Bilingualism in Spanish Education

Bilingualism in Spanish Education Nowadays, bilingual education has become an important issue in Spanish education. Along the years, education has been modified several times by different laws and political ideologies and it is still happening today. I will focus on the Spanish primary schools, specifically in Andalusia, where I would like to study the current situation, considering the law as the main rule to bear in mind when making changes. However, the system has to be adapted to the new needs in education and the methodology teaching. Thus, the legislative frameworks guiding the Spanish education system are the Spanish Constitution (1978), the Organic Act on the right to Education (LODE, 1978), and the Organic Law of Education 2/2006, 3rd May (Ley Organica de Education LOE 2006). Considering that many places are monolingual communities, then it follows that the changes in the education system are being done slowly. Some educational and pedagogical books have mentioned the situation in the past and how to implement advantages in methodology and language learning. But in the case of Spain, as some studies have referred to, the obligation to improve in terms of second language knowledge is mainly due to the demands in the competitive market in the EU. For example, in the book CLIL in Spain Implementation, Results and Teacher Training, David Lasagabaster makes mention of the setting in our education: The fact that Spain finds itself in the penultimate position in the ranking of EU countries in terms of second language knowledge, a figure offered by the latest demolinguistic reports of the continent (Council of Europe 2005; Grin 2002), has wounded the credibility of the educational system and was seen as a real threat to future growth and development (Lasagabaster, 3). That is the most commonly held reason, as researchers suggest in their writings, why the government and authorities started to focus on the promotion of L2 competences as an essential step towards modernization and prosperity. Then, on April 25th, 2005, in Andalusia, the minister for education presented a plan called Plan de Fomento del Plurilinguismo (henceforth the Plan, Junta de Andalucia 2004), the main aim was to provide teachers with useful skills to perform new tasks required of them; in other words, teachers had to adapt to a lot of different functions that are affected in the use of language and methodology, for teacher training in content and language integrated learning. It was of concern to foreign language teachers and teachers in general because of the non-linguistic areas of knowledge, such as natural science, art, physical educationà ¢Ã¢â€š ¬Ã‚ ¦ As a consequence, a huge investment was made in human and technical resources, teacher training, mobility and the innovation of the curricula design. It allowed around 400 bilingual Primary and Secondary schools to be inaugurated. But it brings an enormous challenge to the teachers, as I mentioned above, due to two main reasons: first, they have to put their English language skills into practice, and second, they have to improve their language level. Another difficulty to be faced is the lack of published textbooks for bilingual schools, so teachers will need the help of the assistant teacher creating the materials and also a large amount of time to prepare the tasks. However, it is also necessary to mention the mobility programs for teachers and students, which facilitate language experiences, teacher training schemes, increased student exchanges, and basically extend adult education and lifelong learning. So far, many initiatives based on the new trends of foreign language teaching have happened; Curriculum Integrado de las Lenguas CIL, was meant to be the first step in the changes planned, and then CLIL (which seems to share the same ideas), led to agreements between foreign organisations and universities to allow exchange visits and the mobility of students and teachers, Teacher Training Centres, study abroad programmesà ¢Ã¢â€š ¬Ã‚ ¦ Most of these regulations were created between 1998 and 2004 at experimental bilingual schools, and were finally set up in all the Andalusian provinces, and consequently, many schools will later join the experience of plurilingual education. Teachers realize that the students have to be responsible for their own learning, they have to be independent learners, and to manage their individual learning needs. Regarding the students learning, an evaluation of CLIL programs in Andalusia was carried out in 2008. There are a lot of benefits in CLIL schemes; Lasagabaster has written in his book about the CLIL program: The potential of CLIL with respect to the goals of plurilingual education has noticeably been taken into account by the educational authorities in Andalusia and the language education policies that have been implemented (159). As far as Im concerned, many studies and academic writings are carried out in this field. All of them have helped to improve and move forward the study of foreign language learning. However, my project will prove that primary education, which is one of the most important phases in students lives, requires changes in schools. Nevertheless, schools have to follow the same pathway, bringing useful skills for students lives, and teaching them how to face a changing world with the right tools. I think CLIL brings the possibility of helping students when learning a second language, but it could be a challenge. 3. Theoretical framework and research methodology Theoretical Framework: 3, 5 pà ¡ginas The aim of this study is to investigate bilingual education in relation to the content and methodology used by teachers when students are learning a foreign language, so after exploring many sources (books, internet, libraryà ¢Ã¢â€š ¬Ã‚ ¦), I am going to base my theoretical framework on the use of CLIL (Content and Language Integrated Learning). The reason I came up with my decision is because I was exploring some teacher methodologies adopted in schools in the past when teaching a second language. Compared with today, in the past teachers basically used to rely on repetition or imaginary situations in their lessons, which had no relation to real life situations, which would serve as a way to gain the knowledge to communicate in another language. Nonetheless, after years of research on teacher training, other ways of teaching and learning have been shown to be more successful, and I can say that studies in language teaching have achieved breakthroughs in the development of a second language. Indeed, CLIL is an example of this process. We are