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(1) Background: COVID-19 has evolved during seven epidemic waves in Spain. Our objective was to describe changes in mortality and severity in our hospitalized patients. (2) Method: This study employed a descriptive, retrospective approach for COVID-19 patients admitted to the Hospital de Fuenlabrada (Madrid, Spain) until 31 December 2022. (3) Results: A total of 5510 admissions for COVID-19 were recorded. The first wave accounted for 1823 (33%) admissions and exhibited the highest proportion of severe patients: 65% with bilateral pneumonia and 83% with oxygen saturation under 94% during admission and elevated levels of CRP, IL-6, and D-dimer. In contrast, the seventh wave had the highest median age (79 years) and comorbidity (Charlson: 2.7), while only 3% of patients had bilateral pneumonia and 3% required intubation. The overall mortality rate was 10.3%. The first wave represented 39% of the total. The variables related to mortality were age (OR: 1.08, 1.07–1.09), cancer (OR: 1.99, 1.53–2.60), dementia (OR: 1.82, 1.20–2.75), the Charlson index (1.38, 1.31–1.47), the need for high-flow oxygen (OR: 6.10, 4.94–7.52), mechanical ventilation (OR: 11.554, 6.996–19.080), and CRP (OR: 1.04, 1.03–1.06). (4) Conclusions: The variables associated with mortality included age, comorbidity, respiratory failure, and inflammation. Differences in the baseline characteristics of admitted patients explained the differences in mortality in each wave. Differences observed between patients admitted in the latest wave and the earlier ones suggest that COVID-19 has evolved into a distinct disease, requiring a distinct approach. Full article

There seems to be a remarkable consensus in recent years with regards to the importance of student disruptive behaviors and/or attitudes, conflictive situations, and the lack of social support as factors hindering school life and contributing to the increase of teacher occupational malaise. However, there are few empirical studies about the relationships between said causes and personality variables. The aim of this research based on a sample of 1537 secondary education teachers was to identify which sources of stress establish significant differences between levels of optimism (low, moderate and high) derived from teachers’ self-reports; also analyzed was if the facets of stress (student disruptive behaviors, lack of social support and conflict) discriminate between teachers who report low vs. high optimism. The results suggest that the considered stressors validly differentiate between levels of optimism. Likewise, student disruptive behaviors and conflict facets allow for discrimination based on teacher optimism. Full article