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Las competencias socioemocionales en las escuelas son un factor protector de la salud mental, mejoran los resultados académicos y el clima escolar. Sin embargo, desconocemos el efecto en adolescentes con autismo, quienes tienen dificultades específicas en la comunicación e interacción social. El objetivo de esta revisión es indagar la literatura sobre intervenciones para desarrollar competencias socioemocionales en adolescentes dentro del espectro autista, sus características y efectividad en un contexto de desafíos para una educación inclusiva. Se utilizó el método PRISMA, que resultó en siete artículos seleccionados de 158 textos examinados de cuatro bases de datos. Se evidencia una predominancia de un tamaño del efecto pequeño, muestras inferiores a 30, una frecuencia de dos sesiones por semana por períodos de hasta 15 semanas aproximadamente.

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.

Las habilidades de lectura inicial han sido ampliamente estudiadas, siendo las más reconocidas la conciencia fonológica (CF), el conocimiento del alfabeto (CA), la velocidad de nombrado (rapid automatic naming, RAN), la memoria fonológica (MF) y escritura de las letras. Diversos programas de intervención han buscado estimular y desarrollar estas habilidades, con efectos positivos. El presente estudio tiene como objetivo desarrollar una revisión sistemática de programas de intervención de lectura inicial realizados a estudiantes hispanohablantes. Para ello, se utilizó como enfoque y diseño la revisión sistemática de la literatura. La muestra de este estudio corresponde a 20 artículos (investigaciones empíricas) disponibles en la base de datos WoS, SCOPUS y SciELO. Los resultados indican que los programas en su mayoría (70 %) son de tipo mixto, con desarrollo de habilidades de decodificación y significado, el 70 % de los programas realizan intervención de manera colectiva (con todo el grupo del aula), mediante diversos recursos materiales, tales como cuaderno, lápices, cuentos, tablet, pizarra digital, etc. El 35 % de los programas se organizan en más de 70 sesiones. En relación con la edad, el 75 % de los estudios revisados realiza su intervención en el rango de edad de 5 a 6 años, mediante diversas actividades, dentro de las que se destacan ejercicios de CF, segmentación de sílabas, identificación de sonidos, análisis y síntesis fonémica, lectura de cuentos, búsqueda de palabras, CA a través de canciones. Las habilidades más trabajadas son la CF (80 %) y CA (65 %) seguida por el vocabulario con un 45 %. Se puede apreciar mayor impacto sobre las habilidades referidas a la decodificación, es decir, aquellos programas que desarrollan la CF junto con el CA. Algunos patrones que se destacan entre los programas es la sistematicidad, estructura y la instrucción explícita de las habilidades que buscan desarrollar.

Resumen: El crecimiento guiado es una opción quirúrgica de uso creciente para la corrección de las deformidades angulares de extremidades inferiores en pacientes esqueléticamente inmaduros. Es posible de realizar en múltiples planos o segmentos, con excelentes resultados. Su uso más frecuente es en deformidades del plano coronal alrededor de la rodilla. La epifisiodesis permanente se puede realizar en pacientes dentro de los dos años previos al término del crecimiento longitudinal del segmento a tratar, considerando la epifisiodesis temporal para los pacientes con más de 2 años de crecimiento restante.En casos leves a moderados las tasas de éxito llegan incluso al 100% en algunas series, en tanto, pacientes con enfermedad de Blount, obesidad, edad esquelética avanzada o deformidades severas, tienen menos posibilidades de lograr una corrección completa.Independientemente de la técnica quirúrgica, es necesario una adecuada planificación preoperatoria, educación familiar y un seguimiento estricto para así minimizar las complicaciones y permitir una excelente corrección de la deformidad con una morbilidad mínima. Summary: Guided Growth is a surgical option of increasing use for the correction of angular deformities of the lower extremities in skeletally immature patients. It is possible to perform in multiple planes or segments, with excellent results. Its most frequent use is in deformities of the coronal plane around the knee. Permanent epiphysiodesis can be performed in patients within 2 years before the end of longitudinal growth of the segment to be treated, considering temporary epiphysiodesis for patients with more than 2 years of remaining growth.In mild to moderate cases, the success rates reach even 100% in some series, while patients with Blount's disease, obesity, advanced skeletal age or severe deformities are less likely to achieve a complete correction.Regardless of the surgical technique, adequate preoperative planning, family education and strict follow-up are necessary to minimize complications and allow excellent correction of the deformity with minimal morbidity.

