¿Qué es inclusión? Posicionamiento valorativo de estudiantes y profesionales de la educación

El concepto inclusión es de alta complejidad, dependiendo del contexto de uso o de la experiencia del usuario. Más aún, cuando se requiere implementar demandas de la política social en espacios educativos. Por ello, el objetivo de esta investigación es explorar el posicionamiento valorativo de estudiantes y profesionales de educación sobre el concepto inclusión, interpretando patrones discursivos emergentes en espacios educativos reflexivos y participativos. Para ello se analiza un corpus de enunciados sobre ¿qué es inclusión? bajo una mirada cualitativa-descriptiva utilizando el sistema de valoración de la lingüística sistémico funcional (LSF). Como resultado del análisis, se identifican tres participantes vinculadas: la inclusión, los(as) incluidos(as) y los(as) excluyentes. En términos valorativos, se muestra conceptualmente la inclusión como una posición ética; los(as) estudiantes incluidos/as presentados negativamente; y, los(as) excluyentes en modo agentivo asociados a juicios negativos de integridad. Estos hallazgos proveen lineamientos para el diseño-implementación-divulgación de políticas educativas y acciones que impliquen a todos/as los(as) actores educativos

Using demographic, psychosocial, behavioural and safety-related factors to assess cyclists' behaviour: A comparative approach across 19 countries

This Data in Brief (DiB) article presents the differences in cycling behaviors related to violations, errors, and positive behaviors by region. The study data were collected by means of a structured questionnaire applied to a full sample of 7,001 participants from 19 countries, distributed over 5 continents. This paper proposes descriptive statistics, as well as common statistical tests. The aim is to enable authors to make their own analyses, not to provide precise interpretations. For further information about the macro project supporting the collection of these data, it is advised to refer to the paper titled “Cross-culturally approaching the cycling behavior questionnaire (CBQ): Evidence from 19 countries”, published in Transportation Research Part F: Traffic Psychology and Behavior

Personality traits, risky riding behaviors and crash-related outcomes: findings from 5,778 cyclists in 17 countries

The last few years have brought about a series of substantial changes for mobility on two wheels, especially if the impact of the COVID-19 pandemic is considered as a relevant fact for transportation dynamics [1,2]. Social distancing recommendations have promoted the use of individual transportation systems instead of massive transportations means. Consequently, riding a bike for urban trips has become increasingly prevalent in many countries [3-5]. Besides an opportunity to make urban mobility more active and sustainable, this panorama poses the challenge to prevent that, along with its growing use, bicycle crashes ---and their consequences-might continue to increase. In this regard, recent studies have emphasized the role of individual differences and personality-related factors as potential issues influencing both cycling behaviors and traffic crashes suffered while riding [6,7]

Cross-culturally approaching the cycling behaviour questionnaire (CBQ) : Evidence from 19 countries

Peer reviewe

Yes, size does matter (for cycling safety)! Comparing behavioral and safety outcomes in S, M, L, and XL cities from 18 countries

Although most actions aimed at promoting the use of active transport means have been conducted in ‘large’ cities, recent studies suggest that their cycling dynamics could hinder the efforts put into infrastructural, modal share, and cycling culture improvements. Aim The present study aimed to assess the role of city sizes on riding behavioral and crash-related cycling outcomes in an extensive sample of urban bicycle users. Methods For this purpose, a full sample of 5705 cyclists from >300 cities in 18 countries responded to the Cycling Behavior Questionnaire (CBQ), one of the most widely used behavioral questionnaires to assess risky and positive riding behaviors. Following objective criteria, data were grouped according to small cities (S; population of 50,000 or fewer), medium cities (M; population between 50,000 and 200,000), large cities (L; population between 200,000 and one million), and megacities (XL; population larger than one million). Results Descriptive analyses endorsed the associations between city size, cycling behavioral patterns, and mid-term self-reported crash outcomes. Also, it was observed a significant effect of the city size on cyclists' traffic violations and errors (all p < .001). However, no significant effects of the city size on positive behaviors were found. Also, it stands out that cyclists from megacities self-reported significantly more violations and errors than any of the other groups. Further, the outcomes of this study suggest that city sizes account for cycling safety outcomes through statistical associations, differences, and confirmatory predictive relationships through the mediation of risky cycling behavioral patterns. Conclusion The results of the present study highlight the need for authorities to promote road safety education and awareness plans aimed at cyclists in larger cities. Furthermore, path analysis suggests that “size does matter”, and it statistically accounts for cycling crashes, but only through the mediation of riders' risky behaviors

Problemas ricos en contexto y su influencia en los resultados del curso de resolución de problemas matemáticos y de biofísica para alumnos de primer año universitario de la carrera de medicina veterinaria

&lt;p&gt;El presente trabajo da cuenta de la implementación de una Metodología Activa, centrada&lt;br /&gt;en la resolución de problemas. Se desarrolló dicha estrategia en un curso integrado de&lt;br /&gt;Matemáticas y Física, durante el primer semestre del año 2016, a 168 estudiantes de Primer&lt;br /&gt;Año universitario de la carrera de Medicina Veterinaria en la Universidad Viña del Mar (UVM)&lt;br /&gt;en Chile. Los resultados obtenidos en la primera evaluación del curso muestran una notoria&lt;br /&gt;diferencia con la asignatura dictada el año 2015, dando de esta forma, evidencias claras&lt;br /&gt;de que la implementación de Metodologías Activas genera un cambio positivo en el&lt;br /&gt;aprendizaje y en los niveles de pensamiento Científico de los estudiantes.&lt;/p&gt;</jats:p

Análisis físico del minuto 120 del partido Chile-Brasil en el Mundial de Fútbol 2014

This paper presents the analysis, from a Physics point of view, of the last play of overtime in the match between Chile and Brazil, in the World Cup 2014. In this match, the Chilean player Mauricio Pinilla threw the ball into the Brazilian crossbar forcing extra time with penalties. The analysis includes a close study of the movement of the ball and its rebound, determining speeds through the observation of video recordings of the play, and reasonable estimates for the situation. Besides an analysis of the drag force of the air on the ball in the play, getting the estimates of the kinetic energy of the ball before and after the rebound, and then estimating the strength and deformation on the ball. All this analysis was developed with the information and technology available to anyone, so that the results can be replicated in the classroom. For educational activities, it is suggested to use this analysis as a base to work different physics phenomena to make them more significant for the students.Este trabajo presenta el análisis, desde un punto de vista físico, de la última jugada del alargue del encuentro entre Chile y Brasil, en el Mundial de Fútbol 2014. En dicho partido, el jugador chileno Mauricio Pinilla estrelló el balón en el larguero del arco de Brasil obligando a un alargue a penales. El análisis de la jugada comprende un estudio sobre el movimiento del balón y su posterior rebote en el arco, determinando las velocidades a través de la observación de videos de la jugada, y de estimaciones razonables para la situación. Además, se realiza un análisis de la fuerza de arrastre del aire sobre el balón para la jugada, obteniendo de ello cálculos de la energía cinética del balón antes y después del rebote, para luego estimar la fuerza y deformación que actúa sobre el balón. Todo este análisis se desarrolló con información y tecnología disponible para cualquier persona, de forma que los resultados sean replicables en el aula de clases. Por esto último se sugieren actividades docentes a desarrollar utilizando este análisis como base, para trabajar diferentes fenómenos de la Física, desde una mirada más cercana para los estudiantes