RECOMENDACIONES METODOLÓGICAS PARA MEJORAR EL PROCESO DE ENSEÑANZA-APRENDIZAJE EN LAS CLASES VIRTUALES DE LA UNIDAD EDUCATIVA DR. CARLOS RUFINO MARÍN: RECOMENDACIONES METODOLÓGICAS PARA LA MEJORA DE LAS CLASES VIRTUALES

The main objetive of this research plan is to describe how are the classes taught by the teachers of the Dr. Carlos Rufino Marín Educational Unit in the frame work of virtuality, in the province of Santo Domingo de los Tsáchilas, since it was evidenced deficiencies in the process of teaching learning virtual classes. The methodology used for the study was base don the mixed approach fo the quantitative analysis of the data and the quanlitative descrption of the results. The research was of non-experimental type, specifically transversal, therefore, a pedagogical test was carried out, considering the research of an exploratory type. The sample consisted of 17 teachers of the institution, while thw data collection technique was the pedagogical test to ensure the effectiveness, degree of satisfaction and the significance of the teaching strategies used by educators. After obtaining the results, an analysis was carried out using descriptive statistics with the SPPS tool, demonstrating that the didactic strategies and the teaching-learning media are the indicators most affecr during this process. Finally, a Manual of Methological Recommendations was delivered with the objective of improving the development of virtual classes at the Dr. Carlos Rufino Marín Educational Unit.El presente plan de investigación tiene como objetivo principal describir cómo son las clases que imparten los docentes de la Unidad Educativa Dr. Carlos Rufino Marín en el marco de la virtualidad, en la provincia de Santo Domingo de los Tsáchilas, puesto a que se evidenció falencias en el proceso de enseñanza-aprendizaje de las clases virtuales. La metodología que se utilizó para el estudio se basó en el enfoque mixto para el análisis cuantitativo de los datos y la descripción cualitativa de los resultados. La investigación fue de tipo no experimental, específicamente transversal, por lo tanto, se realizó una prueba pedagógica, considerando a la investigación de tipo exploratoria. La muestra estuvo conformada por 17 docentes de la institución, mientras que la técnica de recolección de datos fue la prueba pedagógica para garantizar la efectividad, el grado de satisfacción y la significatividad de las estrategias didácticas utilizada por los educadores. Luego de obtener los resultados se realizó un análisis mediante la estadística descriptiva con la herramienta del SPSS, demostrando que las estrategias didácticas y los medios de enseñanza-aprendizaje son los indicadores más afectados durante este proceso. Finalmente, se entregó un Manual de Recomendaciones Metodológicas con el objetivo de mejorar el desarrollo de las clases virtuales de la Unidad Educativa Dr. Carlos Rufino Marín

LA EVALUACIÓN DEL IMPACTO DE LA FORMACIÓN PROFESIONAL: UNA NECESIDAD EN EL CONTEXTO EDUCATIVO ACTUAL

Los amplios cambios que ocurren en el mundo laboral actual, a tono con los adelantos de la ciencia, la técnica y la tecnología, que persiguen elevar los niveles de productividad y competitividad, exigen que las instituciones encargadas de la formación profesional de los sujetos para su inserción en el puesto de trabajo empleen la evaluación de impacto como herramienta eficaz que les permita obtener información encaminada a la toma de decisiones para la mejora del proceso formativo, elevando los niveles de calidad logrados. Sin embargo, al surgir esta forma de evaluación en el contexto empresarial para evaluar las acciones formativas y de capacitación, ha condicionado un limitado empleo en el contexto formativo que se desarrolla en las instituciones universitarias. En el presente trabajo se ofrecen una serie de consideraciones que facilitan el empleo de la evaluación del impacto de la formación profesional que se desarrolla en el contexto educativo universitario, partiendo de su marco teórico-conceptual.PALABRAS CLAVE: evaluación; impacto; formación.IMPACT ASSESSMENT OF VOCATIONAL TRAINING: A NECESSITY IN TODAY'S EDUCATIONAL CONTEXTABSTRACTThe wide changes taking place in today's workplace, harmonized with advances in science, skillfulness and technology that pursue to increase levels of productivity and competitiveness, require that the institutions responsible for the training of subjects for insertion in the workplace use the impact assessment as an effective tool that allows them to obtain information aimed at decision-making to improve the training process, raising quality levels achieved. However, with the emergence of this form of evaluation in the business context to evaluate coaching and training actions, it has conditioned a limited use in the training context that develops in the universities. In this paper we offer a number of considerations that simplify the use of impact assessment of vocational training that develops in the university educational context, from its theoretical and conceptual framework.KEYWORDS: impact; assessment; training

