ABSTRACT Learning analytics is the subject of multiple interpretations and weightings, depending on the analysis and use given to it by each scientific area. The objective of the work is to evaluate different concepts of learning analytics, formulated by various authors to provide an inclusive definition with those components that are required to be present in said concept. The research is based on a qualitative approach. It is classified as exploratory. It uses heuristic, historical-logical, analytical-synthetic, inductive-deductive methods, internal criticism, document analysis, triangulation and modeling from praxis. The results allow us to affirm that the different meanings of the concept given by the various authors, for the most part, unload their weight on the techno-pedagogical element, understood as Big Data, without sufficiently taking into account the other components that intervene in the teaching processes. educational and teaching-learning, in which the true act of learning of the student as a psycho-biological-social being occurs. It is concluded that learning analytics is essential for better management of educational institutions and, in particular, for achieving greater progress in the teaching-learning process, given that it must be complemented with qualitative data.

RESUMEN La analítica del aprendizaje es objeto de múltiples interpretaciones y ponderaciones, en dependencia del análisis y empleo dado a la misma por cada área científica. El objetivo del trabajo es valorar diferentes conceptos de analítica del aprendizaje, formulados por diversos autores para proporcionar una definición incluyente con aquellos componentes de obligada presencia en dicho concepto. La investigación se sostiene en un enfoque cualitativo. Se clasifica como exploratoria. Emplea los métodos heurísticos, histórico- lógico, analítico-sintético, inductivo-deductivo, la crítica interna, el análisis de documentos, la triangulación y la modelación desde la praxis. Los resultados permiten afirmar que las diferentes acepciones del concepto entregadas por los diversos autores, en su mayoría, descargan su peso en el elemento tecno pedagógico, entiéndase Big Data, sin tomar en cuenta de manera suficiente los demás componentes que intervienen en los procesos docente-educativo y de enseñanza-aprendizaje, en los cuales ocurre el verdadero acto de aprendizaje del alumno como ser psico-biológico-social. Se concluye que la analítica del aprendizaje resulta imprescindible para un mejor manejo de las instituciones educativas y, en particular, para el logro de superiores avances en el proceso de enseñanza-aprendizaje, habida cuenta de que esta debe complementarse con datos de índole cualitativa.

RESUMO A análise da aprendizagem é objeto de múltiplas interpretações e ponderações, dependendo da análise e utilização que lhe é dada por cada área científica. O objetivo do trabalho é avaliar diferentes conceitos de análise de aprendizagem, formulados por diversos autores para fornecer uma definição inclusiva dos componentes que devem estar presentes nesse conceito. A pesquisa baseia-se em uma abordagem qualitativa. É classificado como exploratório. Utiliza métodos heurísticos, histórico-lógicos, analítico-sintéticos, indutivo-dedutivos, crítica interna, análise documental, triangulação e modelagem a partir da práxis. Os resultados permitem-nos afirmar que os diferentes sentidos do conceito dados pelos vários autores, na sua maioria, descarregam o seu peso no elemento técnico-pedagógico, entendido como Big Data, sem ter suficientemente em conta as outras componentes que intervêm no os processos de ensino, educativo e ensino-aprendizagem, nos quais ocorre o verdadeiro ato de aprendizagem do aluno como ser psicobiológico-social. Conclui-se que a análise da aprendizagem é essencial para uma melhor gestão das instituições de ensino e, em particular, para alcançar maiores avanços no processo de ensino-aprendizagem, visto que deve ser complementada com dados qualitativos.

Resumen Introducción: La determinación del efecto de reabrir las escuelas sobre las tasas de infección pediátrica por SARS-CoV-2 (síndrome respiratorio agudo grave coronavirus 2) incrementó la necesidad de trasmitir la experiencia de los gobiernos de muchas regiones geográficas para mejores decisiones futuras en emergencias sanitarias similares. Métodos: Mediante un estudio prospectivo basado en una cohorte poblacional se dio seguimiento a los alumnos de 18,988 escuelas del Estado de México que iniciaron con el regreso a clases. Se implementaron filtros sanitarios diarios en cada escuela y cotidianamente se informaban a los enlaces jurisdiccionales a través de una red negativa. Los casos identificados eran confirmados a través de RT-PCR (reacción en cadena de la polimerasa con transcriptasa inversa). Se estimaron frecuencias simples de casos, porcentajes e incidencias de COVID-19. Las incidencias del estado se compararon con la incidencia nacional. Resultados: Un total de 3,586 casos fueron confirmados; 2,048 (57.1%) correspondieron a niños. Veinticuatro (0.6%) fueron hospitalizados por COVID-19 moderado a grave; nueve (37.5%) fallecieron, y solamente una correspondió a un escolar. A partir de la semana 36 se observó una tasa promedio de infecciones de 0.36. En la semana epidemiológica 40 se observó la mayor tasa de infección en escolares (1.01); a partir de esta semana se observa un declive de los casos hasta la semana 50. Conclusiones: La implementación de intervenciones no farmacéuticas tiene más ventajas que limitaciones, siempre y cuando las estrategias sean homogéneas y correctamente ejecutadas, lo que asegurará un adecuado control en los contagios.

