El móvil nos hace peores estudiantes, lo que nos lleva a refugiarnos más en él

Source: The Conversation – (in Spanish) – By Vicente Villalba Palacin, Adicción a Internet, Adicción al móvil, salud mental, desinformación, Universitat de Barcelona

PeopleImages/Shutterstock

Imaginemos a un universitario cualquiera: se sienta frente a los apuntes para empezar a estudiar, pero a los cinco minutos vibra el dispositivo. Este sencillo aviso actúa como una invitación a desviar su atención, activando un ciclo de gratificación instantánea que fragmenta su capacidad de concentración. Lo que comienza como una revisión de una notificación termina convirtiéndose en un largo periodo de consumo digital que desplaza la tarea académica.

Esta dinámica no es casual; responde a un diseño persuasivo que transforma el uso del smartphone en un patrón de conducta a menudo compulsivo. En un reciente estudio hemos analizado cómo el uso problemático de internet y el fenómeno del phubbing, acto de ignorar a otras personas para consultar el móvil, impactan en la capacidad cognitiva y emocional y en el rendimiento académico de los universitarios.

El perfil de la distracción

Nuestra investigación revela que el uso problemático de internet y el phubbing son fenómenos transversales a todos los universitarios, aunque existen ciertos matices. Al analizar la muestra de 875 estudiantes de 5 facultades de la Universitat de Barcelona, no hallamos diferencias por sexo o edad, algo que difiere de otros estudios donde tradicionalmente han señalado una mayor vulnerabilidad en las mujeres, por su uso de redes sociales, o en los alumnos más jóvenes.

Sin embargo, la titulación sí importa. Los alumnos que estudian grados con una mayor carga o estimulación digital, como por ejemplo Comunicación Audiovisual o ESCAC, muestran niveles de uso problemático más elevados en comparación con los de Educación.

En cuanto al rendimiento académico, los datos confirman una relación inversa preocupante que ya había sido detectada anteriormente: los estudiantes con un desempeño “excelente” muestran los niveles más bajos de uso problemático de internet o phubbing. Por el contrario, aquellos con calificaciones de “aprobado” o “notable” presentan una mayor dependencia digital y puntuaciones más altas en phubbing, lo que indica que el empleo desadaptativo del móvil está directamente asociado con un menor éxito en las aulas.




Leer más:
Ansiosos y sin controlar su tiempo: así se sienten muchos universitarios hiperconectados


‘Smartphone’ como analgésico emocional

El uso del móvil no es solo un hábito, sino un bucle alimentado por variables psicológicas. Por ejemplo, nuestros datos apuntan a que cuando una persona es impulsiva –le falta autocontrol– y se siente mal psicológicamente tiene mayor tendencia a usar internet de manera problemática e incurrir en el phubbing, es decir, en distraerse mirando el móvil cuando habla con otras personas.

Los estudiantes con niveles más altos de ansiedad y depresión tienen una probabilidad significativamente mayor de refugiarse en el dispositivo para aliviar estados emocionales negativos. Cuando este fenómeno se da en el aula, se distraen.


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Este círculo vicioso se retroalimenta. El malestar psicológico impulsa al estudiante hacia el móvil buscando alivio momentáneo, pero ese uso problemático genera una mayor fragmentación atencional y sentimientos de culpa, lo que a su vez incrementa el malestar y dificulta retomar el estudio con eficacia.

En nuestra muestra, el 49 % de los alumnos presenta niveles altos de phubbing, una conducta que se vincula directamente con una menor capacidad de autorregulación. Cuanto mayor puntúan en la escala de ansiedad, mayor es su probabilidad de incurrir en este tipo de comportamiento. Si tenemos en cuenta que la media de revisión del teléfono es de 150 veces al día, en los casos con un peor autocontrol esta frecuencia puede dispararse, consolidando dinámicas de uso compulsivas.

¿Qué ocurre en nuestro cerebro?

Para entender qué ocurre realmente en el cerebro del estudiante, realizamos un experimento con 46 alumnos del grado en Comunicación Audiovisual midiendo su actividad electrodérmica (las respuestas físicas de la piel que indican activación emocional y atencional). Los resultados muestran un patrón claro: una mayor propensión a usar demasiado internet provoca un desajuste entre el nivel de atención y la activación emocional durante el desempeño de tareas académicas.

En concreto, al realizar actividades que requieren una alta demanda cognitiva, como es un examen, los estudiantes con mayor uso problemático muestran una disminución progresiva de la atención. Sin embargo, presentan una respuesta emocional elevada ante las exigencias de la tarea, lo que sugiere que su cerebro está reaccionando emocionalmente ante la dificultad de concentrarse para realizar la labor.




Leer más:
Los adolescentes se sienten cada vez más solos: ¿lo están?


Curiosamente, su atención solo parece estabilizarse ante estímulos digitales, como el consumo de contenido en pantalla. Esto demuestra que su sistema nervioso se ha habituado a procesar información bajo una estimulación constante, perdiendo eficacia en los procesos de estudio tradicionales que requieren calma y reflexión.

No es falta de ganas, es un conflicto de diseño

A la luz de estos datos, queda patente que el uso excesivo del smartphone impacta en el rendimiento académico más allá de provocar falta de interés o de disciplina. Las plataformas digitales entorpecen los procesos necesarios para sostener el esfuerzo cognitivo que una persona necesita para estudiar.

Los malos hábitos digitales (uso excesivo, falta de control en el tiempo de uso, consultar el móvil demasiado a menudo o interrumpiendo otras tareas) pueden surgir, además, precisamente como respuesta ante el malestar psicológico que produce esta falta de concentración. Es decir, al comenzar una tarea exigente cognitivamente, el esfuerzo nos empuja a “evadirnos” hacia tareas fragmentadas y sencillas como consultar las redes sociales.

En definitiva, el éxito académico no depende solo de la capacidad intelectual, sino también de nuestra habilidad para recuperar la voluntad y el autocontrol en un entorno diseñado, precisamente, para disminuirlos.


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The Conversation

Las personas firmantes no son asalariadas, ni consultoras, ni poseen acciones, ni reciben financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y han declarado carecer de vínculos relevantes más allá del cargo académico citado anteriormente.

ref. El móvil nos hace peores estudiantes, lo que nos lleva a refugiarnos más en él – https://theconversation.com/el-movil-nos-hace-peores-estudiantes-lo-que-nos-lleva-a-refugiarnos-mas-en-el-274600

El móvil en el aula: estrategias que funcionan más allá de la prohibición

Source: The Conversation – (in Spanish) – By Gustavo Herrera Urízar, Profesor del Departamento de Didáctica y Organización Educativa, Universitat de Barcelona

Dragon Images/Shutterstock

El debate sobre el móvil en la escuela ha dejado de ser una conversación de claustro para convertirse en política pública. En España, tras las recomendaciones del Consejo Escolar del Estado, el Ministerio de Educación y las comunidades autónomas han aprobado instrucciones que convergen en una misma dirección: el móvil personal debe estar apagado y guardado durante la jornada lectiva, salvo autorización expresa del profesorado. A eso se suma la tramitación de una ley para la protección de los menores en los entornos digitales, actualmente en las Cortes Generales.

La dirección regulatoria está clara. Lo que no está tan claro es si funciona sola.

