INTEGRATING ICT AND ACTIVE METHODOLOGIES IN THE EDUCATION AND DEVELOPMENT OF SKILLS IN TEACHERS AND STUDENTS OF THE FACULTY OF ENGINEERING AT THE UNIVERSITY OF SAN CARLOS GUATEMALA

2018 ◽  
Author(s):  
Cesar Urquizu ◽  
Rosario Isabel Herrada ◽  
Maria Dolores Gil Montoya ◽  
Raul Baños Navarro
Keyword(s):  
Teachers And Students ◽  
Education And Development ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

scholarly journals Aproximación Diagnóstica De Las Enfermedades Sistémicas De Los Pacientes Con Signos Y Lesiones Oculares Atendidos En La Consulta Externa Del Hospital Veterinario De Animales De Compañía De La Universidad De San Carlos De Guatemala

2021 ◽  
pp. 1-5
Author(s):  
Laparra-Galindo Julia Patricia ◽  
Mendez-Valenzuela Carlos Roberto
Keyword(s):  
Differential Diagnosis ◽  
Descriptive Analysis ◽  
Systemic Diseases ◽  
Inclusion Criteria ◽  
Eye Examination ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos ◽  
Veterinary Hospital ◽  
Ocular Signs

The goal of this article is to show the most frequent types of differential diagnoses of systemic diseases in canines with ocular signs and lesions. For this purpose, a retrospective study was conducted on 510 medical records from patients of the Companion Animal Veterinary Hospital (HVAC) of the University of San Carlos (USAC) of Guatemala, from August to November 2017. The inclusion criteria were: canine species, having a differential diagnosis established list of possible systemic diseases and an eye examination by specialist. Through a descriptive analysis of the data, it was established that, of the 510 canines examined, 212 (42%) presented signs and ocular alterations, of these there were 550 differential diagnosis, which were categorized using the acronym DAMNIT V; from which it was determined that 40% are infectious / inflammatory, neoplasic (19%) followed by metabolic processes (13%), allergic / autoimmune (10%), degenerative (7%), idiopathic (5%), traumatic / toxic 4% and finally vascular (2%).

scholarly journals Desafíos de la inclusión de estudiantes con discapacidad en la Universidad de San Carlos de GuatemalaChallenges in the inclusion of students with disabilities at the University of San Carlos of Guatemala

2020 ◽  
Vol 7 (1) ◽  
pp. 7-21
Author(s):  
Ingrid L. Elizondo-Quintanilla ◽  
Jessica P. García-Mirón ◽  
María J, Carranza-Padilla.
Keyword(s):  
Students With Disabilities ◽  
Educación Superior ◽  
Educacion Superior ◽  
Derechos Humanos ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

La Universidad de San Carlos de Guatemala (Usac), como única universidad estatal, está obligada a desarrollar procesos que permitan la inclusión de grupos vulnerados en la educación superior. Es necesario monitorear constantemente dichos procesos; por lo que se desarrolló la investigación denominada “Inclusión educativa de estudiantes con discapacidad en la Universidad de San Carlos de Guatemala: seguimiento y estudio de casos bajo la perspectiva interseccional”, durante el año 2017, con el aval del Instituto Universitario de la Mujer y el financiamiento de la Dirección General de Investigación de la Usac. El tipo de investigación fue no experimental, con un enfoque mixto de investigación, reflejado en las tendencias porcentuales de caracterización y en la valoración cualitativa de las experiencias de los estudiantes. Se utilizó el método interseccional para incorporar factores asociados a la exclusión social, como condición de discapacidad, sexo, pertenencia étnica, edad, grupo socioeconómico y orientación sexual. La muestra no probabilística, fue integrada por estudiantes con y sin discapacidad, así como por personal docente y administrativo. Los resultados evidencian la falta de un registro fidedigno de personas con discapacidad; sin embargo, los participantes brindaron información que cualitativamente puede considerarse útil para implementar acciones que permitan mejorar la inclusión por perspectiva de discapacidad con enfoque de derechos humanos. Así mismo, se busca compartir las experiencias de la comunidad universitaria de la Usac en relación con la accesibilidad en el ámbito universitario.

