Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools

Educational inclusion of foreign pupils has become a priority objective in recent years in many countries worldwide. Attending to the cultural diversity of pupils and providing an inclusive educational response is now a main goal of education systems. In this context, educational leadership is a key factor for school improvement. Management teams face the difficult mission of responding to the diversity of people that make up the educational community in a scenario marked by the expansive increase in migrant families and the scarcity of inclusive and intercultural government programmes. This article explores good management practices for cultural diversity management in six early childhood and primary education centres in Spain and Chile from an inclusive leadership approach. Factors that influence the development of inclusive leadership and the process deployed to carry out diversity management are examined. Through a qualitative methodology, six case studies were carried out using the interview, participant observation, and document analysis as instruments. The main outcomes show the importance of leaders in promoting an inclusive collaborative culture, in classroom practices focused on the knowledge and cultural capital of foreign pupils, the development of organisational and didactic strategies based on the recognition and participation of the educational community, its commitment to social justice, a management of diversity based on collaboration, and a shared concept of educational inclusion. The conclusions show four common dimensions in the good practices of each country: professional development of the community, school participation, inclusive school culture, and positive management of diversity.We are deeply grateful to the editors and unknown reviewers of this article for the valuable comments we received for writing this article. We would also like to thank the Spanish Ministry of Economy and Competit‐ iveness (project CSO2013–43266‐R “Construyendo difer‐ encias en la escuela. Estudios de las trayectorias de las ATAL en Andalucía, de su profesorado y de su alum‐ nado”) who supported the research and the National Research and Development Agency (ANID) through the National Scientific and Technological Research Commission (CONICYT; Fondecyt projects 1190349 and 3200192). This article was translated by Neil Macowan Language Services

Acerca de los edificios de espectáculos en Colonia Augusta Firma Astigi (Écija, Sevilla)

En estas líneas presentamos una pequeña aportación sobre el conocimiento de los edificios de espectáculos de Astigi (Écija, Sevilla), desarrollando modelos que puedan servir de hipótesis para ser contrastados. Del teatro con el que sin duda debió contar la Colonia, y a falta de datos arqueológicos, se baraja una nueva ubicación, a partir del análisis de la trama urbana actual y a ciertas evidencias documentales. Para el circo se ha revisado una serie de intervenciones arqueológicas realizadas por el equipo en el sector noroccidental de la ciudad, exponiéndose un primer esbozo de sus trazas. Por último, sobre el anfiteatro hemos tomado los datos proporcionados por una intervención arqueológica realizada por nosotros en el entorno de la plaza de toros, lo que nos ha permitido restituir la planta y alzados del edificio, así como una aproximación cronológica a la fecha de su construcción.----------------------------------------------------------------In these lines we presented a small contribution on the knowledge of the spectacles buildings of Astigi (Écija, Seville), developing models that can serve as hypotheses to contrast. Of the theater on which without a doubt the Colony had to count on, and for want of archaeological data, a new location is proposed, from the analysis of the present urban plan and to certain documentary evidences. For the circus a series of archaeological interventions made by our team has been reviewed in the North West sector of the city, exposing a first outline of its shape. Finally, on the amphitheatre we have taken the data provided by an archaeological intervention made by us in the surroundings of the bullring, which has allowed us to restitute the layout and façade of the building, as well as a chronological approach to the date of its construction

La Tumba del Elefante de la Necrópolis Romana de Carmona. Una revisión necesaria desde la Arqueología de la Arquitectura y la Arqueoastronomía

We present a review of the Tomb of the Elephant at the Roman Necropolis of Carmona (Sevilla) made under the methodological principles of Building Archaeology and Archaeoastronomy. The results show that the building had several phases of use and was built to be a mithraeum as indicate its form and symbolism derived from the archaeoastronomical analysis of the window solar orientation.Presentamos una revisión de la Tumba del Elefante en la Necrópolis Romana de Carmona (Sevilla) realizada bajo principios metodológicos de la Arqueología de la Arquitectura y la Arqueoastronomía. Los resultados obtenidos muestran que el edificio tuvo varias fases de uso y que fue construido para albergar un mitreo como indican su forma y la simbología derivada del análisis arqueoastronómico de la orientación solar de la ventana

