Habilidades de liderazgo instruccional de directores y sus equipos de gestión de escuelas de la región del Biobío, Chile: fortalezas y desafíos

This research describes leadership skills from an instructional approach of school principals, management team and teachers of educational organizations from the Biobío region, Chile. A sample of 64 members of the school management team and 424 teachers were surveyed using the PIMRS instrument. The data analysis showed no significant differences in the assessment of the respondents in the implementation of the three dimensions established in the PIMRS. However, it was determined that teachers have significant differences with respect to the members of the management team in terms of the three dimensions and ten functions established in the PIMRS. When comparing the assessment of the management teams and the teachers, the smallest gaps are found in the functions associated with the definition of the school’s mission and the biggest gaps are found in the functions associated with the promotion of an adequate school learning climate. The evaluation of the activities associated with the implementation of instructional leadership of principals and pedagogical heads differs in terms of the emphasis that is granted depending on each position.En esta investigación se describen las habilidades de liderazgo con un enfoque instruccional de directores, equipo de gestión y docentes de establecimientos educativos de la región del Biobío, Chile. Se encuestaron a 64 miembros del equipo de gestión y 424 docentes de 17 establecimientos educativos utilizando el instrumento PIMRS. El análisis de datos demostró que no existen diferencias significativas en la valoración de los encuestados en la implementación de las tres dimensiones establecidas en el PIMRS. Sin embargo, se determinó que los docentes presentan diferencias significativas con respecto a los miembros del equipo directivo en término de las tres dimensiones y diez funciones establecidas en el PIMRS. Al comparar la valoración de los equipos directivos y los docentes, las menores brechas se registran en las funciones asociadas a la definición de la misión de la escuela y las mayores brechas se encuentran en las funciones asociadas al fomento de un adecuado clima de aprendizaje escolar. La valoración de las actividades asociadas a la implementación de liderazgo instruccional de los directores y jefes UTP difiere en términos de los énfasis que se otorgan dependiendo de cada cargo

Teacher Professional Development: Perspectives from a Research Experience with Teachers

Objective. To analyze the scope of realization of professional learning communities with teachers and management teams who implemented that intervention during two years in a high school in the south of Chile. Methodology. In this applied research, teachers participated in phases of diagnosis of training needs for professional development. Based on this, a proposal of work sessions theoretically and methodologically linked to the professional learning communities was structured. The proposal was designed and implemented together with the school’s management team. After the implementation, the study followed with qualitative interviews and focal groups about the experience conducted with 17 participants; these instances were analyzed by thematic analysis following the phenomenological approach. Analysis of Results. The analyses allowed the emergence of three elements related to professional learning and agency capacity. It was especially evident that teachers recognized their capacity to take charge of their professional learning by considering work routines, focusing on learning as a positive factor among teachers and being important in all phases of a collaborative work design. Conclusions. The findings show that, although specific stimuli, spaces, and moments are required to encourage teachers’ work, it is possible to improve based on their own capacities, i.e., within each establishment, there is the possibility of achieving learning for all. This call is addressed to pedagogical leaders, who can modify their roles and adapt to professionals recognized as agents of change

Formación Ciudadana en Carreras de Pedagogía: Estudio de Caso en una Institución de Educación Superior del sur de Chile

Las investigaciones en Formación Inicial Docente son diversas por la amplitud aspectos que abarca. En este sentido, el presente artículo busca analizar las percepciones y características sobre las Actividades Curriculares relacionadas con Formación Ciudadana, por medio de entrevistas semiestructuradas, en tres carreras de pedagogía de una universidad de la Región del Biobío. De acuerdo con el propósito, se utilizó un enfoque Cualitativo con método de Estudio de Caso Múltiple, en la investigación participaron estudiantes y docentes de las carreras seleccionadas. Los resultados demuestran que, las Actividades Curriculares se caracterizan por ser teórico-práctico, lo permite que el futuro profesorado pueda acercarse a su trabajo en aula. En relación con las estrategias implementadas, queda en evidencia que se orientan hacia metodologías activas; para desarrollar diversos conocimientos, habilidades y actitudes. Se puede concluir, que es necesario destinar mayor cantidad de tiempo a estas Actividades Curriculares para profundizar en contenidos y didácticas de la Formación Ciudadana.

