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Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Given the realities of external pressures on our daily lives, work-life balance is important now more than ever. Although we often advocate for work-life balance, are we equipped with the appropriate tools and an adequate support network to handle what life might throw at us? How do we continue to be productive when dealing with distressing matters that we seemingly have little control over? Contributors from different areas of the world, with a diversity of voices, offer their perspectives on how to navigate life's obstacles while continuing to meet the expectations of departments, universities, and the profession to achieve career success and fulfillment. This forum highlights authors at different career stages, who have lived through a myriad of experiences including singleness/dating, marriage, pregnancy, parenting, serving as a caretaker, the death of a loved one, toxic work environment, and personal health to share their experiences and provide insights on how to cope with adversity at any point in one's academic career. [ABSTRACT FROM AUTHOR]

Bridging the divide between research and practice has become a growing concern within international studies. One under-explored avenue through which international studies scholars can enhance their "real world" impact is by serving as country conditions experts in asylum cases. This article provides an overview of the asylum process, the role of country conditions experts within it, and how scholars with in-depth country knowledge can leverage their expertise to make a difference, using examples from the United States and the United Kingdom. It also details several key issues one should consider when deciding whether to undertake expert witness work and the challenges and dilemmas it often entails. Finally, we provide actionable ways for international studies scholars to get involved and expand the community of individuals engaged in expert witnessing. [ABSTRACT FROM AUTHOR]

This article addresses the underrepresentation of Global South scholars in Global North journals. In order to explore this issue, we conducted a study on the submission decisions of Global South scholars, with a focus on International Relations (IR). We collected novel data on IR scholars based in Latin America and conducted a conjoint experiment on a sample of 446 scholars. Our study provides the first experimental evidence of journal submission choice in Political Science in the Global South. Our findings indicate that both journal attributes and individual characteristics impact the choice of journal, including factors such as language, editorial location, and acceptance rates. This research has important implications for the discipline and for journal editors in the Global North, as it provides valuable insights on how to promote diversity in academic publishing as well as the limits of such strategies. [ABSTRACT FROM AUTHOR]

In recent decades, one of the most prominent trends in global governance has been the increasing openness of international organizations (IOs) toward non-state actors (NSAs). As participants in the policymaking bodies of IOs, NSAs have become important actors in global governance, providing policy-relevant information to decision makers, representing constituency interests, and ultimately, influencing policies. Yet to date, we have little systematic comparative knowledge about the NSAs that participate in IO bodies. This article introduces the Non-State Participation in International Organizations (N-PINION) dataset, which maps NSA participant populations across eighty one policymaking bodies in twenty four global IOs between 1998 and 2017. The dataset provides indicators on the density, diversity, and volatility of NSA populations, available yearly across IO bodies. These indicators provide potential dependent and independent variables for scholars interested in a wide variety of research questions relating to the drivers, consequences, and normative merits of NSA participation in IOs. [ABSTRACT FROM AUTHOR]

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Planning Education & Research is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

How can researchers conduct interviews about sensitive topics the interlocutors are unwilling to discuss? This article contributes to the ongoing debates on interviewing. While we are observing a growing interest in this research method among international relations scholars, we lack formalized advanced practices for overcoming interview-related challenges. Drawing on elite interviews conducted in Israel and the UK, the article introduces two research techniques particularly useful in discussing controversial or sensitive matters: in-situ texts and adaptable self-presentation practices. It first presents the types of challenges I faced seeking answers as to why secure and powerful states like the UK and Israel employ narratives of vulnerability in wartime public communication. Then it analyses how the use of in-situ texts during interviews assists in introducing sensitive topics into the interview. I illustrate how they allow me to quickly establish the importance of the research phenomenon as well as to facilitate more open conversations. Finally, I show the benefits of the adaptable self-presentation technique. The goal of this practice is to conduct a responsive interview. One in which the researcher builds trust with the participant by bringing out its own biographical aspects that emphasize either its outsider or insider status. [ABSTRACT FROM AUTHOR]

