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Due to several epizootic events between 2020 and 2021 in the south of Brazil near the border with Argentina, we performed mosquito surveys in areas of epidemiological risk in northeast Argentina to evaluate abundance and distributions of mosquito vectors from the yellow fever virus (YFV) (Diptera: Culicidae). For the most abundant species, the number of individuals captured per collector was evaluated based on the capturing time range. With a total sampling effort of 191 collector-hours, we captured 676 mosquitoes belonging to 6 genera and 16 species. The most abundant species were Aedes (Ochlerotatus) scapularis (Rondani) (33.58%), Sabethes (Sabethes) albiprivus Theobald (20.27%), Aedes (Stegomyia) albopictus (Skuse) (17.75%) and Haemagogus (Conopostegus) leucocelaenus (Dyar and Shannon) (15.86%). Sabethes albiprivus and Ae. albopictus showed activity peaks at noon and morning, respectively, while other species showed no important time differences between 10:00AM and 15:00PM. Our results show that the most abundant mosquito species in those environments with epidemiological risk in northern Corrientes and southern Misiones are categorized as important in the transmission of the YFV. Moreover, we report an expansion of Ae. albopictus distribution and the first record of Aedes (Ochlerotatus) patersoni Shannon and Del Ponte in Corrientes and Misiones provinces.

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.

Introduction: Electronic waste (e-waste) poses a growing global concern with significant health and environmental implications. This study examined e-waste awareness among smartphone users in Tanzania's Lake Zone using phones with e-waste components. Methods: A cross-sectional study categorized participants into three groups: agricultural farmers, smartphone traders, and livestock keepers. The research took place from May to June 2023, involving a semi-structured interviewer-administered questionnaire that integrated a combination of open-ended and closed-ended questions for data collection. The study investigates e-waste health risk awareness among 288 smartphone users, including 71 business owners, 115 farmers, and 102 livestock keepers. Semi-structured questionnaire was used to gather data on sociodemographics and e-waste-related knowledge, attitudes, and practices). The data were analyzed through two-way analysis of variance. Results: Among the 288 surveyed smartphone users, 56.2% (n = 162) were males, 43.8% (n = 126) were females, and 60.1% (n = 173) were young adults aged 18–37 years. Phone usage experience is positively correlated with higher. However, its effects on attitudes (P = 0.148, ŋ2 = 0.19) and practices (P = 0.086, ŋ2 = 0.24) are relatively smaller. In addition, urban residential location impacts knowledge (P = 0.006, ŋ2 0.15) and attitudes (P = 0.003, ŋ2 0.08) related to e-waste health risks but does not significantly affect e-waste-related practices P = 0.095, ŋ2 = 0.09). Conclusion: Initiatives should target individuals with limited smartphone exposure, addressing knowledge gaps while considering the geographical context and challenges in both rural and urban areas to improve e-waste awareness.

A más de 30 años de la Convención de los Derechos del Niño y reconocido su derecho a participar, las investigaciones siguen siendo predominantemente sobre los niños/as y no con ellos/as. Este estudio busca avanzar hacia la incorporación de niños/as como productores de conocimientos en sus escuelas. Es un estudio cualitativo longitudinal donde 64 niños/as asumieron un rol de co-investigadores del compromiso escolar mediante talleres con una metodología de investigación-acción participativa, entrevistas y análisis que ellos/as realizaron. Se relevan distintas percepciones sobre los subtipos de compromiso escolar y factores contextuales asociados que enriquecen el análisis adulto y la importancia de complementar los datos cuantitativos en las escuelas con las voces de las infancias, en tanto agentes de cambio. Se concluye sobre cómo incluir su participación en investigación más significativamente.

