Identification of LPCAT1 as a key biomarker for Crohn's disease based on bioinformatics and machine learnings and experimental verification.

Epithelial-mesenchymal transition (EMT) plays a crucial role in regulating inflammatory responses and fibrosis formation. This study aims to explore the molecular mechanisms of EMT-related genes in Crohn's disease (CD) through bioinformatics methods and identify potential key biomarkers. In our research, we identified differentially expressed genes (DEGs) related to EMT based on the GSE52746 dataset and the gene set in the GeneCards database. Key genes were identified through Lasso-cox and Random Forest and validated using the external dataset GSE10616. Immune infiltration analysis showed that Lysophosphatidylcholine acyltransferase 1 (LPCAT1) was positively correlated with Neutrophils and Macrophages M1. The Gene Set Enrichment Analysis (GSEA) results for LPCAT1 showed associations with celladhesionmolecules and ECM receptor interaction. Additionally, a lncRNA-miRNA-mRNA ceRNA network was constructed. Finally, we validated that knocking down LPCAT1 could inhibit the release of inflammatory factors, EMT, and the elevation of fibrosis indices as well as the activation of NF-κB signaling pathway in LPS-induced HT-29 cells. LPCAT1 plays an important role in the occurrence and development of CD and may become a new biomarker.

Lessons learned from a multi-data source research collaboration: The mirabegron post-authorization safety study program.

BACKGROUND: Many factors contribute to developing and conducting a successful multi-data source, non-interventional, post-authorization safety study (NI-PASS) for submission to multiple health authorities. Such studies are often large undertakings; evaluating and sharing lessons learned can provide useful insights to others considering similar studies. OBJECTIVES: We discuss challenges and key methodological and organizational factors that led to the delivery of a successful post-marketing requirement (PMR)/PASS program investigating the risk of cardiovascular and cancer events among users of mirabegron, an oral medication for the treatment of overactive bladder. RESULTS: We provide context and share learnings, including sections on research program collaboration, scientific transparency, organizational approach, mitigation of uncertainty around potential delays, validity of study outcomes, selection of data sources and optimizing patient numbers, choice of comparator groups and enhancing precision of estimates of associations, potential confounding and generalizability of study findings, and interpretation of results. CONCLUSIONS: This large PMR/PASS program was a long-term commitment from all parties and benefited from an effective coordinating center and extensive scientific interactions across research partners, scientific advisory board, study sponsor, and health authorities, and delivered useful learnings related to the design and organization of multi-data source NI-PASS.

Disgust as a basic, sexual, and moral emotion.

Disgust is a basic emotion that increases the organism's survival success by preventing the transfer of pathogens. In this regard, it directs cognitive processes and motivates avoidance behaviors that prevent pathogens from entering the body. Moreover, disgust has many specific characteristics that distinguish it from other basic emotions. Firstly, unlike other basic emotions, it contaminates neutral objects around it and causes difficult-to-change learning. Another specific characteristic of disgust is that it depends on ideational processes. Objects, situations, and behaviors that do not contain pathogens can also cause disgust. In this regard, disgust appears not only as a basic emotion but also as different adaptations in different fields. In this context, two distinct adaptations of disgust stand out: sexual and moral disgust. These two adaptations of disgust benefit from disgust-related behaviors and motivations in different ways. Sexual disgust works as a gene protection mechanism, while moral disgust helps maintain social rules. The specific characteristics of disgust and its effects on cognitive processes such as attention and memory interact. In conclusion, the multifaceted structure of disgust shows that it needs to be studied more in the subfields of psychology. (Strohminger, Philos Compass 9:478-493, 2014) defines disgust as a psychological nebula that needs to be discovered. However, it is observed that disgust has not been adequately addressed. This review aims to comprehensively explore unique characteristics and diverse aspects of disgust, shedding light on its significance from various perspectives. This study underscores the broader understanding of disgust and its pivotal role in psychological research.

University Pre-Professional Program: A Transitional Phase from Didactic to PBL Pedagogy.

