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Time-restricted eating and sleep, mood, and quality of life in adults with overweight or obesity: a secondary analysis of a randomized clinical trial
No full textImportance It remains largely unknown whether the timing of the eating window during time-restricted eating (TRE) affects sleep, mood, and quality of life differently.
Objective To investigate whether 3 TRE schedules—an 8-hour eating window in the early part of the day, the late part of the day, or selected by the participant—combined with usual care (UC; a Mediterranean diet education program) were associated with changes in sleep, mood, and quality of life compared with UC alone in adults with overweight or obesity over a 12-week intervention.
Design, Setting, and Participants This was a prespecified secondary analysis of a parallel-group randomized clinical trial conducted from April 11, 2022, to March 6, 2023, in Granada (southern Spain) and Pamplona (northern Spain). Eligible participants were men and women aged 30 to 60 years with overweight or obesity. Data analyses for the current study were performed between March 14, 2024, and December 5, 2024.
Intervention Participants in the UC group maintained their usual eating window (≥12 hours daily) and received an educational program based on the Mediterranean diet. Participants in the early TRE group had an 8-hour eating window starting before 10 am and the late TRE group, after 1 pm; self-selected TRE participants chose their own 8-hour window. All TRE participants also received the UC educational program. Group allocation was 1:1:1:1.
Main Outcomes and Measures Changes in sleep were objectively assessed using accelerometry for 2 weeks before the intervention and during the final 2 weeks of the intervention. Changes in mood dimensions—depression, anxiety, and stress—and quality of life were assessed before and after the 12-week intervention using self-administered questionnaires.
Results A total of 197 participants (98 women [49.7%]; mean [SD] age, 46.1 [8.4] years; mean [SD] body mass index, 32.8 [3.2], calculated as weight in kilograms divided by height in meters squared) were randomized to UC (n = 49), early TRE (n = 49), late TRE (n = 52), and self-selected TRE (n = 47). No significant differences were observed between the early TRE and UC groups for sleep (eg, mean difference in total sleep time, 0.2 [95% CI, –0.2 to 0.6] hours), mood (eg, mean difference in Beck Depression Inventory Fast Screen score, 0.2 [95% CI, –1.0 to 1.3] points; mean difference in state anxiety score on the State-Trait Anxiety Inventory, –1.2 [95% CI, –6.4 to 4.1] points; mean difference in Perceived Stress Scale score, 2.1 [95% CI, –1.8 to 5.9] points), and quality of life (eg, mean difference in general health score on the Rand 36-Item Short Form Health Survey, 3.3 [95% CI, –4.4 to 10.9] points). Results were also nonsignificant for the late TRE and self-selected TRE groups compared with the UC group as well as between the TRE groups.
Conclusions and Relevance In this secondary analysis of a randomized clinical trial of 3 different TRE schedules, incorporating TRE into a UC intervention, regardless of the eating window timing, was not associated with significant changes in sleep, mood, or quality of life compared with UC alone in adults with overweight or obesity. The findings suggest TRE may be a viable nutritional weight management strategy without adverse effects on sleep, mood, or quality of life.This study (project reference PID2022.141506OB.I00) received support from MCIU/AEI/10.13039/501100011033 and from ERDF, EU AWay of Making Europe (Dr Ruiz); grant A-CTS-516-UGR20 from the Junta de Andalucía, Consejería de Transformación Económica, Industria, Conocimiento y Universidades (Dr Ruiz); the University of Granada Plan Propio de Investigación¿Excellence actions: Unit of Excellence on Exercise Nutrition and Health (Dr Ruiz); grants FPU21/01161 (Mr Clavero-Jimeno) and FPU18/03357 (Dr Dote-Montero) from the Spanish Ministry of Universities¿University of Granada; grant 0011-1365-2021-00070 from the Government of Navarra, Departamento de Desarrollo Economico y Empresarial, Plan de Promoción de Grupos de Investigación de la Universidad Pública de Navarra (Dr Labayen); grant FJC2020-044453-I from the Juan de la Cierva Formación (Dr Camacho-Cardenosa) funded by the Ministerio de Ciencia e Innovación and the EU NextGenerationEU/PRTR; and grant BG22/00075 from the Spanish Ministry of Science, Innovation and Universities under Beatriz Galindo¿s 2022 fellowship program (Dr Migueles). In addition, funding was provided by grants DEP2005-00046/ACTI, 09/UPB/19, 45/UPB/20, and 27/UPB/21 from the EXERNET Research Network on Exercise and Health (Drs Labayen and Ruiz). This work is part ofMr Clavero-Jimeno¿s doctorate thesis conducted in the Official Doctoral Program in Biomedicine of the University of Granada, Spain
