Resumen (Introducción): Se presenta una parte de los hallazgos de la investigación Sentido de Respeto a la Vida: Entre el Otro-Silencioso y la Escuela, desarrollada en el marco de la Maestría en Educación de la Universidad del Cauca, Colombia. Se comprende el modo en que el ser humano se ha situado como “ser superior” en su relación con los animales, denominados por San Martín (2016) los Otros Silenciosos. El objetivo fue comprender el sentido de respeto a la vida por el Otro-Silencioso que otorgan los estudiantes y maestros del área de ciencias naturales de octavo grado de la Institución Educativa Gabriela Mistral de la ciudad de Popayán. Se siguió el método fenomenológico Análisis Reflexivo de Lester Embree (2003); el diseño permitió alcanzar las 3 reducciones fenomenológicas: natural, eidética y trascendental. Se encontró que existe una perspectiva antropocéntrica del Otro-Silencioso asumido como un ser con sentimientos humanos y sobre el cual se proyecta la mismidad de lo humano.

Abstract Part of the findings of the research: Sense of Respect for Life: Between the Silent-Other and the School developed within the framework of the Master’s Degree in Education at the University of Cauca, Colombia, is presented. We understand the way in which the human being has situated himself as a “superior being” in his relation with animals, called by San Martín (2016) the Silent Others. The objective was to understand the sense of respect for life by the Silent-Other, that students and teachers in the area of Natural Sciences in the eighth grade, of the Gabriela Mistral School in the city of Popayán give. The phenomenological method was followed from the proposal of Reflective Analysis by Lester Embree (2003), the design allowed to reach the 3 phenomenological reductions: natural, eidetic and transcendental. It was found that there exists an anthropocentric perspective of the Silent-Others that assumes them as a being with human feelings and on which a selfhood of the human is projected.

Abstract: The general purpose of this paper is to offer an integrative framework of the emotional architecture of education and its implications for the design of pertinent educational interventions in the processes of human development. Specifically, the emotional components and mechanisms involved in educational processes that have proven to be effective are examined. To this end, an analytical approach based on a documentary review of scientific and humanistic studies has been applied. The questions that have guided this study have been: What do we mean when we talk about emotion in Educational Sciences? What components and mechanisms define the emotional architecture of educational processes? It is concluded that the emotional architecture of education has a multidimensional character as it concerns organic, psychic, and socio-cultural realities. Furthermore, the essential components for educating and learning have their most important instruments in emotions: these include desire and enthusiasm. The most relevant emotional mechanisms are involvement-of teacher and learner-resonance as well as emotional proximity. The pedagogical implications are support for affective education that integrates the learning of well-being and suffering, and the use of experiential, participatory, and artistic methodologies-especially, performing arts-and support structures for education professionals and students.

Resumen: El propósito general de este estudio es ofrecer un marco de análisis integrador sobre la arquitectura emocional de la educación y sus implicaciones para el diseño de acciones educativas pertinentes en los procesos de formación humana. De modo específico, se analizan los componentes y mecanismos emocionales implicados en los procesos educativos que han probado su efectividad. A tal fin, se ha aplicado un enfoque analítico basado en una revisión documental a partir de estudios científicos y humanísticos. Las preguntas que han guiado este estudio han sido: ¿a qué nos referimos cuando hablamos de emoción en las ciencias de la educación?, ¿qué componentes y mecanismos definen la arquitectura emocional de los procesos educativos? Se infiere que la arquitectura emocional de la educación posee un carácter pluridimensional, pues concierne a realidades orgánicas, psíquicas y socioculturales; asimismo, que los componentes esenciales para educar y aprender tienen en las emociones sus instrumentos más destacados, entre ellos, deseo y entusiasmo. Como mecanismos emocionales más relevantes se encuentran la implicación -del enseñante y el aprendiz- la resonancia y la proximidad emocional. Las implicaciones pedagógicas son apostar por una educación afectiva que integre el aprendizaje del bienestar y del dolor, y la apuesta de metodologías experienciales, participativas y artísticas -especialmente dramáticas o escénicas- y dispositivos de acompañamiento para los profesionales de la educación y los estudiantes.

