Introduction:The Bachelor of Nursing program, in an answer to international policies and strengthen links with the population. It has in its educational program the subject of Nursing Practice in Community Health, its students and teachers identify health risks in the community, they conducted a diagnosis of health, This is the first step in the process for planning a health intervention. The problems and needs of the population are factors and it has influence positively and / or negatively on the health status of the community. Methods and Materials:We conducted a field's investigation, a diagnosis of health in the community of TheBotho, in the municipality of San Agustin Tlaxiaca, Hidalgo. We identified risk factors of health. Results:BothoTownshiphas 352 of population, whom 193 are men and 159 women, representing 1.6% of population of the municipality of San Agustin Tlaxiaca, Hidalgo. The population of this town is rural and it shows an average degree of marginalization. The people have a range between from 20 to 30 years old, indicating that most of the population is economically active. The community has 22 professionals, with 6 people who made technologic career, 40 people have completed their high school, and 158 have elementary school. The water is carried in tubes to their house, rainwater is available and also through pipes. For human consumption, they use purification water, they always refer to consume treated drinking water. Sanitation in this community is not a common practice, there is a good waste management and also lacks entirely with access to public services for lighting, paving, and drainage and sanitation service system. The community has a Medical Home, which is staffed by a community health promoter. This person measure and record the blood pressure, injections. He/she provides of glucose testing and cures. For the supply of drugs, the town has a pharmacy at the suburbs of the community. The economically active population is 100 persons of both sexes; the minimum wage is 64 pesos per day. The economic activities of the population are: Trade, livestock, mainly agriculture. 96% of population always cleans their teeth and the results are 4% often clean their teeth only 1% said occasionally, so most of them have good oral hygiene habits. 50% of the elderly population has chronic degenerative diseases (diabetes and hypertension). 80% of women of childbearing age have definitive method of family planning. 4% of the population regards drinking alcohol and 2% of the population smoke. Conclusion and discussion:The recognition, protection and guarantee of human rights, including the right to health to the people, these rights have to go through a critical state and its social and political challenge exclusionary and hegemonic discourse of neoliberal policy of human rights; The same towns and communities as this study, must fight every day to make fundamental rights a reality and not harmed their health. The state is fundamental to compliance. It must ensure the protection and promotion of the right to health, has agreed to guarantee, however, to skip the gap between that is given in theory and in practice is done, it is necessary to promote and enforce just right health, both among the peoples and communities as civil society. Decision makers, planners and implementers of social policy, we must work for the benefit of the construction of an urgent intersectional in health policy with the participation of all. ; Introducción:El Programa de la Licenciatura en Enfermería, para dar respuesta a políticas Internacionales y fortalecer la vinculación con la sociedad, dentro de su programa educativo se encuentra ubicada la asignatura de Práctica de Enfermería en la Salud Comunitaria, en donde los alumnos y docentes identifican riesgos de salud de la comunidad, mediante la elaboracióndel diagnóstico de salud, el cual es el primer paso en el proceso de planificación de una intervención sanitaria, mediante el análisis de los problemas y las necesidades de cada población así como los factores que influyen positiva y negativamente sobre dicho nivel de salud. Métodos y materiales:Se realizó una investigación de campo, un diagnóstico de salud en la comunidad de El Botho, perteneciente al municipio de San Agustín Tlaxiaca, Hidalgo. Se identificaron factores de riesgo para la salud. Resultados:El municipio del Botho cuenta con una población total de 352 habitantes, de éstos 193 son hombres y 159 mujeres, representando el 1.6% de la población total del municipio de San Agustín Tlaxiaca, Hidalgo. La población de esta localidad es totalmente rural y muestra un grado de marginación media. Los habitantes están en un rango de edad de entre los 20 a 30 años, indicando que la mayoría de la población es económicamente activa. La comunidad cuenta con 22 profesionales, con 6 personas que realizaron carrera técnica, 40 personas han concluido el bachillerato, 104 la secundaria y 54 la primaria. El abastecimiento de agua es por agua entubada dentro de la vivienda y fuera de la misma, disposición de agua de lluvia y también por medio de pipas. Para el consumo humano, recurren a la potabilización del agua, por lo que refieren consumir siempre agua potable tratada. El