Concepción pedagógica del proceso de educación del valor responsabilidad en los profesionales de la Cultura Física en formación

La investigación está dirigida a fundamentar una concepción pedagógica del proceso de educación del valor responsabilidad, en los profesionales de la Cultura Física en formación, que contribuya a su desempeño competente y comprometido con la sociedad. El diagnóstico refleja insuficiencias en este proceso, la concepción pedagógica de este se sustenta en la relación entre los modos de actuación profesional, las esferas de actuación profesional y los problemas profesionales, en correspondencia con los valores del sistema de deporte cubano, donde el colectivo de año constituye la célula desde lo curricular y lo extracurricular, se estructura en la relación de interdependencia entre sus componentes constitutivos y se orienta y dirige por principios. A partir de la concepción pedagógica se estructuró una estrategia para su implementación.El proceso investigativo se basa en el método Dialéctico-Materialista. Se emplearon métodos del nivel teórico y del nivel empírico. Se utiliza la estadística descriptiva para interpretar los datos. Para valorar la validez teórica y práctica de la concepción pedagógica y de la estrategia, se utilizaron el Criterio de Expertos (Método Delphy) y un pre-experimento, que permitió evaluar en la práctica pedagógica su efectividad en una aplicación inicial, cuyos resultados constituyeron una importante contribución al perfeccionamiento de esta

Fundamentos teóricos del diseño del proceso de enseñanza-aprendizaje de la asignatura Historia del Cuba del Licenciado en Cultura Física en Pinar del Río

A la necesidad de formar un profesional de la Cultura Física que sepa hacer con conocimiento científico, que sepa del hacer extraer propuestas no sólo técnicas de la profesión, sino actuar de forma competente en la solución de los problemas en un contexto social dado, relacionados con la formación político ideológica e integral de las nuevas generaciones que forme como profesional obedece esta investigación, la cual se centra en el diseño curricular de la asignatura Historia de Cuba en función de los modos de actuación de dicho profesional. La búsqueda de las causas de las insuficiencias relacionadas con la valoración del Proceso Histórico Cubano en determinadas situaciones y la inexistencia de un modelo curricular con carácter sistémico que se manifiesta en la solución de los problemas propios de la profesión y las contradicciones entre los componentes de la didáctica especial Historia de Cuba, así como la contradicción “ciencia – docencia- profesión” en el currículo lleva a profundizar en el proceso de formación del profesional de la carrera de Cultura Física, en el diseño de la asignatura Historia de Cuba en función de los modos de actuación del egresad

Editorial: Recent breakthroughs in the decoding of circulating nucleic acids and their applications to human diseases

© 2023 El-Daly, Talaat, Braoudaki, Youness and Cho. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).Peer reviewe

Consumption of dietary folate estimates and its implication for reproductive outcome among women of reproductive age in Kersa: cross-sectional survey.

BACKGROUND: Dietary folate inadequacy is one the most common micronutrient deficiencies that cause neural tube defect (NTD) among infants in Sub-Saharan African countries. This study aims to determine the dietary intake of folate among women of reproductive age (WRA) of Kersa, Eastern Ethiopia. METHODS: A cross-sectional study took place among voluntary women that were selected from 1140 random households. Using a validated Food Frequency Questionnaire, participant's weekly dietary intake history of Ethiopian foods and dietary folate intake was worked out. Statistical analysis was done at a 95% confidence interval. Modified Poisson regression was used to identify factors associated with dietary folate consumption. RESULT: The estimated median usual intake of folate was 170 μg/d (IQR: 118.3; 252.2) and about 33% of WRA had low folate intake and 73.9% were at risk for folate inadequacy. From the reported food groups, Beans and Peas, Starchy staples, and Vitamin-A rich dark-green leafy vegetables were the top three ranked foods that contributed much of the dietary folate. The following conditions were statistically related to dietary folate inadequacy; women's age, being in poor wealth index, low dietary diversity, having seasonal employment, and reliance on market food sources. CONCLUSIONS: We found that women's dietary intake of folate in Kersa is very low and cannot protect their offspring from the risk of having NTD. They could also potentially be predisposed to poor health outcomes. Diversifying and fortification of Ethiopian wheats and salts could decrease the burden of folate deficiency in the country