Resumen El artículo propone abordar lo vincular como dimensión constitutiva de las situaciones de enseñanza y de formación. Los vínculos humanos inervan relaciones de distinta índole: comunicacionales, emocionales, así como relativas al ejercicio del poder y la dominación. Pondremos en discusión tres modelos teóricos desde los cuales será posible interpretar y comprender lo vincular en torno a la enseñanza y a la formación: el vínculo comunicacional; el vínculo de poder; el vínculo emocional. En todos los casos, será posible advertir el sentido paradojal que adopta lo vincular en las relaciones dentro del aula. Paradoja que, lejos de entenderse como un obstáculo o una dificultad que se nos presenta frente a la comprensión de la realidad, se propondrá como una clave de lectura para acceder a la complejidad propia de lo humano.

Abstract The article proposes to address linking as a constitutive dimension of teaching and training situations. Human bonds innervate relationships of different kinds: communicational, emotional, as well as related to the exercise of power and domination. We will discuss three theoretical models from which it will be possible to interpret and understand the connection around teaching and training: the communication link; the power bond; the emotional bond. In all cases, it will be possible to notice the paradoxical meaning that linking takes on in relationships within the classroom. Paradox that, far from being understood as an obstacle or difficulty that presents itself to us in understanding reality, will be proposed as a reading key to access the complexity of humanity.

ABSTRACT Due to the diversification of dairy products developed in the state of Falcón, the introduction of a fermented dairy product derived from yogurt combined with Aloe vera gel, a traditional crop of the region, is novel due to its nutritional properties and health benefits. The objective of this research was to evaluate the quality of a dairy drink with fermented aloe according to current regulations. Important authors such as Tamime and Robinson 1, Morillo and Toyo 2, Méndez and Romero 3 were taken as references. Product elaboration runs were carried out on a laboratory scale, in order to establish the adequate proportions of the fruity Aloe gel by mixing fruit pulp, sugar and Aloe gel, the most accepted being the 1:1:1 ratio. The physicochemical and microbiological characterization of the raw material and the finished product was carried out using the COVENIN standards and organoleptic tests to untrained judges to ensure the acceptance of the product, from which a fermented milk drink was obtained with the addition of 50 % gel of Fruity Aloe with a pH of 4,51; a titratable acidity of 0,837 % lactic acid; 3,64 % fat and 12,92 % non-fat solids. Regarding the microbiological quality, few yeasts and the absence of coliform bacteria were found, which complies with the physicochemical and microbiological requirements demanded by the regulations, allowing the obtaining of a quality product suitable for human consumption based on natural raw materials.

RESUMEN Debido a la diversificación de los productos de origen lácteo desarrollados en el estado Falcón, la introducción de un producto lácteo fermentado derivado del yogurt combinado con gel de Aloe vera, cultivo tradicional de la región, es novedoso por sus propiedades alimenticias y beneficios a la salud. Esta investigación tuvo como objetivo evaluar la calidad de una bebida láctea fermentada con gel de Aloe frutado según la normativa vigente. Se tomaron como referencias importantes autores como Tamime y Robinson, (1) Morillo y Toyo, (2) Méndez y Romero. (3) Se realizaron corridas de elaboración del producto a escala de laboratorio, a fin de establecer las proporciones adecuadas del gel de Aloe frutado mezclando pulpa de fruta, azúcar y gel de Aloe, siendo la más aceptada la proporción 1:1:1. Se realizó la caracterización fisicoquímica y microbiológica de la materia prima y del producto terminado mediante las normas COVENIN y pruebas organolépticas a 10 jueces no entrenados para asegurar la aceptación del producto, de donde se obtuvo una bebida láctea fermentada con la adición de 50 % de gel de Aloe frutado con un pH de 4,51; una acidez titulable de 0,837 % de ácido láctico; 3,64 % de grasa y 12,92 % de sólidos no grasos. Respecto a la calidad microbiológica se encontraron levaduras escasas y ausencia de bacterias coliformes, con lo cual se cumple con los requisitos fisicoquímicos y microbiológicos exigidos por la normativa, permitiendo la obtención de un producto de calidad apto para el consumo humano a base de materias primas naturales.

