Carl von Rokitansky, the Linné of pathological anatomy.

Carl von Rokitansky was one of the most important figures in pathological anatomy, and was largely responsible for the resurgence of Vienna as the great medical center of the world in the mid-19th century. He was born in current Hradec Králové, studied medicine in Prague and Vienna and was graduated in 1828. He was greatly influenced by the anatomy, embryology and pathology studies of Andral, Lobstein and Meckel. At the Vienna School, he was Johann Wagner pathological anatomy assistant and became a pathology professor, where he remained until four years before his death. Rokitansky emphasized the importance of correlating patient symptoms with postmortem changes. It is possible that he had access to between 1,500 and 1,800 cadavers annually to be able to perform 30,000 necropsies; in addition, he reviewed several thousand more autopsies. In Handbuch der pathologischen Anatomie, published between 1842 and 1846, he made numerous descriptions: lobar and lobular pneumonia, endocarditis, diseases of the arteries, cysts in several viscera, various neoplasms and acute yellow atrophy of the liver. With his brilliant work on gross pathology, Rokitansky established the nosological classification of diseases, for which Virchow named him "the Lineé of pathological anatomy".Carl von Rokitansky fue una de las figuras más importantes en la anatomía patológica y el responsable, en parte, del renacimiento de Viena como centro de la medicina a mediados del siglo XIX. Nació en la actual Hradec Králové, estudió medicina en Praga y Viena y se graduó en 1828. Tuvo gran influencia de los estudios de anatomía, embriología y patología de Andral, Lobstein y Meckel. En la escuela de Viena fue asistente de anatomía patológica de Johann Wagner y se convirtió en profesor de anatomía patológica, donde permaneció hasta cuatro años antes de su muerte. Rokitansky hizo énfasis en correlacionar la sintomatología del enfermo con los cambios post mortem. Es posible que haya tenido acceso a entre 1500 y 1800 cadáveres al año para que pudiera realizar 30 000 necropsias; además, revisó varios miles más de autopsias. En Handbuch der Pathologischen Anatomie, publicado entre 1842 y 1846, realizó numerosas descripciones: de la neumonía lobular y lobular, endocarditis, enfermedades de las arterias, quistes en varias vísceras, diversas neoplasias y de la atrofia aguda amarilla del hígado. Con su brillante labor de patología macroscópica, Rokitansky estableció la clasificación nosológica de las enfermedades, por lo cual Virchow lo llamó "el Linneo de la anatomía patológica".

Adapting the Unique Minds Program: Exploring the Feasibility of a Multiple Family Intervention for Children with Learning Disabilities in the Context of Spain.

The Unique Minds Program (Stern, Unique Minds Program, 1999) addresses the socio-emotional needs of children with learning disabilities (LD) and their families. Children and their parents work together in a multiple family group to learn more about LD and themselves as people with the capacity to solve problems in a collaborative way, including problems in family school relationships. This article reports the cultural adaptation of the program for use in Spain and findings from a feasibility study involving three multiple family groups and a total of 15 children and 15 mothers, using a pre-post design. This Spanish adaptation of the program is called "Mentes Únicas". Standardized outcome measures indicated an overall statistically significant decrease in children's self-rated maladjustment and relationship difficulties by the end of the program. Improvements were endorsed by most mothers, although they were not always recognized by the children's teachers. The program had a high level of acceptability: Mothers and children felt safe, understood, and helped throughout the sessions. The efficacy of the adapted intervention for the context of Spain remains to be tested in a more rigorous study.

ANXIETY AND ATTACHMENT TO THE MOTHER IN PRESCHOOLERS RECEIVING PSYCHIATRIC CARE: THE FATHER-CHILD ACTIVATION RELATIONSHIP AS A PROTECTIVE FACTOR.

This 49-family study is the first to explore the father-child relationship in a clinical population of preschoolers (at a tertiary care child psychiatry clinic) and to examine its relation to child anxiety and attachment to the mother. A moderation model of the father-child activation relationship on the relation between attachment to the mother and child anxiety was tested and discussed. Analyses confirmed the expected independence between mother-child attachment and father-child activation as well as the association between mother-child attachment and anxiety. The highest levels of anxiety were found in insecure children, and more specifically, in insecure-ambivalent children and insecure disorganized-controlling children of the caregiving subtype. Hypotheses regarding the relation between anxiety and activation were only partially confirmed. Finally, the activation relationship with the father was shown to have a moderating effect on the relation between attachment to the mother and child anxiety; activation by the father may be considered either a protective or a risk factor. Results for this clinical population of young children are discussed in the light of attachment theory and activation relationship theory. The study's findings have the potential to contribute to the development of preventative, diagnostic, and intervention programs that take both parental figures into account.

Nutritional education knowledge of teachers and nutritionists in four European countries.

Introduction: Objective: the aim of this study was to examine the perception of professionals from four European countries in charge of teaching Nutrition Education (NE) to children in primary schools or hospitals. Methods: this was achieved through an exploratory study that initiated with two focus groups, one with 5 elementary school teachers and another with 14 nutritionists. From the results of it an online survey was designed and distributed internationally to elementary schools and professional clinics in Spain, Italy, Norway, and Austria. The participants were 75 elementary school teachers and 98 nutritionists. It was measured the level of knowledge of teachers and nutritionists to teach NE, and the level of nutritional knowledge of the children in their respective country. Descriptive statistics were conducted, one-factor ANOVAs to analyze the effect of nationality, and when a significant interaction was found, a post-hoc analysis using Bonferroni adjustment was applied. Results: the results indicated that forty-one percent of the participants considered they have "adequate" theoretical knowledge to teach NE. Only 27 % considered they had "adequate" pedagogical training. A significant effect was found: F(3,168) = 17.37, p < 0.001, η2p = 0.24. Regarding the levels of NE knowledge of children, from lowest to highest, there were Spain, Italy, Austria, and Norway. Also, it was observed that professionals and children from Spain and Italy were more affected with less knowledge and training regarding NE. Conclusions: these results could help governments and educational organizations of the affected countries to take decisions to tackle this problematic.

