262 research outputs found
Research advances in Risaralda. An overview of 8 experiences
I am honored to present to you this remarkable book, a testament to the invaluable research conducted in the fields of Health, Law, Engineering, and Administrative Sciences. Each chapter within these pages represents the culmination of extensive investigations carried out by dedicated scholars affiliated with the Red Universitaria de Risaralda (RUN), a network comprising 15 esteemed higher education institutions.
Risaralda has emerged as a thriving hub for higher education, bolstered by its strategic geographical location, high quality of life, rich biodiversity, and competitive development. Today, Pereira ranks third in the index of university cities, with a student enrollment rate exceeding 63%. Close to 50,000 students pursue academic programs within the department. Notably, three institutions have achieved accreditation for their
excellence in education, positioning Risaralda among the most competitive regions in terms of accredited academic programs.
As we celebrate the 20th anniversary of the Red Universitaria de Risaralda in 2023, it is with great pride that we reflect on its pivotal role in fostering collaboration among public and private higher education institutions. Our mission has been twofold: attracting students to our region and supporting sustainable development and quality of life for our community. The mesa de investigación (research committee) has diligently coordinated the necessary actions to unite our researchers, facilitating an integrated approach to
various disciplines and themes associated with the challenges faced in our region.CONTENT
Introduction...................................................................................................................5
CHAPTER ONE.
Tobacco Use and Social Skills in Children from Two Schools
in Pereira, Colombia .......................................................................................................9
Angélica María Blanco Vanegas, Natalia Jeaneth Carmona Valencia
and Ángela Liceth Pérez Rendón
CHAPTER TWO.
Lesbian visibility: between control and family silence.................................................35
Mireya Ospina Botero and Carolina Carmona Castilla
CHAPTER THREE.
New centralities in the city of Pereira, 1990-2019 .......................................................65
Cesar Augusto Castaño Galvis
CHAPTER FOUR.
Bibliometric analysis of scientific publications on the effect of roots
on slope stability ...........................................................................................................95
Alejandro Alzate Buitrago, Raúl Alberto Gaviria Valencia,
César Augusto Peñuela Meneses, Carlos Alberto Ospina Parra
CHAPTER FIVE.
Sustainability of local agri-food systems in a municipality of the
Eje Cafetero, Colombia...............................................................................................131
Jaime Cardona Ocampo, Orlando Ospina Salazar
and Julia Arredondo Botero
CHAPTER SIX.
Organizational strategies aimed at the Emberá Chamí unified indigenous
reservation, Inamurcito community located in the municipality of Pueblo
Rico, Risaralda............................................................................................................163
Carla Johana Martínez García and Yenny Marcela Vélez Herrera
CHAPTER SEVEN.
Psychomotor profile of children between 4 and 5 years old in the city
of Pereira, Colombia ...................................................................................................199
Jhonatan Gonzalez-Santamaría and Claudia Jimena Lopez-Garcia
CHAPTER EIGHT.
Analysis of assembly tasks without the use of vision: an opportunity
for the design of support technologies in manufacturing environments.....................217
Gustavo Adolfo Peña Marín, Carlos Andrés Quintero Diaztagle
and Juan Diego Gallego Góme
Climate Services for Resilient Development (CSRD) Partnership’s work in Latin America
The Climate Services for Resilient Development (CSRD)
Partnership is a private-public collaboration led by USAID,
which aims to increase resilience to climate change in
developing countries through the development and
dissemination of climate services. The partnership
began with initial projects in three countries: Colombia,
Ethiopia, and Bangladesh. The International Center for
Tropical Agriculture (CIAT) was the lead organization for
the Colombian CSRD efforts – which then expanded to
encompass work in the whole Latin American region
The Teaching of Vocabulary through the Multisensory Approach to EFL Third Age Adults in a Public Nursing Home in Pereira, Colombia
El aprendizaje del idioma inglés es un proceso que conlleva beneficios cognitivos, personales, sociales y de crecimiento. Esta investigación cualitativa tuvo como objetivo integrar a una población de adultos mayores en lecciones de vocabulario en inglés basadas en los principios de la teoría de la andragogía
The Research Journey as a Challenge Towards New Trends
The academic community of the department of Risaralda, in its permanent interest in evidencing the results of the research processes that are carried out from the Higher Education Institutions and as a product of the VI meeting of researchers of the department of Risaralda held in November 2021 presents its work: “The journey of research as a challenge towards new trends”, which reflects the result of the latest research and advances in different lines of knowledge in Agricultural Sciences, Health Sciences, Social Sciences and Technology and Information Sciences, which seek to solve and meet the demands of the different sectors.
