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The length will be 250 to 300 words in English. The latest United Nations reports reveal profound global disparities in educational outcomes and societal impacts stemming from internet accessibility. In Australia and the Caribbean, First Nations communities are the most marginalized due to the lasting effects of colonialism, leading to a significant digital divide. Conversely, in Spain—and typical of many European nations—it is the immigrant population that encounters the greatest obstacles to educational access. This study seeks to explore the impact of internet availability and chatbots on language learning among disadvantaged populations engaged in Early and Primary Language Education across these three regions since education is pivotal for fostering inclusion, promoting social mobility, and ensuring the flourishing of these communities. A systematic review of scientific literature indexed in Web of Science, SCOPUS, and DIALNET was undertaken, focusing on publications relevant to the study. The research methodology involved using two Boolean factors related to the focus of the study. Findings indicate a scarcity of research on chatbots in language education for disadvantaged populations, despite their prevalence in general education studies with chatbots or chatbot for languages learning. The study advocates for integrating AI and chatbots as a catalyst for enhancing language skills among vulnerable most young learners in the school. The goal is to address a two-fold challenge: to advance systematic research in the field of inclusive language learning and to raise awareness of chatbots’ potential in achieving the UN’s Sustainable Development Goal 4 outlined in the UN's 2030 Agenda: equitable and quality education for all.

Background Systematic reviews allow health decisions to be informed by the best available research evidence. However, their number is proliferating quickly, and many skills are required to identify all the relevant reviews for a specific question. Methods and findings We screen 10 bibliographic databases on a daily or weekly basis, to identify systematic reviews relevant for health decision-making. Using a machine-based approach developed for this project we select reviews, which are then validated by a network of more than 1000 collaborators. After screening over 1,400,000 records we have identified more than 300,000 systematic reviews, which are now stored in a single place and accessible through an easy-to-use search engine. This makes Epistemonikos the largest database of its kind. Conclusions Using a systematic approach, recruiting a broad network of collaborators and implementing automated methods, we developed a one-stop shop for systematic reviews relevant for health decision making.

Within the R + D + I project “Study of the educational response to students with Specific Need of Educational Support hereinafter (SEN) associated with disability”, one of the areas analyzed covers extracurricular and complementary activities and if these meet the needs of students with specific educational support needs. Our objective in this research is to describe and analyze the inclusion of students with SEN associated with disability in the development of extracurricular activities. A total of 1496 teachers from Spain participated in this study, answering a questionnaire prepared ad hoc. The independent variables in the study were sex, type of center (rural or urban) and ownership (public or private). The results showed that the teachers consider that most of the centers allow the participation in extracurricular activities of the students with SEN; in parallel, it was discovered that these centers are not fully equipped to serve students with SEN.

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced.

The importance of music, as well as the different and diverse possibilities that it offers, favors the emotional development of any person. This research is based on the development and application of a set of activities, whose transversal axis is the use of music, to favor and promote the emotional development of people with Down syndrome. This application of activities was developed with a group of eight participants, between the ages of twenty and forty-five years old. Additionally, under a total duration of eight working sessions. In these sessions, listening, vocal, instrumental, and movement activities were developed. For each of the emotions worked on; joy, fear, anger, sadness, calm, and love, a story and a song from the story were selected for each one of them. The methodology used was qualitative, using program evaluation. For this purpose, on the one hand, the data obtained during the different sessions were analyzed, and on the other hand, the data collected in the two discussion groups carried out were analyzed. Finally, the data obtained were organized into six categories: image recognition, observation of emotions, experience of emotions, identification of emotions, recognition of emotions, and finally, enjoyment of emotions. It could be seen that, after the sessions, there was a significant improvement in the different categories. However, in the categories of identification of emotions and recognition of emotions, the results were more favorable compared to the rest.

The classical view of the immune system has changed by the discovery of novel T-helper (Th) subsets, including Th17 (IL-17A-producing cells). IL-17A participates in immune-mediated glomerulonephritis and more recently in inflammatory pathologies, including experimental renal injury. Peritoneal dialysis patients present chronic inflammation and Th1/Th2 imbalance, but the role of the Th17 response in peritoneal membrane damage has not been investigated. In peritoneal biopsies from dialyzed patients, IL-17A immunostaining was found mainly in inflammatory areas and was absent in the healthy peritoneum. IL-17A-expressing cells included lymphocytes (CD4+ and γδ), neutrophils, and mast cells. Elevated IL-17A effluent concentrations were found in long-term peritoneal dialysis patients. Studies in mice showed that repeated exposure to recombinant IL-17A caused peritoneal inflammation and fibrosis. Moreover, chronic exposure to dialysis fluids resulted in a peritoneal Th17 response, including elevated IL-17A gene and protein production, submesothelial cell infiltration of IL-17A-expressing cells, and upregulation of Th17 differentiation factors and cytokines. IL-17A neutralization diminished experimental peritoneal inflammation and fibrosis caused by chronic exposure to dialysis fluids in mice. Thus, IL-17A is a key player of peritoneum damage and it may be a good candidate for therapeutic intervention in peritoneal dialysis patients.

