La resiliencia en entornos socioeducativos

Anna Forés Miravalles y Jordi Grané Ortega, (coord.). La resiliencia en entornos socioeducativos. Madrid: Narcea. 2012. 168 págs. isbn: 978-84-277-1805-0. Este libro sobre resiliencia en entornos educativos que coordinan Anna Forés y Jordi Grané, es una compilación en la que doce expertos tratan este tema emergente. Ambos coordinadores llevan tiempo dedicándose al estudio de la resiliencia, siendo autores de varias publicaciones. Con este obra se pretende transcender lo teórico, poniendo al alcance de todos aquellos interesados experiencias resilientes exitosas, mediante una recopilación de prácticas y estrategias positivas en entornos socioeducativos. Partiendo de la idea de que la resiliencia es la habilidad de saber construir, en cada ocasión, un entorno afectivamente seguro desde el que explorar el mundo, este interesante libro nos va a permitir disfrutar de las opiniones y guías de un nutrido grupo de especialistas, con la idea de compartir experiencia y práctica investigadora, poniendo el foco en entornos y contextos concretos..

Enseñar la justicia social en educación infantil

Al proporcionar un "comienzo justo" a todos los niños, es posible modificar desigualdades socioeconómicas, sociales y de género. Un mundo que reconozca que el mejor comienzo posible en la vida depende de la calidad de los primeros años, donde se entiende que el desarrollo emocional, psicosocial, cognitivo, espiritual, educativo, de salud y supervivencia es continuo y el aprendizaje comienza al nacer para todos los niños sin importar sus circunstancias o capacidades, es un mundo más justo. El presente documento muestra, la función que los profesores de infantil pueden cumplir en estos tiempos de cambio frente al desarrollo de programas de mejora en las escuelas, y la consecución de una educación más justa que supere las discriminaciones y desigualdades que marginan y excluyen a los niños pequeños como pieza más vulnerable de la población. Los educadores de la infancia están en una posición ideal para realizar activamente una diferencia positiva en la vida de los niños y la de sus familias. No sólo deben transmitir información sino que deben ayudar a interpretarla y darle sentido posibilitando a los niños y niñas el ejercicio real de influir y participar en la creación de su entorno y de su propio aprendizaje. Son profesionales que actúan sobre sus creencias de manera socialmente justa y equitativa en el aula y en sus vida

Body of regulations of the practice of school management in Spain

The Education Act of 2006 (LOE) orders the compulsory assessment of headmasters of public schools at the end of their management period. The result of this evaluation will have, at least, economical consequences. This Act also states that the regional education authorities will be in charge of the development of such assessments. So has been done, and, as a result, nowadays there are as many evaluation programmes as autonomous communities. This article researches and compares the legal regulations in force that rule these evaluations in every autonomous community and finally shows that, in spite of its common origin and purpose, the systems, methods and evaluation processes which are used by the regional authorities differ greatly from each others. This analysis also draws some conclusions that could be taken into account to improve the evaluation process of headmasters

Marco normativo de la evaluación del desempeño de la función directiva escolar en España

The Education Act of 2006 (LOE) orders the compulsory assessment of headmasters of public schools at the end of their management period. The result of this evaluation will have, at least, economical consequences. This Act also states that the regional education authorities will be in charge of the development of such assessments. So has been done, and, as a result, nowadays there are as many evaluation programmes as autonomous communities. This article researches and compares the legal regulations in force that rule these evaluations in every autonomous community and finally shows that, in spite of its common origin and purpose, the systems, methods and evaluation processes which are used by the regional authorities differ greatly from each others. This analysis also draws some conclusions that could be taken into account to improve the evaluation process of headmasters.La Ley Orgánica de Educación establece la obligatoriedad de realizar una evaluación de los directores y directoras de centros educativos públicos al final de su mandato cuyos resultados tendrán, al menos, consecuencias de carácter económico. Esta Ley determina, igualmente, que son las Administraciones educativas las encargadas de desarrollar tal evaluación; y así lo han hecho, de tal forma que en la actualidad se cuenta con tantas propuestas como Comunidades. En este artículo se analiza y compara el marco normativo que regula la evaluación final del desempeño de los directores y directoras en las 17 Comunidades Autónomas españolas. Los resultados obtenidos muestran que, a pesar de su origen y finalidad comunes, existe una importante disparidad en los mecanismos, procedimientos y criterios establecidos en cada Administración. También del análisis se derivan algunas sugerencias que deberían tenerse en cuenta para mejorar dicha evaluación