ABSTRACT Games as recreational activities constitute an important element in the development of the pedagogical process of Physical Education; tt contributes to collective work, formation of values such as: courage, perseverance, discipline, honesty, camaraderie, organization, respect for the rules, among others, which makes it contain great biological psychological and pedagogical value evidenced in its activities and in the benefits it brings to human beings. However, despite this approach being a strength in the Cuban educational system, the pre-sports game is not promoted from a scientific and academic point of view to achieve these aforementioned components. That is why the objective was projected to characterize the pre-sports games implemented by the teachers of the Physical Education department in the first two years of professional training at the Universidad de Oriente, Cuba. As empirical methods, an interview with teachers and an observation guide dedicated to the teaching-learning process in Physical Education are applied. An attempt is made to know the potential and weaknesses that pre-sports games have to improve the physical and sports skills of these students, in addition to the values in which comprehensive training can be contributed from these practices. The insertion of this type of games has had a very positive level of opinion from students and teachers.

RESUMEN Los juegos como actividades lúdicas constituyen un elemento importante en el desarrollo del proceso pedagógico de la Educación Física; se contribuye al trabajo en colectivo, formación de valores como: la valentía, la perseverancia, la disciplina, la honestidad, el compañerismo, la organización, el respeto a las reglas, entre otros, lo cual hace que contenga un gran valor biológico, psicológico, pedagógico, evidenciados en sus actividades y en los beneficios que reporta al ser humano. No obstante, a pesar de ser este planteamiento una fortaleza en el sistema educativo de Cuba, no se potencia desde el punto de vista científico y académico el juego pre deportivo para lograr estos componentes antes mencionados. Es por ello que se proyectó como objetivo caracterizar los juegos pre deportivos que implementan los profesores del departamento de Educación Física en los dos primeros años de la formación de profesionales en la Universidad de Oriente, Cuba. Como métodos empíricos se aplica una entrevista a los profesores y una guía de observación dedicada al proceso de enseñanza aprendizaje en la Educación Física. Se intenta conocer las potencialidades y debilidades que poseen los juegos pre deportivos para mejorar las habilidades físicas y deportivas de estos estudiantes, además de los valores en los que se pueden tributar a la formación integral desde estas prácticas. La inserción de este tipo de juegos ha contado con un nivel de opinión muy positivo por parte de los educandos y los profesores.

RESUMO Os jogos como atividades lúdicas constituem um elemento importante no desenvolvimento do processo pedagógico da Educação Física; Contribui para o trabalho coletivo, formação de valores como: coragem, perseverança, disciplina, honestidade, camaradagem, organização, respeito às regras, entre outros, o que faz com que contenha grande valor biológico e psicológico. atividades e nos benefícios que traz ao ser humano. No entanto, apesar desta abordagem ser um ponto forte no sistema educativo cubano, o jogo pré-desportivo não é promovido do ponto de vista científico e académico para alcançar estes componentes acima mencionados. Por isso foi projetado o objetivo de caracterizar os jogos pré-desportivos implementados pelos professores do departamento de Educação Física nos primeiros dois anos de formação profissional da Universidade de Oriente, Cuba. Como métodos empíricos, são aplicados uma entrevista com professores e um roteiro de observação dedicado ao processo de ensino-aprendizagem em Educação Física. Procura-se conhecer as potencialidades e fragilidades que os jogos pré-desportivos apresentam para melhorar as competências físicas e desportivas destes alunos, bem como os valores em que pode contribuir uma formação integral a partir destas práticas. A inserção deste tipo de jogos tem tido uma opinião muito positiva por parte de alunos e professores.

RESUMEN En este artículo, se lleva a cabo un análisis de los factores que obstaculizan la efectiva y eficiente administración de los recursos del Estado, y se realiza una propuesta de un nuevo paradigma para la gestión pública. Múltiples obstáculos impiden alcanzar el bienestar de la ciudadanía con atención a su diversidad; eliminarlos; y redefinir la gestión pública con un cambio de prioridades de las políticas públicas que permitirá alcanzar crecimiento con inclusión. El vector de inclusión requiere inversiones importantes en capital humano -educación, salud y tecnología- para elevar el bienestar y la calidad de vida, y en infraestructura física, para alcanzar mayor productividad y absorción del progreso tecnológico. Las prioridades son: empleo registrado (formal) y productivo, reforma del sector salud, educación e inversiones con criterio de integración social. Estas prioridades son comprendidas por siete lecciones de la política macroeconómica que pueden adaptarse a la nueva gestión pública.

