Relaci?n entre los factores pedag?gicos y el rendimiento acad?mico de los estudiantes de grado d?cimo de la instituci?n educativa Riomanso

193 p. Recurso Electr?nicoEl Rendimiento Acad?mico de los estudiantes en las instituciones educativas del pa?s en la actualidad ocupa un lugar trascendental, puesto que los bajos resultados en calidad educativa han motivado a que diferentes estamentos del estado se preocupen por mejorar los bajos desempe?os acad?micos de los educandos mostrados en el aula, por tal raz?n, diferentes acad?micos a nivel regional, nacional e internacional han buscado hallar los factores pedag?gicos que inciden en el proceso de ense?anza-aprendizaje y por consiguiente en el Rendimiento Acad?mico. En ese sentido, en el transcurso del a?o lectivo 2016, se origina en la Instituci?n Educativa Riomanso una preocupaci?n por los bajos resultados obtenidos en las pruebas SABER 9 (2016) y que concordaban con lo mostrado por los educandos en el aula, de ah? que surge la necesidad por investigar; ?Cu?l es la relaci?n entre los Factores Pedag?gicos y el Rendimiento Acad?mico de los estudiantes de grado d?cimo de la Instituci?n Educativa Riomanso?, para ello lo primero que se realiza es un rastreo de literatura a nivel regional, nacional e internacional que indague por el estado en el cual se encontraba el tema de investigaci?n; sin embargo, para el rastreo de la literatura se tiene en cuenta unos criterios como actualizaci?n, es decir que hayan sido publicados en la ?ltima d?cada, que fueran trabajos de maestr?a o doctorado, y que en el t?tulo declararan una o dos de las categor?as de estudio del presente trabajo. Entre los principales referentes se encuentran a Castro, Paternina, Guti?rrez, (2014); Perusqu?a de Carlos, (2010); Cabrera, Gadea, (2016); Lozano, D?az, (s. f.) y Gonz?lez, (2003) quienes en sus investigaciones muestran la incidencia de diferentes Factores Pedag?gicos en el Rendimiento Acad?mico de los estudiantes. Luego, se investiga los referentes te?ricos que sustenten las categor?as investigadas, no obstante no se encontr? gran cantidad de teor?a, ni validada sobre la categor?a de Factores Pedag?gicos relacionados con los docentes; por consiguiente, existe la necesidad de plantear una definici?n por parte de los investigadores sobre Factores Pedag?gicos relacionados con el docente y que solo ser? validada para este trabajo investigativo. Entre la definici?n que se plantea por parte de los investigadores, se destacan los factores de Planeaci?n (objetivos, Recursos Pedag?gicos, Actividades Did?cticas, Metodolog?a, Evaluaci?n), Competencias Pedag?gicas, Did?cticas (Competencias Pedag?gicas, Did?cticas, Curriculares y Evaluativas) y la Profesionalizaci?n del Docente (Normalista Superior, Licenciado, Especialista, Magister, Doctorado). A continuaci?n, se construye el dise?o metodol?gico de la investigaci?n, cuyo enfoque seleccionado y apropiado es el Mixto predominantemente cualitativo; el alcance es descriptivo correlacional, debido a que se busca hallar la relaci?n entre los Factores Pedag?gicos y el Rendimiento Acad?mico de los estudiantes de grado d?cimo de la Instituci?n Educativa Riomanso, asimismo, se escoge el tipo de estudio de caso, pues solo busca hallar la relaci?n entre las categor?as y que sea validada para la instituci?n; de igual modo, se elige las t?cnicas e instrumentos, la poblaci?n y muestra. Posteriormente, se presenta el an?lisis de los resultados arrojados por la aplicaci?n de las t?cnicas e instrumentos de investigaci?n. En el cual, en un comienzo, se analiza por separado las categor?as de estudio y finalmente se muestra la relaci?n entre el Rendimiento Acad?mico y los Factores Pedag?gicos. Finalmente, la investigaci?n demuestra los resultados hallados entre la relaci?n de los Factores Pedag?gicos y el Rendimiento Acad?mico, asimismo, se presenta las conclusiones del trabajo, a partir de los objetivos propuestos desde un inicio, de igual forma, se hacen una serie de recomendaciones para futuras investigaciones que deseen profundizar en el tema, aclarando que los resultados hallados en la presente investigaci?n solo son v?lidos para el trabajo en