La competencia emocional en el currículo escolar de español como lengua adicional en Australia y Reino Unido

The development of students’ emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above- mentioned curriculum implemented both in New South Wales and England.Desde su expansión a principios de los años 2000, el desarrollo de la inteligencia emocional de los estudiantes se ha convertido en un objetivo prioritario de la educación integral. Las exigencias y retos que plantea una sociedad capitalista y globalizada unidos a los impactos negativos de la COVID-19 no solo ha puesto en el punto de mira los ya existentes problemas de salud mental entre los jóvenes, sino que los ha agravado, de ahí la necesidad de promover este tipo de inteligencia a nivel educativo. Este trabajo se enfoca en Australia y Reino Unido, dos contextos donde existen directivas gubernamentales y políticas educativas que promocionan el Aprendizaje Social y Emocional (en inglés, SEL) a lo largo de la educación reglada. Sin embargo, dado que trata de dos contextos educativos con políticas lingüísticas monolingües, nuestro objetivo es analizar si la competencia emocional se desarrolla en el currículo de Lenguas, y, específicamente, en el de español como lengua adicional para Primaria. Para ello y, partiendo del marco teórico de SEL, realizamos un análisis cualitativo de contenido tanto del currículo de español implementado en Nueva Gales del Sur como en Inglaterra

La competencia emocional en el currículo escolar de español como lengua adicional en Australia y Reino Unido

The development of students' emotional intelligence has become a priority in integral education since the beginning of this century. Existing mental health issues in young learners brought about by the pressures and challenges of a globalized capitalist society have been put in the spotlight and exacerbated by the ongoing Covid-19 pandemic, which explains the need to promote this type of intelligence in education. We will focus on Australia and the UK, two contexts where social and emotional learning (SEL) has been promoted via government directives and policy documents across the curriculum. However, since both educational contexts have monolingual policies, our objective is to analyse whether emotional competence is integrated and developed throughout the Languages curriculum, specifically, in the case of Spanish as an additional language in Primary education. Drawing from SEL´s theoretical framework, and using qualitative content analysis, we will examine the above-mentioned curriculum implemented both in New South Wales and England.Desde su expansión a principios de los años 2000, el desarrollo de la inteligencia emocional de los estudiantes se ha convertido en un objetivo prioritario de la educación integral. Las exigencias y retos que plantea una sociedad capitalista y globalizada unidos a los impactos negativos de la COVID-19 no solo ha puesto en el punto de mira los ya existentes problemas de salud mental entre los jóvenes, sino que los ha agravado, de ahí la necesidad de promover este tipo de inteligencia a nivel educativo. Este trabajo se enfoca en Australia y Reino Unido, dos contextos donde existen directivas gubernamentales y políticas educativas que promocionan el Aprendizaje Social y Emocional (en inglés, SEL) a lo largo de la educación reglada. Sin embargo, dado que trata de dos contextos educativos con políticas lingüísticas monolingües, nuestro objetivo es analizar si la competencia emocional se desarrolla en el currículo de Lenguas, y, específicamente, en el de español como lengua adicional para Primaria. Para ello y, partiendo del marco teórico de SEL, realizamos un análisis cualitativo de contenido tanto del currículo de español implementado en Nueva Gales del Sur como en Inglaterra

Teachers’ Perceptions of the Use of ICTs in the Educational Response to Students with Disabilities

The educational response to students with specific needs for educational support associated with disability could not be understood within the current educational landscape without addressing how Information and Communication Technology (ICT) is used within those responses. ICT support is not a matter of fashion or one-off use due to the current circumstances brought about by the effects of the COVID-19 pandemic. Programmes and materials are already being developed to enable such application. Even from the Universal Learning Design approaches, it is precisely the use of technologies in learning processes, with special emphasis on educational inclusion processes, which are a key focus. This study deals with the perception that teachers have of this use of ICT with students with disabilities: How are the resources available to them and how good is their training in this respect? To do this, a section of a questionnaire was used, which forms part of the R + D + I project awarded under a national call in Spain, and which in one of its categories precisely focuses attention on this use of ICT. In turn, this category, according to the confirmatory factor analysis carried out, is subdivided into three subcategories: didactic use, spaces and resources, and finally teacher training. We are also interested in knowing if there are differences of opinion between population groups grouped according to sex, ownership of the education centre and location of the centre (urban, or rural). The results indicate that although there is good use and good preparation of teachers, the level of resources is low and teacher training needs to be reinforced

Implementation of an Intervention Plan for Emotional Development in People with Down Syndrome

