La Relación Entre la Motivación Docente y Variables de la Organización: Revisión de la Literatura

Abstract Teacher motivation plays a central role in education because ofitsimpacton student motivation. Previous reviews of teacher motivation have focused on individual variables and psychopathology indicators. However, it is also important to understand the effect of organizational variableson teacher motivationbecause these highlightthe contextthat the teacher is a part of(i.e.,the school). The literature review in this paper analysed studies related to teacher motivation and a pre-defined group of organizational variablesthat werepublished between 1990 and 2014 in several electronic databases.The study found that organizational culture was the most studied variable associated with teacher motivationand most studies in this area were published between 2010 and 2014.Further,there was a prevalence of quantitative studies. This paper concludes with the theoreticaland practical implications of the results,as well assuggestions for future research directions

Loss of Metal Ions, Disulfide Reduction and Mutations Related to Familial ALS Promote Formation of Amyloid-Like Aggregates from Superoxide Dismutase

Mutations in the gene encoding Cu-Zn superoxide dismutase (SOD1) are one of the causes of familial amyotrophic lateral sclerosis (FALS). Fibrillar inclusions containing SOD1 and SOD1 inclusions that bind the amyloid-specific dye thioflavin S have been found in neurons of transgenic mice expressing mutant SOD1. Therefore, the formation of amyloid fibrils from human SOD1 was investigated. When agitated at acidic pH in the presence of low concentrations of guanidine or acetonitrile, metalated SOD1 formed fibrillar material which bound both thioflavin T and Congo red and had circular dichroism and infrared spectra characteristic of amyloid. While metalated SOD1 did not form amyloid-like aggregates at neutral pH, either removing metals from SOD1 with its intramolecular disulfide bond intact or reducing the intramolecular disulfide bond of metalated SOD1 was sufficient to promote formation of these aggregates. SOD1 formed amyloid-like aggregates both with and without intermolecular disulfide bonds, depending on the incubation conditions, and a mutant SOD1 lacking free sulfhydryl groups (AS-SOD1) formed amyloid-like aggregates at neutral pH under reducing conditions. ALS mutations enhanced the ability of disulfide-reduced SOD1 to form amyloid-like aggregates, and apo-AS-SOD1 formed amyloid-like aggregates at pH 7 only when an ALS mutation was also present. These results indicate that some mutations related to ALS promote formation of amyloid-like aggregates by facilitating the loss of metals and/or by making the intramolecular disulfide bond more susceptible to reduction, thus allowing the conversion of SOD1 to a form that aggregates to form resembling amyloid. Furthermore, the occurrence of amyloid-like aggregates per se does not depend on forming intermolecular disulfide bonds, and multiple forms of such aggregates can be produced from SOD1

Pupils' perceptions of safety at school

The research was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5% males, and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aim was :to compare the perceptions of safety on the part of pupils in secondary schools with and without a system of peer support in place. The findings provided little evidence that the presence of a peer support system enhanced feelings of safety in the school population. On the positive side, PS pupils were slightly more aware of the value of having other people around as a means of enhancing feelings of safety. They were also less afraid of older pupils indicating that peer supporters may have influenced the attitudes of some older pupils towards younger peers and may have made them friendlier. However; for the PS pupils, toilets and corridors/stairs were less safe for them than for NPS pupils, largely because of the unpleasant actions of the peer group towards them. With specific regard to bullying, there was no difference between PS and NPS. Around one-fifth of both PS and NPS pupils reported that the reason for feeling unsafe was because of bullying. The most common suggestions for making school a better place referred to action against bullying

Pupils' perceptions of safety at school

The research was carried out in four secondary schools, two with a peer support system (PS) and two without (NPS) and involved a total of 931 pupils, (49.5% males, and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aim was :to compare the perceptions of safety on the part of pupils in secondary schools with and without a system of peer support in place. The findings provided little evidence that the presence of a peer support system enhanced feelings of safety in the school population. On the positive side, PS pupils were slightly more aware of the value of having other people around as a means of enhancing feelings of safety. They were also less afraid of older pupils indicating that peer supporters may have influenced the attitudes of some older pupils towards younger peers and may have made them friendlier. However; for the PS pupils, toilets and corridors/stairs were less safe for them than for NPS pupils, largely because of the unpleasant actions of the peer group towards them. With specific regard to bullying, there was no difference between PS and NPS. Around one-fifth of both PS and NPS pupils reported that the reason for feeling unsafe was because of bullying. The most common suggestions for making school a better place referred to action against bullying

The impact of peer support schemes on pupils' perceptions of bullying, aggression and safety at school

The research was carried out in four secondary schools, two with a peer support system and two without, and involved a total of 931 pupils (49.5% males and 50.5% females). Participants were aged between 11 and 15 years of age, mean age 12.8 years. The aims were: to compare the perceptions of safety on the part of older and younger pupils in secondary schools with and without a system of peer support in place; to find out if there are differences in perceptions of safety within peer support schools on the part of those who are aware of the existence of a peer support service in their school and those who are not aware; and to find out if pupils in peer support schools are more likely to tell someone about school violence and bullying than those in schools without peer support. The results indicate very little difference between pupil perceptions of safety in schools with and schools without a peer support system in place. In fact, older pupils in the schools without peer support responded that they felt safer than pupils in schools with a peer support system in toilets and lessons. However, within the peer support schools there were significant differences in perceptions of safety between the substantial minority of pupils who were unaware that their school had a peer support system and those who were aware of it. The pupils who were aware felt safer in lessons, perceived school as a friendlier place to be, and worried significantly less about being bullied in comparison with those who were unaware. They were also much more likely to tell someone when bad things happened at school. The results are discussed in the light of previous research in the field and some recommendations are made for the practice of peer support

Can pain during digital rectal examination help us to decide the necessity and the method of anesthesia for transrectal ultrasound guided prostate needle biopsy?

OBJECTIVE: Transrectal ultrasound (TRUS) guided prostate biopsy is well tolerated by patients but the lack of an effective marker to predict pain prevents us from determining pre-procedurally which patient group needs local anesthesia for biopsy and probe pain. Thus in this study, we investigated predictor factors for prostate biopsy and probe insertion pain. MATERIALS AND METHODS: 71 patients who were undergoing prostate biopsy without anesthesia were included in the study retrospectively. Pain had been assessed with visual analogue scale (VAS 0-10). Digital rectal examination (DRE) pain was analyzed for biopsy and probe insertion pain. RESULTS: DRE pain was related to both probe pain and biopsy pain. CONCLUSION: Although level of pain during DRE determines patients in need of local anesthesia, since the number of patients with moderate-severe pain is rather big, it seems efficient in determining the patients in need of additional anesthesia due to probe pain