El desarrollo profesional docente y el logro del aprendizaje en los estudiantes de la I.E. José María Arguedas de San Juan de Lurigancho, 2015

El presente trabajo de investigación titulado “Desarrollo profesional docente y el logro de aprendizajes en los estudiantes de la Institución Educativa N° 0086 José María Arguedas, del distrito San Juan de Lurigancho - 2015” está orientado a comprobar la relación que existe en el entre ambas variables de estudio. Las propuestas actuales para una actualización docente que se traducen en cambios en las prácticas pedagógicas incorporan principios que ayudan a los docentes a construir, a través de redes de docentes, nuevas comprensiones de estas prácticas y su contexto, existiendo una relación entre el desarrollo docente, las prácticas pedagógicas y el logro de aprendizajes. Este trabajo se ejecutó mediante encuestas realizadas al director en relación a cada uno de los docentes en evaluación durante el transcurso de los años y comparando los diferentes estados de cada uno de los docentes tantos actualizados y no actualizados podemos dar un resumen final de que el desarrollo profesional docente mejora el aprendizaje de los estudiantes siempre y cuando el docente utilice las estrategias, técnicas adecuadas, procedimientos y una buena pedagogía que pueda enmarcar el rumbo del cambio de la educación peruana

Laboratorios Virtuales en la Enseñanza de la Física: Un Análisis Teórico

Nowadays, the teaching of natural sciences is of utmost importance in the scientific work since it makes possible the realization of experiments and the recreation of a certain set of natural phenomena; this helps students to better understand the events that occur in nature and to understand the natural laws that govern them, which is why it is necessary that the training of students is linked to scientific activity, which is essential for the progress of a country. In this sense, virtual physics laboratories promote the development of scientific competencies, skills for the design and construction of physical-mathematical models that have an assertive impact on the teaching and learning process of science, promoting creativity and motivation of students; it is also a didactic space for the development of innovative strategies that encourage the discovery and use of accessible resources for this purpose of scientific knowledge. The objective of the research was to analyze the application strategy of virtual laboratories in the teaching of physics.En la actualidad la enseñanza de las ciencias naturales es de suma importancia en el quehacer científico ya que posibilita la realización de experimentos y la recreación de un determinado conjunto de fenómenos naturales; esto ayuda a los estudiantes para una mejor comprensión de los eventos que ocurren en la naturaleza y entender las leyes naturales que las gobiernan, es por ello que se genera la necesidad en que la formación de los estudiantes se encuentre vinculada a la actividad científica siendo esta indispensable para el progreso de un país. En ese sentido, los laboratorios virtuales de física promueven el desarrollo de competencias científicas, de habilidades para el diseño y construcción de modelos físico-matemáticos que inciden asertivamente en el proceso de enseñanza y aprendizaje de las ciencias impulsando la creatividad y motivación de los educandos; asimismo es un espacio didáctico para el desarrollo de estrategias innovadoras que alienten el descubrimiento y empleo de recursos accesibles a este propósito del conocimiento científico. El objetivo de la investigación fue analizar la estrategia de aplicación de los laboratorios virtuales en la enseñanza de la física

Mortality from gastrointestinal congenital anomalies at 264 hospitals in 74 low-income, middle-income, and high-income countries: a multicentre, international, prospective cohort study

Summary Background Congenital anomalies are the fifth leading cause of mortality in children younger than 5 years globally. Many gastrointestinal congenital anomalies are fatal without timely access to neonatal surgical care, but few studies have been done on these conditions in low-income and middle-income countries (LMICs). We compared outcomes of the seven most common gastrointestinal congenital anomalies in low-income, middle-income, and high-income countries globally, and identified factors associated with mortality. Methods We did a multicentre, international prospective cohort study of patients younger than 16 years, presenting to hospital for the first time with oesophageal atresia, congenital diaphragmatic hernia, intestinal atresia, gastroschisis, exomphalos, anorectal malformation, and Hirschsprung’s disease. Recruitment was of consecutive patients for a minimum of 1 month between October, 2018, and April, 2019. We collected data on patient demographics, clinical status, interventions, and outcomes using the REDCap platform. Patients were followed up for 30 days after primary intervention, or 30 days after admission if they did not receive an intervention. The primary outcome was all-cause, in-hospital mortality for all conditions combined and each condition individually, stratified by country income status. We did a complete case analysis. Findings We included 3849 patients with 3975 study conditions (560 with oesophageal atresia, 448 with congenital diaphragmatic hernia, 681 with intestinal atresia, 453 with gastroschisis, 325 with exomphalos, 991 with anorectal malformation, and 517 with Hirschsprung’s disease) from 264 hospitals (89 in high-income countries, 166 in middleincome countries, and nine in low-income countries) in 74 countries. Of the 3849 patients, 2231 (58·0%) were male. Median gestational age at birth was 38 weeks (IQR 36–39) and median bodyweight at presentation was 2·8 kg (2·3–3·3). Mortality among all patients was 37 (39·8%) of 93 in low-income countries, 583 (20·4%) of 2860 in middle-income countries, and 50 (5·6%) of 896 in high-income countries (p<0·0001 between all country income groups). Gastroschisis had the greatest difference in mortality between country income strata (nine [90·0%] of ten in lowincome countries, 97 [31·9%] of 304 in middle-income countries, and two [1·4%] of 139 in high-income countries; p≤0·0001 between all country income groups). Factors significantly associated with higher mortality for all patients combined included country income status (low-income vs high-income countries, risk ratio 2·78 [95% CI 1·88–4·11], p<0·0001; middle-income vs high-income countries, 2·11 [1·59–2·79], p<0·0001), sepsis at presentation (1·20 [1·04–1·40], p=0·016), higher American Society of Anesthesiologists (ASA) score at primary intervention (ASA 4–5 vs ASA 1–2, 1·82 [1·40–2·35], p<0·0001; ASA 3 vs ASA 1–2, 1·58, [1·30–1·92], p<0·0001]), surgical safety checklist not used (1·39 [1·02–1·90], p=0·035), and ventilation or parenteral nutrition unavailable when needed (ventilation 1·96, [1·41–2·71], p=0·0001; parenteral nutrition 1·35, [1·05–1·74], p=0·018). Administration of parenteral nutrition (0·61, [0·47–0·79], p=0·0002) and use of a peripherally inserted central catheter (0·65 [0·50–0·86], p=0·0024) or percutaneous central line (0·69 [0·48–1·00], p=0·049) were associated with lower mortality. Interpretation Unacceptable differences in mortality exist for gastrointestinal congenital anomalies between lowincome, middle-income, and high-income countries. Improving access to quality neonatal surgical care in LMICs will be vital to achieve Sustainable Development Goal 3.2 of ending preventable deaths in neonates and children younger than 5 years by 2030