Un argumento cuestionable subyace al público educativo. políticas orientadas a fomentar los valores interculturales: un fuerte sentido de identidad propia es un problema en sí mismo en las sociedades multiculturales, y la educación obligatoria es la estrategia principal para enseñar cómo obtener y tratar identidades híbridas. Sin embargo, la evidencia empírica indica que los voluntarios para la práctica de la lengua catalana tienen un comportamiento intercultural, solo impulsado por una fuerte identidad regional y sin haber tenido ninguna educación obligatoria al respecto. Motivaciones y resultados de
estas acciones interculturales se explican a través de la categoría conceptual denominada “Confianza responsable”, diseñada siguiendo la Metodología de la teoría fundamentada.
Council of europe developing intercultural competence thorough educationTatiany Sabaini Dalben
This document provides an introduction to developing intercultural competence through education. It defines key concepts such as identity, culture, and intercultural competence. Intercultural competence involves having attitudes, knowledge, understanding, and skills that allow one to understand and respect those with different cultural affiliations and interact with them appropriately. The document was created by the Council of Europe to provide guidance on developing intercultural competence in educational contexts.
REFUGEES AND PUBLIC HEALTH IN THE CAPE TOWN AREASimone Picone
This document summarizes a dissertation on refugees and public health in Cape Town, South Africa. It discusses (1) classical theories of migration from the early 1900s focused on push/pull factors and assimilation, (2) structuralist and neo-Marxist theories from the 1970s-1980s, and (3) contemporary models of multiculturalism and citizenship from the 1990s. It aims to examine refugees through the lens of citizenship and show problems they face accessing healthcare due to barriers like linguistic differences and a lack of recognition of their documents. The study uses survey data from 762 refugees to analyze demographic factors, employment, income, and healthcare access issues.
Can Catalonian Nationalism Coexist with a Spanish Federalism. A Case Study of...Terri-Marie O'Neill
This document summarizes the political context surrounding Catalan nationalism and Spanish federalism. It discusses how Catalonia experienced cultural oppression under the authoritarian dictatorship of Francisco Franco from 1939-1975. Franco revoked Catalonia's autonomy, banned the Catalan language and symbols, and targeted Catalan culture. After Franco's death in 1975 and Spain's transition to democracy, the 1978 Spanish constitution established a decentralized system and granted autonomy to historical regions like Catalonia in an attempt to address past inequalities. However, tensions remain regarding Catalan independence aspirations.
Local governance, democracy and representationRachel Palmen
This document discusses local governance, democracy, and representation. It summarizes research on participatory governance spaces in two case studies - a neighborhood regeneration program in England and participatory budgeting in Porto Alegre, Brazil. The research found that while increased participation is assumed to lead to better representation, this is often not the case in practice. Conceptions of representation varied between key players and community representatives, and were used strategically to either legitimize or dismiss community input. Representation of minority groups also proved problematic.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
The document provides an overview of the "Looking@Learning" project, which aims to promote innovation and cooperation between formal and non-formal education professionals to develop modern and successful learning environments for young people. The project involves stakeholders from education in the Netherlands, Spain, and Latvia.
It then summarizes the methodology used for the study, which includes analyzing theoretical literature on creativity and creative learning environments, policy documents from the three countries, and interviews with education representatives. The study uses these methods to understand the current situation regarding creativity and creative learning in the education systems of the three countries.
Finally, it provides definitions of key concepts like creativity, creative learning, and creative learning environments. It explains that creativity can be developed
Discourses and narratives on intercultural learning of the youth sector of th...Ruxandra Pandea
This document discusses the evolution of intercultural learning theory and pedagogy within the youth sector of the Council of Europe. It addresses three key topics: 1) How the discourse around intercultural learning has evolved over time, from initial concepts in the late 1980s to more recent updates. 2) The relevance and usage of intercultural learning concepts in non-formal education activities. 3) The ongoing challenge of adapting intercultural learning approaches in light of changing social and political contexts, including the current rise of populism. The presentation analyzes the continuity and changes in how intercultural learning has been conceptualized and implemented, and discusses implications for addressing racism in today's world.
Council of europe developing intercultural competence thorough educationTatiany Sabaini Dalben
This document provides an introduction to developing intercultural competence through education. It defines key concepts such as identity, culture, and intercultural competence. Intercultural competence involves having attitudes, knowledge, understanding, and skills that allow one to understand and respect those with different cultural affiliations and interact with them appropriately. The document was created by the Council of Europe to provide guidance on developing intercultural competence in educational contexts.
REFUGEES AND PUBLIC HEALTH IN THE CAPE TOWN AREASimone Picone
This document summarizes a dissertation on refugees and public health in Cape Town, South Africa. It discusses (1) classical theories of migration from the early 1900s focused on push/pull factors and assimilation, (2) structuralist and neo-Marxist theories from the 1970s-1980s, and (3) contemporary models of multiculturalism and citizenship from the 1990s. It aims to examine refugees through the lens of citizenship and show problems they face accessing healthcare due to barriers like linguistic differences and a lack of recognition of their documents. The study uses survey data from 762 refugees to analyze demographic factors, employment, income, and healthcare access issues.
Can Catalonian Nationalism Coexist with a Spanish Federalism. A Case Study of...Terri-Marie O'Neill
This document summarizes the political context surrounding Catalan nationalism and Spanish federalism. It discusses how Catalonia experienced cultural oppression under the authoritarian dictatorship of Francisco Franco from 1939-1975. Franco revoked Catalonia's autonomy, banned the Catalan language and symbols, and targeted Catalan culture. After Franco's death in 1975 and Spain's transition to democracy, the 1978 Spanish constitution established a decentralized system and granted autonomy to historical regions like Catalonia in an attempt to address past inequalities. However, tensions remain regarding Catalan independence aspirations.
Local governance, democracy and representationRachel Palmen
This document discusses local governance, democracy, and representation. It summarizes research on participatory governance spaces in two case studies - a neighborhood regeneration program in England and participatory budgeting in Porto Alegre, Brazil. The research found that while increased participation is assumed to lead to better representation, this is often not the case in practice. Conceptions of representation varied between key players and community representatives, and were used strategically to either legitimize or dismiss community input. Representation of minority groups also proved problematic.
Empowering Language Minorities through Technology: Which Way to Go?eLearning Papers
Author: Melinda Dooly
The term ‘Information Age’ has been applied to the current era we now live in, based on the fact that technology and Internet are continuously changing the way people work, learn, spend their leisure time and interact with one another.
The document provides an overview of the "Looking@Learning" project, which aims to promote innovation and cooperation between formal and non-formal education professionals to develop modern and successful learning environments for young people. The project involves stakeholders from education in the Netherlands, Spain, and Latvia.
It then summarizes the methodology used for the study, which includes analyzing theoretical literature on creativity and creative learning environments, policy documents from the three countries, and interviews with education representatives. The study uses these methods to understand the current situation regarding creativity and creative learning in the education systems of the three countries.
Finally, it provides definitions of key concepts like creativity, creative learning, and creative learning environments. It explains that creativity can be developed
Discourses and narratives on intercultural learning of the youth sector of th...Ruxandra Pandea
This document discusses the evolution of intercultural learning theory and pedagogy within the youth sector of the Council of Europe. It addresses three key topics: 1) How the discourse around intercultural learning has evolved over time, from initial concepts in the late 1980s to more recent updates. 2) The relevance and usage of intercultural learning concepts in non-formal education activities. 3) The ongoing challenge of adapting intercultural learning approaches in light of changing social and political contexts, including the current rise of populism. The presentation analyzes the continuity and changes in how intercultural learning has been conceptualized and implemented, and discusses implications for addressing racism in today's world.
publication promoting intercultural dialogue and mutual understandingMile Dimkoski
The document summarizes a training report on promoting intercultural dialogue and mutual understanding. It describes a training event hosted by Youth Council Prilep in 2011 that was funded by the Council of Europe and aimed to discuss intercultural dialogue and build understanding between European youth organizations. Over 4 days of workshops and activities, participants explored concepts like cultural diversity, discrimination, conflict management, and human rights to foster intercultural learning and develop ideas for future collaborative projects promoting intercultural dialogue.
