Énfasis en la formación de habilidades blandas en mejora de los aprendizajes

The current scenario presents dizzying changes, which certainly invites not to lose sight of the school and particularly the mater institution like the university, in order to observe in principle, whether or not they are together forming the skills and competences to perform in a society as unlike ours. In this same scenario, there is a hard task of researchers and publications that influence and emphasize soft skills development. In view of this, the objective of this review article is to evaluate the theoretical and methodological quality of the publications through selective and critical study of what the authors argue about the formation of soft skills, also called socioemotional skills, in improving learning, from the analysis of primary, secondary and tertiary sources such as articles, reports, programs and books. Methodological by its nature is a research of descriptive correlational review and focuses particularly on the revision of original scientific articles, theses and reports, using the deductive and inductive method, using analysis and meta-analysis. The review was carried out taking into consideration the selection criterion, the inclusion and exclusion criterion, the time criterion and the search for objective information in indexed journals. Finally, it is concluded that the various publications on soft skills, from the qualitative, quantitative and mixed levels present a thorough analysis of the variables of study in theory and methodology, evidence of the use of techniques and instruments in each of the research and the results of which determine that the development of soft skills contributes significantly to the learning.El escenario actual presenta vertiginosos cambios, que desde luego invita a no perder de vista a la escuela y particularmente a la institución mater como la universidad, con el fin de observar en principio, si éstas conjuntamente están formando o no las habilidades y competencias para desempeñarse en una sociedad tan desemejante como la nuestra. En este mismo escenario, existe una ardua tarea de investigadores y publicaciones que inciden y le ponen énfasis al desarrollo de habilidades blandas. Frente a ello, el objetivo del presente artículo de revisión es evaluar la calidad teórica y metodológica de las publicaciones a través del estudio selectivo y crítico de lo que los autores argumentan sobre formación de habilidades blandas, llamadas también habilidades socioemocionales, en mejora de los aprendizajes, a partir del análisis de las fuentes primarias, secundarias y terciarias como artículos, informes, programas y libros. Metodológicamente por su naturaleza es una investigación de revisión descriptiva correlacional y se centra particularmente, en la revisión de artículos científicos originales, tesis e informes, recurriendo al método deductivo e inductivo, empleando el análisis y meta-análisis. La revisión se realizó considerando el criterio de selección, el criterio de inclusión y exclusión, el criterio temporal y el de búsqueda de información objetiva en revistas indexadas. Finalmente, se concluye que las diversas publicaciones sobre habilidades blandas, desde el nivel cualitativo, cuantitativo y mixto presentan un profundo análisis de las variables de estudio tanto en teoría como en la metodología, evidenciándose el uso de técnicas e instrumentos en cada una de las investigaciones y cuyos resultados determinan que el desarrollo de habilidades blandas contribuye de modo significativo en el aprendizaje

Formación de competencias ciudadanas para responder a un mundo global

Abstract Today's society is going through a series of transformations that include uncertainties, accelerated changes that, in a certain way, also generated responses and consequences in a divided, fragmented, intolerant and not very empathetic society; for this reason, more than ever, responsible citizens are needed to improve society. This article is the report of a research whose purpose was to develop a systematic analysis of the formation and development of civic competencies to respond to a globalized world. The research was carried out by means of a systematic review with a meta-analytical nature of various publications, for which information providers and multiple scientific databases indexed in: ProQuest, Ebsco, SciELO, Scopus, Concytec, Dialnet, among others, were used. In the same way, using Boolean terms and operators, a meta-search was carried out in Google Scholar of reports and repositories published by international and national organizations and institutions such as: UNESCO, CEPAL, UNICEF, INEI, CADE-IPAE. The articles and reports analyzed describe global problems, offer various didactic and pedagogical strategies to improve coexistence and develop citizens' civic skills. Likewise, the inclusion criteria of reliable sources from the last five years were considered, as well as the exclusion of some articles for not being subject to validity and reliability. Finally, it is concluded that most researchers have published studies in order to develop a culture of peace. Given this, the reports that stand out are quantitative, qualitative and mixed, many of which seek to strengthen citizenship competencies at different levels: basic and superior, highlighting Colombia as the country with the greatest impact in publications on the formation of citizenship competencies. Keywords: basic training, life skills, citizenship skills, global citizenship and global education.Resumen La sociedad actual atraviesa una serie de transformaciones que incluyen incertidumbres, cambios acelerados que, en cierto modo, también generaron respuestas y consecuencias en una sociedad dividida, fragmentada, intolerante y poco empática; por eso, más que nunca, se necesita ciudadanos responsables que permitan mejorar la sociedad. Este artículo es el informe de una investigación cuyo propósito fue desarrollar un análisis sistemático de la formación y desarrollo de competencias ciudadanas para responder a un mundo globalizado. La investigación fue realizada por medio de una revisión sistemática con carácter meta analítico de diversas publicaciones, para ello se utilizó proveedores de información y múltiples bases de datos científicas indexadas en: ProQuest, Ebsco, SciELO, Scopus, Concytec, Dialnet, entre otras. De la misma manera, utilizando términos y operadores booleanos, se realizó una Metabúsqueda en el Google Scholar de informes y repositorios publicados por organismos e instituciones internacionales y nacionales como: UNESCO, CEPAL, UNICEF, INEI, CADE-IPAE. Los artículos e informes analizados describen problemas globales, ofrecen diversas estrategias didácticas como pedagógicas para mejorar la convivencia y desarrollar las competencias cívicas de los ciudadanos. Asimismo, se consideraron los criterios de inclusión de fuentes confiables de los últimos cinco años, así como la exclusión de algunos artículos por no estar sujeta a validez y confiabilidad. Finalmente, se concluye que la mayoría de investigadores han publicado estudios con el fin de desarrollar una cultura de paz. Ante esto, los informes que se destacan son cuantitativos, cualitativos y mixtos, muchos de los cuales buscan fortalecer las competencias ciudadanas en diferentes niveles: básico y superior, destacando a Colombia como el país con mayor impacto en las publicaciones de formación de competencias ciudadanas. Palabras clave: formación básica, competencias para la vida, habilidad ciudadana, competencias ciudadanas, ciudadanía global y educación global