Breastfeeding (BF) is essential for the health of newborns and infants; its practice is influenced by various factors, including cultural diversity. The objective of this work was to assess the influence of cultural diversity on BF in Ecuador, analyzing the influence of various factors in two culturally different populations. The research was observational, descriptive, transversal, qualitative, focused on regions of two Ecuadorian provinces, Manabí and Santo Domingo, where surveys were carried out on mothers with children under two years of age. The sample was 86 mothers selected by probabilistic convenience sampling and those with incomplete data were excluded. Descriptive statistics and the chi square and Pearson correlation methods were used to establish associations. The study revealed, in both regions, exclusive breastfeeding was a common practice with a high preference for breastfeeding when mothers left home. However, mixed breastfeeding was also frequently used. The majority of mothers showed a positive attitude towards BF, although there was also a significant presence of positive attitudes towards bottle-feeding and in many cases neutral attitudes, with the association between neutrality towards BF and the cultural pattern of breastfeeding being significant. Province of Manabí. These results suggest a varied consideration of factors when making decisions about baby feeding, reflecting the complexity of BF practice in these Ecuadorian communities. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ModaPalavra e-periódico is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El objetivo fue proponer el diseño de un Semillero de Investigación Ayni, para fortalecer la práctica investigativa y la producción de conocimientos en el Programa de Doctorado en Ciencias de la Educación e Investigación Versión III de la Universidad Pública de El Alto. El paradigma de la investigación fue el pospositivista, enfoque mixto, enmarcado bajo el diseño descriptivo – propositivo. La población fue de 32 participantes y la muestra cuantitativa fue de 25 estudiantes de posgrado y la cualitativa de cuatro estudiantes, dos docentes y el coordinador del programa de posgrado; a los cuales se le aplicó la encuesta con los instrumentos entrevista a profundidad y el cuestionario. Resultando la creación del semillero evidenciando el abordaje de nuevas tendencias y teorías en el ámbito de cómo hacer investigación. Se concluyó que en Bolivia queda un largo camino para mejorar los actuales niveles de producción de conocimientos y de investigación.

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Billions in development aid is provided annually by international donors in the Majority World, much of which funds health equity. Yet, common neocolonial practices persist in development that compromise what is done in the name of well-intentioned policymaking and programming. Based on a qualitative analysis of fifteen case studies presented at a 2022 conference, this research examines trends involving unethical partnerships, policies, and practices in contemporary global health. The analysis identifies major modern-day issues of harmful policy and programming in international aid. Core issues include inequitable partnerships between and representation of international stakeholders and national actors, abuse of staff and unequal treatment, and new forms of microaggressive practices by Minority World entities on low-/middle-income nations (LMICs), made vulnerable by severe poverty and instability. When present, these issues often exacerbate institutionalized discrimination, hostile work environments, ethnocentrism, and poor sustainability in development. These unbalanced systems perpetuate a negative development culture and can place those willing to speak out at risk. At a time when the world faces increased threats including global warming and new health crises, development and global health policy and practice must evolve through inclusive dialogue and collaborative effort. [ABSTRACT FROM AUTHOR]

The International Security Studies Section (ISSS) of the International Studies Association aims to promote the study of global, international, regional, and national security—broadly conceived. Over the past decade, ISSS has also sought to improve diversity and inclusion for its membership, culminating in its Taskforce on Diversity in Security Studies. In this forum, taskforce organizers, researchers, and participants examine the ways in which ISSS has collected data and then acted to improve both experiences and outcomes for historically excluded scholars, using an intersectional approach but with a specific focus on race. By critically reflecting on the role of professional associations in combatting racism in academia, using the case study of ISSS, the forum has two aims. First, we hope that by sharing ISSS experiences and processes, we may encourage other professional associations to self-reflect on how they may contribute to racial injustice, as well as how they can reveal and counteract racial oppression. Second, rather than solely focusing on goals and outcomes, the forum also gives voice to personal perspectives of researchers and participants to highlight how it is people who ultimately make up the heart of efforts to challenge racism and discrimination. [ABSTRACT FROM AUTHOR]

