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La crisis derivada de la pandemia del COVID-19 ha impactado en la vida de las personas de diferentes maneras. Más allá del aspecto sanitario, el fenómeno expuso las desigualdades económicas, sociales y ambientales estructurales históricamente desatendidas en la región. Si el logro de la Agenda 2030 y el cumplimiento de los Objetivos de Desarrollo Sostenible suponía una tarea sumamente compleja en la región desde antes de la crisis de 2020, la contracción económica que provocó la pandemia -asociada a un aumento de extrema pobreza, crisis políticas, desempleo y desigualdades-, ha afectado negativamente la garantía de los derechos humanos al igual que las probabilidades de que se alcancen las metas e indicadores de la llamada gran hoja de ruta en la región latinoamericana. Las mujeres jóvenes, de manera específica, siguen siendo uno de los sectores más impactados, debido a factores que incluyen mas no se limitan a la violencia de género, las cargas asimétricas en las economías del cuidado y del hogar, así como la relación de estos con las posibilidades de educación, empleo y salud dignos (ONU, 2020). Así, este artículo tiene como objetivo resaltar las violencias -en su sentido amplio- que las mujeres jóvenes de América Latina han experimentado como resultado de la pandemia actual, debido a la intensificación de las vulnerabilidades que ya existían en la realidad de muchas de ellas, en mayores o menores escalas. Dada la heterogeneidad de este grupo en la región, un enfoque interseccional es ideal para analizar el hito de la pandemia y su relación con el desarrollo y la autonomía de las mujeres jóvenes latinoamericanas. De manera particular, se abordarán las violencias físicas, psicológicas y estructurales, la educación formal y las oportunidades laborales de estas mujeres en América Latina., COVID and the realities of young women in Latin America The crisis resulting from the COVID-19 pandemic has impacted people’s lives in different ways. On top of the health aspect, the phenomenon exposes the structural economic, social, and environmental inequalities, historically neglected in the region. If the achievement of the 2030 Agenda and the fulfillment of the Sustainable Development Goals was an extremely complex task in the region since before 2020; the economic contraction that caused the pandemic -associated with an increase in extreme poverty, political crises, unemployment, and inequalities- has negatively affected the safeguarding of human rights as well as the improbability of achieving the SDGs, their targets and indicators within the Latin American region. Young women specifically continue to be one of the most affected sectors due to factors that include, but are not limited to gender violence, asymmetric burdens in care and household economies, as well as the relationship of these intersections with the opportunities of decent education, employment and health (UN, 2020).This article thus aims to highlight the violence - in its broad sense - that young women in Latin America have experienced as a result of the current pandemic, given the intensification of the already existing vulnerabilities they experienced at larger or smaller scales. Given the heterogeneity of this group in the region, an intersectional approach is ideal to analyze the milestone of the pandemic in relation to the development and autonomy of young Latin American women. Physical, psychological and structural violence, formal education and job opportunities for young women in Latin America will be addressed in this paper.

The regular school and the special school, despite having diferents work proposals, have a common purpose, to educate and empower the autonomy and the adaptive capacity of the individuals. This study has a general objective to identify the perception of autonomy and support intensity for parents and teachers of children with intellectual disabilities. The research had a transversal approach with explanatory, descriptive and qualitative character. Five children were studied had ages between seven and ten years and a diagnosis of intellectual disability. Data collection was done with four teachers and four mothers related to the same child, so the research had the participation of 8 individuals. The results demonstrate perceptions of a greater intensity of support reported by those responsible for the children who are the target of the research when compared to the teachers, as well as the view they have about autonomy that is not in accordance with the literature (Silva, 2008) and the perception about the tutor’s duties are not in accordance with the Brazilian Inclusion Law. It is possible to understand the importance of teacher training for diversity so that they feel more secure in the face of the new paradigms of inclusive education. It seeks to understand the necessary supports for each child specifically, so that it is possible to draw strategies more effective than the paraprofessional

Resumen La revisión de la literatura permite inferir que, en el momento, no se ha abordado un estudio que dé cuenta de la caracterización de la producción de conocimiento geométrico escolar, que parece propiciarse al interior de un colectivo particular de profesores-con-doblado-de-papel y que puede evidenciarse mediante el desarrollo de talleres, donde se implementan tareas de formación de profesores basadas en construcciones con doblado de papel. Por lo tanto, este artículo pretende mostrar, a través de un estudio cualitativo, que la producción de conocimiento geométrico escolar parece emerger de un colectivo de profesores-con-doblado-de-papel; en esta perspectiva, la investigación se fundamenta en el constructo teórico seres-humanos-con-medios. El diseño metodológico presenta una tarea de formación relacionada con la división de un segmento en media y extrema razón con doblado de papel, junto con su respectivo análisis previo, del cual surgen algunas categorías emergentes preliminares que pueden caracterizar dicha producción de conocimiento; es decir, esta última se asocia con los siguientes aspectos: uso del doblado de papel como medio para visualizar, experimentar y comprender conceptos; interacciones del colectivo de profesores-con-doblado-de-papel y, finalmente, con las reflexiones en torno a la práctica pedagógica. Abstract The literature review allows us to infer that there is not a study in which one has approached the characterization of the school geometric knowledge production, which seems to be generated within a particular teachers-with-paper-folding collective and it can be evidenced by the development of workshops, where teacher training tasks are implemented based on paper folding constructions. Therefore, the qualitative study described in this article shows through specific cases, that school geometrical knowledge production seems to emerge from a teachers-with-paper-folding collective; therefore, the research is based on the Humans-with-media construction. The design presents a training teachers' task, associated with the division of a segment in extreme and mean ratios, with paper folding, along with their respective prior methodological analysis, from which emerge some preliminary categories that can characterize this said knowledge production; these categories are: use of paper folding as a media to visualize, experience and understand concepts; interaction of teachers-with-paper-folding collective and, finally, the reflections about pedagogical practice.

Los chatbots son programas informáticos que integran inteligencia artificial y que pueden simular, en mayor o menor grado, una conversación humana. Se están volviendo populares ya que funcionan con lenguaje natural y tienen una interfaz de usuario basada en la conversación, muy común en las aplicaciones de mensajería instantánea de teléfonos inteligentes. Se exploran las potencialidades del uso de los chatbots en educación, no tanto para asumir el papel de profesor, sino para ocuparse de aquellas tareas desempeñadas por los docentes que son repetitivas y de bajo nivel cognitivo. En educación, los chatbots pueden funcionar como asistentes virtuales para mejorar la productividad o simplemente para dar respuesta a preguntas más frecuentes (FAQs). Además, hay chatbots con un claro objetivo educativo que funcionan como tutores a lo largo de todo el proceso de aprendizaje. Chatbots are computer programs that integrate artificial intelligence and are able to simulate a human conversation at a certain extent. They are becoming popular as are based in natural language and have a conversational user interface which is very common in smartphone instant messaging applications. Chatbots are being explored in education, not to take on the role of teacher, but to assume repetitive and low cognitive level tasks of this role. In education, there are chatbots that can work as virtual assistants to improve productivity or just to answer FAQs. Also, there are chatbots with a clear educational aim that work as tutors during the whole learning process. Els xatbots són programes informàtics que integren intel·ligència artificial i que poden simular, en major o menor grau, una conversa humana. S'estan fent populars ja que funcionen amb llenguatge natural i tenen una interfície d'usuari basada en la conversa, que és molt comuna en les aplicacions de missatgeria instantània de telèfons intel·ligents. S'exploren les potencialitats de l'ús dels xatbots en educació, no tant per assumir el paper de professor, sinó per ocupar-se d'aquelles tasques exercides pels docents que són repetitives i de baix nivell cognitiu. En educació els xatbots poden funcionar com a assistents virtuals per millorar la productivitat o simplement per donar resposta a preguntes més freqüents (FAQs). A més, hi ha xatbots amb un clar objectiu educatiu que treballen com a tutors durant tot el procés d'aprenentatge.