Purpose: The College of Science and Health Professions offers the University Pre-Professional Program (UPPP) to newly enrolled students. This study aimed to evaluate the effectiveness of the program in preparing students to become self-directed learners and to seek students' perceptions about student-centered teaching. Methods: A quantitative quasi-experimental study that used a pre and post-test survey in two stages, before and after semester-4. A self-developed questionnaire was distributed online. Results: The t-test showed students (n=701) after semester-4 had a significant increase in the understanding of Problem-Based Learning (PBL) (t (699) = -8.27, p < 0.01), PBL dynamics (t (699) = -5.12, p < 0.01), learning and dynamics of Case-Based Learning (CBL) and Self-Directed Learning (SDL) (t (699) = -6.48, p < 0.01), and facilitators' role in such curriculum (t (699) = -3.41, p < 0.01). The ANOVA showed students attending various courses perceived the program variables differently (Learning in PBL p = 0.08, PBL dynamics p < 0.01, CBL and SDL dynamics p < 0.01, role of facilitator in PBL p < 0.01). Regarding the resources used by students during the basic medical sciences courses, no significant difference was observed between the study groups (p = 0.06). However, the only significant difference observed was in their satisfaction with the question related to assessment and course (p < 0.01). Conclusion: The UPPP improved students' understanding of student-centered teaching and learning approaches, especially the PBL. Thus, UPPP helps students shift their learning habits from didactic to student-centered modern learning approaches. Variation among different students' groups could be attributed to their previous academic background and change in learning medium to English. This study suggests that preparatory teaching programs like UPPP are helpful for students interested in joining the bachelor's programs in countries like Saudi Arabia where English is not a native language.

Experience and Learning from the COVID-19 Pandemic in Portugal: Perceptions of Community Pharmacy Professionals.

Background: During the COVID-19 pandemic, community pharmacy (CP) professionals were among those who experienced the greatest risk of contracting SARS-CoV-2, which forced major adaptations. Objectives: The objectives of the study were to describe the changes implemented in CP professionals during the pandemic, understand the perception of professionals about their experience, and explore changes to remain. Methods: An observational and cross-sectional study was conducted via an online questionnaire (June-September 2020). The target population was CP professionals working in Portugal for >2 years and serving the public during the pandemic. Results: Of a total of 353 participants, 84% were female (mean age of 37.6 years), and 81% were pharmacists (mean professional experience of 12.9 years). In the management and organizational dimensions, the most mentioned changes were adaptation to legislative changes (90%), fluctuations in the treasury (82%), and reduction of working hours (46%). Only 2% resorted to simplified layoff. In the back office, there was a need to adapt stock management (93%) and purchase personal protective equipment (99%). In the front office, there was a change in service policies - wicket or conditional opening (92%), routes of the arrival of user requests (91%), and home delivery (82%). Physical changes occurred in 100% of pharmacies. The most frequently implemented procedures were the use of protection systems and PPE, articulation with hospital pharmacies for dispensing in proximity (75%), and training in this area (55%). Regarding interpersonal climate, improvements in the connection between team members are evident: increase in mutual help (57%), solidarity (54%), and group cohesion (50%); in the relationship with clients, the majority indicated the replacement of the usual user by third parties (71%), and changes in communication channels (increase in use of technological means 68%). Conclusions: Results illustrate the profound impact of the pandemic on CP professionals, both professionally and personally. It also highlights the importance of their roles in proximity and community support.

