El orientador escolar como agente interno de cambio

El presente trabajo resalta la función que los orientadores de los centros educativos pueden cumplir frente al desarrollo y consecución de programas de mejora en las escuelas. Se describe el papel del orientador escolar a partir del análisis de las tareas, tanto de las que puede asumir en los procesos de cambio como de las que, por su formación y trayectoria, articula durante los mismos. Se explicita, asimismo, el trabajo que este profesional aborda juntamente con el equipo directivo, con los profesores y con el alumnado del centro, destacando las potencialidades y características que lo convierten en un líder educativo comprometido con la mejora continua de la escuela.2010-1

El orientador escolar como agente interno de cambio

El presente trabajo resalta la función que los orientadores de los centros educativos pueden cumplir frente al desarrollo y consecución de programas de mejora en las escuelas. Se describe el papel del orientador escolar a partir del análisis de las tareas, tanto de las que puede asumir en los procesos de cambio como de las que, por su formación y trayectoria, articula durante los mismos. Se explicita, asimismo, el trabajo que este profesional aborda juntamente con el equipo directivo, con los profesores y con el alumnado del centro, destacando las potencialidades y características que lo convierten en un líder educativo comprometido con la mejora continua de la escuela

Hacia un programa de educación docente para la justicia social

Diseñar un modelo de Formación Docente para la Justicia Social implica generar espacios de aprendizaje colaborativos, críticos, reflexivos y políticamente comprometidos con la mejora de las oportunidades de vida de los estudiantes y la sociedad en su conjunto. Este enfoque sugiere una nueva manera de comprender la naturaleza de los procesos de enseñanza y aprendizaje a favor del desarrollo integral de todos y cada uno de los alumnos. En el presente artículo se abordarán contenidos y metodologías que conforman la esencia de un programa de formación de esta naturaleza, brindando nuevas claves y estrategias para repensar el desarrollo profesional de los docentes, de cara a constituirse en verdaderos agentes de cambio tanto dentro como fuera de las escuelas.A Teacher Education Program for Social Justice requires the design of collaborative and reflective learning experiences that foster political commitment towards the improvement of life opportunities for students and society as a whole. The framework suggests a new approach in teaching and learning that enhance the development of all students. This article engages with issues of content and methodology for a program of this nature, while offering strategies for the professional development of teachers, so that they can become true change agents both in and outside schools.Desenhar um modelo de Formação Docente para a Justiça Social implica gerar espaços de aprendizagem colaborativos, críticos, reflexivos e politicamente comprometidos com a melhora nas oportunidades de vida dos estudantes e da sociedade em conjunto. Este enfoque sugere uma nova maneira de compreender a natureza dos processos de ensino e aprendizagem a favor do desenvolvimento integral de todos e cada um dos alunos. No presente artigo serão abordados conteúdos e metodologias que compõem a essência de um programa de formação desta natureza, fornecendo novas chaves e estratégias para repensar o desenvolvimento profissional dos docentes, a fim de constituir-se em verdadeiros agentes de mudança tanto dentro como fora das escolas

Radium-223 for patients with metastatic castration-resistant prostate cancer with asymptomatic bone metastases progressing on first-line abiraterone acetate or enzalutamide: A single-arm phase II trial