This document presents a model of competences needed for citizens to participate effectively in a democratic culture and live peacefully in diverse societies. The model identifies values, attitudes, skills, and knowledge that enable democratic participation. While necessary, competences alone are not sufficient - democratic institutions and addressing social inequalities are also required. Cultures are viewed as internally complex and constantly evolving. Intercultural situations arise from perceived cultural differences between individuals or groups, and intercultural dialogue is dialogue in this context. The model will inform education to prepare learners as competent democratic citizens.
This document discusses diversity management training content focused on conflict resolution. It describes types of conflicts including interpersonal, inter-role, and inter-group conflicts. It outlines parties involved in conflicts such as primary, secondary, and third parties. Sources of conflicts are discussed including personality, resources, styles, and values. Good rules for conflict resolution are provided. The document then presents an educational workshop on diversity with objectives, activities, topics, and skills. Finally, two case studies are summarized about providing anti-racist training to police officers and intercultural communication training in a healthcare setting.
This work package will explore how cultural intermediation connects communities to the creative economy through case studies in Birmingham and Manchester. It aims to understand how intermediation impacts communities and what cultural learning is facilitated. The research will use ethnography including interviews and events to examine how formal cultural intermediation has engaged hard-to-reach communities and supported their involvement in the creative economy. Local community researchers will be trained to help co-create knowledge and benefit from skills development. Planned outputs include academic publications, case studies, engagement guides and events, and online dissemination of lessons learned.
(Civic and political education 2) murray print, dirk lange (auth.), murray pr...Zaky Luthfi
This document discusses the challenge of developing civic education in schools to prepare students for active citizenship. It argues that civic education needs to go beyond single subjects and involve the entire school community. It proposes an approach called "democratic learning" where students gain experience participating in democratic processes throughout their education. This helps students develop democratic competencies and the ability to address complex global issues. The document outlines 14 theses on how schools can create a learning environment that promotes civic participation and commitment among students. It emphasizes that the school must support democratic learning for citizenship education to be effective.
This document discusses research on intercultural competences and social media. It covers several topics:
1. Social media monitoring tools can be used to analyze online discussions about intercultural topics like the Erasmus program and gain insights into public attitudes.
2. A "third culture" model suggests that social media may be developing its own universal communication styles that bridge different cultures. Memetic communication uses multimedia to make comments more attractive and understandable globally.
3. Cultural differences can still be observed in online behaviors, like what types of content people from individualistic versus collective cultures prefer to share.
4. Overall, while social media may be developing some shared communication norms, it also enables the externalization
1. The document summarizes a study by the Bertelsmann Stiftung and Fondazione Cariplo foundations on promoting tolerance, integration, and cultural dialogue in Europe.
2. The study supports the Cultural Detective approach, emphasizing that cultures are dynamic rather than static, and that developing intercultural competence requires an ongoing process orientation.
3. The Cultural Detective approach reinforces the dynamic nature of culture and uses a process of analyzing real situations to develop intercultural skills. It encourages understanding different perspectives rather than making judgments.
The document summarizes findings from qualitative interviews regarding community and identity as motivational factors for learning Italian. It discusses two main constructs: community, defined as a tangible group of Italian speakers or an imagined community, and identity, referring to how learning Italian impacts self-development. Several themes emerged related to community, including positive attitudes towards Italians developed through travel experiences and local friendships. The interviews found a strong motivation to belong to a community of Italian speakers and for identity development through the language.
pubblicazioneThis report is the result of a field research carried out over the course of six months and provides an analysis and evaluation of the current state, coherence and consistency of integration policies at the European level as well as their implementation at the national (Belgium) and local (Flanders region) level.
The document discusses whether education should be value free or value bound. It summarizes a survey of five higher education institutions in Mataram, Indonesia on issues related to human values, character, and a good life. The survey found that most respondents believe education should not be completely value free, but rather value bound in a moral sense to develop good character and wisdom in students. The inclusion of local languages and cultures in curricula was also seen as important for promoting diversity and multiculturalism.
Final Report of the international project "Our Voices. Participarting & Rethinking Europe from the margins", realized by ATD Fourth World Ireland, Poland and Spain and funded by the European Comission
This document discusses English language teaching (ELT) and teacher professional development in the context of compulsory education. It addresses debates around participation and social justice, and how ELT can foster intercultural dialogue. It also examines the relationship between knowledge, technology, literacy and how they shape participation and social justice. Specifically, it discusses the challenges teachers face in developing students' literacy in contexts with expanding access but low quality. It advocates for inquiry-based teacher learning through communities of practice and educative mentoring to help teachers mediate literacy development for participation and social justice.
This document discusses the history and principles of Universal Design for Learning (UDL). It explains that UDL originated from advancements in architectural universal design, education technology, and discoveries in neuroscience. The key principles of UDL are providing equal access to learning through flexible methods and materials that accommodate learner variability. UDL aims to make education more inclusive by proactively designing curricula to be accessible and beneficial to all students regardless of ability or disability.
A study towards the success factors concerning awareness- and fundraising based on European case studies from the European Literacy Policy Network (ELINET).
The document discusses the concept of citizenship education in schools. It explores different definitions and understandings of citizenship, how young people develop their image of citizenship, and challenges in teaching citizenship in schools. Geography is proposed to have an important role to play in citizenship education through spatial concepts like human-environment interactions, globalization, and issues that transcend political boundaries.
The document discusses using digital storytelling as a method for participatory evaluation and communicating research findings back to stakeholders. It explains that digital stories combine narrative with digital media to tell stories and make sense of experiences. The author has successfully used digital stories to inform agencies about refugee research findings and document organizational change. The document also discusses how digital stories align well with Māori concepts of transferring knowledge, and how they can be applied when working with Māori participants and evaluating programs that impact Māori communities.
The NEELI project aims to advance inclusion and interculturalism through several initiatives:
1. It implements a program of research, seminars, study visits and youth exchanges to improve youth work for young people with migrant backgrounds through sharing best practices.
2. It seeks to collect and develop e-learning materials on intercultural learning for youth workers.
3. The final product is an online training course covering topics like cultural interactions, identity, intercultural education methods, conflict resolution, empowerment of young migrants, and their democratic participation and rights within the EU.
The project consortium involves partners from several European countries. Future proposals discussed include expanding the work into areas of intercultural
Aprendizaje en red: fundamentos ontoepistemológicos para su investigaciónAlexandro Escudero-Nahón
El aprendizaje en red es un concepto relativamente nuevo que tiene por objeto definir un campo de investigación emergente caracterizado por la presencia transversal y ubicua de la tecnología. Sin embargo, la potencia conceptual de este término es plena solo cuando supera la visión antropocéntrica y dicotómica que la pedagogía propiamente moderna tiene del aprendizaje. Este texto presenta una serie de reformulaciones ontológicas poshumanistas y epistemológicas de la teoría del actor-red, que permiten una aproximación inductiva-abductiva para el estudio del aprendizaje en red. En términos generales, el poshumanismo sitúa en un mismo plano de igual importancia a los seres humanos y no humanos y, en consecuencia, no separa al que aprende, de lo que aprende y con qué lo aprende. La teoría del actor-red nos permite exponer que este proceso (aprender) es el ensamblaje de varias agencias (humanas y no humanas) que permanecen vigentes mientras realizan su labor; en cuanto las agencias dejan de operar, la red y el aprendizaje desaparecen. Previamente y posteriormente a la red podría haber conocimientos, pero no aprendizaje. El aprendizaje es, en sí mismo, una red en funcionamiento. Por eso, los procedimientos de investigación inductivos son útiles para ingresar a la red y rastrear la actividad del aprendizaje, o sus sedimentos; en cambio, los procedimientos abductivos son útiles para construir categorías analíticas en la red.
