Execution of co-planning and co-teaching processes based on english for specific purposes at Servicio Nacional de Aprendizaje (SENA) centro de diseño e innovación tecnológica industrial in Dosquebradas, Risaralda

This project corresponds to the modality of the Classroom Project, and it was carried out at the Servicio Nacional de Aprendizaje (SENA) Centro de Diseño e Innovación Tecnológica Industrial in Dosquebradas, Risaralda. In view of the institution’s needs, this project aimed at developing co-planning and co-teaching processes alongside the institution’s English instructors. Recent state tests results indicate that, compared to other institutes of similar nature, the SENA presented the largest number of students in the lowest levels of English performance (A1 and A2). We expected to contribute to the SENA’s efforts to meet the objectives set in its Bilingualism Plan, we intended to provide support in the design, materialization, and implementation of English workshops, final exams, and classes through co-planning and co-teaching. Moreover, to foster the communicative competence and the use of technical vocabulary particular to the learners’ field of work, we contributed to the design of new learning guides along with the SENA’s instructors. Furthermore, the expected outcome of this project was to aid future technologists in the process of learning technical language corresponding to their area of expertise and to contribute to the enhancement of SENA’s performance in institutional and national tests. The most significant implication of this project was to work with someone else since it is a challenge and a huge responsibility. This process depended on the prosperous students’ learning and therefore their learning outcomes. Moreover, the feedback given by the instructors was crucial for the practitioners to improve the quality of the class. One fact we can conclude is that there were some external factors that affected the normal development of the functions to perform; however, the alternatives to solve those situations allowed offering several opportunities for both, apprentices and instructors in terms of learning environment, new methodologies, and pedagogical strategies. In the final analysis that was shared in a meeting with all the members involved in this project, they agreed that the practitioners covered the proposed needs successfully.Este proyecto corresponde a la modalidad Proyecto de Aula, y se llevó a cabo en el Servicio Nacional de Aprendizaje (SENA) Centro de Diseño e Innovación Tecnológica Industrial en Dosquebradas, Risaralda. Teniendo en cuenta las necesidades de dicha institución educativa, este proyecto tuvo como objetivo desarrollar procesos de co-planificación y co-enseñanza junto con los instructores de inglés de la institución. Los resultados de pruebas estatales recientes indican que, en comparación con otros institutos de similar naturaleza, el SENA presentó el mayor número de estudiantes en los niveles más bajos de desempeño en inglés (A1 y A2). En aras de contribuir a los esfuerzos del SENA para cumplir con los objetivos dispuestos en su Plan de Bilingüismo, pretendimos brindar apoyo en el diseño, materialización e implementación de talleres, exámenes finales y clases de inglés a través de co-planificación y co-enseñanza. Además, atendiendo a la necesidad de fomentar la competencia comunicativa mediante el uso de un vocabulario técnico propio del campo de trabajo de los alumnos, se desarrollaron nuevas guías de aprendizaje en conjunto con los instructores. Asimismo, el resultado esperado de este proyecto fue ayudar a los futuros tecnólogos en el proceso de aprendizaje del lenguaje técnico correspondiente a su área de especialización, y contribuir al mejoramiento del desempeño del SENA en pruebas institucionales y nacionales. Una de las implicaciones más significativas de este proyecto fue trabajar con alguien más ya que esto implica asumir un reto y una gran responsabilidad. El proceso anterior dependía de un próspero aprendizaje por parte de los estudiantes y por consiguiente de sus resultados. Además, la etroalimentación dada por los instructores fue crucial para los practicantes para mejorar la calidad de las clases. Pudimos concluir que hubo algunos factores externos que afectaron el desarrollo normal de las funciones a realizar; sin embargo, las alternativas para solventar estas situaciones permitieron ofrecer diferentes oportunidades tanto para aprendices como instructores respecto a los ambientes de aprendizaje, nuevas metodologías y prácticas pedagógicas. En el análisis final que fue llevado a cabo en una reunión con todos los miembros que hicieron parte de este proyecto, ellos concordaron que los practicantes cubrieron satisfactoriamente las necesidades propuestas.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of Content Acknowledgements......................................................................................................................... 3 Table of Content ............................................................................................................................. 4 Abstract........................................................................................................................................... 6 Justification................................................................................................................................... 10 Conceptual Framework................................................................................................................. 30 English For Specific Purposes.......................................................................................... 30 A Framework to Plan Classes Based on English for Specific Purposes........................... 32 Stages or Steps in Planning Lessons with English for Specific Purposes ........................ 35 Designing Material in English for Specific Purposes....................................................... 37 Communicative Language Teaching. ............................................................................... 39 Classes Based on Communicative Language Teaching.................................................... 42 Planning academic events................................................................................................. 44 Co-teaching....................................................................................................................... 46 Methodology................................................................................................................................. 48 Context.............................................................................................................................. 48 Setting ............................................................................................................................... 49 Participants........................................................................................................................ 50 Institutions’ Needs............................................................................................................ 52 General Objective ............................................................................................................. 52 Specific Objectives ........................................................................................................... 52 Expected impact............................................................................................................................ 53 Social impact..................................................................................................................... 53 Educational impact............................................................................................................ 53 Professional impact........................................................................................................... 53 Institutional impact ........................................................................................................... 54 Internship Results.......................................................................................................................... 55 February ............................................................................................................................ 55 March ................................................................................................................................ 59 April .................................................................................................................................. 68 May ................................................................................................................................... 72 June ................................................................................................................................... 80 July.................................................................................................................................... 87 August............................................................................................................................... 90 September ......................................................................................................................... 97 Pedagogy in Bilingualism Seminar............................................................................................. 107 Conclusion .................................................................................................................................. 112 Drawbacks to face in a bilingual teaching scenery..................................................................... 114 Pedagogical implications for future practitioners....................................................................... 116 References................................................................................................................................... 11

