Class In Colombia Research Articles

Design of a Self-Supporting Liner for the Renovation of a Headrace Tunnel at Chivor Hydropower Project

Ensuring access to affordable, reliable, sustainable, and modern energy, as declared in the United Nations’ Agenda 2030, requires both the inclusion of new renewable energy sources, and the renovation of existing hydropower infrastructure, since this resource is considered a key strategy to support flexibility in electric grids with high penetrations of variable generation. This paper addresses the design of a self-supporting lining for the renovation of a headrace tunnel, that has been affected by a buckling event, in order to extend the operating life of the Chivor Hydropower Project, located in Colombia. Studies performed by AES Corporation about the buckling events that affected the headrace tunnel and the condition assessment are first described. Then, the design alternatives to renovate this important part of the hydropower plant’s infrastructure are presented in a general way. The detailed design and construction planning for the selected alternative are then illustrated by showing some calculations used in hydropower design. Such a renovation project is one of the first of its class in Colombia and goes from studies of the buckling events to the design of a modern lining that will be constructed while keeping the 1000-MW (6% of Colombia’s demand) hydropower plant in operation conditions, in order to extend its life for 50 more years, which represents an example for managers and practitioners of large-scale hydraulic engineering projects.

International Perspectives on CLIL. Hemmi, C., & Banegas, D. L. (Ed.) (2021). Palgrave, Cham, 300 pages, ISBN: 978-3-030-70094-2.

The content and language integrated learning (CLIL) is acknowledged as a dual-focused educational approach and practice for better access in both languages and content learning. In the last two decades, CLIL has been increasingly under close scrutiny, especially in Europe and Latin America (Pérez-Cañado, 2018; Banegas, Poole, & Corrales, 2020). However, it has been expanded globally and takes up a notable position in the field of ELT. Here comes the publication of this edited collection, signal of an increased need and interests in CLIL across the world.
 This book consists of four parts and fourteen chapters. Besides first part serves as introductory overview of CLIL’s theoretical development and last part as conclusional prospect of conduction of CLIL--both of which are presented by the editors of the book under review--this volume encompasses twelve papers falling under two headings: CLIL practice and CLIL professional development.
 The part of CLIL practice addresses a variety of cultural backgrounds and educational contexts where CLIL implementations are conducted. This part discusses assessment issue in CLIL Spanish history course and translanguaging in CLIL science class in Colombia, attesting to the authenticity (chapter 2) and engaging effect of CLIL. Shifting to a less explored contexts in Japan and Taiwan, there are 3 chapters in this part that investigate the possibilities of implementing CLIL in Asian EFL contexts. Chapter 4 investigates the students’ perception of being assessed in a CLIL programme in Japanese University, chapter 6 concentrates on the interaction between teacher and students that ficilitates both content and language learning in a CLIL classroom in Japan. Chaper 7 surveys students in a CLIL programme at a polytechnic university in Taiwan with CQS (Cultural Quotient Scale) and finds that CLIL approach effectively promotes learners’ cross-cultural understanding and CQ competence. This part empirically reveals the malleability and accessibility of CLIL in various cross-cultural educational settings.
 The part of CLIL professional development explores in what ways CLIL can be sustained across educational levels and types of education provision. Chapter 8 reflects CLIL models in Australian TESOL course, chapter 12 offers evidence that CLIL approach can also be utilized in coursebook for very young learners in tandem with second language learning in the context of schooling. This part also mentions language and content teachers’ needs for professional training that can provide instructions and strategies in both their pre- and in-service phases (chapter 9, 10, 11). Chapter 13 shows the significance of teachers’ awareness of possible hegemonic ideologies in CLIL class. It is crucial for people to realize that instead of being regarded as an elitist education/language learning approach (Van Mensel, Hiligsmann, Mettewie, & Galand, 2020), “CLIL can become the platform through which multilingual education is embraced as an option for anyone regardless of personal circumstances” (Hemmi & Banegas, 2021:306).
 Taken as a whole, this anthology helps language teachers to establish a comprehensive understanding of CLIL initiatives and contributes concrete pedagogical implications for language teaching researchers, as well as education policy makers, postgraduates, and language teacher educators all over the world.