Desde su aparición, en 2008, los Cursos en Línea Masivos y Abiertos (MOOC, por sus siglas en inglés) tuvieron como objetivo permitir el acceso a la mayor cantidad de personas. Sin embargo, este tipo de cursos han sufrido transformaciones relevantes: ahora no todos son gratuitos, debido al alto índice de deserción que presentan, existen dudas de que sean realmente educativos y, de acuerdo con los resultados preliminares de esta investigación, la tendencia es que dejen de ser masivos. El alejamiento de la noción de “masivo” se hace patente con la reciente diversificación que los MOOC han experimentado. Ahora se habla de diferentes categorías de MOOC dependiendo de su estructura, duración, contenidos, etc. Esta investigación en curso presenta resultados preliminares de un estudio conducido con Teoría Fundamentada, que es una metodología de investigación eminentemente inductiva, con la cual, a partir del análisis de datos cualitativos es posible construir categorías analíticas en el propio campo de estudio. Los resultados preliminares sugieren que los usuarios y usuarias experimentan cuatro fases cuando desean obtener utilidad de los materiales digitales de los MOOC: Consumo indiscriminado, Discriminación inteligente, Tropicalización y Personalización. Por lo anterior, se propone una guía metodológica para diseñar MOOC que vayan de lo masivo a lo personalizable, y permitan así implicar a las usuarias y usuarios en el procesamiento de información digital.
Contenu connexe
Similaire à El voluntariado como estrategia informal para construir valores interculturales
publication promoting intercultural dialogue and mutual understandingMile Dimkoski
The document summarizes a training report on promoting intercultural dialogue and mutual understanding. It describes a training event hosted by Youth Council Prilep in 2011 that was funded by the Council of Europe and aimed to discuss intercultural dialogue and build understanding between European youth organizations. Over 4 days of workshops and activities, participants explored concepts like cultural diversity, discrimination, conflict management, and human rights to foster intercultural learning and develop ideas for future collaborative projects promoting intercultural dialogue.
This document presents a model of competences needed for citizens to participate effectively in a democratic culture and live peacefully in diverse societies. The model identifies values, attitudes, skills, and knowledge that enable democratic participation. While necessary, competences alone are not sufficient - democratic institutions and addressing social inequalities are also required. Cultures are viewed as internally complex and constantly evolving. Intercultural situations arise from perceived cultural differences between individuals or groups, and intercultural dialogue is dialogue in this context. The model will inform education to prepare learners as competent democratic citizens.
This document discusses diversity management training content focused on conflict resolution. It describes types of conflicts including interpersonal, inter-role, and inter-group conflicts. It outlines parties involved in conflicts such as primary, secondary, and third parties. Sources of conflicts are discussed including personality, resources, styles, and values. Good rules for conflict resolution are provided. The document then presents an educational workshop on diversity with objectives, activities, topics, and skills. Finally, two case studies are summarized about providing anti-racist training to police officers and intercultural communication training in a healthcare setting.
This work package will explore how cultural intermediation connects communities to the creative economy through case studies in Birmingham and Manchester. It aims to understand how intermediation impacts communities and what cultural learning is facilitated. The research will use ethnography including interviews and events to examine how formal cultural intermediation has engaged hard-to-reach communities and supported their involvement in the creative economy. Local community researchers will be trained to help co-create knowledge and benefit from skills development. Planned outputs include academic publications, case studies, engagement guides and events, and online dissemination of lessons learned.
(Civic and political education 2) murray print, dirk lange (auth.), murray pr...Zaky Luthfi
This document discusses the challenge of developing civic education in schools to prepare students for active citizenship. It argues that civic education needs to go beyond single subjects and involve the entire school community. It proposes an approach called "democratic learning" where students gain experience participating in democratic processes throughout their education. This helps students develop democratic competencies and the ability to address complex global issues. The document outlines 14 theses on how schools can create a learning environment that promotes civic participation and commitment among students. It emphasizes that the school must support democratic learning for citizenship education to be effective.
This document discusses research on intercultural competences and social media. It covers several topics:
1. Social media monitoring tools can be used to analyze online discussions about intercultural topics like the Erasmus program and gain insights into public attitudes.
2. A "third culture" model suggests that social media may be developing its own universal communication styles that bridge different cultures. Memetic communication uses multimedia to make comments more attractive and understandable globally.
3. Cultural differences can still be observed in online behaviors, like what types of content people from individualistic versus collective cultures prefer to share.
4. Overall, while social media may be developing some shared communication norms, it also enables the externalization
1. The document summarizes a study by the Bertelsmann Stiftung and Fondazione Cariplo foundations on promoting tolerance, integration, and cultural dialogue in Europe.
2. The study supports the Cultural Detective approach, emphasizing that cultures are dynamic rather than static, and that developing intercultural competence requires an ongoing process orientation.
3. The Cultural Detective approach reinforces the dynamic nature of culture and uses a process of analyzing real situations to develop intercultural skills. It encourages understanding different perspectives rather than making judgments.
The document summarizes findings from qualitative interviews regarding community and identity as motivational factors for learning Italian. It discusses two main constructs: community, defined as a tangible group of Italian speakers or an imagined community, and identity, referring to how learning Italian impacts self-development. Several themes emerged related to community, including positive attitudes towards Italians developed through travel experiences and local friendships. The interviews found a strong motivation to belong to a community of Italian speakers and for identity development through the language.
pubblicazioneThis report is the result of a field research carried out over the course of six months and provides an analysis and evaluation of the current state, coherence and consistency of integration policies at the European level as well as their implementation at the national (Belgium) and local (Flanders region) level.
The document discusses whether education should be value free or value bound. It summarizes a survey of five higher education institutions in Mataram, Indonesia on issues related to human values, character, and a good life. The survey found that most respondents believe education should not be completely value free, but rather value bound in a moral sense to develop good character and wisdom in students. The inclusion of local languages and cultures in curricula was also seen as important for promoting diversity and multiculturalism.
Final Report of the international project "Our Voices. Participarting & Rethinking Europe from the margins", realized by ATD Fourth World Ireland, Poland and Spain and funded by the European Comission
This document discusses English language teaching (ELT) and teacher professional development in the context of compulsory education. It addresses debates around participation and social justice, and how ELT can foster intercultural dialogue. It also examines the relationship between knowledge, technology, literacy and how they shape participation and social justice. Specifically, it discusses the challenges teachers face in developing students' literacy in contexts with expanding access but low quality. It advocates for inquiry-based teacher learning through communities of practice and educative mentoring to help teachers mediate literacy development for participation and social justice.
This document discusses the history and principles of Universal Design for Learning (UDL). It explains that UDL originated from advancements in architectural universal design, education technology, and discoveries in neuroscience. The key principles of UDL are providing equal access to learning through flexible methods and materials that accommodate learner variability. UDL aims to make education more inclusive by proactively designing curricula to be accessible and beneficial to all students regardless of ability or disability.
A study towards the success factors concerning awareness- and fundraising based on European case studies from the European Literacy Policy Network (ELINET).
The document discusses the concept of citizenship education in schools. It explores different definitions and understandings of citizenship, how young people develop their image of citizenship, and challenges in teaching citizenship in schools. Geography is proposed to have an important role to play in citizenship education through spatial concepts like human-environment interactions, globalization, and issues that transcend political boundaries.
The document discusses using digital storytelling as a method for participatory evaluation and communicating research findings back to stakeholders. It explains that digital stories combine narrative with digital media to tell stories and make sense of experiences. The author has successfully used digital stories to inform agencies about refugee research findings and document organizational change. The document also discusses how digital stories align well with Māori concepts of transferring knowledge, and how they can be applied when working with Māori participants and evaluating programs that impact Māori communities.
The NEELI project aims to advance inclusion and interculturalism through several initiatives:
1. It implements a program of research, seminars, study visits and youth exchanges to improve youth work for young people with migrant backgrounds through sharing best practices.
