Propuesta para construir planes de difusión en archivos universitarios

With the application of marketing concepts to promote the dissemination of university files, can discover the different needs that users, facility the information management, query increases its documentary and for positioning the file as a facilitator of processes of information management within universities. In this sense, this article discusses the development and result of this investigation: “Methodological proposal for the construction of a dissemination plan in private university files: case Bogot

Competência de análise e reflexão sobre a gestão de aulas de livros didáticos por professores estagiários

Research carried out as part of the research project, PID2019-105601GB-I00 / AEI / 10.13039/501100011033 (Ministry of Science and Innovation), with the support of the Research Group FQM-126 (Junta de Andalucía, Spain). The second author could also thank the scholarship and financial support from the University of Costa Rica.Background: Being able to assess what is happening in a teaching-learning process is one of the teacher's competencies. Teachers often must analyse and select the educational resources they consider relevant for their students. Since textbooks are an important tool for instructional design, the teacher must be able to analyse their suitability, identify limitations and make adaptations to overcome them. Objectives: This paper describes the design, implementation, and results of a training action with prospective primary education teachers, aimed at the development of competence for the analysis, identification of conflicts and proposals for the management of textbook lessons, particularly the content of proportionality. Design: The research is interpretative and exploratory, using content analysis to examine the participants' response protocols. Setting and Participants: The experience was carried out in the framework of the Primary Education grade; the sample consisted of 48 students. Data collection and analysis: Data were collected by observer/researcher annotations and participants’ responses to the proposed assessment task. Results: The results show that trainee teachers make progress in identifying conflicts and make suggestions for improvement to increase didactic suitability in the different facets, but that they are not specific enough when describing effective conflict resolution proposals, especially in the epistemic and cognitive facets. Conclusions: For future teachers to become more proficient in the mode of use, it is necessary to reinforce their didactical-mathematical knowledge of proportionality.Antecedentes: Poder valorar lo que ocurre en un proceso de enseñanza- aprendizaje es una de las competencias del profesor. Este debe analizar y seleccionar los recursos educativos que considera pertinentes para sus alumnos. Dado que los libros de texto constituyen un importante recurso para el diseño instruccional, el docente debe ser capaz de analizar su idoneidad, identificar limitaciones y realizar adaptaciones que las solventen. Objetivos: Describimos el diseño, implementación y resultados de una acción formativa con maestros en formación, orientada al desarrollo de la competencia para el análisis, identificación de conflictos y propuestas de gestión de lecciones de libros de texto, particularizadas al contenido de la proporcionalidad. Diseño: La investigación es interpretativa de tipo exploratorio, y se aplica el análisis de contenido para examinar los protocolos de respuesta de los participantes. Lugar y participantes: La experiencia se realizó en el marco del grado de educación primaria; la muestra fue de 48 estudiantes. Recogida y análisis de los datos: La información se recopiló por anotaciones del observador/investigador y las respuestas de los participantes a la tarea de evaluación propuesta. Resultados: Los resultados muestran que los maestros en formación progresan en la identificación de conflictos y que plantean sugerencias de mejora para incrementar la idoneidad didáctica en las distintas facetas, pero que no son suficientemente específicos cuando describen propuestas efectivas de solución a conflictos, especialmente en las facetas epistémica y cognitiva. Conclusiones: Para que los futuros maestros adquieran mayor competencia en el modo de uso, es necesario reforzar sus conocimientos didáctico-matemáticos sobre la proporcionalidad.Contexto: Ser capaz de avaliar o que acontece em um processo de ensino- aprendizagem é uma das competências do professor. Os professores devem analisar e selecionar os recursos educacionais que consideram relevantes para seus alunos. Como os livros didáticos são um recurso importante para o projeto instrucional, o professor deve ser capaz de analisar sua adequação, identificar limitações e fazer adaptações para as ultrapassar. Objetivos: Descrevemos a concepção, implementação e resultados de uma ação de treinamento com professores estagiários, orientada para o desenvolvimento da competência para a análise, identificação de conflitos e propostas para a gestão de lições em livros didáticos, particularmente no que diz respeito ao conteúdo da proporcionalidade. Design: A pesquisa é interpretativa e exploratória, utilizando análise de conteúdo para examinar os protocolos de resposta dos participantes. Ambiente e participantes: A experiência foi realizada no âmbito do grau do ensino primário; a amostra foi de 48 estudantes. Coleta e análise de dados: As informações foram coletadas das notas do observador/pesquisador e das respostas dos participantes à tarefa de avaliação proposta. Resultados: Os resultados mostram que os professores estagiários fazem progressos na identificação de conflitos e fazem sugestões de melhorias para aumentar a adequação didática nas diferentes facetas, mas não são suficientemente específicos ao descrever propostas eficazes de resolução de conflitos, especialmente nas facetas epistêmica e cognitiva. Conclusões: Para que os futuros professores adquiram maior competência no modo de uso, é necessário reforçar seus conhecimentos didático-matemáticos de proporcionalidade.Ministerio de Ciencia e Innovación MICINNUniversidad de Costa Rica UCRJunta de Andalucí