Lo que dice la investigación

En nuestro libro Jóvenes y teléfonos móviles en las aulas (Octaedro, 2025) ofrecemos una respuesta incómoda: prohibir el móvil no mejora por sí solo el rendimiento académico. Lo que sí marca diferencia es la formación del profesorado para gestionar su presencia (o su ausencia) con criterio pedagógico.

Algunos estudiantes reconocen que, tras la prohibición, atienden más en clase. Pero atender más no equivale a aprender a regular. El móvil no desaparece de la vida adolescente: cambia de escenario. Y cuando la norma no va acompañada de formación, solo funciona mientras hay vigilancia.

El otro problema es la incoherencia. Una madre del estudio lo resumía con precisión: “Se supone que el uso de móviles está prohibido, pero los profesores los piden para actividades como Kahoot… Así, la norma pierde coherencia”. Sin criterios acordados, la gestión queda en manos de cada docente, y el alumnado aprende que la norma depende del humor del día, no del centro.

La clave no es solo qué se decide sobre el móvil, sino cómo se decide, quién lo decide y con qué acompañamiento.




Leer más:
Móviles en clase: ¿armas de distracción masiva o herramientas útiles?


Qué hacer y cómo hacerlo

A continuación, ofrecemos pautas para gestionar el móvil en los centros de manera eficaz y sostenible:

  • Formar al profesorado en gestión pedagógica, no solo en restricción: la formación docente es el factor que más consistentemente aparece vinculado a mejoras reales. No se trata de saber instalar una aplicación, sino de tener criterios claros: ¿en qué tipo de tarea el móvil añade valor y en cuál distrae sin compensación? ¿Cómo se comunica esa decisión al grupo?

    Esta formación debería incluir estrategias de gestión de la atención en entornos digitales, diseño de usos acotados con sentido pedagógico, y alfabetización digital integrada en las asignaturas, no como tema aparte, sino como parte del trabajo cotidiano.

  • Construir normas de centro acordadas, no solo transmitidas. Las normas que funcionan no son necesariamente las más estrictas, sino las más compartidas. Cuando el alumnado entiende el “porqué” de una restricción (y ha participado en su definición), la norma gana legitimidad sin necesidad de vigilancia constante.

    Esto requiere un proceso deliberado: acuerdos de claustro con criterios comunes, espacios de participación real del alumnado y comunicación clara a las familias. Sin ese trabajo previo, cada docente improvisa y la norma se convierte en ficción.

  • Enseñar autorregulación como contenido educativo. Las familias del estudio identifican con precisión el núcleo del problema: “No es utilizar el teléfono, el problema es todo lo que ven a través de él”. Si el problema es el hábito, la solución no puede ser solo retirar el objeto.

    Enseñar autorregulación digital no requiere una asignatura nueva: puede integrarse en Tutoría, analizando los propios datos de uso del alumnado; en Lengua o Ciencias Sociales, discutiendo cómo están diseñadas las plataformas para captar la atención; o en cualquier materia, practicando el cierre consciente del dispositivo cuando la actividad ha terminado.

  • Resolver la función logística del dispositivo. El móvil entra al aula, en muchos casos, por necesidad material: cuando no hay ordenadores disponibles o el aula de Informática está ocupada, es la única alternativa. Ignorar esto genera normas que se incumplen desde el primer día. Los centros que gestionan bien esta tensión son los que han separado dos preguntas distintas: ¿queremos reducir el uso distractivo del móvil personal? y ¿queremos integrar herramientas digitales en el aprendizaje? La respuesta puede ser sí a ambas, pero requieren estrategias diferentes. La segunda exige inversión en infraestructura, no solo en regulación.




Leer más:
De prohibir móviles a mutilar tabletas: maneras de gestionar (mal) la tecnología en el aula


La pregunta útil

La pregunta útil no es “¿Prohibimos o permitimos?”, sino: “¿Cómo lograr que una decisión sobre el móvil tenga efecto real?” Prohibir puede ser una herramienta legítima y puntualmente eficaz. Pero prohibir sin formar, sin acordar y sin acompañar deja intacto el núcleo del problema.

Ese núcleo no está en el texto de la ley. Está en el aula del lunes por la mañana, donde el docente decide qué hace con veintitantos adolescentes y sus dispositivos. Con decreto o sin él, esa decisión sigue siendo suya. Y la diferencia entre una decisión informada y una improvisada no la hace la norma: la hace la formación.

The Conversation

Cristina Alonso Cano recibe fondos de Proyecto Jóvenes y móviles en el aula. Discursos y dinámicas de prohibición, promoción e indeterminación / US’MOV Ministerio de Ciencia, Innovación y Universidades, Agencia Estatal de Investigación (PID2019-108041RB-I00), 2020-2022.

Gustavo Herrera Urízar no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

ref. El móvil en el aula: estrategias que funcionan más allá de la prohibición – https://theconversation.com/el-movil-en-el-aula-estrategias-que-funcionan-mas-alla-de-la-prohibicion-277414

Cuando la IA hace ciencia, ¿quién formula las grandes preguntas?

Source: The Conversation – (in Spanish) – By Sergio Hoyas Calvo, Catedrático de Ingeniería Aeroespacial, Universitat Politècnica de València

SergeiShimanovich/Shutterstock

No solo responden preguntas o redactan textos. Modelos de lenguaje como GPT, Claude o Gemini ejecutan código, analizan datos e, incluso, llevan a cabo experimentos en laboratorios robotizados. Google ha bautizado esta idea como co-scientist: un asistente virtual capaz de diseñar, planificar y ejecutar experimentos completos a partir de simples instrucciones en lenguaje natural.

Esta tecnología ya empieza a dar resultados. En colaboración con universidades como Stanford o Imperial College, el co-scientist ha planteado mecanismos biológicos desconocidos, ha sugerido tratamientos potenciales para enfermedades como la fibrosis hepática y ha automatizado parte del proceso de descubrimiento científico. Otros proyectos como Future House siguen una línea similar, llevando la automatización de la ciencia a un nivel que hace solo cinco años habría parecido ciencia ficción.

A esta revolución se suma un cambio en los hábitos de los propios investigadores. Una encuesta reciente en Nature reveló que el 81 % de los científicos ya utiliza herramientas como ChatGPT en alguna fase de su trabajo: desde escribir artículos hasta generar hipótesis o redactar propuestas de financiación. La integración de la inteligencia artificial (IA) en la ciencia avanza a una velocidad sin precedentes, pero nuestra reflexión crítica sobre su impacto no lo está haciendo al mismo ritmo.

Ventajas evidentes, riesgos claros

La IA puede ayudarnos a escribir mejor, superar barreras idiomáticas y explorar datos complejos. Pero también introduce riesgos importantes.

En primer lugar, está el problema de la creatividad perdida. Un análisis de más de 45 millones de artículos y casi 4 millones de patentes mostró que, desde mediados del siglo XX, la proporción de trabajos realmente disruptivos ha caído de manera sostenida.

La ciencia avanza, sí, pero cada vez lo hace más por pasos pequeños que por saltos transformadores. Si empezamos a usar modelos de lenguaje para redactar propuestas o generar ideas, es probable que reforcemos esta tendencia: al estar entrenados en investigaciones pasadas, tienden a reproducir los enfoques dominantes y a evitar lo radicalmente nuevo.

