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This paper presents an overview of approaches and proposals to improve the integration of migrant children in schools in Spain and it is linked to the European research project Migrant Children and Communities in a Transforming Europe (MiCREATE). It focuses on a part of the research in which stakeholders were interviewed. Based on the needs of migrant children and practices already implemented in Spain, experts from different fields problematised and proposed improvements in current policies and practices in education. The main conclusions indicate that a more holistic and transversal approach to the inclusion of migrants is needed, as well as better coordination between institutions in different contexts and areas of action. This implies rethinking inclusive practices and involving children's families and taking their environment into consideration, as well as supporting educational practices that foster a sense of belonging among migrant children and their families in schools, the community, and society. Finally, the paper highlights the importance of gathering data from stakeholders in different fields of expertise and areas of action in order to obtain a more complex and insightful overview of the phenomenon under study.

Listening to academic lectures in a second language (L2) can be a daunting task, as the listener faces various challenges related to processing the speech stream, prioritizing the importance of information, and deciding when, where and how to take notes. A host of factors can contribute to student comfort in and ability to take "good" notes during L2 lectures. This study explores student perspectives on personal, speaker, and contextual factors that impact notetaking in L2 lecture settings. To determine the extent to which these factors affect notetaking ability, participants (N = 711) studying on English for academic purposes (EAP) programs in five countries (Indonesia, Japan, Spain, Sweden, and the US) responded to an online survey. The present paper reports results holistically and from a cross-cultural perspective, leading to pedagogic implications and recommendations for students, EAP teachers, and English medium instruction (EMI) lecturers as well as any teachers who may teach groups with varying language proficiencies.

Purpose: Academic institutions have the power to generate positive change by implementing sustainable development initiatives. This study aims to make a holistic assessment of the universities' sustainability practices by explicitly focusing on equality and communication and by providing a general model for a university sustainability structure. In this context, the following questions were taken as references: How are the sustainability management mechanisms of universities? What are universities' practices regarding "gender equality and equal opportunities"? How do universities integrate education, training, R&D and community development activities into their systems to be sustainable and how do they manage sustainability communication? This study aims to present an exemplary model for universities planning to develop a sustainability system and integrate the sustainable development goals (SDGs) into their ordinary work structures. It draws an exhaustive picture of what a sustainable structure and equality practices for universities look like by providing data about basic development areas regarding sustainability and social development. Design/methodology/approach: This paper examines universities' general sustainability system from a holistic standpoint to illustrate the implementation of sustainability practices within the universities' plans and structure. In this qualitative research, the descriptive case study method is used. For this purpose, purposive sampling method is used where Jaume I University (Universitat Jaume I [UJI]) is selected as the sample due to its higher rankings despite its young age and its commitment to sustainability and equality. UJI is a public higher education and research university established in 1991 and is located in Castellón de la Plana in Valencia region of Spain. Its vision is to be a leading institution contributing to the social, cultural and economic aspects of sustainable development and to promote innovation, entrepreneurism, internationalization and social responsibility. It also has an non-governmental organization (NGO) working on equality. Three main data collection methods of descriptive research are used: (1) analysis of academic literature on sustainability in higher education institutions (HEIs); (2) document review: this review includes the systematic analysis of the case study university's documents such as strategic plans, workflow charts, procedures and protocols of the related units. These documents were analyzed in a multidimensional way, and all related reports were examined comparatively. (3) Observation and semistructured interview notes: The interviews were conducted with nine unit managers and some academics working on this issue to obtain details surrounding the collected data. With this method, it became possible to obtain detailed data about the strategy and practices of the institution and identify the relationship between them. The research was conducted between April 2022 and September 2022. Findings: According to the data, the main topics within the sustainability structure can be classified as (1) "sustainability in teaching system", (2) "sustainability in research, development and innovation research, development and innovation (R&D&I) activities", (3) "sustainability in management structure", (3.1) governance, (3.2) ethics, (3.3) equality, (3.4) social responsibility and sustainability management and (3.5.) "networks and collaborations", (4) "sustainability communication" and (5) "community development." Each main heading includes subitems. In this context, 12 s subheadings and a total of 51 indicators under them have emerged. In addition to these, additional recommendations have been developed as a result of the analysis. This study's findings reveal that sustainability is related to each unit of the university and that every unit engages in practices for sustainability. However, for holistic sustainability management, all practices should be coordinated and integrated according to a strategic goal. The current situation and strategic goals related to sustainability should also be defined in line with the university's priority issues and stakeholders. Moreover, to achieve greater success and visibility, effective communication plays an important role. As such, alongside the conventional communication systems of academic units, it is crucial to establish a dedicated sustainability communication system as a distinct department. Research limitations/implications: This research is based on a case study method and is limited to the case of Jaume I University. Originality/value: To the best of the authors' knowledge, this research is an original study designed in line with the in-depth analysis of all systems of a university and also the data obtained through face-to-face interview methods.