The solar electroflotation (EF) processes using saline electrolytes are today one of the great challenges for the development of electrochemical devices, due to the corrosion problems that are generated during the operation by being in permanent contact with Cl− ions. This manuscript discloses the corrosion behavior of titanium electrodes using a superposition model based on mixed potential theory and the evaluation of the superficial performance of the Ti electrodes operated to 4 V/SHE solar electroflotation in contact with a solution of 0.5 M NaCl. Additionally provided is an electrochemical analysis of Ti electrodes regarding HER, ORR, OER, and CER that occur during the solar saline EF process. The non-linear superposition model by mixed potential theory gives electrochemical and corrosion parameters that complement the information published in scientific journals, the corrosion current density and corrosion potential in these conditions is 0.069 A/m2 and −7.27 mV, respectively. The formation of TiO2 and TiOCl on the anode electrode was visualized, resulting in a reduction of its weight loss of the anode electrode.

Purpose Developmental dysplasia of the hip (DDH) encompasses a wide pathological spectrum, from mild acetabular dysplasia to complete congenital hip dislocation at birth. Screening policies have been implemented in an effort to effectively identify and treat patients with DDH. Since 2009 there has been a national DDH programme in Chile. The current study evaluates the results of the programme in patients born between 2010 and 2015. Methods Records of patients hospitalized from 1st January 2010 to 31st December 2019 were retrieved from national databases. Those born from 1st January 2010 to 31st December 2015 who underwent a procedure for DDH under general anaesthesia during their first five years of life were selected. Sex, first surgical procedure and age at first surgical procedure were analyzed. The incidence of DDH that required major surgical treatment was calculated. Results A total of 961 children born from 1st January 2010 to 31st December 2015 underwent a procedure for DDH during their first five years of life. The number of major procedures was significantly lower than the number of minor procedures (269 vs 692). The incidence of major procedures was 0.18 per 1000 live births. Girls underwent a higher number of procedures than boys (831 vs 130), whereas 39.2% of the boys and 26.2% of the girls had major procedures. The mean age at the time of the first procedure was 15.35 months (sd 10.09; range 0.03 to 55.92 months). Conclusion The present study suggests that the Chilean National DDH Screening Program is an appropriate programme with substantial benefits with respect to public health. Level of evidence II

The research objectives were to examine psychosocial and academic variables in families of primary and secondary schoolchildren in southern Chile in physical isolation and to analyze the mental health of parents. A descriptive cross-sectional design was used. Two stages were considered. In the first stage, an ad-hoc survey was applied to 8,102 families. In the second stage, the DASS-21 instrument was applied to a sample of 59. The results of the first stage showed that 40% of the participant families had a member without paid work, an income of less than $ 440, and the majority did not have computer at home. The schoolchildren have felt anxiety, night fears, bad mood or aggressiveness, several of them have not completed schoolwork and reported motivational difficulties. Most of surveyed students have not dedicated enough time to schoolwork and their main activity has been to watch TV series. The second stage showed that the 57.6% of parents presented severe anxiety, 50.8% stress and 83% depression. It is concluded that families lack the resources for the effective development of online education. Specialized actions are required to "mitigate" the impact of physical isolation by Covid-19 on socio-academic and mental health variables in schoolchildren and their families.

