Young children in the maintenance phase of treatment against ALL can safely perform both aerobic and resistance training. Training results in significant increases in measures of aerobic fitness, strength, and functional mobility. During detraining, strength and functional mobility are well maintained, whereas .VO2peak and VT are partially maintained.

The purpose of this study was to determine if the functional capacity and quality of life of children receiving treatment against acute lymphoblastic leukemia (ALL) is decreased compared to healthy age and gender-matched children. Functional capacity was assessed with a number of measurements as the peak oxygen uptake (VO2peak) and ventilatory threshold determined during a ramp treadmill test, functional mobility (Timed Up and Down Stairs test [TUDS]) and ankle dorsiflexion passive and active range of motion (passive and active DF-ROM, respectively). Quality of life (QOL) was determined with the Spanish version of the Child Report Form of the Child Health and Illness Profile-Child Edition (CHIP-CE/CRF). Fifteen children (9 boys, 6 girls; mean [SD] age: 6.8 +/- 3.1 years) receiving maintenance therapy against ALL were studied and fifteen, nonathletic healthy children (9 boys, 6 girls; 6.9 +/- 3.3 years) were selected as controls. The mean values of VO2peak and active DF-ROM were significantly (p < 0.05) lower in patients (25.3 +/- 6.5 ml . kg (-1) . min (-1) vs. 31.9 +/- 6.8 ml . kg (-1) . min (-1) in controls and 19.6 +/- 8.0 degrees vs. 24.1 +/- 5.0 degrees , respectively). Children's self report of satisfaction (with self and health) (p < 0.05), comfort (concerning emotional and physical symptoms and limitations) (p < 0.01) and resilience (positive activities that promote health) (p < 0.01) were significantly decreased in patients with ALL. In summary, children receiving treatment against ALL have overall lower functional capacity and QOL than healthy children. However, their physical condition and health status are sufficiently high to allow them to participate in physical activities and supervised exercise programs.

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The article is the result of an educational research project of the National Technological Institute of Mexico that involves Virtual Learning Environments (AVA). The objective is to determine the impact of using a VPA as a tool in the teaching-learning process of the face-to-face classes of the Ciudad Valles Technology. The methodology is mixed, qualitative and quantitative. The quantitative number determines the number of teachers used by AVA, the number of students in a Blending Learning (B-Learning) course, the number of courses designed in Moodle. In the qualitative, the impact of B-Learning on students is analyzed; determining the degree of motivation and performance that is generated when using AVA and the ability to use information technology to generate their learning strategies. A composite and structural analysis of the AVA used in the institute is presented, the research hypothesis is disclosed: the use of an AVA as a b-learning strategy, improves the level of performance of student competencies compared to students who follow classroom learning strategies. The manner in which the research is conducted, the frame of reference is described and relevant results and conclusions are shown.

The global method of structural analysis is characterized in that from the first moment the information units with a complete meaning are presented to the child. The global method is to apply to the teaching of reading and writing the same process that is followed in children to teach them to speak. The child has a visual memory, recognizes words, sentences and phrases, with this, establishes relationships between words and discovers the identical elements in the image of two different words. The writtenword is the drawing of and image that evokes each idea. The prototype model of software engineering when applying the analysis technique, determines the functional requirements of the global method and transforms it into a software product for teaching Spanish, Tenek and English in first grade primary school children. the region of Ciudad Valles, San Luis Potosí. The prototype methodology has the following stages: communication, rapid plan, modeling, design, prototype construction and development. The use of technology combined with the global teaching method will achieve in children the meaningful and constructive learning of their mother tongue (tének), the Spanish language and a foreign language.