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Individuals with intellectual disabilities need an affective and sexual education adapted to their characteristics. There are few interventions that meet these objectives and offer empirical evidence of their efficacy. To respond to the limitations of existing interventions, an evidence-based affective-sexual educational intervention for adults with a mild degree of intellectual disability is proposed: SALUDIVERSEX. Participants will be randomly assigned to an intervention group that will receive the SALUDIVERSEX program or to a waiting list group. The intervention will be implemented by educators of occupational centers after a thorough training phase. Our main hypothesis is that the SALUDIVERSEX program will improve the sexual health and quality of life, through the joint action built into three components: the acquisition of basic information, the development of skills and strategies and the achievement of healthy attitudes towards the experience and expression of sexuality. The results of this approach could have important implications for optimizing the quality of life and self-determination of individuals with Intellectual disability by contributing to the development of healthy sexuality.

The European Higher Education Area (EHEA) proposes to enhance active learning and student protagonism in order to improve academic performance. In this sense, different methodologies are emerging to create scenarios for self-regulation of their learning. In this study the cooperative, collaborative and interdisciplinary learning methodologies were compared in Spanish universities. The main objectives were to evaluate their effects in higher education and to explore the relationship between perceived group cooperation and self-perceived ability to work in a group, differences between educational Spanish contexts, educational methodologies and gender. To this end, a quasi-experimental design was carried out. Data analysis included the descriptive metrics, correlations and analysis of variance to evaluate the differences among pedagogical methods, their effects on cooperative learning, teamwork outcomes and gender differences, comprising a total of 229 students in Spain from Psychology, Early Childhood Education, Primary Education and Computer Engineering completed the two questionnaires. Results showed that the highest correlation between perceived cooperative activity and self-perceived ability to work in a group was found among computer science students, especially among women, suggesting that the interdisciplinary learning focused on software tool development may be the most effective methodology to improve teamwork and cooperative learning outcomes. Despite these findings concern only to Spanish universities, limiting the generalizability of results, the interdisciplinary methodology seems promising for improving both teaching quality and teamwork skills. The learning methodologies of interdisciplinary projects may therefore need to be implemented within the framework of cooperative and collaborative methodologies.

Circadian rhythmicity of gene expression is a conserved feature of cell physiology. This involves fine-tuning between transcriptional and post-transcriptional mechanisms and strongly depends on the metabolic state of the cell. Together these processes guarantee an adaptive plasticity of tissue-specific genetic programs. However, it is unclear how the epigenome and RNA Pol II rhythmicity are integrated. Here we show that the PcG protein EZH1 has a gateway bridging function in postmitotic skeletal muscle cells. On the one hand, the circadian clock master regulator BMAL1 directly controls oscillatory behavior and periodic assembly of core components of the PRC2-EZH1 complex. On the other hand, EZH1 is essential for circadian gene expression at alternate Zeitgeber times, through stabilization of RNA Polymerase II preinitiation complexes, thereby controlling nascent transcription. Collectively, our data show that PRC2-EZH1 regulates circadian transcription both negatively and positively by modulating chromatin states and basal transcription complex stability.

The purpose of this article is to conduct a mathematical and phenomenological comparison of three concepts: (1) the finite limit of a function at a point, (2) the finite limit of a sequence, and (3) the infinite limit of a sequence. Additionally, we aim to analyse the presence of these concepts in Spanish textbooks. The methodology employed is exploratory and descriptive. Our mathematical comparison revealed differences in several areas, including the dependence between variables, the involved infinite processes, the types of infinity, the dimensioning for each variable, and the intuition of continuity in the interval. Our phenomenological comparison found a correspondence between phenomena using a formal approach, but differences in phenomena when using an intuitive approach. Finally, our analysis of textbooks revealed that all three limits are most commonly presented in the verbal representation system and definition format.

