scholarly journals ¿Qué hacemos con el miedo? Diálogos entre estudiantes y mujeres en el barrio. Experiencias en San Juan de Pavas, San José

2018 ◽  
Vol 97 (2) ◽  
pp. 55
Author(s):  
Laura Paniagua Arguedas ◽  
Heiner Mora Valverde
Keyword(s):  
Learning Community ◽  
Social Ties ◽  
Teaching Experience ◽  
Community Action ◽  
San Juan ◽  
San Jose ◽  
Creative Commons ◽  
Group Experiences ◽  
Las Mujeres ◽  
The University

ResumenEl artículo presenta reflexiones provenientes de la investigación - acción vinculada al trabajo con comunidades en zonas que enfrentan empobrecimiento. En éste, se elaboran consideraciones a partir de la experiencia pedagógica con estudiantes de Trabajo Comunal Universitario (TCU) en intercambio con la comunidad de Finca San Juan en Pavas, San José. Por medio de talleres, esculturas humanas y el diálogo entre las mujeres de la comunidad y las estudiantes, se elabora un análisis sobre el miedo cotidiano para tratar de entender su origen, manifestaciones, experiencias vinculadas y qué se puede hacer con él. El artículo aporta un análisis de los aprendizajes de este grupo e incorpora discusiones surgidas en el marco de un foro universitario, que permite presentar la discusión sobre el papel de la acción social universitaria en las comunidades. El análisis concluye que el miedo debe ser entendido en las relaciones sociales pues tiene un papel importante en las subjetividades y marca la formación de lazos sociales de las personas en el barrio. Además, de que el fortalecimiento de la relación entre las comunidades y la universidad propicia las mejores condiciones de trabajo para vecinos y estudiantes.Palabras clave: Lazo social; Comunidad; Investigación participativa; Aprendizaje activo; Acción comunitaria; Miedo What do we do with fear? Dialogues between students and women in the neighborhood. Experiences in San Juan, Pavas, San José.   AbstractThe article reflects on the - action research linked to the work with communities that face impoverishment. Some arguments are presented based on the teaching experience of students from the university communal work in exchange with the Finca San Juan’s community in Pavas, San José. Through workshops, human sculptures and the dialogue between women and students from this community, fear is analyzed in order to understand its origins, manifestations, related experiences, and possible solutions. This article evaluates this group experiences and concludes that fear must be studied within social relationships since it has an important role in the neighborhood’s social ties and festivities.Key Words: Social Ties; Community; Participatory Research; Active Learning; Community Action; Fear.  Acerca del proceso editorial y sus publicaciones la revista Reflexiones utiliza la licencia Creative Commons (CC BY-NC-ND 4.0)

scholarly journals El mercado del trabajo sexual femenino en la ciudad de San José, Costa Rica

2009 ◽  
Vol 1 (1) ◽  
pp. 13-25
Author(s):  
Rosberly Rojas Campos ◽  
Julián Mónge-Nájera ◽  
Iris Amalia Ramírez Sánchez ◽  
Roxana Morales Bonilla
Keyword(s):  
Costa Rica ◽  
San Juan ◽  
San Jose ◽  
Las Mujeres

Aunque el trabajo sexual corresponde a una transacción comercial y es parte de la economía, socialmente se oculta y su flujo de capital no se menciona en los informes económicos. En 2008 entrevistamos a 78 mujeres que lo realizan en la ciudad de San José, capital de Costa Rica. Hubo tres grupos: mujeres que trabajan en la zona aledaña al Mercado Borbón y Mercado Central, con tarifa entre US$3 y US$8 por hora y edades de 26 a 81 años; trabajadoras de dos salas de masajes de San Juan de Tibás (US$18 a US$72 por hora y 18 a 33 años) y trabajadoras independientes (US$100 la hora; 19 a 38 años). Las entrevistas se hicieron con base en un cuestionario, se pagó a las entrevistadas su tiempo y los datos se analizaron con el programa estadístico SPSS. Según el grupo, entre la mitad y una mayoría opinó que el trabajo sexual es, para las mujeres, una forma lícita de mantener a sus familias y para los hombres, un escape que reduce la violencia sexual. Las mujeres no tienen jefe y deciden independientemente sobre horario y lugar de trabajo, y sobre cuáles prácticas realizan, rechazando clientes si no hay acuerdo. Pocas han sufrido violencia o enfermedades de transmisión sexual como resultado de su trabajo sexual. La mayoría no tienen compañero fijo o esposo. El cliente preferido es amable, de edad madura y se atiende siempre con la misma mujer. El cliente indeseable es agresivo, tacaño, sucio y/o drogado. Los clientes son principalmente casados y con 35-45 años de edad. Los servi- cios solicitados son diversos, pero predominan el sexo oral y el coito con la mujer boca arriba. La tarifa es definida por el grupo de pertenencia (mercado, sala o independiente) y no por la edad. Aunque las ganancias varían ampliamente, superan en mucho lo que estas mujeres ganarían en empleos adecuados a su baja escolaridad. Hay poca cultura de ahorro, pero las trabajadoras tienen total decisión sobre en qué gastan sus ganancias, haciéndolo fundamentalmente en el mantenimiento de sus hijos y otros familiares. Debido a las pocas mujeres que realizan tra- bajo sexual allí, este trabajo representa un porcentaje bajo dentro de la economía de la ciudad de San José.