Territorio en sintropía : modelo de gestión para la transición de pequeños productores hacia una economía rural regenerativa. Una mirada desde el ordenamiento territorial y los sistemas de producción agropecuarios. Caso de estudio : Támesis, Antioquia (Colombia)

Dos desafíos globales están comprometiendo actualmente las posibilidades de supervivencia de la humanidad en la Tierra: la crisis ecosistémica y la crisis de la ruralidad, evidenciadas, por un lado, en el traspaso del umbral de los límites planetarios (pérdida de biodiversidad, cambio climático y desertificación de los suelos, entre otros) y por el otro, en las cifras de inseguridad alimentaria, migración del campo a la ciudad y población rural con Necedidades Básicas Insatisfechas. Frente a este escenario, “Territorio en Sintropía” surge con el propósito de diseñar un modelo de gestión para impulsar la transición de pequeños productores agropecuarios hacia una Economía Rural Regenerativa (ERR), entendida como la aplicación de los patrones y principios de la naturaleza en la construcción de economías rurales capaces de contribuir simultáneamente a la salud de los ecosistemas y de las comunidades rurales por medio de actividades tanto agrícolas como no agrícolas. Elegimos al municipio de Támesis (Antioquia) como caso de estudio, al tratarse de un territorio estratégico, que además de reflejar a nivel local los retos y oportunidades que se observan frente al desarrollo rural desde el ámbito global, nacional y regional, se ha venido posicionando como epicentro de irradiación de un movimiento regenerativo a partir de diferentes iniciativas con perspectiva multiactor impulsadas desde las organizaciones de base, el sector público, el sector privado y la academia.Two global challenges are currently compromising the survival of humanity on Earth: the ecosystem crisis and the crisis of rurality, evidenced, on the one hand, in the crossing of planetary boundaries (loss of biodiversity, climate change and soil desertification, among others) and on the other, in the alarming indicators of food insecurity, migration from the countryside to the city and rural population with unsatisfied basic needs. Under this scenario, “Territory in Syntropy” arises with the purpose of designing a management model to promote the transition of small agricultural producers towards a Regenerative Rural Economy (RRE), understood as the application of the patterns and principles of nature in the construction of rural economies capable of contributing simultaneously to the health of ecosystems and rural communities through both agricultural and non-agricultural activities. We choose Tamesis (Antioquia) as a case study, as it is a strategic territory, which in addition to reflecting at the local level the challenges and opportunities that are observed in rural development from the global, national and regional levels, has been positioning as epicenter of a regenerative movement based on different initiatives with a multi-stakeholder perspective promoted by grassroots organizations, the public sector, the private sector and academia

