Oportunidades académicas de calidad para jóvenes en desventaja: tres años de evaluación de impacto de un centro educativo autogestionado en un barrio de Montevideo de contexto crítico.

ABSTRACT. We study the three-year impact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have delivered successful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly. Specifically, we follow a cohort of students that entered middle school in 2010 and that were randomly assigned to attend the treatment school or public school as usual. We find that the treatment school impacted favorably on students’ academic advancement and math competencies. Also, the treatment school had a positive —and quite robust over time— impact on students’ and their parents’ academic expectations. This culture of high expectations has been previously identified in the literature as a key input for school success.Resumen. Durante tres años evaluamos el impacto, sobre los resultados académicos, -de un centro de educación secundaria, autogestionado y gratuito, dirigido a adolescentes sin recursos económicos. Varias características de este centro educativo se ajustan a paradigmas innovadores que han mostrado resultados exitosos en zonas urbanas pobres de otras regiones. Hemos diseñado nuestra investigación de modo de aprovechar la existencia de exceso de solicitudes de admisión respecto a la capacidad del centro educativo en cuestión y al hecho de que los admitidos fueron seleccionados al azar. En concreto, seguimos una cohorte de estudiantes que ingresaron a la educación secundaria en 2010 y que fueron asignados aleatoriamente para asistir al centro educativo en cuestión (grupo de tratamiento) o a los liceos públicos de la zona (grupo de control). Encontramos que el centro educativo objeto de estudio impactó favorablemente en indicadores de avance en educación secundaria y en las competencias académicas (matemáticas) de los estudiantes. Además, el centro educativo de tratamiento tuvo un efecto positivo y robusto sobre las expectativas académicas de los jóvenes y de sus padres, en comparación al grupo de control. Esta cultura de altas expectativas que se observó en el centro educativo ha sido identificada en la literatura científica previa como un insumo clave para el éxito académico

Persistencia de medicamentos biológicos durante ocho años en pacientes con artritis reumatoide y espondiloartritis

Objective: To calculate the persistence, over a period of eight years, the retention rate of first and second-line of treatment with biological agents in patients with rheumatoid arthritis, spondyloarthritis and psoriatic arthritis and to compare retention rates of the various drugs for each pathology. Method: Retrospective observational study that included patients affected by rheumatoid arthritis, spondyloarthritis and psoriatic arthritis, who started treatment with biological agents between January 2009 and December 2012 and followed until December 2016. Results: 132, 87 and 33 patients were included in rheumatoid arthritis, spondyloarthritis and psoriatic arthritis, respectively. The median retention duration of all biological agents for the first and second-line, was 30.9 months and 14.0 months, respectively for rheumatoid arthritis; 63.06 months and 25.6 months, respectively in spondyloarthritis. Psoriatic arthritis did not reach the median (> 70 months in first-line) (first line p = 0.002). Individual drug survival in first line: the median retention duration of tocilizumab was 58.3 months, followed by etanercept (p = 0.79) in rheumatoid arthritis. For spondyloarthritis, golimumab and etanercept had greater retention than the other drugs (they did not reach the median): adalimumab was 63.0 months and for infliximab was 50.1 months. In psoriatic arthritis, golimumab, infliximab and etanercept not reach the median and they had greater retention arthritis, and golimumab for spondyloarthritis and psoriatic arthritis. Conclusions: Tocilizumab and etanercept in rheumatoid arthritis, and golimumab in spondyloarthritis and psoriatic arthritis also, were the most persistent drugs in first-line and second-line treatmentObjetivo: Calcular y analizar la persistencia global y por medicamento, en primera y segunda línea de tratamiento, en pacientes con artritis reumatoide, espondiloartritis axial radiográfica y no radiográfica y artritis psoriásica durante un periodo de ocho años. Método: Estudio retrospectivo observacional de persistencia en pacientes que iniciaron su terapia con medicamentos biológicos entre enero de 2009 y diciembre de 2012 en seguimiento hasta diciembre de 2016. Resultados: Se analizaron 132, 87 y 33 pacientes con artritis reumatoide, espondiloartritis y artritis psoriásica, respectivamente. La persistencia mediana global para los biológicos en primera y segunda línea fueron: 30,9 meses y 14 meses, respectivamente, en artritis reumatoide; 63,06 meses y 25,6 meses en espondiloartritis. No se alcanzó la persistencia mediana en los ocho años de seguimiento en artritis psoriásica (> 70 meses) (p = 0,002 para la función de supervivencia entre patologías en primera línea). Persistencia mediana alcanzada en primera línea por medicamento: tocilizumab (58,3 meses), seguido de etanercept (44 meses) en artritis reumatoide (p = 0,79); en espondiloartritis golimumab y etanercept fueron los más persistentes (no alcanzaron la mediana), seguidos de adalimumab (44 meses) e infliximab (50,1 meses). En artritis psoriásica, golimumab seguido de infliximab y etanercept fueron los más persistentes (no alcanzaron la mediana), y adalimumab (59,4 meses). Persistencia mediana alcanzada en segunda línea por medicamento: tocilizumab (22,1 meses) en artritis reumatoide. Golimumab fue el más persistente en espondiloartritis y artritis psoriásica (sin alcanzar la mediana). Conclusiones: Tocilizumab y etanercept fueron los medicamentos más persistentes en artritis reumatoide, y golimumab en espondiloartritis y artritis psoriásica en primera y segunda línea de tratamient