ABSTRACT This article conducts an analysis of the factors hindering the effective and efficient administration of state resources and proposes a new paradigm for public management. Multiple obstacles prevent achieving the well-being of the diverse citizenry, necessitating their elimination and a redefinition of public management with a shift in policy priorities to promote inclusive growth. The inclusion vector requires significant investments in human capital, including education, health, and technology, to enhance well-being and quality of life, as well as in physical infrastructure to boost productivity and absorb technological progress. Priorities include formal and productive employment, healthcare sector reform, education, and socially integrated investments. Seven lessons from macroeconomic policy are outlined as applicable to the new public management.

SIGNIFICANCE: Social media data are essential for studying human behaviour and understanding potential systemic risks. Social media platforms have, however, begun to remove access to these data. In response, other countries and regions have implemented legislation that compels platforms to provide researchers with data access. In South Africa, we have lagged behind the Global North when it comes to using platform data in our research and, given the recent access restrictions, we risk being left behind. In this Commentary, I call attention to this critical issue and initiate a conversation about access to social media data in South Africa.

Classic depictions of human evolutionary ecology cast Homo as predator and other hominins, including Paranthropus robustus, as prey. Such hypotheses rest on a small number of fossils that exhibit evidence of carnivore predation, including the iconic SK 54 cranium from Swartkrans in South Africa. Here we demonstrate that the SK 54 cranium shares its closest affinities with H. erectus sensu lato rather than P. robustus. Demonstrating that Homo was prey for leopards at Swartkrans weakens the historically significant hypothesis that Homo was better able to avoid predation because of being behaviourally and technologically advanced compared to Paranthropus. Subsequent ideas about hominin palaeobiology derived from this hypothesis warrant reconsideration. SIGNIFICANCE: • The small sample of early Homo from southern Africa is increased by the allocation of the SK 54 cranium to that genus. • Evidence from Swartkrans suggests that Homo was prey for leopards. • Hypotheses concerning the biology, behaviour, and technological capabilities of Homo and P. robustus stemming from Brain's seminal work, The Hunters or the Hunted?, should be reassessed.

RESUMEN Introducción: Según el DSM-V, la pseudociesis se incluye en la categoría "otros síntomas somáticos específicos y trastornos relacionados" y se define como la falsa creencia de estar embarazada que se asocia con signos objetivos y síntomas de embarazo. La confirmación de la pseudociesis se consigue con un resultado negativo de la gonadotropina coriónica humana beta en la sangre y/o la orina asociado a un hallazgo ecográfico negativo. Materiales y métodos: se presenta el caso de mujer con síntomas y signos de embarazo que corresponden a pseudociesis, la paciente siguió creyendo que estaba embarazada debido a sus síntomas, a pesar de que las pruebas de embarazo dieron negativo. Conclusión: La pseudociesis es una enfermedad poco frecuente que a menudo se asocia a otras comorbilidades psiquiátricas y diagnósticos diferenciales poco claros. Es necesario la realización de más estudios, incluyendo series de casos y revisiones sistemáticas para comprender mejor esta infrecuente condición y sus otras variantes.

ABSTRACT Introduction: According to the DSM-V, pseudocyesis is included in the category "other specific somatic symptoms and related disorders" and is defined as a false belief of being pregnant that is associated with objective signs and symptoms of pregnancy. Confirmation of pseudocyesis is achieved with a negative blood and/or urine beta-human chorionic gonadotropin result and a negative ultrasound finding. Materials and methods: We present a case of a woman with symptoms and signs of pregnancy corresponding to pseudocyesis, the patient continued to believe she was pregnant because of her symptoms, despite negative pregnancy tests. Conclusion: Pseudocyesis is a rare condition that is often associated with other psychiatric comorbidities and unclear differential diagnoses. Further studies, including case series and systematic reviews, are needed to better understand this rare condition and its other variants.

