Factores de riesgo del abandono escolar desde la perspectiva del profesorado de Educación Secundaria Obligatoria en Andalucía (España)

El abandono escolar temprano (AET), supone un importante problema social al que hay que hacer frente. La Unión Europea marca como meta para 2020 situar la proporción de abandonos prematuros de la educación y formación por debajo del 10 % (Consejo de la Unión Europea, 2009). España es uno de los países de la Unión con una de las tasas más altas (en 2013 era del 23,6%) agravándose en algunas comunidades, como en el caso de Andalucía -tasa en torno al 28%- (INE, 2015). El presente artículo recoge los resultados del proyecto “Alumnado en riesgo de abandono” desarrollado en dicha comunidad. Analizamos los factores de riesgo de abandono escolar que el profesorado de esta comunidad identifica respecto al rendimiento académico, grado de compromiso y actitudes del alumnado en relación al estudio y comportamiento en el aula. La metodología empleada ha sido de carácter mixto, aunque en este trabajo presentamos los resultados de los análisis cuantitativos de los datos obtenidos mediante un cuestionario aplicado a una muestra representativa de 283 profesores/as. El valor de este estudio reside en haber logrado una radiografía, desde la visión del profesorado, de los posibles factores de riesgo de abandono en la población de alumnos de secundaria andaluces. Conocer dichos riesgos, nos va a permitir plantear medidas de prevención e intervención. Los mayores riesgos identificados, respecto al alumnado que tiene más probabilidad de abandonar prematuramente, son: tener dificultades en las materias instrumentales (matemáticas, lengua,…), no gustarles lo que trabajan en el instituto, bajos niveles de compromiso con el estudio y mostrar comportamientos inadecuados en el aula.High school dropout represents an important social issue, which governments and social institutions should face up. European Union countries have committed to reducing the average share of early school leavers to less than 10% by 2020 (European Union Commission, 2009). Spain has one of the highest dropouts’ rates of EU, being worse in some of Spain’s regions. This is the case of Andalusia community, which has around a 28% of early school leavers (INE, 2015). In the present work we describe some results of the research project “Students at risk for school dropout” which has been developed in Andalusia Community Spain. We used mixed methods, although in this work we only present quantitative results obtained through questionnaires, administered to 283 teachers (which is a representative sample). The value of this study lies in the fact that we have mapped the reality of secondary students in Andalusia (Spain), identifying risk factors. This research has also provided us with a range of aspects that could help us tackle and prevent early dropout. We analyzed risk factors identified by Middle School Teachers in several areas: academic performance, degree of commitment, attitudes and interest in school, and classroom behavior. Our main goal has been to study in depth, which are the most important risk factors, to establish new lines of action to decrease these data and prevent new cases. We conclude that the main risk factors are: difficulties in critical subjects (mathematics, language,…), dislike studying, low engagement and inappropriate classroom behavior

Risk factors of early high school dropout: Andalusia middle school teachers’ perspective

