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Este Trabajo de Fin de Grado presenta una propuesta de intervención cuyo propósito principal es dotar a los estudiantes del grado en Educación Primaria de la Universidad de Sevilla de las nociones necesarias para llevar a cabo una buena práctica docente en su futuro laboral, atendiendo correctamente a las necesidades de los alumnos y alumnas diagnosticados con altas capacidades intelectuales. Esta propuesta de intervención se presenta en forma de taller online, el cual se ha desarrollado en la plataforma online Moodle. Este trabajo comienza con una introducción donde se habla sobre el motivo por el que se decide tratar este tema, y la importancia de una buena práctica docente para cubrir las necesidades que presentan estos alumnos y alumnas. A continuación, se desarrolla un marco teórico donde se habla sobre los antecedentes de las investigaciones del concepto de altas capacidades, así como de sus características, problemas asociados y las diferentes estrategias de intervención educativa existentes. Por último, se presenta el taller online en el cual se exponen aspectos relevantes a tratar con estos alumnos tales como la creatividad y la inteligencia emocional, entre otros., This Final Degree Project presents an intervention proposal whose main purpose is to provide students of Primary Education Degree at the University of Seville with the necessary notions to accomplish a good teaching practice in their professional future, regarding the suitable address of the needs of students diagnosed with high intellectual abilities. This proposal for intervention is presented in the form of an online workshop, which has been developed in the online platform Moodle. This assignment begins with an introduction where the reason of choosing this topic is talked about and the importance of a good teaching practice to meet the needs of these students. Next, a theoretical framework is developed where the background of the research on the concept of high abilities is discussed, as well as its characteristics, associated problems and the different existing strategies for educational intervention. Finally, the online workshop is presented, in which relevant aspects to deal with these students are expounded, such as creativity and emotional intelligence among others. A questionnaire was carried out to 45 students in 2nd year of Primary Education Degree to know the previous ideas they had about high abilities and, in this way, to be able to develop the workshop according to specific needs. This online workshop is designed around three sessions; with three activities per each. Every activity has clarified objectives, as well as the necessary resources to do them.

Digital competence is key to the education of 21st century university students. This was the understanding of the European Union, which established 21 competencies for its development. One of them deals with digital commitment and participation. Recent literature and research offer us some instruments to measure this cyberactivism through concrete actions. A study is proposed that carries out a first approach to the cyberactivism of university students through a sample of 605 interviewed through the Internet. Once again, the high digital literacy but the scarce use for an active digital citizenship of the Internet is verified, which constitutes a new digital divide. There is also a negative correlation between cyberactivism and those who use the Internet most to do their university work. The discussion and conclusion reflect on and proposes lines of research and strategies for educational intervention to promote active digital citizenship among university students., La competencia digital es clave para la formación de los universitarios del siglo XXI. Así lo entendió la Unión Europea que estableció 21 competencias para su desarrollo. Una de ellas, trata el compromiso y la participación digital. La literatura e investigaciones recientes nos ofrecen algunos instrumentos para medir ese ciberactivismo a través de acciones concretas. Se plantea un estudio que lleva a cabo una primera aproximación al ciberactivismo de los estudiantes universitarios a través de una muestra de 605 entrevistados a través de internet. Se constata una vez más, la alta alfabetización digital pero el escaso uso para una ciudadanía digital activa de internet, lo que constituye una nueva brecha digital. También se encuentra una correlación negativa entre el ciberactivismo con aquellos que más utilizan internet para realizar sus trabajos universitarios. En la discusión y conclusión se reflexiona y se proponen líneas para seguir investigando y estrategias para una intervención educativa que ayuden a promover una ciudadanía digital activa entre los universitarios.