Un modelo de IA puede llevar las leyes de Newton hasta sus límites, pero no inventaría la teoría de la relatividad. Puede escribir miles de variantes de un artículo sobre mecánica clásica, pero no preguntaría si el gato de Schrödinger está vivo o muerto porque nunca habría inventado la mecánica cuántica.

Una máquina no puede imaginar nuevas ideas

La innovación profunda requiere intuición, imaginación y la capacidad de desafiar paradigmas, atributos que hoy siguen siendo profundamente humanos.

Existen también riesgos éticos. La IA puede fabricar datos, exagerar resultados, o proponer experimentos basados en premisas falsas, sin que el usuario lo detecte.

Incluso, puede influir en la opinión pública y en la producción científica de forma masiva, como ya ocurrió con la industria del azúcar en los años 1960, cuando promovió investigaciones que desviaban la atención de sus efectos sobre la salud para culpar a las grasas.

Con herramientas capaces de generar texto persuasivo a escala industrial, la manipulación podría ser mucho más efectiva. Además, si las plataformas avanzadas quedan concentradas en pocas empresas o países, la capacidad de descubrimiento científico podría quedar monopolizada y generar nuevas formas de desigualdad científica y tecnológica.

¿Y si una máquina es el autor y el revisor a la vez?

Un escenario aún más inquietante es la delegación simultánea de la escritura y la evaluación de propuestas a modelos de lenguaje. No es ciencia ficción: un estudio reciente muestra que uno de cada cinco investigadores ya utiliza IA en la revisión por pares, y entre el 7 % y el 17 % de las revisiones en congresos científicos sobre IA han sido modificadas significativamente con estas herramientas.

Si una IA genera una propuesta y otra IA la evalúa, entramos en un sistema autorreferencial donde los modelos reproducen sus propios sesgos y donde la creatividad humana queda relegada. Esto podría atrapar a la ciencia en una espiral, anulando el tipo de descubrimiento transformador que ha caracterizado los grandes saltos de la historia científica.

Un marco ético para proteger la ciencia

Para evitar estos riesgos, proponemos una serie de principios éticos que permitan integrar los grandes modelos de lenguaje sin comprometer la integridad científica:

  • Abordar los sesgos de manera sistemática. La IA no es neutral. Necesita auditorías continuas, equipos interdisciplinares y mecanismos externos que detecten sesgos invisibles para los propios expertos.

  • Exigir transparencia total. Los investigadores deben documentar datos, parámetros y decisiones tomadas por los modelos, además de usar técnicas de explicabilidad que permitan entender cómo se llegó a una conclusión.

  • Aclarar la atribución y la propiedad intelectual. La frontera entre ayuda y autoría se difumina. Necesitamos normas claras sobre qué parte del contenido es humana y cuál generada por IA.

  • Garantizar responsabilidad humana. Todo lo producido por IA debe ser verificado por científicos. No puede haber decisiones automáticas sin supervisión.

  • Proteger la investigación transformadora. Hay que evitar que la IA empuje a la ciencia hacia lo cómodo. Las agencias deben apoyar proyectos arriesgados, interdisciplinarios y radicales.

  • Redefinir el papel del científico. Debemos reforzar la intuición, el pensamiento crítico, la ética y la visión a largo plazo.

  • Crear sistemas de gobernanza adaptativos. La tecnología evoluciona demasiado rápido para regulaciones estáticas. Necesitamos supervisión continua y flexible.

  • Reducir la dependencia de modelos privativos. La ciencia no puede depender de unas pocas plataformas comerciales. Debemos promover ecosistemas abiertos, diversos y resilientes.

La IA puede acelerar la ciencia de forma extraordinaria. Pero, si no actuamos con cuidado, podría también empobrecerla, hacerla menos creativa, más desigual y menos confiable. En un momento en el que el planeta enfrenta desafíos urgentes, necesitamos herramientas poderosas, sí, pero también rigurosas, transparentes y profundamente humanas.

The Conversation

Sergio Hoyas Calvo es evaluador de proyectos de investigación del Ministerio de Ciencia e Innovación y miembro de las comisiones para acreditación de profesores funcionarios de ANECA

Ricardo Vinuesa recibe fondos del European Research Council

Javier Garcia Martinez no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

ref. Cuando la IA hace ciencia, ¿quién formula las grandes preguntas? – https://theconversation.com/cuando-la-ia-hace-ciencia-quien-formula-las-grandes-preguntas-270907

Regeneración, metamorfosis, diversidad y adaptación: el secreto de los equinodermos

Source: The Conversation – (in Spanish) – By Antonio Figueras Huerta, Profesor de investigación del Consejo Superior de Investigaciones Científicas, Instituto de Investigaciones Marinas (IIM-CSIC)

Pepino de mar de la especie _Stichopus herrmanni_. Frederic Ducarme. , CC BY-SA
Dos erizos de arrecife: Tripneustes ventricosus y Echinometra viridis (abajo).
Nick Hobgood / Wikimedia Commons., CC BY-SA

Los erizos parecen alfileteros vivientes con armadura de carbonato cálcico; los pepinos de mar se asemejan a gusanos gigantes; las estrellas extienden sus brazos como flores marinas; las ofiuras se mueven con gracia serpentina, y los crinoideos, conocidos como lirios o estrellas pluma, despliegan brazos finos y ramificados que recuerdan a delicados abanicos vegetales.

A primera vista, clasificar juntos a estos animales parece un error taxonómico. Sin embargo, bajo esa diversidad de formas se esconde una de las historias evolutivas más sorprendentes de la naturaleza: la de los equinodermos, un filo que ha sobrevivido durante más de 500 millones de años en casi todos los rincones del océano.

Pepino de mar listo para la reproducción.
Noah Photo Library., CC BY-SA

El material secreto

Todos los equinodermos poseen un esqueleto interno, un armazón calcáreo con una microestructura única llamada estereoma.

Un conjunto de genes controlan el desarrollo de ese esqueleto, que consiste en osículos –huesecillos pequeños– de carbonato cálcico que pueden estar libres o fusionados, formando una estructura tridimensional porosa exclusiva de este filo.

En los erizos, los osículos se sueldan creando caparazones rígidos; en las estrellas se articulan, permitiendo flexibilidad; y en los pepinos se reducen a espículas dispersas en el tejido blando. El resultado es una enorme variedad de soluciones constructivas que parten siempre del mismo “ladrillo” básico.

Esa versatilidad es lo que ha permitido a los equinodermos conquistar desde arrecifes tropicales hasta fondos fangosos a miles de metros de profundidad.

Sorprendente ingeniería hidráulica

Otra innovación compartida es el sistema vascular acuífero, un mecanismo hidráulico único en el reino animal. Sus pies ambulacrales funcionan como pistones microscópicos que pueden extenderse, retraerse y adherirse con gran precisión.

Las estrellas de mar los utilizan para sujetarse firmemente y abrir bivalvos, un proceso lento pero eficaz que puede durar horas hasta que la concha cede. Los erizos emplean sus pies para caminar, anclarse en el sustrato e, incluso, ventilar el cuerpo, mientras que los crinoideos los convierten en abanicos vivientes capaces de filtrar diminutas partículas de plancton.

