Artykuły w czasopismach na temat „Mixtec children”

This article analyzes the effects of increasing economic integration between Mexico and the United States on workers in the California and Baja California fresh fruit and vegetable industry. This sector has experienced significant economic integration in labor, capital, and product markets over the past 10 years. During this period, wages in this sector have fallen on both sides of the border, and wages in Mexico are currently about one-sixth of California wages. Although workers in Baja and California perform the same tasks using the same technology and work for firms funded by some of the same U.S. capital, indigenous Mixtec women and children from the poor, southern state of Oaxaca are concentrated in the lower-paying jobs in Baja, whereas Mixtec and mestizo men have greater access to the higher-paying jobs in California. Differing labor processes on opposite sides of the border result in this binational gender and ethnic segmentation of the labor market, which will slow wage convergence even if remaining trade barriers are removed. Better enforcement of laws and broader employment generation strategies are necessary to reduce poverty among farm workers on both sides of the border.

Drawing on secondary literature, this paper first identifies trends in Jewish religious intermarriage in Canada—including variation over time, gender, age and community size. It then critically examines results from the 2018 Survey of Jews in Canada to explore factors associated with intermarriage. Binary logistic regression demonstrates that intermarriage is significantly and independently associated with residing in cities other than Montreal and Toronto, relative youth, male gender, having little Jewish secondary socialization outside the family and having both parents born in Canada. The statistically positive effect of having intermarried parents on children’s likelihood of intermarriage falls if children attend full-time Jewish school and summer camp with Jewish content. The effect disappears if at least one parent is an immigrant. These findings imply that the rising rate of intermarriage can be significantly mitigated if the Jewish community finds the means to increase the proportion of children who undergo intensive Jewish secondary socialization and the proportion of immigrants in the Jewish community. The paper concludes by discussing policies that could facilitate this outcome. En s’appuyant sur la littérature secondaire, cet article identifie d’abord les tendances des mariages interreligieux juifs au Canada, y compris les variations dans le temps, le sexe, l’âge et la taille des communautés. Il examine ensuite de manière critique les résultats de l’enquête de 2018 sur les Juifs au Canada afin d’étudier les facteurs associés aux mariages mixtes. La régression logistique binaire démontre que les mariages mixtes sont associés de manière significative et indépendante à la résidence dans des villes autres que Montréal et Toronto, à la jeunesse relative, au sexe masculin, à une faible socialisation secondaire juive en dehors de la famille et au fait que les deux parents sont nés au Canada. L’effet statistiquement positif du fait d’avoir des parents mariés à des non-Juifs sur la probabilité de mariage mixte diminue si les enfants fréquentent une école juive à temps plein et un camp d’été à contenu juif. L’effet disparait si au moins un des parents est un immigrant. Ces résultats impliquent que le taux croissant de mariages mixtes peut être considérablement atténué si la communauté juive trouve les moyens d’augmenter la proportion d’enfants qui poursuivent une socialisation secondaire juive intensive et la proportion d’immigrants dans la communauté juive. L’article conclut en discutant des politiques qui pourraient faciliter ce résultat.

Background: The reemergence of measles represents a public health problem. The aim of the study was to determine the seroprevalence of IgG antibodies against measles in children of three ethnic groups in southern Mexico and the nutritional status and demographic risk factors associated. Methods: A cross-sectional study in 416 school-age children, 207 belonging to the Tlapaneco ethnic group, 101 to the Mixteco group and 108 were considered Mestizo. Sociodemographic data were collected, an anthropometric evaluation of the children was performed and a fasting blood sample was obtained from each child for the measurement of measles IgG antibodies by Enzyme-Linked Immunosorbent Assay (ELISA). Results: From the total sample, 59% of the children were seropositive for IgG antibodies against measles; in contrast, 41% lacked IgG antibodies. Measles antibody seropositivity was higher in girls (64%). 90.5% of 6-year-old children had higher antibodies seroprevalence, compared to the children between 10 and 13 years old (45.5%). In the three ethnic groups, age was negatively correlated with the index standard ratio (ISR) of measles antibody levels and the families with ≥8 members showed less seropositivity. According to the antibodies levels, most of the positive cases remained around 1 Standard Deviation (SD) of the ISR values and no underweight children had antibody levels above 2 SD. Conclusions: The Anti-Measles serological coverage is low in children of three ethnic groups from Southern Mexico and the age, sex, malnutrition and family size are associated factors. Therefore, it is important to strengthen immunization campaigns, principally in vulnerable groups.

Objetivo: Evaluar el efecto de un programa de educación física adaptado utilizando la lengua de señas mexicana en niños con discapacidad auditiva sobre el desarrollo coordinativo motor. Materiales y métodos: El diseño del estudio fue cuasi-experimental, con muestreo por conveniencia, participando 22 estudiantes (edad 10 ± 1.8 años), diagnosticados con discapacidad auditiva, de dos escuelas de la ciudad de Mexicali, Baja California. México. Los participantes fueron divididos aleatoriamente en un grupo experimental (n=11) y un grupo control (n=11), a los cuales se les evaluó el desarrollo coordinativo motor mediante el test de coordinación corporal para niños KTK. El programa de educación física tuvo una duración de 5 meses, adaptando una programación de clases 2 veces a la semana, con una duración de 50 minutos por sesión, comunicándose con los alumnos mediante la lengua de señas mexicana y aplicando una serie de tareas que resaltando la coordinación motora. Resultados: Para comparar las variables de estudio se utilizó el test de análisis de varianza (ANOVA) mixtas 2 x 2, observando una interacción significativa entre grupo experimental y control, lo cual demostró una significancia positiva en el desarrollo coordinativo motor (p=0.01). Conclusión: Se establece que la aplicación de un programa de educación física adaptado durante cinco meses puede influenciar una mejora en la coordinación motora en niños con discapacidad auditiva.

Abstract Introduction: Pulmonary arterial hypertension (PAH) is a rare disease associated with significant morbidity and mortality. Pediatric patients often present with mixted aetiologies. Objectives: To characterize the epidemiology, management and outcome of pediatric PAH. Methods: Children with PAH were included and followed prospectively for six months. WHO functional class, 6-minute walk test, biomarkers, electrocardiogram, spirometers and echocardiographic parameters were evaluated in progressive PAH group. Results: Two hundred and four children were included in the study from July 2012 until July 2013, with a mean age of 6.13 years. Transient PAH patients (n=170, 83.33%) included newborns with persistent pulmonary hypertension (n=8, 3.92%) and children with congenital heart defects with systemic-to-pulmonary shuntflow PAH (n=162, 79.41%) in whom PAH resolved after successful surgery correction. Progressive PAH (n=34, 16.66%) included patients with idiopathic PAH (n=5, 2.45%), Eisenmenger syndrome (n=17, 8.33%) and post-operative PAH (n= 6, 2.94%). Patients with progressive PAH remained stable in regards to clinical status, WHO functional class, 6-minute walk distance, biomarkers, spirometers parameters and echocardiographic parameters with prognostic value. Conclusions: Pediatric PAH is characterized by various age-specific diagnoses, the majority of which comprise transient forms of PAH. Pediatric PAH associated with congenital heart defects represents a heterogeneous group with highly variable clinical courses. PAH specific therapies may have contributed to disease stability and favorable outcomes.

Objective: To present an atypical case of a live fish lodged in the throat of a pediatric patient and discuss its management. Methods: Study Design: Case Report Setting: Tertiary Government Hospital Subject: One Results: An 8-year-old girl swallowed a live fish when she accidentally fell in a body of water. Failed attempts to remove the live fish prompted consult in the emergency room of our hospital, where removal of the foreign body was successfully done using Mixter right angle forceps assisted with a gloved finger. Transient cyanosis and unresponsiveness during extraction was overcome with oxygen by mask, and she regained consciousness. She was allowed to go home as no other untoward events or complications were observed. Conclusion: All ingested foreign bodies, particularly in children, require immediate attention. The survival of patients with upper aerodigestive and airway foreign bodies depends on early recognition and prompt multidisciplinary management. Keywords: Foreign body, endoscopy, foreign body ingestion, impaction, oropharynx

Distal malocclusion is the only type of malocclusion that requires urgent treatment as soon as possible before maxillary discrepancy occurs. The incidence in the population varies around 45%, depending on age, racial group and types of distal malocclusion studied. We studied the frequency of occurrence of distal occlusion and its varieties among 20 children and adolescents with dental anomalies aged 6-13 years. Determining the types of such a complex anomaly as distal occlusion allows for more thorough treatment planning and positive, lasting results.

A decade-long, five-state, mixed-method study of students encountered in Mexican schools with previous experience in the United States suggests there may be 400,000 such students in educación básica alone (elementary and middle school). The focus here, however, are data from 68 educators asked how they have responded to such students and their families. We offer an emergent taxonomy of teacher sensemaking about these students and teachers’ responsibilities to respond. We then assert that because they are at the interface between a national institution (school) and transnational phenomena (migration), educators can provide key insight into how migration is shaped and negotiated. Un estudio de una década, en cinco estados, y que utiliza métodos mixtos con estudiantes que se encuentran en escuelas mexicanas con experiencias previas en los Estados Unidos sugiere que se pueden encontrar 400,000 estudiantes de este tipo tan sólo cursando la educación básica (primaria y secundaria). Sin embargo, el enfoque aquí son los datos de 68 educadores a quienes se les preguntó cómo responden a esta clase de estudiantes y a sus familias. Ofrecemos una taxonomía emergente sobre cómo es que los maestros dan sentido a las responsabilidades de tener que responder a este tipo de circunstancias, enfrentadas por estos estudiantes y sus maestros. Procedemos a afirmar que, a causa de que se encuentran en el punto de contacto entre una institución nacional (la escuela) y un fenómeno transnacional (la migración), los educadores pueden proveer información clave sobre cómo es que la migración se define y se negocia.

Dates (Pheonix dactylifera L.) are high in essential nutrients and have potential health benefits whilst biscuits form the most popular snacks among all ages from children until the elderly in Malaysia. Hence, it is worth developing biscuits mixed with date powder which are easy and light to carry around, tasty, ready and easy to be consumed. The main objective of this study is to develop the best formulation for biscuit mixed with date powder (DP). DP was used at 10%, 20%, 30%, 40% and 50% replacement levels of sugar for the production of biscuits. Biscuit made from 100% sugar was used as control. Results of hedonic sensory test showed that F3 biscuit with incorporation of 30% DP had the highest mean score for overall acceptance of 7.20, thus placing F3 biscuit as the best formulation. Addition of DP more than 30% showed a significant difference (p < 0.05) on the sensory quality of the biscuits. Therefore, the addition of date powder should not exceed 30%. The physical analysis revealed that F3 biscuit had a darker and more red colour than the control besides having a softer texture. Meanwhile, proximate analysis showed that F3 biscuits contained 3.60% moisture, 0.84% ash, 0.30% crude fiber, 7.57% protein, 21.90% fat, 65.80% carbohydrate and energy value of 491.13 kcal. The addition of DP significantly increased the moisture, ash and crube fiber content (p <0.05) in the biscuits but showed no significant decrease (p> 0.05) for the protein content than the control. Microbiological tests proved that total microbial count of F3 biscuits which stored for six weeks is less than the maximum count as stated in the literature. In conclusion, DP has the potential to be used as a sweetener and for fibre enrichment purpose in biscuit production.