This article presents the results of a research in the classroom in the subject Programming I, initial course of computer programming in Systems Engineering and Computing. The research pretend to approach the impact of two methodologies of problem solving based on programming logic and the use of programming languages for its implementation. We use a qualitative perspective, as far as the students’ performance as programmers, and quantitative, in what corresponds to the qualification of the written evaluations. It has been used to structure two parallel courses, using different methodologies for solving programming problems. With the first group, a methodology was implemented based on the conceptual resolution of these problems using solutions on paper and with the other one we use resolution of problems based on the intensive use of the computer. The results show a very interesting trend that allows us to make some important inferences regarding the promotion of logic and the approach of solutions in the paper against the use of the computer and the deepening in the purely technological knowledge. Conclusions leave open doors of the discussion about the different and possible ways that the students of programming to appropriate, assimilate and apply the own knowledge of this area. El presente artículo expone los resultados de una investigación realizada en el aula en la asignatura Programación I. Con la investigación se pretendió conocer el impacto de dos metodologías de resolución de problemas usando la lógica de programación y los lenguajes para su implementación. Se ha realizado desde una óptica cualitativa, en lo que se refiere al desempeño de los estudiantes como programadores, y cuantitativa, en lo que corresponde a la valoración de las evaluaciones escritas. Se acudió a la estructuración de dos cursos en paralelo, cada uno utilizando metodologías diferentes. Con un grupo se implementó una metodología basada en la resolución conceptual de dichos problemas a partir del planteamiento de soluciones en el papel y con el otro se ha acudido a la resolución de problemas usando el computador. Los resultados evidencian la necesidad de fomentar la lógica y el planteamiento de soluciones en el papel frente al uso del computador. Se hacen algunas conclusiones que dejan abiertas las puertas de la discusión acerca de los diferentes y posibles caminos que tengan los estudiantes de programación para apropiar, asimilar y aplicar los conocimientos propios de esta área temática. Este artigo apresenta os resultados de pesquisa realizada na sala de aula no Anexo I. O sujeito da pesquisa foi concebido para aproximar o impacto dos dois métodos de resolução de problemas usando programação e linguagens lógica para a implementação. Foi realizada a partir de um ponto de vista qualitativo, em relação ao desempenho do aluno como programadores, e quantitativa no que se refere à avaliação de avaliações escritas. Ele foi para a estruturação de dois cursos em paralelo, cada um usando diferentes metodologias. Com um grupo de uma metodologia baseada na resolução conceitual de tais problemas de desenvolvimento de soluções em papel eo outro foi para resolver problemas usando o computador foi implementado. Os resultados mostram a necessidade de promover a lógica e desenvolvimento de soluções em papel contra o uso do computador. algumas conclusões que deixam portas discussão aberta sobre os diferentes caminhos possíveis que os alunos têm de se apropriar de programação, assimilar e aplicar o conhecimento desta área assunto são.

Recibido 7 de abril de 2014 • Corregido 14 de setiembre de 2014 • Aceptado 22 de setiembre de 2014Esta investigación gira en torno a las propiedades de la lingüística textual, estudio que se enmarca en el enfoque cualitativo. Se analizan diversos borradores de un trabajo de investigación producido por dos estudiantes universitarios; también, las programaciones de aula y libros de texto de la asignatura de castellano y literatura de bachillerato, al igual que las asignaturas de la licenciatura de educación de una universidad. La información obtenida en los borradores indica que al estudiantado se le dificulta dar coherencia y cohesionar los escritos; sin embargo, logran seleccionar el lenguaje adecuado según el ambiente donde va a circular el escrito. Las dificultades quizás se deban a que las programaciones de bachillerato no contienen este tema y en los libros de texto como en algunas asignaturas universitarias es muy poco tratado. En conclusión, el profesorado debe introducir la temática de las propiedades de la lingüística textual en las programaciones, para contribuir con el educando a superar las deficiencias al respecto. This research project revolves around the properties of text linguistics under a qualitative approach. The author analyzed drafts of a research paper by two university students as well as lesson plans and textbooks of high school Spanish Language and Literature courses and lesson plans of courses from the Licentiate degree in Education. According to the information from the drafts, students struggle with coherence and cohesion in writing; however, they succeed in choosing the correct language for the type of writing. Difficulties are most likely due to fact that this topic is not included in secondary education plans and is not commonly addressed in textbooks or university classes. In conclusion, teachers should include the properties of text linguistics in their lesson plans in order to help students overcome these difficulties.

El objetivo del presente artículo es analizar las características distintivas de la producción de investigación en el campo de la comunicación en las revistas científicas de comunicación latinoamericanas. La meta-investigación es necesaria, ya que permite revaluar el campo y ofrecer nuevos horizontes en la producción de conocimientos. Se realizaron 2 estudios: 1) Análisis bibliométrico a 116 revistas presentes en ocho bases de datos, y luego a 24 publicaciones presentes en Web of Science y Scopus; 2) Análisis de contenido, que incluye el análisis de 407 artículos en un periodo de 10 años (2009-2018). Los hallazgos demostraron una tendencia en la investigación en Latinoamérica a los estándares internacionales, evidenciada en la preponderancia de los estudios empíricos sobre los ensayísticos. Las universidades de la región editan la mayoría de las revistas del campo y predomina la circulación semestral. Contrario a las expectativas, la temática más difundida fue comunicación en salud, en parte por la muestra amplia de revistas brasileñas. Dentro de la investigación empírica predomina de manera amplia el enfoque cualitativo. La entrevista es el método de investigación más usado en la región. Finalmente, las teorías más usadas en Latinoamérica fueron el establecimiento de la agenda y el enmarque. Surgen desafíos inminentes: fortalecer la producción teórica autóctona y posicionar la reflexión y las temáticas de la región de manera más decida en la producción de conocimiento en el concierto global, The objective of this article is to analyze the distinctive characteristics of research production in the field of communication in Latin American scientific communication journals. Meta-research is necessary because it allows re-evaluating the field and offers new horizons in knowledge production. Two studies were conducted: 1) Bibliometric analysis of 116 journals in eight databases and 24 publications in the Web of Science and Scopus; 2) Content analysis including that of 407 articles over a period of 10 years (2009–2018). The findings demonstrate a research trend in the Latin American region toward international standards, evidenced by a preponderance of empirical over essay studies. Universities in the region published most of the journals in the field and circulation was predominantly biannual. Contrary to expectations, the most widely disseminated topic was health communication, partly owing to a large sample of Brazilian journals. Within the empirical research, the qualitative approach was predominant. The interview was the most widely used research method in the region. Finally, the most used theories were agenda setting and framing. Imminent challenges arise, i.e., to strengthen indigenous theoretical production and to position the region’s themes and reflection more decisively in knowledge production at a global level

Call for papers #09. Abstract seleccionado. Relacion entre volumen y vacio. Propuesta de Nieto & Sobejano. Maquinas: Le Corbusier vs Archigram

Un tema è quello della radice archetipica dell’architettura, custodita dal significato stesso di Architettura e dalla sua radice etimologica Archè, principio, causa, inizio. Dunque il rapporto, in ogni architettura, tra l’evocazione del primario e archetipico valore della dimora come rifugio, tana, e significato che l’architettura assume nell’avventura esistenziale umana, il suo definirsi in rapporto non solo al corpo e alle sue esigenze, ma anche a “cuore e pensiero”.

Este artículo persigue analizar la estructura sintáctica y la función retórica de 250 títulos de artículos de investigación odontológicos en español. Se examinó cualitativa y cuantitativamente la longitud, la puntuación, la estructura léxico-gramatical y los tipos de títulos. Se encontró un promedio de 15,5 palabras por título. Se identificaron tres tipos de títulos: nominales (78%), compuestos (21,2%) y oraciones completas (0,8%). Predominan los títulos sin puntuación. El 21,2% usa los dos puntos y el punto y seguido para formar títulos compuestos. Se observaron dos combinaciones retóricas en los títulos compuestos: tema-método y tema-descripción. Predominan las construcciones nominales de un núcleo (nombres no disciplinares) con frases preposicionales (100%), adjetivos (29%), frases verbales no personales (28%) y cláusulas relativas (4,4%) como posmodificadores. This paper aims to analyze the syntactic structure and rhetorical function of 250 dentistry research articles titles in Spanish. Length, punctuation, lexical-grammatical structure, and styles of titles were examined qualitatively and quantitatively. It was found an average of 15.5 words per title; three types of titles: nominal (78%), compound (21.2%) and full-sentence titles (0.8%). Titles without punctuation predominated. 21.2% used colon and period to form compound titles predominated. It was observed that compound titles combine two rhetorical components: topic-method and topic-description. Uni-head nominal constructions (using mainly non-discipline-specific nouns) using prepositional phrases (100%), adjectives (29%), non-personal verbal phrases (28%) and relative clauses (4.4%) as postmodifiers predominated.

Libro de Actas del IV Encuentro Internacional de Educación en Valores Humanos, que tuvo lugar del 10-12 de mayo de 2021,y trató el tema Educación Integral para Jóvenes del Siglo XXI. Este libroestáa disposición de docentes, directores docentes, padres de familia y demás personas interesadas en el mejoramiento de la educación como factor fundamental de transformación de la sociedad Book of Proceedings of the IV International Meeting on Education in Human Values, which took place from May 10-12, 2021, and dealt with the topic of Comprehensive Education for Young People of the XXI Century. This book is available to teachers, educational directors, parents and other people interested in improving education as a fundamental factor in the transformation of society

Libro de Actas del IV Encuentro Internacional de Educaci��n en Valores Humanos, que tuvo lugar del 10-12 de mayo de 2021, y trat�� el tema Educaci��n Integral para J��venes del Siglo XXI. Este libro est�� a disposici��n de docentes, directores docentes, padres de familia y dem��s personas interesadas en el mejoramiento de la educaci��n como factor fundamental de transformaci��n de la sociedad Book of Proceedings of the IV International Meeting on Education in Human Values, which took place from May 10-12, 2021, and dealt with the topic of Comprehensive Education for Young People of the XXI Century. This book is available to teachers, educational directors, parents and other people interested in improving education as a fundamental factor in the transformation of society, Auspiciado por Fundaci��n Ecuador

Los residuos sólidos urbanos (RSU), al ser vertidos sin tratamiento adecuado, ocasionan daños severos al ambiente influyendo en la calidad de vida de la población, razón por la cual actualmente se le presta atención diferenciada al vertido de residuos urbanos. En este trabajo se evalúa la fracción orgánica de estos residuos (FORSU), tomando como referencia el grupo poblacional de una de las Residencias estudiantiles de la Universidad de Oriente. La generación de FORSU en la residencia es de 0,06 kg/hab/día, con un contenido de sólidos totales de 30,9 ± 5,3 % de los cuáles el 81,7 ± 0,6 % son sólidos volátiles. Se evalúa el funcionamiento de un reactor en lote de lecho escurrido, que permitió un tratamiento discontinuo e in situ de la FORSU, en codigestión anaerobia con un 25 % de estiércol vacuno en una primera etapa. También se evalúa, en una segunda etapa, el tratamiento anaerobio para los lixiviados que se generan en el reactor en lote, empleando un reactor UASB. En el reactor en lote se alcanzó una remoción de sólidos volátiles del 44,1 %, mientras que en el reactor UASB se removió un 81,2 % de DQO. Como resultado del sistema de tratamiento evaluado, se alcanzó una productividad total de 5,37 LCH4·kgSV-1·d-1.

