Orientar las Transiciones del alumnado inmigrante: más que un reto multiprofesional

ABSTRACTGuiding students through the educational transitions is essential for their correct development during their educational years and for their labor and social future. When dealing with immigrant students, this task acquires even greater importance, and becomes more complex due to other factors such as the culture of origin, the migratory processes, previous school experience, and the intrinsic difficulties to adapt to the new settings. In this article, based on a six instrumental case study, we have explored this dimension in the teaching and guiding strategies carried out in Spanish primary and secondary schools, separately and as whole, in order to reveal the possibilities, limitations and consequences of such strategies. Particularly, we show the difficulty to put into practice comprehensive interprofessional strategies, due to current official curricular policies and the dominant educational thinking of schools and their professionals. The cases studied show how, for these boys and girls, educational transitions become permanent processes of accommodation, mediated by teachers’ actions, guiding and mediation efforts, and traditional curricular structure, whose effectiveness is low, by the contradictions that occur between inclusive purposes pretended and daily practices to get them.RESUMENLa orientación de los procesos de transición dentro del sistema educativo es una labor esencial para ayudar a los estudiantes en su transcurrir académico y sociolaboral. Cuando se trata de alumnado inmigrante, esa tarea adquiere aún mayor importancia, al tiempo que se complejiza al interactuar otros factores como la cultura de origen, los procesos migratorios, las experiencias escolares previas, las dificultades adaptativas al nuevo contexto, etc. En este artículo, sustentado en un estudio multicaso -integrado por seis casos instrumentales, llevados a cabo en zonas escolares con significativo porcentaje de dicho alumnado-, hemos indagado en las estrategias docentes y orientadoras que se ponen en marcha en escuelas e institutos y las interacciones entre ellos, para cubrir esta dimensión ineludible del trabajo educativo, evidenciando las posibilidades, limitaciones y consecuencias de tales acciones; así mismo, se muestra la dificultad para poner en marcha actuaciones interprofesionales integrales, mediatizadas por las políticas curriculares oficiales y por el pensamiento práctico pedagógico hegemónico de los centros educativos y de sus profesionales. Los casos aquí estudiados, muestran cómo, para estos chicos y chicas, las transiciones académicas se convierten en procesos permanentes de re-acomodación encadenada, mediatizada por las acciones docentes, orientadoras, de mediación y estructura curricular tradicional, cuya efectividad es baja, debido a las contradicciones que se producen entre las finalidades inclusivas pretendidas y las prácticas cotidianas para conseguirlas.ABSTRACTGuiding students through the educational transitions is essential for their correct development during their educational years and for their labor and social future. When dealing with immigrant students, this task acquires even greater importance, and becomes more complex due to other factors such as the culture of origin, the migratory processes, previous school experience, and the intrinsic difficulties to adapt to the new settings. In this article, based on a six instrumental case study, we have explored this dimension in the teaching and guiding strategies carried out in Spanish primary and secondary schools, separately and as whole, in order to reveal the possibilities, limitations and consequences of such strategies. Particularly, we show the difficulty to put into practice comprehensive interprofessional strategies, due to current official curricular policies and the dominant educational thinking of schools and their professionals. The cases studied show how, for these boys and girls, educational transitions become permanent processes of accommodation, mediated by teachers’ actions, guiding and mediation efforts, and traditional curricular structure, whose effectiveness is low, by the contradictions that occur between inclusive purposes pretended and daily practices to get them.