The COVID-19 pandemic changed the work-family interface dynamics in some families. For couples who kept earning a double income during the pandemic, their family demands may entail a loss of psychological resources that affect the work domain. This study explored the intra-individual and inter-individual (crossover) direct and indirect effects of family-to-work conflict (FtoWC) on psychological distress and job satisfaction in a non-probabilistic sample of 860 different-sex dual-earner parents with adolescent children from Temuco and Rancagua, Chile. Mothers and fathers answered an online questionnaire measuring FtoWC, the Depression, Anxiety, and Stress Scale, and the Overall Job Satisfaction Scale. The data were analyzed using the actor-partner interdependence model with structural equation modeling. Results showed that a higher FtoWC is linked to greater psychological distress and lower job satisfaction in both parents. In contrast, psychological distress is directly linked to lower job satisfaction in fathers. In both fathers and mothers, they and their partners’ FtoWC were indirectly linked to lower job satisfaction via the fathers’ psychological distress. These findings indicate the need for gender-sensitive social and labor policies aimed at reducing the conflict between family and work to increase job satisfaction in both parents and reduce psychological distress, particularly in fathers.

Glucose is an essential source of energy for the brain. Recently, the development of genetically encoded fluorescent biosensors has allowed real time visualization of glucose dynamics from individual neurons and astrocytes. A major difficulty for this approach, even for ratiometric sensors, is the lack of a practical method to convert such measurements into actual concentrations in ex vivo brain tissue or in vivo. Fluorescence lifetime imaging provides a strategy to overcome this. In a previous study, we reported the lifetime glucose sensor iGlucoSnFR-TS (then called SweetieTS) for monitoring changes in neuronal glucose levels in response to stimulation. This genetically encoded sensor was generated by combining the Thermus thermophilus glucose-binding protein with a circularly permuted variant of the monomeric fluorescent protein T-Sapphire. Here, we provide more details on iGlucoSnFR-TS design and characterization, as well as pH and temperature sensitivities. For accurate estimation of glucose concentrations, the sensor must be calibrated at the same temperature as the experiments. We find that when the extracellular glucose concentration is in the range 2-10 mM, the intracellular glucose concentration in hippocampal neurons from acute brain slices is ~20% of the nominal external glucose concentration (~0.4-2 mM). We also measured the cytosolic neuronal glucose concentration in vivo, finding a range of ~0.7-2.5 mM in cortical neurons from awake mice.

The use of data in schools may contribute to reducing educational and social inequalities. This article seeks to examine the use of data in school intervention programs implemented within vulnerable schools in Chile and the transfer and use of this data by schools. Utilizing an exploratory descriptive multiple case study design. Results indicate that the data utilized by the programs could be used to have a greater understanding of childrens' and families' life contexts nevertheless this knowledge and expertise are not transferred to the schools.

IntroductionResearch has evaluated the impact of COVID-19 pandemic and lockdowns on individuals' life satisfaction, but wellbeing interrelations between family members in this context have been less explored. This study examined the spillover and crossover effects of one parent's job satisfaction (JS), satisfaction with family life (SWFaL) and satisfaction with food-related life (SWFoL) on their own, their partner's, and their adolescent children's life satisfaction (LS), and the influence of adolescents' SWFaL and SWFoL on their own and their parents' LS, in dual-earner families with adolescents. The moderating role of job-related variables of both parents were also explored.MethodsQuestionnaires were administered to 860 dual-earner parents with adolescents in two cities in Chile during 2020. Mothers and fathers answered the Overall Job Satisfaction Scale and the three family members answered the Satisfaction with Life Scale, the Satisfaction with Family Life Scale and the Satisfaction with Food-related Life Scale.ResultsUsing the Actor-Partner Interdependence Model and structural equation modeling, we found that fathers' LS was positively associated with their own JS, SWFaL and SWFoL (spillover), and negatively with adolescents' SWFoL (crossover). Likewise, mothers' LS was positively associated with their own JS, SWFaL and SWFoL (spillover), with fathers' and adolescents' SWFaL, and negatively with adolescents' SWFoL. Adolescents' LS was positively associated with their own SWFaL and SWFoL (spillover), and with their fathers' JS, and negatively with their fathers' SWFoL. JS showed gendered patterns in spillover and crossover associations. Parents' type of employment, mothers' working hours and city of residence moderated some spillover and crossover associations for father-mother and parent-adolescent dyads.DiscussionThese findings suggest that, for dual-earner parents with adolescents, improving individuals' LS requires interventions that should be carried out not individually, but at a family level.