Ethics in Service-Learning (S-L): A meta-analysis from Education Resources Information Center (ERIC)

La investigación científica del aprendizaje-servicio ha consolidado una poderosa línea de trabajo que extiende su práctica en las aulas universitarias a través de las acciones de servicio solidario asociadas al currículum desarrolladas en las comunidades por estudiantes, profesores y socios comunitarios. Aunque la investigación internacional evidencia una importante cantidad de contenidos centrados en los beneficios de la aplicación de esta metodología en los estudiantes de educación superior y sus comunidades, existe una peligrosa escasez de literatura sobre los múltiples desafíos éticos involucrados en esta tarea pedagógica y una importante influencia de la producción científica en lengua inglesa en el ámbito. Por ello, urge la necesidad de establecer un estado del arte e identificar los aspectos de la producción escrita en lengua anglosajona que puedan beneficiar al contexto iberoamericano. El propósito de este estudio es conocer la producción científica del campo de la ética vinculada al aprendizaje-servicio en la base de datos ERIC. Para ello, se realiza un meta-análisis de 53 documentos con el apoyo de Computer Assisted Qualitative Data Analysis Software (CAQDAS), con las técnicas Computer Mediated Discourse Analysis (CMDA) y la Teoría Fundamentada como estrategia de análisis cualitativo. Los resultados obtenidos permiten establecer un punto de partida que oriente el diseño y la implementación de propuestas educativas asociadas a la enseñanza de la ética y el aprendizaje-servicio. Esto permitirá el desarrollo de experiencias significativas que contribuyan a la construcción del sentido ético en los estudiantes.The scientific research of the service-learning has consolidated a powerful line of work that extends its practice in the classrooms of the national universities through the actions of solidarity service associated to the curriculum, developed in communities of students, faculties and community partners. Although international research shows a significant amount of contents focused on the benefits of applying this methodology in higher education students and their communities, there’s a dangerous shortage of literature about the many ethical challenges involved in this educational task, and significant influence of scientific production in English language in the field. Therefore, there is an urgent need to establish a state of the art on the subject, and identify aspects of production written in Anglo-Saxon language that could benefit in the Ibero-American context. The purpose of this study is to know the scientific production of the field of ethics related to the Service-Learning in the ERIC database. For this purpose, is performed a meta-analysis of 53 documents with the support of the Computer Assisted Qualitative Data Analysis Software (CAQDAS), with the Computer Mediated Discourse Analysis (CMDA) techniques and the Grounded Theory as a strategy for qualitative analysis. The results obtained allow to establish a starting point to guide the design and implementation of educational proposals related to the teaching of ethics and service-learning. This will allow the development of meaningful experiences that contribute to the construction of ethical, personal and professional senses.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de GranadaEl siguiente estudio se desarrolló en el marco del proyecto “CONSOLIDACIÓN DEL APRENDIZAJE-SERVICIO COMO HERRAMIENTA PARA LA FORMACIÓN DOCENTE Y EL DESARROLLO DEL COMPROMISO SOCIAL” (FP-L2/3.14) financiado por la convocatoria 2014-2015 para el desarrollo de las enseñanzas de la Universidad Autónoma de Madrid, España

Nutrition and physical activity programs for obesity treatment (PRONAF study). methodological approach of the project