El abandono escolar temprano (AET), supone un importante problema social al que hay que hacer frente. La Unión Europea marca como meta para 2020 situar la proporción de abandonos prematuros de la educación y formación por debajo del 10 % (Consejo de la Unión Europea, 2009). España es uno de los países de la Unión con una de las tasas más altas (en 2013 era del 23,6%) agravándose en algunas comunidades, como en el caso de Andalucía -tasa en torno al 28%- (INE, 2015). El presente artículo recoge los resultados del proyecto “Alumnado en riesgo de abandono” desarrollado en dicha comunidad. Analizamos los factores de riesgo de abandono escolar que el profesorado de esta comunidad identifica respecto al rendimiento académico, grado de compromiso y actitudes del alumnado en relación al estudio y comportamiento en el aula. La metodología empleada ha sido de carácter mixto, aunque en este trabajo presentamos los resultados de los análisis cuantitativos de los datos obtenidos mediante un cuestionario aplicado a una muestra representativa de 283 profesores/as. El valor de este estudio reside en haber logrado una radiografía, desde la visión del profesorado, de los posibles factores de riesgo de abandono en la población de alumnos de secundaria andaluces. Conocer dichos riesgos, nos va a permitir plantear medidas de prevención e intervención.Los mayores riesgos identificados, respecto al alumnado que tiene más probabilidad de abandonar prematuramente, son: tener dificultades en las materias instrumentales (matemáticas, lengua,…), no gustarles lo que trabajan en el instituto, bajos niveles de compromiso con el estudio y mostrar comportamientos inadecuados en el aula.High school dropout represents an important social issue, which governments and social institutions should face up. European Union countries have committed to reducing the average share of early school leavers to less than 10% by 2020 (European Union Commission, 2009). Spain has one of the highest dropouts’ rates of EU, being worse in some of Spain’s regions. This is the case of Andalusia community, which has around a 28% of early school leavers (INE, 2015) In the present work we describe some results of the research project “Students at risk for school dropout” which has been developed in Andalusia Community Spain. We used mixed methods, although in this work we only present quantitative results obtained through questionnaires, administered to 283 teachers (which is a representative sample). The value of this study lies in the fact that we have mapped the reality of secondary students in Andalusia (Spain), identifying risk factors. This research has also provided us with a range of aspects that could help us tackle and prevent early dropout. We analyzed risk factors identified by Middle School Teachers in several areas: academic performance, degree of commitment, attitudes and interest in school, and classroom behavior. Our main goal has been to study in depth, which are the most important risk factors, to establish new lines of action to decrease these data and prevent new cases. We conclude that the main risk factors are: difficulties in critical subjects (mathematics, language,…), dislike studying, low engagement and inappropriate classroom behavior.Grupo FORCE (HUM-386). Departamento de Didáctica y Organización Escolar de la Universidad de Granad

Exploring genetic factors involved in huntington disease age of onset. E2F2 as a new potential modifier gene

Age of onset (AO) of Huntington disease (HD) is mainly determined by the length of the CAG repeat expansion (CAGexp) in exon 1 of the HTT gene. Additional genetic variation has been suggested to contribute to AO, although the mechanism by which it could affect AO is presently unknown. The aim of this study is to explore the contribution of candidate genetic factors to HD AO in order to gain insight into the pathogenic mechanisms underlying this disorder. For that purpose, two AO definitions were used: the earliest age with unequivocal signs of HD (earliest AO or eAO), and the first motor symptoms age (motor AO or mAO). Multiple linear regression analyses were performed between genetic variation within 20 candidate genes and eAO or mAO, using DNA and clinical information of 253 HD patients from REGISTRY project. Gene expression analyses were carried out by RT-qPCR with an independent sample of 35 HD patients from Basque Country Hospitals. We found suggestive association signals between HD eAO and/or mAO and genetic variation within the E2F2, ATF7IP, GRIN2A, GRIN2B, LINC01559, HIP1 and GRIK2 genes. Among them, the most significant was the association between eAO and rs2742976, mapping to the promoter region of E2F2 transcription factor. Furthermore, rs2742976 T allele patient carriers exhibited significantly lower lymphocyte E2F2 gene expression, suggesting a possible implication of E2F2-dependent transcriptional activity in HD pathogenesis. Thus, E2F2 emerges as a new potential HD AO modifier factor