In children with mixed bite from Krasnodarskii krai, investigation of association of VNTR-polymorphisms of two cytokine genes – gene of antagonist of interleukine 1 receptor gene (IL1RN) rs2234663 and interleukine 4 (IL4) rs8179190 with dental caries revealed, that markers studied are associated with highly active form of caries: genotypes with two “long” alleles L/L by IL1RN were found as mediating resistance to highly active form of caries and genotypes A1/A2 P2/P2 and A2/A2 P2/P2 mediating susceptibility. Key words: children, caries, IL1RN (rs2234663), IL4 (rs8179190), VNTR, cytokine genes

Introduction: Le recours tardif aux soins est une cause de mortalité chez les enfants de moins de cinq ans dans la commune de Lokossa. L’objectif de cette étude était d’étudier les facteurs associés au recours tardif aux soins chez les enfants de moins de cinq ans aux soins dans la commune en 2022.Cadre et méthode d’étude: La présente étude s’est déroulée dans les cinq arrondissements de la commune de Lokossa au Bénin. Il s’agissait d’une étude mixte transversale descriptive et analytique ayant duré du 04 au 20 juillet 2022. Les cibles primaires avaient été sélectionnées par l’échantillonnage aléatoire en grappes à un degré. Les données avaient été collectées par questionnaire et un guide d’entretien pour les cibles secondaires. Une analyse qualitative, univariée et multivariée a été réalisée. Résultats : Au total 599 ménages et 25 cibles secondaires (mères, chefs de village, grands-mères, relais communautaires) avaient été inclus. L’âge moyen des enfants était 26,35 mois ± 16,14 avec une sexratio de 1,1. Sur les 599 enfants ayant été malades, 70,5% (n=422) avaient eu recours aux soins dans une formation sanitaire et 77,7% (422) parmi eux avaient un recours tardif aux soins. La taille du ménage élevée du ménage (p=0,0382), la pratique de l’automédication par les parents (p<0,0001), l’inaccessibilité géographique (p=0,0300), la prise de décision : père (p=0,0002) et autres que la mère (p=0,0071), le revenu mensuel intermédiaire du ménage (p=0,0324), la religion endogène versus autres religions du père (p=0.0030) étaient associées à une proportion plus élevée de recours tardifs aux soins. Conclusion: L’opérationnalisation de l’accès universel aux soins et services de santé paraît la meilleure issue pour améliorer la santé des enfants de moins de cinq ans. Introduction: Delayed care-seeking for children under five years of age is a major contributor to infant mortality in Benin, particularly in southern Benin. The study aimed to investigate the associated factors of the delayed care-seeking behaviour for the children under five in the commune of Lokossa. Methods: A cross-sectional study using a mixt approach (quantitative and qualitative) was conducted in July 2022. For the quantitative component, a one-stage cluster random sampling was carried out. A total of 599 mother/child pairs under five years of age were enrolled. For the qualitative study, a sampling of twenty-five people (mothers, head of villages, grand-mothers, community health workers were enrolled. A questionnaire and an interview guide were used to collect the data. A logistic regression model was used to analyse the quantitative data. Results: The majority of children were male (52.60%). The mean age was 26.35 ± 16.14 months. The prevalence of the delayed care-seeking was 77.70%. The factors associated to the delayed care-seeking among children under five years were the size the household (p=0.0382), the use of traditional medicines (p<0.0001), the geographical access (p=0.0300), the decision-maker: father (p=0.0002) and other member than mothers (p=0.0071), the household monthly-income intermediate (p=0.0324), and the father religion (p=0.0030), Conclusion: Universal access to health care seems one of a key solution to reduce the delayed care-seeking among children under five years old.

Malaria treatment failure is the inability to clear parasitaemia after antimalarial drug administration. There are reports of treatment failure with artemisinin-based combination therapy (ACT) in Nigeria but few reported among children. We report three paediatric cases of treatment failure with ACT admitted at a private tertiary hospital in Nigeria in early 2022. All three were ‘under-fives’ admitted for open-heart surgery, major flame burns, and cerebral malaria respectively. They had symptomatic Plasmodium falciparum infection but one had mixed P. falciparum and Plasmodium vivax infections. Cases 1 and 2 were initially given oral artemether-lumefantrine while case 3 received intravenous artesunate. Despite appropriate antimalarial drug compliance, all the 3 still had fever with heavy parasitaemia. They subsequently received intravenous quinine, with improvement within the first 24 hours of therapy, and no longer had fever at the fourth week of follow-up. Although ACT resistance was not established, poor drug quality may have contributed to treatment failure. There is a need for pharmacovigilance of anti-malarial in Nigeria. French title: Échec du traitement du paludisme après une polythérapie à base d'artémisinine: une série de cas d'enfants pris en charge dans un hôpital tertiaire privé du sud-ouest du Nigeria L'échec du traitement du paludisme est l'incapacité à éliminer la parasitémie après l'administration d'un médicament antipaludique. Il y a des rapports d'échec de traitement avec la thérapie combinée à base d'artémisinine (ACT) au Nigeria, mais peu ont été signalés chez les enfants. Nous rapportons trois cas pédiatriques d'échec de traitement avec ACT admis dans un hôpital tertiaire privé au Nigeria au début de 2022. Tous trois étaient des « moins de cinq ans » admis pour une chirurgie à cœur ouvert, des brûlures graves par la flamme et un paludisme cérébral, respectivement. Ils avaient une infection symptomatique à Plasmodium falciparum mais un avait des infections mixtes à P. falciparum et Plasmodium vivax. Les cas 1 et 2 ont initialement reçu de l'artéméther-luméfantrine par voie orale tandis que le cas 3 a reçu de l'artésunate par voie intraveineuse. Malgré une bonne observance des médicaments antipaludiques, tous les 3 avaient encore de la fièvre avec une forte parasitémie. Ils ont ensuite reçu de la quinine par voie intraveineuse, avec une amélioration dans les 24 premières heures de traitement, et n'avaient plus de fièvre à la quatrième semaine de suivi. Bien que la résistance à l'ACT n'ait pas été établie, la mauvaise qualité des médicaments peut avoir contribué à l'échec du traitement. Il y a un besoin de pharmacovigilance des antipaludéens au Nigeria.

Objetivo: Analizar de manera comparativa un programa educación física en niños con discapacidad auditiva sobre la edad motora equivalente. Método: El diseño de la investigación fue de corte cuasi-experimental, con muestreo por conveniencia, participaron 38 niños diagnosticados discapacidad auditiva de una edad promedio de 7.4±0.9 años, matriculados en dos escuelas de la ciudad de Mexicali, Baja California. México. Los participantes se dividieron aleatoriamente en un grupo control (n=15) y un grupo experimental (n=23), determinado la edad motora equivalente mediante el inventario de desarrollo Battelle, mediante pruebas de control muscular, coordinación corporal, locomoción, motricidad fina, motricidad perceptiva. El programa de educación física tuvo una duración de 4 meses, con sesiones 5 veces a la semana, cada sesión duro 50 minutos, realizando una serie de tareas que enfatizaran las coordinación motora y comunicándose con los alumnos mediante la lengua de señas mexicana. Resultados: El análisis de varianza (ANOVA) mixtas 2 x 2 reporto una interacción doblemente significativa entre los grupos y las mediciones de la variable edad motora equivalente (p=0.05), los porcentajes de cambio resultaron 12.9Δ% del grupo experimental y 4.9Δ% del grupo control. Conclusión: La aplicación de un programa de educación física durante cuatro meses influencia de manera positiva mejora la edad motora equivalente en escolares con discapacidad auditiva.Abstract. Objective: To analyze in a comparative way the effect of a physical education program on the equivalent motor age in children with hearing disability. Method: The research design was quasi-experimental, with convenience sampling; involving 38 children with diagnosed hearing disability with an average age of 7.4 ± 0.9 years, enrolled in two schools in the city of Mexicali, Baja California, Mexico. The participants were randomly divided into a control group (n=15) and an experimental group (n=23). The motor age equivalent was determined using the education Battelle developmental inventory, through tests of muscle control, body coordination, locomotion, fine motor skills, and perceptive motricity. The physical education program was performed during 4 months, with five 50-minute sessions per week, focusing on tasks that emphasized motor coordination and communicating with students through the Mexican sign language. Results: The mixed analysis of variance (ANOVA) 2 x 2 reported a doubly significant interaction between the groups and the measurements of the motor equivalent age variable (p=0.05). The percentages of change were 12.9Δ% for the experimental group, and 4.9Δ % for the control group. Conclusion: The application of a physical education program during four months improves the equivalent motor age in school children with hearing disability.

The Lesson Study is a professional development model that places teachers at the center of practice and is used in the professional development of teachers who are currently in teacher training or currently in service. In Turkey, the professional development of teachers from various branches is also supported by using this model. However, no previous studies have been found on the use of this model with pre-school teachers. This study was carried out to support and improve the quality of teachers’ picture story reading activities by means of lesson study and therefore support the language and early literacy skills of children. Mixed method design was used in the study by utilizing convergent parallel mixed method design. The study group consisted of 14 teachers employed at two independent kindergartens in Bolu city center and 223 children attending these schools during the 2017-2018 academic year. After obtaining all qualitative and quantitative data, statistical analyses were conducted on the quantitative data and content analysis was performed on the qualitative data. As a result of the study, we determined that dialogic reading bags that are developed through the Lesson Study model support children's language development and early literacy skills. In addition, we determined that the Lesson Study model had a positive impact on pre-school teachers’ professional development. Key words: dialogic reading, language development, early literacy, lesson study, preschool L’étude de cours est un modèle de développement professionnel qui met les enseignants au centre de la pratique et qui est employé dans le développement professionnel des enseignants en formation ou en service. En Turquie aussi, ce modèle sert à appuyer le développement professionnel des enseignants dans divers domaines. Toutefois, nous n’avons recensé aucune recherche antérieure portant sur l’emploi de ce modèle auprès d’enseignants au préscolaire. Cette étude a été entreprise pour appuyer et améliorer la qualité des activités liées à la lecture de livres d’images et ainsi appuyer les compétences linguistiques et les habiletés en lecture et écriture de jeunes enfants. L’étude repose sur une modèle mixte parallèle et convergent. Le groupe d’étude était composé de 14 enseignants provenant de deux maternelles indépendantes du centre-ville de Bolu et des 223 enfants qui ont fréquenté ces écoles pendant l’année académique 2017-2018. Suite à la cueillette de toutes les données qualitatives et quantitatives, les données qualitatives ont fait l’objet d’analyses statistiques. Les résultats indiquent que les sacs qui accompagnent la lecture dialogue et qui font partie du modèle de l’étude de cours appuient le développement des compétences linguistiques et des habiletés en lecture et écriture de jeunes enfants. De plus, nous avons déterminé que le modèle d’étude de cours avait un impact positif sur le développement professionnel des enseignants au préscolaire. Mots clés: lecture dialogique, développement langagier, littératie précoce, étude de cours, éducation préscolaire

Background: Postnatal care is care provisions being delivered during postnatal period. Lack of care in this period may result in death or disability as well as missed opportunities to promote healthy behaviors affecting women, newborns, and children. We need to understand the level and factors affecting health extension postnatal care services utilization. Objective: To determine the prevalence of health extension postnatal care services utilization and associated factors among mothers who gave birth in the last year in Kindo Didaye district, Southern Ethiopia, 2017. Methodology: A community-based cross-sectional mixed-method study was conducted from March 1-30, 2017 to get the final sample size of 645 mothers. Descriptive statistics were used to describe study participants. Binary logistic regression was used to identify associated factors among the explanatory variables at P < 0.05. Results: The prevalence of utilization of Post-natal care services is 32.8%. Having husbands attended secondary and above education, having at least one Antenatal care attendance, last delivery in the health institution, planning to utilize services, visitation, and notification of delivery by Health extension workers were factors to utilize services. The majority of Focus group discussion participants said that Health extension workers were not visiting at their homes and hence mothers might not be encouraged to attend health extension Post-natal care services. Conclusion: The prevalence of mothers who utilized health extension Post-natal care services in the district was very low. Thus, focusing on the identified factors could improve and sustain Post-natal care services from rural Health extension workers.

<p><em><strong>Español</strong></em></p><p>En las últimas décadas ha aumentado el número de publicaciones sobre programas de entrenamiento socioemocional y se consideran como factores protectores que facilitan la adaptación de la persona al contexto y favorecen un mejor afrontamiento ante diferentes situaciones de la vida, así como ante situaciones de estrés. El objetivo del presente trabajo fue realizar una revisión sistemática de programas de entrenamiento socioemocional realizados en niños y adolescentes con el fin de seleccionar los más apropiados. El proceso de búsqueda se efectuó a partir de las bases de datos: PsycInfo, MedLine, ERIC, Red de Revistas Científicas de América Latina y El Caribe, Scielo, PUBMED, con palabras claves en inglés y español. Los resultados muestran que, de los 19 artículos que fueron seleccionados por cumplir con los criterios, se identificaron 17 programas de entrenamiento, la mayoría realizados en España y en el período 2011-2015. Los objetivos fueron, en mayor medida, destinados a entrenar la inteligencia emocional, seguido por los entrenamientos mixtos y en menor medida los destinados a entrenar las habilidades sociales. Se identificaron las técnicas empleadas en estos programas, la duración promedio de las intervenciones, la modalidad de aplicación, los administradores y los destinatarios. Por último, del total de los estudios analizados, la mayoría evidencia efectividad del entrenamiento para algunas de las variables analizadas. La evidencia presentada puede ser de utilidad para investigadores y profesionales del área de la salud y la educación que trabajen con niños y adolescentes.</p><p><em><strong>English</strong></em></p><p>In recent decades the number of publications on social-emotional training programs has increased, achieving consideration as protective factors that facilitate the adaptation of the individual to their context and allow better coping with different life situations, as well as of stressful situations. The objective of the present study was to perform a systematic review of social-emotional training programs in children and adolescents in order to select the most appropriate ones. The search process was carried out in the following databases: PsycInfo, MedLine, ERIC, Red de Revistas Científicas de América Latina y el Caribe, Scielo, PUBMED, with key words in English and Spanish and certain inclusion criteria. The results showed that of the 19 articles that were selected because they met the criteria, 17 training programs were identified, most of them carried out in Spain during the 2011-2015 period. The objectives of these training programs were to a greater extent, adapted to emotional intelligence, followed to a lesser extent by mixed training. The techniques used in these programs were identified, together with the duration of the interventions, the mode of application, the administrators and the recipients. Finally, of the total studies analyzed, most evidenced the effectiveness of training for some of the variables analyzed. The evidence presented may be useful for researchers and professionals in the area of health and education who work with children and adolescents.</p>

