Acrodysostosis is a rare syndrome characterized by growth retardation, peripheral dysostosis and mental deficiency. X‐rays reveal generalized shortening of metacarpals, metatarsals and phalanges, hyperplasia of the first ray of the feet and premature skeletal maturation. Occasionally abnormal interpedicular spinal spaces, increased mandibular angle and hearing loss have been observed. We report a 19‐year‐old woman and her daughter examined at birth and subsequently at 6 years of age. The clinical and radiological characteristics are those of acrodysostosis. The syndrome is easily recognized at birth. The generalized corporal shortening is progressive and could be due to premature closing of epiphyses. The finding of an affected mother and her daughter support the postulate that acrodysostosis is inherited as an autosomal dominant syndrome.

"Bystanders in the face of bullying. What they can do according to their classmates", corresponds to a part of a research with a sample of students from a school of Compulsory Secondary Education in the city of Salamanca (Spain). It presents the explanations that students make when faced with bullying situations and the possible responses to reduce and prevent it. Among the solutions proposed, we highlight those given to peers, i.e. classmates themselves, who are seen preferably as bystanders who have to make an effort to stop the bullying, isolate the aggressor, help, support, speak up and denounce it. In order to carry out the proposed functions and other related ones, university training for teachers is very necessary, so that they in turn can favour pacifying processes in schools, where observers of bullying have to show a positive attitude towards their own classmates, whether they are victims or aggressors, with the intention of acting and preventing conflicts.

El valor de la interculturalidad en la sociedad y la escuela, reside en la capacidad que éstas tienen para ofrecer a la ciudadanía y al alumnado, una educación intercultural capaz de promover la integración y la mejora de la convivencia, entre otros valores. Se ha pasado progresivamente de la educación multicultural a la educación intercultural apoyada en la interrelación y los proyectos vitales comunes. Se ve necesario pasar también de un currículo oficial a un proyecto y currículo intercultural con unos elementos, métodos y estrategias innovados desde creatividad y perspectiva intercultural, hasta llegar a la propia unidad didáctica intercultural. Adaptar el currículo oficial con un enfoque intercultural, es una necesidad que no ha perdido actualidad, ni interés a pesar de la crisis económica. Las sucesivas reformas educativas no han de perder la visión intercultural que siga favoreciendo la educación en valores y para la convivencia.

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