Importancia de la salud mental en los niños del nivel Inicial

La salud mental es una de las preocupaciones de las personas en el desarrollo social, y la gente se ha preocupado y valorado mucho por ella porque el número de personas que la padecen está aumentando en los últimos años. Debido a este tipo de enfermedades, incluso una pequeña preocupación va en aumento, pues el aumento es mayor en comparación con Anteros, debido a que se han observado casos de depresión que afectan negativamente a los niños, el trabajo propuesto explica la importancia de la salud y sus características y formas de prevenirla. él. identificar problemas en los niños

The Role of Intraspecific Functional Trait Variation in the Differential Decline of Meadow Species Following Conifer Encroachment

In the Oregon Cascade Range, conifer encroachment has reduced the extent of mountain meadows by as much as 50% since the mid-1940s. Although encroachment results in a general decline of meadow species abundance and diversity, species differ in their sensitivities to encroachment: some show rapid declines whereas others persist in the understory for many decades. Here, we explore whether this variability can be explained by intraspecific variation in morphological traits associated with the capture of light, the resource assumed to be most limiting in the understory. These include specific leaf area (SLA; ratio of leaf area to mass), allocation of biomass to above- vs. below-ground structures, maximum shoot height, and clonality. We hypothesized that sensitivity to encroachment is greater in non-clonal species and in those that show less variation in trait expression across the light gradient. From a larger set of meadow species at Bunchgrass Ridge, Oregon, we chose 13 (10 forbs and three grasses) that varied in their rates of decline across a chronosequence of encroachment states. For each species we estimated cover and light availability at multiple locations representing the encroachment gradient (open meadow to >100-year-old forest). We modeled the relationship between cover and light and computed an index of sensitivity to encroachment, SEI, as the coefficient of variation (CV) of predicted cover across the range of light values. We then measured the morphological traits of 15-17 mature individuals of each species in locations representing the range of light environments. For each species, variation in a trait (trait variability) was expressed by the linear slope of the relationship with light. Clonality was treated as an ordinal variable with one of three value, 0 (non-clonal), 0.5 (limited clonality), or 1 (strongly clonal). To test the hypothesized relationship between sensitivity to encroachment and trait variability, we computed for each trait, the correlation between SEI and trait variability (n = 13). Clonality and intraspecific trait variability explained little variation in SEI. Although SLA increased in the shade for all meadow species (an adaptive response to shade) the magnitude of response (slope of SLA-light relationship) did not correlate with sensitivity to encroachment (r = 0.24, p = 0.46). Analyses of the components of SLA revealed a significant correlation with SEI for leaf area, but not leaf mass. Leaf area increased in the shade for less sensitive species, but declined in the shade for more sensitive species. The adaptive significance of this pattern is not clear given that leaf area and plant cover (upon which SEI is based) likely co-vary. Sensitivity to conifer encroachment may relate more to variation in the physiological traits of species (e.g., adjustment of photosynthetic systems) or in the ability of species to respond to changes in resources or limiting factors other than light

Virtual flying carpets and digital disaster rooms:Towards a critical analysis of immersive speculative environments in Museums of the Future

Around the world we are seeing the emergence of new institutions and organisations offering immersive speculative environments which deploy virtual and mixed realities to give participants a ‘live experience’ of the future. Often (but not exclusively) found in an emerging network of ‘museums of the future’, the distinctive affordances of these mixed reality environments have yet to be fully grasped in terms of their implications for public participation in futures thinking and futures-making. Given the complex sociodigital features of these environments, the paper proposes a novel conceptual framework for interdisciplinary study. This draws on an integrative literature review of engineering, design education, humanities and psychology fields already engaging with the implications of immersive speculative environments. This review draws out the technological, textual, interventionist, political-economic and critical pedagogical questions these raise. It then puts this work into dialogue with the futures education literature and proposes critical lines of inquiry for Futures Studies. The paper argues that, as corporate and state actors increasingly play a significant role in the design and powerful immersive speculative environments, there is an important role for Futures Studies to critically examine the contribution (or otherwise) of these environments to the public imagination and making of futures. In particular, it argues that urgent attention is required to questions of authorship, affordances, audiences, agency and accumulatio

Caracterización del proceso judicial sobre impugnacion de resolucion administrativa, expediente N° 08216-2013-0-1706-JR-LA-05, Quinto Juzgado Laboral, Chiclayo, distrito judicial de Lambayeque, Perú. 2021

La investigación tuvo como problema: ¿Cuáles son las características del proceso judicial sobre Impugnación de Resolución Administrativa en el expediente N° 08216- 2013-0-1706-JR-LA-05; Quinto Juzgado Laboral, Chiclayo, distrito judicial Lambayeque, Perú. 2021? “El objetivo fue determinar las características del proceso; es de tipo cuantitativa – cualitativa (Mixta); de nivel exploratoria y descriptiva; diseño no experimental, retrospectivo y transversal. La unidad de análisis es un expediente judicial, seleccionado mediante muestreo por conveniencia; para recolectar los datos se utilizó las técnicas de la observación y el análisis de contenido; y como instrumento una guía de observación. Los resultados revelaron que el estudio cumple con las siguientes características: cumplimiento de plazos, claridad de resoluciones, la congruencia entre los medios probatorios admitidos y la posición de las partes y la idoneidad de los hechos. Se concluyó, que se determinaron todas las características del proceso judicial en estudio”

