Familias homoparentales en la escuela pública : estudio de caso de la intervención escolar sobre la diversidad familiar

En esta tesis doctoral, se describen y analizan los factores que favorecen y obstaculizan la intervención escolar sobre la diversidad familiar. Desde un enfoque cualitativo, se estudiará el caso de un centro público de educación infantil y primaria en el que se encuentran escolarizados/as chicos/as de familias homoparentales. ¿En qué medida las escuelas son reproductoras de este canon tradicional de familia?, ¿Qué factores favorecen y obstaculizan la intervención escolar sobre la diversidad familiar? Para responder a estas preguntas, en este trabajo se analiza, desde una perspectiva general de la diversidad familiar, algunos elementos de la cultura escolar relacionados con la familia; las medidas contempladas en el Proyecto Educativo de Centro; las actividades vinculadas con la familia y los procedimientos metodológicos empleados; la importancia que la comunidad educativa confiere a estas prácticas educativas; las necesidades formativas del profesorado; y los modelos familiares incluidos en los libros de texto. Y por otra parte, de forma específica, se aborda la realidad escolar de las familias homoparentales; es decir, se indaga en las dificultades percibidas por el profesorado en la inclusión escolar del modelo familiar homoparental; la actitud de la comunidad educativa sobre estas familias; las discriminaciones, burlas o rechazos vividos por estos/as menores y las respuestas del centro a estos incidentes. Con los hallazgos se pretende obtener un mayor conocimiento del tratamiento de la diversidad familiar en las escuelas, y de la realidad escolar de las familias homoparentales, con la intención de poder intervenir en aquellos aspectos necesarios para alcanzar la calidad e inclusión educativa. Como expresa Valcarce (2011), la escuela no llegará a ser inclusiva si sigue dando la espalda a la diversidad familiar, si continúa obviando o incluso negando esta realidad.In this doctoral thesis the factors that favor and hamper the school intervention of family diversity are described and analyzed. From a qualitative perspective, the case of a public school will be studied, with pre-primary and primary education where there are students from homoparental families. To what extent schools are reproducing this traditional model of family? What factors promote and hamper school intervention about family diversity? In order to answer these questions, the following aspects will be analyzed throughout this thesis from an overview of family diversity: Some elements of school culture related to the family; the measures included in the School Educational Project; activities related to the family and the methodological procedures used; the importance that the educational community gives to these educational practices; Teacher training needs; and family models included in textbooks. On the other hand, the school reality of homoparental families in an specific way; that is to say, it focuses on the difficulties which are perceived by teachers in school inclusion of homoparental family model; the attitude of the education community in these families; discrimination, ridicule or rejection experienced by these students and the responses given to these incidents by the school. With the findings, we intend to obtain a greater understanding as well as a wider knowledge regarding the treatment of family diversity in schools, and school reality of homoparental families, with the intention to intervene in those necessary aspects so that educational quality and inclusion are completely achieved. According to Valcarce (2011), the school will not become inclusive if you keep turning your back to family diversity, if you continue ignoring or even denying this reality

Barriers and limitations to school intervention in family diversity. A case study of homoparental families

Although Spain is the third country in the world that has regulated marriage between people of the same sex, schools continue to overlook or even deny the reality of homoparental families. This work presents a case study conducted in a public Primary School of Huelva (Andalusia, Spain), whereby the factors that favour or hamper the school's intervention in family diversity are analysed from the viewpoint of faculty. The discoveries of this study provide greater knowledge of how educational organizations approach one of the most remarkable changes in our society in recent decades: transformation of the family. The results highlight the need to create an in-depth debate in the heart of the school community and focus on the teaching task as well as training, research and educational policies. This way, we can help foster social recognition of the changes taking place in our society and benefit from the inclusion of family diversity in schools

The use of the ESS Bilbao installations for laser fusion studies

In this work the use of ESS-Bilbao fast neutron lines for irradiation of materials for nuclear fusion is studied. For the comparison of ESS-Bilbao with an inertial fusion facility a simplified model of HiPER chamber has been used. Several positions for irradiation at ESS-Bilbao have been also compared. The material chosen for the damage analysis is silica due to its importance on IFC optics. In this work a detailed comparison between the two facilities for silica irradiation is given. The comparison covers the neutron fluxes, doses, defect production and PKA spectra. This study is also intended as a methodological approach or guideline for future works on other materials

