Experiencias transformadoras del sentido de vida mediante la labor docente

* Este ensayo surge del proyecto de investigación colectivo de la Maestría en Educación de la Corporación Universitaria Minuto de Dios – UNIMINUTO titulado “Experiencias de sentido de vida a través de la docencia en profesores colombianos”, cuyo objetivo es comprender los significados que las experiencias profesionales le otorgan sentido de vida a los profesores colombianos iniciado en agosto de 2021 y finalizado en diciembre 2022. RESUMEN El presente ensayo comparte las experiencias vividas en torno al sentido de vida de cinco maestros en ejercicio que trabajan con diferentes poblaciones y zonas de Colombia. Surge como respuesta a las conclusiones de un estudio de corte cualitativo y diseño fenomenológico sobre el sentido de vida a través de la docencia. Adicionalmente, este manuscrito pretende plasmar una apuesta que reivindique las acciones burocráticas en las cuales se ve inmersa la labor docente, analizando entonces sus sentires más profundos y que trascienden el hecho de enseñar. Para ello se narran anécdotas de vivencia en el aula y tras ellas, se realiza un ejercicio hermenéutico en torno a las categorías de análisis de la docencia, la práctica educativa, la experiencia profesional y el sentido de vida. Estas narrativas revelan que ser maestro no sólo influye en la vida de los educandos, sino que también afecta la propia vida del profesor, ya que se asume como hacedor de la realidad a través del ejercicio pedagógico, y, por tanto, vuelve a pensarse la vida para construir el mundo de una manera distinta y mejor. PALABRAS CLAVE: Transformación; Experiencia vivida; Sentido de vida; Docencia; Práctica educativa. Transforming experiences of the meaning of life through teaching work ABSTRACT This essay shares the experiences lived around the meaning of life of five teachers who work with different populations and areas of Colombia. This article arises as a response to the conclusions of a qualitative study and phenomenological design on the meaning of life through teaching. Additionally, this manuscript intends to capture a bet that vindicates the bureaucratic actions in which the teaching work is immersed, then it analyzes deepest feelings that transcend the act of teaching. For this, anecdotes of experience in the classroom are narrated and after them, a hermeneutical exercise is carried out around the categories of analysis of teaching, educational practice, professional experience, and the meaning of life. These narratives reveal that being a teacher not only influences the lives of the students, but also affects the life of the teacher, since he assumes himself as a maker of reality through the pedagogical exercise, and, therefore, rethinks the life to build the world in a different and better way. KEYWORDS: Transformation; Lived experience; Meaning of life; Teaching; Educational practice

Variables sobre la aplicación de técnicas de prospección geofísica en la caracterización de yacimientos arqueológicos. Experiencias en los yacimientos del Polígono Industrial y de La Dehesa de Tarazona

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Characterisation of microbial attack on archaeological bone

As part of an EU funded project to investigate the factors influencing bone preservation in the archaeological record, more than 250 bones from 41 archaeological sites in five countries spanning four climatic regions were studied for diagenetic alteration. Sites were selected to cover a range of environmental conditions and archaeological contexts. Microscopic and physical (mercury intrusion porosimetry) analyses of these bones revealed that the majority (68%) had suffered microbial attack. Furthermore, significant differences were found between animal and human bone in both the state of preservation and the type of microbial attack present. These differences in preservation might result from differences in early taphonomy of the bones. © 2003 Elsevier Science Ltd. All rights reserved

Evaluation of a quality improvement intervention to reduce anastomotic leak following right colectomy (EAGLE): pragmatic, batched stepped-wedge, cluster-randomized trial in 64 countries

Background Anastomotic leak affects 8 per cent of patients after right colectomy with a 10-fold increased risk of postoperative death. The EAGLE study aimed to develop and test whether an international, standardized quality improvement intervention could reduce anastomotic leaks. Methods The internationally intended protocol, iteratively co-developed by a multistage Delphi process, comprised an online educational module introducing risk stratification, an intraoperative checklist, and harmonized surgical techniques. Clusters (hospital teams) were randomized to one of three arms with varied sequences of intervention/data collection by a derived stepped-wedge batch design (at least 18 hospital teams per batch). Patients were blinded to the study allocation. Low- and middle-income country enrolment was encouraged. The primary outcome (assessed by intention to treat) was anastomotic leak rate, and subgroup analyses by module completion (at least 80 per cent of surgeons, high engagement; less than 50 per cent, low engagement) were preplanned. Results A total 355 hospital teams registered, with 332 from 64 countries (39.2 per cent low and middle income) included in the final analysis. The online modules were completed by half of the surgeons (2143 of 4411). The primary analysis included 3039 of the 3268 patients recruited (206 patients had no anastomosis and 23 were lost to follow-up), with anastomotic leaks arising before and after the intervention in 10.1 and 9.6 per cent respectively (adjusted OR 0.87, 95 per cent c.i. 0.59 to 1.30; P = 0.498). The proportion of surgeons completing the educational modules was an influence: the leak rate decreased from 12.2 per cent (61 of 500) before intervention to 5.1 per cent (24 of 473) after intervention in high-engagement centres (adjusted OR 0.36, 0.20 to 0.64; P < 0.001), but this was not observed in low-engagement hospitals (8.3 per cent (59 of 714) and 13.8 per cent (61 of 443) respectively; adjusted OR 2.09, 1.31 to 3.31). Conclusion Completion of globally available digital training by engaged teams can alter anastomotic leak rates. Registration number: NCT04270721 (http://www.clinicaltrials.gov)