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Desafíos y perspectivas de la educación, 2022
La investigación científica en el campo de la educación básica y superior, se convierte en un pilar fundamental, ya que contribuye al desarrollo y la calidad de la educación en sus diferentes niveles y por la tanto en el desarrollo y bienestar de las personas y las comunidades. A través de la investigación científica también se evidencia los diversos desafíos a la educación como la apropiación de las tecnologías y su aplicación en los procesos de enseñanza aprendizaje, la innovación educativa, la formación integral en la educación básica y superior a través de currículos basados en el enfoque por competencias. Así también permite discutir sobre las perspectivas de la educación en función al avance de la ciencia y la tecnología, teniendo en cuenta la identidad cultural, la inclusión, la igualdad y equidad; y sobre todo la búsqueda del bienestar común. El presente libro a través de sus capítulos nos muestra resultados de investigaciones, revisiones teóricas y reflexiones respecto a los desafíos y perspectivas de la educación en la actualidad. Palabras clave: Educación superior, educación básica, enseñanza, Aprendizaje, docentes Titulos y enlaces de cada uno de los capítulos que conforman el libro: La inteligencia emocional: un concepto humanizador para la educación en tiempos postpandemia Savier Fernando Acosta Faneite, Lisander Antonio Blanco Rosado DOI: https://doi.org/10.53595/eip.006.2022.ch.1 Actitudes docentes frente al proceso de enseñanza-aprendizaje en alumnos con necesidades específicas de apoyo educativo a nivel bachillerato Ruth Guadalupe Cota Román, Silvestre Flores Gamboa, Óscar Mauricio Heredia Ruíz, Damián Enrique Rendón Toledo DOI: https://doi.org/10.53595/eip.006.2022.ch.2 Uso de las TIC en la comprensión y producción de textos, un desafío en la educación básica Diana Carolina Laureano Yupanqui, Vidnay Noel Valero Ancco, Milciades Conrado Suaña Calsin DOI: https://doi.org/10.53595/eip.006.2022.ch.3 Análisis comparativo de la competencia digital en estudiantes de educación secundaria Yolanda Felicitas Soria Pérez, Yvonne de Fátima Sebastiani Elías, Yolanda Lujano Ortega DOI: https://doi.org/10.53595/eip.006.2022.ch.4 La educación superior vía de desarrollo sostenible a través de sus programas educativos Mariana Figueroa de la Fuente, Víctor Andrés Gaber Bustillos, Anastacio Gustavo Fernández Rodríguez DOI: https://doi.org/10.53595/eip.006.2022.ch.5 Educación desde la periferia: pedagogía popular como resistencia social David Auris Villegas, Miriam Vilca Arana, Pablo Saavedra Villar, Juan Pablo Paucar Yarihuaman, Rigoberto Huamán Huallpa DOI: https://doi.org/10.53595/eip.006.2022.ch.6
De las pasiones en la filosofía medieval, 2009
Andreas Capellanus had a naturalistic view of the passions. As a radical Aristotelian his book shows common features with Averroes' treatment of the passions, which makes the main part of the article.
Кандидатская диссертация, 2023
Цель диссертационного исследования – реконструкция интеллектуальной биографии С.Б. Веселовского, известного историка первой половины XX в. Работа основана на широком корпусе исторических источников разных видов (историографические источники, источники личного происхождения, делопроизводственная документация), в том числе неопубликованных (хранящихся в фондах АРАН, ГАРФ, РГАДА, РГАЛИ, РГАСПИ, НА ИРИ РАН, НИА СПб ИИ РАН, ЦГАМ). В качестве теоретико-методологического ядра диссертации привлечено источниковедение историографии, которое позволило детально изучить исследовательские принципы ученого, понять как способ презентации результатов научной деятельности С.Б. Веселовского вписывался в историческую культуру его времени. Показаны особенности сочетания классической и неклассической моделей исторической науки в научном творчестве С.Б. Веселовского, как в дореволюционную эпоху, так и советскую. Для более глубокого понимания исследовательских установок С.Б. Веселовского, выбора конкретного пути в изучении прошлой социальной реальности, были также эксплицированы его этические принципы как ученого. Данный вопрос был рассмотрен как в период кризиса классической модели исторической науки рубежа XIX – XX вв., на который приходилось его становление как историка, так и в советскую эпоху, когда ученый находился во внутренней эмиграции. Особое внимание уделено анализу «посмертной» истории научного наследия ученого как части его интеллектуальной биографии. С учетом существенного влияния его трудов на последующую историографию и образовательную сферу, сделан вывод о классикализации научного наследия С.Б. Веселовского в позднесоветскую эпоху.
