Revistas Científicas de la Universidad de Murcia
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Evaluación de la Igualdad de Género en Secundaria: prácticas coeducativas del profesorado
Get PDFThe coeducational practice aims to develop girls and boys integrally, empowering their interests and promoting their abilities, avoiding discrimination based on gender to achieve an egalitarian society free of sexist violence. The study aims to evaluate the coeducational practices of secondary school teachers and identify whether there are differences between male and female teachers. The Scale for the Evaluation of Gender Equality in Education (EEIGE) was applied to 127 teachers from 5 schools in the Basque Country (BC) employing a quantitative methodology. The results of this study demonstrate that teachers frequently apply practices such as integrating the gender perspective in the curriculum and detecting sexist attitudes. Although some significant differences were found between male and female teachers, this study concluded that they develop good coeducational practices and work together to promote a gender culture in schools. Finally, professionals in the education system should focus on relevant information on the strengths and weaknesses of these practices that the diagnostic evaluation provides, which contributes to improving egalitarian education and broadening the field of evaluative research with a gender perspective.La práctica coeducativa pretende desarrollar a niñas y niños de forma integral, empoderarles en sus inquietudes e impulsar todas sus capacidades sin discriminación por razón de género, para alcanzar una sociedad igualitaria libre de violencia sexista. La finalidad del estudio es evaluar las prácticas coeducativas del profesorado de secundaria y conocer si existen diferencias entre profesoras y profesores. Utilizando una metodología cuantitativa, se aplicó la Escala para la Evaluación de la Igualdad de Género en Educación (EEIGE) a 127 docentes de 5 centros en la Comunidad Autónoma Vasca (CAV). Entre los resultados mencionar que las prácticas que más utiliza el profesorado son la introducción de la perspectiva de género en el currículum del alumnado y la detección de actitudes sexistas. Aunque se han encontrado algunas diferencias significativas entre profesoras y profesores, se concluye que desarrollan buenas prácticas coeducativas y unen sus fuerzas para impulsar una cultura de género en los centros. Finalmente, destacar que la evaluación diagnóstica de estas prácticas proporciona información relevante sobre las fortalezas y debilidades a las que profesionales del sistema educativo deben prestar atención y contribuye a la mejora de la educación igualitaria, lo que amplía el campo de la investigación evaluativa con perspectiva de género
Management of physical education activities for students in primary schools: A case study in Vinh Long Province, Vietnam
Get PDFThe aim of this study was to assess the quality of physical education and its management in primary schools in Vinh Long province, providing a scientific foundation for improving physical education activities to align with the new general education program. The research employed a mixed-methods approach, including both qualitative and quantitative data collection. A survey was conducted with 450 physical education teachers in primary schools across Vinh Long province, using questionnaires, interviews, and direct observations of lessons and teacher management practices. The results of the survey reveal significant limitations and weaknesses in physical education management, including inadequate lesson preparation by teachers, ineffective implementation of lesson plans, and insufficient, untimely assessment and evaluation processes in physical education teaching. The study concludes that innovative reforms in the management and implementation of physical education are necessary to ensure quality
Evidence based practice beliefs and implementation among Egyptian physical therapists: A cross-sectional study
Get PDFAdding evidence-based practice (EBP) to physical therapists (PTs) routine practice enhances work environment, healthcare quality and rehabilitation outcomes. Physiotherapy is one of the most developed healthcare professions especially in the last decades, and it is critical for PTs to standardize their practices and to be familiar with evidence-based practice. This study aimed to identify Egyptian physical therapists’ beliefs and implementations of EBP in Cairo Governorate. A sample of 200 PTs, 79% females and 21% males, from Cairo Governorate participated and completed online questionnaires about EBP Belief and EBP Implementation. PTs who attended training courses about EBP reported a mean total belief score of 57.93 (±6.55), and 43.03 (±13.09) for the group who did not attend training courses about EBP. Implementation total score was 59.36 (±12.85) and 45.41 (±13.54) for the group who attended and the group who did not attend training courses about EBP, respectively. To some extent, PTs in Cairo Governorate are aware of the importance of EBP but there are challenges in the implementation. Attending training courses about EBP is critical for better knowledge and implementation in clinical practice. Also experience and educational level are important for knowledge and implementation of EBP.
