English teachers’ attitudes toward inclusive education: a literature review

Este artículo reporta un análisis del estado del arte sobre las actitudes de los profesores hacia la educación inclusiva de niños con discapacidad. Este artículo analiza una variedad de investigaciones con el propósito de explorar los factores y las razones que pueden incidir en las actitudes de los profesores sobre la enseñanza a niños discapacitados. El análisis fue llevado a cabo para mostrar evidencia de las perspectivas positivas y negativas de los profesores hacía la inclusión. Durante todo el análisis, las actitudes de los profesores resultaron ser influenciadas por su filosofía general de inclusión y la percepción de como debería ser implementado este proceso. Después de discutir los resultados de los estudios analizados, se encontró que las actitudes positivas o negativas dependía de una variedad de factores como el conocimiento de educación inclusiva, tiempo, recursos y desarrollo profesional.Palabras Claves: Inclusión, Politicas, y ActitudesAbstractThis paper reports a review of literature concerning the attitudes of teachers toward inclusive education of children with disabilities. This paper reviews a large body of research-based literature, in order to explore the factors and reasons that might impact teachers’ attitudes concerning the teaching of disabled children. The analysis was carried out to show evidence of positive and negative views of teachers towards inclusion. Throughout the analysis, teachers’ attitudes were found to be influenced by their general philosophy of inclusion and the way they perceived that inclusion should be implemented. After analyzing the results of various research studies, it was found that teachers’ positive or negative attitudes depended on many factors such as knowledge toward inclusive education, time, resources and professional development. Key words: Inclusion, policies and teachers’ attitudes

Systemic functional linguistics and discourse analysis as alternatives when dealing with texts

This article presents a case study research with aims to find out which activities, methodological and textual aspects used in a reading strategies course were causing a group of students difficulties when analyzing critically written information. We conducted the study at Universidad de Córdoba (Colombia) with seventh semester students from the undergraduate English program. The data collection techniques used included observations, document analysis, interviews, and a Preliminary English Test for students. The results were analyzed taking into account issues in discourse analysis and systemic functional linguistics. Results show reasons why students find it difficult to successfully complete the analysis of written texts. These results can serve as useful alternatives for planning reading lessons.Este artículo presenta un estudio de caso que busca analizar qué actividades, aspectos metodológicos y textuales causan dificultades en los estudiantes para analizar de manera crítica información en un curso de estrategias de lectura. Este estudio se realizó en la Universidad de Córdoba (Colombia) con estudiantes de séptimo semestre del programa de inglés. Las técnicas de recolección usadas fueron observaciones, análisis de documentos, entrevistas y un examen de competencia en inglés. Los resultados fueron analizados teniendo en cuenta elementos relevantes del análisis del discurso y de la lingüística sistémica. Los resultados mostraron las posibles razones por las cuales los estudiantes muestran dificultades para analizar textos escritos. Estos resultados pueden servir como alternativas para la planeación de clases de lectura

Systemic functional linguistics and discourse analysis as alternatives when dealing with texts

This article presents a case study research with aims to find out which activities, methodological and textual aspects used in a reading strategies course were causing a group of students difficulties when analyzing critically written information. We conducted the study at Universidad de Córdoba (Colombia) with seventh semester students from the undergraduate English program. The data collection techniques used included observations, document analysis, interviews, and a Preliminary English Test for students. The results were analyzed taking into account issues in discourse analysis and systemic functional linguistics. Results show reasons why students find it difficult to successfully complete the analysis of written texts. These results can serve as useful alternatives for planning reading lessons.Este artículo presenta un estudio de caso que busca analizar qué actividades, aspectos metodológicos y textuales causan dificultades en los estudiantes para analizar de manera crítica información en un curso de estrategias de lectura. Este estudio se realizó en la Universidad de Córdoba (Colombia) con estudiantes de séptimo semestre del programa de inglés. Las técnicas de recolección usadas fueron observaciones, análisis de documentos, entrevistas y un examen de competencia en inglés. Los resultados fueron analizados teniendo en cuenta elementos relevantes del análisis del discurso y de la lingüística sistémica. Los resultados mostraron las posibles razones por las cuales los estudiantes muestran dificultades para analizar textos escritos. Estos resultados pueden servir como alternativas para la planeación de clases de lectura

Cátedra abierta de la interculturalidad en territorios de paz : capítulo 1: semillas, alimentos y comida. Una lectura intercultural

CD-T 306.4 S55; 146 p CD-T 306.4 S55c; 142 pEl proyecto catedra abierta de la interculturalidad de la Universidad Libre construye escenarios de paz para la construcción de nuestra identidad nacional en tres municipios : La Virginia, Mistrató, Pereira; hoy se logra llegar a estos tres municipios y con estos se inicia el camino de la mano de niñas y niños de centros educativas urbanos y rurales; el sector educativo caracterizó el inicio histórico y el tema pre-texto fue: las semillas, los alimentos y la comida, tema qué esta propuesto desde el primer encuentro intercultural realizado en el municipio de Mistrató, con la participación activa de comunidades nativas y del fundador de la catedra el TAITA JAVIER CALAMBAS, de la comunidad indígena MISAK del Cauca. El proceso de la catedra se orientó con la metodología MARDIC, la cual propicio la participación activa de grupos organizados denominados grupos focales.Universidad Libre Seccional Pereir

