Suchergebnisse

En el presente estudio se aborda la situación actual en el tema de la detección precoz de mobbing. La prevención del acoso laboral se puede llevar a cabo mediante una serie de medidas desarrolladas por las empresas. En este artículo veremos las medidas tomadas por el gobierno de Suecia, aportaciones del sindicato Comisiones Obreras, el reglamento de los Servicios de Prevención, apuntes de jesús Pérez Bilbao, Manuel Fidalgo Vega y Javier Vrespán Echegoyen. Todos tienen en común que se deben tomar medidas que fomenten en el trabajo un clima de respeto y tolerancia entre todos los trabajadores de una empresa. ; In the present study the current situation of the early detection of mobbing is addressed. The prevention of workplace harassment can be carries out by a series of measures developed by the companies. In this paper we will see the measures taken by the Swedish government, contributions from the Worker's commissions Union, regulations of the Prevention Services, notes by Jesús Pérez Bilbao, Manuel Fidalgo Vega and Javier Vrespán Echegoyen. All have in common that measures must be taken to promote a respectful and tolerant working atmosphere among the workers of a company.

El presente estudio fue realizado en la provincia de Rodríguez de Mendoza en Amazonas (Perú), con el objetivo de caracterizar las unidades agropecuarias cafetaleras (UAC) instaladas en esta región. La población estuvo constituida por 7061 productores, y se calculó un tamaño de muestra de 104 productores, a los cuales se les aplicó una encuesta debidamente validada y conformada por ítems vinculados a aspectos técnicos y socioeconómicos relacionados con la UAC. La información recopilada y tabulada fue sometida a la técnica multivariada de análisis de conglomerados para detectar las variables de mayor incidencia en la diferenciación de grupos con características similares, para esto se utilizó un dendograma como elemento gráfico para precisar las variables asociadas a la diferenciación. Los resultados evidencian la existencia de cinco grupos significativamente diferenciados, que indican a la variedad catimor como la más cultivada y la presencia de broca y roya del café como los problemas fitosanitarios más importantes. También se observó que la mayoría de las UAC fueron menores a dos hectáreas, realizan cultivos bajo sombra y estuvieron vinculadas a la producción orgánica, además, alcanzaron rendimientos ligeramente superiores al promedio nacional aunque aún se muestra deficiencia en las prácticas del cultivo y la comercialización.

Phenomena such as the growth or massification and democratization of access to higher education are at the basis of the new role that universities playin developed societies. In this new function, the university definitively ceasesto havea monopoly on research and the academic body ceases to pivot in a balanced way between the traditional functions of research and teaching (gher & Savage, 2020), to fragment into different ways of exercising the profession with different weights for the various functions. Both the loss of the monopoly of research and the need for alliances with the productive sector, as well as the transformation in the vision of the training of professionals (Bourke, 2019), the rise of privatization and theemergence of new institutional formats of Higher Education, have generated the need to increase the processes of accountability to society (Latif et al, 2019) and, therefore, to implement accreditation and evaluation mechanisms based on standards. In this paper we will analyze three of the logics that have been linked to institutional evaluation: accountability, compliance with requirements and improvement. Through these logics, a culture of quality is externally imposed in universities that tends towards excellence and moves internal processes (Pulido, 2005): (a) of resistance or bureaucratization; (b) of adjustment and implementation; (c) or of appropriation and improvement. It is in this third case, in which the teaching action is modeled, strengthening the emergence of novel professional features and functions. All this occurs in a non-uniform manner depending on the nature of each institution concerned and on the stage of professional development of the teacher, his or her expectations, training, and the life cycle of each teacher. ; Fenómenos como el crecimiento o masificación y la democratización de acceso a la Educación Superior están en la base de la nueva función que las universidades juegan para las sociedades desarrolladas. En esta nueva función la universidad deja de poseer ...

Brood parasitism frequently leads to a total loss of host fitness, which selects for the evolution of defensive traits in host species. Experimental studies have demonstrated that recognition and rejection of the parasite egg is the most common and efficient defence used by host species. Egg-recognition experiments have advanced our knowledge of the evolutionary and coevolutionary implications of egg recognition and rejection. However, our understanding of the proximate mechanisms underlying both processes remains poor. Egg rejection is a complex behavioural process consisting of three stages: egg recognition, the decision whether or not to reject the putative parasitic egg and the act of ejection itself. We have used the blackbird (Turdus merula) as a model species to explore the relationship between egg recognition and the act of egg ejection. We have manipulated the two main characteristics of parasitic eggs affecting egg ejection in this grasp-ejector species: the degree of colour mimicry (mimetic and non-mimetic, which mainly affects the egg-recognition stage of the egg-rejection process) and egg size (small, medium and large, which affects the decision to eject), while maintaining a control group of non-parasitized nests. The behaviour of the female when confronted with an experimental egg was filmed using a video camera. Our results show that egg touching is an indication of egg recognition and demonstrate that blackbirds recognized (i.e., touched) non-mimetic experimental eggs significantly more than mimetic eggs. However, twenty per cent of the experimental eggs were touched but not subsequently ejected, which confirms that egg recognition does not necessarily mean egg ejection and that accepting parasitic eggs, at least sometimes, is the consequence of acceptance decisions. Regarding proximate mechanisms, our results show that the delay in egg ejection is not only due to recognition problems as usually suggested, given that experimental eggs are not touched significantly more often. Thus, the delay in egg ejection is mainly the consequence of a delay in the decision to eject, probably triggered by mechanical constraints imposed by eggs that are harder to eject (i.e. larger). Our results offer important information on the relationships between recognition and ejection and contribute to a better understanding of host defences against brood parasites. ; Financial support was provided by the Junta de Andalucía (research project CVI-6653). JDI is funded by a postdoctoral contract (TAHUB-104) from the "Andalucía Talent Hub" program (co-funded by the European's Union Seventh Framework Program Marie Skłodowska-Curie actions (COFUND) and the regional Government of Andalucía).

