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The aim of this paper is to describe an approach to the study of the educational trajectories of students at risk of exclusion and to discuss the suitability of this methodological procedure for a narrative approach. In this research, the theory of the life course by reconstructing life stories has been used to observe how the different experiences in the educational trajectory of these students develop and how these affect their involvement with their studies and school. Through this paper, the research process will be exposed, from the epistemological foundation of research to the method employed for the analysis and discussion of results. A way to delve into an insufficiently explored form of research will be proposed. The application of Barton and Lazarsfeld’s qualitative analysis procedures is novel in the paper; not only for the depth achieved in the analysis of the trajectories of the subjects, but also for the possibility of its integral application in the data analysis software ATLAS.ti. The main conclusions reached in this text are: (1) the full validity of the analysis procedures established by Barton and Lazarsfeld; (2) the progress that supposes its application with the support of the software ATLAS.ti; (3) Semantic exploration through the tools available facilitates the deepening of the development of biographical-narrative research.

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PurposeThis paper draws on data from a research project that examined the professional relationships that existed between teachers of different generations within an educational setting, including both those inside and outside school.Design/methodology/approachA qualitative approach was adopted to better understand participants' intergenerational relationships. Data were collected via semi-structured interviews conducted online. Data analysis was carried out using Atlas.ti 22 software. This focused on participants' professional relationships, generationally-inflected professional relationships, links to the school and connections with their environment.FindingsThe paper shows that commitment to the profession and work climate were among the key aspects referred to by the interviewees. The different age groups agreed that they had experienced intergenerational feedback and that there was closer contact between peers of the same generation, which led to greater levels of affinity. The shared responsibility that comes with teaching and the sense of belonging were essential links to the school. The generational groups underlined the importance of building bridges and participating in collaborative networks to form connections with their environment.Originality/valueAlthough several studies have considered various factors influencing professional relationships from an intergenerational perspective, this paper adds value to the existing literature by providing new data and analyzing the barriers and opportunities experienced by teachers of different generations (novice, veteran and retired) in their professional work within and beyond the educational setting.

<p>El estudio explora los motivos que lle-<br />varon en el pasado a los alumnos 3 a una<br />trayectoria que culminó en el abandono<br />escolar temprano. Partiendo de este ob-<br />jetivo general, la investigación realizada<br />tiene carácter exploratorio y heurístico,<br />adoptando una metodología cualitativa<br />conducente a obtener conocimiento liga-<br />do a la experiencia, significado y contexto<br />de los sujetos protagonistas. Para ello, y</p><p>en el marco de un estudio de caso, se ha<br />recurrido a entrevistas semiestructuradas<br />en profundidad con el alumnado joven<br />perteneciente a la Escuela de la Construc-<br />ción en Ceuta, que oferta itinerarios for-<br />mativos para la inserción socio-laboral de<br />personas en situación o riesgo de exclu-<br />sión social. El procedimiento ha permitido<br />recoger información sobre la trayectoria<br />de los alumnos hasta acceder al centro.<br />Los relatos han sido sometidos a un aná-<br />lisis narrativo, adoptando los resultados<br />el formato de biogramas con categorías<br />referidas a periodos vitales que permitie-<br />ran dar cabida a singularidades asociadas<br />a cada situación personal. Los resultados<br />obtenidos indican que la reanudación de<br />la trayectoria formativa no sólo depende<br />de la propia formación sino también de la<br />trayectoria previa de los sujetos. Existen<br />razones que, desde los centros, empujan<br />a los alumnos a abandonar su educación<br />y, desde fuera de ellos, a sacarles de la<br />educación, teniendo asimismo ambos ti-<br />pos de razones incidencia en la posterior<br />decisión de reanudar su formación.</p>

<p style="text-align: justify;">Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.</p>

There has been a remarkable development and evolution of laser technology, leading to adaptation of lasers for medical use and the treatment of skin problems and disorders. Many treatments that required incisional surgery and other invasive methods are now preferentially treated with a laser. Although laser advances have resulted in the availability of some amazing tools, they require the clinical skill and judgment of the clinician for their optimal use. This article provides a clinically oriented overview of many of the lasers valuable in facial plastic surgery. Basic science, clinical adaptations, and patient management topics are covered.