En este trabajo se determinó la residualidad de plaguicidas organofosforados (OF) y organoclorados (OC) en los frutos de dos solanáceas comúnmente consumidas en la dieta diaria de la población del departamento del Quindío (Colombia): tomates (Solanum lycopersicum L.) cosechados en cultivos regionales y uchuvas (Physalis peruviana L.) obtenidos en mercados de cadena. Con el fin de evaluar la calidad con la que se comercializan estos frutos, se midieron parámetros fisicoquímicos tales como el pH y la concentración de sólidos solubles (°Bx). El análisis de los plaguicidas en piel y pulpa de ambos frutos se realizó mediante cromatografía de gases con detección por microcaptura de electrones (GC-μ-ECD), empleando técnicas de extracción en fase sólida como pretratamiento de muestra. Como resultado del análisis cromatográfico se encontró la presencia de un total de 10 plaguicidas OF y OC tanto en la piel como en la pulpa de ambos frutos, algunos de ellos en concentraciones mayores a 0,13 ppm en tomate y 0,39 ppm en uchuva. Los resultados obtenidos en este estudio sugieren una alta residualidad de este tipo de fitosanitarios y ponen de manifiesto el uso desmesurado de estas sustancias en el cultivo de frutos de consumo masivo como el tomate y la uchuva. Esto revela el uso de malas prácticas agrícolas y la falta de un control más riguroso sobre el empleo de estos agroquímicos. In this work was studied the residuality of organophosphorus (OP) and organochlorinated (OC) pesticides in fruits of two Solanaceae species which are commonly consumed in the daily diet by the population of Quindio, Colombia: tomato (Solanum lycopersicum L.) from regional crops, and cape gooseberry (Physalis peruviana L.) obtained from supermarkets. In order to evaluate the quality in which the fruit is commercialized, physicochemical parameters as pH and soluble solids concentration (°Bx) were measured. The skin and pulp pesticides analysis in both fruits was performed using gas chromatography with microelectron capture detection (GC-μ-ECD), and employing solid-phase extraction techniques as sample pretreatment. The result of the chromatographic analysis showed the presence of 10 different OP and OC pesticides both in the skin as well as in the pulp of both fruits, some of them in higher concentrations than 0.13 ppm for tomatoes and 0.39 ppm for gooseberries. The results found in this study suggest the high residuality of these substances, revealing the disproportionate use of these pesticides in the cultivation of consumer crops as tomatoes and gooseberries. In this sense, this work suggests that the agricultural practices are poorly implemented revealing the lack of a more rigorous control over the use of these agrochemicals. Neste trabalho, determinou-se a residualidade de praguicidas organofosforados (OF) e organoclorados (OC) nos frutos de duas solanáceas comumente consumidas na dieta alimentar da população do estado de Quindío (Colômbia): tomates (Solanum lycopersicum L.) colhidos em cultivos regionais e physalis (Physalis peruviana L.) obtidas em redes de supermercados. A fim de avaliar a qualidade com a qual são comercializados, mediram-se parâmetros físico-químicos, como o pH e a concentração de sólidos solúveis (°Bx). A análise dos praguicidas na pele e na polpa de ambos os frutos se realizou por meio de cromatografia de gases com detecção por microcaptura de elétrons (GC-μ-ECD), empregando técnicas de extração em fase sólida como prétratamento de amostra. Como resultado da análise cromatográfica, constatou-se a presença de um total de dez praguicidas OF e OC tanto na pele quanto na polpa de ambos os frutos, alguns deles em concentrações maiores a 0,13 ppm em tomate e 0,39 ppm em physalis. Os resultados obtidos neste estudo sugerem uma alta residualidade desse tipo de fitossanitários e evidenciam o uso desmedido dessas substâncias no cultivo de frutos de consumo massivo como o tomate e a physalis. Isso revela o uso de más práticas agrícolas e a falta de um controle mais rigoroso sobre o emprego desses agroquímicos. Fil: Ávila Orozco, Francisco David. Universidad del Quindio; Colombia Fil: León Gallón, Lina Marcela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Bahía Blanca. Planta Piloto de Ingeniería Química. Universidad Nacional del Sur. Planta Piloto de Ingeniería Química; Argentina. Universidad del Quindio; Colombia Fil: Pinzón Fandiño, Magda Ivonne. Universidad del Quindio; Colombia Fil: Londoño Orozco, Alfonso. Universidad del Quindio; Colombia Fil: Gutiérrez Cifuentes, Jorge Andrés. Universidad del Quindio; Colombia

his issue of the WATERLAT-GOBACIT Network’s Working Papers is a product of the Network’s Thematic Area 7 TA7–Art, Communication, Culture, and Education. TA7’s membership includes academics, students, practitioners, representatives of social movements and civil society organizations, among others. This TA focuses on artistic representations and the role of art in water-related topics that fall within our Network’s remit, including literature, music, painting, cinema, theatre, and other forms. Also, TA7 addresses the study of forms of communication dealing with water-related problems, as well as the development of communication strategies oriented at promoting awareness about water-related inequalities and injustices, and empowering local communities, social movements and other actors engaged in social struggles to democratize water Politics and management. TA7 also deals with customs, traditions, and practices, “water cultures”, some of which are as ancient as the human species, and their relationship with processes of socio-ecological transformation. Our interest includes the strengthening of cultural forms grounded on the principles of water as a common or public good, the access to water as a right, and egalitarian, democratic, inclusionary, solidary, and sustainable water cultures and practices. We are also committed to opposing the advance of individualistic, exclusionary cultural forms that tend to reduce the status of water to that of a private good, a commodity, a vehicle for the accumulation of private profit. These cultural forms also contribute to aggravating existing levels of unsustainability, with frequently irreversible effects on water sources and living beings. As its title suggests, TA7 also engages with the educational dimension of water-related Politics and management. It contributes to the critique of established forms of knowledge that tend to reproduce dominant cultures, traditions and practices in relation to water. In this regard, we produce and disseminate educational contents and techniques oriented at reversing the conditions of vulnerability and defencelessness affecting human populations in relation to water. Among other issues, we focus on the existing inequalities and injustices in the access to water and water-based services that are essential for dignified life, or the protection against threats and dangers derived from climatic events and from the negative effects of the prevailing forms of water Politics and management, which are responsible for the recurrent socioecological disasters affecting ecosystems, and the very preservation of life in the planet. Given its broad focus, TA7 has important linkages with other Thematic Areas. In this issue, some of the articles also contribute to topics covered by TA2 – Water and Megaprojects, and TA6 – Hydrosocial Basins, Territories, and Spaces. The issue features four papers presenting experiences from Argentina and Brazil.&nbsp

En un contexto en que la transformación digital ya lleva casi una década posicionándose como prioritaria para las instituciones de Educación Superior yen el que la reciente pandemia y sus condiciones no ha hecho más que azuzar y generalizar más si cabe esta apuesta por lo digital, es tiempo de contribuir a propuestas de análisis que propongan otras lógicas de esa transformación que nos permitan entender cómo son los planes de transformación digital de nuestras universidades.Así, en este trabajo se realiza un análisis de los planes de transformación digital de las universidades públicas españolas,en el que se parte de tres elementos básicos de análisis: ¿cómo responde el plan a la misión de la universidad?, ¿qué factores de implementación considera prioritarios? y ¿a qué participantes involucra y afecta? Desde estas preguntas de investigación se propone un análisis documental que nos ofrece un panorama muy variado que pone de relieve la gran heterogeneidad de nuestras instituciones públicas, el largo camino que queda por recorrer a algunas de ellas, la unánime apuesta por una transformación claramente centrada en la gestión TIC y un horizonte de transformación con mucho márgen para la mejora. Además, el análisis y el contexto que lo sitúa nos llama la atención sobre la necesidad de que estos procesos que siguen en marcha y continúan, no se conviertan en una oportunidad perdida para repensar y transformar verdaderamente nuestra visión de la visión de la universidad para el futuro., Digital transformation has been a priority for Higher Education institutions for almost a decade now. The recent pandemic and its conditions have encouraged and generalised this commitment to digital. It is time to contribute to proposals for analysis that propose logics of this transformation that allow us to understand our universities' digital transformation plans. Thus, this paper analyses the digital transformation plans of Spanish public universities, starting from three basic elements of analysis: how the plan responds to the university's mission, what implementation factors it considers to be a priority and which participants does it involve and affect? Based on these research questions the paper presents a documentary analysis that shows a very varied panorama that highlights the immense heterogeneity of our public institutions in Spain. It also shows the long road that remains to be travelled by some of them, the unanimous commitment to a transformation clearly centred on ICT management and a transformation horizon with a lot of room for improvement. Furthermore, the analysis and the context that situates it highlight the need foster that these processes, which are ongoing and continue, do not become a lost opportunity to rethink and truly transform our vision of the university for the future.