Relative hand grip strength and functional fitness among older adults with type II diabetes in Egypt: A cross-sectional study
Get PDFPopulation aging, diabetes, and insufficient physical activity have become pressing public health issues in Egypt. Addressing these challenges can enhance the quality of life for the aging population and reduce the overall public health burden. This study recruited 200 participants, divided into two groups: individuals with type 2 diabetes mellitus (T2DM) and healthy non-diabetic controls. Participants were assessed for relative handgrip strength (rHGS) using a hand dynamometer, and for functional fitness using the Timed Up and Go test (TUG), the 30-second chair stand, and the 2-minute walk test (2-MWT), all during the same visit. The mean relative hand grip strength (rHGS) and the functional assessment (TUG, 30-second chair stands and 2-MWT) were significantly lower in the diabetic group compared to the group with no diabetes (p<0.05). Both rHGS and functional level are significantly lower in elderly diabetics as compared with healthy elderly subjects in Egypt (p<0.05). Also, among the Egyptians, rHGS and functional level in elderly participants with type 2 diabetes are strongly correlated with their glycemic control (p<0.05). The study highlights the importance of monitoring physical function as part of diabetes management in older adults
Algunos axiomas de la Tecnología Educativa: enseñanzas de Francisco Martínez
No full textRiiTE scientific journal comes of age with this 18th issue, in which we also pay a simple tribute to someone who was very special to us, Francisco Martínez, who pursued his academic career as a university professor at the University of Murcia. Among his many positions and activities during his extensive academic career, Francisco Martínez founded the Educational Technology Research Group at the University of Murcia, which is responsible for publishing RiiTE. Writing the editorial for this issue is undoubtedly more than just writing an introduction to an issue. Through his teaching and research, he proved to be one of the pioneers in promoting the digitisation of education, always without losing sight of the basic principles of technology integration.
Let's take a brief look at some of the ideas that we might consider important in his conception of Educational Technology. They will serve as a way of remembering some of his teachings and also as a way of paying our small tribute from this platform provided by RiiTE.
Rest in peace. We will always remember you.La revista científica RiiTE alcanza su mayoría de edad con este número 18 con el cual, además, hacemos un sencillo homenaje en recuerdo de una persona para nosotros muy especial, Francisco Martínez, quien desarrolló su carrera académica como profesor universitario en la Universidad de Murcia. Entre otros muchos cargos y actividades en el marco de su amplia trayectoria académica, Francisco Martínez fundó el Grupo de Investigación en Tecnología Educativa de la Universidad de Murcia, que es el grupo que se encarga de la edición de RiiTE. Escribir el editorial de este número es sin duda algo más que escribir una presentación de un número. Con sus enseñanzas y sus investigaciones demostró ser uno de los pioneros en el impulso de la digitalización de la educación y siempre además sin perder de vista los principios básicos de integración de tecnologías.
Vamos a hacer un breve recorrido por algunas de las ideas que podríamos considerar importantes en su concepción de la Tecnología Educativa. Nos servirán como una forma de recordar algunas de sus enseñanzas y también es una manera de hacer nuestro pequeño homenaje desde este altavoz que nos brinda RiiTE.
Descansa en paz. Siempre te recordaremos
El corpus epigráfico de Rabanales (Zamora). Revisión a propósito del descubrimiento de nuevas evidencias
Get PDFDespite having been recently reviewed by other researchers, the discovery of unpublished inscriptions motivates the need for a revision of the set of epigraphic supports in Rabanales (Zamora, Spain). The material with which they are produced and their state of preservation has led to several proposed readings for the majority of inscriptions. The application of photogrammetric techniques and morphological GIS analysis allows for a reconsideration of this issue, providing analytical and reliable graphic material. Furthermore, the reuse of some supports in structures from other historical periods and the relocation of some pieces have resulted in certain inscriptions being published duplicated. With this review, the number of supports increases to 26. We present the study of four unpublished steles and one altar, offering a solution to the reading of seven previously debated inscriptions, and providing the scale for those located at such a height that obtaining measurements with traditional techniques is impossible.A pesar de haber sido recientemente revisado por otros investigadores, el hallazgo de estelas inéditas motiva la necesidad de una revisión del conjunto de soportes epigráficos de Rabanales (Zamora, España). El material con el que están producidos y su estado de conservación ha provocado que surjan varias propuestas de lectura para la mayoría de inscripciones. La aplicación de técnicas fotogramétricas y análisis morfológicos SIG permite revisar esta problemática, aportando material gráfico analítico y fiable. Además, la reutilización de algunos soportes en estructuras de otras épocas históricas y el traslado de algunas piezas ha generado que ciertos epígrafes hayan sido publicados por duplicado. Con esta revisión, aumenta el número de soportes a 26, presentamos el estudio de 4 estelas inéditas y de un ara, aportamos solución a la lectura de 7 inscripciones previamente debatidas y proporcionamos la escala de aquellas situadas a tal altura que resulta imposible obtener medidas con las técnicas tradicionales