saneamiento en esta comunidad no es una práctica común, no existe un buen manejo de desechos y tampoco cuenta en su totalidad con acceso a los servicios públicos de alumbrado, pavimentación, el sistema drenaje y servicio de limpia. La comunidad cuenta con una Casa de Salud, que es atendida por un promotor de salud comunitario, que presta servicios de medición y registro de la presión arterial, aplicación de inyecciones, dotación de vida suero oral, medición de glucosa y curaciones. Para el abastecimiento de medicamentos se cuenta con una farmacia a la salida de la comunidad. La población económicamente activa es de 100 personas de ambos sexos, el salario mínimo es de 64 pesos mexicanos al día. Las actividades económicas que realiza la población son: Comercio, ganadería, agricultura principalmente. Un 96% realiza siempre la limpieza de sus dientes, frecuentemente. Del 4% solo el 1% respondieron limpiar sus dientes ocasionalmente, por lo que en su mayoría tienen buenos hábitos higiénicos bucales. El 50% de la población de la tercera edad presenta enfermedades crónicas degenerativas (diabetes, hipertensión). El 80% de las mujeres en edad fértil cuentan con método definitivo de planificación familiar (OTB). El 4% de la población refiere ingerir bebidas alcohólicas y el 2% de la población fuma. Conclusión y discusión:El reconocimiento, protección y garantía de los derechos humanos, como el derecho a la salud a los pueblos, tendrá que pasar por un cuestionamiento crítico al Estado, sus políticas sociales y excluyentes, así como al discurso hegemónico de la política neoliberal de los derechos humanos; Los mismos pueblos y comunidades como la de este estudio, deben de luchar día a día para lograr que sus derechos fundamentales sean una realidad y no se vea perjudicada su salud. El Estado es fundamental en el cumplimiento. El debe garantizar protección y promoción del derecho a la salud, el se ha comprometido a garantizarlo, sin embargo, para saltar el vacío entre lo que se da en la teoría y se hace en la práctica, es necesario el promover y exigir el justo derecho a la salud, tanto entre los pueblos y comunidades como con la sociedad civil. Tomadores de decisiones, planeadores y ejecutores de las políticas sociales, debemos trabajar en beneficio de la construcción de una urgente política intersectorial en salud con la participación de todos
Strategic planning, is an administrative process that helps the managers of the organization to design objectives and high contribution strategies that allow them to achieve their Vision and Mission. Within this process of Strategic Planning, managers collect, analyze and synthesize the most relevant information of the internal environment (results, finances, collaborators, technology, operation, administration, etc.) and the external environment (clients, markets, products, competitors, political, economic and social aspects, etc.) in which the company or organization is immersed. The Strategic Plan is like the DNA of the human being that, amazingly, tells the human body when and how to grow.The management began to demand the planning of the tasks to be fulfilled, with a manager who analyzed how and when to execute them. In this way, the strategic planning specialized in what to do (the strategies) to achieve the objectives pursued in terms of the opportunities and threats offered by the environment. In this sense, it is important that all people linked to the management can develop their knowledge and understand exactly the needs of the organization, so that strategic planning allows them to interact with a dynamic and constantly evolving world. This can be done in public or private organizations, as well as in organizations that are dedicated to education. ; La planeación estratégica, es un proceso administrativo que le ayuda a los directivos de la organización a diseñar objetivos y estrategias de alta contribución que les permita alcanzar su Visión y su Misión. Dentro de este proceso de Planeación Estratégica los directivos recopilan, analizan y sintetizan la información más relevante del medio ambiente interno (resultados, finanzas, colaboradores, tecnología, operación, administración, etc.) y del medio ambiente externo (clientes, mercados, productos, competidores, aspectos políticos, económicos y sociales, etc.) en que vive inmersa la empresa u organización. El Plan Estratégico es como el ADN del ser humano que, de manera asombrosa, le indica al cuerpo humano cuándo y cómo crecer.La gestión o management comenzó a exigir la planificación de las tareas a cumplir, con un gerente que analizaba cómo y cuándo ejecutarlas. De esta forma, la planeación estratégica se especializó en qué hacer (las estrategias) para alcanzar los objetivos perseguidos en función de las oportunidades y amenazas que ofrece el entorno. En este sentido, es importante que todas las personas vinculadas a la gerencia puedan desarrollar sus conocimientos y comprender con exactitud las necesidades de la organización, para que la planeación estratégica les permita interactuar con un mundo dinámico y en constante evolución. Esto se puede llevar a cabo en organizaciones públicas o privadas, así como en organizaciones que se dediquen a la educación.
