Estado del arte del proyecto

La presente investigación tiene como propósito general analizar el modelo Homeschooling como opción educativa a partir procesos autodirigidos, con mediaciones didácticas no convencionales; el caso New Generation Center. En esta dirección, la investigación, se sitúa en el marco del análisis sistemático y riguroso de la realidad educativa que desarrolla en la institución New Generation Center, con relación a las prácticas pedagógicas de sus tutores, los resultados del aprendizaje de los educandos, así como la dinámica familiar que subyace la implementación de un modelo educativo de estas características. Así pues, para el desarrollo del Macroproyecto, se proponen las siguientes fases: Fase 0 Alistamiento, Fase 1 Caracterización de Actores y Escenarios, Fase 2 Implementación de los Subproyectos, Fase 3 Análisis, Reflexión y planteamiento de lineamientos frente al HOMESCHOOLING en Barranquilla. La investigación formula el siguiente interrogante ¿Qué perspectivas, prácticas y desafíos se develan a partir de los participantes del proyecto educativo New Generation Center? Interrogante que se espera desarrollar a lo largo de la investigación posibilitando la comprensión del objeto de conocimiento y aportando al estado del arte nuevas miradas al respecto. La metodología utilizada en este proceso investigativo se realizó bajo parámetros del enfoque epistemológico empirista, con un paradigma positivista y diseño cuasi-experimental. La población objeto de estudio estuvo conformada por 40 estudiantes, de los cuales 22 e pertenecen al grupo experimental y 18 grupo control; con un muestreo no probabilístico. Para la recolección de la información se diseñó y validó un instrumento para medir las competencias de acuerdo a los niveles de Lectura Crítica en que se encontraban los estudiantes de la muestra, lo cual permitió identificar en los educandos el nivel de competencia de lectura, antes de aplicar la estrategia metacognitiva TWA. Seguidamente se diseñaron ocho talleres de intervención con la estrategia Metacognitiva, con el fin de fortalecer cada uno de los niveles de lectura y llevar a los estudiantes a un nivel crítico. Luego de la implementación se hace nuevamente la recolección de datos para validar la efectividad de la estrategia sobre el desarrollo de la Lectura Crítica. De acuerdo al análisis de la información, se acepta la hipótesis que existe incidencia de la estrategia Metacognitiva TWA que mejora los niveles de Lectura Crítica en los estudiantes de 9º del Colegio Alemán cuando se compara con el grupo control

Aspectos jurídicos y neuropsicológicos del ciberbullying en el ámbito de las TIC en Colombia

La revolución tecnológica produce cambios en la sociedad, los menores de edad se desenvuelven en contextos sociales propios de la era digital, lo cual ha propiciado nuevas formas de acoso. La presente investigación consiste en analizar las perspectivas jurídicas y neuropsicológicas del ciberbullying como problemática vigente. Se concluye principalmente que el ciberbullying vulnera bienes jurídicos fundamentales, siendo la intimidad de la persona humana el más afectado y a nivel neuropsicológico los procesos implicados en las codificaciones y transcurso de respuestas emocionales que permiten las interacciones sociales, refieren que todo acto es instrumentalizado, planificado y llevado a cabo para un propósito.The technological revolution has produced changes in society; minors develop in social contexts owned by the digital era, which has led to new forms of harassment. This research analyze the legal and neuropsychological perspectives in cyberbullying as a current issue. It is concluded that cyberbullying violates legal rights protected by the Colombian Political Constitution, being the intimacy of the human being, the main legal right affected and at the neuropsychological level, the processes involved in codifications and the course of emotional responses that allow social interactions, refer that every act is instrumentalized, planned and carried out for a purpose

Daptomycin plus Fosfomycin versus Daptomycin Alone for Methicillin-Resistant Staphylococcus 2 aureus Bacteremia and Endocarditis. A Randomized Clinical Trial