Abstract Background: Determining the effect of reopening schools on pediatric SARS-CoV-2 (severe acute respiratory syndrome coronavirus 2) infection rates increased the need to share the experience of governments in many geographic regions for better future decision-making in similar health emergencies. Methods: Through a prospective study based on a population-based cohort, students from 18,988 schools in the State of Mexico who began returning to school were followed. Daily sanitation filters were implemented in each school and district liaisons were informed on a daily basis through a negative network. Identified cases were confirmed by reverse transcriptase-polymerase chain reaction. Simple case frequencies, percentages, and incidences of COVID-19 were estimated. State incidences were compared with the national incidence. Results: A total of 3,586 cases were confirmed; 2,048 (57.1%) were children. Twenty-four (0.6%) were hospitalized for moderate to severe COVID-19; nine (37.5%) died, and only one was a schoolchild. From week 36, an average infection rate of 0.36 was observed. The highest infection rate in schoolchildren was observed in epidemiologic week 40 (1.01); from this week on, a decrease in the number of cases was observed until week 50. Conclusions: The use of non-pharmaceutical interventions has more advantages than limitations, as long as the strategies are homogeneous and properly implemented to ensure adequate control of infections.

Resumo Introdução. No início do ano letivo 2020-2021, instituições governamentais, de saúde e de ensino tiveram de enfrentar a implementação de protocolos e planos de ação para a prevenção da COVID-19. Objetivo. O objetivo do estudo foi analisar o pensamento e preocupações dos professores de espanhol antes do início do ano letivo 2020-2021. Metodologia. A pesquisa envolveu a participação de 965 professores (74,3% Mulheres; Mage = 43,5 ± 9,9). Foi utilizado um questionário ad hoc com 38 itens, focando neste estudo itens ligados aos recursos oferecidos pela administração para o retorno às salas de aula, a preocupação dos professores com esse novo início do curso e seus pensamentos sobre o que seria ideal. Resultados. De acordo com a idade e sexo, foram encontradas diferenças na gestão (P1) (p = 0,02) e apoio (P2) (p = 0,04) da administração educacional, na segurança percebida (P3) (p = 0,01), na redução na jornada de trabalho (P5) (p = 0,002) e na disponibilidade de recursos materiais (P6) (p = 0,004) e humanos (P8) (p = 0,04) suficientes. Aqueles com mais experiência docente apresentaram diferenças no item P2 (p = 0,03), P3 (p = 0,03) e P8 (p = 0,03). Conclusão. Os professores com menor experiência docente demonstram maior preocupação. Os professores com mais experiência indicaram uma maior necessidade de recursos humanos e de formação para a docência.

Resumen Introducción. Gobierno, instituciones sanitarias y educativas tuvieron que afrontar, al inicio del curso 2020-2021, la implantación de protocolos y planes de actuación para la prevención del COVID-19. Objetivo. El objetivo del estudio fue analizar el pensamiento y preocupaciones del personal docente español ante el curso académico 2020-2021. Metodología. Participación de 965 docentes (74,3% Mujeres; Medad = 43,5 ± 9,9). Se empleó un cuestionario ad hoc con un total de 38 ítems, centrados en ítems vinculados a los recursos ofrecidos por la administración para la vuelta a las aulas, a la preocupación del profesorado por este nuevo inicio de curso y a su pensamiento sobre qué sería lo ideal. Resultados. Según la edad y el género se hallaron diferencias en la gestión (P1) (p = 0,02) y apoyo (P2) (p = 0,04) de la administración educativa, en la seguridad percibida (P3) (p = 0,01), en reducción de la jornada laboral (P5) (p = 0,002) y en la disponibilidad de recursos materiales (P6) (p = 0,004) y humanos (P8) (p = 0,04) suficientes. Las personas de mayor experiencia docente mostraron diferencias en el ítem P2 (p = 0,03), P3 (p = 0,03) y P8 (p = 0,03). Conclusiones. Las profesoras con menor experiencia docente muestran mayor preocupación. Los profesores con mayor experiencia indicaron mayor necesidad de recursos humanos y de formación para la docencia.