Background: Content and Language Integrated Learning (CLIL) is a European innovative interdisciplinary educational convergence that intends to promote multilingual competence among students through the learning of the subjects in a second/foreign language. This approach is considered one of the significant developments in the field of education. Purpose: A research study was designed with the objective of exploring and understanding the nature and method of CLIL practices prevalent in bilingual primary and secondary school classrooms in Castilla La Mancha, Spain. Spain was chosen because it is one of the pioneering countries that steered an exhaustive variety of research and experiments in CLIL practices in its diverse educational contexts. Methods: Adopting qualitative research method Participant Classroom Observations, twenty classes of two bilingual schools--fifteen classes of Natural Science and Social Science in primary school and five classes of Music at Secondary School that used CLIL approach were observed and findings recorded using observation template. Results: The findings provided a myriad view of the bilingual experiences in the classrooms, diversity and range of pedagogical practices used, student teacher interaction dynamics present, positive learning environment provided for the students in the classes to mention a few. Conclusion: The study concludes with the understanding of the 'added value' and the numerous benefits the approach provides for the students. As a fresh and innovative approach, CLIL promotes holistic and meaningful learning catering to the needs of twenty first century education systems.

This article examines how a multidimensional, skill-driven curricular framework plays out in diverse primary school settings toward a holistic K-6 curriculum framework. Particularly, it explored how unplugged tasks involve imaginative pedagogies, computational thinking skills, new media literacy skills, and social-emotional skills across three different primary schools by fulfilling two learning conditions, without coding/programming and without using digital devices. Within-case and cross-case analyses were conducted by following the qualitative multiple-case study research design. The evidence stems from lesson analysis, observation field notes, and interview transcripts with 152 participants. We collected 94 lessons from the three schools and we analyzed the data by using a predefined coding scheme grounded upon four frameworks. We conclude that the detected teaching practices uncover promising trajectories by demonstrating a great potential to consider the proposed framework as an effective and age-appropriate pedagogical approach applicable to low-technology and coding-free learning environments. The study highlights the need of teacher professional development, especially on computational thinking in reference to cognitive/intellectual, emotional/affective, social, creative/imaginative, and material dimensions for conscious computational thinking practice implementation. Given the paucity of research on unplugged and, especially, non-programming/coding methods at primary education level, this study can open up prominent issues for further examination and validation.

Research on pragmatic awareness of language learners has mainly focused on the target language. As argued by some scholars, a multilingual perspective should also be adopted in the analysis of pragmatic awareness. In fact, existing findings point to the peculiar characteristics of multilingual pragmatic comprehension and awareness. Bearing these aspects in mind, this paper focuses on the pragmatic awareness of multilingual learners while they are performing a collaborative writing task in three different languages, namely those of Catalan, Spanish, and English. The corpus consists of recordings from 30 university students' oral interactions while working in pairs to write three email request messages. In an attempt to provide a holistic and ecological account of learners' performance, pragmatic-related episodes were identified by considering Brown and Levinson's politeness features (1987) and Leech's (1983) approach to pragmatic competence. Results are in line with previous studies tackling multilingual learners of English and they provide us with interesting insights about the mechanisms that multilingual students activate when planning and performing pragmatic production tasks during collaborative work.

