Thymic Adenocarcinoma With Metastasis to the Left Orbit: A Case Report.

We present the case of a 57-year-old female who initially presented with a chief complaint of left-sided orbital headaches and associated left eyelid swelling. Initial imaging work-up with CT head/orbit revealed soft tissue enhancement of the left orbital roof, concerning for neoplastic process (primary lymphoma versus extracranial primary tumor versus metastatic tumor). Further imaging studies with CT chest/abdomen/pelvis revealed an anterior mediastinal mass, concerning for possible thymoma versus lymphoma. The patient underwent further consultation with the Hematology/Oncology and Ophthalmology Departments, which recommended definitive biopsies from both sites, which showed matching histologic findings of moderately differentiated enteric-type adenocarcinoma with positive staining for CDX2, an intestinal marker. Thymic carcinomas are rare cancers that account for approximately 0.06% of all malignancies and require a high degree of clinical suspicion. Extrathoracic metastases from thymic carcinomas, especially to the orbit, is a rare occurrence and the exact incidence of this phenomenon is unknown. This case represents the diagnostic challenges associated with a rare cancer type and underscores the importance of a multidisciplinary approach to patient care.

Unhealthy food consumption among Ecuadorian children: A cross-sectional study in the context of the school food regulation / Consumo de alimentos poco saludables en niños ecuatorianos: estudio transversal en el contexto del reglamento de alimentación escolar

Introduction. The intake of energy-dense unhealthy food at school could influence the overall energy intake of children. Objective: To characterize the patterns of buying a snack at school and to analyze the association of these patterns with the source of the school snack (brought from home or bought at school) and screen time. Materials and methods: A cross-sectional study was conducted from October 2018 until May 2019 among school children (9 to 12-year-olds) from Cuenca-Ecuador. Intake of energy-dense unhealthy food groups, the source of the school snack, and screen time were assessed using questionnaires. Multiple correspondence analysis was used to identify intake patterns of unhealthy food groups, and logistic regression to assess the association between intake of energy-dense unhealthy food groups (FG) with the school snack source. Results: Among 1,028 children recruited 63%, 42%, 30% and 22% of the children reported consuming sweets/confiture, savory snacks, fast food, and pastry products, respectively, at least two days per week. Around 39% of the children were classified as "Frequent consumers of energy-dense unhealthy FG". Buying the snack at school was associated with a more frequent intake of sweets/confiture (OR=1.56, CI 95% =1.05-2.32) and fast food (OR=2.01, CI 95% =1.15-3.50) during the week, as well as with being classified in the "frequent consumer of energy-dense unhealthy FG" (OR=1.99, 95% CI=1.40-2.82). Conclusions: Ecuadorian children still consume prohibited unhealthy foods at school. These results reinforce the importance of evaluating, monitoring, and adapting strategies to promote a balanced diet(AU)

Introducción. La ingesta de alimentos poco saludables con alto contenido energético en la escuela podría influir en la ingesta energética total de los niños. Objetivo: Caracterizar los patrones de compra de snacks en el colegio y analizar la asociación de estos patrones con la procedencia del snack escolar (de la casa o comprada en el colegio) y el tiempo de pantalla. Materiales y métodos: Se realizó un estudio transversal (octubre 2018-mayo 2019) en escolares (9-12 años) Cuenca- Ecuador. La ingesta de grupos de alimentos (FG) no saludables altos en energía, la fuente del snack escolar y el tiempo de pantalla se evaluaron mediante cuestionarios. Se utilizó análisis de correspondencias múltiples para identificar patrones de ingesta de FG poco saludables y la regresión logística para evaluar asociación entre la ingesta FG no saludables con la fuente del snack escolar. Resultados: En 1.028 niños 63%, 42%, 30% y 22% declararon consumir dulces/golosinas, aperitivos salados, comida rápida y productos de pastelería, respectivamente, al menos dos/días/ semana. Un 39% fueron clasificados como "Consumidores frecuentes de FG poco saludables de alta densidad energética". La compra de los snacks en el colegio se asoció con una ingesta más frecuente de dulces/golosinas (OR=1,56; IC95%=1,05-2,32) y comida rápida (OR=2,01; IC95%=1,15-3,50) durante la semana y con la clasificación en el grupo" consumidores frecuentes de FG poco saludables de alta densidad energética" (OR=1,99; IC95%=1,40- 2,82). Conclusiones: Los niños ecuatorianos aún consumen alimentos no saludables prohibidos en la escuela. Estos resultados refuerzan la importancia de evaluar, monitorear y adaptar estrategias para promover una dieta balanceada(AU)