Relationships between quality of life and family function in caregiver

<p>Abstract</p> <p>Background</p> <p>There are caregivers who see their quality of life (QoL) impaired due to the demands of their caregiving tasks, while others manage to adapt and overcome the crises successfully. The influence of the family function in the main caregiver's situation has not been the subject of much evaluation. The aim of this study is to analyse the relationship between the functionality of the family and the QoL of caregivers of dependent relatives.</p> <p>Methods</p> <p>We conducted a cross-sectional study including 153 caregivers. Setting: Two health centers in the city of Salamanca(Spain). Caregiver variables analysed: demographic characteristics, care recipient features; family functionality (Family APGAR-Q) and QoL (Ruiz-Baca-Q) perceived by the caregiver. Five multiple regressions are performed considering global QoL and each of the four QoL dimensions as dependent variables. The Canonical Correspondence Analysis (CCA) was used to study the influence of the family function questionnaire on QoL.</p> <p>Results</p> <p>Family function is the only one of the variables evaluated that presented an association both with global QoL and with each of the four individual dimensions (p < 0.05). Using the CCA, we found that the physical and mental well-being dimensions are the ones which present a closer relationship with family functionality, while social support is the quality dimension that is least influenced by the Family APGAR-Q.</p> <p>Conclusion</p> <p>We find an association between family functionality and the caregiver's QoL. This relation holds for both the global measure of QoL and each of its four individual dimensions.</p

Metodología para la optimización de la maniobra de fondeo de cajones en infraestructuras marítimas

Los autores agradecen el soporte y la financiación del proyecto DOVICAIM. Proyecto del Programa estatal de Investigación, Desarrollo e Innovación Orientada a los Retos de la Sociedad 2014 (RTC-2014-3077-4

Propuesta de mejora del Sistema Interno de Garantía de Calidad de la Facultad de Medicina

La garantía de calidad en el ámbito universitario puede considerarse como la atención sistemática, estructurada y continua a las titulaciones ofertadas. La garantía de calidad se compromete a poner en marcha los medios que aseguren y demuestren la calidad de los programas formativos que se desarrollan en cada una de las titulaciones ofrecidas por la Universidad y así cumplir con la obligación que tiene con la sociedad. El presente proyecto nace como fruto de la responsabilidad adquirida para el cumplimiento de las funciones encomendadas y, con el objetivo de seguir adoptando una estrategia de mejora continua de la calidad de la docencia y satisfacción de los colectivos implicados en el proceso de enseñanza-aprendizaje (Profesorado, Estudiantes y PAS)

Sleep Problems Are Related to a Worse Quality of Life and a Greater Non-Motor Symptoms Burden in Parkinson’s Disease

COPPADIS Study Group.[Introduction] The aim of the present study was to examine the frequency of self-reported sleep problems and their associated factors in a large cohort of PD patients.[Methods] PD patients and controls, recruited from 35 centers of Spain from the COPPADIS cohort were included in this cross-sectional study. Sleep problems were assessed by the Spanish version of the Parkinson’s disease Sleep Scale version 1 (PDSS-1). An overall score below 82 or a score below 5 on at least 1 item was defined as sleep problems.[Results] The frequency of sleep problems was nearly double in PD patients compared to controls: 65.8% (448/681) vs 33.5% (65/206) (p < 0.0001). Mean total PDSS score was lower in PD patients than controls: 114.9 ± 28.8 vs 132.8 ± 16.3 (p < 0.0001). Quality of life (QoL) was worse in PD patients with sleep problems compared to those without: PDQ-39SI, 19.3 ± 14 vs 13 ± 11.6 (p < 0.0001); EUROHIS-QoL8, 3.7 ± 0.5 vs 3.9 ± 0.5 (p < 0.0001). Non-motor symptoms burden (NMSS; OR = 1.029; 95%CI 1.015–1.043; p < 0.0001) and impulse control behaviors (QUIP-RS; OR = 1.054; 95%CI 1.009–1.101; p = 0.018) were associated with sleep problems after adjustment for age, gender, disease duration, daily equivalent levodopa dose, H&Y, UPDRS-III, UPDRS-IV, PD-CRS, BDI-II, NPI, VAS-Pain, VAFS, FOGQ, and total number of non-antiparkinsonian treatments.[Conclusion] Sleep problems were frequent in PD patients and were related to both a worse QoL and a greater non-motor symptoms burden in PD. These findings call for increased awareness of sleep problems in PD patients.Peer reviewe