Understanding the optical and magnetic properties of ytterbium(III) complexes

The absorption and emission spectra of three Yb3+ complexes possessing D3, D2 and C2 symmetries were analyzed with the aid of ab initio calculations based on Complete Active Space Self-Consistent Field (CASSCF) wave functions (CAS(13,7)). The absorption spectra present contributions from both cold and hot bands, involving thermally populated excited sublevels of the 2 F7/2 manifold. The high-resolution emission spectrum of the tris-picolinate complex [Yb(DPA)3] 3- recorded at 77 K presents four components, while the complexes with macrocyclic ligands show both cold and hot emission bands, resulting in more than four components for the 2 F5/2→2 F7/2 transition. The combined information provided by the absorption and emission spectra allowed to identify most of the crystal field sublevels of the 2 F5/2 and 2 F7/2 states. The energies of these crystal field components are well reproduced by the ab initio calculations, with deviations typically lower than 100 cm-1. The crystal field splitting is very sensitive to subtle changes of the Yb3+ coordination environment. The magnetic anisotropy of [Yb(DPA)3] 3- obtained with ab initio calculations was found to be extremely sensitive to changes in the twist angle of the upper and lower faces of the tricapped trigonal prismatic coordination polyhedron. Ab initio ligand field theory (AILFT) provides a straightforward chemical justification for the changes in magnetic anisotropy, which are responsible for the observed pseudocontact shifts in the NMR spectra.Agencia Estatal de Investigación | Ref. CTQ2016-76756-PXunta de Galicia | Ref. ED431B 2017/59Xunta de Galicia | Ref. ED431D 2017/01Deutsche Forschungsgemeinschaft | Ref. SE 1448/6-1Deutsche Forschungsgemeinschaft | Ref. SE 1448/8-1Eberhard Karls Universität Tübingen | Ref. ZUK 6

Magnetic anisotropies in rhombic lanthanide(III) complexes do not conform to Bleaney’s theory

[Abstract] We report a complete set of magnetic susceptibilities of lanthanide complexes with a macrocyclic ligand based on a 3,6,10,13-tetraaza-1,8(2,6)-dipyridinacyclotetradecaphane platform containing four hydroxyethyl pendant arms (L1). The [LnL1]3+ complexes are isostructural along the lanthanide series from Ce3+ to Yb3+, with the only structural change observed along the series being the monotonous shortening of the Ln–donor distances due to lanthanide contraction. The 1H NMR spectra point to a D2 symmetry of the [LnL1]3+ complexes in aqueous solution, which provides a unique opportunity for analysis of the rhombic magnetic anisotropies with an unequivocal location of the magnetic axes. The contact contributions for the observed paramagnetic shifts have been estimated with density functional theory calculations on the [GdL1]3+ complex. Subsequently, the pseudocontact shifts could be factored out, thereby giving access to the axial and rhombic contributions of the magnetic susceptibility tensor. Our results show that the calculated magnetic anisotropies do not follow the trends predicted by Bleaney’s theory, particularly in the case of Ho3+ and Er3+ complexes.Ministerio de Economía y Competitividad; CTQ2013-43243-PMinisterio de Ciencia e Innovación; CTQ2011-2448

Inert macrocyclic Eu3+ complex with affirmative paraCEST features

[Abstract]: We report on a macrocyclic platform based on an 18-membered macrocycle that forms kinetically highly inert paramagnetic complexes and possesses an excellent outlook for the development of bioresponsive paraCEST (paramagnetic chemical exchange saturation transfer) contrast agents. The investigated europium( III) chelate is non-hydrated and contains four amide groups, each possessing two paramagnetically shifted proton resonances distant from bulk water. The X-ray crystal structure and solution studies indicate that the metal ion is ten-coordinated, being directly bound to the six N atoms of the macrocycle and the four amide O atoms of the pendant arms. The complex presents an excellent inertness with respect to dissociation, being stable under a variety of harsh conditions, including highly acidic and basic media or elevated temperatures. The amide protons are in slow-to-intermediate exchange with bulk water, which gives rise to the generation of a strong CEST effect at low probe concentration and saturation powers (∼25% at 5 mM, B1 = 5 μT, 37 °C). We demonstrate the potential of this platform for mapping pH in its microenvironment and foresee potential for the development of diverse paraCEST probes and sensors.Ministerio de Economía y Competitividad; CTQ2016-76756-PXunta de Galicia; ED431B 2017/59Xunta de Galicia; ED431D 2017/01German Research Foundation; ZA 814/2-