Estos pies se adhieren gracias a sustancias pegajosas secretadas por glándulas especiales, que les permiten fijarse y soltarse de forma controlada. El mecanismo combina presión hidráulica y adhesión bioquímica, lo que les confiere una fuerza y flexibilidad notables.

Este sistema descentralizado, sin un cerebro que lo coordine, logra mover miles de estructuras al unísono con gran precisión.

Estrella de mar de la especie Protoreaster linckii, nativa del océano Índico.
Adrian Pingstone / Wikimedia Commons., CC BY-SA

Un truco de metamorfosis

Todos los equinodermos comienzan su vida como larvas bilateralmente simétricas que nadan libremente en la columna de agua. Estas diminutas formas planctónicas se alimentan de microalgas y constituyen un eslabón importante en las redes tróficas marinas.

Pero, durante la metamorfosis, sucede algo único: el lado izquierdo del cuerpo origina el rudimento juvenil y reorganiza la simetría en un plan pentarradial –cinco partes iguales alrededor de la boca–, mientras que partes del lado derecho se reducen o desaparecen. Es como si la arquitectura del cuerpo se derrumbara y se reconstruyera desde cero, cambiando de plano de simetría en pleno desarrollo.

Ningún otro filo animal realiza semejante proeza de transformación.

¿”Todo cabeza”?

Los estudios genómicos más recientes han añadido otra capa de asombro. Según un estudio de 2023, los genes que en otros animales forman la cabeza se expresan en casi todo el cuerpo de los equinodermos, como si fueran en gran parte “cabeza”.

Esta reorganización de los programas genéticos explica por qué su anatomía parece tan extraña comparada con otros deuteróstomos –filo de animales en cuyo desarrollo se forma primero el ano y luego la boca–, el grupo que incluye también a vertebrados como nosotros.

No es que los equinodermos carezcan de “tronco”, sino que la evolución ha reutilizado de forma insólita los planos de desarrollo que en otros animales definen la parte anterior del cuerpo.

Superpoderes regenerativos

A estas rarezas se suma un don que roza la ciencia ficción: la regeneración. Las estrellas de mar pueden reconstruir brazos completos y, en algunas especies, un solo brazo puede regenerar un cuerpo entero. Los pepinos de mar expulsan parte de sus órganos internos como estrategia defensiva y luego los regeneran por completo. Los erizos reemplazan sus espinas continuamente y reparan estructuras dañadas.

Estos procesos implican tanto células madre como desdiferenciación de tejidos adultos, lo que convierte a los equinodermos en verdaderos laboratorios vivientes de biología regenerativa. Para los científicos, estudiar estos mecanismos es una ventana hacia posibles aplicaciones en medicina regenerativa humana.

Ofiura de la especie Ophiopteris antipodum.
Wikimedia Commons., CC BY

Su papel en el ciclo del carbono

Además de su importancia ecológica, los equinodermos desempeñan un papel relevante en la química del océano. Al formar carbonato cálcico en su esqueleto, contribuyen al ciclo global del carbono.

Se estima que generan alrededor de 0,1 petagramos –100 millones de toneladas– de carbono inorgánico al año, una cantidad suficiente para influir en los balances de carbonatos en los fondos oceánicos. Sin embargo, esto no implica necesariamente un secuestro neto de CO₂, ya que parte del material puede disolverse antes de enterrarse en los sedimentos.

Crinoideos o lirios de mar.
Wikimedia Commons., CC BY-SA

Una lección evolutiva

Los equinodermos representan una de las lecciones más profundas sobre la evolución: tener un ancestro común no limita la diversidad, sino que proporciona las herramientas para una capacidad adaptativa extraordinaria. El estereoma, el sistema hidráulico y el desarrollo asimétrico funcionaron como un kit de construcción evolutivo tan versátil que permitió colonizar desde pozas intermareales hasta las profundidades abisales.

Cada grupo tomó estas innovaciones fundamentales y las moldeó según sus necesidades: los erizos perfeccionaron la defensa y el ramoneo; las estrellas dominaron la depredación activa; los pepinos se especializaron en el procesamiento de sedimentos; las ofiuras desarrollaron locomoción rápida, y los crinoideos regresaron al filtrado suspensivo con elegancia renovada.

La próxima vez que observen un erizo espinoso en una poza de marea, recuerden que están contemplando el resultado de 500 millones de años de experimentación evolutiva. Su vinculación con la grácil estrella pluma reside en los secretos moleculares, genéticos y de desarrollo que la ciencia moderna ha desvelado: un lenguaje común que une a las criaturas más extraordinarias del océano.

Los equinodermos nos enseñan que, en biología, lo imposible es solo cuestión de tiempo evolutivo, y que la verdadera belleza de la vida reside no en las similitudes superficiales, sino en la capacidad infinita de transformación, manteniendo siempre la firma de un origen compartido.

The Conversation

Antonio Figueras Huerta no recibe salario, ni ejerce labores de consultoría, ni posee acciones, ni recibe financiación de ninguna compañía u organización que pueda obtener beneficio de este artículo, y ha declarado carecer de vínculos relevantes más allá del cargo académico citado.

ref. Regeneración, metamorfosis, diversidad y adaptación: el secreto de los equinodermos – https://theconversation.com/regeneracion-metamorfosis-diversidad-y-adaptacion-el-secreto-de-los-equinodermos-263099

The old adage that people leave managers, not companies is true – but only up to a point

Source: The Conversation – UK – By Asrif Yusoff, Senior Lecturer and Employability Lead, University of Greenwich

Meeko Media/Shutterstock

It has been said that “people leave managers, not companies”. It’s easy to believe that this is true, either from personal experience or observation. Many workers can easily point to a line manager who dismissed their concerns or treated them unfairly.

But is it really fair to suggest that managers alone are the dominant cause of staff turnover? Our recent study indicates that in most cases, it’s a combination of both leadership and the organisation. We reviewed 39 papers from the past ten years – and the findings suggest something more nuanced.

People might leave a job if what is demanded of them significantly exceeds the resources they’re given. Managers do matter here because they can shape both sides of that equation. But leadership style alone can be overpowered when workload remains high and resources are consistently below par. In these conditions, even good managers struggle to retain people.




Read more:
Revenge quitting: is it ever a good idea to leave your job in anger?


Across the literature, leadership was shown to influence employee turnover in two ways. First, leaders set the tone for how their employees operate. Good relationships between managers and employees tend to clarify to workers what is expected from them, as well as a sense of autonomy and an ability to express oneself without fear (what we call psychological safety).

Within management theory, there are different types of positive leadership. These include “transformational” (real impact is felt), “servant” (leaders maximise team potential) and “ethical” (grounded on strong principles). Studies consistently link these favourable approaches to staff being less inclined to leave, due to stronger levels of trust and engagement.

Second, leaders intensify demands. Naturally, micromanagement or abusive supervision will strain relationships. When employees feel they are under constant pressure, they are more likely to disengage and plan their exit. In this respect, people do leave managers – because their boss’s behaviour creates conditions that make work feel unmanageable.

These conditions explain how leadership can influence workers’ intentions to leave. They also explain why organisations keep returning to manager coaching or training as an intervention to help them hold on to talented staff. But this could be a waste of time – leadership is just one part of the story.