Introducción: Objetivo: el objetivo de este estudio fue examinar la percepción de los profesionales de cuatro países europeos encargados de enseñar educación nutricional (EN) a niños de escuelas primarias u hospitales. Métodos: esto se logró a través de un estudio exploratorio que se inició con dos grupos focales, uno con 5 maestros de primaria y otro con 14 nutricionistas. A partir de los resultados del mismo se diseñó una encuesta en línea y se distribuyó internacionalmente a escuelas primarias y clínicas de profesionales en España, Italia, Noruega, y Austria. Los participantes fueron 75 maestros de primaria y 98 nutricionistas. Se midió el nivel de conocimientos de los maestros y nutricionistas para enseñar EN, y el nivel de conocimientos nutricionales de los niños de su respectivo país. Se hicieron análisis descriptivos, ANOVA de un factor para analizar el efecto de la nacionalidad, y cuando se encontró una interacción significativa se aplicó un análisis post-hoc mediante ajuste de Bonferroni. Resultados: los resultados indicaron que el cuarenta y uno por ciento de los participantes consideró tener conocimientos teóricos "adecuados" para enseñar NE. Solo el 27 % consideró tener una formación pedagógica "adecuada". Se encontró un efecto significativo: F(3,168) = 17.37, p < 0,001, η2p = 0,24. Con respecto a los niveles de conocimiento de NE de los niños en los distintos países, de menor a mayor se clasificaron España, Italia, Austria y Noruega. Asimismo, se observó que los profesionales y los niños de España e Italia se vieron más afectados con menos conocimiento y formación en EN. Conclusiones: estos resultados podrían ayudar a los gobiernos y organizaciones educativas de los países afectados a tomar decisiones para abordar esta problemática.

RCParvulari training: A basic life support training methodology applied to 5-year-old students: Effectiveness in a cluster-randomized clinical trail.

INTRODUCTION: Basic life support training in school age is a topical issue because, with adequate training, any person can help save a life. METHODS: Cluster clinical trial with data collection through an ad hoc self-administered, semi-structured questionnaire. The target population encompassed the students aged 4-6 years enrolled in 49 educational centres. The centres were randomly allocated to the intervention or control group. The intervention group was trained with the RCParvulari® methodology, consisting of theoretical and practical training on the first link of the chain of survival. The control group only received theoretical training. We evaluated participants before and immediately after the intervention and between 3 and 12 months post intervention by means of the questionnaire. We assessed the acquisition and retention over time of the knowledge and skills covered in the training compared to previous trainings in both groups. RESULTS: A total of 1327 schoolchildren (79% of the target population) participated. The level of knowledge acquired immediately after training and after 3-12 months compared to baseline was significantly better (P < .001) in the intervention group than in the control group, both in early recognition and contacting of emergency services (112) and in remembering the "mouth-nose-eyes" mnemonic. CONCLUSIONS: The RCParvulari® methodology significantly contributed to an improved ability to recognize a possible medical emergency, start the chain of survival by alerting an adult and call the 112 emergency number in students in the last year of preschool education.

Engaging Honduran Science Diasporas for Development: Evidence From Three Consolidated Networks.

Honduras' underdevelopment of the higher education system, national economic constraints, and low investment in science and technology (S&T) have created significant challenges in training, employing, and retaining its science workforce, resulting in what is known as "brain drain" in literature. There are no official statistics of Honduran scientists who have established their residency abroad, nor the Honduran scientific diasporas (HSD); however, various diaspora networks provide evidence of their existence and engagement in their home country. This study takes an empirical approach and explores experiences of networking and engagement of the HSD for the development of Honduras. Methodologically, a qualitative approach and a phenomenological design were used. The data were collected through documentary review and semi-structured interviews with 21 key respondents from three identified HSD networks: Honduras Global (HG), the Organization of Women in Science for the Developing World, Honduras National Chapter (OWSD Honduras), and the Alumni Association of the Zamorano Pan-American Agricultural School (AGEAP-Zamorano). The holistic analysis of HSD's engagement provides evidence of existing registry gaps. Neither the S&T agents nor the Honduras Foreign Policy have identified, mapped, and characterized Honduran scientists' emigration patterns. Evidence suggests the willingness of the HSD to transfer knowledge, build bridges, and facilitate access to world-class research practices to their peers residing in Honduras and interact with broader sectors of the Honduran society.

[Adherence to the Mediterranean diet, and importance in the physical activity and screen time in High School adolescents from Extremadura (Spain)]. / Adherencia a la dieta mediterránea e importancia de la actividad física y el tiempo de pantalla en los adolescentes extremeños de enseñanza secundaria.

INTRODUCTION: Introduction: in Spain, one third of young people from 7 to 14 years of age are overweight or obese. Health-related behaviors such as a high level of physical activity, low screen time, and good eating habits can prevent overweight and obesity in young people. Objectives: to assess adherence to the Mediterranean diet and quality of food pattern in an adolescent sample from Extremadura (Spain). Method: the present research is a cross-sectional, descriptive study in 1566 adolescents aged 12-14 years, 857 boys (13.12 ± 0.89) and 709 girls (13.05 ± 0.82). Physical activity was measured through the physical activity questionnaire for adolescents (PAQ-A). Screen time was analyzed through the youth leisure-time sedentary behaviour questionnaire (YLSBQ). Adherence to the Mediterranean diet was calculated using the KIDMED questionnaire. Results: 24.5 % of adolescents reported having good adherence to the Mediterranean diet. The youngest schoolchildren (p < 0.001) had a better eating pattern, with no difference between genders or body mass indices. Students who met recommendations for physical activity and screen time had greater adherence to the Mediterranean diet (p < 0.01). Conclusions: results showed that most children and adolescents needed to improve their eating pattern. Participants who met the recommendations for physical activity and screen time showed greater adherence to the Mediterranean diet.