La educación que fundamenta teórica y prácticamente la intervención social es la Pedagogía Social, desde este enfoque se construyó un programa cuyo objetivo fue fortalecer la resiliencia y el crecimiento espiritual de un grupo de niños, niñas y adolescentes institucionalizados para coadyuvar en su proceso de adaptación y recuperación emocional al vivir en una institución, en la que se construye un ambiente de resiliencia secundaria. Se utilizó la metodología de la Investigación Acción Participativa interviniendo a nivel institucional como base para la implementación de la intervención que fue aplicada a 14 niños y 12 niñas con edades comprendidas entre 10 y 14 años de edad que hacen vida en la Fundación Red de Misericordia de Santiago de los Caballeros, mediante un diseño mixto cuantitativo y cualitativo, cuyo resultado mostró avances en la adaptación institucional, el fortalecimiento de capacidades de resiliencia y en el crecimiento espiritual de los niños y niñas. ABSTRACT The education that is based on theoretical and practical social intervention is Social Pedagogy. This approach uses a program built with the objective to strengthen the resilience and spiritual growth of institutionalized children and adolescents to contribute to their adaptation and emotional recovery because when living in an institution secondary resilience is built. The methodology of Participatory Action Research intervening at the institutional level was used as a basis for the implementation of the intervention that was applied to fourteen boys and twelve girls between the ages of ten and fourteen years old who live in the Foundation Red de Misericordia in Santiago de los Caballeros. It was applied through a quantitative and qualitative mixed design. The result showed advances in institutional adaptation, strengthening of resilience capacities, and children’s spiritual growth. Key words: Social Pedagogy, Resilience, Spiritual Growth, Participatory Action Research, Institutionalized Children and Adolescents RESUMO A educação que fundamenta teórica e praticamente a intervenção social é a Pedagogia Social, a partir desta abordagem é construído um programa cujo objetivo é fortalecer a resiliência e o crescimento espiritual de um grupo de crianças e adolescentes institucionalizados para auxiliar no seu processo de adaptação e recuperação emocional vivendo em uma instituição, na qual se constrói um ambiente de resiliência secundária. Utilizou-se a metodologia de Pesquisa-Ação Participativa, intervindo em nível institucional como base para a implementação da intervenção que foi aplicada a 14 meninos e 12 meninas entre 10 e 14 anos que vivem na Fundação Red de Misericórdia de Santiago de los Caballeros, através de um projeto misto quantitativo e qualitativo, cujo resultado mostrou progressos na adaptação institucional, no fortalecimento das capacidades de resiliência e no crescimento espiritual de meninos e meninas. Palvras-chaves: Pedagogia Social, Resiliência, Crescimento espiritual, Pesquisa-ação Participativa, Crianças e adolescentes institucionalizados RÉSUMÉ L’éducation qui sous-tend théoriquement et pratiquement l’intervention sociale est la pédagogie sociale. À partir de cette approche est construit un programme visant à renforcer la résilience et la croissance spirituelle d’un groupe de garçons, de filles et d’adolescents placés en institution pour les aider dans leur processus d’adaptation et de rétablissement émotionnel en vivant dans une institution où un environnement secondaire de résilience est construit. La méthodologie de la Investigación Acción Participativa (Recherche Action Participative) a été utilisée au niveau institutionnel comme base pour la mise en œuvre de l’intervention qui a été appliquée à 14 garçons et 12 filles âgés de 10 à 14 ans vivant dans la Fundación Red de Misericordia de Santiago de los Caballeros (Réseau de la Fondation Miséricorde de Santiago de los Caballeros), grâce à une conception mixte quantitative et qualitative, dont les résultats ont montré des progrès dans l’adaptation institutionnelle, le renforcement des capacités de résilience et la croissance spirituelle des enfants. Mots clés: Pédagogie Sociale, Résilience, Croissance spirituelle, Recherche Action participative, Enfants et adolescents institutionnalisés.

El recreo escolar es uno de los espacios más favorables para establecer ese complejo entramado de las relaciones sociales entre el alumnado, interacciones que sin duda marcarán su formación como personas. El objetivo de este estudio es identificar y analizar las interacciones entre pares, en cuanto a las variables de género y año de escolaridad, en los recreos de 1º ciclo en escuelas de enseñanza básica de la ciudad de Braga (Portugal). En un estudio mixto cualitativo-cuantitativo con un enfoque descriptivo, participan 228 alumnos (121 niños y 107 niñas) de 2º, 3º y 4º año de escolaridad, con edades comprendidas entre los siete y los diez años, siendo la media de edad 8,01±0.85. Se emplea el cuestionario como herramienta principal para la obtención de datos, y la grabación en video, para el análisis en diferido de la información proporcionada por el alumnado para buscar mayor fiabilidad y validez al contenido. Se constató que, por un lado, el alumnado participante en el estudio interacciona, durante el recreo, mayoritariamente con alumnado de su curso y del mismo género, destacando asimismo la importancia de los grupos mixtos y de mediano tamaño (3 a 5 amigos) en las formas de agrupamiento; y, por otro lado, que las niñas tienen una mayor tendencia a ser más inclusivas y cooperativas por su forma variada de interacción con alumnado de diferentes sexos, cursos y actividades.Abstract. School recess is one of the most favorable spaces to establish the complex studding of social relations between students, interactions that undoubtedly will mark their formation as persons. The aim of this study is to identify and to analyze the interactions between peers in terms of gender and year of schooling, during recess in 1st cycle in schools of basic education in the city of Braga (Portugal). A total of 228 students (121 children and 107 girls) from 2 º, 3 º and 4 º year of schooling, with ages between seven and ten years old, with an average age of 8,01±0.85, took part in a qualitative-quantitative study with a descriptive approach. Questionnaires were used as the principal tool for gathering the data, as well as video recording for the deferred analysis of information provided by students, so to seek greater reliability and validity of the content. On one hand, participants interact mostly with students of the same course and same gender during recess, highlighting the importance of mixed, medium-size groups (3 to 5 friends) in the forms of grouping; on the other hand, girls have a greater tendency to be more inclusive and cooperative due to their variety of interactions with students of different sexes, courses, and activities.

Recientemente se ha planteado una propuesta de reglamento de mini-balonmano playa para adaptar el juego adulto a los jugadores en formación de hasta 11 años. El objetivo del estudio fue conocer las respuestas motrices y psicológicas de jugadores y entrenadores tras haber entrenado y jugado con el reglamento propuesto para mini-balonmano playa. Participaron 35 jugadores (16 niños y 19 niñas, edad: 8-11 años, M = 10.06, SD = 0.91) y cinco entrenadores (4 hombres y 1 mujer). El estudio siguió un enfoque de métodos mixtos, cuantitativo y cualitativo. El diseño fue cuasi-experimental con medidas post-test. La intervención siguió tres procesos: (a) la presentación del reglamento a los entrenadores, (b) el entrenamiento aprovechando las ventajas del nuevo reglamento, (c) la competición en un torneo de mini-balonmano playa. Cuantitativamente, las variables dependientes fueron motrices y psicológicas. Cualitativamente, se preguntó a los participantes por sus experiencias habiendo entrenado y jugado con el nuevo reglamento. Se obtuvieron valores elevados en cuanto a la igualdad en la participación, roles desempeñados, decisiones adecuadas en pase, giro y shoot-outs, competencia percibida, disfrute e intención de práctica futura. En conclusión, el reglamento propuesto para mini-balonmano playa parece que estuvo adaptado para los jugadores en formación del presente trabajo (hasta 11 años), dado que, en general, favoreció la participación de los jugadores por igual, sin especializarse en un rol, la equidad entre niños y niñas, las decisiones adecuadas y la adherencia hacia la actividad. Abstract. A proposal for a mini-beach handball regulation has recently been put forward to adapt the adult game to children up to 11 years of age. The aim of the study was to find out the motor and psychological responses of players and coaches after training and playing with the proposed mini-beach handball rules. Thirty-five players (16 boys and 19 girls, age: 8-11 years, M = 10.06, SD = 0.91) and five coaches (4 males and 1 female) participated. The study followed a mixed methods approach, quantitative and qualitative. The design was quasi-experimental with post-test measures. The intervention consisted of three procedures: (a) the presentation of the regulation to the coaches, (b) to train taking advantage of the new regulations, (c) to compete in a mini-beach handball tournament. Quantitatively, the dependent variables were motor and psychological. Qualitatively, participants were asked about their experiences training and playing with the new rules. High values were obtained in terms of equality in participation, roles played, appropriate decisions in passing, turning and shoot-outs, perceived competence, enjoyment, and intention to practice in the future. In conclusion, the proposed rules for mini-beach handball seem to be adapted for participants in the present study (up to 11 years of age), given that, in general, it favoured equal participation of players, without specialising in one role, equity between boys and girls, appropriate decisions and adherence to the activity.

The increasingly common use of English nursery rhymes intertextually has impacted upon their transfer into target cultures: entire nursery rhymes, fragments and characters are now found in translational situations. Most of these situations are adaptations of nursery rhymes into other media; and one of the most evident is the use of nursery rhyme characters found in a different context, frequently portrayed visually. Through a reception case study with Spanish students, this report intends to address issues about the relevance of intertextuality in translation, as well as the child’s assumptions in relation to discourse and visual input. Through a qualitative mixed-method study, children worked with nursery rhymes without visual prompts as well as intertextually presented nursery rhyme characters, and offered insight into acquired expectations and anticipations. Through the revision of the results, visual adaptation proves to contribute to children’s acculturation and assumptions, reducing the openness to foreignization. Key words: adaptation, intertextuality, nursery rhymes, translation, acculturation ResumenEl uso cada vez más común de las nursery rhymes inglesas de forma intertextual tiene un impacto sobre su transferencia a la cultura meta: rimas enteras, fragmentos o personajes se encuentran ahora en situaciones de traducción. Muchas de estas situaciones son adaptaciones de nursery rhymes a otros medios; y una de las más evidentes es el uso de personajes de nursery rhymes en un contexto diferente, normalmente con un apoyo visual. A través de un estudio de recepción con estudiantes españoles de edades comprendidas entre 12 y 14 años, este artículo pretende ofrecer respuestas sobre la relevancia de la intertextualidad en la traducción, además de las presuposiciones en relación al discurso y a los mensajes visuales. A través de un estudio de métodos mixtos, un grupo de participantes trabajó con nursery rhymes sin apoyo visual y con personajes de nursery rhymes presentados de forma intertextual y con apoyo visual. El estudio ofrece información sobre las expectativas adquiridas y los patrones discursivos de los niños y adolescentes. En la revisión de los resultados, se demuestra que la adaptación visual influye en la aculturación y las presuposiciones de los niños partiendo de un modelo hegemónico, y reduce su capacidad de extranjerización en transferencias culturales. Palabras clave: adaptación, intertextualidad, nursery rhymes, traducción, aculturación. ResumL’ús cada vegada més comú de les nursery rhymes ingleses de forma intertextual té un impacte sobre la seua transferència a la cultura meta: rimes senceres, fragments o personatges es troben ara en situacions de traducció. Moltes d’aquestes situacions són adaptacions de nursery rhymes a d’altre mitjans i una de les més evidents és l’ús de personatges de de nursery rhymes en un context diferent, normalment amb un suport visual. A través d’un estudi de recepció amb estudiants espanyols d’edats compreses entre 12 i 14 anys, aquest article pretén oferir respostes sobre la rellevància de la intertextualitat en la traducció, a més de les pressuposicions en relació al discurs i als missatges visuals. A través d’un estudi de mètodes mixts, un grup de participants va treballar amb nursery rhymes presentats ací de forma intertextual i amb suport visual. L’estudi ofereix informació sobre les expectatives adquirides i els patrons discursius dels infants i adolescents. En la revisió dels resultats, es demostra que l’adaptació visual influeix en la aculturació i les pressuposicions dels infants tot partint d’un model hegemònic i redueix la seua capacitat d’estrangerització en transferències culturals. Paraules clau: adaptació, intertextualitat, nursery rhymes, traducció, aculturació

Wood, Susan. Esquivel! Space Age Sound Artist, illustrated by Duncan Tonatiuh. Charlesbridge, 2016.This is a picture book that tells the story of Mexican composer, band leader and pianist, Juan Garcia Esquivel. “Esquivel!”, as he came to be known, came from a poor family and became a very popular and wealthy composer. He was a pioneer in sound art in the 1950s and 1960s, influencing many later composers of experimental music and sound art. The text is quite ordinary, factual material about the artist, with the exception of words representing sounds. These are often in bright colours, many shapes and sizes and different typefaces. The differing scripts sometimes make reading the sentences difficult. Some of the words and concepts are too high level for a picture book and most children at the picture book reading stage will not understand strange, weird and edgy music, so it is likely that this book will be most useful to older children. The artwork is the most interesting part of the book. The images are all done in black-line, with colour fill being photographs of textures or patterns. The other unusual part of the work is that Duncan Tonatiuh has drawn people in the style of ancient Mexican art, specifically the Mixtec codex. Because this art predates the concept of perspective, all of the images are two dimensional and do not have depth. Also all of the faces are drawn in the style of the ancient artworks. The faces are all in profile with ears shaped like the number 3, pointy mouths and very flat forehead to nose profiles. These sorts of details, while interesting to adults, will be lost on small children.The music message of this book is historical, highlighting Esquivel!’s early contributions to sound art. The work also makes the point that Esquivel! had no formal musical training, showing that music is for everyone. Because there is little written about this Esquivel! at a children’s reading level this book should be bought for public libraries and school libraries.Highly Recommended: 3 stars out of 4Reviewer: Sean BorleSean Borle is a University of Alberta undergraduate student who is an advocate for child health and safety.