School engagement is considered a key variable in promoting educational trajectories. Previous research shows that maintaining high levels of school engagement is fundamental, given its association with multiple academic results and lower-risk behaviors. This article aims to show how school engagement profiles (based on the behavioral, affective, and cognitive subdimensions) relate to academic achievement (math and language), contextual factors (family, teachers, and peer support), and gender. This study involved 527 students enrolled in the 1st year of secondary education in public schools in Chile. All students came from vulnerable schools. Our study used cluster analysis to identify students’ profiles. We identified the existence of three different profiles of school engagement (high, medium, and low) considering the three subdimensions of school engagement (behavioral, affective and cognitive). Secondly, ANOVA analysis showed differences in language and math academic achievement scores between the profiles, where higher engagement students showed higher academic performance in language and math. These findings are consistent with previous studies showing that contextual factors strongly influence school engagement and better behavioral engagement in female than male students. It will discuss the pertinence of person-centered approaches focusing on combinations of variables within students rather than taking each variable as the focal point when analyzing goals. These techniques are a favorable methodological alternative to investigate why some students have better results than others instead of just ranking students by their performance. It will conclude with some future lines of research and practical implications.

In recent decades there have been significant changes in the conceptualization of reading as well as in the perception of how this activity should be assessed. Interest in the analysis of reading processes has led to the emergence of new explanatory models based primarily on the contributions of cognitive psychology. In parallel, there have been notable advances in measurement procedures, especially in models based on Item Response Theory (IRT), as well as in the capacity and performance of specific software programs that allow data to be managed and analyzed. These changes have contributed significantly to the rise of testing procedures such as computerized adaptive tests (CATs), whose fundamental characteristic is that the sequence of items presented in the tests is adapted to the level of competence that the subject manifests. Likewise, the incorporation of elements of dynamic assessment (DA) as the prompts are gradually offered allows for obtaining information about the type and degree of support required to optimize the subjects performance. In this sense, the confluence of contributions from DA and CATs offers a new possibility for approaching the assessment of learning processes. In this article, we present a longitudinal research developed in two phases, through which a computerized dynamic adaptive assessment battery of reading processes (EDPL-BAI) was configured. The research frame involved 1,831 students (46% girls) from 13 public schools in three regions of Chile. The purpose of this study was to analyze the differential contribution on reading competence of dynamic scores obtained in a subsample composed of 324 (47% girls) students from third to sixth grade after the implementation of a set of adaptive dynamic tests of morpho-syntactic processes. The results achieved in the structural equation modeling indicate a good global fit. Individual relationships show a significant contribution of calibrated score that reflects estimated knowledge level on reading competence, as well as dynamic scores based on the assigned value of graduated prompts required by the students. These results showed significant predictive values on reading competence and incremental validity in relation to predictions made by static criterion tests.

Cellular ATP that is consumed to perform energetically expensive tasks must be replenished by new ATP through the activation of metabolism. Neuronal stimulation, an energetically demanding process, transiently activates aerobic glycolysis, but the precise mechanism underlying this glycolysis activation has not been determined. We previously showed that neuronal glycolysis is correlated with Ca2+ influx, but is not activated by feedforward Ca2+ signaling (Díaz-García et al., 2021a). Since ATP-powered Na+ and Ca2+ pumping activities are increased following stimulation to restore ion gradients and are estimated to consume most neuronal ATP, we aimed to determine if they are coupled to neuronal glycolysis activation. By using two-photon imaging of fluorescent biosensors and dyes in dentate granule cell somas of acute mouse hippocampal slices, we observed that production of cytoplasmic NADH, a byproduct of glycolysis, is strongly coupled to changes in intracellular Na+, while intracellular Ca2+ could only increase NADH production if both forward Na+/Ca2+ exchange and Na+/K+ pump activity were intact. Additionally, antidromic stimulation-induced intracellular [Na+] increases were reduced >50% by blocking Ca2+ entry. These results indicate that neuronal glycolysis activation is predominantly a response to an increase in activity of the Na+/K+ pump, which is strongly potentiated by Na+ influx through the Na+/Ca2+ exchanger during extrusion of Ca2+ following stimulation.