Providing a superior educational service implies the effort of administrative directors and teachers who aim to offer quality basic education services for the sake of the complete formation of students. Therefore, this paper seeks to highlight the available evidence on administrative management in educational management units. Regarding the methodology, the researchers reviewed the scientific literature present in Scielo, Scopus, Redalyc, and Latindex databases taking into account articles whose context have been developed in Latin American countries. As a result, the investigators obtained a total of 10 articles: 4 from Scielo, 3 from Latindex, and 3 from Redalyc. These papers not only contain the most relevant ideas but also fulfilled the objectives of this review. Likewise, 20% of the selected articles were carried out in Costa Rica, 20% in Colombia, 10% in Ecuador, and 50% in Peru. The researchers concluded that adequate administrative management helps to lead, communicate, and make full use of human resources to achieve quality education and job satisfaction among teachers. It is hoped that this review article will contribute to future research. Brindar un servicio educativo de calidad implica el esfuerzo de las personas gestoras administrativas y docentes, con el fin de ofrecer servicios de educación básica de calidad, en aras de una formación completa de estudiantes. Es por eso que este artículo de revisión tiene la finalidad de destacar la evidencia disponible sobre la gestión administrativa en unidades de gestión educativa. Como metodología se realizó una revisión de artículos de la literatura científica en las bases de datos de Scielo, Scopus, Redalyc y Latindex, se tomaron en cuenta artículos cuyo contexto se ha desarrollado en países latinoamericanos. Como resultado se obtuvieron 10 artículos: 4 son de Scielo, 3 de Latindex y 3 de Redalyc, los cuales contienen las ideas más relevantes y cumplieron con los objetivos de esta revisión. Asimismo, el 20 % de los artículos seleccionados fueron investigaciones realizadas en Costa Rica, el 20 % en Colombia, el 10 % en Ecuador y el 50 % en Perú. Finalmente, se concluye que una buena gestión administrativa ayuda a liderar, comunicar y hacer pleno uso de los recursos humanos para lograr una educación de calidad y satisfacción laboral entre el personal docente. De igual manera, se espera que este artículo de revisión contribuya en investigaciones futuras.

This research was the following objectives: a) Identify the academic stressors present in the master’s students and b) Establish the causal attributions explain the appearance of academic stressors in students of expertise. To achieve these objectives court conducted a qualitative research through case study method. The technique for collecting information was the narrative and applied to a group of 15 master’s students. The results confirm that the students master centrally identified four types of stressors attributional two reasons: uncertainty and the negative evaluation of their capabilities.

El biodiesel es un biocombustible producido a partir de grasas yaceites, y debido a las desventajas del uso de los combustiblesfósiles, su producción y consumo ha aumentado en los últimosaños. En este trabajo fue estudiada la esterificación por catálisisácida y la transesterificación alcalina de aceites residuales paraobtener biodiesel. Las condiciones de relación aceite-metanol (6:1 y5:1) y concentración de catalizador fueron variadas para seleccionarlas más favorables para el proceso. Los aceites usados fueronrecolectados en restaurantes de la ciudad de Cartagena. Seencontró que la variable con mayor efecto en el rendimiento de lareacción fue la relación aceite-metanol, favoreciéndose para bajasconcentraciones de metanol (6:1), a las cuales se obtienenrendimientos superiores al 93%. La concentración de catalizador noinfluyó de manera significado la eficiencia de la esterificación. Elbiodiesel obtenido presentó buenas características de acidez y bajocontenido de azufre. Adicionalmente, se evidenció la necesidad deun pretratamiento a los aceites y una purificación del biodiesel paralograr el cumplimiento de estándares internacionales. Biodiesel is a biofuel produced from fats and oils and because of thedisadvantages of fossil oils use, its production and consumption hasincreased in recent years. In this work the esterification of waste oilby acid catalysis and alkaline transesterification to obtain biodieselwas studied. The oil-methanol (6:1 and 5:1) ratio conditions andcatalyst concentration were varied to select the most favorable forthe process. The oils used were collected in restaurants in the city ofCartagena. It was found that the variable to greater effect on thereaction yield was the oil-methanol ratio, favoring low concentrationsof methanol (6:1), from which yields higher than 93% are obtained.The catalyst concentration did not affect significantly the efficiency ofesterification. The biodiesel obtained had good acidity characteristicsand low sulfur content. Additionally the need for a pretreatment to oils and biodiesel purification to achieve compliance of international standards was evidenced.

Este artículo es una reseña del taller de Investigación 2007, evento organizado por el Instituto de Investigaciones Educativas en el mes de septiembre con asistencia de aproximadamente 200 personas, entre docentes, estudiantes e invitados, This article is a review of the 2007 Investigation Workshop, event organized by the Educative Investigations Institute in September 2007; approximately 200 people were present in this event, including docents, students and other visitors

El presente trabajo deriva de una experiencia de acción didáctica. Constituye material de apoyo elaborado para un curso de investigación, en una universidad mexicana, en cuanto a la elaboración de artículos científicos. Tiene como propósitos resaltar la importancia del artículo científico como mecanismo de difusión de la ciencia y explicar los pasos para su publicación en una revista. Define el concepto de artículo científico y analiza su estructura. Revisa componentes, separándolos en centrales y conexos. Los primeros son: introducción, métodos, resultados, discusión y conclusiones. El título, resumen, palabras claves, agradecimientos, referencias y anexos se denominan partes conexas. Ofrece sugerencias para la elaboración de cada una de estas secciones. Formula recomendaciones para la preparación del manuscrito y sugiere las etapas que debe tener el proceso de publicación. Con base en entrevistas a seis investigadores, marca las restricciones, y propone recomendaciones para la escritura y publicación de un artículo. This paper summarizes a didactic experience. It has been used in a research course taught in a Mexican university for the preparation of scientific papers. It highlights the importance of scientific papers as dissemination channels for science and describes the steps for publishing in specialized journals. The concept and structure of scientific papers are explained. This study includes the analysis of the main sections in a scientific paper: introduction, methods, results, discussion, and conclusions, as well as the connecting sections: title, abstract, key words, acknowledgments, references, and annexes. It provides recommendations on writing these sections, preparing the manuscript, and the steps to accomplish in the publication process. In addition, based on interviews to six researchers, this paper points out limitations and provides recommendations on writing and publishing a scientific paper.

O presente artigo situa um estudo do tipo estado do conhecimento com o objetivo de mapear o que se tem produzido acerca dos sujeitos egressos da Educação de Jovens e Adultos (EJA) no Ensino Superior em diferentes plataformas de socialização dos trabalhos acadêmicos, tais como Banco de Teses e Dissertações, artigos em periódicos e anais de eventos. O levantamento apresenta elementos de natureza teórica e permite conhecer o que já foi pesquisado e publicado sobre a inserção de alunos egressos da EJA no ensino superior, nos últimos 11 anos (2008-2018), período que marca a implementação de políticas públicas de inclusão das camadas populares no âmbito do ensino superior. Nos resultados da investigação foram identificados vinte e quatro trabalhos que tratam dos egressos da Educação de Jovens e Adultos no ensino superior, debatendo os processos, trajetórias, os sentidos e seus sentimentos nesse nível de ensino, e apontam para a importância dessas políticas públicas para o acesso e a permanência na continuidade dos estudos. Em virtude disso, a criação desses programas pode possibilitar aos discentes não somente a qualificação para o mundo de trabalho, mas, também, o prosseguimento desses estudos, sendo essa uma forma de se encontrarem, se perceberem socialmente inseridos no âmbito da sociedade, já que são vistos, muitas vezes, com olhares estereotipados. Portanto, o estudo evidencia a necessidade de estudos acerca dos sujeitos advindos das camadas populares que ingressam no ensino superior.Palavras-chave: Educação de Jovens e Adultos; Ensino Superior; Egressos da EJA.The status of knowledge about EJA graduates and their stay at the universityABSTRACTThis paper presents a state of knowledge study aimed at mapping what has been produced about the Youth and Adult Education (EJA) graduates in Higher Education in different platforms for the publication of academic works, such as the Theses and Dissertations Bank, journal papers and conference proceedings. The survey presents theoretical elements and allows knowing what has been researched and published on the insertion of EJA graduates in higher education in the last 11 years (2008-2018), a period that marks the implementation of public policies for the inclusion of the lower classes in higher education. The results of the investigation pointed to twenty-four works dealing with graduates of Youth and Adult Education in higher education debating the processes, trajectories, meanings and feelings in higher education, and also point to the importance of these public policies for the access and the permanence at school. As a result, the creation of these programs can enable students not only to qualify for jobs, but also to pursue these studies, which is a way to meet people, to perceive themselves as socially inserted in the scope of society, since they are often seen with stereotyped looks. The study also highlights the need for studies on lower-class subjects who enter higher education.Keywords: Youth and Adult Education; Higher Education; EJA graduates.El estado del conocimiento de los egresados de EJA y su permanencia en la universidadRESUMENEl presente artículo sitúa un estudio del tipo estado del conocimiento con el objetivo de mapear lo producido sobre los jutetos egresados de la Educación de Jóvenes y Adultos (EJA) en la Educación Superior en diferentes plataformas de publicación de trabajos académicos, tales como el Banco de Tesis y Disertaciones, artículos en revistas y anales de eventos. La encuesta presenta elementos de naturaleza teórica y permite conocer lo investigado y publicado sobre la inserción de los egresados de EJA en la educación superior en los últimos 11 años (2008-2018), período que marca la implementación de políticas públicas para la inclusión de las capas populares en la educación superior. Los resultados de la investigación sinalizaron para veinticuatro trabajos que tratan con egresados de Educación de Jóvenes y Adultos en la educación superior debatiendo los procesos, trayectorias, significados y sentimientos en la educación superior, y apuntan para la importancia de estas políticas públicas para el acceso y la permanencia en la continuidad de los estudios. En virtud de eso, la creación de estos programas puede permitir a los estudiantes no solo la calificación para para el mundo laboral, sino también para continuar estos estudios, siendo esa una forma de encontrarse, de percibirse socialmente insertados en el ámbito de la sociedad, ya que son visto a menudo con miradas estereotipadas. Por tanto, el estudio evidencia la necesidad de estudios sobre los sujetos vindos de las capas populares que ingresan a la educación superior. Palabras clave: Educación de Jóvenes y Adultos; Enseñanza Superior; Graduados EJA.