Situación económica y social de la población de San José del Carmen, San Cristóbal de las Casas, Chiapas

2019 ◽  
Vol 12 (4) ◽  
Author(s):  
Pedro Cadena-Iñiguez ◽  
Eileen Salinas-Cruz ◽  
Jesús Martínez-Sánchez ◽  
Mariano Morales-Guerra ◽  
Romualdo Vásquez-Ortiz ◽  
...  
Keyword(s):  
Solanum Tuberosum ◽  
Theobroma Cacao ◽  
Zea Mays L ◽  
Solanum Tuberosum L ◽  
San Jose ◽  
Phaseolus Vulgaris L ◽  
Las Casas ◽  
Vicia Faba L ◽  
Las Mujeres ◽  
Theobroma Cacao L

Objetivo: Establecer una línea base como fundamento para la intervención e inducción de innovaciones a través de escuelas de campo y planes de negocios. Diseño/metodología/aproximación: El estudio se desarrolló en San José del Carmen, San Cristóbal de Las Casas, Chiapas, México. Se elaboró una encuesta como instrumento para recabar en campo información de familias de la localidad con la finalidad de conocer su situación actual. La localidad de trabajo se eligió utilizando como criterio las poblaciones que se encuentran dentro de Cruzada Nacional contra el hambre y en la clasificación de la pobreza extrema Resultados: La localidad de San José del Carmen es considerada como de alta marginación, la población es bilingüe, su principal lengua es el Tzotzil, el nivel de estudios promedio es hasta el tercer año de primaria, las principales actividades productivas son la siembra de maíz (Zea mays L.), frijol (Phaseolus vulgaris L.), papa (Solanum tuberosum L.) y haba (Vicia faba L.) que son utilizadas principalmente para autoconsumo.  No cuentan con agua potable ya que su sistema es a través de la recaudación de agua de lluvia o a través de un jagüey. Sus principales actividades económicas son la albañilería por parte de los hombres, y venta de productos, tales como el pozol (bebida energética a base de maíz y cacao (Theobroma cacao L.), tostadas y algunos vegetales por parte de las mujeres. Las tostadas son producidas en forma artesanal con un proceso de doble nixtamalización y vendida en bolsas de 20 tostadas cada una, a un costo de MX$10.00 en los mercados de San Cristóbal de las Casas, una a dos veces por semana alrededor de 40 bolsas por día de venta. Limitaciones del estudio/implicaciones: La afiliación zapatista de alguno de los pobladores y el hecho de que algunos habitantes no hablen español, fueron factores que limitaron desarrollar al 100% el estudio; sin embargo, se considera que se tienen los elementos necesarios para establecer la línea base de la situación de San José del Carmen. Conclusiones: El diagnóstico servirá como una herramienta para establecer una intervención a través de innovaciones y planes de negocios en la comunidad de estudio. Los pobladores cuentan con herramientas necesarias para obtener nuevos conocimientos que ayuden a un desarrollo de su producción. El idioma no deberá de ser una limitante para ello.

