Immigració i Educació. Rompen el mur?

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Lenguaje, poder y saber

El controvertido papel del lenguaje en los procesos de enseñanza y de aprendizaje y su relación con el poder son analizados en este artículo, cuestionando la forma en que mayoritariamente se pretende lograr la competencia lingüística, e incorporando elementos característicos de nuestros tiempos, como son la inmigración o las tecnologías de la información y la comunicación.The controversial role of language in the educational process of teaching and learning, and its relationship with power, are analysed in this article questioning the way in which linguistic competence is achieved. It incorporates typical modernday elements, such us immigration or informative and communicative technologies

Construyendo una alternativa de Educación Intercultural en Canarias

Este artículo es resultado de una reflexión al hilo de la experiencia acumulada por el Programa de Pluralidad Cultural, de la Consejería de Educación, Cultura y Deportes de Canarias, en la puesta en marcha de una propuesta de Educación Intercultural para las islas. En primer lugar, se señalan los presupuestos teóricos en los que se fundamentó dicho Programa. En segundo lugar, se caracteriza la realidad multicultural actual en el archipiélago y su repercusión en el sistema educativo, tanto en cuanto a la dimensión del tema como en relación con las principales concepciones que están condicionando la práctica educativa. Finalmente, se analizan, desde un punto de vista autocrítico, las principales líneas de actuación desarrolladas hasta el momento, basadas en la construcción colectiva de una alternativa, al tiempo que se apuntan algunas conclusiones y perspectivas de futuro.This article is the result of the reflection generated by the experience gathered in the development of a project of intercultural education in the context of a Program of Cultural Diversity, sponsored by the Educational Department of the Canary Islands Regional Goverment. We begin explaining the theoretical assumptions that underly the Program. Then, we describe the multicultural reality in the Canary Islands and its effects in the educational system. In the last past of the article we analyze, from a self-reflective point of view, the main actions developed till the moment, aimed to the colective construction of a practical alternative of intercultural education. Finally, we arrive to some conclusions and suggest a few proposals for further development

Clustering COVID-19 ARDS patients through the first days of ICU admission. An analysis of the CIBERESUCICOVID Cohort

Background Acute respiratory distress syndrome (ARDS) can be classified into sub-phenotypes according to different inflammatory/clinical status. Prognostic enrichment was achieved by grouping patients into hypoinflammatory or hyperinflammatory sub-phenotypes, even though the time of analysis may change the classification according to treatment response or disease evolution. We aimed to evaluate when patients can be clustered in more than 1 group, and how they may change the clustering of patients using data of baseline or day 3, and the prognosis of patients according to their evolution by changing or not the cluster.Methods Multicenter, observational prospective, and retrospective study of patients admitted due to ARDS related to COVID-19 infection in Spain. Patients were grouped according to a clustering mixed-type data algorithm (k-prototypes) using continuous and categorical readily available variables at baseline and day 3.Results Of 6205 patients, 3743 (60%) were included in the study. According to silhouette analysis, patients were grouped in two clusters. At baseline, 1402 (37%) patients were included in cluster 1 and 2341(63%) in cluster 2. On day 3, 1557(42%) patients were included in cluster 1 and 2086 (57%) in cluster 2. The patients included in cluster 2 were older and more frequently hypertensive and had a higher prevalence of shock, organ dysfunction, inflammatory biomarkers, and worst respiratory indexes at both time points. The 90-day mortality was higher in cluster 2 at both clustering processes (43.8% [n = 1025] versus 27.3% [n = 383] at baseline, and 49% [n = 1023] versus 20.6% [n = 321] on day 3). Four hundred and fifty-eight (33%) patients clustered in the first group were clustered in the second group on day 3. In contrast, 638 (27%) patients clustered in the second group were clustered in the first group on day 3.Conclusions During the first days, patients can be clustered into two groups and the process of clustering patients may change as they continue to evolve. This means that despite a vast majority of patients remaining in the same cluster, a minority reaching 33% of patients analyzed may be re-categorized into different clusters based on their progress. Such changes can significantly impact their prognosis