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Purpose: The purpose of this paper is to examine the level of correspondence between the academic training received by students and the demands of the job market. This was achieved by analysing the competences that are developed in internships to provide useful information for universities, students and tourism companies. Design/methodology/approach: A quantitative analysis was carried out using questionnaires administered to the supervisors of students on curricular internships. The level of tourism competences of students on the bachelor degree in Tourism and Hospitality Management at the School of Tourism and Hospitality Management Sant Ignasi was assessed. A descriptive analysis and comparisons of means were carried out to investigate differences in competences between students undertaking internships, according to the hotel department and category. Findings: The results of the study indicate that students undertaking internships improve their competences. Whether they undertake internships in one department or another does not affect the level of achievement of most competences. However, the category of a hotel does influence the level of development of the acquired competences. Research limitations/implications: A questionnaire should be administered to students on their perceptions of the achievement of competences, as this could be compared with the supervisors' perceptions. Practical implications: The study generates extremely valuable information for companies, universities and students, as it reveals which competences are attained and to what extent. Based on these results, universities can adapt their training activities and the hotel industry will have information on learning processes during internships. Originality/value: The analysis provides an innovative research, a real assessment by employers of the competences attained. It also identifies the need for more research on the subject related to employers' perceptions of the level of competences that students develop in the workplace.

In recent years, 'place-based' interventions have become influential in shaping economic development policy, especially at the European level. From the 2007 to 2013 programming period onwards, EU Cohesion policy, adopted a 'place-based' approach to encourage the competitiveness of all regions. Rather than spatially-blind interventions, the focus is on tackling territorial inequalities via a more sophisticated spatially-sensitive approach to stimulate economic change, at the local level. The challenge is that place-based policies are complex, risky and the performance indicators used to capture the achievements from EU Cohesion policy focus on direct results rather than expected policy change, making it hard to prove effectiveness and value for money. This paper contributes to ongoing academic and policy debates about how to capture the achievements of EU Cohesion policy, through an in-depth case study of 'place-based' interventions made via Interreg funding, to encourage cross-border cooperation between Spain and Portugal. The evidence illustrates that there is a need for novel approaches, which are conceptually informed and spatially sensitive to be able to capture not only the quantitative but also the qualitative achievements generated through EU 'place-based' interventions. [ABSTRACT FROM AUTHOR]

Copyright of Revista de Derecho Politico is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anales de Psicología is the property of Servicio de Publicaciones de la Universidad de Murcia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction. Methods: A cross-sectional study design with the utilization of data collected from the same respondents one year earlier as educational factors was applied. The data were collected from NGNs (n = 557) in 10 European countries using an electronic survey between February 2019 and September 2020, and analyzed in detail for four countries (n = 417). Job satisfaction was measured with three questions: satisfaction with current job, quality of care in the workplace, and nursing profession. Nursing education related factors were satisfaction with nursing education program, level of study achievements, nursing as the 1st study choice, intention to stay in nursing, and generic nursing competence. The data were analyzed statistically using logistic regression. Results: Most of the NGNs in the 10 countries were satisfied with their current job (88.3%), the quality of care (86.4%) and nursing profession (83.8%). Finnish, German, Lithuanian and Spanish NGNs' satisfaction with the nursing education program at graduation was statistically significantly associated with their job satisfaction, i.e., satisfaction with their current job, the quality of care, and the nursing profession. Moreover, NGNs who had fairly often or very often intention to stay in nursing at graduation were more satisfied with their current job, with the quality of care, and with the nursing profession compared with NGNs who had never or fairly seldom intention to stay in nursing at graduation. Conclusions: Nursing education plays a significant role in NGNs' job satisfaction one year after graduation, indicating the importance to start career planning already during nursing education. Both nursing education providers and healthcare organizations could plan in close collaboration a transition program for NGNs to ease the transition phase and thus increase the NGNs' job satisfaction and ultimately the high-quality care of the patients. [ABSTRACT FROM AUTHOR]