A cross-border cooperation project between Spain and Portugal to improve the quality of life of the population in Primary School

We present a project designed to raise awareness among school community members, encouraging them to engage with a change in their lifestyle and promoting healthy eating habits and exercise. We propose strategies for action on risk factors for several diseases such as diabetes, cardiovascular illness or cancer amongst others, including psychological disorders related with eating habits. The project is divided into four parts to determine the current situation regarding habits of the primary schoolchildren from schools in Andalucía, Algarve and Baixo Alentejo. The aim of this project is to understand the real situation in these areas and put forward a proposal for intervention in accordance with the needs identified, which may serve as a point of reference in the drive to improve health

A case study on the idealization and representation of the family in schools

Una característica de nuestra sociedad actual, es la diversidad de modelos familiares que la configuran. Esta situación ha supuesto la ruptura de la hegemonía del modelo tradicional de familia. La escuela ha de entender estos cambios e incluir el universo familiar en su trabajo educativo. Desde una perspectiva cualitativa, basada en el estudio de caso, en este artículo presentamos una investigación en la que se analiza las imágenes vinculadas con la familia en los libros de texto, carteles, murales; el lenguaje utilizado en las comunicaciones y notas del centro; y el concepto de familia entre los miembros de la comunidad educativa. Los resultados indican que un sector de la comunidad educativa comparte un concepto de familia basado en la heteronormatividad y la consanguinidad, y que los documentos y materiales analizados muestran una imagen sesgada de la familia.The diversity of family models is one of the factors shaping our current society. This situation has led to the rupture of the traditional model of family hegemony. These changes have to be understood by schools, and this new family realm has to be included in their educational work. In this article, we present a study which, from a qualitative perspective based on a case study, analyzes linked images to family in textbooks, on posters and murals; in the language used in communications and notes addressed to families; and finally, in the concepts of family that exist among the members of the educational community. The results indicate that one sector of the educational community shares a family concept based on heteronormativity and consanguinity, and that the materials and documents analyzed show a biased picture of the family

Pre-competitive anxiety in U12, U14 and U16 paddle tennis players

The main aim of this research is to analyze the level of precompetitive anxiety in female paddle players and male paddle players of Castilla y León in the categories U12, U14 and 16 before the beginning of the competition. Thus, 221 players participated in the study: 100 female athletes and 121 male athletes. The results showed that the level of self-confidence of athletes is higher than the levels obtained in the cognitive anxiety and somatic anxiety, respectively. In relation with the sex of the athletes, male players showed higher levels in self-confidence and somatic anxiety, while the female players counted higher on cognitive anxiety. Finally, depending on the category in which they compete, U12 players are those who have more confidence in themselves, whereas U16 players are those who counted higher in the variables of cognitive anxiety and somatic anxiety.El objetivo principal que se propone con este trabajo de investigación es analizar el nivel de ansiedad precompetitiva en los jugadores y las jugadoras de pádel de Castilla y León en las categorías alevín, infantil y cadete, en los minutos previos al comienzo de la competición. Para ello, participaron 221 jugadores: 100 deportistas de sexo femenino y 121 del sexo masculino. Los resultados demostraron que el nivel de autoconfianza de los deportistas es mayor que los niveles obtenidos en las variables ansiedad cognitiva y ansiedad somática, respectivamente. En relación con el sexo, los jugadores mostraron niveles superiores en autoconfianza y ansiedad somática, mientras las jugadoras puntuaron más alto en ansiedad cognitiva. Por último, en función de la categoría en la que compiten, los alevines son los que más confianza tienen en ellos mismos, mientras que los cadetes son los que puntuaron más alto en las variables de ansiedad cognitiva y ansiedad somática

Immunomodulatory Effects in Healthy Individuals Following a 4-Week Taoist Qigong Intervention: A Comparative Study.