When good management is not enough

In many of the reviewed studies, factors such as workload, scheduling and pay played a big role in someone’s decision to leave. A supportive manager may buffer strain to protect team members, but when workload is chronically heavy or people aren’t clear on how they can progress in the organisation, the manager’s positive influence will fade away.

This explains some common patterns. Organisations sometimes attribute turnover to bad managers when the deeper cause is an overly stretched workforce. Also, managers are frequently expected to compensate for problems they cannot control – things like understaffing, pay structures or working hours. A manager can only do so much to appease unhappy workers.

Evidence from the literature suggests the demands of work must be balanced with the resources provided (time, staff, money or equipment, for example). This can be a two-track approach.

Track 1: Structural improvement

One way that work structures can be improved is by reducing overload. This is of course easier said than done – it involves diagnosing what is pushing demands too far. Someone’s decision to leave begins with unclear priorities or unpredictable demands. Even small improvements such as a clearer allocation of work and strategies for prioritising tasks can reduce pressure.

Another angle is clarity on what employees have to do to progress within the organisation. Employees are more likely to leave when progression appears arbitrary or – even worse – political. Clarifying pathways and criteria for promotion (and following through) can reduce uncertainty and strengthen employees’ commitment.

This kind of change takes time, however. It may require some extra budget and stronger collaborations across teams. What’s key is addressing what can be changed across the organisation rather than placing the entire burden of retaining staff on leaders.

Track 2: Strengthening leadership

When change is slow, leadership becomes a more immediate lever. The goal is for leaders to not only be inspiring, but to “walk the talk”. Change must be felt, and it becomes tangible when leaders actually increase resources and reduce avoidable demands.

Coaching (continuous nurturing and support) is increasingly cited as a prerequisite for leaders. This is not only because it promotes empathy. Coaching is useful because it can offer better clarity for employees. It also helps to uncover workload challenges early.

Related to this is how work is distributed. When duties are allocated transparently, it reduces people’s perceptions of unfairness and prevents avoidable overload. This is actually a more feasible action compared to changing the behaviour of managers.

But where managers are abusive or authoritarian, attempts to hold on to staff will fail unless the managerial behaviour is addressed. Toxic leadership can easily accelerate staff losses beyond the level that structural changes can repair in the short term.

a make worker snaps a pencil over his laptop
Quitting can have a domino effect within workplaces.
Enez Selvi/Shutterstock

Staff turnover is not always a purely individual decision. Some studies indicate that when people start to leave a workplace, it can start a trend. Employees can also begin to make comparisons within teams, particularly when opportunities appear uneven.

For organisations, this makes monitoring staff turnover a form of early warning system. An exodus should trigger an investigation, targeted support and action where necessary. Unfortunately, there’s no one-size-fits-all solution.

In summary, people do leave managers, but they also leave organisations. Both leadership behaviour and the design of workplaces shape this decision. Retention improves when organisations see leadership and structural change as complementary levers in the same system.

The Conversation

The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

ref. The old adage that people leave managers, not companies is true – but only up to a point – https://theconversation.com/the-old-adage-that-people-leave-managers-not-companies-is-true-but-only-up-to-a-point-280879

Five books about the lives of musicians that are stonking good reads

Source: The Conversation – UK – By Glenn Fosbraey, Associate Dean of Humanities and Social Sciences, University of Winchester

This year is the national year of reading, and if you’re a music lover, I urge you to pick one up about your favourite musician. The lives of musicians are often full of highs and lows, which makes for compelling reading. Here are five of my favourites.

1. Fight The Power by Chuck D

I suppose I shouldn’t really include Fight The Power in my list, given that Chuck D himself says in its prologue that it “damn sure ain’t an autobiography”. He positions himself as a tour guide rather than a protagonist, chaperoning us through the fascinating landscape of 80s and 90s hip-hop. Such guiding means it’s different from your average autobiography. But, intertwined with observations on racial oppression, media bias, politics, violence and religion, we find Chuck D’s life story. And it’s quite the story indeed.

The book moves from a childhood lived against a backdrop of assassinations, chaos and race riots, through his days as the leader of Public Enemy (one of the most revolutionary groups in music history), up to his latest challenge as a father encouraging his daughters to think as independently as possible. An engrossing, page-turning peek behind the curtain of a fascinating character living in a fascinating (albeit often troubling) world.

2. Under the Ivy: The Life and Music of Kate Bush (2024 Omnibus Remastered Edition) by Graeme Thomson

At 432 pages, this is a slim volume compared with the likes of Ray Davies: A Complicated Life (800 pages), Madonna: A Rebel Life (880 pages), or The Life and Times of Malcolm McLaren (892 pages). But what it lacks in physical heft, Under the Ivy more than makes up with the weight of research that has gone into it.

Thomson is forensic in his detail, both in terms of researching Bush’s life (he conducted more than 70 interviews with school friends, band mates, studio collaborators, former managers, producers, musicians, video directors, dance instructors and record company executives), and in analysing her songs, which he does with the keen eye of a music critic. Trying to form a single picture of an artist as enigmatic and complex as Bush is, in Thomson’s words, “like trying to complete a jigsaw when some of the pieces are missing”. And making a coherent, entertaining and informative read from that is an even bigger challenge. Luckily for us, Thomson is up to it.

3. Things The Grandchildren Should Know by Mark Oliver Everett

By page four of his autobiography, Eels singer and songwriter Mark Everett (known professionally as “E”) has been attacked with a butcher’s knife, found his 51-year-old father dead in the family home, and told us about how, at 19, he fantasised about driving his car off a bridge. As if this weren’t enough tragedy for one lifetime, E then tells us about his sister’s suicide, the months of nursing his bedridden mother before she eventually succumbed to breast cancer, his flight attendant cousin dying during the Pentagon plane crash on 9/11, the deaths of several close friends, and the numerous rejections of his music.

In other hands, Things The Grandchildren Should Know might have been one of the saddest, most harrowing autobiographies ever written. And it certainly had every right to be. That it somehow succeeds in being one of the most uplifting, positive, and inspirational autobiographies is a testament to both E’s skilful writing, bone-dry sense of humour, and infectious optimism in the face of adversity. I’ve read it at least once a year since its release in 2008, usually in one sitting. It’s one of those books that never fails to raise my spirits. Even if you haven’t heard a single note of Eels’ music, or you don’t normally bother with books about rock or pop stars, this story is so good; it’s a must-read.

4. The Beatles by Hunter Davies

That it is the only authorised biography of The Beatles ever to be produced is reason enough to read this 1968 classic. But knowing that, for 18 months, Hunter Davies partied with the band, went to work with them and was introduced to all their friends makes it an essential. And the 18 months were those between 1967 and 1968, when the band were changing not only music, but pop culture at large.

Strangely, for all the magic of the now well-known story of the band’s rise to global domination, the real highlight comes toward the end of the book, where Davies details the time he spent at each Beatle’s house. Here we get to see the world’s most celebrated icons behind closed doors, unguarded and relaxed. And the mundanity of it is delicious. There’s Lennon playing with a loose filling before swigging milk straight from the bottle; Ringo pottering around his garden; Paul eating fried eggs, bacon and buttered bread; and George answering the phone pretending to be “Esher Wine Store”.

