Repositorio Institucional USIL - Universidad San Ignacio de Loyola
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Protección de la infancia, construcción de la identidad y medios de comunicación. La regulación de los contenidos audiovisuales para menores en España
Get PDFChildhood is a key stage in the assimilation of values and behavioural patterns that shape identity. Among the socializing agents that influence this complex process are the audiovisual media. Therefore, the products that are made available to children and the protection of the child from harmful contents are essential to complete the training process in such a sensitive period of cognitive development. In this research we analyze the influence of television content in the process of constructing the identity of the child as well as the regulatory framework of audiovisual protection applied in Spain. A decade after the entry into force of Law 7/2010 of 31 March, General of Audiovisual Communication (LGCA), many of the challenges posed remain unresolved. As main conclusions we stress the need to respect the special protection schedule, the incorporation of thematic descriptors in the signalling of audiovisual products and a complete legislative categorization of harmful contents to children’s and young people’s development.La infancia es una etapa clave en la asimilación de valores y patrones de comportamiento que conforman la identidad. Entre los agentes socializadores que influyen en este complejo proceso se encuentran cada vez más presentes los medios audiovisuales. Por ello, los productos que se ponen a disposición de los niños y niñas y la protección del menor respecto a los contenidos considerados nocivos o perjudiciales resultan esenciales para completar el proceso formativo en un período tan sensible del desarrollo cognitivo. En el presente artículo analizamos la influencia de los contenidos televisivos en el proceso de construcción identitaria del menor, así como el marco regulatorio de protección audiovisual de aplicación en España. Una década después de la entrada en vigor de la Ley 7/2010, de 31 de marzo, General de la Comunicación Audiovisual (LGCA), muchos de los retos planteados continúan sin resolverse. Como principales conclusiones destacamos la necesidad de respetar el horario de protección especial, la incorporación de descriptores temáticos en la señalización de los productos audiovisuales y una categorización legislativa completa de los contenidos nocivos para el desarrollo infantil y juvenil
Pruebas: metodología e indicadores de calidad
Get PDFTesting is a modern high-quality method of knowledge check. Informatization which began in the late XX – early XXI century contributed to the growth of various tests. However, the inclusion of tests in the educational process is at a slower pace. This is largely due to the lack of a methodological basis for test development. It is proved that the test control methodology is an interdisciplinary theory that combines the achievements of pedagogy, psychology, measurement theory, quality theory, statistics, mathematics, organization and management theory. The article describes the principle of the testing methodology; the type and kinds of tests are determined, as well as the methodological principles for high-quality text creation. The criteria are described that must be met by tests: relations with education and training, objectivity, systematicity and comprehensive nature, relevance, the relationship of increasing difficulty content and form, and test optimality.La prueba es un método moderno de verificación de conocimiento de alta calidad. La información que comenzó a fines del siglo XX y principios del siglo XXI contribuyó al crecimiento de varias pruebas. Sin embargo, la inclusión de pruebas en el proceso educativo es más lenta. Esto se debe en gran medida a la falta de una base metodológica para el desarrollo de pruebas. Está comprobado que la metodología de control de prueba es una teoría interdisciplinaria que combina los logros de la pedagogía, la psicología, la teoría de la medición, la teoría de la calidad, la estadística, las matemáticas, la teoría de la organización y la gestión. El artículo describe el principio de la metodología de prueba; se determinan el tipo y los tipos de pruebas, así como los principios metodológicos para la creación de textos de alta calidad. Se describen los criterios que deben cumplirse mediante las pruebas: relaciones con la educación y la formación, objetividad, sistemática y naturaleza integral, relevancia, la relación entre el contenido y la forma de dificultad creciente y la optimización de la prueba
El impacto de la ansiedad, la depresión y el estrés en la estabilidad emocional entre los estudiantes universitarios desde el punto de vista educativo
Get PDFIn the contemporary society, depression, anxiety, and stress are much more common than it was in history. The recent studies have outlined that the young adults are experiencing depression and anxiety disorders that is affecting their emotional and mental well-being. Aim of thisco-relational survey model studyis to investigate the impact of anxiety, depression and stress on emotional stability in terms of gender, age, year of study, department and place they stay.The study adapted pre-designed questionnaires to collect data. The sample of the study consists of approximately 260 undergraduate university students from University of Sulaymaniyah in Northern Iraq. The researcher adapted two scales first Henry and Crawford scalethat call DASSfor measuring the level of anxiety, depression, and stressandsecond one tomeasure Emotional stability using a self-reported scale.The collected data was analyzed using SPSS version 22 to find result for this thesis.The results of the study outlined that there is a negative but significant correlation among depression, anxiety, and stress with emotional stability. Alsothere is no significant relationship between emotional stability in terms of gender and age, other findingsof the