高等教育中非性别歧视语言使用的定性分析：从马拉加大学教师视角的案例

We live in a fast-changing society where social, economic and cultural changes clearly affect language; therefore, language should be faithfully adjusted to reality to continue fulfilling its function: communication. The problem arises when society advances faster than language research. Currently, the feminine gender only designates women, while the masculine gender has a double use: specific, referring to men, and generic, to refer to both men and women. Consequently, we are usually unaware of whether the language we use is sexist or not and of how it can influence our way of constructing realities and thoughts. Accordingly, educational institutions play a key role in the transmission of values and, since the university context is a pivotal point in the professional and personal development of students, both the content and the language used by teachers must be developed with a non-sexist language. This study aims to investigate the attitudes and opinions of professors towards the use of non-sexist language during the development of the teaching and learning process. The methodology was eminently qualitative, using an in-depth semi-structured interview as a data collection instrument. Professors from different Schools of the University of Málaga (Universidad de Málaga – UMA), specifically from the fields of knowledge ranging from Engineering and Architecture to Social and Legal Sciences, have participated in this study. To complete the study, branches of knowledge were compared from a gender perspective. The results showed some predisposition towards the use of an egalitarian or non-sexist language although most professors systematically use the generic masculine, perhaps by tradition.Vivimos en una sociedad cambiante y acelerada donde los cambios sociales, económicos y culturales afectan de forma evidente al lenguaje, por lo tanto, éste debería ajustarse fielmente a la realidad para seguir cumpliendo su función, la de comunicar. El problema surge cuando la sociedad avanza más deprisa que las personas que estudian la lengua. Actualmente, podemos afirmar que el género femenino sólo designa mujeres, mientras que el género masculino tiene un doble uso: específico, referido a varones y genérico para referirse tanto a hombres como a mujeres. Por ello, suele ocurrir que normalmente no seamos conscientes de si el lenguaje que utilizamos es sexista o no, y cómo puede influir en nuestra forma de construir realidades y pensamientos. En este sentido, las instituciones educativas juegan un papel primordial en la transmisión de valores y, dado que el contexto universitario es punto neurálgico en el desarrollo profesional y personal del alumnado, es fundamental que tanto los contenidos como el lenguaje utilizado por el profesorado, sean desarrollados con un lenguaje no sexista. En este estudio se indagó en las actitudes y opiniones del profesorado de Educación Superior hacia el uso de un lenguaje no sexista durante el desarrollo del proceso de enseñanza y aprendizaje. La metodología utilizada es eminentemente cualitativa, como instrumento de recogida de datos se ha utilizado la entrevista semiestructurada en profundidad. Ha participado profesorado de diferentes Facultades de la Universidad de Málaga de las ramas de conocimiento de Ingenierías y Arquitectura, así como de Ciencias Sociales y Jurídicas. Para completar el estudio, se ha realizado una comparativa entre ramas de conocimiento con perspectiva de género. De los resultados obtenidos se concluye que existe cierta predisposición hacia la utilización de un lenguaje igualitario, aunque la gran mayoría del profesorado utiliza el masculino genérico de manera sistemática, tal vez por tradición.Мы живем в стремительно меняющемся обществе, где социальные, экономические и культурные преобразования явно влияют на язык, поэтому язык должен быть приспособлен к реальности, чтобы продолжать выполнять свою функцию - коммуникацию. Проблема возникает, когда общество развивается быстрее, чем люди, изучающие язык. Сегодня мы можем утверждать, что женский род обозначает только женщин, в то время как мужской род имеет двойное употребление: специфическое, относящееся к мужчинам, и общее, относящееся как к мужчинам, так и к женщинам. По этой причине мы часто не знаем, является ли используемый нами лексикон сексистским или нет, и как он может влиять на то, как мы строим реальность и мысли. В этом смысле учебные заведения играют важную роль в передаче ценностей, и, учитывая, что университетский контекст является невралгической точкой в профессиональном и личностном развитии студентов, важно, чтобы и содержание, и язык, используемый преподавательским составом, были разработаны с использованием несексистских формулировок. В данном исследовании изучалось отношение и мнения преподавательского состава высших учебных заведений относительно использования несексистского языка в процессе преподавания и обучения. Использованная методология является исключительно качественной, а в роли инструмента для сбора данных использовалось полуструктурированное глубинное интервью. В исследовании приняли участие преподаватели различных факультетов Университета Малаги из отраслей наук - инженерных и архитектурных, а также социальных и юридических. Для завершения исследования было проведено сравнение между отраслями знаний с учетом гендерной перспективы. Из полученных результатов можно сделать вывод, что существует определенная предрасположенность к использованию эгалитарного языка, хотя подавляющее большинство учителей систематически используют общий мужской род, возможно, в силу традиции.我们生活在一个不断变化和加速的社会中，社会、经济和文化的变化明显影响语言，因此，语言应该忠实地适应现实，以继续履行其交流的功能。当社会进步快于研究语言的人时，问题就出现了。目前，我们可以肯定，女性的性别只指女性，而男性的性别有双重用途：特指男性，泛指男性和女性。出于这个原因，我们通常不知道我们使用的语言是否是性别歧视的，以及它如何影响我们构建现实和思想的方式。从这个意义上说，教育机构在价值观的传播中发挥着主要作用，鉴于大学环境是学生专业和个人发展的神经中枢，教育机构使用的内容和语言都至关重要。教学人员应使用非性别歧视的语言进行培养。本研究调查了高等教育教师在教学发展过程中对使用非性别歧视语言的态度和意见。所使用的方法是非常定性的，作为一种数据收集工具，我们使用了深入的半结构化访谈。来自马拉加大学不同学院的工程和建筑知识分支以及社会和法律科学的教授参加了该研究。为了完成这项研究，我们从性别视角对知识的分支进行了比较。从所获得的结果可以得出以下结论，在大学里存在使用平等主义语言的某种倾向，尽管绝大多数教师以系统的方式（也许是传统方式）使用通用男性化语言