Qigong, an ancient health preservation technique forming part of Traditional Chinese Medicine, combines slow body movements, breathing, and meditation. While this meditative movement system has been reported to offer various physical and psychological benefits, studies on the Taoist school of qigong are sparse. This study, therefore, aimed to investigate the effects of Taoist qigong on white blood cells and other immune parameters in healthy individuals. MATERIAL AND METHODS Thirty-eight participants were recruited for the study, with 21 assigned to the experimental group and 17 to the control group. Participants in the experimental group engaged in a four-week Taoist qigong program. Blood samples for immune parameter quantification, including leukocyte count, neutrophil, eosinophil, basophil, lymphocyte, and large unstained cell (LUC) counts, as well as concentrations of IgG, IgA, IgM, C3, and C4, were collected one day before the experiment started and one day after it ended. RESULTS Post-program, the experimental group exhibited significantly lower total leukocyte counts, and reduced numbers of lymphocytes and LUCs. Additionally, a higher percentage of monocytes was noted in this group. CONCLUSIONS Taoist qigong practice induced a distinct immunomodulatory profile, characterized by decreased counts of several white blood cell parameters and increased percentages of certain agranulocytes. This outcome presents intriguing implications from a psychobiological perspective and highlights the need for further research into the immune effects of Taoist mind-body practice

Kinetics of amorphization induced by swift heavy ions in α-quartz

The kinetics of amorphization in crystalline SiO2 (α-quartz) under irradiation with swift heavy ions (O+1 at 4 MeV, O+4 at 13 MeV, F+2 at 5 MeV, F+4 at 15 MeV, Cl+3 at 10 MeV, Cl+4 at 20 MeV, Br+5 at 15 and 25 MeV and Br+8 at 40 MeV) has been analyzed in this work with an Avrami-type law and also with a recently developed cumulative approach (track-overlap model). This latter model assumes a track morphology consisting of an amorphous core (area σ) and a surrounding defective halo (area h), both being axially symmetric. The parameters of the two approaches which provide the best fit to the experimental data have been obtained as a function of the electronic stopping power Se. The extrapolation of the σ(Se) dependence yields a threshold value for amorphization, Sth ≈ 2.1 keV/nm; a second threshold is also observed around 4.1 keV/nm. We believe that this double-threshold effect could be related to the appearance of discontinuous tracks in the region between 2.1 and 4.1 keV/nm. For stopping power values around or below the lower threshold, where the ratio h/σ is large, the track-overlap model provides a much better fit than the Avrami function. Therefore, the data show that a right modeling of the amorphization kinetics needs to take into account the contribution of the defective track halo. Finally, a short comparative discussion with the kinetic laws obtained for elastic collision damage is given

Female Spanish athletes face pre-competition anxiety at the highest levels of competition

Pre-competition anxiety is one of the most common emotions experienced among athletes in high performance sport. It can cause both positive and negative effects, which makes the ability to manage this anxiety one of the most important parts of an athlete's preparation. This study analyzes the anxiety levels in athletes from the Spanish Women's National Track & Field Team who participated in the European Championships, the World Championships, and the Olympic Games. The study evaluates how these athletes cope with pre-competition anxiety by examining three variables in the moments prior to the competition-cognitive anxiety, self-confidence, and somatic anxiety-and the way these variables impacted the results achieved by these athletes. The study indicates that a significant difference exists between cognitive anxiety and self-confidence, which shows that the higher an athlete's self-confidence, the lower the levels of cognitive anxiety. Higher levels of self-confidence and lower levels of cognitive anxiety were also shown to have a positive impact on performance results.La ansiedad precompetitiva es una de las emociones más generalizadas en el deporte de alto rendimiento deportivo. Provoca efectos tanto positivos como negativos, por lo que el control de la misma es uno de los objetivos más importantes dentro de la preparación del atleta de alto nivel. El objeto de este estudio es analizar los niveles de ansiedad en las atletas españolas del equipo nacional de atletismo que participan en la máxima competición tanto a nivel español como en campeonatos de Europa, del Mundo y Juegos Olímpicos. Se realizó un estudio desde la perspectiva de cómo afrontan las atletas españolas la ansiedad precompetitiva a partir de las variables ansiedad cognitiva, autoconfianza y ansiedad somática, y la manera en que estas tres variables inciden en el resultado obtenido por las atletas españolas en el momento previo a la competición. Los resultados obtenidos muestran diferencias significativas entre la ansiedad cognitiva y la autoconfianza, lo que provoca que, a mayores niveles de autoconfianza, los niveles de ansiedad cognitiva sean menores. Esto les permite evitar los signos negativos que causa la ansiedad cognitiva, con lo que esta no afecta a su rendimiento