Los inicios de la formación profesional dual en Aragón

Con la reciente implantación de la Formación Profesional dual en el IES Damián Forment de Alcorisa (Aragón, España) a través del Ciclo Formativo en Atención a Personas en Situación de Dependencia, se intenta, como uno de los propósitos iniciales de la FP dual, que los vínculos entre las empresas y los centros educativos que imparten las distintas modalidades formativas sean más próximos. Al mismo tiempo, se persigue que los esfuerzos encaminados a la formación y futura inserción laboral de los alumnos resulten más eficaces y productivos, a la vez que se pretende una mejora de la competitividad. Para ello, se combinan la parte lectiva (en los centros) con la laboral (en las empresas), en una fórmula ya ensayada en otros países europeos y que comienza a dar sus primeros pasos en Aragón pasando de 2 proyectos en el curso 2013-2014 a 38 proyectos en el curso 2015-2016, en una tendencia similar a la de otras comunidades autónomas españolas. De esta manera, se busca reducir la elevada tasa de paro juvenil en España (en torno al 50% de los jóvenes de 25 años) y se pretende también un mayor contacto y acercamiento entre las necesidades de las empresas y la formación que ofrecen los distintos centros educativos. Su implantación responde a las necesidades detectadas en la formación y demandas laborales actuales, en una búsqueda de una mayor competitividad y éxito en la incorporación del alumnado de Formación Profesional al mundo laboral. Con ello, se intenta fomentar la cooperación entre el ámbito laboral —las empresas con las que se establecen convenios de colaboración— y el formativo, con el objeto de que los futuros trabajadores de las empresas obtengan una mejor cualificación. Finalmente, se trata de un plan piloto que busca aunar esfuerzos y estrategias desde distintos participantes y departamentos del Gobierno de Aragón. The recent implementation of Dual System and Vocational Training has taken place in Aragón, Spain. It is a new educational system which combines lessons at school, where the apprentices study, and the instruction is given by the different companies. This combination of two different institutions makes the system of dual education. Therefore, apprentices must attend classes taught at school while they are also training in a company. This model tries to reduce youth unemployment in Spain and seeks for a closer work and cooperation between companies and schools. Several projects have undergone through the last years in Aragón, helping to create an increasing tendency that echoes others that have taken place in other Spanish communities, as well as in many European countries. The implementation of Dual System and Vocational Training also tries to fulfil the needs most companies have by giving practical training to the apprentices in the same place they can later get a job. Several collaboration agreements are created between the companies and the schools in order to back all these cooperation and make easier the whole process. In the end it’s a pilot project that pretends to join forces and strategies from different areas and participants

Analysis of educational leadership at rural early-childhood and primary schools: a case study in Teruel (Aragon, Spain)

Rural schools are a distinctive feature in the autonomous community of Aragon, as state-run rural schools are the main cultural institution in small towns. This research was conducted in four grouped rural schools (hereafter referred to by their Spanish acronym, CRAs) in the province of Teruel in 2017. Our objectives included analising the views of management team members and teachers on educational leadership with a special emphasis on the rural school’s differentiating elements. Four CRAs were chosen in the province of Teruel. Three teachers and six members of management teams participated and the study data were collected using a qualitative interview. The content analysis of the interview was conducted using the NVivo program and was organised into two fundamental areas: views of educational leadership and the skills this leadership includes. The general perception of management teams and teachers is positive; they value the effort put into performing the work and understand that both management and CRAs are complex. They also appreciate the management teams’ organisation of training and its contents. This analysis suggests a set of conditions that provides a qualitative insight into management possibilities and limitations in the CRA model

La escuela rural y la política educativa española. Diferencias entre comunidades autónomas.

La educación en contextos rurales es un ámbito que requiere de un tratamiento acorde con su potencial social y productivo, mediante un diálogo permanente entre la identidad que caracteriza la ruralidad y la cultura actual, globalizante y procedente de diferentes medios; además implica el desarrollo de componentes culturales, científico-tecnológicos y productivos que posibiliten un aprendizaje que permita a las personas construir y reconstruir su entorno. En este sentido el trabajo realiza un análisis de la política educacional desarrollada en aquellas Comunidades Autónomas del Estado español en las que desde el año 2010 se está desarrollando el proyecto EDU2009-134607 sobre eficacia y calidad en la escuela rural. Este análisis surge de la necesidad de perfilar una identidad respecto al desarrollo de su territorio-tanto urbano como rural-, asumiendo la diversidad para conseguir una construcción cultural abierta y dialogante. Nuestro referente, la publicación de la Constitución de 1978 como punto de partida del Estado de las Autonomías y sus implicaciones en el diseño de las políticas educativas relacionadas con la educación en contextos rurales; y todo ello teniendo en cuenta que la ruralidad es un signo destacado de la estructura social, económica, territorial, administrativa y escolar de todo el Estado Español y que, por tanto, la escuela rural puede ser considerada como un subsistema educativo específico. De este modo pretendemos poner de manifiesto el sentido y significado del traspaso de competencias a algunas Comunidades Autónomas en materia de educación no universitaria, con especial énfasis en las diferencias desarrolladas en materia de política educativa referida a la escuela rural y en su relación con otras políticas de descentralización. Education in rural contexts requires an approach that recognises the social and productive potential of this type of schooling. It should involve a dialogue between an implicit rural identity and today's cultures, and it implies developing cultural, technologic-scientific and productive components that foster learning in a way that allows people to build and rebuild their surroundings. This paper analyses Spanish educational policy that affects rural education in those Autonomous Communities of the Spanish State in which since 2010 is being developed EDU2009-13460 project on efficiency and quality in the rural school. This analysis arises from the need to define an identity on the development of its territory, both urban and rural, providing diversity for an open dialogue and cultural construction. Our benchmark, the publication of the 1978 Constitution as the starting point of the State of Autonomies and its implications for the design of educational policies related to education in rural contexts, and considering all that rurality is a prominent sign social, economic, territorial, administrative and academic structure of the whole Spanish State and therefore the rural school can be considered as a specific educational subsystem. Thus we try to show the meaning and significance of devolution to some Autonomous Communities in non-university education, with special emphasis on developing differences on education policy relating to rural school and its relationship with other policies decentralization

