Desafíos sociales y educación inclusiva

In this text we address some of the main challenges of modern society in relation to the development of inclusive education and that refer to fundamental spheres of the human being: the material, the relational and the evaluative or moral. Respectively denominated as: the technological challenge, the relational challenge: with the Earth and the people, and the ethical challenge. In the social context described, the school has to take a stand. From its understanding as inclusive education, it opts to place the values of democracy and equity on the horizon, and bets on the development of a transformative social project, developing the inclusive project in schools. Thus, it joins the social movement that recognizes the equal dignity of all people. We then focus our analysis on aspects that concern the conceptualization of inclusive education and its implementation: the way in which human diversity has been understood. We focus on two main perspectives from which the diversity of students has been and is being addressed from the educational system: the medical or essentialist perspective and the social or inclusive perspective, and we answer several questions.En este texto abordamos algunos de los principales desafíos de la sociedad moderna en relación con el desarrollo de la educación inclusiva y que remiten a esferas fundamentales del ser humano: a lo material, a lo relacional y a lo valorativo o moral. Respectivamente los denominamos: el desafío tecnológico, el desafío relacional: con las personas y con la Tierra, y el desafío ético. En el contexto social descrito, la escuela ha de tomar posición. Desde su comprensión como educación inclusiva opta por situar en el horizonte valores propios de la democracia y la equidad, y apuesta por el desarrollo de un proyecto social transformador, desarrollando el proyecto inclusivo en los centros escolares. Se suma así al movimiento social que reconoce la igual dignidad de todas las personas. Seguidamente centramos el análisis en aspectos que atañen a la conceptualización de la educación inclusiva y su puesta en acción: el modo en que se ha comprendido la diversidad humana. Nos centramos en dos grandes perspectivas desde las que se ha abordado y se aborda desde el sistema educativo la diversidad del alumnado: la perspectiva médica o esencialista y la perspectiva social o inclusiva y respondemos a varios interrogantes

Identification by PCR of Non-typhoidal Salmonella enterica Serovars Associated with Invasive Infections among Febrile Patients in Mali

The genus Salmonella has more than 2500 serological variants (serovars), such as Salmonella enterica serovar Typhi and Salmonella Paratyphi A and B, that cause, respectively, typhoid and paratyphoid fevers (enteric fevers), and a large number of non-typhoidal Salmonella (NTS) serovars that cause gastroenteritis in healthy hosts. In young infants, the elderly and immunocompromised hosts, NTS can cause severe, fatal invasive disease. Multiple studies of pediatric patients in sub-Saharan Africa have documented the important role of NTS, in particular Salmonella Typhimurium and Salmonella Enteritidis (and to a lesser degree Salmonella Dublin), as invasive bacterial pathogens. Salmonella spp. are isolated from blood and identified by standard microbiological techniques and the serovar is ascertained by agglutination with commercial antisera. PCR-based typing techniques are becoming increasingly popular in developing countries, in part because high quality typing sera are difficult to obtain and expensive and H serotyping is technically difficult. We have developed a series of polymerase chain reactions (PCRs) to identify Salmonella Typhimurium and variants, Salmonella Enteritidis and Salmonella Dublin. We successfully identified 327 Salmonella isolates using our multiplex PCR. We also designed primers to detect Salmonella Stanleyville, a serovar found in West Africa. Another PCR generally differentiated diphasic Salmonella Typhimurium and monophasic Salmonella Typhimurium variant strains from other closely related strains. The PCRs described here will enable more laboratories in developing countries to serotype NTS that have been isolated from blood

A typhoid fever outbreak in a slum of South Dumdum municipality, West Bengal, India, 2007: Evidence for foodborne and waterborne transmission

<p>Abstract</p> <p>Background</p> <p>In April 2007, a slum of South Dumdum municipality, West Bengal reported an increase in fever cases. We investigated to identify the agent, the source and to propose recommendations.</p> <p>Methods</p> <p>We defined a suspected case of typhoid fever as occurrence of fever for ≥ one week among residents of ward 1 of South Dumdum during February – May 2007. We searched for suspected cases in health care facilities and collected blood specimens. We described the outbreak by time, place and person. We compared probable cases (Widal positive >= 1:80) with neighbourhood-matched controls. We assessed the environment and collected water specimens.</p> <p>Results</p> <p>We identified 103 suspected cases (Attack rate: 74/10,000, highest among 5–14 years old group, no deaths). Salmonella (enterica) Typhi was isolated from one of four blood specimens and 65 of 103 sera were >= 1:80 Widal positive. The outbreak started on 13 February, peaked twice during the last week of March and second week of April and lasted till 27 April. Suspected cases clustered around three public taps. Among 65 probable cases and 65 controls, eating milk products from a sweet shop (Matched odds ratio [MOR]: 6.2, 95% confidence interval [CI]: 2.4–16, population attributable fraction [PAF]: 53%) and drinking piped water (MOR: 7.3, 95% CI: 2.5–21, PAF-52%) were associated with illness. The sweet shop food handler suffered from typhoid in January. The pipelines of intermittent non-chlorinated water supply ran next to an open drain connected with sewerage system and water specimens showed faecal contamination.</p> <p>Conclusion</p> <p>The investigation suggested that an initial foodborne outbreak of typhoid led to the contamination of the water supply resulting in a secondary, waterborne wave. We educated the food handler, repaired the pipelines and ensured chlorination of the water.</p