Introdução: Durante a pandemia de COVID-19, os profissionais de farmácia comunitária (FC) estiveram entre os que apresentaram maior risco de contrair SARS-CoV-2, o que obrigou a grandes adaptações. Objetivos: Descrever as alterações implementadas nas FC durante a pandemia, compreender a percepção dos profissionais sobre as suas vivências e explorar as mudanças a serem mantidas. Metodologia: estudo observacional e transversal (junho-setembro de 2020). A população alvo foram os profissionais de FC a trabalhar em Portugal há >2 anos e atender o público durante a pandemia. Resultados: 353 participantes, 84% do sexo feminino (idade média - 37,6 anos) e 81% eram farmacêuticos (média de experiência profissional de 12,9 anos). Nas dimensões "gestão e organização", as mudanças mais referidas foram a adaptação a alterações legislativas (90%), flutuações de tesouraria (82%) e redução do horário de trabalho (46%). Apenas 2% recorreram ao lay-off simplificado. No back office: necessidade de adequação do stock (93%) e aquisição de equipamentos de proteção individual (99%). No front office: alteração das políticas de atendimento ­ atendimento ao postigo ou abertura condicional (92%), vias de chegada dos pedidos dos utentes (91%) e entrega ao domicílio (82%). Alterações físicas ocorreram em 100% das farmácias. Os procedimentos implementados com maior frequência foram a utilização de sistemas de proteção e EPI, a articulação com farmácias hospitalares para dispensa de medicamentos de proximidade (75%) e formação nesta área (55%). Em relação ao clima interpessoal, foram evidentes as melhorias na ligação entre os membros da equipa: aumento da inter-ajuda (57%), solidariedade (54%) e coesão do grupo (50%); no relacionamento com os utentes, a maioria referiu a substituição do utente habitual por terceiros (71%) e alterações nos canais de comunicação (aumento da utilização de meios tecnológicos 68%). Conclusões: Os resultados ilustram o profundo impacto da pandemia nos profissionais de FC, tanto a nível profissional como pessoal. Também de destacar a importância do papel da FC como espaço de saúde de proximidade e apoio à comunidade.

COVID-19 surveillance in Democratic Republic of Congo, Nigeria, Senegal and Uganda: strengths, weaknesses and key Lessons.

INTRODUCTION: As part of efforts to rapidly identify and care for individuals with COVID-19, trace and quarantine contacts, and monitor disease trends over time, most African countries implemented interventions to strengthen their existing disease surveillance systems. This research describes the strengths, weaknesses and lessons learnt from the COVID-19 surveillance strategies implemented in four African countries to inform the enhancement of surveillance systems for future epidemics on the continent. METHODS: The four countries namely the Democratic Republic of Congo (DRC), Nigeria, Senegal, and Uganda, were selected based on their variability in COVID-19 response and representation of Francophone and Anglophone countries. A mixed-methods observational study was conducted including desk review and key informant interviews, to document best practices, gaps, and innovations in surveillance at the national, sub-national, health facilities, and community levels, and these learnings were synthesized across the countries. RESULTS: Surveillance approaches across countries included - case investigation, contact tracing, community-based, laboratory-based sentinel, serological, telephone hotlines, and genomic sequencing surveillance. As the COVID-19 pandemic progressed, the health systems moved from aggressive testing and contact tracing to detect virus and triage individual contacts into quarantine and confirmed cases, isolation and clinical care. Surveillance, including case definitions, changed from contact tracing of all contacts of confirmed cases to only symptomatic contacts and travelers. All countries reported inadequate staffing, staff capacity gaps and lack of full integration of data sources. All four countries under study improved data management and surveillance capacity by training health workers and increasing resources for laboratories, but the disease burden was under-detected. Decentralizing surveillance to enable swifter implementation of targeted public health measures at the subnational level was a challenge. There were also gaps in genomic and postmortem surveillance including community level sero-prevalence studies, as well as digital technologies to provide more timely and accurate surveillance data. CONCLUSION: All the four countries demonstrated a prompt public health surveillance response and adopted similar approaches to surveillance with some adaptations as the pandemic progresses. There is need for investments to enhance surveillance approaches and systems including decentralizing surveillance to the subnational and community levels, strengthening capabilities for genomic surveillance and use of digital technologies, among others. Investing in health worker capacity, ensuring data quality and availability and improving ability to transmit surveillance data between and across multiple levels of the health care system is also critical. Countries need to take immediate action in strengthening their surveillance systems to better prepare for the next major disease outbreak and pandemic.

