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Background: The study of myths in psychology has conceptual and educational relevance: How to adapt the teaching of psychology to confront myths with grounded knowledge? A first step is to know which myths prevail and its relation to training in psychology. Objective: To explore myth's prevalence among Spanish first-year university students of Social (SS) and Engineering Sciences (ES) (Study 1), and among different levels of expertise in psychology (Study 2). Method: Questionnaire including 21 myths. Study 1: 175 first-year SS and ES undergraduates. Study 2: 102 lay, semi-experts and experts in psychology. Results: Lower prevalence of myths among Spanish students than in other countries (approx. 37% vs. 60%), with SS students performing better than ES students. Experts performed significantly better (14% myths endorsed) than lay students (33%), but not than semi-experts (19%). Conclusions: The lower prevalence of myths compared to other countries may be due to methodological and sociocultural aspects. University training in psychology helps to better identify myths but does not eradicate them. Teaching Implications: Need to reflect on the little progress beyond a medium level of expertise. Teachers and students must identify their own myths and work on them in classroom, promoting critical thinking.

Hippocampal seizures mimicking mesial temporal lobe epilepsy cause a profound disruption of the adult neurogenic niche in mice. Seizures provoke neural stem cells to switch to a reactive phenotype (reactive neural stem cells, React-NSCs) characterized by multibranched hypertrophic morphology, massive activation to enter mitosis, symmetric division, and final differentiation into reactive astrocytes. As a result, neurogenesis is chronically impaired. Here, using a mouse model of mesial temporal lobe epilepsy, we show that the epidermal growth factor receptor (EGFR) signaling pathway is key for the induction of React-NSCs and that its inhibition exerts a beneficial effect on the neurogenic niche. We show that during the initial days after the induction of seizures by a single intrahippocampal injection of kainic acid, a strong release of zinc and heparin-binding epidermal growth factor, both activators of the EGFR signaling pathway in neural stem cells, is produced. Administration of the EGFR inhibitor gefitinib, a chemotherapeutic in clinical phase IV, prevents the induction of React-NSCs and preserves neurogenesis.

In this article, we present the results of the research carried out at the Gravettian occupation level of Cueva del Arco (Spain). For this purpose, a multidisciplinary investigation has been carried out in which all the elements recovered in the excavations carried out since 2015 at this site have been studied. The results are contextualised alongside all of the existing Gravettian sites in Mediterranean Iberia. The study of the material culture, the fauna, the landscape, and the dating has allowed us to approach the occupations of the site from many perspectives and has permitted us to conclude that Cueva del Arco was occupied sporadically at the beginning of the Gravettian period by a small human group in what would be the beginning of the consolidation of the anatomically modern humans (AMH) in this territory. Furthermore, these occupations were preceded by others belonging to the Aurignacian, which left hardly any remains in the cave. The data presented in this article lead us to believe that Cueva del Arco is a site of great importance for the knowledge of the beginning of the AMH settlement in the Iberian Mediterranean, both in its expansion towards the south and in its definitive consolidation in this territory.

Presentación del dossier. El derecho al aborto: un tema pendiente en la región

Articulando la ética del cuidado y el ciberfeminismo, en este artículo se analiza cómo han cambiado los imaginarios sobre el aborto y el acceso al mismo en la Sierra central del Ecuador. Para ello se emplea una metodología cualitativa a través de entrevistas semiestructuradas a un grupo de jóvenes lideresas indígenas en la provincia de Chimborazo. En dicha provincia el aborto ha ido dejando poco a poco de ser un tema latente y silenciado en las agendas comunitarias, para convertirse en parte de las conversaciones de los grupos de mujeres. Se ilustra cómo la influencia de la cuarta ola del feminismo y del movimiento Marea Verde, ligada al uso de las redes sociales, ha permeado ciertos discursos comunitarios y ha incidido en la posibilidad de que las jóvenes indígenas de esta provincia accedan a información y puedan ejercer, en compañía de otras mujeres, su derecho al aborto. En este sentido, se concluye que el uso de las redes sociales online promueve el tejido de redes offline, lo cual permite a las mujeres, más allá de su ubicación geográfica, tener más acceso a información y, por tanto, más posibilidad de ejercer sus derechos sexuales y reproductivos.