This work would not have been possible without the help of each of the teachers, researchers and authors who presented their articles that make up each of the chapters of the book, to them our gratitude for their commitment, dedication and commitment, since their sole purpose is to contribute from the academy and science to scientific and technological development in the search for the solution of problems and thus contribute to transform the reality of our society and communities. We also wish to extend our
gratitude to the institutions of the Network that made this publication possible: UTP, UCP, UNAD, UNIREMINGTON; UNISARC, CIAF, Universidad Libre, Uniclaretiana, Fundación Universitaria Comfamiliar and UNIMINUTO, institutions that in one way or another allowed this work to become a reality, which we hope will be of interest to you.Preface............................................................................................................................7
Chapter 1. Technologies and Engineering
Towards a humanization in Engineering using soft skills in training
in Engineers.............................................................................................................11
Omar Iván Trejos Buriticá1, Luis Eduardo Muñoz Guerrero
Innovative materials in construction: review from a bibliometric
analysis....................................................................................................................27
Cristian Osorio Gómez, Daniel Aristizábal Torres, Alejandro Alzate Buitrago,
Cristhian Camilo Amariles López
Bibliometric review of disaster risk management: progress, trends,
and challenges.........................................................................................................51
Alejandro Alzate Buitrago, Gloria Milena Molina Vinasco.
Incidence of land coverage and geology, in the unstability of lands
of the micro-basin of the Combia creek, Pereira, Risaralda....................................73
Alejandro Alzate Buitrago, Daniel Aristizábal Torres.
Chapter 2. Arts, Humanities, and Social Sciences
Training experience with teachers teaching mathematics using the
inquiry methodology ...............................................................................................95
Vivian Libeth Uzuriaga López, Héctor Gerardo Sánchez Bedoya.
Interpretation of the multiple representations of the fears associated
to the boarding of limited visual patients in the elective I students’ written
productions and low vision ...................................................................................113
Eliana Bermúdez Cardona, Ana María Agudelo Guevara, Caterine Villamarín Acosta.
The relevance of local knowledge in social sciences............................................131
Alberto Antonio Berón Ospina, Isabel Cristina Castillo Quintero.
Basic education students’ conceptions of conflict a view from the peace
for the education....................................................................................................143
Astrid Milena Calderón Cárdenas,Carolina Aguirre Arias, Carolina Franco Ossa,
Martha Cecilia Gutiérrez Giraldo, Orfa Buitrago.
Comprehensive risk prevention in educational settings: an interdisciplinary
and socio-educational approach ............................................................................163
Olga María Henao Trujillo, Claudia María López Ortiz.
Chapter 3. Natural and Agricultural Sciences
Physicochemical characterization of three substrates used in the deep
bedding system in swine .......................................................................................175
Juan Manuel Sánchez Rubio, Andrés Felipe Arias Roldan, Jesús Arturo Rincón Sanz,
Jaime Andrés Betancourt Vásquez.
Periodic solutions in AFM models........................................................................187
Daniel Cortés Zapata, Alexander Gutiérrez Gutiérrez.
Phenology in flower and fruit of Rubus glaucus benth. Cv. Thornless
in Risaralda: elements for phytosanitary management .........................................199
Shirley Palacios Castro, Andrés Alfonso Patiño Martínez, James Montoya Lerma,
Ricardo Flórez, Harry Josué Pérez.
Socio-economic and technical characterization of the cultivation of
avocado (Persea americana) in Risaralda..............................................................217
Andrés Alfonso Patiño Martínez, Kelly Saudith Castañez Poveda, Eliana Gómez Correa.
Biosecurity management in backyard systems in Santa Rosa de Cabal,
Risaralda................................................................................................................227
Julia Victoria Arredondo Botero, Jaiver Estiben Ocampo Jaramillo, Juan Sebastián Mera Vallejo,
Álvaro de Jesús Aranzazu Hernández.
CONTENTS
Physical-chemical diagnosis of soils in hillside areas with predominance
of Lulo CV. La Selva production system in the department of Risaralda.............241
Adriana Patricia Restrepo Gallón, María Paula Landinez Montes, Jimena Tobón López.