Healthcare workers hospitalized due to COVID-19 have no higher risk of death than general population. Data from the Spanish SEMI-COVID-19 Registry

Aim To determine whether healthcare workers (HCW) hospitalized in Spain due to COVID-19 have a worse prognosis than non-healthcare workers (NHCW). Methods Observational cohort study based on the SEMI-COVID-19 Registry, a nationwide registry that collects sociodemographic, clinical, laboratory, and treatment data on patients hospitalised with COVID-19 in Spain. Patients aged 20-65 years were selected. A multivariate logistic regression model was performed to identify factors associated with mortality. Results As of 22 May 2020, 4393 patients were included, of whom 419 (9.5%) were HCW. Median (interquartile range) age of HCW was 52 (15) years and 62.4% were women. Prevalence of comorbidities and severe radiological findings upon admission were less frequent in HCW. There were no difference in need of respiratory support and admission to intensive care unit, but occurrence of sepsis and in-hospital mortality was lower in HCW (1.7% vs. 3.9%; p = 0.024 and 0.7% vs. 4.8%; p<0.001 respectively). Age, male sex and comorbidity, were independently associated with higher in-hospital mortality and healthcare working with lower mortality (OR 0.211, 95%CI 0.067-0.667, p = 0.008). 30-days survival was higher in HCW (0.968 vs. 0.851 p<0.001). Conclusions Hospitalized COVID-19 HCW had fewer comorbidities and a better prognosis than NHCW. Our results suggest that professional exposure to COVID-19 in HCW does not carry more clinical severity nor mortality

Treatment with tocilizumab or corticosteroids for COVID-19 patients with hyperinflammatory state: a multicentre cohort study (SAM-COVID-19)

Objectives: The objective of this study was to estimate the association between tocilizumab or corticosteroids and the risk of intubation or death in patients with coronavirus disease 19 (COVID-19) with a hyperinflammatory state according to clinical and laboratory parameters. Methods: A cohort study was performed in 60 Spanish hospitals including 778 patients with COVID-19 and clinical and laboratory data indicative of a hyperinflammatory state. Treatment was mainly with tocilizumab, an intermediate-high dose of corticosteroids (IHDC), a pulse dose of corticosteroids (PDC), combination therapy, or no treatment. Primary outcome was intubation or death; follow-up was 21 days. Propensity score-adjusted estimations using Cox regression (logistic regression if needed) were calculated. Propensity scores were used as confounders, matching variables and for the inverse probability of treatment weights (IPTWs). Results: In all, 88, 117, 78 and 151 patients treated with tocilizumab, IHDC, PDC, and combination therapy, respectively, were compared with 344 untreated patients. The primary endpoint occurred in 10 (11.4%), 27 (23.1%), 12 (15.4%), 40 (25.6%) and 69 (21.1%), respectively. The IPTW-based hazard ratios (odds ratio for combination therapy) for the primary endpoint were 0.32 (95%CI 0.22-0.47; p < 0.001) for tocilizumab, 0.82 (0.71-1.30; p 0.82) for IHDC, 0.61 (0.43-0.86; p 0.006) for PDC, and 1.17 (0.86-1.58; p 0.30) for combination therapy. Other applications of the propensity score provided similar results, but were not significant for PDC. Tocilizumab was also associated with lower hazard of death alone in IPTW analysis (0.07; 0.02-0.17; p < 0.001). Conclusions: Tocilizumab might be useful in COVID-19 patients with a hyperinflammatory state and should be prioritized for randomized trials in this situatio

Large scale multifactorial likelihood quantitative analysis of BRCA1 and BRCA2 variants: An ENIGMA resource to support clinical variant classification

The multifactorial likelihood analysis method has demonstrated utility for quantitative assessment of variant pathogenicity for multiple cancer syndrome genes. Independent data types currently incorporated in the model for assessing BRCA1 and BRCA2 variants include clinically calibrated prior probability of pathogenicity based on variant location and bioinformatic prediction of variant effect, co-segregation, family cancer history profile, co-occurrence with a pathogenic variant in the same gene, breast tumor pathology, and case-control information. Research and clinical data for multifactorial likelihood analysis were collated for 1,395 BRCA1/2 predominantly intronic and missense variants, enabling classification based on posterior probability of pathogenicity for 734 variants: 447 variants were classified as (likely) benign, and 94 as (likely) pathogenic; and 248 classifications were new or considerably altered relative to ClinVar submissions. Classifications were compared with information not yet included in the likelihood model, and evidence strengths aligned to those recommended for ACMG/AMP classification codes. Altered mRNA splicing or function relative to known nonpathogenic variant controls were moderately to strongly predictive of variant pathogenicity. Variant absence in population datasets provided supporting evidence for variant pathogenicity. These findings have direct relevance for BRCA1 and BRCA2 variant evaluation, and justify the need for gene-specific calibration of evidence types used for variant classification

Adelante / Endavant

Séptimo desafío por la erradicación de la violencia contra las mujeres del Institut Universitari d’Estudis Feministes i de Gènere "Purificación Escribano" de la Universitat Jaume