LEADER 01005nam0 22002531i 450 001 SUN0019933 005 20151020111123.143 100 $a20040715d1990 |0engc50 ba 101 $aeng 102 $aUS 105 $a|||| ||||| 200 1 $aHazardous waste chemistry, toxicology, and treatment$fStanley E. Manahan 210 $aChelsea$cLewis$d1990 215 $aXIII, 378 p.$cill.$d25 cm. 620 $dChelsea$3SUNL000100 676 $a628.42$cRifiuti pericolosi$v22 700 1$aManahan$b, Stanley E.$3SUNV016145$09064 712 $aLewis$3SUNV000215$4650 790 1$aManahan, S. E.$zManahan, Stanley E.$3SUNV101100 801 $aIT$bSOL$c20200525$gRICA 912 $aSUN0019933 950 $aUFFICIO DI BIBLIOTECA DEL DIPARTIMENTO DI SCIENZE E TECNOLOGIE AMBIENTALI BIOLOGICHE E FARMACEUTICHE$d17CONS Cf18 $e17FSA979 20040715 $sBuono 996 $aHazardous waste chemistry, toxicology, and treatment$91427796 997 $aUNICAMPANIA LEADER 05040nam 2200373z- 450 001 9910595098603321 005 20230221131918.0 035 $a(CKB)5670000000387353 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/92184 035 $a(EXLCZ)995670000000387353 100 $a20202209d2022 |y 0 101 0 $aspa 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aConductas sexuales de riesgo en estudiantes universitarios 210 $aPuno$cInstituto Universitario de Innovación Ciencia y Tecnología Inudi Perú$d2022 215 $a1 electronic resource (75 p.) 311 $a612-48813-7-3 330 $aRisky sexual behavior is the exposure of the individual to sexual practices that increase the risk of acquiring or spreading sexually transmitted diseases, such as the dreaded HIV/AIDS and unwanted pregnancies. Among these practices are: sexual initiation at an early age, sex without the use of a condom, having multiple sexual partners, having sex under the influence of alcohol or other drugs, and having had a previous STI. The present research work was carried out with the objective of determining the sexual risk behaviors in students of the National University of the Puno Altiplano. The type of study was descriptive, with a non-experimental cross-sectional design; the population was made up of 413 students and the sample of 199 from the Biomedical, Social and Engineering academic areas; selected through non-probabilistic convenience sampling. The technique was the survey and as a research instrument the Index of Risky Sexual Behavior (ICSR), by Moral J and Garza D, duly validated and reliable. The results show that 55.8% of students are not sexually active, while 42.2% are. 40.9% present medium risk, followed by 36.4% high risk and 22.7% low risk. According to academic areas, 17.7% of the biomedical area presents medium-risk sexual behaviors; on the other hand, 12.5% ??of social and 15.9% of engineering have a higher prevalence of high-risk sexual behaviors. According to indicators, the risky sexual behaviors most practiced by sexually active students are: multiple sexual partners, occasional sexual encounters, unprotected sexual relations, recurrence of pregnancy tests, with the majority of those surveyed being those who did not undergo the test to rule out STIs, reaching the conclusion that the students of the first cycles, in a relative majority, present sexual behaviors of medium and high risk. 330 $aLa conducta sexual de riesgo es la exposición del individuo a prácticas sexuales que incrementan el riesgo de adquirir o contagiar enfermedades de transmisión sexual, como el temido VIH/SIDA y los embarazos no deseados. Entre estas prácticas están: el inicio sexual a temprana edad, sexo sin el uso del condón, tener múltiples parejas sexuales, tener sexo bajo los efectos del alcohol u otras drogas y haber tenido una ITS previa. El presente trabajo de investigación se realizó con el objetivo de determinar las conductas sexuales de riesgo en estudiantes de la Universidad Nacional del Altiplano Puno. El tipo de estudio fue descriptivo, con diseño no experimental transversal; la población estuvo conformada por 413 estudiantes y la muestra por 199 de las áreas académicas Biomédicas, Sociales e Ingenierías; seleccionadas mediante muestreo no probabilístico por conveniencia. La técnica fue la encuesta y como instrumento de investigación el Índice de Conducta Sexual de Riesgo (ICSR), de Moral J y Garza D, debidamente validado y con confiabilidad. Los resultados muestran que el 55.8 % de estudiantes no son sexualmente activos, mientras que el 42.2% sí lo es. El 40.9% presenta mediano riesgo, seguido del 36.4% de alto riesgo y 22,7% de bajo riesgo. Según áreas académicas el 17,7 % del área de biomédicas presenta conductas sexuales de mediano riesgo; en cambio, el 12,5 % de sociales y 15,9 % de ingenierías presentan mayor predominio de conductas sexuales de alto riesgo. Según indicadores las conductas sexuales de riesgo más practicadas por los estudiantes sexualmente activos son: múltiples parejas sexuales, encuentros sexuales ocasionales, relaciones sexuales sin protección, recurrencia a pruebas de embarazo, siendo la mayor parte de los encuestados los que no se realizaron la prueba para descarte de ITS, llegando a la conclusión que los estudiantes de primeros ciclos, en una mayoría relativa, presentan conductas sexuales de mediano y alto riesgo. 