Abstract Introduction. At the beginning of the 2020-2021 academic year, the government, health organizations, and educational institutions had to face the implementation of protocols and action plans within the classrooms to prevent COVID-19. Aim. This study aimed to analyze the thoughts and concerns of Spanish teachers during the academic year 2020-2021. Method. The study involved the participation of 965 teachers (74.3% Women; Mage = 43.5 9.9). An ad hoc questionnaire comprising 38 items was utilized, focusing on the resources offered by the administration for the return to classrooms, teachers’ concerns about this new academic year, and their thoughts on ideal teaching conditions. Results. Differences were observed based on age and gender in the management (P1) (p = 0.02) and support (P2) (p = 0.04) from the educational administration, perceived security (P3) (p = 0.01), reduction of the working day (P5) (p = 0.002), and the adequacy of material (P6) (p = 0.004) and human (P8) (p = 0.04) resources. Teachers with greater experience exhibited differences in the items P2 (p = 0.03), P3 (p = 0.03), and P8 (p = 0.03). Conclusions. Less experienced teachers expressed higher levels of concern, while those with more teaching experience highlighted the need for additional human resources and training.

Resumen: Objetivo: Caracterizar el comportamiento de COVID-19 en niños chilenos hospitalizados en unidades de paciente crítico pediátrico (UPCP) y evaluar factores de riesgo para COVID-19 severo. Pacientes y Método: Estudio multicéntrico cohorte prospectivo, pacientes 0-18 años con SARS-CoV-2 confirmado hospitalizados en UPCP. Se registraron variables clínicas, laboratorio, imagenológicas y terapéuticas. Se comparó “COVID-19 leve/moderado” versus “COVID-19 severo” utilizando mediana con rango intercuartil (RIC), test U Mann-Whitney, Test Fisher de dos colas y análisis multivariado binario forward para ajuste de variables para “COVID-19 severo”. Significativo p < 0,05. Resultados: 219 pacientes, 55,3% hombres, mediana edad 86 meses (RIC: 13,5-156). Comorbilidades principales: obesidad, enfermedades respiratorias. Mortalidad global: 3,6%. “COVID-19 severo” (26,5%) mostró más leucopenia, linfopenia, más inflamación y alteración de órganos (p < 0,05). También desarrolló más Sepsis/shock, SDRA y disfunción de órganos, requirió más terapia hemodinámica, antiinflamatoria, anticoagulación, antibioterapia, con mayor estadía en UPCP/hospitalaria (p < 0,05) y mortalidad de 13,8%. Factores de riesgo asociados a “COVID-19 severo”: shock al ingreso (aOR 28,44 [IC95%: 10,45-77,4]), obesidad (aOR 3,55 [IC95%: 1,3-9,6]), condensación (aOR 3,1 [IC95%: 1,1-8,7]), atelectasia (aOR: 8.7 [IC95%: 1,17-64,3]), corticoides dosis de estrés (aOR 7,7 [IC95%: 1,9-30,6]), antibioterapia precoz (aOR: 12,02 [IC95%: 1,11-130,02]), inmunodeficiencia adquirida/ congénita (aOR: 19,2 [IC95%: 1,19-321]) y patología oncológica (aOR: 10,7 [IC95%: 2,14-47,8]). Conclusión: En esta cohorte pediátrica chilena, el perfil de paciente que ingresó a UPCP fue de sexo masculino en edad escolar con comorbilidad asociada. Factores de riesgo asociados a COVID-19 severo fueron: presencia de comorbilidades (inmunodeficiencia adquirida/congénita, patología oncológica y obesidad), shock al ingreso y condensaciones en las imágenes radiológicas.

Abstract: Objectives: To characterize the COVID-19 disease profile in Chilean children hospitalized in pediatric intensive care units (PICU) and to evaluate risk factors associated with severe COVID-19. Patients and Method: A multicenter prospective cohort study with patients 0-18 years of age with confirmed SARS-CoV-2 hospitalized in PICU. Clinical, laboratory, imaging, and therapeutic variables were recorded. We compared ”mild/moderate COVID-19” with ’’severe COVID-19” using median with interquartile range (IQR), Mann-Whitney U test, two-tailed Fisher’s test, and forward binary multivariate analysis to adjust variables for “severe COVID-19”. A p < 0.05 was considered significant. Results: From 16 PICUs, 219 patients were recruited, 55.3% were male, with a median age of 86 months (IQR: 13.5-156). The most frequent comorbidities were obesity and respiratory diseases. Overall mortality was 3.6%. “Severe COVID-19” (26.5%) showed more leukopenia, lymphopenia, increased inflammatory parameters, and altered organ function (p < 0.05). It also developed more sepsis/shock, ARDS, and organ dysfunction, requiring more hemodynamic, anti-inflammatory, anticoagulation, and antibiotic therapy, with a longer stay in the PICU/hospital (p < 0.05), and 13.8% of mortality. Risk factors associated with “severe COVID-19” were shock on admission to the PICU [aOR 28.44 (95%CI 10.45-77.4)], obesity [aOR 3.55 (95%CI 1.3-9.6)], consolidation [aOR 3.1 (95%CI 1.1 -8.7)], atelectasis [aOR: 8.7 (95%CI 1.17-64.3)], stress dose of corticosteroids [aOR 7.7 (95%CI 1.9-30.6)], early antibiotic therapy [aOR: 12.02 (95%CI 1.11-130.02)], acquired/congenital immunodeficiency [aOR: 19.2 (95%CI: 1.19-321)], and oncological pathology [aOR 10.7 (95%CI 2.14-47.8)]. Conclusion: In this Chilean pediatric cohort, most patients with COVID-19 admitted to de PICU were male, of school age, with associated comorbidity. Risk factors for developing severe COVID-19 were the presence of comorbidities such as acquired/congenital immunodeficiency, oncological pathology, and obesity, in addition to shock on admission and consolidations on X-rays.

