Arte como herramienta social y educativa

Since remote times, certain sectors of society have been exposed to inequality and vulnerability, where adequate intervention processes have become conspicuous because of their absence. Nowadays, current societies have the responsibility of contributing, based on their experience and knowledge, with more efficient policies and programs that improve the life quality of the most disadvantaged. It is here where art and its different tools play a very important role, not only on a physical level, but also as an education tool that allows the development of emotional, mental and communicative skills. The aim of this paper is to make clear the potential of art as an instrument of social and educational intervention. It starts by showing worldwide-collected experience related to education and arts, and then, it acquaints the reader with two parallel intervention projects that worked with youths under social vulnerability conditions. These interventions were developed based on a qualitative research (Grounded theory), using as methodology “The Artistic Mediation” with emphasis on body language. This methodology helped researchers to get close to the participants and to know their experiences and emotions. At the same time, it was possible to evidence the positive effects of educative interventions through art. These workshops were based on an artistic methodology especially focused on body language. Data in this work is qualitative, and as such, it permits a special approach to the personal and emotional experiences of the participants; clearly showing the positive effects of the referenced practice on them.Históricamente, determinados sectores sociales como la infancia y la adolescencia en riesgo social han estado expuestos a la desigualdad y la vulnerabilidad. En las sociedades actuales tenemos la responsabilidad de contribuir con nuestros avances y saberes a mejorar las condiciones de vida de estos grupos poblacionales y es allí donde el arte y sus diversas herramientas juegan un papel fundamental, no solo a nivel corporal (visto como un tipo de actividad física) sino también como herramienta educativa en donde es posible desarrollar habilidades emocionales, mentales y comunicativas. Las intervenciones han sido desarrolladas basadas en la investigación cualitativa (Estudio de caso y Teoría fundamentada) utilizando la metodología de la mediación artística, enfocada específicamente en la expresión corporal. Este tipo de investigación permitió la aproximación a las vivencias personales y emocionales de los participantes que, a su vez, permitió evidenciar claramente los efectos positivos de las intervenciones educativas a través del arte

Art as an educative and social tool

Since remote times, certain sectors of society have been exposed to inequality and vulnerability, where adequate intervention processes have become conspicuous because of their absence. Nowadays, current societies have the responsibility of contributing, based on their experience and knowledge, with more efficient policies and programs that improve the life quality of the most disadvantaged. It is here where art and its different tools play a very important role, not only on a physical level, but also as an education tool that allows the development of emotional, mental and communicative skills. The aim of this paper is to make clear the potential of art as an instrument of social and educational intervention. It starts by showing worldwide-collected experience related to education and arts, and then, it acquaints the reader with two parallel intervention projects that worked with youths under social vulnerability conditions. These interventions were developed based on a qualitative research (Grounded theory), using as methodology “The Artistic Mediation” with emphasis on body language. This methodology helped researchers to get close to the participants and to know their experiences and emotions. At the same time, it was possible to evidence the positive effects of educative interventions through art. These workshops were based on an artistic methodology especially focused on body language. Data in this work is qualitative, and as such, it permits a special approach to the personal and emotional experiences of the participants; clearly showing the positive effects of the referenced practice on them.</p

One-year breakthrough SARS-CoV-2 infection and correlates of protection in fully vaccinated hematological patients