cuesti?n. Palabras Claves: Factores pedag?gicos, rendimiento acad?mico, calidad educativa, ense?anza ? aprendizaje, planeaci?n, competencias pedag?gicas, profesionalizaci?n, estudiantes y docentes.The Academic Performance of the students in the educational institutions of the country currently occupies a transcendental place, since the low results in educational quality have motivated that different estates of the state worry about improving the low academic performances of the students shown in the classroom, for this reason, different academics at regional, national and international level have sought to find the pedagogical factors that affect the teaching-learning process and therefore in the Academic Performance. In this sense, in the course of the 2016 school year, the Riomanso Educational Institution originates a concern for the low results obtained in the SABER 9 (2016) tests and that agreed with what was shown by the students in the classroom, which is why the need arises to investigate; What is the relationship between the Pedagogical Factors and the Academic Performance of the tenth grade students of the Riomanso educational institution ?, for this the first thing that is done is a literature search at regional, national and international level that inquires about the state in which was the research topic; However, for the tracking of the literature, criteria such as updating are taken into account, that is to say that they have been published in the last decade, that they were master's or doctoral works, and that in the title they declared one or two of the categories of study of the present work. Among the main references Castro, Paternina, Guti?rrez, (2014); Perusqu?a de Carlos, (2010); Cabrera, Gadea, (2016); Lozano, D?az, (s. f.) and Gonz?lez, (2003) who in their research show the incidence of different factors Pedagogical in the Academic Performance of the students. Then, the theoretical referents that sustain the investigated categories are investigated, however, a large amount of theory was not found, nor validated on the category of Pedagogical Factors related to teachers, therefore, there is a need to propose a definition by the teachers. researchers on Pedagogical Factors related to the teacher and that will only be validated for this research work. Among the definition that is proposed by the researchers, the Planning factors (objectives, Pedagogical Resources, Didactic Activities, Methodology, Evaluation), Pedagogical Competences, Didactic (Pedagogical, Didactic, Curriculum and Assessment Competencies) and the Professionalization of the Teacher (Higher Normalist, Bachelor, Specialist, Master, Doctorate). Next, the methodological design of the research is constructed, whose selected and appropriate approach is the Mixed with predominant qualitative; the scope is descriptive correlational, because it seeks to find the relationship between the Pedagogical Factors and the Academic Performance of tenth grade students of the Riomanso educational institution, also, the type of case study is chosen, since it only seeks to find the relationship between the categories and that is validated for the institution; In the same way, the techniques and instruments, the population and the sample are chosen. Subsequently, the analysis of the results obtained by the application of research techniques and instruments is presented. In which, in the beginning, the study categories are analyzed separately and finally the relation between the Academic Performance and the Pedagogic Factors is shown. Finally, the research shows the results found between the relationship of the Pedagogical Factors and the Academic Performance, likewise, the conclusions of the work are presented, starting from the objectives proposed from the beginning, in the same way, a series of recommendations are made to future research that wish to deepen the subject, making it clear that the results found in the present investigation are only valid for the work in question. Keyworks: Pedagogical factors, academic, performance, educational quality, teaching, learning, planning, competences, professionalization, students and teachers

