Linguistic devices for welcoming, expansive learning and interculturality: contributions for the educational inclusion of foreign students

In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.En el marco del aumento progresivo de extranjeros en escuelas públicas en Chile y de los recientes cambios en los patrones migratorios, la presencia de estudiantes sin dominio de la lengua vehicular del sistema educativo se ha incrementado sistemáticamente en los últimos años. En un escenario marcado por la ausencia de políticas educativas que respondan a esta nueva diversidad lingüística, el propósito de nuestra investigación fue comprender cómo las escuelas han respondido a la llegada de estudiantes extranjeros y qué prácticas educativas han implementado para responder a este desafío. Mediante una etnografía escolar de dos años en cuatro escuelas públicas con alta matrícula de extranjeros, se analizaron documentos institucionales, se realizaron observaciones de campo, entrevistas y grupos focales con diferentes actores de las comunidades educativas. A través de un análisis de contenido temático, los resultados revelan la puesta en marcha de diez dispositivos para gestionar las respuestas educativas hacia estudiantes extranjeros. Analizamos tres de estos dispositivos con foco en lo lingüístico a partir de las tensiones y contradicciones que se producen al interior de los centros educativos del cual forman parte, identificando elementos y dimensiones significativas para impulsar aprendizajes expansivos. Discutimos finalmente estos hallazgos a la luz de los avances y desafíos del enfoque intercultural en nuestra región latinoamericana

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

Dispositivos lingüísticos de acogida, aprendizaje expansivo e interculturalidad: Contribuciones para la inclusión educativa de estudiantes extranjeros

Indexación: Scopus.In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.https://www.scielo.br/j/ep/a/NhL67jbv7H7VpZtQYjtHVFt/?lang=e

Fusarium: more than a node or a foot-shaped basal cell

Recent publications have argued that there are potentially serious consequences for researchers in recognising distinct genera in the terminal fusarioid clade of the family Nectriaceae. Thus, an alternate hypothesis, namely a very broad concept of the genus Fusarium was proposed. In doing so, however, a significant body of data that supports distinct genera in Nectriaceae based on morphology, biology, and phylogeny is disregarded. A DNA phylogeny based on 19 orthologous protein-coding genes was presented to support a very broad concept of Fusarium at the F1 node in Nectriaceae. Here, we demonstrate that re-analyses of this dataset show that all 19 genes support the F3 node that represents Fusarium sensu stricto as defined by F. sambucinum (sexual morph synonym Gibberella pulicaris). The backbone of the phylogeny is resolved by the concatenated alignment, but only six of the 19 genes fully support the F1 node, representing the broad circumscription of Fusarium. Furthermore, a re-analysis of the concatenated dataset revealed alternate topologies in different phylogenetic algorithms, highlighting the deep divergence and unresolved placement of various Nectriaceae lineages proposed as members of Fusarium. Species of Fusarium s. str. are characterised by Gibberella sexual morphs, asexual morphs with thin- or thick-walled macroconidia that have variously shaped apical and basal cells, and trichothecene mycotoxin production, which separates them from other fusarioid genera. Here we show that the Wollenweber concept of Fusarium presently accounts for 20 segregate genera with clear-cut synapomorphic traits, and that fusarioid macroconidia represent a character that has been gained or lost multiple times throughout Nectriaceae. Thus, the very broad circumscription of Fusarium is blurry and without apparent synapomorphies, and does not include all genera with fusarium-like macroconidia, which are spread throughout Nectriaceae (e.g., Cosmosporella, Macroconia, Microcera). In this study four new genera are introduced, along with 18 new species and 16 new combinations. These names convey information about relationships, morphology, and ecological preference that would otherwise be lost in a broader definition of Fusarium. To assist users to correctly identify fusarioid genera and species, we introduce a new online identification database, Fusarioid-ID, accessible at www.fusarium.org. The database comprises partial sequences from multiple genes commonly used to identify fusarioid taxa (act1, CaM, his3, rpb1, rpb2, tef1, tub2, ITS, and LSU). In this paper, we also present a nomenclator of names that have been introduced in Fusarium up to January 2021 as well as their current status, types, and diagnostic DNA barcode data. In this study, researchers from 46 countries, representing taxonomists, plant pathologists, medical mycologists, quarantine officials, regulatory agencies, and students, strongly support the application and use of a more precisely delimited Fusarium (= Gibberella) concept to accommodate taxa from the robust monophyletic node F3 on the basis of a well-defined and unique combination of morphological and biochemical features. This F3 node includes, among others, species of the F. fujikuroi, F. incarnatum-equiseti, F. oxysporum, and F. sambucinum species complexes, but not species of Bisifusarium [F. dimerum species complex (SC)], Cyanonectria (F. buxicola SC), Geejayessia (F. staphyleae SC), Neocosmospora (F. solani SC) or Rectifusarium (F. ventricosum SC). The present study represents the first step to generating a new online monograph of Fusarium and allied fusarioid genera (www.fusarium.org)

