bluuebunny/crossref_metadata_2025_split huggingface dataset:
La práctica docente reflexiva en profesores mexicanos ante los retos de la nueva ciudadanía
Authors: Osuna Lever Cecilia , Díaz López Karla María 
Published: November 2019

Los docentes llevan sobre sí el peso de lograr una verdadera formación integral y por si fuera poco, deben además entregar reportes administrativos, realizar gestiones escolares, desarrollar investigación o vinculación con diversos sectores, etc. Lo anterior, deja poco tiempo para hacer un alto en la enseñanza a fin de reflexionar sobre ¿cómo lograr realmente que sus estudiantes se involucren en sus aprendizajes? ¿Cómo hacer para que éstos tengan sentido para el alumno? El docente debe recapacitar continuamente sobre su labor profesional con objeto de innovarla y mejorarla (Galbán, 2016). Frente al mundo cada vez más deshumanizado, la educación se perfila como el único medio para promover y fortalecer la formación valoral, la conciencia de la dignidad de las personas así como, el servicio a los demás (Patiño, 2015). Por lo tanto, en este trabajo se presentan los resultados de un estudio de caso en el que 26 profesores que imparten clases en los diversos niveles del sistema educativo mexicano, realizaron un ejercicio de auto-observación y reflexión de su práctica docente, con objeto de detectar cuáles factores están limitando el aprendizaje. El análisis de las observaciones permitió identificar que hay aspectos no necesariamente vinculados a los contenidos, que impiden que los objetivos formativos se logren. En particular, sobresalieron los relacionados con el proceso grupal (motivación, trabajo en equipo e integración) que prevalece en el aula, mismo que podría obstaculizar el fortalecimiento de la formación integral entre los educandos de cara a la nueva ciudadanía.
Teachers bear the burden of achieving a true integral education and, if that were not enough, they must also submit administrative reports, carry out school management, develop research or establish linkages with various sectors, etc. Do all these tasks keep teachers from reflecting on how to really get their students involved in their learning? How can teachers help students make sense of their own learning? Teachers must continually rethink their professional work in order to innovate and improve (Galbán, 2016). Faced with an increasingly dehumanised world, education is emerging as the only means to promote and strengthen education in values, awareness of the dignity of people as well as service to others (Patiño, 2015). Therefore, this paper presents the results of a case study in which 26 teachers who teach at various levels of the Mexican educational system, did an exercise of self-observation and reflection of their teaching practice, in order to detect which factors are limiting learning. The analysis of the observations made it possible to identify that there are aspects, not necessarily linked to the contents, that prevent the training objectives from beingachieved. Specifically, those aspects are related to group process (motivation, team work and integration) and they might hinder the strengthening of comprehensive training among students.
El no-saber en las cartografías sobre nuestro aprender como investigadores: una mirada post-cualitativa
Authors: Canales Carlos , Padilla-Petry Paulo , Gutiérrez Luispe 
Published: November 2019