living in a time of advances and innovation in technology, and this often involves changes in the way we do things. Therefore, integration becomes more important today than the fragmented style practised in previous years, so it is a step forward in our present that brings fusion between categories that might have been divided in the past. As a result, CLIL invites us to the confluence between the learning of content and language. It provokes changes in teachers, as they move away from fragmentation when teaching in separate areas of content and language, which was a situation that arose in the old schools. Therefore, since fusion is a fact, in the present and in the future, the information and communication sectors are integrating technologies due to social demand. CLIL is a useful theory created to help young people to build integrated knowledge and skills for a progressively unified world. A good definition of CLIL can be found in Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education: In short, CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. For example, CLIL has involved Malaysian children learning maths and science in English. (Mehisto, 9). We can start to see the world as a product of globalization, where technology is a useful tool to exchange information and knowledge. It also has an impact in the way we teach and on what we teach. Therefore, CLIL is a strategy with the objective of using a language that is not the students native language, as a way of instruction and learning for primary subjects, such as maths, science, art, physical education, musicà ¢Ã¢â€š ¬Ã‚ ¦ Although it is difficult to combine the language learning with content learning, co-operation and the exchange skills among language and content teachers come to be essential when CLIL is implemented in the classroom. Nevertheless, it has to be accompanied by enough time for class preparation and enough time for the teachers to reach a common agreement on teaching strategies and student activities. Additionally, it is an easy task if we think that the subjects that we are going to deal with have to be updated and students familiar with their use: The learning materials used in CLIL classes are often from current sources such as newspaper articles, books, brochures, web pages or blogs. Students are supported in using these materials. The texts are adapted by cutting information into manageable chunks and adding synonyms or a glossary. (Mehisto, 33) Moreover, once again it is clear that the purpose of language in CLIL is to be considered and used as a tool, rather than as a particular area of study; hence, this new strategy seems to be appropriate considering the rush for changes and the new challenges presented by the world today. Teachers are aware that there will be several changes, and as consequence, the atmosphere in the classroom will help students in their development and comprehension of the subject: Krashens hypothesis on the affective filter states that optimum learning occurs in an environment of high stimulation and low anxiety. According to his theory, the emotional state of the learner acts as a filter. Krashen sees the learners emotional state as an adjustable filter that may pass or impede input needed for acquisition (Rozeta, 3823). As mentioned before, Europe is making changes related to the necessity of learning languages without forgetting the content, and this is one of the reasons why the EU ´s language policy promotes multilingualism, and they promote the interest of every EU citizen in being able to speak at least two foreign languages, which is reflected in schools from an early age. Knowledge of languages is at the heart of a successful Europe. Multilingualism enables communication and understanding, key elements in inspiring Europes many diverse cultures to work together towards common goals. Language teaching is therefore of central importance (Rozeta, 3824). Referring to the acquisition of teaching strategies in CLIL, it is not easy to apply and it requires considerable effort to put it into practice: it demands collaboration among subject teachers and language teachers, as well as a greater range of activities than in a regular class. The materials used have to be well prepared and accurate. In the case of CLIL, it is recommended that the material be compiled by both teachers, so good time management skills are also necessary. It is a fact that CLIL is one of the most effective methods of learning a foreign language, and many places in Spain are still in the process of introducing it in state schools because the process takes more time than in private schools; private schools are more flexible and a new law can be introduced quickly. Interestingly, a study in Andalusia have proven that CLIL students obtain much better results in communicative skills than in the non-CLIL groups in other languages; however, it is still necessary to invest in more research on this subject: However, a preoccupying fact in Andalusia is that there is virtually no existing research on non-CLIL language classrooms and the same with respect to content-subject classrooms. Given the very low ratings for Andalusia in the PISA reports this should be a priority (Bruton, 530). After all these findings on research in education, and specifically in bilingual education, the government has had to compromise and collaborate with the universities, institutions, schools, teachersà ¢Ã¢â€š ¬Ã‚ ¦ with the aim of investing in teacher training for high-quality education in order to transform CLIL into a reality in all the schools. Research methodology and design: 3,5 paginas Before explaining my choices, I will mention the main differences between qualitative and quantitative methods. The term quantitative refers to the fact that the emphasis is on the amount of data. Therefore, the use of questionnaires as research tools is more common in quantitative research. Interviews and observation, however, are usually thought of as qualitative techniques, since the focus is on the quality of the data, not the quantity. It was best stated by Best and Khan on their well-known work, Research in Education. On the one hand, [q]uantitative research consists of those studies in which the data concerned can be analysed in terms of numbers. On the other hand, [r]esearch can also be qualitative, that is, it can describe events, persons and so forth scientifically without the use of numerical data. Furthermore, [q]uantitative research is based more directly on its original plans and its results are more readily analysed and interpreted, whereas [q]ualitative research is more open and responsive to