Análise da gamificação como metodologia para promover hábitos de leitura

The contemporary teacher must adapt to the generational conditions and needs of their context in order to address their problems. One of the main ones is the poor reading comprehension due to the lack of praxis. The purpose of this research article was to encourage reading habits through gamification as a methodology. Therefore, the study has a quantitative approach, with an explanatory quasi-experimental design, using a sample of 56 students. The instrument applied was the reading motivation scale (Motivation to Read), a parameterized inventory with a Cronbach’s Alpha validation of 0.82. Thus, the main findings of the pretest were that 44.64 % of the sample had an average reading habit and 33.93 % had a low reading habit; therefore, a proposal based on the principles of gamification was designed and applied through the following platforms and media: Genially, Nearpod, Pixton, ComicBook+, Wattpad and social networks. In the post-test, 96.49 % of students achieved a high reading habit. Therefore, it can be concluded that gamification is a methodology that contributes significantly to the improvement of the reading habit, optimizing the students’ reading self-concept and increasing the value they place on reading.El docente contemporáneo debe adecuarse a condiciones y necesidades generacionales de su contexto en pro de atender sus problemáticas; una de las principales es la mala comprensión lectora por la carencia de su praxis. Este artículo de investigación presenta los resultados de un estudio que tuvo como propósito fomentar el hábito lector a través de la gamificación como metodología. Se utilizó un enfoque cuantitativo y un diseño cuasi-experimental de tipo explicativo que contó con una muestra de 56 estudiantes. El instrumento aplicado fue la Escala de Motivación Lectora (Motivation to Read), inventario parametrizado con una validación de alfa de Cronbach de 0,82. Como principales hallazgos se obtuvo en el pretest que el 44,64 % de la muestra tenía un hábito lector medio y el 33,93 % bajo; por ende, se diseñó y aplicó una propuesta fundamentada en los principios de la gamificación a través de las siguientes plataformas y medios: Genially, Nearpod, Pixton, ComicBook+, Wattpad y redes sociales. En el postest, el 96,49 % de los estudiantes lograron un hábito lector alto. Por ello, se puede concluir en que la gamificación es una metodología que aporta significativamente a la mejora del hábito lector, optimizando el autoconcepto lector de los estudiantes y aumentando el valor que le otorgan a la lectura.O professor contemporâneo deve adaptar-se às condições e necessidades geracionais do seu contexto a fim de resolver os seus problemas; um dos principais é a baixacompreensão da leitura devido à falta de sua práxis. O objetivo dest artigo de pesquisa foi encorajar o hábito de leitura através da gamificação como metodologia. Portanto, o estudo tem uma abordagem quantitativa, com um desenho quase experimental de tipo explicativo, com uma amostra de 56 estudantes. O instrumento aplicado foi a escala de motivação de leitura (Motivation to Read), um inventário parametrizado com uma validação Alfa de Cronbach de 0,82. As principais conclusões foram que 44,64 % da amostra tinha um hábito de leitura médio e 33,93% tinha um hábito de leitura baixo. Portanto, uma proposta baseada nos princípios da gamificação foi concebida e aplicada através das seguintes plataformas e meios: Genially, Nearpod, Pixton, ComicBook+, Wattpad, bem como as redes sociais. No pós-teste 96,49 % dos estudantes atingiram um elevado hábito de leitura, portanto. Pode-se concluir que a gamificação é uma metodologia que contribui significativamente para a melhoria do hábito de leitura, optimizando o autoconceito de leitura dos estudantes e aumentando o valor que estes atribuem à leitura

Multiple and Precessing Collimated Outflows in the Planetary Nebula IC 4634

With its remarkable double-S shape, IC 4634 is an archetype of point-symmetric planetary nebulae (PN). In this paper, we present a detailed study of this PN using archival HST WFPC2 and ground-based narrow-band images to investigate its morphology, and long-slit spectroscopic observations to determine its kinematics and to derive its physical conditions and excitation. The data reveal new structural components, including a distant string of knots distributed along an arc-like feature 40"-60" from the center of the nebula, a skin of enhanced [O III]/H-alpha ratio enveloping the inner shell and the double-S feature, and a triple-shell structure. The spatio-kinematical study also finds an equatorial component of the main nebula that is kinematically independent from the bright inner S-shaped arc. We have investigated in detail the bow shock-like features in IC 4634 and found that their morphological, kinematical and emission properties are consistent with the interaction of a collimated outflow with surrounding material. Indeed, the morphology and kinematics of some of these features can be interpreted using a 3D numerical simulation of a collimated outflow precessing at a moderate, time-dependent velocity. Apparently, IC 4634 has experienced several episodes of point-symmetric ejections oriented at different directions with the outer S-shaped feature being related to an earlier point-symmetric ejection and the outermost arc-like string of knots being the relic of an even much earlier point-symmetric ejection. There is tantalizing evidence that the action of these collimated outflows has also taken part in the shaping of the innermost shell and inner S-shaped arc of IC 4634.Comment: 16 pages, 11 figures, accepted for publication in The Astrophysical Journa

