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This document is based on the analysis of the relationship between academic performance and the specific characteristics of the family accompaniment that children of the transition grade of the Mata de Caña Educational Center of the Municipality of Lorica, Córdoba, receive in their learning process; As it is well known, family accompaniment is fundamental in the formation of the student, it is a factor in which the greatest responsibility of education lies, these must work together in a transversal way, with the school and the parents. They contribute in the formative mission, given that both, family-school, have as an objective the development of the human being's abilities. In order to identify the way in which parents participate in the processes, interviews were conducted where each of these aspects were made known; as well as the factors associated with the academic performance of the students who have accompaniment; likewise, the relationship between academic performance and the specific procedures of family accompaniment is described. With all the above mentioned, we intend to centralize the family accompaniment and give it the importance it deserves as a basis for the integral development of the children, more specifically those of the Mata de Caña Educational Institution. In the same way, if no methods of family accompaniment are observed, some workshops, activities, parents' school or any activity that helps families to commit themselves to their children's education will be recommended. Not only because of the above mentioned, since it is important to mention the lack of interest on the part of parents or guardians, making all of these related to the performance of children in the classroom. Resumen................................................................................................................................................................................................5 Introducción ........................................................................................................................................................................................1 1. Planteamiento del problema...............................................................................................................................................3 1.1. Descripción del problema.....................................................................................................................................................3 1.2. Formulación del problema...................................................................................................................................................5 1.2.1. Formulación de preguntas auxiliadoras. ............................................................................................................5 2. Justificación.................................................................................................................................................................................6 3. Objetivos......................................................................................................................................................................................8 3.1. General .........................................................................................................................................................................................8 3.2. Específicos ..................................................................................................................................................................................8 4. Marco referencial.....................................................................................................................................................................9 4.1. Estado del Arte..........................................................................................................................................................................9 4.1.1. A nivel internacional. ....................................................................................................................................................9 4.1.2. A nivel nacional............................................................................................................................................................13 4.1.3. A nivel local. ..................................................................................................................................................................17 4.2. Marco Teórico.........................................................................................................................................................................20 4.2.1. Frecuencia de las intervenciones (padres/acudientes) en el proceso educativode sus hijos. 23 4.2.2. Rendimiento académico de los estudiantes que tienen acompañamiento......................................25 4.2.3. Relación entre el rendimiento académico y las características específicas del acompañamiento familiar................................................................................................................................................26 4.3. Marco Conceptual..................................................................................................................................................................30 4.3.1. Rendimiento académico..........................................................................................................................................30 4.3.2. Acompañamiento familiar.......................................................................................................................................31 4.3.3. Educación Inicial. ........................................................................................................................................................32 5. Metodología. ...........................................................................................................................................................................34 5.1. Diseño o estructura metodológico ................................................................................................................................34 5.2. Población y Muestra. ..........................................................................................................................................................35 5.3. Cuadro de categorización ..................................................................................................................................................37 5.4. Marco contextual...................................................................................................................................................................44 5.5. Técnicas e instrumentos de recolección de información...................................................................................45 5.5.1. Entrevistas. ...................................................................................................................................................................45 5.5.1.1. Entrevista Semiestructurada.......................................................................................................................45 5.5.2. Observación..................................................................................................................................................................46 5.6. Técnicas de análisis de información............................................................................................................................47 5.7. Procedimiento investigativo.............................................................................................................................................47 5.7.1. FASE 1: Preparación y organización....................................................................................................................47 5.7.2. FASE 2: Aplicación de instrumentos. .................................................................................................................48 5.7.3. FASE 3: Interpretación de los datos cualitativos.........................................................................................48 6. Análisis y discusión de los resultados. ........................................................................................................................49 6.1. Análisis de la categoría participación y comunicación; Familia y Procesoseducativos. ....................49 6.2. Análisis de la categoría factores asociados; Rendimiento académico yAcompañamiento familiar .......................................................................................................................................................................................................65 6.3. Análisis de la categoría relación del rendimiento académico; Característicasespecíficas familiares .......................................................................................................................................................................................................81 6.4. Análisis de interpretación Subcategorías y pregunta docente.......................................................................89 6.4.1. Participación y comunicación con las Familias y Procesos educativos............................................89 6.5. Factores asociados; Rendimiento académico yAcompañamiento familiar .............................................90 6.5.1. Relación con las familias y Características específicas del acompañamientoFamiliar...............91 7. Conclusiones...........................................................................................................................................................................93 8. Recomendaciones ................................................................................................................................................................94 9. Referencias..............................................................................................................................................................................95 10. Anexos. ................................................................................................................................................................................... 100 10.1. Entrevistas ................................................................................................................................................................. 100 10.2. Entrevista docente y acuerdo de confidencialidad .................................................................................. 191 10.3. Acuerdos de confidencialidad ............................................................................................................................ 201 10.4. Agrupaciones por preguntas entrevistas..................................................................................................... 215 El presente documento se basa en el análisis de la relación del rendimiento académico con las características específicas del acompañamiento familiar que reciben en su proceso de aprendizaje los niños y niñas del grado transición del Centro Educativo Mata de Caña, del Municipio de Lorica, Córdoba; como es bien sabido el acompañamiento familiar es fundamental en la formación del estudiante, es un factor en el cual recae la mayor responsabilidad de la educación, éstos deben trabajar conjuntamente de manera transversal con la escuela y los padres de familia. Contribuyen en la misión formadora, dado que ambos, familia-escuela, tienen como finalidad el desarrollo de las habilidades del ser humano. Para que se logre identificar la manera en que los padres de familia participan en los procesos se realizaron entrevistas donde se dio a conocer cada uno de estos aspectos, como también se describe los factores asociados del rendimiento académico de los estudiantes que tienen acompañamiento; del mismo modo, se busca caracterizar la relación entre el rendimiento académico y los procedimientos específicos del acompañamiento familiar. Con todo lo nombrado se pretende centralizar el acompañamiento familiar y darle la importancia que merece como base en el desarrollo integral de los niños y niñas más en específico a los de la Institución Educativa Mata de Caña, al igual informar si no se observan métodos de acompañamiento familiar se recomendarán algunos talleres, actividades, escuela de padres o cualquier actividad que ayuda a las familias para que se comprometan con la educación de sus hijos. Se busca realizar una investigación transversal donde la información no esté sobrecargada. No sólo por lo mencionado anteriormente, ya que es importante mencionar el poco interés por parte de los padres o tutores, haciendo que todo estos se relacionen con el rendimiento de los niños y niñas en el aula de clase. Pregrado Licenciado(a) en Educación Infantil Trabajos de Investigación y/o Extensión