The DSM-5ʹs new conception of post-traumatic stress disorder (PTSD) includes, as a diagnostic criterion, the presence of persistent and exaggerated negative beliefs, thoughts, or expectations about oneself, others, the world, and one's guilt. These symptoms increase the symptomatic similarity with major depressive disorder (MDD) and with the negative cognitive triad of Beck's cognitive theory of depression and allow us to assume that the dysfunctional attitudes that this theory proposes as a vulnerability factor for MDD could also refer to PTSD. This study aims to examine the relationship between depressive dysfunctional attitudes and the symptoms and diagnosis of PTSD. A sample of 378 adult victims of terrorism completed measures of depressive dysfunctional attitudes (DAS-A), DSM-IV post-traumatic stress symptoms (PCL-S), depressive symptoms (BDI-II), and DSM-IV diagnosis of emotional disorders (SCID-I). A significant relationship was found between depressive dysfunctional attitudes and PTSD symptomatology, even after controlling for the effect of depression, sex, age, education level, anxiety, and previous depressive episodes. It was also found that victims with PTSD, with or without MDD, had more depressive dysfunctional attitudes than those without emotional disorders and more achievement-perfectionism attitudes than victims with emotional disorders other than PTSD or MDD. The results suggest that depressive dysfunctional attitudes could be a vulnerability factor for PTSD. The results also suggest the need to refine Beck's cognitive theory proposals about dysfunctional attitudes common and specific to each emotional disorder and identify potential therapeutic targets of cognitive therapies for these disorders. [ABSTRACT FROM AUTHOR]

Based on different theoretical underpinnings, this study seeks to identify the key factors behind the multi‐stakeholder partnerships that can contribute to the achievement of certain sustainable development goals. It also examines whether such factors are similar from the point of view of the different stakeholders involved or, by contrast, there are major differences. We explore all the partnerships involving a globally recognized provider of the infrastructure required for the use of electric vehicles in countries such as Spain. Using primary and secondary data sources, the following conclusions may be drawn from our empirical research: first, the study of the key factors behind multi‐stakeholder partnerships for sustainable development needs to be conducted from a multi‐lens perspective. Second, certain significant differences are observed in the replies regarding the importance that a sample of managers attach to the different factors informing these partnerships. Third, all the partnerships identified have a clear long‐term orientation. Finally, the term that best defines many of the linkages between stakeholders is coopetition. [ABSTRACT FROM AUTHOR]

In 2011 the 15 M movement occupied squares across Spain demanding true democracy. Four years later, bottom-up municipalist initiatives won the 2015 local elections in seven medium-size and large cities. In coalition with traditional parties, these initiatives formed new left-wing governments that incorporated former activists as mayors and councilors. This history has sparked debates about the consequences of co-optation, institutional alliances, and state openness to social movements. In this article we aim to contribute to that debate with a discussion of the outcomes of municipalist governments in four cities (Madrid, Barcelona, A Coruña, and Cádiz) during the 2015–2019 mandate. Theoretically, we argue for the necessity to interpret these outcomes against the background of the political and economic contexts that constrain (and enable) a progressive urban agenda. Empirically, our results reveal that municipalist governments only to a certain extent performed as instruments of grassroots movements. Despite favorable alliances and partial achievements, we identify various constraints to the responsiveness of municipalist governments to activist demands. Especially, we conclude that supra-local neoliberal policies, various concerned capitalist interests, and the relative waning of the 15 M protest movement limited the potential benefits of those alliances. [ABSTRACT FROM AUTHOR]

Copyright of Ad Limina. Revista de investigacion del Camino de Santiag y las peregrinaciones is the property of AD LIMINA Turismo de Galicia SA de Xestion do Plan Xacobeo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: By analysing 653 tweets that include the word “public relations” or the acronym “PR”, the purpose of this paper is to show how Twitter contributes to the development of the theory and practice of public relations. In order to achieve this aim, an exploratory research has been conducted. [Copyright &y& Elsevier]

This article offers a critical review of the Spanish Plan Estratégico Nacional de Lucha Contra la Radicalización Violenta (National Strategic Plan to Fight Violent Radicalization or "PEN-LCRV"), focusing on its most controversial discursive elements. While it is not possible to perform a complete empirical examination of its impact after five years, we can highlight some if its achievements, effects and shortcomings. Through a review of the key concepts and logic underlying the PEN-LCRV, this article considers how the notion of security can enable the design and implementation of public policies, as well as the current trends regarding the relationship between social protection and punitive control. [ABSTRACT FROM AUTHOR]