2. It seeks to collect and develop e-learning materials on intercultural learning for youth workers.
3. The final product is an online training course covering topics like cultural interactions, identity, intercultural education methods, conflict resolution, empowerment of young migrants, and their democratic participation and rights within the EU.
The project consortium involves partners from several European countries. Future proposals discussed include expanding the work into areas of intercultural
Similaire à El voluntariado como estrategia informal para construir valores interculturales (20)
Aprendizaje en red: fundamentos ontoepistemológicos para su investigaciónAlexandro Escudero-Nahón
El aprendizaje en red es un concepto relativamente nuevo que tiene por objeto definir un campo de investigación emergente caracterizado por la presencia transversal y ubicua de la tecnología. Sin embargo, la potencia conceptual de este término es plena solo cuando supera la visión antropocéntrica y dicotómica que la pedagogía propiamente moderna tiene del aprendizaje. Este texto presenta una serie de reformulaciones ontológicas poshumanistas y epistemológicas de la teoría del actor-red, que permiten una aproximación inductiva-abductiva para el estudio del aprendizaje en red. En términos generales, el poshumanismo sitúa en un mismo plano de igual importancia a los seres humanos y no humanos y, en consecuencia, no separa al que aprende, de lo que aprende y con qué lo aprende. La teoría del actor-red nos permite exponer que este proceso (aprender) es el ensamblaje de varias agencias (humanas y no humanas) que permanecen vigentes mientras realizan su labor; en cuanto las agencias dejan de operar, la red y el aprendizaje desaparecen. Previamente y posteriormente a la red podría haber conocimientos, pero no aprendizaje. El aprendizaje es, en sí mismo, una red en funcionamiento. Por eso, los procedimientos de investigación inductivos son útiles para ingresar a la red y rastrear la actividad del aprendizaje, o sus sedimentos; en cambio, los procedimientos abductivos son útiles para construir categorías analíticas en la red.
Desde su aparición, en 2008, los Cursos en Línea Masivos y Abiertos (MOOC, por sus siglas en inglés) tuvieron como objetivo permitir el acceso a la mayor cantidad de personas. Sin embargo, este tipo de cursos han sufrido transformaciones relevantes: ahora no todos son gratuitos, debido al alto índice de deserción que presentan, existen dudas de que sean realmente educativos y, de acuerdo con los resultados preliminares de esta investigación, la tendencia es que dejen de ser masivos. El alejamiento de la noción de “masivo” se hace patente con la reciente diversificación que los MOOC han experimentado. Ahora se habla de diferentes categorías de MOOC dependiendo de su estructura, duración, contenidos, etc. Esta investigación en curso presenta resultados preliminares de un estudio conducido con Teoría Fundamentada, que es una metodología de investigación eminentemente inductiva, con la cual, a partir del análisis de datos cualitativos es posible construir categorías analíticas en el propio campo de estudio. Los resultados preliminares sugieren que los usuarios y usuarias experimentan cuatro fases cuando desean obtener utilidad de los materiales digitales de los MOOC: Consumo indiscriminado, Discriminación inteligente, Tropicalización y Personalización. Por lo anterior, se propone una guía metodológica para diseñar MOOC que vayan de lo masivo a lo personalizable, y permitan así implicar a las usuarias y usuarios en el procesamiento de información digital.
Desde la aparición del primer Massive Online Open Course (MOOC), en 2008, el número de personas que se han inscrito a esta modalidad educativa ha crecido sostenidamente. Sin embargo, actualmente varios temas polémicos sobre los MOOC llaman la atención de la investigación educativa, entre los que destaca las altas tasas de deserción, que se ubican entre el 87% y el 95%. Por lo anterior, se han desarrollado varias investigaciones para identificar qué factores podrían estar afectando la retención y eficiencia terminal de los MOOC. Dichas investigaciones han puesto el acento en el diseño curricular y tecnológico, en las relaciones de conectividad entre las y los participantes, o en los materiales de aprendizaje. Sin embargo, falta investigación empírica que dé cuenta de qué problemas enfrentan diariamente los usuarios de los MOOC para concluir sus cursos. Esta investigación en curso presenta resultados preliminares de un estudio conducido con Teoría Fundamentada, que es una metodología de investigación eminentemente inductiva, con la cual, a partir del análisis de datos cualitativos es posible construir categorías analíticas en el campo de estudio. Los resultados sugieren varios comportamientos paradójicos: la mayoría de las personas se inscriben en un MOOC argumentando que no tienen tiempo para asistir a una institución a recibir clases formales, pero en realidad tampoco tienen tiempo de ingresar a la plataforma de los MOOC; la mayoría reconoce que la flexibilidad es un valor esta modalidad educativa, pero a la vez esperan acompañamiento de tutores virtuales, calendarizaciones de actividades o trabajo colaborativo; finalmente, aún no se ha podido saturar la categoría Motivación, pero parece que quienes ingresan a un MOOC por motivaciones intrínsecas (curiosidad, uso del fácil acceso a los MOOC, por ejemplo), tiene más dificultades para egresar en tiempo y forma, que aquellas personas que tienen motivaciones extrínsecas (indicaciones de superiores, por ejemplo).
El siguiente trabajo realiza una revisión de diversas referencias en búsqueda de las condiciones y requerimientos dentro de la evaluación y aseguramiento de la calidad educativa en programas no presenciales a nivel posgrado. Dicha aproximación se realiza desde un contexto internacional, nacional e institucional, abordando primeramente el entendimiento de la calidad educativa, además de la calidad en la gestión en un programa educativo. El objeto de estudio se centra en evaluar los instrumentos que permitan relacionar buenas prácticas en la gestión administrativa, académica, de infraestructura institucional que son necesarias para lograr la acreditación de posgrados no presenciales de calidad del Consejo Nacional de Ciencia y Tecnología.
E-Learning en la sociedad del conocimiento. Modelo pedagógico virtual de la U...Alexandro Escudero-Nahón
En la actualidad, empresas, instituciones educativas, centros de investigación y organizaciones de índole lucrativa o no lucrativa requieren profesionales que se adapten a las condiciones cambiantes de los mercados, que incorporen saberes/habilidades desde su bagaje previo y que a su vez, propongan alternativas de operación tendientes a los procesos y productos ya instalados en las mismas. El crecimiento vertiginoso de fuentes de información permite que cualquier individuo acceda a conocimiento que puede ser utilizado, cuestionado o moldeado para abrir paso a nuevos esquemas y modelos de innovación al interior de las organizaciones. Es por ello que el profesional egresado debe concebir las posibilidades otorgadas en estas fuentes y ser capaz de discernir estrategias para proponer soluciones viables acordes a los contextos en los cuales se desenvuelven: ello implica aprender para toda la vida. El presente texto expone parte de los resultados de una investigación educativa a través del método Investigación Basada en Diseño, la cual tiene como objetivo principal el planteamiento de un modelo pedagógico para E-Learning en la Universidad Iberoamericana León (Ibero León), el cual aborda de manera directa las habilidades que un estudiante debe demostrar como ciudadano en la sociedad del conocimiento. Mediante los resultados preliminares resulta evidente la simbiosis de las Tecnologías de Información y Comunicación (TIC) con una pedagogía pertinente que operen para lograr aprendizajes de calidad en los discentes.
