The Juniper formations in the Djurdjura (Algerie): an interpretation of the importance of their ecology, dynamics and syntoxonomy in the Kabylian cedar forest as a whole

The authors propose a new phyiosociologic interpretation of Juniperas comniunis subsp. hemisphaerica and Juniperus sabina shrublands in the Djurdjura. They make up two new associations: the Cynosuro balansae-Juniperetun, hemisphaericae and the Daphno oleoidis-Juniperetum sabinae, belonging to the new alliance Lonicero kabylicae-Juniperion hemisphaericae included in the order Querco Cedretalia atlanticae. The ecologic and biogeograpbic value of these communities is analized in a Westem-mediterrancan context as well as their dynamic importance. On this mountain, they correspond to ihe preforested level of cedar forests. For this reason, an attempt to inlerprel Kabylian cedar forests as a whole was made they belong to the new association Senecio perralderlani-Cedretum atlanticae. A diachronic evaluation of changes in native plant communities over a 30 year period is made, in particular as related to the creation of several local structures to protect natural resources.

Brassica oleracea L. distribution and ecology in the Iberian atlantic coasts

The distribution and ecology of Brassica oleracea in the atlantic coasts of Iberian Peninsule are studied. A new association or nitrified maritime cliffs is described: Crithmo-Brassicetum oleraceae. This community has been included in the Alliance Crithmo-Armerion due to the high presence of halophitic species.

Reception and schooling of children in schools in Catalonia: Beyond Educational Welcome Facilities

The ways of incorporating newcoming students into schools and colleges have been at the center of debate in most OECD countries in recent years. In Spain, the set of measures developed for the reception of immigrant pupils in different Autonomous Communities has also been the subject of specific research, pointing out the similarities and contradictions between pedagogic discourses and school practices. This article takes into account these considerations and presents the reflections from the results of research on the Educational Welcome Facilities (and specifically the EBE) conducted during the school years 2008-2010. This device was created in Catalonia to attend newcomers before enrolling them in the school. It was a pilot project which took place in Vic and Reus for two consecutive years. The research of the EBE has enabled us to explain the relationship between educational assessment that schools made about this facility and reception processes that schools were implementing. The conclusions that emerge from this analysis allowed us to establish relationships between educational host practices of the seven centers analyzed with three different conceptual and educational frameworks of reception.