Se analizó la formación de clases de estímulos equivalentes vía reglas verbales mediante la utilización de un procedimiento de igualación de la muestra en un formato de “papel y lápiz” para el entrenamiento y evaluación de discriminaciones condicionales. Participaron voluntariamente 36 estudiantes universitarios; el grupo experimental recibió entrenamiento de línea base vía reglas verbales, pruebas de mantenimiento de línea base y pruebas de equivalencia; el grupo control sólo recibió las pruebas. El instrumento desarrollado mostró ser efectivo. Un número considerable de participantes del grupo experimental logró formar dos clases de estímulos equivalentes, a diferencia del grupo control en que ninguno de los participantes formó las clases. El desarrollo de procedimientos efectivos con “papel y lápiz” y reglas, podría apoyar la enseñanza de habilidades básicas de lectura en poblaciones grandes con economía de tiempo y dinero. Equivalent class formation through verbal rules was analyzed. A matching-to-sample procedure for training and probing of conditional discriminations in a “paper and pencil” format was used. Participants were 36 voluntary students, divided in two groups. The baseline training for the experimental group was carried out via verbal rules. This group also received maintenance probes and equivalence probes during the baseline period. The control group was only given the probes. The instrument used proved to be effective. The majority of participants in the experimental group formed two equivalent classes, unlike the control group in which none of the participants showed class formation. The development of effective procedures using “paper and pencil” and verbal rules format, could support the teaching of basic reading skills in large populations with a resulting economy of time and money.

The dynamics of in situ 2D HeLa cell quasi-linear and quasi-radial colony fronts in a standard culture medium is investigated. For quasi-radial colonies, as the cell population increased, a kinetic transition from an exponential to a constant front average velocity regime was observed. Special attention was paid to individual cell motility evolution under constant average colony front velocity looking for its impact on the dynamics of the 2D colony front roughness. From the directionalities and velocity components of cell trajectories in colonies with different cell populations, the influence of both local cell density and cell crowding effects on individual cell motility was determined. The average dynamic behaviour of individual cells in the colony and its dependence on both local spatio-temporal heterogeneities and growth geometry suggested that cell motion undergoes under a concerted cell migration mechanism, in which both a limiting random walk-like and a limiting ballistic-like contribution were involved. These results were interesting to infer how biased cell trajectories influenced both the 2D colony spreading dynamics and the front roughness characteristics by local biased contributions to individual cell motion. These data are consistent with previous experimental and theoretical cell colony spreading data and provide additional evidence of the validity of the Kardar-Parisi-Zhang equation, within a certain range of time and colony front size, for describing the dynamics of 2D colony front roughness., Instituto de Investigaciones Fisicoquímicas Teóricas y Aplicadas

This paper aimed at designing a season based on the Sport Education Model (SE) in a rural school with multilevel groups, making adaptations in the planning and structure of the model. In addition, students and teacher's perception about their participation in the program was also examined. The participants were 24 students and their Physical Education (PE) teacher. The students were grouped into two multilevel class-groups (3rd-4th level: 8-10 years; 5th-6th level: 10-12 years). A quasi-experimental study was designed with post-test measures, using a mixed approach where the students perception was analysed by the Physical Education Season Survey and focus groups. The teacher's perception was assessed using an in-depth interview. A program of 18 lessons in PE was applied using a sports network based on SE. The planning and adaptations of the SE were related to (1) creation of teams, (2) structure of the season, (3) responsibilities and (4) adaptation of sports content. A very positive assessment of the proposal was shown by the students, teacher and the educational community. Likewise, the students positively perceived the characteristics of the SEM and an improvement in goals of the model. For his part, the teacher pointed out of great relevance the need to adapt the different characteristics of the season to respond to the diversity of the class and a good teacher coordination. In conclusion, this study shows the potential of multilevel groups to increase the pedagogical scope of the SEM and resolved part of the rural school limitations.

El profesorado de Música de Educación Secundaria en España no cuenta con una titulación específica para su acceso a la docencia de la Música en esta etapa educativa. Esto genera una gran diversidad en la formación inicial de este profesorado, lo que conlleva diferentes formas de entender la Educación Musical. En este artículo mostramos la diversidad de itinerarios que se pueden seguir en la formación inicial del profesorado de Música, regulados por las distintas leyes educativas y cuál es la formación curricular real que recibe este profesorado. Para ello, nos valemos del análisis documental de los planes de estudio de las titulaciones específicamente musicales que dan acceso a la docencia en Educación Secundaria. Tomamos como base el modelo TPACK de Mishra y Koehler para conocer la proporción de contenidos musicales, pedagógicos o tecnológicos que ofrece cada una. Comprobamos que cada titulación otorga mayor importancia a un determinado tipo de formación musical de acuerdo con el concepto de Música y estilos que defienden. Sin embargo, en todos los casos los contenidos pedagógicos y tecnológicos son escasos. Esta aportación ayuda a un mejor conocimiento de la carrera docente del profesorado de Música., Music teachers in Spain do not hold a degree specifically aimed at teaching Music in secondary education. This means teachers' initial training varies greatly, as do the ways in which they conceive Music education. This paper aims to understand both the initial training of Music teachers as demanded by the different education laws and the actual training they receive. To that purpose we analyse the syllabi of specific Music degrees granting access to teaching in secondary education. We take Mishra and Koehler's TPACK framework as the foundation to know the proportion of music, pedagogical and technological contents in each of them. Thus, we realise that the importance given to a certain type of music training varies according to the concept and styles of Music supported in each degree. In all cases, however, pedagogical and technological contents are scarce. This paper contributes to a better understanding of the teaching career of secondary school Music teachers in Spain.