Este documento describe el diseño preliminar de un modelo de aprendizaje combinado (blended learning) para el Centro Educativo y Cultural del Estado de Querétaro en México. El autor propone una mezcla de instrucción presencial y en línea con el objetivo de aprovechar las ventajas de ambas modalidades y mejorar la calidad educativa. El modelo incluiría elementos como el uso de plataformas virtuales, materiales y actividades en línea para complementar la enseñanza en el aula. El autor busca con este modelo integrar las tecnolog
Metodología de investigación sobre entornos personales de aprendizaje concebi...Alexandro Escudero-Nahón
La presencia ubicua de las TIC en la vida cotidiana ha transformado la educación de manera profunda. La literatura especializada ha sugerido que los entornos educativos altamente tecnificados requieren conceptualizaciones novedosas para comprender cómo aprenden las personas en estos nuevos escenarios. El Entorno Personal de Aprendizaje es un término útil para describir qué tipo de interacciones, decisiones y actividades realizan las personas en entornos educativos altamente tecnificados, pero aún no ha podido explicar bajo qué condiciones se pueden mejorar esos escenarios. Lo anterior es así porque el término EPA es heredero de ciertos principios modernos y humanísticos sobre la educación, que sitúan al aprendiz en el centro del proceso educativo controlando los recursos del aprendizaje y desestimando la agencia de los entes no humanos en el proceso educativo. Este texto tiene como objetivo justificar que los principios filosóficos del poshumanismo y los principios ontológicos de la Teoría del Actor Red (TAR) ofrecen puntos de partida valiosos para aproximarnos metodológicamente al análisis de todos los actores que participan en un EPA. En términos generales, las propuestas del poshumanismo y la TAR desvanecen la dicotomía reduccionista y antropocéntrica propia de la pedagogía moderna y sitúan al aprendiz dentro de una imbricada red de agencias humanas y no humanas. Al descentrar al humano del lugar privilegiado del aprendizaje es posible elevar varias ideas: los actores no humanos son condición de posibilidad para aprender y no sólo recursos a disposición de un sujeto; el aprendizaje es una actividad solitaria y mental al tiempo que colectiva y relacional; todos los nodos de la red realizan una agencia particular para lograr que suceda el aprendizaje, para mantenerlo, para fortalecerlo o para hacerlo desaparecer. Este texto tiene por objetivo describir cuáles serían los principios ontológicos y las aplicaciones prácticas de una metodología de investigación sobre EPA concebidos como una red.
Ejes de desempeño y competencias digitales para docentes en una institución m...Alexandro Escudero-Nahón
En la actualidad, las organizaciones lucrativas y no lucrativas requieren profesionistas que generen nuevos modelos operativos y de innovación, con el objetivo de adaptarse a las condiciones cambiantes de los mercados. La habilidad de proponer alternativas tendientes a la mejora de productos y procesos, es una competencia requerida de todo egresado de Educación Superior. Ante este escenario, la figura del docente cobra vital importancia para moldear y guiar a los estudiantes en el desarrollo de dichas destrezas, incluso él mismo debe practicarlas. Para el presente estudio, se analizaron prácticas docentes y estudiantiles en ambientes E-Learning de una Institución de Educación Superior en México. Posteriormente, se contrastaron los resultados con los objetivos institucionales y las tendencias educativas internacionales respecto al uso de la información y la tecnología. La propuesta final consiste en el planteamiento de Ejes de Desempeño y Competencias Digitales que un docente de modalidad en línea debe desarrollar como formador de ciudadanos en la sociedad del conocimiento. En los resultados de dicha investigación, resulta evidente la simbiosis de las Tecnologías de Información y Comunicación (TIC) con una pedagogía pertinente para promover esquemas de formación docente acordes a las necesidades de los estudiantes de Educación Superior del presente siglo.
El texto argumenta que la televisión educativa continúa siendo una alternativa viable para difundir los contenidos didácticos en los países en desarrollo. En México la televisión universitaria ha encontrado nicho dentro de la red Edusat, señal que propaga la transmisión de contenidos culturales y educativos a Latinoamérica. La Universidad Autónoma de Querétaro ha comenzado a producir programas de televisión universitaria en formato digital. Adicionalmente, planea la transmisión de contenidos educativos a través de un canal de televisión de concesión estatal. Esto implica diseñar un modelo de televisión educativa. Este texto presenta el análisis de modelos de televisión educativa, que en conjunto con los documentos que proporcionan los lineamientos didácticos y normativos dentro de la UAQ, dan pauta al diseño de la propuesta de modelo de televisión educativa para esta institución. Se incluyen los resultados de ese análisis y la propuesta de un programa piloto, producido bajo los parámetros pedagógicos derivados del estudio. Los resultados muestran una percepción positiva hacia los contenidos didácticos producidos desde el diseño instruccional. La propuesta de un modelo de televisión educativa para la UAQ cobra relevancia ante la asignación de un canal de televisión y el propósito de llevar la educación hacia los lugares con limitaciones tecnológicas dentro del estado de Querétaro.
Hacia la construcción de un índice para la implementación de tecnología educa...Alexandro Escudero-Nahón
Este documento propone un método para evaluar la implementación de tecnología educativa en las instituciones de educación superior con el objetivo de apoyar su transición hacia una economía del conocimiento. El método consta de tres etapas: 1) adaptar modelos existentes sobre el uso de tecnología educativa, 2) valorar dimensiones clave, y 3) generar un índice que mida el nivel de implementación. Se presentan los resultados preliminares de aplicar este método en una universidad de México.
El dominio del idioma inglés en el nivel B2, de acuerdo con el estándar de medida del Marco Común de Referencia Europeo, es un requisito solicitado por certificadores de calidad educativa. Por ello, resulta pertinente que los estudiantes de la Licenciatura en Gastronomía de la Universidad Autónoma de Querétaro certifiquen el idioma inglés bajo lineamientos internacionales. Sin embargo, por diversos motivos, el currículo vigente de este programa de estudios no permite que el alumnado curse presencialmente el número de horas necesarias para obtener el nivel B2. Por lo anterior, es necesario incorporar un modelo de educación mixta (Blended Learning), que combine educación presencial y virtual, y que permita que el alumnado realice procesos de aprendizajes autónomos y flexibles fuera de los horarios institucionales. A través de la metodología de investigación llamada Teoría
Fundamentada, actualmente se diseña una estrategia didáctica de enseñanza y aprendizaje del idioma inglés para alumnos y alumnas de la Licenciatura en Gastronomía. Se espera que dicha metodología de investigación permita identificar cuál es el principal problema que el profesorado y el alumnado tienen al utilizar tecnología educativa en el proceso de enseñanza y aprendizaje del idioma inglés, y explicar cómo resuelven conjuntamente ese problema. A partir de esos resultados, se diseñará una estrategia didáctica para la enseñanza y el aprendizaje del idioma inglés basada en el uso del modelo educativo Blended Learning y en el sistema llamado Aprendizaje Integrado de Contenidos y Lenguas Extranjeras.
El correcto seguimiento del rendimiento académico de los alumnos de educación superior es relevante porque permite conocer si los objetivos previstos por las instituciones se logran con calidad. El término rendimiento académico comprende resultados inmediatos o internos (como las calificaciones obtenidas), resultados diferidos o externos (como la aplicación de las competencias profesionales en el ámbito laboral) y factores personales, sociales e institucionales que determinan esos resultados. Los sistemas de información pueden apoyar en la toma de decisiones y en la implementación de estrategias para mejorar el rendimiento académico de los alumnos si generan información sobre factores personales, sociales e institucionales. El Instituto Tecnológico de Querétaro (ITQ), a través del programa de Educación Presencial a Distancia (EPaD), tiene el objetivo de ampliar la cobertura educativa en el
estado de Querétaro. Las EPaDs hacen uso del Sistema Integral de Información (SII) centralizado del ITQ que solo genera datos sobre el rendimiento académico inmediato o interno. Sin embargo, el SII no brinda información relativa a los resultados diferidos o externos y mucho menos sobre los factores personales, sociales e institucionales. A través del método de Investigación Basada en Diseño que admite el uso de técnicas e instrumentos mixtos de compilación de datos, se está construyendo un sistema de información que integra la información de los tutores educativos a través de un protocolo institucional.
