Investigation of Cannabidiol in the Mouse Drug Discrimination Paradigm.

Introduction: Cannabidiol (CBD) has gained considerable public and scientific attention because of its known and potential medicinal properties, as well as its commercial success in a wide range of products. Although CBD lacks cannabimimetic intoxicating side effects in humans and fails to substitute for cannabinoid type-1 receptor (CB1R) agonists in laboratory animal models of drug discrimination paradigm, anecdotal reports describe it as producing a "pleasant" subjective effect in humans. Thus, we speculated that this phytocannabinoid may elicit distinct subjective effects. Accordingly, we investigated whether mice would learn to discriminate CBD from vehicle. Additionally, we examined whether CBD may act as a CB1R allosteric and whether it would elevate brain endocannabinoid concentrations. Materials and Methods: C57BL/6J mice underwent discrimination training of either CBD or the high-efficacy CB1R agonist CP55,940 from vehicle. Additionally, we examined whether CBD or the CB1R-positive allosteric modulator ZCZ011 would alter the CP55,940 discriminative cue. Finally, we tested whether an acute CBD injection would elevate endocannabinoid levels in brain, and also quantified blood and brain levels of CBD. Results: Mice failed to discriminate high doses of CBD from vehicle following 124 training days, though the same subjects subsequently acquired CP55,940 discrimination. In a second group of mice trained to discriminate CP55,940, CBD neither elicited substitution nor altered response rates. A single injection of 100 or 200 mg/kg CBD did not affect brain levels of endogenous cannabinoids and related lipids and resulted in high drug concentrations in blood and whole brain at 0.5 h and continued to increase at 3 h. Discussion: CBD did not engender an interoceptive stimulus, did not disrupt performance in a food-motivated operant task, and lacked apparent effectiveness in altering brain endocannabinoid levels or modulating the pharmacological effects of a CB1R agonist. These findings support the assertions that CBD lacks abuse liability and its acute administration does not appear to play a functional role in modulating key components of the endocannabinoid system in whole animals.

Revisión sistemática del compromiso escolar en educación secundaria / A systematic review of methodological aspects of student engagement research in secondary students

Resumen La investigación sobre el compromiso escolar de los estudiantes ha crecido significativamente en la última década y su medición es de gran interés en la investigación educativa. Esto se podría explicar por su potencial para comprender problemas educativos importantes con respecto a las trayectorias académicas de los estudiantes, incluida la adaptación a la escuela, el rendimiento y los logros académicos, las tasas de finalización y la deserción escolar. Se ha evidenciado que los estudiantes que se sienten más comprometidos con su escuela experimentan una trayectoria escolar más positiva y tienen una vida más exitosa, por lo que se considera que el compromiso escolar es una variable protectora vinculada a tasas más bajas de delincuencia, abuso de sustancias y depresión. Para obtener una comprensión más profunda del cuerpo de investigación actual sobre el compromiso escolar de los estudiantes, esta revisión de la literatura tuvo por objetivo analizar las características metodológicas de la investigación empírica cuantitativa sobre ese compromiso de los estudiantes en la escuela secundaria. Como método se realizó una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y SciELO del período 2013 a 2020. Cuarenta y siete artículos cumplieron los criterios de inclusión establecidos. Los resultados evidenciaron que casi todos los estudios se realizaron en Estados Unidos, mientras que ninguno de los artículos analizados fue desarrollado en América Latina. Con respecto al tamaño de la muestra, se identificó que la mayoría de los estudios revisados ​​tenían un tamaño de muestra entre 501 y 5000 participantes. En cuanto a los diseños de investigación utilizados en estos estudios, la mayoría utilizó un diseño correlacional, pero solo unos pocos implementaron diseños longitudinales o cuasi experimentales. Se identificó la coexistencia de diferentes marcos conceptuales sobre el compromiso escolar; sin embargo, la investigación concuerda en comprenderlo como un constructo multidimensional que implica el involucramiento del estudiante en actividades relacionadas con la escuela y su estudio. La diversidad conceptual del constructo de compromiso escolar se refleja en los numerosos instrumentos identificados en esta revisión, en los que las dimensiones más prevalentes del compromiso escolar fueron la dimensión conductual, cognitiva y emocional. Respecto de los tipos de variables incluidas en los estudios de compromiso escolar, se observó que se han incluido un gran número que cubren diferentes aspectos y temas relacionados con las experiencias académicas de los estudiantes, como las relacionadas con los propios estudiantes, así como las relacionadas con los padres, compañeros, profesores y escuelas. En conclusión, dado que el compromiso escolar de los estudiantes es una variable que se ha considerado crítica en contextos académicos, a medida que se realicen estudios futuros en este campo, será importante examinar la correlación de diferentes tipos de variables con el compromiso escolar de los estudiantes. Se podrían examinar las potenciales variables moderadoras que podrían surgir al realizar estudios en nuevos entornos educativos o culturalmente diversos, por ejemplo, con estudiantes con necesidades especiales. Esto es especialmente importante cuando se considera a la región Latinoamericana. Dado que la mayoría de los estudios se han realizado en Estados Unidos, se requiere considerar aspectos importantes antes de su implementación, como la validez de los instrumentos de medida, los que podrían estar sesgados si no se adaptan a la cultura Latinoamericana. Además, los estudios futuros deberían definir con precisión el constructo de compromiso escolar de los estudiantes y lograr un consenso en la investigación.