espanolRESUMEN: La evaluacion de habilidades numericas temprana es fundamental de cara a la intervencion. En este sentido, es necesario contar con un instrumento fiable que permita la deteccion para crear planes de apoyo y dar respuesta a las necesidades especificas de los estudiantes. El presente trabajo tiene por objetivo estandarizar el instrumento de evaluacion EGMA, para estudiantes de primer a tercer ano basico. Esta herramienta mide conocimientos matematicos tempranos esenciales y predictivos de logros posteriores utilizando tareas relacionadas con identificacion y discriminacion numerica, numero faltante, adicion, sustraccion y problemas de palabras. Se analizo una muestra de 289 estudiantes de la region del Biobio, Chile. El instrumento de evaluacion EGMA presento adecuados indicadores de consistencia interna. Se reportan los estadisticos descriptivos y baremos para la muestra analizada. EnglishABSTRACT: The assessment of the early mathematics skills is the key for the intervention. In this regard, it is needed to count with a reliable instrument which allows the detection to create the supported plan required and give an answer to the specific needs of the students. The objective of this work is to standardize the assessment instrument EGMA, for students from the 1st grade to 3rd grade. This tool assess early mathematical essential knowledge and gives a prediction about later outcomes through the use of tasks related to identification and numerical discrimination, missing number, addition, subtraction and word problems. A sample of 289 students was analyzed in the Bio- Bio region, Chile. This assessment instrument EGMA show the appropriate indicators of intern consistency. It was reported descriptive statistics and the scales of the analyzed sample.

The purpose of this article was to establish the association between exposure to particulate matter and respiratory symptoms evaluated in students who remain in schools at the municipality of Guachetá (Colombia). This is a cross-sectional study conducted on children between 4 and 17 years old, in two schools in the municipality of Guachetá. During a period of 11 consecutive working days, using a personal sampling pump and a low-cost real-time sensor, concentrations of PM10 and PM2.5 were measured. A survey was applied to a sample of 276 students, obtaining respiratory symptoms and general data. A prevalence ratio (PR) was estimated to show the possible association between exposure to particulate matter and respiratory symptoms. The school with the highest concentrations of particulate matter presented a possible association with all the respiratory symptoms evaluated in the school facilities, with a PR of 3.05 (95%CI:1.62-5.76) for cough, 1.85 (95%CI:1.06-3.24) for phlegm, 5.12 (95%CI:2.17-12.07) for shortness of breath, 3.83 (95%CI:2.07-7.10) for sneezing and 2.25 (95%CI:1.12-4.54) for dry nasal passages. In conclusion, children who are located in the school closest to a coke furnace and disrepair roads where heavy traffic circulates, are possibly associated with the presence of respiratory symptoms during their stay in the school facilities. For living in the urban area, cooking with firewood or charcoal, and living with smokers at home, a possible association with the evaluated respiratory symptoms was found.

Ankle fractures are common in children, and they have specific implications in that patient population due to frequent involvement of the physis in a bone that has growth potential and unique biomechanical properties. Characteristic patterns are typically evident in relation to the state of osseous development of the segment, and to an extent these are age-dependent. In a specific type known as transitional fractures – which occur in children who are progressing to a mature skeleton –a partial physeal closure is evident, which produces multiplanar fracture patterns. Computed tomography should be routine in injuries with joint involvement, both to assess the level of displacement and to facilitate informed surgical planning. The therapeutic objectives should be to achieve an adequate functional axis of the ankle without articular gaps, and to protect the physis in order to avoid growth alterations. Conservative management can be utilized for non-displaced fractures in conjunction with strict radiological monitoring, but surgery should be considered for fractures involving substantial physeal or joint displacement, in order to achieve the therapeutic goals. Cite this article: EFORT Open Rev 2021;6:593-606. DOI: 10.1302/2058-5241.6.200042

Atherosclerosis is the main cause of late saphenous vein graft (SVG) failure. Intracoronary images using optical coherence tomography (OCT) in addition to angiography allow a detailed analysis of the lesion beyond the degree of stenosis. We report a 67 years old diabetic male who underwent coronary surgery in 2009, consulting for an acute coronary syndrome. Angiography showed two different lesions on one aortocoronary venous grafts. OCT demonstrates atherosclerosis in different stages identifying the culprit lesion. Stent placement were successfully carried out.