Este estudio de casos analiza la coherencia entre discursos y prácticas pedagógicas de los docentes para atender a la diversidad de sus estudiantes en el área de Comunicación. Comprende la visita a 6 Instituciones Educativas de Tacna y Ayacucho, Perú, en las que se realizaron 14 observaciones de aula y 12 entrevistas a docentes de escuelas públicas, rurales y multigrado. Como resultado, se encontraría una coherencia parcial entre el discurso y la práctica para la atención a la diversidad por grado o ciclo, mas no, por género, edad, cultura, y niveles de avance. Categorías de análisis: a) Discurso de los docentes sobre i) Diversidad de sus estudiantes; ii) Didáctica multigrado en razón de la diversidad de sus estudiantes y c) Prácticas pedagógicas en el aula multigrado frente a la diversidad.

This paper presents the implementation and usability of a technology-based web system and the available evidence on educational engagement’s predictive capacity to influence students’ educational trajectories in Chilean schools. The web-based system was developed through collaborative work between universities, the information technology team, school communities, and stakeholders (government institutions). It is an online system composed of six steps whose axis is centered on a decision-making space between teachers-students-parents (School Engagement Board) tasked with applying online and scientifically validated school engagement and contextual factors measurement instruments, checking specific report results for each actor involved in the system (teacher, School Engagement Board coordinator, school) as well as reviewing promotion strategies relevant to the school context and managing the implementation of strategies supported by the management datasheets that the model offers to schools. The objective of this paper is to present the usability of the system through a case study of the implementation in Chilean public schools. In order to discuss about what elements should be incorporated to adjust and improve the usability of the system and to guarantee its effective implementation, the paper describes those aspects that have favored and/or hindered the use of this educational technological platform in the Chilean case. The results show that there have been more difficulties related to management aspects than IT aspects, which indicates that these conditions are critical for implementation, even when system for evaluation, monitoring and strategies for the promotion of student engagement and contextual factors (SIESE) is designed for stand-alone use. Although there are aspects to be improved, such as extending its use to other browsers, improving the intervention guidelines and other systems functionalities, this web-based system has been considered by the educational communities as a simple, useful, and intuitive platform. The paper concludes on the importance of having this type of platform in Chile and other Latin American countries, for its contribution to school management -being helpful for day-to-day educational practice- due to the different technical facilitators.

Introduction: Studies updating the evidence in advanced maternal age as an independent factor of obstetric risk are needed. The aim of this study was to determine the prevalence of ≥ 35-years-old pregnant women who give birth in a Spanish hospital in Northwestern Spain, and to describe the incidence of maternal and perinatal morbidity and mortality. Material and Methods: Retrospective follow-up observational study including women ≥ 20 years-old who gave birth over one year (n = 1378). Data were collected from medical records, including socio-demographic characteristics, comorbidities, gestational conditions, variables related with the delivery and perinatal outcomes. Multivariable logistic regression analysis was performed to determine the association of advanced maternal age with obstetric and perinatal outcomes. Results: Forty-two percent of pregnant women were ≥ 35 years old. In the multivariable analysis, advanced maternal age was associated with the likelihood of gestational diabetes (OR = 1.84; 95% CI = 1.10 - 3.07), hypothyroidism (OR = 2.11; 95% CI = 1.17 - 3.80), lower probability of an eutocic delivery (OR = 0.74; 95% CI = 0.56 - 0.98), and a hospital admission > four days (OR = 2.91; 95% CI = 1.95 - 4.35). An association with the rate of C-sections was not found (OR = 1.24; 95% CI = 0.89 - 1.72). Conclusion: A high prevalence of pregnant women of advanced maternal age was confirmed. There was a higher rate of comorbidities and longer hospital admissions in older women but not a higher rate of higher C-sections and other complications.

