Training of critical readers in sixth grade of the I. E. Las Américas - Bucaramanga

El presente trabajo de profundización busca fortalecer la competencia lectora de los estudiantes del grado sexto de la Institución Educativa Las Américas de Bucaramanga, mediante la enseñanza de habilidades de comprensión desde un enfoque literario, que evidencie la estrategia que mejor contribuye a leer de manera crítica en su práctica académica. En el estudio participó una muestra de 29 estudiantes de manera virtual en situación de pandemia. La metodología del proyecto se dirige desde un enfoque de investigación acción de diseño cualitativo, utilizando como técnicas la observación participante y el diario de campo. La investigación se desarrolló en tres etapas. Primero, la aplicación de una prueba diagnóstica para indagar el nivel de lectura de los estudiantes. Segundo, la intervención con una secuencia didáctica diseñada desde la perspectiva de Ángel Díaz Barriga (2013), y J. David Cooper (1998); y los momentos y niveles de lectura de Isabel Solé (1999) y Cassany (1999). La secuencia didáctica se ajusta a los Lineamientos Curriculares propuestos por el MEN. Tercero, la valoración de la secuencia mediante una prueba de lectura que sugiere un mayor esfuerzo en el desarrollo de habilidades de nivel intertextual, que le permita al estudiante desarrollar y fortalecer el pensamiento crítico en el ejercicio del acto de leer. En conclusión, el análisis de los datos señala que es posible formar lectores críticos, en la medida en que las actividades didácticas se diseñen teniendo en cuenta el contexto para desarrollar habilidades de comprensión lectora, que se puedan transversalizar con otras áreas, de manera metacognitiva, para fortalecer progresivamente la competencia lectora de los estudiantes sobre los momentos y niveles de lectura.INTRODUCCIÓN .......................................................................................................... 1 FORTALECIMIENTO DE LA COMPRENSIÓN LECTORA BAJO UNA MIRADA LITERARIA ........................................................................................................................ 2 1. PLANTEAMIENTO DEL PROBLEMA Y OBJETIVOS .......................................... 2 1.1.1 Descripción del Problema de Profundización ................................................ 2 1.1.2 Objetivos de la Profundización ..................................................................... 8 1.1.2.1 Objetivo General ....................................................................................... 8 1.1.2.2 Objetivos Específicos ................................................................................ 9 1.2 Supuestos cualitativos (Estudios cualitativos) ......................................................... 9 1.3 Justificación de la profundización ............................................................................ 9 2. MARCO DE REFERENCIA ............................................................................... 12 2.1 Antecedentes ........................................................................................................ 12 2.1.1 Referentes Investigativos Internacionales ....................................................... 12 2.1.2 Referentes Investigativos Nacionales ............................................................. 15 2.1.3 Referentes Investigativos Regionales ............................................................. 18 2.2 Marco Conceptual ................................................................................................. 21 2.2.1 Lectura: ¿Qué es leer? ................................................................................... 22 2.2.2 Comprensión Lectora y Niveles de Lectura ..................................................... 26 2.2.3 Lectura Crítica ................................................................................................ 33 2.2.4 Literatura ........................................................................................................ 36 2.2.5 Secuencia Didáctica ....................................................................................... 40 2.3 Marco Legal .......................................................................................................... 42 2.3.1 Constitución Política de Colombia de 1991 ..................................................... 42 2.3.2 Ley General de Educación (LGE) (Ley 115 de 1994) ...................................... 43 2.3.3 Decreto 1860 (03 agosto 1994) ....................................................................... 44 2.3.4 Lineamientos Curriculares en Lenguaje .......................................................... 44 2.3.5 Los Estándares Básicos de Competencias en Lenguaje ................................. 45 2.3.6 Derechos Básicos de Aprendizaje (DBA) ........................................................ 45 3. METODOLOGÍA ...................................................................................................... 46 3.1 Método de Investigación ........................................................................................ 46 3.1.2 Fases de la Investigación ................................................................................ 48 3.2 Población y Muestra .............................................................................................. 52 3.2.1 Población ........................................................................................................ 52 3.2.2 Muestra ........................................................................................................... 53 3.3 Técnicas e Instrumentos de Recolección de Datos ............................................... 53 3.3.1 Prueba Diagnóstica: ........................................................................................ 54 3.3.2 Observación Participante: ............................................................................... 54 3.3.3 Diario de Campo: ............................................................................................ 55 3.3.4 Secuencia Didáctica: ...................................................................................... 55 3.3.4.1 Descripción de la Secuencia Didáctica: .................................................... 56 3.3.5 Prueba de Lectura: ......................................................................................... 58 3.4 Metodología de la Intervención .............................................................................. 58 3.5 Categorías de Análisis ........................................................................................... 60 3.6 Validación de Instrumentos ................................................................................... 61 3.7 Metodología de Análisis de la Información: Triangulación ..................................... 61 3.8 Aspectos Éticos ..................................................................................................... 62 4. ANÁLISIS Y RESULTADOS .................................................................................... 63 4.1 Análisis de los Datos ............................................................................................. 64 4.1.1 Prueba Diagnóstica ......................................................................................... 64 4.1.2 Observación Participante y Diario de Campo .................................................. 79 4.1.3 Observación Participante y Secuencia Didáctica ............................................ 82 4.1.4 Prueba de Lectura .......................................................................................... 93 4.2 Resultados: Triangulación ................................................................................... 108 4.3 Confiabilidad de los Resultados .......................................................................... 114 5. CONCLUSIONES Y RECOMENDACIONES ......................................................... 114 5.1 Conclusiones ....................................................................................................... 115 5.1.1 Respuesta a la Pregunta de Investigación ......... . 5.1.2 Seguimiento a los Objetivos Planteados ............ . 5.1.3 Aportes a la Didáctica de la Lectura .............................................................. 119 5.1.4 Temas de Investigación a Futuro .................................................................. 119 5.2 Recomendaciones ............................................................................................... 120 REFERENCIAS BIBLIOGRÁFICAS .......................................................................... 121 APÉNDICE ................................................................................................................ 125MaestríaThe present study seeks to strengthen the reading competence of sixth grade students of the Institución Educativa Las Américas de Bucaramanga, through the teaching of comprehension skills from a literary approach, which evidences the strategy that best contributes to critical reading in their academic practice. A sample of 29 students participated in the study in a virtual way in a pandemic situation. The methodology of the project is directed from an action research approach of qualitative design, using as techniques the participant observation and the field diary. The research was developed in three stages. First, the application of a diagnostic test to determine the reading level of the students. Second, the intervention with a didactic sequence designed from the perspective of Ángel Díaz Barriga (2013), and J. David Cooper (1998); and the moments and levels of reading of Isabel Solé (1999) and Cassany (1999). The didactic sequence is in line with the Curricular Guidelines proposed by the MEN. Third, the evaluation of the sequence by means of a reading test suggests a greater effort in the development of intertextual skills, which allows the student to develop and strengthen critical thinking in the exercise of the act of reading. In conclusion, the analysis of the data indicates that it is possible to form critical readers, to the extent that the didactic activities are designed taking into account the context to develop reading comprehension skills, which can be transversalized with other areas, in a metacognitive way, to progressively strengthen the reading competence of the students on the moments and levels of reading

