La inclusi?n en la instituci?n educativa Francisco de Paula Santander de Ibagu?.

178 P?ginasRecurso Electr?nicoLa educaci?n inclusiva es el proceso de identificar y responder a la diversidad de las necesidades de todos los estudiantes, es una preocupaci?n mundial en torno a la defensa de las diferencias dentro de las instituciones educativas, ya que se ha demostrado la existencia de exclusi?n y segregaci?n dentro de las mismas, existe entonces el anhelo de proporcionar herramientas pr?cticas que contribuyan a la erradicaci?n de esta problem?tica escolar a trav?s de la mayor participaci?n en el aprendizaje, la cultura y en comunidad. Para tal fin debe emanar de las instituciones educativas el mismo sentir, identificando, concientizando y tomando medidas que promuevan y acierten en el proceso de inclusi?n educativa.ABSTRACT Inclusive education is a process to identify and answer different necessities of students, It is a global concern, around the defense of differences in educational institutions, which has proved the existence of exclusion and segregation within them, then there is the desire to provide practical tools that contribute to the eradication of these school problems through the increased participation in learning, culture and community. So that must emanate from the educational institutions the same mind, identifying, raising awareness and taking actions to promote and guess right in the inclusion process.INTRODUCCI?N 22 1. DEFINICI?N DEL PROBLEMA 24 1.1 PLANTEAMIENTO DEL PROBLEMA 24 1.2 PREGUNTA PROBLEMA 25 1.3 PREGUNTAS DE REFLEXI?N A PARTIR DEL PROBLEMA PRINCIPAL 25 2. JUSTIFICACION 26 2.1 JUSTIFICACION TE?RICA 26 2.2 JUSTIFICACION PR?CTICA 27 3. OBJETIVOS DE LA INVESTIGACION 28 3.1 OBJETIVO GENERAL 28 3.2 OBJETIVOS ESPEC?FICOS 28 4. MARCO REFERENCIAL 29 4.1 MARCO INSTITUCIONAL 49 4.1.1 La Equidad 51 4.1.2 La Responsabilidad 52 4.1.3 Sentido de Pertenec?a 52 4.1.4 El Servicio. 52 4.2 MARCO CONCEPTUAL 52 4.2.1 La Educaci?n Inclusiva 52 4.2.2 Gesti?n Escolar. 55 4.2.2.1 Gesti?n Directiva 56 4.2.2.2 Gesti?n Acad?mica 57 11 P?g. 4.2.2.3 Gesti?n Administrativa y Financiera. 57 4.2.2.4 Gesti?n de la Comunidad 57 4.3 ANTECEDENTES DE INVESTIGACI?N 58 4.3.1 Las Escuelas son para Todos 58 4.3.2 Inclusion, School Restructuring, and the Remaking of American Society. 59 4.3.3 Diversidad y Cultura: En Busca de los Paradigmas Perdidos. 60 4.3.4 Escuela Inclusiva. Una Agenda Global ?qu? Factores o Condiciones son Relevantes para Llevar a Cabo una Educaci?n Inclusiva?. 