Building a guide to analyse mathematics textbooks based on the didactical suitability theory

A textbook lesson can be considered as a potential or planned instructional process proposed by the author’s book, which can help the teacher to design and implement an effective instructional process. This permits the application of didactical analysis tools of the onto-semiotic approach to mathematical knowledge and instruction in order to assess the didactical suitability of the instructional process, identify possible conflicts of meaning and potential improvements. In this article, we describe the process of developing a Mathematics Textbook Lesson Analysis Guide using the didactical suitability theory and its operational breakdown into components, subcomponents and indicators. The formulation of the suitability criteria, as rules that permit to guide an informed assessment of the suitability of a teaching and learning process, has led us to carry out a content analysis of the key research on textbook analysis and the consensus adopted in the research community regarding the suitability criteria. Assuming that a mathematics teacher has decided to use a textbook lesson as a resource to help the teaching and learning process of some mathematical content, the analysis guide is presented as a tool that allows the teacher to assess the didactical suitability and facilitate the making of informed decisions about the lesson use in the classroom.Una lección de un libro de texto puede ser considerada como un proceso de instrucción potencial o planificado por el autor del libro, que sirve de apoyo al docente para diseñar e implementar un proceso de instrucción efectivo. Esto permite aplicar las herramientas de análisis didáctico del enfoque ontosemiótico del conocimiento y la instrucción matemática, para valorar la idoneidad didáctica de dicho proceso, identificar posibles conflictos de significado y decidir potenciales mejoras. En este artículo se describe el proceso de elaboración de una Guía de Análisis de Lecciones de Libros de Texto de Matemáticas utilizando la teoría de la idoneidad didáctica y su desglose operativo en componentes, subcomponentes e indicadores. La formulación de los criterios de idoneidad, en tanto reglas que permitan orientar de manera fundamentada la evaluación de la pertinencia de un proceso de enseñanza y aprendizaje, nos ha llevado a realizar un análisis de contenido de las investigaciones clave con relación al análisis de libros de texto y a los consensos adoptados en la comunidad científica. Suponiendo que un profesor de matemáticas ha decidido utilizar una lección de un libro de texto como recurso para apoyar el proceso de enseñanza y aprendizaje de algún contenido matemático, la guía de análisis le puede servir de apoyo para valorar la idoneidad didáctica de la misma y apoyar la toma de decisiones fundamentadas sobre su uso en el aula

Effect of stressful conditions on the carotenogenic activity of a Colombian strain of Dunaliella salina

The objective was evaluate the carotenogenic activity ofDunaliella salinaisolated from the artificial saltflats of municipality of Manaure (Department of La Guajira, Colombia). Two experimental testings weredesigned, in triplicate, to induce the reversibility of the cell tonality depending on the culture conditions.In the first test (A), to induce the reversibility from green to red tonality inD. salinacells, these were cul-tured in J/1 medium at a concentration of 4.0 M NaCl, 390mmol m 2s 1, 0.50 mM KNO3. In the second test(B), to induce the reversibility from red to green cell tonality, the cultures were maintained in J/1 medium1 M NaCl, 190mmol m 2s 1, 5.0 mM KNO3and pH 8.2. The population growth was evaluated by cell countand the pigment content was performed by spectrophotometric techniques. It was found that in both teststhe culture conditions influenced the population growth and the pigments production ofD. salina. Therewas a significant difference between the mean values of total carotenoids in the test A with 9.67 ± 0.19lg/ml and second test with 1.54 ± 0.08lg/ml at a significance level of p < 0.05. It was demonstrated thatthe culture conditions of test A induce the production of lipophilic antioxidants, among these carotenoids.The knowledge of the stressful conditions for the production of carotenoids fromD. salinaisolated fromartificial saline of Manaure opens a field in implementation of this biotic resource for biotechnological pur-poses, production of new antibiotics, nutraceuticals and/or biofuels production

Application of electrochemical advanced oxidation to bisphenol A degradation in water. Effect of sulfate and chloride ions