ABSTRACT The study aims to analyze convergence and divergence between emotional intelligence and academic performance in the university context, considering that they are two similar categories, but each one with unique characteristics. The prism method has been used, based on the data of scientific documents. It was elaborated based on data collected from Scopus, PubMed and Web of Science, fundamentally considering original articles and literature reviews; for access to relevant documents, advanced search protocols were developed according to the characteristics of each database using Boolean algebra and other arguments. The analysis of 1011 scientific articles, the same ones that after applying inclusion and exclusion criteria were screened and considered for analytical reading of 78 documents. It is concluded that the relationship between the categories is convergent and divergent considering the autonomy of each one. Emotional intelligence, in its relationship with academic performance, is observed not only as a major category, but is also linked to: self-realization, self-concept, adaptability, self-management, motivation, self-esteem, emotion management, anxiety, depression, and resilience. The significant finding is based on the proposal of the concept of academic performance, which leads to the spiritual and cognitive development of the individual.

RESUMEN El estudio tiene como objetivo analizar convergencia y divergencia entre inteligencia emocional y rendimiento académico en el contexto universitario, considerando que se trata de dos categorías símiles, pero con singulares características. Se ha empleado el método prisma en base a la data de documentos científicos, fue elaborada en base a datos recopilados de Scopus, PubMed y Web of Science, considerando fundamentalmente artículos originales y revisiones de literatura; para el acceso a los documentos relevantes se elaboraron protocolos avanzados de búsqueda de acuerdo a las características de cada base de datos usando álgebra booleana y otros argumentos. El análisis de 1011 artículos científicos, los mismos que luego de aplicar criterios de inclusión y exclusión fueron cribados y considerados para la lectura analítica 78 documentos. Se concluye que la relación entre las categorías es convergente y divergente considerando la autonomía de cada una. La inteligencia emocional, en su relación con el rendimiento académico, es observada no solo como categoría mayor, sino que están vinculadas a: auto realización, autoconcepto, adaptabilidad, autogestión, motivación, autoestima, gestión de emociones, ansiedad y depresión, resiliencia. El hallazgo significativo se sustenta en la propuesta del concepto del rendimiento académico, el mismo que conduce al desarrollo espiritual y cognitivo del individuo.

RESUMEN Introducción: Esta constatado un aumento de peso postrasplante renal, entre otros factores, por una reducción de la actividad física en los primeros meses, aumento del apetito y toma de inmunosupresores y corticoides. Objetivos: Conocer la ganancia de peso postrasplante. Determinar relación entre ganancia de peso y comorbilidades. Evaluar la modificación de la composición corporal. Material y Método: Estudio prospectivo, septiembre 2020-abril 2023. Se realizaron mediciones de peso a los 0, 3, 6 y 12 meses. Resultados: Se analizaron 92 pacientes, 68,5% varones, edad 58±18,5 años. Peso pretrasplante 72,5 (±5,8), a los 12 meses: 75,10 (±15,7) kg. Se encontraron diferencias entre primero y trasplantes previos (p=0,020). En el análisis de las varianzas de medidas repetidas de peso (p=0,022), las diferencias se mostraron entre el mes 0 y el tercero, el mes 0 y el año y, entre el tercer mes y el año. En la masa muscular (p<0,001), se vieron al comparar el mes 0 con 3º, con 6º y con 12 meses. La masa grasa al comparar 3er mes con 12 meses y la grasa visceral (p=0,032), al comparar 3er mes con 6º y con 12 meses. Conclusión: Tras el trasplante renal se produce un aumento de peso, especialmente a partir del 6º mes, situándose en un 5% al año. La masa muscular aumenta en mayor medida que la masa grasa. Las personas trasplantadas de donante vivo, trasplante previos, con hipertensión y/o enfermedad cardiovascular tienen mayor ganancia de peso.