Relation between TNF-alpha and exercise induced bronchoconstriction

Introduction: Exercise-induced bronchoconstriction (EIB) describes an acute airway narrowing that occurs as a result of exercise. EIB is associated with a hyperosmolar environment that lead to airway smooth muscle contraction. The proinflammatory cytokine, TNF-alpha, has a prominent role in the development of airway hiperresponsiveness (AHR). A single bout of heavy exercise can trigger EIB. The aim of this research was to compare the response of TNF-alpha over time with the presence or absence of EIB in marathon runners. Methods: Thirty-eight male runners, who did not have any chronic or acute airway disease, performed maximal cardiopulmonary exercise testing on a treadmill coupled to the gas analyzer (FitMate ™, Cosmed, Italy). Was used a ramp protocol with fixed slope of 1% and an increase of load (1km/h) every minute. Spirometry was performed before (pre), immediately after, five, ten, fifteen and twenty minutes after exercise stress testing. Were considered positive for BIE those athletes that presented a decrease in expiratory volume in one second greater than 10% in any of the spirometric tests. Blood samples were obtained the day before the marathon, immediately and after 72 hours after the race. Cytokines were determined in serum by ELISA. Was used analysis of variance (ANOVA) with two factors, group and time of blood collection, considering repeated measures on the time factor. In the case of statistical significance for interaction group and blood was concluded that the behavior over time was significantly different between EIB negative (-) and EIB positive (+), in this case applied the method of Tukey\u27s multiple comparisons to determine the moment that occurred these differences (p\u3c0.05). Results: We observed a statistically significant difference (p=0.048) in the behavior of the concentration of TNF-alpha between groups EIB- and EIB+. The measure pre of the EIB+ have an higher concentration of TNF-alpha compared to those obtained immediately after the marathon for EIB+ and the results obtained at the three moments for EIB-. (Figure 1). Conclusion: Our results suggests that an inflammatory status in serum of the marathon runners presenting BIE, before the race may be associated with bronchoconstriction triggering

Population inversion of a NAHS mixture adsorbed into a cylindrical pore

A cylindrical nanopore immersed in a non-additive hard sphere binary fluid is studied by means of integral equation theories and Monte Carlo simulations. It is found that at low and intermediate values of the bulk total number density the more concentrated bulk species is preferentially absorbed by the pore, as expected. However, further increments of the bulk number density lead to an abrupt population inversion in the confined fluid and an entropy driven prewetting transition at the outside wall of the pore. These phenomena are a function of the pore size, the non-additivity parameter, the bulk number density, and particles relative number fraction. We discuss our results in relation to the phase separation in the bulk.Comment: 7 pages, 8 Figure

Expedition 361 summary

International Ocean Discovery Program Expedition 361 drilled six sites on the southeast African margin (southwest Indian Ocean) and in the Indian-Atlantic Ocean gateway, from 30 January to 31 March 2016. In total, 5175 m of core was recovered, with an average recovery of 102%, during 29.7 days of on-site operations. The sites, situated in the Mozambique Channel at locations directly influenced by discharge from the Zambezi and Limpopo River catchments, the Natal Valley, the Agulhas Plateau, and Cape Basin, were targeted to reconstruct the history of the greater Agulhas Current system over the past ~5 My. The Agulhas Current is the strongest western boundary current in the Southern Hemisphere, transporting some 70 Sv of warm, saline surface water from the tropical Indian Ocean along the East African margin to the tip of Africa. Exchanges of heat and moisture with the atmosphere influence southern African climates, including individual weather systems such as extratropical cyclone formation in the region and rainfall patterns. Recent ocean model and paleoceanographic data further point at a potential role of the Agulhas Current in controlling the strength and mode of the Atlantic Meridional Overturning Circulation (AMOC) during the Late Pleistocene. Spillage of saline Agulhas water into the South Atlantic stimulates buoyancy anomalies that may influence basin-wide AMOC, with implications for convective activity in the North Atlantic and global climate change. The main objectives of the expedition were to establish the role of the Agulhas Current in climatic changes during the Pliocene–Pleistocene, specifically to document the dynamics of the Indian-Atlantic Ocean gateway circulation during this time, to examine the connection of the Agulhas leakage and AMOC, and to address the influence of the Agulhas Current on African terrestrial climates and coincidences with human evolution. Additionally, the expedition set out to fulfill the needs of Ancillary Project Letter number 845, consisting of high-resolution interstitial water sampling to help constrain the temperature and salinity profiles of the ocean during the Last Glacial Maximum. The expedition made major strides toward fulfilling each of these objectives. The recovered sequences allowed generation of complete spliced stratigraphic sections that range from 0 to between ~0.13 and 7 Ma. This sediment will provide decadal- to millennial-scale climatic records that will allow answering the paleoceanographic and paleoclimatic questions set out in the drilling proposal