Documentos Institucionales

URI permanente para esta comunidad

http://repositorio.unasa.edu.sv/handle/123456789/39

En esta Comunidad encontrara materiales y documentos institucionales de la UNASA

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Mostrando 1 - 14 de 14

Seminario de inteligencia emocional en el desarrollo de habilidades blandas /soft skills
(UNASA, 2021) Karina Marisol Linares de Gil, Yenny Vanessa Martínez de Aguirre, Katya Elizabeth Lima de Linares, Laura Margarita Hernández de Hernández, Elena del Carmen Magaña Núñez
The journal includes the following sections: an editorial body made up of the names of the editors, a presentation of the journal by the head of the department, students' opinions on phase I and the application of Participatory Action Research (PAR). In addition, the process structures are detailed, including a conceptual map that breaks down the three phases of both PAR and Operations Research (OR). In Phase I of the process, information on the four modules and their corresponding managers is presented. Phase II focuses on PRA, highlighting the most relevant research data, including a briefing note, strategic lines and experiences of consultants, both internal and external. In relation to volunteering, the activities carried out by professionals in various institutions are documented. During Phase III, as part of the PAR, a discussion is held in which the results and impact of the research are shared. In the field of Operations Research, the relevant information of each project is detailed, highlighting the impact of the degree process, which includes statistics on the number of students enrolled in the department, the option they chose to develop (volunteering or PAR) and those who opted for the IO. In addition, the institutions benefited are listed, a map of project coverage is presented.
Habilidades en acción
(UNASA, 2022) Karina Marisol Linares de Gil, Yenny Vanessa Martínez de Aguirre, Katya Elizabeth Lima de Linares, Laura Margarita Hernández de Hernández, Elena del Carmen Magaña Núñez
The journal includes the following sections: an editorial body made up of the names of the editors, a presentation of the journal by the head of the department, students' opinions on phase I and the application of Participatory Action Research (PAR). In addition, the process structures are detailed, including a conceptual map that breaks down the three phases of both PAR and Operations Research (OR). In Phase I of the process, information on the four modules and their corresponding managers is presented. Phase II focuses on PRA, highlighting the most relevant research data, including a briefing note, strategic lines and experiences of consultants, both internal and external. In relation to volunteering, the activities carried out by professionals in various institutions are documented. During Phase III, as part of the PAR, a discussion is held in which the results and impact of the research are shared. In the field of Operations Research, the relevant information of each project is detailed, highlighting the impact of the degree process, which includes statistics on the number of students enrolled in the department, the option they chose to develop (volunteering or PAR) and those who opted for the IO. In addition, the institutions benefited are listed, a map of project coverage is presented.
Habilidades en acción
(UNASA, 2023) Karina Marisol Linares de Gil, Yenny Vanessa Martínez de Aguirre, Katya Elizabeth Lima de Linares, Laura Margarita Hernández de Hernández, Elena del Carmen Magaña Núñez
The journal includes the following sections: an editorial body made up of the names of the editors, a presentation of the journal by the head of the department, students' opinions on phase I and the application of Participatory Action Research (PAR). In addition, the process structures are detailed, including a conceptual map that breaks down the three phases of both PAR and Operations Research (OR). In Phase I of the process, information on the four modules and their corresponding managers is presented. Phase II focuses on PRA, highlighting the most relevant research data, including a briefing note, strategic lines and experiences of consultants, both internal and external. In relation to volunteering, the activities carried out by professionals in various institutions are documented. During Phase III, as part of the PAR, a discussion is held in which the results and impact of the research are shared. In the field of Operations Research, the relevant information of each project is detailed, highlighting the impact of the degree process, which includes statistics on the number of students enrolled in the department, the option they chose to develop (volunteering or PAR) and those who opted for the IO. In addition, the institutions benefited are listed, a map of project coverage is presented. Finally, an honorable mention is made to the outstanding students throughout their degree process, both in their PRA, OR and volunteering.
Declaración de Helsinki: interpretación sobre su contenido y aplicación
(UNASA, 2024) Daisy Carolina Ramírez García, Evelyn Lizeth Carballo de Gómez, Eric Rodolfo Molina Chávez, Néstor Alexander Barrientos Carias, Yenny Vanessa Martínez de Aguirre, María Rocío de los Ángeles Cubías, Laura Margarita Hernández de Hernández, Reina Maribel Castillo de Solórzano, Mónica Zoraida Luna de Acosta