RESUMEN: Las enfermedades cardiovasculares, particularmente la enfermedad coronaria (EC), resultan de especial interés y preocupación en pacientes portadores del virus de la inmunodeficiencia humana (VIH). La ateromatosis acelerada como causa del aumento de prevalencia de enfermedad coronaria ha sido reconocida desde hace varios años en estos pacientes. No obstante, los mecanismos fisiopatológicos involucrados son múltiples y complejos e incluyen factores virales, la respuesta inflamatoria e inmunológica desencadenada por el virus, factores de riesgo cardiovascular tradicionales y efectos de la terapia antirretroviral combinada. Esta revisión de la literatura aborda dichos mecanismos y hace una actualización de los principales estudios clínicos que los sustentan. Se comenta además la evaluación de riesgo cardiovascular y los lineamientos para la revascularización de pacientes con EC portadores de VIH.

The purpose of this quantitative study was to compare the Texas school accountability approach used from 2004 to 2011 based on a status-based model to a model that incorporates academic growth and student demographic variables. Information from three large urban school districts in Texas was analysed considering data from 398 elementary schools and the reading and mathematics TAKS test scores of 24,065 fourth and fifth grade students. Results indicated that the average school growth did not present significant differences between institutions with different accountability rating defined by TEA in 2011. Statistical differences were found when the average school growth was analysed disaggregating the students’ population by ethnicity, socioeconomic status, and English language proficiency. A systemic approach must prevail for designing an accountability system used to judge the quality of education delivered at an elementary school. This research was an analysis of how an accountability system could be useful to evaluate school effectiveness based on standard-based assessment results. However, the use of only one measurement to judge a school’s efficacy regarding the quality education provided to students may be a reductionist and narrow approach. https://doi.org/10.26803/ijlter.18.12.14

Summary We present a global atlas of 4,728 metagenomic samples from mass-transit systems in 60 cities over 3 years, representing the first systematic, worldwide catalog of the urban microbial ecosystem. This atlas provides an annotated, geospatial profile of microbial strains, functional characteristics, antimicrobial resistance (AMR) markers, and genetic elements, including 10,928 viruses, 1,302 bacteria, 2 archaea, and 838,532 CRISPR arrays not found in reference databases. We identified 4,246 known species of urban microorganisms and a consistent set of 31 species found in 97% of samples that were distinct from human commensal organisms. Profiles of AMR genes varied widely in type and density across cities. Cities showed distinct microbial taxonomic signatures that were driven by climate and geographic differences. These results constitute a high-resolution global metagenomic atlas that enables discovery of organisms and genes, highlights potential public health and forensic applications, and provides a culture-independent view of AMR burden in cities., Graphical abstract, Highlights • Cities possess a consistent “core” set of non-human microbes • Urban microbiomes echo important features of cities and city-life • Antimicrobial resistance genes are widespread in cities • Cities contain many novel bacterial and viral species, This systematic, worldwide catalog of urban microbiomes represents a metagenomic atlas important for understanding the ecology, virulence, and antibiotic resistance of city-specific microbial communities.

Resumen: 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. Abstract: 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.

A number of contrasting hypotheses have been put forward concerning mathematical performance deficits in children with specific language impairment (SLI). However, debate as to the nature of this deficit continues. The present study analyzed whether the trajectories of SLI-children may be attributed to the use of symbolic vs. linguistic assessment tasks, or to a deficit in the magnitude system.SLI-children (N=20) and typically achieving children (N=20) were monitored between kindergarten and first grade. Four tasks were designed, each with varying demands on language, symbolic, and domain-specific skills.The groups only differed in the trajectories of those numerical tasks involving high language demand.These findings indicate that SLI children present an early deficit in the development of numerical skills that require retrieval from long term memory and articulation of a phonological representation. Number skills involving greater language demand should be included as part of SLI early detection and intervention protocols.

