BackgroundSuicide and suicide attempts represent a severe problem for public health services. The aim of this study is to determine the socio-demographic and psychopathological variables associated with suicide attempts in the population admitted to a General Hospital.MethodsAn observational-descriptive study of patients admitted to the A Coruña University Hospital (Spain) during the period 1997-2007, assessed by the Consultation and Liaison Psychiatric Unit. We include n = 5,234 admissions from 4,509 patients. Among these admissions, n = 361 (6.9%) were subsequent to a suicide attempt. Admissions arising from a suicide attempt were compared with admissions occurring due to other reasons.Multivariate generalised estimating equation logistic regression models were used to examine factors associated with suicide attempts.ResultsAdjusting by age, gender, educational level, cohabitation status, being employed or unemployed, the psychiatric diagnosis at the time of the interview and the information on previous suicide attempts, we found that the variables associated with the risk of a suicide attempt were: age, psychiatric diagnosis and previous suicide attempts.The risk of suicide attempts decreases with age (OR = 0.969). Psychiatric diagnosis was associated with a higher risk of suicide attempts, with the highest risk being found for Mood or Affective Disorders (OR = 7.49), followed by Personality Disorders (OR = 7.31), and Schizophrenia and Other Psychotic Disorders (OR = 5.03).The strongest single predictive factor for suicide attempts was a prior history of attempts (OR = 23.63).ConclusionsAge, psychopathological diagnosis and previous suicide attempts are determinants of suicide attempts.

The use of world-simulation videogames for cultural heritage (CH) communication presents one of the greatest opportunities for engaging people with the safeguarding of cultural resources. However, not all simulation videogames have the capacity to transmit heritage values efficiently. This article reviews the use of serious and commercial videogames in CH to frame and properly identify characteristics for the selection and assessment of videogames in the context of cultural communication. Based on the analysis of the capacities of videogames to motivate, immerse and represent reality, the videogame Minecraft is identified as one of the optimal solutions to represent and promote engagement with the cultural built environment. As such, the authors assessed the capacity of the videogame Minecraft to be used as an efficient tool to communicate built heritage environments, considering identified criteria on immersion, motivation, and fidelity on simulation.

ABSTRACT:The appearance of the Terrestrial Laser Scanners or 3D Scanners in Heritage recording has been relatively recent and it is submitted to a constant evolution determined mainly by the big technological advance in fields like Optics, Signal Processing, Electronics and Computer Science. As they have become popular so suddenly, it is essential to study the behavior of these evolving devices in a variety of scenarios to support an accurate assessment of their capabilities. Until two years ago, TOF (time-of-flight) and PS (phase-shift) technologies could hardly be considered side by side comparable, at least under equal terms and requirements. The first enables much longer ranges, while the latter dominated the short distances producing more accurate data with very high acquisition rates. Today, in a sort of convergent career, the scope of phase-shift technology has grown to near 200 meters and the time-of-flight team have been increasing their speed to figures as 100,000 points per second. In this article we expose the results of the comparison between the data delivered by two scanners based on the two related technologies that categorize today's both long and medium-range scanners. The two have been opposed face to face in the survey of the so called "the Sistine Chapel of the Spanish Romanesque" during the same day, and under the same environmental conditions, using equivalent capture settings. But now that as we noted these technologies can fight in the same arena, can we claim to be able to produce similar results whatever which one we choose? The answer is "no" or a "conditioned yes" at least. Let's leave numbers and nominal specifications behind and see what else makes them behave so differently.

<p><strong>Abstract.</strong> Currently, non-formal Heritage Education strategies present an immense potential to valorise and protect cultural heritage (CH), while promoting the transmission and production of knowledge. Integrating the potential of technologies in cultural heritage management practices, particularly in the field of ‘heritage documentation’, presents a way to empower both experts and non-experts with tools to better understand and record CH assets. It also allows to use research to advance on conservation, and to create and strengthen links between communities and their heritage. To achieve these in a non-formal context, a learning process/path needs to go beyond merely taking the contents out of the classroom; it requires the development of a strategy where students interact directly of the heritage assets, the communities and the institutions during a continuous amount of time, allowing for immersion, meaningful experience, and dialogue.</p><p> In 2018, under coordination of the University of Lisbon and Tampere University of Technology, took place the International Summer School ‘Unveiling the Hidden Hamina’, in Finland. The course was focused on integrating a non-formal academic course on Heritage documentation with a community-centred approach to cultural heritage. Its primary goals were to develop a learning path merging communities and course contents, to tackle current challenges in Heritage documentation, and to solve some current problems identified by local CH institutions. This paper provides a description of the course program and learning activities, the community engagement strategies, the integrated socio-cultural agenda and the main outcomes obtained by the course.</p>

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