Pág. 8: Más de 300 profesionales se han formado ya como expertos en Extranjería
Pág. 17: La UGR elabora un diccionario de inglés que pronuncia voces|Aurelio Ureña, nuevo decano de la Facultad del Deporte|La Universidad aprueba cuatro nuevos grados europeos y títulos propios
Pág. 23: ¿Quién es Marcos Ana?
Pág. 48: Tras los restos de Lorca
Pág. 61: Teatro / \»Antígona\», en escena
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Granada Hoy
Pág. 2: Las notas, en la web de la UGR|Luz verde a la expansión del PTS
Pág. 4 – Opinión: Dos palabras
Pág. 9: Un carril bici unirá el Ecoparque con el Campus Universitario
Pág. 14: Medicina: ¿grado o máster?
Pág. 15: Llega a la red un diccionario de inglés capaz de pronunciar las locuciones|La UGR aprueba los planes de estudios de cuatro titulaciones de Grado
Pág. 23: Congreso / Ramón Jáuregui, en Granada
Pág. 25: En escena
Pág. 49: Aurelio Ureña, nuevo decano de la Facultad del Deporte
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El País
Andalucía – Portada: El 93% de los alumnos supera la última selectividad
Andalucía – Pág. 4: Vargas Llosa y la corrección política
Contraportada: \»Hay que bajar a la Universidad del pedestal\»
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20 Minutos
Portada: !Un 9,85 en selectividad!
Pág. 4: Vargas Llosa, Honoris Causa
Pág. 5: \»En todos los exámenes he sacado 10, menos en Lengua, que tengo un 8\»
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Aula Magna
Guía Universitaria de Andalucía – Pág. 50: La Universidad de Granada número uno de Andalucía
Guía Universitaria de Andalucía – Pág. 52: Titulaciones que se imparten en la Universidad de Granada
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La Opinión
Portada: Vargas Llosa, un doctor con honores|El 94% de los alumnos de la provincia supera las pruebas de selectividad
Pág. 8: El 94% de los alumnos de la provincia supera la selectividad
Pág. 9: \»Tengo clarísimo que voy a estudiar Arquitectura\»
Pág. 18: La provincia aprueba la selectividad con buena nota
Pág. 26: Penaltis que suman goles
Pág. 28 y 29: Mario Vargas Llosa apela a la vuelta del elitismo cultural|Crispian Scully, un eminente doctor en Odontología
Pág. 33: La fotografía joven del festival
Pág. 36: Aquellos que no volvieron|Apoyo para un poeta comprometido
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Ideal
Portada: La Universidad paga 4 millones por el palacete de la Cámara
Pág. 7: La Universidad de Granada estrecha lazos con Mario Vargas Llosa
Pág. 8: El 93,2% de los alumnos, más chicas que chicos, aprueba selectividad|\»Tengo de media un 9,85, no soy empollona y me gusta aprender más que estudiar\»
Pág. 9: \»Esta ciudad es una fábrica de talentos\»
Pág. 10: La Universidad adquiere a la Cámara el viejo palacete del centro por 4 millones
Pág. 11: La UGR da apoyo al Príncipe de Asturias
Pág. 16 – Publicidad: Un premio para Marcos Ana
Pág. 22: Vargas Llosa, nuevo doctor Honoris Causa|Acuerdo entre la Cámara y la UGR
Pág. 58: Casas inteligentes para mayor seguridad
Pág. 59: Presentación / \»Tres pasos para el retorno\»
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Granada Hoy
Portada: El 93% de los alumnos granadinos aprueba la Selectividad, el mayor porcentaje en 25 años
Pág. 6 y 7: La Selectividad se cierra con el mayor número de aprobados en 25 años|Las mejores notas de selectividad en la provincia de Granada
Pág. 8: Vargas Llosa alerta sobre la vulgarización de la cultura
Pág. 14 – Publicidad: Un premio para Marcos Ana
Pág. 22: Acto de apoyo a Marcos Ana para el Príncipe de Asturias
Pág. 23: Presentación del documental \»Tres pasos para el retorno\»
Pág. 36: Las Becas Talentia se orientarán a las demandas de las empresas
Pág. 46: Crece el interés en la farmacia por la valeriana, la alcachofa y el plántago
Pág. 56: Ainhoa Pinedo, seleccionada para competir en la Universiada de Belgrado
Pág. 62: Arte y ambulantes para un festival
Pág. 66: Los represaliados de Chile y Víznar se unen en un documental
Contraportada: Vargas Llosa, Honoris Causa de la cultura
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Vargas Llosa Says He Never Thought He’d Find a Publisher
Vargas Llosa Says He Never Thought He’d Find a Publisher
Writer Mario Vargas Llosa, 1994 Cervantes Prize winner, said Tuesday that when he was starting out he “never” thought he would find an editor for his works and thought he would have to pay to have them published “like all the other Peruvian writers” of his time.
