Programa Aprendo en Casa y la Eficacia en el Aprendizaje Significativo de la Institución Educativa Primaria Simon Bolivar Lampa 2020

Objective: It was to determine the effectiveness of the I learn program in the meaningful learning of the students of the primary educational institution N°71008 of Lampa, 2020. Methodology: was pre-experimental design, quantitative approach, applied application level; with a population of 465 with a sample of 33 students for selection, non-probabilistic convenience sampling was used, as a technique the survey was used and the instrument was used the questionnaire with the checklist, to achieve the objectives learning sessions were designed. considering evaluations of pre-test and post-test instruments, for the analysis and interpretation of the results, the Microsoft Word, Excel and SPSS Software programs were used, for the hypothesis test the Studen t statistic was used. Results: show the results in the pre-test, 81% found that the strategy I learn at home was at the "low" level, significant learning presented the level "achievement at the beginning." However, in the Post-Test a radical change is evident in the statistical data, since 70% affirm that, while the I learn at home strategy was at a “high” level, significant learning became at the “high” level. outstanding achievement.” Conclusion: The I learn at home strategy issued by the media is effective in the meaningful learning of the students of the Primary Educational Institution No. 71008 of Lampa, since a significance of 0.000 was evidenced by the Student's t test. which is less than 0.05, that is, the alternative Hypothesis is accepted.Objetivo: Fue determinar la eficacia del programa aprendo en el aprendizaje significativo de los estudiantes de la institución educativa primaria N°71008 de Lampa, 2020. Metodología fue de diseño pre experimental, enfoque cuantitativo, nivel aplicativo tipo aplicada; con una población de 465 con muestra de 33 estudiantes para su selección se utilizó el muestreo no probabilística por conveniencia, como técnica se utilizó la encuesta e instrumento se utilizó el cuestionario con la lista de cotejo, para lograr los objetivos se diseñó sesiones de aprendizaje, considerando evaluaciones de instrumentos pre test y pos test, para el analís e interpretación de los resultados se utilizó los programas Microsoft Word, Excel y Software SPSS, para la prueba de hipótesis se utilizó el estadístico de la  t Studen   Resultados: muestran los resultados en el pre test, un 81% se encontró en la estrategia aprendo en casa estaba en el nivel “bajo”, el aprendizaje significativo presentó el nivel “logro en inicio.” Sin embargo, en el Post – Test se evidencia un cambio radical en los datos estadísticos, ya que, el 70% afirma que, mientras la estrategia aprendo en casa estaba en nivel “alto”, el aprendizaje significativo paso a estar en el nivel “logro destacado.”  Conclusión: La estrategia aprendo en casa emitida por los medios de comunicación si es eficaz en el aprendizaje significativo de los estudiantes de la Institución Educativa Primaria N° 71008 de Lampa, puesto que, se evidencio una significancia de 0.000 mediante la prueba t de Student, el cual, es menor al 0.05, es decir, se acepta la Hipótesis alterna

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

Afirmación de identidad y agresividad en estudiantes de sexto grado de Primaria de la Institución Educativa N° 73002 “Glorioso 821” Macusani - 2018

El proyecto presentado de investigación tuvo como objetivo determinar la relación significativa entre afirmación de identidad y agresividad en estudiantes de sexto grado de Primaria de la Institución Educativa N° 73002 “Glorioso 821” Macusani-2018. El tipo de estudio es descriptiva correlacional, con diseño no experimental, la muestra estuvo conformada por 120 estudiantes de sexto grado matriculados en el periodo académico 2018. Los instrumentos utilizados fueron: para la variable afirmación de identidad se obtuvo niveles de logro (C=inicio, B=proceso, A=logro previsto, AD=logro destacado) alcanzados en el segundo trimestre del año en curso. Para la variable agresividad se tomó el cuestionario de Buss y Perry cuenta con 29 ítems distribuidos en cuatro dimensiones: física, verbal, ira y hostilidad en una escala de Likert. Para el procesamiento de los datos se usó el paquete estadístico SPSS. Los resultados mostraron que el 60.8% de los estudiantes presentan un nivel bajo de agresividad y un nivel alto el 0,8%, por otro lado, el 87.5% de estudiantes alcanzó un nivel de logro previsto en la competencia afirmación de identidad y solo 0.8% se encuentra en inicio, existiendo una correlación indirecta y significativa entre afirmación de identidad y agresividad (sig=.000), así como también en sus dimensiones.JULIACAEscuela Profesional de EducaciónInvestigación sobre factores psicológicos en el entorno educativ

