Groups, information theory, and Einstein's likelihood principle

We propose a unifying picture where the notion of generalized entropy is related to information theory by means of a group-theoretical approach. The group structure comes from the requirement that an entropy be well defined with respect to the composition of independent systems, in the context of a recently proposed generalization of the Shannon-Khinchin axioms. We associate to each member of a large class of entropies a generalized information measure, satisfying the additivity property on a set of independent systems as a consequence of the underlying group law. At the same time, we also show that Einstein's likelihood function naturally emerges as a byproduct of our informational interpretation of (generally nonadditive) entropies. These results confirm the adequacy of composable entropies both in physical and social science contexts.

Análisis de la respuesta educativa desde la escuela a los menores en acogimiento residencial: un estudio de caso en la Comunidad de Madrid

The reality of children living in foster homes is clearly linked to the professionals that surround them both in the educational and residentialsphere. These are children who in all aspects of their livesat all hours, are exposed to the professionalism of those who work with them and not the affection of a family; their development is fully mediated by institutions. It is therefore a priority that teachers have specific training on children living infoster care, that general government (Education and Social Services) provide guidelines for action agreed to allow the coordination between the different professionals involved with children in foster care, considering the complexity of this coordination, as there are many institutions involved with these children: Social Services, schools, foster residences foster ... among others. Educational professionals have an important role in this intervention process, being their good professional work the one that favors a tight development of children in the educational field, but this intervention takes place generally from the ignorance of the specific situation faced by children living inresidential care and from the failure of the educational administration into sharing protocols, time and space, necessary for a proper coordination. In the event children incustody, and because of the uniqueness of their situation and the importance of a good intervention, there should be no space for improvisation.In addition intervention with children in residential care has to be based on a training and intervention from the complementary roles that is to be structured, systematic and evaluated in a continuously way by the professionals involved.We understand that the principle of equality in education requires to offer these minors an opportunity based on an appropriate intervention with formed professionals, knowledgeable and with the time and the necessary conditions...