Digestibility of three concentrates used in canine feeding....................................271
María Fernanda Mejía Silva, Valentina Noreña Sánchez, Gastón Adolfo Castaño Jiménez.
Chapter 4. Economic, Administrative, and Accounting Sciences
Financial inclusion in households from socioeconomic strata 1 and 2 in
the city of Pereira ..................................................................................................285
Lindy Neth Perea Mosquera, Marlen Isabel Redondo Ramírez, Angélica Viviana Morales.
Internal marketing strategies as a competitive advantage for the company
Mobilautos SAS de Dosquebradas........................................................................303
Inés Montoya Sánchez, Sandra Patricia Viana Bolaños, Ana María Barrera Rodríguez.
Uses of tourist marketing in the tourist sector of the municipality of Belén
de Umbría, Risaralda.............................................................................................319
Ana María Barrera Rodríguez, Paola Andrea Echeverri Gutiérrez, María Camila Parra Buitrago,
Paola Andrea Martín Muñoz, Angy Paola Ángel Vélez, Luisa Natalia Trejos Ospina.
Territorial prospective of Risaralda department (Colombia), based on
the SDGS...............................................................................................................333
Juan Guillermo Gil García, Samanta Londoño Velásquez.
Chapter 5. Health and Sports Sciences
Performance evaluation in times of pandemic. What do medical
students think?.......................................................................................................353
Samuel Eduardo Trujillo Henao, Rodolfo A. Cabrales Vega, Germán Alberto Moreno Gómez.
The relevance of the therapist’s self and self-reference in the training
of psychologists.....................................................................................................371
Maria Paula Marmolejo Lozano, Mireya Ospina Botero.
Habits related to oral health which influence lifestyle of elder people
in a wellness center for the elderly in Pereira 2020. .............................................387
Isadora Blanco Pérez, Olga Patricia Ramírez Rodríguez, Ángela María Rincón Hurtado.
Analysis of the suicide trend in the Coffee Region in Colombia during
the years 2012-2018 ..............................................................................................405
Germán Alberto Moreno Gómez, Jennifer Nessim Salazar, Jairo Franco Londoño,
Juan Carlos Medina Osorio.
Hind limb long bone fractures in canines and felines...........................................419
María Camila Cruz Vélez, Valentina Herrera Morales, Alba Nydia Restrepo Jiménez, Lina
Marcela Palomino, Gabriel Rodolfo Izquierdo Bravo.
Prevalence of overweight and obesity in children in the rural and urban
area of Risaralda....................................................................................................439
Angela María Álvarez López, Angela Liceth Pérez Rendón, Alejandro Gómez Rodas,
Luis Enrique Isaza Velásquez.
Chapter 6. Architecture, Design and Advertising
The artisan crafts of Risaralda, characteristics, importance, and risks
within the Colombian Coffee Cultural Landscape, CCCL....................................457
Yaffa Nahir Ivette Gómez Barrera, Javier Alfonso López Morales
Implementing storytelling technique to teach english language skills
Este proyecto de aula se llevó a cabo en una escuela primaria pública de Pereira con alumnos de quinto grado por un profesor en práctica y dos observadores del programa de licenciatura en lengua inglesa de la UTP. El objetivo de este proyecto fue la implementación de la técnica de contar historias con el fin de enseñar habilidades del idioma inglés y ver el impacto que iba a tener en los estudiantes de primaria. Este proyecto se llevó a cabo a través de clases de inglés normales, haciendo uso de historias como una fuente principal para recopilar datos sobre las respuestas de los estudiantes hacia esta implementación. La información recogida se manifestó en diferentes informes de observaciones y en el diario de la profesora en práctica. Además, con el fin de tener una idea clara de lo que trataría el proyecto, tuvimos en cuenta la definición de los diferentes conceptos tales como, la técnica de contar historias, habilidades lingüísticas, las características de una historia y la importancia que esta tiene para los estudiantes de idiomas. También hemos incluido una revisión de la literatura que nos dio un apoyo teórico en algunos estudios relacionados que se llevaron a cabo de manera similar o que estaban estrechamente relacionados con la intención de nuestro proyecto. Una vez que se aplicó la metodología de este proyecto de aula, los resultados fueron expuestos en tres etapas diferentes; crecimiento profesional, las respuestas de los estudiantes y los resultados lingüísticos. Los datos obtenidos revelaron que los estudiantes se sintieron motivados al tener historias para sus clases de inglés y se sentían comprometidos al tener la información visual relacionada con sus preferencias. La profesora en práctica y los observadores se enteraron de que el diseño de la planificación y material de la lección fueron relevantes ya se tenían en mente las necesidades de los estudiantes con relación a la clase. Los estudiantes también tuvieron buenos resultados al final de cada implementación después de tener un taller en el que se suponía debían completar una actividad o tarea exigida en cada intervención
Forced displacement and internal migration in Colombia, 1992-2004