La brecha digital de género, entendida como el acceso y frecuencia de uso a las tecnologías digitales, se está reduciendo. Sin embargo, la escasa presencia de las mujeres en la economía digital está produciendo una desigualdad digital de género. Con el objeto de analizar esta desigualdad se llevó a cabo una investigación mixta que comprendió una revisión sistemática de la literatura especializada y un análisis cualitativo basado en la Teoría Fundamentada. Los resultados sugieren que existe cierto consenso en la academia sobre la necesidad de promover el uso lúdico de la tecnología digital y el gusto por las asignas STEM entre las niñas. Por otro lado, las acciones que los principales organismos internacionales proponen para resolver este problema no están basadas en investigación empírica. El estudio cualitativo mostró que el tipo de emprendimiento digital que ellas realizan está aún ligado a crear “credibilidad” sobre el negocio.
Herramientas LMS para la Gestión del Aprendizaje y como Estrategias de Gestió...Alexandro Escudero-Nahón
Desde el surgimiento y desarrollo de la educación en línea, han aparecido diversas Plataformas de Administración del Aprendizaje (LMS, por sus siglas en inglés, Learning Management System). Este tipo de Plataformas han sido concebidas con una estructura particular en cada caso, pero en general, con la finalidad de administrar el aprendizaje. La administración del aprendizaje consiste en la organización, planificación, ejecución, control y evaluación de diferentes procesos de enseñanza con la finalidad de conseguir aprendizajes en los usuarios que las emplean, esto es, los estudiantes. En este trabajo, se comparan mediante el análisis descriptivo, dos Plataformas de Administración del Aprendizaje conocidas como Canvas y Schoology, a fin de contrastar sus peculiaridades como Plataformas de Gestión del Aprendizaje abiertas. Adicionalmente se realiza un análisis concreto orientado por sus posibilidades o su potencial de integración bajo determinados estándares con la intención de concebirlas tanto como LMS y como herramientas de Gestión del Conocimiento (GC) de segunda generación. Del análisis realizado se obtiene información y evidencia pertinente para sustentar la premisa propuesta, pero a su vez se sugieren estrategias o enfoques particulares para aplicarlas y aprovechar su funcionalidad primaria, su versatilidad y su uso como herramientas de GC para obtener mayor consistencia, integración e interactividad en la administración del aprendizaje así como un conocimiento tácito fundado en la integración y la convergencia digital posibilitada como extensión de las plataformas analizadas.
Factores influyentes en la alfabetización digital en estudiantes de enfermerí...Alexandro Escudero-Nahón
Un desafío en la formación de recursos humanos en enfermería es la inclusión de la tecnología digital en las estrategias de aprendizaje. No hay evidencia de que en enfermería esa inclusión haya sido solventada satisfactoriamente. La literatura señala que varios factores extra-institucionales, como la falta de cultura y sensibilización, agravan el problema. Esta investigación tuvo el propósito de identificar los factores influyentes en la alfabetización digital. Se utilizó la Teoría Fundamentada y se aplicaron entrevistas en profundidad a estudiantes de enfermería de educación superior. Se identificaron tres factores: 1) Falta de capacitación; 2) Experiencias de aprendizaje desvinculadas del currículum y de la tecnología digital; y 3) Inadecuada conectividad e infraestructura. Los hallazgos sugieren la necesidad de generar dos estrategias académicas: 1) capacitación, actualización del currículum y adecuación de las estrategias de aprendizaje; y 2) actualización de la infraestructura, del equipo, la conectividad y el cambio de cultura organizacional.
La tesis doctoral analiza cómo promover la ciudadanía activa en sociedades multiculturales. Propone un Modelo Integrado para el Fortalecimiento de la Ciudadanía Activa que articula la confianza responsable, el conocimiento responsable y el gobierno responsable para producir políticas públicas que incorporen la noción de ciudadanía activa. El modelo es innovador porque diseña un currículo adecuado para los diferentes niveles de la administración pública catalana y transversaliza la noción de ciudadanía activa a través de procesos horizont
Ciudadanías en clave identitaria. El desafío de las instituciones en el recon...Alexandro Escudero-Nahón
El artículo describe el vínculo tenso y contradictorio que mantuvo el proyecto ético y político de la modernidad con la dimensión identitaria del sujeto moderno, y que dejó fuera de la promesa moderna a la mayoría de los ciudadanos y ciudadanas. Esta aproximación subjetiva permite señalar que los movimientos políticos y sociales surgidos en la década de los setenta del siglo pasado (entre los que destacan la reivindicación de las identidades de género) exhibieron una peculiar agencia contra las estructuras democráticas liberales, y pueden ser considerados predecesores del relato de las ciudadanías en clave identitaria. Para explicar este término, enumera las aportaciones que el discurso posmoderno , el concepto género imaginario y la noción comunidades imaginadas han ofrecido para teorizar la condición actual de las ciudadanías de las mujeres. Finalmente discute los desafíos que las instituciones de talante democrático enfrente al re-imaginar a los ciudadanos y ciudadanas conviviendo pacíficamente en un lugar posnacional: en la ciudad.
Diagnóstico de valores a estudiantes de la Universidad de Barcelona a través ...Alexandro Escudero-Nahón
Este documento describe una investigación que aplicó el Inventario de Valores de Hall-Tonna a 300 estudiantes de 6 facultades de la Universidad de Barcelona con el objetivo de diagnosticar si existían diferencias significativas en la configuración de valores de los estudiantes según su especialidad de estudio. Los resultados mostraron que no hay diferencias sustanciales en la escala de valores de los estudiantes de acuerdo a su especialidad, pero sí formas diversas de consolidar su perfil deontológico. El documento propone una intervención educativa en valores para los estudiantes univers
Este trabajo presenta una reflexión sociológica de los escenarios que enfrenta la enseñanza de las ciencias en la condición posmoderna. El propósito es describir las paradójicas características del discurso pedagógico contemporáneo y reflexionar sobre lo que significaría poner en práctica una didáctica de las ciencias en la posmodernidad, y no una didáctica posmoderna. Este sutil desplazamiento semántico salva el debate entre modernidad y posmodernidad y el falso problema que de él derivaría: que la didáctica de la ciencia ha propuesto soluciones para resolver problemas propios de la condición posmoderna, pero que quizá pretende solucionar conflictos a través de una práctica educativa que produce las tensiones que debe superar.
El voluntariado para la práctica del catalán como aprendizaje informal de ciu...Alexandro Escudero-Nahón
La fase posindustrial del capitalismo ha intensificado los flujos migratorios iniciados con el proceso de industrialización del mundo occidental, y ha conformado sociedades donde conviven personas con orígenes culturales e identidades distintas (Castles y Davidson, 2000). Esta peculiar coexistencia en un mismo espacio geográfico, generalmente definida como sociedad multicultural, ha sido propulsada desde la segunda mitad del siglo pasado por dinámicas económicas y financieras expansivas, políticas internacionales, revoluciones tecnológicas y redes sociales mundiales; pero también por desplazamientos humanos obligados por desastres naturales, refugios políticos, y conflictos bélicos. Actualmente el número de personas que cruzan alguna frontera nacional para residir en un país distinto al de origen son aproximadamente 214 millones; si se suma el número de personas que protagonizan desplazamientos en el interior de sus propios países, resulta que más de 1.000 millones de habitantes del planeta se hallan actualmente en tránsito. Las proyecciones demográficas anticipan que los flujos migratorios en el mundo seguirán creciendo en fuerza y complejidad, y continuarán redefiniendo la composición étnica, social y cultural de las ciudades (IOM,2011; Transatlantic Trends, 2010).
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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For more information about PECB:
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Chapter wise All Notes of First year Basic Civil Engineering.pptx
El voluntariado como estrategia informal para construir valores interculturales
1. 1
VOLUNTEERING AS AN INFORMAL STRATEGY TO BUILD
INTERCULTURAL VALUES
Alexandro Escudero Nahón1
Autonomous University of Queretaro, Mexico
Abstract: A questionable argument underlies the education public policies geared to fostering
intercultural values: a strong sense of self-identity is a problem itself in multicultural
societies, and compulsory education is the main strategy to teach how to get and to deal with
hybrid identities. However, empirical evidence indicates that the volunteers for the practice of
Catalan language have an intercultural behavior, just driven by a strong regional identity and
without having had any compulsory education on that regard. Motivations and outcomes of
this intercultual actions are explained through the conceptual category named “Responsible
trust”, designed following the Grounded Theory methodology.