From Curriculum Demands to Genre Pedagogy: Bilingual Adaptation of Reading to Learn for an L2 Lesson Planning

Reading to Learn (R2L) is a literacy methodology and teacher development program inspired by Systemic Functional Linguistics. Recently, it has been adapted for second/foreign language courses with bilingual teaching (KARTIKA-NINGSIH; ROSE, 2021; RAMÍREZ, 2020; KARTIKA-NINGSIH, 2016). Although R2L has successfully expanded worldwide, its impact on textbooks, school programs, and educators has also been uneven. To describe how these conceptual inconsistencies play out, this article contrasts a textbook methodology partially informed by genre theory when applied in an L2 English class in Colombia with a recent bilingual adaptation of R2L in an L2 Spanish class in the United States. This latter case is based on genre theory and R2L pedagogy (ROSE, 2018a) and bilingualism approaches (RAMÍREZ, 2020; LESSOW-HURLEY, 2005; LABERGE; SAMUELS, 1974). Findings reveal a prominent pedagogical gap between the reading and the writing sections of the partially informed genre-based methodology but a robust linguistic scaffold in the bilingual R2L experience. The resulting recount exemplifies detailed and annotated lesson planning for teachers interested in thoroughly applying the latter methodology, especially for L2 settings. Preceded by some similar interventions, this experience confirms that the integration of both native and foreign languages within the R2L methodology makes it a promising approach.

Sobre Ricardo López-Pedreros, Makers of Democracy. A Transnational History of Middle Classes in Colombia

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Makers of Democracy: A Transnational History of the Middle Classes in Colombia

Makers of Democracy: A Transnational History of the Middle Classes in Colombia

Chivor’s Life Extension Project (CLEP): From Sediment Management to Development of a New Intake System

Sedimentation is an important issue that has been studied for the watershed of reservoirs, since it increases operational costs of hydropower installations, reduces the life expectancy, and compromises the generation capacity due to volume reduction. This work addresses the implementation of Chivor’s Life Extension Project (CLEP), developed in order to extend the life of La Esmeralda reservoir, which is used for power generation in Colombia. Sediment dynamics studies are first described and connected to the need of the AES Corporation to extend the life expectancy of the Chivor Hydropower Project. The geotechnical and hydraulic designs are described and the main considerations and tools for the execution of such a project are addressed. The construction of the new intake system was developed under favorable geomorphological, geological, and hydrogeological conditions, and the project is being developed without affecting the current operation. Such an innovative project is the first of its class in Colombia and goes from studies of sediment transport and sediment management strategies in the watershed to the design and construction of new intakes, in order to extend the life of an existing 1000-MW (6% of Colombia’s demand) powerplant for 50 more years, contributing to a sustainable energy supply for the future.

López‐Pedreros, A. Ricardo (2019) Makers of Democracy. A Transnational History of the Middle Classes in Colombia, Duke University Press (Durham and London), xvii + 341 pp. £21.99 pbk. £87.00 hbk.

Bulletin of Latin American ResearchVolume 39, Issue 4 p. 530-531 Book Review López-Pedreros, A. Ricardo (2019) Makers of Democracy. A Transnational History of the Middle Classes in Colombia, Duke University Press ( Durham and London), xvii + 341 pp. £21.99 pbk. £87.00 hbk. Eduardo Dargent, Eduardo Dargent PUCPSearch for more papers by this author Eduardo Dargent, Eduardo Dargent PUCPSearch for more papers by this author First published: 18 September 2020 https://doi.org/10.1111/blar.13151Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume39, Issue4Special Issue: Special Section: Researching Everyday Geopolitics in Latin AmericaSeptember 2020Pages 530-531 RelatedInformation

Unequal access to law school: a study of gender and class in Colombia

ABSTRACT This article explores the relationship between the quality of legal education in Colombia and the gender and socio-economic status of law students. This paper shows that women with low economic capital tend to be the most disadvantaged because they can neither afford the best private law programs nor pass the admission tests of the best public programs. By contrast, upper-class women are guaranteed access to high-quality education because they have the economic capital to enter the best private programs without having to overcome major academic filters. Given that most law students have limited economic resources, one could say that the feminization of legal education has been achieved at the expense of lower-class women who are forced to study in low-quality programs. In this regard, Colombian legal education reproduces gender and class inequalities instead of reducing them.

A Fragile Hold on Consumption: Consumption and the New Middle Class in Colombia

This paper explores consumption patterns, access to banking services, attitudes to government and aspirations of the growing and vulnerable middle class in the global South. Data comes from a population survey conducted in 2016 in Cali, Colombia. We compare middle income and lower income populations in order to establish differences and similarities. We aim to answer a basic question. What are the patterns of consumption for this new middle class and how does it compare with lower income groups? Generally speaking, we find that despite the marked differences in income levels the middle class and the poor population share similar goals and attitudes and inhabit the same urban realm.