RESUMEN El presente artículo aborda problemáticas vinculadas con la contemporaneidad a partir del estudio de caso de la miniserie británica Black Mirror (Espejo Negro). Se busca responder a si muestra un escenario utópico, y por tanto supone una superación de la realidad, o si, por el contrario, resulta una representación de la sociedad actual. Para ello se reflexiona sobre el impacto y repercusión de las Tecnologías de la Relación, la Información y la Comunicación (TRIC) en la actualidad a nivel individual y colectivo. La metodología aplicada responde a un análisis de la serie donde se pueden examinar los cambios que el ser humano experimenta en consonancia con las nuevas realidades, tanto sociales como culturales, desarrolladas en su entorno. Partiendo de la hipótesis de que la serie describe situaciones reales enfatizadas por medio del empleo de las tecnologías, el principal resultado del estudio es que Black Mirror a través de diferentes recursos pone en valor una actualidad conocida, porque forma parte de nuestro presente; pudiéndonos identificar con algunas de las situaciones, todavía utópicas.

ABSTRACT This article addresses issues related to contemporaneity based on the case study of the British TV series Black Mirror. It seeks to answer whether it shows a utopian scenario that represents a surpassing of reality or reflects the current society. For this, we reflect on the impact and repercussion of present Relationship, Information and Communication Technologies (ICTs) at the individual and collective level. The methodology applied responds to an analysis of the series where it is possible to examine the changes that human beings experience under the new social and cultural realities developed in their environment. Based on the hypothesis that the series describes real situations emphasized through the use of technologies, the main result of the study is that Black Mirror, through different resources, puts into value a familiar present because it is part of our present, being able to identify us with some of the still utopian situations.

RESUMEN Esta pesquisa de tipo documental pretende describir y analizar los rasgos de las organizaciones educativas, así como sus propósitos involucrados en la formación del ser humano, de conformidad con los principios fundamentales de los paradigmas del positivismo y pospositivismo, la teoría de la complejidad y la visión holística. Se establecen las limitaciones del positivismo y pospositivismo con respecto a la conceptualización y los propósitos de las organizaciones escolares. Se destaca de igual forma la concomitancia entre la concepción del ser humano y los fines de la educación, reconociendo que estos últimos deben responder a la visión que la sociedad tiene acerca del hombre, del mismo modo que las organizaciones educativas deben adoptar el propósito o norte de formar al ser humano integralmente.

ABSTRACT This documentary type research aims to describe and analyze the features of educational organizations, as well as their purposes involved in the formation of the human being, in accordance with the fundamental principles of the paradigms of positivism and post-positivism, the theory of complexity and the holistic vision. The limitations of positivism and post-positivism with respect to the conception and purposes of school organizations are established. The concomitance between the conception of the human being and the purposes of education is also highlighted, recognizing that these should respond to the vision that society has of man, in the same way that educational organizations should adopt the purpose or north of forming the human being integrally.

In the context of a need for finding and enabling alternatives to unequal and extractivist perspectives on development, growth, and human well-being, this positioning paper explores possibilities for STEAM (science, technology, engineering, arts, and mathematics) education with an education for sustainable development focus that counters disciplinary alienations particularly between the arts and the STEM (science, technology, engineering and mathematics) disciplines. The paper argues that unnecessary alienations between cultural-emblematic and mathematical-logical epistemes, especially those linked to narrow interpretations and restricted developments in dialogism and dialectics, respectively, are influenced by restricted understandings of epistemological, ontological, and praxiological philosophical drivers in meaning making and responsive action. In response, the paper develops a series of philosophical principles that, it argues, could usefully underpin STEAM education practices. These are a) iterations of epistemological expansion and contraction (in response to monologic meaning making), b) an expansive and deepening ontology (in response to ontological collapse in describing the world), c) critical and judgmental rationality (finding a middle ground between radical relativism and dogma), and d) concrete utopianism (in response to idealism and additive holisticism). The emergence of the four philosophical principles is developed through illustrative examples of a broad range of arts (fine art, performance art, photography, film, poetry, prose, and music).

RESUMEN Las relaciones intrafamiliares incluyen el equilibrio emocional, cognitivo y conductual, que permite al ser humano desenvolverse de manera responsable en su entorno familiar y social, así como gozar de bienestar y calidad de vida. El objetivo de la investigación fue evaluar la relación en el contexto de las relaciones intrafamiliares y la salud mental en los adolescentes de una unidad educativa del cantón Pelileo, Ecuador. Para ello, se realizó una investigación desde el paradigma positivista, no experimental utilizando muestreo por conveniencia, manejando un enfoque cuantitativo, de alcance correlacional y corte transversal. Se trabajó con una muestra de 600 estudiantes entre hombres y mujeres, entre los 15 a 17 años. Para la recolección de datos se aplicó la Escala de Evaluación de Relaciones Intrafamiliares (ERI) y General Health Questionnaire (GHQ-28) de Goldberg y para el procesamiento de datos se trabajó con el paquete estadístico SPSS, con resultados de predominio en ansiedad, en relaciones interpersonales moderadas. Por medio de la prueba de Kruskal Wallis se identificó relación entre las variables de estudio, por ello, se concluye que las relaciones familiares funcionales poseen un papel relevante en la salud mental.

