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Browsing by Author "Restrepo Botero, Juan Carlos"

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    Análisis de la experiencia de formación de los Hermanos de La Salle en Istmina, Colombia durante los años 2002-2010
    (2012) Restrepo Botero, Juan Carlos; Ortiz Escobar, Claudia Patricia; Ochoa Uribe, Ana Marcela
    The Lasallian District of Medellin, Colom-bia requested Corporación Universitaria Lasallista to analyze the formation pro-cess received by postulants to De La Salle Brothers in Istmina, Colombia, from 2002 to 2010. Academic, religious, pedagogical, apostolic and personal formation experien-ces received there were analyzed in this case study –from a qualitative approach– by means of semi-structured interviews and focus groups. Personal and apostolic formations stand out among the results due to the characteristics of Istmina as a proper place for sensibilization and subjugation in proof of vocation. However, the reach of integral formation is questioned because academic formation presented meaningful deficiencies. In conclusion, even though formation experiences in vulnerable con-texts are appreciated –and contextualiza-tion of learning is deemed meaningful–, participants agree in the necessity of deve-loping strong competences to face educa-tional and apostolic practices.
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    Análisis de la experiencia de formación de los Hermanos de La Salle en Istmina, Colombia durante los años 2002-2010
    (2014-04-04) Restrepo Botero, Juan Carlos; Ortiz Escobar, Claudia Patricia; Ochoa Uribe, Ana Marcela
    The Lasallian District of Medellin, Colombia requested Corporación Universitaria Lasallista to analyze the formation process received by postulants to De La Salle Brothers in Istmina , Colombia, from 2002 to 2010. Academic, religious, pedagogical, apostolic and personal formation experiences received there were analyzed in this case study –from a qualitative approach– by means of semi-structured interviews and focus groups. Personal and apostolic formations stand out among the results due to the characteristics of Istmina as a proper place for sensibilization and subjugation in proof of vocation. However, the reach of integral formation is questioned because academic formation presented meaningful deficiencies. In conclusion, even though formation experiences in vulnerable contexts are appreciated –and contextualization of learning is deemed meaningful–, participants agree in the necessity of developing strong competences to face educational and apostolic practices.
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    Cognición social en personas con trastorno antisocial de la personalidad: una revisión teórica
    (Corporación Universitaria Lasallista, 2015-08-24) Restrepo Botero, Juan Carlos; Ruiz Pérez, María Consuelo; Arana Medina, Claudia Marcela; Alvis Rizzo, Alexander
    According to American Psychiatric Association ([APA], 2002), the antisocial personality disorder is a general pattern of disregard and violation of other people´s rights that starts during childhood or in the beginning of adolescence and goes on during adulthood, and it is also known as psychopathy, sociopathy or dissocial personality disorder. Among other elements, a compromise in the frontal lobes that affect executive functions and social cognition has been identified. With this revision, the idea is to provide basic conceptual tools that allow the orientation of future research routes and intervention strategies for social cognition within this population.
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    Desarrollo y transversalidad
    (2012-03-22) Tobón López, Luis David; Alvarado Sánchez, Jairo Augusto; Ortíz Escobar, Claudia Patricia; Buriticá Londoño, Ingrid; Restrepo Botero, Juan Carlos; Molina González, David Andrés; Posada Bernal, Rodrigo; Álvarez Hincapié, Carlos Federico; Borda Yepes, Víctor Hugo; Bedoya Mejía, Oswaldo; Rosero Noguera, Ricardo; Posada, Sandra L.; Cano Díaz, Victoria Eugenia; Roldán Aristizábal, Luz Marina; Ochoa Velásquez, Rafael; Gutiérrez Ramírez, Luz Adriana; Londoño Londoño, Julián Alberto; Millán Cardona, Leonidas de Jesús; Ciro Velásquez, Héctor José; Gil Garzón, Maritza Andrea; Rojano, Benjamín Alberto; Guerrero Eraso, Carlos Arturo; Restrepo Duque, Ana María; Cortés Rodríguez, Misael; Gómez Montoya, Rodrigo Andrés; Barrera Rendón, Santiago
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    Evaluación auténtica del impacto social de procesos, proyectos y productos de investigación universitaria: un acercamiento desde los grupos de investigación
    (Corporación Universitaria Lasallista, Editorial Lasallista, 2016) Escobar Londoño, Julia Victoria; Castaño, Diego Alberto; Ruiz Ruiz, Marilza Piedad; Restrepo Botero, Juan Carlos
    By achieving the goal of having professors and students support their research practices according to an assessment of the social impacts of their research processes, projects and products, there is an advance towards an integral formation of the professionals as Colombian and worldwide citizens. Such professionals are required to reach high transformation levels in the diverse dimensions, in order to promote processes for maintaining and improving their life projects and professional practices. Objective. To describe crucial elements for the generation of a methodology for assessing the social impact of the scientific and technological research projects and products developed in higher education institutions. Materials and methods. The methodological approach was based on the application of quantitative and qualitative focuses. The techniques used were documental revision, interviews to focus groups, design of human, structural and relational capital indicators, a comparison scale for directors and SWOT, among others. Results. Nowadays, universities have the challenge of fulfilling the ethical commitment that is the base of their creation. They must assess the social impact of their research processes, projects and products when that commitment is assumed towards themselves and to other social actors. Conclusion. The challenge now is to form researchers who do not move away from the university ́s historical responsibility and achieve high qualification levels and a high mastery of strategic, technical and assessing instruments for measuring social impacts, thus orienting institutional choice making and contributing to a new social order in which equity and justice can be real. An advance towards an authentic assessment of the social impact of the processes, projects and products is achieved, as those who lead university research in Colombia can go beyond the simple scientometric measuring and take responsibility and social commitment paths.
