La Mejora de la Participación e Implicación de las Familias en la Escuela: un Programa en Acción

Taking into consideration the relevance of implementing actions that favor the family-school relationship, this study aims to examine the way in which the socio-educational program ECOFASE has complied with the planned effectiveness in relation to the improvement of the levels of family participation at school and parents´ educational involvement at home. Specifically, the program was implemented in seven (7) secondary schools of the Autonomous Community of Galicia, with the collaboration of 97 families. The results we have obtained confirm that, in general terms, the program has been effective and has managed to meet the families’ expectations. On the one hand, the intervention carried out has helped families to reinforce their good practices of educational involvement at home, as the case of accompaniment in the study as well as helping and support provided to their children. On the other, it has had a significant impact on the relationship that parents maintain with the school and, especially, with the tutor.Tomando en consideración la relevancia de poner en marcha acciones que favorezcan la relación familia-escuela, el estudio examina la medida en que el programa socioeducativo ECOFASE ha cumplido con la eficacia prevista respecto de la mejora de los niveles de participación familiar en la escuela y de la implicación educativa de los progenitores en el hogar. En concreto, el programa se implementó en siete (7) centros de educación secundaria de la Comunidad Autónoma de Galicia, contando con la colaboración de 97 familias. Los resultados que hemos obtenido confirman que el programa, en términos generales, ha sido efectivo y ha logrado satisfacer las expectativas de las familias. De una parte, la intervención llevada a cabo ha servido para que las familias refuercen sus buenas prácticas de implicación educativa en el hogar, caso del acompañamiento en el estudio y la ayuda y apoyo prestados a sus hijas/os. De otra, ha incidido significativamente en la relación que mantienen los padres y madres con el centro escolar y, en especial, con el profesor tutor

Infancia de la inmigración y educación: la visión de las familias

This paper is aimed at studying the importance that immigrant families place on the education of their children. After analysing the main problems that affect the education of immigrant children, we present the results of a research carried out on a sample of 111 immigrant families whose children are enrolled in compulsory education schools. Our purpose was to determine whether the family’s ethnic and cultural background have an influence on the importance given to certain aspects of education. To this end, we conducted a comparative study on families from Morocco (n = 22) and Latin America (n = 73). The results confirm that the ethnic and cultural background do not play a very important role in the importance that parents place on education. It is stressed that there is a need to look for other factors which may have an influence on the importance that immigrant parents place on their children’s education.En este artículo estudiamos la importancia que las familias inmigrantes conceden a la educación de sus hijos. Después de analizar los principales problemas que afectan a la escolarización de la infancia de la inmigración, presentamos los resultados de una investigación en la que se contó con una muestra de 111 familias inmigrantes cuyos hijos cursan la enseñanza obligatoria. Nuestro objetivo fue averiguar si la procedencia étnico-cultural de la familia incide o no en la relevancia otorgada a determinados aspectos de la educación. Con tal propósito realizamos un estudio comparativo entre las familias marroquíes (n=22) y las latinoamericanas (n=73). Los resultados permiten afirmar que la procedencia étnico-cultural no constituye una variable de gran peso en la relevancia que los progenitores conceden a la educación. Se enfatiza, finalmente, la necesidad de explorar otros factores que puedan afectar a la relevancia que los padres inmigrantes otorgan a la educación de sus hijos

Evaluation of Suboptimal Peak Inspiratory Flow in Patients with Stable COPD

OBJECTIVE: Although the importance of assessing inspiratory flow in the selection of treatments for chronic obstructive pulmonary disease (COPD) is understood, evaluation of this factor is not yet widespread or standardized. The objective of the present work was to evaluate the peak inspiratory flow (PIF) of patients with COPD and to explore the variables associated with a suboptimal PIF. METHODS: An observational, cross-sectional study was carried out at specialized nursing consultations over a period of 6 months. We collected clinical data as well as data on symptoms, treatment adherence, and patient satisfaction with their inhalers via questionnaires. PIF was determined using the In-Check Dial G16((R)) device (Clement Clarke International, Ltd., Harlow, UK). In each case, the PIF was considered suboptimal when it was off-target for any of the prescribed inhalers. The association with suboptimal PIF was evaluated using multivariate logistic regression and the results were expressed as the odds ratio (OR) with 95% confidence interval (CI). RESULTS: A total of 122 COPD patients were included in this study, of whom 34 (27.9%) had suboptimal PIF. A total of 229 inhalers were tested, of which 186 (81.2%) were dry powder devices. The multivariate analysis found an association between suboptimal PIF and age (OR = 1.072; 95% CI (1.019, 1.128); p = 0.007) and forced vital capacity (OR = 0.961; 95% CI (0.933, 0.989); p = 0.006). CONCLUSIONS: About a third of patients in complex specialized COPD care have suboptimal PIFs, which is related to age and forced vital capacity