Digital competence is key to the education of 21st century university students. This was the understanding of the European Union, which established 21 competencies for its development. One of them deals with digital commitment and participation. Recent literature and research offer us some instruments to measure this cyberactivism through concrete actions. A study is proposed that carries out a first approach to the cyberactivism of university students through a sample of 605 interviewed through the Internet. Once again, the high digital literacy but the scarce use for an active digital citizenship of the Internet is verified, which constitutes a new digital divide. There is also a negative correlation between cyberactivism and those who use the Internet most to do their university work. The discussion and conclusion reflect on and proposes lines of research and strategies for educational intervention to promote active digital citizenship among university students., La competencia digital es clave para la formación de los universitarios del siglo XXI. Así lo entendió la Unión Europea que estableció 21 competencias para su desarrollo. Una de ellas, trata el compromiso y la participación digital. La literatura e investigaciones recientes nos ofrecen algunos instrumentos para medir ese ciberactivismo a través de acciones concretas. Se plantea un estudio que lleva a cabo una primera aproximación al ciberactivismo de los estudiantes universitarios a través de una muestra de 605 entrevistados a través de internet. Se constata una vez más, la alta alfabetización digital pero el escaso uso para una ciudadanía digital activa de internet, lo que constituye una nueva brecha digital. También se encuentra una correlación negativa entre el ciberactivismo con aquellos que más utilizan internet para realizar sus trabajos universitarios. En la discusión y conclusión se reflexiona y se proponen líneas para seguir investigando y estrategias para una intervención educativa que ayuden a promover una ciudadanía digital activa entre los universitarios.

Digital competence is key to the education of 21st century university students. This was the understanding of the European Union, which established 21 competencies for its development. One of them deals with digital commitment and participation. Recent literature and research offer us some instruments to measure this cyberactivism through concrete actions. A study is proposed that carries out a first approach to the cyberactivism of university students through a sample of 605 interviewed through the Internet. Once again, the high digital literacy but the scarce use for an active digital citizenship of the Internet is verified, which constitutes a new digital divide. There is also a negative correlation between cyberactivism and those who use the Internet most to do their university work. The discussion and conclusion reflect on and proposes lines of research and strategies for educational intervention to promote active digital citizenship among university students., La competencia digital es clave para la formación de los universitarios del siglo XXI. Así lo entendió la Unión Europea que estableció 21 competencias para su desarrollo. Una de ellas, trata el compromiso y la participación digital. La literatura e investigaciones recientes nos ofrecen algunos instrumentos para medir ese ciberactivismo a través de acciones concretas. Se plantea un estudio que lleva a cabo una primera aproximación al ciberactivismo de los estudiantes universitarios a través de una muestra de 605 entrevistados a través de internet. Se constata una vez más, la alta alfabetización digital pero el escaso uso para una ciudadanía digital activa de internet, lo que constituye una nueva brecha digital. También se encuentra una correlación negativa entre el ciberactivismo con aquellos que más utilizan internet para realizar sus trabajos universitarios. En la discusión y conclusión se reflexiona y se proponen líneas para seguir investigando y estrategias para una intervención educativa que ayuden a promover una ciudadanía digital activa entre los universitarios.

Asthma is widely prevalent among US children, particularly in homeless children, who often lack proper medication storage or the ability to avoid environmental triggers. In this study, we assess asthma-attributed health care use among homeless youth. We hypothesize that asthma hospitalization rates, symptom severity, and admission through the emergency department (ED) will be higher among homeless youth compared with nonhomeless youth. This secondary data analysis identified homeless and nonhomeless pediatric patients (<18 years old) with a primary diagnosis of asthma from New York statewide inpatient databases between 2009 and 2014. Hospitalization rate, readmission rate, admission through the ED, ventilation use, ICU admittance, hospitalization cost, and length of stay were measured. We identified 71 837 asthma hospitalizations, yielding 73.8 and 2.3 hospitalizations per 1000 homeless and nonhomeless children, respectively. Hospitalization rates varied by nonhomeless income quartile, with low-income children experiencing higher rates (5.4) of hospitalization. Readmissions accounted for 16.0% of homeless and 12.5% of nonhomeless hospitalizations. Compared with nonhomeless patients, homeless patients were more likely to be admitted from the ED (odds ratio 1.96; 95% confidence interval: 1.82-2.12; P < .01), and among patients >5 years old, homeless patients were more likely to receive ventilation (odds ratio 1.45; 95% confidence interval: 1.01-2.09; P = .04). No significant differences were observed in ICU admittance, cost, or length of stay. Homeless youth experience an asthma hospitalization rate 31 times higher than nonhomeless youth, with higher rates of readmission. Homeless youth live under uniquely challenging circumstances. Tailored asthma control strategies and educational intervention could greatly reduce hospitalizations.

