Proposal for a didactic unit of Olympic Wrestling: World Wrestling

Wrestling is a natural human activity and it is represented in a large number of countries and cultures. In secondary education, combat sports can help students develop relevant skills and attitudes. Wrestling exercises develop motor, perceptual and affective capacities, since wrestling is a close contact sport. The objective of this work was to design a bilingual teaching unit aimed at the secondary education, where wrestling exercises are used to achieve educational purposes related to learning Olympic Wrestling and fostering situations of communication in English. The didactic unit, called Luchas del Mundo / World Wrestling, will have a recreational and integrative character, and will allow students to relate and communicate with their peers in English during the practical sessions. The didactic unit consists of six sessions, making a journey through different continents and wrestling styles, and finishing with the Olympic wrestling styles. All sessions will follow a similar scheme, starting with a general and specific warm up; following with the main part, in which representative wrestling exercises will be practiced (grips, holds, unbalancing, etc.); and finishing with a cool down, stretches and conclusions. In summary, this proposal follows the contents worked in primary education physical education and tries to promote the practice of Olympic Wrestling in secondary education

Proposal for a didactic unit of Olympic Wrestling: World Wrestling

[ES] La lucha es una actividad natural del ser humano y está representada en una gran cantidad de países y culturas. En la educación secundaria los deportes de lucha pueden ayudar a los estudiantes a desarrollar destrezas y actitudes importantes. Con los ejercicios de lucha se desarrollan capacidades motrices, perceptivas y afectivas, ya que se trata de un deporte de contacto. El objetivo de este trabajo fue diseñar una unidad didáctica bilingüe dirigida a la etapa de secundaria, donde a través de ejercicios de lucha se puedan alcanzar objetivos didácticos relacionados con la lucha olímpica y fomentar situaciones de comunicación en inglés. La unidad didáctica, llamada LuchasdelMundo/WorldWrestling, tendrá un carácter lúdico e integrador, permitiendo relaciones y comunicaciones entre los compañeros/as en las clases prácticas con un leguaje en inglés. Esta propuesta consta de seis sesiones, realizando un recorrido por diferentes continentes y llevando a cabo ejercicios específicos de lucha, para finalizar con las modalidades olímpicas de lucha. Se llevará a cabo un diseño similar a lo largo de todas las prácticas, realizando un calentamiento general y específico; una parte principal, en la que se ejecutarán los ejercicios luctatorios más representativos, como agarres, desequilibrios, inmovilizaciones etc.; y una vuelta a la calma con estiramientos y conclusiones. En definitiva se pretende continuar con los contenidos trabajados en primaria y extender la lucha olímpica en secundaria.[EN] Wrestling is a natural human activity and it is represented in a large number of countries and cultures. In secondary education, combat sports can help students develop relevant skills and attitudes. Wrestling exercises develop motor, perceptual and affective capacities, since wrestling is a close contact sport. The objective of this work was to design a bilingual teaching unit aimed at the secondary education, where wrestling exercises are used to achieve educational purposes related to learning Olympic Wrestling and fostering situations of communication in English. The didactic unit, called LuchasdelMundo/WorldWrestling, will have a recreational and integrative character, and will allow students to relate and communicate with their peers in English during the practical sessions. The didactic unit consists of six sessions, making a journey through different continents and wrestling styles, and finishing with the Olympic wrestling styles. All sessions will follow a similar scheme, starting with a general and specific warm up; following with the main part, in which representative wrestling exercises will be practiced (grips, holds, unbalancing, etc.); and finishing with a cool down, stretches and conclusions. In summary, this proposal follows the contents worked in primary education physical education and tries to promote the practice of Olympic Wrestling in secondary education

Elaboración de propuesta de alimento de doble propósito para aves de corral, a partir de residuos orgánicos, granos de caupí y microorganismos efectivos.

Presenta la elaboración de alimento de doble propósito para aves de corral usando como materia prima cascarilla de arroz, concha de huevo, cáscara de plátano, grasa vacuna, frijol caupí y microorganismos efectivos. Los alimentos formulados cumplen con los requerimientos nutricionales de alimento balanceado propuesto en Revisión del Desarrollo Avícula de la Organización de las Naciones Unidas para la Alimentación y Desarrollo (FAO)

The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19

The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience (N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training (p < 0.01), time (p < 0.05), or research regarding the use of technology in education (p < 0.01) and stress caused by COVID-19 (p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance

Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions

Higher Educational Institutions (HEIs) are responsible for creating healthy and sustainable environments for students and teachers through diverse educational paradigms such as gamification. In this sense, the Healthy People 2030 and the Sustainable Development Goals indicated the imperative to provide inclusive and equitable quality education to promote a healthy environment and life. The principal objective was to analyse the impact of gamification on health development in HEIs, highlighting their positive and negative effects. To achieve such an objective, a bibliometric analysis was carried out. The 257 documents showed no significant increasing trend in the last decade (p > 0.05) related to the pandemic. Most of the publications were conferences (45%), and the few published articles were the documents with more citations (p < 0.001). According to their index in Journal Citation Reports, there were significant differences between the citations of articles published in journals (p < 0.001). The analysis of journal co-citations showed that the leading journals (such as Computers in Human Behavior) had a significant part in the clusters formed (p < 0.001), conditioning also the keywords, especially the term “motivation”. These findings were discussed, concluding that the experimental studies focused on the teachers’ adverse effects are yet to come

Is possible to train health professionals in prevention of high-risk pathogens like the Ebola by using the mobile phone?