Abstract Student engagement research has grown significantly in the past decade and measuring it is of high interest in educational research. To gain a deeper understanding of the current body of research on student engagement, this review aims to analyze the design characteristics of empirical quantitative research on student engagement in secondary school. A systematic review was performed in the Web of Science, Scopus, and SciELO databases from the period 2013 to 2020. Forty-seven articles met the inclusion criteria. The results revealed that most studies were performed in North America and none in Latin America; the designs were mainly measuring variable associations. Teacher-related variables are the least examined variables. The instruments used to measure the student engagement and the constructs employed, shows there is substantial theoretical heterogeneity among studies. Future studies need to accurately define student engagement; give further attention to variables related to teachers, peers, families, and institutional conditions.

Relación docente-estudiante y compromiso escolar: percepción de estudiantes secundarios con necesidades educativas especiales / Teacher-student relationship and student engagement: perceptions of secondary students with special educational needs / Relação professor-aluno e compromisso escolar: percepção de jovens com necessidades educacionais especiais

Resumen (analítico) Investigaciones previas sostienen que la relación docente-estudiante es un factor relevante para el compromiso escolar y rendimiento académico. Sin embargo, su impacto ha sido poco explorado en estudiantes con necesidades educativas especiales. Este estudio examina la influencia de la relación docente-estudiante en el compromiso escolar según la percepción de estudiantes de primer año medio con necesidades educativas especiales de una Región de Chile. Se realizó un estudio cualitativo, de tipo fenomenológico y de alcance descriptivo-analítico. Se desarrollaron diez entrevistas en profundidad a estudiantes con necesidades educativas especiales, las que se analizaron mediante el método de comparación constante de la teoría fundamentada. Los resultados revelan el rol clave de los/as docentes en el compromiso escolar a través de la satisfacción de las necesidades de vinculación y competencia de sus estudiantes, pero no de su autonomía.

Abstract (analytical) The results of existing research studies show that the teacher-student relationship is a relevant factor that affects academic engagement and school performance. However, there is limited evidence of its impact on students with special educational needs. This study examines the influence of the teacher-student relationship on school engagement based on the perceptions of students with special educational needs in their first year of high school education in Chile. The study used a qualitative, phenomenological, and descriptive-analytical design. A total of ten indepth interviews were conducted with students with special educational needs. The data was analysed using the methodological guidelines of grounded theory. The results highlight the key role of teachers in academic engagement by satisfying students' psychological needs in the areas of connection and competence, but not satisfying students' need for autonomy.

Resumo (analítico) Pesquisas anteriores afirmam que a relação professor-aluno é um fator relevante para o engajamento e desempenho acadêmico. No entanto, seu impacto tem sido pouco explorado em alunos com necessidades educacionais especiais. Este estudo examina a influência da relação professor-aluno no compromisso escolar segundo a percepção dos alunos com alunos com necessidades educacionais especiais do primeiro ano do ensino médio, da Chile. O desenho foi qualitativo, fenomenológico, descritivo-analítico em escopo. Foram realizadas 10 entrevistas em profundidade com alunos com necessidades educacionais especiais. Os dados foram analisados segundo as diretrizes metodológicas da teoria fundamentada nos dados. Os resultados apontam para o papel fundamental do professor no comprometimento escolar, por meio da satisfação das necessidades de vinculação e competência de seus alunos, mas não de sua autonomia.

