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Simple SummaryIn this paper we wanted to estimate the incidence of abandonment, as well as the general profile of dogs and cats entering animal shelters in our country. Also, we wanted to test the impact of identification on the recovery of dogs that had entered animal shelters. More than 100,000 dogs and more than 30,000 cats enter animal shelters annually in Spain. We observed a seasonal effect in the number of admissions in cats. A considerable percentage remained at the shelter or was euthanized. We found that identification of dogs with a microchip increased by 3-fold the likelihood of them being returned to the owner.AbstractMillions of pets are abandoned worldwide every year, which is an important animal welfare and financial problem. This paper was divided into three studies. Our first two studies were designed as a national survey of animal shelters to profile the population of stray dogs and cats, as well as to gather information on both relinquishment and adoption. The aim of our third study was to test the impact of identification on the recovery of dogs entering animal shelters. Studies one and two indicate that more than 100,000 dogs and more than 30,000 cats enter animal shelters annually in Spain. We observed a seasonal effect in the number of admissions in cats. Two-thirds of dogs and cats entering shelters were found as strays, while the rest were relinquished directly to the shelter. Most pets admitted to animal shelters were adult, non-purebred, and without a microchip, with the majority of dogs being medium sized. Adult dogs spent significantly more time in shelters than puppies. While most animals were either adopted or recovered by their owner, a considerable percentage remained at the shelter or was euthanized. The identification of dogs with a microchip increased by 3-fold the likelihood of them being returned to the owner.

The supplemental information file originally published with this article inadvertently showed Figure S6 in the place of Figure S4. A corrected version has now been posted online in its place. We apologize for any confusion caused.

BackgroundSmoking cessation is beneficial for our health at any point in life, both in healthy people and in people already suffering from a smoking-related disease. Any help to quit smoking can produce considerable benefits for Public Health. The purpose of the present study is to evaluate the efficacy of the CO-oximetry technique together with brief advice in smoking cessation, in terms of reduction of the number of cigarettes or in the variation of the motivation to quit smoking at month 12 compared with brief advice alone.Methods/DesignRandomised, parallel, single-blind clinical trial in a primary health care setting in Majorca (Spain). Smokers in contemplation or pre-contemplation phase will be included in the study. Exclusion criteria: Smokers in preparation phase, subjects with a terminal illness or whose health status does not allow them to understand the study or complete the informed consent, and pregnant or breastfeeding women. The subjects will be randomly assigned to the control group (CG) or the intervention group (IG). The CG will receive brief advice, and the IG will receive brief advice together with a measurement of exhaled CO. There will be follow-up evaluations at 6 and 12 months after inclusion. 471 subjects will be needed per group in order to detect a difference between groups ≥ 5%. Primary outcome: sustained smoking cessation (at 6 and 12 months) confirmed by urine cotinine test. Secondary outcomes: point smoking cessation at 6 and 12 months both confirmed by urine cotinine analysis and self-reported, reduction in cigarette consumption, and variation in phase of smoking cessation.DiscussionCO-oximetry is an inexpensive, non-invasive, fast technique that requires little technical training; making it a technique for risk assessment in smokers that can be easily applied in primary care and, if proven effective, could serve as a reinforcement aid in smoking cessation intervention activities.Trial RegistrationCurrent Controlled Trials ISRCTN67499921

El artículo aborda el tema de la transferencia de la formación. Se realizó una investigación documental centrada en analizar trabajos meta-analíticos y revisiones de literatura previas, efectuadas en Europa y Estados Unidos entre 1988 y 2013. Los principales resultados refieren que la transferencia es un constructo que alude a la aplicación efectiva y continua en el trabajo, del aprendizaje obtenido en la formación. El logro de la transferencia no es un fenómeno automático sino voluntario, influido por variables referidas a características del aprendiz, del diseño y desarrollo de la formación, o del ambiente de trabajo. De acuerdo con estudios empíricos, las variables influyentes que tienen asociación más fuerte con la transferencia son: la capacidad cognitiva del aprendiz, su escrupulosidad y su participación voluntaria en la formación, el apoyo del supervisor o de los compañeros del aprendiz, así como el clima de transferencia y las restricciones organizacionales en su ambiente de trabajo.

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ResumenEl trabajo que se presenta a continuación forma parte del proyecto de investigación "El impacto de la evaluación educativa en el desarrollo de competencias en la universidad. La perspectiva de la primeras promociones de graduados" (referencia EDU2012-32766), en el que, desde 2012, participan siete universidades españolas con cuatro de sus titulaciones: educación primaria, farmacia, ingeniería informática e ingeniería electrónica industrial. El estudio nace con el objetivo de analizar el impacto de la evaluación educativa en el desarrollo de competencias en la universidad a partir de la percepción de las primeras promociones de graduados Competencies of Graduates in the European HigherEducation Area: life stories of university' new students against previous graduates Cano García, E. Fernández Ferrer, M.. Universitat de Barcelona (España) AbstractThe paper presented here is part of the research project "The education assessment impact on the competence development in the university. Perspectives from the new graduates groups" (reference EDU2012-32766), which, since 2012, involves seven Spanish universities in four of their degrees: primary education, pharmacy, computer science and electrical engineering. This study has the aim of analysing the impact of educational assessment in developing competencies in higher education from the perception of the first graduates groups formed under the new European Higher Education Area, through a predominantly qualitative methodology mainly based

This study explores how peer-feedback promotes self-regulated learning (SRL) processes in initial teacher education. Self-regulation capacity is analyzed through Pintrich's MSLQ questionnaire. A total of 50 students have participated in this experience during the year 2015-2016. Tasks that enhanced self-regulation and learning to learn competence were developed in this course. In order to analyze the effect of these tasks on SRL, pre- and post-tests were administered to the experimental (n=50) and a control group (n=45). The results revealed an improvement in self-regulation capacity, especially in those items relative to help seeking, task value and self-efficacy.