INTRODUCCIÓN: Introducción: en España, un tercio de los jóvenes de 7 a 14 años de edad tienen sobrepeso y obesidad. Los comportamientos relacionados con la salud, como un alto nivel de actividad física, un tiempo de pantalla bajo y una buena alimentación, pueden prevenir el sobrepeso y la obesidad en los jóvenes. Objetivos: conocer la adherencia a la dieta mediterránea y la calidad del patrón alimentario de los adolescentes extremeños. Método: la presente investigación es un estudio descriptivo transversal en el que participaron 1566 adolescentes de 12 a 14 años: 857 chicos (13,12 ± 0,89) y 709 chicas (13,05 ± 0,82). La actividad física se registró a través del cuestionario de actividad física para adolescentes. El tiempo de pantalla se analizó mediante el cuestionario de comportamiento sedentario en el tiempo libre para jóvenes. La adherencia a la dieta mediterránea se calculó mediante el cuestionario KIDMED. Resultados: el 24,5 % de los adolescentes reportaron tener una buena adherencia a la dieta mediterránea. Los escolares con menor edad (p < 0,001) presentaron un patrón de alimentación mejor, sin diferir entre géneros ni índices de masa corporal. Los estudiantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una adherencia a la dieta mediterránea mayor (p < 0,01). Conclusiones: los resultados mostraron que la mayoría de los adolescentes necesitaban mejorar su patrón alimentario. Los participantes que cumplían las recomendaciones de actividad física y tiempo de pantalla presentaron una mayor adherencia a la dieta mediterránea.

Negative feelings and behaviour are associated with low nutritional level, unhealthy lifestyle, and cardiometabolic risk factors in Chilean schoolchildren.

INTRODUCTION: Background: feelings and behaviours are an important tool that should be considered to prevent early unhealthy lifestyles. Objective: the objective was to determine the association between feelings (i.e., sadness, loneliness, and school behaviour) with lifestyle (i.e., physical activity patterns and nutritional level), and as secondary endpoint to determine the relationship between health-related quality of life (HRQoL) and lifestyle with obesity and cardiometabolic risk (CMR) factors in Latin American schoolchildren. Methods: this cross-sectional study included a sample of 634 schoolchildren (girls, n = 282, 11.86 ± 0.82 years, and boys, n = 352, 12.02 ± 0.87 years) from publics schools in Chile. Body mass index (BMI), waist circumference (WC), waist-to-height ratio (WtHR), body fat (BF), lifestyle, nutritional level, HRQoL, and CMR (i.e., WtHR > 0.5) were evaluated. Results: schoolchildren who have felt sadness and loneliness presented an association with low nutritional level (OR: 4.26, 95 % CI: 2.0-9.0, p < 0.001, and OR: 4.47, 95 % CI: 2.5-7.9, p < 0.001, respectively), bad lifestyle (OR: 2.14, 95 % CI: 1.0-4.54, p = 0.048, and OR: 1.78, 95 % CI: 1.01-3.1, p = 0.045, respectively), and obesity (OR: 2.0, 95 % CI; 0.89-4.54, p = 0.09, and OR: 2.05, 95 % CI; 1.04-4.0, p = 0.037, respectively). Schoolchildren who have had enough time for themselves reported an association with bad lifestyle (OR: 0.69, 95 % CI: 0.47-1.02, p = 0.06), and those who have could not pay attention presented the highest association with bad lifestyle (OR: 4.64, 95 % CI: 72-12.56, p = 0.002). Conclusion: Latin American schoolchildren who have felt sadness and loneliness reported unhealthy lifestyles (i.e., lower nutritional level, increased screen time, and low physical activity), obesity, and thus a higher CMR burden.

INTRODUCCIÓN: Antecedentes: los sentimientos y los comportamientos son una herramienta importante que se debe tener en cuenta para prevenir el estilo de vida poco saludable. Objetivo: el objetivo fue determinar la asociación entre los sentimientos (es decir, tristeza, soledad y comportamiento escolar) con el estilo de vida (es decir, los patrones de actividad física y el nivel nutricional), y el segundo objetivo fue determinar la relación entre la calidad de vida relacionada con la salud (CVRS) y el estilo de vida con la obesidad y los factores de riesgo cardiometabólico (CMR) en escolares latinoamericanos. Métodos: este estudio transversal incluyó una muestra de 634 escolares (niñas, n = 282, 11,86 ± 0,82 años y niños, n = 352, 12,02 ± 0,87 años) de escuelas públicas de Chile. Se evaluaron el índice de masa corporal (IMC), la circunferencia de la cintura (CC), la relación cintura-estatura (RCE), la grasa corporal (GC), el estilo de vida, el nivel nutricional, la CVRS y el CMR (es decir, RCE> 0,5). Resultados: los escolares que han sentido tristeza y soledad presentaron asociación con un bajo nivel nutricional (OR: 4,26, IC 95 %: 2,0-9,0, p < 0,001, y OR: 4,47, IC 95 %: 2,5-7,9, p < 0,001, respectivamente), un mal estilo de vida (OR: 2,14, IC 95 %: 1,0-4,54, p = 0,048 y OR: 1,78, IC 95 %: 1,01-3,1, p = 0,045, respectivamente) y obesidad (OR: 2,0, IC 95 %: 0,89-4,54, p = 0,09 y OR: 2,05, IC 95 %: 1,04-4,0, p = 0,037, respectivamente). Los escolares que han tenido suficiente tiempo para sí mismos informaron la asociación con un mal estilo de vida (OR: 0,69; IC del 95 %: 0,47-1,02, p = 0,06), y los que no han podido prestar atención en la escuela presentaron una mayor asociación con un estilo de vida malo (OR: 4.64, IC 95 %: 72-12,56, p = 0,002). Conclusión: en conclusión, los escolares latinoamericanos que han sentido tristeza y soledad reportaron un estilo de vida poco saludable (es decir, un nivel nutricional más bajo, más tiempo frente a la pantalla y poca actividad física), obesidad y, por lo tanto, mayor CMR.

Characteristics among six generations of medicine graduates.

BACKGROUND: Medical graduates follow-up programs allow the improvement of the curriculum of the Medicine career. Through identifying opportunity areas and strengthening points, institutions become increasingly competitive. OBJECTIVE: Identify the socio-demographic, formative, labor insertion and satisfaction characteristics among six generations of graduates of the Medical School of the Faculty of Medicine of the National Autonomous University of Mexico (2004-2009). METHOD: It is a descriptive, cross-sectional, retrospective, comparative study integrating the answers of mailed electronic questionnaires to 5295 graduates who concluded studies between 2004 and 2009. Descriptive and inferential techniques were used for analysis. RESULTS: An upward trend in the number of years to conclude the career was identified and an increase in failed assignments in the last three generations. Noticeable was also that, as time went by, the incorporation of physicians into the labor market was slower. Although the percentage of general unemployment was very low (2.9%). CONCLUSIONS: There are no major changes in the characteristics of the Medicine graduates. Although it is necessary to identify the reason for the increased in failed assignments which affects the length of completion. Further improvement in Research and Social Medicine programs are to be considered.

