domingo, 29 de septiembre de 2019

HEALTHY DIET (Lucía Acevedo, Jessica Sánchez y Cinthia Durán )



Practical advice on maintaining a healthy diet

23 October 2018

Fruit and vegetables

Eating at least 400 g, or five portions, of fruit and vegetables per day reduces the risk of NCDs and helps to ensure an adequate daily intake of dietary fibre.
Fruit and vegetable intake can be improved by:
  • always including vegetables in meals;
  • eating fresh fruit and raw vegetables as snacks;
  • eating fresh fruit and vegetables that are in season; and
  • eating a variety of fruit and vegetables.

Fats

Reducing the amount of total fat intake to less than 30% of total energy intake helps to prevent unhealthy weight gain in the adult population. Also, the risk of developing NCDs is lowered by:
  • reducing saturated fats to less than 10% of total energy intake;
  • reducing trans-fats to less than 1% of total energy intake; and
  • replacing both saturated fats and trans-fats with unsaturated fats– in particular, with polyunsaturated fats.
Fat intake, especially saturated fat and industrially-produced trans-fat intake, can be reduced by:
  • steaming or boiling instead of frying when cooking;
  • replacing butter, lard and ghee with oils rich in polyunsaturated fats, such as soybean, canola (rapeseed), corn, safflower and sunflower oils;
  • eating reduced-fat dairy foods and lean meats, or trimming visible fat from meat; and
  • limiting the consumption of baked and fried foods, and pre-packaged snacks and foods (e.g. doughnuts, cakes, pies, cookies, biscuits and wafers) that contain industrially-produced trans-fats.

Salt, sodium and potassium

Most people consume too much sodium through salt (corresponding to consuming an average of 9–12 g of salt per day) and not enough potassium (less than 3.5 g). High sodium intake and insufficient potassium intake contribute to high blood pressure, which in turn increases the risk of heart disease and stroke.
Reducing salt intake to the recommended level of less than 5 g per day could prevent 1.7 million deaths each year.
People are often unaware of the amount of salt they consume. In many countries, most salt  comes from processed foods (e.g. ready meals; processed meats such as bacon, ham and salami; cheese; and salty snacks) or from foods consumed frequently in large amounts (e.g. bread). Salt is also added to foods during cooking (e.g. bouillon, stock cubes, soy sauce and fish sauce) or at the point of consumption (e.g. table salt).
Salt intake can be reduced by:
  • limiting the amount of salt and high-sodium condiments (e.g. soy sauce, fish sauce and bouillon) when cooking and preparing foods;
  • not having salt or high-sodium sauces on the table;
  • limiting the consumption of salty snacks; and
  • choosing products with lower sodium content.
Some food manufacturers are reformulating recipes to reduce the sodium content of their products, and people should be encouraged to check nutrition labels to see how much sodium is in a product before purchasing or consuming it.
Potassium can mitigate the negative effects of elevated sodium consumption on blood pressure. Intake of potassium can be increased by consuming fresh fruit and vegetables.

Sugars

In both adults and children, the intake of free sugars should be reduced to less than 10% of total energy intake.  A reduction to less than 5% of total energy intake would provide additional health benefits.
Consuming free sugars increases the risk of dental caries (tooth decay). Excess calories from foods and drinks high in free sugars also contribute to unhealthy weight gain, which can lead to overweight and obesity. Recent evidence also shows that free sugars influence blood pressure and serum lipids, and suggests that a reduction in free sugars intake reduces risk factors for cardiovascular diseases.
Sugars intake can be reduced by:
  • limiting the consumption of foods and drinks containing high amounts of sugars, such as sugary snacks, candies and sugar-sweetened beverages (i.e. all types of beverages containing free sugars – these include carbonated or non‐carbonated soft drinks, fruit or vegetable juices and drinks, liquid and powder concentrates, flavoured water, energy and sports drinks, ready‐to‐drink tea, ready‐to‐drink coffee and flavoured milk drinks); and
  • eating fresh fruit and raw vegetables as snacks instead of sugary snacks.

