntuaciones de la «Preschool and Kindergarten Behavior Scale¼ en población española.

Social competence and antisocial behavior in children are interesting variables for researchers and educators. Nonetheless, there are few assessment instruments capable of measuring the two constructs in small children. The aim of this study is to verify the structural validity of the Preschool and Kindergarten Behavior Scale for Teachers and Caregivers (PKBS-2), in order to determine the theoretical model that best fits the data from a Spanish sample. 1509 children from preschool education (741 males and 768 females) from 3 to 6 years old (M= 3.78; SD= 0.815) participated in the study. Data was analyzed using the Statistical Package for the Social Sciences (SPSS-15.0) and the Structural Equations Program (EQS 6.1). The resulting models of social skills and behavioral problems show adequate fit indexes, statistically significant loadings, and a high internal consistency index (Cronbach's alpha). Lastly, the structural model confirms a two-factor structure: a first factor of Social Skills, comprising three variables (social cooperation, social interaction, and social independence), and a second factor of Behavior Problems, comprising two variables (externalization and internalization of problems).

Prácticas de crianza y competencia social en niños de 3 a 5 años

La competencia social es una de las habilidades básicas para el desarrollo de la persona en la sociedad. La familia es el primero y más importante agente socializador en la primera infancia, pues durante ese periodo de tiempo los niños aprenden las destrezas sociales, actitudes y habilidades necesariaspara adaptarse al contexto social donde viven. Con el presente trabajo se pretende conocer la relación entre las prácticas de crianza que ejercen los padres y la competencia social que desarrollan los hijos. Participaron 206 alumnos de edades comprendidas entre 3 y 5 años y los padres de las 206 familias correspondientes. Los resultados muestran que el control parental es una de las prácticas de crianza con más efectos positivos en la competencia social de los hijos. Por el contrario, otras prácticas decrianza, como la utilización del castigo físico o la expresión de afecto negativo, se relacionan con conductas socialmente inadaptadas.

Social competence is one of the most important skills for the adequate personal adjustment to society.The family becomes the first and most important childhood socializing agent because during this period children learn social skills, attitudes and other skills necessary for adapting themselves to thecontext in which they are living. The purpose of this paper is to establish the relationship between parents’ rearing styles and children’s social competence. In the study, 206 students from 3 to 5 years old and their parents were involved. Results show that parental supervision is one of the characteristicsof rearing styles that has the most positive effects on children’s social competence. On the contrary,other rearing practices such as the use of punishment or negative expression of affection are related with maladjusted behaviors.

A concorrência social é uma das habilidades mais importantes para o adequado desenvolvimento de uma pessoa na sociedade. A família se transforma no primeiro e mais importante agente de socializaçãona primeira infância, já que é durante é este período de tempo quando as crianças aprendem as destrezas sociais, atitudes e habilidades necessárias para adaptar-se ao contexto social no qual vivem. Com o presente trabalho se pretende conhecer a relação entre as práticas de criação dos pais e aconcorrência social dos filhos. Participaram 206 alunos de idades compreendidas entre 3 e 5 anos eos pais das 206 famílias correspondentes. Os resultados mostram que o controle parental é uma das práticas de criação que mais efeitos positivos tem na concorrência social dos filhos. Pelo contrário, outras práticas de criação como a utilização do castigo físico ou a expressão de afeto negativo, se relacionam com condutas socialmente inadaptadas.

Conocimiento, percepciones y actitudes hacia el maltrato entre iguales del profesorado en activo y los docentes en formación / No disponible

No disponible