La identidad de Nuestra América, fue estigmatizada durante largo tiempo y lo sigue siendo; por tal motivo, resultaría interesante observar cómo fue tratada en el discurso escolar de la República Argentina, entre los años 1943 y 1946.\nEl objetivo general, sería evidenciar que en las fuentes de circulación oficial del período analizado, las categorías utilizadas en el lenguaje, demuestran una construcción de argentinidad y latinoamericanismo a partir del positivismo eurocéntrico. Concepción desde la cual, por ejemplo, la idea de identidad latinoamericana es india y salvaje; y que gracias a la conquista y colonización española, alcanzó lo que era la única civilización.\nEl problema en sí, génesis de la producción, tiene que ver con el tratamiento que se daba a todo lo relacionado a América / Latinoamérica y la cantidad poco común de veces con que el/la lector/a se puede encontrar frente a términos muy puntuales, como por ejemplo: “América” - “indio” – “salvaje” – “conquista” – “colonización” - “raza” - “civilización” y “descubrimiento”.
La principal experiencia de juegos de torneo en clase es el Teams Games Tournaments (TGT), diseñado en los años 70, que es difícil de aplicar a estudios universitarios puesto que requiere conformar equipos estructurados. En la Universidad de Sevilla hemos diseñado un juego de torneo de equipos (TG-QT), en el que los estudiantes no compiten entre sí sino para conseguir una marca, y que no requiere que los equipos estén estructurados y tengan el mismo tamaño. Esta experiencia la iniciamos con la asignatura Economía del Sector Público de la Licenciatura de Economía en el curso 2010/11 y, al año siguiente, con Sector Público I del Grado de Economía. Evaluamos esta nueva práctica docente cuyos resultados se publicaron en la Revista de Docencia Universitaria (Hierro, Atienza y Pérez, 2014). Desde entonces el sistema de enseñanza/aprendizaje mediante juegos lo seguimos aplicando en la mencionada asignatura Sector Público I y, desde 2015-16, en la misma asignatura, pero del Grado de Derecho y Economía. Hemos vuelto a evaluar los resultados de esta práctica docente mediante juegos en los cursos 2015/16 y 2016/17 con dos novedades fundamentales: hemos incorporado un tema nuevo al método de enseñanza mediante juegos y hemos obtenido mayor información sobre evaluación por parte del alumnado de este método y, asimismo, información por primera vez sobre su evaluación sobre el comportamiento polizón y de liderazgo y de la presencia de efecto compañero. Pues bien, aquí presentamos los resultados incorporando esas novedades señaladas, que confirman los resultados de la evaluación inicial señalada, es decir, el TG-QT mejora la estrategia de estudio y las capacidades generales y aumenta el nivel de conocimientos en las lecciones en las que se aplica esta metodología; además, produce un incremento del rendimiento académico.
This study aimed to bring theoretical and methodological contributions from collective ethnography and the use of photographs / audiovisual resources to enrich the ethnographic work in Bernard Lahire. The proposed theoretical approach has the potential to encourage the study of the place of origin, in the foreground, in the analysis and composition of sociological portraits; and enhance the participation of respondents in the production of ethnographies. The approach to collective ethnography was made possible by i) the study of mobility in the urban space, referring to the transit of young people in different fields of practice; ii) the involvement of those surveyed in ethnographic productions, from working in the field to preparing reports; and iii) include the study of mobility and spatiality in Lahire\'s ethnographic studies. As for the use of photographs / audiovisual resources, they tend to expand the production of data in the field and bring the eyes of the investigated themselves to the process.
Covid-19 pandemic has transformed the formal education of universities from face-to-face to online education. The main platform for many universities to offer online education is the Learning Management System (LMS). What important in this situation is maintaining and increasing student engagement in the LMS environment. Although several studies have been conducted, further research is needed to extract strategies for maintaining and increasing student engagement in the LMS environment. This systematic review synthesizes available literature published between 2010 and 2020, focused on strategies for maintaining and increasing student engagement in the LMS environment in higher education contexts, and indexed in 11 databases. A total number of 40 articles and dissertations were included for review. The results indicate that most of the studies were conducted after 2016, especially in the United States, through a quantitative approach to address student perceptions. Data analysis showed that most of the reviewed strategies were related to behavioral engagement, including interaction with teacher, peers, content, and technology. Further research should focus on graduate and post-graduate students using multiple research methods. In addition, future research should be done on strategies for maintaining and increasing LMS user engagement, especially the cognitive and affective dimensions of student engagement.
The rationale of this study was exploring faculty insights about online teaching barriers that they faced during pandemic. Respondents had experience of full semester e- teaching during first wave of COVID. Google Forms questionnaire was data collection tool and study was quantitative in nature. The method and mode of data collection was questionnaire link that was posted various WhatsApp groups owned by university teachers. University faculty pertaining to all disciplines of academics were invited for participation. One hundred nine (109) faculty members participated in this survey. During the data collection period faculty was away from campus due to second wave of corona virus in Pakistan. SPSS software was used for data analysis and data was generated in percentages against each variable included in the questionnaire. Findings demonstrated that faculty acceptance of e-learning technologies, faculty development towards online technology, lack of ownership, engaging students online, administrative support and load shedding of electricity were barriers that impeded online teaching in universities of Pakistan.
Password alone is not trusted for user authentication since mere password cannot give full surety of proper access control. The authentication of the users is one of the key areas in research and practice in the domain of e-security. The threats from hackers are also growing and therefore need for a highly efficient defense safeguard protection against hackers and unauthorized users. The different password entering techniques create problems related to usability and inherent security issues, whereas CAPTCHA techniques came into picture to boost up security via automated assistance. This CAPTCHA automated test is to be built qualified by real humans but not by a computer program. Such CAPTCHA program can be used to distinguish between humans and robots. This CAPTCHA has many applications in the security domain which is merged with encrypted hash function as accommodating advantages of retaining the facility of the graphical password schemes. This paper proposes an efficient authentication technique using graphical CAPTCHA with an AES encrypted hash password to maintain an applicable security accessing systems. This proposed three layered security system joins highly efficient security mechanisms to avoid users stress of entering password many times or different other hectic routines in order to save account. Our authentication technique includes CAPTCHA as a module combined with SHA2 as an encrypted hash function, as efficiently improve the security showing fast attractive remarks as compared to related systems.
The countability of the set of nite subsets of natural numbers is derived.