RESUMENLos países latinoamericanos tienen en común la persistente diferencia entre los resultados académicos de los estudiantes según su clase social. El presente ensayo se refiere a la relación entre el concepto de resiliencia y el aprendizaje en contextos de vulnerabilidad social. Se argumenta que este concepto permite comprender y analizar este fenómeno en su profundidad, de manera de contribuir a la búsqueda de mejores oportunidades de aprendizaje para todos. La promoción de la resiliencia académica resulta, en consecuencia, un objetivo clave para los sistemas educativos en vías de desarrollo. Junto con un recorrido por las definiciones más recientes de la resiliencia, se desarrolla una definición operativa del concepto para analizar el caso de la motivación y su relación con la comprensión lectora. Finalmente, se discute cómo fomentar la resiliencia en el medio escolar.Palabras clave: comprensión lectora, motivación, resiliencia, vulnerabilidad. ACADEMIC RESILIENCE, NEW PERSPECTIVES OF INTERPRETING LEARNING IN CONTEXTS OF SOCIAL VULNERABILITY

Cuprous oxide (Cu2O) nanorod arrays have been prepared via a novel templated electrodeposition process and were characterized for their photocatalytic behavior in nonaqueous photoelectrochemical cells. Zinc oxide (ZnO) nanorod films serve as sacrificial templates for the in situ formation of polymer nanopore membranes on transparent conductive oxide substrates. Nitrocellulose and poly(lactic acid) are effective membrane-forming polymers that exhibit different modes of template formation, with nitrocellulose forming conformal coatings on the ZnO surface while poly(lactic acid) acts as an amorphous pore-filling material. Robust template formation is sensitive to the seeding method used to prepare the precursor ZnO nanorod films. Photoelectrochemical cells prepared from electrodeposited Cu2O films using methyl viologen as a redox shuttle in acetonitrile electrolyte exhibit significant charge recombination that can be partially suppressed by a combination of surface passivation methods. Surface-passivated nanostructured Cu2O films show enhanced photocurrent relative to planar electrodeposited Cu2O films of similar thickness. We have obtained the highest photocurrent ever reported for electrodeposited Cu2O in a nonaqueous photoelectrochemical cell.

There is a worldwide need for mental health interventions to address the mental health needs of children under 12 who are returning to school in the post-COVID-19 environment. The basic characteristics of child-focused, post-crisis interventions are currently unknown, but they are essential for developing high-quality, expedient RTC programs. We conducted a rapid systematic review, via established PICO methodology, to appraise the characteristics of such interventions. We queried databases (PubMed, PsycInfo, ERIC) for English and Spanish publications describing mental health interventions to reduce mental health symptoms and sequelae among children exposed to disasters and other community crises. We described the following characteristics: type of intervention, length, number of sessions, number of staff delivering the intervention, and other characteristics. A total of 18 original articles met the inclusion criteria: 11 correspond to a controlled trial type of study and 15 addressed PTSD after disaster or crisis situations. Cognitive-behavioral therapy (CBT) was the most common intervention type, school-based/related interventions were the most common method, and five articles described an important role of teachers as mediators of therapy.

Los países latinoamericanos tienen en común la persistente diferencia entre los resultados académicos de los estudiantes según su clase social. El presente ensayo se refiere a la relación entre el concepto de resiliencia y el aprendizaje en contextos de vulnerabilidad social. Se argumenta que este concepto permite comprender y analizar este fenómeno en su profundidad, de manera de contribuir a la búsqueda de mejores oportunidades de aprendizaje para todos. La promoción de la resiliencia académica resulta, en consecuencia, un objetivo clave para los sistemas educativos en vías de desarrollo. Junto con un recorrido por las definiciones más recientes de la resiliencia, se desarrolla una definición operativa del concepto para analizar el caso de la motivación y su relación con la comprensión lectora. Finalmente, se discute cómo fomentar la resiliencia en el medio escolar.

Study question Is the mean endometrial progesterone receptor (PGR) expression in the endometrial epithelial compartment different between women with and without embryo implantation failure? Summary answer PGR expression is higher in epithelial endometrial compartment of women with embryo implantation failure, during mock hormonal endometrial preparation preceding frozen thawed embryo transfer cycles. What is known already PGR downregulation is critical for embryo implantation. Downregulation takes place during the window of implantation in the EEC, while, in stromal cells, it is highly expressed. Embryos are unable to attach to the maternal surface when PGR expression remains expressed in epithelial endometrial compartment (EEC). Limited information is available whether PGR is downregulated during hormonal endometrial preparation for frozen thawed embryo transfer cycles. Study design, size, duration In this cohort study, 47 endometrial biopsies were obtained between 2016-2017 Participants/materials, setting, methods Infertile women (n = 47) submitted to frozen thawed embryo transfer (FET) cycles had an endometrial biopsy after 5 days of intravaginal progesterone supplementation during mock hormonal endometrial preparation (HEP) preceding FET and prospectively followed until confirmation of an intrauterine pregnancy. PGR immunostaining was performed using standard immunohistochemical technique (clone BSB2 - BS2126, BIO SB). PRG expression was quantified using the histologic score (HScore, range from 0 - 4). Ethical approval was obtained from local ethical committee. Main results and the role of chance Age, body mass index, endometrial thickness, and the number of embryos transferred were not significantly different between women who became or not pregnant. PGR Hscore (mean ± SD) in EEC was significantly lower in pregnant women (1.2 ± 0.8; n = 14 ) compared to women without pregnancy (2.8 ± 0.6; n = 33 ) Student t-test p < 0.0001. The AUC was 0.90 ± 0.05 (95% CI: 0.7-1) p < 0.0001 displaying 94.2 % sensitivity and 80.4% specificity for a 1.65 PGR cut-off value. Limitations, reasons for caution This is an observational study to determine if a difference in PGR expression was identified in these cases Wider implications of the findings The mean PGR expression is abnormally higher in EEC of women with embryo implantation failure using HEP for FET cycles. The 1.65 cut-off may be used in future studies to investigate whether high PGR expression is a risk factor for failure of blastocyst implantation in HEP for FET. Trial registration number not applicable