The importance of music, as well as the different and diverse possibilities that it offers, favors the emotional development of any person. This research is based on the development and application of a set of activities, whose transversal axis is the use of music, to favor and promote the emotional development of people with Down syndrome. This application of activities was developed with a group of eight participants, between the ages of twenty and forty-five years old. Additionally, under a total duration of eight working sessions. In these sessions, listening, vocal, instrumental, and movement activities were developed. For each of the emotions worked on; joy, fear, anger, sadness, calm, and love, a story and a song from the story were selected for each one of them. The methodology used was qualitative, using program evaluation. For this purpose, on the one hand, the data obtained during the different sessions were analyzed, and on the other hand, the data collected in the two discussion groups carried out were analyzed. Finally, the data obtained were organized into six categories: image recognition, observation of emotions, experience of emotions, identification of emotions, recognition of emotions, and finally, enjoyment of emotions. It could be seen that, after the sessions, there was a significant improvement in the different categories. However, in the categories of identification of emotions and recognition of emotions, the results were more favorable compared to the rest

Nueva guía visual de la fauna y flora marina del intermareal de La Caleta y roquedos intermareales asociados.

Nueva guía visual de las especies de animales (54 especies) y macroalgas (52 especies) más habituales y/o curiosas de los roquedos del intermareal de La Caleta (Cádiz) y roquedos intermareales asociados. Se incluyen mas del doble de las especies que aparecían en la guía publicada en 2019. Dos de las especies de animales añadidas fueron recientemente descritas como nuevas para la Ciencia a partir de material encontrado en La Caleta (en parte).Universidad de Cádiz Ministerio de Ciencia e Innovación Fundación Española de Ciencia y Tecnología (FECYT) Campus de Excelencia Internacional del MAR (CEIMAR)108 pagina

Salud de los trabajadores

Actividad física y su relación con los factores de riesgo cardiovascular de carteros chilenosAnálisis de resultados: riesgos psicosociales en el trabajo Suceso-Istas 21 en Cesfam QuellónAusentismo laboral por enfermedades oftalmológicas, Chile 2009Brote de diarreas por norovirus, posterremoto-tsunami, Constitución, Región del MauleCalidad de vida en profesionales de la salud pública chilenaCaracterización del reposo laboral en personal del SSMN durante el primer semestre de 2010Concentración de nicotina en pelo en trabajadores no fumadores expuestos a humo de tabaco ambientalCondiciones de trabajo y bienestar/malestar docente en profesores de enseñanza media de SantiagoDisfunción auditiva inducida por exposición a xilenoErgonomía aplicada al estudio del síndrome de dolor lumbar en el trabajoEstimación de la frecuencia de factores de riesgo cardiovascular en trabajadores de una empresa mineraExposición a plaguicidas inhibidores de la acetilcolinesterasa en Colombia, 2006-2009Factores de riesgo y daños de salud en conductores de una empresa peruana de transporte terrestre, 2009Las consecuencias de la cultura en salud y seguridad ocupacional en una empresa mineraPercepción de cambios en la práctica médica y estrategias de afrontamientoPercepción de la calidad de vida en la Universidad del BiobíoPesos máximos aceptables para tareas de levantamiento manual de carga en población laboral femeninaRiesgo coronario en trabajadores mineros según la función de Framingham adaptada para la población chilenaTrastornos emocionales y riesgo cardiovascular en trabajadores de la salu

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Outcomes from elective colorectal cancer surgery during the SARS-CoV-2 pandemic

This study aimed to describe the change in surgical practice and the impact of SARS-CoV-2 on mortality after surgical resection of colorectal cancer during the initial phases of the SARS-CoV-2 pandemic

Gestión del conocimiento. Perspectiva multidisciplinaria. Volumen 9

El libro “Gestión del Conocimiento. Perspectiva Multidisciplinaria”, volumen 9, de la Colección Unión Global, es resultado de investigaciones. Los capítulos del libro, son resultados de investigaciones desarrolladas por sus autores. El libro es una publicación internacional, seriada, continua, arbitrada de acceso abierto a todas las áreas del conocimiento, que cuenta con el esfuerzo de investigadores de varios países del mundo, orientada a contribuir con procesos de gestión del conocimiento científico, tecnológico y humanístico que consoliden la transformación del conocimiento en diferentes escenarios, tanto organizacionales como universitarios, para el desarrollo de habilidades cognitivas del quehacer diario. La gestión del conocimiento es un camino para consolidar una plataforma en las empresas públicas o privadas, entidades educativas, organizaciones no gubernamentales, ya sea generando políticas para todas las jerarquías o un modelo de gestión para la administración, donde es fundamental articular el conocimiento, los trabajadores, directivos, el espacio de trabajo, hacia la creación de ambientes propicios para el desarrollo integral de las instituciones

Eufonía : didáctica de la música

Resumen basado en el de la publicaciónSe centra en la aplicación de un conjunto de actividades musicales diseñadas para potenciar el desarrollo emocional de personas con síndrome de Down. Se desarrolló con un grupo de ocho alumnos y tuvo una duración total de ocho sesiones de trabajo, en las que se utilizaron actividades de audición, expresión vocal, instrumental y del movimiento, para las que se cuidó la selección de las obras musicales empleadas.Biblioteca de Educación del Ministerio de Educación y Formación Profesional; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]