The long-term clinical efficacy of SARS-CoV-2 vaccines according to antibody response in immunosuppressed patients such as hematological patients has been little explored. A prospective multicenter registry-based cohort study conducted from December 2020 to July 2022 by the Spanish Transplant and Cell Therapy group, was used to analyze the relationship of antibody response over time after full vaccination (at 3-6 weeks, 3, 6 and 12 months) (2 doses) and of booster doses with breakthrough SARS-CoV-2 infection in 1551 patients with hematological disorders. At a median follow-up of 388 days after complete immunization, 266 out of 1551 (17%) developed breakthrough SARS-CoV-2 infection at median of 86 days (range 7-391) after full vaccination. The cumulative incidence was 18% [95% confidence interval (C.I.), 16-20%]. Multivariate analysis identified higher incidence in chronic lymphocytic leukemia patients (29%) and with the use of corticosteroids (24.5%), whereas female sex (15.5%) and more than 1 year after last therapy (14%) were associated with a lower incidence (p < 0.05 for all comparisons). Median antibody titers at different time points were significantly lower in breakthrough cases than in non-cases. A serological titer cut-off of 250 BAU/mL was predictive of breakthrough infection and its severity. SARS-CoV-2 infection-related mortality was encouragingly low (1.9%) in our series. Our study describes the incidence of and risk factors for COVID-19 breakthrough infections during the initial vaccination and booster doses in the 2021 to mid-2022 period. The level of antibody titers at any time after 2-dose vaccination is strongly linked with protection against both breakthrough infection and severe disease, even with the Omicron SARS-CoV-2 variant

La influencia de la tecnología en los procesos de producción musical: análisis de la grabación sonora y sus aplicaciones en el ámbito docente

Memoria de las actividades del proyecto de Innova-Docencia nº256, coordinado por el Dr. Marco Antonio Juan de Dios Cuartas, profesor del Departamento de Musicología de la Universidad Complutense de Madrid

Propuesta de complemento a CMMI-DEV V1.3® Nivel 2 basada en las prácticas de OPM3® para pequeñas empresas de desarrollo de software

Las empresas desarrolladoras de software colombianas se enfrentan hoy por hoy al desafío de la globalización y continúan en la búsqueda de su consolidación en el mercado no solo nacional, sino también mundial. Por lo anterior, estas organizaciones se han visto en la necesidad de evaluarse utilizando diversos referentes internacionales de mejora, tales como los modelos de madurez. Uno de los referentes de mejora más utilizados en la actualidad es CMMI dev, sin embargo, existen otros referentes de instituciones reconocidas a nivel mundial que ofrecen perspectivas diferentes a la de CMMI y que, por tanto, podrían aportar nuevos elementos a estas organizaciones que pueden contribuir al crecimiento de las mismas. Específicamente en el área de gestión de proyectos, existe un modelo llamado OPM3, publicado por el Project management institute - PMI, el cual también está siendo adoptado en la actualidad por diversas organizaciones a nivel mundial. Teniendo en cuenta las necesidades especificas con respecto a la gestión de proyectos de aquellas empresas desarrolladoras de software pequeñas que se encuentran valoradas en nivel 2 de CMMI y que están en pleno desarrollo, se pretende realizar un análisis comparativo de las prácticas propuestas por estos dos modelos, con el objeto de identificar aspectos adicionales de OPM3 y proveer a estas compañías de un conjunto de prácticas que puedan complementar lo ya implementado con CMMI

Revista complutense de educación

Resumen basado en el de la publicaciónHistóricamente, determinados sectores sociales como la infancia y la adolescencia en riesgo social han estado expuestos a la desigualdad y la vulnerabilidad. En las sociedades del siglo XXI se tiene la responsabilidad de contribuir con los avances y saberes a mejorar las condiciones de vida de los grupos poblacionales y es allí donde el arte y las diversas herramientas juegan un papel fundamental, no solo a nivel corporal (visto como un tipo de actividad física) sino también como herramienta educativa en donde es posible desarrollar habilidades emocionales, mentales y comunicativas. Las intervenciones han sido desarrolladas basadas en la investigación cualitativa (Estudio de caso y Teoría fundamentada) utilizando la metodología de la mediación artística, enfocada específicamente en la expresión corporal. El tipo de investigación permitió la aproximación a las vivencias personales y emocionales de los participantes que, a la vez, permitió evidenciar claramente los efectos positivos de las intervenciones educativas a través del arte.ES