The Salmonella enterica Pan-genome

Salmonella enterica is divided into four subspecies containing a large number of different serovars, several of which are important zoonotic pathogens and some show a high degree of host specificity or host preference. We compare 45 sequenced S. enterica genomes that are publicly available (22 complete and 23 draft genome sequences). Of these, 35 were found to be of sufficiently good quality to allow a detailed analysis, along with two Escherichia coli strains (K-12 substr. DH10B and the avian pathogenic E. coli (APEC O1) strain). All genomes were subjected to standardized gene finding, and the core and pan-genome of Salmonella were estimated to be around 2,800 and 10,000 gene families, respectively. The constructed pan-genomic dendrograms suggest that gene content is often, but not uniformly correlated to serotype. Any given Salmonella strain has a large stable core, whilst there is an abundance of accessory genes, including the Salmonella pathogenicity islands (SPIs), transposable elements, phages, and plasmid DNA. We visualize conservation in the genomes in relation to chromosomal location and DNA structural features and find that variation in gene content is localized in a selection of variable genomic regions or islands. These include the SPIs but also encompass phage insertion sites and transposable elements. The islands were typically well conserved in several, but not all, isolates—a difference which may have implications in, e.g., host specificity

La educación inclusiva frente a las desigualdades sociales: un estado de la cuestion y algunas reflexiones geograficas

Este artículo establece un estado de la cuestión e la educación inclusiva en el mundo y sugiere algunas reflexiones al respecto. El primer apartado recuerda las conexiones ineludibles entre las preocupaciones educativas por la educación inclusiva y las preocupaciones más generales por la desigualdad. El segundo consigna los criterios de búsqueda de las publicaciones académicas, y observa dos grandes temas en sus contenidos: sobre todo, el cambio interno de las escuelas atrae las miradas, pero en segundo plano también el entorno territorial despierta algunas inquietudes. El tercero anota los criterios de búsqueda de la documentación del Banco Mundial, la OCDE y la UNESCO. En este ámbito los simposios de la Oficina Internacional de la Educación de UNESCO revelan una interpretación dispar, aunque convergente, del concepto de educación inclusiva en las distintas regiones mundiales. Asimismo, todas las publicaciones oficiales muestran una atención prioritaria a las dinámicas internas de las escuelas, puesto que apenas algunas esbozan ciertas relaciones entre la educación inclusiva y las políticas públicas. El último apartado adelanta varios argumentos a favor de una mayor consideración de las escalas local y estatal de la educación inclusiva. Las principales razones para atender a la dimensión local provienen de la causalidad acumulativa de las privaciones sociales, de la necesidad de articular la acción de las escuelas y de la posibilidad de abrir un espacio significativo para la participación ciudadana. Asimismo, las principales razones para atender a la dimensión estatal surgen de las posibles sinergias entre la educación inclusiva y la expansión educativa (p. ej. ¿es correlativo el avance de la escolarización en los distintos ciclos escolares?) como también entre la educación inclusiva y la protección social (p. ej. ¿tienen una implicación pedagógica consistente las abundantes condiciones educativas de las transferencias sociales?

Desafíos sociales y educación inclusiva

En este texto abordamos algunos de los principales desafíos de la sociedad moderna en relación con el desarrollo de la educación inclusiva y que remiten a esferas fundamentales del ser humano: a lo material, a lo relacional y a lo valorativo o moral. Respectivamente los denominamos: el desafío tecnológico, el desafío relacional: con las personas y con la Tierra, y el desafío ético. En el contexto social descrito, la escuela ha de tomar posición. Desde su comprensión como educación inclusiva opta por situar en el horizonte valores propios de la democracia y la equidad, y apuesta por el desarrollo de un proyecto social transformador, desarrollando el proyecto inclusivo en los centros escolares. Se suma así al movimiento social que reconoce la igual dignidad de todas las personas. Seguidamente centramos el análisis en aspectos que atañen a la conceptualización de la educación inclusiva y su puesta en acción: el modo en que se ha comprendido la diversidad humana. Nos centramos en dos grandes perspectivas desde las que se ha abordado y se aborda desde el sistema educativo la diversidad del alumnado: la perspectiva médica o esencialista y la perspectiva social o inclusiva y respondemos a varios interrogantes

A Rapid and Sensitive Method to Identify and Differentiate Salmonella enterica Serotype Typhimurium and Salmonella enterica Serotype 4,[5],12:i:- by Combining Traditional Serotyping and Multiplex Polymerase Chain Reaction

Salmonella enterica subspecies enterica serotype 4,[5],12:i:- is an emerging serovar considered as a monophasic variant of Salmonella enterica serotype Typhimurium. The antigenic and genetic similarity between Salmonella 4,[5],12:i:- and Salmonella Typhimurium suggests that they may behave in a similar way and represent a comparable threat to public health. As serotyping alone does not necessarily provide for identification of Salmonella 4,[5],12:i:- and its differentiation from Salmonella Typhimurium, a method that combines traditional serotyping and a multiplex polymerase chain reaction has been tested on 208 strains serotyped as Salmonella 4,[5],12:i:-, Salmonella Typhimurium, and similar serovars of serogroup B sharing the same phase-1 antigen “i.” For 191 strains, the combined method fully confirmed the results provided by traditional serotyping, whereas for 17 strains of Salmonella 4,[5],12:i:- and Salmonella Typhimurium some inconsistencies emerged between the two methods. The combined method resulted in a more accurate and faster identification of these two relevant serovars

Functional capacity evaluation in different societal contexts : results of a multicountry study

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