The Declaration of Helsinki is an instrument that serves as a guide for the development of researchwith human beings, which undergoes modification sintroduced at the 75th General Assembly of the World Medical Association (WMA), Helsinki (Finland), October 2024. In this context, the Health Research Ethics Committee of the Universidad Autónoma de Santa Ana offers different reflectionson the content of the declaration, with the aimof contributing from the academy and facilitating its theoretical - practical understanding for researchers. academics, ethics committees, research participantsand society in general. The reflections are aimedat facilitating the application of ethical principles to: ethics committee, scientific rigor, technical andethical capacity of researchers, subjects andparticipants, inclusion of vulnerable groups, balance between risks and benefits, privacy and confidentiality, consent, environmental sustainability international research, public health emergencies, publication and dissemination.
Normativa del Comite de Apoyo Psicopedagogico
(UNASA, 2024) Universidad Autonoma de Santa Ana
The regulations establish the rules, processes, procedures and responsibilities of the members of the Psychopedagogical Support Committee.
Catálogo institucional 2024
(UNASA, 2024-01-03) Universidad Autónoma de Santa Ana
The institutional catalog is a guiding guide for the university community since it provides academic and administrative information, allowing more people to learn about the Universidad Autónoma de Santa Ana (Updated version 2024).
Normativa del Comite Local de Docencia para la Prevencion y Control de la Tuberculosis de la Universidad Autonoma de Santa Ana
(UNASA, 2025) Universidad Autonoma de Santa Ana
The regulations promote and ensure the standardized application of thematic content for teaching tuberculosis in health programs and strengthen prevention education among members of the university community.
Catálogo institucional 2025
(UNASA, 2025) Universidad Autónoma de Santa Ana
The institutional catalog is a guiding guide for the university community since it provides academic and administrative information, allowing more people to learn about the Universidad Autónoma de Santa Ana
Infancias que leen futuros que brillan
(UNASA, 2025) Fernando Emanuel Acosta Mendez, Miriam Natalia Escobar Castro, Gabriela Marisol Figueroa Chacon, Monica Tatiana Ramos Siguenza, Susana Asiel Recinos Granados
The community project for the creation of a space dedicated to children’s reading at Escuela de Educación Parvularia de Concepción de Ataco was developed with the goal of promoting reading during the early years of life, providing an appropriate environment where children can imagine, express themselves, and strengthen their skills. Additionally, it aimed to serve as a support resource for teachers in the educational process. The intervention included adapting the physical space and acquiring bibliographic materials—actions made possible through the collaboration of the educational community, local and national institutions, as well as altruistic individuals who contributed donations. The operation of the reading space allowed children to have closer contact with books, which stimulated their interest, sustained attention, oral expression, and critical thinking. Furthermore, the initiative fostered community unity by establishing itself as an inclusive cultural and meeting space. In this way, the reading corner was consolidated as an educational proposal that contributes to the fulfillment of the right to inclusive and quality education from the earliest years of life.
La comunicacion como puente de inclusion
(UNASA, 2025) Kenia Lisbeth Diaz Flores, Alejandro Javier Galvez Chinchilla, Edgardo Alberto Lopez Flores
Talking about inclusion means delving into the concept of humanitu and its diversity. Inclusion is not only about accepting differences or having the capacity to open ones heart to recognize diversity, but about valuing and respecting each person. The true essence of inclusion is based on empathy, the ability to listen attentively and respectfully to those who communicate in a different way. In this way, it becomes possible to build healthy coexistence founded on equity, dignity and mutual respect.The community project “Heart in Signs” was not only an academic prcocess, but also a life lessson that taught that words are not the only way to communicate, that limits exist in the mind and not in a persons conidition, and that society must learn to recognize individuals not by social stigmas, but by their abilities, intelligence and that voice wich deserves to be heard with respect and love.The experience at the “Escuela para Sordos de Santa Ana” made it possible to discover a world of opportunities for those who are sometimes rendered invisible due to a lack of empathy and inclusion. Behind each of the children and adolescents with hearing disabilities lies a world full of creativity, intelligence, enthusiasm and love to share.
Politica de reconocimiento a la excelencia academica – Sector Estudiantes
(UNASA, 2025) Universidad Autonoma de Santa Ana, UNASA
The Academic Excellence Recognition Policy for the Student Sector aims to highlight student efforts by providing incentives for academic performance, the practice of values, and project development. The document establishes various recognition categories, including diplomas for highest CUM, academic merit, proactivity, scholarships, mobility programs, and the CUM LAUDE distinction. It also details the specific requirements, procedures, and responsible parties for applying for each type of recognition.