The aim of this paper is to explore what we have learned during the COVID-19 pandemic in the field of Physical Education in three different countries: Argentina, Spain and Sweden. Data were generated through semi-structured interviews, and the concept of field agency is used to make sense of the data. Differences were found among the three countries, regarding the content of the classes, the use of resources, the emotions of teachers, and the use of physical contact. This was also a result of the regulations and resources in place. The COVID-19 pandemic has demonstrated that the nature of the field of PE had been momentarily disrupted during the pandemic in these contexts. The habitus of both, teachers and students was challenged, and the economic capital of each context determined what was possible to do 'as PE'. Particular new discourses, such as the risk of getting the COVID-19 virus, interacted through agents to re-shape the field of PE and modify agents' habitus. The participating teachers enacted agency and expressed their capacity to make practical and normative judgements among alternative possible trajectories of action for their classes, in response to the emerging demands, dilemmas and ambiguities of the COVID-19 pandemic.

Research has shown that Physical Education (PE) is a white, male, and able body-dominated profession, particularly in Spain. When some female pre-service PE teachers, who had a difficult relationship with their bodies and sports abilities, enrol in such a degree, some of these problematic relations come to light. Participants for this study were four female pre-service teachers who self-identified as lesbian, anorexic, visually impaired, and big respectively. Data were collected through participant-produced texts, graphical representations, and interviews. The authors then reconstructed the participants' stories which are presented in the form of narratives. The conceptual tool of embodying norm-criticality helped us to highlight the importance of critical reflection about own beliefs, past experiences and understandings, and their influence on pedagogical practices in PE. This study contributes to the push towards a change of the stereotypical beliefs of what a PE teacher should be or look like, and in this way, emphasises the vast benefits of diversifying PE teachers' beliefs and understandings.

Background: Despite increasing support for models in physical education, ambiguity exists concerning the role of teachers in the implementation of models. Very generally, some scholarship seems to suggest that teachers should work as technicians and use models in an instrumental manner. Other scholarship suggests that teachers should use models in ways that are responsive to the contexts in which they are working. This suggestion positions teachers more as craftspeople. Ambiguity is problematic given that teachers have been identified as 'key players' when it comes to the implementation of models. How teachers are positioned in research may have a significant impact on further research and pedagogical practices. Purpose: This paper has two specific aims. First, we aim to provide a detailed map of how scholars have positioned teachers within physical education models literature. Second, we aim to provide a reinterpretation of our findings using Deweyan theory. Data production: The scoping review conducted here is based on the framework provided by Arksey and O'Malley [2005. "Scoping Studies: Towards a Methodological Framework." "International Journal of Social Research Methodology" 8 (1): 19-32]. It involved: (1) the development of a research question which was: in which ways does PE models literature position teachers? (2) the identification of potentially relevant literature through searches of the Web of Science, SPORT Discus and Google Scholar databases. The search terms used were: 'Physical education' AND 'Models-based practice;' OR; 'Pedagogical model;' OR; 'Instructional model;' OR; 'Curriculum model;' OR; 'Model;' OR; 'Teacher,' and literature needed to be published between 2010 and 2021 in English, (3) the selection of literature for the review. This occurred as an iterative process that involved going back and forth between the potentially relevant literature and our research question, (4) charting of the literature, done through inductive thematic analysis. This involved a close inspection of the included texts and the identification of recurring types of positioning in the corpus, and (5) a theoretical reinterpretation of teacher positioning achieved in models scholarship. Findings: In the physical education scholarship on pedagogical models, teachers are positioned as: (1) resistant to using models; (2) incapable of using models correctly; (3) mechanical reproducers of models; (4) struggling implementers of models; (5) needing models to change their ordinary practices; (6) capable of using models correctly with support; (7) adapters of models, and (8) collaborators with researchers when implementing models. Discussion: Three issues are raised for discussion. The first relates to the potential disempowerment of teachers achieved by models. The second relates to the relationship between teachers and researchers. The third relates to how models themselves are conceived. Conclusion: The paper is concluded with two general reflections that follow from the issues raised in the discussion.

