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The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.

The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.

The aim of this scoping review was to map and summarise research relating to school and teacher connectedness, in order to increase current understanding of the ways these terms have been conceptualised in adolescent research. Specifically, this scoping review focuses on the analysis of the actual definitions used and the ways in which school connectedness and teacher connectedness are operationalised in existing measures. Using the terms connectedness, teacher and school as keywords, we searched SCOPUS, Web of Science, ERIC, the Cochrane Library and the EPPI Centre Database of Education Research for relevant peer-review articles published in English from 1990 to 2016. 350 papers were selected for the review. Many studies failed to provide a definition of school or teacher connectedness and there were some differences in the way these constructs were operationalised in the main measures. Future research should be thorough in the definition of these constructs, and ensure consistency between the definition used and the operationalisation of the connectedness construct in the selected measure. Unpacking the global concept of school connectedness and examining the role of its different components (global feelings towards school, teacher connectedness, relationships with classmates, etc.) separately may also contribute to building a more coherent body of evidence in this area. Reflecting on the place of school and teacher connectedness in the broader context of the literature on school climate and bridging distances between the research on school connectedness and that on related constructs is another necessary step to move this field forward.

Contains fulltext : 161833.pdf (publisher's version ) (Closed access)

Contains fulltext : 161833.pdf (publisher's version ) (Closed access)

Contains fulltext : 161833.pdf (publisher's version ) (Closed access)

Patients with chronic pain disease, bearers of intrathecal drug release systems, currently pose a challenge of handling, when in the perioperative period, we are forced to discontinue the administration of such drugs, as the clinical case set out sharply. It addresses the problem of countering the effects of the deprivation of high dose of intrathecal morphine in a patient undergoing withdrawal of the intrathecal system, with a proposal for management and clinical outcomes observed., Los pacientes afectos de dolor crónico, portadores de sistemas de liberación de fármacos intratecales, actualmente plantean un desafío de manejo, cuando por razones perioperatorias, nos vemos obligados a interrumpir de forma brusca la administración de dichos fármacos, como el caso clínico que exponemos. en el mismo se aborda la problemática de contrarrestar los efectos de la deprivación de morfina a altas dosis intratecales en un paciente sometido a retirada del sistema intratecal, con una propuesta de manejo y los resultados clínicos observados.

Patients with chronic pain disease, bearers of intrathecal drug release systems, currently pose a challenge of handling, when in the perioperative period, we are forced to discontinue the administration of such drugs, as the clinical case set out sharply. It addresses the problem of countering the effects of the deprivation of high dose of intrathecal morphine in a patient undergoing withdrawal of the intrathecal system, with a proposal for management and clinical outcomes observed., Los pacientes afectos de dolor crónico, portadores de sistemas de liberación de fármacos intratecales, actualmente plantean un desafío de manejo, cuando por razones perioperatorias, nos vemos obligados a interrumpir de forma brusca la administración de dichos fármacos, como el caso clínico que exponemos. en el mismo se aborda la problemática de contrarrestar los efectos de la deprivación de morfina a altas dosis intratecales en un paciente sometido a retirada del sistema intratecal, con una propuesta de manejo y los resultados clínicos observados.

Domain-wall scattering in a FePd-ordered alloy film with strong perpendicular magnetic anisotropy has been investigated using magnetoresistance measurements on a whole hysteresis loop and as a function of temperature. A strong correlation between the hysteretic behavior of the resistivity due to domain walls and the magnetization process is found. The data are well described by a spin-dependent electron scattering model. This study establishes that this phenomenon can be used to identify directly magnetization reversal dynamics and electronic transport characteristics in materials with high magnetic anisotropy.