Overview and Aims: Technology has allowed hysteroscopy to be increasingly performed in the office (HO). Yet, fear of patient pain associated with HO still prevents clinicians from choosing it instead of traditional hysteroscopy (HA). We aimed to compare pain perception and satisfaction in patients submitted to HO versus HA and to determine socio-demographic and clinical factors that influence patient experience. Methods: We performed a prospective, observational, descriptive and analytical study, comparing women submitted to HA (n=119) and HO (n=113), between September and December 2016 and January to July 2017, respectively. Three self-report questionnaires were answered by the patients before, immediately and one month after the hysteroscopy, and another questionnaire was answered by the clinician in charge of the technique. Results: Both HA and HO groups showed similar socio-demographic characteristics. Differences were found between felt and expected pain, both in HA (p

Overview and Aims: Levonorgestrel Intrauterine System (LNG-IUS) is an efficacious and cost-effective long acting reversible contraceptive, with high satisfaction rates among users. Yet, evidence shows that anxiety and fear of pain associated with LNG-IUS insertion prevent women from choosing them as their contraceptive method. We aimed to determine risk factors associated with anxiety and pain perception during LNG-IUS insertion. Methods and Population: We performed a prospective, observational, descriptive and analytical study to a sample of patients of the family planning consultation submitted to insertion of LNG-IUS between may and november 2017. Pre and post insertion questionnaires were given, one directed to the patients and other to the clinicians. Results: From a total of 161 women in analysis, 125 inserted Mirena® and 36 inserted Jaydess®. The patients submitted to the insertion of Jaydess® were significantly younger (median=34) than those who chose Mirena® (median=41) and presented higher frequency of nulliparity and absence of vaginal delivery. Higher levels of anticipated pain correlated with high levels of anxiety (p

