RESUMO
This paper studies the influence of community capitals on well-being through a Community Capital Index (CCI) within coffee-growing families in southern Colombia. Our results show different farm typologies, with different levels of capital endowment translated into well-being that, in our case, were represented in the CCI. Specifically, social and political capitals positively affect coffee-growing families' decisions in terms of life strategies. The results of this study increase our understanding of welfare enhancement and its relationship with capital endowment according to the type of coffee producer, having implications for the planning of more effective programs towards the improvement of quality of life.
Assuntos
Características da Família , Qualidade de Vida , Capital Social , Café , Colômbia , Humanos , Características de ResidênciaRESUMO
En el presente artículo, continúo con el titulado Pensar pedagógicamente desde el constructivismo: de las concepciones a las prácticas pedagógicas, publicado en la Revista de Estudios Sociales de la Universidad de los Andes (1). Allí presentaba las que son para mí las principales concepciones constructivistas y sustentaba que ellas nos permiten a los profesores de cualquier disciplina y nivel educativo cambiar nuestras concepciones tradicionales asociadas con la transmisión del conocimiento. Al hacerlo, los principios constructivistas nos permiten también renovar nuestra visión de lo que es el aprendizaje y cómo ocurre, y crear nuevas prácticas pedagógicas para un mejor aprendizaje crítico en los alumnos. Aquí discuto cómo estas concepciones no han logrado realmente penetrar nuestra práctica pedagógica a ningún nivel, desde los currículos hasta las prácticas de aula, y describo un panorama posible de verdadero uso de principios constructivistas en pedagogía.
In the present article I continue the one I published in Revista de Estudios Sociales, Universidad de los Andes, entitled Pensar pedagógicamente desde el constructivismo: De las concepciones a las prácticas pedagógicas (Thinking pedagogically from constructivism: From pedagogical conceptions to pedagogical practices) (1). There I presented what are to me the principal constructivist conceptions; I also supported the idea that they allow us, teachers of any discipline and educational level, to change our traditional conceptions related to the transmission of knowledge. In doing so, constructivist principles also allow us to renew our vision of learning and how it occurs and to create new pedagogical practices for better critical learning in our students. Here I discuss the fact that these conceptions have not really entered our pedagogical practice at any level, from curriculum to class activities, and I describe a possible panorama of real use of constructivist principles in pedagogy.
Assuntos
Humanos , Universidades , Ensino , Conhecimento , Currículo , AprendizagemRESUMO
To determine reproducibility of inflammatory marker concentrations in induced sputum from subjects with cystic fibrosis (CF), 15 nonexpectorating children, 6 to 13 years of age with mild CF lung disease, underwent 3 weekly sputum inductions with 3% saline. Neutrophil elastase concentration and bacterial cultures were reproducible. This study provides useful information for investigators designing trials of anti-inflammatory therapies in CF involving sputum induction.