El estudio de los efectos de la modalidad lingüística en el léxico mental / The study of the effects of linguistic modality on the mental lexicon

Resumen El estudio se cuestiona sobre un abordaje fructífero en el estudio de los efectos de la modalidad lingüística (de señas versus oral) en la organización de la memoria semántica. Para responder la pregunta de investigación, un aspecto central es definir criterios y procedimientos capaces de distinguir entre los factores transportados por la modalidad lingüística de los que le son propios. Entre los primeros, se encuentran la edad de exposición a la lengua natural y su distribución funcional, etaria o geográfica. Entre los aspectos propios de la modalidad se incluyen la iconicidad y el grado de concreción/abstracción de las piezas léxicas. Se sugiere centrarse en el uso de dicho gradiente para evocar dominios conceptuales. Si lo concreto/abstracto es un continuo, entonces hay que preguntarse qué forma de organización es predominante en el léxico mental de las poblaciones señantes u oyentes y qué factores modulan el perfil de esa organización.

Abstract The efforts to understand the relationship of the meaning of a lexical piece to the object to which it refers, the relationship between the lexical pieces and the concepts, and the understanding of the meanings shared between two speakers who use the same lexical pieces have all constituted major problems for the semantic memory models. According to contemporary literature, perceptual-motor, linguistic, and social information have different weights in the formation of concepts, whether concrete or abstract, stored in the aforementioned memory. Regardless of the models developed so far, it is interesting to note that semantic knowledge is represented by various ways of relating the concepts and the types of relationships between them. In this context, studies in sign languages and comparative studies between spoken and sign languages are scarce. Thus, little is known about the effect of linguistic modality on the semantic networks. After all, the theory on semantic networks and norms for the production of features has been grounded on theories of language and its processing adjusted to spoken languages. As the incorporation of the sign language and the Deaf population has shown in other psycholinguistic and linguistic topics, the importance of including these languages and populations, and comparatives with spoken languages, might increase the explanatory power of the theory to account for the universal and contextual aspects of language and its processing. In this effort, there is a latent risk: the linguistic modality can be only a vehicle for more well-known or studied cross-modal variables (e. g., age of acquisition, functional distribution of language, size of the available lexicon, etc.). If it is considered that languages are not stored together, but similar processes can occur in them, it is essential to find out what may be a singular feature of each modality (spoken versus sign) that might ground differentiated processes. Considering the high iconicity of the sign languages and the possibility of a high concreteness of the lexical pieces in the sign language as distinctive features -not collapsible into well-known variables such as the aforementioned-, this article suggests a careful approach to avoid the aforementioned risk in the study of the effects of the linguistic modality (sign versus oral) in the organization of semantic memory. Since perceptual-motor and social information are the main sources of iconicity, a balanced instrument is necessary in the evocation of perceptual-motor, social, and linguistic information. Repeated free word association tasks seem like an appropriate paradigm for a suggested approach. The reasons for this are that, by not censoring the types of response, then free association tasks allow capturing all kinds of concepts (concrete or abstract), all kinds of semantic relationships/organization (paradigmatic versus thematic) and all kinds of processes (comparison versus interaction). This type of task therefore makes it possible to collect meanings related to linguistic information and non-linguistic experience because affective and experiential information is accessible by doing the task in different repetitions. The approach and the tool are exemplified by an ongoing comparative study between Deaf signing and hearing populations. The partial findings of this study also serve to focus on the expected effects of the difference in iconicity and the level of concreteness/abstractness of the lexical pieces of each linguistic modality; namely, the differences between an abstract and a concrete conceptualization of the conceptual domains. Taxonomic and introspective labels might appear as indicative of paradigmatic relationships, of a taxonomic organization, and of underlying comparison processes. On the other hand, the situational and entity labels, indicative of syntagmatic relationships, of a thematic organization and of underlying interaction processes, might suggest a predominantly concrete organization.