ABSTRACT Intrafamily relationships include emotional, cognitive and behavioral balance, which allows human beings to develop responsibly in their family and social environment, as well as to enjoy well-being and quality of life. The objective of the research was to evaluate the relationship in the context of intrafamily relationships and mental health in adolescents of an educational unit in the Pelileo canton, Ecuador. To do this, a positivist, non-experimental research was carried out using convenience sampling, with a quantitative, correlational and cross-sectional approach. We worked with a sample of 600 male and female students between 15 and 17 years of age. For data collection, the Goldberg's Intrafamily Relations Evaluation Scale (ERI) and General Health Questionnaire (GHQ-28) were applied, and for data processing the SPSS statistical package was used, with results of predominance in anxiety, in moderate interpersonal relationships. By means of the Kruskal Wallis test, a relationship between the study variables was identified; therefore, it is concluded that functional family relationships play a relevant role in mental health.

Resumo Objetivo: O herpes genital (HG) é uma das infeções sexualmente transmissíveis (IST) mais comuns. As infeções genitais pelo vírus herpes simples tipo 1 (HSV-1) têm aumentado, com uma mudança no sentido da sua predominância em muitos países desenvolvidos. O objetivo deste estudo foi caracterizar a população com HG diagnosticada no Centro Hospitalar Universitário de Lisboa Central, Lisboa, Portugal. Métodos: Foi realizada uma análise retrospetiva dos diagnósticos de HG confirmados laboratorialmente entre 2017 e 2021. O diagnóstico foi estabelecido por PCR em tempo real, em amostras colhidas por zaragatoa de lesões mucocutâneas suspeitas. Foram revistos os registos clínicos dos doentes incluídos e analisados os dados de interesse. Resultados: No período de estudo, 239 doentes foram diagnosticados com HG, dos quais 76.6% (n = 183) foram causados pelo HSV tipo 2 (HSV-2). A maioria dos doentes eram do sexo masculino (68%; n = 163), com idade média de 35.7 anos. Em comparação com o grupo diagnosticado com HSV-2, a idade média foi significativamente menor no grupo HSV-1 (28.6 anos vs. 37.9; p < 0.001) e a proporção de doentes com manifestação clínica inicial de HG foi significativamente maior neste último (67.8% vs. 30%; p < 0.001). A infeção concomitante pelo vírus da imunodeficiência humana foi detetada em 17.6% dos indivíduos, sendo significativamente mais prevalente entre homens e no grupo HSV-2 (p = 0.018). Conclusões: O HSV-2 foi a causa mais comum de HG durante todo o estudo. Ainda assim, à semelhança de outros estudos europeus, os doentes com HSV-1 eram mais jovens e a proporção de infeção inicial neste grupo foi significativamente maior.

Abstract Objective: Genital herpes (GH) is one of the most common sexual transmitted infections. Herpes simplex virus type 1 (HSV-1) genital infections have been increasing, with a shift toward its predominance in many developed countries. The aim of this study was to characterize the population with GH diagnosed in Centro Hospitalar Universitário de Lisboa Central, Lisbon, Portugal. Methods: A retrospective analysis of all laboratory-confirmed diagnosis of GH between 2017 and 2021 was conducted. The diagnosis was established by real-time polymerase chain reaction, in samples collected by swabbing suspicious mucocutaneous lesions. Medical records of included patients were reviewed and data of interest analyzed. Results: During the studied period, a total of 239 patients were diagnosed with GH, from which 76.6% (n = 183) were caused by HSV type 2 (HSV-2). Most patients were men (68%; n = 163), with a mean age of 35.7 years. Compared to the group diagnosed with HSV-2, the mean age was significantly lower in the HSV-1 group (28.6 years vs. 37.9; p < 0.001) and the proportion of patients with first clinical manifestations of GH was significantly higher in the latest (67.8% vs. 30%; p < 0.001). Concomitant infection with human immunodeficiency virus was detected in 17.6% of the subjects, being significantly more prevalent among men and within the HSV-2 group (p = 0.018). Conclusions: HSV-2 remained the most common cause of GH throughout the study. Even so, similar to other European studies, HSV-1 patients were younger and the proportion of initial infection in this group was significantly higher.

