La lúdica para el fortalecimiento de la enseñanza y el aprendizaje para grado primero

El proyecto de investigación “La Lúdica para el Fortalecimiento de la Enseñanza y el Aprendizaje para Grado Primero, se desarrolló en etapas. La primera etapa comprende la observación y el diagnóstico de la problemática que constituye el cuerpo de este proyecto, donde se logra detectar falencias en la utilización de herramientas metodológicas adecuadas para el desarrollo de las clases de español en especial la lectura y la escritura. En la Segunda etapa que comprende la recolección de información y de datos concernientes al objeto de estudio dentro de la población escolar que comprende a los estudiantes del grado de primero de básica primaria. En la tercera etapa se realiza el proceso de indagación e implementación de nuevas herramientas basadas en el aprendizaje experiencial y actividades lúdicas para lograr cumplir con el objetivo de la investigación, evaluando el impacto de la nueva estrategia en el mejoramiento del proceso de enseñanza-aprendizaje. En la cuarta y última etapa se logran vislumbrar los alcances de los objetivos propuestos y al mismo tiempo la implementación de nuevas estrategias y la utilización de herramientas, que generen cambios en los procesos de enseñanza-aprendizaje en los y las estudiantes y sus características. Este trabajo de investigación constituye el primer paso hacia el mejoramiento de la calidad en la educación, pero siendo permeable a las demás áreas del conocimiento, para generar espacios de creatividad, investigación, y experimentación, de un tema y con la utilización de espacios adecuados y las herramientas, lograr el resultado que se quiere el mejoramiento de los procesos de enseñanza- aprendizaje, en las diferentes áreas del saber pedagógico.The research project "The ludic for Strengthening Teaching and Learning for Grade One, was developed in stages. The first includes the observation and diagnosis of the problems that constitute the body of this project, where it is possible to detect shortcomings in the use of methodological tools appropriate for the development of Spanish classes, especially reading and writing. The second stage includes the collection of information and data concerning the object of study within the school population that includes students in the first grade of primary school. In the third stage, the process of inquiry and implementation of new tools based on experiential learning and ludic activities is carried out to achieve the objective of the research, evaluating the impact of the new strategy on improving the teaching-learning process. In the fourth stage, it is possible to glimpse the scope of the proposed objectives and at the same time the implementation of new strategies and the use of tools that generate changes in the teaching-learning processes in the students and their characteristics. This research work constitutes the first step towards improving quality in education, but being permeable to other areas of knowledge, to generate spaces for creativity, research, and experimentation, of a topic and with the use of appropriate spaces and the tools, to achieve the desired result of improving teaching-learning processes in the different areas of pedagogical knowledge

Trace metal distribution in the bed, bank and suspended sediment of the Ravensbourne River and its implication for sediment monitoring in an urban river

Purpose This study aims to identify a suitable sediment compartment for sediment quality monitoring by: (a) studying the concentration of trace metals (Cd, Cu, Ni, Pb and Zn) in the bed, bank and suspended sediment compartments of the Ravensbourne River to establish any differences in trace metal concentrations with compartment; (b) determining the influence of sediment particle size fractions ( 0.05) in the concentrations of metals between the suspended sediment and the < 63 μm bed sediment fraction, but there was a significant difference (p < 0.05) between the suspended sediment and the < 63 μm bank sediment fraction. There were also significant differences between the concentrations of metals in the < 63 μm and the 63 μm–2 mm fractions. Generally, the Ravensbourne River did not comply with the draft UK sediment quality guidelines for the metals analysed. Conclusions This study shows the importance of identifying a suitable sediment compartment to sample for compliance with sediment quality standards. The bed and suspended sediments are the most widely used sediment compartments for sediment monitoring, but collecting sufficient mass of the < 63 μm sediment fraction for monitoring presents a challenge for urban gravel bed rivers like the Ravensbourne River. It seems appropriate to establish individual monitoring regimes for different rivers

Sediment-bound trace metals in Golfe-Juan Bay, northwestern Mediterranean: Distribution, availability and toxicity

International audienc

Bioaccumulation of trace metals in the coastal Borneo (Malaysia) and health risk assessment

The concentration of nine trace elements were analyzed in the different tissue organs of commonly available crabs (Portunus sanguinolentus, Portunus pelagicus and Scylla serrate) and bivalve (Polymesoda erosa) species collected from the Miri coast, Borneo in order to evaluate the potential health risk by consumption of these aquatic organisms. Among the analyzed organs, metal accumulation was higher in the gill tissues. The essential (Cu and Zn) and non-essential (Pb and Cd) elements showed the highest (i.e. Zn) and lowest concentrations (i.e. Cd) in their tissue organs, respectively. The estimated daily intake and hazard indices of all metals in the muscle indicate that the measured values were below the provisional tolerable daily intake suggested by the joint FAO/WHO Expert Committee on Food Additives. Compared to Malaysian and international seafood guideline values the results obtained from the present study are lower than the permissible limits and safe for consumption