Partimos de un proyecto sobre cómo aprenden los docentes a partir de la creación de cartografías sobre sus escenarios de aprendizaje, los tránsitos y la relación dentro-fuera de la escuela/instituto. Antes de empezar nuestra investigación con el profesorado de educación infantil, primaria y secundaria, nuestro grupo de investigación empezó construyendo sus propias cartografías. Éstas son entendidas como una metodología de investigación narrativa y artística que nos ha permitido explorar intersticios, desplazamientos, trayectorias inestables, maneras de saber, montajes y enredos a través de los cuales los profesores siguen sus caminos de aprendizaje. El proceso de construcción de la cartografía sobre cómo, dónde y porqué aprendemos a ser investigadores nos obligó a cambiar el foco de la investigación. También nos obligó a cambiar la lente con la que miramos y el ángulo desde el que observamos. Investigarse para posteriormente investigar partiendo de metodologías artísticas: un paradigma que coloca al investigador en una posición de inseguridad y fragilidad. En el artículo partimos desde una posición de no-saber para realizar una revisión y estudio sobre la construcción de nuestras propias cartografías. Por otro lado, intentamos dar cuenta de muestras del proceso de cuestionamiento epistemológico, ontológico, ético y metodológico que parten de nuestro acercamiento a postulados de investigación post-cualitativos.
The starting point of this article is a project about how teachers learn using cartographies to represent their learning scenarios, their transits and the relations of schools with what is outside them. Before beginning our research with kindergarten, primary and secondary school teachers, our group built their own cartographies. They are understood as an investigation methodology that is both narrative and artistic and allows us to explore interstices, displacements, unstable trajectories, forms of knowing, assemblages and plots which teachers use for learning. The process of building cartographies about how, where and why we learn how to be researchers made us change the focus of our research. It also made us change the lens through which we look and the angle from which we observe. We did research about ourselves with a view to inquiring through artistic methods. This paradigm puts the researcher in a position of fragility and insecurity. In the article we situated ourselves in an unknown position with a view to reviewing and studying the process of building our cartographies. On the other hand, we tried to explain samples of our epistemological, ontological, ethical and methodological processes which stemmed from post-qualitative investigation assumptions.
Cartografías en torno a los tránsitos en el aprender de docentes en educación infantil y primaria
Authors: Gutiérrez-Cabello Barragán Aingeru , Aberasturi-Apraiz Estibaliz 
Published: November 2019

El aprendizaje del profesorado continúa siendo pensado bajo causalidades simples y en términos lineales. Sin embargo, el contexto de incertidumbre y diversidad actual al que deben hacer frente las maestras en sus escuelas nos invita a tener que desarrollar una conceptualización mucho más compleja de su aprendizaje. Mediante un abordaje de investigación basado en metodologías artísticas y visuales hemos intentado profundizar sobre la experiencia de aprendizaje de las maestras de educación primaria e infantil. Bajo una perspectiva de investigación que ubicamos dentro de los nuevos materialismos, abordamos una temática de estudio que requiere ser explorada bajoenfoques más holísticos y problematizadores. Nuestra aproximación a las experiencias de las maestras nos ha permitido pensar acerca de tres tránsitos en las formas en que se desarrolla su aprendizaje en la actualidad, vinculados a su agencia, el papel de lo experiencial y las nuevas formas de auto-organización.
Teacher learning continues to be thought under simple causalities and in linear terms. However, the current context of uncertainty and diversity which teachers must face in their schools encouraged us to develop a much more complex conceptualization of their learning. Through a research approach based on artistic and visual methodologies, we tried to deepen the learning experience of primary and infant education teachers. From a research perspective that we located within new materialism, we looked at teacher learning from more holistic and problematizing approaches. Our approximation to the experiences of teachers allowed us to identify three transits regarding how their learning takes place. Such transits are related to teachers’ agency, the role of the experiential and new ways of self-organization.
El portafolio como recurso didáctico en el proceso de aprendizaje del alumnado con trastorno por déficit de atención/hiperactividad
Authors: Martínez-Frutos María Teresa , Herrera-Gutiérrez Eva 
Published: November 2019

En este trabajo realizamos una propuesta de portafolio como recurso educativo para atender algunas de las dificultades que presentan los niños con trastorno por déficit de atención/hiperactividad (TDAH) en la escuela. Partiendo de la conceptualización actual del trastorno y considerando las necesidades y problemas de estos alumnos en el ámbito académico, sugerimos un modelo de portafolio que facilite el trabajo coordinado familia-escuela, la organización de los contenidos de las materias escolares por parte del menor, su implicación y motivación por aprender, el desarrollo y expresión de la creatividad, así como el fomento y adquisición de hábitos de estudio. Aspectos todos ellos que favorecen el proceso de aprendizaje y contribuyen a la mejora del rendimiento escolar y la autoestima.
This article looks at portfolios as an educational resource to attend to some of the difficulties presented by school children with attention-deficit/hyperactivity disorder (ADHD). Based on the current conceptualization of this disorder and considering the needs and problems of these students within academic settings, we suggest a model of portfolio which facilitates coordinated work between families and schools, the organization of the contents of subjects by children themselves, their involvement and motivation in learning, the development and expression of creativity, as well as the generation and acquisition of study habits. All of these aspects will favor the learning process and will contribute to improving school performance and self-esteem.
El reto de la expresión oral en Educación Primaria: características, dificultades y vías de mejora
Authors: Níkleva Dimitrinka G. , López-García María Pilar 
Published: November 2019