Here, a methodology to generate national-scale annual 10 m spatial resolution land use and land cover maps for Fiji (Fiji LULC) is presented. A training dataset of 13,419 points with a LULC label across three years from 2019 to 2021 was generated alongside a nationally representative test dataset of 834 points. These data were used to train a random forests model to convert an image stack of pre-processed Sentinel-2 surface reflectance data and topographic spatial layers into an annual categorical LULC map. When evaluated against the test dataset, the model has an overall accuracy of 83 % (SE: 2.1 %).The Fiji LULC map was compared to three global 10 m spatial resolution land cover products: Google’s Dynamic World, ESRI LULC, and ESA’s WorldCover v200. These maps were compared statistically using the independent test dataset and in several case study applications (e.g. agricultural monitoring and disaster impacts mapping). The Fiji LULC had a higher overall accuracy than the three global LULC products and aligned more closely with a high-quality field survey of over 2500 rice fields (i.e. Fiji LULC classified 88 % of the rice fields as agricultural compared to 60.6–15.7 % in the global LULC products). A comparison of the overlap between the agricultural class of the four LULC maps with a flood mask following Tropical Cyclone Yasa indicated that dataset choice has a substantial impact on estimates of the area of flooded croplands. The Fiji LULC map tends to capture agricultural land covers and smaller scale landscape features with more accuracy than the global products. This analysis illustrates the importance of assessing the performance of global LULC products in particular locations and for specific applications. As demonstrated here, the choice of LULC product could impact subsequent analysis and monitoring tasks. To support these LULC product comparisons, an open-source Python package for computing performance metrics for LULC maps when reference data have different strata to map classes has been published. Further, the training data, test data, and national-scale maps for Fiji have been produced for 2019 to 2022 and are available as open source products on the Pacific Data Hub.

Fundamento: las historias de vida de personalidades destacadas, como los profesionales de la salud, constituyen hoy una necesidad imperiosa en pos de enriquecer la historia de la salud pública en la cual el Dr. José Alberto Borges López desempeña un papel determinante, como médico legista. Objetivo: Mostrar la profesionalidad médica del Dr. José Alberto Borges López y su firme vínculo con la medicina legal cubana. Métodos: se realizó una investigación documental en el Hospital Universitario "Arnaldo Milián Castro" de Villa Clara en 2023, en la que se utilizaron métodos teóricos: analítico-sintético, inductivo-deductivo e histórico-lógico; y empírico: análisis documental a través de la revisión de materiales históricos, entre ellos: expedientes laboral y docente del doctor, su autobiografía, títulos académicos y científicos, diplomas y reconocimientos, artículos publicados, entrevistas a su persona y otras figuras relevantes de la medicina villaclareña contemporánea; todos considerados fuentes fidedignas de información. Resultados: se destacan los elementos fundamentales de la trayectoria del mencionado doctor como docente, su actividad asistencial y científica, como colaborador internacional y directivo; y sus valores y principios como ser humano, lo cual demuestra que es un referente indiscutible en la formación de los profesionales de la salud. Conclusiones: el médico legista acumula un vasto caudal de conocimientos. Su vida y obra siempre han estado al servicio de la Revolución y su legado trasciende hasta convertirlo en un modelo de la medicina en Cuba.