A.R.A.R.A.I. Guía práctica para el manejo de la luxación glenohumeral en emergencia / A.R.A.R.A.I Practice guide for management of glenohumeral dislocation in emergency

El complejo articular del hombro está formado por cinco articulaciones. Tres de estas son verdaderas: glenohumeral (GH), acromioclavicular (AC) y esternoclavicular (EC); y dos, falsas: escapulotorácica (ET) y subacromial (Sa). Es la articulación con mayor rango de movimiento (ROM, por Range of Motion) del cuerpo y la más propensa a inestabilidades, ocupa el 45% de todas las luxaciones, y 95% de estas corresponden a luxación anteroinferior. Presentamos el acrónimo A.R.A.R.A.I., que nos detalla las iniciales del esquema ordenado a seguir en un traumatismo de hombro que exhiba luxación GH.A (Axilar valoración neurovascular): comprende la valoración neurológica y vascular, la más importante de todas, inclusive antes de la radiografía y la reducción. R (Radiografía): no se puede proceder a la reducción de una luxación glenohumeral sin antes tener una radiografía que descarte fractura, si se procediera a una reducción sin una radiografía y se presenta una fractura en el control posreducción, la maniobra de reducción sería la causa de la fractura por lo que, para evitar problemas legales, siempre se debe solicitar una radiografía antes de esta maniobra. A (Anestesia): todo paciente debe ser sometido a una reducción bajo anestesia, sobre todo si es atendido en un hospital donde se cuenta con servicio de anestesiología. R (Reducción): se utilizan diferentes métodos o técnicas, recomendamos que el médico realice la maniobra con la que tenga mayor afinidad. A (Axilar Rx Posreducción): una de las mayores complicaciones en una LGH es la fractura del borde anterior de la glena no diagnosticada, por lo que la radiografía axilar posreducción, sobre todo en primoluxaciones, nos permite diagnosticar una lesión de Bankart ósea (Bony Bankart) y tratarla desde el primer episodio para evitar la reabsorción del fragmento fracturado.I (Inmovilización en neutro):es importante el tiempo de inmovilización. Recomendamos veintiún días y posición neutra para disminuir el porcentaje de recidiva.La importancia de esta guía es la adecuada valoración clínica, neurovascular, radiológica y oportuno diagnóstico de patologías concomitantes

The shoulder joint complex is made up of five joints. Three of them are true: glenohumeral (GH), acromioclavicular (AC) and sternoclavicular (SC) and two are false: scapulothoracic (ST) and subacromial (SA). It is the joint with the highest Range of Motion (ROM) in the body and the most prone to instability, occupying 45% of all dislocations, 95% of which correspond to the anteroinferior dislocation. We present the acronym A.R.A.R.A.I., which details the initials of the scheme ordered to follow in a shoulder trauma with GH dislocation.A (Axillary nerve anesthesia): includes the neurological and vascular evaluation, the most important of all, even before radiography and reduction.R (Radiography): it is not possible to proceed to the reduction of a glenohumeral dislocation without first having an X-ray that rules out a fracture, if a reduction is carried out without an X-ray and a fracture occurs in the post-reduction control, the maneuver of reduction is the cause of the fracture so, to avoid legal problems, always request an X-ray before a reduction.A (Anesthesia): every patient must undergo a reduction under anesthesia, especially if the patient is cared for in a hospital where there is an anesthesiology service

Do potential past and future events activate the Left- Right Mental Timeline? / ¿Hay activación de la línea mental del tiempo de izquierda a derecha para eventos potenciales?

Current evidence provides support for the idea that time is mentally represented by spatial means, i.e., a left-right mental timeline. However, available studies have tested only factual events, i.e., those which have occurred in the past or can be predicted to occur in the future. In the present study we tested whether past and future potential events are also represented along the left-right mental timeline. In Experiment 1 participants categorized the temporal reference (past or future) of either real or potential events and responded by means of a lateralized (left or right) keypress. Factual events showed a space-time congruency effect that replicated prior findings: Participants were faster to categorize past events with the left hand and future events with the right hand than when using the opposite mapping. Crucially, this also ocurred for potential events. Experiment 2 replicated this finding using blocks of trials comprising only potential events. In order to assess the degree of automaticity of the activation of the mental timeline in these two kinds of events, Experiment 3 asked participants to judge whether the expressions referred to factual or potential events. In this case, there was no space-time congruency effect, showing that the lateralized timeline is active only when relevant to the task. Moreover, participants were faster to categorize potential events with the left hand and real events with the right hand than when using the opposite mapping, suggesting for the first time a link between the mental representations of lateral space and potentiality (AU)