Health professionals are a concerning risk population because of the high prevalence of exposure to biological, especially during training that involves procedures implying direct contact with bodily fluids. Notwithstanding, the considerable advance of information and communication technologies (ICTs) during the last decades has provided with the divergence of new paths of research applied to training in the health field, allowing it integration in the field of biological risk prevention. The objectives of this study are: firstly, to estimate the level of knowledge about risk situations and the immediate response capacity of future professionals, prepare health professionals before different scenarios that can be presented in health care, and contribute to the appropriate decision making in possible scenarios. Secondly, to design and develop a mobile web application that, in a fast and ever-present manner, allows the healthcare professional, to have a quick response system that is clear and concise; and to evaluate by health students’ and professionals’ opinions the effectiveness of the technology developed. This study has been structured in two phases: first, to determine the degree of knowledge and compliance of biosecurity measures; and second, to perform a dual evaluation of the application. The survey of graduating students concerning practices has shown that the knowledge of risk prevention is adequate; meanwhile, a dynamic and efficient platform has been obtained, and its double assessment is satisfactory. It has been shown that the incidence of biological accidents is in the mean of the results of previous studies. An upgradeable web platform, ubiquitous and capable of being used in any electronic device available in the market, was obtaine

Percepción docente acerca de las emociones. Validación CAEA / Percepção do professor sobre as emoções. CAEA de validação

Somos conscientes de la necesaria creación de escuelas emocionalmente inteligentes que doten al alumnado de estrategias, herramientas, habilidades y competencias para su adecuado desarrollo socio-personal. Asimismo, dentro de cada contexto aula nos encontramos con numerosos estudiantes carentes de una formación y perfil competencial en clave emocional, que no saben o no son capaces de gestionar sus propios sentimientos y emociones, y las de su entorno más inmediato. Por lo tanto, a lo largo de este artículo, destacamos la relevancia y significación fundamental que adquiere el equipo docente en este componente emocional mediante la aplicación y uso de la inteligencia emocional en el aula. Para ello, además de contextualizar este ámbito con diversos teóricos, estudios e investigaciones, planteamos la utilización del cuestionario con el fin de tener conciencia sobre la aplicación didáctica del docente acerca de esta educación emocional. En este cuestionario se plantean una serie de variables que nos harán reflexionar sobre el importante planteamiento transversal de las emociones y sentimientos en el sistema educativo

Percepción docente acerca de las emociones. Validación CAEA / Ensinando a percepção sobre as emoções. CAEA de validação

Somos conscientes de la necesaria creación de escuelas emocionalmente inteligentes que doten al alumnado de estrategias, herramientas, habilidades y competencias para su adecuado desarrollo socio-personal. Asimismo, dentro de cada contexto aula nos encontramos con numerosos estudiantes carentes de una formación y perfil competencial en clave emocional, que no saben o no son capaces de gestionar sus propios sentimientos y emociones, y las de su entorno más inmediato. Por lo tanto, a lo largo de este artículo, destacamos la relevancia y significación fundamental que adquiere el equipo docente en este componente emocional mediante la aplicación y uso de la inteligencia emocional en el aula. Para ello, además de contextualizar este ámbito con diversos teóricos, estudios e investigaciones, planteamos la utilización del cuestionario con el fin de tener conciencia sobre la aplicación didáctica del docente acerca de esta educación emocional. En este cuestionario se plantean una serie de variables que nos harán reflexionar sobre el importante planteamiento transversal de las emociones y sentimientos en el sistema educativo

"Didáctica a través de las emociones. Validación cuestionario percepción emocional del profesorado (PEP)"/ "Didáctica através das emoções". Validação do questionário de percepção emocional do professor (PEP)"

El artículo que a continuación se expone muestra una pormenorizada investigación acerca de la importancia que las emociones confieren al proceso de enseñanza aprendizaje. En este sentido, y a fin de valorar la percepción a tal respecto que los principales agentes educativos —los docentes— tienen a tal respecto, se ha llevado a cabo una minuciosa búsqueda bibliográfica, a través de la cual se suscitaron una serie de incógnitas que, no solo como investigadores sino, como docentes, nos llevó a ofrecer a la comunidad científica una herramienta que no solo  ofreciera  una  facilidad  de  cumplimentación  apropiada  para  su  uso  en  masa  sino  que, además, fuera fiable y fácil de usar, de modo que se minimice en la medida de lo posible la muerte  experimental.  De este modo, se presenta el cuestionario de Percepción Emocional de Profesores (PEP), así como la validación del este