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Propuestas organizativas para respetar los derechos de los niños menores de 3 años que viven junto a sus madres en prisión
No full textThis Communication refers to the organizational measures proposed by different
authors to attend the situation of children from 0 to 3 years who lives with theirs
mothers into penitentiary centres. These organizational measures are related to
legislative, structural and compensatory aspects, as well as linked to the good
practices of civil servants and non-governmental organizations. The aim is to give
visibility to issues that have not been considered and, in a constructive and positive
way, could be put in practice by the Public Administration and teachers who work
in the Prisión Children’s Schools. This work can be included in these topics:
Childhood, Interculturality, Diversity and Inclusive Education. The reasons are, in
the one hand mothers who live in Spanish penitentiary centers have very different
nationalities, and in the other hand, we have not information about the
psychoevolutionaru develoment of these minors and their socio-educational
advances in both inside the prision and once they leave it. After a bibliographic
review, the situation of these minors is recalled, contributions of improvement
proposals are made and, in conclusion, experts are asked to take into account this
almost invisible group.La presente Comunicación hace referencia a las medidas organizativas que
proponen diferentes autores, para atender la situación que tienen los niños de 0 a
3 años que residen en los centros penitenciarios, al estar en compañía de sus
madres presas. Dichas medidas organizativas están relacionadas con aspectos
legislativos, estructurales y compensatorios, así como vinculados a las buenas
prácticas del funcionariado y las organizaciones no gubernamentales. La pretensión es dar visibilidad a cuestiones que aún no han sido consideradas y que,
de una forma constructiva y positiva, se pudieran poner en marcha por parte de la
Administración Pública y de los docentes que trabajan en las Escuelas Infantiles
de la prisión. Este trabajo puede englobarse tanto en la temática de la Infancia,
como de la Interculturalidad y Diversidad, puesto que las madres que residen en
los centros penitenciarios españoles poseen nacionalidades muy distintas, pero
además puede recogerse dentro de la Educación Inclusiva, ya que desconocemos
datos de interés sobre el desarrollo psicoevolutivo de estos menores y de sus
avances en materia socioeducativa, tanto en el interior de la prisión como una vez
que salen de la misma. Tras una revisión bibliográfica, se recuerda la situación de
estos menores, se hacen aportes de propuestas de mejora y, como conclusión, se
pide a los expertos que tengan en cuenta a este casi invisible colectivo
Tourism in Protected Areas in Spain: Perception of Sustainable Development in Protected Areas with Different Levels of Protection
Get PDFProtected natural areas have become important tourist destinations around the world, and in Spain, national parks are the
most representative fgure of this type of enclave, having as one of its objectives to make conservation compatible with public
use. One of its objectives is to make conservation compatible with public use. However, its restrictive legal regime prevents
sustainability from being achieved. In this sense, UNESCO Global Geoparks emerges as an alternative fgure with a vision
more focused on socio-economic development. This paper compares the perception of sustainability in these two types of
protected areas. For this purpose, a questionnaire was sent to the highest representatives of the municipalities closest to all
the national parks and geoparks in Spain. The data analysis was carried out using structural equation modeling. The results
of this study show a higher perception of sustainable development in geoparks than in national parks. In conclusion, very
strict regulation of protected areas can be detrimental to tourism development and the population’s quality of life
Interculturalidad ¿realidad o utopía?