This document deconstructs the issue of forced displacement in Colombia, focusing on the period 1992 – 2004, and has two main methodological features. The first is its interdisciplinary approach, which is both sociological and economic. The second is its multilevel orientation, which aims to tackle forced displacement in Colombia on the individual, community and aggregate levels. Given the lack of interdisciplinary theoretical approaches to forced migration, I propose a new one, based on bounded rationality from economic theory and using Castles (2003) and Richmond (1988) for the sociology of forced migration. In order to properly characterise the concept of forced displacement as one of the many modalities of migration, my literature review expands on the thesis’ remit, both in time and scope, including studies of internal migration in Colombia, between 1960 and 2004. The review reveals some interesting lacunas and regularities in the study of forced migration in Colombia: the lack of interdisciplinary studies, the lack of consensus about the real dimension of forced displacement in Colombia - as a consequence of the divergent and hence unreliable nature of current statistics - the historic role of violence for flows of migration in Colombia, the importance of land appropriation and illegal economic activities as catalysts for the decision to migrate, and the specific profiles of gender and ethnic backgrounds. These issues are addressed in three chapters: one concentrates on deconstructing the different statistics available for forced displacement in Colombia, the systems devoted to collect them and the subjective reasons that may explain the differences between them: another evaluates the recurrence of specific patterns of ethnic background and gender among a displaced community and the third evaluates he lack of social cohesion as anomie, through applying the scale of Srole (1956) as used by Lipman and Havens (1965) in their study of the anomie among displaced people in Colombia
Formative research contributions to the development of Risaralda
Es importante establecer y visibilizar a los estudiantes los beneficios relacionados con
la formación en investigación, dentro de los cuales encontramos el fortalecimiento de
las capacidades de liderazgo así como el compromiso activo y las experiencias en
independencia y colaboración. Así mismo, la formación integral hacia una mayor
apreciación del valor de la literatura disciplinaria, generando de esta manera habilidades
de pensamiento crítico, indagación y análisis. Además, esto permite forjar la confianza
en sí mismo para presentar las propias ideas a la comunidad, permitiendo al estudiante
la preparación de futuras actividades académicas, incluidos estudios de posgrado.
La investigación formativa tiene como propósito la difusión de la información existente
y permitir que el estudiante la integre como conocimientos, considerándolo como un
aprendizaje permanente y necesario. Uno de los principales problemas que debe
enfrentar la investigación formativa es el número de docentes con las capacidades
necesarias para generar en el estudiante capacidades investigativas, exigiendo al
profesor universitario adoptar una actitud contraria al objeto de enseñanza, generando
un carácter complejo y dinámico del conocimiento.CONTENTS
RETOS DE LA INVESTIGACIÓN EN PREGRADO..................................................5
CHALLENGES OF UNDERGRADUATE RESEARCH.............................................9
German Oved Acevedo Osorio
CHAPTER 1
HEALTH AND SPORTS SCIENCES
FACTORS ASSOCIATED WITH EXACERBATIONS OR CRISIS
EVENTS OF CHRONIC NON COMMUNICABLE DISEASES.........................13
Giovanni García Castro, Sandra Milena Bedoya Gaviria,
Isabela Patiño Pulgarín y Valentina Valencia Flórez
ORAL ANTICOAGULATION IN PATIENTS WITH NON-VALVULAR ATRIAL
FIBRILLATION IN A UNIVERSITY HOSPITAL
IN COLOMBIA.....................................................................................................29
María Leonor Galindo Márquez, Adrian Giraldo Diaconeasa,
Juan Darío Franco Ramírez y Eduardo Ramírez Vallejo
PERFORMANCE IN INITIAL TRAUMAASSESSMENT
OF EMERGENCY TEAMS FROM PREHOSPITAL CARE TEAMS..................43
Giovanni García Castro, Yamileth Estrada Berrio, Manuela Aguirre Torres
e Isabella Díaz Leal
ACADEMIC TRAINING AND WORKING CONDITIONS OF
NURSING PROFESSIONALS IN PEREIRA - RISARALDA 2020.....................55
Miguel Ángel Gómez Puerta, Laura Isabel Orozco Santamaría,
Alexandra Villa Patiño y Gladys Judith Basto Hernández
EFFECTS OF DYNAMIC TAPE WITH ANTI-VALGUS
APPLICATION ON VERTICAL JUMP PERFORMANCE IN
PHYSICALLY ACTIVE WOMEN: A CASE STUDY ..........................................73
María Camila Arias Castro, Alejandro Gómez Rodas
y Ángela María Cifuentes Ríos
PROPOSAL OF CARE FOR DIAGNOSTIC PREVALENT NURSES
IN AN EMERGENCY DEPARTMENT................................................................89
Tatiana Restrepo Pérez, Jessica Viviana Ríos Uribe,
Anyi Daniela Lemos Córdoba, Anyi Katherine Mapura Benjumea
and Mónica Margarita Barón Castro
FACTORS AND CONCEPTS ASSOCIATED WITH THE INITIATION
OF CIGARETTE CONSUMPTION IN UNIVERSITY STUDENTS
OF PEREIRA, COLOMBIA ............................................................................... 113
Giovanni García Castro, Claudia Milena Bernal Parra,
Natalia Cardona Arroyave, Brahiam Stiven Moreno Bustamante
y Daniela Ospina Sierra
CHAPTER 2
ECONOMIC, ADMINISTRATIVE AND ACCOUNTING SCIENCES
TECHNICAL-FINANCIAL EVALUATION OF BEAN (PHASEOLUS
VULGARIS) VARIETY CARGAMANTO IN THE VILLAGE OF
THE MUNICIPALITY OF SIBUNDOY IN THE DEPARTMENT
OF PUTUMAYO ................................................................................................ 131
Adriana María Cuervo Rubio, Alejandra Arango Baranza
IMPLEMENTATION OF THE NIF IN MICRO-ENTERPRISES
OF PEREIRA CITY ............................................................................................ 151
Laura Cortes Correa y Nataly Andrea Gutiérrez
STRATEGIC FRAMEWORK FOR SUSTAINABLE PRODUCTION
IN COLOMBIA................................................................................................... 163
Paulina Murillo Gómez, Manuela Ramírez Osorio, Laura Juliana Rodríguez Henao,
Lindy Neth Perea Mosquera, Isabel Redondo Ramírez
SUSTAINABLE INNOVATION IN MANUFACTURING INDUSTRY........... 179
Mariana Buitrago Zuleta, Laura Juliana Rodríguez Henao,
Lindy Neth Perea Mosquera y Marlen Isabel Redondo Ramírez
CHAPTER 3
ARTS, HUMANITIES AND SOCIAL SCIENCES
PERSONAL AND FAMILY CHANGES OF UNDERGRADUATE
PSYCHOLOGY STUDENTS. IS A PROGRAM IN PSYCHOLOGY
A PATHWAY TO PERSONALAND FAMILY CHANGE?...................................197
Linda Michelle De La Torre Álvarez, Mireya Ospina Botero
PREGNANT MOTHERS DEPRIVED OF LIBERTY IN COLOMBIA
AND MEXICO. A LOOK FROM COMPARATIVE LAW .................................225
Mary Luz Vélez Cárdenas, Katherine Almanza
Astrid Milena Calderón Cárdenas
CHAPTER 4
NATURAL SCIENCES