Ideia de universidade, neoliberalismo e movimento feminista: Reflexões a partir de uma perspectiva de género

Introduction: The essay deals with the history of the institution of higher education as a conceptual category, focusing on the concept of the university and the models that have prevailed since its inception, as referents that allow it to be structurally characterized and that need to be reviewed from a gender perspective. Aim: The aim of this reflection is to make a critical analysis of the idea of the androcentric university, with the intention of promoting the configuration of new conceptual categories for institutionalism. Discussion: The imaginaries of the idea of the university that emerge from the conceptual review reveal the presence of an androcentric vision in its genesis, anchored in an apparent neutrality that is maintained today with the imprint of later neoliberalism. This is expressed in an academy subject to accountability, with a refinement of academic segregation, where the gendered division of labor is still present, as well as the emergence of other manifestations of inequality. As a turning point, it is worth noting how social movements, and especially feminist movements, allow for a small hopeful reversal of the installed condition. Conclusion: The reflection carried out in this essay, on the one hand, presents some concepts that can contribute to the redefinition of new frames of reference to characterize the university institution from a gender perspective and, on the other hand, projects the revision of important categories not addressed in this exercise, such as decoloniality, intersectionalities, imbrication, queer movement, coming from empirical university contexts at national or international level.Introducción: El ensayo aborda la historia de la institución de educación superior como categoría conceptual, centrándose en el concepto de universidad y los modelos que predominan desde su génesis, como referentes que permiten caracterizarla en términos estructurales, y que requieren ser revisados desde una perspectiva de género. Propósito: El objetivo de esta reflexión es hacer un análisis crítico sobre la idea de universidad androcéntrica con la intención de promover la configuración de nuevas categorías conceptuales para la institucionalidad. Discusión: Los imaginarios de la idea de universidad que se desprenden desde la revisión conceptual dan cuenta de la presencia de una visión androcéntrica en su génesis, anclada en la neutralidad, lo que con algunos matices del neoliberalismo se mantiene al día de hoy. Lo anterior se expresaría en una academia subyugada a la rendición de cuentas, con una sofisticación de la segregación académica, donde la división generizada del trabajo sigue presente, así como también la emergencia de otras manifestaciones de desigualdad. Como un punto de inflexión se observa con atención como los movimientos sociales, y en especial movimientos feministas permiten dar un pequeño giro esperanzador a la condición instalada. Conclusión: La reflexión realizada en este ensayo por una parte presenta algunos conceptos que pueden aportar a la redefinición de nuevos marcos de referencia para caracterizar la institución universitaria desde la perspectiva de género, y por otra, proyecta la revisión de categorías importantes, no abordadas en este ejercicio, tales como decolonialidad, interseccionalidades, imbricación, movimiento queer, emanados de contextos universitarios empíricos a nivel nacional o internacionalIntrodução: O ensaio aborda a história da instituição de ensino superior como categoria conceitual, enfocando o conceito de universidade e os modelos que predominaram desde sua gênese, como referentes que permitem caracterizá-la em termos estruturais e que requerem revisão a partir de uma perspectiva de gênero. Objetivo: O objetivo desta reflexão é fazer uma análise crítica da ideia androcêntrica de universidade com a intenção de promover a configuração de novas categorias conceituais para a institucionalidade. Discussão: Os imaginarios da ideia de universidade que emergem da revisão conceitual revelam a presença de uma visão androcêntrica em sua gênese, ancorada na neutralidade, que, com algumas nuances do neoliberalismo, é mantida até hoje. Isso se expressa em uma academia subjugada à prestação de contas, com uma sofisticação da segregação acadêmica, em que a divisão de trabalho por gênero ainda está presente, bem como o surgimento de outras manifestações de desigualdade. Como ponto de inflexão, vale a pena observar como os movimentos sociais, e especialmente os feministas, permitem uma pequena virada esperançosa para a condição instalada. Conclusão: A reflexão realizada neste ensaio, por um lado, apresenta alguns conceitos que podem contribuir para a redefinição de novos quadros de referência para caracterizar a instituição universitária a partir de uma perspectiva de gênero e, por outro lado, projeta a revisão de categorias importantes, não abordadas neste exercício, como decolonialidade, interseccionalidades, imbricação, movimento queer, emanadas de contextos universitários empíricos em nível nacional ou internacional