Clase media y movilidad social en Colombia

A partir del análisis de clases sociales como expresión de la desigualdad social, en este artículo repasamos los fundamentos teóricos y metodológicos utilizados para explicar la expansión de la clase media en Colombia. A través de la perspectiva de la movilidad social, consideramos la dinámica de las oportunidades de vida de una clase de origen a una clase de destino como producto de cambios intra o intergeneracionales. A pesar de la diversidad de métodos y de puntos de corte para definir y medir las clases sociales, resaltamos el crecimiento de la clase media en Colombia y en América Latina en el último decenio. En Colombia, sin embargo, este crecimiento se enmarca en una paradójica situación de persistente concentración del ingreso; los cambios al interior de la clase que ha experimentado dicha movilidad social ayudan a explicar dicha paradoja.Así mismo, identificamos las teorías y aproximaciones que se han empleado para el análisis de clase social y de movilidad social en la sociología y la economía, donde el cruce interdisciplinar parece particularmente propicio, al integrar el análisis de la estratificación social con los procesos de producción y distribución de la riqueza. Reseñamos los métodos empleados para realizar estudios de movilidad social y las fuentes de las que se derivan los datos. Señalamos, igualmente, cómo la movilidad social ha ingresado a la agenda de las políticas públicas económicas y sociales. Finalmente, presentamos los estudios sobre el componente valorativo del análisis de la clase media, en los que se indica que no es claro que esta posea un conjunto homogéneo de valores o que tenga una posición mayoritaria a favor de la democracia. Como parte de las conclusiones, indicamos que, así como el análisis de la movilidad social con base en clases sociales es bienvenido desde el punto de vista conceptual, en la práctica la expansión de la clase media en Colombia ha implicado mejores oportunidades de vida para este grupo de población. Sin embargo, permanece para ella una amenaza por su vulnerabilidad y se echan de menos mejoras sustanciales en políticas que alivien la concentración del ingreso.

Social Class for Collective Health Research: A Conceptual and Empirical Challenge

ABSTRACTSocial Determination of Health (SDH)/Collective Health is a Latin American framework that sees the Marxist core concept of social class as fundamental for understanding health inequalities. In contrast to social stratification approaches, Marxist proposals seek to understand health as part of the historical transformations of capitalism’s mode of production. In this article we aim to analyze the relationship between social class and health inequalities using data from the IV Oral Health National Study in Colombia. We conducted hierarchical cluster analyses to classify the population in five class positions and three living conditions clusters, which reflect how the spheres of production and social reproduction relate to social classes in Colombia. To measure oral health we use DMFT, as well as care and treatment needs indexes. Through variance analysis models we found that people from more exploited class positions and worse living conditions have more active disease and higher treatment needs. Despite technical and conceptual challenges, we conclude that a social class analytical framework can be operationalised via the interrelated spheres of production and social reproduction, which sheds light on the relationship between health inequalities and the class structure of the capitalist system.

Embracing social media for educational linguistic activities

This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students’ authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.

The use of the L1 in CLIL classes: The teachers' perspective

There are currently different perspectives about the role to be played by the L1 in CLIL (Context and Language Integrated Learning) contexts, although its use seems to be common practice. Some voices consider that the L1 only has a support function for explanation and its use should be minimized, whereas other voices state that the L1 has a learning function, as it can help to build up students’ lexicon and to foster their metalinguistic awareness. In this paper 35 in-service CLIL teachers were asked about their beliefs regarding the use of the L1 in their classes in Colombia. The results indicated that the participants were positive about L1 use, as they believed it can serve to scaffold language and content learning, although the amount of first language use varied greatly from teacher to teacher. The paper ends up by advocating for a principled L1 use, instead of the current randomized practices.

The use of the L1 in CLIL classes: The teachers’ perspective

There are currently different perspectives about the role to be played by the L1 in CLIL (Context and Language Integrated Learning) contexts, although its use seems to be common practice. Some voices consider that the L1 only has a support function for explanation and its use should be minimized, whereas other voices state that the L1 has a learning function, as it can help to build up students’ lexicon and to foster their metalinguistic awareness. In this paper 35 in-service CLIL teachers were asked about their beliefs regarding the use of the L1 in their classes in Colombia. The results indicated that the participants were positive about L1 use, as they believed it can serve to scaffold language and content learning, although the amount of first language use varied greatly from teacher to teacher. The paper ends up by advocating for a principled L1 use, instead of the current randomized practices.

Imagining the Midwest in Latin America: US Advisors and the Envisioning of an Agricultural Middle Class in Colombia's Cauca Valley, 1943–1946

During the tumultuous years of the Second World War, the US Department of State sent academics to Latin America to act as analysts and advisors amidst global threats to US interests. Among them was...

The Present Stage of the Colombian Revolution

In this essay, José F. Ocampo of the Umversidad Nacional in Bogotá offers a historical and political framework for the articles which follow. Ocampo employs the theory of "new democracy" (sometimes referred to as Marxism-Leninism, or simply Maoism ) to analyze the current situation in Colombia. He presents the analysis of classes in Colombia; the strategy and tactics of the dominant classes; the spontaneous struggles of the oppressed classes; and the rise of a non-revisionist vanguard party of the proletariat.

Race, Caste and Class in Colombia

Race, Caste and Class in Colombia