This article introduces a new dataset on how international organizations (IOs) justify their authority. For a long time, IOs were believed to derive legitimacy from member-state consent and technocratic problem-solving capacities. Over recent decades, the growing politicization of IOs, political polarization within Western democracies, and power shifts in the international system have spurred IOs' efforts to justify their right to rule, using a variety of legitimation practices. While research on the theory and practice of IO legitimation has grown considerably over the past decade, much of this work builds on case studies of prominent global and regional IOs. As a result, we lack data suitable for systematic comparative analyses across time, IOs, and world regions. The Legitimation Strategies of Regional Organizations (LegRO) dataset aims to narrow this gap, providing data on the standards, intensity, and modes of legitimation for twenty eight regional IOs from 1980 to 2019. These variables inform theoretical and policy-relevant research on contemporary global governance by providing the first systematic overview of IOs' legitimation practices. [ABSTRACT FROM AUTHOR]

The aim of this investigation is to present the relevance of the creation of the Professional Stricto Sensu Program in History Teaching, in a national network, for Brazilian public school teachers. The National ProfHistory Program will be 10 years old in 2024 and covers 23 Brazilian states, with 39 participating universities. To fulfill the objective of the analysis, a selection was made of the general scenario of one of the ProfHistory programs, hosted by the State University of Paraná - Unespar - campus in Campo Mourão, a region that covers 25 municipalities in the state of Paraná. The justification for the study is based on the importance of the subject of History for human development and the teacher's ability to work in teaching, combining theory and practice as inseparable elements. To substantiate these questions, a historical review is made of the awareness of theoretical and practical teaching, unified for the achievement of student learning. [ABSTRACT FROM AUTHOR]

Copyright of Cuadernos de Investigacion Educativa is the property of Universidad ORT Uruguay and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aprender en la actualidad puede presentar una serie de desafíos y problemas para los estudiantes, muchas veces relacionados a la falta de conexión con situaciones del mundo real o con la práctica de lo que están aprendiendo en el aula. En este sentido, se desarrolló el presente estudio que identifica las concepciones estudiantiles sobre el aprendizaje vivencial como estrategia pedagógica de las ciencias naturales, descubriendo de esta forma estándares y competencias que conduzcan a niveles más elevados de calidad en la educación. Para tales efectos se implementó una metodología cuantitativa de tipo descriptiva en una muestra de 111 estudiantes del décimo año de educación básica. Entre los principales resultados se detalla que existe predisposición e interés estudiantil por las actividades de tipo vivencial, reconociendo su importancia como estrategia para la enseñanza, por lo que resulta de gran importancia su implementación en el desarrollo académico de los estudiantes.

En este ensayo se reflexiona, en primer lugar, sobre el conflicto de interpretaciones que surge a partir de la obra de Marx. El conflicto se inicia con el significado que le da el propio Engels y continúa con la versión soviética del materialismo dialéctico; la teoría crítica de la sociedad y las diversas concepciones que se han realizado bajo el rubro de filosofía de la praxis, empezando con Gramsci. En esa dirección se destaca la propuesta de Adolfo Sánchez Vázquez que coincide, pero también difiere del gran pensador italiano. Sánchez Vázquez, filósofo español exiliado en México en 1939, a raíz de la derrota de la República, da a conocer una propuesta original y define sus tareas del futuro: crítica del capitalismo; explicación científica y estrategia política; proyecto de emancipación; autocrítica y debilidad teoría y práctica. El presente ensayo confronta estas tareas con los desafíos de la sociedad contemporánea.

El objetivo de esta investigación fue determinar las prácticas metodológicas de docentes especialistas del idioma Inglés de Tercer Ciclo y Educación Media que culminaron el Plan Nacional de Formación Docente en Servicio, impartido en la región paracentral de El Salvador. La metodología que se utilizó fue cuantitativa, de tipo descriptiva. Los participantes fueron 21 docentes que finalizaron satisfactoriamente la formación. Además, se contó con la participación de 435 estudiantes, quienes representan una sección por docente encuestado. El 54% de estudiantes era de primer año de bachillerato y el 46% de séptimo a noveno grado en los departamentos de Cabañas, La Paz, San Vicente y Cuscatlán. El instrumento aplicado fue un cuestionario estructurado, con preguntas cerradas y con opciones de respuesta estilo Likert. Los hallazgos indican que la metodología que se aplica con mayor frecuencia en la enseñanza del inglés es tradicional, a pesar de que los docentes estén realizando esfuerzos importantes para incorporar la metodología comunicativa en sus clases, se evidencia que las clases no siempre se imparten en dicho idioma debido a que el 74.37% de los estudiantes aducen que el inglés se enseña en español.

