ABSTRACT
The use of diverse Ag-based nanoparticulated forms has shown promising results in controlling viral propagation. In this study, a commercial nanomaterial consisting of ceramic-coated silver nanoparticles (AgNPs) was incorporated into thermoplastic polyurethane (TPU) plates using an industrial protocol, and the surface composition, ion-release dynamics and viricidal properties were studied. The surface characterization by FESEM-EDX revealed that the molar composition of the ceramic material was 5.5 P:3.3 Mg:Al and facilitated the identification of the embedded AgNPs (54.4 ± 24.9 nm). As determined by ICPMS, the release rates from the AgNP-TPU into aqueous solvents were 4 ppm/h for Ag and Al, and 28.4 ppm/h for Mg ions. Regarding the biological assays, the AgNP-TPU material did not induce significant cytotoxicity in the cell lines employed. Its viricidal activity was characterized, based on ISO 21702:2019, using the Spring viraemia of carp virus (SVCV), and then tested against the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2). The results demonstrated that AgNP-TPU materials exhibited significant (75%) and direct antiviral activity against SVCV virions in a time- and temperature-dependent manner. Similar inhibition levels were found against SARS-CoV-2. These findings show the potential of AgNP-TPU-based materials as a supporting strategy to control viral spread.
ABSTRACT
Resumen En Educación Física, el alumnado con baja competencia motriz puede verse humillado. La humillación suele quedar silenciada dentro de las personas que la sufren. Este artículo pretende sacar a la luz y reflexionar sobre los sentimientos de humillación de una alumna de Ciencias de la Actividad Física y el Deporte (CCAFD). Para ello, la alumna ofrece un relato autoetnográfico que representa sus experiencias de manera semificcional. Dentro del espectro autoetnográfico, se adopta una posición moderada. Tras justificar dicha posición, el artículo presenta algunas reflexiones acerca de cómo el campo de la educación físico-deportiva, y en particular los estudios de CCAFD, generan prácticas y sentimientos de humillación. Se destaca el rol de dos ideologías presentes en Educación Física: la ideología del rendimiento y el sexismo. El artículo concluye resaltando la necesidad de incentivar una sensibilidad ideológica que permita considerar aspectos didácticos, organizativos y evaluativos de las prácticas físico-educativas desde el prisma de la humillación.
Resumo Em Educação Física, os estudantes com baixas capacidades motoras podem ser humilhados. A humilhação é frequentemente silenciada por aqueles que a sofrem. Este artigo traz à luz e reflete sobre os sentimentos de humilhação de uma estudante de Actividade Física e Ciências do Desporto (CCAFD). Para tal, a estudante oferece uma história autoetnográfica que representa as suas experiências de uma forma semificcional. Dentro do espectro autoetnográfico, é adotada uma posição moderada. Depois de justificar esta posição, o artigo apresenta algumas reflexões sobre como o campo da Educação Física e esportes, e em particular os estudos do CCAFD, geram práticas e sentimentos de humilhação. O papel de duas ideologias presentes na Educação Física é destacado: a ideologia do desempenho e o sexismo. O artigo conclui salientando a necessidade de encorajar uma sensibilidade ideológica que permita a consideração de aspectos didácticos, organizacionais e avaliativos das práticas físico-educacionais sob a perspectiva da humilhação.
Abstract Students with poor motor skills may feel humiliated in PE classes, but they often supress it. This paper aims to reveal and reflect on the supressed feelings of humiliation of a Physical Education and Sport Tertiary Education (PESTE) student. In order to do so, the student offers an autoethnographic story that represents her experiences in a semi-fictional way. Within the autoethnographic spectrum, a moderate position is justified and adopted. This paper presents some reflections on how the ideologies of performance and sexism in the field of Physical Education and sport, and in the PESTE degree in particular, create practices and feelings of humiliation. The conclusions drawn from this study emphasize the need to encourage ideological sensitivity that allows considering educational, organizational, and evaluative aspects of Physical Education practices through those who may feel humiliated.
Subject(s)
Humans , Male , Female , Child , Adolescent , Physical Education and Training , Exercise , Education , Emotions , Empathy , SexismABSTRACT
When people hold implicit biases against a group they typically engage in discriminatory behaviour against group members. In the context of the implicit racial bias of 'White' against 'Black' people, it has been shown several times that implicit bias is reduced after a short exposure of embodiment in a dark-skinned body in virtual reality. Embodiment usually leads to the illusion of ownership over the virtual body, irrespective of its skin colour. Previous studies have been carried out in virtual scenarios that are affectively neutral or positive. Here, we show that when the scenario is affectively negative the illusion of body ownership of White participants over a White body is lessened, and implicit bias is higher for White participants in a Black virtual body. The study was carried out with 92 White female participants, in a between-groups design with two factors: BodyType (their virtual body was White or Black) and a surrounding Crowd was Negative, Neutral or Positive towards the participant. We argue that negative affect prevents the formation of new positive associations with Black and distress leads to disownership of the virtual body. Although virtual reality is often thought of as an 'empathy machine' our results suggest caution, that this may not be universally the case.
ABSTRACT
El objetivo de esta investigación es evaluar la efectividad de una intervención socioeducativa grupal en una muestra de treinta mujeres que han padecido violencia de género. El programa de intervención consta de diez sesiones de noventa minutos de duración y una frecuencia semanal. La estructura del taller incluye los siguientes elementos: autoevaluación y autoconcepto, distorsiones cognitivas, crítica patológica, pensamiento positivo, establecimiento de metas e identificación de la manipulación. Además de analizar la efectividad de la intervención, se relacionan otras variables vinculadas con el proceso: ingresos económicos, estado civil, formación, historia previa de maltrato o toma de medicación en las participantes. El instrumento de evaluación que se ha utilizado ha sido la Escala de Autoestima de Rosenberg (versión española de Fernández-Montalvo & Echeburúa, 1997). Se ha aplicado un diseño cuasi-experimental de medidas repetidas (prepost) sin grupo control. Los resultados indicaron que todos los grupos ven incrementado su nivel de autoestima previo al inicio del programa. Se discuten las implicaciones de este estudio para investigaciones futuras
The aim of this study is to evaluate the effectiveness of a social and educational intervention group in a sample of thirty women who have been victims of intimate partner violence. The intervention consists of ten sessions up to ninety minutes, once a week. The treatment structure includes the following elements: self-assessment and self-concept, cognitive distortions, identify pathological criticism, positive thinking, goal setting and identify psychological manipulation. As well as intervention effectiveness, other variables within the process are related: income, marital status, education level, precedent intimate partner violence relationship and pharmacology. We used Rosenberg Self-Esteem Scale (Spanish Version of Fernández-Montalvo & Echeburúa, 1997) as assessment test. It has implemented a quasi-experimental repeated measures design without a control group. All groups are increasing their level of self-steem before starting the program. The implications of this study for future research are discussed