its subject. As a conlusion, it can be said that [b]oth types of research are valid and useful. They are not mutually exclusive (89-90). The main research tool used in this paper is the interview, which can also be considered a professional conversation (Interviews: An Introduction to qualitative research interviewing. Kvale, 5). In general, the interview can be defined as having a purpose: to obtain descriptions of the world of the interviewee, and to interpret the meaning of the described phenomena. Thus, the use of interviews in research can be seen as something natural: it is a conversation that has a structure and a purpose. It could be produced through spontaneous exchanges of views in everyday conversation, and converted through a careful questioning and listening approach with the aim of obtaining thoroughly tested knowledge. Usually, it is not considered a conversation between equal partners because the researcher normally takes control of the situation. The researcher is in charge of introducing the topic of the interview, and following up on the subjects answers to his or her questions. The conversation has been used as a way of gathering information since ancient times: Socrates already used dialogues to obtain philosophical knowledge from people. In addition, the social sciences that originated in the late 19th century also made use of interviews for research in a systematic way. Ever since, conversations have belonged to the realm of the social sciences, the humanities and philosophy. At this moment, the emphasis on the interview, and on the interpretation of its meanings, practically places interview research within the domain of the humanities. The numerous advances in technical devices, such as portable tape recorders and computer programs, have made it possible to take accurate recordings of interviews, as well as to easily transcribe them. Moreover, the research methodology used in this paper is a qualitative methodology because the data used here is termed soft, which means it is rich in the description of people, places and conversation, and not easily handled by statistical procedures. In this study, I am going to focus my analysis on bilingual education; specifically, on the experiences of two English teachers from two very different environments: one works in a bilingual school and the other works in a Spanish monolingual school. It could be said that qualitative research is also more natural; this is because the researcher frequents the places where the events he or she is interested in occur naturally. Furthermore, the data gathered is supplied by people engaging in their natural behaviour. In addition, I used qualitative research because it is descriptive; in an interview, the data collected is based on the words of the interviewee rather than numbers. When using qualitative methods, researchers are interested in the process, instead of simply the outcome. Here, the participant perspective is essential, and the researcher needs to be interested in how different people make sense of their lives, as well as many other factors, in order to accurately capture their perspectives. The reason I will use a qualitative method is that I think this method is the most suitable one for research in the field of education, which is what I am working on. It is a method that allows us to see and understand events in their proper context. Thus, I will immerse myself in the context, preparing the interview and then interviewing both subjects at their respective schools. This process will be interactive because the people being studied will tell the researcher about their lives. Moreover, the experience will be approached as a whole, not as a series of independent variables, since the goal is to obtain a unified view of the situation. Hence, a qualitative method seems to be the most suitable choice. As mentioned above, I will analyse and transcribe the interviews relating the experiences of two teachers working in very different environments, but both teaching subjects in a foreign language. The aim is to study their answers and compare them, looking at the different methods and programs used. The decision to use an interview is based on the fact that, through their answers and background information, I will evaluate their ideas and compare how bilingual and monolingual schools differ with respect to teaching a second language in primary school. My interview will consist of four questions; my intention is to avoid, as much as possible, questions that can be answered by yes or no (closed questions) because in that case I will not be able to obtain the information needed for the study. I am going to use a semi-structured or open interview; one reason for this is that I have just one chance to meet with the teachers and, in that time, I have to cover all the points and to obtain reliable, comparable, qualitative data. These questions are specifically focused on comparing a bilingual school teacher and a monolingual school teacher; mostly on the use of foreign language when teaching the content, advantages and disadvantages in both cases, and some of the problems that arise in a classroom when the language used is not the native one. The design of the interview is divided into seven stages, according to Kvale (88): Thematizing. Before the interview starts formulate the purpose of the investigation and describe the concept of the topic to be investigated. The why and what should be clarified before the question of how-method is posed. Designing. To design the study in undertaken with regard to obtaining the intended knowledge, before the interviewing starts. Interviewing. Conduct the interview based on an interview guide and with reflective approach to the knowledge. Transcribing. Prepare the interview material for analysis which includes normally a transcription from oral speech to a written text. Analyzing. Decide which method of analysis are appropriate thinking on the purpose and the nature of the interview material. Verifying. . Establish the generalizability, reliability, and validity of the interview findings. Reporting. Communicate the findings of the study and the methods applied in a form that lives up to scientific criteria, takes the ethical aspects of the investigation into consideration, and that results in a readable product. Finally, I have decided on the two chosen teachers because one works in a bilingual school and his native language is English, and the other teacher works in a monolingual school and her native language is Spanish. This will allow me a wider field of work, so that I can analyze as many differences as possible.