The Sustainable Development Goals of the 2030 Agenda have set a new horizon for higher education institutions. Universities must guarantee an inclusive and quality education for all. Far from this objective, in the Spanish university system, the expansion of participation seems to have come to a halt, generating obvious situations of inequality. From a qualitative approach, this work gathers the contributions of 119 faculty members who reflected on how to advance toward more inclusive universities. The results show the barriers to inclusion that Spanish universities must overcome and the strategies that would allow them to progress toward more inclusive university culture, policies and practices. It concludes with the invitation to a cultural and organisational change based on a broader conception of inclusion. Moreover, it suggests an institutional commitment translated into a greater economic investment that enables the improvement of learning conditions and the training of faculty members in inclusive pedagogies.

Research into the potential of collaborative writing is relatively new. Similarly, task repetition (TR), which has been claimed to be a valuable tool for language learning, has been rarely explored in the context of writing. Therefore, little is known about the potential of combining TR and collaborative writing, and even less if we focus on young learners (YLs), who constitute a generally under-researched population. With these research gaps in mind, the present study examines the compositions of 10 pairs of learners of English as a foreign language (EFL) (aged 12) who write the same text in response to the same picture prompt three times over a three-week period. Our analysis includes the language-related episodes (LREs) that learners generate while writing collaboratively and, also, a thorough analysis of the three drafts that students produce, including quantitative (complexity, accuracy and fluency (CAF)) and holistic measures. Results show that learners' compositions improve with repetition when measured by holistic ratings although CAF measures fail to grasp this improvement. As for the LREs, a great amount was found, most of the episodes were focused on form, most were successfully resolved and their amount declined with TR. In light of these results we argue in favor of the inclusion of holistic measures when analyzing students' productions and discuss the positive effects of collaborative writing in the context of TR with YLs.

The school burnout of children, defined as physical and mental exhaustion due to a lack of adjustment to the educational context, constitutes a serious problem in contemporary education. Thus, the determination of the elements that influence it and the possible strategies for avoiding it are key in the process of improving children's well-being. A descriptive and cross-sectional study was conducted with a sample of 569 children aged 8 to 13 at eight primary education schools in Granada (Spain). With the aim of examining the association between the possible exhaustion of children and planned tutoring and guidance activities, a structural equation model (SEM) as the analytical technique was used. The results show good fit indices for the model (comparative fit index (CFI) = 0.955; normalised fit index (NFI) = 0.956; incremental fit index (IFI) = 0.946; root mean squared error approximation (RMSEA) = 0.089), which reflects the need for tutoring and guidance activities that are infused throughout the entire teaching process in order to preserve children's well-being.

Context: In 2016, the early leaving from education and training (ELET) rate in the Balearic Islands, Spain, was 26.8%. According to the most recent data, the participation rate in intermediate vocational education and training (VET) was 31.5%, and the graduation rate was 53.2%. In this paper, we present the main elements of the social agreement among political and social actors, derived from social discussion, which may form the main building blocks for addressing the problems of ELET and, more specifically, dropout in VET. Approach: The social discussion was developed under the need for a broader and more inclusive vision between the formal education system and the community as well as among their agents and initiatives, the mutual understanding between the educational strategies and the models of formal and non-formal education systems and the need for a dynamic and holistic approach to experiential learning processes. As researchers, we analysed the videorecorded content of participants' contributions using three categories: problems, strategies for improvements and contributions of the work group to the social agreement. Findings: The experience evidenced the severity of the ELET problem in the Balearic Islands and proved that preventing ELET and returning people between the ages of 16 and 24 to education and training programmes must become political priorities. The social agreement reflects the consensus reached regarding the need to work in networks, encourage collaboration between formal and non-formal education and emphasise the central role of the community and the active participation of students. The proposed actions regarding VET focus on the need to establish a system that integrates VET from education and from employment systems and the need to increase the offer to connect with the needs of businesses, the territory and a new model of production. The necessity of improving the quality of the system, moving towards more inclusive education and training teachers to recognize and reduce dropout risk factors was also brought up. Conclusion: The social agreement is possible even in contexts with little tradition. The innovation of this experience lies in its equating all participants at the same level of discussion. We highlight the intersection of the variety of positions that emerged in the debates as well as the consensus reached regarding the suggested proposals to address the problem of ELET and dropout in VET in the Balearic Islands.