Car d’hom cert era: Pràctiques de canibalisme en el Mesolític de les Coves de Santa Maira (Castell de Castells, la Marina Alta, Alacant)

Es presenten evidències de pràctiques antropofàgiques en un grup del Mesolític mediterrani. S’han documentat trenta restes humanes en el nivell mesolític de les coves de Santa Maira. A més de la descripció de les marques antropogèniques identificades, també se situa la troballa en el seu context regional dins les pautes de subsistència dels grups mesolítics de la zona, i es plantegen hipòtesis sobre la seua intencionalitat

Car d’hom cert era: Cannibalism in the Mesolithic at Santa Maira Caves (Castell de Castells, La Marina Alta, Alicante)

Es presenten evidències de pràctiques antropofàgiques en un grup del Mesolític mediterrani. S’han documentat trenta restes humanes en el nivell mesolític de les coves de Santa Maira. A més de la descripció de les marques antropogèniques identificades, també se situa la troballa en el seu context regional dins les pautes de subsistència dels grups mesolítics de la zona, i es plantegen hipòtesis sobre la seua intencionalitat.Se presentan evidencias de prácticas antropofágicas en un grupo del Mesolítico mediterráneo. Se han documentado treinta restos humanos en el nivel mesolítico de Coves de Santa Maira. Además de la descripción de las marcas antropogénicas identificadas, también se sitúa el hallazgo en su contexto regional dentro de las pautas de subsistencia de los grupos mesolíticos, y se plantean hipótesis sobre su intencionalidad.In this paper we present evidence of anthropophagic behaviour amongst hunter-gatherer groups of the Mediterranean Mesolithic. Thirty human remains have been found in the Mesolithic levels of the Santa Maira Caves. As well as describing the anthropogenic marks identified, this paper contextualizes them within the archaeological context and subsistence patterns described for Mesolithic groups in the region, and hypothesizes about their intentionality

Funerary practices or food delicatessen? Human remains with anthropic marks from the Western Mediterranean Mesolithic

The identification of unarticulated human remains with anthropic marks in archaeological contexts normally involves solving two issues: a general one associated with the analysis and description of the anthropic manipulation marks, and another with regard to the interpretation of their purpose. In this paper we present new evidence of anthropophagic behaviour amongst hunter-gatherer groups of the Mediterranean Mesolithic. A total of 30 human remains with anthropic manipulation marks have been found in the Mesolithic layers of Coves de Santa Maira (Castell de Castells, Alicante, Spain), dating from ca. 10.2-9 cal ky BP. We describe the different marks identified on both human and faunal remains at the site (lithic, tooth, percussion and fire marks on bone cortex). As well as describing these marks, and considering that both human and faunal remains at the site present similar depositional and taphonomic features, this paper also contextualizes them within the archaeological context and subsistence patterns described for Mesolithic groups in the region. We cannot entirely rule out the possibility that these practices may be the result of periodic food stress suffered by the human populations. These anthropophagic events at the site coincide with a cultural change at the regional Epipalaeolithic-Mesolithic transition

Evolution over Time of Ventilatory Management and Outcome of Patients with Neurologic Disease∗

OBJECTIVES: To describe the changes in ventilator management over time in patients with neurologic disease at ICU admission and to estimate factors associated with 28-day hospital mortality. DESIGN: Secondary analysis of three prospective, observational, multicenter studies. SETTING: Cohort studies conducted in 2004, 2010, and 2016. PATIENTS: Adult patients who received mechanical ventilation for more than 12 hours. INTERVENTIONS: None. MEASUREMENTS AND MAIN RESULTS: Among the 20,929 patients enrolled, we included 4,152 (20%) mechanically ventilated patients due to different neurologic diseases. Hemorrhagic stroke and brain trauma were the most common pathologies associated with the need for mechanical ventilation. Although volume-cycled ventilation remained the preferred ventilation mode, there was a significant (p < 0.001) increment in the use of pressure support ventilation. The proportion of patients receiving a protective lung ventilation strategy was increased over time: 47% in 2004, 63% in 2010, and 65% in 2016 (p < 0.001), as well as the duration of protective ventilation strategies: 406 days per 1,000 mechanical ventilation days in 2004, 523 days per 1,000 mechanical ventilation days in 2010, and 585 days per 1,000 mechanical ventilation days in 2016 (p < 0.001). There were no differences in the length of stay in the ICU, mortality in the ICU, and mortality in hospital from 2004 to 2016. Independent risk factors for 28-day mortality were age greater than 75 years, Simplified Acute Physiology Score II greater than 50, the occurrence of organ dysfunction within first 48 hours after brain injury, and specific neurologic diseases such as hemorrhagic stroke, ischemic stroke, and brain trauma. CONCLUSIONS: More lung-protective ventilatory strategies have been implemented over years in neurologic patients with no effect on pulmonary complications or on survival. We found several prognostic factors on mortality such as advanced age, the severity of the disease, organ dysfunctions, and the etiology of neurologic disease