Guía didáctica para la resolución de problemas sobre fracciones homogéneas en el octavo año de educación general básica

La presente investigación tuvo como objetivo describir el nivel de conocimientos sobre fracciones homogéneas que tienen las personas estudiantes de octavo año de educación general básica en el área de Matemáticas en la Unidad Educativa Ciudad de Ambato, periodo 2021 – 2022. Para su cumplimiento fue necesario desarrollar los siguientes pasos: diseñar el instrumento para la recogida de datos, su aplicación y posterior análisis de la información, considerando los temas que se proponen en el currículo de Matemáticas. El enfoque de la investigación fue cuantitativo, con diseño no experimental de alcance descriptivo. La población estuvo constituida por 37 estudiantes. Fue aplicada la estadística descriptiva y la información fue procesada con SPSS. Tres indicadores se describieron teniendo en cuenta las preguntas propuestas para cada uno de ellos. La guía didáctica para la resolución de fracciones homogéneas diseñada a partir de los análisis hechos, se fundamentó en el Aprendizaje Basado en Problemas. Los resultados de la investigación animan al desarrollo de un proceso de enseñanza con calidad, a conciencia, donde las matemáticas y el estudiantado ganen protagonismo. Además, se destaca la importancia de vincular los ejercicios de la clase con la vida cotidiana para que quienes aprenden ganen en motivación y alcancen un mayor nivel de conocimiento. Sería formidable que se aplique la guía didáctica propuesta en diversos escenarios para valorar su efectividad

Challenge B: Human sciences in transition scenarios

Coordinators: Josep Martí Pérez (IMF, CSIC), Idoia Murga Castro (IH, CSIC).This challenge is formulated in terms of “humanities in transition,” that is, their approach and articulation in the face of the changes they must undergo to achieve the social weight that, due to their intrinsic relevance, should correspond to them. Faced with these situations that would demand a reinforcement in research and dissemination in diverse aspects of the humanities, from multiple perspectives, paradoxically an adverse panorama is drawn for the development and dissemination of humanistic knowledge, which concerns different factors. Some are related to the consideration of the area of knowledge itself, its organization within the scientific system, the questioning of its own limits, and the interaction with another knowledge. Considering current transition scenarios does not mean having to abandon old objectives, but it adds to the work conducted new objects of study closely related to current reality, such as: the informational revolution; the relations with the ecosystem and the environmental crisis; globalization; the intensification of human mobility and migration flows; the growing economic and social inequality; the frictions derived from the articulation of collective identities; the decolonization of discourses; demographic dynamics; integration of technological advances; and viability and support for alternative models of society.Peer reviewe

Clonal chromosomal mosaicism and loss of chromosome Y in elderly men increase vulnerability for SARS-CoV-2

The pandemic caused by severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2, COVID-19) had an estimated overall case fatality ratio of 1.38% (pre-vaccination), being 53% higher in males and increasing exponentially with age. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, we found 133 cases (1.42%) with detectable clonal mosaicism for chromosome alterations (mCA) and 226 males (5.08%) with acquired loss of chromosome Y (LOY). Individuals with clonal mosaic events (mCA and/or LOY) showed a 54% increase in the risk of COVID-19 lethality. LOY is associated with transcriptomic biomarkers of immune dysfunction, pro-coagulation activity and cardiovascular risk. Interferon-induced genes involved in the initial immune response to SARS-CoV-2 are also down-regulated in LOY. Thus, mCA and LOY underlie at least part of the sex-biased severity and mortality of COVID-19 in aging patients. Given its potential therapeutic and prognostic relevance, evaluation of clonal mosaicism should be implemented as biomarker of COVID-19 severity in elderly people. Among 9578 individuals diagnosed with COVID-19 in the SCOURGE study, individuals with clonal mosaic events (clonal mosaicism for chromosome alterations and/or loss of chromosome Y) showed an increased risk of COVID-19 lethality