Existen numerosos estudios sobre la competencia comunicativa y la enseñanza de la expresión e interacción oral en el aula. La destreza lingüística de la expresión oral es la más difícil de conseguir en el aprendizaje de la lengua materna y extranjera. Por tanto, hay que dedicarle especial atención y una cuidadosa planificación. El presente trabajo tiene como objetivo la reflexión crítica sobre los fundamentos teóricos que diferencian la modalidad oral de la modalidad escrita y las dificultades que se presentan para la enseñanza de la expresión oral en el aula de Educación Primaria. Para ello, hemos observado una serie de fundamentos teóricos para el desarrollo de la expresión oral, y nos hemos detenido en las dificultades metodológicas de esta destreza, entre otras, en la complejidad de su evaluación. Asimismo, hemos definido una serie de objetivos para cada ciclo educativo en los que se incluyen aspectos pragmáticos y en los que se describen actividades y procedimientos didácticos para ejercitar diferentes estrategias para el desarrollo de la competencia comunicativa, considerándola uno de los objetivos primordiales de la lengua.
There have been numerous studies on communicative competence and the teaching of oral expression and interaction in the classroom. The linguistic skills inherent in oral expression are the most difficult to achieve in the learning of both the mother tongue and foreign languages. Therefore, it needs special attention and careful planning. The aim of the present work is to make a critical reflection upon the theoretical basis that differentiate the oral modality from the written modality and the difficulties that arise in teaching oral expression in the primary education classroom. In order to achieve this, we have looked at a series of theoretical bases for the development of oral expression, paying particular attention to the methodological difficulties of this skill, such as the complexity of its assessment, among other aspects. Similarly, we have defined a series of objectives for each educational stage, including pragmatic aspects. Activities and didactic procedures are described in order to highlight different strategies for the development of communicative competence, considering it to be one of the fundamental objectives of language learning.
The Costly and Demanding—Exploring Solution-Based Othering of ‘Non-European Immigrants’ in Norwegian Policy Recommendations
Authors: Andreasen Søren Mosgaard 
Published: November 2019

This article examines the Norwegian scholarly report titled NOU 2017:2—Integration and Trust: Long-Term Consequences of High Immigration (English translation; chapter 1.1) to unpack how ‘non-European immigrants’ are constructed as an economic and social challenge for the welfare state. Principles from discourse theory (DT) and the conceptual framework of othering are applied to discuss how the designation of this category of people as objects of qualification/integration may serve to reify racialized relations of inferiorized difference between white Norwegian majorities and societal newcomers from the Global South. The author tracks this dynamic to a discourse in which the relationship between the Norwegian state and immigrants from countries outside of Europe is organized as a binary opposition between a vulnerable self and an overwhelming, inherently faceless ‘other’. It is suggested that the othering enabled in the NOU (Norges Offentlige Utredninger) report can be viewed as a specific production of monstrosity: a horror-vision of a failing, unintegrated welfare state that needs safeguarding against abnormal, ‘huge waves’ of immigrants from ‘further south’. The argument is finally presented that the report’s vision of integration, by being coded with the logic of presenting a necessary response to an existential threat to welfare state structures, engenders a precarious form of social distancing that is theorized as solution-based othering.
The urban-rural disparity in the prevalence and risk factors of hypertension among the elderly in China—a cross-sectional study
Authors: Song Hongxun , Feng Da , Wang Ruoxi , Yang Jian , Li Yuanqing , Gao Junliang , Wang Zi , Yan Ziqi , Long Chengxu , Zhou Jiawei , Feng Zhanchun 
Published: November 2019

Introduction
This study aimed to assess the prevalence of hypertension and to explore the disparities of its risk factors among urban and rural elderly.