ANTECEDENTES: Los programas de seguimiento de egresados permiten mejorar los programas y el currículo de la carrera de Medicina, identificando las áreas de oportunidad y haciendo más competitivas a las instituciones educativas. OBJETIVO: Identificar las características sociodemográficas, formativas, de inserción laboral y de satisfacción, en seis generaciones de egresados de la carrera de Medicina de la Universidad Nacional Autónoma de México (2004-2009). MÉTODO: Estudio descriptivo, transversal, retrospectivo y comparativo, con 5295 egresados de la carrera de Medicina que concluyeron entre 2004 y 2009. Se envió un cuestionario por correo electrónico a cada uno de los egresados y se analizaron los resultados mediante técnicas descriptivas e inferenciales. RESULTADOS: Se observó un incremento en el número de años para concluir la carrera y un aumento en el número de materias reprobadas en las últimas tres generaciones. Además, hubo mayor lentitud en la inserción laboral en el mismo periodo, aunque el porcentaje de desempleo general fue muy bajo (2.9%). CONCLUSIONES: No hay cambios en la caracterización de los egresados respecto a generaciones anteriores; no obstante, será fundamental identificar las causas del incremento en el número de materias reprobadas que está afectando la eficiencia terminal, además de mejorar los programas de investigación epidemiológica y socio-médica.

Efficacy and acceptability of a web platform to teach nutrition education to children.

INTRODUCTION: Introduction: Nutrition Education (NE) has been identified as a key factor to prevent children obesity. Teachers and dietitians are the professionals in charge of transmitting this knowledge to children; however, it has been identified that they do not possess either proper training, or the proper tools to perform this activity. Objectives: to evaluate the acceptability and usability of a NE Internet platform and its two "Serious Games" (SGs) among a sample of elementary school teachers, dietitians, and education students. In addition, to evaluate the efficacy of this platform to teach NE in a sample of children aged 9 to 12 years. Methods: a total of 66 NE professionals and 135 children participated. Usability and acceptability questionnaires of the platform and an instrument to measure the acceptability, immersion, and playability of the SGs were administered to the professionals. The children fulfilled a questionnaire on nutritional knowledge. Descriptive statistics analyzed the main responses of the professionals involved, and an ANOVA compared the differences observed. For the children´s data a t-test of repeated samples and a repeated-measures ANOVA were performed. Results: dietitians and education students responded with a favorable opinion about the platform; however, the scores given by all professionals to the SGs ranged from low to moderate. Children increased their nutritional knowledge from pre to post evaluation (p < 0.001). This increase was observed in 10-year-old children and in children with 11 to 12 years of age, but not in 9-year-olds. Conclusions: this platform proved to be an effective tool to increase children's nutritional knowledge. Professionals expressed a medium level in terms of acceptability and usability for this platform, but also effectiveness in providing NE to children.

INTRODUCCIÓN: Introducción: la Educación Nutricional (EN) se ha identificado como un factor clave para prevenir la obesidad infantil. Los profesionales encargados de transmitir este conocimiento a los niños son maestros y dietistas; sin embargo, se ha identificado que no cuentan ni con la capacitación ni con las herramientas adecuadas para realizar esta actividad. Objetivos: evaluar la aceptabilidad y la facilidad de uso de una plataforma de Internet de EN y sus dos "Juegos Formativos" (JF) en una muestra de maestros de primaria, nutricionistas y estudiantes de educación. Además, evaluar la eficacia de esta plataforma para enseñar EN en una muestra de niños de 9 a 12 años. Métodos: participaron un total de 66 profesionales de EN y 135 niños. Se administraron a los profesionales cuestionarios de usabilidad y aceptabilidad de la plataforma, y un instrumento para medir la aceptabilidad, la inmersión y la jugabilidad de los JF. Los niños completaron un cuestionario sobre conocimiento nutricional. Se analizaron con estadísticas descriptivas las principales respuestas de los profesionales y las diferencias se compararon con un ANOVA. Para los datos de los niños se realizaron una prueba "t" de muestras repetidas y un ANOVA de medidas repetidas. Resultados: los nutricionistas y los estudiantes de educación dieron una opinión favorable sobre la plataforma; sin embargo, las puntuaciones de todos los profesionales acerca de los JF fueron de bajas a medias. Los niños aumentaron su conocimiento nutricional al comparar la evaluación antes y después de la plataforma (p < 0.001). El aumento se observó en los niños de 10 años y en los niños de 11 a 12 años, pero no en los niños de 9 años. Conclusiones: esta plataforma demostró ser una herramienta efectiva para aumentar el conocimiento nutricional de los niños. Los profesionales expresaron un nivel medio en términos de aceptabilidad y usabilidad para esta plataforma, pero también efectividad para impartir EN a los niños.

MOTIVOS DE DESPERDICIO DE ALIMENTOS DEL PLATO PRINCIPAL DEL MENÚ DE UN COMEDOR ESCOLAR / FOOD WASTE REASONS FOR THE MAIN DISH OF A SCHOOL CAFETERIA MENU

Introducción: La pérdida y el desperdicio de alimentos es una problemática mundial, compleja y que involucra a todos los actores de la cadena de suministro de alimentos. Debido a sus características ha sido incluida en la agenda 2030 del desarrollo sostenible. Objetivo: Conocer los motivos de desperdicio de alimentos del plato principal de los alumnos de sexto grado, en el servicio de alimentación de una escuela de la ciudad de Gualeguaychú. Materiales y métodos: Se desarrolló bajo la lógica cualitativa y tuvo un alcance exploratorio. La unidad de análisis fueron los alumnos de sexto grado. Se realizaron grupos focales y como complemento se implementó una guía de observación, fotografía y escala hedónica. Resultados: Los escolares prefieren las preparaciones de sus mamás y los motivos se relacionaron, principalmente, por las características organolépticas de las comidas. Preferían almorzar en el aula antes que en el comedor porque era un lugar más tranquilo. La aceptabilidad de los menús fue heterogénea y casi el 50% de los platos poseían algún tipo de desperdicio de alimentos, con predominio del desperdicio mayor al 25% de la porción servida. Conclusión: El estudio permitió conocer en mayor profundidad los motivos de desperdicio de alimentos. El rol del licenciado en Nutrición es importante para la gestión del servicio de alimentación escolar, para la planificación de menús de calidad nutricional y aceptados por los escolares. De esta manera, se contribuiría a reducir los desperdicios y mejorar la alimentación de los escolares

