Prepublicacions i preprints

Biodose Tools updates for criticality accidents and interlaboratory comparisons

2025-01-01T00:00:00Z

Biodose Tools updates for criticality accidents and interlaboratory comparisons Francès-Abellán, Anna; Endesfelder, David; Hernández, Alfredo; Armengol, Gemma; Barquinero, Joan Francesc Altres ajuts: this work was supported by the Consejo de Seguridad Nuclear Español under Grant PR102-2023; Purpose: Since its initial release, the aim of Biodose Tools was to offer an easy-to-use platform to perform the mathematical calculations needed in biological dosimetry. This update 3.7.1, mainly focuses on new features related to large-scale emergency responses, like criticality accidents dose estimation and laboratory networks. Material and Methods: Biodose Tools has been developed using the R programming language. The current version (3.7.1) uses the same external dependencies as version 3.6.1 (released November 2022) while integrating three new external packages to support the new functionalities. Results: Version 3.7.1 introduces different new modules: (a) a characteristic limits module that calculates decision thresholds and detection limits following ISO19238:2023 standards, and offers statistical tests to compare rates between suspected exposure cases and control data; (b) an enhanced dose estimation module which supports multiple dose assessments for dicentric and translocation assays for various exposure scenarios (acute, protracted, and highly protracted) as well as whole and partial-body exposures; (c) a criticality accidents module for multiple dose estimations using dicentrics in mixed gamma-neutron exposure scenarios (e.g., nuclear detonations); and (d) an Interlaboratory comparison module that automates the evaluation and comparison of dose estimates across laboratories. Conclusions: Biodose Tools (this http URL) continues to evolve in response to the dynamic needs of the biological dosimetry community, contributing to the preparedness and consistency in emergency response and routine applications.

Mediational analysis of bulimia and anorexia : an Ecuadorian regional study

2022-01-01T00:00:00Z

Mediational analysis of bulimia and anorexia : an Ecuadorian regional study Reivan-Ortiz, Geovanny; Ortiz Rodas, Patricia Elizabeth; Reiván, Patricia; Granero, Roser Eating disorders constitute complex clinical conditions with multiple interacting bio-psycho14 social factors. The raising worldwide prevalence's warn about the need of new studies for identifying the underlying mechanisms in highly vulnerable populations, such as young adulthood. This study aimed to analyze the relationships between the levels of anorexia nervosa and bulimia nervosa with anxiety, depression, difficulties in emotional regulation, perfectionism, sex and geographical origin (residence: Cuenca, Quito and Guayaquil). A mediational model was adjusted through structural equation model, in order to know the direct and indirect effects between the variables of the study. Data recruited from N=918 Ecuadorian university students were analyzed, including men and women. The results indicated adequate goodness-of-fit for a multi-group model (χ2=6.33, p=0.097; RMSEA=0.06; CFI=0.997; TLI=0.945; SRMR=0.015), and global predictive capacity close to 30% (CD = 0.284). The invariance test assessing the equivalence of the structural coefficients according to the city of origin obtained significant results (χ2 =65.99, p<.001), suggesting that the underlying relationships pattern is different depending on the origin of the participants. These results could contribute for the development of prevention and intervention programs specifically focused on the needs of the individuals depending on their precedence.

The influence of personality traits on body image in female patients with an eating disorder versus a dual diagnosis : a cross-sectional study

2026-01-01T00:00:00Z

The influence of personality traits on body image in female patients with an eating disorder versus a dual diagnosis : a cross-sectional study Rosinska, Magda Julia; Lorente Sánchez, Sonia; González, Marcela L.; Grau Touriño, Antoni; Mora Giral, Marisol; Lewis-Smith, Helena Altres ajuts: SL is supported by the Margarita Salas grant, by the European Union-Next Generation (EU) and Ministry of Universities (Spain), in collaboration with Autonomous University of Barcelona (UAB); Body dissatisfaction (BD) is well-studied in eating disorder (ED) populations but remains unexplored in dual diagnosis (DD) populations, such as co-occurring ED and substance use disorder. This cross-sectional study compared BD levels between ED and DD groups and examined the influence of personality traits. Sixty-five female patients with either an ED (n=39; Mage=26.8, SD=8.8) or DD (n=26; Mage=28.9, SD=8.4) completed standardized measures of BD and personality traits. Descriptive statistics, group comparisons, and linear regression analyses were conducted. BD levels did not significantly differ between groups. In the ED group, higher impulsivity, lower self-transcendence, and younger age were associated with greater BD. In the DD group, higher novelty seeking, confounded by lower self-directedness, was associated with greater BD. These findings suggest that distinct personality traits are associated with BD in ED and DD populations, highlighting potential targets for interventions aiming to alleviate BD.

The Ins and Outs of Teamworking : When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning

2018-01-01T00:00:00Z

The Ins and Outs of Teamworking : When University Teachers, in-Service Secondary Teachers and Pre-Service Teachers Collaborate to Transform Learning Masats i Viladoms, M. Dolors (Maria Dolors); Guerrero, Paula Initiatives for teachers' professional development should rely on the epistemology of practice, that is, be founded on the premise that reflective teachers construct professional knowledge and develop professional skills through practice and through planning, observing or analysing practice. Reflection about teaching action and reflection in teaching action triggers innovation, especially when teachers work together to create the necessary conditions to transform learning. This paper advocates in favour of collaborative action research and innovation as a methodology to promote change in classroom practices. To illustrate this proposal, it presents a case study in which a secondary English teacher from a school which hosts adolescents at risk opens her classrooms to a researcher and a group of pre-service teachers with the objective to reflect upon her own practices and to become an agent of change. Our corpus is made of natural audio-recorded data from the discussions emerging during focus-group sessions held to evaluate the ongoing innovation and interviews to participating secondary students and trainee teachers. The analysis of those interactions will first lead us to reflect upon the challenges of promoting change in the classrooms. Then it will allow us to understand the impact of the experience and argue in favour of a model of teacher education based on team work as a tool to acquire professional skills and guarantee students' learning success.