Resumen La educación chilena atraviesa por un proceso de cambios estructurales impulsados por nuevas reformas educacionales. La apropiada implementación del cambio educativo necesariamente ocurre a través de los principales actores encargados de la implementación de las reformas: Los docentes. Las investigaciones sobre el tema coinciden en que la implementación de reformas introduce elementos de tensión entre el profesorado, situación que se suma a los desafíos que enfrentan los establecimientos educacionales situados en comunidades educativas con altos índices de vulnerabilidad socioeconómica. Esta investigación cualitativa, basada en un estudio de caso, explora el discurso de los docentes en ejercicio con respecto a su experiencia de trabajo colaborativo con sus pares contemplando los factores facilitadores y obstaculizadores del mismo. La información obtenida permite interpretar que la colaboración entre pares y su implicancia a lo largo del desarrollo profesional de los docentes se vincula a las distintas etapas vitales y de inserción laboral. Abstract Chilean education is undergoing through a process of structural change driven by new educational reforms. Proper implementation of educational change necessarily involves the main actors responsible for reforms implementation: Teachers. Researchers agree that reforms implementation introduces elements of stress among teachers. This situation adds to the challenges faced by schools located in communities with high rates of social vulnerability. This qualitative research, based on a case study, explores the practicing teacher’s discourse regarding their obstacles and facilitators factors based on their experiences with collaborative work with peers. The data obtained shows that collaboration between peers is associated with teachers’ professional development and their working experiences as teachers.

Resumen El programa de Acompañamiento y Acceso Efectivo a la Educación Superior (PACE) tiene como objetivo final entregar una oportunidad de continuidad de estudios a nivel superior para estudiantes que asisten a establecimientos educacionales con altos índices de vulnerabilidad social. El PACE está diseñado para trabajar desde tercer año de enseñanza media con el objetivo de entregar orientación vocacional y apoyar la formación académica. Este estudio describe los resultados de un diagnóstico sobre prácticas pedagógicas en el área de lenguaje y comunicación y matemáticas, desarrollado en 15 liceos de la región del Biobío, Chile. Se realizaron observaciones de clase a 58 docentes con el objetivo de caracterizar la practicas pedagógicas. Los resultados fueros utilizados para trabajar con cada docente en la implementación de nuevas metodologías de enseñanza acordadas entre el equipo de Preparación y Acompañamiento Docente del PACE UCSC y cada docente de aula. Abstract The program called “Assistance and Effective Access to Higher Education” (PACE) aims to provide an opportunity to continue studies at a higher education institution to high school students attending educational establishments with high levels of social vulnerability. The PACE is designed to work with students from eleventh grade, providing them with vocational guidance and supporting their secondary academic formation. This study describes the results of a characterization of pedagogical practices of language arts and mathematics classes, developed in 15 high schools from Biobío region, Chile. The pedagogical practices of 58 participating teachers were characterized throughout in-class observations. The PACE UCSC advisor team and each classroom teacher used the observation results to design an action plan directed to develop effective teaching methodologies. Resumo O programa de Acompanhamento e Acesso Eficaz ao Ensino Superior (PACE) tem como objetivo final proporcionar uma oportunidade de continuidade de estudos a nível superior a estudantes que frequentam estabelecimentos de ensino com altos níveis de vulnerabilidade social. O PACE foi concebido para trabalhar a partir do terceiro ano do ensino médio, com o objetivo de fornecer orientação vocacional e apoiar a formação acadêmica. Este estudo descreve os resultados de um diagnóstico de práticas pedagógicas na área de linguagem, comunicação e matemática, desenvolvida em 15 colégios de ensino médio na região de Biobío, Chile. Foram realizadas observações a 58 professores em suas classes, com o objetivo de caracterizar as práticas pedagógicas. Os resultados foram utilizados para trabalhar com cada professor na elaboração de novas metodologias de ensino, entre a equipe de Preparação e Acompanhamento de Professores do PACE UCSC e cada professor em sala de aula.

