A New School With Spaces Inclusive Pedagogics

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the "Questionnaire for future Secondary Education teachers about perceptions of attention to diversity" (Colmenero & Pegalajar , 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

A New School with Spaces Inclusive Pedagogics

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school’s development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

A New School with Spaces Inclusive Pedagogics

The current public policies in education matters of the Chilean State have declared within their focus the educational inclusion and a new public quality education that offers the best opportunities to all its inhabitants, especially to the most vulnerable socially, culturally and economically. In this way, it takes the international commitment mandated by the United Nations in the 2030 Agenda for Sustainable Development, in particular the Sustainable Development Goal 4, whose objective is to guarantee an inclusive and equitable quality education and to promote opportunities of permanent learning for all. The objective of this investigation considers studying the attitudes of pedagogy students to promote the inclusive school's development. It is necessary, therefore, to know what they think and feel one of their main actors that will lead these changes, future teachers. This study was developed under a quantitative, multivariate, descriptive and correlational model of the phenomenon based on the general perceptions of the sample according to the studied construct. The data collection was carried out through the adaptation to the Chilean reality of the “Questionnaire for future Secondary Education teachers about perceptions of attention to diversity” (Colmenero & Pegalajar, 2015). The results show a positive perception towards inclusion of students, but it is necessary materialized them in a better initial teacher training and in real inclusion practices.

A Correlational Model of Rape Myth Acceptance and Psychosocial Factors Among Medical School Students

A substantial body of medical literature suggests that different types of persons blame rape victim for the fate. Although rape myth acceptance can be a product of personal psychosocial factors, it is also a response to messages from social, family, media, and groups that propagate the legitimacy of such myths. We aimed to evaluate whether personal variables such as depression, drug use, being non-heteronormative, and inconsistent condom use could act as supportive factors for rape myth acceptance. This cross-sectional study used questions and validated instruments assessing sociodemographic characteristics, depression, drug use, and rape myth acceptance to perform a correlational model. A total of 269 medical students aged 18 and above, from the first through the sixth year at a medical school, were randomly selected and recruited for the study. Being male and using drugs significantly supported myth rape acceptance; in contrast, higher depression levels, beingnon-heteronormative, and a history of being sexually abused in childhood did not support these rape myths. What holds promise for the future, however, is that although we still live in a patriarchal society, university students can be encouraged to question their personal and sexual roles, and recreate our culture.

Determination of Mobile Addiction and Social Media Addiction Level of Parents and Their Attitudes Towards Usage of Technology

The objective of this study is to determine the mobile addiction and social media addiction level of parents and their attitudes towards usage of technology. The study has a descriptive and correlational model pattern which is a quantitative re-search method. The sample of the study consisted of 200 pre-school student par-ents. In order to collect the data, “Mobile Addiction Scale”, “Social Media Addic-tion Scale” and “Parent Attitude towards Technology Usage Scale” were used and the descriptive statistics of the scale scores and the relational findings be-tween the scale scores were included. Accordingly, statistically significant and positive correlations were found between the scores of parents' subscales in the 'Parental Attitude Scale for Technology Usage and 'Mobile Addiction Scale'. It is hoped that the study will shed light on other researchers in terms of their attitudes towards mobile and social media addiction levels and usage of technology.

The Influence Of Achievement Motivation, Teaching And Learning Style Towards Textile Learning Outcomes

This study aims at revealing the influence of: (1) teaching style towards textile learning outcomes, (2) learning styles towards textile learning outcomes, (3) the effect of from teaching style, learning style, and achievement motivation towards textile learning outcomes, (4) the significance of teaching style, learning style and, achievement motivation towards textile learning outcomes for individual or group. This research can be categorized as quantitative study with a correlational model. The data analysis used multiple regression analysis techniques. The results of the study showed that (1) there is a positive and significant influence of teaching style towards textile learning outcomes, (2) there is a positive and significant influence of learning styles towards textile learning outcomes, (3) there is a positive and significant influence from teaching style, learning style, and achievement motivation towards Textile learning outcomes, (4) the influence of teaching style, learning style and achievement motivation were 26.6% and the rest was coming from other factors.

Visual mapping on the brain - caveats for multifocal fMRI

While multifocal electroretinography has become a standard ophthalmological technique, its use in cortical neuroimaging has been lesser. Vanni et al. (2005) presented the first exploration of the multifocal visual mapping methodology with fMRI. This commentary confirms the utility of this method, but also presents empirical results which suggest caveats for the use of the technique. In the current study rapid multifocal fMRI was established using m-sequence pseudo-random binary stimuli applied to visual field mapping in six young adults with normal vision. Nine contiguous regions of visual field – two rings of 4 patches with a central patch, areas scaled for cortical magnification, were pseudo-randomly stimulated, with patterned or grey images. The decorrelation of stimulus patches allowed all 256 volumes to be used for the analysis of each of the nine stimulus areas. Strong localized activation was observed for each of the four peripheral regions with the location of the activation conforming to the expected visual field retinotopy. The inner regions, including the foveal patch, did not significantly activate. We propose, on the basis of a simple correlational model of simulated eye movements, that the loss of signal is due to gaze instability. Thus, while the rapid multifocal method can be successfully applied to fMRI, the results appear quite sensitive to eye movements, the effects of which may have been overlooked by smoothing evoked responses to achieve a retinotopic map.