Media - The Relationship of Self and Advertising Essay -- Exploratory

The Relationship of Self and Advertising      Ã‚  Ã‚   Advertising has an extremely strong hold on society. Due to the overwhelming presence of mass media in popular culture, products are often recognized solely by how they are portrayed in their advertisements. Regardless of how truthful or misleading it may be, advertising is how companies spread the message about what they have to offer to the public. Advertising appears in various forms, including printed material, television, audio, and even down to its simplest form-word of mouth. Without good advertising, a product would not succeed and would lack added publicity given to it through advertising. Consumers would not always be informed of the best products and prices without ads. Both the corporation and the consumer directly benefit from advertising. However, potential buyers should proceed with caution. There is misleading information circulating through advertisements on a daily basis. Products are often glamorized and appear as something they really are not. The truth is that people can be easily influenced by advertisements that appeal to them. Until this group of consumers can see through the hype often associated with advertising, they will continue to be mislead by the ads presented before them.    Manufacturers' dependence upon advertising is evident on everyday television, but is especially obvious during Super Bowl night, one of America's most hallowed evenings. A few seconds of advertising to the countless number of football fans watching the Super Bowl can cost businesses millions of dollars. If this were not an effective means of drawing customers to a product, nationally renowned companies would not spend this much money for just a f... ...lf. The two (advertising and self) help each other out. Advertising communicates information to the self while benefitting it most of the time. The self keeps advertising alive by purchasing the displayed products and following the media as closely as it does. Despite occasional glamorizations of products by advertising, the public should appreciate advertising and enjoy the ads for what they are. Advertising should inform and assist the consumer in purchasing a product and not be the only reason one purchases something. Take them for what they're worth; advertisements are good!    Works Cited Berger, John. Ways of Seeing. London: Penguin, 1972: 129-54. Scheidell, John M. Advertising, Prices, and Consumer Reaction. Washington, D.C.: AEI Publishing, 1978. Sutherland, Max. Advertising and the Mind of the Consumer. Sydney: Griffin, 1993.