Desafio do ensino e das competências em saúde no modelo psicossocial nos centros de atenção psicossocial álcool e drogas / Challenge of teaching and health skills in the psychosocial model in psychosocial care centers for alcohol and drugs

O objetivo deste artigo é apresentar a análise documental sobre a formação e a educação continuada e permanente de profissionais de saúde que atuam em Centros de Atenção Psicossocial - Álcool e Drogas. Trata-se de uma pesquisa com estratégias metodológicas mistas: a) análise de documentos governamentais sobre o ensino superior e a aprendizagem em serviço; b) entrevistas semiestruturadas com os profissionais; análise de conteúdos e triangulação dos dados. Entre os resultados identificaram-se alguns avanços no ensino superior em saúde e na educação permanente como as políticas setoriais. Concluiu-se que ainda é baixo o incentivo à educação continuada e permanente nos serviços e na efetividade do cuidado, causados pelas fragilidades da formação e ao reduzido investimento econômico nos serviços, dificultando a inclusão de tecnologias inovadoras necessárias ao implemento da política de saúde mental.

The objective of this study is to reflect on the higher education in health of the psychosocial model and the competences of professionals in the Psychosocial Care Centers for Alcohol and Drugs. The method was qualitative, through the theoretical study of government documents on higher education and in-service learning and empirical with interviews with professionals. Analyzed the contents and triangulated the results. Results show advances in higher education in health and permanent education through sectoral policies. However, the incentive in the reality of services and consequences in the effectiveness of care is still low. Weaknesses in training and service scenario make it difficult to include innovative technologies corresponding to mental health policy.

Multimodal image synthesis based on disentanglement representations of anatomical and modality specific features, learned using uncooperative relativistic GAN.

Growing number of methods for attenuation-coefficient map estimation from magnetic resonance (MR) images have recently been proposed because of the increasing interest in MR-guided radiotherapy and the introduction of positron emission tomography (PET) MR hybrid systems. We propose a deep-network ensemble incorporating stochastic-binary-anatomical encoders and imaging-modality variational autoencoders, to disentangle image-latent spaces into a space of modality-invariant anatomical features and spaces of modality attributes. The ensemble integrates modality-modulated decoders to normalize features and image intensities based on imaging modality. Besides promoting disentanglement, the architecture fosters uncooperative learning, offering ability to maintain anatomical structure in a cross-modality reconstruction. Introduction of a modality-invariant structural consistency constraint further enforces faithful embedding of anatomy. To improve training stability and fidelity of synthesized modalities, the ensemble is trained in a relativistic generative adversarial framework incorporating multiscale discriminators. Analyses of priors and network architectures as well as performance validation were performed on computed tomography (CT) and MR pelvis datasets. The proposed method demonstrated robustness against intensity inhomogeneity, improved tissue-class differentiation, and offered synthetic CT in Hounsfield units with intensities consistent and smooth across slices compared to the state-of-the-art approaches, offering median normalized mutual information of 1.28, normalized cross correlation of 0.97, and gradient cross correlation of 0.59 over 324 images.

An update on radiomics techniques in primary liver cancers.

BACKGROUND: Radiomics is a progressing field of research that deals with the extraction of quantitative metrics from medical images. Radiomic features detention indirectly tissue features such as heterogeneity and shape and can, alone or in combination with demographic, histological, genomic, or proteomic data, be used for decision support system in clinical setting. METHODS: This article is a narrative review on Radiomics in Primary Liver Cancers. Particularly, limitations and future perspectives are discussed. RESULTS: In oncology, assessment of tissue heterogeneity is of particular interest: genomic analysis have demonstrated that the degree of tumour heterogeneity is a prognostic determinant of survival and an obstacle to cancer control. Therefore, that Radiomics could support cancer detection, diagnosis, evaluation of prognosis and response to treatment, so as could supervise disease status in hepatocellular carcinoma (HCC) and Intrahepatic Cholangiocarcinoma (ICC) patients. Radiomic analysis is a convenient radiological image analysis technique used to support clinical decisions as it is able to provide prognostic and / or predictive biomarkers that allow a fast, objective and repeatable tool for disease monitoring. CONCLUSIONS: Although several studies have shown that this analysis is very promising, there is little standardization and generalization of the results, which limits the translation of this method into the clinical context. The limitations are mainly related to the evaluation of data quality, repeatability, reproducibility, overfitting of the model. TRIAL REGISTRATION: Not applicable.