ABSTRACT Physical activity is a right of every human being, it affects the strengthening of conditions for work; transformation of nature; the struggle and preservation of peace; in the physical-functional development of the individual and the formation of character; ethical, moral and volitional qualities in the individual and social. The research aims to assess the possibilities of physical activity to favor social skills in students with intellectual disabilities, by contributing to the promotion of a healthy generation, physically prepared according to their potentialities, their development needs corrective work and/or compensatory that improves and increases the possibilities of movements, towards the development of social relations in the contexts where it develops; For its development, theoretical, empirical and mathematical statistical methods were used, which made it possible to verify the declared scientific problem from the characterization of the selected sample, from the determination of the dimensions and indicators that allowed arriving at regularities, a great importance is attributed to it. educational value by exploring the environment and developing communicative relationships, as well as, they can build topological, temporal and spatial notions in different situations of movement, it also places the student with intellectual disability in situations of interaction with others, and requires him to seek resources or help to solve the activity, this favors relationships with others and achieve independent action.

RESUMEN La actividad física es un derecho de todo ser humano, repercute en el fortalecimiento de condiciones para el trabajo, en la transformación de la naturaleza, en la la lucha y preservación de la paz, en el desarrollo físico-funcional del individuo y en la formación del carácter; cualidades éticas, morales y volitivas en lo individual y social. La investigación tiene como objetivo valorar las posibilidades de la actividad física para favorecer las habilidades sociales en los educandos con discapacidad intelectual, al contribuir a la promoción de una generación saludable, físicamente preparada según sus potencialidades; su desarrollo necesita de un trabajo correctivo y/o compensatorio que perfeccione y aumente las posibilidades de movimientos hacia el desarrollo de las relaciones sociales en los contextos donde se desarrolla. Para su desarrollo se utilizaron métodos teóricos, empíricos y estadístico-matemáticos, los que posibilitaron la constatación del problema científico declarado a partir de la caracterización de la muestra seleccionada, desde la determinación de las dimensiones e indicadores que permitieron arribar a regularidades. A estos métodos se les atribuye un gran valor educativo al explorar el entorno y desarrollar las relaciones comunicativas, así como que pueden construir nociones topológicas, temporales y espaciales en diferentes situaciones de movimiento; además, sitúa al educando con discapacidad intelectual en situaciones de interacción con los demás, y le exige buscar recursos o ayuda para solucionar la actividad, lo que favorece las relaciones con los demás y logra una actuación con independencia.

RESUMO A atividade física é um direito de todo ser humano, tem impacto no fortalecimento das condições de trabalho, na transformação da natureza, na luta e preservação da paz, no desenvolvimento físico-funcional do indivíduo e na formação. personagem; qualidades éticas, morais e volitivas em nível individual e social. A pesquisa tem como objetivo avaliar as possibilidades da atividade física para promover habilidades sociais em alunos com deficiência intelectual, contribuindo para a promoção de uma geração saudável, preparada fisicamente de acordo com o seu potencial; O seu desenvolvimento requer um trabalho corretivo e/ou compensatório que aperfeiçoe e aumente as possibilidades de movimentos em direção ao desenvolvimento das relações sociais nos contextos onde se desenvolve. Para o seu desenvolvimento foram utilizados métodos teóricos, empíricos e estatístico-matemáticos, que permitiram verificar o problema científico declarado a partir da caracterização da amostra selecionada, a partir da determinação das dimensões e indicadores que permitiram chegar às regularidades. A esses métodos é atribuído grande valor educativo na exploração do ambiente e no desenvolvimento de relações comunicativas, bem como podem construir noções topológicas, temporais e espaciais em diferentes situações de movimento; Além disso, coloca o aluno com deficiência intelectual em situações de interação com outras pessoas e exige que ele busque recursos ou ajuda para resolver a atividade, o que favorece o relacionamento com os outros e alcança a ação independente.