ABSTRACT Introduction: Weight gain after kidney transplant has been documented, among other factors, due to reduced physical activity in the early months, increased appetite, and the use of immunosuppressants and corticosteroids. Objetives: To understand post-transplant weight gain. Indeed, to determine the relationship between weight gain and comorbidities, as well as, to evaluate changes in body composition. Material and Method: Prospective study, September 2020 to April 2023. Weight measurements were taken at 0, 3, 6, and 12 months. Results: Ninety-two patients were analyzed, 68.5% male, with an average age of 58±18.5 years. Pre-transplant weight was 72.5 (±5.8) kg, and at 12 months, it was 75.10 (±15.7) kg. Differences were found between first-time and repeat transplants (p=0.020). In the analysis of repeated measures of weight (p=0.022), differences were observed between month 0 and the third month, month 0 and one year, and between the third month and one year. In muscle mass (p<0.001), differences were seen when comparing month 0 with the third, sixth, and twelfth months. Fat mass differed when comparing the third month with the twelfth month, and visceral fat (p=0.032) differed when comparing the third month with the sixth and twelfth months. Conclusion: After a kidney transplant, weight gain occurs, especially after the sixth month, reaching 5% per year. Muscle mass increases more than fat mass. People who received kidneys from living donors, those with previous transplants, and those with hypertension and/or cardiovascular disease experience greater weight gain.

ABSTRACT Flipped Classroom is a new model that has been acquiring great relevance in recent years, that is why it is being the subject of multiple studies in different disciplines, at different educational levels and in different geographical contexts. Given the relevance of this strategy, it was considered to elaborate this review article with the aim of compiling and describing the impact of this methodology in the educational field in the different scenarios in which it was implemented as a learning strategy and whose data may serve as references for its inclusion and standardization as an innovative methodology in the field of secondary education in Peru. To achieve the proposed goal, a sample of 50 electronic articles published in journals indexed to the database of Scopus, Web of Science (WOS) and Scielo at the national and international level were taken during the period from 2018 to 2021. The results show that flipped classroom has a positive impact on students' academic performance, learning achievement, motivation, improved communication, collaborative learning and the promotion of autonomous learning.

RESUMEN Flipped Classroom (FC) o aula invertida es un novel modelo educativo que viene cobrando gran importancia en los últimos años razón por la que está siendo objeto de múltiples estudios en diferentes disciplinas, en distintos niveles educativos y en contextos geográficos diversos. Dada la relevancia de esta estrategia, se consideró elaborar el presente artículo de revisión con el objetivo recopilar y describir el impacto que ejerce esta metodología en el ámbito educativo en los distintos escenarios en los cuales fue implementado como estrategia de aprendizaje y cuyos datos sirvan como referentes para su inclusión y estandarización como una metodología innovadora en el entorno de la educación secundaria en el Perú. Para alcanzar el objetivo propuesto se tomó una muestra de 50 artículos electrónicos publicados en revistas indexadas a la base de datos de Scopus, Web of Science (WOS) y Scielo en el plano nacional e internacional durante el periodo del 2018 al 2021. Los resultados arrojan que aula invertida tiene un impacto positivo en el rendimiento académico de los estudiantes, el logro de los aprendizajes, la motivación, la mejora de la comunicación, el aprendizaje colaborativo y el fomento del aprendizaje autónomo.

Resumen El objetivo fue determinar la prevalencia de anticuerpos séricos (PAS) en respuesta a la vacunación contra los virus de la rinotraqueitis infecciosa bovina (RIB) y diarrea viral bovina (DVB) en vacas lecheras en condiciones subtropicales. Se utilizó una vacuna polivalente comercial con virus inactivado de la DVB y virus activos modificados de la RIB, parainfluenza 3 y síndrome respiratorio bovino. Se formaron dos grupos: grupo experimental vacunado (GEV) y no vacunado (GEN), que fueron homogéneos en PAS contra RIB y DVB antes de la vacunación. El GEV se inmunizó el día 0 y el día 30 después de la primera vacunación (vacuna de refuerzo). Para detectar anticuerpos, se obtuvieron muestras de suero 30 días después de la primera y segunda vacunación. Los anticuerpos séricos contra RIB y DVB se determinaron mediante la prueba de ELISA. La PAS promedio contra RIB y DVB antes de la vacunación fue 16 (18 % en el GEV vs 14 % en el GEN; P>0.05) y 8 % (10 % en el GEV vs 6 % en el GEN; P>0.05), respectivamente. La primera y segunda vacunación contra RIB indujeron la formación de anticuerpos 30 días después de su aplicación; con la primera vacunación, la PAS en las vacas vacunadas fue 36 unidades porcentuales mayor (P<0.05) que en las no vacunadas (58 vs 22 %) y con la vacuna de refuerzo, la PAS en las vacas vacunadas fue 66 unidades porcentuales mayor (P<0.05) que en las no vacunadas (94 vs 28 %). La vacuna comercial no indujo la producción de anticuerpos contra DVB con ninguna de las dos inmunizaciones.