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Linguistic devices for welcoming, expansive learning and interculturality:: contributions for the educational inclusion of foreign students

In the context of the progressive increase of foreigners in public schools in Chile and the recent changes in migratory patterns, the presence of students who do not master the working language of the educational system has systematically incremented in recent years. In a scenario marked by the absence of educational policies that respond to this new linguistic diversity, the purpose of our research was to understand how schools have responded to the arrival of foreign students and what educational practices they have implemented to tackle this challenge. Through a two-year school ethnography in four public schools with high enrollment of foreigners, institutional documents were analyzed and field observation, interviews and focus groups were conducted with different actors amidst the educational communities. Through an analysis of thematic content, the results reveal the implementation of ten devices to manage educational responses to foreign students. We have analyzed three of these devices with a focus on linguistics based on the tensions and contradictions that occur within the educational institutions of which they are part, identifying significant elements and dimensions to drive forward expansive learning. Finally, we discuss these findings in light of the advances and challenges of the intercultural approach in our Latin American region.En el marco del aumento progresivo de extranjeros en escuelas públicas en Chile y de los recientes cambios en los patrones migratorios, la presencia de estudiantes sin dominio de la lengua vehicular del sistema educativo se ha incrementado sistemáticamente en los últimos años. En un escenario marcado por la ausencia de políticas educativas que respondan a esta nueva diversidad lingüística, el propósito de nuestra investigación fue comprender cómo las escuelas han respondido a la llegada de estudiantes extranjeros y qué prácticas educativas han implementado para responder a este desafío. Mediante una etnografía escolar de dos años en cuatro escuelas públicas con alta matrícula de extranjeros, se analizaron documentos institucionales, se realizaron observaciones de campo, entrevistas y grupos focales con diferentes actores de las comunidades educativas. A través de un análisis de contenido temático, los resultados revelan la puesta en marcha de diez dispositivos para gestionar las respuestas educativas hacia estudiantes extranjeros. Analizamos tres de estos dispositivos con foco en lo lingüístico a partir de las tensiones y contradicciones que se producen al interior de los centros educativos del cual forman parte, identificando elementos y dimensiones significativas para impulsar aprendizajes expansivos. Discutimos finalmente estos hallazgos a la luz de los avances y desafíos del enfoque intercultural en nuestra región latinoamericana

Influence of the Arctic Oscillations on the sardine off Northwest Africa during the period 1976-1996

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Leer es una actividad divertida

Enmarcado en el Plan de Fomento de la Lectura, emprendido por el centro en años pasados, se desarrollan una serie de actividades dirigidas a hacer de la lectura no un elemento más del curriculo, sino algo lúdico y divertido. Además de este objetivo principal se marcan otros como implicar a toda la comunidad educativa y favorecer el intercambio de experiencias entre ciclos; incrementar el número de ejemplares de la biblioteca de aula; participar en actividades organizadas desde bibliotecas municipales o desde la Concejalía de Educación; y fomentar la educación en valores a través de la lectura. Se realizan actividades para atraer al lector como la exposición de libros o guías de lectura, presentaciones de libros, la hora del cuento; otras para después de leer el libro como juegos de comprensión lectora o el libroforum; actividades para mejorar la expresión escrita como escribir poesías, creación de un cómic, hacer aportaciones a la revista escolar; actividades audiovisuales con libros de imágenes; acceso a la lectura a través de libros en soporte informático; y actividades colectivas en las que participa todo el centro como la celebración de la semana de la convivencia en la que se cuentan historias de todo el mundo, o la celebración del día del libro. Se adjunta material utilizado en el desarrollo de las actividades.Madrid (Comunidad Autónoma). Consejería de Educación. Dirección General de Ordenación AcadémicaMadridMadrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; General Ricardos 179 - 28025 Madrid; Tel. + 34915250893ES

Revista digital práctica docente

Se presenta experiencia educativa que propone la construcción de un mercadillo y la participación de la comunidad educativa para potenciar la educación en valores entre el alumnado. Se realiza en el CEIP Marín Ocete en Alfacar, Granada. El mercadillo está organizado por distintos talleres a modo de 'tiendas'. Las distintas tiendas son: de la solidaridad, de las tradiciones y costumbres, de la justicia, de la salud y del medio ambiente, de la alegría, de la amistad, del esfuerzo, del respeto y de la paz.AndalucíaES

Integración lingüística e inmigración

Corrección lingüística a cargo de Carmen Silva DomínguezSe pretende acercar a las personas implicadas en la enseñanza de segundas lenguas a inmigrantes, las propuestas de diversos especialistas y profesionales de este área. Se exponen diez artículos que desarrollan diferentes temas como la inmigración en las escuelas de Galicia, las claves de la enseñanza de segundas lenguas a inmigrantes, iniciativas de formación en lengua gallega, los problemas del aprendizaje en contextos multilingües, programas de adaptación para alumnos inmigrantes o materiales de enseñanza para esta disciplina.GaliciaBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín 5 -3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]