606 $aAdult education, continuous learning$2bicssc 610 $aconducta sexual 610 $aestudiantes 610 $afactores de riesgo 610 $auniversidad 615 7$aAdult education, continuous learning 700 $aPacompia$b Mery$4auth$01332990 702 $aRocha$b Nelly$4auth 906 $aBOOK 912 $a9910595098603321 996 $aConductas sexuales de riesgo en estudiantes universitarios$93041202 997 $aUNINA LEADER 05652nam 22007455 450 001 9910682588603321 005 20251008152012.0 010 $a9783031241932 010 $a3031241932 024 7 $a10.1007/978-3-031-24193-2 035 $a(MiAaPQ)EBC7211158 035 $a(Au-PeEL)EBL7211158 035 $a(CKB)26240864000041 035 $a(DE-He213)978-3-031-24193-2 035 $a(EXLCZ)9926240864000041 100 $a20230307d2023 u| 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aData Cultures in Higher Education $eEmergent Practices and the Challenge Ahead /$fedited by Juliana E. Raffaghelli, Albert  Sangrà 205 $a1st ed. 2023. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2023. 215 $a1 online resource (389 pages) 225 1 $aHigher Education Dynamics,$x2215-1923 ;$v59 311 08$aPrint version: Raffaghelli, Juliana E. Data Cultures in Higher Education Cham : Springer International Publishing AG,c2023 9783031241925 327 $aINTRODUCTION -- Chap 1. Data Cultures in higher education: acknowledging complexity -- Chap 2. Data, Society and the University: facets of a complex problem -- FIRST PART -- Exploring reactive data epistemologies in HE and the Society -- Chap 3. Fair learning analytics: design, participation and trans-discipline in the techno-structure -- Chap 4. Beyond just metrics: for a renewed approach to assessment in higher education -- Chap 5. ?We used to have fun but then data came into play...?: Social media at the crossroads between big data and digital literacy issues -- SECOND PART: -- Exploring proactive data epistemologies in HE and the Society -- Chap 6. Why does open data get underused? A focus on the role of (open) data literacy -- Chap 7. Responsible Educational Technology Research: From Open Science and Open Data to Ethics and Trustworthy Learning Analytics -- Chap 8. Exploring possible worlds: open and participatory tools forcritical data literacy and fairer data culture -- THIRD PART -- The challenge ahead -- Chap 9. Toward an ethics of classroom tools: Educating educators for data literacy -- Chap 10. How to integrate data culture in HE: A teaching experience in a Digital competence course -- Chap 11. Teaching Data That Matters: History and Practice -- Chap 12. Critical data literacy in higher education: teaching and research for data ethics and justice -- Chap 13. How stakeholders? data literacy contributes to quality in higher education: a goal-oriented analysis -- Chap 14. Data centres in the university. From tools to symbols of power and transformation -- Chap 15. Conclusion: Building Fair Data Cultures in Higher Education -- AFTERWORD -- Chap 16. For: Data Cultures in Higher Education: Emergent Practices and the Challenge Ahead. 330 $aThis collection focuses on the role of higher education institutions concerning datafication as a complex phenomenon. It explores how the universities can develop data literac(ies) shaping tomorrow skills and ?formae mentis? to face the most deleterious effects of datafication, but also to engage in creative and constructive ways with data. Notably, the book spots data practices within the two most relevant sides of academics? professional practice, namely, research and teaching. Hence, the collection seeks to reflect on faculty?s professional learning about data infrastructures and practices. The book draws on a range of studies covering the higher education response to the several facets of data in society, from data surveillance and the algorithmic control of human behaviour to empowerment through the use of open data. The research reported ranges from literature overviews to multi-case and in-depth case studies illustrating institutional and educational responses to different problems connected to data. The ultimate intention is to provide conceptual bases and practical examples relating to universities? faculty development policies to overcome data practices and discourses' fragmentation and contradictions: in a nutshell, to build ?fair data cultures? in higher education. 410 0$aHigher Education Dynamics,$x2215-1923 ;$v59 606 $aEducation, Higher 606 $aEducational technology 606 $aInternational education 606 $aComparative education 606 $aEducation and state 606 $aProfessional education 606 $aVocational education 606 $aHigher Education 606 $aDigital Education and Educational Technology 606 $aInternational and Comparative Education 606 $aEducational Policy and Politics 606 $aProfessional and Vocational Education 615 0$aEducation, Higher. 615 0$aEducational technology. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEducation and state. 615 0$aProfessional education. 615 0$aVocational education. 615 14$aHigher Education. 615 24$aDigital Education and Educational Technology. 615 24$aInternational and Comparative Education. 615 24$aEducational Policy and Politics. 615 24$aProfessional and Vocational Education. 676 $a378.17344678 676 $a378.0285 700 $aRaffaghelli$b Juliana E.$01346698 702 $aSangra?$b Albert 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910682588603321 996 $aData Cultures in Higher Education$93077461 997 $aUNINA