Abstract The objective was to determine the prevalence of serum antibodies (PSA) in response to vaccination against infectious bovine rhinotracheitis (IBR) and bovine viral diarrhea (BVD) viruses in dairy cows under subtropical conditions. A commercial polyvalent vaccine with inactivated BVD virus and modified active viruses of IBR, parainfluenza 3 and bovine respiratory syndrome was used. Two groups were formed: vaccinated (VEG) and unvaccinated (UEG) experimental group, which were homogeneous in PSA against IBR and BVD before vaccination. VEG was immunized on d 0 and d 30 after the first vaccination (booster vaccine). To detect antibodies, serum samples were collected 30 d after the first and second vaccinations. Serum antibodies against IBR and BVD were determined by the ELISA test. The average PSA against IBR and BVD before vaccination was 16 (18 % in VEG vs 14 % in UEG; P>0.05) and 8 % (10 % in VEG vs 6 % in UEG; P>0.05), respectively. The first and second vaccinations against IBR induced the formation of antibodies 30 d after their application; with the first vaccination, PSA in vaccinated cows was 36 percentage units higher (P<0.05) than in unvaccinated cows (58 vs 22 %) and with the booster vaccine, PSA in vaccinated cows was 66 percentage units higher (P<0.05) than in unvaccinated cows (94 vs 28 %). The commercial vaccine did not induce the production of antibodies against BVD with either immunization.

Abstract This study evaluates litterfall production, forest floor mass and leaf-litter decomposition and growth in an 8-year- old Eucalyptus grandis stand and 467 treesha-1 and in another 16-year-old Pinus elliottii stand with 533 treesha-1, in the northeast of Corrientes, Argentina. In each stand, three permanent plots of 1000 m2 were established. Four collectors of 1.0 m2 and 12 litterbags of 20 cm2 were randomly distributed in each plot. The measurements were made over 3 years. The relationship between environmental factors and leaf-litterfall was analyzed using the Pearson correlation coefficient (r). The E. grandis stand showed an annual increment (IMA) of 25.2 m3ha-1year-1, a mean annual litter production (PAL) of 10.1 Mgha-1, an annual decomposition constant (K) of 0.7 and a half-life time (THL) of 1.0 years. The P. elliottii stand presented an IMA of 26.1 m3ha-1year-1, a PAL of 14.3 Mgha-1, a K of 0.6 and a THL of 1.15 years. The highest material fall occurred during the summer for both species with maximum monthly mean values of 1.5 Mgha-1 for E. grandis and 2.3 Mgha-1 for P. elliottii. The leaves were the most representative component of the fallen material. The climatic variable that presented the highest correlation with material fall was the average monthly temperature. The dynamics observed in the stands, production, formation of mulch and its decomposition are characteristic of subtropical forests.

Resumen Este estudio evalúa la producción de hojarasca, la acumulación y descomposición del mantillo y el crecimiento en un rodal de Eucalyptus grandis de 8 años de edad y 467 árbolesha-1 y en otro de Pinus elliottii de 16 años de edad y 533 árbolesha-1, en el nordeste de Corrientes, Argentina. En cada rodal fueron instaladas 3 parcelas permanentes de 1000 m2. Se distribuyeron 4 canastos de 1,0 m2 y 12 litterbags de 20 cm2, por parcela. Las mediciones fueron realizadas durante 3 años. La relación entre factores ambientales y caída de hojarasca se analizó mediante el coeficiente de correlación de Pearson (r). El rodal de E. grandis presentó un incremento medio anual (IMA) de 25,2 m3ha-1año-1, una producción de hojarasca anual media (PHA) de 10,1 Mgha-1, una constante de descomposición anual (K) de 0.7 y un tiempo de media vida (TMV) de 1,0 año. El rodal de P. elliottii presentó un (IMA) de 26,1 m3ha-1año-1, PHA de 14,3 Mgha-1, K de 0,6 y un TMV de 1,15 años. La mayor caída de material se presentó durante el verano para ambas especies con valores medios mensuales máximos de 1,5 Mgha-1 para E. grandis y de 2,3 Mgha-1 para P. elliottii. Las hojas fueron el componente más representativo del material caído. La variable climática que presentó mayor correlación con la caída de material fue la temperatura media mensual. La dinámica observada en los rodales, producción, formación de mantillo y su descomposición es característica de los bosques subtropicales.