La evidencia experimental disponible actualmente sustenta la afirmación de que el tiempo se representa mediante una línea mental del tiempo que va de izquierda a derecha. Sin embargo, todos los estudios hasta el momento examinan eventos factuales, es decir, aquéllos que efectivamente han ocurrido en el pasado o que con certeza sucederán en el futuro. En el presente estudio examinamos si los eventos potenciales pasados y futuros también se representan a lo largo de una línea mental lateral. En el Experimento 1 los participantes categorizaron la referencia temporal (pasado o futuro) tanto de eventos factuales como potenciales presionando una tecla de respuesta lateralizada (izquierda o derecha). Los eventos factuales mostraron un efecto de congruencia espaciotiempo que replica los hallazgos previos: los participantes fueron más rápidos para categorizar eventos pasados con la mano izquierda y eventos futuros con la mano derecha, en comparación con la asignación motora opuesta. Crucialmente, lo mismo ocurrió para los eventos potenciales. El Experimento 2 replicó estos hallazgos usando bloques compuestos sólo por ensayos con eventos potenciales. Con el objetivo de evaluar la automaticidad de la línea mental del tiempo, el Experimento 3 solicitó a los participantes juzgar si las mismas expresiones se referían a eventos factuales o potenciales. En este caso, no se encontró el efecto de congruencia espaciotiempo, mostrando que la línea mental del tiempo se activa sólo cuando es relevante a la resolución de la tarea. Además, los participantes fueron más rápidos para categorizar los eventos potenciales con la mano izquierda y los eventos fácticos con la mano derecha, en comparación con la asignación motora opuesta. Este resultado sugiere, por primera vez, una relación entre las representaciones mentales del espacio lateralizado y la potencialidad (AU)

Modal analysis of antiresonant hollow core fibers using S2 imaging.

We analyze the higher-order core mode content in various designs of antiresonant hollow core fibers using spatially and spectrally resolved imaging. Hollow core fibers have great potential for a variety of applications, and understanding their mode content is crucial for many of these. Two different designs of hollow core fibers are considered, the first with eight nontouching rings and the second with eight touching rings forming a closed boundary core. The mode content of each fiber is measured as a function of length and bending diameter. Low amounts of higher-order modes were found in both hollow core fibers, and mode specific and bending-dependent losses have been determined. This study aids in understanding the core modes of hollow core fibers and possible methods of controlling them.

Complying with ACGME resident duty hours restrictions: restructuring the 80-hour workweek to enhance education and patient safety at Texas A&M/Scott & White Memorial Hospital.

Compliance with the Accreditation Council for Graduate Medical Education resident duty hours rules has created unique educational and patient-care challenges for the general medicine inpatient teaching (GMIT) teams at Texas A&M/Scott & White Memorial Hospital, including multiple patient hand-offs, multiple resident absences during teaching time, and loss of continuity of care for individual patients, all of which may have compromised patient safety. The Texas A&M/Scott & White Memorial Hospital internal medicine residency program initially complied with the duty hours rules by having residents take call every fourth night, followed by a six-hour post-call day. This system proved to be inefficient because it significantly disrupted patient care and resident education. Residents reported that this call system frequently caused them to approach the 80-hour limit and that they had difficulty leaving post-call because of unfulfilled responsibilities. They also reported sleep interruption and inadequate time to prepare for and attend educational conferences.After determining the peak admission times at the hospital, program leaders designed a call system during which the primary call team takes admissions from 12:00 pm to 8:00 pm each day, then leaves by 10:00 pm and returns after 10 hours for a full post-call day. After-hours admissions are managed by hospitalists. The solution did require hiring additional hospitalists for night-call coverage. The new structure has greatly improved the residents' experience on the GMIT teams. The entire team works together on call and post-call. Rounds and inpatient teaching continue normally on post-call days. Residents attend clinics and conferences post-call. Hand-offs are reduced greatly, and residents report that they are better rested. Residents also state that the new call system significantly enhances their education, patient care, and personal life.