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Introduction. The intake of energy-dense unhealthy food at school could influence the overall energy intake of children. Objective: To characterize the patterns of buying a snack at school and to analyze the association of these patterns with the source of the school snack (brought from home or bought at school) and screen time. Materials and methods: A cross-sectional study was conducted from October 2018 until May 2019 among school children (9 to 12-year-olds) from Cuenca-Ecuador. Intake of energy-dense unhealthy food groups, the source of the school snack, and screen time were assessed using questionnaires. Multiple correspondence analysis was used to identify intake patterns of unhealthy food groups, and logistic regression to assess the association between intake of energy-dense unhealthy food groups (FG) with the school snack source. Results: Among 1,028 children recruited 63%, 42%, 30% and 22% of the children reported consuming sweets/confiture, savory snacks, fast food, and pastry products, respectively, at least two days per week. Around 39% of the children were classified as "Frequent consumers of energy-dense unhealthy FG". Buying the snack at school was associated with a more frequent intake of sweets/confiture (OR=1.56, CI 95% =1.05-2.32) and fast food (OR=2.01, CI 95% =1.15-3.50) during the week, as well as with being classified in the "frequent consumer of energy-dense unhealthy FG" (OR=1.99, 95% CI=1.40-2.82). Conclusions: Ecuadorian children still consume prohibited unhealthy foods at school. These results reinforce the importance of evaluating, monitoring, and adapting strategies to promote a balanced diet(AU)

Introducción. La ingesta de alimentos poco saludables con alto contenido energético en la escuela podría influir en la ingesta energética total de los niños. Objetivo: Caracterizar los patrones de compra de snacks en el colegio y analizar la asociación de estos patrones con la procedencia del snack escolar (de la casa o comprada en el colegio) y el tiempo de pantalla. Materiales y métodos: Se realizó un estudio transversal (octubre 2018-mayo 2019) en escolares (9-12 años) Cuenca- Ecuador. La ingesta de grupos de alimentos (FG) no saludables altos en energía, la fuente del snack escolar y el tiempo de pantalla se evaluaron mediante cuestionarios. Se utilizó análisis de correspondencias múltiples para identificar patrones de ingesta de FG poco saludables y la regresión logística para evaluar asociación entre la ingesta FG no saludables con la fuente del snack escolar. Resultados: En 1.028 niños 63%, 42%, 30% y 22% declararon consumir dulces/golosinas, aperitivos salados, comida rápida y productos de pastelería, respectivamente, al menos dos/días/ semana. Un 39% fueron clasificados como "Consumidores frecuentes de FG poco saludables de alta densidad energética". La compra de los snacks en el colegio se asoció con una ingesta más frecuente de dulces/golosinas (OR=1,56; IC95%=1,05-2,32) y comida rápida (OR=2,01; IC95%=1,15-3,50) durante la semana y con la clasificación en el grupo" consumidores frecuentes de FG poco saludables de alta densidad energética" (OR=1,99; IC95%=1,40- 2,82). Conclusiones: Los niños ecuatorianos aún consumen alimentos no saludables prohibidos en la escuela. Estos resultados refuerzan la importancia de evaluar, monitorear y adaptar estrategias para promover una dieta balanceada(AU)

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Resumen El estudio se cuestiona sobre un abordaje fructífero en el estudio de los efectos de la modalidad lingüística (de señas versus oral) en la organización de la memoria semántica. Para responder la pregunta de investigación, un aspecto central es definir criterios y procedimientos capaces de distinguir entre los factores transportados por la modalidad lingüística de los que le son propios. Entre los primeros, se encuentran la edad de exposición a la lengua natural y su distribución funcional, etaria o geográfica. Entre los aspectos propios de la modalidad se incluyen la iconicidad y el grado de concreción/abstracción de las piezas léxicas. Se sugiere centrarse en el uso de dicho gradiente para evocar dominios conceptuales. Si lo concreto/abstracto es un continuo, entonces hay que preguntarse qué forma de organización es predominante en el léxico mental de las poblaciones señantes u oyentes y qué factores modulan el perfil de esa organización.