CONFORT EN LAS MUJERES CON FIBROMIALGIA

2017 ◽  
Vol 7 (1) ◽  
Author(s):  
Marco Fredy Jaimes Laguado ◽  
Nelson Adolfo Mariño Landazabal ◽  
Carlos Gustavo Enciso Mattos
Keyword(s):  
Health Survey ◽  
Short Form ◽  
San Juan ◽  
Short Form 36 ◽  
Sf 36 ◽  
Las Mujeres

El presente trabajo de investigación tiene como fin determinar las mujeres con fibromialgia que laboran en la E.S.E Hospital San Juan de Dios de Pamplona a partir de la aplicación de los cuestionario estructurados Fibromialgia Impact Questionnaire (FIQ) Short Form 36 Health Survey (SF - 36). A su vez determinar el confort en Ellas, basado en el modelo de Katharine Kolcaba a través de la aplicación Del Instrumentos validados de la teoría de mediano rango, cuestionario general de comodidad (GCQ) identificando los tipos de confort (alivio, tranquilidad y trascendencia) desarrollado por la doctora Katherine Kolcaba. Para el logro de esta investigación se aplicaron los instrumentos a mujeres en rango de edad de 25 a 60 años que laboran en la E.S.E Hospital San Juan de Dios de Pamplona y que accedieron firmar el consentimiento informado durante, primer periodo académico del año 2012.

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Sustaining University-Community Partnerships in Indigenous Communities: Five Lessons from Papakōlea

2019 ◽  
Vol 16 (1-2) ◽  
pp. 35-63
Author(s):  
Robert Agres ◽  
Adrienne Dillard ◽  
Kamuela Joseph Nui Enos ◽  
Brent Kakesako ◽  
B. Puni Kekauoha ◽  
...  
Keyword(s):  
Learning Community ◽  
Ways Of Knowing ◽  
Indigenous Communities ◽  
Community Based ◽  
Urban And Regional Planning ◽  
Culture Of Learning ◽  
Community Values ◽  
University Of Hawai'i ◽  
The University

This resource paper draws lessons from a twenty-year partnership between the Native Hawaiian community of Papakōlea, the Hawai‘i Alliance for Community-Based Economic Development, and the Department of Urban and Regional Planning at the University of Hawai‘i. Key players and co-authors describe five principles for sustained partnerships: (1) building partnerships based upon community values with potential for long-term commitments; (2) privileging indigenous ways of knowing; (3) creating a culture of learning together as a co-learning community; (4) fostering reciprocity and compassion in nurturing relationships; and (5) utilizing empowering methodologies and capacity-building strategies.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

scholarly journals Technology-enhanced Learning for Promoting Technical and Social Competences in Hydrological Science

2021 ◽  
Author(s):  
Feliciana Licciardello ◽  
Simona Consoli ◽  
Giuseppe Cirelli ◽  
Carlos Castillo ◽  
Elvira Fernández-Ahumada ◽  
...  
Keyword(s):  
Geographical Information Systems ◽  
English Language ◽  
Teaching Experience ◽  
Geographical Information ◽  
Technology Enhanced Learning ◽  
Technical Knowledge ◽  
Academic Calendar ◽  
The University ◽  
Social Competences ◽  
Enhanced Learning

AbstractThis paper explains and analyses a virtual gamification experience developed by a teaching group from the University of Catania (Italy) and the University of Cordoba (Spain). A competition based on professional tasks about hydrological planning was implemented in two subjects on Hydrological Sciences. The teaching experience was designed to improve the acquisition of technical knowledge and skills needed for hydrological studies, promote the management of ICT and increase international cooperation between different universities; all aimed at making students more employable. The experience is transferable to different academic levels. Following the philosophy of soccer leagues, the students solved and presented the exercise by teams of two students. Through videoconference, the presentation and the explanation were done so the fans in each country supported their teams. The students found it a very challenging experience but at the same time, some of them were aware of their needs of improving technical knowledge, particularly Geographical Information Systems, and English language skills. Updating of tools and the schedule within the different academic calendar were their main organization handicaps. The main outcome of the presented experience is that social energy and enthusiasm associated to popular activities such as soccer led to improve the interest and the motivation of the students in challenging technical contents as well as teamwork and language transversal competences.