lunes, 2 de septiembre de 2019

Women representing India at Olympics 2020

National Sports Day 2019: Women representing India at Olympics 2020

August 29, 2019

National Sports Day 2019 is observed on August 29 to highlight the need for sports education and development of children in aspects beyond academics. August 29, 2019 also marks the 114th birth anniversary of Dhyan Chand, a legendary hockey player, who brought India not one but three Olympic gold medals – at Amsterdam in 1928, Los Angles in 1932 and Berlin in 1936. In fact, Dhyan Chand was so good in the sport that during one of his visits to the Netherlands, the authorities broke his hockey stick to check if there was a magnet inside. He joined the Indian army in 1922 at the age of 16 and retired in 1956 with the rank of a Major. 
On this occasion, let’s acquaint ourselves with India’s rising women sports stars who have made the country proud and are all set to represent the country at the upcoming Tokyo Olympics 2020starting on July 24 next year.
From former Youth Olympics gold winner Manu Bhaker to experienced shooter like Rahi Sarnobat and excellent sprinters like Hima Das and Dutee Chand, many Indian sportswomen have qualified for the big games next year.
Manu Bhaker: The 17-year old Indian professional sport shooter represented India at the 2018 International Shooting Sports Federation (ISSF) World Cup and won two gold medals. One of the youngest Indians in history to accomplish such a feat, she is also the winner of women’s 10 m air pistol event at the Commonwealth Games 2018.

Social and Emotional Development in Early Childhood

Social and Emotional Development in Early Childhood



How Kids Learn to Share and Care, By Kendra Cherry.

A tremendous amount of social and emotional development takes place during early childhood. As kids experience temper tantrums, mood swings, and an expanding social world, they must learn more about their emotions as well as those of other people.

Emotions and Social Experiences of Early Childhood
Throughout the toddler years, temper tantrums are quite common. There's a good reason why people often refer to this stage as the "terrible two's"! Toddlers tend to have rapid mood swings. While their emotions can be very intense, these feelings also tend to be quite short-lived. You might be stunned at how your child can go from screaming hysterically about a toy he wants at one moment to sitting in front of the television quietly watching his favorite show just moments later.
Children at this age can be very possessive and have difficulty sharing. Learning to get along with other children is an essential skill, however. In just a few short years, your child will go from spending most of his time with family and close friends to spending a large chunk of his day interacting, learning, and playing with other kids at school.
Helping Kids Develop Social and Emotional Skills
So how can you help your child learn how to play well with others? Social competence not only involves the ability to cooperate with peers; it also includes such things as the ability to show empathy, express feelings, and share generously. Fortunately, there are plenty of things that you can do to help your kids develop these all-important social and emotional skills.

Modeling appropriate behaviors is essential. Observation plays a vital role in how young children learn new things. If your child sees you sharing, expressing gratitude, being helpful, and sharing feelings, your child will have a good solid understanding of how to interact with other people outside the home. You can model these responses in your own household with both your child and other members of the family. Every time you say "please" or "thank you," you are demonstrating how you would like your children to behave.

Most importantly, be sure to offer praise when your children demonstrate good social behaviors. Reinforcement not only makes young children feel good about themselves, but it also helps them understand why certain behaviors are desirable and worthy of praise. Helping your children feel good about themselves also plays an important role in developing a sense of empathy and emotional competence. By creating a positive climate where children are allowed to share their feelings, children will naturally begin to become more generous and thoughtful.
Teaching Empathy and Cooperation
Parents can also boost empathy and build emotional intelligence by encouraging their children to think about how other people feel. Start by inquiring about your child's own feelings, asking questions about events in your child's life. "How did you feel when you lost your toy?" "How did that story make you feel?"

Once children become skilled at expressing their own emotional reactions, begin asking questions about how other people may feel. "How do you think Nadia felt when you took away the toy she was playing with?" By posing such questions, children can begin to think about how their own actions might impact the emotions of those around them.

Cooperation is one skill that benefits tremendously from direct experience. Giving your child the opportunity to interact and play with other kids is one of the best ways to teach your child how to relate to others. While your toddler may find playing with other kids his age frustrating at times, since kids often lack patience and the ability to share, things will gradually begin to improve with age and experience.

As children play and interact, they also begin to develop social problem-solving skills. Early attempts might involve plenty of arguments and conflict with siblings and peers, but eventually, kids learn how to negotiate and compromise with other children.

domingo, 1 de septiembre de 2019

Adult education

Alternative Title: continuing education


Adult education, also called continuing education, any form of learningundertaken by or provided for mature men and women. In a 1970 report, the National Institute of Adult Education (England and Wales) defined adult education as “any kind of education for people who are old enough to work, vote, fight and marry and who have completed the cycle of continuous education, [if any] commenced in childhood.” Adult education comprehends such diverse modes as independent study consciously pursued with or without the aid of libraries; broadcast programs or correspondence courses; group discussion and other “mutual aid” learning in study circles, colloquia, seminars or workshops, and residential conferences or meetings; and full- or part-time study in classes or courses in which the lecturer, teacher, or tutor has a formal leading role.


Types Of Adult Education

Types of adult education can be classified as follows:
1. Education for vocational, technical, and professional competence. (Such education may aim at preparing an adult for a first job or for a new job, or it may aim at keeping him up to date on new developments in his occupation or profession.)

