Movement´s detection of the view to generate orders [Deteccion de movimientos de la vista para generar ordenes]

 This research article is based on the use of computational vision as a tool to detect orders generated from movements of sight, for this we must also discriminate when an order is made and when not, where processing is also used Digital images In a regular feature computer, the scheme created to generate visual orders in the Python 3.8.1 language will be implemented in software, taking as a test object the 100 orders generated with the view and taking this data for the respective tests. The generation of visual orders has been successfully achieved. The test carried out resulted in the sensitivity of 0.96, specificity of 0.98, positive likelihood of 48 and negative likelihood of 0.04. Take into account that the test of 100 attempts divided into 10 attempts by each person (5 left and 5 right) was performed

Positive discipline to manage the students’ behaviors and attitudes in a preschool EFL classroom presented by

The aim of this project is to explore “positive discipline strategies” to manage different students’ behaviors and attitudes in the EFL class of a preschool group in a public school in Bogota. Positive discipline is a model for teaching, which suggests the implementation of some strategies that help teachers to deal the student’s behaviors and attitudes that affect achievement of the English lesson aims. By applying positive discipline, teachers can turn those difficulties into advantages for their lessons in the sense that the classroom becomes a comfortable and appropriate environment for learning. Therefore, preschoolers benefit by being immersed in an environment that fosters students’ development, learning and joy for English without being forced to behave as teachers want and without being reprimanded or treated aggressively. In the research project, we will describe the context where the study is being developed, and how the research question was reached. Then, we will share our exploration of the main visions and perspectives about discipline and how it influences classroom management, which led us to select students’ behaviors and attitudes as the focus of this study, since we needed to identify which of those allow and did not allow to achieve the English lesson objectives. Therefore, the pedagogical implementation of this action research is an exploration of how the positive discipline model and its strategies could be useful for the teacher to manage those students’ behaviors and attitudes that could be present in the classroom

Proceso administrativo y la mejora continua de los servicios odontológicos en clínicas privadas en Lima 2023

La gestión administrativa es un proceso enfocado en optimizar aspectos relacionados a la planificación, dirección y control de una organización, así como buscar la satisfacción de los trabajadores y de los clientes potenciales asegurando su fidelización e identificación con la empresa. Por lo tanto, la investigación planteó como objetivo medir la relación entre los procesos administrativos y la mejora continua de los servicios odontológicos en clínicas privadas en Lima 2023. La investigación correspondió a un estudio de enfoque cuantitativo, de diseño no experimental y de corte transversal contemplando una muestra conformada por 80 trabajadores de diferentes clínicas odontológicas. Se utilizaron dos cuestionarios para medir las respectivas variables, los cuales fueron validados mediante un juicio de expertos. Los principales resultados indicaron un buen manejo del proceso administrativo (68,8%) y una buena implementación de mejora continua (65%). Asimismo, la relación entre el proceso administrativo y la mejora continua se estableció en un índice de 0,733 y por último, la dimensión con mayor índice de relación fue la planificación con un índice rho de Spearman de 0,635. Se concluye que todas las dimensiones de la mejora continua se asocian directa, alta y significativamente con el proceso administrativo

Emotional Intelligence of University Students in Latin America: A Systematic Review of the Scientific Literature Published in Spanish Between 2015 and 2021

The ability to relate, listen and respond assertively in an academic, personal, and social context, controlling emotions is called emotional intelligence. The objective of this research was to analyze the scientific evidence on emotional intelligence of university students in Latin America from 2015 to 2021. In this systematic review, Scielo, Scopus and Ebsco databases were analyzed, from where scientific articles were identified. Fifteen articles were identified, to which the proposed dimensions, instruments and definitions of the term emotional intelligence were identified. The results indicate that it is a priority to deepen research on emotional intelligence to increase production at Latin American level

Systematic Review on Virtual Pedagogical Models in University Contexts, Years 2011 to 2021

Virtual pedagogical models for education refers to the various practices of instruction in a learning environment where teacher and student are separated by time or space, or both. The objective of this study was to systematize scientific evidence on virtual educational models for university contexts between 2011 and 2021. The method used corresponds to a systemic review, the data bases Scopus, Eric, ProQuest, Gale Academic OneFile, and Ebsco Host were explored, and then rigorous inclusion and exclusion criteria for the study were used. 31 records were identified that responded to the previously posed investigation questions. The results, which were divided into three major categories (pedagogical models, technological tools, and approach and instruments), were further analyzed and discussed

