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(1) Background: A variety of social and economic changes are happening worldwide due to the pandemic caused by COVID-19, which has produced new problems and challenges for the population as a whole. These events demand new investigations and key studies for their management. This review addresses the repercussions of COVID-19 at the educational level in the primary education stage, delving into the effects produced in teaching and different aspects related to it, such as the situation and challenges of teachers, family involvement, and the perceptions and repercussions of the learning and socio-educational development of students (especially in the case of students with Autism Spectrum Disorder). (2) Methods: The methodological design is a systematic review study, following the PRISMA guidelines, from a search carried out during the month of July 2021 in the Scopus, Dialnet, and WoS databases on the object of study. (3) Results: The selected studies were analyzed through a qualitative content analysis based on a population of 103 articles, with a final sample of 13, using the inclusion criteria: empirical studies or research in English or Spanish; free access through the Internet; categories restricted to "education/educational research" related to the proposed objectives; specific documents of the primary education stage and/or students with Autism Spectrum Disorder. (4) Conclusions: The research reveals the presence of an existing digital gap in certain sectors of the student population aggravated by the pandemic, as well as the scarcity of general teacher training in this type of situation, leading to different personal and professional problems that hinder teaching and emphasize the vulnerability of the right to education, which leads to further promoting the already existing social inequalities.

The constant development of digital technologies has allowed living in a digital environment based on connections, also transforming the context of the educational process. Experiences show that digital technologies have influenced the way of learning and, consequently, the way of teaching. Learning in the digital age is a complex process since it is a multifaceted and diverse action. The aim of this research is to identify global trends in digital education and its link with the learning of artistic and visual education in higher education settings, during the period 2000-2019. For this, bibliometric techniques have been applied to 1291 documents, obtaining results from the scientific activity of the main authors, research institutions, and countries that promote this topic. The data show increasing relevance, particularly in the last three years. The main subject area is the social sciences. The study has detected the lines of research that are related to the Internet, education, visuals, computer programs, learning, digital media literacy, and educational technology. This work contributes to the academic, scientific, and institutional debate to enhance decision-making based on existing information.

Background: The purpose of this research is to analyze the perception of teachers and their thinking about two specific and functional issues which are often deemed to be controversial, that is, the acquisition, by recently arrived migrant students of the host language and the role that the professional services of a cultural mediator may have in said school context. The methodology used has been a case study by means of the technique of in-depth interview. To this end, twelve teachers from an Italian comprehensive school in the region of Sicily who for several years have been immersed in the relatively abrupt arrival of immigrant students have been interviewed. Results: There is evidence of some teachers adopting the position from a classic epistemological approach in the field of interculturality. For example, while the attitude and involvement of teachers seems to be consolidated, the teachers think that a key element of real inclusion should include practical measures such as early immersion in the host language, in this case Italian, and that considerable and external professional efforts are necessary, particularly from cultural mediators, which could make the inclusive project more viable.

Caffeine, commonly found in coffee and tea, affects various aspects of eye health as it blocks adenosine receptors, impacting tear production, intraocular pressure, macular perfusion, and choroidal thickness. However, its connection with eye conditions like glaucoma and cataracts remains uncertain due to conflicting research findings. Some studies suggest potential benefits for cataracts, while others warn against frequent caffeine intake in glaucoma and surgical scenarios due to possible increases in intraocular pressure. Conflicting evidence also exists regarding its effects on dry eye, macular degeneration, myopia/hyperopia, diabetic retinopathy, retinopathy of prematurity, and central serous retinopathy. Caffeine does not seem to be a risk factor for dry eye, although studies have shown that caffeine may offer protection against wet age-related macular degeneration, and the metabolite 7-methylxanthine could be a more promising treatment for myopia. Moreover, caffeine can potentially cause tremors and might hinder surgical performance, especially in less experienced surgeons. Recommendations from experts vary, highlighting the need for further research to fully understand how caffeine affects the eye. Individuals genetically predisposed to glaucoma should be cautious due to the possibility of clinically significant elevations in intraocular pressure with caffeine consumption. For delicate procedures like microsurgery, where tremors can be detrimental, caution should be exercised with caffeine. This review underscores the importance of additional studies to provide clearer insights and prudent recommendations regarding caffeine's impact on eye health. [ABSTRACT FROM AUTHOR]

Background: Retinitis pigmentosa (RP) is a group of hereditary retinal dystrophies characterized by progressive degeneration of photoreceptor cells, which results in debilitating visual impairment. This systematic review aims to evaluate the efficacy and safety of emerging treatment modalities for RP, including gene therapy, mesenchymal-cell-based approaches, and supplementary interventions. Methods: A comprehensive search of electronic databases was conducted to identify relevant studies published up to February 2024. Studies reporting outcomes of treatment interventions for RP, including randomized controlled trials, non-randomized studies, and case series, were included. Data extraction and synthesis were performed according to predefined criteria, focusing on assessing the quality of evidence and summarizing key findings. Results: The search yielded 13 studies meeting inclusion criteria, encompassing diverse treatment modalities and study designs. Gene therapy emerged as a promising therapeutic approach, with several studies reporting favorable outcomes regarding visual function preservation and disease stabilization. Mesenchymal-cell-based therapies also demonstrated potential benefits, although evidence remains limited and heterogeneous. Supplementary interventions, including nutritional supplements and neuroprotective agents, exhibited variable efficacy, with conflicting findings across studies. Conclusions: Despite the lack of definitive curative treatments, emerging therapeutic modalities promise to slow disease progression and preserve visual function in individuals with RP. However, substantial gaps in evidence and heterogeneity in study methodologies underscore the need for further research to elucidate optimal treatment strategies, refine patient selection criteria, and enhance long-term outcomes. This systematic review provides a comprehensive synthesis of current evidence and highlights directions for future research to advance the care and management of individuals with RP. [ABSTRACT FROM AUTHOR]

Postulating a negative bias towards social ambiguity, we conducted cross‐cultural online research to assess whether categorical discrepancies in the perception of androgynous faces were associated with the uncanny feeling and inferences of different morality. Across four studies, we found that androgynous faces were harder to classify into a binary sex category than sex‐typical faces, but this difficulty did not influence social judgements of androgynous targets in a negative fashion. In Study 1 (Spanish‐speaking sample, N = 76), we found that androgynous faces were rated as more trustworthy, less creepy, and less morally different than sex‐typical faces. Study 2 replicated most of the findings from Study 1 in an Italian sample (N = 45). Positive bias towards androgyny was not replicated with a different set of stimuli featuring faces of diverse ethnic backgrounds (Study 3, Spanish‐speaking sample, N = 140). However, results revealed a main effect of ethnicity in participants' responses. When controlling for the effect of morphing procedures in stimuli selection, an overall positive bias towards androgynous targets arose, especially when compared to masculine targets (Study 4, Spanish‐speaking sample, N = 85). These findings suggest that, at least in certain conditions, a positive social bias towards androgynous faces may emerge that does not depend on categorical uncertainty and facial attractiveness. [ABSTRACT FROM AUTHOR]