Two-pion Bose-Einstein correlations in central Pb-Pb collisions at sNN\sqrt{s_{\rm NN}} = 2.76 TeV

The first measurement of two-pion Bose-Einstein correlations in central Pb-Pb collisions at $\sqrt{s_{\rm NN}} = 2.76$ TeV at the Large Hadron Collider is presented. We observe a growing trend with energy now not only for the longitudinal and the outward but also for the sideward pion source radius. The pion homogeneity volume and the decoupling time are significantly larger than those measured at RHIC.Comment: 17 pages, 5 captioned figures, 1 table, authors from page 12, published version, figures at http://aliceinfo.cern.ch/ArtSubmission/node/388

Suppression of charged particle production at large transverse momentum in central Pb-Pb collisions at sNN=2.76\sqrt{s_{\rm NN}} = 2.76 TeV

Inclusive transverse momentum spectra of primary charged particles in Pb-Pb collisions at $\sqrt{s_{_{\rm NN}}}$ = 2.76 TeV have been measured by the ALICE Collaboration at the LHC. The data are presented for central and peripheral collisions, corresponding to 0-5% and 70-80% of the hadronic Pb-Pb cross section. The measured charged particle spectra in $|\eta|<0.8$ and $0.3 < p_T < 20$ GeV/$c$ are compared to the expectation in pp collisions at the same $\sqrt{s_{\rm NN}}$, scaled by the number of underlying nucleon-nucleon collisions. The comparison is expressed in terms of the nuclear modification factor $R_{\rm AA}$. The result indicates only weak medium effects ($R_{\rm AA} \approx$ 0.7) in peripheral collisions. In central collisions, $R_{\rm AA}$ reaches a minimum of about 0.14 at $p_{\rm T}=6$-7GeV/$c$ and increases significantly at larger $p_{\rm T}$. The measured suppression of high-$p_{\rm T}$ particles is stronger than that observed at lower collision energies, indicating that a very dense medium is formed in central Pb-Pb collisions at the LHC.Comment: 15 pages, 5 captioned figures, 3 tables, authors from page 10, published version, figures at http://aliceinfo.cern.ch/ArtSubmission/node/98

Elliptic flow of charged particles in Pb-Pb collisions at 2.76 TeV

We report the first measurement of charged particle elliptic flow in Pb-Pb collisions at 2.76 TeV with the ALICE detector at the CERN Large Hadron Collider. The measurement is performed in the central pseudorapidity region (|$\eta$|<0.8) and transverse momentum range 0.2< $p_{\rm T}$< 5.0 GeV/$c$. The elliptic flow signal v$_2$, measured using the 4-particle correlation method, averaged over transverse momentum and pseudorapidity is 0.087 $\pm$ 0.002 (stat) $\pm$ 0.004 (syst) in the 40-50% centrality class. The differential elliptic flow v$_2(p_{\rm T})$ reaches a maximum of 0.2 near $p_{\rm T}$ = 3 GeV/$c$. Compared to RHIC Au-Au collisions at 200 GeV, the elliptic flow increases by about 30%. Some hydrodynamic model predictions which include viscous corrections are in agreement with the observed increase.Comment: 10 pages, 4 captioned figures, published version, figures at http://aliceinfo.cern.ch/ArtSubmission/node/389

Search for new phenomena in final states with an energetic jet and large missing transverse momentum in pp collisions at √ s = 8 TeV with the ATLAS detector

Results of a search for new phenomena in final states with an energetic jet and large missing transverse momentum are reported. The search uses 20.3 fb−1 of √ s = 8 TeV data collected in 2012 with the ATLAS detector at the LHC. Events are required to have at least one jet with pT > 120 GeV and no leptons. Nine signal regions are considered with increasing missing transverse momentum requirements between Emiss T > 150 GeV and Emiss T > 700 GeV. Good agreement is observed between the number of events in data and Standard Model expectations. The results are translated into exclusion limits on models with either large extra spatial dimensions, pair production of weakly interacting dark matter candidates, or production of very light gravitinos in a gauge-mediated supersymmetric model. In addition, limits on the production of an invisibly decaying Higgs-like boson leading to similar topologies in the final state are presente

Immunogenicity and Protective Capacity of a Virosomal Respiratory Syncytial Virus Vaccine Adjuvanted with Monophosphoryl Lipid A in Mice