La presente investigación tuvo como objetivo compilar los problemas metodológico-didácticos confrontados por el profesorado novel de Primaria, ante su preponderancia en el proceso de Aprender a enseñar. Más allá de considerarlos eventualidades endémicas del sujeto que inicia su ejercicio profesional, involucran la confluencia del “choque con la realidad” escolar, inexperiencia, vacíos formativos y la falta de una inserción profesional oportuna in situ. El estudio adoptó un enfoque mixto, soporte de un diseño analítico-explicativo, desde el cual se definió una muestra no probabilística de caso ideal-tipo con 70 profesores noveles que trabajaban en escuelas primarias del estado de Sinaloa, México. Los datos fueron recopilados mediante dos técnicas. La primera, Incidentes Críticos, registró las situaciones conflictivas imprevistas en diferentes momentos didácticos de la clase. La segunda, Cuestionario, representó un análisis de validación empírica bajo una Escala Likert con ítems de comprobación contradictoria. Los resultados exponen diversos indicadores y valores de la práctica docente, vinculados con la resolución de problemas, mediante un recurso ensayo-error, que son regulados espacial y temporalmente hasta poder transferirlos a situaciones similares para sobrevivir una realidad caótica, proyectada en cuatro dimensiones: 1) Estructura de clase, 2) Interacción didáctica, 3) Secuencia didáctica, 4) Autorregulación profesional. Se concluye que la atención de los diferentes problemas acontecidos en el inicio de su enseñanza profesional, aportan experiencias que diversifican la apropiación de saberes prácticos entre lo estratégico y procedimental.

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The International Studies Association (ISA) is widely recognized as an American-European-centric professional organization, with Global South scholars traditionally representing a minority of its membership. This pattern largely reflects the development of the International Relations (IR) discipline and its publication trends. In this Forum, we examine the progress made in the representation of Global South scholars within the IR discipline over the past decade, specifically focusing on the ISA as the primary professional body for IR scholars. We tackle some issues the Global South Task Force (GSTF) highlighted to a more assertive representativeness of the Global South within the ISA. Our analysis concentrates on ISA's journals data tracking to capture the current state of affairs and foster dialogue on developing inventive solutions to enhance diversity, intellectual plurality, and scholarly cultures within the IR discipline. Rather than resorting to outright criticism, we adopt a constructive stance, discussing attempted solutions and proposing steps to advance the discipline. [ABSTRACT FROM AUTHOR]

Durante el mes de Septiembre del año 2023 se realizó en el Espacio Memoria y DDHH (Ex ESMA) el quinto Encuentro de Educadores, en el que estudiantes y formadores se reunieron a trabajar y reflexionar sobre modos de pensar la circulación y transmisión de saberes musicales en el contexto de proyectos socio comunitarios.

América Latina enfrenta un proceso histórico, económico y político que exige la transformación del Estado, ello después de siglos de imposición del liberalismo y de décadas de imposición del neoliberalismo; tanto el pensamiento y las instituciones liberales han mostrado sus límites, deficiencias y efectos negativos, como el neoliberalismo ha llevado a varias crisis económicas, políticas y sociales en diversos países del continente. Es decir, que los ciudadanos y ciudadanas, la población, los pueblos, las culturas, las civilizaciones, las etnias y las naciones han cobrado conciencia de ello, por lo que se han organizado para explicar, comprender y transformar al Estado. Ahora bien, dicha transformación se da desde un conjunto de praxis producto de la reflexión, teorización, explicación y comprensión del mundo que lleva a plantear el sentido de la práctica de transformación consciente o de la práctica revolucionario, también consciente. La conjunción de la teorización y de la práctica consciente llevan a conformar una praxis transformadora o revolucionaria. En este artículo para explicar la praxis y las derivas que ha ido adquiriendo en América Latina se aborda el trabajo de un conjunto de autores que han producido su obra teórica desde América Latina, además del análisis de la praxis del Ejército de Liberación Nacional (EZLN).