DIFFERENTIAL DIAGNOSIS AND TREATMENT OF CUTANEOUS
LYMPHOMA VS MASTOCYTOMA IN A 9 YEARS OLD CANINE:
CASE REPORT...................................................................................................241
Diana Patricia Diaz García, Stephany Loaiza Pulgarín,
Rafael R. Santisteban Arenas y Juan C. Ramírez Ante
CHAPTER 5
TECHNOLOGÍES AND ENGINEERING
STUDY OF INVENTORY-ROUTING PROBLEM IRP.....................................257
Frank Alejandro Hincapié Londoño, Jhonatan Stiven García Guevara
y Eliana Mirldey Toro Ocamp
Didactic Sequence for the Use of a Video game streaming-based Methodology to Teach Vocabulary to Eleventh Grade Students of a Public Institution in Dosquebradas
This paper presents a didactic sequence which is aimed at developing a video game streaming-based methodology that intends to create a new way of learning English based on the likes of this new generation. The expected results will be that professors and students will find this methodology helpful to improve language learning, as well as an entertaining way to get involved in the English language. We also expect to contribute to language education by using a methodology that takes advantage of technologies that constantly evolve and that are very useful in education.Este artículo presenta una secuencia didáctica que tiene como objetivo desarrollar una metodología basada en streaming de videojuegos la cual busca crear una nueva forma de aprender inglés basadas en los gustos de esta nueva generación. Los resultados esperados serán que profesores y estudiantes encuentren esta metodología útil para mejorar el aprendizaje del idioma, así como una forma entretenida de involucrarse en el idioma inglés. También esperamos contribuir a la educación de idiomas utilizando una metodología que aprovecha las tecnologías que evolucionan constantemente y que son de gran utilidad en la educación.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésContent
Justification............................................................................................................... 11
Objectives............................................................................................................. 14
Learning objectives............................................................................................... 14
Conceptual Framework............................................................................................. 16
Didactic Sequence ................................................................................................ 16
Preparation phase.............................................................................................. 17
Execution phase................................................................................................ 17
Evaluation phase............................................................................................... 17
Video Game Streaming ........................................................................................ 18
Streaming.............................................................................................................. 18
Types of Streaming........................................................................................... 19
Video Games ........................................................................................................ 20
Types of Games................................................................................................ 21
Social Groups Behind Video Games................................................................ 21
Communities of Speech................................................................................ 23
Video Games for Education ............................................................................. 24
Vocabulary............................................................................................................ 26
10
Productive vocabulary ...................................................................................... 26
Receptive vocabulary ....................................................................................... 27
Teaching vocabulary......................................................................................... 28
Literature Review ..................................................................................................... 29
Methodology............................................................................................................. 34
Type of project...................................................................................................... 34
Context and Participants....................................................................................... 34
Practitioners’ role: ............................................................................................ 35
Instructional Design.............................................................................................. 35
Ethical considerations............................................................................................... 53
Conclusions .............................................................................................................. 55
References ................................................................................................................ 57
Appendix 1: Lesson plan .......................................................................................... 6
Implementing a collaborative writing workshop using Google Docs in a bilingual high school
La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de
este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura.
Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura.Collaborative writing has been extensively researched due to its effects on the development of
students’ writing skills. Nonetheless, there are few studies in Colombia on its implementation using
online word-processing applications such as Google Docs. This platform in particular contains
features that can be used to facilitate collaborative writing in language classrooms. The present
classroom project aimed at using Google Docs to improve students’ writing performance in English