In this article, we compare holistic, analytic and cross-linguistic measures of assessment in writing considering the whole linguistic repertoire of multilingual writers. We explore different ways to look at their three languages by focusing on the relationships between these languages rather than looking at each language in isolation. We analyse 399 compositions -- 133 written in each language (Basque, Spanish and English) -- using quantitative and qualitative methods. Using analytic accuracy measures we compare the error-types in the three languages and analyse their relationships. Using holistic measures, we focus on the relationships between five dimensions of writing (content, organization, vocabulary, language use and mechanics). Using cross-linguistic measures, we analyse the influence of participants' first and second language on the compositions written in English (L3). The results of the correlation analyses show different patterns of relationships among the measures and indicate that languages within a person's repertoire are interconnected at different levels. Additionally, the results from the cross-linguistic analysis show that multilingual writers use their entire linguistic repertoire to write in their third language. We argue that analysing the entire linguistic repertoire of multilingual writers we gain new understanding about the way languages are connected and learned when writing.

To achieve an effective Education for Sustainable Development (ESD), teachers should possess appropriate sustainability attitudes to transmit those values to their future students. In this article, a holistic educational intervention around the ecofeminist movement is described and its impact on the sustainability attitudes of 188 pre-service teachers is assessed. The quantitative results with a validated questionnaire reveal an initial high level of sustainability awareness and a statistically significant increase in the environmental dimension after the educational intervention. In addition, the qualitative analysis of the stories and activities for children prepared by the students in a process of didactic transposition confirms their ability to effectively integrate different competencies around a topic. Due to their status as future educators in the early stages of the system, pre-service teachers are relevant to disseminate a holistic view of ESD and we can conclude that ecofeminism is a thematic node that integrates key concept and attitudinal content to achieve that goal.

Given the importance of the phonological and lexical components of the language in L2 learning, this article discusses an innovative, holistic approach to learning these two components of the language based on the existence of "sound symbolism"--the interrelation between sound and meaning--in English. In particular, it describes how and why the study of sound symbolism can be advantageous to EFL learners. This claim is grounded in empirical data gathered from two pilot studies carried out in two educational settings (a secondary school and the University of Alicante). The results suggest that knowledge of sound symbolic principles underlying the English language can enhance lexical storage and semantic prediction.

Objective: The aim of this study was to analyse the views of different members of the school community regarding the health and well-being of young people and health promotion in schools. Design: Case study design was used, in which the Personal Wellbeing Index--School Children's Questionnaire was administered to young people, and focus groups were held with other members of the school community (students, teachers, families, tutors and stakeholders). Setting: Five secondary schools in Catalonia (Spain). Method: Sequential triangulation between methods. Quantitative methods evaluated the students' perception of health and well-being, while qualitative methods described school community perceptions of health promotion in school. Results: The results revealed a generally good perception of health among young people. Reported perceptions of health were lower among students in the later years of secondary education. Findings suggest that health promotion actions do not always translate into healthy behaviours among young people. Lack of resources and school overcrowding are key contextual factors influencing the promotion of health. Conclusion: Findings advance knowledge related to health education during the secondary years of schooling. In addition, they provide professionals with relevant data for developing and implementing health and well-being actions to include as part of a holistic curriculum.

The rise of the PISA standards has taken the educational world by storm, with intense media attention and debate every time they are published. Over the past two decades, they have been gaining an increasing role in shaping educational systems and policies across the world, gaining a "canonical status" among member countries, and becoming a global "benchmarker of standards" (Rinne, 2008). These authors believe, however, that the transformation of educational systems according to comparative standards based on a universal, standardised test measuring a narrow range of cognitive abilities across cultures and contexts is problematic in various ways. In contrast to other international assessments such as TIMMS, which is focused on academic achievement, PISA purports to measure "the ability to complete tasks relating to real life, depending on a broad understanding of key concepts, rather than limiting the assessment to the understanding of subject specific knowledge" (OECD, 2007, p. 20). There are issues, however, to what extent PISA really assesses competencies related to real-life context. A more fundamental and epistemological issue is PISA's narrow view of what education is about, namely a reductionist, measurable, economic project (Meyers, 2013). The authors of this article believe in a broader agenda of education, one integrating the person's physical, social, emotional, artistic and spiritual development. They believe that the PISA standards may also pose a threat to diversity and social inclusion, and consequently to social justice and equity. They are therefore arguing for a different kind of education than the one emerging from the PISA standards process.