61 4.3.5 Because We Can Change The World. A Practical Guide To Building Cooperative, Inclusive Classroom Communities 61 4.3.6 ?Hacia D?nde va la Integraci?n?. 63 4.3.7 Del Lenguaje de la Diferencia a las Escuelas Inclusivas 64 4.3.8 Caminos Hacia una Educaci?n Inclusiva 66 4.3.9 For Inclusion Developing Learning and Participation in schools 67 4.3.10. Theories of Inclusive Education 68 4.3.11 Special Educational Reformed 68 4.3.12 The Impact of Research on Developments in Inclusive Education 69 4.3.13 Inclusive Education. Policy, Contexts and Comparative Perspectives 70 4.3.14 Desarrollo de Escuelas Inclusivas 71 4.3.15 Hacia Escuelas Eficaces para Todos 72 4.3.16 Crear Condiciones para la Mejora del Trabajo en el Aula 73 4.3.17 Claves e Indicios para la Valoraci?n de la Pol?tica de Integraci?n / Inclusi?n en Espa?a. 73 4.3.18 Rutas para el Desarrollo de Pr?cticas Inclusivas en los Sistemas Educativos. 74 4.3.19 De la Caridad a la Inclusi?n 75 4.3.20 La Inclusi?n Educativa del Alumnado con Necesidades Educativas Especiales, Asociadas a Discapacidad, en Espa?a 76 12 P?g. 4.3.21 Medidas para la Inclusi?n Social y la Equidad en Instituciones de Educaci?n Superior de Am?rica Latina. 78 4.3.22 La Percepci?n y Actitud del Profesorado Hacia la Inclusi?n del Alumnado con Necesidades Educativas Especiales como Indicadores del uso de Pr?cticas Educativas Inclusivas en el Aula. 78 4.3.23 Percepci?n y Actitudes Hacia la Inclusi?n Educativa de los Docentes de Soledad, Atl?ntico (Colombia). 78 4.3.24 Lineamientos para la Educaci?n Superior Inclusiva 79 4.3.25 Plan Decenal de Educaci?n 2012 ? 2021 80 4.3.26 Inclusi?n Educativa y Profesorado Inclusivo. 80 5. MARCO METODOL?GICO 82 5.1 M?TODO Y T?CNICA A UTILIZAR 82 5.1.1 Exhaustividad 83 5.1.2 Exclusividad 83 5.1.3 Objetividad 83 5.1.4 Homogeneidad 83 5.1.5 Pertinencia 83 5.2 FASES DE LA INVESTIGACI?N 85 5.2 PRE AN?LISIS 75 5.3 POBLACI?N 86 5.4 MUESTRA 87 5.5 TRABAJO DE CAMPO 89 5.5.1 Fases del trabajo de campo 90 5.6 T?CNICAS E INSTRUMENTOS DE RECOLECCI?N DE DATOS 90 5.6.1 T?cnica 90 5.7 REVISI?N DEL DOCUMENTO PROYECTO EDUCATIVO INSTITUCIONAL PEI 92 5.8 PROGRAMAS DE EXTENSI?N A LA COMUNIDAD 95 13 P?g. 5.9 COMPARACION DE RESULTADOS CUALITATIVOS DE LOS DATOS 96 5.10 ANALISIS E INTERPRETACION DE LOS RESULTADOS 96 5.10.1 Gesti?n Directiva 96 6. ESTRATEGIA DE MEJORAMIENTO 100 6.1 OBJETIVOS 100 6.2 L?NEAS DE ACCI?N 100 6.3 ROL DEL MAESTRO 101 6.4 ROL DEL ESTUDIANTE: 101 6.5 ESTRATEGIAS 101 6.5.1 El Aprendizaje Cooperativo 102 6.5.2 Tutor?a Entre Iguales. 102 6.5.3 Aprendizaje por Tareas / Proyectos 102 6.5.4 Talleres de Aprendizaje Dentro de la Clase o Fuera de Esta 102 6.5.5 Centros de Inter?s 102 6.5.6 Rincones 103 6.5.7 Agrupamientos Flexibles 103 6.5.8 Creaci?n de Comunidades de Aprendizaje. 103 6.5.9 Docencia Compartida. 103 6.5.10 Planificaci?n Multinivel 103 6.5.11 Curr?culo Flexible. 104 6.5.12 Criterios y Procedimientos Flexibles de Evaluaci?n y Promoci?n. 104 6.5.13 Participaci?n de los Padres 104 6.5.14 Abrir el Centro Educativo al Entorno 104 7. CONCLUSIONES 106 RECOMENDACIONES 108 REFERENCIAS 11