Rol de la Familia en el Compromiso Escolar Desde la Perspectiva de Estudiantes con Necesidades Educativas Especiales / Family Role in the School Engagement from the Perspective of Students with Special Education Needs

RESUMEN: El compromiso escolar se entiende como el nivel de involucramiento del estudiante con su escuela, su sentido de pertenencia, y la motivación por aprender y obtener logros académicos. En este estudio se busca caracterizar el rol de la familia en el compromiso escolar desde la perspectiva de estudiantes con necesidades educativas especiales. Para tal efecto, se realizó un estudio cualitativo con enfoque fenomenológico. Los participantes son ocho estudiantes de primer y segundo año de enseñanza secundaria de la Región del Biobío, Chile. Se utilizó la técnica de fotoelicitación, narración fotográfica, y entrevistas. Se realizó análisis de contenido con los datos. Los resultados muestran que la dimensión emocional del compromiso escolar es la que más aparece reportada en la experiencia subjetiva de los estudiantes, a través de sentimientos relacionados con el "estar presente", el apoyo y la acogida. En segundo lugar, aparece la dimensión conductual del compromiso, a través del monitoreo, el uso de recordatorios y la reiteración sobre la importancia de estudiar. Finalmente, sobre la dimensión cognitiva, solo algunos estudiantes mencionan acciones de apoyo pedagógico de forma directa o indirecta. Respecto a las necesidades educativas especiales, estas no aparecen como un tema relevante en la experiencia de los participantes. Se discuten estos resultados respecto de la importancia del apoyo parental en el compromiso escolar de los estudiantes.

ABSTRACT: School engagement is the level of involvement of students with their school, their sense of belonging, and the motivation to learn and achieve academic goals. The purpose of this study was to characterize the role of the family on school engagement from the perspective of students with special educational needs. For this purpose, a qualitative study with a phenomenological focus was carried out. Eight Chilean students from first and second grade of secondary schools from the Biobio region, Chile, participated in the study. The study employed the technique of photo-elicitation, photographic narration, and interviews. Content analysis was performed with the data. The results show that the emotional dimension of school engagement is the most reported one, highlighting subjective experiences related to their families "being present", providing support, and making company. The behavioral dimension of the engagement appears to a lower extent, through parental actions such as monitoring, reminding school work, and stressing the importance of education. In relation to the cognitive dimension, fewer students mentioned families provided pedagogical support actions. Participants do not mention special educational needs as a relevant issue in their academic experience. Tese results are discussed highlighting the importance of family support on students' school engagement.

Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study.

Contemporary educational research has found that student engagement and disengagement have a relevant influence on learning outcomes. However, research on the influence of teacher-student relationships in the engagement of students with special educational needs (SEN) is scarce. The purpose of this study is to analyze the impact of teacher-student relationships, peer support at school, family support for learning, opportunities to participate at school, and SEN on engagement and disengagement of students using a sample of secondary students with SEN and typical development (TD). Through a non-experimental, correlational, and cross-sectional design, we evaluated 1,020 high school students (340 with SEN and 680 with TD) in the 9th grade (13-19 years old, M = 14.8; SD = 0.89). Teacher-student relationships, peer support at school, and family support for learning were assessed via subscales from the Student Engagement Inventory (SEI), opportunities to participate at school were measured with a subscale of the School Participation Questionnaire (SP), whereas engagement and disengagement were measured using the Multidimensional Scale of School Engagement (MSSE). Results show significant statistical differences between SEN and TD students in both student engagement and disengagement indicators. Engagement of SEN students is higher in the cognitive, emotional, and social dimensions than that of TD students. However, they also have higher disengagement in the cognitive and behavioral dimensions. Furthermore, SEN students rate their relationships with teachers more highly and perceive more opportunities for school participation than their peers. Further analyses show that teacher-student relationships are positively associated with all dimensions of student engagement and inversely with behavioral and cognitive disengagement. Although correlational, the findings suggest teacher-student relationships and school participation opportunities could be important variables for diminishing disengagement and its negative consequences for both SEN and TD students, while improving student engagement. We discuss these results considering possible implications for educational policies, practices, and research.