This initial work on evaluating standardisation tries to explore to what extent standardisation can be evaluated in the same way as terminology planning and language policy and planning. The main reason for exploring this issue is that this kind of evaluation is necessary and has not been undertaken systematically. The work aims to verify the basic hypothesis that terminology planning evaluation (TPE) and language policy and planning evaluation (LPPE) can be applied to the evaluation of standardisation. So, the general question addressed is to what extent can standardisation be evaluated according to the models for TPE and LPPE. After presenting Haugen's model of standardisation and complementing it with some concepts about language corpus planning and restandardisation, this model is analysed from the perspectives of PPE and LPPE, with references to the actions taken as part of the official restandardisation of the Catalan language (the new 2016 Catalan spelling and grammar). The principal original contributions of our work are this analysis of a standardisation model, based on TPE and LPPE evaluation models, and an overall positive verification of the hypothesis, leading us to conclude that standardisation can be evaluated in this way.

Purpose: This paper aims to show how the Green Campus Program has been implemented at the Faculty of Sociology of the University of A Coruña (Spain). It describes the criteria used to create teaching sustainability actions related to community engagement to introduce education for sustainable development into college curricula. Design/methodology/approach: Drawing on a human-centered design model approach, as well as on transformative teaching theories, this study explores the criteria used to build the Free Classroom based on a participatory model. Findings: The authors argue that the success of this activity depends on how it relates to the theme-based specialization of the different academic degrees through which they are managed. Equally important is the creation of permanent spaces that enable the collaboration of other organizations, such as non-governmental associations and local public administrations. Originality/value: The findings provide valuable insights into how the social dimension of sustainability in higher education institutions can be emphasized. A model of implementation of the activities is offered under which academic, political, student and community agents are coordinated to favor the change of attitudes and behaviors to strengthen SD.

This research investigates the state of student participation in the Eco-Schools programme in two selected secondary schools located in Spain and the Netherlands. The focus is on understanding the levers of student participation and of the factors leading to a whole-school approach. Engeström's Second Generation Activity Systems Model is used as an analytical framework. The study also reflects on the merits and shortcomings of this framework. The analysis of the two cases revealed contradictions in the intended effect of the Eco-School programme on fostering student-led change towards sustainability and a whole-school approach. The research suggests that student participation in Eco-School programme can be fostered by using an activity-based 'whole institution' approach that interlinks a reflective and action-based procedure, by adapting the students' learning environment according to their needs and capabilities, by providing for close teacher guidance in Eco-School activities and establishing good student-teacher-relationships, and, finally, by incorporating the Eco-School programme into the school's overall educational framework.

Despite the growing tendency to introduce a foreign language in early years settings, little guidance is provided for practitioners in government steering documents or in the published literature. This article aims to bridge this gap by presenting a study which considers the importance of deploying the holistic approaches used in early years settings when introducing a foreign language. It focuses particularly on the creation and evaluation of a foreign language area as a strategy to help strike a balance between structured teacher-led instruction and the free play and interaction essential at this stage. The results of an interpretative qualitative study with a group of 4-year-olds show a positive correlation between the language used in the teacher-led sessions and children's interactions during free play in the newly created learning area. The results will be of interest to all practitioners aiming to introduce a foreign language in early years settings.