Este trabajo aborda la metodología seguida para llevar a cabo el proyecto de investigación PRONAF (Clinical Trials Gov.: number NCT01116856.) Background: At present, scientific consensus exists on the multifactorial etiopatogenia of obesity. Both professionals and researchers agree that treatment must also have a multifactorial approach, including diet, physical activity, pharmacology and/or surgical treatment. These two last ones should be reserved for those cases of morbid obesities or in case of failure of the previous ones. The aim of the PRONAF study is to determine what type of exercise combined with caloric restriction is the most appropriate to be included in overweigth and obesity intervention programs, and the aim of this paper is to describe the design and the evaluation methods used to carry out the PRONAF study. Methods/design: One-hundred nineteen overweight (46 males) and 120 obese (61 males) subjects aged 18–50 years were randomly assigned to a strength training group, an endurance training group, a combined strength + endurance training group or a diet and physical activity recommendations group. The intervention period was 22 weeks (in all cases 3 times/wk of training for 22 weeks and 2 weeks for pre and post evaluation). All subjects followed a hypocaloric diet (25-30% less energy intake than the daily energy expenditure estimated by accelerometry). 29–34% of the total energy intake came from fat, 14–20% from protein, and 50–55% from carbohydrates. The mayor outcome variables assesed were, biochemical and inflamatory markers, body composition, energy balance, physical fitness, nutritional habits, genetic profile and quality of life. 180 (75.3%) subjects finished the study, with a dropout rate of 24.7%. Dropout reasons included: personal reasons 17 (28.8%), low adherence to exercise 3 (5.1%), low adherence to diet 6 (10.2%), job change 6 (10.2%), and lost interest 27 (45.8%). Discussion: Feasibility of the study has been proven, with a low dropout rate which corresponds to the estimated sample size. Transfer of knowledge is foreseen as a spin-off, in order that overweight and obese subjects can benefit from the results. The aim is to transfer it to sports centres. Effectiveness on individual health-related parameter in order to determine the most effective training programme will be analysed in forthcoming publications

Predicting sudden cardiac death in adults with congenital heart disease

[Objectives] To develop, calibrate, test and validate a logistic regression model for accurate risk prediction of sudden cardiac death (SCD) and non-fatal sudden cardiac arrest (SCA) in adults with congenital heart disease (ACHD), based on baseline lesion-specific risk stratification and individual’s characteristics, to guide primary prevention strategies.[Methods] We combined data from a single-centre cohort of 3311 consecutive ACHD patients (50% male) at 25-year follow-up with 71 events (53 SCD and 18 non-fatal SCA) and a multicentre case–control group with 207 cases (110 SCD and 97 non-fatal SCA) and 2287 consecutive controls (50% males). Cumulative incidences of events up to 20 years for specific lesions were determined in the prospective cohort. Risk model and its 5-year risk predictions were derived by logistic regression modelling, using separate development (18 centres: 144 cases and 1501 controls) and validation (two centres: 63 cases and 786 controls) datasets.[Results] According to the combined SCD/SCA cumulative 20 years incidence, a lesion-specific stratification into four clusters—very-low (12%)—was built. Multivariable predictors were lesion-specific cluster, young age, male sex, unexplained syncope, ischaemic heart disease, non-life threatening ventricular arrhythmias, QRS duration and ventricular systolic dysfunction or hypertrophy. The model very accurately discriminated (C-index 0.91; 95% CI 0.88 to 0.94) and calibrated (p=0.3 for observed vs expected proportions) in the validation dataset. Compared with current guidelines approach, sensitivity increases 29% with less than 1% change in specificity.[Conclusions] Predicting the risk of SCD/SCA in ACHD can be significantly improved using a baseline lesion-specific stratification and simple clinical variables.Peer reviewe

Scaffold coupling: ERK activation by trans-phosphorylation across different scaffold protein species.

RAS-ERK (extracellular signal-regulated kinase) pathway signals are modulated by scaffold proteins that assemble the components of different kinase tiers into a sequential phosphorylation cascade. In the prevailing model scaffold proteins function as isolated entities, where the flux of phosphorylation events progresses downstream linearly, to achieve ERK phosphorylation. We show that different types of scaffold proteins, specifically KSR1 (kinase suppressor of Ras 1) and IQGAP1 (IQ motif-containing guanosine triphosphatase activating protein 1), can bind to each other, forming a complex whereby phosphorylation reactions occur across both species. MEK (mitogen-activated protein kinase kinase) bound to IQGAP1 can phosphorylate ERK docked at KSR1, a process that we have named trans-phosphorylation. We also reveal that ERK trans-phosphorylation participates in KSR1-regulated adipogenesis, and it also underlies the modest cytotoxicity exhibited by KSR-directed inhibitors. Overall, we identify interactions between scaffold proteins and trans-phosphorylation as an additional level of regulation in the ERK cascade, with broad implications in signaling and the design of scaffold protein-aimed therapeutics