Mixter, Helen. The Dog. Illustrated by Margarita Sada. Greystone Books, 2017. In The Dog, Helen Mixter has kept her text brief and simple, and allowed the images to convey the story. It is a story about a boy who is ill and how much his quality of life is improved by the introduction of a therapy dog. Margarita Sada’s artwork easily shows the fatigue, sadness and illness of the boy and the unconditional affection of the dog. The dog, who looks like a young golden retriever, is never given a name, perhaps to keep her more generic. She is depicted as having boundless health and energy. She even has rosy cheeks, indicating health. The colours that Sada uses are bright and natural and the pictures will attract and hold the attention of small children. Inspired by a visit to a Vancouver children’s hospice the book gently presents how effective a therapy dog can be for very sick children. The Dog would be a good addition to public and school libraries. It would also be an excellent addition to libraries in children’s hospitals. Highly recommended: 4 stars out of 4 Reviewer: Sandy Campbell Sandy is a Health Sciences Librarian at the University of Alberta, who has written hundreds of book reviews across many disciplines. Sandy thinks that sharing books with children is one of the greatest gifts anyone can give.

Marriage is a legal bond between a man and a woman for a long time. Mixed marriages are marriages between two people in Indonesia subject to different laws, due to differences in citizenship and one of the parties is a citizen of Indonesia. The research entitled Legal Protection of Children from Mixed Marriages Living in Indonesia was conducted to know how the status of children born from mixed marriages according to Law Number 1 of 1974 concerning Marriage and Legal Protection for children about civil rights as a result of mixed marriages according to Law Number 1 of 1974 concerning Marriage and Law Number 12 of 2016 concerning Citizenship. This study uses a normative juridical research method, which concludes that children born from mixed marriages get guaranteed legal certainty according to Law Number 12 of 2016 concerning Citizenship in terms of citizenship status because they have lived in Indonesia for at least 5 (five) consecutive years come along. Then the child also gets his civil rights, namely the right to know his origin, the right to get maintenance and education from his parents, the right to be represented in all legal actions inside and outside the court, and the right to take care of the child’s property, as well as the right to inherit. The results of this study are expected to provide legal protection for children about civil rights resulting from mixed marriages.

Resumen Objetivo: analizar el manejo del sobrepeso y la obesidad en niños y adolescentes por las enfermeras de la Estrategia Salud de la Familia (ESF). Método: se trata de un estudio de método mixto paralelo convergente, desarrollado en Centros de Salud (UBS) de un municipio del nordeste de Brasil En la etapa cuantitativa, los datos fueron recolectados a partir de un cuestionario aplicado a 98 enfermeras y evaluados mediante estadística descriptiva. Para la etapa cualitativa, se realizaron entrevistas semiestructuradas con siete enfermeras, interpretadas por análisis temático inductivo. Se combinaron los resultados cuantitativos y cualitativos y se mostraron a través de joint display. Resultados: la mayoría de los enfermeros raramente verificaba el perímetro de cintura (77,6%), la dislipidemia (55,7%), la glucemia (42,3%) y tampoco evaluaba la presión arterial (75,3%). En los resultados cualitativos se identificó que hay enfermeras que no clasificaban el índice de masa corporal según sexo y edad. En cuanto a la solicitación de pruebas, las peticiones se trataban principalmente sobre la rutina asociada a la puericultura. Las orientaciones con respecto a la actividad física y nutrición se efectuaban de forma básica o eran asignadas a otros profesionales, y también no se hizo un seguimiento cuando fueron direccionados a otros servicios o profesionales. Conclusión: existen deficiencias en el conocimiento y la práctica de las enfermeras de atención primaria en el control del sobrepeso y la obesidad en niños y adolescentes. Es imperativo capacitar a los enfermeros para el manejo del sobrepeso y la obesidad en la atención primaria de niños y adolescentes, con miras a la calidad de la atención para la prevención de comorbilidades.

Resumen Objetivo: analizar la adherencia, no adherencia y el abandono del seguimiento de niños derivados a los centros de referencia de alto riesgo de la Rede Mãe Paranaense. Método: estudio del método convergente paralelo mixto, en el que ambos enfoques tienen el mismo peso. El escenario de estudio fueron dos consultorios externos de alto riesgo del sur del país. En la parte cuantitativa se analizaron 3.107 historias clínicas de niños de alto riesgo y se realizó una distribución espacial. En la parte cualitativa, se realizaron entrevistas a 29 profesionales de la salud y a 34 familiares, y se realizó el análisis de contenido. Se crearon dos bases de datos que se analizaron por separado y se integraron al final. Resultados: las tasas de adherencia al seguimiento están disminuyendo, fundamentalmente en los municipios alejados de los consultorios externos de alto riesgo, y las tasas de no adherencia y abandono van en aumento. Se observó en los relatos de los representantes y del gestor, un problema entre la oferta de transporte y el flujo de búsqueda activa de pacientes ausentes, lo que contribuye al aumento de las tasas de no adherencia y abandono, y, por ende, a la disminución de la adherencia. Conclusión: la adherencia de los niños de alto riesgo está disminuyendo y, a su vez, aumentan las tasas de no adherencia y abandono.

Resumo Objetivo: analisar a adesão, não adesão e abandono do acompanhamento das crianças encaminhadas aos centros de referência de alto risco da Rede Mãe Paranaense. Método: estudo de método misto paralelo convergente, no qual ambas as abordagens possuem o mesmo peso. O cenário do estudo foram dois ambulatórios de alto risco do sul do país. Na parte quantitativa, analisou-se 3.107 prontuários de crianças de alto risco e realizou-se distribuição espacial. Na parte qualitativa, realizou-se entrevistas com 29 profissionais de saúde, além de 34 familiares e se procedeu com a análise de conteúdo. Houve a produção de dois bancos de dados analisados separadamente e com integração ao final. Resultados: as taxas de adesão ao acompanhamento estão diminuindo, principalmente nos municípios distantes dos ambulatórios de alto risco, e as taxas de não adesão e abandono estão em ascensão. Observou-se nos relatos dos representantes e do gestor, falha entre a oferta de transporte e o fluxo de busca ativa dos pacientes faltosos, o que contribui para o aumento das taxas de não adesão e abandono, e a consequente diminuição da adesão. Conclusão: a adesão das crianças de alto risco está em decréscimo ao mesmo tempo em que as taxas de não adesão e abandono aumentaram.

Inheritance is a legal consequence of a legal event in the form of death, which is explained in Article 830 of the Criminal Code. It is also explained that every person who has the right to inherit without distinction of male or female, or who was first born with the same amount for each heir, is stated in Article 852 Paragraphs (1) and (2) of the Criminal Code. In addition, if the child obtains the status of an Indonesian citizen from the Ius Sanguinis principle and obtains the status of a foreigner from the Ius Soli principle, it does not cause the child to become a dual nationality child because the Citizenship Law does not recognize the existence of dual citizenship as stated in the general explanation. However, the Citizenship Law provides an exception for children with dual citizenship. The granting of an exception to dual citizenship lasts until the child has chosen a nationality. The election of citizenship is at the age of 18 years or has been married and an extension of time for 3 years based on Article 6 of the Citizenship Law. Dual citizenship status does not abolish the right to inherit children from both parents, but there are restrictions on the right to inherit in the form of property rights. Legal protection for children with dual citizenship status in their inheritance rights can be assisted in the management by a guardian. The purpose of this study is as one of the requirements for obtaining a Masters of Notary degree at the Postgraduate Notary Masters Study Program at Warmadewa University. This thesis research method uses normative legal research, which uses two types of approaches, namely the statutory approach, and the conceptual approach.

Resumo Objetivo: analisar o manejo do sobrepeso e da obesidade de crianças e adolescentes por enfermeiras da Estratégia Saúde da Família. Método: estudo de método misto paralelo convergente, desenvolvido em Unidades Básicas de Saúde, de um município do nordeste brasileiro. Na etapa quantitativa, os dados foram coletados a partir de um questionário aplicado a 98 enfermeiras e analisados por meio de estatística descritiva. Para a etapa qualitativa, foram realizadas entrevistas semiestruturadas com sete enfermeiras, interpretadas pela análise temática indutiva. Os resultados quantitativos e qualitativos foram integrados e apresentados por meio de joint display. Resultados: a maioria dos enfermeiros raramente verificava a circunferência da cintura (77,6%), dislipidemia (55,7%), glicemia (42,3%) e nenhum avaliava a pressão arterial (75,3%). Nos resultados qualitativos, identificamos que há enfermeiros que não classificavam o índice de massa corporal segundo sexo e idade. Quanto aos exames, as solicitações estavam relacionadas principalmente à rotina de puericultura. As orientações sobre atividade física e alimentação foram dadas de forma básica ou atribuídas a outros profissionais, e os encaminhamentos para outros serviços ou profissionais sem seguimento pelos enfermeiros. Conclusão: é imperioso a capacitação dos enfermeiros para o manejo do sobrepeso e obesidade na atenção primária para crianças e adolescentes com vistas a qualidade do atendimento para a prevenção de comorbidades.

RESUMO Objetivo analisar a relação entre resiliência e fatores associados (estresse, distúrbios psíquicos menores e qualidade de vida) de cuidadores familiares de crianças e adolescentes em tratamento oncológico. Método pesquisa de métodos mistos, com estratégia explanatória sequencial, realizado com cuidadores familiares de crianças e adolescentes em tratamento oncológico em um hospital público do interior do Rio Grande do Sul, Brasil. A coleta de dados ocorreu de fevereiro a setembro de 2018. O estudo quantitativo foi de natureza transversal e a pesquisa qualitativa teve caráter descritivo-exploratório. Participaram 62 cuidadores familiares na etapa quantitativa e 16 responderam as entrevistas semiestruturadas. Aplicaram-se instrumento contendo questões sociodemográficas, econômicas, laborais, de saúde e escalas de resiliência (CD-RISC-10-Br), distúrbios psíquicos menores (DPMs) (SRQ-20), qualidade de vida (QV) (WHOQO-Bref) e estresse e entrevista semiestruturada. Utilizou-se estatística descritiva e inferencial para os dados quantitativos e análise de conteúdo para os qualitativos. Resultados os cuidadores familiares possuíam nível moderado de resiliência (48,4%); alto nível de estresse percebido (41%); suspeição para distúrbios psíquicos menores (45%). Apresentaram satisfação nos domínios de qualidade de vida físico (67,7%); psicológico (62,9%); relações pessoais (61,3%), e insatisfação no domínio meio ambiente (75,8%). As entrevistas reportaram para alterações de saúde que poderiam desencadear distúrbios psíquicos menores, estresse e alterações na qualidade de vida. Conclusão alto nível de estresse; suspeição para distúrbios psíquicos menores e baixa qualidade de vida, com o meio ambiente, evidenciaram-se como fatores associados para um menor nível de resiliência dos cuidadores familiares. Percebeu-se a necessidade de desenvolver ações que fortalecessem a resiliência, pois os cuidadores foram essenciais para a efetividade do plano de cuidado de crianças e adolescentes em tratamento oncológico.

Introduction: Various forms of malocclusion are usually encountered in non-syndromic cleft lip and palate, mostly affecting maxillary dental arch. Objective: To assess the dental arch parameters in surgically treated unilateral cleft lip and palate Egyptian children with mixed dentition and compare them with those of comparable healthy non-cleft children. Material and Methods: Comparative cross-sectional study design was used. Twenty-six non-syndromic children with repaired unilateral cleft lip and palate (UCLP), aged 6-9 years, were compared to twenty-six healthy non-cleft children (control group) recruited from Faculty of Dentistry, Alexandria University. Both groups were divided into two age groups; 6-7 years and 8-9 years. For each subject, dental arch parameters were measured using dental study models. Results: Mean maxillary arch depth and inter-canine arch width were significantly smaller in UCLP children than in non-cleft children in the age groups 6-7 and 8-9 years. Mean inter-molar arch width was not significantly narrower in UCLP children than in non-cleft children. Mean mandibular arch dimensions of UCLP children did not differ significantly from those of non-cleft children. The mean Goslon Yardstick score was 3. Conclusion: Children with UCLP, aged 6-9 year old, had significant reduction in mean maxillary arch dimensions compared to healthy matching non-cleft children except for inter-molar arch width which showed no significant reduction. The average dental arch relationship in surgically-repaired UCLP children was fair according to Goslon Yardstick index.