Art as an educative and social tool

Históricamente, determinados sectores sociales como la infancia y la adolescencia en riesgo social han estado expuestos a la desigualdad y la vulnerabilidad. En las sociedades actuales tenemos la responsabilidad de contribuir con nuestros avances y saberes a mejorar las condiciones de vida de estos grupos poblacionales y es allí donde el arte y sus diversas herramientas juegan un papel fundamental, no solo a nivel corporal (visto como un tipo de actividad física) sino también como herramienta educativa en donde es posible desarrollar habilidades emocionales, mentales y comunicativas. Las intervenciones han sido desarrolladas basadas en la investigación cualitativa (Estudio de caso y Teoría fundamentada) utilizando la metodología de la mediación artística, enfocada específicamente en la expresión corporal. Este tipo de investigación permitió la aproximación a las vivencias personales y emocionales de los participantes que, a su vez, permitió evidenciar claramente los efectos positivos de las intervenciones educativas a través del arte.Since remote times, certain sectors of society have been exposed to inequality and vulnerability, where adequate intervention processes have become conspicuous because of their absence. Nowadays, current societies have the responsibility of contributing, based on their experience and knowledge, with more efficient policies and programs that improve the life quality of the most disadvantaged. It is here where art and its different tools play a very important role, not only on a physical level, but also as an education tool that allows the development of emotional, mental and communicative skills. The aim of this paper is to make clear the potential of art as an instrument of social and educational intervention. It starts by showing worldwide-collected experience related to education and arts, and then, it acquaints the reader with two parallel intervention projects that worked with youths under social vulnerability conditions. These interventions were developed based on a qualitative research (Grounded theory), using as methodology “The Artistic Mediation” with emphasis on body language. This methodology helped researchers to get close to the participants and to know their experiences and emotions. At the same time, it was possible to evidence the positive effects of educative interventions through art. These workshops were based on an artistic methodology especially focused on body language. Data in this work is qualitative, and as such, it permits a special approach to the personal and emotional experiences of the participants; clearly showing the positive effects of the referenced practice on them

Art as an educative and social tool

Históricamente, determinados sectores sociales como la infancia y la adolescencia en riesgo social han estado expuestos a la desigualdad y la vulnerabilidad. En las sociedades actuales tenemos la responsabilidad de contribuir con nuestros avances y saberes a mejorar las condiciones de vida de estos grupos poblacionales y es allí donde el arte y sus diversas herramientas juegan un papel fundamental, no solo a nivel corporal (visto como un tipo de actividad física) sino también como herramienta educativa en donde es posible desarrollar habilidades emocionales, mentales y comunicativas. Las intervenciones han sido desarrolladas basadas en la investigación cualitativa (Estudio de caso y Teoría fundamentada) utilizando la metodología de la mediación artística, enfocada específicamente en la expresión corporal. Este tipo de investigación permitió la aproximación a las vivencias personales y emocionales de los participantes que, a su vez, permitió evidenciar claramente los efectos positivos de las intervenciones educativas a través del arte.Since remote times, certain sectors of society have been exposed to inequality and vulnerability, where adequate intervention processes have become conspicuous because of their absence. Nowadays, current societies have the responsibility of contributing, based on their experience and knowledge, with more efficient policies and programs that improve the life quality of the most disadvantaged. It is here where art and its different tools play a very important role, not only on a physical level, but also as an education tool that allows the development of emotional, mental and communicative skills. The aim of this paper is to make clear the potential of art as an instrument of social and educational intervention. It starts by showing worldwide-collected experience related to education and arts, and then, it acquaints the reader with two parallel intervention projects that worked with youths under social vulnerability conditions. These interventions were developed based on a qualitative research (Grounded theory), using as methodology “The Artistic Mediation” with emphasis on body language. This methodology helped researchers to get close to the participants and to know their experiences and emotions. At the same time, it was possible to evidence the positive effects of educative interventions through art. These workshops were based on an artistic methodology especially focused on body language. Data in this work is qualitative, and as such, it permits a special approach to the personal and emotional experiences of the participants; clearly showing the positive effects of the referenced practice on them