Los medios de comunicaci?n en la escuela

94 P?ginasRecurso Electr?nicoEl presente trabajo de grado, tiene como problema los medios de comunicaci?n en la escuela, Un proceso de articulaci?n del contexto con el aula de clases tomando como referencia la serie de televisi?n BEN 10 para mejorar la competencia comunicativa en los estudiantes de primer grado, de la instituci?n educativa Rosario de F?tima de Flandes (Tolima), posteriormente se realiz? el planteamiento del objetivo principal de la investigaci?n el cual est? basado en el mismo problema de investigaci?n. Para dar secuencialidad y cumplimiento a este objetivo general fue necesario realizar el planteamiento de tres objetivos espec?ficos que nos permiten de forma muy asertiva dar cumplimiento a este, por tanto los objetivos espec?ficos apuntan articular el contexto del aula y el uso de la televisi?n para mejorar la competencia comunicativa de los estudiantesa trav?s de actividades como creando adivinanzas, soy ben 10, ben 10 y yo, a escoger episodios de la serie BEN 10 que representen actos comunicativos completos para el grado primero con el fin de analizarlos y explicarlos dentro del contexto del aula y a dise?ar e implementar estrategias pedag?gicas y creativas para mejorar la competencia comunicativa, mediadas a su contexto de aula, a trav?s de textos como las historietas, cuentos y creaci?n final de un peri?dico mural para la divulgaci?n de lo aprendido durante el proceso de investigaci?n.ABSTRACT. This work degree , is the media problem in school, a joint process context to the classroom by reference to the television series BEN 10 for improved communicative competence in first grade students of the Rosary of Fatima school of Flanders ( Tolima ) , subsequently performed the main objective approach to research which is based on the same research problem. Sequentiality To accomplish this objective and overall approach was needed three specific goals that allow us to very assertive way to implement this , so the specific objectives aim to articulate the classroom context and the use of television to improve communicative competence of students through activities such as creating riddles, am ben 10 , ben 10 and I pick episodes of the series bEN 10 representing complete communicative acts for first grade in order to analyze and explain them in the context of classroom and to design and implement creative strategies to improve teaching and communicative competence mediated classroom context , through texts such as cartoons, stories and final creation of a bulletin board to disseminate lessons learned during the research process.INTRODUCCION 14 1. TITULO 16 2. PLANTEAMIENTO DEL PROBLEMA 17 2.1. ANTECEDENTES DEL PROBLEMA 18 2.2. DESCRIPCI?N DEL PROBLEMA 19 2.3. FORMULACI?N DEL PROBLEMA 19 3. JUSTIFICACION 20 4. OBJETIVOS 22 4.1. OBJETIVO GENERAL 22 4.2. OBJETIVOS ESPEC?FICOS 22 5. MARCO REFERENCIAL 23 5.1. ANTECEDENTES 24 5.2. MARCO LEGAL O NORMATIVO 24 5.3. MARCO TE?RICO 27 5.3.1. Escuela un lugar com?n 28 5.3.2. Lenguaje y pensamiento 29 5.3.3. Texto y contextos 31 5.3.4. Mundos posibles 34 5.3.5. Pedagog?a y lenguaje 37 5.3.6. Comunicaci?n y televisi?n 41 5.3.7. El territorio: mediaci?n, lenguaje y ambiente 44 5.3.8. Entre la homogeneidad y heterogeneidad 45 6. METODOLOGIA 47 6.1. TIPO DE INVESTIGACION 48 6.2. POBLACION 48 6.3. MUESTRA 48 6.4. RECOLECCION DE DATOS DE LA IMFORMACION 49 6.5. PROCEDIMIENTOS PARA LA EJECUCION DEL PROCESO DE INVESTIGACION 55 6.5.1. Etapa del proceso 61 6.5.1.1. Etapa 1 61 6.5.1.2. Pensamiento cr?tico .62 6.5.1.3. Expreso express 63 6.5.1.4. Expresando ideas 64 6.5.1.5. An?lisis de los resultados 65 7. ANALISIS DE LOS RESULTADOS 66 CONCLUSIONES 72 RECOMENDACIONES 73 REFERENTES 74 ANEXOS 7

Evaluation of insulin resistance in a cohort of HIV-infected youth

AbstractObjectiveMetabolic abnormalities, including impairment of glucose homeostasis, have been well characterized in HIV-infected patients. In contrast to adults, insulin resistance and diabetes mellitus appear to be relatively uncommon finding in youth.DesignWe assessed insulin resistance, and associated risk factors, in a population of vertically HIV-infected children and young adults, when compared with a control population of healthy children.MethodsAt the time of enrolment, weeks of pregnancy, birth weight, sex, age, weight, height, body mass index (BMI), pubertal stages, CDC classification, blood pressure, clinical lipodystrophy, hepatitis B or C co-infection, antiretroviral therapy, CD4 T lymphocyte counts, and HIV-RNA levels were recorded. Fasting plasma glucose and insulin levels and homeostatic model assessment-insulin resistance (HOMA-IR) were determined. These parameters were compared between HIV patients and healthy controls with multivariate analyses.ResultsFasting insulin levels (OR=1.21,P<0.001) and glycemia (OR=0.89,P<0.001) were significantly different between HIV-infected patients and controls. Antiretroviral therapy duration (r=0.281,P<0.05), triglyceride levels (r=0.286,P<0.05), age (r=0.299,P<0.05), and BMI SDS (r=0.485,P<0.001) were significant predictor variables of insulin resistance, expressed as HOMA-IR. Moreover, clinical lipodystrophy seems to be strongly correlated to glycemia (P<0.05), triglyceride levels (P<0.05), serum insulin levels (P<0.001), HOMA-IR (P<0.05), and also with therapy duration (P<0.05).ConclusionsBoth HIV infection and antiretroviral therapy demonstrate differential effects on glucose metabolism in HIV-infected children. Targeted prevention of insulin resistance and diabetes mellitus in HIV-infected children and young adults is needed in order to avoid the associated long-term complications that would otherwise occur, given the improvement in life expectancy of HIV-infected individuals