Resumen La educación chilena atraviesa por un proceso de cambios estructurales impulsados por nuevas reformas educacionales. La apropiada implementación del cambio educativo necesariamente ocurre a través de los principales actores encargados de la implementación de las reformas: los docentes. Las investigaciones sobre el tema coinciden en que la implementación de reformas introduce elementos de tensión entre el profesorado, situación que se suma a los desafíos que enfrentan los establecimientos educacionales situados en comunidades educativas con altos índices de vulnerabilidad socioeconómica. Esta investigación cualitativa, basada en un estudio de caso, explora el discurso de los docentes en ejercicio con respecto a su experiencia de trabajo colaborativo con sus pares contemplando los factores facilitadores y obstaculizadores del mismo. La información obtenida permite interpretar que la colaboración entre pares y su implicancia a lo largo del desarrollo profesional de los docentes se vincula a las distintas etapas vitales y de inserción laboral. Resumo A educação chilena atravessa um processo de mudanças estruturais impulsionados por novas reformas educacionais. A apropriada implementação da mudança educacional necessariamente ocorre por intermédio dos principais atores encarregados da implementação das reformas: os docentes. As pesquisas sobre o tema coincidem em que a implementação de reformas introduz elementos de tensão entre o professorado, situação que se soma aos desafios que enfrentam os estabelecimentos educacionais situados em comunidades educativas com altos índices de vulnerabilidade socioeconômica. Esta pesquisa qualitativa, baseada em um estudo de caso, explora o discurso dos docentes em exercício a respeito de sua experiência de trabalho colaborativo com seus pares contemplando os fatores facilitadores e obstaculizadores deste. A informação obtida permite interpretar que a colaboração entre pares e sua implicação ao longo do desenvolvimento profissional dos docentes vincula-se às distintas etapas vitais e de inserção laboral. Abstract Chilean education is undergoing through a process of structural change driven by new educational reforms. Proper implementation of educational change necessarily involves the main actors responsible for reforms implementation: teachers. Researches agree that reforms implementation introduces elements of stress among teachers. This situation adds to the challenges faced by schools located in communities with high rates of social vulnerability. This qualitative research, based on a case study, explores the practicing teacher’s discourse regarding their obstacles and facilitators factors based on their experiences with collaborative work with peers. The data obtained shows that collaboration between peers is associated with teachers’ professional development and their working experiences as teachers.

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 establecimien- tos 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. 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 mem- bers 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.

The educational improvement is sustained by developing the teaching practice and strengthening collaborative work. The scarce information and the limitations of educational policies have reduced the possibilities of transcendent innovations in Chilean teaching practice in this area. Considering the above, this research is based on a model of collaborative teaching work: The Professional Learning Communities (CPA) (Dufour, 2004), considering their development in Chilean educational establishments. With this purpose in mind, a qualitative study on the experience of collaborative work was carried out among teachers from two educational establishments. Based on the teachers' experience, the spaces allocated for management and the schools internal dynamics, the implementation of the model was reviewed considering the context. The results allowed us to assess the possibilities of establishing the model based on the components of the experience studied, such as professional recognition and the value of collaborative work among peers., Es sabido que la mejora educativa se sostiene en el desarrollo de la profesión docente y el fortalecimiento del trabajo colaborativo entre pares profesionales. Sin embargo, la ubicuidad del concepto de colaboración y la escasa información sobre cómo orientar este cambio han reducido las posibilidades de que ocurran innovaciones trascendentes en la práctica docente chilena. Frente a lo anterior, se estableció la necesidad de analizar el modelo de las Comunidades Profesionales de Aprendizaje (CPA) (Dufour, 2004) con miras a su implementación en establecimientos educativos del país. Para ello se realizó un estudio cualitativo y posteriormente en base a los hallazgos se revisó la propuesta de las Comunidades Profesionales de Aprendizajes de acuerdo al contexto. Los resultados permitieron valorar las posibilidades de instaurar el modelo a partir de componentes propios de la experiencia estudiada como el reconocimiento profesional y el valor dada a la experiencia de trabajo colaborativo entre pares.