Define The Concept Of Culture Essay

‘Culture’ is the ways in which a society lives. A culture may share the same religions, beliefs, values, class or status, a culture can dress in a certain way and act in a way that follows the norms of how their society carries out life and what they deem as acceptable, culture can shared by a large group of people or a smaller group within society. For example there are ‘subcultures’, a subculture is a small group which have different way of life opposed to the majority of society; they may dress, talk and act in a different way. An example of subculture is a religious group, being a part of a religion may mean that people that are part of it dress differently, and have different values and ideas on life and live in a different way to the majority in society. Another example of a culture is ‘popular culture’ this is a culture that involves a large majority, and is highly influenced by the media, for example football is a sport that is frequentl y covered by the media by television, radio, news etc. And is a popular sport with a large following; other examples of pop culture are: pop music, bingo and mainstream fashion. Pop culture has a variety of people from different backgrounds being part of the same thing called a common culture which is shared by the masses. ‘High culture’ is another example of a culture that is shared with people and their families from a ‘higher class’. People that are part of the high culture are wealthy and have an ascribed status or come from a family with an ascribed status, meaning that they or the head of the family worked towards their success/wealth. They take part in activities associated with upper class such as: polo, lacrosse, hunting, and watching arts such as operas, ballets, orchestras. High culture attempts not allow people who are not from the same class or have the same status as them to join in with their clubs and activities this is called ‘social closure’ but this is difficult as more people can achieve super rich lifestyles, buying their way into high culture that may of came from a low class background. Pop culture is known as ‘low culture’ as people from ‘high culture’ are meant to be higher compared to them in class and status, th erefore people from low culture would not be wanted in high culture activities.

Battle of Shiloh essays

Battle of Shiloh essays During the night of the April 5, 1862, Confederate commander, Albert S. Johnston, was sound asleep. Throughout his life he had reoccurring dreams in which a unicorn, with the name Shiloh, would appear and foretell what was to transpire within the next twenty-four hours. The unicorn stood tall and majestic with hair snow white and a horn of golden color that shimmered when light touched it. Its eyes were that of one which had seen much and obtained knowledge others couldnt even claim to possess. That night the unicorn appeared in his dreams and enlightened him with such information. It told of what was to take place when he arrived at the Union encampment at Pittsburg Landing, of the Battle that would go on to be called Shiloh, named after a meetinghouse 3 miles from the Landing. Then the unicorn spoke of his death. This was to be the last battle fought by Johnston, and his death was described to him in vivid detail. He woke up in a cold sweat, knowing that what the unicorn had said should be taken seriously because all it speaks of is truth. By that time, the first signs of morning were beginning to take place. The world was starting to wake up. Johnston and his troops headed towards the Union encampment, and upon their arrival they achieved complete surprise which was what the Confederates had anticipated. Due to the fact that neither side had ever fought in a battle in their lives, there was mass confusion. The Rebels were defeating the Federals position one after another, but the Union commander, Ulysses S. Grant , ordered for his troops to block the sunken road, in which the Confederates were traveling on, no matter what. Shots were fired at the Federals, but it did not faze them, at least not until the Confederate army obtained sixty-two cannons and started firing them at point black range down the sunken road. Soon after that monstrosity, the Union troops were forced to surrender. ...

Heat Transfer Essay Example

Heat Transfer Essay Example Heat Transfer Essay Heat Transfer Essay Consider the cylindrical receiver in a solar thermal power plant shown below. The receiver is made of opaque material and has a diameter D = 8m and length L = 14m. At a particular time, the heliostats direct a concentrated solar flux of q†S = 80 kW/m2 onto the receiver. The ambient air has a temperature T( = 300K and there is no wind. Under these conditions, the surface of the receiver has a temperature of Ts = 700K, an emissivity of ( = 0. and a solar absorptivity (S = 0. 8. i) Calculate the heat loss from the vertical surface of the receiver due to convection. Assume effects of curvature are negligible. ii) Calculate the heat loss from the vertical surface of the receiver due to radiative emission. Neglect irradiation from the surroundings. iii) Determine the collector efficiency. iv) If a wind started to blow, what would happen to the surface temperature of the receiver? Would you expect the collector efficiency to increase, decrease or remain the same? Explain your answers. (Note – assume all other conditions remain the same. ) [pic] Question 2 The roof of a refrigerated truck compartment is of composite construction, consisting of a layer of foamed urethane insulation (t2 = 40mm, ki = 0. 03W/mK) sandwiched between aluminium alloy panels (t1 = 6mm, kp = 200W/mK). The length and width of the roof are L = 12m and W = 4m respectively. The temperature of the refrigerated space within the truck is –15? C. The solar absorptivity and the emissivity of the outer surface are (S = 0. 3 and ( = 0. 7. Consider conditions for which the truck is moving at a speed of V = 90km/h, the air temperature is T( = 30? C and the solar irradiation is GS = 900W/m2. Assume turbulent flow over the entire roof. Take the average convection coefficient on the inner surface of the roof to be 0. 5W/m2K. i) Derive an equation for the average temperature of the outer surface Ts,o in the form and hence show that Ts,o ( 302K = 29? C. Assume a film temperature of 300K and neglect irradiation from surroundings. (No marks if your equation is not in the above form) ii) Determine the corresponding heat load imposed on the refrigeration system. iii) The average convection coefficient assumed for the inner surface of the roof is relatively low.