Contribuição ambiental da estação de tratamento de esgoto Los Tajos na remoção de contaminantes físico-químicos e microbiológicos

El objetivo del estudio fue analizar el aporte ambiental hacia la calidad del río Torres considerando la remoción de contaminantes fisicoquímicos y microbiológicos de la planta de tratamiento de aguas residuales (PTAR) Los Tajos. Se realizó el análisis de datos fisicoquímicos y microbiológicos de las aguas de afluente y efluente de la PTAR (DBO, DQO, SST, STT, N-NH4+, P-PO43-, GyA, SAAM y coliformes fecales principalmente) y se analizó la variación en concentración de contaminantes en el río Torres previo y posterior a la construcción de la PTAR, que realiza un tratamiento primario a las aguas, todo asociado a la estacionalidad. Los datos se analizaron en R versión 3.6.1. Según la metodología del índice holandés, el río Torres se clasificó severamente contaminado previo a la construcción de la PTAR, y actualmente aumenta su grado de contaminación después de la descarga de la PTAR, principalmente en época lluviosa. La PTAR presenta remoción significativa para siete de los ocho parámetros analizados, los porcentajes de remoción más representativos son: SST (68.5 %), DBO (49.8 %) y GyA (54.7 %). Se demostró el aporte cuantitativo de la PTAR al río Torres removiendo toneladas de contaminantes de las aguas residuales desde el 2015 hasta el 2020, principalmente DQO (26,791.8 Mg), SST (24,162.6 Mg), DBO (12,290.0 Mg) y STT (30,267.7 Mg). Finalmente se dejó en evidencia la necesidad de construir las siguientes etapas de la PTAR que incluyen tratamiento secundario, que mejoraría la remoción de materia orgánica, surfactantes y nutrientes.The objective of the study was to analyze the environmental contribution, in terms of removal of physicochemical and microbiological pollutants, from the Los Tajos Wastewater Treatment Plant (WWTP) to the Torres River. Physicochemical and microbiological data was analyzed including WWTP inflows and outflows (OBD, OCD, TSS, STT, N-NH4+, P-PO43-, Oils, MBAS, and fecal coliforms). The difference in the concentration of pollutants in the Torres River before and after the construction of the WWTP was analyzed using R 3.6.1, associated with seasonality. According to the Dutch Index Methodology, the Torres River was severely polluted before the construction of the WWTP, and the degree of contamination increases following the WWTP discharge, mainly during the rainy season. The WWTP shows significant removal of seven of the eight parameters analyzed, with the most representative removal percentages being: TSS (68.5%), OBD (49.8%), and Oils (54.7%). The quantitative contribution of the WWTP to the Torres River was demonstrated by removing thousands of Mg of pollutants from wastewater during the years of operation (2015-2020), mainly OCD (26,791.8 Mg), STT (24,162.6 Mg), OBD (12,290.0 Mg), and TSS (30,267.7 Mg). Finally, building the WWTP’s next stages, including secondary treatment, is needed to improve the removal of organic matter, surfactants, and nutrients.O estudo teve como objetivo analisar a contribuição ambiental na qualidade do rio Torres considerando a remoção de contaminantes físico-químicos e microbiológicos da Estação de Tratamento de Águas Residuais (ETAR) Los Tajos. Foi realizada a análise de dados físico-químicos e microbiológicos das águas de afluente e efluente da ETE (DBO, DQO, SST, STT, N-NH4+, P-PO43-, Óleo e Gordura, SAAM e coliformes fecais, principalmente), e analisada a variação em concentração de contaminantes no rio Torres prévia e posteriormente à construção da ETAR, que realiza um tratamento primário nas águas, tudo associado à estacionalidade. Os dados foram analisados em R versão 3.6.1. De acordo com a metodologia do índice holandês, o rio Torres foi classificado como severamente contaminado prévio à construção da ETAR e, atualmente, aumenta seu grau de contaminação depois da descarga da ETAR, principalmente nas épocas chuvosas. A ETAR apresenta remoção significativa de sete dos oito parâmetros analisados, as porcentagens de remoção mais representativas são: SST (68,5 %), DBO (49,8 %) e Óleo e Gordura (54,7 %). Ficou comprovada a contribuição quantitativa da ETAR para o rio Torres, removendo toneladas de contaminantes das águas residuais de 2015 a 2020, principalmente DQO (26,791.8 Mg), SST (24,162.6 Mg), DBO (12,290.0 Mg) e STT (30,267.7 Mg). Finalmente, ficou clara a necessidade de construir as próximas etapas da ETAR que incluem o tratamento secundário, que melhoraria a remoção de matéria orgânica, surfactantes e nutrientes