Desparekotasuna eta pobrezia: Nafarroa - Estatua
No full textVersión en castellano y euskeraEl documento analiza la evolución de los principales indicadores de desigualdad y pobreza en clave comparativa entre Navarra y el Estado. Concentra la atención en la evolución de los últimos diez años (2015-2024) y de la posición de Navarra en el ranking de Comunidades Autónomas del Estado español. El documento fue elaborado para acompañar la exposición en la jornada “Diez años de ¿cambio? En Navarra” organizada por la Fundación Manu Robles-Arangiz
Música y trastorno del espectro autista desde la práctica docente
No full textEl presente Trabajo de Fin de Grado analiza el papel de la música como recurso terapéutico y
pedagógico para mejorar las capacidades físicas, cognitivas, emocionales y sociales del alumnado con
Trastorno del Espectro Autista (TEA) en Educación Primaria.
Para ello, se han recogido experiencias y percepciones de seis docentes especialistas en música que
trabajan en diferentes modalidades de escolarización de este colectivo. La metodología de enfoque
cualitativo, utiliza como instrumento principal la entrevista semiestructurada. Se ha obtenido
información sobre diferentes prácticas docentes, beneficios percibidos y retos que enfrentan los
profesionales en su intervención educativa con alumnado con TEA. Los resultados evidencian el poder
de la música como herramienta educativa y terapéutica. La Educación Musical y la Musicoterapia
pueden integrarse de forma complementaria, potenciando sus beneficios en la intervención con
alumnado con TEA. El estudio destaca la importancia de combinar ambas disciplinas de manera
planificada, junto con recursos adecuados y una formación específica de los y las docentes.This Final Degree Project analyses the role of music as a therapeutic and pedagogical resource to
improve the cognitive, emotional, social and physical abilities of students with Autism Spectrum
Disorder (ASD) in Primary Education.
We have recollected the experiences and perceptions of six music teachers who work in different
schooling modalities for this group. The qualitative approach methodology uses the semi-structured
interview as the main instrument. Information was obtained on different teaching approaches,
perceived benefits and challenges faced by professionals in their educational intervention with
students with ASD. The results show the power of music as an educational and therapeutic tool.
Music Education and Music Therapy can be integrated in a complementary way, enhancing their
benefits in the intervention with students with ASD. The study highlights the importance of
combining both disciplines in a planned way, together with adequate resources and specific training
for teachers.Graduado o Graduada en Maestro en Educación Primaria por la Universidad Pública de NavarraLehen Hezkuntzako Irakasletzan Graduatua Nafarroako Unibertsitate Publikoa
When opaque firms borrow: the role of investor sentiment
No full textWe examine the effect of firm opacity on debt growth and how investor sentiment shapes this relationship. Using an international sample of firms during 2005-2019, we find that firm opacity negatively influences the growth in both bank and total debt ratios. This relationship is more relevant during periods of high investor sentiment. The role of investor sentiment is more prominent for firms with a lower proportion of bank ownership. The joint effect of firm opacity and investor sentiment is more relevant in countries with more developed institutions and greater creditor rights protection. Our results hold after addressing potential endogeneity concerns and additional tests.The authors acknowledge all the participants at the 2024 ACEDE Conference and at the 38th International Conference of the French Finance Association. E. Ferrer acknowledges financial support from the Fundación Ramón Areces , financial support through UPNA Research Grant for Young Researchers, Edition 2023 ( PJUPNA2023-11379 ) and Grant PID2019-104304GB-I00 funded by MCIN/AEI/10.13039/501100011033 . N. Suárez is grateful for the financial support from the Professorship Excellence Program through the multi-year agreement signed by the regional government of Madrid and the Universidad Autónoma de Madrid (Line #3). N. Suárez expresses her thanks for the financial support provided by the Spanish Ministry of Economy and Competitiveness , Projects PID2020-118064GB-I00 and PID2023-149010NB-I00 , and the regional government of Madrid -- UAM Research Project for Young Researchers , Project SI3-PJI-2021-00276. Open access funding provided by Universidad Pública de Navarra