Get PDFEste trabajo muestra la investigación realizada en un aula de alumnos de P5, de una escuela pública de Barcelona, para valorar si su práctica educativa sigue una línea intercultural. La metodología usada ha sido cualitativa por medio de la observación, la entrevista y el análisis de documentos que ha puesto de manifiesto la importancia del profesorado en tener una actitud positiva hacia la comprensión e interacción entre diferentes culturas con tal de caminar hacia la interculturalidad. En la investigación, se han podido identificar diferentes indicadores que muestran que algunas de las prácticas y políticas educativas del centro sí que se corresponden con la visión de la educación intercultural y otros que nos señalan que esta adaptación es aún muy baja
Identifying practices to promote character development in university residential settings: The case of Colegios Mayores
Get PDFIn recent years, several initiatives have attempted to integrate character education in
universities. However, it is difficult at the university level to find initiatives aimed at generating
communities in which their climate or culture
contribute to character development, a relatively
common approach at the school level in the character education movement. University residential centers may be an ideal setting for generating such communities. However, studies, guides,
or programs along these lines are scarce or non existent. A case worthy of study is that of Colegios Mayores, university residential communities
in Spain with a centuries-old tradition that aim
to contribute to the integral development of students. However, the literature on the educational
dimension of this institution is also scarce and
outdated. Contributing to outline its educational
dimension, this study reports the results of a survey of directors of Colegios Mayores. The aims of
this study are to: 1) explore whether the community of Colegios Mayores agrees in considering
six practices as characteristic of this institution;
2) explore the level of implementation of each
one of them; and 3) explore if the way in which
the community members are involved in these
practices responds to the social learning model
of Communities of Practice proposed by Etienne
Wenger. The questionnaire was answered by 19
directors, representing 15.2% of the population
(N=125). Based on the results, it is reasonable to
affirm that most directors of Colegios Mayores:
1) consider that the six practices proposed are
characteristic of this institution; 2) already implement these practices in their centers; and 3)
consider that the Communities of Practice model
reflects the way in which the collegial community
engages in these practices.En los últimos años, diversas iniciativas están intentando integrar la educación del carácter en el ámbito universitario. Sin embargo, es difícil encontrar a nivel universitario iniciativas dirigidas a generar comunidades en las que el clima o la cultura contribuyan al desarrollo del carácter, un enfoque relativamente frecuente a nivel escolar en el movimiento de educación del carácter. Los centros residenciales universitarios pueden ser un ámbito idóneo para generar este tipo de comunidades. No obstante, los estudios, guías, o programas orientados en esta línea son escasos o inexistentes. Un caso digno de estudio es el de los Colegios Mayores, comunidades universitarias residenciales en España de tradición multisecular que pretenden contribuir al desarrollo integral de los estudiantes universitarios. Sin embargo, la literatura que desarrolla la dimensión educativa de esta institución también es escasa y está desactualizada. Con el propósito de contribuir a perfilar su dimensión educativa, esta investigación aplica un cuestionario a directores de Colegios Mayores para: 1) explorar si la comunidad de Colegios Mayores está de acuerdo en considerar seis prácticas como propias de esta institución; 2) conocer el nivel de implementación de cada una de ellas; y 3) explorar si el modo en que la comunidad colegia se involucra en estas prácticas responde al modelo de Comunidades de Práctica propuesto por Etienne Wenger. El cuestionario fue respondido por 19 directores, representando al 15.2 % de la población (N=125). Partiendo de los resultados, es razonable afirmar que la mayoría de los directores de Colegios Mayores: 1) considera que las seis prácticas propuestas son propias de esta institución; 2) ya implementa estas prácticas en sus centros; y 3) considera que el modelo de Comunidades de Práctica refleja el modo en que la comunidad colegial se involucra en estas prácticas
Exploring DAG-Based Architecture as an Alternative to Blockchain for Critical IoT Use Cases
Get PDFThis paper analyzes the Directed Acyclic Graph (DAG)-based architecture as an alternative to Blockchain technology for critical Internet of Things (IoT) use cases. The speed of transactions and the scalability of Blockchain technology are limitations for critical IoT applications such as vaccine cold chain monitoring. A pilot project has been developed to analyze the speed of the DAG architecture. It simulates monitoring the vaccine cold chain, recording temperatures and alarms. Using the same architecture, two cases with different IoT connectivity technologies in the pilot project are defined: LoRaWAN and Sigfox. The results of these two cases show the comparison between both technologies that show that the DAG architecture can provide the necessary time delays for critical IoT use cases. The main limitation found after the execution of the two cases of the pilot project is related to the need for worldwide coverage of the communications technologies used. For this reason, the study of communications through IoT satellites with global coverage is proposed as future work
Rapid response to anifrolumab in refractory cutaneous lupus erythematosus
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Las visionarias castellanas y la llegada de la Contrarreforma: el discurso y las emociones