Can integrated care help in meeting the challenges posed on our health care systems by COVID-19? Some preliminary lessons learned from the european VIGOUR project

The COVID-19 pandemic puts health and care systems under pressure globally. This current paper highlights challenges arising in the care for older and vulnerable populations in this context and reflects upon possible perspectives for different systems making use of nested integrated care approaches adapted during the work of the EU-funded project VIGOUR

Agroecology and Health: Lessons from Indigenous Populations.

Purpose of reviewThe article aims to systematize and disseminate the main contributions of indigenous ancestral wisdom in the agroecological production of food, especially in Latin America. For this purpose, it is necessary to ask whether such knowledge can be accepted by academia research groups and international forums as a valid alternative that could contribute to overcome the world's nutritional problems.Recent findingsAlthough no new findings are being made, the validity of ancestral knowledge and agroecology is recognized by scientific research, and by international forums organized by agencies of the United Nations. These recommend that governments should implement them in their policies of development, and in the allocation of funds to support these initiatives. Agroecology and ancestral knowledge are being adopted by a growing number of organizations, indigenous peoples and social groups in various parts of the world, as development alternatives that respond to local needs and worldviews. Its productive potential is progressively being recognized at an international level as a model that contributes to improve the condition of people regarding nutritional food

Working with Indigenous, local and scientific knowledge in assessments of nature and nature's linkages with people

Working with indigenous and local knowledge (ILK) is vital for inclusive assessments of nature and nature's linkages with people. Indigenous peoples' concepts about what constitutes sustainability, for example, differ markedly from dominant sustainability discourses. The Intergovernmental Platform on Biodiversity and Ecosystems Services (IPBES) is promoting dialogue across different knowledge systems globally. In 2017, member states of IPBES adopted an ILK Approach including: procedures for assessments of nature and nature's linkages with people; a participatory mechanism; and institutional arrangements for including indigenous peoples and local communities. We present this Approach and analyse how it supports ILK in IPBES assessments through: respecting rights; supporting care and mutuality; strengthening communities and their knowledge systems; and supporting knowledge exchange. Customary institutions that ensure the integrity of ILK, effective empowering dialogues, and shared governance are among critical capacities that enable inclusion of diverse conceptualizations of sustainability in assessments

Core competencies for family and community nurses: a European e-Delphi study

Aim: To identify the core competencies of family and community nurses. Background: The European Union is facing common health challenges in the field of primary care, according to European health policies and the World Health Organization, which need to be addressed through better and innovative ways of working that require joint actions. There is evidence that ‘Family and Community Nurses’ play a key role in the field of primary care, but there is no agreement on which core competencies they are required to have. Design: An e-Delphi study Methods: A 4-round e-Delphi study was conducted from March to July 2018 as part of the Erasmus+ Project “EuropeaN curriculum for fAmily aNd Community nursE” (ENhANCE). A panel of 23 experts from 10 European countries were asked to approve, modify, or add items and then prioritize each skill. Results: This e-Delphi, as part of the ENhANCE project, produced core 28 competencies, which were used by the “ENhANCE” partners to develop the European Core Curriculum for Family and Community Nurses. The ENhANCE partners ensured that the core competencies were consistent with World Health Organization recommendations, the European Skills/Competencies, Qualifications and Occupations (ESCO) and with the European Credit System for Vocational Education and Training (ECVET). Conclusions: The results of this study will provide the basis for universities across Europe to develop their own post-graduate teaching programs with common educational goals for Family and Community Nurses and a cadre of nurse practitioners with transferrable skills across the continent. Tweetable Abstract: This e-Delphi, as part of the ENhANCE project, produced 28 competencies for the European Core Curriculum for Family and Community Nurses