Empathy, Humanism, and Mindfulness in Multicultural Counseling and Social Justice Work

This paper explores empathy, humanism, and mindfulness in regard to multicultural and social justice counseling competence. An overview of each concept is provided along with theoretical convergences with multiculturalism, and relevant research is presented. Findings based on theory and research indicate that a humanistic stance, empathy, and mindfulness are beneficial and possibly essential for both providing effective multicultural counseling and doing social justice work. Acceptance-Based Behavioral Therapies (ABBTs) are discussed in relation to working with diverse populations, and findings are promising. Research and theory show that ABBTs are relevant and appropriate for working with a variety of individuals and diverse groups. The ideas of Paulo Freire, a Brazilian educator and revolutionary, are explored, including their convergence with those of Carl Rogers, one of the founders of Humanistic Psychology. Applications of Freirean concepts to clinical practice are examined, and implications for counseling and counselor training programs are discussed

Model and methodology for developing empathy: an experience in computer science engineering

Contribution: This article proposes and applies a new systemic 3-D model and a methodology for empathy awareness and development, integrating different partial approaches found in the literature for developing empathy as a transversal competence. Background: Empathy is a competence linked to collaboration and teamwork. Perspective taking (PT) is an important component of empathy and it is key for professionals today. Even though empathy is valued in computer science engineering (CSE) courses, it is not yet fully addressed as an integral part of the training process. Intended Outcomes: Both the model and the methodology are put into practice with a group of first-year CSE students, highlighting the possibilities of the proposal for this course of studies. The experience presented here is an example of a classroom activity in which awareness and PT are addressed, as key components, in relation to the collaborative work toward achieving empathy. Application Design: The methodological proposal is applied to guide educators’ decisions so that they can work on empathy in the classroom. Responses to several standardized and ad-hoc questionnaires by students from two universities are analyzed. Findings: The results revealed low to medium empathy levels in participating students, but a higher perception of their own empathic ability. The proposed methodology allows students to become aware of and develop some initial changes in relation to empathy, particularly in its PT component, through classroom work

Mediation criteria for interactive serious games aimed at improving learning in children with attention deficit hyperactivity disorder (ADHD)

The PASS intelligence theory (Planning, Attention-Arousal, Simultaneous and Successive) was used together with Feuerstein’s mediation model to develop a system of categories for mediation in educational games. This system was used to analyze and improve the design of interactive games that can enhance mediation in learning, particularly in children with attention deficit hyperactivity disorder (ADHD). To this end, interactive games designed for a tabletop device were evaluated within an educational context. 27 children (3–14 years old), who had been diagnosed with ADHD, took part. The tabletop has an intuitive system that allows children to interact directly with objects with which they are familiar, providing opportunities for play and communication. These games were evaluated by the participant observation of individual and group playing experiences, interviews, and two focus groups. The results show that mediation recommendations can be useful in the design of the games. They also confirm the need to improve the adaptability of the games to enable children with ADHD to mediate, plan, and focus their attention. With the aid of a facilitator, the mediating function of learning-games can therefore be applied in the development of the executive functions that are key to learning

H.E.S.S. observations of PSR B1259-63 during its 2014 periastron passage

An extended observation campaign of the gamma-ray binary system PSR B1259$-$63 has been conducted with the H.E.S.S. (High Energy Stereoscopic System) II 5-telescope array during the system's periastron passage in 2014. We report on the outcome of this campaign, which consists of more than 85 h of data covering both pre- and post-periastron orbital phases. The lower energy threshold of the H.E.S.S. II array allows very-high-energy (VHE; $E \gtrsim 100$ GeV) gamma-ray emission from PSR B1259$-$63 to be studied for the first time down to 200 GeV. The new dataset partly overlaps with and extends in phase previous H.E.S.S. campaigns on this source in 2004, 2007 and 2011, allowing for a detailed long-term characterisation of the flux level at VHEs. In addition, the 2014 campaign reported here includes VHE observations during the exact periastron time, $t_{\rm per}$, as well as data taken simultaneously to the gamma-ray flare detected with the Fermi-LAT. Our results will be discussed in a multiwavelength context, thanks to the dense broad-band monitoring campaign conducted on the system during this last periastron passage.Comment: 8 pages, 5 figures. In Proceedings of the 34th International Cosmic Ray Conference (ICRC2015), The Hague, The Netherland

Analysis of Innovative Approaches in the Class Using Conceptual Maps and Considering the Learning Styles of Students

This paper presents innovations to stimulate the autonomy of engineering students by using different active methodologies. The strategies designed to address this problem are based on analyzing students' learning styles and incorporating specific tools into teaching practice, such as "M-eRoDes, " which supports the automatic evaluation and feedback of concept maps created by them. Among the main findings, the students' assessment of the activity "making concept maps" stands out as useful but not easy. Despite the difficulty, or precisely for that reason, the experience has contributed to improve their autonomy and to develop skills to express the knowledge they have learned

Guidelines to design tangible tabletop activities for children with attention deficit hyperactivity disorder

Attention deficit hyperactivity disorder is one of the most frequent neurodevelopmental disorders among children. In spite of this, there is a lack of HCI research specifically devoted to these children. This paper describes efforts to transfer previous experience with other neurodiverse children in the field of tangible tabletops to ADHD children. The results of evaluation sessions carried out in conjunction with an ADHD association, complemented with an in-depth study of their special characteristics and needs, have led to a set of guidelines oriented to the design of tangible tabletop activities. These guidelines are mostly general and applicable to the design of any interactive application oriented to ADHD children. They are also appropriate for applications for other neurodiverse children or, in fact, any child from a more inclusive perspective