Vulneración de los derechos humanos ante los desastres naturales en el Perú

The essay aims to analyze the vulnerability of human rights to natural disasters in Peru. By its nature, the techniques of the office were used and the deductive method was used for the analysis. The results reveal the violation and protection of rights, as well as the appropriate actions to prevent certain risks before, during and after emergencies due to the indifference of the authorities and the passivity and irresponsibility of the community. It is concluded that the vulnerability of Human Rights to disasters is the total suppression of economic, social and gender inequalities that already exist in society before the natural event and consequently the mitigation of the deepening of these problems after the event. natural event.El ensayo tuvo como objetivo analizar la vulnerabilidad de los derechos humanos ante los desastres naturales en el Perú. Por su naturaleza, se recurrió a las técnicas de gabinete y para el análisis se empleó el método deductivo. Los resultados revelaron que la vulneración y protección de los derechos, así como las acciones adecuadas para prevenir ciertos riesgos ante, durante y luego de las emergencias es debido a la indiferencia de las autoridades y la pasividad e irresponsabilidad de la comunidad. Se concluyó que la vulnerabilidad de los Derechos Humanos ante la situación de desastres son la supresión total de las desigualdades económicas, sociales y de género que ya existen en la sociedad antes del evento natural y por consiguiente la mitigación de la profundización de estos problemas luego del evento natural. Palabras clave: La vulneración de los derechos humanos, desastres naturales, políticas públicas

An Ensemble-based Machine Learning Model for Investigating Children Interaction with Robots in Childhood Education

"Investing in children's well-being and supporting high-quality pre-school education is a significant component of its promotion (ECE). All children have the right to participate. ECE teachers' thoughts about children's participation were examined to see if they were linked to children's perceptions of their participation. On the other hand, current studies focus on a single categorization method with lower overall accuracy. The findings of this study provided the basis for the development of an ensemble machine learning (ML) approach for measuring the participation of children with learning disabilities in educational situations that were specifically developed for them. Visual and auditory data are collected and analyzed to determine whether or not the youngster is engaged during the robot-child interaction in this manner. It is proposed that an ensemble ML technique (Enhanced Deep Neural Network (EDNN), Modified Extreme Gradient Boost Classifier, and Logistic Regression) be used to judge whether or not a youngster is actively engaged in the learning process. Children's participation in ECE courses depends on both the quantitative and qualitative characteristics of the classroom, according to this research.