Overview: The first trimester screening for fetal aneuploidy includes a combined evaluation of maternal age, obstetric history, ultrasound and biochemical markers. Variations in maternal serum levels of biochemical markers (free b-hCG and PAPP-A) have been associated with adverse obstetric outcomes, even in the absence of aneuploidy. This study aimed to evaluate the association of PAPP-A and free b-hCG with the occurrence of adverse obstetric outcomes, in an obstetric population with negative first trimester screening for chromosomal abnormalities. Study design: Observational, descriptive, analytic and retrospective study that included 1128 pregnancies with a negative first trimester screening, in 2013. Delivery occurred in our Hospital. Methods: The levels of both biochemical markers (free b-hCG and PAPP-A) were compared between groups with a given adverse obstetric outcome and women without any adverse event. Binary logistic regression and multiple linear regression analysis were performed to determine if free b-hCG and PAPP-A were important predictors for adverse outcomes. Results: Maternal serum levels of PAPP-A were significantly lower in women who developed pre-eclampsia compared to women without any adverse obstetric outcome (0.98±0.2 vs. 1.18±0.63 MoM; p=0.027). Maternal serum free b-hCG was significantly lower in pregnant women who had birth before 37 weeks of gestation, compared to pregnant women with a term birth (median; interquartile range: 0.78; 0.39 vs.0.94; 0.75 MoM; p=0.037). Linear regression analysis showed that PAPP-A is an independent predictor of fetal birth weight and that free b- hCG is a predictor of fetal gestational age at birth. Conclusion: Serum PAPP-A and free â-hCG in the first trimester are significantly reduced in pregnancies, with a negative first trimester combined screening for fetal aneuploidy, who developed pre-eclampsia and had a preterm delivery, respectively. In these populations, for a better risk assessment, we suggest to perform pre-eclampsia and preterm labour screening.

En el presente trabajo de investigaci?n sobre Las tic?s y los patrones de conducta de los ni?os y ni?as del centro de educaci?n inicial ?camilo torres ortega? del cant?n san Pedro de Pelileo, provincia de Tungurahua en el a?o 2012 ? 2013, se determin? el objetivo, el uso inadecuado de las tics incide en la adquisici?n de patrones de conducta incorrectos de los ni?os y ni?as de Educaci?n Inicial ?Camilo Torres Ortega? del cant?n San Pedro de Pelileo provincia de Tungurahua en el a?o 2012? Adem?s se plante? el problema para evaluar esta incidencia de las tecnolog?as inform?ticas en los patrones conductuales de los ni?os y ni?as y as? se estableci? interrogantes que llevaron a establecer las variables de investigaci?n. Se realiz? investigaci?n bibliogr?fica de estudios previos para conocer el argumento que sustente al tema en donde se hall? investigaciones que proporcionaron valiosa informaci?n a la investigaci?n. No obstante se estableci? la metodolog?a empleada en el proceso de investigaci?n, trabajando con herramientas como las encuestas dirigidas a padres de familia y a docentes y fichas de observaci?n de los ni?os, y ni?as; el resultado de esta investigaci?n revela conductas agresivas en los ni?os y ni?as y dificultades en los proceso de integraci?n y sociabilidad, y menor atenci?n a los procesos de aprendizaje lo que perjudica el rendimiento escolar, ocasionado por la escasa atenci?n de los padres de familia y la falta de una gu?a tanto por parte de los docentes como de los padres, sin embargo existe el inter?s de los padres para que sus hijos aprendan a manejar las nuevas tecnolog?as de forma adecuada y que esto les sirva como ventaja en el ?mbito educativo y mejore su rendimiento acad?mico, ya que los estudiantes pasan horas y horas en la computadora, pero ser?a muy valioso transformar esas horas de ocio en horas productivas y de beneficio en el aprendizaje de nuevos conocimientos. Consecuentemente la propuesta es una gu?a sobre el manejo de las Tic?s como recurso did?ctico que beneficia el proceso de ense?anza aprendizaje mejorando los patrones de conducta.

Overview and Aims: The introduction of antenatal RhD isoimmunization prophylaxis was of utmost importance in decreasing the prevalence of perinatal haemolytic disease. Noninvasive genotyping of fetal RhD group from mothers' plasma allows administration of anti-D immunoglobulin only to pregnant women with RhD positive fetuses. Aim: To analyse the economic impact of this technique in a population of nonisoimmunized pregnant women in comparison to the current practice of systematic RhD isoimmunization prophylaxis. Study design: Retrospective, observational and analytic study. Population: 9272 pregnant women who performed obstetric ultrasound in our Fetal Medicine and Prenatal Diagnosis Department between January 2007 to December 2012. Methods: The costs of systematic RhD isoimmunization prophylaxis were compared to fetal RhD genotyping and further RhD isoimunization of RhD negative mothers whose fetuses were RhD positive. Results:In the studied population, 16.7% of pregnant women were RhD negative and 40.3% of their offspring were also RhD negative. Concerning the economic analysis, selective administration of anti-D immunoglobulin based on fetal genotyping would have been about 62 euros more expensive per pregnancy than the current practice of antenatal immunoprophylaxis. Conclusion: Although non-invasive genotyping of fetal RhD group is undoubtly associated with innumerous benefits, in a merely economic analysis, this method is more expensive than the systematic immunoprophylaxis., info:eu-repo/semantics/publishedVersion