Objective: The incidence of cesarean section (CS) for failure to progress (FP) has progressively increased; thus, knowing the factors that increase this incidence has become of crucial importance. This study aimed to find the true determinants of CS for FP within 2 weeks of delivery, proposing strategies to reduce its incidence. Material and Methods: A group of 957 term and late preterm (≥34 weeks) singleton pregnancies with a complete gestational follow-up and an ultrasound examination within 2 weeks of delivery were included in a retrospective observational study. Epidemiological, sonographic, and perinatal data were recorded, and multivariable logistic regression analyses were applied to create models to predict the importance of different variables in the explanation of FP. Results: Induction of labor was by far the most important modifiable factor, followed by smoking and maternal weight, while parity was the most important nonmodifiable factor, followed by maternal age and estimated fetal weight. The difference in days from the actual due date exerted no influence. Conclusions: To reduce the incidence of CS for FP, inductions of labor should be performed only under evidence-based medicine indications and kept to a minimum. In addition, maternal overweight reduction and maternal smoking cessation should be promoted before the initiation of gestation.

La filosofía resulta de gran significación para la formación científica, político-ideológica y cultural de los futuros egresados de la Educación Superior. Desde su surgimiento potencia el conocimiento en el hombre, al igual que otras ciencias o disciplinas. Es fundamental destacar su importancia para el desarrollo integral de los educandos, de ahí que el presente artículo persiga como objetivo contribuir al logro de una cultura filosófica, para un correcto proceso de enseñanza-aprendizaje de la Filosofía en la Educación Superior, aplicado al currículum de la Enseñanza Primaria. De este modo se garantiza ese desarrollo integral de la personalidad de un profesional y un nivel alto de competencia y compromiso para asumir los retos de la sociedad contemporánea. Para ello se utilizaron métodos y técnicas de investigación científica como el análisis-síntesis, inducción-deducción, revisión bibliográfica. Como resultado se espera una mejor asimilación de los contenidos filosóficos en el proceso de formación del profesional implicado.

Induced pluripotent stem cells (iPSCs) were successfully generated from peripheral blood mononuclear cells obtained from two patients with a heterozygous mutation in the CDC42 gene. Both iPSC lines expressed pluripotency markers, differentiated into the three germ layers in vitro, showed normal karyotypes, and retained the disease-causing mutation. Created iPSC lines and their differentiated derivatives may be of interest in the study of the physiology of disease mechanisms and therapy.

We have successfully generated human induced pluripotent stem cells (hiPSC) from peripheral blood mononuclear cells (PBMCs) of a patient with COPA Syndrome. The patient, a 6 year old Caucasian male, has a spontaneous de novo missense mutation that replaced alanine with proline in the COPA gene. This paper confirms the differentiation potential of the hiPSC line, the presence of the p.Ala239Pro mutation, and the expression of typical pluripotency markers within the hiPSC line. The hiPSC line is ready for use as a cellular model of COPA Syndrome.

Summary: Study of disease-relevant immune cells, namely monocytes and macrophages, is limited based on availability of primary tissue, a limitation that can be remedied using human induced pluripotent stem cell (hiPSC) technology. Here, we present a protocol for differentiation of monocytes and macrophages from hiPSCs. We describe steps for hiPSC maintenance, mesoderm lineage induction, hematopoietic progenitor cells (HPCs) commitment and expansion, and myeloid lineage induction. We then detail procedures for monocyte formation and functional macrophage formation and polarization.For complete details on the use and execution of this protocol, please refer to Chen et al.1 : Publisher’s note: Undertaking any experimental protocol requires adherence to local institutional guidelines for laboratory safety and ethics.

La presente investigación tiene como objetivo examinar el grado de implicación de las administraciones locales para promover una cultura política más participativa. En concreto, se estudian, de forma comparada, los instrumentos que facilitan, los ayuntamientos de la Comunidad de Madrid, Cataluña, Comunidad Valenciana, Islas Baleares y Región de Murcia a través de sus páginas web, a los ciudadanos para participar en los asuntos públicos, en el año 2022. Para ello, se emplea una metodología basada en la aplicación de los indicadores constatados en el Mapa Infoparticipa. De los 52 indicadores, se analizan los nueve que están directamente relacionados con el fomento de la participación ciudadana en el nivel local. Los resultados evidencian, de un lado, que las CCAA con mayor trayectoria en la implementación de Infoparticipa, y con mayor número de municipios medianos y grandes (más de 20.000 habitantes) cuentan con un mayor grado de cumplimiento de los indicadores. Y, de otro lado, que aquellos indicadores que implican la publicación de los resultados de los instrumentos de participación y del derecho de acceso se cumplen en menor medida.