Self-reported psychological problems and coping strategies: a web-based study in Peruvian population during COVID-19 pandemic.

BACKGROUND: The Coronavirus pandemic has disrupted health systems across the world and led to major shifts in individual behavior by forcing people into isolation in home settings. Its rapid spread has overwhelmed populations in all corners of Latin-American countries resulting in individual psychological reactions that may aggravate the health crisis. This study reports on demographics, self-reported psychological disturbances and associated coping styles during the COVID-19 pandemic for the Peruvian population. METHODS: This cross-sectional study uses an online survey with snowball sampling that was conducted after the state of emergency was declared in Perú (on April 2nd). The General Health Questionnaire (GHQ-28) was used to identify somatic symptoms, incidence of anxiety/ insomnia, social dysfunction and depression and the Coping Strategy Questionnaire (COPE-28) mapped personal strategies to address recent stress. RESULTS: 434 self-selected participants ranging in age from 18 to 68 years old (Mean age = 33.87) completed the survey. The majority of participants were women (61.30%), aged between 18 and 28 (41.70%), well-educated (> = 85.00%), Peruvian (94.20%), employed (57.40%) and single (71.20%). 40.8% reported psychological distress, expressing fear of coronavirus infection (71.43%). Regression analysis shows that men had lower somatic-related symptom (ß = - 1.87, 95%, CI: - 2.75 to -.99) and anxiety/insomnia symptom (ß = - 1.91, 95% CI: - 2.98 to 0.84) compared to women. The risk for depression and social dysfunction are less likely with increasing age. Educational status was protective against developing psychological conditions (p < 0.05). While active responses (acceptance and social support) are scarcely used by individuals with psychological distress; passive strategies (such as denial, self-distraction, self-blame, disconnection, and venting) are more commonly reported. CONCLUSION: This study provides a better understanding of the psychological health impact occurring during the COVID-19 pandemic on the Peruvian population. About half of the respondents reported psychological distress and poor coping responses. This evidence informs the need for broader promotional health policies focused on strengthening individual's active strategies aiming at improving emotional health and preventing psychiatric conditions, during and after the COVID-19 pandemic.

Evaluación de la asociación entre el estilo de apego parental y los celos románticos en una muestra de estudiantes universitarios colombianos / Evaluation of the association between the style of parental attachment and the romantic jealouses in a colombian college student sample

Resumen El objetivo del presente estudio fue analizar la relación entre el estilo de apego parental y los celos románticos en un grupo de jóvenes universitarios colombianos entre los 18 y 25 años. Participaron de manera voluntaria 614 jóvenes, 421 mujeres (69%) y 193 hombres (31%), con una relación de pareja vigente de más de seis meses de duración. Los instrumentos utilizados fueron el Inventario de Apego con Padres y Pares (IPPA, Armsden y Greenberg, 1987, adaptada por Rocha, Benítez, De-Irala, sin publicar), con el cual se evaluó el apego parental con respecto a su cuidador primario, y la Escala Interpersonal de Celos (Mathes y Severa, 1981, adaptada por Martínez-León, Mathes, Avendaño, Peña y Sierra, 2018) con la cual se midieron los celos románticos en la relación de pareja de los participantes. Los resultados mostraron que en la variable estrato socioeconómico nivel medio (estratos 3 y 4) existe una relación significativa (p = .023) la cual indica que, en esta muestra específica, el estilo de apego parental está asociado con el nivel de los celos románticos en la relación de pareja.

Abstract The objective of the present study is to analyze the relationship between parental attachment style and romantic jealousy in a group of Colombian students between 18 and 25 years old. Volunteers participated 614 young people, 421 (69%) women and 193 (31%) men, with a current relationship of more than six months. The instruments used were the Inventory of Attachment with Parents and Peers (IPPA, Armsden y Greenberg, 1987, adapted by Rocha, Benítez, De-Irala, unpublished), with which assessed parental attachment with respect to their primary caregiver, and the Interpersonal Scale of Jealousy (Mathes & Severa, 1981, adapted by Martínez-León, Mathes, Avendaño, Peña and Sierra, 2018), with which was measured romantic jealousy in the couple's relationship of the participants. The results showed that in the variable socioeconomic mid-level (strata 3 and 4) there is a significant relationship (p = .023) which indicates that, in this specific sample, the Parental attachment style is associated with the level of romantic jealousy in the couple's relationship.