Food loss and waste is a global, complex problem that involves all actors in the food supply chain. Due to its characteristics, it has been included in the 2030 agenda for sustainable development. The objective of this study was to know the reasons for wasting food from the main dish of sixth grade students, in the food service of a school in the city of Gualeguaychú. It was developed under a qualitative approach. The unit of analysis was sixth grade students. Focus groups were held and, as a complement, the following were implemented: observation guide, photography and hedonic scale. The results showed that schoolchildren prefer their mothers' preparations and the reasons were mainly related to the organoleptic characteristics of the meals. They preferred to have lunch in the classroom rather than in the dining room because it was a quieter place. The acceptability of the menus was heterogeneous and almost 50% of the dishes had some type of food waste, most of the waste was greater than 25% of the portion served.In conclusion, the study allowed us to know in greater depth the reasons for food waste. The role of the Nutritionist is important for the management of the school food service, for the planning of menus of nutritional quality and appealing to schoolchildren; In this way, it would help to reduce waste and improve schoolchildren's nutrition

Commuting to school among Mexican schoolchildren and adolescents.

Background: Active commuting (walking or cycling) is associated with benefits to health; thus, it is required to identify factors that promote it. The objective of this study was to analyze the relationship between the transport modes used by Mexican pediatric population to commute to school with sociodemographic and socioeconomic individual characteristics and public insecurity at the state level. Methods: The frequency of transport modes used by schoolchildren and adolescents to commute to school (walking, cycling, private car and public transport) were estimated using the database of the Encuesta Intercensal 2015. In an ecological analysis (i.e., states as observation units) correlations with food insecurity, urbanization level, and violent deaths statistics at state-level were obtained. Results: The most frequent transportation mode was walking (66.2%), followed by car (16.2%) and public transportation (15.3%). Active commuting (walking or cycling) was more frequent in males, schoolchildren, low socioeconomic status, living in rural or southern areas and those who spent <15 min to commute. Passive commute was more frequent among females, adolescents, high socioeconomic status, and living in urban areas. In the more urbanized states, active transportation was less frequent, but motorized transportation was more prevalent. Public insecurity was negatively related to cycling. Conclusions: Maintaining or increasing active commuting among Mexican pediatric population is necessary through public policies aimed to improve physical and social environment.

Introducción: Los modos activos de transporte (caminar o andar en bicicleta) tienen efectos benéficos para la salud, por lo cual deben identificarse factores que los promuevan. El objetivo de este estudio fue analizar la relación de los modos de transporte utilizados por la población pediátrica mexicana para acudir a la escuela con las características sociodemográficas, socioeconómicas y de inseguridad pública a nivel estatal. Métodos: Se estimó la frecuencia de los modos de transporte utilizados por los escolares y adolescentes para trasladarse a la escuela (con la base de la Encuesta Intercensal 2015). En un análisis ecológico (i.e., entidades federativas como unidades de observación) se obtuvieron correlaciones con estadísticas a nivel estatal con inseguridad alimentaria, nivel de urbanización y mortalidad por muertes violentas. Resultados: El modo de transporte más frecuente fue caminar (66.2%), seguido por el automóvil (16.2%) y el transporte público (15.3%). El transporte activo fue más frecuente en individuos del sexo masculino, escolares, personas de nivel socioeconómico bajo, zonas rurales, la región sur y aquellos cuyo traslado requería menos de 15 minutos. El transporte pasivo fue más frecuente en individuos del sexo femenino, adolescentes, personas de nivel socioeconómico alto y en zonas urbanas. En los estados más urbanizados fue menos frecuente el transporte activo y más prevalente el trasporte motorizado. La inseguridad pública se relacionó negativamente con el uso de bicicleta. Conclusiones: Se requiere mantener o incrementar el uso de modos de transporte activos en la población pediátrica mexicana mediante políticas públicas que mejoren el entorno y garanticen ambientes seguros.

Factores asociados al liderazgo docente / Factors asociated to teacher leadership

Abstract: El liderazgo docente resulta ser una variable importante debido al papel que juega en la mejora de la calidad del profesorado y su relación positiva con los resultados escolares; sin embargo, en las realidades institucionales persisten situaciones que obstaculizan o desalientan al magisterio a asumir estos roles. El objetivo de la presente investigación fue el de describir cuáles son los factores que facilitan o inhiben el desarrollo del liderazgo docente en una escuela primaria de Mérida, Yucatán, México. Se siguió un estudio de caso con métodos mixtos. Para el análisis cualitativo, se trabajó con los datos recabados mediante las técnicas de observación participante y la entrevista semi-estructurada. Para el análisis de datos cuantitativos se utilizó la técnica de la administración de encuestas online, y se llevaron a cabo inferenciales no paramétricos: Ji cuadrada y prueba U de Mann Whitney. Se encontró que tener un liderazgo docente alto está relacionado positivamente con tener iniciativa para emprender proyectos innovadores escolares; a diferencia, el nivel bajo de liderazgo se asoció con la incomodidad con roles de liderazgo. Se detectaron diferencias en los resultados de las técnicas cualitativas y las cuantitativas. En el estudio cualitativo se obtuvo que ser docente de apoyo, la figura del director, el individualismo, la disponibilidad de tiempo, la carga administrativa, los grupos numerosos, entre otros, fueron categorías que pueden influir en el hecho de actuar o no con liderazgo. Es indispensable conocer todas las situaciones por la que atraviesan los profesores para poder tomar las decisiones de manera informada, así como encontrar las raíces reales de los problemas que están estrechamente relacionadas con las decisiones sobre po lítica pública.