5. The Story of The Streets by Mike Skinner

Mike Skinner burst onto the British garage scene with his project the Streets in the early 2000s, with songs about sitting around on the sofa, working at JB Sports and getting pissed on the plane back from holiday. After five hit albums, Skinner took a hiatus from The Streets in 2011, releasing this book the following year.

Skinner makes it clear from the outset that he’s “going to be as honest as the publisher’s lawyers will allow”, but the book is so much more than a warts-and-all account. Much of it focuses on musical inspirations, the craft of songwriting, and his production techniques.

It may come as a surprise to some that The Story of The Streets is written with such intelligence and insight, especially given that Skinner’s lyrics brim with colloquialisms, profanity and ineloquence. But as those of us who’ve followed his career closely will know, this is a man who is able to build character as well as he builds story, and the “everyman” we see portrayed in the Streets’ songs is only the tiniest part of a much more complex person.

This article features references to books that have been included for editorial reasons, and may contain links to bookshop.org. If you click on one of the links and go on to buy something from bookshop.org The Conversation UK may earn a commission.

The Conversation

Glenn Fosbraey does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Five books about the lives of musicians that are stonking good reads – https://theconversation.com/five-books-about-the-lives-of-musicians-that-are-stonking-good-reads-280216

The 10 pence pill that underpins diabetes care – and may do much more besides

Source: The Conversation – UK – By Dipa Kamdar, Senior Lecturer in Pharmacy Practice, Kingston University

pimpampix/Shutterstock

Metformin has a strong claim to being one of the most influential medicines of the past century. For decades, it has underpinned the treatment of type 2 diabetes, helped millions of people control their blood sugar, and inspired a second life in research on everything from ageing and cancer to heart health and fertility.

Its story begins not in a laboratory but in a plant, galega officinalis, also known as French lilac or goat’s rue. For centuries, the plant was used in folk remedies for symptoms we now recognise as associated with diabetes, including excessive thirst and frequent urination. In the early 20th century, scientists isolated blood sugar-lowering compounds from it. After years of refinement and testing, metformin emerged as a relatively safe and effective medicine, and was introduced in the UK in the late 1950s.

Large clinical trials, which are carefully designed studies in people to test how well treatments work, confirmed what many doctors already suspected. Metformin was not only effective at lowering glucose, the body’s main form of sugar, but also at reducing diabetes-related complications. It became the main treatment for type 2 diabetes across much of the world.

Metformin is a biguanide drug, a class of medicines that lowers blood sugar, and it works by helping the body use insulin more effectively. Insulin is the hormone that helps move glucose from the bloodstream into cells for energy. Metformin reduces the amount of glucose released by the liver, improves the way muscles take up glucose from the blood, and reduces how much glucose is absorbed from food in the gut.

Metformin also activates an enzyme called AMPK, often described as the cell’s energy sensor. Enzymes are proteins that help chemical reactions happen in the body.

When AMPK is switched on, it reduces the liver’s production of new glucose, a process called gluconeogenesis, and encourages tissues such as muscle to take up and use more glucose. Unlike some other diabetes medicines, metformin does not usually cause weight gain, and on its own it rarely causes low blood sugar.

Beyond diabetes: promise and limits

Metformin’s strong reputation has also led researchers to explore possible uses beyond diabetes, although the evidence is mixed. One common off-label use, meaning a medicine is prescribed for a condition it has not officially been approved to treat, is polycystic ovary syndrome (PCOS).

Many people with PCOS have insulin resistance, which means their bodies do not respond properly to insulin and need to produce more of it to keep blood glucose stable. High insulin levels can stimulate the ovaries to produce more androgens, a group of hormones that includes testosterone.

Raised androgen levels can disrupt ovulation and contribute to irregular or absent periods. By improving insulin sensitivity, metformin can help reduce these effects and may help regulate the menstrual cycle.

Metformin has also been studied for its possible effects on ageing and longevity. Although early findings are intriguing, there is still no conclusive evidence that it slows ageing in humans, and it is not approved for that purpose.

Some research has suggested that metformin may have neuroprotective effects, meaning it could help protect the brain and nervous system, particularly with long-term use. But the evidence is inconsistent, and large, long-term clinical trials are still needed to determine whether metformin really can protect against dementia and other neurodegenerative diseases.

These possible uses highlight metformin’s versatility, but they also underline the importance of medical oversight. Metformin is generally well tolerated, but like all medicines, it can cause side-effects. The most common are nausea, stomach discomfort, diarrhoea, changes in taste, and loss of appetite. These often improve over time or when people switch to slow-release formulations, which release the drug more gradually. Taking metformin with food can also help.

Another recognised issue is vitamin B12 deficiency, which has repeatedly been observed in people with type 2 diabetes who take metformin. This may happen because the drug reduces how well vitamin B12 is absorbed in the gut.

Over time, low vitamin B12 can lead to anaemia or peripheral neuropathy. Anaemia means the body does not have enough healthy red blood cells to carry oxygen properly, while peripheral neuropathy refers to nerve damage, usually in the hands or feet, that can cause tingling, numbness, pain or weakness.

A rare but serious side-effect is lactic acidosis, a dangerous build-up of lactic acid in the blood. If too much builds up, it can make the blood dangerously acidic and, if untreated, may lead to organ failure. This is more likely in people with severe kidney or liver problems, which is why regular monitoring is important. Healthcare professionals may also advise temporarily stopping metformin before certain medical procedures or if someone becomes severely unwell.

For decades, the advice was simple: start with metformin. In 2026, however, the National Institute for Health and Care Excellence (Nice) updated its guidelines for type 2 diabetes, signalling a move towards earlier and more intensive treatment. The new guidance recommends that most people should be offered an SGLT-2 inhibitor, such as dapagliflozin, alongside metformin from the start.

SGLT-2 inhibitors are drugs that help the kidneys remove excess glucose from the body in urine. This approach aims not only to control blood sugar, but also to protect the heart and kidneys earlier in the course of disease, reflecting a broader shift towards more personalised treatment.

That does not mean metformin has been pushed aside. It remains a cornerstone of diabetes care and is still widely prescribed. But the landscape is changing, and treatment is becoming more tailored to the individual.

Metformin may be old, but it continues to adapt to modern medicine. As diabetes care becomes more personalised and new treatment options emerge, metformin remains a reliable, affordable and effective foundation. Its story is far from over. Sometimes the most transformative medicines are not the newest or the flashiest, but the ones that stand the test of time.

The Conversation

Dipa Kamdar does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. The 10 pence pill that underpins diabetes care – and may do much more besides – https://theconversation.com/the-10-pence-pill-that-underpins-diabetes-care-and-may-do-much-more-besides-276136

The fake disease that fooled the internet — and what it says about all of us

Source: The Conversation – UK – By Jonathan R. Goodman, Assistant Research Professor, Psychiatry, University of Cambridge

Damn! It looks like I’ve got bixonimania! monshtein/Shutterstock.com

Until a few years ago, no one had heard of bixonimania. Then, in 2024, a group of scientists posted findings online announcing the condition, which they claimed affected the eyes after computer use. However, the scientists had made it up – not just the work, but the authors’ names, affiliations, locations and funding, which was the University of Fellowship of the Ring and the Galactic Triad.

Large language models like ChatGPT and Gemini treated it as real anyway, and in doing so, helped turn a fictional disease into a legitimate-sounding health concern.