“I didn’t even dare to wish for it, it was something completely divorced from reality for a writer in my country,” the author of “Los Cachorros” (The Puppies) said.
The Peruvian novelist reviewed his life and literary career in a conference at the University of Granada, which will award him an honorary doctorate on Wednesday.
In his address he spoke of his two-year stay at Leoncio Prado Military School, and said it was there that he discovered “the truth” about his country: “the violence, the hurt, the bitterness and racism that so distanced Peruvians from each other.”
“My dad sent me to military school because he saw I had a literary vocation and thought the military could cure me of that sickness, but what he did was give me the subject for my first novel, ‘La Ciudad y los Perros’ (The Time of the Hero)”, he said.
Vargas Llosa, also honored with the Prince of Asturias for Literature and the Planeta, among other awards, believes that “this vocation should be a prize in itself for a writer who really loves literature, who wants to write not to be successful but to live according to his deepest desire.”
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Social Class, Gender And Ethnic Group Determine Adolescents’ Sexual-affective Education
Social Class, Gender And Ethnic Group Determine Adolescents\’ Sexual-affective Education
The social class, the gender and the ethnic group are three essential dimensions, not only in the social differentiation, but also in the affective sexual education of the adolescents, where it is necessary to take part in order to promote sexual and gender equity and prevent gender violence. This is one of the main conclusions of the investigation Affective sexual policy: a sociological approach to affective sexual education», carried out by the researcher of the department of Sociology of the University of Granada Mar Venegas Medina and supervised by professor Francisco Fernández Palomares.
This work proposes a sociological approach to the affective sexual dimension of the adolescent population, working with a group of 42 girls and boys aged between 15 and 18 years old, of two class-groups of two schools (one of the Northern Area and other of the Genil District) of the city Granada. They worked on two courses (one for each school) on affective sexual education, made up by 10 sessions during the tutorship hours, dealing with different central subjects on affective sexual education beyond mere STD prevention and adolescent pregnancies, this is, subjects relating to gender, sexuality, affectivity and the body.
After the class sessions, they carried out an in-depth semi-structured questionnaire to all the adolescents who had worked on the courses . The questionnaire collects a lot of information «about the experiences of the young with regard to gender, sexuality, affectivity and the body in the neighbourhood, the family, the school, the group of friends and the couple».
Social changes
The last objective of this research work «has been to recognise the process of formation of the individual, to get to know the discourses he is subjected to, as well as the practices he is subjected to, in order to be aware of the reproduction and social change processes with regard to those four areas included in the affective sexual education/policy.»
The main conclusion of this investigation from the great amount of information analysed «confirms the urgency of working on affective sexual education in the formal curriculum to promote, from formal education, sexual and gender equality, as the adolescents\’ collective imaginary is very far from these democratic and civic values».
This work has contributed to «turn affective sexual education/policy into an object of study for its own right within social sciences, especially sociology, in which it has been historically absent in Spain».
Part of the results of this research work has been published in the International Journal of Learning, Revista de Educación and The International Journal of Interdisciplinary Social Sciences. Both the doctor and the director of this thesis belong to the research work SEPISE (Seminar of Studies for Social and Educational Intervention), coordinated by the professor of the University of Granada Enrique E. Raya Lozano.
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Social class, gender and ethnic group determine adolescents’ sexual-affective education
Social class, gender and ethnic group determine adolescents\’ sexual-affective education
The social class, the gender and the ethnic group are three essential dimensions, not only in the social differentiation, but also in the affective sexual education of the adolescents, where it is necessary to take part in order to promote sexual and gender equity and prevent gender violence. This is one of the main conclusions of the investigation Affective sexual policy: a sociological approach to affective sexual education», carried out by the researcher of the department of Sociology of the University of Granada Mar Venegas Medina and supervised by professor Francisco Fernndez Palomares.