El trabajo se propone mostrar el imperativo del diseño y su ambigüedad. La metodología utilizada es la teoría narrativa. El resultado es una polémica. La conclusión es la siguiente: para que la reparación sea ética, debe basar­se en normas éticas.

This article launches itself on the following question: how do autonomy, hope and TDICs contribute to the process of education as a human formation? This launch is made from Paulo Freire, in his works "Pedagogy of Autonomy" and "Pedagogy of Hope". This author introduces himself as an educator who, when thinking about the human being, society and their relationships, was engaged in debating education thinking about how to be able to transform it existentially from a praxis engaged in the face of the commitment and participation of all., from the perspective of a liberating education that can cooperate so that the student becomes the subject of his own development, via the construction of autonomy and the action of hope. When working with the triad autonomy-hope-TDIC's (Digital Technologies of Information and Communication) it was possible to make some considerations, the most important being that the future is disputed in the present, so the democratic, progressive, technological, and humanized education that we aim for the future is built in the present. [ABSTRACT FROM AUTHOR]

Copyright of Memorias is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Políticas Públicas is the property of Revista Brasileira de Politicas Publicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

When the writer is a true artist, when his entire practice breaks the limits of a supposed specificity of genres, his life and his work constitute a singular reality. From this perspective, Copi (Raúl Damonte Botana, 1939-1987), far from stagnating in language and resorting to record permanence and acceptance, far from complying with mandates (ethical or aesthetic) that would place him at the heart of the norm, he displaces writing to plastic art and plastic art to acting. But even better: he makes a unique and simultaneous experience of all this, always from the moment of its constitution, from the very moment of the work or production that these unique stories carry out, made to be acted, seen and told. [ABSTRACT FROM AUTHOR]

The purpose of this essay is to present in a reflexive way, the importance of teacher training as an alternative to integrate the initial and continuous training of teachers at any level of the educational system. Said process requires depth in the theoreticalmethodological level, so that its practice can be qualitatively transformed, in order to satisfy the current didactic and pedagogical needs demanded by education in the 21st century. One of the challenges that must be faced in the educational context is to prepare teachers from permanent training as an organized and continuous process; which constitutes a route for the formation of the professional identity of the teacher, based on the link between initial and continuous training and therefore the process of professional and human improvement of the same. [ABSTRACT FROM AUTHOR]

Copyright of Epistemus. Journal of Music, Cognition & Culture Research is the property of Facultad de Psicologia Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Canaria de Estudios Ingleses is the property of Universidad de La Laguna and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Praxis Filosófica is the property of Universidad del Valle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Management international / International Management / Gestiòn Internacional is the property of Management International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Initial teacher training policies have reached a prominent place on the governments' agenda and training for professional practice has been gaining importance in training programs. The article presents a review of the relationships among the organizations involved in the training of primary-level teachers in the province of Buenos Aires based on the regulatory framework. National and jurisdictional rules and regulations have been considered by analyzing the requirements stated, referring to guidelines or recommendations regarding the relationships among institutions at the tertiary and primary level and spaces of non-formal education for the performance of professional practices. The revision of regulations allows us to conclude that Buenos Aires Province has so far not complied with the drafting of regulations regarding the ways of relationship among the training areas suggested in national regulations. This situation raises some discussions in this regard, as well as about the links and influences pedagogy and educational policies at different levels of implementation. [ABSTRACT FROM AUTHOR]