Keywords: Interculturality, informal education, volunteering.
1.Introduction
The post-industrial capitalism has generated vigorous migratory flows and shaped
multicultural societies in which people with different identities come into contact. Thus, the
democratic institutions in cities that receive migratory flows face the challenge of promoting
Active Citizenship between people who do not enjoy the same status of full citizenship, that is,
between the indigenous and immigrant populations.
Three arguments underlie the majority of the studies and the public policies oriented
towards social cohesion. First, that identity of an individual can be identified easily from
visible features as color of their skin, the language they speak, or their gender, and with more
difficulties from less evident characteristics, such as their sexual preference, their political
orientation or their religious belief. People who live in multicultural societies that conceive
the immigration as an economic and social problem per se, frequently avoid contact with
immigrants to reduce the sensations of dread, distrust and ill-will (Delgado, 2009).
1
E-mail: a.escudero.n@uaq.mx
2. 2
The second argument develops the idea that modern citizenship, constructed in the
relationship Subject-State-nation, still is the main juridical tool to take part legally in the
public space and to enjoy social benefits, but it impedes the conviviality among different
identities because of its historical links to national culture reproduces the tensions that it
should solve for social cohesion (Barber, 2003; Koopmans, 2005). The European Union has
declared that seemingly another citizenship is being formulated among people willing to
coexist with people with multiple, hybrid, fluid, postnational identities. These citizenships are
being enriched with the conviviality in diverse situations and in local, regional, national and
international contexts (ALBOAN & Universidad de Deusto, 2009).
The third argument supposes that it is possible to train people with the necessary
competencies to coexist in multicultural societies (Banks, 1997, 2004; Wolf & Macedo,
2004). The European Union has unfolded a wide range of initiatives for the training of the
European Identity and the Active Citizenship, and several public institutions, universities,
non-governmental organizations, educative centers, mass media and experts in the topic have
reacted to the challenge of developing formal and non-formal programs to reach this aim
(Bolivar, 2007; European Commission, 2007; García, 2007; Mascherini & Hoskins, 2008).
The three previous arguments justify the idea that the receiving societies of the
migratory flows behave with hostility to different identities, and that the main way of training
the new citizens should be with a formal or non-formal education, where the learning process
of the competencies that facilitate the social cohesion are planned and controlled. However,
empirical evidence proves that in Catalonia, Spain, there are indigenous people willing to
meet voluntarily with people from different cultural background, dealing seemingly well with
the proximity, and without the intermediation of a formal education process: the volunteers
for the practice of the Catalan language. The main characteristics of this group of people are:
1) they have never received any formal education on issues of interculturality, 2) they have a
strong sense of Catalan identity, 3) they have difficulties to identify where and how they
obtained the willingness to meet up with people from different cultural background, and 4)
they admit that intercultural values may be learned, but cannot be taught.
2. Aims of the research and methodology
The aims of this research were as follows:
• To identify the reasons that lead the volunteers of the volunteer programme for the
practice of Catalan language to meet people from different cultural identities.
3. 3
• To describe, through a constructed theoretical category, the role of the values to
strengthen Active Citizenship in a volunteer programme for the practice of Catalan language.
This research has been undertaken with the Grounded Theory methodology, that is an
inductive and full research method that tries to understand the action in a substantive area
from the point of view of the people involved. This understanding revolves around the main
concern of the participants whose behavior continually resolves their main concern (Bryant &
Charmaz, 2010; Charmaz, 2006; Strauss & Corbin, 2008).
Grounded Theory methodology consist of systematic, yet flexible guidelines for
collecting and analyzing qualitative or quantitative data to construct theories "grounded" in
the data itself. This process is in direct contrast to common logico-deductive methods mainly
in three aspects: an inductive process, a constant comparative method and a theoretical
sampling.
1. Inductive process: Grounded Theory is not based on the confirmation of hypothesis, for
testing or refuting pre-designed theories by pre-designed analytical categories (Alvesson &
Sköldberg, 2009). Grounded Theory tries to build theoretical categories grounded in data in
order to explain the main concern of a specific group of people.
2. Constant comparative method: As soon as the theoretical categories emerged throughout
the in-depth interviews process, a unit of analysis and some comparison groups had to be
defined. The aim is to constantly compare the properties and dimensions of the data in both
the unit of analysis and the comparison groups. This strategy fosters the construction of the
main theoretical category.
3. Theoretical sampling: Data collection is made through an inductive process and the
theoretical categories are built through theoretical sampling. This means that, in order to gain
a deeper understanding of analysed cases and facilitate the development of analytic concepts,
new cases are chosen to compare with ones that have already been studied. The goal of
theoretical sampling is to build a theoretical category, no matter how many cases are needed,
rather than prove the probabilistic sampling of the cases.
This research was conducted with inductive logic to build an analytical category in
order to explain the motivations and outcomes of a group of people that voluntarily engage in
face-to-face meetings to practise the Catalan language with people from different cultural
backgrounds.
4. 4
2.1 Participants
Although there are a number of governmental and civic volunteer programmes to
foster the use of the Catalan language among Catalan people and new speakers, the
Voluntariat per la llengua has a unique characteristic: this programme consists of putting
someone who habitually speaks Catalan in contact with another person who does not speak it
fluently in order for them to meet up and talk wherever, whenever and about whatever they
like, for a minimum of 10 hours.
The Voluntariat per la llengua is not a teaching programme, nor a substitute for
Catalan classes. It is a regular activity to foster confidence for the new speaker of Catalan in a
very informal environment.
In this study 57 people were involved: 30 of them were volunteers for the practice of
Catalan language, 12 were new speakers of the Catalan language, and 15 belonged to the
comparison groups, according to the unit of analysis, as follows. The variance in the numbers
of interviews conducted across groups was defined by the argument mentioned above: the
number of people involved in the research it is not a probabilistic sampling of the cases, but
the proper number of cases that helped to built a theoretical category.
2.2 Unit of analysis
As has been stated, this research is interested in finding out the motivation some
people have to meet foreign people. Thus, the unit of analysis has been defined as follows: the
Catalan people who take part in the Voluntariat per la llenguaprogramme in the city of
Barcelona. In order to carry out the general method of comparative analysis (Glaser, 1998)
people outside of the unit of analysis have been interviewed in-depth as well. Figure
1ilustrates the Unit of analysis and the comparison groups.
5. 5
Figure 1. Unit of analysis and comparison groups.
2.3 Data collection, interview guideline and Open Coding
In-depth, open-ended interviews were done to collect the data. These interviews were
not part of the programme Voluntariar per la Llengua. The purpose of these interviews was to
engage in dialogue with participants about their volunteer activities and specifically in the
Voluntariat per la llengua. 30 interviews were conducted with volunteers, more than 12
interviews with new speakers, and more than 15 interviews with people from the comparison
groups. The Open Coding was carried out according to the Grounded Theory codification
process (Glaser, 1978).
3. Outcomes of data analysis through the axial coding
Some findings indicate that the supposed conflict between immigrants and Catalan
people, and the formal and non-formal education as the only way to get the values and
competencies for the Active Citizenship might be reviewed. Since the traditional pedagogy
believed that important learning only could happen in a formal education process, the
initiatives for training on Active Citizenship have mainly taken place in the educational
system. However, according to the experiences of the volunteers, informal learning might
generate significant competencies on Active Citizenship as well. Apparently these
competencies went unnoticed for a long time by both, institutions and people. The volunteers
were forced by the in-depth interviews to identify the places, and the moments where they
6. 6
learnt specific knowledge, a particular skill, or something of intercultural value. When those
responses were contrasted with the responses of the comparisons groups, some ideas emerged:
• Volunteers for the practice of Catalan language in the Voluntariat per la llengua
programme accept that they are willing to do things to collaborate in the persons' well-being
of different identity, but at the same time, some of them admitted that at some time they have
had racist and xenophobic feelings towards some cultural groups, that can be overcome with
rational and complex thought. They perceive the voluntary work for the practice of the
Catalan language as an exchange of intercultural experiences, more than an attempt to help
immigrant people, and it also has, to some extent, a selfish aim because it satisfies their
feeling of being useful, loved, and it also strengthen their Catalan identity. They describe
themselves as active people looking for easy, fun and convenient, non-charitable volunteering
programmes. They usually find that once they meet and become friends with people from a
different cultural background, many common things appear, regardless of national or cultural
identity, for instance, emotions and feelings.