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2. Education for health, welfare, and family living. (Such education includes all kinds of education in health, family relations, consumer buying, planned parenthood, hygiene, child care, and the like.)
3. Education for civic, political, and community competence. (Such education includes all kinds of education relating to government, community development, public and international affairs, voting and political participation, and so forth.)
4. Education for “self-fulfillment.” (Such education embraces all kinds of liberal education programs: education in music, the arts, dance, theatre, literature, arts and crafts, whether brief or long-term. These programs aim primarily at learning for the sake of learning rather than at achieving the aims included in the other categories.)
5. Remedial education: fundamental and literacy education. (Such education is obviously a prerequisite for all other kinds of adult education and thus, as a category, stands somewhat apart from the other types of adult education.)
In reference to the fifth category, adults frequently need to compensate for inadequacies of earlier education. If these inadequacies are not remedied, they inhibit recourse to modes of education that are “adult”—adult, that is, in terms of sophistication in modern society and not in terms of age. Such remedial education is required most extensively in societies changing rapidly from a subsistence to an industrial economy and concurrently changing politically and socially. Mass literacy acquires a new importance in these nations of Asia, Africa, and Latin America, and the establishment of universal primary education becomes a social imperative. To prevent a “generation gap” in reading skills and education while an effective school system is being created for the young, governments must attempt to provide parallel facilities for adults. Even in countries with mature systems of childhood education, however, opportunities for higher or even sometimes secondary education are unequal among various regional, occupational, and social groups. Hence there are adult programs for completing high school or preparing for examinations normally taken at the end of secondary school.

Source: 
https://www.britannica.com/topic/adult-education

Comentario:
Elijo este artículo, que define lo que es la educación de adultos y los tipos que hay, ya que se encuentra en vínculo con la temática de mi ensayo de Análisis Pedagógico de la Práctica Docente. 

“I´d always wanted to be a teacher”

“I´d always wanted to be a teacher”

A busy year for Anna-Clara Rönner and Magnus Rönnberg is now drawing to a close. In just a few months’ time they will be fully trained teachers, ready to inspire and hopefully awaken a passion for science among children and young people.
“Ready to give them a scientific flow,” says Anna-Clara with a laugh
Anna-Clara and Magnus are two students from the very first cohort on the Alternative Supplementary Teacher Education programme. This is a fast track programme for those who already have scientific subject knowledge and want to become teachers. In just one year, they can qualify as subject teachers at secondary or upper secondary level, depending on their chosen specialisation.
They were attracted by the fact that the programme was only one year long, and that it was aimed specifically at those who already had a degree in a science subject.“I’d actually always wanted to be a teacher,” explains Anna-Clara. “But it was only when my children became teenagers that the timing felt right.”
HER BACKGROUND IS IN RESEARCH and development, and she defended her doctoral thesis in microbiology at the University of Gothenburg. In the New Year, she will be a fully trained upper secondary school teacher, qualified to teach chemistry combined with additional subjects such as maths or biology.
“A major motivation for me is to encourage today’s young people to take more of an interest in the sciences. If we want to continue to be a research nation, we can’t afford to make cutbacks in resources at upper secondary and university levels – we need more talented young people who want to become chemists and mathematicians.”
Magnus already has a degree in engineering, and has run his own business for the last ten years. He was attracted to the teaching profession by the more structured working hours, and he plans to combine secondary school teaching with working for his own business.“I felt it would be perfect for me,” he says. “Finding out how we learn and teach others is something of a passion of mine.”
THE ALTERNATIVE SUPPLEMENTARY TEACHER Education programme is taught at a fast pace, and the structure is a little different compared to regular teacher education. One difference is that the work-based education is not a separate element – it is interwoven with theoretical modules. The theory and practice are therefore closely linked.“It’s an excellent idea,” continues Magnus. “It means that we can discuss what has happened in the classroom straight away at a seminar, and vice versa.”
Anna-Clara and Magnus agree that this is one of the programme’s strengths, but also that it is incredibly demanding. They haven’t had any free time during the year, as every spare minute has been devoted to studying.“It’s important to be aware of this when starting the programme,” adds Anna-Clara. “It would have been worth warning my friends and family that I wasn’t going to be around as much at the weekends.”
THE PROGRAMME ENDS in mid-January, and it will then be time for them to leave the ‘bubble’ that they feel they’ve been in since it began. Several of their fellow students have already received job offers, and Anna-Clara and Magnus are confident about their future prospects. There is a real need for teachers in science subjects, and the pair are looking forward to their future professional role:“Awakening an interest and a sense of curiosity when it comes to science.”

Text: Camilla Persson
Photo: Camilla Persson