Objetivo: Analizar las estrategias didácticas utilizadas por las maestras en formación de la licenciatura en educación infantil, en la práctica pedagógica de habilidades para la vida. Materiales y métodos: el presente artículo es el resultado de una revisión documental de los formatos de planeación y reflexión de la práctica, se trata de un estudio cualitativo retrospectivo desde una perspectiva hermenéutica mediante el método DRI. Resultados: las habilidades empatía y autoconocimiento son las trabajadas en la práctica, las menos aplicadas son la resolución de problemas y conflictos y el pensamiento crítico, se cuenta con estrategias didácticas variadas y coherentes con las actividades rectoras. Las planeaciones son una fortaleza de la práctica mientas el proceso reflexivo presenta falencias. Conclusiones: la enseñanza de habilidades para la vida permite el empleo del juego, el arte, la literatura y la exploración del medio; el aprovechamiento de recursos y espacios físicos diversos a los que responden bien los niños logrando una adaptación del medio para vivir en sociedad. Se requiere mejorar los procesos de reflexión de las practicantes.

Esta investigación sociojurídica tiene como finalidad identificar la evolución de los métodos de enseñanza y aprendizaje del derecho. Se centra en aquellos que ofrezcan mecanismos que doten al estudiante, futuro abogado, de herramientas efectivas para solucionar los diferentes tipos de conflictos que se suscitan en el ámbito jurídico, en las áreas de la práctica del derecho de acuerdo con los cambios sociales que han generado las reformas en la modalidad en la que se desenvuelven los tramites procesales y procedimentales en el Estado colombiano. Consecuentemente, sobre la información recolectada por medio de fuentes primarias y secundarias se realiza un estudio bibliográfico crítico que analiza cualitativa y cuantitativamente la importancia de los modelos de simulación judicial en la formación de los abogados. Se tienen en cuenta aquellas exigencias de las transformaciones sociopolíticas, mientras se relaciona la transversalidad de los derechos humanos, y su imperativa observación y aplicación en los procesos jurisdiccionales y procedimientos administrativos en los que los estudiantes, una vez graduados, fungirán como abogados. Se considera, asimismo, la preparación teórica y práctica que tengan sobre los derechos y obligaciones de las personas dentro del ordenamiento jurídico, y el ejercicio argumentativo, fundamental en el litigio. En este orden de ideas, se propone una transición de los juicios simulados --moot courts -- como técnica suplementaria, a una de vital complementariedad para el ejercicio efectivo de las funciones de los litigantes profesionales, que por lo mismo debería implementarse en los currículos académicos universitarios de Colombia.

El decrecimiento es una idea asociada a la economía, sin embargo, algunos la han abordado desde una perspectiva ecológica y ambiental. En esta conversación, el decrecimiento se discute en términos de suficiencia, un concepto que ayuda a definir quién puede practicarlo y en qué medida. A partir del trabajo académico en torno a cuestiones de vivienda informal e incremental en América Latina, la evaluación de proyectos arquitectónicos contemporáneos bajo un lente de decrecimiento, hasta una investigación sobre quién puede permitirse la suficiencia contra el consumo excesivo, la discusión abre marcos para ayudar a situar el decrecimiento en múltiples territorios y geografías.

This study evaluates the knowledge retention of the fifth cohort´s graduates of the Certificate in 'Local development planning, land use management, and disaster risk management' (PDLOTGR), an academic postgraduate program implemented in Latin America during 2020 and 2021. This is the second study on this Certificate´s performance. The first one focused on the evaluation of the first four cohorts 2016-2020. This longitudinal study is based on an evaluation prior to training and after certificate completion. The design includes an adaptation of the Knowledge, Attitude and Practice (KAP) method, a survey, the application of the KAP index, and the use of the Wilcoxon test to assess the difference between the two evaluations. The results confirm that the higher value obtained in the KAP post for the knowledge and practice sub-indices, as well as the KAP index, is statistically significant. These results show that there is a positive and lasting impact (6-14 months) of the PLDOTGR that places PLDOTGR graduates in a better position to work on complex issues linked to the security of the territory. The study reaffirms the usefulness of the KAP method to evaluate the perceived level of knowledge, attitude, and practice of a group of trained professionals.

