Frequence and space of contact with cultural diversity as factors in the development of intercultural sensitivity

La globalización, y en particular sus grandes movimientos migratorios, está transformando la realidad socio-cultural de las ciudades. Estos cambios no pasan desapercibidos entre sus habitantes y, por ello, este artículo aborda el desarrollo de la sensibilidad intercultural (SI) mediante la influencia de la frecuencia y los espacios que se comparten con personas de diferentes culturas. Se analizan dos factores relativos a la teoría de contacto intergrupal (TCI) según los cuales se podría favorecer el desarrollo de la actitud señalada (SI). El estudio, realizado en la provincia de Castellón (España), es de tipo descriptivo de carácter correlacional. Los resultados revelan que son más sensibles, interculturalmente, aquellos que “a diario” conviven con la diversidad cultural y los que comparten espacios de mayor intimidad, como “el hogar” o “el grupo de amigos”, con personas de diferentes culturas. Se resalta la importancia de generar espacios de encuentros como estrategia de intervención socio-comunitaria y pedagógica que facilite la convivencia y cohesión social.Globalization, and particularly the increase in migration rates, is transforming the socio-cultural reality context in many of our towns, and our inhabitants are aware of these changes. This work proposes a study about how the frequency of contact with people from a different culture and the nature of the spaces where it happens have an effect on the development of intercultural sensitivity (IS). Therefore, two factors related to the Inter Group Contact Theory which may favour this attitude were studied (IS). This is a descriptive correlational study which was performed in the Spanish province of Castellón. Results revealed that individuals with a ‘daily’ contact with cultural diversity rated higher scores for intercultural sensitivity. It was also observed that individuals sharing spaces of a stronger intimacy such as ‘home’ or ‘the group of friends’ with people from a different culture were more sensitive. Consequently, it emphasizes the importance of creating spaces for meetings as an intervention strategy socio-community and teaching to facilitate coexistence and social cohesion

Parents’ and Teachers’ Perceptions of Inclusive Education and the Barriers to its Implementation in Lima, Peru

Este artículo expone los resultados de una investigación llevada a cabo en Lima, Perú, con el objetivo de conocer y reflexionar sobre cómo se está implementando la educación inclusiva y cuáles son sus barreras y propuestas de acción para alcanzarla. La investigación es de corte claramente cualitativo y pretende indagar y reflexionar junto a los actores educativos y sociales, vinculados a la escuela, sobre sus percepciones de la educación inclusiva y en función de estas reflexiones favorecer un empoderamiento para la mejora de sus prácticas y la transformación del centro escolar y el entorno social, desde una crítica al actual modelo de escuela excluyente y bajo la orientación de una escuela más justa e inclusiva. La recogida de información ha sido mediante: grupos de discusión, entrevistas y diario de observación de la investigadora. Para la organización y presentación de datos se ha utilizado el Atlas.ti. Los principales hallazgos se centran en que todos los participantes conciben la educación inclusiva como la incorporación de los alumnos con NEE en las escuelas ordinarias. Que las principales barreras son la falta de sensibilización social acerca de la exclusión, la falta de formación docente especialmente en estrategias y prácticas inclusivas, y la necesidad de disminuir la ratio de alumnos por docentes. Por tanto, las propuestas de mejora están en la línea de solventar los problemas detectados.This article presents the results of a research carried out in Lima, Peru. The aim of this study was to know and reflect on the implementation of inclusive education, its barriers and the proposals for action to achieve it. Research is clearly qualitative and aims to investigate and reflect, together with educational and social actors related to school, about their perceptions of inclusive education and promote empowerment to improve their practices and the transformation of the school and the social environment. Considered from a critique of the current model of exclusionary school and under the guidance of a fairer and more inclusive school. The collection of information has been done through: focus groups, interviews and observation diary of the researcher. Atlas.ti has been used for the organization and presentation of the data. The main findings focus on the conception of inclusive education as the inclusion of students with special needs in mainstream schools. The main barriers are the lack of social awareness towards exclusion, lack of teacher training especially in strategies, and the need to reduce the ratio of students per teacher. Therefore, the proposed improvements are in line to solve the problems detected.Esta investigación se ha realizado con la ayuda otorgada por el Plan de Promoción de la Investigación del 2015, de la Universitat Jaume I de Castellón

Documentary study of the intercultural sensitivity concept in the policies and social commurity practice