at a bilingual public institution in Pereira, Colombia. Thus, collaborative writing was used as the
teaching methodology with eleventh-grade students to implement a ten-lesson workshop for the
composition of descriptive texts. Data was collected through instruments such as teacher journals,
class observations, students’ artifacts, and a student perception survey. The findings showed the
development of learners’ writing proficiency in English and also provided insights into the usage of
this approach to teaching compositional skills. Furthermore, the teacher-practitioners who
conducted the execution process of this classroom project enhanced their teaching skills when it
came to promoting writing abilities. In addition, students perceived Google Docs as a manageable
tool to use in their learning process. Finally, the results obtained displayed improvements in
students' writing and interpersonal skills, illustrating the relevance and effectiveness of using
innovative technologies and teaching methods in writing.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of contents
Justification................................................................................................................................... 10
Objectives ..................................................................................................................................... 14
Teaching Objectives................................................................................................................. 14
General Objective................................................................................................................ 14
Specific Teaching Objectives.............................................................................................. 15
Learning Objectives................................................................................................................. 15
General Learning Objective ................................................................................................ 15
Specific Learning Objectives .............................................................................................. 15
Theoretical Framework................................................................................................................. 15
Literature Review..................................................................................................................... 16
Conceptual Framework ............................................................................................................ 19
Writing................................................................................................................................. 19
Elements of Writing........................................................................................................ 20
Writing Fluency. ............................................................................................................. 20
Academic Writing ............................................................................................................... 21
Descriptive Writing ............................................................................................................. 22
Writing in EFL .................................................................................................................... 22
Teaching Writing................................................................................................................. 23
Teaching Writing Stages................................................................................................. 23
Approaches to Teaching Writing to English Language Learners................................... 24
Assessment in Writing......................................................................................................... 25
Collaborative Learning........................................................................................................ 26
Collaborative Writing.......................................................................................................... 26
Implementing Collaborative Writing.............................................................................. 27
Stages for Implementing Collaborative Writing............................................................. 27
Interaction in Collaborative Writing............................................................................... 28
The Use of Online Learning Tools...................................................................................... 29
Google Docs........................................................................................................................ 29
Implementing Collaborative Writing Using Google Docs.................................................. 30
Methodology................................................................................................................................. 31
Context ..................................................................................................................................... 31
Setting ...................................................................................................................................... 32
Participants............................................................................................................................... 32
Students’ Profile .................................................................................................................. 32
Practitioners......................................................................................................................... 33
Instructional Design ................................................................................................................. 33
Methodological Approach................................................................................................... 33
Implementation.................................................................................................................... 34
Assessment and Reflection.................................................................................................. 36
Data Collection Instruments..................................................................................................... 37