Background We aimed to determine whether daptomycin plus fosfomycin provides higher treatment success than daptomycin alone for methicillin-resistant Staphylococcus aureus (MRSA) bacteremia and endocarditis. Methods A randomized (1:1) phase 3 superiority, open-label, and parallel group clinical trial of adult inpatients with MRSA bacteremia was conducted at 18 Spanish hospitals. Patients were randomly assigned to receive either 10 mg/kg of daptomycin intravenously daily plus 2 g of fosfomycin intravenously every 6 hours, or 10 mg/kg of daptomycin intravenously daily. Primary endpoint was treatment success 6 weeks after the end of therapy. Results Of 167 patients randomized, 155 completed the trial and were assessed for the primary endpoint. Treatment success at 6 weeks after the end of therapy was achieved in 40 of 74 patients who received daptomycin plus fosfomycin and in 34 of 81 patients who were given daptomycin alone (54.1% vs 42.0%; relative risk, 1.29 [95% confidence interval, .93-1.8]; P = .135). At 6 weeks, daptomycin plus fosfomycin was associated with lower microbiologic failure (0 vs 9 patients; P = .003) and lower complicated bacteremia (16.2% vs 32.1%; P = .022). Adverse events leading to treatment discontinuation occurred in 13 of 74 patients (17.6%) receiving daptomycin plus fosfomycin, and in 4 of 81 patients (4.9%) receiving daptomycin alone (P = .018). Conclusions Daptomycin plus fosfomycin provided 12% higher rate of treatment success than daptomycin alone, but this difference did not reach statistical significance. This antibiotic combination prevented microbiological failure and complicated bacteremia, but it was more often associated with adverse events

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Indicadores clínicos de personalidad en la adolescencia

The objective of this study; it is to characterize the presence of clinical and content personality indicators in adolescent students. Through the Minnesota Multiphasic Personality Inventory, Form A.  The sample is formed by 69 adolescents secondary school students, with aged from 14 to 17 years, including men and women, middle and high socioeconomic status, from Barranquilla. The information analyses with SSPSS, 19.0 version for the analysis of descriptive statistics.  The results show valid profiles and they are consistent with previous research than according to the population; can be differentiated normal population and population with clinical indicators of personality. In some scales, although, the scores are higher than it had found in other similar groups, accounting of the variations introduced by the context and actual sociocultural dynamics, scores are higher particularly in women.  Clinical characteristics more significant are schizophrenia, hypomania, masculinity-feminity and psychastenia; while scores in content scales are more significant for Bizarre Mentation, Obsessiveness and AnxietyEl objetivo de este estudio, fue caracterizar la presencia de indicadores clínicos y de contenido de personalidad en una población adolescente, a través del Inventario Multifásico de Personalidad de Minnesota Forma A.   La muestra de este estudio estuvo conformada por 69 adolescentes escolarizados, de 14 a 17 años, tanto hombres como mujeres, de estrato socioeconómico medio y alto de la ciudad de Barranquilla.  Los datos se analizaron con el SPSS versión 19.0 para el análisis de estadísticos descriptivos, los resultados arrojaron perfiles válidos y fueron consistentes con investigaciones previas según las que se puede diferenciar población normal de población con indicadores clínicos de personalidad, de importancia; en algunas escalas, sin embargo, los puntajes fueron más altos que los encontrados en otras investigaciones para grupos similares dando cuenta de las variaciones introducidas por el contexto y la dinámica socio-cultural actual, siendo más elevados para las mujeres.  Las características clínicas más significativas fueron esquizofrenia, hipomanía, masculinidad-feminidad y psicastenia; mientras que los puntajes de las escalas de contenido más significativos fueron en las de contenido fueron pensamiento extravagante, obsesividad y ansiedad/The objective of this study; it was to characterize the presence of clinical and content personality indicators in adolescent students. Through the Minnesota Multiphasic Personality Inventory, Form A.  The sample was formed by 69 adolescents secondary school students, with aged from 14 to 17 years, including men and women, middle and high socioeconomic status, from Barranquilla. The information analyses with SSPSS, 19.0 version for the analysis of descriptive statistics.  The results showed valid profiles and they were consistent with previous research than according to the population; can be differentiated normal population and population with clinical indicators of personality. In some scales, although, the scores were higher than it had found in other similar groups, accounting of the variations introduced by the context and actual sociocultural dynamics, scores were higher particularly in women.  Clinical characteristics more significant were schizophrenia, hypomania, masculinity-feminity and psychastenia; while scores in content scales were more significant for Bizarre Mentation, Obsessiveness and Anxiety. Correspondencia: [email protected], [email protected],[email protected] 