Intervención musical para alumnado de Educación Infantil con Trastorno del Espectro Autista
No full textEl presente Trabajo de Fin de Grado analiza el papel de la música en el aprendizaje y desarrollo del alumnado con Trastorno del Espectro autista. Por un lado, se detalla el TEA y sus características generales. También se analiza la presencia de la música y de la atención a la diversidad en el currículo. De igual manera, este trabajo investiga los beneficios de la música tanto en el alumnado de infantil como en las personas con TEA e indaga sobre diferentes herramientas útiles como el uso de apoyos visuales. Por otro lado, se presenta una propuesta didáctica con el objetivo de observar si la música promueve la realización de hábitos y rutinas diarias. Para ello, se parte de las características e intereses de la alumna A y se hace uso de apoyos visuales y actividades musicales mediante la canción, el uso de instrumentos musicales y sonidos. Aunque los resultados obtenidos no son concluyentes, sugieren un impacto positivo en la motivación de la alumna A, en el desarrollo de los hábitos y rutinas, así como en la interacción social. Se presenta la música como una herramienta educativa fundamental para el aprendizaje del alumnado con Trastorno del Espectro Autista.This Final Degree Project analyzes the role of music in the learning and development of students with Autism Spectrum Disorder. On the one hand, it provides a detailed description of ASD and its general characteristics. It also analyzes the presence of music and the inclusion of diversity in the curriculum. In addition, this project investigates the benefits of music for both Early Childhood Education and individuals with ASD and explores various useful tools such as visual supports. On the other hand, it also presents a teaching proposal aimed at observing whether music promotes the development of daily habits and routines. To this end, the proposal is based on the characteristics and interests of Student A, using visual supports and musical activities through songs, musical instruments and sounds. Although the results are not conclusive, they suggest a positive impact on Student A's motivation as well as on the development of habits, routines and social interaction. Music is presented as a fundamental educational tool for the learning of students with Autism Spectrum Disorder.Graduado o Graduada en Maestro en Educación Infantil por la Universidad Pública de NavarraHaur Hezkuntzako Irakasletzan Graduatua Nafarroako Unibertsitate Publikoa
Education for sustainable transformation: a multi-actor perspective on higher education institutions' contribution to agrifood systems
No full textPurpose: this paper provides an understanding of the emergent needs for favouring transformation of agrifood systems through university-community-based sustainability education (SE). It identifies recommendations for universities to respond to local community needs, in developing sustainability competencies from a collaborative and action-oriented perspective.
Design/methodology/approach: a multi-case study methodology was applied to learner, educator and stakeholder participants in five European universities with food-related degrees of different specialisations. Focus groups and in-depth interviews are used to gather qualitative data, based on a common protocol guiding a series of open-ended questions. The data is coded deductively.
Findings: participants indicated that agrifood system transformation through SE curricula requires a holistic and lifelong approach, supported by long-term university-community collaboration. Reported enabling conditions for SE integration include openness to alternative economic models, commitment to social sustainability, fostering sustainability values, willingness to collaborate and focus on real-world problems. A blend of agrifood-specific and transversal skills formed the basis of identified competencies for development, through action-oriented pedagogies, such as service learning. There was a strong consensus on the need for effective monitoring of progress through transparent reporting and disclosure.
