Attitudes regarding gang affiliation of select adolescent boys residing in group homes

This study contains a program evaluation of a four week series of group sessions, involving a variety of group activites, including role plays, exposure to a former gang member, and group dialogues on a variety of topics, to determine whether the program caused a change in the attitudes of adolescent males residing in group homes regarding gang affiliation. The research utilized a convenience sample, utilizing male residents of Fields Comprehensive Group Homes, between the ages of 15 and 18, residing at one of two affiliated locations. Each location housed six adolescent boys. One group home was randomly selected as the experimental group. and the other became the comparison group. Both group homes were equivalent in nature, with similar clientele, residing in a similar geographic location. The research suggests that specialized gang deaffiliation therapy may assist youth as risk

Didactic proposal for the improvement of the teaching and learning of philosophy at the José Antonio Galán Educational Institution in Floridablanca - Santander

La presente investigación tiene como propósito fundamental diseñar y desarrollar una unidad didáctica que permita mejorar el proceso de la enseñanza de la filosofía con los estudiantes de grado décimo de la institución educativa José Antonio Galán de Floridablanca – Santander. Para ello, se analiza la forma de enseñanza de la filosofía en la praxis educativa, se reconocen los medios actuales y la fluidez del proceso de transposición didáctica, a partir de los logros de competencias identificados en los estudiantes y finalmente, se evalúa el proceso didáctico desarrollado en la investigación. La metodología de la investigación se basa en un enfoque mixto con un diseño de triangulación concurrente con el cual se busca descubrir lo que sucede en el aula de clase de filosofía para aportar datos significativos y lograr desarrollarlos, graficarlos e interpretarlos y así intervenir adecuadamente en la realidad particular de cada clase de filosofía. Con base en la información recolectada a la muestra de treinta y cinco estudiantes y a los instrumentos aplicados: cuestionario sociodemográfico, encuesta, test y postest se planteó y evaluó una propuesta pedagógica basada en estrategias didácticas con la que se confirmó que el diseño y el desarrollo de una unidad didáctica de aprendizaje significativo permite mejorar el proceso de la enseñanza y aprendizaje de la filosofía en la institución educativa.CAPÍTULO 1: PLANTEAMIENTO DEL PROBLEMA CAPÍTULO 2: REVISIÓN DE LITERATURA CAPÍTULO 3: METODOLOGÍA CAPÍTULO 4: RESULTADOS CAPÍTULO 5: CONCLUSIONES ANEXOSMaestríaThe main purpose of this research is to design and develop a didactic unit that allows improving the teaching process of philosophy with tenth grade students of the José Antonio Galán educational institution in Floridablanca - Santander. For this, the way of teaching philosophy in educational praxis is analyzed, the current means and the fluidity of the didactic transposition process are recognized, based on the achievements of competences identified in the students and finally, the didactic process is evaluated. developed in the research. The research methodology is based on a mixed approach with a concurrent triangulation design with which it is sought to discover what happens in the philosophy classroom to provide significant data and to develop, graph and interpret them and thus intervene appropriately in the particular reality of each kind of philosophy. Based on the information collected from the sample of thirty-five students and the instruments applied: sociodemographic questionnaire, survey, test and post-test, a pedagogical proposal based on didactic strategies was proposed and evaluated, which limits the design and development of a didactic unit of significant learning allows to improve the teaching and learning process of philosophy in the educational institution

A New Procedure to Detect Low Interaction Honeypots

Honeypots  systems  are   an   important  piece  of   the   network  security infrastructure and can be deployed to accomplish different purposes such as: network sensing, capturing and learning about 0-day exploits, capturing and analyzing of black hat techniques, deterring black hats and data gathering for doing  statistical  analysis  over  the  Internet  traffic,  among  others. Nevertheless, all honeypots need to look like real systems, due to if a honeypot is unmasked, it loses its value. This paper presents a new procedure to detect low interaction honeypots, through HTTP request, regardless honeypot architecture. It is important to mention that Low Interaction Honeypots network services need to be improved in order to get trustworthy information. Otherwise, it should consider data obtained by low interaction honeypots like inaccurate and unreliable information.DOI:http://dx.doi.org/10.11591/ijece.v4i6.688

English Is It! (ELT Training Series). Vol. 10

Grup de treball ICE-UB:From English Acquisition to English Learning and Teachin

Sistematización de experiencias de la práctica profesional del rol del psicólogo/a educativo en el proceso de educación inclusiva del Colegio Espíritu Santo Marianistas de Girardot, durante 2019-2 y 2020-1.