Developing the family of picolinate ligands for Mn2+ complexation

[Abstract] We have reported here a series of ligands containing pentadentate 6,6′-(azanediylbis(methylene))dipicolinic acid units that differ in the substituent present at the amine nitrogen atom (acetate: H3DPAAA; phenyl: H2DPAPhA; dodecyl: H2DPAC12A; 4-hexylphenyl: H2DPAC6PhA). The protonation constants of the hexadentate DPAAA3− and pentadentate DPAPhA2−ligands and the stability constants of their Mn2+ complexes were determined using pH-potentiometry (25 °C, 0.15 M NaCl). The mono-hydrated [Mn(DPAAA)]− complex (logKMnL = 13.19(5)) was found to be considerably more stable than the bis-hydrated [Mn(DPAPhA)] analogue (logKMnL = 9.55(1)). A detailed 1H and 17O NMR relaxometric study was carried out to determine the parameters that govern the proton relaxivities of these complexes. The [Mn(DPAC12A)] complex, which contains a dodecyl lipophilic chain, forms micelles in solution characterized by a critical micellar concentration (cmc) of 96(9) μM. The lipophilic [Mn(DPAC6PhA)] and [Mn(DPAC12A)] derivatives form rather strong adducts with Human Serum Albumin (HSA) with association constants of 7.1 ± 0.1 × 103 and 1.3 ± 0.4 × 105 M−1, respectively. The X-ray structure of the complex {K(H2O)4}{[Mn(DPAAA)(H2O)]}2 shows that the Mn2+ ion in [Mn(DPAAA)]− is coordinated to the six donor atoms of the ligand, a coordinated water molecule completing the pentagonal bipyramidal coordination environment.Ministerio de Economía y Competitividad; CTQ2015-71211-REDTMinisterio de Economía y Competitividad; CTQ2016-76756-

Synthesis and Structural Analysis of Push-Pull Imidazole-Triazole Based Fluorescent Bifunctional Chemosensor for CU2+ and FE2+ Detection

[Abstract] Fluorescent imidazole-triazole based ligands L1 and L2 have been designed as chemical push-pull chemosensors for divalent metal ions and synthesized through palladium-catalyzed cross-coupling reactions using indium organometallics and click chemistry. The novel ligands exhibit intense absorption in the ultraviolet region with high molar extinction coefficients, and strong fluorescence emission with large Stokes displacements. On the basis of UV–Vis absorption spectroscopy and fluorescence emission data in acetonitrile, L1 is shown as a bifuncional chemosensor with differential response for Fe2+ and Cu2+ over a range of selected 3d divalent and other metal ions. The binding site of the ligand was established by single-crystal X-ray diffraction and 1H NMR spectroscopy studies. The association constants, determined by spectrofluorimetric titrations, show a steady binding affinity of L1 for Cu2+ and Fe2+ in comparison with other previously reported fluorescent bidentate chemosensors, offering the lowest limit of detection (LOD) with Cu2+. DFT calculations provide a rationale properly understanding and interpreting the experimentally observed results. Indeed, a mechanism of the different optical responses of L1 towards 3d divalent metal ions is proposed.We thank the Spanish Ministerio de Ciencia, Innovación y Universidades (PGC2018-097792-B-I00), Xunta de Galicia (GRC2018/039 and ED431B 2020/52) and EDRF funds for financial and human support. ADL thanks the Xunta de Galicia for a predoctoral fellowship (EDA 481A-2020/017). LV thanks CACTI for X-ray measurementsXunta de Galicia; GRC2018/039Xunta de Galicia; ED431B 2020/52Xunta de Galicia; ED 481A-2020/01

Niveles de actividad física y sedentarismo de los adolescentes en recreos naturales vs. tradicionales: un estudio piloto

The aim of this work was to compare students’ physical activity and sedentary levels between two high schools, one with a natural playground and the other with a traditional one, according to the recess periods (mid-morning and lunchtime) and the sex of students. The sample consisted of all the students attending their school playground at the time of the measurement. The System for Observing Play and Leisure Activity in Youth (SOPLAY) was used to determine students’ activity levels. A total of 36 scans were conducted and three categories of activity emerged: very active, walker and sedentary. To perform intra- and inter-recess comparisons, Chi-square independence tests were carried out. Results revealed that students were more active and less sedentary in a natural playground than in a traditional one. In addition, the natural playground encouraged the same levels of PA regardless of the recess period. Moreover, boys were more active than girls during both periods in the traditional playground and during lunchtime in the natural playground. In view of the results, further research is needed to understand whether natural playgrounds can contribute to increasing physical activity levels, especially in adolescence, when building active identities becomes more important.El objetivo de este trabajo fue comparar los niveles de actividad física y de sedentarismo de alumnado de dos centros de Educación Secundaria, uno con recreo natural y otro con recreo tradicional, atendiendo a los momentos de recreo (a media mañana y a la hora de co-mer) y al sexo del alumnado. La muestra se compuso por el alumnado de cada uno de los centros que se encon-traba en los recreos en el momento de la medición. Para determinar los niveles de actividad se utilizó el Sistema de Observación de Juego y de Actividad en el Tiempo Libre en Jóvenes (SOPLAY), con el que se realizaron 36 escaneos que dieron lugar a tres categorías de activi-dad: muy activo, paseante y sedentario. Para realizar las comparaciones intra- e inter-recreo se llevaron a cabo pruebas Chi-cuadrado de independencia. Los resulta-dos revelaron que el alumnado era más activo y menos sedentario en un recreo natural que en uno tradicional. Además, los recreos naturales propiciaban los mismos niveles de actividad física independientemente del mo-mento del recreo. Asimismo, los chicos eran más activos que las chicas en los dos recreos del centro con recreo tradicional y en el recreo del almuerzo correspondiente al recreo natural. A la vista de los resultados, se necesi-ta mayor investigación para comprender si los recreos naturales pueden contribuir a aumentar los niveles de actividad física, especialmente en edades como la ado-lescencia, donde resulta más importante la construcción de identidades activasActividad Física y Deport