There are studies in adolescents according to gender, however, there is no evidence of studies on cognitive development in indigenous adolescents enrolled in school. In this context, we focus on the study of the characteristics and peculiarities of the neuropsychological evaluation, considering the indigenous adolescents attending school as a peculiar factor to study, in order to obtain an approximation of the state of cognitive functions. With the neuropsychological evaluation, the state of the cognitive functions will be known, so that in the future it is considered to adapt plans and strategies of educational intervention according to the characteristics of each educated indigenous adolescent, contributing in this way to the development of rural communities. The objective of the study was to evaluate neuropsychological cognitive functions in indigenous adolescents schooled between 16 and 17 years, based on the Higher Technological Institute "Angel Polibio Chávez" of the city of Guaranda - Bolívar Province, in the academic period 2015 - 2016; To determine healthy cognitive functions, Determine which cognitive functions are altered, Determine the particularities of cognitive functions in indigenous adolescents in school., Existen estudios en adolescentes en función del género, sin embargo, no hay evidencia de estudios sobre el desarrollo cognitivo en adolescentes indígenas escolarizadas. En este contexto nos centramos en el estudio de las características y particularidades de la evaluación neuropsicológica considerando a las adolescentes indígenas escolarizadas como un factor peculiar a estudiar, para obtener una aproximación del estado de las funciones cognitivas. Con la evaluación neuropsicológica se conocerá el estado de las funciones cognitivas, para en un futuro se considere adecuar planes y estrategias de intervención educativa acorde a las características propias de cada adolescente indígena escolarizada, contribuyendo de esta manera al desarrollo de comunidades rurales. El objetivo del estudio fue evaluar neuropsicológicamente las funciones cognitivas en adolescentes indígenas escolarizadas entre 16 y 17 años, tomando como base el Instituto Tecnológico Superior “Angel Polibio Chávez” de la ciudad de Guaranda - Provincia Bolívar, en el periodo académico 2015 – 2016; Determinar funciones cognitivas indemnes, Determinar qué funciones cognitivas se encuentran alteradas, Determinar las particularidades de las funciones cognitivas en adolescentes indígenas escolarizadas.

Objetivo: avaliar a realização de intervenções educativas para os cuidadores de crianças com cardiopatia congênita como estratégia para redução do nível de ansiedade. Métodos: Estudo do tipo grupo intervencionista, realizada em um hospital de referência de Pernambuco, no período de junho a setembro de 2014. Resultados: Participaram do estudo 32 cuidadores de crianças com cardiopatia congênita. Observou-se que os cuidadores de crianças com cardiopatia congênita apresentaram-se com nível de ansiedade menor após as intervenções educativas realizadas pelo enfermeiro no pré-operatório quando comparados com os que não receberam (12,47±8,98 versus 17,12±10,46). Conclusão: Conclui-se que as estratégias de intervenção educativa produzem efeitos positivos na melhoria do grau de ansiedade em cuidadores de crianças com cardiopatia congênita., Objetivo: Evaluar el rendimiento de las intervenciones educativas para los cuidadores de niños con cardiopatía congénita como una estrategia para reducir el nivel de ansiedad. Métodos: Estudio de grupo intervencionista, realizado en un hospital de referencia en Pernambuco, de junio a septiembre de 2014. Resultados: Los participantes fueron 32 cuidadores de niños con cardiopatía congénita. Se observó que los cuidadores de niños con cardiopatía congénita presentaron un menor nivel de ansiedad después de las intervenciones educativas realizadas por la enfermera en el período preoperatorio en comparación con los que no recibieron (12.47 ± 8.98 versus 17.12 ± 10.46). Conclusión: Se concluye que las estrategias de intervención educativa tienen efectos positivos en la mejora del nivel de ansiedad en cuidadores de niños con cardiopatía congénita., Objective: to evaluate the performance of educational interventions for caregivers of children with congenital heart disease as a strategy to reduce the level of anxiety. Methods: Interventional group study, performed at a referral hospital in Pernambuco, from June to September, 2014. Results: 32 caregivers of children with congenital heart disease participated in the study. It was observed that caregivers of children with congenital heart disease presented a lower level of anxiety after the educational interventions performed by the nurse in the preoperative period when compared to those who did not participate (12.47 ± 8.98 versus 17.12 ± 10.46). Conclusion: It is concluded that strategies of educational intervention have positive effects on the improvement of anxiety level in caregivers of children with congenital heart disease.