El presente trabajo tiene como objetivo una redefinición del constructo «sensibilidad intercultural», en tanto es muy frecuente encontrar definiciones en el ámbito académico universitario, pero en la práctica que se realiza a nivel sociocomunitario, a través de la administración pública y/o ONGDs, la interpretación del constructo es diferente aunque complementaria. La muestra se ha constituido de documentos oficiales y públicos de los cuales se han establecido descriptores básicos y posteriormente se ha cuantificado mediante frecuencias su importancia en los mismos. La muestra se recogió durante el año 2011.Como principales resultados se han obtenido datos acerca de quiénes son sus principales beneficiarios, quiénes son sus principales responsables y cuáles son los principales objetivos a alcanzar y las tareas o acciones a realizar. Concluye con la propuesta de un nuevo concepto que favorece la intervención pedagógica en el ámbito social.The aim of this work is to redefine the concept of ‘intercultural sensitivity’. In academic circles definitions abound, but the interpretation of this construct when applied at the social community level – either by the public administration or NGDOs – is, although complementary, different. The sample used in this work consists of both official and public documents. First, basic descriptors were defined, then their relevance was quantified depending on their frequency of use. Sampling was performed throughout 2011. The results obtained relate to data on who the main beneficiaries are and on who those in charge of intercultural sensitivity programs are, and also what the key objectives for the future are and what actions need to be taken to achieve these aims. In addition a new concept favouring pedagogical intervention in the social area is also proposed

Epigenetic Programming of Cardiovascular Disease by Perinatal Hypoxia and Fetal Growth Restriction

Most of the worldwide deaths in patients with non-communicable diseases are due to cardiovascular and metabolic diseases, which are determined by a mix of environmental, genetic and epigenetic factors, and by their interactions. The aetiology of most cardiovascular diseases has been partially linked with in utero adverse conditions that may increase the risk of developing diseases later in life, known as Developmental Origins of Health and Disease (DOHaD). Perinatal hypoxia can program the fetal and postnatal developmental patterns, resulting in permanent modifications of cells, organs and systems function. In spite of the vast evidence obtained from human and animal studies linking development under adverse intrauterine conditions with increased cardiovascular risk, still few is known about the specific effects of intrauterine oxygen deficiency and the related pathogenic mechanisms. Currently, the most accepted processes that program cellular function are epigenetic mechanisms which determine gene expression in a cell-specific fashion. In this chapter we will review the current literature regarding the perinatal exposure to chronic hypoxia and Fetal Growth Restriction (FGR) in humans and animals and how this impinges the cardiovascular physiology through epigenetic, biochemical, morphologic and pathophysiologic modifications that translate into diseases blasting at postnatal life

A 22-Week-Old Fetus with Nager Syndrome and Congenital Diaphragmatic Hernia due to a Novel SF3B4 Mutation.

Nager syndrome, or acrofacial dysostosis type 1 (AFD1), is a rare multiple malformation syndrome characterized by hypoplasia of first and second branchial arches derivatives and appendicular anomalies with variable involvement of the radial/axial ray. In 2012, AFD1 has been associated with dominant mutations in SF3B4. We report a 22-week-old fetus with AFD1 associated with diaphragmatic hernia due to a previously unreported SF3B4 mutation (c.35-2A>G). Defective diaphragmatic development is a rare manifestation in AFD1 as it is described in only 2 previous cases, with molecular confirmation in 1 of them. Our molecular finding adds a novel pathogenic splicing variant to the SF3B4 mutational spectrum and contributes to defining its prenatal/fetal phenotype

Um estudo sobre invariantes espectrais

Uma crescente e importante dúvida na Teoria Espectral de Grafos é como saber quando dois grafos são determinados pelo espectro (DS), em particular, da matriz de adjacência, e se quase todos os grafos são DS. Este trabalho retrata o alguns resultados que temos até o momento dos grafos que são determinados pelo seu espectro, isto é, quando um espectro está associado a apenas um grafo, mostrando quais métodos foram utilizados e quais autores foram os responsáveis pelo estudo. Também abordaremos algumas afirmações acerca de grafos DS realizadas por alguns matemáticos que, ao longo dos anos, foram descobertas serem falsas. Apresentamos também um estudo sucinto sobre as invariantes espectrais de um grafo, que são utilizados em todas as presentes demonstrações de grafos que são determinados pelo espectro.A growing and important question on Spectral Graph Theory is how to know when two graphs are determined by the spectrum (DS) of a matrix, particularly, their adjacency matrix, and if mostly all graphs are DS. This work portraits what we have so far about the graphs that are determine by their spectrum, meaning when a spectrum is associated with only one graph, showing which methods were used and which authors were responsible for the study. We also approach a few affirmations about DS graphs made by some mathematicians that over the years were discovered to be false. We present a succinct study about a graph’s spectral invariable elements, which are used in every shown demonstration on graphs determined by the spectrum

Guía para investigar y conocer los tipos de centros docentes que ofrece nuestro sistema educativo

Departament de pedagogia i Didàctica de les Ciències Socials, la Llengua i la Literatura. Codis assignatura : MI1861 i MP184

El Prácticum del Grado de Maestro/a en las Universidades españolas: una aproximación a estudio descriptivo

Ponència presentada al XIV Symposium Internacional sobre el Practicum y las Pràcticas externas. Recursos para un Prácticum de calidad, celebrat a Poio (Pontevedra), del 5 al 7 de juliol de 201