Research shows the salient place of mathematical teaching talk, including the mathematical-linguistic practices of naming and explaining, in the enactment of students' mathematical talk and learning with understanding in the classroom. Our study was developed to examine the noticing of two groups of secondary-school mathematics teachers in one-day workshops with tasks about these practices. The two workshops were mathematically content-specific, with teaching and learning accounts and prompts aimed at guiding focused attention to naming and explaining in the teaching of linear equations and probability. Thematic text analyses led to identify three foci of the two groups' noticing: (i) missing practices of mathematical naming in own teaching talk; (ii) relative impact of mathematical explaining in teaching talk; and (iii) tensions around mathematical naming and explaining in teaching talk. Our results show that the social construction of teacher noticing is a feature of noticing development that can be documented in the context of one-day workshops. Whereas time for individual thinking and responses to the tasks created a context of support for noticing development, participation in the group discussions allowed the teachers to notice nuances of mathematical naming and explaining in teaching talk unaddressed in the task prompts. The group discussions thus amplified and opened up the opportunities to develop some focused noticing on the content of the workshops, specifically in connection with the teachers' own teaching practice.

BACKGROUND: The three-item Sexual Distress Scale (SDS-3) has been frequently used to assess distress related to sexuality in public health surveys and research on sexual wellbeing. However, its psychometric properties and measurement invariance across cultural, gender and sexual subgroups have not yet been examined. This multinational study aimed to validate the SDS-3 and test its psychometric properties, including measurement invariance across language, country, gender identity, and sexual orientation groups. METHODS: We used global survey data from 82,243 individuals (Mean age=32.39 years; 40.3 % men, 57.0 % women, 2.8 % non-binary, and 0.6 % other genders) participating in the International Sexual Survey (ISS; https://internationalsexsurvey.org/) across 42 countries and 26 languages. Participants completed the SDS-3, as well as questions regarding sociodemographic characteristics, including gender identity and sexual orientation. RESULTS: Confirmatory factor analysis (CFA) supported a unidimensional factor structure for the SDS-3, and multi-group CFA (MGCFA) suggested that this factor structure was invariant across countries, languages, gender identities, and sexual orientations. Cronbachs α for the unidimensional score was 0.83 (range between 0.76 and 0.89), and McDonalds ω was 0.84 (range between 0.76 and 0.90). Participants who did not experience sexual problems had significantly lower SDS-3 total scores (M = 2.99; SD=2.54) compared to those who reported sexual problems (M = 5.60; SD=3.00), with a large effect size (Cohens d = 1.01 [95 % CI=-1.03, -0.98]; p < 0.001). CONCLUSION: The SDS-3 has a unidimensional factor structure and appears to be valid and reliable for measuring sexual distress among individuals from different countries, gender identities, and sexual orientations.

For over a century, early researchers sought to study biological organisms in a laboratory setting, leading to the generation of both in vitro and in vivo model systems. Patient-derived models of cancer (PDMCs) have more recently come to the forefront of preclinical cancer models and are even finding their way into clinical practice as part of functional precision medicine programs. The PDMC Consortium, supported by the Division of Cancer Biology in the National Cancer Institute of the National Institutes of Health, seeks to understand the biological principles that govern the various PDMC behaviors, particularly in response to perturbagens, such as cancer therapeutics. Based on collective experience from the consortium groups, we provide insight regarding PDMCs established both in vitro and in vivo, with a focus on practical matters related to developing and maintaining key cancer models through a series of vignettes. Although every model has the potential to offer valuable insights, the choice of the right model should be guided by the research question. However, recognizing the inherent constraints in each model is crucial. Our objective here is to delineate the strengths and limitations of each model as established by individual vignettes. Further advances in PDMCs and the development of novel model systems will enable us to better understand human biology and improve the study of human pathology in the lab.