Literacy is the most important skill children are required to master during their early school life. At the same time, much has been written about both the inadequate preparation of teachers to teach reading and the ever-increasing number of poor readers in our schools. In this study, we examined teachers’ perceptions of the factors that have contributed to their school’s success in improving children’s literacy scores. We used a sequential explanatory mixed methods research design where Phase 1 involved collecting quantitative data to document the improvement in reading and asking the teachers to fill out a questionnaire, while Phase 2 comprised gathering qualitative data where the principal and a language arts teacher commented on the findings from Phase 1. The results revealed three important themes that teachers perceive contributing to their school’s success. First, teachers collaborate weekly on their own learning, plan instruction together, and provide support for each other. Second, formative assessments are shared within each grade and data are used to inform areas of growth, not to evaluate teachers’ performance. Third, the school focuses on improving reading and believes in the child’s continuous growth. Taken together, the findings of our study suggest that teachers perceive success to be a team effort grounded on theory and the principles of collaborative learning. Keywords: children, literacy, mixed methods, reading, professional development. La littératie constitue l’habileté la plus importante que les enfants doivent maitriser pendant leurs premières années à l’école. Parallèlement, on a beaucoup écrit sur la préparation inadéquate des enseignants en matière d’enseignement de la lecture et sur le nombre croissant d’élèves avec des compétences insuffisantes en lecture. Dans cette étude, nous avons examiné les perceptions qu’ont les enseignants des facteurs ayant contribué à la réussite de leur école dans l’amélioration des compétences des élèves en lecture. Nous avons employé un modèle exploratoire et séquentiel de recherche à méthodes mixtes. Pendant la première phase, nous avons recueilli des données quantitatives afin de documenter l’amélioration en lecture et avons demandé aux enseignants de compléter un questionnaire. La deuxième phase a consisté en la cueillette de données qualitatives ou le directeur de l’école et l’enseignant de langue ont commenté les résultats de la première phase. Les résultats ont révélé trois thèmes importants relatifs aux perceptions des enseignants quant à la réussite de leur école. En premier lieu, les enseignants collaborent de façon hebdomadaire sur leur propre développement, planifient les cours ensemble et s’appuient mutuellement. Deuxièmement, on partage les évaluations formatives entre enseignants de la même année et on étudie les données pour identifier les aspects à améliorer, pas pour évaluer la performance des enseignants. Troisièmement, l’école mise sur l’amélioration de la lecture et croit en l’épanouissement continu des élèves. Globalement, les résultats de notre étude indiquent que les enseignants perçoivent la réussite comme découlant d’un effort collectif ancré dans la théorie et les principes de l’apprentissage collaboratif. Mots clés : enfants, littératie, méthodes mixtes, lecture, développement professionnel

Abstract This study investigates the psychosocial needs of a group of schoolchildren with visual impairments. Based on a CUAN+CUAL mixed methods, it analyzed 26 children, with and without visual impairment, who attended a pediatric ophthalmology consultation with their parents. Several descriptive, mean and variance tests of independence between variables were performed using Pearson’s Chi-square (χ²) and Mann-Whitney U tests. The interviews conducted with the children and/or parents on the impact of their visual impairment on education, leisure activities and peer interaction, as well as the feelings derived from the impairment, underwent discourse analysis. Results show that schoolchildren with severe visual impairments experience greater difficulties regarding physical and emotional well-being, school performance, and peer interaction when compared with those without. These findings suggest the importance of developing comprehensive and joint health and socio-educational interventions to improve these areas.

This paper analyzed the influence of provision of education recreational materials on the participation and attendance rate of internally displaced children in 8 selected internally displaced people (IDP) sites with accelerated learning programs (ALP) out of 26 sites camping in Mekelle, Tigray using mixed research type and sequential explanatory design. Sequential mixed methods sampling was used to select 8 IDP sites for quantitative conveniently and 4 IDP sites for qualitative purposefully. The data collected from secondary and primary sources have been analyzed using paired samples statistics and T tests in the quantitative part and using thematic descriptions in the qualitative part. The study revealed that the provision of educational recreational materials to children in ALPs significantly increases the participation and attendance rate of the ALP children for which the mean of the attendance rate after provision (M = 68.50) is greater than before provision (M = 59.25), and T tests t(7) = -9.839, p = .000, p < 0.05 which is also supported by the qualitative result that students, teachers and parents also assured that. As a result, the provision of educational recreational materials to ALP children has a significant influence on their participation and attendance rates. This recommends governments, philanthropists, local and international humanitarian and development agencies, and others to initiate with this intervention and conduct further study on how it meets the cognitive, psychosocial, and developmental needs of the children beyond its influence on participation and attendance rates of children attending education in emergency programs.

Introducción: El presente artículo describe los resultados de un estudio sobre migración con interés educativo; propone como objeto de reflexión a las remesas, no precisamente económicas, sino las socioculturales. Discute algunos de sus mecanismos de viaje para contribuir a la explicación del problema de la educación de los niños y niñas migrantes del campo agrícola mexicano y también para contribuir a la comprensión del sujeto educativo en circunstancia de migración.Método: El enfoque metodológico fue cualitativo-narrativo. En ese sentido, la composición de cartas, la escritura de diarios compartidos, y el registro de observación participante, fueron utilizados como recursos de investigación. En la muestra participaron 22 sujetos, integrando una comunidad de práctica para el aprendizaje de la profesión docente. 16 de ellos eran prácticos/as de la educación de migrantes que al mismo tiempo recibían su formación inicial como licenciados en educación primaria, y los otros seis eran acompañantes con estudios de posgrado en educación.Resultados: Los resultados confirman que algunas remesas socioculturales, pueden ser propagadas cubriendo exitosamente el tejido social de los pueblos y otras, no; lo que depende de la relación no arbitraria establecida entre el esquema interpretativo de los individuos o pueblos destinatarios y los contenidos socioculturales de la remesa que expresan los migrantes.Discusión y Conclusión: Con base en los resultados, se han propuesto los conceptos de resonancia sociocultural regenerativa y resonancia sociocultural disipativa para designar esa realidad como primer acercamiento a la comprensión de los mecanismos de viaje de las remesas socioculturales Introduction: This paper describes the results of a study about the educational context in the migration phenomenon. The study proposes as subject of reflection the remittances, not precisely the economic ones, but the socio-culturals. It discusses some of the spread mechanisms to contribute to the explanation of the educational problem of the migrant children in the Mexican agricultural fields and also, it contributes to the comprehension of the educative subject living the migration phenomenon.Method: The methodological approach of this study was qualitative-narrative. Letter composition, the writing of shared diaries and the participant observation records were used as investigation resources. A community of practice for the learning of the docent profession composed by 22 individuals was the sample of this study. 16 were in charge of the education of migrants and were receiving their initial formation as primary education teachers at the same time. The other six were doing post graduate studies.Results: The results confirm that some socio-cultural remittances are spread and successfully integrated in the social lifestyle of the population and some other cannot do so. This process depends on the non arbitrary relation between the interpretative scheme of the person or the destination population and the socio-cultural contents of the remittance expressed by the migrant population.Discussion and Conclusion: Based on the results, the regenerative and dissipative socio-cultural resonances are proposed concepts to designate this reality, representing the first approach to the comprehension of mechanisms of the socio-cultural remittances spread.

Pilomatrixoma is a common tumour found most often in cutaneous or subcutaneous location on the upper half of the body of children and young adults. Basal cell carcinoma (BCC) is a very common malignant cutaneous neoplasm found most often on the face of middle age and old people. A collision of BCC and pilomatrixoma is a very rare occurrence and only two cases have been reported in the English literature [1,2]. We present a case of pilomatrixoma and basal cell carcinoma occurring on the face of an 83-year-old white female patient. We considered the possibilities of a collision tumour of BCC and pilomatrixoma, BCC originating from long standing pilomatrixoma, BCC with matrical differentiation, and pilomatrix carcinoma and favoured the former two scenarios. Pilomatrix carcinoma was excluded in view of the histological and immunohistochemical findings and the clinical presentation.

Resumen: El objetivo principal de este artículo es comparar el proceso de integración social de los hijos de inmigrantes con dos procedencias dispares – africanos y europeos no pertenecientes a la Europa de los 15-, matriculados en los institutos de enseñanza secundaria en el municipio de Níjar (Almería). Concretamente vamos a analizar la adaptación de estos dos grupos en diferentes dimensiones: socioeconómica, relaciones mixtas, referentes culturales, normas, transnacionalidad y psicosocial. Los resultados se obtienen a partir de la administración de un cuestionario a todos los asistentes, ese día a clase, en el instituto de secundaria del municipio; resultando un total de 130 encuestas. Los datos muestran que existen diferencias en el proceso de integración entre ambos colectivos. Además del origen, hay otras variables que definen un proceso de integración diferenciada: nivel de estudios, ingresos familiares, profesión del cabeza de familia, etc. Lo que nos permite hablar de un caso de pluralismo fragmentado. Abstract: The main objective of this article is to compare the social integration of inmigrant children in two very differen sources –Africans and Europeans non-EU-15-, were enrolled in secondary schools in the municipality of Níjar (Almería). To do this, we will analyze the adaptation of these two groups in different dimensions: socioeconomic, mixer relationship, culture, norms, transnationality and psychosocial. The results obtained from the administration of a questionnaire to all attendees that there are differences between groups in the four dimensions and also the origins, there are other variables that are also highly influential as well as educational level, household income in the family, occupation of household head, the environment, the patterns of religious orders, etc. being able to talk like a fragmented pluralism.

More students with attention-deficit/hyperactivity disorder (ADHD) and learning disabilities (LD) are being taught within the regular education classroom than ever before even though children with these disorders often require additional educational supports. Therefore, it is critical that teachers understand the challenges experienced by these students, as well as feel efficacious when it comes to teaching and supporting them. Attribution theory is a widely used theoretical framework by which to explain teachers’ cognitions. We surveyed 151 practicing teachers and asked them to respond to items related to attributions for students’ behaviour and their teaching self-efficacy. First, we examined teachers’ perceptions of the primary cause of the difficulties experienced by students qualitatively. We open-coded responses and three major themes emerged: biology/genetics, the environment, and skill deficits. These themes differed somewhat depending on whether the student had ADHD or LD. Second, we examined the relationship between teachers’ attributions for student behaviours and their sense of teaching self-efficacy quantitatively. For students with ADHD, controllable attributions predicted teachers’ self-efficacy (β = .30, p = .005). For students with LD, controllable and internal attributions predicted teacher self-efficacy (β = .34, p = .001, β = .24, p = .009, respectively). Third, we examined the results of both analyses simultaneously to determine areas of convergence and divergence with respect to attribution theory. The results have implications for both teachers and students (e.g., attributional interventions designed to foster a sense of self-efficacy), as well as provide directions for future research and teacher training. Keywords: ADHD, LD, practicing teachers, attributions, self-efficacy, mixed-methods Le nombre d’élèves atteints du trouble du déficit de l'attention avec ou sans hyperactivité (TDAH) ou des troubles d’apprentissage (TA) sont intégrés plus que jamais aux classes ordinaires, même si les enfants affectés par ce type de difficultés ont souvent besoin d’un soutien éducationnel supplémentaire. Il est donc critique que les enseignants comprennent les défis que vivent ces élèves et que les enseignants se sentent efficaces dans l’enseignement et l’appui qu’ils leur apportent. La théorie attributive est un cadre théorique dont l’emploi est répandu pour expliquer les cognitions des enseignants. Au cours d’une enquête auprès de 151 enseignants en exercice, nous les avons interrogés au sujet des attributions relatives au comportement des élèves et de leur sentiment d’efficacité personnelle en enseignement. Nous avons d’abord étudié, qualitativement, les perceptions des enseignants quant à la première cause des difficultés que vivent les élèves. Trois thèmes majeurs se sont dégagés des réponses aux questions ouvertes : la biologie/la génétique, l’environnement et des lacunes sur le plan des habiletés. Ces thèmes variaient quelque peu selon que l’élève était atteint du TDAH ou des TA. Deuxièmement, nous avons étudié, quantitativement, le rapport entre les attributions des enseignants relatives au comportement des élèves et leur sentiment d’efficacité personnelle en enseignement. Par rapport aux élèves atteints du TDAH, les attributions contrôlables étaient prédictives du sentiment d’efficacité personnelle chez les enseignants (β = .30, p = .005). Relativement aux élèves atteints des TA, les attributions contrôlables et internes étaient prédictives du sentiment d’efficacité personnelle chez les enseignants (β = .34, p = .001, β = .24, p = .009, respectivement). En troisième lieu, nous avons étudié les résultats des deux analyses simultanément afin de déterminer les points de convergence et de divergence par rapport à la théorie attributive. Les résultats ont des retombées tant pour les enseignants que les élèves (par ex. des interventions attributionnelles conçues pour favoriser un sentiment d’efficacité personnelle) et ils proposent de nouvelles orientations en matière de recherche et formation des enseignants. Mots clés : TDAH, TA, enseignants en exercice, attributions, efficacité personnelle, méthodes mixtes

