Miguel Pérez

Gender differences in pressure pain threshold in a repeated measures assessment

Abstract The objective of this study was to evaluate gender differences in the pain threshold, considering the type of pressure point, its location and the repetition of the assessment. The pressure pain threshold was evaluated in 30 healthy volunteers (12 men and 18 women) in three assessment sessions separated by 15 min and 7 days, respectively. Each assessment session was in turn composed of two trials in each of which 24 different pressure points (symmetrically located), representing the 18 tender points for the diagnosis of fibromyalgia and six control points, were assessed. Gender differences were found in the pain threshold for all of the points and the measures taken, women showing a lower pain threshold in comparison to men and being these differences more pronounced for control points than for tender points, the former reaching statistical significance in all cases. The analysis of the influence of repeated measures on gender differences in the pain threshold showed a distinct pattern of recuperation in men than in women, although only one difference in pain threshold was significant. The utility of the tender point concept to study gender differences in pain threshold and the mechanisms that may explain different patterns of recuperation between genders are discussed.

Organizational Culture, Individual Differences and the Participation System in Cooperativism of Associated Workers in Andalusia, Spain

From a psychosocial perspective, we have attempted to identify the characteristics of the democratic systems of a sample of 36 Andalusian cooperatives of associated workers. In this study it has become evident that those who participate the least in the governments of their organizations are the workers and those with less education. Thus, there is a high degree of association between participation in the governing of the cooperative and the development within it of an appropriate organizational culture. The results of this study have allowed us to empirically deconstruct the concept of cooperative democracy, and this process may have an effect on the improvement of human resource administration in this type of organization.

Effects of Prenatal Fish Oil and Folic Acid Supplementation on Infant Psychomotor and Mental Development: Results from NUHEAL Randomized Controlled Trial

Background: Prenatal supply of folic and fatty acids is related to infant’s neurodevelopment; however, the potential beneficial effects on child’s neurologic outcomes remain controversial. Methods: We analysed 154 Spanish pregnant women in 4 randomized groups of supplementation with fish oil (FO), folic acid (5-MTHF), both, or placebo, and assessed their infant’s mental and psychomotor development at 6 and 20 months of life with Bayley Scales of Infant Development (BSID). Results: No significant differences in BSID outcomes between the groups were detected. FO+5-MTHF supplementation influenced positively blood phospholipid polyunsaturated fatty acids (PUFAs) and folate levels during pregnancy, at delivery, and in neonates. No effect of FO and/or 5-MTHF supplementation on breast milk PUFA levels was detected. Further, higher maternal DHA and lower n6/n3 ratio at delivery associated positively with offspring’s PDI scores at 20 months. While infants with higher blood folate levels correlated with higher MDI scores at 20 months. Conclusions: Findings of the current study show no clear effect of FO and folic acid supplementation on child’s neurodevelopment, regardless of the positive effect of supplementation on blood PUFAs and folate levels. However, prenatal PUFAs, especially DHA, and higher folate levels in newborns could have a positive effect on child’s neurodevelopment.

GLOBALIZACIÓN Y MODERNIDAD: MÁS ALLÁ DE LAS DEFINICIONES

The work presented here forms part of an R&D project of the Spanish “Plan Nacional” entitled The training of teachers of Spanish for immigrants in different educational contexts (Reference: EDU2013-43868-P), in which the specialised training needs of teachers of Spanish as a second language (EL2) to immigrants have been set forth. In the present article, the starting point is to revise some basic concepts related to teaching Spanish to immigrants, from the perspective of diversity. The main aim of this work is the orientation of future Spanish teachers. We therefore begin from descriptive-based notions, in which the didactic and intercultural dimensions of this type of teaching are questioned. In order to do so, we have examined the basic concepts that concern the teaching of Spanish to immigrants, both to schoolchildren and to literate adults (EL2 teaching types), and we have established some measures of linguistic support. Lastly, consideration is made of cultural diversity and the intercultural factors that have an impact on the education community with the aim of examining in depth the most notable features in order to initiate future teachers in this professional field.