Effect of Ozone and Calcium Lactate Treaments on Browning and Textured Properties of Fresh-Cut Lettuce

The effects of three treatments, 1 mg L−1 ozone at 18–20 °C, 15 g L−1 calcium lactate (CLac) at 50 °C and a combination thereof, were compared on fresh-cut lettuce over 10 days of refrigerated storage. Respiration rate, browning and texture were examined as main quality indicators. The use of ozone produced a significantly (P \u3c 0.05) higher oxygen decline than the use of CLac (from day 3 to day 10). At the end of storage, CLac (alone or combined with ozone) samples had higher oxygen content (∼9%) than ozone samples (∼6%). Enzymatic activity decreased significantly (P \u3c 0.05) in ozone samples. Polyphenol oxidase activity in fresh-cut lettuce treated with ozone (alone or combined with CLac) showed lower values on day 1 (−1) and at the end of storage (g−1) than CLac samples (4000–4800 units g−1). Ozone also reduced peroxidase activity to ∼300 units g−1 after treatment. Finally, pectin methylesterase activity was also reduced with ozone, showing a negative effect on textural properties. Data suggested that CLac maintained quality markers better than treatments with ozone and ozone/CLac combination over 10 days of storag

Macrolide Resistance in Mycoplasma pneumoniae, Israel, 2010

Macrolide resistance in Mycoplasma pneumoniae is often found in Asia but is rare elsewhere. We report the emergence of macrolide-resistant M. pneumoniae in Israel and the in vivo evolution of such resistance during the treatment of a 6-year-old boy with pneumonia

La Imagen y la Narrativa como Herramientas para el Abordaje Psicosocial en Escenario de Violencia. Municipios de Bucaramanga, Floridablanca, Girón y San Gil