In this article we discuss the outcomes of a study into the languages of the workplace of internationally operating companies. Our aim is to contribute to studies of multilingualism in the workplace by adopting a holistic approach that focuses on several languages and relates the competences and attitudes of multilingual professionals to the repertoires used and learned in the workplace and the wider social context. The study is situated in the Basque Autonomous Community, Spain, where the regional government has already developed a strong bilingual language policy to promote the minority language Basque and recently also supports a policy of internationalization of companies, implying the use of other languages. The tensions arising from the confrontation between these two policies are discussed. Based on interviews with 25 informants in managerial positions, we found that the default language of workplace communication is Spanish, there is limited use of Basque and for foreign trade English is dominant, although Spanish is used with Latin America. The language and cultural competence of professionals is lagging behind and should be further developed, although the younger generation has a better command of English. The wider social context has an important influence on the language practices inside the company. Multilingualism plays an important role in Basque companies that operate internationally, but the companies still have to overcome important language barriers. Our study confirms that language practices and language learning experiences are complex and highlights the need for a holistic approach that includes the repertoire of languages used in the workplace.

Purpose: This study aims to analyze the main factors that might determine the extent to which Spanish organizational management educators use environmental stand-alone subjects to equip students with alternative views of business. To give a more qualitative study, this paper also provides a more detailed curriculum analysis from a double point of view: first, the authors analyze the environmental integration in curricula by means of the presence of environmental embedded subjects. On the other hand, the authors analyze the main environmental topics covered by curriculum of Spanish universities. Design/Methodology/Approach: A Web content analysis and non-parametric mean comparison statistics of the curricula of undergraduate degrees at all universities in Spain was conducted. Findings: One of the main conclusions of this paper is that public universities in Spain are more likely to require an environmental course than private universities. Other factors, such as size, political orientation or chairs/research institutes are not statistically explanatory of environmental education. Another important finding is that environmental training in management courses offered by Spanish universities is still relatively underdeveloped. Comparatively, the authors found that the most common method of teaching environmental issues in Spain is by means of embedded subjects (horizontal integration) in comparison with stand-alone subjects (vertical integration) as a response of the necessity of providing a systemic and holistic approach toward environmental aspects. From this perspective, the main topics covered in curriculum are environmental management, sustainable tourism, environmental economy or environmental impact. Originality/Value: There is a lack of empirical research focuses on analyzing determinant factors to environmental education in management undergraduate curricula of Spanish universities. Indeed, most of previous studies provide a descriptive review of environmental courses in management education.

Background: Over the past decades, ample empirical evidence has been collected about the factors linked to internalizing problems during adolescence. However, there is a lack of research that use holistic approaches to study the joint analysis of a series of contextual and personal variables considered to be related to internalizing problems. Objective: This cross sectional study analyzes the relationship between internalizing problems during adolescence and a constellation of contextual (parenting and peer relationships) and personal variables, some of which are linked to the control and regulation of emotions. Method: The sample consisted of 2,400 adolescents (1,068 boys and 1,332 girls) between 12 and 17 years of ages, who were selected in twenty secondary schools located in western Andalusia (Spain). They completed questionnaires in their classrooms. Results: The results showed significant differences depending on the gender of the participant with girls scoring higher than boys in internalizing problems. This gender difference in the prevalence of problems increased with age. Also, significant relationships were discovered among most of the personal and contextual variables analyzed and internalizing problems, both in boys and girls. Our data showed an interesting moderating effect, because empathy was positively associated with internalizing problems, but only for girls with low scores on emotional clarity. Conclusions: The results of this study provide an interesting contribution to the knowledge of contextual and personal factors regarding internalizing problems during adolescence. Among contextual protective factors, the importance of parental affection and attachment to the peer group must be emphasized, while parental psychological control had negative effects. The results also underscore the importance of certain personal variables, such as risk or protection factors, as well as the moderation relationships established between some of them, including the moderating effect of emotional clarity on the relationship between empathy and internalizing problems, although only in the case of girls.

After critically analyzing some of the Spanish physical education's (PE) main justifications and pointing out their problematic effects on teachers and students, the paper proposes an alternative orientation to teaching and learning PE that fosters consciousness, centeredness and transformation. Drawing from arguments and examples taken from "Eastern" martial arts, the paper introduces the Conscious System for the Movement Technique (CSMT)--a "Western," ontological, and holistic approach whose purpose is to help people find paths that may allow them to transcend present paradigms, become interpreters of themselves, and acquire knowledge about the use of their body as a totality that, essentially, is "the reflection of a complex and mysterious functioning." Following this introduction to the CSMT, the paper explains its methodological principles, process, practical applications and transformative effects.