Abstract The efforts to understand the relationship of the meaning of a lexical piece to the object to which it refers, the relationship between the lexical pieces and the concepts, and the understanding of the meanings shared between two speakers who use the same lexical pieces have all constituted major problems for the semantic memory models. According to contemporary literature, perceptual-motor, linguistic, and social information have different weights in the formation of concepts, whether concrete or abstract, stored in the aforementioned memory. Regardless of the models developed so far, it is interesting to note that semantic knowledge is represented by various ways of relating the concepts and the types of relationships between them. In this context, studies in sign languages and comparative studies between spoken and sign languages are scarce. Thus, little is known about the effect of linguistic modality on the semantic networks. After all, the theory on semantic networks and norms for the production of features has been grounded on theories of language and its processing adjusted to spoken languages. As the incorporation of the sign language and the Deaf population has shown in other psycholinguistic and linguistic topics, the importance of including these languages and populations, and comparatives with spoken languages, might increase the explanatory power of the theory to account for the universal and contextual aspects of language and its processing. In this effort, there is a latent risk: the linguistic modality can be only a vehicle for more well-known or studied cross-modal variables (e. g., age of acquisition, functional distribution of language, size of the available lexicon, etc.). If it is considered that languages are not stored together, but similar processes can occur in them, it is essential to find out what may be a singular feature of each modality (spoken versus sign) that might ground differentiated processes. Considering the high iconicity of the sign languages and the possibility of a high concreteness of the lexical pieces in the sign language as distinctive features -not collapsible into well-known variables such as the aforementioned-, this article suggests a careful approach to avoid the aforementioned risk in the study of the effects of the linguistic modality (sign versus oral) in the organization of semantic memory. Since perceptual-motor and social information are the main sources of iconicity, a balanced instrument is necessary in the evocation of perceptual-motor, social, and linguistic information. Repeated free word association tasks seem like an appropriate paradigm for a suggested approach. The reasons for this are that, by not censoring the types of response, then free association tasks allow capturing all kinds of concepts (concrete or abstract), all kinds of semantic relationships/organization (paradigmatic versus thematic) and all kinds of processes (comparison versus interaction). This type of task therefore makes it possible to collect meanings related to linguistic information and non-linguistic experience because affective and experiential information is accessible by doing the task in different repetitions. The approach and the tool are exemplified by an ongoing comparative study between Deaf signing and hearing populations. The partial findings of this study also serve to focus on the expected effects of the difference in iconicity and the level of concreteness/abstractness of the lexical pieces of each linguistic modality; namely, the differences between an abstract and a concrete conceptualization of the conceptual domains. Taxonomic and introspective labels might appear as indicative of paradigmatic relationships, of a taxonomic organization, and of underlying comparison processes. On the other hand, the situational and entity labels, indicative of syntagmatic relationships, of a thematic organization and of underlying interaction processes, might suggest a predominantly concrete organization.

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El complejo articular del hombro está formado por cinco articulaciones. Tres de estas son verdaderas: glenohumeral (GH), acromioclavicular (AC) y esternoclavicular (EC); y dos, falsas: escapulotorácica (ET) y subacromial (Sa). Es la articulación con mayor rango de movimiento (ROM, por Range of Motion) del cuerpo y la más propensa a inestabilidades, ocupa el 45% de todas las luxaciones, y 95% de estas corresponden a luxación anteroinferior. Presentamos el acrónimo A.R.A.R.A.I., que nos detalla las iniciales del esquema ordenado a seguir en un traumatismo de hombro que exhiba luxación GH.A (Axilar valoración neurovascular): comprende la valoración neurológica y vascular, la más importante de todas, inclusive antes de la radiografía y la reducción. R (Radiografía): no se puede proceder a la reducción de una luxación glenohumeral sin antes tener una radiografía que descarte fractura, si se procediera a una reducción sin una radiografía y se presenta una fractura en el control posreducción, la maniobra de reducción sería la causa de la fractura por lo que, para evitar problemas legales, siempre se debe solicitar una radiografía antes de esta maniobra. A (Anestesia): todo paciente debe ser sometido a una reducción bajo anestesia, sobre todo si es atendido en un hospital donde se cuenta con servicio de anestesiología. R (Reducción): se utilizan diferentes métodos o técnicas, recomendamos que el médico realice la maniobra con la que tenga mayor afinidad. A (Axilar Rx Posreducción): una de las mayores complicaciones en una LGH es la fractura del borde anterior de la glena no diagnosticada, por lo que la radiografía axilar posreducción, sobre todo en primoluxaciones, nos permite diagnosticar una lesión de Bankart ósea (Bony Bankart) y tratarla desde el primer episodio para evitar la reabsorción del fragmento fracturado.I (Inmovilización en neutro):es importante el tiempo de inmovilización. Recomendamos veintiún días y posición neutra para disminuir el porcentaje de recidiva.La importancia de esta guía es la adecuada valoración clínica, neurovascular, radiológica y oportuno diagnóstico de patologías concomitantes

The shoulder joint complex is made up of five joints. Three of them are true: glenohumeral (GH), acromioclavicular (AC) and sternoclavicular (SC) and two are false: scapulothoracic (ST) and subacromial (SA). It is the joint with the highest Range of Motion (ROM) in the body and the most prone to instability, occupying 45% of all dislocations, 95% of which correspond to the anteroinferior dislocation. We present the acronym A.R.A.R.A.I., which details the initials of the scheme ordered to follow in a shoulder trauma with GH dislocation.A (Axillary nerve anesthesia): includes the neurological and vascular evaluation, the most important of all, even before radiography and reduction.R (Radiography): it is not possible to proceed to the reduction of a glenohumeral dislocation without first having an X-ray that rules out a fracture, if a reduction is carried out without an X-ray and a fracture occurs in the post-reduction control, the maneuver of reduction is the cause of the fracture so, to avoid legal problems, always request an X-ray before a reduction.A (Anesthesia): every patient must undergo a reduction under anesthesia, especially if the patient is cared for in a hospital where there is an anesthesiology service

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