Research designs are either experimental or non-experimental. Experimental research is conducted mostly in laboratories in the context of basic research. The principle advantage of experimental designs is that it provides the opportunity to identify cause-and-effect relationships. Non-experimental research, e.g., case studies, surveys, correlation studies, is non-manipulative observational research usually conducted in natural settings. While laboratory-controlled experimental studies tend to be higher in internal validity, non-experimental studies tend to be higher in external validity. One major limitation of experimental research is that studies are typically conducted in contrived or artificial laboratory settings. Results may not generalize or extrapolate to external settings. Two exceptions to this rule are natural experiments and field experiments. Natural experiments document and compare the behaviors of subjects before and after some natural event; e.g., floods, tornadoes, hurricanes. Field experiments involve manipulating conditions in the natural setting for the purpose of determining their influence on behavior. The field experiment is unique insofar as it tends to be moderately high on both external and internal validity. In experimental research, the investigator manipulates conditions for the purpose of determining their effect on behavior. Subjects should be unaware of their membership in an experimental group so that they don't act differently (Hawthorne Effect). In the simplest experimental design, investigators administer a placebo to the control group and a treatment to the experimental group. Experimental designs vary in terms of subjects' assignments to different groups, whether subjects were pre-tested, whether different treatments were administered to different groups, and the number of variables being investigated. Experiments are typically structured in terms of independent, organism, and dependent variables. The independent variable is a manipulated environmental stimulus dimension, the organism-variable is some dimension (e.g., sex, race) of more or less stable characteristics of the organism, and the dependent variable is a behavioral dimension that reflects the influence of the independent and organism-variables. The general objective in experimental research is to define the relationship between the antecedent (independent and organism) variables and the consequent (dependent) variables. Research Ethics Considerable attention has been given in recent years to the influence of experimenter bias which threatens the internal validity of the research. If the experimenter is aware of the hypothesis of the experiment, it is more likely that the hypothesis will be confirmed. The experimenter-bias effect can be controlled by keeping not only the subjects (single-blind) but also the experimenter blind to the hypothesis. This is called the double-blind procedure. The principle ethical dilemma that investigators face is deciding between the costs to the human and animal subjects stemming from conducting the research and the possible benefits to humankind. This dilemma is currently being played-out in the public arena regarding human embryonic stem cell research. Other ethical issues include: obtaining subjects' consent to participate in the study (especially if children are involved), maintaining anonymity and confidentiality, and debriefing subjects if deception was used.
There exists an ample number of pictorial and textual sources from the Middle Ages and Renaissance whose sole aim was to describe and transfer the contemporary knowledge of personal combat skills. Despite the common claim of not being able to learn martial arts from a book, a framework for working with such sources is proposed to facilitate their optimal interpretation and practical application, and finally to create a curriculum for their further teaching. Presented method is a simple recurrent procedure which can easily be applied by both scholars and martial arts practitioners to any source or set of sources. In optimal conditions it leads towards reconstruction of the totality of teachings contained in a given source, in the worst case it shows the limits of given teachings and/or their current understanding. The proposed ADVISE method consists of six phases. In phase 1 (Analysis) one tries to figure out the elementary actions contained in the described and/or depicted techniques. In phase 2 (Division into groups) these techniques and elementary actions are grouped together for more intensive practice and to obtain better insight into their place in “the big picture”, and establishing decision points allows for better tactical understanding. Phase 3 (Verification) consists of vigorous training and attempts to find out the limitations of the interpretation. Phase 4 (Interpolation) allows for finding out if mirroring techniques (left/right, up/down) would work in this system, as well as for internalization of principles underlying the techniques themselves, and phase 5 (Synthesis) tries to gather everything together to see if there are any gaps in the resulting system. Finally, phase 6 (External Input) looks for the missing clues in other sources, periods or even martial arts systems. The results of various phases are often fed back to the former ones, due to the new insights obtained during more complicated practice, therefore making this whole procedure non-sequential, which allows for greater creativity, enjoyment, and flexibility in tailoring it to one’s individual style of working with the sources. It is proposed that using this simple procedure one can indeed “learn martial arts from a book”, and bring the recorded teachings back to life, up to the point of creating a valid curriculum for their modern teaching and training.
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