The international banking market Essay Example | Topics and Well Written Essays - 3250 words

The international banking market - Essay Example International banking activity continued to expand , propelled by banks' substantial purchases of securities and the return of Japanese banks to the international banking market. The cross-border claims of banks in the reporting area increased by $110 billion .select few, most notably Mexico and Turkey. Another notable development in the first half of the year was a sharp increase in deposit flows from developing countries to international banks, arising from an improvement in the external position of oil-exporting countries.. Interbank activity slowed , as was to be expected following the extraordinary surge in lending to banks in the developed countries in the first quarter. To some extent, banks in the reporting area unwound the large interbank positions that they had built up during the first quarter, with funds moving from banking centres in the euro area to London and then being passed on to Tokyo, Zurich, the Bahamas and the Cayman Islands. Despite flows from banks in the United Kingdom to their branches in the Caribbean, reporting banks' claims vis--vis banks in offshore centres continued to decline in the second quarter. ... According to the consolidated banking statistics, Japanese and UK banks were responsible for most of the increase in reporting banks' claims on US banks Deposits by developing countries soar The ongoing contraction of bank credit to developing countries reflects in part weak demand for external financing. Despite strong growth in many countries, this year developing countries are expected to post their largest current account surplus in two decades. The strengthening external position of oil-exporting countries is responsible for most of the improvement. As well as limiting external financing needs, this improvement contributed to a large increase in developing countries' deposits with foreign banks. Flows to US non-banks surpass those to euro area borrowers Purchases of securities also accounted for most of the $57 billion rise in claims on non-bank borrowers in the second quarter. More recent data on syndicated credits show a surge in lending to telecom firms, suggesting that direct lending to non-banks in Europe may have also recovered. Banks in the reporting area continued to purchase substantial amounts of securities issued by non-bank borrowers in Europe. Nevertheless, international bank flows to non-banks in the euro area more than halved to $20 billion, Banks resident in the United Kingdom and the euro area, which had provided massive sums to non-bank borrowers in Banks' cross-border claims on non-banks in the United States have increased since late 1999. Renewed lending by Japanese banks was funded in part through the international interbank market. Taking into account changes in both assets and liabilities, reporting banks moved upwards of $59 billion into banks in Japan in the second quarter, the largest increase in years. Further

Principles of perioperative nursing care - Management of postoperative Essay

Principles of perioperative nursing care - Management of postoperative pain - Essay Example tient, family members and other health-care professionals to help plan, implement and evaluate treatment Perioperative registered nurses provide surgical patient care by assessing, planning, and implementing the nursing care patients receive before, during and after surgery. The activities included in perioperative nursing care includes patient assessment, creating and maintaining a sterile and safe surgical environment, pre- and post-operative patient education, monitoring the patient’s physical and emotional well-being, and integrating and coordinating patient care throughout the surgical care continuum.  (Tramer, 2006) This assignment, deals with a particular selected aspect of perioperative patient care (among the multifaceted duties), â€Å"The patient experience – Postoperative pain†. This essay ravels through the dealing with pain, its path physiology, post operative main, its management, role of nurse in post operative pain management, role of patients and in the conclusion, deals with how changes brought in educational, managerial or nursing, that could be considered/ implemented to affect the improvement of quality care. The knowledge of pain is essential successful management of it. According to the International Association of for the Study of Pain, (IASP), pain is defined as an unpleasant experience in both emotional and sensory way that is described in term of actual or potential tissue damage. They further describe that the pain is subjective and each individual experiences the meaning of the term through early experiences. The pain can be further at micro levels be understood as a experience that comprises of sensory, emotional and cognitive components , with its expression and management, biological, psychological and social factors interacting in complex ways. Though it could be understood that pain is basically a physiological phenomenon, whose biological function is to provoke special reactive patterns that aims the removal/avoidance of