Examinando por Materia "Intervención"
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- PublicaciónSólo datosAplicación de urbanismo táctico en la Universidad de Ibagué (Colombia)(Ediciones Unibagué, 2020-12-18) Ciro Torres, Juanita; Zuluaga Villermo, Juan Guillermo; Peñaloza Kairuz, Eduardo; Kaffure Ruiz, Carlos AugustoIn the twentieth century, the urban model had a scattered and diffuse conformation, that one in which motorized transport prevailed over active mobility means and that, consequently, led to the lack of pedestrian and cycling infrastructure. For this reason, road modifications should be made to benefit safety and comfort of citizens, with the creation of new urban spaces for their movement. In response to this, people have found a suitable way to propose solutions through temporary, economic and creative actions, which are identified as tactical urbanism. In order to implement sustainable transportation policies, a tactical urbanism design is drawn up on Calle 66, in Ambalá neighborhood, in the city of Ibagué, Colombia, nearby Universidad de Ibagué. This process is carried out, given that the street presents serious mobility problems that impact the quality of life of people who live in the area and use it frequently. The objective is focused on analyzing benefits and social impacts that can be generated after this intervention, for the sake of presenting the capacity of tactical urbanism to solve problems of mobility and public space.
- PublicaciónAcceso abiertoProtocolo de intervención para niños con TDAH de 7 a 10 años, padres y docentes en habilidades socioemocionales y regulación conductual(Universidad de Ibagué, 2020) Pinzón Pinzón, Yessica Alejandra; Arango Acosta, María José; Prado Guzmán, KatherineNeurological development disorders have suffered a high incidence in people who suffer from it, one of the most common is attention deficit hyperactivity disorder (ADHD), being one of the most evident problems in early childhood. This disorder is evident both in homes and schools, causing children with this condition to have problems concentrating to perform tasks, communicate with their peers and with adults. In addition to a fundamental part that increases these deficiencies in children is the behavior and attitudes of parents and teachers, this is why an intervention protocol was designed for children with ADHD, parents and teachers since it is relevant to work on skills socio-emotional and behavioral regulation. The protocol emphasizes intervention in the management of parenting guidelines, assertive communication, problem solving in contexts such as family and school, and the strengthening of children's self-esteem, self-image and self-concept.