Puerto Rico and Newfoundland are located at two extremes of the Atlantic Ocean, the former in the Caribbean Sea and the latter in the North Sea of the American continent. Both formations—former colonies from Spain and Great Britain—have been linked through the production and consumption of salted fish (that is, cod and other members of the Gadidae family) from the 16th to the 20th century. Spain transferred to the Caribbean colonies its “addiction” to cod, a cheap source of protein for peasants and laborers in the Peninsula, and a foodstuff that became the source of protein for slaves, peasants, and rural workers in the Caribbean.The British also used that alimentary strategy in their Caribbean colonies, which became importers of salted fish from New England, Labrador, Nova Scotia, and Newfoundland, a territory that dominated the production and processing (culling and salting) of cod. The plantation system required a cheap protein source for the slave labor force that the American codfish market provided. By the end of the 19th century, the supply of New England cod waned (due to a number of reasons), and that opened up an opportunity for Newfoundland to become the most important supplier of fish, a commodity mediated at first through the British authorities, and later by the merchants of the Dominion. The expansion of the productive frontier—from the 19th to the 20th century—required the investment of capital in larger boats and an increase in effort through the use of nets and long liners in waters distant from the inshore areas.This paper presents an anthropological and historical analysis of the relationship between Puerto Rico and the producers of salted fish in the North Sea, namely, New England and Newfoundland, through the use of a number of historical and ethnographical studies and, most importantly, through the analysis of primary sources from the General Archive of Puerto Rico, the National Records and Archives Administration in the United States, and the Provincial Archive of Labrador and Newfoundland. This research started, originally, with an interest in understanding the relationship between both markets in their complex export-import relationship, and with a special focus on the 20th century due to the availability of the primary sources. However, this effort led me to the search for other historical and ethnographic sources that documented the social, economic, and political processes that shaped the production of salted fish and the circulation of that commodity in the Atlantic Ocean, with emphasis on the Caribbean.In that context, the work of Jason Moore proved to be pertinent as a theoretical model to analyze the role of producers and consumers of cheap foodstuffs on a global scale. The World-Ecology model, and the concepts of production frontiers, commodity frontiers, and ecological surplus are extremely useful in understanding how Newfoundland expanded the productive frontier, both horizontally and vertically, by moving the effort from the inshore areas to the offshore banks, which required fishing in deeper waters. In order to provide a cheap commodity to the laborers of the plantation system of the Caribbean, the Newfoundland merchants exploited the unpaid labor of the women and children of the outports (coastal communities) in the processing phase (culling and salting), while forcing the men to look for cash in other subsidiary activities. Low wages and poor working conditions in the curing of fish discouraged laborers to do high-quality work, and therefore, the curing was not always of the required standard for the markets. However, the low-quality fish, the Labrador cure, found its way to the Puerto Rican market. The United States, in the defense of its vested interests in sugarcane cultivation and sugar production, imposed low prices for the importation of salted fish from Newfoundland, and therefore regulated the price per pound at the local markets.The work of Jason Moore matches the theoretical model developed by Daniel Pauly, a scientist devoted to the study of the global fisheries, and particularly those of the North Sea. For Pauly, the fate of the world fisheries has been in the hands of a threefold expansion (dubbed as the “toxic triad”) led by the development in fisheries technologies over the past four hundred years, and accelerated in the 19th and 20th centuries. Those are the geographical expansion, the bathymetric expansion and the taxonomic expansion. That is, global fisheries expanded their productive activities to new geographical frontiers hitherto explored or utilized, including depths. It also expanded the number of species caught, a process that impacted the food chain. Industrialization, and the use of trawler nets in the 20th century, depleted the North Sea fish stocks and destroyed benthic habitats, which contributed to the collapse of 1992. An “undercurrent” flowing in this paper consists of the argument that there is a strong correspondence between the theoretical thinking of Jason Moore and that of the most progressive fishery scientists, exemplified by Pauly.Over the last thirty years, I have been involved in research and applied work related to fisheries management and the conservation of habitats and fish populations and stocks. In understanding the relationship between Puerto Rico and Newfoundland, I became interested in the history of fisheries management and conservation, and the economic and political forces that contributed to the collapse of the stocks and populations of cod (Gadus morhua) and other Gadidae that forced the 1992 closure and the demise of one of the most important fisheries in our hemisphere. Data and interpretations from a number of studies suggest that, for a long period of time, the 1992 closure reflected the cumulative effect of centuries of the intensification of production, due to the demand for cod from different parts of the world. This paper suggests that Puerto Rico played a critical role in that process, due to the importance of imports from Newfoundland. Throughout the 20th century, Puerto Rico was one of the most important buyers of salted fish, importing as much as all the Caribbean islands at different points in time. That is a line of research that I will continue to pursue, and this paper is a first step in that direction.Newfoundland tried to maintain the salt fish market of the Caribbean until the 1960s, when Puerto Rico was in the midst of an industrialization and modernization process that reshaped the taste and consumption patterns of the population. By then, cod ceased to be a gastronomic addiction, despite the efforts of two merchant classes, one in St. John’s and the other in San Juan.The article is divided into eight sections that broadly cover the following topics: the history of salted fish consumption and production in the North Sea, Spain, and New England; the British and Newfoundland market in Puerto Rico; cod consumption in Puerto Rico during the 19th century; the relations of production (ecological surplus) that made possible cheap cod; 20th century transformations in Puerto Rico, and a final reflection on the role of Puerto Rico and Newfoundland in the World-Ecology.

La aspiración actual de la Educación Científica de enseñar a las personas cómo enfrentarse a problemas, de desarrollar destrezas de alto nivel intelectual al mismo tiempo que conocimientos específicos, queda reducida en la enseñanza habitual de la Física a la resolución de problemas de “lápiz y papel” al final de los temas. Sin embargo, el fracaso generalizado de los alumnos en esta actividad requiere poner en cuestión si, de verdad, se les está enseñando a resolver problemas. El análisis realizado de textos y profesores pone en evidencia que no se les enseña a resolver problemas, sino que se les explican soluciones ya hechas, transmitiendo serias deficiencias actitudinales y metodológicas que hacen enormemente difícil que puedan tener éxito ante nuevos problemas. One of the expectations in Science Education nowadays is to teach people how to solve problems, to develop high-level intellectual skills at the same time that specific knowledge is acquired. In common practice of Physics Education, this objective is usually limited to solving “paper and pencil” problems appearing at the end of each book chapter. However, the widespread failure of students in this activity forces us to question if, indeed, we are teaching them how to solve problems. An analysis of both textbooks and teachers’ practices shows that students are not taught how to solve problems but, instead, ready-made solutions are just explained to the students. This procedure transmits serious deficiencies both in attitudinal and methodological terms, which makes it very difficult for them to tackle new problems.

The paper’s aim is identification of prerequisites for national government control over the country’s elderly education network. The presented Russian case accentuates the importance of development of elderly education programs in view of the recent retirement-age increase. There are arguments for a need in the involvement of the national government in functioning and development of the national network of elderly education projects. The paper includes an overview of patterns used by other national governments in their interaction with national systems of elderly education. The authors describe the pattern that is the best for the social, economic, and cultural conditions that prevail in Russia. The authors ground their conclusions on the overview of academic papers on a status of elderly education in Russia and in the world, as well as results of their own research. The paper contains recommendations on the development of measures to implement the potential of the national system of elderly education projects in Russia as a social management tool.

This paper focus on focuses on the review of the teaching methodologies implemented throughout the academic years 2018/19 and 2019/20 in the practical course Legal Clinic on Human Rights and Business of the Faculty of Law of the University of Seville, as a specific result of the Legal Clinic teaching innovation project of the Faculty of Law (CLDHE-US), approved under the frame of “III Plan Propio de Docencia” of the University of Seville. The work begins with a reflection on the need to transform the practical Law teaching processes and how clinical education can be incorporated into them. Subsequently, the paper continues by describing the specific context in which the innovation project under analysis is deployed, focusing on those previous existing conditions and delimiting the fields of study. This is followed by different learning approaches used in clinical education, detailing the methods used in the project. The study then continues with a synthesis of key deliverables and the techniques used for such purpose. Finally, the paper outlines a series of competences acquired and developed by students., Este trabajo se focaliza en la revisión de las metodologías docentes implementadas a lo largo de los cursos académicos 2018/19 y 2019/20 en la asignatura práctica Clínica Legal sobre Derechos Humanos y Empresas de la Facultad de Derecho de la Universidad de Sevilla como resultado específico del proyecto de innovación docente Clínica Legal de la Facultad de Derecho (CLDHE-US), aprobado en el marco del III Plan Propio de Docencia de la Universidad de Sevilla El trabajo comienza con una reflexión sobre la necesidad de transformar los procesos de enseñanza práctica del Derecho y de qué manera la educación clínica puede incorporarse a estos. Posteriormente, se describe el contexto específico en el cual se despliega el proyecto de innovación objeto de análisis, incidiendo en aquellos condicionantes previos existentes y delimitando las materias de práctica. A continuación, se exponen los diferentes enfoques de aprendizaje utilizados en la educación clínica y se detallan los métodos empleados en nuestro caso. El estudio continúa con una síntesis de los resultados más representativos obtenidos y de las técnicas utilizadas para su consecución. Finalmente, se esbozan una serie de conclusiones sobre las competencias adquiridas o desarrolladas por los estudiantes.

El uso de las TIC y, particularmente, las tecnologías de redes han ampliado las posibilidades de acceder a nuevos espacios y recursos para el aprendizaje, más allá del tradicional campo formal escolar. Sin embargo, estas combinaciones de múltiples y distintos ambientes añaden un elemento de complejidad que exige al estudiante un mayor esfuerzo en su papel de director de su propio aprendizaje. La investigación Delphi que se describe en este artículo atiende precisamente al papel de la autodirección en el campo de las ecologías del aprendizaje, posicionando al alumno como agente activo, productor y conductor de sus propias estrategias, capaz de orquestar los diversos contextos, recursos, actividades y relaciones personales en un conjunto coherente y adecuado para la consecución de un objetivo de aprendizaje a lo largo del tiempo. En este sentido, se señala también la necesidad de poner en práctica procedimientos encaminados a fomentar la autonomía del aprendiz, su autorregulación y su capacidad de aprender a aprender L’ús de les TIC i, particularment, les tecnologies de xarxes han ampliat les possibilitats d’accedir a nous espais i recursos per aprendre, més enllà del tradicional camp formal escolar. Tot i així, aquestes combinacions d’ambients múltiples i diferents hi afegeixen un element de complexitat que exigeix més esforç a l’estudiant en el paper de director del seu propi aprenentatge. La investigació Delphi que es descriu en aquest article tracta precisament sobre el paper de l’autodirecció en el camp de les ecologies de l’aprenentatge, posicionant l’alumne com a agent actiu, productor i conductor de les seves pròpies estratègies, amb capacitat de orquestrar els diversos contextos, recursos, activitats i relacions personals en un conjunt coherent i adequat per obtenir un objectiu d’aprenentatge a llarg termini. En aquest sentit, s’hi assenyala també la necessitat de posar en pràctica procediments encaminats a fomentar l’autonomia, l’autoregulació i la capacitat d’aprenentatge de l’estudiant The use of ICT, and particularly network technologies, has expanded the possibilities of access to new learning spaces and resources beyond traditional formal school settings. However, these combinations of multiple and different environments add an element of complexity, which requires learners to make a greater effort in their role as directors of their own learning. The Delphi research described in this article focuses precisely on the role of self-direction in the field of learning ecologies, positioning the learner as an active agent, producer and conductor of her own strategies, capable of orchestrating the various contexts, resources, activities and personal relationships into a coherent and appropriate whole for the achievement of a learning goal over time. Similarly, the need for procedures aimed at fostering the learner’s autonomy, self-regulation and capacity for learning to learn is also highlighted Este trabajo se ha elaborado en el marco del proyecto de investigación titulado Ecologías de aprendizaje en la era digital: Nuevas oportunidades para la formación del profesorado de educación secundaria (ECO4LEARN-SE), parcialmente financiado por el Ministerio de Ciencia, Innovación y Universidades (Referencia RTI2018-095690-B-I00) SI