Algorithmic futuring:predictive infrastructures of valuation and investment in the assetization of edtech

Futures of education are increasingly defined through predictive technologies and methods. We conceptualize ‘algorithmic futuring’ as the use of data-driven digital methods and predictive infrastructures to anticipate educational futures and animate actions in the present towards their materialization. Specifically, we focus on algorithmic futuring in the education technology investment industry, and the role of predictive infrastructures of valuation and investment in the assetization of edtech. Edtech investment actors make predictions based on the calculated future asset value of digital technologies. Methods and narratives of algorithmic futuring produced through predictive infrastructures are intended to render an assetized future of education seemingly attractive, attainable, and actionable. Our analysis foregrounds three forms of algorithmic futuring practised by an edtech investment organization: forecasting targets; managing uncertainty; and provoking assetization. Each has significant impacts on what futures are put into motion in the present, and exploit a gap in public investment in edtech futures.<br/

Education’s sociodigital promises:A briefing paper and research agenda

Education has long been a sector in which images of the future, particularly of technologically enhanced futures, have been used to make promises about transformation and change. In this paper, we share our early thinking about how sociodigital futures of learning are being envisaged and made. We look at four key areas of education in which a set of sociodigital claims about the future are becoming dominant: automating learning; interoperable learning; immersive learning; biological learning. We outline our current assumptions, the literature that claims are based upon, and the ethical questions and research that we think will follow.Finally, we raise a number of questions which we believe require attention, relating to ownership, authorship and access, privacy and dignity, sustainability and humanity. These will form the foundation of our future research on sociodigital futures of learning

“Estilos de vida en relación con el riesgo cardiovascular en el personal de salud del servicio de emergencia de la MICRORED Chilca - Huancayo, 2017”

El estudio tuvo como OBJETIVO “Determinación entre los estilos de vida y el riesgo cardiovascular en el Personal de Salud de| Servicio de Emergencia de la Micro Red Chilca, provincia de Huancayo". Metodología fue de tipo descriptivo, diseño correlacional, corte transversal. La muestra estuvo confonnada por el 100% de| personal de| Servicio de Emergencia (25); se utilizo la técnica de encuesta, instrumento utilizado fue el cuestionario respeclivamente I validado. Para Ia determinacion del riesgo cardiovascular se utilizo las lablas de prediccion del riesgo cardiovascular de la OMS/ISH. La información obtenida se tabulo en el programa de Microsoft Excel 2013, el análisis en el paquete estadístico SPSS 22, Ios resultados en Microsoft Word 2013. Para comprobar la hipótesis se utilizo la prueba de Chi cuadrada "Pearson, Tau_b Kendall. Rho de Spearman estableciendo la relacion de las variables al 95% del nivel de confianza. RESULTADOS: Se obtuvo que el 72% del personal de salud tienen un estilo de vida no saludable, de los cuales el 36% presentan un moderado riesgo cardiovascular y el 32% presentan un Ieve riesgo cardiovascular. CONCLUSIONES: En relación a la hipótesis general se prueba que existe una relación inversa significativa entre los estilos de vida y el riesgo cardiovascular en el Personal de Salud de| servicio de Emergencia de la Micro Red Chilca. A menor practica de estilos de vida saludables mayor es el riesgo cardiovascular.Tesis de segunda especialida

Beginnings and endings: post-Bologna teaching transformations, the case of the School of Architecture at the University of Alcalá (UAH)