Teachers’ Journals............................................................................................................... 37
Class Observations .............................................................................................................. 37
Students’ Artifacts............................................................................................................... 38
Student Perception Survey .................................................................................................. 38
Results........................................................................................................................................... 39
Linguistic Outcomes ................................................................................................................ 39
Enhanced Writing Competence through Collaborative Writing ......................................... 39
Work Division and Interaction ............................................................................................ 44
Peer Feedback and Metalinguistic Awareness Enhancement ............................................. 45
Students' Responses ................................................................................................................. 48
Interpersonal Skills and Teamwork..................................................................................... 48
Students' Attitudes Toward Collaboration .......................................................................... 49
Students’ Attitudes Towards the Use of Google Docs for Collaborative Writing .............. 52
Professional Growth................................................................................................................. 54
Lesson Planning and Execution........................................................................................... 54
Assessment .......................................................................................................................... 55
Use of Translators and Bilingual Dictionaries .................................................................... 57
Conclusion .................................................................................................................................... 58
Limitations.................................................................................................................................... 59
Pedagogical Implications.............................................................................................................. 60
References..................................................................................................................................... 61
Appendices.................................................................................................................................... 72
Appendix A .............................................................................................................................. 72
Appendix B .............................................................................................................................. 74
Appendix C .............................................................................................................................. 75
Appendix D .............................................................................................................................. 78
Appendix E............................................................................................................................... 7
Migration, remittances and development :constructing Columbian migrants as transnational financial subjects
PhD ThesisIn recent years, remittances have been hailed as potential drivers of economic development in migrant-sending countries. Over four million Colombians (around 10% of Colombia‘s population) reside abroad and the UK is their second most favoured destination in Europe. Approximately 100,000 Colombians live and work in London and, in turn, the UK is the fourth biggest source of remittances to Colombia. In recent years, the Colombian Government has introduced policies to make their citizens abroad an integral part of a reconstituted definition of the Colombian nation. It has sought to render migrants as agents of economic development by channelling their remittances towards ‗productive investment‘. The main component of this investment is mortgage-financed housing. To this end, the government has promoted ‗Mi casa con remesas‘, a model of housing finance for people who receive remittances periodically from their family members abroad, and sponsored housing/property fairs for Colombian migrants in their main cities of destination in the global north: Madrid, London, New York and Miami.
This thesis situates the Colombian government‘s narratives around the use of remittances to finance housing investment within broader discourses of development and neoliberalism and the strategies and experiences of accessing housing articulated by Colombian migrants in London and their households in the Coffee Region of Colombia. Based on empirical data collected at both ends of the migration network, it argues that the conception of migrants as agents of development – and hence as transnational financial subjects – is tightly linked to wider attempts at the institutionalisation of the transnational social field. These attempts are embedded in ideologically-driven discourses of citizenship that privilege financial markets as the medium for individuals‘ and households‘ socioeconomic reproduction. Furthermore, they displace the responsibility for economic development from the state to its citizens (at home and abroad) and bring to the fore investment as the preferred mechanism for the ‗proper‘ use of remittances and through which migrant households‘ connection to broader circuits of capital and finance can be exploited. Although housing is a growing component of remittances expenditure, for the most part, Colombians in London are not embracing their newly-assigned financial subjectivities but are instead using alternative channels for housing acquisition and financing.
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