This technical report describes a web-based platform for assessing school engagement in its three dimensions (emotional, behavioural and cognitive) and the contextual variables which influence engagement (family, teachers and peers). Students answer two questionnaires through the platform. Results are shown online through individual reports on students for teachers and psychosocial support teams, as well as the pupils themselves and their parents or guardians; it also provides aggregate reports by grade and school for teachers, psychosocial teams and school managers to assist in making contextualized and informed decisions. The technological platform for assessing school engagement was developed in Chile. It is based on specially designed and psychometrically validated instruments for measuring school engagement and contextual factors, and on a tool for predictive modelling of student behaviour and contextual factors. The platform is currently being adjusted and tested for use in other Ibero-American countries (Peru, Uruguay, Colombia and Spain)

Tricuspid regurgitation (TR) is associated with an increased mortality. Previous studies have analyzed predictors of TR progression and the clinical impact of baseline TR. However, there is a lack of evidence regarding the natural history of TR: the pattern of change and clinical impact of progression. The authors sought to evaluate predictors of TR progression and assess the prognostic impact of TR progression. A total of 1,843 patients with at least moderate TR were prospectively followed up with consecutive echocardiographic studies and/or clinical evaluation. All patients with less than a 2-year follow-up were excluded. Clinical and echocardiographic features, hospitalizations for heart failure, and cardiovascular death and interventions were recorded to assess their impact in TR progression. At a median 2.3-year follow-up, 19% of patients experienced progression. Patients with baseline moderate TR presented a rate progression of 4.9%, 10.1%, and 24.8% 1 year, 2 years, and 3 years, respectively. Older age (HR: 1.03), lower body mass index (HR: 0.95), chronic kidney disease (HR: 1.55), worse NYHA functional class (HR: 1.52), and right ventricle dilation (HR: 1.33) were independently associated with TR progression. TR progression was associated with an increase in chamber dilation as well as a decrease in ventriculoarterial coupling and in left ventricle ejection fraction (P < 0.001). TR progression was associated with an increased cardiovascular mortality and hospitalizations for heart failure (P < 0.001). Marked individual variability in TR progression hindered accurate follow-up. In addition, TR progression was a determinant for survival regardless of initial TR severity. [Display omitted] [ABSTRACT FROM AUTHOR]

Reciprocal family influences in the food domain have been little explored, particularly during the COVID-19 pandemic. To fill in this gap, this study explored actor and partner effects between parents’ food modeling and parents’ and their adolescent children’s diet quality and satisfaction with food-related life (SWFoL); and the mediating role of diet quality between modeling and SWFoL. This study used a cross-sectional design. A sample of 430 different-sex dual-earner parents and one adolescent child were recruited in Rancagua, Chile, between March and June 2020. Parents answered the modeling dimension of the Comprehensive Feeding Practices Questionnaire. Parents and adolescents answered the Adapted Healthy Eating Index (AHEI) and the SWFoL Scale. Analyses were conducted using the Actor-Partner Interdependence Model and structural equation modeling. Results showed that one parent’s modeling enhanced diet quality for themselves, their partner, and the adolescents. Parents’ modeling was associated with their own SWFoL, directly and via their own diet quality. There were positive associations between mothers’ modeling and adolescents’ SWFoL; between mothers’ diet quality and fathers’ SWFoL; and between mothers’ modeling and fathers’ SWFoL via the fathers’ diet quality. Parents’ modeling can improve the three family members’ diet quality, while mothers’ modeling and diet quality showed to improve fathers’ and adolescents’ SWFoL.