This work proposes a sociological approach to the affective sexual dimension of the adolescent population, working with a group of 42 girls and boys aged between 15 and 18 years old, of two class-groups of two schools (one of the Northern Area and other of the Genil District) of the city Granada. They worked on two courses (one for each school) on affective sexual education, made up by 10 sessions during the tutorship hours, dealing with different central subjects on affective sexual education beyond mere STD prevention and adolescent pregnancies, this is, subjects relating to gender, sexuality, affectivity and the body.
After the class sessions, they carried out an in-depth semi-structured questionnaire to all the adolescents who had worked on the courses. The questionnaire collects a lot of information «about the experiences of the young with regard to gender, sexuality, affectivity and the body in the neighbourhood, the family, the school, the group of friends and the couple».
Social changes
The last objective of this research work «has been to recognise the process of formation of the individual, to get to know the discourses he is subjected to, as well as the practices he is subjected to, in order to be aware of the reproduction and social change processes with regard to those four areas included in the affective sexual education/policy.»
The main conclusion of this investigation from the great amount of information analysed «confirms the urgency of working on affective sexual education in the formal curriculum to promote, from formal education, sexual and gender equality, as the adolescents\’ collective imaginary is very far from these democratic and civic values».
This work has contributed to «turn affective sexual education/policy into an object of study for its own right within social sciences, especially sociology, in which it has been historically absent in Spain».
Part of the results of this research work has been published in the International Journal of Learning, Revista de Educacin and The International Journal of Interdisciplinary Social Sciences. Both the doctor and the director of this thesis belong to the research work SEPISE (Seminar of Studies for Social and Educational Intervention), coordinated by the professor of the University of Granada Enrique E. Raya Lozano.
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Social class, gender and ethnic group determine adolescents’ sexual-affective education
Social class, gender and ethnic group determine adolescents\’ sexual-affective education
The social class, the gender and the ethnic group are three essential dimensions, not only in the social differentiation, but also in the affective sexual education of the adolescents, where it is necessary to take part in order to promote sexual and gender equity and prevent gender violence. This is one of the main conclusions of the investigation Affective sexual policy: a sociological approach to affective sexual education», carried out by the researcher of the department of Sociology of the University of Granada Mar Venegas Medina and supervised by professor Francisco Fernández Palomares.
This work proposes a sociological approach to the affective sexual dimension of the adolescent population, working with a group of 42 girls and boys aged between 15 and 18 years old, of two class-groups of two schools (one of the Northern Area and other of the Genil District) of the city Granada. They worked on two courses (one for each school) on affective sexual education, made up by 10 sessions during the tutorship hours, dealing with different central subjects on affective sexual education beyond mere STD prevention and adolescent pregnancies, this is, subjects relating to gender, sexuality, affectivity and the body.
After the class sessions, they carried out an in-depth semi-structured questionnaire to all the adolescents who had worked on the courses. The questionnaire collects a lot of information «about the experiences of the young with regard to gender, sexuality, affectivity and the body in the neighbourhood, the family, the school, the group of friends and the couple».
Social changes
The last objective of this research work «has been to recognise the process of formation of the individual, to get to know the discourses he is subjected to, as well as the practices he is subjected to, in order to be aware of the reproduction and social change processes with regard to those four areas included in the affective sexual education/policy.»
The main conclusion of this investigation from the great amount of information analysed «confirms the urgency of working on affective sexual education in the formal curriculum to promote, from formal education, sexual and gender equality, as the adolescents\’ collective imaginary is very far from these democratic and civic values».
This work has contributed to «turn affective sexual education/policy into an object of study for its own right within social sciences, especially sociology, in which it has been historically absent in Spain».
Part of the results of this research work has been published in the International Journal of Learning, Revista de Educación and The International Journal of Interdisciplinary Social Sciences. Both the doctor and the director of this thesis belong to the research work SEPISE (Seminar of Studies for Social and Educational Intervention), coordinated by the professor of the University of Granada Enrique E. Raya Lozano.
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