Identificar y desarrollar las competencias del psicólogo/a educativo en el proceso de educación inclusiva en el Colegio Espíritu Santo Marianistas de Girardot.La sistematización de la experiencia que a continuación se desarrolla, se fundamenta en la práctica profesional realizada en Colegio Espíritu Santo Marianistas del municipio de Girardot. Planteándose como objetivo general “Identificar y desarrollar las competencias del psicólogo/a educativo en el proceso de educación inclusiva en el Colegio Espíritu Santo Marianistas de Girardot”. La práctica se soporta a partir de la propuesta metodológica de Oscar Jara Holliday “Orientaciones teórico-prácticas para la sistematización de experiencias” que hace referencia al aprendizaje crítico de la experiencia en donde junta los procesos históricos y sociales dinámicos. En la elaboración de la planeación nos ubicaremos desde estos cinco pilares Identificación y caracterización de los estudiantes realizada por el psicólogo educativo, Implementación del decreto 1421 del 20017 con la creación de los Planes Individuales de Ajustes Razonables (PIAR), consentimiento informado del proceso de inclusión; acompañamiento al aula regular de los procesos de inclusión para la adaptación al contexto escolar y las capacitaciones pertinentes para los docentes que sean necesarias para fortalecer el proyecto; apoyo psicosocial a los padres de familia; y diferentes herramientas fundamentales para alcanzar los objetivos propuestos en la sistematización, desde un enfoque cualitativo con diseño critico social, con el fin de descubrir, construir e interpretar la realidad del proceso de inclusión visto desde la psicología educativa, pretendiendo recabar la información existente para transformarla en una realidad funcional en beneficio de la educación .The systematization of the experience that follows is based on the Professional practice carried out at Colegio Espíritu Santo Marianistas in the municipality of Girardot. Setting as a general objective "Identify and develop the competencies of the educational psychologist in the inclusive education process at the Espiritu Santo Marianistas de Girardot School". The practice is supported from the methodological proposal of Oscar Jara Holliday “Theoretical-practical orientations for the systematization of experiences” that refers to the critical learning of the experience where it joins the dynamic historical and social processes. In the elaboration of the planning we will locate ourselves from these five pillars Identification and characterization of the students carried out by the educational psychologist, Implementation of decree 1421 of 20017 with the creation of the Individual Plans of Reasonable Adjustments (PIAR); accompaniment to the regular classroom of the inclusion processes for adaptation to the school context and the relevant training for teachers that are necessary to strengthen the project; psychosocial support for parents; and different fundamental tools to achieve the objectives proposed in the systematization, from a qualitative approach with a critical social design, in order to discover, build and interpret the reality of the inclusion process seen from educational psychology, seeking to collect the existing information to transform it in a functional reality for the benefit of education

Los cultivos en azoteas como estrategia para el aprendizaje de plantas alimenticias de la región con estudiantes del grado 4° del Centro Educativo el Garcero en el municipio de Mosquera Nariño.