Respiratory Syncytial Virus (RSV) is a major cause of viral brochiolitis in infants and young children and is also a significant problem in elderly and immuno-compromised adults. To date there is no efficacious and safe RSV vaccine, partially because of the outcome of a clinical trial in the 1960s with a formalin-inactivated RSV vaccine (FI-RSV). This vaccine caused enhanced respiratory disease upon exposure to the live virus, leading to increased morbidity and the death of two children. Subsequent analyses of this incident showed that FI-RSV induces a Th2-skewed immune response together with poorly neutralizing antibodies. As a new approach, we used reconstituted RSV viral envelopes, i.e. virosomes, with incorporated monophosphoryl lipid A (MPLA) adjuvant to enhance immunogenicity and to skew the immune response towards a Th1 phenotype. Incorporation of MPLA stimulated the overall immunogenicity of the virosomes compared to non-adjuvanted virosomes in mice. Intramuscular administration of the vaccine led to the induction of RSV-specific IgG2a levels similar to those induced by inoculation of the animals with live RSV. These antibodies were able to neutralize RSV in vitro. Furthermore, MPLA-adjuvanted RSV virosomes induced high amounts of IFNγ and low amounts of IL5 in both spleens and lungs of immunized and subsequently challenged animals, compared to levels of these cytokines in animals vaccinated with FI-RSV, indicating a Th1-skewed response. Mice vaccinated with RSV-MPLA virosomes were protected from live RSV challenge, clearing the inoculated virus without showing signs of lung pathology. Taken together, these data demonstrate that RSV-MPLA virosomes represent a safe and efficacious vaccine candidate which warrants further evaluation

Alum Adjuvant Enhances Protection against Respiratory Syncytial Virus but Exacerbates Pulmonary Inflammation by Modulating Multiple Innate and Adaptive Immune Cells

Respiratory syncytial virus (RSV) is well-known for inducing vaccine-enhanced respiratory disease after vaccination of young children with formalin-inactivated RSV (FI-RSV) in alum formulation. Here, we investigated alum adjuvant effects on protection and disease after FIRSV immunization with or without alum in comparison with live RSV reinfections. Despite viral clearance, live RSV reinfections caused weight loss and substantial pulmonary inflammation probably due to high levels of RSV specific IFN-γ+IL4-, IFN-γ-TNF-α+, IFN-γ+ TNF-α- effector CD4 and CD8 T cells. Alum adjuvant significantly improved protection as evidenced by effective viral clearance compared to unadjuvanted FI-RSV. However, in contrast to unadjuvanted FI-RSV, alum-adjuvanted FI-RSV (FI-RSV-A) induced severe vaccine- enhanced RSV disease including weight loss, eosinophilia, and lung histopathology. Alum adjuvant in the FI-RSV-A was found to be mainly responsible for inducing high levels of RSV-specific IFN-γ-IL4+, IFN-γ-TNF-α+ CD4+ T cells, and proinflammatory cytokines IL-6 and IL-4 as well as B220+ plasmacytoid and CD4+ dendritic cells, and inhibiting the induction of IFN-γ+CD8 T cells. This study suggests that alum adjuvant in FI-RSV vaccines increases immunogenicity and viral clearance but also induces atypical T helper CD4+ T cells and multiple inflammatory dendritic cell subsets responsible for vaccine-enhanced severe RSV disease

The labor market effects of technology shocks

We analyze the effects of neutral and investment-specific technology shocks on hours worked and unemployment. We characterize the response of unemployment in terms of job separation and job finding rates. We find that job separation rates mainly account for the impact response of unemployment while job finding rates for movements along its adjustment path. Neutral shocks increase unemployment and explain a substantial portion of unemployment and output volatilityinvestment-specific shocks expand employment and hours worked and mostly contribute to hours worked volatility. We show that this evidence is consistent with the view that neutral technological progress prompts Schumpeterian creative destruction, while investment specific technological progress has standard neoclassical feature