scholarly journals People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

2017 ◽  
Vol 1 (1) ◽  
pp. 96
Author(s):  
Geraldine D. Villaluz, RSCJ
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Community Engagement ◽  
Day Care ◽  
School Of Education ◽  
Childhood Education ◽  
Day Care Teachers ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

scholarly journals Cebuano Poetics: Deciphering the Advice of Maria Kabigon’s Column in Bisaya

2021 ◽  
Vol 10 (2) ◽  
pp. 124-136
Author(s):  
Cindy Arranguez Velasquez
Keyword(s):  
Research Method ◽  
Figurative Language ◽  
The Philippines ◽  
Writing Style ◽  
Descriptive Research ◽  
Limited Space ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

Maria Alcordo Kabigon’s column “Ang Panid ni Manding Karya” in Bisaya from the late 1940s to the 1950s is considered as one of the momentous contributions of the Philippines’ oldest Cebuano language magazine. Kabigon used the pen name Manding Karya to advise letter senders, and the letter and advice were published after the war in Bisaya. On average, she received 20 letters per day for her column, with most letter senders being men. This article aims to expand the scope of Kabigon’s creative abilities by demonstrating her metaphorical language in her advice column, providing a variety of approaches to experience her poetic genius, and allowing her to connect more with her readers, particularly those from Visayas and Mindanao. By examining Kabigon’s writing style, it can answer how she epitomizes the popularity of her column as she is recognized as a professional adviser as well as a writer in Cebuano literature. The article investigates Kabigon’s pasumbingay or Cebuano poetics. Also, the advice of Kabigon was examined to convey its integration into Edith Tiempo’s restoration context: preserving the individual’s integrity, confirming ultimate values, defining significant purpose, and developing a reasonable worldview. This article used a qualitative research method that included descriptive research that conveyed a content analysis. The main source of the study, Kabigon’s “Panid ni Manding Karya,” can be found at the University of San Carlos, specifically at the Cebuano Studies Center. Kabigon makes use of nature to improve the poetic quality of her advice. When responding to a letter, she employs metaphors and symbolism to provide a brief but profound response. However, due to the limited space in her advice column, her responses are short. Despite the magazine’s limited space, her use of figurative language and symbolism suggests her solution to continue providing effective advice. As a result, her writing style promotes critical thinking as well as imagination.

scholarly journals Transition to virtual education at University of San Carlos of Guatemala 2020

2021 ◽  
Author(s):  
Mario Ramirez ◽  
Olga Ruiz
Keyword(s):  
Digital Divide ◽  
Cognitive Processes ◽  
Educational Process ◽  
Public Institutions ◽  
Virtual Education ◽  
Traditional Teaching ◽  
Use Of Technology ◽  
The University ◽  
San Carlos ◽  
University Of San Carlos

The transition from traditional teaching to virtual teaching in public institutions of higher education (PIHE) is a process that began with the first computers in the 20th century, which has been accelerated by the Covid 19 pandemic, forcing the PIHE to adopt new virtual learning environments for which the traditional educational model was not designed at the University of San Carlos de Guatemala (USAC). The global characteristics of the Covid 19 pandemic have affected USAC, who had to adapt various methodologies with the support of ICT to continue the educational process. The implementation and use of these technologies evidenced a digital divide both in cognitive processes and in the use and access of digital tools. The study addressed the trends of use and access to technology in three case studies at the campus of USAC in Guatemala City: Architecture, Humanities and Economic Sciences, with a sample of 2,128 students, who responded through a Google form survey instrument, interviews and a forum, from February to may 2020. The results are that different socioeconomic levels affect the access and use of technology for the educational process, which is why it is necessary for PIHE to adopt policies and strategies that guarantee education.

Sign in / Sign up

Export Citation Format

Share Document