A Two-Dimensional Multi-Species Model for Different Listeria Monocytogenes Biofilm Structures and Its Numerical Simulation

[Abstract] In this work we propose a two-dimensional multi-species model to describe the dynamics of biofilms formed by the pathogenic bacteria Listeria monocytogenes. Different Listeria monocytogenes strains produce biofilms with different structures, namely flat, honeycomb and clustered. Previous works showed that glucose impaired uptake and the appearance of damaged or dead cells are critical mechanisms underlying Listeria monocytogenes biofilm dynamics. Here we explicitly propose an extension of the two-dimensional multi-species model proposed by Alpkist and Klapper to account for those mechanisms. The result is a continuous two-dimensional multi-species model with non-linear detachment and mass action nutrient consumption. Moreover, we also propose a set of efficient numerical methods to solve the coupled model and we have developed their computer implementation from scratch in C/C++. Mainly based on finite differences schemes, these numerical techniques include Crank-Nicolson schemes for time discretization, Gibou’s ghost node techniques and level set methods to cope with the free boundary associated to the determination of the time-dependent biofilm domain. To finish with, we compare our simulation results with the dynamics of real biofilms as observed in the laboratory. More precisely, by using model parameters calibrated to experiments, the numerical results clearly illustrate the performance of the proposed model and the numerical methods to reproduce the real dynamics of flat, clustered and honeycomb structures shown by different Listeria monocytogenes strains.ALN and CV acknowledge the funding by MINECO from Spanish Government (Grant MTM2016-76497-R) and by Xunta de Galicia (Grants GRC2014/044 and ED431C2018/033). ALN acknowledges FPU fellowship (FPU13/02191) from the Spanish Government program MECD-FPU. CV and ALN as members of CITIC also akcnowledge the grant ED431G 2019/01, funded by Consellería de Educación, Universidade e Formación Profesional of Xunta de Galicia through FEDER funds with 80%, from FEDER Galicia 2014-2020 Program and 20% from Secretaría Xeral de Universidades. EBC acknowledges funding from Contrato Programa and grant Ref. IN607B 2017/02 from Xunta de Galicia. All grants include FEDER fundsXunta de Galicia; GRC2014/044Xunta de Galicia; ED431C2018/033Xunta de Galicia; ED431G 2019/01Xunta de Galicia; IN607B 2017/0

Advancing academic opportunities for disadvantaged youth: third year impact evaluation of a privately-managed school in a poor neighborhood in Montevideo

We study the three-year impact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have delivered successful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly. Specifically, we follow a cohort of students that entered middle school in 2010 and that were randomly assigned to attend the treatment school or public school as usual. We find that the treatment school impacted favorably on students’ academic advancement and math competencies. Also, the treatment school had a positive–and quite robust over time- impact on students’ and their parents’ academic expectations. This culture of high expectations has been previously identified in the literature as a key input for school success

Impact Evaluation of a Privately Managed Tuition-Free Middle school in a Poor Neighborhood in Montevideo

Using a randomized trial, we evaluate the impact of a free privately-managed middle school in a poor neighborhood. The research compares over time adolescents randomly selected to enter Liceo-Jubilar and those that were not drawn in the lottery. Besides positive impacts on expectations, we find better educational outcomes in the treatment group relative to control subjects. The features of Liceo-Jubilar -autonomy of management, capacity for innovation, and adaptation to the context- contrast with the Uruguayan highly centralized and inflexible public education system. Our results shed light on new approaches to education that may contribute to improve opportunities for disadvantaged adolescents in developing countries. Unlike the experiences of charter schools in developed countries, Liceo-Jubilar does not have autonomy regarding the formal school curricula nor depends on public funding by any means