School engagement has been demonstrated to be a relevant aspect in promoting students' successful trajectories, a commitment that in its turn is influenced by contextual factors (family, teachers, and peers). Having instruments to measure these constructs allows decisions to be made to improve student retention, especially relevant in the context of uncertainty caused by covid-19. The aim of the study was to adapt and analyze the psychometric properties of questionnaires used to measure school engagement and contextual factors in the context of the pandemic with elementary school students in Chile. After adaptation of the instruments, through expert evaluation and focus groups with students, they were administered to 579 students in seventh and eighth grade (mean age = 12.79, 52% were boys), and to 334 students in fifth and sixth grade (mean age = 11.35, 38% were boys) in Chile. Confirmatory factor analyses showed that the two versions of the school engagement measurement instrument had an adequate fit with the original model of three correlated factors, cognitive, affective, and behavioral commitment. Similarly, these two versions of the instrument measuring the contextual factors had a good fit with the original model of three correlated factors, family, teachers, and peers. In addition, both versions of both questionnaires presented appropriate levels of internal consistency.

Gender differences in mathematical performance are not conclusive according to the scientific literature, although such differences are supported by international studies such as the Trends in International Mathematics and Science Study (TIMSS). According to TIMSS 2019, fourth-grade male students outperformed female students in Spanish-speaking countries, among others. This work approaches the study on gender difference by examining the basic calculation skills needed to handle more complex problems. Two international samples of second and third graders from Chile and Spain were selected for this exploratory study. Tests on basic mathematical knowledge (symbolic and non-symbolic magnitude comparisons, fluency, and calculation) were administered. The tests did not show significant difference or size effect between genders for mean performance, variance in the distribution of performance, or percentiles. As noted in the existing literature on this topic and reiterated by these findings, great care should be exercised when reporting on possible gender differences in mathematical performance, as these can contribute to low self-concept among female students.

When neurons engage in intense periods of activity, the consequent increase in energy demand can be met by the coordinated activation of glycolysis, the tricarboxylic acid (TCA) cycle, and oxidative phosphorylation. However, the trigger for glycolytic activation is unknown and the role for Ca2+ in the mitochondrial responses has been debated. Using genetically encoded fluorescent biosensors and NAD(P)H autofluorescence imaging in acute hippocampal slices, here we find that Ca2+ uptake into the mitochondria is responsible for the buildup of mitochondrial NADH, probably through Ca2+ activation of dehydrogenases in the TCA cycle. In the cytosol, we do not observe a role for the Ca2+/calmodulin signaling pathway, or AMPK, in mediating the rise in glycolytic NADH in response to acute stimulation. Aerobic glycolysis in neurons is triggered mainly by the energy demand resulting from either Na+ or Ca2+ extrusion, and in mouse dentate granule cells, Ca2+ creates the majority of this demand.

There are several programs that aim to strengthen the bond between families and schools that have shown a positive impact on this relationship as well as its effectiveness in improving academic and socioemotional child indicators. Most of the studies in this area come from Anglo-Saxon countries while in Latin America research is still scarce. Thus, this study aims to assess the influence of implementing an Ecological, Participatory, Integral and Contextualized Family-School Collaboration Model (EPIC) on family involvement, social-emotional development, and cognitive test outcomes in children in elementary school. Three possible hypotheses have been considered: (1) The EPIC Family-School Collaboration Model will have a positive and significant influence on the level of family involvement; (2) The EPIC Family-School Collaboration Model will have a positive and significant influence on the results of some cognitive tests; and; (3) The EPIC Family-School Collaboration Model will have a positive and significant influence on child social-emotional development. The study included 171 students who attended second and third elementary grades in schools in Chile during 2017 and fourth and fifth grades during 2019. The children were between 7 and 12 years old (M = 8.17, SD = 0.98), during 2017 and between 9 and 14 years old (M = 9.88, SD = 0.99), during 2019. The results show that the EPIC Family-School Collaboration Model has a positive and significant influence on the level of home-based involvement, memory and attention and intrapersonal skills in the first cycle of elementary education.