Educação Física escolar, anos iniciais e aprendizagens: uma revisão de literatura em periódicos nacionais / Physical Education in schools, early years and learnings: a literature review in national publications / Educación Física, años iniciales y aprendizajes: una revisión de literatura em periódicos nacionales

Nesta revisão de literatura integrativa objetivamos identificar como a Educação Física escolar, nos anos iniciais, vem sendo abordada do ponto de vista das aprendizagens construídas. Para tanto realizamos uma busca em periódicos nacionais de estratos A1 a B5 do Qualis CAPES para "Área de Avaliação Educação Física", nos últimos dez anos. Foi possível identificar que as aprendizagens que se pretende para esta etapa de ensino demonstram estarem, em grande medida, pautadas por habilidades e competências enraizadas na racionalidade técnico-instrumental. Contudo outras abordagens que buscam questionar e reconfigurar os documentos oficiais em diálogo com uma perspectiva crítica, contextualizada, coletiva e dialética também, ainda que em menor número, vêm se fazendo presentes nas produções acadêmicas.

The goal of this integrated literature review is to identify how Physical Education in early school years has been discussed from a constructed learning perspective. To do so, I performed research in national publications from Qualis CAPES grades A1 to B5 to the "Field of Physical Education Assessment" during the last ten years. I was able to identify that the learnings intended for this period of teaching appear to be grounded in skills and competencies attached to technical and instrumental rationality. Even so, other approaches that seek to question and reconfigure the official documents in line with a critical perspective, contextualized, collective and dialectic are growing ­ even though in a smaller number ­ in academic production.

Em esta revisión de literatura integrativa se tiene por objetivo identificar como la Educación Física escolar, en los años iniciales, ha sido enfocada desde el punto de vista de los aprendizajes que se ha llevado a cabo. Para tanto se ha hecho una búsqueda en periódicos nacionales de parámetros A1 hasta B5 del Qualis CAPES para el "Area de Evaluación Educación Física", en los últimos diez años. Fue posible identificar que los aprendizajes que se lo requiere para esta etapa de enseñanza demuestran estar, en gran medida, pauteados por habilidades y competencias enfocadas en la racionalidad tecnico-instrumental. Sin embargo otros enfoques que buscan cuestionar y reconfigurar los documentos oficiales en el diálogo con una perspectiva crítica, contextualizada, colectiva y dialética también, aunque en menor número, se han hecho presentes en las producciones académicas.

Educação Física escolar, anos iniciais e aprendizagens: uma revisão de literatura em periódicos nacionais / Physical Education in schools, early years and learnings: a literature review in national publications / Educación Física, años iniciales y aprendizajes: una revisión de literatura em periódicos nacionales

Nesta revisão de literatura integrativa objetivamos identificar como a Educação Física escolar, nos anos iniciais, vem sendo abordada do ponto de vista das aprendizagens construídas. Para tanto realizamos uma busca em periódicos nacionais de estratos A1 a B5 do Qualis CAPES para "Área de Avaliação Educação Física", nos últimos dez anos. Foi possível identificar que as aprendizagens que se pretende para esta etapa de ensino demonstram estarem, em grande medida, pautadas por habilidades e competências enraizadas na racionalidade técnico-instrumental. Contudo outras abordagens que buscam questionar e reconfigurar os documentos oficiais em diálogo com uma perspectiva crítica, contextualizada, coletiva e dialética também, ainda que em menor número, vêm se fazendopresentes nas produções acadêmicas.

The goal of this integrated literature review is to identify how Physical Education in early school years has been discussed from a constructed learning perspective. To do so, I performed research in national publications from Qualis CAPES grades A1 to B5 to the "Field of Physical Education Assessment" during the last ten years. I was able to identify that the learnings intended for this period of teaching appear to be grounded in skills and competencies attached to technical and instrumental rationality. Even so, other approaches that seek to question and reconfigure the official documents in line with a critical perspective, contextualized, collective and dialectic are growing ­even though in a smaller number ­in academic production

Em esta revisión de literatura integrativa se tiene por objetivo identificar como la Educación Física escolar, en los años iniciales, ha sido enfocada desde el punto de vista de los aprendizajes que se ha llevado a cabo. Para tanto se ha hecho una búsquedaen periódicos nacionales de parámetros A1 hasta B5 del Qualis CAPES para el "Area de Evaluación Educación Física", en los últimos diez años. Fue posible identificar que los aprendizajes que se lo requiere para esta etapa de enseñanza demuestran estar, en gran medida, pauteados por habilidades y competencias enfocadas en la racionalidad tecnico-instrumental. Sin embargo otros enfoques que buscan cuestionar y reconfigurar los documentos oficiales en el diálogo con una perspectiva crítica, contextualizada, colectiva y dialética también, aunque en menor número, se han hecho presentes en las producciones académicas.