This paper focuses on the use of Basque as the language of instruction. In the first part of the article the situation of Basque in the Basque Country is briefly described and the different possibilities regarding the language(s) of instruction are explained: model A with Spanish as the language of instruction and Basque as a subject; model B with both Basque and Spanish as languages of instruction and model D with Basque as the language of instruction and Spanish as a subject. Then, the results of research studies comparing these three models regarding achievement in Basque, Spanish and other areas of the curriculum are analysed. Finally the article considers the new challenges the Basque educational system is facing. One of these challenges is the need to go from bilingual education to multilingual education by teaching in a more effective way languages of wider communication. Another recent challenge is multiculturalism as a response to the increasing immigrant population which is a new phenomenon in the Basque educational system. The need for a more holistic approach towards multilingualism both in teaching and research is proposed so as to face these new challenges.

This paper addresses the exercising of local development in Spain, particularly in the Region of Valencia. At the end of 1980, a professional position was created to form part of the public administrations, who would be responsible for attracting economic resources, diversifying economic activities, taking advantage of the capacities and possibilities of the territories, and encouraging the creation of employment opportunities. These activities have been conducted from a holistic and integrated perspective, in which professional geographers participate from both an applied and training point of view. The objectives of this publication, based on a survey carried out in 2019 involving 114 professionals belonging to the Federation of Technical Personnel in Local Development Management of the Region of Valencia (ADLYPSE) and in-depth interviews, are to explore: a) the academic profiles; b) the type of actions carried out in the territory; and c) the importance of these actions, highlighting the close relationship between Geography and the management of territorial resources. Among the results, it is worth highlighting that, despite the importance of these experts in the promotion and management of the territory's resources, they have no professional recognition in many of the region's municipalities since they have been limited to managing subsidies and financial aid, and have an excess of bureaucratic tasks. Therefore, the professional profiles of technical staff in local development should be adapted to the real needs of the territories in which they work, since an industrial or tourist municipality will have different priorities to a rural municipality with a small population. The importance of training, in general, and geography training, in particularly, is also underlined. Of the five university master's degrees that are currently active in Spain, having a clear link to local development, three are led by geographers. [ABSTRACT FROM AUTHOR]

Objective: To identify the barriers and facilitators of managing intimate partner violence (IPV) cases, from the perspective of primary health care (PHC) social workers. Method: Qualitative study through interviews with 14 social workers working in PHC centres in Spain. A thematic analysis approach was applied to identify barriers and facilitators according to the Tanahashi model. Results: The barriers identified by social workers in providing effective coverage to women suffering from IPV included insufficient practical training, a lack of knowledge from women on social workers' roles, a lack of teamwork, and excess IPV case referrals from other professionals to social workers. The identified facilitators were the existence of electronic protocols and good practices including therapeutic support groups and holistic intervention approaches. Conclusions: An excess of referrals to social workers of identified IPV cases following consultation by other members of the PHC team, alongside the lack of interdisciplinary teamwork, does not enable a comprehensive and holistic approach to this problem. Compulsory, practical, and interdisciplinary training in IPV for all PHC professionals and students must be a priority for health agencies and universities in order to facilitate a comprehensive and quality approach for all women suffering from IPV. [ABSTRACT FROM AUTHOR]