Bixonimania is not an isolated case. Being deceived – whether you are a person or an AI model – is concerningly common, in science and beyond. Whether we’re talking about AI hallucinations, state-backed disinformation or just everyday lies, humans have a remarkable knack for naivety, owing to our biases and increasing need to outsource learning to others. These are problems we – individually and collectively – urgently need to better understand and overcome.

Our shared fascination with deception may help explain the popularity of The Traitors, a TV programme built around the tension between trust and suspicion, where contestants must decide who among them is deceiving the group.

The show captures something intrinsic to being human: the persistent threat of being unsure about whether we’re placing trust effectively. Yet in the modern era of mass digital communication and AI, we’re now almost constantly faced with a similar threat, often without realising it.

At a recent event at the Cambridge Festival, we aimed to highlight this risk through a Traitors-themed science event. Four panellists presented work, all of which could have been a lie. The audience was asked to vote on which of the presenters was deceiving them and why.

We deliberately made the presenters and their work outlandish. From their varying backgrounds and with varying accents, the panellists presented their work in global health, climate, media and astrophysics. Some dressed formally, while one – a Nigerian researcher presenting her work on immigration in a healthcare context – wore clothes linked to her ethnic identity.

We were interested in exploring which of these signals – accent, gender, ethnicity, and dress and presentation style – influenced the audience’s decisions. Both content and presentation styles influenced them, but the signals they relied on led them to the wrong conclusions, rating the traitors as more credible than honest researchers.

The ones who received the most votes were the two “faithful” researchers (to use the language of The Traitors) – Ada, from the non-profit Development Media Initiative, and Sarah, an astrophysicist working in galactic archaeology.

Ada’s team had saved lives by sharing health information with communities in the global south through running ten radio broadcasts daily. The audience thought the results were implausibly impressive.

“Ada’s data is too good to be true,” one person reported in our questionnaire. She was also presenting work she hadn’t personally contributed to. Even though this is common in large collaborations, this distance led to perceptions of a lack of confidence, undermining her credibility.

Sarah, an astrophysicist, had presented her subfield of galactic archaeology – the study of the Milky Way’s formation history through the chemical signatures of ancient stars. Yet with only four minutes to speak, she was unable to convey significant depth. The audience read that as a lack of understanding.

The outlandishness of her field’s name also harmed perceptions of her legitimacy. “Galaxy [sic] archaeology is too cool a name to exist,” one audience member wrote.

By contrast, the two traitors, Jack and Joyce, received the fewest votes. Jack was an actor who created the persona of a climate researcher specialising in rain. Joyce presented her own work but falsified the results.

Interestingly, Joyce’s personal connection to her work – she is a Nigerian woman conducting research into Nigerian communities – helped to convince the audience of her authenticity. “Joyce’s presentation sounded very considered and genuine – the process of her research and recounts of her personal experiences sounded like she had lots of interest in the area,” one person wrote.

A chart showing how the voting went.
The traitors, as the audience saw them.
University of Cambridge, CC BY-SA

The event was meant to be fun and engaging. Yet we also wanted to illustrate the many ways people can misrepresent themselves, whether in science or beyond. Our traitors showed that lies don’t just have to be about who you are (Jack is an actor, not a researcher) but about what you say (Joyce is a researcher but falsified her results).

Misinformation has always existed. What’s new is the speed at which it spreads, the tools that generate it, and how convincingly it mimics the real thing.

Why maths isn’t enough

Our collective capacity to recognise false information is also at risk. This is because, as a society, we continue to promote the importance of hard science subjects at the expense of the critical thinking skills derived from studies of the arts, humanities and social sciences.

This can be seen, for example, in the 2023 UK governmental push to require all school students to take maths until age 18. No such push exists to promote and develop the critical thinking skills of young people. It’s easy to see how increasingly convincing falsehoods like bixonimania’s existence can be accepted as truth, especially when touted by AI models.

Tools are helpful. AI is a tool, the internet is a tool, the media is a tool. But it’s up to us to ensure that we are using them and not being manipulated by them.

In The Traitors, we have little to go on to determine what is true. Yet in the real world, we have the ability to check the truth of claims. With effective caution and critical thinking, it is entirely possible to determine what is trustworthy, but it requires thinking for ourselves. Trust is ours to give, and we need to learn to give it wisely.

The Conversation

Jonathan R. Goodman receives funding from the National Institute of Health Research, the Wellcome Sanger Institute, and the Wellcome Trust.

Mariam Rashid receives funding from the Isaac Newton Trust and the Kavli Foundation.

ref. The fake disease that fooled the internet — and what it says about all of us – https://theconversation.com/the-fake-disease-that-fooled-the-internet-and-what-it-says-about-all-of-us-280615

Golden eagles in England? Here’s the ecological case for bringing them back

Source: The Conversation – UK – By Esther Kettel, Senior Lecturer in Ecology and Conservation, Nottingham Trent University

England’s last recorded pair of golden eagles lived in the Lake District. After the female died in 2004, the male was left alone for 12 years before his death in 2016.

This marked the end of golden eagles across English skies. Though they have lived on in Scotland, the birds were largely wiped out across England about 150 years ago, with only a few nesting attempts during that time.

Annotated map of England
The eight ‘recovery zones’ are shaded. Sites where golden eagles were once found are marked with stars.
Forestry England /, CC BY-SA

However, the UK government recently announced it will support reintroducing the species and has identified eight potential “recovery zones” across northern England and the south-west. This is good news for lots of reasons.

Reintroducing lost species aligns with the government’s 25-year environment plan to restore and recover nature. Golden eagles also have an important heritage as symbols of wilderness, freedom and power. We may even have a moral duty to return them to the landscape, since humans were largely responsible for their loss.

Reintroducing golden eagles would also benefit England’s natural environment, helping return it to a healthier and more dynamic state.

Restoring balance to the food chain

Golden eagles are apex predators, occupying the top of the food chain with no natural predators. The removal of a species like this can cause major shifts in ecosystems, as they exert top-down control.

When apex predators are missing from ecosystems, the middle predators of food chains – or “meso-predators” – become dominant. With its native bears, lynx and wolves long gone, England has a high number of meso-predators. These include badgers, red foxes and other birds of prey. These predators, in turn, can limit some populations of prey like seabirds, waders and gamebirds.

Buzzard in England moorland
In England, buzzards often sit at the top of the food web. Elsewhere in the world, the have to be wary of bigger birds.
Serenity Images23 / shutterstock

Meso-predators typically avoid areas where apex predators are due to fear of competition or being eaten themselves. So, if golden eagles return then the predation pressure from smaller birds might be altered. For example, on the Isle of Mull in Scotland, meso-predators like kestrels and buzzards tend to steer clear of areas where golden eagles are.

Controlling prey numbers

Golden eagles also have an important role in the ecosystem by regulating their prey species. They hunt various prey, mostly medium-sized birds and mammals like rabbits, hares and occasionally, young deer.

When not controlled by predators, prey populations can boom. This can lead to greater competition for resources and a higher risk of disease spread among these prey species. Prey populations may also overuse resources, which can negatively affect plant growth.

Because apex predators are absent in England, humans must take up the role of controllers. Deer are shot where they are preventing woodland regeneration and rabbits are widely controlled in agricultural landscapes, costing £5 million a year. Although golden eagles are unlikely to reduce deer and rabbit numbers substantially, they may bring some balance back.