An educational model is especially something to be compared, to achieve a paradigm and a practical guide to guide the behavior of those involved in educational and administrative goals of the institution. The educational model forms a state of permanent reference which nouns and adjectives processes of the University, originating at the ends of education given in the Constitution, are described in the Education Act and are raised, framed to be Fulfilled in the organic law of the University statutes, regulations, and generally, the systems that regulate and indict. The educational model, despite its complexity and length, should be considered first as an indicative standard of the institution, but also as the sum of the accepted customs, unwritten codes of conduct and a way of being politically quirky conferred a distinctive college seal. The Dimensions of Model Following the definitions and conditions above, the educational model is made and harmonizes with what has been called "Dimensions", as if his background and his form had an almost geometric connotation, indicating the direction of the actions and covers the hallmarks of a whole, as an integrated whole. To achieve different approaches, containing the reasons for philosophical, educational, social, regulatory, political and operational with the educational work of the University is built adopting. The conformation of the model in dimensions is performed by the need to consolidate into one conceptual base of knowledge articulated objects that make up the essence and University activities. Accordingly, each dimension is used to group correlated and ideas that support the results. A dimension is a conceptual map that locates and lists the primary objects, ideas, ways to access them; functions and processes; subjects to apply as social entities (students and teachers) and linked to the means to apprehend knowledge; references to its scope and characteristics obey a default order and delimited; and the rules and decisions to achieve it, coupled with the resources and procedures for practice and operations. Philosophical Dimension: Institutional and educational philosophy as a starting point of the educational model, education as a product of human thought Pedagogical Dimension: It is stated, as a reference, the adoption of pedagogical and psychological potentialities associated with the current purposes of the university. Sociological Dimension: express the basics to sustain, in the sociological field, a comprehensive look at the corporate level, starting from the premise that the university, being the product of society, is a public good, a social heritage; and both his corporeal expression or material as intangible or spiritual, is the product of men and serves them. The Legal Dimension: presents the legal structure of the University. Here the bodies of rules derived from two guiding principles of the institution are: a culture of respect for the law: justice and truth, of which the Legal Dimension considers another fundamental principle is clear. The Political Dimension: represents the summary of the policy wisdom of the institution, its ability to develop networks of concepts to establish lines of congruence between the guiding principles, settled in the Philosophical Dimension; the plot of educational theory, methods, and academic and administrative processes of the academic work. The last operational dimension of the Dimensions Educational Model poses institutional conditions to be created to synthesize and guide the efforts of the University, around the transition from reality to a stage of full development, while searching for the desired future scenarios will be guided by the Mission and Vision towards the light of the educational model. ; Un modelo educativo es sobre todo, algo con que compararse, un paradigma por alcanzar y una guía práctica para orientar el comportamiento de quienes participan en los hechos educativos y administrativos de la institución. El Modelo Educativo conforma un estado de referencia permanente sobre el cual se articulan los procesos sustantivos y adjetivos de la Universidad, que parten de los fines de la educación propuestos en la Constitución, se describen en la Ley General de Educación y son planteados, para ser cumplidos, en la ley orgánica de la Universidad, sus estatutos, reglamentos, y en general, los ordenamientos que la encausan y regulan. El Modelo Educativo, pese a su complejidad y extensión, debe ser considerado primero como una norma indicativa de la institución, pero también como la suma de sus costumbres aceptadas, códigos de conducta no escritos y un modo de ser peculiar en lo político que le confiere un sello distintivo a la universidad. Las Dimensiones del ModeloSiguiendo las definiciones y condiciones anteriores, el Modelo Educativo se compone y armoniza mediante lo que se ha denominado "Dimensiones", como si su fondo y su forma tuvieran una connotación casi geométrica, que indica la dirección de las acciones y abarca las características distintivas del conjunto, como un todo integrado. Para lograrlo se adoptan diversos enfoques, que contienen las razones de orden filosófico, pedagógico, social, normativo, político y operativo con que se construye el quehacer educativo de la Universidad. La conformación del Modelo en Dimensiones se realiza por la necesidad de agrupar en una sola base conceptual articulada los objetos del conocimiento que conforman la esencia y quehacer de la Universidad. En consecuencia, cada Dimensión sirve para agrupar y correlacionar las ideas que la sustentan con los resultados. Una Dimensión es un mapa conceptual que ubica y relaciona los objetos primordiales, las ideas, con las vías para acceder a ellos; las funciones y procesos; los sujetos a quienes se aplican como entes sociales (educandos y educadores) y el conocimiento ligado a los medios para aprehenderlo; las referencias para que sus alcances y características obedezcan a un orden predeterminado y delimitado; y las normas y decisiones para lograrlo, aunadas a los recursos y procedimientos para la práctica y las operaciones. Dimensión Filosófica: La filosofía institucional y educativa como punto de partida del Modelo Educativo, La educación como producto del pensamiento humanoDimensión Pedagógica:Se enuncia, como referencia, la adopción de corrientes pedagógicas y psicológicas asociadas a las potencialidades de los fines universitarios.Dimensión Sociológica: expresa los conceptos básicos para sustentar, en el campo de lo sociológico, una visión integral de alcance institucional, partiendo de la premisa de que la universidad, al ser producto de la sociedad, es un bien público, un patrimonio social; y tanto su expresión corpórea o material como intangible o espiritual, es producto de los hombres y está al servicio de ellos.La Dimensión Jurídica:presenta la estructura jurídica de la Universidad. En ella se muestran los cuerpos de normas que derivan de dos principios rectores de la institución: la justicia y la verdad, de los cuales se desprende la Dimensión Jurídica que considera otro principio fundamental: la cultura de respeto a la ley.La Dimensión Política:representa el resumen de la sabiduría directiva de la institución, de su capacidad para desarrollar redes de conceptos que establezcan líneas de congruencia entre los principios rectores, asentados en la Dimensión Filosófica; la trama de las tesis educativas, los métodos y procesos académicos y administrativos del quehacer académico.Dimensión operativaLa ultima de las Dimensiones del Modelo Educativo plantea las condiciones institucionales que deben crearse para sintetizar y orientar el esfuerzo de la Universidad, en torno a la transición de la realidad, hacia un estadio de pleno desarrollo, en tanto que la búsqueda de los escenarios del futuro deseado será guiada por la Misión y hacia la Visión, a la luz del Modelo Educativo.