Bone metastases; Metastatic castration-resistant prostate cancerMetástasis óseas; Cáncer de próstata metastásico resistente a la castraciónMetàstasis òssies; Càncer de pròstata resistent a la castració metastàticPurpose The paper aims to evaluate the efficacy and safety of 223Ra in patients who progressed after first-line androgen deprivation therapy. Patients and methods EXCAAPE (NCT03002220) was a multicentre, single-arm, open-label, non-controlled phase IIa trial in 52 patients with metastatic castration-resistant prostate cancer and asymptomatic bone metastases who have progressed on abiraterone acetate or enzalutamide, up to six doses of 223Ra (55 kBq/kg of body weight per month). The primary end-point was radiographic progression-free survival (rPFS). Secondary end-points included rPFS based on androgen receptor splice variant 7 (AR-V7) expression in circulating tumour cells (CTCs), overall survival, and safety. Results Median rPFS was 5.5 months (95% CI 5.3–5.5). Median rPFS of patients with AR-V7(−) CTCs was longer than that of patients with AR-V7(+) CTCs (5.5 versus 2.2 months, respectively; P = 0.056). Median overall survival was 14.8 months (95% CI 11.2–not reached) and was significantly greater for AR-V7(−) patients than for AR-V7(+) patients (14.8 months versus 3.5 months, respectively; P < 0.01). 223Ra was well tolerated; anaemia and thrombocytopenia were the most common grade 3/4 adverse events (5.8% and 11.5%, respectively). Conclusions 223Ra seems to be a reasonable treatment for patients with metastatic castration-resistant prostate cancer and asymptomatic bone metastases progressing on novel hormonal therapy and had an acceptable safety profile.The study was conceived and designed by Joan Carles in collaboration with Medica Scientia Innovation Research (MEDSIR). MEDSIR, as legal sponsor of the study, is responsible for compliance with all clinical and regulatory procedures and adherence to the study protocol. MEDSIR had a role in study design, collection, management, analysis, and interpretation of the data and writing of the report. Bayer Inc. funded the study and provided 223Ra. The funder of the study had no role in data collection, management, data analysis, data interpretation, writing of the report, or decision to submit the manuscript for publication. All authors had full access to the data used to prepare the manuscript and participated in writing, editing, and/or critically reviewing the manuscript. The manuscript was written with editorial support from a medical writer, funded by MEDSIR. The corresponding author had final responsibility for the decision to submit for publication

Hacia un Programa de Formación Docente para la Justicia Social

Diseñar un modelo de Formación Docente para la Justicia Social implica generar espacios de aprendizaje colaborativos, críticos, reflexivos y políticamente comprometidos con la mejora de las oportunidades de vida de los estudiantes y la sociedad en su conjunto. Este enfoque sugiere una nueva manera de comprender la naturaleza de los procesos de enseñanza y aprendizaje a favor del desarrollo integral de todos y cada uno de los alumnos. En el presente artículo se abordarán contenidos y metodologías que conforman la esencia de un programa de formación de esta naturaleza, brindando nuevas claves y estrategias para repensar el desarrollo profesional de los docentes, de cara a constituirse en verdaderos agentes de cambio tanto dentro como fuera de las escuelas.2011-1

Intrinsic Order and Disorder in the Bcl-2 Member Harakiri: Insights into Its Proapoptotic Activity

Harakiri is a BH3-only member of the Bcl-2 family that localizes in membranes and induces cell death by binding to prosurvival Bcl-xL and Bcl-2. The cytosolic domain of Harakiri is largely disorder with residual α-helical conformation according to previous structural studies. As these helical structures could play an important role in Harakiri's function, we have used NMR and circular dichroism to fully characterize them at the residue-atomic level. In addition, we report structural studies on a peptide fragment spanning Harakiri's C-terminal hydrophobic sequence, which potentially operates as a transmembrane domain. We initially checked by enzyme immunoassays and NMR that peptides encompassing different lengths of the cytosolic domain are functional as they bind Bcl-xL and Bcl-2. The structural data in water indicate that the α-helical conformation is restricted to a 25-residue segment comprising the BH3 domain. However, structure calculation was precluded because of insufficient NMR restraints. To bypass this problem we used alcohol-water mixture to increase structure population and confirmed by NMR that the conformation in both milieus is equivalent. The resulting three-dimensional structure closely resembles that of peptides encompassing the BH3 domain of BH3-only members in complex with their prosurvival partners, suggesting that preformed structural elements in the disordered protein are central to binding. In contrast, the transmembrane domain forms in micelles a monomeric α-helix with a population close to 100%. Its three-dimensional structure here reported reveals features that explain its function as membrane anchor. Altogether these results are used to propose a tentative structural model of how Harakiri works