The Van Hiele model of geometric reasoning establishes five levels of development, from level 1 (visual) to level 5 (rigor). Despite the fact that this model has been deeply studied, there are few research works concerning the fifth level. However, there are some works that point out the interest of working with activities at this level to promote the acquisition of previous levels. Our goal is to describe this level through the construction and validation of a list of indicators for each of the processes involved in geometrical reasoning (definition, proof, classification, and identification). Due to the lack of previous research, we have decided to use the Delphi methodology. This approach allowed us to collect information from a panel of experts to reach a consensus through a series of phases about the indicators that describe each of the processes. The final product of the iterative application of this method is a list of validated indicators of the fifth Van Hiele level of reasoning. In particular, proof and definition processes have turned out to be the most relevant processes at this level.

This article presents a reflection on a teaching experience involving the use of the Brügner tangram, an interesting but little-known manipulative material. It details an activity conducted as part of an undergraduate mathematics education course for prospective primary school teachers. The main objective of this paper is to present the implementation of a sequence of activities designed to convey to future teachers the importance of systematically solving problems that involve searching for or constructing different cases. Specifically, participants are provided with the three pieces of the Brügner's tangram and assigned the task of identifying all possible convex polygons that can be constructed. Moreover, they are required to elucidate the methodological approach underpinning their exploratory process, with an emphasis on establishing relationships between the polygons. Graphs are introduced as one of the possible approaches for modelling the problem, offering a graphical representation that aids in the systematic search for solutions. This paper describes different activities involving the Brügner's tangram which has demonstrated its adaptability as an instructional resource. The teaching sequence adheres to the five-phase structure proposed within the framework of the van Hiele model, which is also part of the course.

This work is devoted to exploring proof abilities in Graph Theory of undergraduate students of the Degree in Computer Engineering and Technology of the University of Seville. To do this, we have designed a questionnaire consisting of five open-ended items that serve as instrument to collect data concerning their proof skills when dealing with graphs. We have thus analysed them adapting the methodology for computing the degrees of acquisition of the Van Hiele levels. Our analysis leads to different proof profiles of Graph Theory students whose characteristics provide empirical support to consider proof levels in Graph Theory from the perspective of the Van Hiele model.

This paper analyses how pre-service teachers approach the notion of the infinite limit of a sequence from two perspectives: Specialized Content Knowledge and Advanced Mathematical Thinking. The aim of this study is to identify the difficulties associated with this notion and to classify them. In order to achieve this, an exploratory qualitative approach was applied using a sample of 12 future teachers. Among the results, we can affirm that pre-service teachers mainly use algorithmic procedures to solve tasks in which this type of limit is implicit, although they would consider a resolution that specifically involves the notion with an intuitive approach if they had to explain it to their students.

BACKGROUND AND AIMS: Despite its inclusion in the 11th revision of the International Classification of Diseases, there is a virtual paucity of high-quality scientific evidence about compulsive sexual behavior disorder (CSBD), especially in underrepresented and underserved populations. Therefore, we comprehensively examined CSBD across 42 countries, genders, and sexual orientations, and validated the original (CSBD-19) and short (CSBD-7) versions of the Compulsive Sexual Behavior Disorder Scale to provide standardized, state-of-the-art screening tools for research and clinical practice. METHOD: Using data from the International Sex Survey (N = 82,243; Mage = 32.39 years, SD = 12.52), we evaluated the psychometric properties of the CSBD-19 and CSBD-7 and compared CSBD across 42 countries, three genders, eight sexual orientations, and individuals with low vs. high risk of experiencing CSBD. RESULTS: A total of 4.8% of the participants were at high risk of experiencing CSBD. Country- and gender-based differences were observed, while no sexual-orientation-based differences were present in CSBD levels. Only 14% of individuals with CSBD have ever sought treatment for this disorder, with an additional 33% not having sought treatment because of various reasons. Both versions of the scale demonstrated excellent validity and reliability. DISCUSSION AND CONCLUSIONS: This study contributes to a better understanding of CSBD in underrepresented and underserved populations and facilitates its identification in diverse populations by providing freely accessible ICD-11-based screening tools in 26 languages. The findings may also serve as a crucial building block to stimulate research into evidence-based, culturally sensitive prevention and intervention strategies for CSBD that are currently missing from the literature.