Abstract: Teacher leadership is an important variable due to the role it plays in improving teacher quality and its positive relationship with school results. However, contextual situations exist within institutions that hinder or discourage teachers from assuming these roles. The objective of this research was to describe the characteristics and factors that foster or inhibit the development of teacher leadership in a primary school in Mérida, Yucatán. A case study with mixed methods was followed. For the qualitative phase data were collected employing participant observation and semi-structured interviews. For the quantitative phase of the study online surveys were administered and the following non-parametric inferential tests were carried out: chisquare and Mann-Whitney U test; Findings suggest that high levels of leadership are positively correlated to having the initiative to undertake innovative school projects. In contrast, low levels of leadership were associated to discomfort with leadership roles. Significant differences were identified in the results of the qualitative and quantitative phase. The qualitative phase revealed that being a support teacher, the principal's role, individualism, the availability of time, the administrative burden, large groups, among others, were categories that can influence teacher's intentions to act or not with leadership. It is essential to know the situations that all teachers go through in order to make decisions in an informed manner, as well as to find the real roots of the problems that are closely related to decisions on public policy.

De Columbine a Suzano: uma análise sócio-histórica de atentados escolares / From Columbine to Suzano: a socio-historical analysis of school shootings / De Columbine a Suzano: un análisis sociohistórico de los ataques a escuelas / De Columbine à Suzano: une analyse socio-historique des attentats scolaires

Apesar dos 11 atentados escolares registrados no Brasil, os debates acadêmicos sobre o assunto ainda são escassos. O objetivo deste ensaio foi identificar as categorias histórico-sociais que permeiam a formação da singularidade dos infratores. Consultamos os materiais publicados pela mídia sobre os atentados brasileiros e as categorias encontradas na literatura internacional sobre o tema. Nossa análise fundamentou-se na perspectiva marxista, destacando as condições sociais, históricas e materiais nas quais os atentados ocorreram. Apontamos a socialização masculina, a relação com grupos de extrema direita e a reprodução da violência estrutural como configurações histórico-sociais fundamentais. Identificamos, também, que a destruição dos postos de trabalho e a assimilação da noção de indivíduo neoliberal agravam a cisão entre as dimensões coletivas e particulares, produzindo sujeitos que reproduzem a competitividade do mercado como régua para outras relações. O processo de precarização da escola pública a torna um alvo dos atentados, devido à ruptura que estabelece entre sujeito, educação e trabalho

Despite the eleven school shootings registered in Brazil, academic debate on the subject is still scarce. This essay sought to identify the historical-social categories that inform the offenders' singularity. We consulted media materials about the Brazilian shootings and the categories found in the international literature. Based on a Marxist analysis, we highlight the social, historical and material conditions of the attacks. Male socialization, association with far-right groups and reproduced structural violence emerge as fundamental historical-social configurations. Moreover, job precarization and the assimilation of the neoliberal individual aggravate the split between collective and private dimensions, producing subjects that use market competitiveness as a measure for other relations. The precarization of public school makes it a target of attacks due to the break it establishes between the subject, education and work

Se han registrado 11 ataques a escuelas en Brasil, pero todavía los debates académicos son escasos. El objetivo de este ensayo fue identificar las categorías históricas y sociales que median la formación de la singularidad de los infractores. Consultamos los materiales publicados por los medios de comunicación sobre los ataques brasileños y las categorías encontradas en la literatura internacional sobre el tema. Nuestro análisis se basó en la perspectiva marxista, destacando las condiciones sociales, históricas y materiales en las cuales ocurrieron los ataques. Apuntamos a la socialización masculina, la relación con los grupos de extrema derecha y la reproducción de la violencia estructural como las configuraciones histórico-sociales fundamentales. Identificamos también que la destrucción de las posibilidades de trabajo y la asimilación de la noción del individuo neoliberal agravan la separación entre las dimensiones colectivas y particulares, produciendo sujetos que reproducen la competitividad del mercado como regla para otras relaciones. El proceso de precarización de la escuela pública la pone en mira de los ataques, debido a la ruptura que hay entre sujeto, educación y trabajo

Malgré les onze attentats scolaires enregistrés au Brésil, le débat académique sur le sujet est encore rare. Cet essai a cherché à identifier les catégories socio-historiques qui informent la singularité des contrevenants. Nous avons consulté des documents médiatiques sur les attentats brésiliens et les catégories trouvées dans la littérature internationale. Sur la base d'une analyse marxiste, nous mettons en évidence les conditions sociales, historiques et matérielles des attentats. La socialisation masculine, l'association avec des groupes d'extrême droite et la violence structurelle reproduite apparaissent comme des configurations socio-historiques fondamentales. De plus, la précarisation du travail et l'assimilation de l'individu néolibéral aggravent le clivage entre les dimensions collectives et privées, produisant des sujets qui utilisent la compétitivité du marché comme mesure pour d'autres relations. La précarisation de l'école publique en fait une cible pour les attentats dû à la rupture qu'elle établit entre le sujet, l'éducation et le travail

[Needs of schoolchildren with type 1 diabetes in Extremadura: Family perceptions]. / Necesidades del alumnado con diabetes tipo 1 en Extremadura: percepción de las familias.

INTRODUCTION: School-aged children with type 1 diabetes (DM1) require access to appropriate and safe care for their disease during their stay in the educational centre. OBJECTIVE: To identify the needs perceived by families of schoolchildren with DM1 that affect their educational integration, safety, and well-being during the school day. METHODOLOGY: A descriptive and cross-sectional study was conducted using a questionnaire based on information and opinions provided by families of 362 schoolchildren between 3 and 16 years old with DM1 registered in their health history in the Public Health System of Extremadura. RESULTS: The response rate was 56.9% (206). It was shown that 35% of schoolchildren with DM1 were treated with continuous subcutaneous insulin infusion therapy. Almost all of them (95.1%) required glucose monitoring, and 57.8% required insulin administration during the school day. Most (88%) children had adjusted well to school and did not describe any type of discriminatory treatment (87.4%). Glucagon is available in 82% of educational centres, in which 43.7% had a trained adult person to administer it. That teachers could recognise a hypoglycaemia was expressed by 21.4% of the families, and 29.1% were unaware of the existence of coordination protocols in the school. More than half (58.7%) claimed that the information available in schools about diabetes was low, and 77.2% stated that the control of the disease would improve if more training was provided to teachers. CONCLUSIONS: There are aspects optimally covered in the care of schoolchildren with DM1 in the schools of Extremadura. Among situations identified with potential room for improvement were adherence to the coordination protocol, information about diabetes, and training of adults to deal with emergency situations.