Abstract Background: Since the beginning of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) pandemic, patients with chronic kidney disease vulnerable to suffering more severe COVID-19 disease and worse outcomes have been identified Objectives: Our study's aim was to determine the incidence, characteristics, and outcomes of SARS-CoV-2 infection in patients of hemodialysis (HD) units in Mexico and to describe the availability of confirmatory testing Methods: This study was multicentric study of 19 HD units, conducted between March 2020 and March 2021 Results: From a total of 5779 patients, 955 (16.5%) cases of suspicious COVID-19 were detected; a SARS-CoV-2 reverse transcription polymerase chain reaction test was done in only 50.6% of patients. Forty-five percentages were hospitalized and 6% required invasive mechanical ventilation (IMV). There was no significant difference in mortality between confirmed (131/483) and suspicious (124/472) cases (p = 0.74). The percentage of patients in need of hospitalization, IMV, and deceased was greater than in the rest of the study population Conclusions: The study revealed that 49.4% of the cases were not confirmed, a worrisome observation given that this is a highly vulnerable population (higher probability of contagion and worse outcomes), in which 100% of patients should have a confirmatory test

Abstract Background: A high incidence of acute kidney injury (AKI) has been reported in coronavirus disease 2019 (COVID-19) patients in critical care units and those undergoing invasive mechanical ventilation (IMV). The introduction of dexamethasone (DXM) as treatment for severe COVID-19 has improved mortality, but its effects in other organs remain under study. Objective: The objective of this study was to evaluate the association between DXM and AKI in COVID-19. Methods: In this prospective observational cohort study, we evaluated the incidence of AKI in critically ill COVID-19 patients undergoing mechanical ventilation, and the association of DXM treatment with the incidence, severity, and outcomes of AKI. The association between DXM treatment and AKI was evaluated by multivariable logistic regression. The association of the combination of DXM treatment and AKI on mortality was evaluated by Cox-regression analysis. Results: We included 552 patients. AKI was diagnosed in 311 (56%), of which 196 (63%) corresponded to severe (stage 2 or 3) AKI, and 46 (14.8%) received kidney replacement therapy. Two hundred and sixty-seven (48%) patients were treated with DXM. This treatment was associated to lower incidence of AKI (Odds Radio 0.34, 95% Confidence intervals [CI] 0.22-0.52, p < 0.001) after adjusting for age, body mass index, laboratory parameters, SOFA score, and vasopressor use. DXM treatment significantly reduced mortality in patients with severe AKI (HR 0.63, 95%CI 0.41-0.96, p = 0.032). Conclusions: The incidence of AKI is high in COVID-19 patients under IMV. DXM treatment is associated with a lower incidence of AKI and a lower mortality in the group with severe AKI.

Abstract: Objectives: To characterize the COVID-19 disease profile in Chilean children hospitalized in pediatric intensive care units (PICU) and to evaluate risk factors associated with severe COVID-19. Patients and Method: A multicenter prospective cohort study with patients 0-18 years of age with confirmed SARS-CoV-2 hospitalized in PICU. Clinical, laboratory, imaging, and therapeutic variables were recorded. We compared ”mild/moderate COVID-19” with ’’severe COVID-19” using median with interquartile range (IQR), Mann-Whitney U test, two-tailed Fisher’s test, and forward binary multivariate analysis to adjust variables for “severe COVID-19”. A p < 0.05 was considered significant. Results: From 16 PICUs, 219 patients were recruited, 55.3% were male, with a median age of 86 months (IQR: 13.5-156). The most frequent comorbidities were obesity and respiratory diseases. Overall mortality was 3.6%. “Severe COVID-19” (26.5%) showed more leukopenia, lymphopenia, increased inflammatory parameters, and altered organ function (p < 0.05). It also developed more sepsis/shock, ARDS, and organ dysfunction, requiring more hemodynamic, anti-inflammatory, anticoagulation, and antibiotic therapy, with a longer stay in the PICU/hospital (p < 0.05), and 13.8% of mortality. Risk factors associated with “severe COVID-19” were shock on admission to the PICU [aOR 28.44 (95%CI 10.45-77.4)], obesity [aOR 3.55 (95%CI 1.3-9.6)], consolidation [aOR 3.1 (95%CI 1.1 -8.7)], atelectasis [aOR: 8.7 (95%CI 1.17-64.3)], stress dose of corticosteroids [aOR 7.7 (95%CI 1.9-30.6)], early antibiotic therapy [aOR: 12.02 (95%CI 1.11-130.02)], acquired/congenital immunodeficiency [aOR: 19.2 (95%CI: 1.19-321)], and oncological pathology [aOR 10.7 (95%CI 2.14-47.8)]. Conclusion: In this Chilean pediatric cohort, most patients with COVID-19 admitted to de PICU were male, of school age, with associated comorbidity. Risk factors for developing severe COVID-19 were the presence of comorbidities such as acquired/congenital immunodeficiency, oncological pathology, and obesity, in addition to shock on admission and consolidations on X-rays.