Qualitative analysis of the use of non-sexist language in higher education: the case of the University of Málaga from the professor’s perspective.

language; therefore, language should be faithfully adjusted to reality to continue fulfilling its function: communication. The problem arises when society advances faster than language research. Currently, the feminine gender only designates women, while the masculine gender has a double use: specific, referring to men, and generic, to refer to both men and women. Consequently, we are usually unaware of whether the language we use is sexist or not and of how it can influence our way of constructing realities and thoughts. Accordingly, educational institutions play a key role in the transmission of values and, since the university context is a pivotal point in the professional and personal development of students, both the content and the language used by teachers must be developed with a non-sexist language. This study aims to investigate the attitudes and opinions of professors towards the use of non-sexist language during the development of the teaching and learning process. The methodology was eminently qualitative, using an in-depth semi-structured interview as a data collection instrument. Professors from different Schools of the University of Málaga (Universidad de Málaga – UMA), specifically from the fields of knowledge ranging from Engineering and Architecture to Social and Legal Sciences, have participated in this study. To complete the study, branches of knowledge were compared from a gender perspective. The results showed some predisposition towards the use of an egalitarian or non-sexist language although most professors systematically use the generic masculine, perhaps by tradition

Acerca de los edificios de espectáculos en Colonia Augusta Firma Astigi (Écija, Sevilla)

Romula nº 7 (2008), p. 7-52En estas líneas presentamos una pequeña aportación sobre el conocimiento de los edificios de espectáculos de Astigi (Écija, Sevilla), desarrollando modelos que puedan servir de hipótesis para ser contrastados. Del teatro con el que sin duda debió contar la Colonia, y a falta de datos arqueológicos, se baraja una nueva ubicación, a partir del análisis de la trama urbana actual y a ciertas evidencias documentales. Para el circo se ha revisado una serie de intervenciones arqueológicas realizadas por el equipo en el sector noroccidental de la ciudad, exponiéndose un primer esbozo de sus trazas. Por último, sobre el anfiteatro hemos tomado los datos proporcionados por una intervención arqueológica realizada por nosotros en el entorno de la plaza de toros, lo que nos ha permitido restituir la planta y alzados del edificio, así como una aproximación cronológica a la fecha de su construcción.In these lines we presented a small contribution on the knowledge of the spectacles buildings of Astigi (Écija, Seville), developing models that can serve as hypotheses to contrast. Of the theater on which without a doubt the Colony had to count on, and for want of archaeological data, a new location is proposed, from the analysis of the present urban plan and to certain documentary evidences. For the circus a series of archaeological interventions made by our team has been reviewed in the North West sector of the city, exposing a first outline of its shape. Finally, on the amphitheatre we have taken the data provided by an archaeological intervention made by us in the surroundings of the bullring, which has allowed us to restitute the layout and façade of the building, as well as a chronological approach to the date of its construction.Versión del edito

Vasoconstrictor and Pressor Effects of Des-Aspartate-Angiotensin I in Rat.