Los estudiantes de la Universidad Abierta y a Distancia -UNAD- desde el Diplomado de Profundización “Acompañamiento Psicosocial en Escenarios de Violencia” ponen en este documento su mira en las diferentes realidades y acontecimiento causados por el conflicto armado a través de una inmersión en los territorios y en los relatos de vida, evidenciando las secuelas tanto físicas como psicológicas, la revictimización a la que son sometidos diariamente por el estado y la misma sociedad, al igual que la reconstrucción de sus vidas, la capacidad resiliencia, y sus memorias como insumo esencial en la construcción de país, en el marco del posconflicto mediante técnicas como la imagen y las narrativas. En este orden de ideas el rol del psicólogo con enfoque social y comunitario busca adentrarse en las técnicas de atención psicosocial que permitan reconocer subjetividades, subjetividades colectivas, memorias, memorias colectivas, así como emergentes sociales en los individuos y comunidades con el fin de ser facilitadores de la reconstrucción social mediante el acompañamiento e intervención. Es así como este documento a partir de estrategias complejas y efectivas logra enfocarse en la imagen y las narrativas como dos formas de explorar los sucesos pasados, donde se exterioriza de una forma u otros pensamientos, sentimiento, concepciones, creencias y un sin número de emociones, el sentido histórico-cultural que son base para la transformación y reconstrucción de tejido social. Desde la imagen se explora el trabajo con la técnica foto voz, donde se reconocen en los diferentes escenarios de violencia las marcas que está ha dejado, así como también se identifican potencialidades desde el afrontamiento, el sentido comunitario, la resiliencia, la inclusión social y el desarrollo humano, como ejes constructores y también transformadores de realidades. También se incluye la estrategia de las narrativas que permiten realizar una catarsis no sólo para la víctima sino también para la misma sociedad, porque permiten reconocer las realidades contadas desde la vivencia de las víctimas, es así como se hace una inmersión en los relatos contados que posibilitan la comprensión holística del conflicto armado en Colombia, buscando interpretar y reinterpretar las situaciones vividas, las subjetividades tejidas entorno a este.Universidad Nacional Abierta y a Distancia (UNAD) students from the diploma Courseon p ycho-social support in Violence Scenarios, express in this document their views point in different realities and events caused by the armed conflict though the territories immersion and life’s stories, showing the physical and psychological sequels, the revictimization to that one that those are subjected daily by the state and the society, just like their life’s reconstruction, their resilience capacity and their memories as essential input in the country construction, all of this in the post conflict context by techniques as the image and narratives. In this ideas order, the psychologist role with social and community focus seeks to enter into the techniques of psychosocial attention that allow the recognition of subjectivities, collectives subjectivities, memories, collectives memories, just like social emerging in the people and community in order to be facilitators of the social reconstruction by the accompaniment and intervention. Is how this document from complex and effective strategies achieved focus in the image and narratives like two ways of exploring the past success, where it be externalize in few ways or other thoughts, feelings, conceptions, beliefs and too much motions, the sense historical-cultural that are foundation for the transformation and reconstruction of the social tissue. From the image can be explore the work with the technique photo-voice, where it recognize in the different violence stage that have left scars, as well as can dentify potential from the coping, community sense, the resilience, the social inclusion and human development, like constructors axes and agents of change too. It include the narrative strategy that let make catharsis, not just for the victim but also for the society, because it let recognize the reality that the victim can tell, this is like a immersion in the stories narrated that enable the holistic comprehension of the armed conflict of Colombia, looking for interpret and reinterpret the living situation, that surrounds the topic

Association between convalescent plasma treatment and mortality in COVID-19: a collaborative systematic review and meta-analysis of randomized clinical trials.