Está comprobado que la participación colaborativa de las familias en el contexto escolar permite soluciones más eficientes y duraderas a problemas sociales como la deserción escolar o las vulneraciones de derechos; hecho que favorece el desarrollo integral de los niños, niñas y adolescentes. El objetivo del artículo es contrastar la regulación del derecho de las familias a participar en el contexto escolar consagrada en las constituciones chilena y española, a través del método de la dogmática jurídica, por medio de la cual se realizó un análisis comparado entre el inciso final del Artículo 19 Nº 10 de la Constitución chilena y los Artículos 27.5 y 27.7 de la Constitución española. Como principal resultado se halló que el deber contributivo de la comunidad al desarrollo de la educación conlleva implícitamente el derecho de participación de las familias en el contexto escolar. También se encontró que la Constitución chilena, a diferencia de la española, no contempla normas que garanticen explícitamente este derecho; de modo que el derecho/deber de educar a los hijos e hijas queda trunco al no asegurar su participación más allá de escoger el tipo de establecimiento educacional.

Trichosanthes dioica Roxb. is a climber of the Cucurbitaceae family mainly found in tropical Asia. The fruit is widely consumed as a vegetable and different parts of this plant are used in the traditional medicine to treat various types of human ailments. In this review, we critically analyzed and presented the scientific studies on T. dioica available in three electronic databases viz. PubMed, Web of Science and Google Scholar. Our aim was to find the scientific basis of the traditional use to understand the plant’s potential in therapy. Studies have found promising antihyperglycemic, antihyperlipidemic, antitumor, cytotoxic, arsenic poisoning ameliorative, anti-inflammatory, antidiarrheal, and varieties of pharmacological activities of T. dioica. Different types of bioactive compounds have been identified and isolated from T. dioica including peptides namely trichosanthin and lectin; a number of triterpenes like cucurbitacin B, euphol, α-amyrin, β-amyrin, lupeol, taraxerol, betulin, and karounidiol; sterols, steroidal saponin, tannin, flavonoids etc. T. dioica contains a number of well-known bioactive phytochemicals and the plant has shown an array of pharmacological activities in vivo. This review will expand our understanding of the therapeutic potential of T. dioica and their phytochemical basis which may help in further research on this species. Keywords: Trichosanthes dioica, Pointed gourd, Cucurbitaceae, Ethnomedicine, Ethnopharmacology

En Argentina, la distribución de la enfermedad del Virus de la Lengua Azul se encuentra restringida al noreste del país. En la región Neotropical el principal vector sería Culicoides insignis Lutz. El objetivo de este trabajo fue determinar la fluctuación poblacional de C. insignis en la ciudad de Posadas y también la influencia de las variables climáticas como determinantes en la abundancia de esta especie. Los ejemplares fueron capturados mediante trampas de luz en el período comprendido entre enero y diciembre de 2013. La relación entre el número de C. insignis capturados y las variables ambientales fue analizada por regresión lineal multivariada. Se recolectaron 2.952 ejemplares de C. insignis representando el 93,4% del total de Culicoides capturados. Los análisis de regresión lineal multivariada muestran que la humedad relativa media mensual fue la variable que mejor explicó la dinámica de C. insignis en la zona de estudio. La transmisión de patógenos está probablemente influenciada por la abundancia del vector en el área. Los picos poblacionales observados indican los períodos donde debe haber mayor control para evitar la transmisión de la enfermedad. Este es el primer reporte sobre fluctuación poblacional de C. insignis en el noreste del país.