En esta tesis profundizamos el estudio de la cognición y comunicación numérica de niños y niñas de primeros grados de la escuela primaria en la zona andina rionegrina. Desde un enfoque socio-constructivista de recursos, interesó visibilizar, documentar y comprender la variedad, articulación y dinamismo de conocimientos numéricos en los diferentes grados de apropiación que estos jóvenes estudiantes ponen en juego al producir y reflexionar sobre signos numéricos en situación de entrevista, en distintos modos semióticos. También prestamos atención a sus procesos de reflexión y regulación de la propia cognición numérica. Los participantes son cuarenta y cinco niñas y niños que cursaban primer grado en cuatro escuelas públicas de gestión estatal de jornada simple en Bariloche y El Bolsón. Dos de las escuelas son céntricas y dos se encuentran en la periferia de la ciudad. La selección de las escuelas respondió a obtener un relativamente amplio abanico sociocultural y socioeducativo en el marco de la escolaridad urbana regional. Metodológicamente, se entrevistó a los niños individualmente en base a un guión semi-estructurado, con tareas abiertas, creativas, convocantes, desafiantes y andamiadas. Se utilizaron dispositivos de registro multimodal de los procesos comunicativo-cognitivos implicados en los momentos de producción oral, gráfica y con objetos. Los análisis mixtos buscaron conjugar profundidad y sistematicidad en la atención a la singularidad y la regularidad, utilizando técnicas que permiten tal diversidad de acercamientos a los textos gráficos creados por los niños, así como a sus respuestas verbales y gestuales y sus acciones con objetos. Principalmente trabajamos con: sistemas de categorías para la construcción de repertorios con posterior aplicación de técnicas de la estadística no paramétrica y multivariada, análisis de trayectorias de aprendizaje y estudio de casos múltiples. El enfoque socio-constructivista de recursos impregnó las decisiones tomadas tanto al realizar la entrevista como al analizar la producción numérica de cada niña o niño. Dimos cuenta de la variedad de las formas de conocer y comunicar numéricamente de los y las participantes mediante cuatro repertorios: el primero visibiliza el arco de producción numérica convencional identificado en la población estudiada; el segundo distingue las aproximaciones parciales a la convención numérica; el tercero articula trayectorias de conservación e innovación cognitiva al pensar en y con cantidades “grandes”, y finalmente, el cuarto identifica formas de reflexión y regulación de la propia cognición numérica. Ilustramos todas las categorías incluidas en esos cuatro repertorios con producciones orales, gráficas y a veces gestuales originales de los niños y niñas participantes. Además, nos dedicamos a captar multimodalmente el dinamismo del pensamiento y la comunicación numérica de los niños en situación, tanto a nivel intra-tarea como inter-tarea. Así, identificamos cuatro patrones de producción convencional, que se extienden desde una producción convencional limitada (Patrón 1, 9 niños) a una producción avanzada (Patrón 4, 8 niños), pasando por configuraciones de producción convencional “incipiente”(Patrón 2, 13 niños) e “intermedia” (Patrón 3, 15 niños). Encontramos una asociación entre los patrones de producción convencional y el sector socioeducativo y sociocultural vinculado a la escuela. En las escuelas céntricas se concentró la mayor proporción de niños y niñas cuya producción convencional es más extendida, y en las escuelas periféricas sucedió lo inverso. Sin embargo, en tres de los primeros grados participantes convivían niños de los cuatro patrones de producción convencional, y en uno, de tres patrones. La heterogeneidad se incrementa notablemente si miramos a los chicos considerando sus respuestas no convencionales como una producción comunicativa cognitiva genuina. Esta situación coloca a la heterogeneidad cognitiva en el campo del número como una condición a considerar como esperable en el inicio de la escolarización matemática primaria en la región. Para ahondar en el estudio del dinamismo en la puesta en juego de los recursos cognitivo-comunicativos de los niños realizamos varias líneas de análisis. Una fue el estudio de sus avances en el curso de una misma tarea o a lo largo de tareas relacionadas. El hallazgo de que el 78% de los niños evidenciaron alguna forma de progreso resalta la importancia de disponer un espacio abierto y sin prisa para la comunicación y evaluación del conocimiento. El progreso según indicadores de mayor producción estrictamente convencional se evidenció en niños o niñas pertenecientes a todos los patrones de producción convencional, lo que muestra que ni tan siquiera el saber que se corresponde con el establecido culturalmente constituye un bagaje del que niños y niñas disponen de forma estable, pronto a ser demostrado ante la primera demanda. A su vez pudimos constatar que las tensiones entre lo establecido y lo posible, o entre convenciones e invenciones, resultaron ser fuentes de conflicto y transformación cognitiva para algunos niños entrevistados. En este proceso, los niños y las niñas mostraron cómo gradualmente se apropiaron del conocimiento cultural establecido, exploraron relaciones, revisaron y generaron innovaciones en sus ideas y procedimientos. La mayoría de las niñas y niños entrevistados mostraron que tales respuestas surgieron de procesos constructivos y exploratorios no lineales, que introdujeron ajustes y fomentaron nuevas percataciones de regularidades numéricas, e incluso nuevos matices de significado. En nuestra búsqueda por comprender la variedad y el dinamismo de los recursos de los niños, elegimos incluir también un estudio de casos múltiples. Seleccionamos dos niños y una niña que se inscriben en distintos patrones de producción convencional para reconstruir su construcción de sentidos a lo largo de la progresión de tareas numéricas en la entrevista. Esta fue una vía más para dimensionar el grado en que los saberes de los niños entrevistados acerca de las formas y funciones numéricas abordadas revisten una notable disparidad inter-sujeto, y también conexiones de sentido a nivel inter-tarea. Somos conscientes de los alcances y restricciones de un trabajo investigativo acotado no solo en el número de participantes sino también en el tiempo/espacio de interacción en el que recabamos la información (una única entrevista diádica fuera del aula). No obstante, consideramos que los análisis de grano fino y multimodal de la variedad de recursos numéricos en esta etapa, junto a la atención al dinamismo de su puesta en juego en situación, pueden contribuir a articular un panorama de los niños como aprendices que buscan agentivamente apropiarse de las formas y funciones numéricas como instrumento de participación cultural. En ese sentido las contribuciones recogidas en los comentarios finales de los capítulos de resultados y en las conclusiones pueden ofrecer información valiosa de primera mano para el diseño y la implementación de prácticas de enseñanza capaces de promover la agencia en el aprendizaje numérico básico en entornos socioeducativos diversos. Planteamos una vía para superar enfoques de estándares que conciben el aprendizaje preferentemente como proceso descontextualizado, reproductivo, monomodal y universal. Para ello, por supuesto, es clave el trabajo también agentivo, creativo, colaborativo, multimodal y andamiado de los equipos docentes en sus comunidades de práctica. In this thesis we go a step further in the study of numerical cognition and communication of first-grade children in the Andean region of Rio Negro. From a resource-based socio-constructivist framework, we were interested in making visible, documenting and understanding the variety, articulation and dynamism of children’s numerical knowledge at work when they produced and thought about and with numerical signs during interviews, in different semiotic modes. We also paid attention to the processes of reflexion and regulation of their own numerical cognition. The participants are forty-five students who attended first grade in four public schools in Bariloche and El Bolsón. Two of the schools are located down-townl and two are located in the periphery of the city. The selection of schools aimed at obtaining a relatively wide sociocultural and socio-educational range within regional urban schooling. Methodologically, the children were interviewed individually based on a semi-structured script, with open, creative, convoking, challenging and scaffolding tasks. Multimodal recording devices of the communicative-cognitive processes evidenced during oral, graphic and object production were used. The mixed methods analyses sought to combine depth and systematic attention to both singularity and regularity, by using techniques that allow such a diversity of approaches to the graphic texts created by children, as well as to their verbal and gestural responses and to their actions with objects. We mainly worked with: category systems for the construction of repertoires, with subsequent application of non-parametric and multivariate statistics techniques, analysis of learning trajectories and study of multiple cases. The resource-based socio-constructivist framework resource-based socio-constructivist framework permeated the decisions made both when conducting the interview and when analyzing the numerical production of each girl or boy. Four repertoires captured the variety in participants’ ways of knowing and communicating numerically: the first one makes visible the conventional numerical production identified in the studied population; the second distinguishes partial approaches to numerical convention; the third articulates trajectories of cognitive preservation and cognitive innovation when thinking about and with relatively large quantities, and finally, the fourth identifies forms of reflexion and regulation of numerical cognition. We illustrate all the categories included in those four repertoires with original productions of the participating children ─oral, graphic and sometimes gestural. In addition, we sought to capture the multimodal dynamism of children’s situated thinking and communication, both at an intra-task and an inter-task level. Thus, we identified four conventional production patterns, which range from Limited conventional production (Pattern 1; 9 children) to Advanced production (Pattern 4; 8 children). Incipient conventional production (Pattern 2; 13 children) and Intermediate (Pattern 3; 15 children) configurations are half-way. We found an association between conventional production patterns and the socio-educational / socio-cultural sector characteristic of the schools. In the down-town schools a greater proportion of children whose conventional production is more widespread was concentrated, and in the peripheral schools the opposite happened. However, in three of the participating first grades, children of the four conventional production patterns coexisted, and in the remaining one, children from three patterns did so. Intra-school-grade heterogeneity increases markedly if we look at students’ unconventional responses as genuine cognitive-communicative productions. This situation places cognitive-communicative heterogeneity as a condition to be considered at the beginning of primary mathematical schooling in the region. In order to deepen into the study of the dynamism of children’s cognitive-communicative resources we performed several lines of analysis. One was the study of their progress in the course of a same task or along related tasks. The finding that 78% of children showed some form of progress highlights the importance of having an open and unhurried space for communication and knowledge assessment. Progress according to indicators of conventional production was evidenced in children belonging to all conventional production patterns. The latter shows that children’s established cultural knowledge is not a stable ready-made possession, soon to be demonstrated at request. At the same time, tensions between the realms of the established and the possible, or between conventions and inventions, turned out to be sources of conflict and cognitive transformation for some of the children. In this process, students showed how they gradually appropriated established cultural knowledge, explored relationships, reviewed and generated innovations in their ideas and procedures. Most of the interviewed children showed that such answers arose from nonlinear constructive and exploratory processes, which introduced adjustments and encouraged new perceptions of numerical regularities, and even new nuances of meaning. In our quest to understand the variety and dynamism of children's resources, we also chose to include a multiple case study. We selected two boys and a girl who belonged in different patterns of conventional production, as a way to reconstruct their meaning-making processes throughout the progression of numerical tasks in the interview. This was one more way to measure the degree to which the knowledge of the interviewed children about the numerical forms and functions addressed is markedly heterogeneous across learners, and also to understand connections of meaning at the single learner, inter-task level. We are aware of the scope and restrictions of a limited research work as ours. Limitations are related to the number of participants as well as to the temporal-spatial frame of interaction in which we collected the information (a single dyadic interview outside the classroom). However, we consider that the fine-grained and multimodal analyses of the variety of numerical resources at this stage, together with the attention to the dynamism of their putting into play in situation, can contribute to articulate a panorama of children as apprentices who agentively seek to appropriate numerical forms and functions as an instrument for their cultural participation. In that sense, we expect that the contributions collected in the final comments of each chapter, together with the final conclusions chapter can offer valuable first-hand information for the design and implementation of teaching practices capable of promoting children’s agency in basic numerical learning, in diverse socio-educational environments. We propose a way to overcome standardized approaches that conceive learning preferably as a decontextualized, reproductive, monomodal and universal process. To that end, of course, the agentive, creative, collaborative, multimodal and scaffolded work of the teaching teams in their communities of practice is also a key factor. Dans cette thèse, on approfondit l'étude de la cognition et de la communication numérique des enfants des premières années d'école primaire dans la région des Andes, province de Rio Negro. À partir d’un optique socioconstructiviste des ressources, on a voulu visualiser, documenter et comprendre la variété, l'articulation et le dynamisme des connaissances numériques à des degrés divers d'appropriation que ces jeunes étudiants mettent en jeu pour produire et réfléchir sur des signes numériques lors d'un entretien, dans différents modes sémiotiques. On s'intéresse également à leurs processus de réflexionet de régulation de la propre cognition numérique. Les participants sont quarante-cinq enfants de la première année d'école primaire de quatre écoles publiques de demi-journée d'activité à Bariloche et El Bolsón. Deux des écoles sont dans la ville et deux sont situées en périphérie. La sélection des écoles est motivée par l'idée d'obtenir un éventail socioculturel et socio-éducatif relativement large dans le cadre de la scolarisation en milieu urbain régional.Du point de vue méthodologique, des entretiens individuels avec les enfants se sont déroulés sur la base d'un protocole semi-structuré avec des tâches ouvertes, créatives, attirantes, défiantes et didactiques. Dispositifs multimodaux on été employés pour saisir les processus cognitifs-communicatifs impliqués pendant les périodes de production orale, graphique et avec des objets. Les analyses mixtes ont cherché à combiner profondeur et systématisation dans l'attentionà la singularité et à la régularité, en utilisant des techniques qui permettent une telle diversité d'approches aux textes graphiques créés par les enfants, ainsi qu'à leurs réponses verbales et gestuelleset à leurs actions avec des objets. Principalement, on a travaillé avec: systèmes de catégories pour la construction de répertoires avec application ultérieure de techniques d'analyse statistique non paramétrique et multi-variée, analyse de trajectoires d'apprentissage et étude de cas multiples. L'approche socioconstructiviste des ressources a imprégnée les décisions tant lors de la conduite de l'entretien comme pendant l'analyse de la production numérique de chaque enfant. Nous avons remarqué la variété de manières de comprendre et communiquer numériquement des enfants à travers quatre répertoires: le premier met en évidence l'arc de production numérique conventionnel correspondant à la population étudiée; le second distingue les approches partielles à la convention numérique; le troisième articule trajectoires de conservation et d'innovation cognitive en pensant à et avec des quantités "grandes", et en fin, le quatrième identifie les manières de réflexionet de régulation de la propre cognition numérique. On illustre toutes les catégories comprises dans ces quatre répertoires avec des productions orales, graphiques et parfois gestuelles des enfants. En plus, on s'est engagé à capter d'un point de vue multimodal le dynamisme de la pensée et de la communication numériques des enfants en situation, soit intra-tâche que inter-tâche. Ainsi, on a identifié quatre modèles de production conventionnels, allant d'une production conventionnelle limitée (modèle 1, 9 enfants) à une production avancée (modèle 4, 8 enfants), en passant par des configurations de production conventionnelle "naissante" (modèle 2, 13 enfants) et "intermédiaire" (modèle 3, 15 enfants). On a trouvé une association entre les modèles de production conventionnelle et le secteur socio-éducatif et socioculturel lié à l'école. Dans les écoles du centreville, on a trouvé la plus forte proportion d'enfants dont la production conventionnelle est la plus répandue, tandis que l'inverse caractérise les écoles périphériques. Toutefois, dans trois des premiers niveaux participants coexistaient des enfants des quatre modèles de production conventionnelle, et dans un, des trois modèles. L’hétérogénéité est fortement augmentée si l'on regarde les enfants en ce qui concerne leurs réponses non conventionnelles comme une véritable production communicative et cognitive. Cette situation place l'hétérogénéité cognitive dans le domaine du nombre comme condition à considérer attendue au début de l'scolarisation mathématique primaire dans la région. Pour plonger dans l'étude de la dynamique des enjeux des ressources cognitives et de communication des enfants on a considéré plusieurs lignes d'analyse. L'un était l'étude de leurs progrès au cours de la même tâche ou tout au long des tâches connexes. Le constat que 78% des enfants ont démontré une certaine forme de progrès souligne l'importance d’avoir un espace ouvert et le temps pour la communication et l'évaluation des connaissances. Selon les indicateurs de production plus vaste et strictement conventionnelle, le progrès s’est fait évident pour les enfants de tous les modèles de production conventionnelle, ce qui démontre que même pas le savoir qui correspond au plan culturel établi constitue un bagage dont les enfants disposent d’une manière stable, ce qui est facilement vérifié à la première question.Aussi, on a pu constater que les tensions entre l'établi et le possible, ou entre conventions et inventions, se sont révélées comme sources de conflit et de transformation cognitive pour certains enfants interrogés. Dans ce processus, les enfants ont mis en évidence comment ils se sont appropriés graduellement des connaissances culturelles établies, ont exploré des relations, examiné et généré des innovations de leurs idées et procédures. La plupart des enfants interrogés ont montré que ces réponses provenaient de processus constructifs et exploratoires non linéaires, qu’ils ont introduit des ajustements et qu’ils ont aperçu des nouvelles régularités numériques, et même de nouvelles nuances de sens. Dans notre quête pour comprendre la diversité et le dynamisme des ressources des enfants, on a choisi également d’inclure une étude de cas multiples. On a sélectionné deux garçons et une fille qui appartiennent à des différents modèles de production conventionnelle pour reconstruire leur construction de sens tout au long de la progression des tâches numériques dans l'entretien. Ce fut une autre façon d'évaluer la mesure dans laquelle les connaissances des enfants interrogés sur les formes et les fonctions numériques abordées ont des disparités considérables entre les individus, et aussi des connexions de sens au niveau individuel et inter-tâche. On comprend l’ampleur et les contraintes d'un travail de recherche limitée non seulement dans le nombre de participants, mais aussi dans le temps/espace d’interaction dans lequel on a recueilli l’information (un seul entretien dyadique en dehors de la salle de classe). Cependant, on considère que les analyses multimodaux et à grains fins sur la variété des ressources numériques à ce stade, avec une attention au dynamisme de la mise en jeu dans des situations, peuvent contribuer à articuler un panorama des enfants en tant qu’apprentis qui cherchent à s’approprier des formes et fonctions numériques comme instrument de participation culturelle. En ce sens, les contributions recueillies dans les observations finales des chapitres des résultats et dans les conclusions peuvent fournir de précieuses informations de première main pour la conception et la mise en œuvre des pratiques d'enseignement capables de promouvoir l'apprentissage numérique de base en milieux socioéducatifs divers. On propose un moyen de surmonter les approches standardisés qui perçoivent de préférence l’apprentissage comme un processus sans contexte, reproductif, monomodal et universel. Pour ce faire, bien sûr, le travail créatif, collaboratif, multimodal et didactique des équipes d’enseignement est clé dans leurs communautés de référence.