The binding effectiveness of anti-r-disintegrin polyclonal antibodies against disintegrins and PII and PIII metalloproteases: An immunological survey of type A, B and A+B venoms from Mohave rattlesnakes.

Snake venoms are known to have different venom compositions and toxicity, but differences can also be found within populations of the same species contributing to the complexity of treatment of envenomated victims. One of the first well-documented intraspecies venom variations comes from the Mohave rattlesnake (Crotalus scutulatus scutulatus). Initially, three types of venoms were described; type A venom is the most toxic as a result of ~45% Mojave toxin in the venom composition, type B lacks the Mojave toxin but contains over 50% of snake venom metalloproteases (SVMPs). Also, type A+B venom contains a combination of Mojave toxin and SVMP. The use of an anti-disintegrin antibody in a simple Enzyme-Linked Immunosorbent Assay (ELISA) can be used to identify the difference between the venoms of the type A, B, and A+B Mohave rattlesnakes. This study implements the use of an anti-recombinant disintegrin polyclonal antibody (ARDPA) for the detection of disintegrins and ADAMs (a disintegrin and metalloproteases) in individual crude snake venoms of Mohave rattlesnakes (Crotalus scutulatus scutulatus) of varying geographical locations. After correlation with Western blots, coagulation activity and LD50 data, it was determined that the antibody allows for a quick and cost-efficient identification of venom types.

Relación anestesiólogo paciente / Anesthesiologist-patient relation

Se entrevistaron 280 pacientes, que habían recibido anestesia recientemente en entidades privadas e institucionales, divididos en sendos grupos de 140 pacientes cada uno. Las encuestas estaban dirigidas a evaluar la actitud y conocimiento del paciente respecto del anestesiólogo. Se confrontan los resultados del sector institucional y privado para evaluar la ingerencia de la visita preanestésica sobre la sensación de miedo previa al procedimiento anestésico. Sorprende que el 18.6% de los pacientes no identifican al anestesiólogo comparado con el cirujano tiene un porcentaje menor de identificación. Apenas un 62.1% de los pacientes son vistos en la preanestesia por el anestesiólogo y sólo un 35% lo son en la postanestesia. Un 10% de los pacientes se quejaron del anestesiólogo y las quejas son en general de falta de relaciones interpersonales. Se recomienda hacer un pequeño curso de relaciones humanas aplicado a la especialidad en el primer semestre de la residencia universitaria para anestesiología

Análisis de la mortalidad infantil durante el período 1973-1983: provincia de Villa Clara / Analysis of infantile mortality during 1973-1983: Villa Clara province

Se analizan las cifras de mortalidad infantil desde el año 1973-1983, ambos inclusive. Se expone la disminución de la tasa en el transcurso de estos años, la cual fue de 23,2 x 1.000 nacidos vivos (NV) en 1973 y de 16,0x1.000 NV en 1983. Asimismo, se expresan las tasas de mortalidad neonatal precoz, tardía y posneonatal en ese período. Se destacan las modificaciones que han sufrido las primeras causas de muerte en los años extremos del estudio y se señalan otros indicadores de importancia como son: mortalidade perinatal, partos institucionales, índice de bajo peso al nacer y consultas de Puericultura

Análisis de la mortalidad infantil durante el período 1973-1983: provincia de Villa Clara / Analysis of infantile mortality during 1973-1983: Villa Clara province

Se analizan las cifras de mortalidad infantil desde el año 1973-1983, ambos inclusive. Se expone la disminución de la tasa en el transcurso de estos años, la cual fue de 23,2 x 1.000 nacidos vivos (NV) en 1973 y de 16,0x1.000 NV en 1983. Asimismo, se expresan las tasas de mortalidad neonatal precoz, tardía y posneonatal en ese período. Se destacan las modificaciones que han sufrido las primeras causas de muerte en los años extremos del estudio y se señalan otros indicadores de importancia como son: mortalidade perinatal, partos institucionales, índice de bajo peso al nacer y consultas de Puericultura (AU)