La família multicultural: un espai educatiu per la conviència plural. El cas de les famílies adoptives i les famílies acollidores

L'article s'inicia relflexionant sobre la concepció actual de la familia i de com les seves activitats socioeducatives poden potenciar el desenvolupament de la convivència i la promoció de l'acceptació de la diferència. Continuem presentant a les famílies multiculturals que s'han format a partir de l'adopció i de l'acolliment i analitzant alguns dels grans interrogants que plantejen aquestes pràctiques socioeducatives per a que aquestes famílies puguin atendre a les necessitats dels nens i nenes i formin ciutadans i ciutadanes capaços de conviure en una societat plural. Per últim, obrim alguns aspectes a la discussió.

Educación multicultural. Líneas de investigación del Grupo de Investigación en Educación Intercultural (GREDI)

El estudio presenta dos investigaciones paralelas. La primera pretende caracterizar el medio familiar de las minorías estudiadas; conocer la percepción del profesorado sobre su práctica educativa en aulas con diferentes minorías culturales; diagnosticar los valores del alumnado de las minorías y conocer su nivel de integración en el aula, por último analizar las actitudes hacia la educación multicultural del profesorado en general. La segunda investigación pretende comprender la diversidad cultural en la escuela; analizar el tratamiento de la realidad multicultural desde la exploración de la vida en el aula: organización del ambiente de aprendizaje; procesos de enseñanza-aprendizaje; estilos de comunicación; relaciones existentes; tipos de disciplina; estimar el nivel de integración de las minorías y descubrir los modelos educativos empleados, dentro y fuera del aula, para abordar la realidad multicultural. A partir de las dos investigaciones se busca identificar las necesidades formativas de los profesores para llevar a cabo una propuesta educativa multicultural.

The influence of environmental spatial structure on the life history traits and diversity of species in a metacommunity

Several models have been proposed to understand how so many species can coexist in ecosystems. Despite evidence showing that natural habitats are often patchy and fragmented, these models rarely take into account environmental spatial structure. In this study we investigated the influence of spatial structure in habitat and disturbance regime upon species' traits and species' coexistence in a metacommunity. We used a population-based model to simulate competing species in spatially explicit landscapes. The species traits we focused on were dispersal ability, competitiveness, reproductive investment and survival rate. Communities were characterized by their species richness and by the four life-history traits averaged over all the surviving species. Our results show that spatial structure and disturbance have a strong influence on the equilibrium life-history traits within a metacommunity. In the absence of disturbance, spatially structured landscapes favour species investing more in reproduction, but less in dispersal and survival. However, this influence is strongly dependent on the disturbance rate, pointing to an important interaction between spatial structure and disturbance. This interaction also plays a role in species coexistence. While spatial structure tends to reduce diversity in the absence of disturbance, the tendency is reversed when disturbance occurs. In conclusion, the spatial structure of communities is an important determinant of their diversity and characteristic traits. These traits are likely to influence important ecological properties such as resistance to invasion or response to climate change, which in turn will determine the fate of ecosystems facing the current global ecological crisis.

Some common indexes of group diversity: upper boundaries

Workgroup diversity can be conceptualized as variety, separation, or disparity. Thus, the proper operationalization of diversity depends on how a diversity dimension has been defined. Analytically, the minimal diversity must be obtained when there are no differences on an attribute among the members of a group, however maximal diversity has a different shape for each conceptualization of diversity. Previous work on diversity indexes indicated maximum values for variety (e.g., Blau"s index and Teachman"s index), separation (e.g., standard deviation and mean Euclidean distance), and disparity (e.g., coefficient of variation and the Gini coefficient of concentration), although these maximum values are not valid for all group characteristics (i.e., group size and group size parity) and attribute scales (i.e., number of categories). We demonstrate analytically appropriate upper boundaries for conditional diversity determined by some specific group characteristics, avoiding the bias related to absolute diversity. This will allow applied researchers to make better interpretations regarding the relationship between group diversity and group outcomes.

Abundance and diversity of soil mites of fragmented habitats in a biosphere reserve in Southern Nigeria

Soil samples were collected from the top 7.5 cm of soil in a Strict Natural Reserve (SNR), a surrounding buffer zone, a cassava farm and matured plantations of Gmelina, teak, and pine, so as to determine if plantation establishment and intensive cultivation affect the density and diversity of soil mites. Altogether, 41 taxonomic groups of mites were identified. The diversity and densities of mites in within the SNR, the buffer zone and the Gmelina were more than the diversity and densities in the cassava farm, teak and pine plantations. Each plantation had its own unique community structure which was different from the community structure in the SNR plot. The SNR plot and Gmelina were dominated by detritivorous cryptostigmatid mites unlike teak and pine which were dominated by predatory mesostigmatid and prostigmatid mites respectively. Low cryptostigmatid mite densities in the plantations and cassava farm were seen as a consequence of low fertility status of the soil, the evidence of which was revealed by soil pH and organic matter data.