Objectives: To seek the most common etiologies of acute intestinal obstructions using radio-surgical correlations and recall the role of imaging modalities for the management. Materials and Methods: This was a descriptive cross-sectional study over 12 months. It concerned 58 patients (40 men and 18 women). All patients had clinical suspicion of bowel obstruction and in this diagnosis was confirmed by imaging and surgery. The study parameters were the age, the gender, the ultrasound, radiographic and CT signs of bowel obstruction, the complications, and the etiologies. Suspected etiologies on imaging and final diagnostics after surgery were compared using sensitivity and specificity test with a P-value of 0.001. Excel 2013 and SPSS 19.0 software were used to carry out this study. Results: The mean age of the study population was 41.80 years with extremes ranging from 5 to 70 years. The cardinal signs of bowel obstruction were found in all the patients. Ultrasound was performed in 5 patients (8.6%), abdominal X-ray in 40 patients (69%) and abdominopelvic CT scan in 37 patients (63.8%). Ultrasound confirmed the clinical diagnosis in 4 patients (80%) and the ultrasound diagnosis was corrected by CT in 1 patient (20%). Dilated bowel loops with or without fluid levels were found in all the patients. They concerned the small bowel in 10 cases (25%), the large bowel in 24 patients (60%) and were mixed in 6 patients (15%). The CT scan showed mechanical obstruction in 30 patients (51.7%) and a functional obstruction in 7 patients (12.1%). Etiologies were dominated by appendiceal peritonitis, bands and adhesions, tumors, and volvulus. Comparison between imaging results and surgical findings revealed 80% of sensitivity for ultrasound with a PPV of 100%. AXR demonstrates sensitivity of 100% for sigmoid volvulus with PPV of 100%. CT demonstrates a sensitivity of 100% and a PPV of 88%. Conclusion: In our context, the most frequent etiologies are appendicular peritonitis for functional bowel obstruction and bands and adhesions for mechanical bowel obstructions. CT scan is the most efficient diagnostic tool. Ultrasound should be used as first imaging tool in children. RÉSUMÉ Objectifs : déterminer les étiologies les plus fréquentes des occlusions intestinales aigües grâce à des corrélations radio-chirurgicales et rappeler le rôle des différentes modalités d’imagerie dans la prise en charge. Matériels et Méthodes : il s’agissait d’une étude transversale descriptive, sur 12 mois. Elle concernait 58 patients (40 hommes et 18 femmes), adressés pour suspicion clinique d’occlusion intestinale et chez qui ce diagnostic avait été confirmé à l’imagerie et la chirurgie. Les variables étudiées étaient l’âge, le sexe, les éléments échographiques, radiographiques et scanographiques en faveur d’une occlusion, les signes de gravité et les étiologies. Nous avions effectué des analyses de sensibilité et de spécificité pour comparer les diagnostics suspectés à l’imagerie et les diagnostics retenus après la chirurgie avec une P-value égale à 0,001. Les logiciel Excel 2013 et SPSS 19.0 ont été utilisés pour réaliser cette étude. Résultats : L’âge moyen de la population d’étude était de 41,80 ans avec des extrêmes allant de 5 et 70 ans. Les signes cardinaux étaient retrouvés chez tous les patients. L’échographie a été réalisée chez 5 patients (8,6%), l’ASP chez 40 patients (69%) et le scanner abdominopelvien chez 37 patients (63,8%). L’échographie avait confirmé le diagnostic étiologique initial chez 4 sur 5 patients soit (80%) et le diagnostic échographique a été rectifié par le scanner chez 1 patient sur 5 soit (20%). Les niveaux hydro aériques étaient retrouvés sur tous les ASP. Ils étaient grêliques chez 10 patients (25%), coliques chez 24 patients (60%) et mixtes chez 6 patients (15%). La TDM était en faveur d’une occlusion de type mécanique chez 30 patients (51,7%) et de type fonctionnel chez 7 patients (12,1%). Les principales étiologies étaient la péritonite appendiculaire, les brides et adhérences, les tumeurs et les volvulus. La confrontation des résultats d’imagerie et des données per opératoires ont révélé une sensibilité diagnostique de l’échographie de 80% et une VPP de 100%, une sensibilité de l’ASP de 100 % pour le diagnostic de volvulus du colon sigmoïde avec une VPP de 100 % et, une sensibilité de 100% et une VPP de 88% du scanner. Conclusion : Dans notre contexte, les étiologies sont dominées par la péritonite appendiculaire pour les occlusions fonctionnelles et les brides et adhérences pour les occlusions mécaniques.Le scanner est l’outil diagnostic le plus performant. L’échographie doit être utilisé en première intention chez l’enfant.