Percepção dos alunos do ensino médio em relação a uma proposta de ensino das lutas nas aulas de Educação Física / Perception of high school students in relation to a proposal for teaching martial arts in Physical Education classes / Percepción de estudiantes de secundaria en relación a una propuesta de enseñanza de lucha en las clases de Educación Física

O objetivo do estudo foi analisar a percepção dos alunos do Ensino Médio em relação às lutas enquanto unidade temática nas aulas de Educação Física. Para tanto, a pesquisa se caracterizou como de natureza aplicada, do tipo descritiva, com a participação de 17 alunos do Ensino Médio. A pesquisa foi realizada em dois momentos, sendo o primeiro referente ao desenvolvimento de uma intervenção pedagógica do conteúdo de lutas, e o segundo a partir da aplicação de um questionário. Os resultados apontaram que 82% dos participantes usufruíram de uma prática positiva e prazerosa e 94% dos participantes afirmaram ausência de violência. Assim, compreende-se que as lutas na escola se configuram como um mediador na transformação das apreciações de concepções pelos participantes (AU).

The aim of the study was to analyze the perception of high school students in relation to martial arts as a content in Physical Education classes. Therefore, the research was characterized as being of an applied nature, of the descriptive type, with the participation of 17 high school students. The research was carried out in two moments, the first one referring to the development of a pedagogical intervention on the content of martial arts, and the second one based on the application of a questionnaire. The results showed that 82% of the participants en-joyed a positive and pleasant practice and 94% of the participants stated that there was no violence in the classes. Thus, it is understood that the development of martial arts at school was configured as a mediator in the transformation of the appreciation of conceptions by the participants (AU).

El objetivo del estudio fue analizar la percepción de los estu-diantes de secundaria en relación a las peleas como unidad temática en las clases de Educación Física. Por lo tanto, la investigación se caracterizó por ser de carácter aplicada, de tipo descriptiva, con la participación de 17 estudiantes de secundaria. La investigación se realizó en dos momen-tos, el primero referido al desarrollo de una intervención pedagógica so-bre el contenido de las peleas, y el segundo a partir de la aplicación de un cuestionario. Los resultados mostraron que el 82% de los participantes disfrutaron de una práctica positiva y agradable y el 94% de los pantes afirmó que no hubo violencia en las clases. Así, se entiende que el desarrollo de las luchas en la escuela se configuró como un mediador en la transformación de la apreciación de las concepciones por parte de los participantes (AU).

O papel da escola e da Educação Física no controle do sobrepeso e obesidade juvenil na perspectiva de professores atuantes no ensino superior / The role of schools and Physical Education in the control of overweight and juvenile obesity from the perspective of teachers working in higher education / El papel de las escuelas y la Educación Física en el control del sobrepeso y la obesidad juvenil desde la perspectiva de docentes que trabajan en la educación superior

O presente artigo apresenta os resultados de uma pesquisa quantitativa com viés exploratório descritivo, cujo objetivo foi analisar a percepção de 22 professores de Educação Física (18 homens e 04 mulheres), atuantes no magistério superior, sobre o papel da escola e da Educação Física no controle do sobrepeso e obesidade juvenil. Foi utilizada versão adaptada do Perceptions of Youth Obesity and Physical Education Questionnaire. A análise dos dados deu-se a partir das seguintes categorias: percepção da obesidade juvenil, papel da escola e papel da Educação Física permitiu inferir que os professores percebem a escola como um espaço potencial para a promoção de ações, como a oferta de disciplinas curriculares voltadas ao controle do peso corporal. Contudo, tanto a escola, quanto o professor e sua práxis nas aulas de Educação Física não devem restringir as intervenções de forma circunscrita ao tratamento e controle da obesidade juvenil (AU).

This article presents the results of a quantitative research with a descriptive exploratory bias, whose objective was to analyze the perception of 22 Physical Education teachers (18 men and 04 women), working in higher education, about the role of school and Physical Education in controlling overweight and juveni-le obesity. An adapted version of the Perceptions of Youth Obesity and Physical Education Questionnaire was used. The analysis of the data from the categories called perception of youth obesity, role of the school and role of Physical Education allowed inferring that teachers perceive the school as a potential space for the promotion of actions, such as the offer of curricular disciplines aimed at controlling the body weight. However, both the school and the teacher and their practice in Physical Education classes should not limit interventions to the treatment and control of juvenile obesity (AU).

Este artículo presenta los resultados de una investigación cuantitativa con sesgo exploratorio descriptivo, cuyo objetivo fue analizar la percepción de 22 profesores de Educación Física (18 hombres y 04 mujeres), que actúan en la enseñanza superior, sobre el papel de la escuela y la Educación Física en el control so-brepeso y obesidad juvenil. Se utilizó una versión adaptada del Cuestionario de Percepciones de Obesidad Juvenil y Educación Física. El análisis de los datos de las categorías denominadas per-cepción de la obesidad juvenil, rol de la escuela y rol de la Educación Física permitió inferir que los docentes perciben la escuela como un espacio potencial para la promoción de acciones, como la ofer-ta de disciplinas curriculares dirigidas al control el peso corporal. Sin embargo, tanto la escuela como el docente y su práctica en las clases de Educación Física no deben limitar las intervenciones al tratamiento y control de la obesidad juvenil (AU).