Ground beetle (Coleoptera, Carabidae) diversity in Finnish arable land

Appendix: Species of Carabidae and their total catch using pitfall-traps

Molecular phylogeography of the nose-horned viper (Vipera ammodytes, Linnaeus (1758)): evidence for high genetic diversity and multiple refugia in the Balkan peninsula

The nose-horned viper (Vipera ammodytes) occurs in a large part of the south-eastern Europe and Asia Minor. Phylogenetic relationships were reconstructed for a total of 59 specimens using sequences from three mitochondrial regions (16S and cytochrome b genes, and control region, totalling 2308 bp). A considerable number of clades were observed within this species, showing a large genetic diversity within the Balkan peninsula. Splitting of the basal clades was evaluated to about 4 million years ago. Genetic results are in contradiction with presently accepted taxonomy based on morphological characters: V. a. gregorwallneri and V. a. ruffoi do not display any genetic difference compared with the nominotypic subspecies (V. a. ammodytes), involving that these subspecies can be regarded as synonyms. High genetic divergence in the central part of the Balkan peninsula is not concordant with low morphological differentiation. Finally, the extensive genetic diversity within the Balkan peninsula and the colonisation routes are discussed

Diversity and structure of AMF communities as affected by tillage in a temperate soil.

Arbuscular mycorrhizal fungi (AMF) were studied in differently tilled soils from a long-term field experiment in Switzerland. Diversity and structure of AMF communities were surveyed either directly on spores isolated from the field soil or on spores isolated from trap cultures, planted with different host plants. Single-spore cultures were established from the AMF spores obtained from trap cultures. Identification of the AMF was made by observation of spore morphology and confirmed by sequencing of ITS rDNA. At least 17 recognised AMF species were identified in samples from field and/or trap cultures, belonging to five genera of AMF--Glomus, Gigaspora, Scutellospora, Acaulospora, and Entrophospora. Tillage had a significant influence on the sporulation of some species and non- Glomus AMF tended to be more abundant in the no-tilled soil. The community structure of AMF in the field soil was significantly affected by tillage treatment. However, no significant differences in AMF diversity were detected among different soil tillage treatments. AMF community composition in trap cultures was affected much more by the species of the trap plant than by the original tillage treatment of the field soil. The use of trap cultures for fungal diversity estimation in comparison with direct observation of field samples is discussed.

Quaternary coral reef refugia preserved fish diversity.

The most prominent pattern in global marine biogeography is the biodiversity peak in the Indo-Australian Archipelago. Yet the processes that underpin this pattern are still actively debated. By reconstructing global marine paleoenvironments over the past 3 million years on the basis of sediment cores, we assessed the extent to which Quaternary climate fluctuations can explain global variation in current reef fish richness. Comparing global historical coral reef habitat availability with the present-day distribution of 6316 reef fish species, we find that distance from stable coral reef habitats during historical periods of habitat loss explains 62% of the variation in fish richness, outweighing present-day environmental factors. Our results highlight the importance of habitat persistence during periods of climate change for preserving marine biodiversity.

The Arts (Music, Arts&Crafts and Drama) as a procedure for learning pre-school content: Grupo Edebé Project

There is nothing as amazing and fascinating as children learning process. Between 0 and 6 years old, a child brain develops in a waythat will never be repeated. At this age, children are eager to discover and they have great potential of active and affective life.Because of this, their learning capacity in this period is incalculable. (Jordan-Decarbo y Nelson, 2002; Wild, 1999).Pre-school Education is a unique and special stage, with self identity, which aims are:attending children as a whole,motivate them to learn,give them an affective and stable environment in which they can grow up and get to be balanced and confident people and inwhich they can relate to others, learn, enjoy and be happy.Arts, Music, Visual Arts and Drama (Gardner, 1994) can provide a framework of special, even unique, personal expression.With the aim of introducing qualitative improvements in the education of children and to ensure their emotional wellbeing, and havingnoticed that teachers had important needs and concerns as regards to diversity in their student groups, we developed a programbased on the detection of needs and concerns explained by professionals in education.This program of Grupo edebé, object of our research, is a multicultural, interdisciplinary and globalizing project the aims of which are:developing children's talent and personality,keeping their imagination and creativity and using these as a learning resource,promoting reasoning, favouring expression and communication,providing children with the tools to manage their emotions,and especially, introducing Arts as a procedure to increase learning.We wanted to start the research by studying the impact (Brice, 2003) that this last point had on the learning of five-year-old childrenschooled in multicultural environments.Therefore, the main goal of the research was the assessment of the implementation of a child education programme attending todiversity in a population of five-year-old children, specifically in the practice of procedures based on the use of Arts (music, arts andcrafts and theatre) as a vehicle or procedure for learning contents in Pre-school stage.Because children emotional welfare was a subject of our concern, and bearing in mind that the affective aspects are of vitalimportance for learning and child development (Parke and Gauvain, 2009), Grupo Edebé has also evaluated the starting, evolving andfinal impact in five-year-old children given that they finish Pre-school education at that age.

El professorat d'Educació Física a l'escola multicultural. Percepcions del context i necessitats de formació

El present article se centra en la situació del professorat d'Educació Física i les seves necessitats formatives per actuar adequadament en entorns d'escola multicultural. Amb aquesta finalitat es presenta la importància de l'educació física com a agent socialitzador per a l'alumnat immigrant, les diferents tendències de les investigacions específiques sobre formació del professorat d'Educació Física en temes d'immigració, i les dades obtingudes a través d'una investigació específica realitzada amb una mostra de 230 centres escolars de tot Catalunya. Com a aspectes més remarcables, cal assenyalar que encara que l'educació física i l'esport poden representar un espai de trobada molt valuós per a la interculturalitat, és important no deixar de banda una educació orientada cap a la convivència, i que la formació del professorat sigui coherent amb les necessitats reals que s'observen en i des dels centres escolars.

Potential yield, return, and tree diversity of managed, uneven-aged Douglas-fir stands

Abstract