No full textThis paper aims to shed light on the transformation of the female visionary spiritual model that originated in the wake of the Counter-Reformation by focusing on the power of discourse and the textual representation of emotions. To this end, I analyse the lives of the visionaries Juana de la Cruz (1481–1534) and María de Ajofrín (?-1489) that appear in different documents, both before and after the Catholic Reformation. In this journey, I focus on the presence of joy, consolation and tears, interpreting the results from interdisciplinary methodological tools, with the aim of demonstrating that, with its continuities and disruptions, there was an evolution from a model in which the texts describe that emotions were generated spontaneously as a result of the connection with the divine to a broader one in which they were the fruit of the exercise of different ascetic practices and determined the generation of visions.Este trabajo pretende arrojar luz sobre la transformación del modelo espiritual femenino visionario que se origina a raíz de la Contrarreforma centrándose en el poder el discurso y la representación textual de las emociones. Para ello, llevo a cabo un análisis de las vidas de las visionarias Juana de la Cruz (1481–1534) y María de Ajofrín (¿-1489) que aparecen en diferentes documentos, tanto anteriores a la Reforma Católica como posteriores. En este recorrido, me centro en la presencia de la alegría, la consolación y las lágrimas, interpretando sus resultados desde herramientas metodológicas interdisciplinares, con el objetivo de demostrar que, con sus continuidades y sus disrupciones, hubo una evolución desde un modelo en el que los textos describen que las emociones se generaban de una forma espontánea a raíz de la conexión con lo divino a otro más amplio en que estas eran el fruto del ejercicio de diferentes prácticas ascéticas y determinaban la generación de las visiones
The effect of assessment procedures in the development of competences during initial teacher education: A systematic review
Get PDFCompetence assessment has been one of the most crucial aspects in initial teacher training in the context of the European Higher Education Area (EHEA). It has implied a change in teachers’ approaches to teaching and learning and is based on different assessment procedures for their training. In order to discover the effect of the assessment procedures applied to the training of competences in teachers, the present study examines research along these lines and in this context published between 2010 and 2021 in international high-impact journals. A total of 1,772 articles have been reviewed, 17 of which were included after the application of the inclusion criteria established according to the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) Statement. The results demonstrate the use of assessment procedures based on applied means, strategies and tools in order to train pre-service teachers in cross-cutting teaching competences. However, in the majority of the studies analysed, the effectiveness of these procedures is empirically based on the self-perception of those involved and not so much on experimental studies. We advocate the latter due to their value in terms of cause and effect
Advances in long-acting slow effective release antiretroviral therapies for treatment and prevention of HIV infection
Get PDFAdherence to daily oral antiretroviral therapy (ART) is a barrier to both treatment and prevention of human immunodeficiency virus (HIV) infection. To overcome limitations of life-long daily regimen adherence, longacting (LA) injectable antiretroviral (ARV) drugs, nanoformulations, implants, vaginal rings, microarray patches, and ultra-long-acting (ULA) prodrugs are now available or in development. These medicines enable persons who are or at risk for HIV infection to be treated with simplified ART regimens. First-generation LA cabotegravir, rilpivirine, and lenacapavir injectables and a dapivirine vaginal ring are now in use. However, each remains limited by existing dosing intervals, ease of administration, or difficulties in finding drug partners. ULA ART regimens provide an answer, but to date, such next-generation formulations remain in development. Establishing the niche will require affirmation of extended dosing, improved access, reduced injection volumes, improved pharmacokinetic profiles, selections of combination treatments, and synchronization of healthcare support. Based on such needs, this review highlights recent pharmacological advances and a future treatment
perspective. While first-generation LA ARTs are available for HIV care, they remain far from ideal in meeting
patient needs. ULA medicines, now in advanced preclinical development, may close gaps toward broader usage
and treatment options
Openness in Education as a Praxis: From Individual Testimonials to Collective Voices
Get PDFWhy is Openness in Education important, and why is it critically needed at this moment? As manifested in our guiding question, the significance of Openness in Education and its immediate necessity form the heart of this collaborative editorial piece. This rather straightforward, yet nuanced query has sparked this collective endeavour by using individual testimonies, which may also be taken as living narratives, to reveal the value of Openness in Education as a praxis. Such testimonies serve as rich, personal narratives, critical introspections, and experience-based accounts that function as sources of data. The data gleaned from these narratives points to the understanding of Openness in Education as a complex, multilayered concept intricately woven into an array of values. These range from aspects such as sharing, access, flexibility, affordability, enlightenment, barrier-removal, empowerment, care, individual agency, trust, innovation, sustainability, collaboration, co-creation, social justice, equity, transparency, inclusivity, decolonization, democratisation, participation, liberty, and respect for diversity. This editorial, as a product of collective endeavour, invites its readers to independently engage with individual narratives, fostering the creation of unique interpretations. This call stems from the distinctive character of each narrative as they voice individual researchers’ perspectives from around the globe, articulating their insights within their unique situational contexts