La familia es un componente sociocultural que no solo evoluciona dependiendo de la sociedad y cultura a la que pertenece, sino que también es un agente que participa de forma activa en el desarrollo de estas. Así pues, este trabajo de investigación se centra en cómo ha evolucionado la familia desde los años 60 hasta la actualidad en relación con dos películas: La gran familia y Padre no hay más que uno. A través de estas películas se pretende demostrar no solo la evolución, sino también un reflejo de la sociedad y cultura en las que ambas se desarrollan, además de las relaciones intrafamiliares que surgen. Por otro lado, este trabajo recoge también una encuesta sobre la familia en la actualidad (en relación con los tipos de familia, su estructura y los valores y tradiciones) y una propuesta didáctica para llevarla al aula de LE/2L en relación con estas dos representaciones cinematográficas, con la intención de motivar al alumnado y permitirles percibir la familia de una forma diferente., The family is a sociocultural component which changes depending on the society and the culture it belongs to; moreover, it is as well an active agent that has a role in the developing of these. For this reason, this paper is concerned with the family’s’ evolution since the 60s until now in relation to the following films: La gran familia y Padre no hay más que uno as this investigation attempts to demonstrate its evolution as well as the reflection of society, culture and the family’s relationships that is perceived through these films. Besides this, this paper will explore the nowadays family thanks to a survey that closely examines the types of families, its inner structure and the values and tradition that passes through one generation to the following. Lastly, there is a didactic proposal to perform in FL/2L classroom to practice the family as a sociocultural component as well as motivating the learners thanks to the display of these films., Departamento de Lengua Española, Máster en Español como Lengua Extranjera: Enseñanza e Investigación

This paper uses a hybrid human capital / signaling model to study grading standards in schools when tuition fees are allowed. The paper analyzes the grading standard set by a profit maximizing school and compares it with the efficient one. The paper also studies grading standards when tuition fees have limits. When fees are regulated a profit maximizing school will set lower grading standards than when they are not regulated. Credit constraints of families also induce schools to lower their standards. Given that in the model presented competition is not feasible, these results show the importance of regulation of grading standards.

INTRODUCTION: This paper focuses on the interpretation of the books and the film that inspired this research, highlighting its critical content that can apply for the educational context of the Bachelor of Preschool Education, Primary Education, and Pedagogy. As a starting point, we take the classical myth of Pygmalion, firstly recorded by the Latin poet Ovid, and we will also analyse the theatre play by George Bernard Shaw and the film based upon this myth, to reflect on educational practices from the point of view of pedagogy and moral philosophy. METHODOLOGY: By means of a content analysis of the texts and the film above mentioned, some basic concepts in education will be addressed. The chosen methodology, qualitative in this case, has been mainly based on the review of primary and secondary sources, and on a critical selection on the most relevant aspects which can support teacher training and self-awareness of teaching practices. DISCUSSION: This paper concludes with a section that summarizes the main considerations and reflections derived from the content analysis carried out in the previous sections. INTRODUCCIÓN: El objetivo de este estudio es profundizar en la interpretación de los textos y del material audiovisual que inspiran este artículo, para extraer de ahí contenidos y enfoques críticos aplicables al contexto educativo de los Grados en Educación Infantil, Educación Primaria y Pedagogía. Partiendo del mito clásico de Pigmalión, en la versión formulada por el poeta latino Ovidio, se analizan la obra teatral de George Bernard Shaw y la película del mismo título, con el fin de reflexionar sobre prácticas educativas desde la pedagogía y la filosofía moral. MÉTODO: A través del análisis de contenido de la obra escrita y fílmica, se proponen cuestiones propicias para abordar algunos conceptos básicos en educación. La metodología empleada, de carácter cualitativo, se ha basado fundamentalmente en la consulta de fuentes principales y secundarias y en la selección crítica de los aspectos más aprovechables para su aplicación en la formación del profesorado y en la autorreflexión sobre la práctica docente. RESULTADOS: La motivación, la crítica a los modelos educativos basados en el adoctrinamiento, los procesos de enseñanza-aprendizaje, el valor de la educación y la importancia de la educación moral son los aspectos concretos que se abordan en este estudio. La presencia de estos temas en el texto teatral y en la película Pygmalion facilita una presentación atractiva de estos asuntos al profesorado en formación. DISCUSIÓN: El estudio se cierra con un apartado que recapitula las principales consideraciones y reflexiones derivadas del análisis de contenido efectuado en los apartados previos.

El orgullo moral es una emoción que desempeña un importante papel en el ámbito moral, pero que apenas ha recibido atención. En este artículo se realiza una revisión de cinco estudios sobre esta emoción, con importantes implicaciones educativas. Los dos primeros se centran en los beneficios motivacionales del orgullo moral. Los otros tres analizan algunos elementos que pueden socavarlo. Tras la revisión, se reflexiona sobre las implicaciones educativas de los estudios citados. A este respecto se señala, por un lado, la conveniencia de estimular el desarrollo de esta emoción en la educación moral y, por otro, la necesidad de preparar a los niños y las niñas para vencer los factores que juegan en contra de la misma, muy en particular, para que sepan sustraerse a la influencia, a menudo negativa, del grupo. Moral pride is an emotion that plays an important role in the moral sphere, but has received very little attention to date. This paper reviews five studies on this emotion, with important educational implications. The first two studies focus on the motivational benefits of moral pride, while the other three analyze certain elements that may undermine it. Following the review, the paper reflects on the educational implications of the studies analyzed, highlighting both the importance of stimulating the development of this emotion in moral education, and the need to prepare children to overcome those factors which work against it. Special emphasis is placed on the importance of helping children learn to withstand the (often negative) influence of their peer group.

Este artículo describe un laboratorio de medio ambiente, justicia social y sostenibilidad en educación que busca crear diferentes experiencias sobre temas ambientales relevantes para el contexto colombiano, e incorporarlo en procesos de formación de profesores de ciencias. Se presenta una experiencia sobre problemáticas asociadas al recurso hídrico y vinculada a los objetivos de desarrollo sostenible 4 y 6, con el propósito de caracterizar competencias para la sostenibilidad en futuros profesores mediante el diseño de microclases que se apropian de tecnologías emergentes (TE), como la realidad virtual y la realidad aumentada. Los resultados dan cuenta de competencias como pensar holísticamente, imaginar el cambio y lograr la transformación, así como de la apropiación de las TE por parte de los participantes. Finalmente, se discuten recomendaciones para la formación inicial de profesores de ciencias. This paper describes the laboratory «e-lab» about social justice and sustainability in education, which aims to create different experiences about relevant environmental issues in the Colombian context for preservice science teachers. This paper presents an experience about water resources problematics whose main goal is to contribute to the development of the competencies for sustainability linked with SDGs 4 and 6 by means of emerging technologies (ET) such as virtual reality and augmented reality. Findings give an account on competencies like thinking holistically, envisioning change, and achieving transformation, as well as aspects related to the appropriation of ET by the participants. Finally, recommendations for science teachers training are discussed.

Resumen Este artículo analiza la internacionalización de la política de Educación Superior y algunos de sus efectos. Utilizamos el análisis documental para revisar la forma en que las universidades lo han asumido, analizando las políticas que promueven la internacionalización, los informes institucionales que muestran sus principales resultados y los aspectos que se miden en los Ránquines Universitarios sobre el tema. Uno de los hallazgos más significativos de esta investigación se refiere a la brecha que existe entre la concepción de la política que se adopta en el discurso institucional y la forma en que trasciende y se concreta en los indicadores que miden su efectividad. Además, la revisión de los resultados de la internacionalización muestra la persistencia de asimetrías entre las instituciones de Educación Superior en las regiones más y menos industrializadas. Este artículo se deriva de las actividades del proyecto del Grupo Internacional de Estudios e Investigaciones de Educación Superior. Resumo O artigo discute a política de internacionalização do Ensino Superior e alguns dos seus efeitos. Utilizamos a análise documental para revisar a maneira como as universidades assumiram a política, analisando os documentos normativos, os relatórios institucionais que mostram seus principais resultados e os aspectos que são medidos no ranking das universidades sobre o assunto. Entre os achados mais significativos do trabalho realizado, estão as lacunas existentes entre a concepção da política adotada no discurso institucional e a maneira como tal política transcende e se forma nos indicadores que medem sua eficácia. Além disso, a revisão dos indicadores de internacionalização mostra a persistência de assimetrias entre instituições de ensino superior em regiões mais e menos industrializadas. O trabalho se deriva das atividades do projeto do Grupo Internacional de Estudos e Pesquisas do Ensino Superior (Giepes), sobre a internacionalização do Ensino Superior. Abstract This paper discusses the internationalization of Higher Education’s policy and some of its effects. We use documentary analysis to review the way in which universities have assumed it, analyzing the policies that promote internationalization, the institutional reports that show the main results and the aspects that are measured in the University Rankings about the subject. One of the most significant findings of this research refers to the gap that exists between the conception of the policy that is adopted in the institutional discourse and the way it transcends and takes shape in the indicators that measure its effectiveness. In addition, the review of internationalization results shows the persistence of asymmetries between Higher Education institutions in more and less industrialized regions. This paper derives from the activities of the project of the International Group of Studies and Research of Higher Education.