Introduction In September 2022, American retail giant Walmart launched two new gaming experiences onto popular multi-platform gaming experience Roblox, entitled Walmart Land and Walmart Universe of Play. First released in 2006, Roblox is an online multiplayer programme and a virtual gaming world that is part of a rise of other similar programmes, including Minecraft (2009), Pokémon GO (2016), and Fortnite (2013). Like these other games, it is also a multi-platform program, which means that “it can be played on computers, tablets, mobiles or video consoles, thus enabling its ubiquitous access” (Meier et al. 269). In that sense, these games and programmes have inherited the ubiquity that occurred through the popularity of mobile devices, smart phones, and tablets, where “games are never further than arm’s length” (Leaver & Wilson 2). It is believed that the COVID-19 pandemic in 2020-2021 ended up intensifying user interest in Roblox as it became a site for virtual and online socialisation through its multiplayer construction and play (Cucco). Recently, Roblox has earned the reputation of being the “children’s metaverse”: as Andrew Hutchinson has noted, in the gaming worlds of Roblox “we do already have basic templates for what the metaverse may look like… where youngsters interact via digital avatars, and move from experience to experience in a 3D environment”. Roblox is essentially a host to a compendium of user-generated content games that fit into many game genres, including role player games, obbys (obstacle course games), tycoon, fantasy, adventure, strategy, simulations, and many others. In Roblox, users create personal avatars that can move and negotiate in first person through online worlds. While Roblox is aimed at players of all ages, it has been especially targeted towards younger children and teenage users, and research suggests that the programme predominantly hosts child players (Geffen). Meier et al. suggest that Roblox “is a program that offers the possibility of creating and sharing three-dimensional virtual environments easily and has an interface suitable for children” (269). Walmart’s two Roblox games demand critical attention because the virtual worlds that have been created for Roblox present knowledge about the way that a “metaverse” might be imagined for young players on the system. This is especially important due to the troubling vision of commodified and fully themed corporate shopping experiences (e.g., Ernest Cline’s dystopian novel Ready Player One (2011) of virtual worlds owned by a billionaire). An examination of these games means also examining the ways that children are exposed to commodity culture, and understanding the ways that children’s culture has been commodified through gamified experiences and technologies. As I demonstrate in this article, concern about the games‘ function as advertising for Roblox has seen action from consumer watchdog groups labelling the games as “advergames”, and recently one of the games has been removed from Roblox by Walmart. As Natalie Coulter has argued, there is a long history of consumer culture’s link with children’s media, but from the mid-twentieth century and beyond, the marketplace “has become more tightly enmeshed with children and their culture” (410). While “youth” has become a marketing category – fractured into smaller and smaller marketing niches – Coulter argues that in the twenty first century the rise of Websites and Web games have worked to “link toys and the virtual world together”, where children’s online time can now be considered “basically commercial time where there is no distinction between content and an advertisement for the toy” (419). This has been simultaneous with converged technologies that also merge storytelling with consumer products. Jason Bainbridge has noted that “merchandising is now regularly used to extend and enrich narratives, to personalise media properties, increase the cultural circulation (or shelf-life) of properties and occasionally even enable them to jump media platforms and survive in entirely new textual environments” (24). Given that Roblox is already a space of enmeshed commercial activity, play and financial transaction – especially through its internal currency of “Robux” that is used for avatar and in-game purchases – the Walmart games present yet another complex layering of these personal and corporate dimensions as an aspect of gameplay. The two Walmart games are designed to appeal to different age groups and users – Walmart Land is aimed at older children and young adults, through its creation of a live pop music virtual world, while Walmart Universe of Play is clearly marketed toward younger children through its focus on showcasing major toy brands (these included L.O.L. Surprise!, Jurassic World, Paw Patrol, Magic Mixies and Razor Scooters). In this article, I examine the two Walmart Roblox games through formal analysis of their gameplay, focussing on the ways that both games are incentivising play and how they link to in-game purchases and the Walmart brand. I argue that both games are designed to link gameplay with a highly personalised shopping experience, which blurs the boundaries between games and branded advertising. For this reason, I suggest that close attention should be given to contemporary corporate games that develop visions of a “metaverse”, as they may not have the user’s interests in mind so much as their organisation’s profit margin. Walmart’s Roblox games Walmart Land is a walk-through fantasy world that focusses on pop culture, fashion, and music: like many of the “worlds” of Roblox, it presents as a small archipelago, surrounded by sea, with the action taking place on the interconnected islands. The islands are shaped into the “spark” shape of the Walmart logo – there is one central island or “hub” (and starting point), surrounded by radiating longer islands connected by bridges. Users can walk along the series of pathways and bridges between the islands, or else shortcut via monorail to key stopovers, or finally use a portal to travel to whatever part of the “world” is most appealing (this is typical of the travel experience provided in Roblox games). There are also “obby” areas with parkour-like jumps to exciting places, and surreal locations such as a forest of broccoli and a maze of cut fruit slices. Across these islands, users are encouraged to participate, earn tokens, and explore all the areas in more detail: for example, at the “Food Truck Park”, you can find recipes for “Great Value” dishes such as “Skillet Beef Burrito”, where users are encouraged to “take a snapshot with your device” of the full recipe for making later. Tokens (visually, they are coins) are placed along the pathways of the islands, which when collected can be used as payment for in-game purchases. The tokens can be spent on Walmart fashion and accessories: for example, as I play the game there is a Free Assembly rugby polo that can be purchased for 110 tokens (Free Assembly is a Walmart fashion label). The other way to earn tokens is to participate in the various mini-games located at many of the Walmart Land’s sites. For example, there is a “Dance Off Challenge” where your avatar can try out a range of funky moves and “win” the dance-off, and a Netflix trivia challenge which grants credits to film and television knowledge. There is an “Electric Island” that according to Walmart’s marketing has been “inspired by the world’s greatest music festivals”, although the concert stage is empty as I visit. You can access the live music stage via a red carpet that is flanked by paparazzi figures clamouring to take your avatar’s photo. While the stage is typically inactive when I have accessed the game, according to Walmart’s marketing materials there have previously been musical performances from pop stars such as YUNGBLUD and Madison Beer. Then, there are singular mini-games on each island: such as a DJ booth where users can play at practicing beats; and a roller rink for blading tricks. Within Walmart Land, users can access virtual merchandise (“verch”) for the user avatar and earn tokens and games from competitions. There is a “House of Style” space with dressing rooms, which is the main location for purchase of avatar fashion with the earned tokens. As this description suggests, Walmart Land resembles in a retro way the kind of experience had in a supermarket store or a mega-mall / shopping centre, where there are “aisles/isles”, or segmented and themed areas of entertainment. The dream-like “land” aims to create a phantasmagoria, with idiosyncratic personal travel that constitutes a real-life shopping experience, hence it includes personally satisfying flânerie for distinctiveness and originality. Yet, this seems to be one of the failings of the experience: playing through this world, choices are limited, and the in-games feel simplistic, and unlikely to sustain interest across multiple visits. This game seems particularly in need of updates with novel content, such as the live concert experiences on the empty stage. The second game, Walmart Universe of Play, has a similar structure and format to Walmart Land, although the focus is squarely placed on bringing to life pre-existing toy franchises that are readily available at the retail company’s stores. For this reason, there is a much greater focus on Walmart’s brand partners in this game than in Walmart Land, except the separate themed areas seem to be fully “owned” by these brands. Again, it presents a magical wonderland full of surreal and fantastic games and events. The term “Universe of Play” is a direct reference to the name of Walmart’s real-life toy department from their bricks and mortar stores. In this game, the focus is on earning free verch that promotes either Walmart or its nominated brands (e.g. L.O.L. Surprise!, Jurassic World, Paw Patrol, Magic Mixies, and Razor Scooters). As users walk along in this world, large wrapped gift boxes appear on the pathways that can be opened through the “Interact” function. The virtual “gifts” end up being virtual images of real-life products, which arguably constitutes a pure, visual advertisement for the toy. As with Walmart Land, the game resembles the multi-world format of the retail chain itself, and the 3-D travel that is an in-built feature of Roblox’s gameplay allows users to explore “immersive worlds” connected to brand franchises, earn rewards through collection of tokens that can be redeemed for virtual merchandise and toys. There is also travel on special vehicles, such as flying hoverboards. Many of the updates in the game focus on the promotion of toy products, such as the virtual drone that can highlight the “hottest toy world of the season” (Walmart). In this way, the updates seem to emulate catalogue delivery, with the world itself a kind of virtual catalogue for purchasable products. Then, the real store’s catalogue becomes a way of learning about the game, as it offers readers codes to exclusive privileges within the Roblox game. So, there is a virtual-real crossover between the game and children’s experiences in the real-life store, inviting users to imagine that the virtual world is an extension of the real one. Through earning tokens, all of the games are designed for virtual purchases, and while these are free, they normalise the typical experience of Roblox where one’s presentation of identity (through the personal avatar) is strongly linked with in-game transactions. Discussion So, how do we make sense of these Walmart games on Roblox? Some commentators have observed that the new Walmart games do not seem to provide innovative or playful experiences, in contrast to many of the games on the Roblox platform. Writing for Forbes magazine, Paul Tassi has suggested that the Walmart logo of Walmart Land looms in the background “like a digital Eye of Sauron”, and questions the originality of the games: But who wants … Walmart Land? I’d argue nobody, and it’s just a branded, less interesting version of playspaces that already exist in Roblox a thousand times over, without a corporation attached. It is worth examining the motivation for the branded partnership from both organisations. For Roblox, the Walmart partnership was economically important: it represented one of its first major corporate partnerships with central intention to release virtual product into the Roblox game system. Typically, corporate partnerships with Roblox had led to the partnered brands creating tangible, “real life” ancillary Roblox toys and merchandise that could be purchased at toy stores (e.g., figurines, boardgames, and toy guns). (Some examples of Roblox’s recent brand toy partnerships: Hasbro created a Roblox 2022 edition of Monopoly; NERF has released NERF guns based upon particular Roblox games Adopt Me!, Arsenal, Jailbreak, Mad City, Murder Mystery 2, and Phantom Forces. Also, Roblox game studios have gone on to create their own toy lines: for example, Gamefam released a set of dolls based on their game Twilight Daycare.) In this case, the toy store (a.k.a. Walmart) has itself gone virtual, which means that Walmart is also investing into Roblox’s vision of a playable “metaverse” for its young users. This is clearly significant, as it represents what could be the beginning of a new, lucrative model for co-branded game creation for Roblox, adding to ways of diversifying revenue for the company beyond its in-game micro-transactions (Vanian). The metaverse has been a key concept in Roblox’s recent strategic vision, and they have benefitted from the wider global interest in the metaverse, popularised in the wake of Mark Zuckerberg’s presentation on metaverse futures for Facebook, sensationally renamed Meta at the Connect conference of October 2021. As Evans et al. have noted, 2021 was the year that the metaverse “truly hit the mainstream”, and Meta/Facebook is “arguably the current leader in the race to build the metaverse” (1). Yet, earlier that year Roblox also mentioned their own version of a metaverse at their first Investor Day video published on YouTube in February 2021 (Roblox Investor Day). In this video, CEO and co-founder David Baszucki specifically mentions that Roblox are evolving to become the “shepherds of the metaverse”, and that their vision includes the tenets of “identity”, “friends”, “immersiveness”, “frictionless”, “variety”, “anywhere”, “a vibrant economy”, and “trust and civility”. The Walmart games, then, present a part of the rich variety of content available on the Roblox system, although Baszucki is quick to emphasise the rich user-generated content provided by non-businesses and ordinary gamers: the content created by billion-dollar companies does not receive a mention as part of this revolutionary and utopian vision. In this way, we can see how Walmart – a megacorporation that has aggressively competed for the e-commerce of major retail rival Amazon since 2016 (Del Rey) – might choose to create content and join this virtual diversity with its large network of young users. Walmart’s investment demonstrates how companies are currently choosing to test out strategies across a range of virtual online worlds: investing into many different forms of the metaverse. The investment into the virtual play of Roblox represents the company’s new strategy of engagement with virtual e-commerce, as well as investigating metaverse futures. According to a CNBC interview with Walmart’s Chief Marketing Officer William White, the two Walmart games released onto Roblox were marketing tests of new kinds of consumer engagement for online and virtual shopping experiences, helping to learn about and gauge the changing shopping habits in the wake of the COVID-19 pandemic (Repko). Part of the rationale for production of the games was for Walmart to learn about new ways to reach consumers, with developing metaverse technologies in mind: Roblox will serve as a testing ground for Walmart as it considers moves in the metaverse and beyond, said William White, Walmart’s chief marketing officer. He said the experiences are designed with the next generation of shoppers in mind, particularly Gen Z, generally defined as around age 25 or younger. White said the company is looking to learn from the partnership. “How are we driving relevance in cultural conversation? How are we developing community and engagement? How are we moving the needle from a brand favourability [standpoint] with younger audiences?” he said. “That’s what we’re trying to accomplish here.” (Repko) Yet, as this analysis of the gameplay in the two games reveals, advertising product seems key to the experiences gained in Walmart Land and Walmart Universe of Play. After the release of the games in 2022, critical media attention quickly turned to concerns about the blurred lines between games and marketing, and in January 2023 US media watchdogs Truth in Advertising.org (TINA.org) released a complaint about the Walmart Roblox games’ lack of disclosure that they were a form of children’s advertising and therefore constituted an “advergame” (Karabus; Perez). An “advergame” is defined as a “popular marketing tool used by companies to sell products to children” (Cho & Riddle 1309). Referring to the Walmart games, TINA.org noted that the games were “blurring the distinction between advertising content and organic content, and failing to provide any clear or conspicuous disclosures that the game (or contents within the game) are ads” (Truth in Advertising). Their concern was linked to the vulnerability of young children on Roblox, especially after academic research has suggested that younger and older children have difficulty in distinguishing between advertising and computer games; for example, Waiguny and Terlutter have indicated that children have more difficulty doing this than distinguishing between television programmes and advertising. In March 2023, Walmart closed down Walmart Universe of Play, although they have officially stated that the closure was a “planned part of its strategy” (Adams). In a statement, they noted that “the intent of our presence on Roblox is to continuously innovate … . Taking down some experiences to work on new [ones] is part of that innovation” (Adams). Walmart Land is still in operation on Roblox. The closure of one of the games demonstrates the level of experimentation that is taking place as companies invest in “metaverse” games: there are still fundamental concerns to iron out about virtual branded property and its links to advertising, especially in content that is specifically created for children. Conclusion This – and other – early case studies of toy brand partnerships on Roblox should be given attention because the ways that corporations link in with the socialisation and play factors of the game may have lasting impact upon the development and construction of online identities in 3-D immersive contexts. My hope is that the issues raised in this article link to broader debates in media-focussed cultural studies about the commodification of children’s experiences, the creation of “toyetic” media texts, and the broader and extensive discourse of media effects research and impacts on children and young people. Investigating the Walmart games also has implications for emerging research on the “metaverse” and the ways by which it will be commodified. Utilising methods such as formal game analysis helps to show how users may interact with games and brands in these fledgeling metaverse experiences. It may also demonstrate how some of the utopian ideals of the concept are compromised through the company’s bottom line, which for Roblox seems particularly linked to the creation of the virtual avatar, and the production of a unique online identity troublingly linked to purchase and consumption. Acknowledgment Many thanks to Louis Joseph Jeffs for our ongoing conversations about Roblox. 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