During the 2020, the pandemic caused by the massive spread of the SARS-CoV-2 coronavirus (COVID-19) resulted in a global crisis. In Spain, the COVID-19 pandemic caused a lockdown for almost 100 days and forced the sudden stop of sport practices and competitions. This interruption had a negative impact on high-level athletes' mental health. However, its impact on young athletes, who are intrinsically developing a high-demanding dual career, remains unclear. Therefore, this study aimed at (1) describing and characterizing the general impact that COVID-19 lockdown had on Spanish young athletes' life-spheres and mental health, and (2) identifying different profiles of athletes regarding life-conditions and sport-related variables. A sample of 544 young athletes (M = 15.9; SD = 1.51) participated in this study. Measures included life-conditions and sport-related information along with the Holistic Monitoring Questionnaire (HMQ) and the General Health Questionnaire (GHQ-12). After the screening and description of the data, profiles were defined using a two-level cluster analysis using HMQ and GHQ-12 subscales. We explored differences in demographic and sports information between profiles using MANOVA and subsequent ANOVA. Results suggest a general negative impact of COVID-19 on young athletes' life-spheres and mental health, but with three different clusters regarding the degree of such impact. Cluster 1 grouped the 54.78% of the sample and exhibited a low negative impact of COVID-19 lockdown on life-spheres and few mental health issues. Cluster 2 grouped a 29.96% of the participants who reported a medium negative impact on life-spheres and moderate mental health issues. Cluster 3 represented 15.26% of the sample including participants who showed a high negative impact of the COVID-19 lockdown with high mental health issues. The paradigmatic participant in this third group would be a female student-athlete from a medium or low socioeconomic status with high academic demands and poor or inexistent training conditions during lockdown. Current findings emphasize the need to pay attention to young athletes' mental health and suggest possible influencing contextual variables. We suggest some applied recommendations aimed at helping clubs and sports institutions to mitigate the negative effects of such difficult circumstances on athletes' mental health. [ABSTRACT FROM AUTHOR]

Optimal reservoir sizing in on-demand irrigation networks with a minimum cost was obtained, taking into account the variability of pressure and flow rate demanded by the network during the irrigation season. With this aim, a model called DRODIN (Design of Reservoirs of regulation in On-Demand Irrigation Networks) was developed under a holistic approach. That obtain the optimal design and management (minimum total annual cost, CT) of the water abstraction systems in an integrated manner to include the aquifer along with the pumping station, reservoir and pumping and distribution pipes in a collective irrigation network. This tool has been applied to an on-demand irrigation network located in Spain with 171 ha of drip irrigation in vineyard and olive crops. The optimal reservoir volume is approximately 5000 m3, and the CT for water lift (WL) = 100 m (the most common case for this aquifer) is 325 €ha-1 yr-1. The energy cost is the primary component of CT, both in the abstraction and the water supply to the irrigation network, representing between 57% and 80%. The operation of the pumping station determines the size of the reservoir and the annual costs of the water supply to the network for a given water supply guarantee. The CT increases linearly with the WL, primarily because of the increase in energy costs (Ce), although there is a clear relation between the investment costs (Ca), Ce and the reservoir size, which is only possible to analyse with tools such as DRODIN. Highlights· We optimized abstraction and water supply with reservoirs using a holistic approach. · Energy cost weight over the total cost of abstraction and water supply is between 57 and 80%.· Probabilistic approach for estimating water demand is required for sizing reservoirs. · Tools as DRODIN aid in decision-making for irrigation modernization. [ABSTRACT FROM AUTHOR]

European cities have been affected by urban regeneration interventions in the last few decades, spanning a variety of different types and with different outcomes. This paper describes and analyses possible classification criteria for urban regeneration interventions in order to reach a better understanding of urban regeneration policies and their consequences. A review of the literature on urban regeneration classification criteria reveals that urban regeneration interventions have gradually shifted from being place oriented to being people oriented. In view of this, this paper presents a paradigmatic case study of urban regeneration. The urban transformation of the city of Turin, in northern Italy, from 1995 to 2015 clearly shows the existence of three generations of neighbourhood transformations. The first generation involved mainly physical improvement operations in the area of Spina 2. The second was characterised by social and economic support, as in the regeneration of the historic neighbourhood of San Salvario. Finally, the third generation presented an integrated approach, as in the management of the Urban II programme for the area of Mirafiori Nord, leading to a more contemporary, holistic approach. [ABSTRACT FROM AUTHOR]

This research contributes to the family business literature by empirically demonstrating that family enterprises that give more emphasis to family and business as a whole have better family results and similar business results when compared to those enterprises that limit governance to only the business. The article includes a review of the literature, and it identifies a set of four basic dimensions that focus on different aspects of family enterprise. The study then combines measures of these dimensions to describe both the governance and the nature of the family and the business. A representative sample of 732 Spanish family enterprises enabled the research to reveal empirical support for the theory positing that balanced attention to governing the subsystems is an effective route to family enterprise management. [ABSTRACT FROM AUTHOR]