Prevención de enfermedades transmisibles en el ámbito del Centro Escolar Cuesta El Gavilán, Tacuba, Ahuachapán
(UNASA, 2025) Jonathan Emmanuel Figueroa Dinarte, Karla Lorena Diaz Barrientos, Camila Marisol Ramos Argueta, Kevin Alexander Alvarenga Turcios, Nelson Alfonso Alvarado Silva
The prevention of transmissible infection within the school environment is of paramount importance, particularly in the community of Cuesta El Gavilán, Tacuba, Ahuachapán. Schools are recognized as key spaces for health promotion, as they foster hygiene habits, self-care, and shared responsibility among students, teachers, and families. The prevention of transmissible infection not only helps reduce school absenteeism and improve academic performance but also strengthens community awareness of the need to maintain healthy environments. This paper examines the main conditions affecting school-age children such as respiratory infections, hand-foot-and- mouth disease, dengue, and gastroenteritis and how these illnesses impact the teaching-learning process. Through a critical reflection, it presents prevention strategies, the role of the educational and health communities, and the significance of health education to ensure that children grow strong and healthy, capable of learning and thriving. This work also integrates experiences from a community project carried out in the area through workshops, lectures, and flowcharts designed to detect signs and symptoms of rapidly transmitted diseases—whether through student-to-student contact, sharing objects, or poor hand hygiene—factors that affect the well-being of children both within and beyond the school setting.
Renovando espacios y activando aprendizajes
(UNASA, 2025) Karla Guadalupe Aguirre Hernandez, Edwin Ernesto Castaneda Hernandez, Rafael Ernesto Landaverde Canisales, David Alexander Asencio Martinez
The essay “Renovating Spaces, Activating Learning” analyzes how school infrastructure influences teaching, learning, and the socioemotional development of students. It points out that the school is not just a building, but a pedagogical space that impacts motivation, academic performance, and social interaction. Well-designed, safe, and properly equipped spaces foster participation, collaboration, and self-esteem, while deteriorated facilities limit learning and affect educational equity. When students interact and socialize in well-maintained facilities, learning opportunities improve, their preparation for the 21st century is strengthened, and meaningful learning is promoted. Investing in school infrastructure not only enhances the physical environment but also promotes learning, increases motivation among students and teachers, and contributes to the integral development of the entire educational community consolidating an inclusive, modern, and stimulating environment. Likewise, renovating and modernizing school spaces becomes a key strategy to ensure quality education and prepare new generations for future challenges. Finally, an alternative for renewing educational spaces on a smaller scale but with significant impact on public schools and the community is the implementation of community interventions aimed at improving school infrastructure. In the case of the community project carried out at Centro Escolar “Caserío Las Canoas”, the restoration of different areas of the school was conducted, including cleaning, painting, and organizing the surroundings. These initiatives helped strengthen the sense of belonging and social responsibility toward education.
Un respiro de conciencia: “Cuida tus pulmones, cuida tu futuro”
(UNASA, 2025) Yancy Beatriz Garcia Azenon, Adriana Marcela Garcia Medina, Milena Maria Galvez Montes, Fátima Melissa Flores Perez, Kathya Julissa Rivas Hernandez
In Colonia Enmanuel, Cantón Chupaderos, Santa Ana, the community project "Oxygen for life: awareness and prevention for better respiratory health" was carried out. Its objective was to reduce the incidence of respiratory diseases through preventive, educational and participatory activities. The rates of conditions such as asthma, bronchitis and pneumonia, are high in the community because the inhabitants have food production practices in a wood stove, garbage is burned, environmental pollution and poor housing conditions were observed. In response to this situation, awareness workshops were held, donation of gas stoves, cleaning days, composting and distribution of educational materials for healthier practices. The experience showed that respiratory health problems are not only linked to clinical aspects, but also to deeply integrated social, cultural and economic factors. In addition, the importance of community organization as an essential component in promoting sustainable change was emphasized. The project, beyond the immediate achievements, provided teaching about the role that physiotherapy plays in health prevention and promotion. It also strengthened social awareness and the commitment to collaborate to promote the common well-being. In this context, Oxygen for Life not only contributed to improving the quality of life of the inhabitants, but also had an impact on the integral training of those who took part in its implementation.

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