EL ESTUDIO DE LAS RELACIONES POLÍTICAS INTERNACIONALES: PRINCIPALES APORTES DEL MARXISMO-LENINISMO

En el presente artículo se expone la necesidad de la formación de una personalidad integral, a partir de la enseñanza de la teoría sociopolítica. Se abordan algunas de las cuestiones esenciales que plantea el marxismo-leninismo para el análisis de las relaciones internacionales, que debemos tener en cuenta: el carácter clasista de esas relaciones, la teoría leninista del imperialismo y el internacionalismo como principio fundamental que caracteriza la propuesta marxista de las relaciones internacionales. Se insiste en la necesidad de una enseñanza que promueva la búsqueda constante de nuevas vías que conduzcan a la eliminación del tipo de enseñanza dogmática y reproductiva, y a su vez, permita el descubrimiento por el estudiante de las propiedades esenciales del objeto de estudio, sus regularidades, los nexos con otros conceptos y su aplicación creadora, lo que constituye un elemento imprescindible en la formación de los profesionales de la educación que se forman en las universidades de ciencias pedagógicas. ABSTRACT The article approaches the necessity of the formation of an integral personality starting with the teaching of the socio-political theory that allows solving conflicts, to communicate, to compare and to evaluate contributions, to integrate data, to define problems, to determine the necessary of the superfluous thing, to look for integrative marks, interact with facts. Some of the essential questions that outline the Marxism-Leninism to the analysis of the International relationships are approached in this article that we should keep in mind: the classist character of those relationships; the Leninist theory of the imperialism and the internationalism as the fundamental principle that characterizes the Marxist proposal of the international relationships. It is insisted in the necessity of a teaching that promotes the constant search of new ways that lead to the elimination of the type of dogmatic and reproductive teaching and at the same time allow the discovery by the student of the essential properties of the study object, their regularities, the nexuses with other concepts and their creative application which constitutes an indispensable element in the formation of the professionals of the education that are formed in the Universities of Pedagogical Sciences. KEY WORDS: International relationships, initial formation, sociopolitical theory

Surveillance of Viral Respiratory Infections in the Neonatal Intensive Care Unit-Evolution in the Last 5 Years

Viral respiratory infections (VRIs) in very low birthweight infants can be associated with high rates of morbidity. The COVID-19 pandemic has exerted a strong impact on viral circulation. The purpose of this study is to report on VRIs during NICU admission in infants below 32 weeks' gestation and compare data collected between the pre-and post-COVID-19 pandemic periods. A prospective surveillance study was conducted at a tertiary NICU between April 2016 and June 2022. The COVID-19 post-pandemic period was established as being from March 2020 onwards. Respiratory virus detection was performed by real-time multiplex PCR assays in nasopharyngeal aspirates (NPAs). A total of 366 infants were enrolled. There were no statistical differences between periods regarding infants' birth weight, gestational age, gender distribution, or rates of bronchopulmonary dysplasia. Among the 1589 NPA collected during the pre-COVID-19 period, 8.9% were positive, and among the 1147 NPA collected during the post-pandemic period, only 3% were positive (p < 0.005). The type of viruses detected did not differ according to the study period (pre-COVID19 vs. post-COVID-19): rhinovirus (49.5% vs. 37.5%), adenovirus (22.6% vs. 25%), and human coronavirus (12.9% vs. 16.7%). SARS-CoV-2 was only detected in one patient. In conclusion, the viral profile causing VRI during the pre-COVID-19 and post-COVID-19 era was similar. However, the total number of VRI dropped significantly, most probably due to the global increase in infection prevention measures.This study has been partially supported by ISCIII-Instituto de Salud Carlos III, FIS (Fondo de Investigación Sanitaria-Spanish Health Research Fund) grants PI21CIII/00019, PI18CIII/00009, FI19/00067, PI18/00167, PI21/00896 and PI21/00377.S

EL ESTUDIO DE LAS RELACIONES POLÍTICAS INTERNACIONALES: PRINCIPALES APORTES DEL MARXISMO-LENINISMO

El presente artículo aborda la necesidad de la formación de una personalidad integral, a partir de la enseñanza de la teoría sociopolítica, capaz de solucionar conflictos, comunicarse, cotejar y evaluar aportaciones, integrar datos, definir problemas, determinar lo necesario de lo superfluo, buscar marcos integradores, interactuar con hechos. Se abordan algunas de las cuestiones esenciales que plantea el marxismo-leninismo para el análisis de las relaciones internacionales, que debemos tener en cuenta: el carácter clasista de esas relaciones, la teoría leninista del imperialismo y el internacionalismo como principio fundamental que caracteriza la propuesta marxista de las relaciones internacionales. Se insiste en la necesidad de una enseñanza que promueva la búsqueda constante de nuevas vías que conduzcan a la eliminación del tipo de enseñanza dogmática y reproductiva, y a su vez, permita el descubrimiento por el estudiante de las propiedades esenciales del objeto de estudio, sus regularidades, los nexos con otros conceptos y su aplicación creadora, lo que constituye un elemento imprescindible en la formación de los profesionales de la educación que se forman en las universidades de ciencias pedagógicas

Assessment of marine ecosystem services indicators: experiences and lessons learned from 14 european case studies

This article shares the experiences, observations, and discussions that occurred during the completing of an ecosystem services (ES) indicator framework to be used at European Union (EU) and Member States' level. The experience base was drawn from 3 European research projects and 14 associated case study sites that include 13 transitional-water bodies (specifically 8 coastal lagoons, 4 riverine estuaries, and 1 fjord) and 1 coastal-water ecosystem. The ES pertinent to each case study site were identified along with indicators of these ES and data sources that could be used for mapping. During the process, several questions and uncertainties arose, followed by discussion, leading to these main lessons learned: 1) ES identification: Some ES that do not seem important at the European scale emerge as relevant at regional or local scales; 2) ES indicators: When direct indicators are not available, proxies for indicators (indirect indicators) might be used, including combined data on monitoring requirements imposed by EU legislation and international agreements; 3) ES mapping: Boundaries and appropriate data spatial resolution must be established because ES can be mapped at different temporal and spatial scales. We also acknowledge that mapping and assessment of ES supports the dialogue between human well-being and ecological status. From an evidence-based marine planning-process point of view, mapping and assessment of marine ES are of paramount importance to sustainable use of marine natural capital and to halt the loss of marine biodiversity. (C) 2016 SETA