Ex Situ Characterization of 1T/2H MoS2 and Their Carbon Composites for Energy Applications, a Review

The growing interest in the development of next-generation net zero energy systems has led to the expansion of molybdenum disulfide (MoS2) research in this area. This activity has resulted in a wide range of manufacturing/synthesis methods, controllable morphologies, diverse carbonaceous composite structures, a multitude of applicable characterization techniques, and multiple energy applications for MoS2. To assess the literature trends, 37,347 MoS2 research articles from Web of Science were text scanned to classify articles according to energy application research and characterization techniques employed. Within the review, characterization techniques are grouped under the following categories: morphology, crystal structure, composition, and chemistry. The most common characterization techniques identified through text scanning are recommended as the base fingerprint for MoS2 samples. These include: scanning electron microscopy (SEM), X-ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS), and Raman spectroscopy. Similarly, XPS and Raman spectroscopy are suggested for 2H or 1T MoS2 phase confirmation. We provide guidance on the collection and presentation of MoS2 characterization data. This includes how to effectively combine multiple characterization techniques, considering the sample area probed by each technique and their statistical significance, and the benefit of using reference samples. For ease of access for future experimental comparison, key numeric MoS2 characterization values are tabulated and major literature discrepancies or currently debated characterization disputes are highlighted

A semisynthetic glycoconjugate provides expanded cross-serotype protection against Streptococcus pneumoniae

Streptococcus pneumoniae (S. pneumoniae) infections are the leading cause of child mortality globally. Current vaccines fail to induce a protective immune response towards a conserved part of the pathogen, resulting in new serotypes causing disease. Therefore, new vaccine strategies are urgently needed. Described is a two-pronged approach combining S. pneumoniae proteins, pneumolysin (Ply) and pneumococcal surface protein A (PspA), with a precisely defined synthetic oligosaccharide, whereby the carrier protein acts as a serotype-independent antigen to provide additional protection. Proof of concept in mice and swine models revealed that the conjugates inhibited colonization of the nasopharynx, decreased the bacterial load and reduced disease severity in the bacteria challenge model. Immunization of piglets provided the first evidence for the immunogenicity and protective potential of synthetic glycoconjugate vaccine in a large animal model. A combination of synthetic oligosaccharides with proteins from the target pathogen opens the path to create broadly cross-protective (“universal”) pneumococcal vaccines

TERRE project : interplay between unsaturated soil mechanics and low-carbon geotechnical engineering

The geotechnical construction industry is a major component of the overall construction sector and is strategically important in infrastructure development (transportation, flood and landslide protection, building foundations, waste disposal). Although industry and research in the overall construction sector have been investing significantly in recent years to produce innovative low-carbon technologies, little innovation has been created in geotechnical construction industry, which is lagging behind other construction industry sectors. This paper discusses the interplay between low-carbon geotechnical engineering and unsaturated soil mechanics based on the research carried out within the project TERRE (Marie Skłodowska-Curie Innovative Training Networks funded by the European Commission, 2015-2019,H2020-MSCA-ITN-2015-675762)

The Improvement of Participation and Involvement of Families in School: a Program in Action

Taking into consideration the relevance of implementing actions that favor the family-­‐school relationship, this study aims to examine the way in which the socio-­‐ educational program ECOFASE has complied with the planned effectiveness in relation to the improvement of the levels of family participation at school and parents ́ educational involvement at home. Specifically, the program was implemented in seven (7) secondary schools of the Autonomous Community of Galicia, with the collaboration of 97 families. The results we have obtained confirm that, in general terms, the program has been effective and has managed to meet the families’ expectations. On the one hand, the intervention carried out has helped families to reinforce their good practices of educational involvement at home, as the case of accompaniment in the study as well as helping and support provided to their children. On the other, it has had a significant impact on the relationship that parents maintain with the school and, especially, with the tutor.Tomando en consideración la relevancia de poner en marcha acciones que favorezcan la relación familia-­‐escuela, el estudio examina la medida en que el programa socioeducativo ECOFASE ha cumplido con la eficacia prevista respecto de la mejora de los niveles de participación familiar en la escuela y de la implicación educativa de los progenitores en el hogar. En concreto, el programa se implementó en siete (7) centros de educación secundaria de la Comunidad Autónoma de Galicia, contando con la colaboración de 97 familias. Los resultados que hemos obtenido confirman que el programa, en términos generales, ha sido efectivo y ha logrado satisfacer las expectativas de las familias. De una parte, la intervención llevada a cabo ha servido para que las familias refuercen sus buenas prácticas de implicación educativa en el hogar, caso del acompañamiento en el estudio y la ayuda y apoyo prestados a sus hijas/os. De otra, ha incidido significativamente en la relación que mantienen los padres y madres con el centro escolar y, en especial, con el profesor tutor