Resumen: Objetivo: Caracterizar el comportamiento de COVID-19 en niños chilenos hospitalizados en unidades de paciente crítico pediátrico (UPCP) y evaluar factores de riesgo para COVID-19 severo. Pacientes y Método: Estudio multicéntrico cohorte prospectivo, pacientes 0-18 años con SARS-CoV-2 confirmado hospitalizados en UPCP. Se registraron variables clínicas, laboratorio, imagenológicas y terapéuticas. Se comparó “COVID-19 leve/moderado” versus “COVID-19 severo” utilizando mediana con rango intercuartil (RIC), test U Mann-Whitney, Test Fisher de dos colas y análisis multivariado binario forward para ajuste de variables para “COVID-19 severo”. Significativo p < 0,05. Resultados: 219 pacientes, 55,3% hombres, mediana edad 86 meses (RIC: 13,5-156). Comorbilidades principales: obesidad, enfermedades respiratorias. Mortalidad global: 3,6%. “COVID-19 severo” (26,5%) mostró más leucopenia, linfopenia, más inflamación y alteración de órganos (p < 0,05). También desarrolló más Sepsis/shock, SDRA y disfunción de órganos, requirió más terapia hemodinámica, antiinflamatoria, anticoagulación, antibioterapia, con mayor estadía en UPCP/hospitalaria (p < 0,05) y mortalidad de 13,8%. Factores de riesgo asociados a “COVID-19 severo”: shock al ingreso (aOR 28,44 [IC95%: 10,45-77,4]), obesidad (aOR 3,55 [IC95%: 1,3-9,6]), condensación (aOR 3,1 [IC95%: 1,1-8,7]), atelectasia (aOR: 8.7 [IC95%: 1,17-64,3]), corticoides dosis de estrés (aOR 7,7 [IC95%: 1,9-30,6]), antibioterapia precoz (aOR: 12,02 [IC95%: 1,11-130,02]), inmunodeficiencia adquirida/ congénita (aOR: 19,2 [IC95%: 1,19-321]) y patología oncológica (aOR: 10,7 [IC95%: 2,14-47,8]). Conclusión: En esta cohorte pediátrica chilena, el perfil de paciente que ingresó a UPCP fue de sexo masculino en edad escolar con comorbilidad asociada. Factores de riesgo asociados a COVID-19 severo fueron: presencia de comorbilidades (inmunodeficiencia adquirida/congénita, patología oncológica y obesidad), shock al ingreso y condensaciones en las imágenes radiológicas.

Resumen Introducción: “Juego de Llaves” es un programa de prevención escolar universal para adolescentes entre 12 y 15 años. Tiene como objetivo reducir el uso de drogas y la implicación en otras conductas adictivas. Se describe un protocolo completo del diseño de evaluación, los instrumentos, el procedimiento de aleatorización, los seguimientos y las variables de resultado. Método: ensayo por conglomerados no aleatorizado en centros escolares españoles de educación secundaria obligatoria con seguimientos a los 12, 24, y 36 meses. Los participantes serán asignados a un grupo experimental o control. A través de una app específicamente diseñada para este estudio, se utilizará una batería de instrumentos de evaluación para conductas adictivas, variables sociodemográficas, clima escolar y otras variables psicológicas transdiagnósticas. Resultados: Se realizará una aplicación piloto para probar el protocolo diseñado y calcular el tamaño muestral necesario para la evaluación de resultados. Posteriormente, se aplicará el programa y se realizarán análisis de datos de tipo longitudinal para informar de la eficacia de la intervención y de los posibles moderadores y mediadores. Conclusiones: Existen pocas evaluaciones de la efectividad de los programas de prevención escolar y se espera que este artículo contribuya, como modelo, a fomentar la cultura de la evaluación.

Abstract Background: “Juego de Llaves” [Set of Keys] is a universal school-based prevention program for adolescents aged 12-15. It is aimed at reducing drug use and other addictive behaviors. This paper describes the full protocol for the evaluation design, instruments, randomization procedure, follow-ups, and primary outcomes. Method: Non-Randomized Control Cluster Trial in a set of Spanish secondary schools, with follow-ups at 12-, 24- and 36-months. Participants will be allocated to an experimental or control group. Using a digital application designed for the study, a battery of instruments will be used to assess addictive behaviors, sociodemographic variables, school climate and other transdiagnostic psychological variables. Results: A pilot test will be carried out to test the implementation protocol and to calculate the sample size needed for outcome evaluation. After implementing the program, longitudinal statistical approaches will be used to report intervention efficacy and potential moderators and mediators. Conclusions: There is a lack of assessments on the effectiveness of school prevention programs, and this paper is expected to improve monitoring and ongoing evaluation in prevention.