The population increase, urbanization and intensification of agriculture and demands for water supply in the coastal plain of Collo led to excessive pumping of the unconfined aquifer with limited dimensions. This study aimed to characterize the effect of the overexploitation of the groundwater from the only unconfined aquifer in the region, what resulted in the inversion of the groundwater flow and the rise the possible seawater pollution that is shown in the water table map. The causes and effects of the saltwater intrusion were discussed. The interpretation of the electrical conductivity measurements, chloride and sodium maps have shown clearly the areas where values were the highest with tighter curves towards the sea, the wadis Guebli and Cherka. These values distribution indicated a marine source of salinity in wells and boreholes close to the sea and wadis.

En este artículo comparamos percepciones de niños y niñas de Chile con sus madres, respecto a tensiones y estrategias de articulación trabajo y familia. Realizamos un análisis situado en la trama de relaciones entre sujetos, y abordamos hallazgos emergentes de la interpretación de entrevistas a niños y niñas y adultas, estableciendo una comparación entre perspectivas en torno a tensiones, cuidado, tiempo y bienestar. Los resultados muestran que existe una percepción generalizada, y que el trabajo tensiona más a las madres que a los padres, debido a una carga de trabajo global mayor. Las madres reconocen que el principal equilibrio a alcanzar es cumplir adecuadamente ambas funciones. Los niños y las niñas tienen posiciones menos conservadoras que las que reflejan los estereotipos adultos.

Se brinda un nuevo registro en Argentina de una especie del género Culicoides Latreille, C. pifanoi Ortiz, y también se incluyen los siguientes nuevos registros en la provincia de Misiones de C. chacoensis Spinelli & Wirth, C. plaumanni Spinelli y C. willinki Spinelli & Veggiani Aybar. El número de especies registradas formalmente y reconocidas para Argentina asciende actualmente a 44.

Parental involvement in school has been demonstrated to be a key factor for children’s academic outcomes. However, there is a lack of research in Chile, as well as in Latin American countries in general, leaving a gap in the literature about the generalization of findings outside developed and industrialized countries, where most of the research has been done. The present study aims to analyse the associations between parental involvement in school and children’s academic achievement. Cluster analysis results from a sample of 498 parents or guardians whose children attended second and third grades in 16 public elementary schools in Chile suggested the existence of three different profiles of parental involvement (high, medium, and low) considering different forms of parental involvement (at home, at school and through the invitations made by the children, the teachers, and the school). Results show that there are differences in children’s academic achievement between the parental involvement profiles, indicating children whose parents have a low involvement have lower academic achievement. Findings are in line with international research evidence, suggesting the need to focus on this variable too in Latin American contexts.

There is an extensive body of evidence to support both family involvement and students’ socioemotional development as key factors in the promotion of learning outcomes. However, there is insufficient evidence to establish exactly what this impact is when both factors are considered simultaneously. Therefore, the aim of this study is to analyze the influence of family involvement and socioemotional development on learning outcomes of Chilean students, identifying the structure that most correctly identifies the influence of the predictor variables (family involvement and socioemotional development) on learning outcomes. We present the following three hypotheses that consider possible basic interrelation structures: (1) The influence of family involvement on learning outcomes is mediated by students’ socioemotional development (mediation hypothesis); (2) The influence of family involvement on learning outcomes is moderated by students’ socioemotional development (moderation hypothesis); (3) Family involvement and students’ socio emotional development directly affect learning outcomes (covariance hypothesis). The structures were evaluated by means of a structural equation model analysis. The study included 768 students who attended second and third elementary grades in Chilean schools. The children were between 7 and 11 years old (M = 8.29, SD = 0.86); 41.3% were girls and 58.7% were boys. The results show that family involvement and students’ emotional development directly affect learning outcomes (CFI = 0.995, TLI = 0.993, RMSEA = 0.016). From the results, we can conclude that the data support the hypothesis that both family involvement and socioemotional development are predictors of learning outcomes, thereby rejecting that the impact of family involvement on learning outcomes is mediated or moderated by socioemotional development.