Immigrant children and education: a family perspective

This paper is aimed at studying the importance that immigrant families place on the education of their children. After analysing the main problems that affect the education of immigrant children, we present the results of a research carried out on a sample of 111 immigrant families whose children are enrolled in compulsory education schools. Our purpose was to determine whether the family's ethnic and cultural background have an influence on the importance given to certain aspects of education. To this end, we conducted a comparative study on families from Morocco (n = 22) and Latin America (n = 73). The results confirm that the ethnic and cultural background do not play a very important role in the importance that parents place on education. It is stressed that there is a need to look for other factors which may have an influence on the importance that immigrant parents place on their children's education.En este artículo estudiamos la importancia que las familias inmigrantes conceden a la educación de sus hijos. Después de analizar los principales problemas que afectan a la escolarización de la infancia de la inmigración, presentamos los resultados de una investigación en la que se contó con una muestra de 111 familias inmigrantes cuyos hijos cursan la enseñanza obligatoria. Nuestro objetivo fue averiguar si la procedencia étnico-cultural de la familia incide o no en la relevancia otorgada a determinados aspectos de la educación. Con tal propósito realizamos un estudio comparativo entre las familias marroquíes (n=22) y las latinoamericanas (n=73). Los resultados permiten afirmar que la procedencia étnico-cultural no constituye una variable de gran peso en la relevancia que los progenitores conceden a la educación. Se enfatiza, finalmente, la necesidad de explorar otros factores que puedan afectar a la relevancia que los padres inmigrantes otorgan a la educación de sus hijos

Aprendizaje cooperativo: práctica pedagógica para el desarrollo escolar y cultural

Si alguna coincidencia hay en la literatura sobre desarrollo escolar y cultural en las escuelas de educación primaria y secundaria, es la conveniencia de usar técnicas de aprendizaje cooperativo. Tal consenso ha puesto de relieve la necesidad de una formación del profesorado basada en estrategias de aprendizaje cooperativo. El estudio trata sobre los efectos de la técnica Jigsaw de Eliot Aronson en un grupo de profesores (N = 6) en aulas con heterogeneidad étnica y cultural. Utilizamos un diseño cuasi-experimental de dos grupos con pretest y postest. Los resultados avalan la utilidad de su incorporación a la formación inicial y continua de los profesores, teniendo en cuenta las ventajas informadas en el curso de la experiencia

Aprendizagem cooperativa: prática pedagógica para o desenvolvimento escolar e cultural

Si alguna coincidencia hay en la literatura sobre desarrollo escolar y cultural en las escuelas de educación primaria y secundaria, es la conveniencia de usar técnicas de aprendizaje cooperativo. Tal consenso ha puesto de relieve la necesidad de una formación del profesorado basada en estrategias de aprendizaje cooperativo. El estudio trata sobre los efectos de la técnica Jigsaw de Eliot Aronson en un grupo de profesores (N = 6) en aulas con heterogeneidad étnica y cultural. Utilizamos un diseño cuasi-experimental de dos grupos con pretest y postest. Los resultados avalan la utilidad de su incorporación a la formación inicial y continua de los profesores, teniendo en cuenta las ventajas informadas en el curso de la experiencia.There is common agreement in the literature on school and cultural development in both primary and secondary education in terms of the use of cooperative learning techniques. This consensus has brought to light another necessity: the teaching staff must receive training based on cooperative learning strategies. This study deals with the effects that Eliot Aronson’s Jigsaw technique has produced in a group of teachers (N = 6) working in heterogeneous ethno-cultural classrooms. We used a quasi-experimental design for two groups, with pretests and postests. What our results show is the need of their systematic incorporation in the initial and continuous training of teachers, taking into account the advantages gathered in the course of the experience.Se existe algum ponto em comum na literatura sobre o desenvolvimento escolar e cultural nas escolas do Ensino Básico e Secundário, é a vantagem de usar técnicas de aprendizagem cooperativa. Tal consenso revelou a necessidade de uma formação de professores baseada em estratégias de aprendizagem cooperativa. Neste estudo apresentam-se os efeitos da utilização da técnica Jigsaw de Eliot Aronson num grupo de professores (N = 6) em aulas com heterogeneidade étnico-cultural. Utilizamos um desenho quase-experimental para dois grupos, com pré-teste e pós-teste. Os resultados corroboram a utilidade da inclusão desta técnica na formação inicial e na formação contínua dos professores, tendo em conta as vantagens decorrentes da experiência