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    La Felicidad: perspectivas y abordajes desde las Ciencias Sociales
    (2012-06-13) Muñoz Gaviria, Diego Alejandro; Osorio Gómez, Felipe; Rojas Rodríguez, Jaime Alberto; Vera Zapata, Wílmar; Uribe Cano, Juan Manuel; Vergara Medina, Cruz Elena; Ortíz Escobar, Claudia Patricia; Restrepo Botero, Juan Carlos
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    La revisión por pares (“peer review”) en las revistas científicas: una revisión que demanda atención
    (Corporación Universitaria Lasallista, 2014) Restrepo Botero, Juan Carlos
    The peer review is known as the best process available to evaluate the scientific papers subjected to a revision. Great virtues are attributed to them, but also some problems have been reported evidencing the weaknesses of such system. This article makes a synthesis of the most important virtues, critics and possible solution strategies reported by scientific literature in recent years. These inputs are expected to be useful for the editors, peers and authors of scientific journals and serve as a guide to those interested in continuing with the research work required to strengthen this evaluation system.
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    Neuropsicología y funciones ejecutivas
    (Corporación Universitaria Lasallista, 2012-03-29) Restrepo Botero, Juan Carlos; Molina González, David Andrés
    Abstract: The current era has been defined as the Brain Age. This is why neurosciences, among which neuropsychology plays a very important role, have had a very fast development in recent years. In the brain-conduct study, approached by neuropsychology, the number of reports in the scientific literature about the executive functions is growing. They are related to the frontal lobes and have a fundamental role in the coordination of several brain processes. For instance, they are a part of the neuropsychological rehabilitation in learning processes with children and adolescents. This chapter aims to define the executive functions, their anatomical and functional correlates and the way they have been approached by the scientific literature in relation to the different brain disorders. At first, there is a contextualization about clinic neuropsychology and the basic aspects of the way the brain works.
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    Propuesta de un protocolo abreviado para la evaluación de las funciones ejecutivas en niños y adolescentes
    (Corporación Universitaria Lasallista, 2012-08-30) Henríquez Posada, Norma; Restrepo Botero, Juan Carlos
    Introduction. In 2011 the Corporación Universitaria Lasallista´s Research Group on Applied Psychology made a research work aiming to establish the prevalence of some neuropsychological syndromes among children and adolescents in Caldas, Antioquia. Keeping in mind the need to reduce the time used in neuropsychological evaluations for these groups, briefer protocols with the same efficacy to diagnose are required. Objective. To determine the relationship that exists between the results of Wechsler´s Scale subtests for children (WISC IV) and the Neuropsychological Assessment for Children (ENI in Spanish) which were performed to evaluate the executive function of 30 children with special education needs from the Unidad de Atención Integral of Caldas, in 2011. Method. A research work with a quantitative, not experimental, transverse and correlational was performed. Instruments. WISC IV and ENI subtests that evaluate executive functions. Results. There is a statistically significant relationship between WISC IV concepts and ENI´s verbal semantic fluency (fruits); similarities between WISC IV and ENI´s verbal semantic fluency (animals); matrixes of WISC IV and ENI´s graphic fluency; matrixes of WISC IV and ENI´s cognitive flexibility errors. Conclusions. From the results obtained in the sample evaluated, it is concluded that it is possible to reduce some ENI´s subtests when WISC IV is simultaneously being applied. Therefore, in these cases the ENI´s evaluation protocols verbal fluency (animals), not semantic graphic fluency and verbal fluency (fruits) are considered for not to be included. This is, nevertheless, a proposal that must be validated in a representative sample, because this work explored an intended sample.
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