Originality/value: although limited to five universities offering food-related degrees, this research provides empirical validation and contextual reinforcement of a conceptual framework for sustainability transformation through university-community collaboration. It identifies key success factors from educational, social and economic perspectives, offering actionable insights for the cocreation of sustainable agrifood curricula. By emphasising action-oriented pedagogies, this study demonstrates the intrinsic link between learning and transformation, contributing to both theoretical exploration and actionable strategies.This research has received funding from the European Commission, through the Erasmus+ Project NEMOS - A New Educational Model for Acquisition of Sustainability Competences through Service-Learning under Grant Agreement No. 2021-1-ES01-KA220-HED-00002757
Glicosilación del virus adenoasociado (AAV) para mejorar infectividad celular
No full textEl virus adenoasociado serotipo 9 (AAV9) es uno de los vectores más usados en terapia génica por su capacidad de transducir diversos tipos celulares. Sin embargo, su eficiencia puede ser limitada en determinados contextos celulares. En este trabajo se ha evaluado el impacto de modificar la cápside
del AAV9 mediante la incorporación de residuos de manosa-6-fosfato (M6P) en la posición M471, empleando reacciones de "click chemistry". Esta modificación buscó favorecer el tráfico lisosomal del vector, mejorando así la eficiencia de transducción. Para ello se produjeron versiones del virus
con distintos niveles de glicosilación (12 %, 48 % y 100 %), que fueron evaluadas en tres líneas celulares: HeLa, 293T y PKD2. Los resultados mostraron que, si bien la glicosilación no afectó significativamente a la entrada viral (número de genomas intracelulares), sí aumentó de manera
dependiente del grado de glicosilación la expresión del transgén GFP en las células 293T y PKD2, pero no en las células HeLa. Esto sugiere que la modificación con M6P mejora el tráfico intracelular y la eficiencia de expresión génica en ciertos contextos celulares, abriendo nuevas
posibilidades para el diseño de vectores virales más eficaces y específicos.Adeno-associated virus serotype 9 (AAV9) is a widely used vector in gene therapy due to its broad
tropism and low immunogenicity. However, its cellular transduction efficiency can be limited in
specific cell types. This study aimed to enhance AAV9-mediated gene delivery by attaching
mannose-6-phosphate (M6P) residues to capsid position M471 using click chemistry reactions.
M6P is known to facilitate lysosomal trafficking, a process relevant for AAV intracellular transport.
Modified AAV9 particles with 12%, 48%, and 100% capsid glycosylation were generated and
tested in three cell lines: HeLa, HEK293T, and PKD2. Quantification of viral genomes revealed no
significant differences in viral entry. However, transgene (GFP) expression was significantly
increased in 293T and PKD2 cells in a glycosylation-dependent manner, while no enhancement was
observed in HeLa cells. These findings suggest that M6P modification can selectively improve
AAV9 transduction efficiency by enhancing intracellular trafficking, offering a promising strategy
for engineering more effective gene therapy vectors.Graduado o Graduada en Ciencias por la Universidad Pública de NavarraZientzietako Graduatua Nafarroako Unibertsitate Publikoa
Cálculo y diseño de una caja de cambios manual de un vehículo
No full textEste trabajo final de grado se centra en el cálculo y diseño de una caja de cambios
manual de un vehículo determinado. Como resultado, se busca lograr que la caja de
cambios diseñada pueda ser empleada para operar en dicho vehículo.
En base a las características del vehículo, se establecen unas relaciones de
transmisión para cada par de engrane con la finalidad de que la caja adapte la velocidad
del vehículo al régimen de giro óptimo de su motor.
El estudio cinemático del vehículo da paso al cálculo y dimensionamiento de los
engranajes y ejes que presenta el mecanismo. El cálculo de los engranajes se realiza
empleando la metodología AGMA y el cálculo de los ejes se enfoca en los criterios de
fallo a fatiga debido a los esfuerzos que inducen los engranajes en la transmisión del par
motor.
Estos cálculos permiten el diseño de todos los componentes de la caja, incluyendo el
mecanismo de sincronización, y la selección de los elementos comerciales necesarias en
base a la norma que los rige.
