Evidence gained from animals and humans suggests that the encephalic opioid system might be involved in the development of drug addiction through its role in reward. Our aim is to assess the influence of genetic variations in the opioid receptor mu 1 on alcohol and tobacco consumption in a Spanish population. 763 unrelated individuals (465 women, 298 men) aged 18-85 years were recruited between October 2011 and April 2012. Participants were requested to answer a 35-item questionnaire on tobacco and alcohol consumption, as well as to complete the AUDIT and Fagerström tests. Individuals were genotyped for three polymorphisms in the opioid receptor mu 1 (OPRM1) gene, using a TaqMan® protocol. In males, the rs10485057 polymorphism was associated with total pure ethanol intake and with the risk of being an alcohol consumer. Also, this polymorphism was significantly associated with higher Fagerström scores. Rs1799971 had a different influence on adaptive and maladaptive patterns of alcohol use. Despite the limited sample size, our study might enrich current knowledge on patterns of alcohol use, because it encompasses both extreme and adaptive phenotypes, providing thus a wider perspective on this subject.

People Management in organizations has evolved over the last 150 years in response to the numerous events that have occurred in the environment. During this period, the systemic effects of successive industrial revolutions have been altering the way organizations respond to the need to manage their HR. From this historical perspective, the current moment is presented as a challenge for the profession given the speed and depth of changes compared to previous times. This paper analyzes four scenarios to which organizations and workers must adapt, the six main HRM models, as well as the main trends and topics of interest for ongoing research. After the study of these three elements, an original proposal is developed within the configurational tradition, connecting them according to competitive effectiveness perspective. Next, various guidelines and implications are developed aimed at stimulating reflection in both academic and professional spheres, resulting in the improvement of the quality of decisions, something particularly relevant in a competitive context that often heavily penalizes mistakes. La gestión de las personas en las organizaciones ha evolucionado durante los últimos 150 años al albur de los numerosos eventos acontecidos en el entorno. En este periodo, los efectos sistémicos de las sucesivas revoluciones industriales fueron modificando la manera en la que las organizaciones daban respuesta a la necesidad de gestionar a sus recursos humanos (RR. HH). Desde esta perspectiva histórica, el momento actual se presenta como un desafío para la profesión dada la velocidad y profundidad de los cambios respecto a otros momentos anteriores. En este trabajo se analizan cuatro escenarios a los que organizaciones y trabajadores y trabajadoras deben adaptarse, los seis principales modelos de RR. HH. así como las principales tendencias y temas de interés para la investigación. Tras el estudio de estos tres elementos se elabora una propuesta original enmarcada en la tradición configuracional en la que se conectan de acuerdo con un criterio de efectividad competitiva. A continuación, se desarrollan diversas directrices e implicaciones orientadas a estimular una reflexión en los ámbitos académico y profesional que redunde en la mejora de la calidad de las decisiones, algo especialmente relevante en un contexto competitivo que suele penalizar intensamente los errores.

Educational centres face new challenges in adapting to digital transformation. While the majority of scientific studies have focused on the individual perspective, fewer have examined it from an organisational perspective. This research addresses this gap. This paper analyses the digital transformation of secondary educational centres from the organisational psychology field, thus overcoming the traditional approach focused on teachers’ individual competencies. This study follows a qualitative methodology based on semi-structured interviews with 20 headteachers from educational centres, including questions related to the process and level of digitalisation, the difficulties encountered, and the main practices implemented, among others. The analysis identifies four overarching themes that emerge from the dynamic interplay between the digital culture, perceived resource availability, digitalisation practices and strategies. Considering the interrelations among these themes and the digital transformation stage, three models are identified: reactive, driven by internal initiative, and integrative, each representing a distinct level of maturity in the integration of digitalisation. Overall, the findings suggest the existence of different patterns of digitalisation across educational centres, distinguishing progressive phases of digital transformation. This framework provides a pathway for educational centres to undertake critical self-diagnosis, strategically design interventions, and continuously enhance their digitalisation processes.

Educational centres face new challenges in adapting to digital transformation. While the majority of scientific studies have focused on the individual perspective, fewer have examined it from an organisational perspective. This research addresses this gap. This paper analyses the digital transformation of secondary educational centres from the organisational psychology field, thus overcoming the traditional approach focused on teachers’ individual competencies. This study follows a thematic qualitative methodology based on 20 semi-structured interviews from secondary educational centres, including questions related to the process and level of digitalisation, the difficulties encountered, and the main practices implemented, among others. The analysis identifies four overarching themes that emerge from the dynamic interplay between the digital culture, perceived resource availability, digitalisation practices and strategies. Considering the interrelations among these themes and the digital transformation pattern, three models are identified: reactive, driven by internal initiative, and integrative, each representing a distinct level of maturity in the integration of digitalisation. Overall, the findings suggest the existence of different patterns of digitalisation across educational centres, identifying a typology of digital maturity profiles based on organisational configurations. This framework provides a pathway for secondary educational centres to undertake critical self-diagnosis, strategically design interventions, and continuously enhance their digitalisation processes.