Background and aimsQuantifying systemic inflammation (SI) in acutely decompensated cirrhosis (ADC) is of major importance because SI is a driver of the most severe forms of ADC, including acute-on-chronic liver failure (ACLF). Blood biomarkers of SI already evaluated in ADC failed to appropriately assess SI in ADC. We aimed to investigate whether gene expression related to circulating immune cells could quantify SI in ADC.MethodsStandard biomarkers (white cell count, C reactive protein, cytokines) and genome-wide RNA expression (RNA-sequencing) were obtained in blood from 700 patients with ADC at the time of their hospital admission. A composite score based on standard biomarkers of SI (Chronic Liver Failure-Standard Biomarkers Composite (CLIF-SBC) score) and a gene score (CLIF-Systemic Inflammation Gene (SIG) score) composed of the 28 top differentially expressed immune cell-related genes in the comparison between high-severity and low-severity clinical phenotypes were computed. Among the 700 patients, the CLIF-SIG score was repeated once during follow-up in 375 patients, and 3 times or more in 46 patients.ResultsThe CLIF-SIG score was more accurate in reflecting clinical severity induced by SI than the CLIF-SBC score (area under the curve 0.803 vs 0.658). A CLIF-SIG score of 0.386 (Youden Index) was the best cut-off level discriminating patients with poor outcomes from the others, in all clinical scenarios. Sequential measurement of the CLIF-SIG score showed that 78% of patients were admitted at the peak or descending part of the SI-wave. ACLF developed during hospitalisation in 80% of patients with a CLIF-SIG score >0.386 on admission.ConclusionsIn patients with ADC, the CLIF-SIG score is an accurate estimator of SI, clinical course severity and prognosis.

BackgroundAcute-on-chronic liver failure (ACLF) of various aetiologies is a complex syndrome with high short-term mortality and significant global burden.ObjectiveTo explore easily applicable diagnostic criteria and an accurate prognostic score for ACLF.DesignClinical data from 5288 patients (after exclusions from 7388 screened) with acute deterioration of chronic liver disease across various aetiologies were used to evaluate the performance of European Chronic Liver Failure (CLIF) and Chinese Group on the Study of Severe Hepatitis B (COSSH) criteria. Three non-Asian cohorts were performed to validate the results.ResultsCLIF criteria categorised 844 patients as ACLF (28-day/90-day liver transplantation (LT)-free mortality: 40.7%/57.0%; 321 with non-hepatitis B virus (HBV) aetiology, 523 with HBV aetiology), while COSSH criteria categorised 2038 patients as ACLF (mortality: 27.3%/41.0%; 602 with non-HBV aetiology, 1436 with HBV aetiology). COSSH criteria identified 22.6% (1194/5288) more patients (mortality: 19.1%/31.4%) compared with CLIF criteria, including 14.2% non-HBV patients (mortality: 15.9%/33.3%). COSSH criteria produced a more reasonable epidemiological pyramid-like distribution across severity grades (grades 1–3: 63.4%/27.5%/9.1% vs CLIF’s grades 1–3: 25.8%/56.3%/17.9%). COSSH-ACLF II score showed the highest predictive values for 28-day/90-day LT-free mortality in both cirrhotic and all ACLF patients with various aetiologies, outperforming the CLIF-C ACLF and other scores. The comparable performance of China-CLIFs (renamed from COSSH-ACLFs) was validated in three non-Asian cohorts.ConclusionsThis study evaluated the broader applicability of the China-CLIF framework across diverse aetiologies and varying severity levels of ACLF. These findings may provide a valuable foundation for harmonising ACLF diagnostic and prognostic system.

La Música potencia los tres grandes ámbitos de conocimiento del ser humano: el ámbito de lo cognoscitivo, el ámbito de lo sensorial motriz y el ámbito de lo afectivo - social. Y es en este último ámbito en el que queremos centrar la atención como medio favorecedor de la educación inclusiva. Además, su dimensión como lenguaje que desarrolla procesos de expresión y comunicación que trascienden el habla y que traspasa las fronteras y las culturas posibilitará que podamos crear en nuestras aulas contextos comunicativos, potenciando la inclusión de todas las alumnas y los alumnos sin distinción alguna. Por otra parte,