Se plantea la implementación de cultivos en azoteas para el conocimiento de plantas alimenticias de la región con el objetivo de crear un espacio donde los estudiantes pueden participar de forma activa adquiriendo nuevos conocimientos en una forma práctica teniendo en cuenta que éstas proporcionan múltiples opciones de trabajo como el desarrollo de las competencias en las ciencias naturales, favoreciendo el desarrollo de procesos habilidades valores socio culturales cognitivos y conductuales. El propósito del presente trabajo es analizar la presencia de dichas competencias desde las bases de la implementación pedagógica en el contexto educativo institucional articulando a los sabedores y adultos mayores con sus conocimientos tradicionales en el tema. A través del enfoque cualitativo, método descriptivo y el paradigma critico social, logrando los resultados para la transformación en cuanto la visión de cultivos de plantas alimenticias con la posibilidad de orientar el aprendizaje fortaleciendo esta problemática a partir de la implementación de la azotea promoviendo la sana convivencia, él trabajó colaborativo, practico, comunitario, social, el conocimiento del uso, siembra y aprovechamiento de las plantas alimenticias como resultados integrales para la implementación pedagógicaThe implementation of rooftop crops is proposed for the knowledge of food plants in our región with the aim of creating a space where students can participate actively acquiring new knowledge in a practical way, taking into account that they provide multiple work options as the development of competences in the natural sciences for the development of processes, abilities, socio-cultural, cognitive and conductive values. The purpuse of this paper is to analyze the presence of these competences from the bases of pedagogical implementation in the institucional educacional context, with the participación of the knowers and seniors with their traditional knowledge on the subject thorugh the qualitative approach, descriptive method and the social critcal paradigm achieving the results for the transformation in terms of t growing food crops with the possibility of leading, learnig strengthening this problem from the implementation of this strategy , promoting healty coexistence, collaborative practical and social work knowledge and the use of food plants as integral results for pedagogical implementatio

Sistematización de experiencias de la práctica profesional del rol del psicólogo/a educativo en el proceso de educación inclusiva del Colegio Espíritu Santo Marianistas de Girardot, durante 2019-2 y 2020-1.

Identificar y desarrollar las competencias del psicólogo/a educativo en el proceso de educación inclusiva en el Colegio Espíritu Santo Marianistas de Girardot.La sistematización de la experiencia que a continuación se desarrolla, se fundamenta en la práctica profesional realizada en Colegio Espíritu Santo Marianistas del municipio de Girardot. Planteándose como objetivo general “Identificar y desarrollar las competencias del psicólogo/a educativo en el proceso de educación inclusiva en el Colegio Espíritu Santo Marianistas de Girardot”. La práctica se soporta a partir de la propuesta metodológica de Oscar Jara Holliday “Orientaciones teórico-prácticas para la sistematización de experiencias” que hace referencia al aprendizaje crítico de la experiencia en donde junta los procesos históricos y sociales dinámicos. En la elaboración de la planeación nos ubicaremos desde estos cinco pilares Identificación y caracterización de los estudiantes realizada por el psicólogo educativo, Implementación del decreto 1421 del 20017 con la creación de los Planes Individuales de Ajustes Razonables (PIAR), consentimiento informado del proceso de inclusión; acompañamiento al aula regular de los procesos de inclusión para la adaptación al contexto escolar y las capacitaciones pertinentes para los docentes que sean necesarias para fortalecer el proyecto; apoyo psicosocial a los padres de familia; y diferentes herramientas fundamentales para alcanzar los objetivos propuestos en la sistematización, desde un enfoque cualitativo con diseño critico social, con el fin de descubrir, construir e interpretar la realidad del proceso de inclusión visto desde la psicología educativa, pretendiendo recabar la información existente para transformarla en una realidad funcional en beneficio de la educación .The systematization of the experience that follows is based on the Professional practice carried out at Colegio Espíritu Santo Marianistas in the municipality of Girardot. Setting as a general objective "Identify and develop the competencies of the educational psychologist in the inclusive education process at the Espiritu Santo Marianistas de Girardot School". The practice is supported from the methodological proposal of Oscar Jara Holliday “Theoretical-practical orientations for the systematization of experiences” that refers to the critical learning of the experience where it joins the dynamic historical and social processes. In the elaboration of the planning we will locate ourselves from these five pillars Identification and characterization of the students carried out by the educational psychologist, Implementation of decree 1421 of 20017 with the creation of the Individual Plans of Reasonable Adjustments (PIAR); accompaniment to the regular classroom of the inclusion processes for adaptation to the school context and the relevant training for teachers that are necessary to strengthen the project; psychosocial support for parents; and different fundamental tools to achieve the objectives proposed in the systematization, from a qualitative approach with a critical social design, in order to discover, build and interpret the reality of the inclusion process seen from educational psychology, seeking to collect the existing information to transform it in a functional reality for the benefit of education