El presente artículo tiene dos objetivos. Por un lado, presentar los resultados del proyecto de innovación docente "Transformaciones docentes en los ciclos inicial y final de la carrera de arquitectura en el nuevo contexto disciplinar, social y tecnológico" (Universidad de Alcalá, 2017-18), orientado a evaluar los impactos o respuestas dadas en el ciclo inicial y final de la carrera en la Escuela de Arquitectura de la Universidad de Alcalá, ante dos fenómenos que han condicionado la docencia de la arquitectura en las últimas dos décadas: las reformas a la estructura y los métodos de la educación superior europea resumidas en la Declaración de Bolonia (1999), y un escenario disciplinar marcado por complejas transformaciones sociales y profesionales. Y, por otro, comparar los resultados obtenidos con la situación actual de las Escuelas de Arquitectura en Chile.O artigo tem dois objetivos. Por um lado, apresentar os resultados do projeto de inovação docente “Transformações docentes nos ciclos inicial e nal do curso de arquitetura no novo contexto disciplinar, social e tecnológico” (Universidad de Alcalá, 2017-18) orientado a avaliar os impactos ou respostas dadas nos ciclos inicial e nal do curso na Escuela de Arquitectura da Universidad de Alcalá ante dois fenômenos que se esteve (e esta) condicionando a docência de arquitetura nas últimas duas décadas: as reformas de estrutura e método da educação superior europeia resumida na Declaración de Bolonia (1999) e, um cenário disciplinar marcado por complexas transformações sociais e pro ssionais. Por outro lado, comparar estes resultados com a situação atual das Escolas de Arquitetura do Chile. Em síntese, os resultados da pesquisa realizada mostram que no ciclo inicial se observa a con guração de um novo sujeito estudante, com características especiais que obrigam a repensar a didática em classe e, no ciclo nal a instauração do Máster Habilitante obrigou a modi cou a estrutura de docência ao nal da formação ao diminuir os prazos e promover uma integração de saberes em projeto confrontada com a concepção segmentada da graduação. Comparado com o caso chileno, se observam: por um lado, uma série de paralelismos, mas também diferenças signi cativas em função, principalmente, da política universitária de ambos países e, por outro, que os ambiciosos e oportunos objetivos propostos pelos acordos de Bolonha não acabam tendo os resultados esperados.The following article has two objectives. The rst is to present the results of the innovation in teaching project entitled “Teacher transformations in the initial and nal cycles of the architecture major in the new disciplinary, social and technological context” (University of Alcalá, 2017- 2018). The impact or responses given in the initial and nal cycles of the major at the University of Alcalá’s School of Architecture were evaluated in light of two phenomena that have conditioned the teaching of architecture in the last two decades: the organizational and methodological reforms to European higher education summarized in the Declaration of Bologna (1999), and a professional context marked by complex social and professional transformations. The second objective is to compare these results with the current situation of architecture schools in Chile. In summary, the results of this research con rm that in the initial cycle a new student pro le has arisen with special characteristics that require the rethinking of teaching approaches in the classroom. Meanwhile, in the nal cycle it was observed that the implementation of the license-granting master´s degree required to practice architecture has made it necessary to modify the structure and teaching in the last stage of the educational process with shortened periods of study and by fostering the integration of knowledge in the nal project when faced with the fragmented understanding achieved with the degree. In comparison with the case in Chile, there are a number of similarities, but also signi cant di" erences mainly due to the university policies of both countries. Likewise, it is clear that the ambitious and opportune objectives established by the Bologna Process do not produce the expected results in the end.Universidad de Alcal

Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: Study protocol for a multicentre randomized controlled trial

Background: The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children’s health. However, evidence regarding its impact on mental health and school climate in children is limited. Objective: This work outlines the design, measurements, intervention program, and potential efficacy of the “Active Classes + School Climate and Mental Health” project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6–10 years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6–10 years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the “Active Classes” web platform, featuring curricular content, lasting 5–10 min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12 weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404

[Risk factors in the origin of Down syndrome]

Abstract Down syndrome (DS) is the most common autosomal aneuploidy and the leading cause of intellectual disability of genetic origin worldwide. It is identified as a syndrome in which the variability of its clinical manifestations and the severity of its phenotype have a multifactorial origin. Worldwide prevalence ranges between 1 per 700 live births and several factors that may be involved in the origin of DS have been proposed. Our objective was to describe updates regarding risk factors in the cytogenetic origin or cause of DS. We conducted a narrative review study in which a literature search was carried out from January to June 2022 in databases such as PubMed, EBSCO, Medigraphic, ClinicalKey, and meta-search engines such as Elsevier and Evidence Alerts. Only articles published in the last 10 years in English and Spanish were included. The search terms used were: Down syndrome, risk factors, prevention. Although DS is a very common chromosomal pathology worldwide, there is no single risk factor at the origin of meiotic or mitotic nondisjunction of chromosome 21, but rather each of the associated risk factors contributes to a greater or lesser degree to a cytogenetic predisposition in the etiology of trisomy 21. During the review it was identified that the main established risk factor associated with DS is still advanced maternal age (≥ 35 years). Resumen El síndrome de Down (SD) es la aneuploidía de autosomas más frecuente y la primera causa de discapacidad intelectual de origen genético a nivel mundial. Se identifica como una condición de vida en la que la variabilidad de sus manifestaciones clínicas y la gravedad del fenotipo tienen un origen multifactorial. La prevalencia mundial oscila entre 1 por cada 700 nacidos vivos y se han propuesto diversos factores de riesgo que pueden estar implicados en el origen del SD. Nuestro objetivo fue describir las actualizaciones con respecto a los factores de riesgo en el origen o causa citogenética del SD. Se realizó una revisión narrativa en la cual se condujo una búsqueda bibliográfica en el periodo de enero a junio de 2022 en bases de datos como PubMed, EBSCO, Medigraphic, ClinicalKey y metabuscadores como Elsevier y Evidence Alerts. Se incluyeron únicamente artículos publicados en los últimos 10 años en idioma inglés y español. Los términos de búsqueda utilizados fueron: Down syndrome, risk factors, prevention. Aunque el SD es una patología cromosómica muy frecuente a nivel internacional, no existe un factor de riesgo único en el origen de la no disyunción meiótica o mitótica del cromosoma 21, sino que cada uno de los factores de riesgo asociados contribuye en mayor o menor medida a una predisposición citogenética en la etiología de la trisomía 21. Durante la revisión se identificó que el principal factor de riesgo establecido asociado a SD sigue siendo la edad materna avanzada (≥ 35 años)