Inclusión de los Objetivos de Desarrollo Sostenible en el Currículum de Educación Primaria y Secundaria en Escuelas Rurales de Zaragoza

La educación no puede mantenerse al margen de la realidad social y política. Es un hecho que el actual escenario mundial está conllevando un impacto considerable en la redefinición del concepto de Educación. Una Educación para la Ciudadanía Global (ecg) implica adecuar los elementos del currículo para favorecer el desarrollo de valores de equidad y justicia en los procesos de enseñanza aprendizaje. Este artículo busca analizar, la incorporación de la ecg y de los Objetivos de Desarrollo Sostenible (ods) en el currículo académico, así como las dinámicas y actuaciones que se llevan a cabo en los centros y en las aulas. Se ha utilizado una metodología cuantitativa, desarrollando un estudio descriptivo no experimental mediante una encuesta social. Los resultados muestran cómo los centros educativos apuestan por introducir en sus proyectos de centro acciones relacionadas con la ecg y/o los ods. El estudio muestra la falta de experiencias que impliquen proyectos transversales y globales y la introducción de los ods de una forma más explícita. Education cannot be kept out of social and political reality. It is a fact that the current world scenario is having a considerable impact on the redefinition of the concept of Education. Global Citizenship Education (GCED) implies adapting the elements of the curriculum to promote the development of values of equity and justice in the teaching-learning processes. This article analyzes, the incorporation of the GCED and the Sustainable Development Goals (SDG) in the academic curriculum, as well as the dynamics and actions that are carried out in the centers and in the classrooms. A quantitative methodology has been used, developing a non-experimental descriptive study through a social survey. The results show how educational centers, are committed to introducing actions related to the GCED and/or the SDGS into their center projects. The study shows the lack of experiences involving cross-cutting and global projects and the introduction of the SDGS in a more explicit manner

Sentido y significado de la Educación para la Ciudadanía Global Percepciones del profesorado y retos actuales en centros educativos de la provincia de Zaragoza

Con la Educación para la Ciudadanía Global (ECG), se apuesta por una visión del mundo global, potenciando el sentido crítico y el compromiso social. Esta investigación tiene como finalidad analizar cómo los docentes de Educación Primaria y Secundaria de la provincia de Zaragoza entienden la ECG y qué motivaciones llevan a realizar acciones de este tipo en los centros educativos. El estudio descriptivo no experimental muestra los datos obtenidos mediante una encuesta cumplimentada por 77 centros. Los docentes consideran importante trabajar transversalmente la ECG, bajo un modelo educativo orientado a una educación integral de las personas, la responsabilidad social y la participación activa. Se considera como un reto de futuro el desarrollo de propuestas de ECG vinculadas con mejoras en la formación docente, en la metodología y en la relación con la comunidad educativa, agentes externos y administración educativa. Global Citizenship Education (GCE) is committed to a global vision of the world, enhancing the critical sense and social commitment. In this paper, it is aimed to analyze how teachers of Primary and Secondary Education in the province of Zaragoza understand the ECG. In the paper, it is also pretend to reflect about the motivations to carrying out actions of this type in educational centers. In the non-experimental descriptive study, it is showed the data obtained through a survey completed by 77 centers. Teachers consider it relevant to work on Education for Global Citizenship in a transversal way. Their education model focus on a comprehensive education of people, social responsibility and active participation. The development of ECG proposals related to improvements in teacher training, methodology and relationship with the educational community, external agents and educational administration is considered a future challenge

Sentido y significado de la Educación para la Ciudadanía Global. Percepciones del profesorado y retos actuales en centros educativos de la provincia de Zaragoza

Con la Educación para la Ciudadanía Global (ECG), se apuesta por una visión del mundo global, potenciando el sentido crítico y el compromiso social. Esta investigación tiene como finalidad anali-zar cómo los docentes de Educación Primaria y Secundaria de la provincia de Zaragoza entienden la ECG y qué motivaciones llevan a realizar acciones de este tipo en los centros educativos. El estudio descriptivo no experimental muestra los datos obtenidos mediante una encuesta cumplimentada por 77 centros. Los docentes consideran importante trabajar transversalmente la ECG, bajo un modelo educativo orientado a una educación integral de las personas, la responsabilidad social y la partici-pación activa. Se considera como un reto de futuro el desarrollo de propuestas de ECG vinculadas con mejoras en la formación docente, en la metodología y en la relación con la comunidad educativa, agentes externos y administración educativa. Global Citizenship Education (GCE) is committed to a global vision of the world, enhancing the critical sense and social commitment. In this paper, it is aimed to analyze how teachers of Primary and Secondary Education in the province of Zaragoza understand the ECG. In the paper, it is also pretend to reflect about the motivations to carrying out actions of this type in educational centers. In the non-experimental descriptive study, it is showed the data obtained through a survey completed by 77 centers. Teachers consider it relevant to work on Education for Global Citizenship in a transversal way. Their education model focus on a comprehensive education of people, social responsibility and active participation. The development of ECG proposals related to improvements in teacher training, methodology and relationship with the educational community, external agents and educational administration is considered a future challenge

Ranks and kernels of codes from generalized Hadamard matrices

The ranks and kernels of generalized Hadamard matrices are studied. It is proved that any generalized Hadamard matrix H(q, λ) over Fq , q > 3, or q = 3 and gcd(3, λ) ≠ 1, generates a self-orthogonal code. This result puts a natural upper bound on the rank of the generalized Hadamard matrices. Lower and upper bounds are given for the dimension of the kernel of the corresponding generalized Hadamard codes. For specific ranks and dimensions of the kernel within these bounds, generalized Hadamard codes are constructed