Envolvimento família-escola e suas implicações no desempenho escolar na educação básica / Compromiso familia-escuela y sus implicaciones en el rendimiento escolar en la educación primaria / The family-school engagement and its implications on student performance in basic education

RESUMO O estudo pretende problematizar como se estabelece o envolvimento família-escola visando à promoção dessa relação e do desempenho escolar dos alunos. Neste trabalho, analisou-se como pais e professores de quatro escolas públicas da cidade de Gravataí/RS percebem a si mesmos e ao outro frente a seu envolvimento escolar e a rotina compartilhada, e como essa relação pode favorecer o sucesso escolar de alunos do Ensino Fundamental I. Assim, foi realizado um estudo observacional comparativo, de caráter quantitativo e corte transversal, com 101 familiares e 12 professores de alunos em situação de sucesso escolar. Os resultados destacaram diferenças significativas em alguns domínios, evidenciando uma avaliação mais positiva dos professores a respeito de seu comprometimento com tal relação. Sugerem, especificamente nos domínios orientação e informação que a atitude dos pais e professores ao orientar, supervisionar e auxiliar um ao outro em suas funções e ao aluno pode favorecer um melhor desempenho acadêmico deste.

RESUMEN En este estudio se pretende problematizar cómo se establece el compromiso familia-escuela visando a la promoción de esa relación y del rendimiento escolar de los alumnos. En este estudio, se analizó cómo padres y profesores de cuatro escuelas públicas de la ciudad de Gravataí/RS perciben a sí mismos y al otro frente a su compromiso escolar y rutina compartida, y cómo esa relación puede favorecer el éxito escolar de alumnos de la Enseñanza Primaria I. Así, se realizó un estudio observacional comparativo, de carácter cuantitativo y corte transversal, con 101 familiares y 12 profesores de alumnos en situación de éxito escolar. Los resultados apuntan diferencias significativas en algunos dominios, evidenciando una evaluación más positiva de los profesores con respecto de su compromiso con tal relación. Sugieren, específicamente en los dominios orientacióneinformaciónque la actitud de los padres y profesores al orientar, supervisión y ayudar uno al otro en sus funciones y al alumno puede favorecer un mejor rendimiento académico de este.

ABSTRACT This study aims to discuss how the family-school involvement is established with a view to promoting this relation and students' academic performance. In this work, we analyzed how parents and teachers from four public schools in the city of Gravataí/RS perceive themselves and each other in relation to their school involvement and shared routine, and how this relation can favor the students' academic success in Elementary School I. Thus, a comparative observational study of a quantitative and cross-sectional nature was carried out with 101 family members and 12 teachers of students in a situation of academic success. The results highlighted significant differences in some domains, showing a more positive assessment by teachers regarding their commitment to this relation. They suggest, specifically in the guidance and information domains, that the parents and teachers' attitude when guiding, supervising and assisting each other in their roles and the student can lead to better academic performance.

Percepção dos alunos do ensino médio em relação a uma proposta de ensino das lutas nas aulas de Educação Física / Perception of high school students in relation to a proposal for teaching martial arts in Physical Education classes / Percepción de estudiantes de secundaria en relación a una propuesta de enseñanza de lucha en las clases de Educación Física

O objetivo do estudo foi analisar a percepção dos alunos do Ensino Médio em relação às lutas enquanto unidade temática nas aulas de Educação Física. Para tanto, a pesquisa se caracterizou como de natureza aplicada, do tipo descritiva, com a participação de 17 alunos do Ensino Médio. A pesquisa foi realizada em dois momentos, sendo o pri-meiro referente ao desenvolvimento de uma intervenção pedagógica do conteúdo de lutas, e o segundo a partir da aplicação de um questionário. Os resultados apontaram que 82% dos participantes usufruíram de uma prática positiva e prazerosa e 94% dos participantes afirmaram ausência de violência. Assim, compreende-se que as lutas na escola se configuram como um mediador na transformação das apreciações de concepções pelos participantes.

The aim of the study was to analyze the perception of high school students in relation to martial arts as a content in Physical Education classes. Therefore, the research was characterized as being of an applied nature, of the descriptive type, with the participation of 17 high school students. The research was carried out in two moments, the first one referring to the development of a pedagogical intervention on the content of martial arts, and the second one based on the application of a questionnaire. The results showed that 82% of the participants en-joyed a positive and pleasant practice and 94% of the participants stated that there was no violence in the classes. Thus, it is understood that the development of martial arts at school was configured as a mediator in the transformation of the appreciation of conceptions by the participants.

El objetivo del estudio fue analizar la percepción de los estu-diantes de secundaria en relación a las peleas como unidad temática en las clases de Educación Física. Por lo tanto, la investigación se caracterizó por ser de carácter aplicada, de tipo descriptiva, con la participación de 17 estudiantes de secundaria. La investigación se realizó en dos momen-tos, el primero referido al desarrollo de una intervención pedagógica so-bre el contenido de las peleas, y el segundo a partir de la aplicación de un cuestionario. Los resultados mostraron que el 82% de los participantes disfrutaron de una práctica positiva y agradable y el 94% de los participantes afirmó que no hubo violencia en las clases. Así, se entiende que el desarrollo de las luchas en la escuela se configuró como un mediador en la transformación de la apreciación de las concepciones por parte de los participantes.

[Study of the relationship between adherence to back school and coping with pain in patients with chronic low back pain]. / Estudio de la relación entre adherencia a la Escuela de la Espalda y afrontamiento del dolor en pacientes con lumbalgia crónica.

INTRODUCTION: Back School (BS) is a treatment modality for patients with chronic low back pain with educational contents associated with other therapeutic measures such as exercise. If followed, it is effective but it is well known that it is difficult to make changes to daily habits. This study evaluated whether patients completing BS had a predominance of active strategies in coping with pain, as they adhered better to the recommendations of BS. MATERIAL AND METHOD: Prospective observational study to evaluate BS adherence in patients with chronic low back pain. Adult patients attending BS were included in the study. Patients whose educational level, concomitant pathology or personal situation prevented them from completing the study were excluded. The patients were evaluated at the beginning and after the third session of BS. The variables studied were adherence to exercises and recommendations, coping with pain, pain intensity, functional disability and other sociodemographic characteristics. RESULTS: A total of 67.2% of the 116 included patients acknowledged that they did not perform the exercises and recommendations of BS every day. No relationship was established between patients with active strategies for coping with pain and adherence to BS. Functional capacity and pain intensity did not differ between adherent and non-adherent patients. CONCLUSIONS: This study did not demonstrate that adherence to the exercises and habits taught in BS is related to coping with pain strategies, pain intensity and functional capacity in patients with chronic low back pain.