A endometriose torácica representa uma manifestação rara de endometriose, devendo ser considerada nas mulheres em idade reprodutiva que se apresentam com dor torácica, pneumotórax, hemotórax ou hemoptises coincidentes com a menstruação. Reportamos o caso clínico de uma mulher de 38 anos com dor torácica repetitiva e progressiva durante o cataménio, acompanhada de dispneia moderada e tosse não produtiva, com 4 anos de evolução. Foram confrmados imagiologicamente pneumotórax catameniais de repetição. Não obstante a ausência de evidência clínica de endometriose pélvica, estabeleceu-se como diagnóstico provável o pneumotórax catamenial associado a endometriose pleuro-pulmonar. Decidiu-se iniciar terapêutica com um agonista da hormona libertadora de gonadotrofnas, tendo-se verifcado remissão clínica dos sintomas respiratórios. A endometriose torácica é uma forma grave de apresentação da doença, requerendo o seu diagnóstico um grande índice de suspeição., info:eu-repo/semantics/publishedVersion

Mestrado em Fisioterapia O objetivo deste trabalho é apresentar a Sofrologia Caycediana® como um instrumento complementar para diminuição da dor oncológica em pacientes que sofrem de dor crónica. A Sofrologia Caycediana® é uma ciência com técnicas e métodos específicos. Estas técnicas podem ser adaptadas por cada profissional e para cada paciente. Permite também que o doente mantenha a força e a amplitude de movimento, pois o método inclui exercícios estáticos e dinâmicos; a Sofrologia dá ao doente a responsabilidade de trabalhar sozinho, definindo metas para a vida diária, tornando-o consciente do seu bem-estar e da capacidade para se ajudar a si mesmo e a ser parte de uma equipa. Esta ciência contém técnicas de relaxamento, uma forma holística para tratar e cuidar, fornecendo recursos para diminuir a dor, suportar a medicação e atenuar efeitos adversos da doença. Esta técnica pode ser aprendida por qualquer membro do pessoal de saúde envolvido no tratamento destes doentes. Família e cuidadores podem e devem estar envolvidos nas sessões. Ao longo da investigação realizada tomámos como dois campos fundamentais as intervenções farmacológicas e as não-farmacológicas (ou complementares) da dor. Em relação a dados demonstrando a evidência da Sofrologia, apenas foram encontrados quatro artigos, de médicos dentistas, que relatavam os resultados benéficos desta, em relação com outros métodos como a hipnose. A falta de achados não corresponde ao número de fisioterapeutas, formados e em formação, na Europa. Pode dever-se à exigência de evidência científica e à dificuldade em realizar protocolos nesse sentido que as Comissões de Ética aceitem, por se tratar de uma nova intervenção a que somente alguns grupos tenham acesso. No entanto, todos os colegas presentes nas sucessivas formações de atualização de carteira profissional em Sofrologia referem, unanimemente, a sua utilização diária, quer para fins individuais e de treino, quer com os doentes que seguem, obtendo excelentes resultados. Tem ficado evidente nos trabalhos apresentados, nomeadamente em 2014, para o evitar da queda no idoso, no tratamento do stress em ambiente de ensino-aprendizagem, entre outros. Este trabalho veio dar conta do vazio existente quer em relação ao tratamento multidisciplinar, sendo necessário a realização de trabalhos de investigação nas áreas de oncologia e da dor. ABSTRACT - The objective of this work is to introduce Caycedian Sophrology® as a complementary instrument for pain release in oncologic patients suffering from chronic pain. Caycedian Sophrology® is a relaxation technique, a holistic way to treat and care, providing resources to diminish pain and support the medication and adverse events of the illness. Is a science with specific methods and techniques. These techniques can be adapted to each professional and patient. It also allows the patient to maintain the strength and range of movement, as the method includes static and dynamic exercises; the method gives the patient the responsibility to work by himself, defining goals for daily life, conscious of his well-being and capacities to help himself and being part of a team. Caycedian Sophrology can be learned by any member of the health staff involved in the treatment of these patients. Family and caretakers can and should be involved in the sessions. Throughout the investigation we touch on two fundamental areas, the pharmacological and non-pharmacological (or complementary) interventions of pain. In this investigation we concluded that a void exists in relation to multidisciplinary treatment of pain, finding the necessity to carry out more research in the areas of Oncology and pain.