study show that DASS has no significant relationship with age, and year of study and place of stay in generally, but there a significant difference between DASS in terms of gender and department.En la sociedad contemporánea, la depresión, la ansiedad y el estrés son mucho más comunes que en la historia. Los estudios recientes han señalado que los adultos jóvenes están experimentando trastornos de depresión y ansiedad que están afectando su bienestar emocional y mental. El objetivo de este estudio modelo de encuesta correlacional es investigar el impacto de la ansiedad, la depresión y el estrés en la estabilidad emocional en términos de género, edad, año de estudio, departamento y lugar donde permanecen. El estudio adaptó cuestionarios prediseñados para recopilar datos. La muestra del estudio consta de aproximadamente 260 estudiantes universitarios de pregrado de la Universidad de Sulaymaniyah en el norte de Irak. El investigador adaptó dos escalas primero, la escala de Henry y Crawford, que llaman DASS para medir el nivel de ansiedad, depresión y estrés, y la segunda para medir la estabilidad emocional usando una escala autoinformada. Los datos recopilados se analizaron utilizando SPSS versión 22 para encontrar el resultado de esta tesis. Los resultados del estudio esbozaron que existe una correlación negativa pero significativa entre la depresión, la ansiedad y el estrés con la estabilidad emocional. Además, no existe una relación significativa entre la estabilidad emocional en términos de géneroy edad, otros hallazgos del estudio muestran que DASS no tiene una relación significativa con la edad y el año de estudio y el lugar de estadía en general, pero hay una diferencia significativa entre DASS en términos de género y departamento
El papel de los juegos didácticos en la mejora de la actividad cognitiva en niños en edad preescolar
Get PDFThe Article is dedicated to learn the impact of increasing cognitive activity in preschool children. 44 children aged 5-6 were selected for the research and the impact on the cognitive activity through didactic games with them were investigated. Different aspects manifested itself in development of cognitive processes, especially mentality during the comparison of methodologies used in conducting didactic games with children on the experimental and control groups in the research process. Unlike the control groups, the experimental groups were more likely to observe cognitive processes and tasks, and the tasks were performed more adequate by the experimental group. It is determined that organization of transforming didactic games into a leading activity in preschool preparation of children and trying to improve the activity of game increases the cognitive activity. The research has shown that there is a significant dependence between increasing the cognitive activity and didactic games.El artículo está dedicado a aprender el impacto del aumento de la actividad cognitiva en niños en edad preescolar. Se seleccionaron 44 niños de 5 a 6 años para la investigación y se investigó el impacto en la actividad cognitivaa través de juegos didácticos con ellos. Diferentes aspectos se manifestaron en el desarrollo de procesos cognitivos, especialmente mentalidad durante la comparación de metodologías utilizadas en la realización de juegos didácticos con niños en los gruposexperimentales y de control en el proceso de investigación. A diferencia de los grupos de control, los grupos experimentales tenían más probabilidades de observar procesos cognitivos y tareas, y las tareas fueron realizadas más adecuadamente por el grupo experimental. Se determina que la organización de transformar los juegos didácticos en una actividad líder en la preparación preescolar de los niños y tratar de mejorar la actividad del juego aumenta la actividad cognitiva. La investigación ha demostrado que existe una dependencia significativa entre el aumento de la actividad cognitiva y los juegos didácticos
Disminución de la agresividad en estudiantes de primaria: El programa “Fortaleciéndome”
Get PDFThe objective was to determine the significant influence of the “Strengthening Me” program on the level of aggressiveness. The sample consisted of students from a school ofComas, aged between 10 and 11 years. The Buss and Perry Aggression Questionnaire (1992, adaptation to the Peruvian reality of Matalinares et al, 2002) was used as an instrument. A quasi-experimental design was planned, in the pretest the results were similar both in the control group and in the experimental group (average and high levels, respectively). In the posttest the results were different: the control group maintained its initial level, but the experimental group reduced its level of aggressiveness.The statistical results obtained (Z = 5.957> 1.6706 and p = 0.000 <0.05) allow us to affirm that the application of the “Strengthening Me” program did have a significant influence on the decrease in aggressiveness, and in its dimensions physical aggressiveness, verbal aggressiveness, anger and hostility.El objetivo fue determinar la influencia significativa del programa “Fortaleciéndome” en el nivel de agresividad. La muestra estuvo conformada por estudiantes de una escuela de Comas, con edades entre los 10 y 11 años. Se empleó como instrumento el Cuestionario de Agresividad de Buss y Perry (1992, adaptación a la realidad peruana de Matalinares et al., 2012). Se planificó un diseño cuasiexperimental, en el pretest los resultados fueron similares tanto en el grupo control como en el grupo experimental (niveles promedio y alto, respectivamente). En el postest los resultados fueron distintos: el grupo control mantuvo su nivel inicial, pero el grupo experimental redujo su nivel de agresividad. Los resultados estadísticos obtenidos (Z=5,957 > 1,6706 y p= 0.000 < 0.05) permiten afirmar que la aplicación del programa “Fortaleciéndome” sí tuvo una influencia significativa en la disminución de la agresividad, y en sus dimensiones agresividad física, agresividad verbal, ira y hostilidad.