Copyright of Educar is the property of Universitat Autonoma de Barcelona, Servei de Publicacions and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is evidence of the impact of school segregation on students' academic achievement, but it is debated whether the extent of this impact is dependent on students' socioeconomic status, or on their native or non-native condition. This research addresses the problem in Spain, seeking to determine how immigrant and socioeconomic segregation affect the academic achievement of native and non-native students. With this aim, the PISA study database was specially exploited by means of two-tier Multilevel Models, estimating school segregation through the Hutchens Square Root Index. Specifically, the study estimates the influence of school segregation on students' academic achievement in the subjects of Mathematics, Language and Science. The results confirm that school socioeconomical and immigrant segregation affect students' academic achievement differently. Whereas socioeconomic segregation negatively affects both groups in all three subjects, immigrant segregation affects non-native students more strongly. Thus, data shows school segregation on socioeconomic grounds is always significant, and always has a considerable impact on achievement, regardless of students' national origin. School segregation reproduces and accentuates conditions of social injustice. To counter its harmful effects, it is necessary to act first and foremost on socioeconomic segregation, as this causes the most devastating effects in education, particularly for non-native students. [ABSTRACT FROM AUTHOR]

Aims and objectives: To analyse the prevalence, levels and phases of burnout syndrome in midwives and obstetrics and gynaecology nurses, and to evaluate the relationship between burnout and sociodemographic, occupational and psychological factors. Background: Burnout syndrome is a major problem in occupational health, characterised by feelings of exhaustion, depersonalisation and a low sense of personal achievement that appears after long‐term occupational stress. Recent research has found that burnout harms the physical and mental well‐being of workers, and jeopardises the quality of care provided. The association between burnout and a risk profile in maternity wards has not previously been investigated but it deserves special attention since it is a highly stressful area to work in. Design: A cross‐sectional survey design was selected. Methods: A total of 150 nurses and midwives at 18 hospitals participated in this study. The data were collected using the Maslach Burnout Inventory, NEO Personality Inventory and the Educational‐Clinical Questionnaire: Anxiety and Depression. This study adhered to the STROBE guideline. Results: 17% of participants presented high levels of emotional exhaustion, 16.6% high depersonalisation and 55.1% a sense of low personal accomplishment. The sociodemographic and occupational variables related to burnout were gender, marital status and work shift. The three dimensions of the syndrome, emotional exhaustion, depersonalisation and personal accomplishment were predicted by depression, neuroticism, agreeableness and openness. Conclusions: One third of the sample presented high levels of burnout, which was most strongly experienced as feelings of low personal accomplishment. Furthermore, personality factors play an important role in the development of burnout syndrome. Relevance to clinical practice: Managers and policy makers should promote strategies to reduce burnout. To prevent the syndrome, personality factors should be taken into account, for the early identification of a profile of professionals most at risk of developing burnout. [ABSTRACT FROM AUTHOR]

Copyright of Revista del CLAD Reforma y Democracia is the property of Centro Latinoamericano de Administracion para el Desarrollo (CLAD) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Applying a structural equations modelling methodology, the study analyses the relationships and effects of self-regulated learning (social interaction learning strategies and motivation) and first-year university experiences on permanence in the sophomore year. The participants are 239 first-year students in different Engineering degrees at a public university in south-eastern Spain. Two alternative structural models are evaluated, showing the superiority of the model where first-year university experiences completely mediate the effects of self-regulated learning on permanence. Motivation and social interaction learning strategies show direct effects on first-year university experiences, and first-year university experiences, in turn, show direct effects on permanence; additionally, both motivation and social interaction learning strategies have indirect effects on permanence via first-year university experiences. The noteworthy theoretical implications of the results are discussed, as well as the teaching methodology and support services provided to first-year university students. [ABSTRACT FROM AUTHOR]

The current study has a twofold purpose: first, to determine the reliability of a tool for assessing orthographic development in Spanish; second, to assess differences in students’ performance on the measure across multiple types of primary schools in a large city in Chile. A Spanish developmental spelling inventory that contained words of increasing orthographic difficulty was administered twice to students in first through fifth grades in three types of schools: public, private and partially subsidised. These school types in large part represent varying levels of student socio-economic status because of costs associated with attending them. Results demonstrate that (a) the Spanish spelling inventory is able to reliably measure the development of orthographic knowledge in Spanish, and (b) there is a relationship between school type and student achievement. The authors describe individual cases to highlight the qualitative nature of differential performance for students in greater- or lesser-resourced schools. [ABSTRACT FROM AUTHOR]