A Randomized Impact Evaluation of a Tuition-Free Private School Targeting Low Income Students in Uruguay

Using a randomized trial, we evaluate the impact of Liceo Jubilar, a tuition-free private school providing middle school education to poor students in Montevideo, Uruguay. The research compares adolescents randomly selected to enter the school with those not drawn in the school lottery. Several features of this school –the capacity to select personnel, a culture of high expectations, a safe and disciplined environment, differential teaching, extended instructional time, strong parental involvement, and a rich offer of extracurricular activities - contrast with the country’s highly centralized public education system. We find large positive impacts of Liceo Jubilar on students’ promotion rates and academic expectations. Our results shed light on new approaches to education that may contribute to improve opportunities for disadvantaged adolescents in developing countries

Advancing Academic Opportunities for Disadvantaged Youth: Third Year Impact Evaluation of a Privately-Managed School in a Poor Neighborhood in Montevideo

ABSTRACT. We study the three-yearimpact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have deliveredsuccessful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly.Specifically, we followa cohort of students that enteredmiddle school in 2010 and that were randomly assigned to attend thetreatment school or public school as usual.We find that the treatment school impactedfavorably on students’ academic advancement and math competencies. Also, the treatment school hada positive—and quite robust overtime—impact on students’ and their parents’ academicexpectations. This culture of high expectations has been previouslyidentified in the literature as a key input for school success

A Randomized Impact Evaluation of a Tuition-Free Private School Targeting Low Income Students in Uruguay

Using a randomized trial, we evaluate the impact of Liceo Jubilar, a tuition-free private school providing middle school education to poor students in Montevideo, Uruguay. The research compares adolescents randomly selected to enter the school with those not drawn in the school lottery. Several features of this school –the capacity to select personnel, a culture of high expectations, a safe and disciplined environment, differential teaching, extended instructional time, strong parental involvement, and a rich offer of extracurricular activities - contrast with the country’s highly centralized public education system. We find large positive impacts of Liceo Jubilar on students’ promotion rates and academic expectations. Our results shed light on new approaches to education that may contribute to improve opportunities for disadvantaged adolescents in developing countries

Advancing Academic Opportunities for Disadvantaged Youth: Third Year Impact Evaluation of a Privately-Managed School in a Poor Neighborhood in Montevideo

ABSTRACT. We study the three-yearimpact of a private tuition-free middle school on the academic outcomes of poor students. Several features of the treatment school fit with innovative paradigms that have deliveredsuccessful outcomes in poor urban areas. Our research design exploits the excess of applicants over the school capacity and the fact that participants were selected randomly.Specifically, we followa cohort of students that enteredmiddle school in 2010 and that were randomly assigned to attend thetreatment school or public school as usual.We find that the treatment school impactedfavorably on students’ academic advancement and math competencies. Also, the treatment school hada positive—and quite robust overtime—impact on students’ and their parents’ academicexpectations. This culture of high expectations has been previouslyidentified in the literature as a key input for school success

Effectiveness of interventions aimed at social participation in people with schizophrenia: systematic review

Introduction: From Occupational Therapy, social participation is considered one of the areas of vital importance in the lives of people with schizophrenia. Therefore, when there is a limitation in participation in this occupational area, it is necessary to generate intervention strategies that favor and enable access to them. Objectives: Know the effectiveness of different interventions in the occupational area "social participation" in users with schizophrenia. Method: A bibliographic search was carried out in three databases in the health and social field: Pubmed, Scopus and Web of Science. The inclusion criteria for the selection of articles were: People between 18 and 65 years old with a diagnosis of schizophrenia, published in the last 10 years in English, Spanish and Portuguese, excluding opinion articles and articles with less than 10 participants in the intervention. A total of 13 studies were selected. All papers were evaluated according to a cheklist. Results: The most effective intervention has been the ACT, with results of; improvement in symptomatic remission of 43.98 pints, comparing with control group; in terms of hospital readmissions, 19.05%; Regarding social functionality, it has had an improvement of 11.36 points; Finally, regarding the quality of life, there has been an improvement of 1.40 points. Conclusions: Social participation is essential in the psychosocial rehabilitation process of a user with schizophrenia. Assertive Community Treatment (ACT) has shown significantly better results compared to Community-Based Rehabilitation (CBR). We must take the results obtained with caution due to the study’s limitations, where the little scientific evidence available on this subject stands out