Mapping energy citizenship in the south of Europe.

The adoption of new global approaches in the field of energy democratization requires inquiring into how people act to shape the energy system. This is where the concept of energy citizenship (ENCI) appears as a constellation of actors that enable and/or support citizens to became active participants in the debates and energy systems both in private and public sphere, or as a collective citizen that contributes to change (Pel et al., 2021). The aim of this paper is to explore the concept of ENCI in Southern Europe. Using a mixed approach, an extensive mapping of 43 ENCI initiatives in Spain (n = 29) and Portugal (n = 14) was conducted through desktop research, and a stakeholder consultation workshop (n = 7) was carried out through a focus group. Results revealed the major presence of collective ENCI types, with the citizen-based/hybrid one standing out (e.g., energy cooperatives). Most of them were motivated by the interest to contribute to energy transition or to produce and/or use renewable energy, and aimed at promoting energy saving, energy justice and reducing the carbon footprint. The general tendency is towards active participation (in Spain) and transformative forms (in Portugal). The possibilities for citizen control in the initiatives analysed is still limited. These results were confirmed by stakeholders who, additionally, pointed out the major political, social, economic, and geographical factors related to ENCI forms. In short, various types of ENCI could be validated in the Spanish and Portuguese context, showing a commitment to sustainability, democracy, and energy justice. Other non-evidenced forms may be raised as a challenge to further in-depth research on latent forms of ENCI in Southern Europe.

Infarto humeral diafisario en paciente con anemia falciforme / Diaphyseal humeral infarction in a patient with sickle cell anemia

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Manifestaciones cutáneas en lactante con síndrome de hiper-IgE / Cutaneous manifestations in an infant with hyper-IgE síndrome

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Perfil comunicativo y de adaptación social en población infantil con trastornos del espectro autista: nuevo enfoque a partir de los criterios del DSM-5 / Communicative and social-adaptive profile in children with autism spectrum disorder: a new approach based on the DSM-5 criteria

Introducción. Tras la nueva clasificación diagnóstica del Manual diagnóstico y estadístico de los trastornos mentales, quinta edición (DSM-5), el trastorno del espectro autista (TEA) ha pasado a considerarse una categoría dimensional que engloba una serie de trastornos que antes se consideraban como entidades diferentes. La bibliografía previa ha mostrado perfiles comunicativos y lingüísticos diferentes en personas con estos trastornos, por lo que podrían encontrarse resultados contradictorios en los individuos que en la actualidad reciben un diagnóstico de TEA. Objetivo. Identificar los aspectos del lenguaje estructural (expresión y comprensión), interacción (pragmática) y adaptación social diferenciales en niños con diagnóstico de TEA de nivel 1 de apoyo y compararlos con niños con desarrollo típico. Sujetos y métodos. Diecisiete niños con síndrome de Asperger (según el DSM-IV-TR) y 20 niños con desarrollo típico de entre 7 y 12 años. Se ha equiparado el síndrome de Asperger del DSM-IV-TR con el TEA con nivel 1 de apoyo del DSM-5. Se ha evaluado la inteligencia, la comunicación y la adaptación social con medidas directas estandarizadas y medidas indirectas paternas. Resultados. Se han encontrado diferencias significativas en comprensión (comprensión de estructuras gramaticales; p = 0,025), interacción (cuestionario de capacidades y dificultades total; p = 0,001) y adaptación social (Children’s Communication Checklist-2 total; p = 0,001) entre los grupos. Conclusiones. Los participantes con TEA con nivel 1 muestran un nivel de inteligencia normal y buena expresividad estructural (sintaxis y semántica), lo que podría diferenciarlos sustancialmente, dada la gran heterogeneidad del trastorno, de otros niños que en la actualidad también reciben el diagnóstico de TEA. No obstante, nuestros participantes también presentan problemas de comprensión de estructuras gramaticales, interacción pragmática y adaptación social. Estas dificultades podrían relacionarse con posibles problemas emocionales y de socialización (AU)

Introduction. Following the adoption of the new international diagnosis classification from the Diagnostic and Statistical Manual (DSM-5), autism spectrum disorder (ASD) has been established as a dimensional category that includes other disorders that were previously considered as separate entities. Previous research has shown that some people with this disorder exhibit different communicative and linguistic profiles. Therefore, contradictory results could be found among people who receive the same diagnosis. Aim. To distinguish structural language aspects (expression and comprehension), interactive aspects (pragmatics), and social adaptation between children with an ASD-level 1 of support and children with typical development. Subjects and methods. Seventeen children with Asperger syndrome (according to the DSM-IV-TR), and 20 children with typical development between 7 and 12 years old. We have equated diagnosis of Asperger syndrome with ASD-level 1 of support. We have evaluated intelligence quotient, communication, and social adaptation with direct and indirect standardized parental scales. Results. We have found significant differences in comprehension (p = 0.025), interaction (p = 0.001), and social adaptation (p = 0.001) between the two groups. Conclusions. Subjects with ASD-level 1 of support demonstrate an average intelligence quotient, and good expressive structure (syntax and semantic level), which may be different from other children who receive the same diagnosis, due to the wide heterogeneity of the disorder. Nevertheless, our subjects have problems related to comprehension of grammar structure, pragmatics, and social adaptation. These difficulties could be related to emotional and social problems (AU)

Estudio piloto sobre la implementación de un programa lúdico en el contexto escolar para la estimulación del lenguaje / Pilot study of the implementation of an educational play-based program for language stimulation in the school setting

En el presente estudio se ha diseñado y aplicado un programa lúdico-educativo con el fin de estimular el lenguaje de niños de último curso de educación infantil con y sin dificultad específica. Este programa pretende responder a la necesidad de herramientas en el aula que, de forma atractiva y dinámica, actúen sobre las dificultades que pueden aparecer durante el desarrollo del lenguaje oral de los niños. Para ello, se empleó un diseño pre-post con una muestra de 25 alumnos de tercer curso de educación infantil. Las evaluaciones se realizaron a través de un registro de observación del lenguaje y de la Prueba de lenguaje oral de Navarra revisada. Las actividades del programa lúdico están basadas en el juego dirigido y se centran en aspectos como la atención, el reconocimiento visual, la lateralidad, el ritmo y la fluidez del habla, la discriminación auditiva, etc. Su duración ha sido de un mes, con 2 sesiones semanales de 45 min. Los resultados reflejan diferencias estadísticamente significativas en la mayoría de las variables objeto de intervención. Si bien se trata de un estudio piloto, los resultados parecen apoyar la utilidad de intervenciones breves de tipo lúdico-educativo aplicadas a nivel grupal en el contexto escolar para la estimulación del lenguaje (AU)

In the present study, an educational play-based program was designed and implemented to stimulate the language of children with or without specific difficulties in the last year of primary education. This program aimed to respond to the need for dynamic tools in the classroom to correct difficulties that may arise during the development of children's oral language. To do this, a pre-post design was used with a sample of 25 students in their third year of primary education. Evaluations were performed by the Revised Navarre oral language test and an observational procedure specifically designed for this study. The program's activities were based on directed play and focused on aspects such as attention, visual recognition, laterality, rhythm and fluency of speech, auditory discrimination, etc. The program lasted for 1 month with two weekly sessions of 45 min each.Statistically significant differences were found in most of the variables. Although this was a pilot study, the results seem to support the usefulness of brief interventions for language stimulation applied at the group level in schools (AU)