Changemakers as digital makers: Connecting and co-creating.

This paper presents data from two international projects focused on the interaction between changemaking and digital making in university students. The data is drawn from the contributions of 63 university students located in the United States, Romania, Spain, Belgium, Norway, Denmark and England. Using a design thinking methodology and a thematic analysis of student responses, the aim was to understand how the creative use of immersive technologies, such as augmented and virtual reality, might create an environment for changemaking practices in an international context. Findings suggest that students demonstrated not only enhanced digital skills and student engagement but increased cultural competence and global mindfulness. International digital collaboration can create conditions for students to develop changemaker attributes and identify as changemakers within the spheres of entrepreneurship and education, preparing them to be a force for change in the world.

Salivary Metabolites are Promising Non-Invasive Biomarkers of Hepatocellular Carcinoma and Chronic Liver Disease.

BACKGROUND: Hepatocellular carcinoma (HCC) is a leading causes of cancer mortality worldwide. Improved tools are needed for detecting HCC so that treatment can begin as early as possible. Current diagnostic approaches and existing biomarkers, such as alpha-fetoprotein (AFP) lack sensitivity, resulting in too many false negative diagnoses. Machine-learning may be able to identify combinations of biomarkers that provide more robust predictions and improve sensitivity for detecting HCC. We sought to evaluate whether metabolites in patient saliva could distinguish those with HCC, cirrhosis, and those with no documented liver disease. METHODS AND RESULTS: We tested 125 salivary metabolites from 110 individuals (43 healthy, 37 HCC, 30 cirrhosis) and identified 4 metabolites that displayed significantly different abundance between groups (FDR P <.2). We also developed four tree-based, machine-learning models, optimized to include different numbers of metabolites, that were trained using cross-validation on 99 patients and validated on a withheld test set of 11 patients. A model using 12 metabolites -octadecanol, acetophenone, lauric acid, 1-monopalmitin, dodecanol, salicylaldehyde, glycyl-proline, 1-monostearin, creatinine, glutamine, serine and 4-hydroxybutyric acid- had a cross-validated sensitivity of 84.8%, specificity of 92.4% and correctly classified 90% of the HCC patients in the test cohort. This model outperformed previously reported sensitivities and specificities for AFP (20-100ng/ml) (61%, 86%) and AFP plus ultrasound (62%, 88%). CONCLUSIONS AND IMPACT: Metabolites detectable in saliva may represent products of disease pathology or a breakdown in liver function. Notably, combinations of salivary metabolites derived from machine-learning may serve as promising non-invasive biomarkers for the detection of HCC.

X-Ray cardiac angiographic vessel segmentation based on pixel classification using machine learning and region growing.

This work proposes a pixel-classification approach for vessel segmentation in x-ray angiograms. The proposal uses textural features such as anisotropic diffusion, features based on the Hessian matrix, mathematical morphology and statistics. These features are extracted from the neighborhood of each pixel. The approach also uses the ELEMENT methodology, which consists of creating a pixel-classification controlled by region-growing where the result of the classification affects further classifications of pixels. The Random Forests classifier is used to predict whether the pixel belongs to the vessel structure. The approach achieved the best accuracy in the literature (95.48%) outperforming unsupervised state-of-the-art approaches.

Machine learning-driven protein engineering: a case study in computational drug discovery.

Research and development in drug discovery will need to find significant efficiency gains if the industry is to continue generating novel drugs. There is great expectation for machine learning (ML) to provide this boost in R&D productivity, but to harness the full potential of ML, the generation of new, high-quality datasets will be necessary. Here, the authors present a platform that combines high-throughput display and selection data generation with ML. More specifically, deep learning is used to inform the directed evolution of novel biotherapeutics using DNA library synthesis, ultra-high throughput selections, and next generation sequencing. By combining the learnings of multiple in silico models, their platform enables multi-parameter optimisation across multiple important protein characteristics. They also present a model for benchmarking these ML-driven drug discovery platforms according to the accuracy of their underlying in silico models, in conjunction with the throughput of their empirical experimentation.