Kinesthetic Body Intelligence as identity keys of Art Education La Inteligencia Kinestésica Corporal como claves identitarias de la Educación Artística

This paper analyzes the pedagogical link between arts education and the development of kinesthetic bodily intelligence in children and young people in the municipality of Zona Bananera (Magdalena). The study population participated in arts education initiatives in their schools, funded and supported by the Colombian Ministry of Culture and grassroots community organizations. The objective was to understand how such knowledge contributes to the development of kinesthetic intelligence, valuing the processes of sensitivity, aesthetic appreciation and communication, having the sense of the corporal dimension as a cultural praxis of this population. This study is of mixed method with a QUALI-QUANTITIVE approach

SYSTEMATIC REVIEW OF INCLUSIVE PEDAGOGICAL PRACTICES: PRELIMINARY REFLECTIONS IN RURAL AREAS

Although schools talk about equity and handle speeches about inclusion, there are still barriers that are framed in the current curricular design of Colombian schools that make it difficult for students to develop their own abilities and skills (within the framework of diversity). For this reason, the present study aims to build a trace that evidences the inclusive pedagogical strategies that underlie in the teaching praxis, so that from the recognition of the real characteristics of the students, the pedagogical practices are strengthened and transformed from the adoption of a change of attitude and mechanisms that give meaning to the pedagogical work from the diversity and the particularities of each student

Daptomycin plus fosfomycin versus Daptomycin lone for methicillin-resistant staphylococcus aureus bacteremia and endocarditis: a randomized clinical trial

Background: We aimed to determine whether daptomycin plus fosfomycin provides higher treatment success than daptomycin alone for methicillin-resistant Staphylococcus aureus (MRSA) bacteremia and endocarditis. Methods: A randomized (1:1) phase 3 superiority, open-label, and parallel group clinical trial of adult inpatients with MRSA bacteremia was conducted at 18 Spanish hospitals. Patients were randomly assigned to receive either 10 mg/kg of daptomycin intravenously daily plus 2 g of fosfomycin intravenously every 6 hours, or 10 mg/kg of daptomycin intravenously daily. Primary endpoint was treatment success 6 weeks after the end of therapy. Results: Of 167 patients randomized, 155 completed the trial and were assessed for the primary endpoint. Treatment success at 6 weeks after the end of therapy was achieved in 40 of 74 patients who received daptomycin plus fosfomycin and in 34 of 81 patients who were given daptomycin alone (54.1% vs 42.0%; relative risk, 1.29 [95% confidence interval, .93-1.8]; P = .135). At 6 weeks, daptomycin plus fosfomycin was associated with lower microbiologic failure (0 vs 9 patients; P = .003) and lower complicated bacteremia (16.2% vs 32.1%; P = .022). Adverse events leading to treatment discontinuation occurred in 13 of 74 patients (17.6%) receiving daptomycin plus fosfomycin, and in 4 of 81 patients (4.9%) receiving daptomycin alone (P = .018). Conclusions: Daptomycin plus fosfomycin provided 12% higher rate of treatment success than daptomycin alone, but this difference did not reach statistical significance. This antibiotic combination prevented microbiological failure and complicated bacteremia, but it was more often associated with adverse events. Clinical trials registration: NCT01898338

