Emerging risk factors and the dose-response relationship between physical activity and lone atrial fibrillation: a prospective case-control study.

AIMS: The role of high-intensity exercise and other emerging risk factors in lone atrial fibrillation (Ln-AF) epidemiology is still under debate. The aim of this study was to analyse the contribution of each of the emerging risk factors and the impact of physical activity dose in patients with Ln-AF. METHODS AND RESULTS: Patients with Ln-AF and age- and sex-matched healthy controls were included in a 2:1 prospective case-control study. We obtained clinical and anthropometric data transthoracic echocardiography, lifetime physical activity questionnaire, 24-h ambulatory blood pressure monitoring, Berlin questionnaire score, and, in patients at high risk for obstructive sleep apnoea (OSA) syndrome, a polysomnography. A total of 115 cases and 57 controls were enrolled. Conditional logistic regression analysis associated height [odds ratio (OR) 1.06 [1.01-1.11]], waist circumference (OR 1.06 [1.02-1.11]), OSA (OR 5.04 [1.44-17.45]), and 2000 or more hours of cumulative high-intensity endurance training to a higher AF risk. Our data indicated a U-shaped association between the extent of high-intensity training and AF risk. The risk of AF increased with an accumulated lifetime endurance sport activity ≥ 2,000 h compared with sedentary individuals (OR 3.88 [1.55-9.73]). Nevertheless, a history of <2000 h of high-intensity training protected against AF when compared with sedentary individuals (OR 0.38 [0.12-0.98]). CONCLUSION: A history of ≥ 2,000 h of vigorous endurance training, tall stature, abdominal obesity, and OSA are frequently encountered as risk factors in patients with Ln-AF. Fewer than 2000 total hours of high-intensity endurance training associates with reduced Ln-AF risk.

Hiperactividad-impulsividad y déficit de atención como predictores de participación en situaciones de violencia escolar / Hyperactivity-impulsivity and attention deficit as predictors of involvement in school violence situations

The aim of this paper is to analyze the relationship among Hyperactivity-Impulsivity, Attention Deficit and participation as victim or aggressor in school violence situations. To achieve this objective, 398 Compulsory Secondary Education students were assessed using three ad hoc self-rating scales: Adapted EDAH, Aggression Questionnaire and Victimization Questionnaire. The results show, firstly, that Hyperactivity-Impulsivity positively correlates with the four evaluated types of aggression (Social Exclusion and Taunting; Direct Physical Violence and Threats among students; Indirect Physical Violence by students; and Disruptive Behavior in the Classroom), and exhibits higher correlations than Attention Deficit. Secondly, Attention Deficit positively correlates with being victim of violence among students (Social Exclusion and Taunting; Direct Physical Violence and Threats), and shows higher correlations than Hyperactivity-Impulsivity. Thirdly, Hyperactivy-Impulsivity positively correlates with reporting being victim of Violence from Teachers to Students, and shows higher correlations than Attention Deficit. The educational implications of these results are discussed (AU)

El objetivo de este estudio fue analizar la relación entre Hiperactividad-Impulsividad y Déficit de Atención y participar como víctima o agresor en situaciones de violencia escolar. Se evaluaron 398 estudiantes de Educación Secundaria Obligatoria mediante tres autoinformes elaborados ad hoc para el estudio: EDAH adaptado, Cuestionario de Agresión y Cuestionario de Victimización. Los resultados muestran, en primer lugar, que la Hiperactividad-Impulsividad correlaciona positivamente con los cuatro tipos de agresión evaluados (Exclusión Social y Burlas; Violencia Física Directa y Amenazas entre Estudiantes; Violencia Física Indirecta por parte del Alumnado; y Disrupción en el Aula), en mayor medida que el Déficit de Atención. En segundo lugar, el Déficit de Atención correlaciona positivamente con ser víctima de violencia entre estudiantes (Exclusión Social y Burlas; y Violencia Física Directa y Amenazas), en mayor medida que la Hiperactividad-Impulsividad. En tercer lugar, la Hiperactividad-Impulsividad correlaciona positivamente con informar ser víctima de Violencia de Profesorado hacia Alumnado, en mayor medida que el Déficit de Atención. Se discuten las implicaciones educativas de estos resultados (AU)