Review of Statistical Learning Methods in Integrated Omics Studies (An Integrated Information Science).

Integrated omics is becoming a new channel for investigating the complex molecular system in modern biological science and sets a foundation for systematic learning for precision medicine. The statistical/machine learning methods that have emerged in the past decade for integrated omics are not only innovative but also multidisciplinary with integrated knowledge in biology, medicine, statistics, machine learning, and artificial intelligence. Here, we review the nontrivial classes of learning methods from the statistical aspects and streamline these learning methods within the statistical learning framework. The intriguing findings from the review are that the methods used are generalizable to other disciplines with complex systematic structure, and the integrated omics is part of an integrated information science which has collated and integrated different types of information for inferences and decision making. We review the statistical learning methods of exploratory and supervised learning from 42 publications. We also discuss the strengths and limitations of the extended principal component analysis, cluster analysis, network analysis, and regression methods. Statistical techniques such as penalization for sparsity induction when there are fewer observations than the number of features and using Bayesian approach when there are prior knowledge to be integrated are also included in the commentary. For the completeness of the review, a table of currently available software and packages from 23 publications for omics are summarized in the appendix.

Vivencias de profesionales psico-educativos en formación, aprendizaje expansivo y construcción de sentidos entre universidades y escuelas / Emotional experiences of psycho-educational professionals in modeling expansive learning and construction of meanings between universities and schools

El trabajo explora perspectivas y posicionamientos de agentes educativos ante violencias en escuelas, problemas que enfrentan e intervenciones que realizan. Su objetivo es analizar verbalizaciones de los agentes educativos en contexto de investigación, describiendo significados que construyen sobre problemas y situaciones de violencia en las escuelas. Los conceptos de violencia simbólica, efecto-institución, mediaciones invisibles y olvido social, en enfoques socioeducativos e histórico-culturales, constituyen el marco teórico. Se articulan resultados de: indagación durante 2015 para Tesis de Maestría e indagación-intervención de estudiantes y tutores a través de una Práctica de Investigación de la Licenciatura en Psicología durante 2016, ambos en una escuela secundaria del conurbano bonaerense. Se trata de un estudio cualitativo, descriptivo, de metodología etnográfica. Se realizaron entrevistas en profundidad a directivos y entrevistas semi-estructuradas a docentes, orientadores escolares, observaciones de clases, recreos, comedor y talleres. Emergen violencias De la escuela, hipótesis sobre procesos operantes en su invisibilización y propuestas de cambio.

The work explores outlooks and positionings of educational agents about violences at schools, the problems they face and the interventions they develop. Its aim is to analyze verbalizations of educational agents in the research context, describing the meanings that they build about problems and situations of violences at schools. The concepts of symbolic violence, institution-effect, invisible mediations and social oblivion into socio-educational and historical-cultural approaches constitute the theoretical frame. Outcomes of the research along the Master Thesis work, during 2015, were articulated with outcomes of action-research work of students and tutors through a Research Apprenticeship into Undergraduate Course of Psychology during 2016, in a secondary school in Buenos Aires Province. It´s a qualitative descriptive study, of ethnographic methodology. In-depth interviews with masters and half-structured interviews with teachers and school advisors were developed, classroom work and playtime space observations, and workshops were displayed. Violences OF school and hypothesis on processes operating in its in-visibilization, emerge, besides change proposals.

A Temporal Map of Coaching.