El artículo presenta los resultados de un estudio que tuvo como objetivo identificar los fines hacia los que se orienta la educación latinoamericana y caribeña en los años iniciales del siglo XXI. El empleo del método comparativo, propio de estos estudios, apoyado en otros métodos del nivel teórico, como el análisis-síntesis, la inducción-deducción, y el análisis documental hicieron posible el cumplimiento del objetivo propuesto. Se utilizaron como fuentes principales de información los textos de las leyes nacionales de educación que se encuentran vigentes en 16 países de América Latina y el Caribe, promulgadas o actualizadas entre 1991 y 2016. Desde los resultados del estudio se pudo colegir que los fines de la educación latinoamericana y caribeña están expresados desde dos perspectivas generales: 1) como las "aspiraciones que la educación debe convertir en realidad, en lo concerniente a la formación del individuo" para su desarrollo como persona (hominización), una relación coherente con el entorno humano (social) en que se desenvuelve (socialización), y el desarrollo de su capacidad de crear cultura y vivir dentro de un entorno cultural (culturación) y; b) como las "contribuciones estratégicas que la educación debe hacer" para coadyuvar a la mejora de la sociedad, en un contexto sociohistórico específico.Se hizo evidente, desde los fines expuestos, que la educación intenta hacer frente con mayor pertinencia a los grandes desafíos que afrontan los países de la regiónen los albores del siglo XXI, en el escenario de un mundo globalizado.ABSTRACTThe paper describes the findings of study aimed at identifying the goals of Latin American and Caribbean education in the early years of the 21st century. The use of the comparative method, on which this study was based, supported by other methods of the theoretical level, such as analysis-synthesis, induction-deduction, and documentary analysis made possible the fulfillment of the pursued objective. The main sources of information were documents related to educational legislation in 16 countries of Latin America and the Caribbean, promulgated or updated between 1991 and 2016. The findings lead to conclude that theeducation goals of Latin America and the Caribbean are expressed from two general perspectives: 1) as the "expectations that educating individuals must turn into reality as personal development (hominization), a coherent relationship with the human social environment in which it develops (socialization), and the development of its capacity to create culture and to live within a cultural environment and; b) as "strategic contributions that education must do "to contribute to the improvement of society, in a specific socio-historical context. Accordingly, it became evident that education attempts to achieve a larger pertinencein facing current challenges in the context of a globalized world.

Este estudio analiza las diversas combinaciones de consistencia y de inconsistencia en los estilos educativos de ambos progenitores y su relación con los problemas de ajuste psicosocial que informan sus hijos. Los participantes fueron 840 estudiantes de E.S.O. con edades entre los 12 y 16 años. Para la obtención de los estilos educativos parentales se utilizó el análisis de clúster. Los resultados muestran que los hijos informan de menor incidencia de problemas externalizantes e internalizantes cuando se atribuye un estilo democrático a ambos padres. Los hijos que tienen un solo progenitor democrático presentan menores problemas de ajuste psicosocial frente a situaciones familiares donde no está implicado el estilo democrático. Finalmente los hijos que tienen padres que coinciden en un estilo afectivo-autoritario presentan menos problemas externalizantes. ; This paper analyzed the different consistent and inconsistent combination of maternal and paternal parenting styles and their relationships with psychosocial adjustment problems reported by their children. The participant were 840 Secondary schools students, aged 12 to 16. A cluster analysis was performed in order to obtain the parenting styles of both mothers and fathers. The results shown that children report lower levels of internalizing and externalizing problems when assigning a democratic style to both parents. Children who have a father or a mother with a democratic style have lower psychosocial adjustment problems than family situations where the democratic style is not present. Finally, children whose parents agree on an affective-authoritarian style have fewer externalizing problems. ; peerReviewed