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

Geografia Falante: Análise dos conhecimentos alcançados na 4ª série

It is important to know how to locate oneself in geographical space, to understand what is represented on a map and to distinguish the location of different places in the world. The general objective of this research is to describe the level of knowledge reached on Geography by fourth grade of Primary School students considering what the Social Studies subject proposes, in the Rubén Darío Educational Unit, period 2021-2022. From a quantitative approach, the survey technique was used in this research. The population is made up of 80 students and the sample was conceived in such a way that it is identical to the population. Descriptive statistics were used to analyze the generated data. An instrument was designed that was validated by expert criteria and applied to collect the necessary data on the level of knowledge achieved in Geography. 41.6% of the students (33 people) are in the low level. This is the biggest concern, obviously a change in classes is necessary for quality learning.Es importante saber ubicarse en el espacio geográfico, entender lo representado en un mapa y distinguir la ubicación de diversos lugares en el mundo. Como objetivo general de esta investigación se pretende describir el nivel de conocimientos alcanzado sobre Geografía por los estudiantes de cuarto grado de Educación General Básica (EGB) considerando lo que propone la asignatura de Estudios Sociales, en la Unidad Educativa Rubén Darío periodo 2021-2022. Desde un enfoque cuantitativo, en esta investigación se asumió la técnica de la encuesta. La población está conformada por 80 estudiantes y la muestra fue concebida de tal forma que es idéntica a la población. Para analizar los datos generados se usó la estadística descriptiva. Se diseñó un instrumento que fue validado por criterio de expertos y se aplicó para recoger los datos necesarios sobre el nivel de conocimiento alcanzado en Geografía. Un 41,6% de los estudiantes (33 personas) se encuentran en nivel bajo. Esta es la mayor preocupación, evidentemente es preciso un giro en las clases para que se aprenda con calidad.É importante saber localizar-se no espaço geográfico, compreender o que está representado em um mapa e distinguir a localização de diferentes lugares do mundo. O objetivo geral desta pesquisa é descrever o nível de conhecimento alcançado sobre Geografia pelos estudantes da quarta série da Educação Básica Geral (EGB), considerando o que é proposto na disciplina de Estudos Sociais, na Unidade Educacional Rubén Darío para o período 2021-2022. A partir de uma abordagem quantitativa, a técnica de pesquisa foi utilizada nesta pesquisa. A população é composta por 80 estudantes e a amostra foi concebida de tal forma que é idêntica à população. Foram utilizadas estatísticas descritivas para analisar os dados gerados. Um instrumento foi projetado e validado pelo julgamento de especialistas e aplicado para coletar os dados necessários sobre o nível de conhecimento alcançado em Geografia. 41,6% dos estudantes (33 pessoas) estão em um nível baixo. Esta é a principal preocupação, e é claro que é necessária uma mudança nas aulas para que o aprendizado de qualidade possa ocorrer

Análise do impacto do uso massivo da teleducação na aprendizagem de alunos do primeiro ano.: Impacto do uso massivo da teleducação na aprendizagem

The present research work aims to analyze how the impact caused by the massive use of tele-education in first grade students of the EGB of the Víctor Emilio Estrada Educational Unit influences learning, through a questionnaire that can determine the level of satisfaction that students have regarding the virtual modality. For this reason, the methodology of this research to be carried out has a quantitative approach, with a non-experimental research design and with a type of exploratory study. The sample to be considered is 38 students from the first year of Basic General Education of the Víctor Emilio Estrada Educational Unit, which will be chosen intentionally; Regarding the data collection techniques and instruments, the following will be used: the questionnaire, which is made up of a set of dichotomous questions that allow the data to be obtained and recorded for subsequent analysis. After obtaining the results, they will be processed in the SPSS program, which will obtain the respective tables and graphs.El presente trabajo de investigación tiene como objetivo analizar cómo influye en el aprendizaje el impacto provocado por el uso masivo de la tele-educación en los estudiantes del primer grado de la EGB de la Unidad Educativa Víctor Emilio Estrada, mediante un cuestionario que pueda determinar el nivel de satisfacción que tienen los estudiantes en cuanto a la modalidad virtual. Por ello la metodología de esta investigación que se va a realizar tiene un enfoque cuantitativo, con un diseño de investigación no experimental y con un tipo de estudio exploratorio. La muestra a considerar es de 38 estudiantes del primer año de Educación General Básica de la Unidad Educativa Víctor Emilio Estrada, la cual será escogida de manera intencional; con respecto a las técnicas e instrumentos de recogida de datos se utilizará: el cuestionario, el que está compuesto por un conjunto de preguntas dicotómicas que permitan obtener y registrar los datos para su posterior análisis. Luego de obtener los resultados se procesarán en el programa SPSS el cual se obtendrá las respectivas tablas y gráficos