Desigualdad laboral en la vida académica en Chile. Aportes desde la perspectiva de género

In consideration of the gender gaps that exist in the university academy, the research proposed an exploratory-descriptive study of a quantitative nature with the objective of analyzing gender parity in the academic functions of public, non-state universities in the south of Chile. For this purpose, the academic staffs of three universities were analyzed. The results show a university composition that perpetuates gender inequality in the academic staff, identifying the reproduction of androcentric models. In turn, for academic careers, a slight tendency was observed to equalize the presence of women and men in the initial categories, but which faded at higher levels. Horizontal segregation showed that men tended to be in the majority in management positions, and there was evidence of particularly masculinized territories. In projective terms and evidencing the inequality in which academic women are found, especially in areas linked to research and management positions, it is necessary to move from the comprehensive-reflective process to a transforming action within the university institutions, which generates changes that are formally installed in the different areas of development of the work of the houses of higher education.En consideración de las brechas de género que existen en la academia univer sitaria, la investigación plantea un estudio exploratorio-descriptivo, de carácter cuantitativo con el objetivo de analizar la paridad de género en las funciones académicas de universidades públicas, no estatales del sur de Chile. Para ello se analizan las plantas académicas de tres universidades. Los resultados muestran una composición universitaria que perpetúa la desigualdad de género en el estamento académico, identificando la reproducción de modelos androcéntricos. A su vez, para las trayectorias académicas, se observa una leve tendencia a equiparar la presencia de mujeres y hombres en las categorías iniciales, pero que se desvanece en las superiores. Por su parte, la segregación horizontal evidenciada dio cuenta que, en los cargos directivos los hombres tienden a ser mayoría, además se evidencian territorios especialmente masculinizados. En términos proyectivos y evidenciando la desigualdad en la que se encontrarían las mujeres académicas, especialmente en áreas ligadas a la investigación y puestos directivos, se hace necesario pasar del proceso comprensivo-reflexivo a una acción transformadora al interior de las instituciones universitarias, que genere cambios que se instalenformalmente en los distintos ámbitos de desarrollo del quehacer de las universidades

Liderazgo directivo y cambio educativo: Análisis de una experiencia de colaboración Universidad-Escuela