La paz en la diversidad: análisis sobre la inclusión a la inversa en contextos educativos

This article demonstrates the importance of building a culture of peace for boys and girls in the fifth grade of the Francisco Luis Hernández Betancur Educational Institution in 2018. For the writing of the theoretical framework, the concept of the culture of peace and some sources of experts on the subject, which define and mention the responsibility of the State and the school, in what corresponds to the moral formation to develop a culture of peace. Likewise, the study follows a qualitative descriptive paradigm and is oriented under the type of ethnographic research. The information-gathering techniques applied to fulfill the proposed objectives are participant observation, semi-structured interviews, and the focus group. From the relevant results, it is highlighted that the units of the analysis themselves conclude that violent actions do not provide a solution to the problems that arise in the educational setting.En el presente artículo se demuestra la importancia de la construcción de cultura de paz, de niños y niñas de quinto de primaria en la Institución Educativa Francisco Luis Hernández Betancur en el año 2018. Para la escritura del marco teórico se tuvo en cuenta el concepto cultura de paz y algunas fuentes de expertos sobre el tema, las cuales definen y mencionan la responsabilidad del Estado y la escuela en lo correspondiente a la formación moral para lograr desarrollar una cultura de paz. Asimismo, el estudio se acoge a un paradigma cualitativo de corte descriptivo y se orienta bajo el tipo de investigación etnográfica. Las técnicas de recolección de información aplicadas para dar cumplimiento a los objetivos propuestos son: la observación participante, entrevistas semiestructuradas y el grupo focal. Entre los resultados relevantes, se destaca que las unidades de análisis mismas concluyen que las acciones violentas no dan solución a los problemas que se presentan en el escenario educativo

Redes sociales de apoyo de las familias con un miembro diagnosticado con Trastorno del Espectro Autista en el departamento de Antioquia en el año 2019 - 2020

RESUMEN: El diagnóstico de autismo a un miembro de la familia puede ser una noticia que desestabilice a los núcleos familiares, esto por los prejuicios que han girado en torno a este tipo de diagnósticos, y la relación que las personas han hecho con enfermedades mentales. Aunque los estudios sobre autismo han evolucionado y han permitido un panorama más amplio sobre esta condición, son aún muchos los interrogantes que surgen a partir de la misma. Es por esto que las redes sociales de apoyo son importantes para una familia ya que estas pueden ayudar a afrontar los obstáculos y las particularidades que generalmente se presentan en la crianza y manejo de estas personas. Algunos de los resultados obtenidos en la investigación fueron que las personas entrevistadas no están del todo familiarizadas con el concepto de redes sociales de apoyo, además se dio paso a conocer y relacionar la información que compartían. Entonces ¿cuáles eran las redes sociales de apoyo con las que contaban las familias? Se encontró que una de las principales redes sociales de apoyo en estos casos son los mismos miembros de la familia sólo se encontró un grupo de apoyo en las familias entrevistadas. Otra de las realidades es que, aunque existen grupos, lugares y especialistas capacitados para brindar la atención especial, no es fácil acceder a ellos. Finalmente se dejó más claro el concepto de redes sociales de apoyo y posteriormente se hizo la relación con las redes con las que contaban cada una de las familias.ABSTRACT: The diagnosis of autism to a family member can be a news that destabilizes the family nucleus, this due the prejudices that have revolved around this type of diagnosis, and the relationship people have made with mental illness. Although studies about autism have evolved and have allowed a broader picture about this condition, there are still many question that arise from it. That’s why social support networks are important for a family, since they may help to face obstacles and particularities that generally arise in the breeding and handling of these people. Some of the results obtained in the research were that the people interviewed are not completely familiar with the concept of social support networks. It gave way to know and relate according the information they share, what are the social support networks the families count with? It was found that one the main social support networks in these cases is the same family members, only one support group was found in the families interviewed. Another reality is that, although there are groups, places and specialists trained to provide special care, it is not necessarily easy to access them. Finally, the concept of social support networks was made clearer and later the relation with the networks each families count with, was made