During the last decade in Chile, a strong social movement that calls for improving accessibility and quality of public funded education has resulted on developing reforms aimed to change the system paradigms. The current administration is committed to develop transformational reforms directed to improve schools facilities, acquiring new educational materials and improving the working conditions and professional development opportunities for teachers. School principals capable to lead the process become a relevant piece to carry out the new educational reform. This research uses the instructional leadership framework to gather information about Chilean school principals’ leadership skills. It is proposed to use the Principal Instructional Management Rating Scale (PIMRS) to assess the principals’ perceptions and how teachers perceive the school leaders’ instructional leadership behavior. The gathered data will be helpful to identify the strengths and weakness of Chilean school leaders and to develop conceptual models to better understand the causal relationships between the principal leadership, the school contexts and the students’ academic achievement.

El besugo, Epigonus crassicaudus, es una especie de importancia económica para la actividad pesquera que opera en el centro-sur de Chile. A pesar de ello, poco es lo que se conoce respecto a su biología. En este sentido, este trabajo estudió los hábitos alimentarios combinando análisis estomacales y de estabilidad isotópica. Los resultados del análisis dan cuenta de la importancia de los peces mesopelágicos (Myctophidae, Stomiidae) en la dieta con un aporte del 80%, seguido por crustáceos (Sergestes arcticus) alcanzando un 10%. No se detectaron diferencias en la dieta en peces con distinto grado de madurez sexual. En tanto, los valores de los isótopos de nitrógeno y carbono mostraron valores de promedio de 17,12 ± 1,1 δ 15N y de -17,51 ± 0,7 δ 13C, respectivamente. La constitución de valores de δ 13C fue proporcional al tamaño corporal de los besugos: individuos de mayor tamaño habitan en ambientes más demersales que ejemplares de menor tamaño. De acuerdo a estos resultados, el besugo se sitúa como consumidor secundario.

Between 1999 and 2003 we collected information on the breeding distribution and abundance of 12 seabird species occurring on nine islands off the coasts of north and central Chile (27°-33°S). The Peruvian booby Sula variegata was the most abundant seabird with a breeding population of ca. 18,000 pairs concentrated in two islands, followed by the Humboldt penguin Spheniscus humboldti with ca. 9,000 pairs, the largest colony being at Chanaral Island with ca. 7,000 pairs. Kelp gulls Larus dominicanus bred at all the surveyed sites in colonies of variable size, ranging from 40 to 2,000 pairs. Peruvian diving-petrels Pelecanoides garnotii and Peruvian pelicans Pelecanus occidentalis bred at restricted sites, but generally in large colonies. Magellanic penguins Spheniscus magellanicus, wedge-rumped storm-petrels Oceanodroma tethys, Neotropical cormorants Hypoleucos brasiliensis, guanay cormorants Leucocarbo bougainvillii, red-legged cormorants Stictocarbo gairmardi, band-tailed gulls Larus belcheri and Inca terns Larosterna inca nested at few sites forming small colonies (from a few to 150 pairs). Two new breeding sites are reported for the Peruvian diving-petrel and nesting of the wedge-rumped storm-petrel is confirmed on the Chilean coast for the first time. Despite protective status, most of the islands showed human disturbance, derived mainly from guano harvesting, egging and tourism. On at least five of these islands we were able to confirm introduced mammals including rats, rabbits and cats. These factors are likely to be detrimental to seabirds and thus demand detailed assessment. Further comprehensive ornithological surveys in other areas are needed so as to improve the scarce knowledge that we currently have on the seabird populations along the Chilean coast