The spectrum syndromes considered rare by medical literature is very wide. This research has focused on four syndromes (Prader-Willi, Rett, Angelman and Kabuki syndrome), linked by the presence of mental retardation, though to different degrees, and following a policy of incidence statistics. The research shows the most recent findings on cognitive functioning, the development of the personality, the relational aspects and possible strategies of educational intervention, rehabilitation and social integration for each syndrome. The issues of this work are developed within an epistemological framework designed to problematize the ‘care’ dimension as an ontological model with close relations with the educational sciences. Only recently social sciences have begun to inquire about the meaning of care in pedagogical terms, leaving the old points of view who saw it relegated and limited to a medical practice (care as lack) or to a natural process of parental and family support (care as obviousness). The aim of this work is to recover the complexity and depth of meaning of the care concept, through the historical and philosophical significance of the word, against any attempts of crystallization of it and in order to use it in educational sciences.

The spectrum syndromes considered rare by medical literature is very wide. This research has focused on four syndromes (Prader-Willi, Rett, Angelman and Kabuki syndrome), linked by the presence of mental retardation, though to different degrees, and following a policy of incidence statistics. The research shows the most recent findings on cognitive functioning, the development of the personality, the relational aspects and possible strategies of educational intervention, rehabilitation and social integration for each syndrome. The issues of this work are developed within an epistemological framework designed to problematize the ‘care’ dimension as an ontological model with close relations with the educational sciences. Only recently social sciences have begun to inquire about the meaning of care in pedagogical terms, leaving the old points of view who saw it relegated and limited to a medical practice (care as lack) or to a natural process of parental and family support (care as obviousness). The aim of this work is to recover the complexity and depth of meaning of the care concept, through the historical and philosophical significance of the word, against any attempts of crystallization of it and in order to use it in educational sciences.

La educación intercultural ha alcanzado en el ámbito de la educación carta de identidad. La problemática de la educación intercultural se ha modificado en nuestros días, no sólo porque los movimientos de población son cada vez más numerosos, plurales y frecuentes, sino también porque las circunstancias del mundo, actualmente, están penetradas por la mundialización de los fenómenos, la responsabilidad de la sociedad civil, el respeto a la diversidad y la consolidación de los derechos de primera, segunda y tercera generación, de una manera tal que nos obliga a replantear el concepto de interculturalidad desde nuevas perspectivas transnacionales y glocales que tienen alcance semántico. Para nosotros, hablar de interculturalidad implica hablar de comunicación intercultural, y ésta se compone de procesos de interacción, tanto verbales, como no verbales, que existen entre los miembros que pertenecen a grupos culturales diferentes en situaciones de diversidad. Atendiendo a estos planteamientos, en este trabajo defendemos que en el desarrollo de estrategias de intervención se tiene que reforzar la comunicación intercultural en un triple sentido: La comunicación intercultural como propuesta, la comunicación intercultural como promotora de innovación, la comunicación intercultural como fortalecimiento personal y de grupo, The intercultural education has reached in educational field specific identity. The conceptual context of the intercultural education has been modified in our days, not only because the migratory movements are more and more numerous, plural and frequent, but also because the circumstances of the world, at the moment, are engaged by the mundialización of the phenomena, the responsibility of the civil society, the respect to the diversity and the consolidation of the human rights (whether first, second or third generation ones), in a such way so that it forces to us to reframe the interculturality concept from new transnational and glocal perspectives that have semantic meaning. For us, to speak of interculturality concept implies to speak of intercultural communication and this one is made up of processes of interaction, as much verbal, as nonverbal, that exist between the members who belong to different cultural groups and are in status of diversity. Taking care of these expositions, in this work we clear that in the development of intercultural strategies in educational intervention, it must reinforce the intercultural communication in a triple sense: The intercultural communication like a ethical chance, the intercultural communication like innovation promoter, the intercultural communication like personal and groupal encouragement