La ética profesional en el docente universitario otorga resultados positivos en el desarrollo de sus competencias, adquiriendo responsabilidad moral y estatus en el ámbito académico, lo que le puede conferir el reconocimiento de ser académicos responsables, comprometidos, autónomos y justos en el campo de la Administración como objeto de este artículo. Para este texto, se planteó como propósito general visibilizar la conducta del experto universitario y su praxis en la administración de gestión municipal de la extensión Aroa de la Universidad Nacional Experimental de la Fuerza Armada Nacional (UNEFA), Venezuela. Se aborda este estudio desde el paradigma postpositivista, fundamentado en la teoría critico social con el método Investigación Acción Participación (IAP); igualmente, empleando la observación participante y la entrevista a profundidad como instrumento de investigación, a tres informantes claves, con talento en el área estudiada, en el análisis y el tratamiento de datos, para lo cual se adaptó la triangulación temporal. Además, se procedió con el espiral autoreflexiva para finalizar el estudio, se hizo visible el conocimiento de la ética profesional, alterando la verdad del escenario. Con respecto a los productos obtenidos, se resalta la importancia de nutrir la pedagógica para reforzar los lazos de comunicación con colegas y estudiantes, así la intelectualidad oriento la búsqueda de bases conceptuales y guio la ruta para encontrar métodos y elementos didácticos en la práctica docente; actividad inherentemente deontológica apoyada en una atmósfera de relación y seguridad entre enseñante y estudiantes.

El tema de la justicia social es un tema fundamental de cada época y tiene un gran significado de actualidad porque se plantea junto a la existencia humana, asociada a los sueños y aspiraciones hacia una vida bonita y feliz. Después de todo, el objetivo del crecimiento económico es servir a las personas, el sujeto del desarrollo, de manera justa y progresiva. Porque "los humanos, al dominar en última instancia su existencia social, también están dominando la naturaleza, dominándose a sí mismos y convirtiéndose en hombres libres" (Marx & Engels, 1995, p. 333). Se confirma además en el Informe sobre Desarrollo Humano de las Naciones Unidas (1995) cuando dice: “¿qué significa desarrollo sin tener en cuenta la vida humana?”. Después de todo, el propósito del desarrollo económico es sólo un medio para servir al desarrollo humano. Son las personas las que crean las condiciones, aprovechan las oportunidades y las convierten en una fuerza impulsora para alcanzar sus objetivos de desarrollo, lo que a su vez promoverá el desarrollo socioeconómico. En el proceso de integración internacional, Vietnam ha implementado activamente políticas para lograr la justicia social y ha logrado ciertos resultados, contribuyendo a mejorar el nivel de vida de todas las personas. Hay ciertas limitaciones que deben abordarse para lograr la justicia social en toda la vida social. El artículo analiza los puntos de vista y las prácticas de implementación de la justicia social en Vietnam, proponiendo así soluciones para implementar efectivamente la justicia social en Vietnam hoy.

Copyright of Journal of English as a Lingua Franca is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Human Review is the property of Eagora Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The article presents Juan Antonio Pérez López's theory on organization, highlighting his focus on the human side of organizations and the relationship between people's well-being and the success of companies. The influence of Chester Barnard and Philip Selznick on Pérez López's theory is mentioned, as well as the importance of satisfying people's motives in an organization. It also discusses the importance of learning and informal control in organizations, as well as the importance of analyzing uncertainties in business and personal decision-making. Finally, the scientific rivalry between Nikola Tesla and Thomas Edison is mentioned, and how their approaches differ in terms of theory and calculation. [Extracted from the article]

This paper seeks to redress a predominant focus on speaking over listening in theorising the Community of Philosophical Inquiry (CPI). Frequently, where listening is discussed, the focus is on encouraging children to be active listeners. This means of describing the listening that occurs in the CPI has lost some efficacy as the language of active listening has been co-opted as a management technique focussed on making the speaker feel heard with little emphasis on the intentions or outcomes for the listener. Thus, on a cynical reading, 'active listening' can become reduced to performative physical indicators of listening (such as eye contact and body language), overlooking the ethical-epistemic commitments of the genuinely engaged listener. Here, rather than formulating new terms to describe listening, I propose Iris Murdoch's account of attentiveness as an apt descriptor of the effects of truly involved listening on the self that seeks to attend to the unfolding content of the CPI and as a way of characterising the qualities of a CPI where such listening is achieved. Here, attentiveness is presented as a concept that captures the unique facets of listening as a challenge to individual participants concerned with contributing effectively to the dialogue as it unfolds within the CPI and those facilitating the dialogue. The paper briefly explores some implications for practice contexts, proposing three interventions to cultivate attentiveness in CPI participants and in facilitators (especially if they are undergraduate or postgraduate in Philosophy because philosophical identities might become a barrier to attentiveness). At its conclusion, this paper repositions listening in the CPI as a productive risk with a particular form of 'aliveness' aptly captured by the term attention. [ABSTRACT FROM AUTHOR]