Electrochemical oxidation with electrogenerated H2O2 (EO- H2O2), electro-Fenton (EF), photoelectro-Fenton (PEF) and solar PEF (SPEF) have been applied to mineralize bisphenol A solutions in 0.050 M Na2SO4 or 0.008 M NaCl + 0.047 M Na2SO4 at pH 3.0. The assays were performed in an undivided cell with a boron-doped diamond (BDD) anode and an air-diffusion cathode for continuous H2O2 production. The PEF and SPEF processes yielded almost total mineralization due to the potent synergistic action of generated hydroxyl radicals and active chlorine, in conjunction with the photolytic action of UV radiation. The higher intensity of UV rays from sunlight explained the superior oxidation ability of SPEF. The effect of applied current density was studied in all treatments, whereas the role of bisphenol A concentration was examined in PEF. Bisphenol A abatement followed a pseudo-first-order kinetics, which was very quick in SPEF since UV light favored a large production of hydroxyl radicals from Fenton's reaction. Eight non-chlorinated and six chlorinated aromatics were identified as primary products in the chloride matrix. Ketomalonic, tartronic, maleic and oxalic acids were detected as final short-chain aliphatic carboxylic acids. The large stability of Fe(III)-oxalate complexes in EF compared to their fast photomineralization in PEF and PEF accounted for by the superior oxidation power of the latter processes

Removal of metals and phosphorus recovery from urban anaerobically digested sludge by electro-Fenton treatment

To our knowledge, this work presents the first application of electro-Fenton (EF) process to sludge washing. Suspensions of anaerobically digested sludge (0.50 wt.%) from a municipal wastewater treatment facility were electrolyzed with addition of Na2SO4 and Fe2+ at pH 3.0, using a stirred tank reactor with a boron-doped diamond (BDD) or RuO2-based anode and an air-diffusion cathode that produced H2O2. The effect of the sludge content in suspensions and applied current density (j) was examined. High quantities of Cr, Pb, Cd, Zn, Fe and P were leached at pH 3.0, whereas Cu showed the opposite trend. Aeration only enhanced Pb and Zn leaching, whereas the use of Fenton's reagent with 15 mM H2O2 solubilized 16.0% Cr, 23.0% P, 42.6% Fe and 56.0% Pb, with total leaching of Cd, Cu and Zn. EF with BDD anode at high j caused total precipitation of Cr, Pb and Fe, 40% Cd leaching and total solubilization of Cu and Zn. The RuO2-based anode enhanced the entrapment of Cr, Fe and P in the solid fraction of the sludge, but promoted a high transport of Cd, Cu and Zn to the liquid phase. P recovery was about 74%-79% in all EF treatments. The soluble organic carbon increased in most cases except for EF with BDD, where it decreased markedly, in agreement with the high oxidation power of this anode. The sludge dewaterability was largely improved in all treatments, attaining up to 97%, consistent with the scission of many extracellular polymeric components

Utilización de Recursos Didácticos en el proceso de enseñanza-aprendizaje en la asignatura de Geografía de Nicaragua del 7mo Grado de Educación Secundaria

Es por todos conocido que la calidad de la enseñanza en general, y de la Geografía en particular, exige introducir diversos Recursos Didácticos tratando que la clase sea más receptiva, participativa, práctica y amena. Los Recursos Didácticos son importantes, pero no tienen un especial valor por sí mismos. Su validez queda completamente justificada cuando son integrados, de forma adecuada, en el proceso educativo, el cual debe ser compatible, a su vez, con el entorno más amplio que lo rodea (escolar, comunal, regional, social), en la búsqueda de la calidad educativa que nuestro sistema educativo requiere. Por tanto, los Recursos Didácticos tienen que estar apropiadamente ensamblados en el contexto educativo para que sean efectivos, es decir, que hagan aprender de forma duradera al educando, y contribuyan a maximizar la motivación de los estudiantes de forma que se enriquezca el proceso de enseñanza-aprendizaje, induciéndolos a alcanzar un aprendizaje realmente significativo que le sirva para su vida actual y futura. El conjunto de actividades educativas que se desarrollan en el proceso de Enseñanza-Aprendizaje, demanda la necesidad de utilizar adecuadamente recursos didácticos, motivadores que capten la atención y el interés del estudiante, de allí que en esta propuesta se tienen presente actividades que involucran al educando, con el entorno que le rodea creando una conciencia de respeto a nuestra cultura e identidad. El reto es utilizar la variedad de Recursos Didácticos que el docente tiene a su alcance, aplicarlos adecuadamente y buscar que su integración con el resto de elementos del proceso educativo (contenido, objetivos, metodología) sea coherente y esté justificado. Por tanto que el propósito fundamental de esta Investigación Documental fue determinar cuáles son los Recursos Didácticos apropiados en la Enseñanza de la Geografía, y proponer estrategias innovadoras que contribuyan a alcanzar los indicadores de logros propuestos

Prospective high school mathematics teachers’ assessment of the epistemic suitability of a proportionality textbook lesson