Virtual Excursions: a new way to explore science in class

The educational platform Virtual Science Hub (ViSH) has been developed as part of the GLOBAL excursion European project. ViSH (http://vishub.org/) is a portal where teachers and scientist interact to create virtual excursions to science infrastructures. The main motivation behind the project was to connect teachers - and in consequence their students - to scientific institutions and their wide amount of infrastructures and resources they are working with. Thus the idea of a hub was born that would allow the two worlds of scientists and teachers to connect and to innovate science teaching. The core of the ViSH?s concept design is based on virtual excursions, which allow for a number of pedagogical models to be applied. According to our internal definition a virtual excursion is a tour through some digital context by teachers and pupils on a given topic that is attractive and has an educational purpose. Inquiry-based learning, project-based and problem-based learning are the most prominent approaches that a virtual excursion may serve. The domain specific resources and scientific infrastructures currently available on the ViSH are focusing on life sciences, nano-technology, biotechnology, grid and volunteer computing. The virtual excursion approach allows an easy combination of these resources into interdisciplinary teaching scenarios. In addition, social networking features support the users in collaborating and communicating in relation to these excursions and thus create a community of interest for innovative science teaching. The design and development phases were performed following a participatory design approach. An important aspect in this process was to create design partnerships amongst all actors involved, researchers, developers, infrastructure providers, teachers, social scientists, and pedagogical experts early in the project. A joint sense of ownership was created and important changes during the conceptual phase were implemented in the ViSH due to early user feedback. Technology-wise the ViSH is based on the latest web technologies in order to make it cross-platform compatible so that it works on several operative systems such as Windows, Mac or Linux and multi-device accessible, such as desktop, tablet and mobile devices. The platform has been developed in HTML5, the latest standard for web development, assuring that it can run on any modern browser. In addition to social networking features a core element on the ViSH is the virtual excursions editor. It is a web tool that allows teachers and scientists to create rich mash-ups of learning resources provided by the e-Infrastructures (i.e. remote laboratories and live webcams). These rich mash-ups can be presented in either slides or flashcards format. Taking advantage of the web architecture supported, additional powerful components have been integrated like a recommendation engine to provide personalized suggestions about educational content or interesting users and a videoconference tool to enhance real-time collaboration like MashMeTV (http://www.mashme.tv/)

Using Administrative Health Data to Define a Cohort of Youth Affected by Chronic Health Conditions: Preparing for Cross-Sectoral Data Linkage

Introduction In Alberta, 2,400 youth with chronic needs transition to adulthood every year, and many are not prepared for this change. Transferring youth from pediatric to adult-oriented care is poorly managed. To improve this process, we need to know how youth patients use health services during this period. Objectives and Approach We used the Alberta Health Services Corporate Data Repository (CDR-9), which collects records of ambulatory visits, to define a cohort of patients with chronic disease using pediatric tertiary care; data is available from 2008 to 2016. Personal health numbers allowed for deterministic data linkage to CDR-9, registry data (e.g., death dates, moves out of province), and area deprivation indices. Eligible patients were: (a) between ages 12-15 years in 2008 (for ≥2 years observation in adulthood, after age 18), (b) involved with a Chronic Care Clinic (CCC) at Alberta Children’s Hospital, and (c) had repeated CCC visits with ≥3 months between visits. Results We identified 26 Chronic Care Clinics (CCC) at Alberta Children’s Hospital (Calgary, Alberta), with stakeholder input. Using CDR-9, a total of 10,111 patients at the hospital were identified who were 12 to 15 years old at the start of the study window (in 2008), and who visited a CCC before age 18. Less than 1% (n=418) were excluded due to moving out of province or having an invalid personal heath number. Final sample sizes were captured across 3 algorithms (A1, A2, A3), based on frequency of CCC visits within a 2-year period: (i) A1: ≥2 CCC visits (N=4123); (ii) A2: ≥3 CCC visits (N=2242); (iii) A3: ≥4 CCC visits (N=1344). Conclusion/Implications Our identified cohort of youth affected by chronic conditions is the first of its kind in Alberta, and can answer important questions about patterns of service utilization in other sectors of care. Our next step is to link the cohort to population-level datasets (e.g., physician claims, NACRS, CIHI-DAD)