Emotional Intelligence in Times of Covid-19: a Comparative Study in Peruvian Universities

Objective:The aim of the study was to compare emotional intelligence in Peruvian university students from public and private universities.Theoretical framework: In higher education, emotionally intelligent students have the ability to interact appropriately with others, achieve good academic results, and reach personal and professional goals.Method: The methodology was descriptive-comparative, the sample consisted of 838 university students of both sexes from public (471) and private (364) universities belonging to the coast, highlands and jungle regions of Peru. A sociodemographic form created for the study and the emotional intelligence scale (TMMS-24) were used as measurement instruments.Results and conclusion:The results showed that university students over 30 years of age, women, those from the highlands and those who worked had high levels of emotional intelligence.Implications of the research:It is necessary for university institutions to reorganize their academic conditions and provide the necessary inputs to apply socioemotional strategies to students. Researchers linked to the lines of research on emotional intelligence should develop predictive studies to know which factors may be predicting adequate or inadequate emotional intelligence in university students.Originality:This study demonstrates that it is essential to attend to and provide emotional intelligence tools to those students whodo not have the necessary resources to face different situations in the face of the COVID-19 pandemic and contributes to the training of educators, especially environmental educators in crisis contexts

Global Retinoblastoma Presentation and Analysis by National Income Level.

Importance: Early diagnosis of retinoblastoma, the most common intraocular cancer, can save both a child's life and vision. However, anecdotal evidence suggests that many children across the world are diagnosed late. To our knowledge, the clinical presentation of retinoblastoma has never been assessed on a global scale. Objectives: To report the retinoblastoma stage at diagnosis in patients across the world during a single year, to investigate associations between clinical variables and national income level, and to investigate risk factors for advanced disease at diagnosis. Design, Setting, and Participants: A total of 278 retinoblastoma treatment centers were recruited from June 2017 through December 2018 to participate in a cross-sectional analysis of treatment-naive patients with retinoblastoma who were diagnosed in 2017. Main Outcomes and Measures: Age at presentation, proportion of familial history of retinoblastoma, and tumor stage and metastasis. Results: The cohort included 4351 new patients from 153 countries; the median age at diagnosis was 30.5 (interquartile range, 18.3-45.9) months, and 1976 patients (45.4%) were female. Most patients (n = 3685 [84.7%]) were from low- and middle-income countries (LMICs). Globally, the most common indication for referral was leukocoria (n = 2638 [62.8%]), followed by strabismus (n = 429 [10.2%]) and proptosis (n = 309 [7.4%]). Patients from high-income countries (HICs) were diagnosed at a median age of 14.1 months, with 656 of 666 (98.5%) patients having intraocular retinoblastoma and 2 (0.3%) having metastasis. Patients from low-income countries were diagnosed at a median age of 30.5 months, with 256 of 521 (49.1%) having extraocular retinoblastoma and 94 of 498 (18.9%) having metastasis. Lower national income level was associated with older presentation age, higher proportion of locally advanced disease and distant metastasis, and smaller proportion of familial history of retinoblastoma. Advanced disease at diagnosis was more common in LMICs even after adjusting for age (odds ratio for low-income countries vs upper-middle-income countries and HICs, 17.92 [95% CI, 12.94-24.80], and for lower-middle-income countries vs upper-middle-income countries and HICs, 5.74 [95% CI, 4.30-7.68]). Conclusions and Relevance: This study is estimated to have included more than half of all new retinoblastoma cases worldwide in 2017. Children from LMICs, where the main global retinoblastoma burden lies, presented at an older age with more advanced disease and demonstrated a smaller proportion of familial history of retinoblastoma, likely because many do not reach a childbearing age. Given that retinoblastoma is curable, these data are concerning and mandate intervention at national and international levels. Further studies are needed to investigate factors, other than age at presentation, that may be associated with advanced disease in LMICs

Sistematización de la actividad pedagógica desde la teoría dialéctica para el desarrollo del pensamiento crítico

La investigación tuvo como objetivo proponer la sistematización de la actividad pedagógica desde la teoría de la dialéctica para el desarrollo del pensamiento crítico en las estudiantes del cuarto año de educación secundaria de una institución educativa Lambayecana. La investigación surgió de la necesidad de desarrollar el pensamiento crítico, carente en las aulas del nivel secundario, el estudio se trabajó con una muestra de 87 estudiantes de la sección N (Grupo Experimental 42) y sección I (Grupo Control: 45) en el que se identificó el nivel del pensamiento crítico por medio de un cuestionario (pre test) cuyo diagnóstico llegó a reflejar que de los tres niveles del pensamiento crítico señalado por Priestley (1996) la mayoría de estudiantes se ubicaron en el nivel básico. La propuesta corresponde a una investigación cuantitativa con diseño cuasi experimental. Los resultados evidenciaron que después de la aplicación de la propuesta la mayoría de estudiantes del grupo experimental, 30 de ellas logró obtener puntuaciones que le permitieron ubicarse en el nivel superior, nivel más alto del pensamiento crítico. Por lo que se llegó a la conclusión que la propuesta de sistematizar la actividad pedagógica sustentada en la teoría dialéctica permitió desarrollar en los estudiantes del cuarto año de educación secundaria el pensamiento crítico en el nivel más alto