El proyecto de telecolaboración e internacionalización “Hablamos” entre la Universidad de Almería y la Universidad de Jordania
Get PDFEducation has recently undergone dizzying changes in which Information and communication technology (ICT) has played an important part. Besides, the health situation generated by the SARSCoV-2 pandemic has highlighted even more the importance of ICT. In this context, contact between people in different spaces and at different times emerges as a reality that has given rise to new scenarios for relationships and communication. Virtual Learning Environments (VLE) have played a decisive role in the innovation of educational frameworks, and although VLE have been used in higher education for some time, they have been boosted in these years of the pandemic. Besides, student exchange has benefited from ICT. From this perspective, this article focuses on presenting the “Hablamos Project” which is based on the principles of Telecollaboration or Intercultural Online Exchange. It is a pilot project implemented in two subjects taught respectively at the University of Almeria and the University of Jordan. The study collects the first data obtained following the implementation of this project, highlighting two essential aspects: the interaction between peers served to improve their communicative competence in different languages (Spanish-English); besides, in intercultural terms, it was useful in breaking down stereotypes and prejudice, especially with regard to the Middle East. Ultimately, this project contributed to the improvement and development of the digital competence and critical capacity of its participants, in spite of the fact that they faced some obstacles such as slow internet connection and the availability of suitable devices.La educación ha experimentado un cambio vertiginoso en los últimos años en donde han colaborado las TIC. Estas, además, han sido importantes en estos años marcados por la situación sanitaria de pandemia de SARS-CoV-2. En este contexto, el contacto entre personas en distintos espacios y tiempos es una realidad que ha dado lugar a nuevos escenarios de relación y comunicación. En estos avances, fundamentales en el marco educativo, ha jugado un papel decisivo los entornos virtuales de aprendizaje (EVA) que, si bien llevan un tiempo en educación superior, se han potenciado en estos años de pandemia. Por otro lado, el intercambio estudiantil se ha visto beneficiado de las TIC. Desde esta perspectiva, el presente artículo se centra en presentar el “Proyecto Hablamos” basado en los principios de la Telecolaboración o el Intercambio Intercultural en línea; se trata de un proyecto piloto implementado en dos asignaturas impartidas respectivamente en la Universidad de Almería y la Universidad de Jordania. El estudio recoge los primeros datos obtenidos sobre la puesta en práctica de este destacando dos aspectos esenciales: la interacción entre iguales que ha servido para mejorar la competencia comunicativa de estos en distintas lenguas (español-inglés) y, además, ha colaborado desde el punto de vista intercultural en romper estereotipos y prejuicios, sobre todo, con respecto a Oriente Próximo. En última instancia, este proyecto ha colaborado en la mejora y el desarrollo de la competencia digital y la capacidad crítica de sus participantes, aunque hay aspectos técnicos como la conexión a internet o disponer de aparatos para conectarse que han supuesto un obstáculo
Simulador quirúrgico de anastomosis biliar con impresión 3D: ¿Es pertinente el uso de inteligencia artificial?
Get PDF¿Viajando por Egipto con Heródoto? De nuevo sobre el papiro P.Lond. III 854
No full textThe papyrus P. Lond. III 854 (1st-2nd century AD) preserves part of a letter in which a certain Nearchus describes a journey he claims to have made to Egypt. However, his vision of the country does not correspond to that of his time: he places the sources of the Nile in Syene, in agreement with Herodotus but not with later sources, and he attributes to the oracle of Amon at Siwah a significance that it no longer has. The text was initially thought to be directly related to the text of the Histories, but the lack of clear textual overlaps led to this idea being questioned. This paper aims to provide an updated review of the literary context of the letter, with particular attention to the role of the work of Herodotus, which probably continued to enjoy authority on Egypt and its geography outside scholarly circles.El papiro P.Lond. III 854 (s. I-II d.C.) conserva parte de una carta en la que un cierto Nearco relata un viaje que dice haber realizado por Egipto. Sin embargo, la visión que ofrece del país no se corresponde con la vigente en su época: sitúa las fuentes del Nilo en Siena, coincidiendo con Heródoto pero no con fuentes posteriores, y atribuye al oráculo de Amón de Siwah una relevancia que ya no tiene. En un principio se consideró que el texto guardaba una relación directa con el texto de las Historias, pero la falta de coincidencias textuales claras llevó a cuestionar esta idea. El presente trabajo pretende ofrecer una revisión actualizada del contexto literario de la carta, con atención especial al papel de la obra de Heródoto, que probablemente fuera de los círculos eruditos seguía disfrutando de autoridad acerca de Egipto y su geografía