Physical education (PE) has significant potential to shape how young people experience their own and others' bodies. This potential has not always been realized in positive ways and some research suggests that experiences in PE have contributed to young people's dissatisfaction with their appearances. The broad aim of this review is to provide a comprehensive understanding of body image as a pedagogical issue within PE. A narrative approach to the review is adopted that enables us to summarize, compare, explain and interpret various types of research relevant to our aim. From the databases ERIC, SCOPUS and PsycInfo, 25 articles were identified that deal with either body image in typical PE lessons or researcher-led attempts to influence students' body image (what we have termed 'pedagogic interventions'). Main findings are that: (1) PE has been presented as both part of the cause and a potential site of intervention to the problem of negative body image; (2) Researchers have based pedagogic interventions on four types of guiding principles; and (3) Researchers have made an array of recommendations for practitioners relating to gender, time, professional development and the characteristics of the pedagogical interventions. Findings are discussed in relation to broader research on body image in society and in PE with a focus on how the findings might inform further scientific practice.

Physical contact between teachers and students in physical education (PE) has been a troubling, complex and unsolved issue. Research has shown that PE teachers struggle with high levels of fear, insecurity and anxiety when it comes to physical contact with students. However, most of the research conducted so far has focused on a few countries and in regard to the dominant no-touch societal discourse related to sexual connotations. Research from other countries on PE-related touch and other non-sexual physical contact topics is still missing from the literature. This paper aims to explore touch within the PE arena in Argentina and France. Data were generated with a group of eight PE teachers, four from France and four from Argentina. Results suggest that even though teachers were well aware of the widely spread discourse regarding sexual harassment, they discussed the concerns of touch in PE in different ways. Touch was considered necessary for both emotional support and the avoidance and treatment of injuries. In some cases, teachers were concerned about the admissibility of touch involving students with religious beliefs, and some acts of violence. The conclusions of this study reveal a shift in the 'risks' surrounding teacher-student physical contact, and the less-discussed presence of risks other than those related to sexual implications when considering other countries. The conclusions also revolved around the changes of PE teachers' professional subjectivities over the last few decades.

Abstract Spinal cord injury (SCI) induces the upregulation of chondroitin sulfate proteoglycans (CSPGs) at the glial scar and inhibits neuroregeneration. Under normal physiological condition, CSPGs interact with hyaluronan (HA) and other extracellular matrix on the neuronal surface forming a macromolecular structure called perineuronal nets (PNNs) which regulate neuroplasticity. 4-methylumbelliferone (4-MU) is a known inhibitor for HA synthesis but has not been tested in SCI. We first tested the effect of 4-MU in HA reduction in uninjured rats. After 8 weeks of 4-MU administration at a dose of 1.2 g/kg/day, we have not only observed a reduction of HA in the uninjured spinal cords but also a down-regulation of CS glycosaminoglycans (CS-GAGs). In order to assess the effect of 4-MU in chronic SCI, six weeks after Th8 spinal contusion injury, rats were fed with 4-MU or placebo for 8 weeks in combination with daily treadmill rehabilitation for 16 weeks to promote neuroplasticity. 4-MU treatment reduced the HA synthesis by astrocytes around the lesion site and increased sprouting of 5-hydroxytryptamine fibres into ventral horns. However, the current dose was not sufficient to suppress CS-GAG up-regulation induced by SCI. Further adjustment on the dosage will be required to benefit functional recovery after SCI.