© 2023 The Authors. This document is made available under the CC-BY-NC 4.0 license http://creativecommons.org/licenses/by-nc /4.0/ This document is the Accepted version of a Published Work that appeared in final form in Biomedicines. To access the final edited and published work see https://doi.org/10.3390/biomedicines10061230This study investigated the vasoactive effects of des-aspartate-angiotensin-I (DAA-I) in male Wistar rats on whole body vascular bed, isolated perfused kidneys, and aortic rings. Dose– response curves to DAA-I were compared with those to angiotensin II (Ang II). The Ang II-type-1 (AT1) receptor blocker, losartan, was used to evaluate the role of AT1 receptors in the responses to DAA-I. Studies were also conducted of the responsiveness in aortic rings after endotheliumremoval, nitric oxide synthase inhibition, or AT2 receptor blockade. DAA-I induced a dose-related systemic pressor response that was shifted to the right compared with Ang II. Losartan markedly attenuated the responsiveness to DAA-I. DAA-I showed a similar pattern in renal vasculature and aortic rings. In aortic rings, removal of endothelium and nitric oxide inhibition increased the sensitivity and maximal response to DAA-I and Ang II. AT2 receptor blockade did not significantly affect the responsiveness to DAA-I. According to these findings, DAA-I increases the systemic blood pressure and vascular tone in conductance and resistance vessels via AT1 receptor activation. This vasoconstrictor effect of DAA-I participates in the homeostatic control of arterial pressure, which can also contribute to the pathogenesis of hypertension. DAA-I may therefore be a potential therapeutic target in cardiovascular disease

From Cu(i) and Cu(i)–Cu(ii) mixed-valence clusters to 2D Cu(ii) and Cu(i) coordination polymers supported by a flexible bis-tetrazole organosulfur ligand

Three coordination compounds from the reaction of copper(II) bromide with the flexible bis-tetrazole organosulfur ligand, 1,2-bis(1-methyl-1H-tetrazole-5-ylthio)ethane (bmtte) have been isolated and characterised. The identification of polymeric 2Cu2Br4 (bmtte) (1), trinuclear [Cu3Br4(bmtte)2] (2) and tetra-nuclear [Cu2Br2(bmtte)]2 (3) compounds shows that the reaction conditions have a significant influence on the structure of the complexes formed. Moreover, two polymorphs of the 2D Cu(II )-coordination polymer 1 have been isolated and these crystallise in the monoclinic C2/m (1m) and the triclinic P1¯ (1t) space groups. The thermal stabilities and behaviour in aqueous media of compounds 1–3 were investigated along with the reactivity of compound 2 with CuBr2 and KI. The solid-state reaction between mixed-valence compound 2 with KI or the direct reaction of CuI and bmtte under microwave irradiation allowed the preparation of the polymeric 2 1Cu4 I4 (bmtte)2 (4). The redox behaviour of complexes 2 and 3 was analysed by cyclic voltammetry.Agencia Estatal de Investigación | Ref. PID2019-110218RB-I00Agencia Estatal de Investigación | Ref. PID2020-115004RB-I00Fundación CajaCanarias | Ref. 2021ECO11Xunta de GaliciaUniversidad de La Lagun

Desarrollo y elaboración de recursos didácticos on line para fomentar el autoaprendizaje interactivo y la autoevaluación en Química Farmacéutica con el apoyo del Campus Virtual

En este Proyecto de Innovación Docente se ha pretendido de manera general optimizar las alternativas ofrecidas en el Campus Virtual, mediante el diseño, elaboración y evaluación de actividades didáticas on-line que permitan que el Aula Virtual se convierta en un apoyo activo en el proceso enseñanza-aprendizaje en la asignatura de Química Farmacéutica II. Se ha llevado a cabo la elaboración de cuestionarios interactivos de autoevaluación que permitan al alumno conocer la adecuación de los conocimientos adquiridos, y al docente poder realizar un seguimiento rápido de cada alumno