Por último, se lleva a cabo un análisis por elementos finitos con el fin de comprobar
y validar los cálculos teóricos realizados, y aproximarse a la situación real a la que está
sometida la caja de cambios.Graduado o Graduada en Ingeniería Mecánica por la Universidad Pública de NavarraIngeniaritza Mekanikoko Graduatua Nafarroako Unibertsitate Publikoa
Universal kriging for accurate shadow fading modeling in LOS/NLOS conditions
No full textTraditional path loss (PL) models often fail to capture the spatial characteristics of wireless
channels in environments combining line-of-sight (LOS) and non-line-of-sight (NLOS) conditions, where
shadow fading exhibits clear spatial non-stationarity. To address this limitation, we propose a Universal
Kriging (UK)-based model tailored for predicting shadow fading effects in such scenarios. UK, a method
well-suited for non-stationary data, enables more accurate spatial interpolation by incorporating both
deterministic trends and stochastic variations. We validate the model using 28 GHz measurements collected
in a library environment. Results show that UK consistently outperforms Ordinary Kriging (OK), achieving
a 3.7 dB root-mean-square-error (RMSE) reduction in 90% of test cases and reducing the mean RMSE by
69.3% (from 4.85 dB to 1.49 dB). These findings highlight UK’s potential for improving PL prediction
accuracy in complex LOS/NLOS propagation scenarios.This work was supported by the Chilean Research Agency ANID, through research grants ANID FONDECYT 11240070, 11240330 and ANID Basal Project AFB240002 (AC3E), and the support received by MCIN/AEI/10.13039/501100011033 and NextGenerationEU/PRTR [Grant No. RYC2021-031949-I]
Adimen artifiziala matematika gaitasunak Haur Hezkuntzan garatzeko tresna gisa: eraginkortasunaren analisia.
No full textEste trabajo presenta una propuesta didáctica para el aula de 3 años, centrada en el desarrollo del pensamiento matemático a través de tres ámbitos fundamentales: lógico-matemática, aritmética y geometría. La propuesta ha sido diseñada con actividades breves, manipulativas y lúdicas, adaptadas al nivel madurativo del alumnado.
Uno de los principales objetivos ha sido comprobar la eficacia de la inteligencia artificial, concretamente de ChatGPT, como herramienta de creación en el diseño de actividades. A partir de un prompt inicial, la IA generó propuestas que fueron evaluadas y aplicadas. Este proceso ha permitido reflexionar sobre el valor de la IA como complemento, sin sustituir en ningún caso el papel del docente.
Asimismo, se han tenido en cuenta metodologías clásicas como las de Canals, Brousseau y Decroly. Se ha buscado indagar en el modelo tradicional, priorizando el juego, la observación activa y la individualización del aprendizaje.Lan honek 3 urteko gelarako proposamen didaktiko bat aurkezten du, pentsamendu matematikoaren garapenean oinarritua, oinarrizko hiru esparruren bidez: logiko-matematikoa, aritmetika eta geometria. Proposamena jarduera labur, manipulatibo eta ludikoekin diseinatu da, ikasleen heldutasun-mailara egokituta.
Helburu nagusietako bat adimen artifizialaren (AA) eraginkortasuna egiaztatzea izan da, zehazki, ChatGPTrekin, jardueren diseinuan sortzeko tresna gisa. Hasierako prompt batetik abiatuta, AAk ebaluatu eta aplikatu ziren proposamenak sortu zituen. Prozesu horri esker, adimen artifizialak osagarri gisa duen balioari buruz hausnartu ahal izan da, irakaslearen zeregina inola ere ordezkatu gabe.
Era berean, metodologia klasikoak hartu dira kontuan, hala nola Canals, Brousseau eta Decrolyrena. Eredu tradizionala ikertu nahi izan da, jolasa, behaketa aktiboa eta ikaskuntzaren indibidualizazioa lehenetsiz.This paper presents a didactic proposal for 3-year-old classroom, focused on the development of mathematical thinking through three fundamental areas: logical-mathematics, arithmetic and geometry. The proposal has been designed with short, manipulative and playful activities, adapted to the maturity level of the students.
One of the main objectives has been to test the effectiveness of artificial intelligence, specifically ChatGPT, as a creative tool in the design of activities. From an initial prompt, the AI generated proposals that were evaluated and applied. This process has allowed us to reflect on the value of AI as a complement, without substituting in any case the role of the teacher.
Classical methodologies such as those of Canals, Brousseau and Decroly were also taken into account. We have sought to investigate the traditional model, prioritizing play, active observation and individualization of learning.Graduado o Graduada en Maestro en Educación Infantil por la Universidad Pública de NavarraHaur Hezkuntzako Irakasletzan Graduatua Nafarroako Unibertsitate Publikoa