Educar en derechos humanos : un espacio para el juego

Proyecto Aula Activa: Juegos Cooperativos para la educación para la paz Guía didáctica Colección: Jugando para la paz Material didáctico gratuito Editora Evelyn Cerdas AgüeroEsta guía didáctica titulada “Educar en derechos humanos un espacio para el juego” forma parte del proyecto Aula activa: juegos educativos para la educación para la paz del Instituto de Estudios Latinoamericanos (IDELA). Este proyecto busca fomentar en el estudiantado un proceso de cambio en la aprehensión y vivencia de los derechos humanos de manera que logren reconstruir actitudes, aprender valores y desarrollar habilidades susceptibles de ejercitarse en su interacción diaria, por medio de conductas y actitudes coherentes con el respeto de los derechos humanos y la construcción de una cultura de paz. En este participan estudiantes del curso Espacios Lúdicos para la Educación en Derechos Humanos del Instituto de Estudios Latinoamericanos. Autores: Chacón Campos Stephanie González Camacho Ana Lucía Loría Cubillo Marco Oconitrillo Arce Yuliana Quesada Sancho Fabiola Adrián Barrantes Aguilar Karina Díaz Monge Edith Jiménez Venegas Valeria Moya Pereira Nicolás Salas Ruíz Ericka Sánchez Morera Raúl Hidalgo Perez Stephen Mekbel Ashley Pereira Mónica Cordero Ramírez Jennifer Matarrita Corrales Pamela Brenes Navarro Elvira Mena Brenes Daniela Murillo Orozco Susan Solano Monge Francisco Suarez Pérez Carlos González Leandro Priscilla López Rojas. Carolina Montero Iyara Vargas Lobo Evelyn Figueroa Elizondo Anne Hübner Jacqueline Valencia González Miriam Lizbeth Velázquez Ávila Valerie Calderón Jennifer Campos Jessica Ochoa Monserrath Navarro Ericka Lewis Carolina Rojas Jazmín Arroyo Calderón Melany Arroyo Calderón Mónica Brenes Luna María Sofía Haug Cordero María José Redondo Ríos Ayleen Cascante Zúñiga Marta Azofeifa Matamoros Melanie Guillén Miranda Scarleth Luca Brenes David Valverde Murillo María Castro Arce Natalia Chacón Muñoz Hazel Campos Hernández María José Garita Barahona Raquel González Hernández Laura Ramos Solórzano Gisselle Porras Víquez Pedro ChaverríThis didactic guide entitled "Educating in human rights, a space for play" is part of the project Active Classroom: educational games for peace education of the Institute of Latin American Studies (IDELA). This project seeks to foster in students a process of change in the understanding and experience of human rights so that they can rebuild attitudes, learn values and develop skills that can be exercised in their daily interaction, through behaviors and attitudes consistent with respect for human rights and the construction of a culture of peace. Students from the course Playful Spaces for Human Rights Education of the Institute of Latin American Studies participate in this one. Authors: Chacón Campos Stephanie González Camacho Ana Lucía Loría Cubillo Marco Oconitrillo Arce Yuliana Quesada Sancho Fabiola Adrian Barrantes Aguilar Karina Díaz Monge Edith Jimenez Venegas Valeria Moya Pereira Nicolás Salas Ruíz Ericka Sánchez Morera Raúl Hidalgo Perez Stephen Mekbel Ashley Pereira Mónica Cordero Ramírez Jennifer Matarrita Corrales Pamela Brenes Navarro Elvira Mena Brenes Daniela Murillo Orozco Susan Solano Monge Francisco Suarez Perez Carlos González Leandro Priscilla Lopez Rojas Carolina Montero Iyara Vargas Lobo Evelyn Figueroa Elizondo Anne Hübner Jacqueline Valencia González Miriam Lizbeth Velázquez Ávila Valerie Calderon Jennifer Campos Jessica Ochoa Monserrath Navarro Ericka Lewis Carolina Rojas Jazmin Arroyo Calderon Melany Arroyo Calderon Mónica Brenes Luna María Sofía Haug Cordero María José Redondo Ríos Ayleen Cascante Zúñiga Marta Azofeifa Matamoros Melanie Guillén Miranda Scarleth Luca Brenes David Valverde Murillo María Castro Arce Natalia Chacón Muñoz Hazel Campos Hernández María José Garita Barahona Raquel González Hernández Laura Ramos Solórzano Gisselle Porras Víquez Pedro ChaverríInstituto de Estudios Latinoamericano