Surgen nuevos dilemas en la investigación científica ante el incesante avance científico tecnológico. El objetivo del presente articulo es precisar el compromiso del médico investigador ante esos hechos. Para el efecto se distribuyó una encuesta con 4 preguntas informativas entre médicos de todas las especialidades y estudiantes de medicina en relación con la medicina actual, la ética y la investigación científica. Se analizaron 286 encuestas de 500 distribuidas. Existen diferencias sólo en la forma de conservar órganos destinados a transplantes: los graduados respondían mayoritariamente en conservación mediante técnicas especiales, en tanto que los estudiantes desconocían el método a elegir. En relación a los artículos de investigación, éstos deben asegurar los mismos principios éticos que los enunciados para todo el proceso de investigación., In the framework of scientific research, new dilemmas come from scientific-technologic advances. 'file objective of this paper is to define the appointment of research physician about these facts. A survey with 4 informative questions about update medicine, ethics and research between physicians of all specialities and medical students was sort; 286 of the 500 inquiries were analized. Only a difference according to preserving procedures of organs destined to transplants was seen: most of the physicians are in accord with preserving of organs by special techniques. Conversely, the undergraduates unknown the procedure to choice. With relation to the research papers, they must warrant the same ethic principles to those defined for all trials.

In the framework of scientific research, new dilemmas come from scientific-technologic advances. 'file objective of this paper is to define the appointment of research physician about these facts. A survey with 4 informative questions about update medicine, ethics and research between physicians of all specialities and medical students was sort; 286 of the 500 inquiries were analized. Only a difference according to preserving procedures of organs destined to transplants was seen: most of the physicians are in accord with preserving of organs by special techniques. Conversely, the undergraduates unknown the procedure to choice. With relation to the research papers, they must warrant the same ethic principles to those defined for all trials. Surgen nuevos dilemas en la investigación científica ante el incesante avance científico tecnológico. El objetivo del presente articulo es precisar el compromiso del médico investigador ante esos hechos. Para el efecto se distribuyó una encuesta con 4 preguntas informativas entre médicos de todas las especialidades y estudiantes de medicina en relación con la medicina actual, la ética y la investigación científica. Se analizaron 286 encuestas de 500 distribuidas. Existen diferencias sólo en la forma de conservar órganos destinados a transplantes: los graduados respondían mayoritariamente en conservación mediante técnicas especiales, en tanto que los estudiantes desconocían el método a elegir. En relación a los artículos de investigación, éstos deben asegurar los mismos principios éticos que los enunciados para todo el proceso de investigación.

The paper deals with methodological aspects of studying a noun in a Vietnamese audience. The choice of research topic and its relevance are due to the fact that the methodological aspects of studying Russian as a foreign language by a Vietnamese audience are not sufficiently developed. Every year, along with the increasing demand for knowledge of Russian, the number of students studying Russian is also increasing significantly, but teaching methods and materials of the Russian language are always limited. Despite the efforts of students, the results leave a great deal to be desired. In order to improve the quality of material learning, suitable methods are needed to teach Russian as a foreign language. The paper presents a comparison of the characteristics of nouns in Russian and Vietnamese; the difficulties Vietnamese students encounter in learning Russian, including nouns; and an exercise system designed for Vietnamese students.

The paper is devoted to identifying the complexities concerning the educating theological expert review. The institution for expert review has emerged relatively recently and is often a tool used by different interest groups in battles with each other, for example, with religious rivals or engaged leaders pursuing their own goals. The main attention in the paper focuses on the following problematic points: the lack of a unified comprehension of the nature of theological expert review, and also of a unified methodology for its conduct and typology, the issues of the determinism in the results of the expert opinion due the belonging of a researcher to a certain scientific school. The paper reveals factors that negatively affect the procedure for conducting expert research, and identifies the main prospects for the development of the institution of theological expert review. It states that the peculiarity of the development of theological discourse has a strong influence on the process of the formation of theological expert review in the Russian Federation and is largely the reason for the lack of uniform standardized criteria in relation to the methods and rules for its implementation. The paper is of interest for experts, researchers, teachers, as well as for those interested in the problems of understanding this institution and the prospects for its development, taking into account the existing law enforcement practice in Russia.

Lake Chad is an oasis in the middle of the desert. It is a tropical lake whose active basin feeds largely on the waters of the Chari River and its main affluent, the Logone River. To a lesser extent, it receives contributions from the Komadougou Yobe, the Beid, the Yedseram and the Ngadda basins. The size of the lake is variable due to the fluctuations in the rainfall regime. Nearly one hundred million inhabitants rely on its waters for food. For several decades, its population has been suffering a hydric and humanitarian crisis that is the result of a combination of various factors. The purpose of this paper is to address this multidimensional problem from a hydrosocial perspective, focusing not only on environmental issues but also considering that water crises are the consequence of symbiotic relationships between human beings and nature. This political-ecological perspective suggests, in Swyngedouw’s words, a close correlation between the transformations of, and in, the hydrological cycle at local, regional and global levels on the one hand and relations of social, economic and cultural power on the other (2009, p. 56). Thus considered, crises involve state structures and political decisions, geometries of power, economic and social relations of its inhabitants, and the relationship established between these factors and the environment. Therefore, this study does not consider the Lake Chad issue as the mere result of a natural desertification process or as a consequence of climate change, influenced or not by human action. Instead, we consider that this issue comprises multiple variables and actors that interact and influence each other, thus shaping the current situation of the region, which also involves four African states. Additionally, we will use the concept of “waterscape” to refer to “a landscape unity” resulting from the interaction between societies and their environment, which involves, therefore, “all social, economic, cultural and political processes through which nature is perceived and transformed by societies, as well as - in return - the influence of these environmental changes on societies” (Molle, 2012, p.220). In its current form, Lake Chad’s waterscape shows a region suffering constant human displacements and insecurity due to the conflicts triggered by human migrations in search of new lands as a consequence of the desertification caused by changes in rainfall levels. These displacements are, in turn, influenced and aggravated by state action and state violence, and by the proliferation of various armed movements that leverage the situation to pursue their illicit activities linked to organized crime. The Lake Chad Basin is part of a circuit of trade routes established centuries ago by populations largely dependent on livestock and agriculture, who experienced periods of peaceful coexistence among them, and others not so peaceful. In modern times, this modus vivendi has been disrupted by droughts and desertification. Consequently, populations have moved from the most arid to the most humid regions, while confrontations between semi-nomadic populations or herders and sedentary populations have proliferated. In the basin states, these displacements soon led to violent clashes between herders and farmers over land use and access to water sources. In view of such a scenario, states have not acted effectively in order to stop violence. Since their independence, the Sahelian states have neglected the desert regions of their territories mainly because of the resistance of their inhabitants to bureaucratic state practices that affected their nomadic or semi-nomadic way of life. This is the reason why such regions never had access to the basic services or economic possibilities that were available at urban centers. Consequently, desert regions did not have access to health, education, basic health services or even safe drinking water. States have also failed to implement a land policy that ensures access to the resources that each sector needs in order to survive and prosper. The legal gaps regarding land tenure and the coexistence of several “legal categories” (such as reserves, communal land, vacant land, etc.) is a pervasive reality in this region, which reveals traditional coexistence mechanisms that are not in line with states’ bureaucratic dynamics, sometimes clashing with them. The Lake Chad Basin states have not either been able to bring an end to the terrorist violence unleashed mainly by Boko Haram and Islamic State in West Africa Province (ISWAP). As a matter of fact, one of the main strategies for recruiting members and getting civilian support in the early days of Boko Haram had to do with the provision of basic health services and the opening of Koranic schools, trying to fill the gaps left by an absent state. Subsequently, Boko Haram resorted to forced recruitment, looting and widespread violence against the inhabitants of the cities and towns where it settled. The states’ military response was channeled through the Multinational Joint Task Force (MNJTF) and various national or bilateral operations in the affected states. The MNJTF organized several boisterous operations –some of them successful, and others not so much- but managed to significantly reduce Boko Haram’s area of influence. Taking the hydrosocial perspective into account, this paper seeks to analyze the variation in the rainfall level and its impact on the lake´s conditions; the historical and current population movements of the various ethnic groups inhabiting the region; the role of the region’s inhabitants and the policies imposed on them by the four basin states; the state, communal and terrorist violence occurring in the area; and the link among these factors as determinants of the current regional crisis.