Method
Data of hypertensive patients were collected from the China Health and Retirement Longitudinal Study (CHARLS) 2015. Stratified sample households were selected from 450 villages or communities of 150 counties from 28 provinces. Multivariable logistic regression was performed to analyze the factors correlated with hypertension.

Results
Prevalence of HBP was 47.6% (95% CI [45.2%–50.1%]) in total and it was close between urban and rural population (48.6% vs 47.2%). Factors associated with HBP were different between urban and rural areas. In urban areas, hypertension was significantly associated with literacy and diabetes in both genders, high BMI level and smoke quitters in males, and physical activity and dyslipidemia in females. In rural areas, hypertension was significantly associated with older age, higher BMI level in both males and females, and dyslipidemia in males.

Conclusions
The prevalence are about the same among urban and rural residents, but their risk factors vary from each other. Disparity in the risk factors between urban and rural population should be taken into consideration for further intervention.
Competing endogenous RNA (ceRNA) hypothetic model based on comprehensive analysis of long non-coding RNA expression in lung adenocarcinoma
Authors: Wang Xiwen , Su Rui , Guo Qiqiang , Liu Jia , Ruan Banlai , Wang Guiling 
Published: November 2019

Background
Non-small cell lung cancer (NSCLC) is a major subtype of lung cancer with high malignancy and bad prognosis, consisted of lung adenocarcinomas (LUAD) and lung squamous cell carcinomas (LUSC) chiefly. Multiple studies have indicated that competing endogenous RNA (ceRNA) network centered long noncoding RNAs (lncRNAs) can regulate gene expression and the progression of various cancers. However, the research about lncRNAs-mediated ceRNA network in LUAD is still lacking.

Methods
In this study, we analyzed the RNA-seq database from The Cancer Genome Atlas (TCGA) and obtained dysregulated lncRNAs in NSCLC, then further identified survival associated lncRNAs through Kaplan–Meier analysis. Quantitative real time PCR (qRT-PCR) was performed to confirm their expression in LUAD tissues and cell lines. The ceRNA networks were constructed based on DIANA-TarBase and TargetScan databases and visualized with OmicShare tools. Gene Ontology (GO) and Kyoto Encyclopedia of Genes and Genomes (KEGG) pathway analyses were performed to investigate the potential function of ceRNA networks.

Results
In total, 1,437 and 1,699 lncRNAs were found to be up-regulated in LUAD and LUSC respectively with 895 lncRNAs overlapping (|log2FC| > 3, adjusted P value <0.01). Among which, 222 lncRNAs and 46 lncRNAs were associated with the overall survival (OS) of LUAD and LUSC, and 18 out of 222 up-regulated lncRNAs were found to have inverse correlation with LUAD patients’ OS (|log2FC| > 3, adjusted P value < 0.02). We selected 3 lncRNAs (CASC8, LINC01842 and VPS9D1-AS1) out of these 18 lncRNAs and confirmed their overexpression in lung cancer tissues and cells. CeRNA networks were further constructed centered CASC8, LINC01842 and VPS9D1-AS1 with 3 miRNAs and 100 mRNAs included respectively.

Conclusion
Through comprehensively analyses of TCGA, our study identified specific lncRNAs as candidate diagnostic and prognostic biomarkers for LUAD. The novel ceRNA network we created provided more insights into the regulatory mechanisms underlying LUAD.
Zika Virus in Africa: Epidemiology and Determinants
Authors: Obore Nathan , Papabathini Shireen Salome , Ghimire Upama , Kawuki Joseph , Musa Taha Hussein 
Published: November 2019