Background:  Every teacher should be able to use curriculum materials to guide instructional design and make reasoned pedagogical decisions about the limitations these resources may have. Objectives: In this paper, we describe and analyse a formative intervention with prospective high school mathematics teachers, aimed at developing their competence of didactic suitability analysis of mathematics textbook lessons.  Design: The methodology followed is didactic engineering, furthermore, the content analysis methodology is applied to examine the response protocols of the participants. Setting and Participants: The experience was carried out within the framework of a University Master's Degree in Compulsory Secondary Education and High School; the sample was made of 30 students. Data collection and analysis: We proposed these prospective teachers systematically and critically analyse a lesson on proportionality. The written reports of the lesson suitability produced by 14 work-teams are compared with the a priori analysis carried out by the researchers. Results: The results suggest that the prospective teachers usually make more descriptive and less analytical analyses even while using a guide. The participants did not clearly identify the epistemic deficiencies of the lesson, thus revealing their limited didactic-mathematical knowledge on proportionality and their lack of critical evaluation of the textbook. However, based on the analysis previously conducted, prospective teachers managed to be quite accurate in preparing their proposals for the use of the textbook lesson. Conclusions: In this article we show the interest and usefulness of providing future teachers with a tool to systematically analyse a specific textbook lesson. However, in order for future teachers to acquire the necessary skills in critical analysis of the lesson, it is necessary to reinforce their didactic-mathematical knowledge related to proportionality

Motivación laboral y su relación con la calidad del servicio en la Municipalidad distrital de Santa Cruz de Chuca, 2022

La presente investigación “Motivación laboral y su relación con la calidad del servicio en la Municipalidad Distrital de Santa Cruz de Chuca, 2022”, cuyo objetivo general fue analizar qué relación existe entre las dos variables mencionada. Se basó en la siguiente metodología, tipo de investigación aplicada de enfoque cuantitativo, el diseño de esta investigación fue no experimental, alcance descriptivo correlacional. Tuvo una muestra de 26 trabajadores, la técnica utilizada fue la encuesta y como instrumento el cuestionario con 38 ítems. Este fue validado por 7 expertos y la confiabilidad se obtuvo mediante el alfa de Cronbach = 0.978. los datos obtenidos de los 26 trabajadores. Se realizo el análisis descriptivo e inferencial, en el primero se midió los niveles de motivación baja, regular y buena con respecto al género y al régimen laboral. En cuanto al análisis inferencial se llegó a la conclusión que la motivación laboral se relaciona con la calidad del servicio de forma significativa y positiva considerable, puesto que se obtuvo el valor de la significancia = 0.000 esta medida es menor al valor (p < 0.05), asimismo el coeficiente de correlación Rho de Spearman = 0.871 de esta forma se aceptó la hipótesis alterna

Diplomacia digital : desafios da diplomacia pública diante das fake news

Trabalho de Conclusão de Curso (especialização)—Universidade de Brasília, Instituto de Relações Internacionais, Programa de Pós-Graduação em Relações Internacionais, XIX Curso de Especialização em Relações Internacionais, 2018.A evolução das tecnologias de informação e comunicação (TICs) impacta praticamente todas as áreas do conhecimento e processos da sociedade, além da população que as utiliza e das instituições governamentais. Isso não poderia ser diferente com a diplomacia e seus componentes. A aplicação dessas tecnologias mais recentes recebe o nome de Diplomacia Digital (DD), uma poderosa ferramenta da Diplomacia Pública (DP) prática generalizada no cerne da diplomacia que esteve tradicionalmente associada à promoção da imagem de um país no exterior que surge como uma forma de diplomacia aberta. Isso faz com que todas as informações circulem sem limites e que sejam divulgadas notícias verdadeiras e notícias falsas ou fake news, fenómeno não tão novo que, pela velocidade com que podem-se espalhar é um tema a não perder de vista. O objetivo principal de este trabalho e apresentar situações atuais em que a Diplomacia Pública utiliza a Diplomacia Digital como uma ferramenta eficaz contra notícias falsas.The evolution of information and communication technologies (ICTs) impacts practically all areas of society's knowledge and processes, as well as the population and government institutions that uses them. This could not be different with diplomacy and its components. The application of these latest technologies is called Digital Diplomacy (DD), a powerful tool of Public Diplomacy (DP), a widespread practice at the heart of diplomacy that has traditionally been associated with promoting the image of a country abroad that emerges as a form of open diplomacy. This causes all information to circulate without limits and that true news and fake news are released, a phenomenon not so new and, however, because of the speed with which they can spread is a topic not to lose sight of. The main purpose of this work is the way Public Diplomacy uses Digital Diplomacy as an effective tool against fake news