The question of whether variable risk factors and various nutrients are causally related to inflammatory bowel diseases (IBDs) has remained unanswered so far. Thus, this study investigated whether genetically predicted risk factors and nutrients play a function in the occurrence of inflammatory bowel diseases, including ulcerative colitis (UC), non-infective colitis (NIC), and Crohn’s disease (CD), using Mendelian randomization (MR) analysis. Utilizing the data of genome-wide association studies (GWASs) with 37 exposure factors, we ran Mendelian randomization analyses based on up to 458,109 participants. Univariable and multivariable MR analyses were conducted to determine causal risk factors for IBD diseases. Genetic predisposition to smoking and appendectomy as well as vegetable and fruit intake, breastfeeding, n-3 PUFAs, n-6 PUFAs, vitamin D, total cholesterol, whole-body fat mass, and physical activity were related to the risk of UC (p < 0.05). The effect of lifestyle behaviors on UC was attenuated after correcting for appendectomy. Genetically driven smoking, alcohol consumption, appendectomy, tonsillectomy, blood calcium, tea intake, autoimmune diseases, type 2 diabetes, cesarean delivery, vitamin D deficiency, and antibiotic exposure increased the risk of CD (p < 0.05), while vegetable and fruit intake, breastfeeding, physical activity, blood zinc, and n-3 PUFAs decreased the risk of CD (p < 0.05). Appendectomy, antibiotics, physical activity, blood zinc, n-3 PUFAs, and vegetable fruit intake remained significant predictors in multivariable MR (p < 0.05). Besides smoking, breastfeeding, alcoholic drinks, vegetable and fruit intake, vitamin D, appendectomy, and n-3 PUFAs were associated with NIC (p < 0.05). Smoking, alcoholic drinks, vegetable and fruit intake, vitamin D, appendectomy, and n-3 PUFAs remained significant predictors in multivariable MR (p < 0.05). Our results provide new and comprehensive evidence demonstrating that there are approving causal effects of various risk factors on IBDs. These findings also supply some suggestions for the treatment and prevention of these diseases.

The shortage of water resources has caused extensive research to be conducted in this field to develop effective, rapid, and affordable wastewater treatment methods. For the treatment of wastewater, modern oxidation techniques are desirable due to their excellent performance and simplicity of implementation. In this project, wet impregnation and the hydrothermal technique were applied to synthesize a modified catalyst. Different analysis methods were used to determine its characteristics, including XRD, BET, FT-IR, ${\mathrm{NH}}_3-\mathrm{TPD}$, and FE-SEM. The catalyst features a spherical shape, large surface area, high crystallinity, and uniform active phase dispersion. In order to eliminate the methylene blue dye as a modeling effluent, the catalyst’s performance was examined in a heterogeneous quasi-electro-Fenton (EF) reaction. The impact of various performance characteristics, such as catalyst concentration in the reaction medium, solution pH, and current intensity between the two electrodes, was elucidated. According to the results, the best operational circumstances included a pH level of 2, a catalyst concentration of 0.15 g/L, and a current of 150 mA, resulting in the greatest elimination efficiency of 101%. The catalyst’s performance was stable during three consecutive tests. A pseudo-first-order model for the elimination reaction’s kinetics was developed, which showed acceptable agreement with the experimental results. This study’s findings help clarify how well the heterogeneous zeolite catalyst functions in the pseudo-EF reaction. The results revealed the method’s potential to be implemented in wastewater treatment. An artificial neural network model is utilized to predict the removal percentage. The hyperparameter tuning is used to find the best model, and the model achieved an MAE of 1.26% and the $R^2$ was 0.99.

In elementary school, inclusive education should be adapted to the needs of students with special abilities in areas such as recreational activities, feedback and methodologies and planning. The objective of the research is to analyze and describe the perspectives of educational inclusion factors among elementary school teachers to improve students’ learning with special abilities. The methodology of the research is descriptive with a quantitative correlational approach in which 823 elementary school teachers participated through a voluntary and anonymous online survey with a measurement instrument that had two dimensions of eight and ten items which were optimal in the different statistical tests as in the analysis of the reliability factors of Cronbach’s alpha (0. 968). The result shows that teachers are willing to improve the curriculum plan, provide specialized attention after training. There is a high perspective to interact with students with special abilities to improve student learning. There are institutional constraints on primary education teachers to improve the learning factors of inclusive education as well as unknown applications or technologies that can help the learning of students with special abilities in primary education. There are non-governmental organizations that seek the welfare of students with special abilities but the results are not very encouraging due to a lack of financial capacity.

Este estudio tuvo como objetivo evaluar los elementos clave que permiten un liderazgo inclusivo para el desarrollo educativo peruano, a través de la experiencia canadiense. Mediante de un enfoque mixto, se utilizó el diseño anidado concurrente de varios niveles, la muestra se conformó por dos grupos: 1029 participantes de 20 instituciones educativas en Perú y Canadá, a quienes se aplicó la escala de liderazgo inclusivo LEI-Q, el segundo grupo estuvo conformado por 10 directores canadienses a quienes se aplicó un focus group. Más del 90% de canadienses evidencian que existe un liderazgo inclusivo en las instituciones, mientras que, en Perú el 79% precisan no haber liderazgo inclusivo. Los directores canadienses hicieron énfasis en tres elementos clave que permiten impulsar el liderazgo inclusivo: aprendizaje crítico reflexivo, fomentar relaciones con la comunidad educativa y promoción del liderazgo inclusivo. Para hacer que la inclusión sea una realidad en las escuelas públicas peruanas se requiere un énfasis continuo en la condición humana y una atención deliberada a los marcos de transformación sociocultural y sistémica.