Funder: laura and john arnold foundationBACKGROUND: Convalescent plasma has been widely used to treat COVID-19 and is under investigation in numerous randomized clinical trials, but results are publicly available only for a small number of trials. The objective of this study was to assess the benefits of convalescent plasma treatment compared to placebo or no treatment and all-cause mortality in patients with COVID-19, using data from all available randomized clinical trials, including unpublished and ongoing trials (Open Science Framework, https://doi.org/10.17605/OSF.IO/GEHFX ). METHODS: In this collaborative systematic review and meta-analysis, clinical trial registries (ClinicalTrials.gov, WHO International Clinical Trials Registry Platform), the Cochrane COVID-19 register, the LOVE database, and PubMed were searched until April 8, 2021. Investigators of trials registered by March 1, 2021, without published results were contacted via email. Eligible were ongoing, discontinued and completed randomized clinical trials that compared convalescent plasma with placebo or no treatment in COVID-19 patients, regardless of setting or treatment schedule. Aggregated mortality data were extracted from publications or provided by investigators of unpublished trials and combined using the Hartung-Knapp-Sidik-Jonkman random effects model. We investigated the contribution of unpublished trials to the overall evidence. RESULTS: A total of 16,477 patients were included in 33 trials (20 unpublished with 3190 patients, 13 published with 13,287 patients). 32 trials enrolled only hospitalized patients (including 3 with only intensive care unit patients). Risk of bias was low for 29/33 trials. Of 8495 patients who received convalescent plasma, 1997 died (23%), and of 7982 control patients, 1952 died (24%). The combined risk ratio for all-cause mortality was 0.97 (95% confidence interval: 0.92; 1.02) with between-study heterogeneity not beyond chance (I2 = 0%). The RECOVERY trial had 69.8% and the unpublished evidence 25.3% of the weight in the meta-analysis. CONCLUSIONS: Convalescent plasma treatment of patients with COVID-19 did not reduce all-cause mortality. These results provide strong evidence that convalescent plasma treatment for patients with COVID-19 should not be used outside of randomized trials. Evidence synthesis from collaborations among trial investigators can inform both evidence generation and evidence application in patient care

Enzyme-Linked Phage Receptor Binding Protein Assays (ELPRA) Enable Identification of Bacillus anthracis Colonies

Bacteriophage receptor binding proteins (RBPs) are employed by viruses to recognize specific surface structures on bacterial host cells. Recombinant RBPs have been utilized for detection of several pathogens, typically as fusions with reporter enzymes or fluorescent proteins. Identification of Bacillus anthracis, the etiological agent of anthrax, can be difficult because of the bacterium’s close relationship with other species of the Bacillus cereussensu lato group. Here, we facilitated the identification of B. anthracis using two implementations of enzyme-linked phage receptor binding protein assays (ELPRA). We developed a single-tube centrifugation assay simplifying the rapid analysis of suspect colonies. A second assay enables identification of suspect colonies from mixed overgrown solid (agar) media derived from the complex matrix soil. Thus, these tests identified vegetative cells of B. anthracis with little processing time and may support or confirm pathogen detection by molecular methods such as polymerase chain reaction

Development and Application of a Recyclable High-Load Magnetic Co/C Hybrid ROMP-Derived Benzenesulfonyl Chloride Reagent and Utility of Corresponding Analogues

The development and application of high-load, recyclable magnetic Co/C hybrid ROMP-derived benzenesulfonyl chloride and analogues is reported. The regeneration and utility of these reagents in the methylation/alkylation of various carboxylic acids is demonstrated via efficient retrieval of the magnetic reagent with a neodymium magnet. Additional reactions employing the analogue sulfonic acid and in situ generated magnetic benzenesulfonyl azide are also reported

Hyperphosphorylated paratarg-7: a new molecularly defined risk factor for monoclonal gammopathy of undetermined significance of the IgM type and Waldenström macroglobulinemia

We recently described paratarg-7 (P-7), a protein of unknown function, as the target of 15% of immunoglobulin A (IgA) and IgG paraproteins in monoclonal gammopathy of undetermined significance (MGUS) and multiple myeloma. To determine the frequency of P-7 as a paraprotein target in IgM-MGUS and Waldenstrom macroglobulinemia (WM), sera from patients with IgM-MGUS/WM were tested for reactivity with recombinant P-7 by enzyme-linked immunoabsorbent assay. The specificity of the paraprotein-mediated reaction was shown by absorption studies and cloning of the respective B-cell receptor. The paraproteins of 18 (9 WM and 9 IgM-MGUS) of 161 patients (11%) reacted with P-7. Isoelectric focusing and phosphatase treatment showed that P-7 was hyperphosphorylated (pP-7) in all patients with an anti-P-7-specific IgM paraprotein tested. Because only 4 of 200 healthy controls (2%) were carriers of pP-7, pP-7 carrier state is associated with a significantly increased risk (odds ratio = 6.2; P = .001) for developing IgM-MGUS/MW. Family analyses showed that the pP-7 carrier state is inherited as a dominant trait. After IgA/IgG-MGUS and multiple myeloma, IgM-MGUS/WM is the second neoplasia associated with pP-7 carrier state. The dominant inheritance of pP-7 explains cases of familial IgM-MGUS/WM and enables the identification of family members at increased risk. (Blood. 2011;117(10):2918-2923