Academic burnout syndrome in university students during the Covid-19 pandemic

The academic school period in the context of the pandemic is an antecedent for the development and fixation of academic burnout. The aim was to analyze the academic burnout syndrome in university students during the pandemic by comparing its social variables. Comparative descriptive study, with quantitative approach, non-experimental - cross-sectional design. A total of 755 intentionally selected students participated and were administered the Maslach Burnout Inventory-Student Survey. It was found that the level of burnout syndrome in university students is moderate and, in the dimensions emotional exhaustion and depersonalization it is also at a medium level, unlike the personal fulfillment dimension, where the level is low. In addition, women and men present symptoms and signs, as well as, students who work and study, from the engineering area and from the first cycles (under 19 years of age). It is concluded that the study is original and clearly demonstrates the differences in the behavior of burnout syndrome among students according to their social variables

Validation of the Maslach burnout inventory-student survey (MBISS) in the Peruvian academic context

To determine Burnout syndrome, the questionnaire has been used to measure samples of workers primarily in the health sector and then in new contexts such as security and education, based on the assumption that academic activity is equivalent to that of a formal worker. In that sense, it has been shown that students may experience burnout along with disinterest, self-sabotage in academic activities and feelings of helplessness. It was proposed to analyze the psychometric properties of the academic burnout syndrome inventory in university students in Arequipa, Peru. This was an instrumental study, in which 755 people participated, 163 cases were withdrawn for incorrect answers, obtaining a sample of 592 students of both sexes. The Maslach Burnout Inventory validated in Colombia was used, and the students were contacted after authorization from the educational authorities and the respective informed consent. Results were obtained indicating that the test has a factorial structure of three dimensions: Emotional exhaustion, personal fulfillment and depersonalization. The omega coefficient for the three factors reveals high-reliability indicators (.89). It is concluded that the inventory shows adequate validity and reliability indicators for the measurement of Burnout syndrome in university students in the Peruvian context. &nbsp

Digitalization of teaching resources for interactive virtualization of laboratory practices in the Faculty of Pharmacy. UCM

Derivado de las condiciones establecidas a consecuencia de la pandemia del SARS Cov-2, la única forma de llevar a cabo las enseñanzas prácticas de nuestra asignatura era apoyándonos en recursos audiovisuales propios y favoreciendo el aprendizaje autónomo por parte del alumnado. El profesorado pasa a ser un guía, en la distancia marcada por las autoridades, de ese aprendizaje en el laboratorio. El marco de aplicación han sido las prácticas de la asignatura de Farmacognosia y Fitoterapia de 4º curso del Grado en la Facultad de Farmacia. Se trata de una asignatura obligatoria del Grado con una carga de 9 créditos, de los cuales 3 son prácticos. En el caso de nuestra Facultad se estableció la presencialidad en la impartición de estas enseñanzas. Se ha utilizado en todo momento el Campus Virtual (en adelante CV) para alojar los materiales gráficos, los alumnos han tenido que utilizar esos materiales como apoyo al desarrollo de sus prácticas y además han tenido que elaborar informes micro-fotográficos de sus muestras diarias. Sobre esos informes el profesor ha hecho un seguimiento continuo de la enseñanza. El alumnado ha dispuesto de red wifi en los laboratorios y de sus portátiles, tabletas o móviles para consultar el CV durante el desarrollo de las prácticas.Due to the conditions established as a consequence of the SARS Cov-2 pandemic, the only way to carry out the practical teachings of our subject was by relying on our own audiovisual resources and favoring autonomous learning by the students. The teaching staff became a guide, within the distance set by the authorities, of this learning in the laboratory. The application framework has been the practices of the Pharmacognosy and Phytotherapy course of the 4th year of the Degree in the Faculty of Pharmacy. This is a compulsory subject of the Degree with a load of 9 credits, 3 of which are practical. In the case of our Faculty it was established the presence in the delivery of these teachings. The Virtual Campus or Virtual Learning Platform (hereinafter VC) has been used at all times to host the photographic materials, students have had to use these materials as support for the development of their practices and have also had to prepare micro-photographic reports of their daily samples. On these reports the teacher has made a continuous monitoring of the teaching. The students have had wifi network in the laboratories and their laptops, tablets or cell phones to consult the VC during the development of the practices.Depto. de Farmacología, Farmacognosia y BotánicaFac. de FarmaciaFALSEsubmitte