Generating Lifelong-Learning Communities and Branding with Massive Open Online Courses

2014 ◽  
Vol 27 (2) ◽  
pp. 27-46 ◽  
Author(s):  
Rosana Montes ◽  
Miguel Gea ◽  
Roberto Bergaz ◽  
Belén Rojas
Keyword(s):  
Lifelong Learning ◽  
Learning Community ◽  
Latin American ◽  
Online Courses ◽  
Knowledge Society ◽  
Drop Out ◽  
Massive Open Online Courses ◽  
Massive Open Online ◽  
Learning From Others ◽  
The University

The arrival of Massive Open Online Courses (MOOCs) has stimulated teachers and universities to change in some ways the teaching methodologies. The success of these massive courses is based on involving students to acquire knowledge and skills in a wider community by learning from others and using active learning practices. MOOC providers also help universities to support the mission of transferring knowledge to society in any kind of area, supporting lifelong learning and adopting some kind of internationalization strategy. This is an ongoing trend where 17 of top 30 universities in the world's adopted MOOC courses. Open learning is a strategic and valuable trend in knowledge society. Opportunities appear in the Anglo and Latin American market, while problems associated with the high drop-out rate, the sustainability, and the feasibility of skill certification should be addressed. In this paper we analyze the properties of a MOOC as a learning community by taking data from a pilot of three MOOC courses performed at AbiertaUGR, the MOOC platform of the University of Granada.

scholarly journals Discourse markers in academic and non-academic writings of Thai EFL learners

2021 ◽  
Vol 8 (3) ◽  
pp. 1209-1226
Author(s):  
Sumit Choemue ◽  
Barli Bram
Keyword(s):  
Learning Community ◽  
Discourse Markers ◽  
Primary Data ◽  
Writing Assignments ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Raising Awareness ◽  
Writing Course ◽  
University Level ◽  
The University

The ability to use discourse markers (DMs) to create cohesion and coherence of a text is essential for EFL learners at the university level to express ideas and thoughts in various types of writing assignments, such as academic papers and reflections. Hence, this study attempted to shed more light on the use of DMs in academic and non-academic writings of Thai EFL learners. The main objective was to investigate the types, overall frequency, and differences, and similarities of discourse markers in both styles of writing. Sixty essays, consisting of 20 academic essays and 40 non-academic ones, were selected as the primary data. Academic essays were selected from the Critical Reading and Writing course of Xavier Learning Community (XLC), Thailand, while the non-academic ones were selected from the XLC English Newsletter. The data were analyzed based on Fraser’s taxonomy (2009). The results showed that 2.521 DMs distributed in five types, namely contrastive discourse, elaborative discourse, inferential discourse, temporal discourse, and spoken discourse markers, were identified in the 20 academic and 40 non-academic essays.  The most frequently used DM was elaborative discourse markers (EDM), F=1,703. This study concluded that raising awareness of DMs would assist Thai EFL learners in producing an effective and coherent piece of writing. 

scholarly journals A Teaching Experience through the use of Tasks: Limits and possibilities for learning Mathematics in a university context

2020 ◽  
Vol 22 (2) ◽  
Author(s):  
Alessandro Ribeiro ◽  
Juliana Paulin
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Analysis Data ◽  
University Teaching ◽  
Mathematical Tasks ◽  
Integral Calculus ◽  
Mathematical Concepts ◽  
Fundamental Theorem Of Calculus ◽  
The University

Context: Rethinking mathematics teaching practices in a university context is an emerging research theme. Objectives: In this article, we aim to discuss the limits and possibilities of using mathematical tasks in the teaching and learning processes of the concepts of Derivative, Integral and the Fundamental Theorem of Calculus. Design: The study is based on a qualitative-interpretative perspective of research, with methodological procedures inspired by a Design-Based Research. Environment and participants: The research was developed with students attending a Functions of a Variable class in a public university in the state of São Paulo. Data collection and analysis: Data were collected through mathematical tasks on Differential and Integral Calculus solved by students. The protocols produced were analysed, pointing out the main aspects identified, which led us to organize categories of analysis and dimensions (i) knowledges mobilized and developed by students in relation to mathematical concepts; (ii) main errors and difficulties presented by students in the development of tasks; (iii) limits and possibilities of the practice of exploratory teaching in the university context. Results: The results reveal aspects that characterize a process of resignifying the mathematical concepts discussed with the students and a deepening of their knowledge about the concepts of the DIC. Conclusions: As future notes, we suggest rethinking university teaching practice, since the study indicated possibilities and potentialities of the use of exploratory tasks in the teaching of Differential and Integral Calculus.

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