The Eighteenth-Century Enlightenment in the University of San Carlos de Guatemala. By John Tate Lanning. (Ithaca, New York: Cornell University Press, 1956. Pp. 372, illus. $6.50.)

The goal of this article is to show the most frequent types of differential diagnoses of systemic diseases in canines with ocular signs and lesions. For this purpose, a retrospective study was conducted on 510 medical records from patients of the Companion Animal Veterinary Hospital (HVAC) of the University of San Carlos (USAC) of Guatemala, from August to November 2017. The inclusion criteria were: canine species, having a differential diagnosis established list of possible systemic diseases and an eye examination by specialist. Through a descriptive analysis of the data, it was established that, of the 510 canines examined, 212 (42%) presented signs and ocular alterations, of these there were 550 differential diagnosis, which were categorized using the acronym DAMNIT V; from which it was determined that 40% are infectious / inflammatory, neoplasic (19%) followed by metabolic processes (13%), allergic / autoimmune (10%), degenerative (7%), idiopathic (5%), traumatic / toxic 4% and finally vascular (2%).

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Desafíos de la inclusión de estudiantes con discapacidad en la Universidad de San Carlos de GuatemalaChallenges in the inclusion of students with disabilities at the University of San Carlos of Guatemala

Ciencias Sociales y Humanidades ◽

10.36829/63chs.v7i1.925 ◽

2020 ◽

Vol 7 (1) ◽

pp. 7-21

Author(s):

Ingrid L. Elizondo-Quintanilla ◽

Jessica P. García-Mirón ◽

María J, Carranza-Padilla.

Keyword(s):

Students With Disabilities ◽

Educación Superior ◽

Educacion Superior ◽

Derechos Humanos ◽

The University ◽

San Carlos ◽

University Of San Carlos

La Universidad de San Carlos de Guatemala (Usac), como única universidad estatal, está obligada a desarrollar procesos que permitan la inclusión de grupos vulnerados en la educación superior. Es necesario monitorear constantemente dichos procesos; por lo que se desarrolló la investigación denominada “Inclusión educativa de estudiantes con discapacidad en la Universidad de San Carlos de Guatemala: seguimiento y estudio de casos bajo la perspectiva interseccional”, durante el año 2017, con el aval del Instituto Universitario de la Mujer y el financiamiento de la Dirección General de Investigación de la Usac. El tipo de investigación fue no experimental, con un enfoque mixto de investigación, reflejado en las tendencias porcentuales de caracterización y en la valoración cualitativa de las experiencias de los estudiantes. Se utilizó el método interseccional para incorporar factores asociados a la exclusión social, como condición de discapacidad, sexo, pertenencia étnica, edad, grupo socioeconómico y orientación sexual. La muestra no probabilística, fue integrada por estudiantes con y sin discapacidad, así como por personal docente y administrativo. Los resultados evidencian la falta de un registro fidedigno de personas con discapacidad; sin embargo, los participantes brindaron información que cualitativamente puede considerarse útil para implementar acciones que permitan mejorar la inclusión por perspectiva de discapacidad con enfoque de derechos humanos. Así mismo, se busca compartir las experiencias de la comunidad universitaria de la Usac en relación con la accesibilidad en el ámbito universitario.

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People Empowerment: An Approach towards Indigenous Early Childhood Curriculum

ASEAN Journal of Community Engagement ◽

10.7454/ajce.v1i1.64 ◽

2017 ◽

Vol 1 (1) ◽

pp. 96

Author(s):

Geraldine D. Villaluz, RSCJ

Keyword(s):

Early Childhood ◽

Early Childhood Education ◽

Community Engagement ◽

Day Care ◽

School Of Education ◽

Childhood Education ◽

Day Care Teachers ◽

The University ◽

San Carlos ◽

University Of San Carlos

This paper is aimed at presenting an implemented community engagement of the University of San Carlos School of Education with the communities of Agusan del Sur, Philipines, in close partnership with the Justice Peace and Integrity of Creation-IDC, (JPIC-IDC) Incorporated of Agusan del Sur as a response to a felt need in the early childhood education program of the province. In 2004, JPIC pooled together concerted resources from provincial and local government units, non-government organization and academe to create and develop a cul-ture-based curriculum guide for early childhood education that is appropriate and responsive to the needs of indigenous groups in Agusan del Sur, Southern Philippines. To address these needs, an ethnographic commu-nity engagement framework was utilized and initiated by JPIC-IDC team and the University Of San Carlos School Of Education. The community engagement framework facilitated the partnership of Agusan del Sur government leaders, a non-government organization in Germany, community cultural masters, Day Care Teachers and the University of San Carlos School of Education to create a developmentally appropriate and culture-based cur-riculum for Day Care with a supporting handbook for mother-teachers in early childhood education. As a result of this framework, children drop-out decreased from 80% to 10% while parent-community involvement in-creased from 30% to 90% in 2009 (JPIC-IDC, 2007). Ongoing teacher trainings and community orientations on the culture-based curriculum have been extended to 42 additional communities in 2012-2018 from 35 com-munities in 2007 upon request from the provincial governor. Two editions of a culture-based handbook have been published and a third edition is currently prepared for District 2 communities with guided participation by Day Care teachers as co-authors. This community engagement framework, initiated by the Justice Peace and Integrity of Creation of Agusan del Sur Philippines involving all stakeholders from the provincial leaders to the recipients of early childhood education, serves as a model to community extension service programs (CES) of schools and universities as well as to curriculum practitioners and administrators. Three principles involved in this particular community engagement concretely demonstrate that program sustainability is a product of partnership, sensitivity to culture and context and relevance to community’s need.

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