Competency-based approach and competencies in higher education: a theoretical review
Get PDFEconomic changes not only in the country, but also on the world labor market explain the growing demands on young professionals. New requirements for the model and quality of the graduate appear, and new approaches to their competitiveness and effectiveness appear. The authors analyzed the concepts of a competency-based approach, competence, developed characteristic features and the field of implementation of these definitions in higher education. It has been established that a qualitatively new mission, tasks and content of modern education in the new conditions should be focused not only on fundamental knowledge, but also on the formation of practically oriented skills and competencies
Entrepreneurial Intentions and Behaviour as the Creation of Business: Based on the Theory of Planned Behaviour Extension Evidence from Polish Universities and Entrepreneurs
Get PDFThe purpose of this research was to analyze the relationships between the factors that influence entrepreneurial Intention (EI), using a modified version of Ajzen’s theory of planned behaviour (TPB), considering the perception of behaviour. This examination depended on participants' demographic characteristics and psycho-social behavioural traits of attitude (ATT), Subjective norm (SN), and perceived behavioural control (PBC). The establishment of a new business entails various forms of action to achieve desired results. This research analyzes entrepreneurship as the creation of business by engaging in rational behaviour to optimize the use of available technologies and financial sources. These activities are not standardized: They emerge from the entrepreneurial imagination, the perception of new opportunities, and innovation. The aim of a business is not just to produce and sell goods or services. A company must determine the appropriate means of providing them and choose the values to be adopted in the procedure of doing so. Companies should also identify the actions to be taken so that principals or employees incorporate these values into their activities and establish the character that will permit them to regards options and make correct decisions in keeping with the business’s goals
Basic Aspects of Children’s Speech Training for School by Using Activity and Personality Approach
Get PDFThe research is devoted to the problem of speech training of preschool children before they begin studying at school. The terms “speech training for school”, “general speech training”, “special speech training” have been clarified. The essence and structure of the phenomenon of “communication and speech competence” are revealed, the criteria, indicators and levels of communication and speech competence are described. The experimental method of speech training for school by using activity and personality approach is researched. The speech readiness for learning is highlighted as a main condition for entry into the learning environment and a further successful learning start. The analysis of researches of modern scientists devoted to the phenomenon of “children’s speech training for school” (A. Bohush, M. Vashulenko, L. Kalmykova, N. Shylina) is conducted. It is revealed that the result of speech training is the formation of speech and communication competence of preschool age children. The criteria of speech and communication competence were phonetic, lexical, grammatical, diamonological competence with relevant indicators. Formation of speech and communication competence in the process of speech training by means of activity and personality approach involves the introduction of a specially developed program of speech training of older preschoolers before they get into studying at school: communication and speech situations, play-based speech exercises, variative dialogues. The results of the research confirmed the effectiveness of the proposed program for the formation of communication and speech competence in the process of speech training of older preschoolers before their studying at school
Study of the Effectiveness of Brain Exercise Training and Intensive Short-Term Dynamic Psychotherapy (ISDTP) on Emotional Self-Awareness of Mothers with Mentally Retarded Children in Ahvaz
Get PDFNowadays, study of the conditions of families with mentally retarded children, especially their mothers, is of great interest to researchers. Therefore, the present study aimed to investigate the Effectiveness of Brain Exercise Training and Intensive Short-Term Dynamic Psychotherapy (ISDTP) on Emotional Self-Awareness of Mothers with Children with Mentally Retarded Children in Ahvaz in the spring 2020. The statistical population of the study included all mothers of mentally retarded children in Ahvaz who were selected by available sampling method of 45 mothers and were divided into three groups of 15 (two experimental groups and one control group) by lot. The research design was experimental with pre-test and post-test with control group. The instruments used were Grant et al. (2002) Emotional Self-Awareness Questionnaire, which were completed in two stages before the intervention and at the end of the intervention. The results of the study using multivariate analysis of covariance and Bephroni post hoc test showed that the groups of brain exercise training and short-term dynamic psychotherapy in comparison with the control group are effective in increasing the emotional self-awareness of mothers of mentally retarded children. The results also showed that both methods are effective in increasing emotional self-awareness
Distance Pedagogical Education in the Conditions of the Coronavirus
Get PDFThe relevance of the study is due to the problem of finding optimal solutions for organizing training sessions, the need to form the personality of a teacher in a difficult social and pedagogical situation. The leading research method is a pedagogical experiment on the organization of distance learning for students, the method of theoretical substantiation of the formation of the "Digital Educational Ecosystem" project, the method of practical implementation of the digital environment in work with educational organizations and schoolchildren. This article presents practical solutions for organizing training sessions, pedagogical practices, conducting state final certification through the use of interactive educational platforms, social networks, and instant messengers. An equally significant result of the study is the educational component of the formation of a future teacher in a difficult social situation