LAS HABILIDADES EMOCIONALES EN LA ETAPA BÁSICA PRIMARIA

The emotional skills of boys and girls in the basic primary stage, is a field that needs to be studied systematically and rigorously due to the implications it has on the comprehensive development of students, and the management that the classroom teacher can give them. The purpose of this article is to make this approach and enter the intricate world of these, which from the field of education have been undervalued. The recognition of these skills is based on the model of skills or executions proposed by Mayer and Salovey (2011), as well as theoretical foundations given by Bisquerra, Fernández-Berrocal, Goleman, Maturana, Merchán, among others; that allow to identify and understand the set of skills and sub-skills that the subjects have to develop to have a successful emotional management. The approximations that are reached allow us to identify that in the educational system it is necessary to systematically incorporate the development of emotional skills in everyday school life, where the classroom teacher is the propitious agent for these understandings and management and childhood. the best time for its development. The methodology to make these theoretical approaches and the present writing was of a documentary type with a local and international perspective.Las habilidades emocionales de niños y niñas en la etapa básica primaria, es un terreno que requiere ser estudiado de forma sistemática y rigurosa por las implicaciones que tiene en el desarrollo integral de los estudiantes, y el manejo que de estas pueda dar el profesor de aula. El presente artículo tiene como propósito hacer este abordaje y entrar al intrincado mundo de estas, que desde el ámbito de la educación han estado subvaloradas. El reconocimiento de estas habilidades se cimenta en el modelo de habilidades o ejecuciones propuesto por Mayer y Salovey (2011), así como fundamentos teóricos dados por Bisquerra, Fernández-Berrocal, Goleman, Maturana, Merchán, entre otros; que permiten identificar y comprender el conjunto de habilidades y subhabilidades que los sujetos tienen que desarrollar para tener un acertado manejo emocional. Las aproximaciones a las que se llega permiten identificar, que en el sistema educativo es necesario la incorporación sistemática del desarrollo de las habilidades emocionales en el cotidiano vivir escolar, en donde el profesor de aula es el agente propicio para estas comprensiones y manejos y la infancia el mejor momento para su desarrollo.  La metodología para hacer estos acercamientos teóricos y el presente escrito fue de tipo documental con una perspectiva local e internacional

Emotional Skills and School Coexistence: An Analysis in Students from Third to Fifth Grade

La presente investigación se centra en la relación entre habilidades emocionales y convivencia escolar en estudiantes de tercer a quinto año de primaria en la unidad de planeación zonal de Britalia, Kennedy. Se emplearon el Tests THInEmE de Merchán Romero (2017) y la escala de Convivencia de Sánchez (2020) para analizar una muestra de 442 estudiantes de dos escuelas públicas en Bogotá. La metodología fue confirmatoria y no experimental, con diseño de campo y control de variables. Se encontró una estrecha asociación entre habilidades emocionales y convivencia escolar, lo que destaca la influencia de la percepción, facilitación, comprensión y regulación emocional en las siete sinergias de la convivencia escolar. Se concluye que intervenir de forma temprana para cultivar estas habilidades y mejorar la convivencia es crucial, se resalta el papel de los docentes y directivas en la viabilización de estos procesos. Los análisis revelaron un panorama desafiante en la convivencia escolar en los colegios MCV (SEDE A y B) y CLASS, donde solo el 7,50% de los estudiantes mantuvieron niveles armoniosos. Estos hallazgos sugieren la necesidad de abordar las habilidades emocionales de forma sistematica en las escuelas, desde los planes de estdudio e implementar estrategias específicas para apoyar a los estudiantes más pequeños, lo que iria en pro de mejorar la convivencia en estos entornos educativos.The present research focuses on the relationship between emotional skills and school coexistence in students from the third to fifth year of primary school in the zonal planning unit of Britalia, Kennedy. Merchán Romero's (2017) THInEmE Tests and Sánchez's (2020) Coexistence Scale were used to analyze a sample of 442 students from two public schools in Bogotá. The methodology was confirmatory and not experimental, with field design and control of variables. A close association was found between emotional skills and school coexistence, which highlights the influence of perception, facilitation, comprehension and emotional regulation on the seven synergies of school coexistence. It is concluded that intervening early to cultivate these skills and improve coexistence is crucial, highlighting the role of teachers and managers in the viability of these processes. The analyses revealed a challenging panorama in school coexistence in the MCV (SEDE A and B) and CLASS schools, where only 7.50% of the students maintained harmonious levels. These findings suggest the need to address emotional skills systematically in schools, from study plans and implement specific strategies to support younger students, which would improve coexistence in these educational environments