(Contra) la compasión y la ética del sometimiento en las culturas capitalistas: Hannah Arendt y Simone Weil

ResumenEl trabajo pretende relacionar la compasión con una forma de sumisión del siglo XXI, pero relacionando este hecho con las alienaciones sufridas a través del capitalismo del Siglo XX. Para acompañar y reprobar este discurso de posicionamiento utilizaremos las obras de dos pensadoras que haremos dialogar: Hannah Arendt y Simone Weil. Como buscamos un diálogo efectivo sus diferencias a la hora de tratar sobre la compasión y la sumisión. Para Arendt, la compasión es uno de los ingredientes principales de las revoluciones y por tanto es peligrosa; para Weil, al contrario, la compasión como virtud indispensable puede ir en contra de la lucha que es fruto de la opresión social. Tenían que ser dos mujeres, con consideraciones dispares y embrionarias sobre el feminismo, las que nos ayudaran a atacar la realidad de la compasión y el sometimiento

Cell Senescence-Related Pathways Are Enriched in Breast Cancer Patients With Late Toxicity After Radiotherapy and Low Radiation-Induced Lymphocyte Apoptosis

Background: Radiation-induced late effects are a common cause of morbidity among cancer survivors. The biomarker with the best evidence as a predictive test of late reactions is the radiation-induced lymphocyte apoptosis (RILA) assay. We aimed to investigate the molecular basis underlying the distinctive RILA levels by using gene expression analysis in patients with and without late effects and in whom we had also first identified differences in RILA levels. Patients and Methods: Peripheral blood mononuclear cells of 10 patients with late severe skin complications and 10 patients without symptoms, selected from those receiving radiotherapy from 1993 to 2007, were mock-irradiated or irradiated with 8 Gy. The 48-h response was analyzed in parallel by RILA assay and gene expression profiling with Affymetrix microarrays. Irradiated and non-irradiated gene expression profiles were compared between both groups. Gene set enrichment analysis was performed to identify differentially expressed biological processes. Results: Although differentially expressed mRNAs did not reach a significant adjusted p-value between patients suffering and not suffering clinical toxicity, the enriched pathways indicated significant differences between the two groups, either in irradiated or non-irradiated cells. In basal conditions, the main differentially expressed pathways between the toxicity and non-toxicity groups were the transport of small molecules, interferon signaling, and transcription. After 8 Gy, the differences lay in pathways highly related to cell senescence like cell cycle/NF-κB, G-protein-coupled receptors, and interferon signaling. Conclusion: Patients at risk of developing late toxicity have a distinctive pathway signature driven by deregulation of immune and cell cycle pathways related to senescence, which in turn may underlie their low RILA phenotype

Integrating the learning of language and the learning of content: the UAM-CLIL Project

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaThis paper presents an overview of the UAM-CLIL Project which began in the academic year 2005-06 collecting data in two CLIL classes in two schools participating in the British Council/Spanish Ministry of Education bilingual programme, and has followed the same groups from 1º to 4º of ESO (Obligatory Secondary Education) in the subject of Social Science, taught in English. In the project, we have collected spoken and written data from whole class sessions, and recorded six students from each class individually, once a year on a topic from the syllabus, making a corpus of approximately 40,000 spoken and 25,000 written words. Our aim is to describe the features of the language of these students in relation to the language needs of the discipline they are studying. We have collected parallel data from L1 Spanish classes, as well as some similar data from L1 English students, for comparison. We are also interested in the teachers' performance, in relation to the students' production. Here, we describe the spoken and written corpus and some results of our analyses of the language produced in classroom interaction and in the students' written texts on the same topic. The linguistic framework we use is the systemic-functional model (Halliday 2004), which allows us to analyse lexico-grammatical features and relate them to the functions of language in the classroom, and the registers and genres of the discipline. This model has been widely used in educational linguistics (see, for example, chapters in Carter 1990; Christie 1998, 2002; Cope & Kalantzis 1993; Hasan & Williams 1996; Johns 2002; Rothery 1996; Schleppegrell 2004; Schleppegrell & Colombi 2002; Whittaker et al. 2006), and its application to the analysis of the development of the language of history through secondary school is particularly relevant to our aims (Coffin 2006a, b; Martin 1991; 2002; Eggins et al. 1995; Morton in press; Veel & Coffin 1996). We present results of the analyses showing the way the students deal with the representation of the content of the different topics (the ideational function in our model), how they intervene in that representation, using expressions of modality (the interpersonal function), as well as some features of their creation of text cohesion and organization (the textual function), some of which appear in Llinares & Whittaker (2006, 2007, 2009, in press) and Whittaker & Llinares (2009). These analyses allow us to reflect on the way the students' language is developing towards the register and the genres of the discipline they are studying, that of history. Comparison with L1 history classes suggests that, though the CLIL students' interlanguage register is unstable (as are the formal features of their interlanguage), they are beginning to develop the register of the discipline, and also that the approach to history in CLIL classes may trigger certain academic functions not found in our L1 data on the same topic (Dalton-Puffer 2005, 2007; Nikula 2007). These functions can be found in the more advanced history genres (Coffin 2006a)

Content integration in bilingual education : educational and interactional practices in the

III Colloquium on Semi-Immersion in CataloniaIII Encuentro sobre Semi-Inmersión en CataluñaThis contribution shows the very first results obtained during the pursue of the R&D research project "School and multilingualism: a critical sociolinguistic study on educational linguistic programs set in the Madrid Region (HUM2007-64694/FILO). The aim of this project is to analyze two educational linguistic programs implemented in the Madrid region, in particular, the language immersion classes, called Bridging Classes, designed for newcomers, and the bilingual programs currently put into practice in secondary public schools. Our main goal is to explore how both programmes are managed by the several "actors" involved: firstly, by the regional administration (such as funding, training, planning, teachers' training and other resources); secondly, by the schools (schools' involvement, and how the programs stand in the school); thirdly, by the teachers (methods of language teaching, the integration of content and language learning, teachers' aims and expectations). Finally, we study the students' trajectories, in order to know which programs, methods, practices and integration strategies are used to favour academic success and integrate students' diversity. In this contribution we analyze History and Geography lessons taught in a group in their third year of ESO (Educación Secundaria Obligatoria - compulsory secondary education), in a secondary school in Madrid. The methodological framework of the teacher integrates language and contents. Data have been collected by classroom observation by a team of researchers who are doing a year-long ethnographic study. The analysis focuses on the relationship between the way in which classroom interaction is organized (activities, objectives, topics, participation framework, legitimate languages and participants) and the teacher's pedagogical focus, that is, the teachers' decisions about what will be learned, and how and when (see Seedhouse 2004, for a similar approach). This pedagogical focus seems to be related to two factors. The first factor has to do with teachers' views of this programme, its goals and objectives. Those aspects will be analyzed by using deep interviews and also by the teachers' own contribution to the analysis of the data we present. The second factor considers teachers' expectations, and, in particular, the way their expectations towards their students influence their pedagogical focus. Moreover, we find that teachers' expectations are also related to the prestige this bilingual program enjoys among the school community