• Some of them find a weak relationship between their family values and their
willingness to participate in the practice of Catalan language in the Voluntariat per la
llenguaprogramme; most of them find it difficult to identify the influence of a friend in
developing this volunteer collaboration. They say that there is not a direct relationship
between the formal or non-formal education that they have received, and their disposition to
coexist with different identities, and they also declared that this disposition is something
"natural" that cannot be taught, but can be learned.
• They say that their voluntary participation in the practice of the Catalan language is
not a political action, even though they know that this issue is a very important politically.
According to them, the political dimension of the Catalan language never comes up in the
practice of Catalan sessions (that was confirmed in the inmersion process of the researcher).
Their participation in the volunteer programme is due to a strong sense of identity, and due to
the feeling that Catalan language and Catalan culture are under threat. They feel Catalan, but
they find it difficult to feel Spanish; however, they can also easily feel European.
• They understand (and the new speakers confirmed this idea) that foreign learners of
Catalan have a practical interest in this language: to have more possibilities to get a job, to
understand their children’s homework, for instance. This very pragmatic interest in the
Catalan language by new speakers does not seem to be uncomfortable to Catalan people. On
the contrary, they declared that this fact could be a good starting point in order to make the
Catalan language necessary in the labor market and in the world of educational in the future.
7. 7
4. Axial coding
After having showed briefly the main descriptive categories, the inductive process
lead to sort all categories around one axial concept. By doing so, it will be possible to build a
graphic representation in order to identify the core conceptual category: the Responsible trust
(see Figure 2).
Figure 2. Core conceptual category.
It will be also possible to relate its peripheral categories (causes, variables, context,
conditions, contingencies, and consequences).
A) Some causes of responsible trust:
Living in an inclusive family during childhood.
Seeing good moral behaviour in a member of the family.
Thinking that the indigenous population has been gentile throughout the history with
newcomers.
A strong sense of identity.
B) Some conditions that help responsible trust to appear:
Getting information during childhood about different cultures.
Traveling or consuming travel related products, such as TV programmes or journals.
Coexisting within multicultural informal environments.
8. 8
Having parents or family from different cultural backgrounds.
Having a sentimental relationship with somebody from a different cultural
background.
Existence of easy, funny and convenient intercultural volunteering programmes in the
society.
C) Some contingencies that hamper the appearance of responsible trust:
Not having multicultural environments during childhood.
Not having a strong sense of identity.
Not having time to colaborate in an intercultural volunteer programme.
Not having skills for doing a specific task related to regional identity, such as
practising a local language.
Not feeling free and spontaneous within the intercultural volunteer programme.
D) Some variables of responsible trust:
Folklorisation of cultures: remarking the difference in the cultural background.
Assimilation of cultures: obligating the immigrants to incorporate the society values of
the host nation.
E) Some context items that could shape responsible trust:
Political context: feeling that the national identity threatens the regional one.
Sociological context: a strong regional identity sense.
Institutional context: a strong public policy on regional identity and local language.
Historic context: a narrative on rejection and contempt towards the regional identity.
Symbolic context: a collective wish to achieve autonomy and freedom.
F) Some desired outcomes of the responsible trust:
Opportunities to meet up with people from different cultural background.
Sharing ideas and finding out about different lifestyles.
Finding the same emotions and feelings among people, regardless of the cultural
background.
Finding that people have similar concerns, regardless the cultural background they
come from.
Getting and giving emotional rewards and gratitude.
5. Conclusion
Evidence found in this research suggests that in the region of Catalonia, Spain, there
might exists a group of persons ready for meeting voluntarily with people from different
9. 9
cultural background, dealing seemingly well with the proximity, and without the
intermediation of a formal education or a non-formal education process: the volunteers for the
practice of the Catalan language.
This finding suggests that there may be alternative ways to formal education to
strengthen the values of Active Citizenship.
Responsible trust is the conceptual category that has been built in this research in
order to explain the motivations and outcomes of a group of people that voluntarily engage in
a number of face-to-face meetings to practise the Catalan language with people from a
different cultural background. The main characteristics of this group of people are: 1) they
have never received any formal or non-formal education on issues of Active Citizenship, 2)
they have a strong sense of Catalan identity, and 3) they have difficulties to identify where
and how they obtained the willingness to meet up with people from different cultural
background. From a conceptual point of view, four dimensions of the Responsible trust could
be named: Inception, Insight, Learning process, and Performance. Each one of these
properties have several dimensions (See Figure 3).
Figure 3. Responsible trust: properties and dimensions.
10. 10
These kinds of voluntary civic activities, based on a Responsible trust, could be
relevant to democratic institutions dedicated to promoting social cohesion because they show
that, in addition to compulsory education and the non-formal education programmes, there
could be another way to build and strengthen Active Citizenship.
As shown in the Inception property, one way to strengthen Active Citizenship among
the adult population, that is, not of compulsory schooling age, could be to strengthen regional
identity. That is, strengthen the local language and the narratives on regional autonomy and
freedom.
Regional identity could be a driving force to encourage people from different cultural
backgrounds to meet. Although these face-to-face meetings have practical purposes
(proselytising identity, for the volunteers of the language; learning a language, for new
speakers), unexpectedly important things happen: people can recognise that emotions,
feelings and human concerns are very similar, regardless of cultural background.
The property Insight demonstrates that having a strong sense of local identity is not
enough to make someone willing to meet people from different cultural background. A sense
of threat to local identity is also necessary. This condition (the threat) leads indigenous people
to share regional cultural features gently, and to search for symbolic alliances with the foreign
population. Indigenous people feel responsible for defending their regional identity, and
because of this are willing to meet up and share ideas with people from different cultural
backgrounds. Thus, the possibility to meet and trust a perfect stranger appears. Eventually,
friendship occurs.
The Learning process property reveals the fact that the volunteers for the practice of
the Catalan language (and also the volunteers from the comparison groups, that is, volunteers
on other volunteer programmes that do not involve the practice of the Catalan language)
hardly remember where and how they obtained the willingness to meet people from different
cultural background suggests that the influence of formal education and the non-formal
education in this matter is quite weak. It is interesting that most of these people stated that
meeting strangers, helping unknown people, and feeling some kind of responsibility for the
well-being of others, have always been a “natural” and fundamental part of his or her
character or, at least, a tradition within the family. In short: Responsible trust could not be
taught, but it could be learned through a informal learning processes. This is particularly
important because it seems that the Responsible trust is a value that cannot be developed in
deeply planned educational environments. Actually, it is based on sharing unexpected topics
and moments, and enjoying them together, without any order from any authority.
11. 11
The Performance property shows that once the volunteers and the new speakers
decide to meet and share differences, a curious phenomenon happens. Paradoxically, the more
differences they look for, the more common ground they find. Then, it is crystal clear: identity
should not be a morally relevant issue to coexist peacefully. On the contrary: it should be an
opportunity to feel Responsible trust.
The evidence found in this research demonstrates that building flexible, hybrid or
multiple identities is not the only way to promote contact between people from different
cultural backgrounds, as is commonly said in the European social discourse. It is also possible
to promote contact between people of different identities if the local identity is reinforced.
This form of social cohesion has not been sufficiently studied in multicultural societies, but
could offer creative solutions and new values to strengthen Active Citizenship.
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