This paper analyzed the different consistent and inconsistent combination of maternal and paternal parenting styles and their relationships with psychosocial adjustment problems reported by their children. The participant were 840 Secondary schools students, aged 12 to 16. A cluster analysis was performed in order to obtain the parenting styles of both mothers and fathers. The results shown that children report lower levels of internalizing and externalizing problems when assigning a democratic style to both parents. Children who have a father or a mother with a democratic style have lower psychosocial adjustment problems than family situations where the democratic style is not present. Finally, children whose parents agree on an affective-authoritarian style have fewer externalizing problems. ; Este estudio analiza las diversas combinaciones de consistencia y de inconsistencia en los estilos educativos de ambos progenitores y su relación con los problemas de ajuste psicosocial que informan sus hijos. Los participantes fueron 840 estudiantes de E.S.O. con edades entre los 12 y 16 años. Para la obtención de los estilos educativos parentales se utilizó el análisis de clúster. Los resultados muestran que los hijos informan de menor incidencia de problemas externalizantes e internalizantes cuando se atribuye un estilo democrático a ambos padres. Los hijos que tienen un solo progenitor democrático presentan menores problemas de ajuste psicosocial frente a situaciones familiares donde no está implicado el estilo democrático. Finalmente los hijos que tienen padres que coinciden en un estilo afectivo-autoritario presentan menos problemas externalizantes.

En la Universidad del Siglo XXI, la función de liderazgo está en la base de los procesos de surgimiento, mantenimiento e institucionalización de una nueva cultura de la calidad (Fernández Cruz, 2015). En este contexto, las universidades han creado unas Unidades de Calidad como responsables de los procesos de acreditación, seguimiento y renovación de títulos que deben actuar como verdaderos impulsores de unas acciones de mejora para las que resulta indispensable la puesta en marcha de procesos de evaluación y seguimiento que exigen el ejercicio de un liderazgo que fomente una cultura de calidad que impregne el quehacer diario de la institución. Los nuevos Títulos de Grado establecidos dentro del Espacio Europeo de Educación Superior demandan una serie de actuaciones que deben ser ejecutadas por los llamados Coordinadores de Grado como responsables de la coordinación de los equipos docentes. Además de lo anterior, el proceso de internacionalización que conlleva el Espacio Europeo de Educación Superior supone el desarrollo de estrategias de liderazgo a nivel interno, que se han traducido hacia el exterior en un fuerte liderazgo institucional (Cleveland-Innes, 2012; Juárez- Casalengua, 2015), y en un impulso y liderazgo político e institucional de la UE. Por otra parte, y dado que la mayoría de los trabajos de investigación sobre liderazgo se han centrado tradicionalmente en los cargos directivos, hemos querido abordar desde una óptica alternativa la función de liderazgo que ejercen los estudiantes universitarios mediante los diferentes cargos de representación que desempeñan. Finalmente, dedicamos un apartado al estudio de la importancia que tiene la formación en liderazgo en los planes de estudio de los futuros maestros, comprobando qué ante la carencia de una formación suficiente, los maestros buscan su preparación en el ejercicio del liderazgo fuera de su formación inicial: a través de cursos de formación continua o incluso de Másteres. ; In the 21st century university, the leadership function is at the base of the processes of emergence, maintenance and institutionalization of a new culture of quality (Fernández Cruz, 2015). In this context, the universities have created Quality Units to facilitate the process of accreditation, monitoring and renewal official degrees. This units must act as real drivers of improvement for which it is essential implement assessment and monitoring procedures that require a leadership that foster a culture quality in the daily activities of the institution. The new official degrees established under European Higher Education Area demand a series of actions that must be carried out by the so-called Degree Coordinators as responsible for the coordination of the teaching teams. In addition to the above, the internationalization that entails the European Higher Education Area implies the development of internal leadership strategies that have been turned into strong institutional leadership (Cleveland-Innes, 2012; Juárez- Casalengua, 2015), and in an impetus and political and institutional leadership of the EU. On the other hand, as most of the research on leadership has traditionally focused on managerial positions, we have wanted to approach from an alternative perspective the leadership function exercised by university students through the different representation positions they perform. Finally, we devote a section to the study of the importance of leadership training in the studies 'plans of future teachers, proving that in the absence of enough training, teachers seek their preparation in the exercise of leadership outside of their training Initial: through continuous training courses or even Masters.

Coptotermes testaceus (L.) (Rhinotermitidae) is a subterranean termite species that causes damage in urban and agricultural areas in the neotropics. Despite its economic importance, there are no studies on its basic biological aspects for laboratory management and the development of strategies for its control. The objective of the present study was to evaluate the relative humidity, temperature, substrate moisture and preference to different wood substrates for the best C. testaceus survival under laboratory conditions. For this, a range of eight relative humidity (from 9 to 100%), three temperatures (20, 25 and 30 °C), six substrates (Pinus sp, Cedrela odorata (L.), Cocos nucifera (L.), Eucalyptus urophylla (S. T. Blake), Haematoxylum campechianum (L.) and Tabebuia rosea [Bertol.] DC) and four substrate moistures, (0 to 60%) were tested. The results of this study indicated a significant effect of all factors on termite survival or termite preference. When tested independently, the highest survival percentage of C.testaceus was obtained with humidity of 100%, temperature of 20 °C, substrate moisture of 60% and the Eucalyptus urophylla substrate, reaching 83.33% survival at 21 days of observation. With these preliminary assays on small termite groups, it is concluded that with the appropriate percentages of humidity, temperature and substrate and the interaction of these three factors, further research can be conducted using larger termite groups in biologically relevant conditions, in order to study various aspects of C. testaceus biology.