The purpose of this article is to analyze the implications of a Work Plan, designed by the research team, to guide improvement processes that were being developed in the management team of an educational establishment that is part of a University-School Collaboration Network. The plan considered phases based on the revision of the instructional leadership model and the strengthening of leadership competencies based on professional learning communities. A methodological design was followed corresponding to a descriptive study of cases of mixed and transforming method. The results showed that the plan was an experience of accompaniment that provided the management team with a real orientation to change and to the development of capacities to respond to the demands of the educational institution that they directed.  El propósito de este artículo es analizar las implicancias de un Plan de Trabajo, diseñado por el equipo de investigación, para orientar procesos de mejora que se estaban desarrollando en el equipo directivo de un establecimiento educacional integrante de una Red de Colaboración Universidad-Escuela. En el plan se consideraron fases basadas en la revisión del Modelo de Liderazgo Instruccional y el fortalecimiento de las competencias de liderazgo a partir de las comunidades profesionales de aprendizaje. Se siguió un diseño metodológico correspondiente a un estudio descriptivo de casos de método mixto y transformador. Los resultados evidenciaron que el plan fue una experiencia de acompañamiento que facilitó al equipo directivo una real orientación al cambio y al desarrollo de capacidades para dar respuesta a las exigencias propias de la institución educativa que dirigían. &nbsp

Infected pancreatic necrosis: outcomes and clinical predictors of mortality. A post hoc analysis of the MANCTRA-1 international study

: The identification of high-risk patients in the early stages of infected pancreatic necrosis (IPN) is critical, because it could help the clinicians to adopt more effective management strategies. We conducted a post hoc analysis of the MANCTRA-1 international study to assess the association between clinical risk factors and mortality among adult patients with IPN. Univariable and multivariable logistic regression models were used to identify prognostic factors of mortality. We identified 247 consecutive patients with IPN hospitalised between January 2019 and December 2020. History of uncontrolled arterial hypertension (p = 0.032; 95% CI 1.135-15.882; aOR 4.245), qSOFA (p = 0.005; 95% CI 1.359-5.879; aOR 2.828), renal failure (p = 0.022; 95% CI 1.138-5.442; aOR 2.489), and haemodynamic failure (p = 0.018; 95% CI 1.184-5.978; aOR 2.661), were identified as independent predictors of mortality in IPN patients. Cholangitis (p = 0.003; 95% CI 1.598-9.930; aOR 3.983), abdominal compartment syndrome (p = 0.032; 95% CI 1.090-6.967; aOR 2.735), and gastrointestinal/intra-abdominal bleeding (p = 0.009; 95% CI 1.286-5.712; aOR 2.710) were independently associated with the risk of mortality. Upfront open surgical necrosectomy was strongly associated with the risk of mortality (p < 0.001; 95% CI 1.912-7.442; aOR 3.772), whereas endoscopic drainage of pancreatic necrosis (p = 0.018; 95% CI 0.138-0.834; aOR 0.339) and enteral nutrition (p = 0.003; 95% CI 0.143-0.716; aOR 0.320) were found as protective factors. Organ failure, acute cholangitis, and upfront open surgical necrosectomy were the most significant predictors of mortality. Our study confirmed that, even in a subgroup of particularly ill patients such as those with IPN, upfront open surgery should be avoided as much as possible. Study protocol registered in ClinicalTrials.Gov (I.D. Number NCT04747990)

New insights into the genetic etiology of Alzheimer's disease and related dementias

Characterization of the genetic landscape of Alzheimer's disease (AD) and related dementias (ADD) provides a unique opportunity for a better understanding of the associated pathophysiological processes. We performed a two-stage genome-wide association study totaling 111,326 clinically diagnosed/'proxy' AD cases and 677,663 controls. We found 75 risk loci, of which 42 were new at the time of analysis. Pathway enrichment analyses confirmed the involvement of amyloid/tau pathways and highlighted microglia implication. Gene prioritization in the new loci identified 31 genes that were suggestive of new genetically associated processes, including the tumor necrosis factor alpha pathway through the linear ubiquitin chain assembly complex. We also built a new genetic risk score associated with the risk of future AD/dementia or progression from mild cognitive impairment to AD/dementia. The improvement in prediction led to a 1.6- to 1.9-fold increase in AD risk from the lowest to the highest decile, in addition to effects of age and the APOE ε4 allele