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The relationship between actors & structures is an important ontological aspect in social sciences. Today, the notion that this relationship should be seen as categorized by mutual interdependence, & consequently that both actors & structures should be considered primary ontological categories, is not a very controversial one. More controversial, however, is the phenomenon in social as well as natural sciences commonly known as social constructionism (or constructivism). In this article, the actor structure thinking is related to different constructionist conceptions. In connection with this, it is argued that if constructionism is primarily seen as an epistemological approach, it is in fact a natural consequence of the actor structure thinking. From the actor structure perspective then, the constructionist advocacy for contextualism -- ie, the ambition to accentuate the temporally & spatially distinctive character of reality in the analysis -- can be viewed as an important methodological guideline. 1 Table, 1 Figure, 35 References. Adapted from the source document.

This article presents the analysis of the news production of El Extra, La Hora and La Gaceta, three written media in Ecuador with the highest national, regional and local circulation respectively. The objective was to determine to what extent their contents are generated from a human rights perspective. Thus, two aspects were addressed: 1) informative production based on the index of violation of rights in the media, and 2) evaluations of journalistic discourse in relation to themes, sources, images and headlines. A mixed approach was used through content analysis and a focus group (FG) in which journalists participated. Among the most relevant results, the predominance of content that violates rights in two of the three media stands out in the indicators overrepresentation of reality and manipulation, although in the indicators ridicule and misuse of language there is no prevalence, there is a significant frequency of content who use language inappropriately and discriminate against individuals or groups. In addition, the differences in the organizational dynamics of the media affect journalistic routines and need to promote permanent training mechanisms on human rights.

The current situation in the field of education demands teachers who are capable of functioning in new learning scenarios where the possibilities offered by ICT for information acquisition and communication processes are enormous. In this sense, it is necessary to have postgraduate programs that contribute to the development of digital skills in teachers. The main purpose of this work is to propose the curricular design for a Master's program in Education, Mention in Management of Learning Mediated by ICT, offered by Universidad Nacional de Chimborazo in Ecuador. For this, a qualitative research was undertaken in order to characterize and determine the most important features of each module of the curriculum. A documentary research design was applied through the PICOC method (Population, Intervention, Comparison, Outcome, Context). The result of this work was a curricular mesh that consists of 12 study modules wherein aspects such as: digital literacy for the new society were addressed; didactics in new digital environments; the design and development of content and digital resources for learning; new ways of learning and innovating in education; as well as research in educational technology.

English language textbooks are widely used as one of the essential resources in education. In Ecuador, local authorities created specific course books for state schools and high schools called pedagogical modules. Hence, the terms pedagogical textbook, course book, and modules will be used interchangeably. This study aims to explore perceptions of Ecuadorian English as a Foreign Language teachers on implementing the pedagogical modules to state schools, which were provided by the Ministry of Education. Besides, participants will provide perceptions on the connection of the mentioned textbooks with the Ecuadorian National Curriculum. The study includes an exploratory qualitative design using a focus group interview with eight EFL teachers from primary and secondary schools. The focus group interview findings indicated that teachers have both positive and negative perceptions towards using these pedagogical textbooks. Teachers agree that these pedagogical modules promote English learning success in a contextualized and authentic way by connecting aspects from the curriculum and current ELT principles. Nonetheless, all of the teachers indicated that integrating the pedagogical modules to state schools was, in many ways, disorganized. Based on the results, this study suggests constructive changes to specialists in charge of creating and editing EFL pedagogical modules.

This article presents a way of dealing scientifically with the problem of comparison among dynamically evolving units of analysis in social science, namely by using methods from theoretical, computational & mathematical biology & phylogeny (evolutionary tree) analysis. First, the standard political science & static method of comparative analysis is criticized. Second, some important aspects of the dynamic comparison are presented from its multidisciplinary & historic context, commenting on the compatibility with evolutionary institutional as well as universal Darwinian theoretical perspectives. Third, dynamic comparison is approached using first techniques from standard social science statistical software (SPSS) & then from molecular genetics (MEGA, Molecular Evolutionary Analysis). Examples of evolutionary tree analyses of the European nations are presented & discussed. Similarities & dissimilarities between social science & biological applications of the dynamic comparison techniques are discussed, emphasizing the importance of openness to new techniques & application of panel data for elaboration of new methods of dynamic comparative analyses in social sciences. 2 Tables, 9 Figures, 68 References. Adapted from the source document.

The aim is to offer an overview in queer theory designed for political scientists. First of all queer theory is placed in a context of feminist studies, gay and lesbian studies, the discursive turn in social science, postmodern approaches to identity, postcolonial theory and Foucault's ideas of power. Then I highlight the political theorist Shane Phelan and her considerations in citizenship. Taking a critical stance against the Modern use of binaries, Phelan argues that acknowledgement of strangeness/strangers should be given priority in ethical aspects of citizenship. In the third section I refer to Butler's theories about gender performativity and the heterosexual matrix, Sedgwick's approach to the concept of homosexuality as well as Rubin's theory about sexual hierarchies. Finally queer theory is neither antifeminist nor profeminist. Yet this theory may support feminist goals. Adapted from the source document.