Economic pressures on companies, technological developments, and less stable career paths pose potential threats to the well-being of employees (e.g., stress, burn-out) and require constant adaptation. In the light of these challenges, it is not surprising that employees often seek the support of a coach. The role of a coach is to foster change by facilitating a coachees' movement through a self-regulatory cycle with the ultimate aim of stimulating sustained well-being and functioning. While meta-analytic research indicates that coaching interventions can be effectively applied to assist employees in dealing with change, the current literature on coaching lacks solid theoretical frameworks that are needed to build a cumulative knowledge-base and to inspire evidence-based practice. In this conceptual analysis, we examine the coaching process through a temporal lens. By doing so, we provide an integrated theoretical framework: a temporal map of coaching. In this framework, we link seminal concepts in psychology to the coaching process, and describe which competencies of coachees are crucial in the different stages of change that coaching aims to bring about. During the preparatory contemplation stage, targeting coachees' awareness by enhancing their mindfulness and environmental receptiveness is important. During the contemplation stage, coachees' willingness and perceived ability to change are central competencies. We propose that coaches should therefore foster intrinsic goal orientation and self-efficacy during this stage. During the planning stage, coaches should focus on goal-setting and implementation intentions. Finally, during the maintenance/termination stage, stimulating coachees' reflection is especially important in order to help them to integrate their learning experiences. The framework delineated in this paper contributes to the understanding of coaching as a tool to assist employees in dealing with the challenges of an increasingly dynamic work-environment and yields concrete suggestions for future theory development and research on coaching.

Jóvenes y sociabilidad escolar: aprendizajes que sostienen determinado orden social / Youth and school sociability: learnings that support a determined social order / Juventude e sociabilidade escolar: aprendizagems que sustentam determinada ordem social

Presentamos un recorte de una tesis doctoral finalizada que reconstruyó, situada y comparativamente, los sentidos que adquiere la secundaria para jóvenes de Córdoba (Argentina) en desiguales condiciones de vida y escolaridad. Inscripta en un enfoque socio hermenéutico, la estrategia de indagación múltiple fue implementada de forma análoga en dos poblaciones estudiantiles focalizando progresivamente en varios registros de las voces juveniles: observacionales, escritas, discusiones grupales, entrevistas profundas. Identificamos diversos núcleos de significación juvenil que comprenden a la secundaria como “espacio-tiempo de experiencias y aprendizajes” (construcción de conocimientos, sociabilidad), “preparación para futuros desempeños” (laboral, propedéutico), “formación personal” (“ser alguien digno” o “exitoso”), “ciudadanización” (“instancia des-ignorante” o “ciudadanía participativa”). En esta comunicación analizamos cómo los sentidos juveniles sobre la sociabilidad escolar se vinculan a la producción de subjetividades que sostienen determinado orden social.

The authors present part of a finished doctoral thesis that reconstructs,in a situated and comparative manner, the meanings that secondary school has for young peoplein Cordoba (Argentina) who inhabit unequal living conditions and educational access. Using asocio-hermeneutical approach, the methodology involved multiple activities was implemented withtwo student populations, progressively focusing on collecting the voices of different young peopleusing the following methods: observation, writing, group discussions and in-depth interviews. Theauthors identify different groups of the meanings created by young people to understand secondaryschool including a “space-time of experiences and learnings” (knowledge building, sociability),“preparing for future action” (work, university), “personal training” (“to be someone worthy” or“successful”),”citizenship” (“not being ignorant” or “participatory citizenship”). In this article theauthors analyze how the youth meanings related to school sociability are related to the production ofsubjectivities that support a determined social order.

Apresentamos um recorte de uma tese de doutorado concluída que reconstruiu, localizada e comparativamente, os sentidos que adquire o ensino médio para jovens de Córdoba (Argentina) em diferentes condições de vida e educação. Baseados numa abordagem socio hermenêutica, a estratégia de indagação múltipla foi implementada de forma análoga em duas populações de estudantes numa gradual focalização dos diferentes registros das vozes juvenis:observacionais, atividades escritas, discussões grupais, entrevistas em profundidade. Identificamos diversos núcleos de significação que compreendem ensino médio como “espaço-tempo de experiência se aprendizagens” (construção de conhecimentos, sociabilidade), “preparação para o desempenho futuro” (trabalho, universidades), “formação pessoal” (“ser alguém digno” ou “bem-sucedido”),“cidadania” (“instância des-ignorante” ou “cidadania participativa”). Neste artigo analisamos como os sentidos sobre a sociabilidade escolar estão ligados à produção de subjetividades que sustentam determinada ordem social.