The degree of development and operability of the indicators for the Marine Strategy Framework Directive (MSFD) using Descriptor 1 (D1) Biological Diversity was assessed. To this end, an overview of the relevance and degree of operability of the underlying parameters across 20 European countries was compiled by analysing national directives, legislation, regulations, and publicly available reports. Marked differences were found between countries in the degree of ecological relevance as well as in the degree of implementation and operability of the parameters chosen to indicate biological diversity. The best scoring EU countries were France, Germany, Greece and Spain, while the worst scoring countries were Italy and Slovenia. No country achieved maximum scores for the implementation of MSFD D1. The non-EU countries Norway and Turkey score as highly as the top-scoring EU countries. On the positive side, the chosen parameters for D1 indicators were generally identified as being an ecologically relevant reflection of Biological Diversity. On the negative side however, less than half of the chosen parameters are currently operational. It appears that at a pan-European level, no consistent and harmonized approach currently exists for the description and assessment of marine biological diversity. The implementation of the MSFD Descriptor 1 for Europe as a whole can therefore at best be marked as moderately successful.
The degree of development and operability of the indicators for the Marine Strategy Framework Directive (MSFD) using Descriptor 1 (D1) Biological Diversity was assessed. To this end, an overview of the relevance and degree of operability of the underlying parameters across 20 European countries was compiled by analysing national directives, legislation, regulations, and publicly available reports. Marked differences were found between countries in the degree of ecological relevance as well as in the degree of implementation and operability of the parameters chosen to indicate biological diversity. The best scoring EU countries were France, Germany, Greece and Spain, while the worst scoring countries were Italy and Slovenia. No country achieved maximum scores for the implementation of MSFD D1. The non-EU countries Norway and Turkey score as highly as the top-scoring EU countries. On the positive side, the chosen parameters for D1 indicators were generally identified as being an ecologically relevant reflection of Biological Diversity. On the negative side however, less than half of the chosen parameters are currently operational. It appears that at a pan-European level, no consistent and harmonized approach currently exists for the description and assessment of marine biological diversity. The implementation of the MSFD Descriptor 1 for Europe as a whole can therefore at best be marked as moderately successful.
Background: The COVID-19 pandemic has disrupted routine hospital services globally. This study estimated the total number of adult elective operations that would be cancelled worldwide during the 12 weeks of peak disruption due to COVID-19. Methods: A global expert response study was conducted to elicit projections for the proportion of elective surgery that would be cancelled or postponed during the 12 weeks of peak disruption. A Bayesian β-regression model was used to estimate 12-week cancellation rates for 190 countries. Elective surgical case-mix data, stratified by specialty and indication (surgery for cancer versus benign disease), were determined. This case mix was applied to country-level surgical volumes. The 12-week cancellation rates were then applied to these figures to calculate the total number of cancelled operations. Results: The best estimate was that 28 404 603 operations would be cancelled or postponed during the peak 12 weeks of disruption due to COVID-19 (2 367 050 operations per week). Most would be operations for benign disease (90·2 per cent, 25 638 922 of 28 404 603). The overall 12-week cancellation rate would be 72·3 per cent. Globally, 81·7 per cent of operations for benign conditions (25 638 922 of 31 378 062), 37·7 per cent of cancer operations (2 324 070 of 6 162 311) and 25·4 per cent of elective caesarean sections (441 611 of 1 735 483) would be cancelled or postponed. If countries increased their normal surgical volume by 20 per cent after the pandemic, it would take a median of 45 weeks to clear the backlog of operations resulting from COVID-19 disruption. Conclusion: A very large number of operations will be cancelled or postponed owing to disruption caused by COVID-19. Governments should mitigate against this major burden on patients by developing recovery plans and implementing strategies to restore surgical activity safely.