As an alternative means of communications, community communicatios is essentially a tool to give voice to historycally marginlized social groups, an assumption that needs to be visualized every day as a reference to condition social changes in communities throug education. The goal of the Word is to expose some experiences as teahers together with students of the Social Communication career in some neighborhoods of Cuito/Bie, Angola. The experience resulted in shared intercultutal learning between students and teachers. It was supported by tolos of the Participatory-Action-Research methodology and the postulates of Popular Education. Is is not intrntend to expess finished ideas, but to provoke reflexive approaches on a practice that is continually reconstructed. As teachers at the Escuela Superior Politecnica de Cuito/Bie, in Angola, they took advantage of the opportunity provided by the coincidence of the delivery in the fifth semester of the career, of the subjects of Communication and Health and Educational Communication, with the pprecedence of having studied Communication for Development and Itercultural Communication in the year, so that the students, integrated into teams, carry out field work in some neighborhoods of the community, all with the objective that they apply in practice, the knowledge acquired in various subjects. The visit to the community with the preparation of the contents estudied, were consolidating the experiences of the students, allowed to make observations in the field and strengthen the process of interaction between theory and practice, using tolos of the research metodology. The interviews, observation guides, questionnaires and almost daily face-to-face interation gave scientific objectivity to the task performed. It was posible to verify the unhealthy life practices of many of its inhabitants in the interaction with the environment, the non-use of the natural leaders of these communities for improvement of the same, as well as insufficient communication between the community and the institutions close to them fundamentally. The experience conclusively corroborated the weaknesses that still exist in the extensionist work by the university, that community work is a space almost invisible by the large media and the universities of the territory, it also allowed students to the have a different look to the cultural and communicative practices of the enviroment in question. The photographic evidence illustrates the above. [ABSTRACT FROM AUTHOR]

Endings take multiple forms yet remain under theorised within geography. Informed by Hannah Arendt's assertion that action has no end, this paper argues for the resonances and elaborations of endings, providing evidence from dance choreography. As an art form, dance has been variously conceived as ephemeral but also transient, thus neither capable of being lost nor destroyed. I explore these ideas through Renail Basail's re/staging of the choreography Out of the Box, and it's unexpected ending in March 2020. I ask, what might dance choreography tell scholars of geography and the geohumanities about how to work with such a sense of endings as contingent and open? This paper contributes to this gap in thinking and theorising by outlining four propositions on endings drawn from dance theory and practice. These are: endings and ephemerality, endings as conditional, endings and liveness, and endings as radical. Where endings are open and congruent, two key implications emerge. First, there is need to situate endings within bodies, articulating how they are practiced and performed, whilst always subject to external forces not fully known. Second, if action has no end, there is political possibilities to creative endings. [ABSTRACT FROM AUTHOR]

The objective of this work is to understand the Normalista Advisory Practice to accompany the degree work in a public normal school in central Mexico. This research is carried out from a hermeneutic study of the narratives of a group of methodological advisors and final grade normal students, during the 2019-2021 school cycles, in the context of the Covid-19 pandemic, and collected through interviews. The relationship between the Methodological Advisor and the Normal Student is studied, in which the intersubjectivity of both is present, and is understood through a metaphor from the performing arts entitled The Black Box of Initial Teacher Training. Studying advisory practice based on hermeneutics gives us the possibility of recovering the dialogue between advisor and student as the axis of meaning and thereby making visible the formative potential of the curricular space of degree work, and redefining the role of the methodological advisor in the normal schools. [ABSTRACT FROM AUTHOR]