Zika virus (ZIKV) that was less known for decades suddenly became a global health emergency at the beginning of 2016. The virus was first discovered in the Zika forest of Uganda in 1947, and the first confirmed human infection was reported in Uganda between1962-1963. From its origin in East Africa, ZIKV then spread to West and Central Africa with a limited occurrence in North Africa. ZIKV has been circulating in Africa for over 60 years, but less attention had been given, not until its recent outbreaks outside Africa and its discovered association with adverse congenital disabilities. ZIKV is known to cause several debilitating neurological complications, including microcephaly in newborns and Guillain-Barré Syndrome (GBS) in adults.
This review thus aims to highlight the epidemiological evidence and distribution of ZIKV in Africa with a focus on determinants, complications as well as management. We used literature searched from key databases such as Google Scholar, Web of Science, among others, to collect relevant current information about ZIKV in Africa.
Climate, sociodemographic factors, and increasing human density impact the spread of ZIKV in Africa, as in other areas. Furthermore, ZIKV transmission is affected by several unique factors, including the potential risk of sexual transmission, as well as vast numbers of refugees and other travellers from ZIKA endemic areas across Africa, and all over the world.
The review identifies the need to improve surveillance mechanisms and focusing on vector control as critical steps to enable prompt detection and avert potential outbreaks of the disease in the continent.
Emergency Readiness in Primary Health Care – A Case Study of Seven Health Centers with Family Medicine Residents in Guyana
Authors: Jagnarine Tariq Azar 
Published: November 2019

Objectives: To understand emergency response in primary health care, to investigate the frequency and status of emergency preparedness at seven healthcare centres in Guyana with Family Residents.
To enquire if the seven centres are equipped with human and other resources to respond to emergencies and to suggest measures to improve emergency responses at the seven centres.
Design and Method: This study was based on a case-study research. The sample population consisted of 39 Family Residents and other Doctors whose experience with emergency preparedness at the facilities were analysed. Nurses, non-medical personnel and other staff at the Centres under study were excluded. The period of study was for one fiscal year- January-December 2018. Questionnaires were utilized as the primary research instrument and data was analyzed using SPPSS 23.
Results: Emergency cases were very frequent 69,4 % of the respondents indicated that emergency cases were frequent with 1-3 cases per week. The most common emergencies were asthmatic attacks, chest pain and severe trauma and lacerations. Most of the respondents have 3-5 years of medical experience while 72% been fully registered. The study shows 88.9% of the respondents indicating that there are no existing emergency protocols at the centres and 5.6% conducted case simulations.
Conclusion: There exist a need to better integrate and mainstream optimally emergency medical response at the seven centres. The centres are not prepared with the necessary drugs and equipment to respond to emergencies.
Recommendation: The study recommends making the necessary equipment and drugs, support facilities and training readily available at the Centres to respond to emergencies. Further studies are necessary.
From Best Evidence to Best Practice – Implementation of a Hand Washing Campaign in the Accident and Emergency Department of the Georgetown Public Hospital Corporation
Authors: Meter Jessica Van , Dye Sally , Amsterdam Natansa , Dani Gangapattie , Hamilton Le-Ann , Sookdeo Bhumika 
Published: November 2019

Objective: Hand washing compliance amongst emergency healthcare providers is complicated by limited supplies, patient volume, mal-positioning of hygiene materials, and lack of education on the importance of hand hygiene.
Design and Methods: A survey was distributed to A&E healthcare staff to determine baseline knowledge about the importance of hand hygiene. Participants were asked to identify departmental obstacles to the practice of proper hand hygiene. Using World Health Organization teaching materials, a hand hygiene clinical observation tool was implemented to determine compliance prior to delivery of tailored education. Education was done utilizing posters, flyers, and powerpoint presentation. Hand sanitizer stations were installed to improve compliance. Finally, the clinical observation tool was implemented following the education initiative to determine impact on provider compliance. A post-implementation survey was distributed to determine if increased education and supplies impacted baseline knowledge and compliance.
Results: Only 88% of surveyed providers recognized that the A&E has a current hand hygiene policy with 64% noting GPHC does not stress hand hygiene enough. Providers reported they utilize hand hygiene 75% yet all participants acknowledged that proper hand washing greatly reduces the spread of infection. 53% of providers surveyed felt comfortable encouraging their peers to wash their hands.
Conclusions: Initial provider hand hygiene within the A&E was abysmal. Though identified as a predominant barrier, supplies were readily available throughout the observation window. Educational materials placed throughout the department improved both the perception and compliance of hand hygiene. The importance of provider hand hygiene must be continually stressed in order to maintain optimal compliance.