Magnetothermal properties of molecule-based materials

We critically review recent results obtained by studying the low-temperature specific heat of some of the most popular molecular magnets. Perspectives of this field are discussed as well.Comment: 12 pages text + 14 pages figures, Submitted as "feature article" to Journal of Materials Chemistr

kHz Quasi-Periodic Oscillations in the low-mass X-ray binary 4U 0614+09

We report on a comprehensive analysis of the kilohertz (above 300 Hz) quasi-periodic oscillations (kHz QPOs) detected from the neutron star low-mass X-ray binary 4U0614+09 with the Rossi X-ray Timing Explorer (RXTE). With a much larger data set than previously analyzed (all archival data from February 1996 up to October 2007), we first investigate the reality of the 1330 Hz QPO reported by van Straaten et al. (2000). This QPO would be of particular interest since it has the highest frequency reported for any source. A thorough analysis of the same observation fails to confirm the detection. On the other hand, over our extended data set, the highest QPO frequency we measure for the upper kHz QPO is at about 1224 Hz; a value which is fully consistent with the maximum values observed in similar systems. Second, we demonstrate that the frequency dependence of the quality factor and amplitude of the lower and upper kHz QPOs follow the systematic trends seen in similar systems (Barret et al., 2006). In particular, 4U0614+09 shows a drop of the quality factor of the lower kHz QPO above 700 Hz. If this is due to an approach to the innermost stable circular orbit, it implies a neutron star mass of about 1.9 solar masses. Finally, when analyzing the data over fixed durations, we have found a gap in the frequency distribution of the upper QPO, associated with a local minimum of its amplitude. A similar gap is not present in the distribution of the lower QPO frequencies, suggesting some cautions when interpreting frequency ratio distributions, based on the occurrence of the lower QPO only.Comment: 10 pages, 6 color figures, 2 tables, Accepted for publication in MNRA

New hydrogen-like potentials

Using the modified factorization method introduced by Mielnik, we construct a new class of radial potentials whose spectrum for l=0 coincides exactly with that of the hydrogen atom. A limiting case of our family coincides with the potentials previously derived by Abraham and MosesComment: 6 pages, latex, 2 Postscript figure

Classes of behavior of small-world networks

Small-world networks are the focus of recent interest because they appear to circumvent many of the limitations of either random networks or regular lattices as frameworks for the study of interaction networks of complex systems. Here, we report an empirical study of the statistical properties of a variety of diverse real-world networks. We present evidence of the occurrence of three classes of small-world networks: (a) scale-free networks, characterized by a vertex connectivity distribution that decays as a power law; (b) broad-scale networks, characterized by a connectivity distribution that has a power-law regime followed by a sharp cut-off; (c) single-scale networks, characterized by a connectivity distribution with a fast decaying tail. Moreover, we note for the classes of broad-scale and single-scale networks that there are constraints limiting the addition of new links. Our results suggest that the nature of such constraints may be the controlling factor for the emergence of different classes of networks

Nonlinear Dynamics in Distributed Systems

We build on a previous statistical model for distributed systems and formulate it in a way that the deterministic and stochastic processes within the system are clearly separable. We show how internal fluctuations can be analysed in a systematic way using Van Kanpen's expansion method for Markov processes. We present some results for both stationary and time-dependent states. Our approach allows the effect of fluctuations to be explored, particularly in finite systems where such processes assume increasing importance.Comment: Two parts: 8 pages LaTeX file and 5 (uuencoded) figures in Postscript forma

Estimation of a growth rate model for international business tourism

The aim of this paper is to understand the factors influencing business tourism on a global scale, in order to assess the competence of the countries in this tourism segment and prescribe them guidelines for action. For the development of data analysis, a growth rate model was estimated and a sample of 136 countries for the years 2005 and 2009 was collected. Results reveal that, for the development of policies to stimulate the growth in the business tourism segment, countries should develop measures that encourage capital investment in tourism, leisure tourism and trade openness. Economic agents should also focus their investments in equipment that creates value throughout the tourism supply chain, in particular, in transport and equipment for entertainment and culture.8316-FD77-85EB | Pedro Miguel Fonseca Moreira de Carvalhoinfo:eu-repo/semantics/publishedVersio

Do neighbouring countries encourage the demand of international business tourism?

This paper aims at determining the factors that influence the growth of international business tourism and understanding whether the demand growth of business tourism spreads across neighbouring countries. For the development of the empirical research, data has been collected from a sample of 136 countries worldwide, and spatial econometric techniques have been used. Evidence that supports the idea that the main factors related to the increase in incomes of business tourism are the private investment on tourism assets, the leisure tourism and the trade openness in relation to the outside world is presented. This study also reveals that the demand of business tourism in a country is not contagious, that is, the demand varies neither with the demand of its neighbours nor with their exogenous characteristics. The results have important implications for the choice of tourism policy goals at national levels and the corresponding policy instruments.8316-FD77-85EB | Pedro Miguel Fonseca Moreira de CarvalhoN/