Keeping the environment clean

In addition to being excellent predators, golden eagles also scavenge carcasses – the remains of dead animals. Researchers in Spain found that 90% of the golden eagles in their study fed on carcasses.

Carcasses can quickly become disease and toxin reservoirs that may enter the wider environment if left uneaten. This can have consequences for other species, including humans. So scavengers have a crucial role in maintaining a healthy ecosystem.

If reintroduced back to England, golden eagles would join the cleaning crew, which also includes species like red kites, crows and red foxes.

Indicators of a healthy ecosystem

If a pollutant is in an environment, this could affect top predators through a process called biomagnification, where the concentration of the pollutant increases the further up the food chain. If in high concentrations, the pollutant may become toxic and the predator may fail to reproduce, become unwell, or die.

In the 1960s, birds of prey played a pivotal role in making the environmental dangers of certain agricultural pesticides clear in the UK and globally, leading to the widescale ban. Golden eagles could do something similar today.

A complex picture

If golden eagles are successfully reintroduced in England, they could restore balance to food chains, control prey numbers, scavenge carcasses and act as indicators of environmental dangers.

They will join other birds of prey that have been successfully reintroduced to England, such as red kites, ospreys and white-tailed eagles, all of which have been deemed a success.

However, ecological systems are not straightforward and predicting the consequences of the return of golden eagles is complex. As indicated by the risk assessment conducted by Forestry England, at worst the impacts on biodiversity of golden eagles will be neutral. At best it will be beneficial.

The Conversation

Esther Kettel does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Golden eagles in England? Here’s the ecological case for bringing them back – https://theconversation.com/golden-eagles-in-england-heres-the-ecological-case-for-bringing-them-back-281040

Eating fruit is linked to lung cancer? Here’s what you need to know about that new study

Source: The Conversation – UK – By Justin Stebbing, Professor of Biomedical Sciences, Anglia Ruskin University

Deadly? Not likely. New Africa/Shutterstock.com

The idea that fruit and vegetables might cause cancer sounds bizarre. For decades, studies have shown that people who eat more plants tend to live longer, healthier lives, with lower rates of heart disease, stroke and several common cancers.

Lung cancer is no exception: in many large studies, higher intakes of fruits and vegetables are linked with lower risks, especially in smokers.

Against that backdrop, a new suggestion that fruit and veg might be driving lung cancer in young adults is surprising.

The story behind this latest wave of anxiety doesn’t come from a definitive, landmark trial. It comes from a brief presentation at a scientific conference, based on 187 people with early‑onset lung cancer.

Most had never smoked. When researchers asked about their diets, a lot of them reported eating plenty of fruits, vegetables and whole grains – the sort of pattern most of us would call “healthy”.

Instead of measuring pesticides in their food or blood, the team estimated probable pesticide exposure using average residue levels from other sources. From there, they speculated that pesticides on otherwise healthy foods might help explain why some young non‑smokers develop lung cancer.

That is a very long way from proving that fruit and vegetables themselves are harmful. Studies like this are meant to raise questions – “could pesticides be part of the story in young lung cancer?” – not to rewrite dietary advice on their own.

Crucially, this particular study looks backwards from people who already have cancer, rather than following healthy people forwards over time, so it cannot tell us whether their diet played any role in causing the disease. Nor does it show that these patients had higher pesticide exposures than comparable people without cancer. It only shows that they ate foods that, on average, can carry residues.

The bigger picture

When you zoom out from this single, tiny study to the broader body of evidence, the picture changes from alarming to reassuringly familiar. Large studies have followed tens or hundreds of thousands of people over many years, asked them what they ate, then waited to see who develops lung cancer. Time and again, those eating more fruit and vegetables either do better or, at very worst, no differently from those eating less.

Meta‑analyses that combine data from multiple studies find reductions in lung cancer risk with higher fruit intake and benefits from vegetables, too. These are the studies that inform official guidelines. They are not perfect – no nutrition study is – but they are far more informative than a single unpublished study of 187 patients.

So why do small studies like this latest one sometimes seem to say something different? One reason is simple statistical noise.

With small numbers, chance plays a huge role. If, for whatever reason, the particular group of young adults who turned up to that clinic happened to be unusually health-conscious, then fruit and vegetable intake will look high among people with lung cancer, even if diet has nothing to do with their disease.

Another issue is what scientists call “confounding”. People who eat more plants often differ in many other ways. They may exercise more, drink less, have different jobs, live in different neighbourhoods, or be more on the ball about seeking medical help.

When you start from patients and look backwards, it is very hard to disentangle these overlapping factors. That is why we place more weight on large, prospective studies that follow people forward in time and can better account for these differences.

Pesticides

Then there is the question of pesticides – the part of the story that understandably unnerves people. It is true that many conventionally grown fruits and vegetables carry measurable pesticide residues, and that people who eat a lot of produce tend to have higher levels of some pesticide breakdown products in their urine.

It is also true that farm workers who handle pesticides regularly and at high doses have higher rates of certain cancers, including some lung cancers. That tells us pesticides are not benign. But what it does not tell us is that eating sprayed apples or lettuce at normal dietary levels causes lung cancer in the general population.

A farm worker spraying pesticides on a crop.
Farm workers who are exposed to high doses of pesticides do have higher rates of certain cancers.
Kuro1982/Shutterstock.com

That doesn’t mean we should be complacent: there is an ongoing discussion about cocktails of many different chemicals, about vulnerable groups such as children and pregnant women, and about longer‑term hormone or brain effects that might not show up in crude cancer rates. However, these are arguments for improving how we farm and regulate pesticides, not arguments for abandoning fruit and vegetables.

If you are still uneasy about pesticides, there are practical, proportionate things you can do that don’t involve swapping an orange for a packet of crisps. Washing produce under running water helps remove surface residues and soil, and varying the types of fruit and veg you eat means you are not relying heavily on any one item that tends to carry higher residues.

If your budget allows, choosing organic versions of a few “high‑residue” foods can make sense. But the key point is that these are tweaks at the margins. They don’t change the central message that a diet rich in plant foods is overwhelmingly associated with better health.

Perhaps the most important lesson from this episode is about how to read nutrition headlines. Whenever you see “X food causes cancer” or “Y ingredient is the next miracle cure”, it helps to ask a couple of simple questions. How big was the study? Was it in healthy people followed over time, or patients looked at after the fact? Did the researchers actually measure what they are claiming (like pesticide levels)? And how do the new findings sit alongside decades of existing research?

In the case of the early-onset lung cancer study, the answers are sobering: it was small, it was retrospective, it used indirect exposure estimates, and its suggestion that fruit and vegetables might be harmful sits awkwardly with a much larger body of work pointing the other way.

None of this means we should ignore the possibility that pesticides contribute in some way to cancers in non‑smokers, or that diet is irrelevant to lung health. But we should be wary of turning one provocative conference talk into a reason to fear the very foods that consistently show up as markers of better health.

The Conversation

Justin Stebbing does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

ref. Eating fruit is linked to lung cancer? Here’s what you need to know about that new study – https://theconversation.com/eating-fruit-is-linked-to-lung-cancer-heres-what-you-need-to-know-about-that-new-study-281003