Classification of Pointed Fusion Categories of dimension 8 up to weak Morita Equivalence

In this paper we give a complete classification of pointed fusion categories over $\mathbb{C}$ of global dimension 8. We first classify the equivalence classes of pointed fusion categories of dimension 8, and then we proceed to determine which of these equivalence classes have equivalent categories of modules. This classificaction permits to classify the equivalence classes of braded tensor equivalences of twisted Drinfeld doubles of finite groups of order 8.Comment: 16 page

Importancia de la oración nominal pura subordinada en latín.

Sin resume

Algunas novedades para las floras de Ávila y Cáceres

Presentamos en esta nota, datos básicamente corológicos, sobre 56 plantas de las provincias de Ávila y Cáceres, distribuidas principalmente en las zonas montañosas de las mismas, predominantemente en la Sierra de Gredos. Las 44 citadas como novedades se refieren todas a la provincia de Ávila. Las restantes, incluidas las citas de Cáceres, se destacan por su rareza en la provincia, por ser confirmación de otras citas muy antiguas o por aportar nuevos datos a otras publicaciones, fundamentalmente Flora Iberica. Citamos una novedad para toda Castilla-León: Elaeoselinum foetidum (L.) Boiss. Por el contrario, algunas de estas novedades corresponden a especies notoriamente abundantes en toda o gran parte de la provincia, pero que permanecían sin citar, como es el caso de Typha latifolia L. y Typha dominguensis (Pers.) Steudel o Rosmarinus officinalis L.We present in this note, information basically chorological, on 56 plants of the provinces of Ávila and Cáceres, distributed principally in the mountainous zones of the same ones, predominantly in Sierra de Gredos. The 44 mentioned as new records, refer all to the province of Ávila. Remaining, included the appointments of Cáceres, they are realized by his rarity in the province, for being a confirmation of other very ancient records, or for contributing new information to other publications, fundamentally Flora Iberica. We mention a new record for all Castilla-León: Elaeoselinum foetidum (L.) Boiss. On the contrary, some of these new records correspond to glaringly abundant species in all or great zone of the province, but that were remaining without mentioning, since it is the case of Typha latifolia L. and Typha dominguensis (Pers.) Steudel or Rosmarinus officinalis L

Full field model for interleave-chirped arrayed waveguide gratings

© 2013 Optical Society of America. One print or electronic copy may be made for personal use only. Systematic reproduction and distribution, duplication of any material in this paper for a fee or for commercial purposes, or modifications of the content of this paper are prohibitedIn this paper, a theoretical model for an Interleave-Chirped Arrayed Waveguide Grating (IC-AWG) is presented. The model describes the operation of the device by means of a field (amplitude and phase) transfer response. The validation of the model is accomplished by means of simulations, using parameters from previously fabricated devices. A novel design procedure is derived from the model, and it is later on employed to demonstrate the design of colorless universal IC-AWGs. The model can be readily applied to the analysis and design of future multi-wavelength optical coherent communications receivers and optical waveform analyzers.The authors acknowledge financial support by the Spanish MICINN Project TEC2010-21337, acronym ATOMIC; project FEDER UPVOV10-3E-492 and project FEDER UPVOV08-3E-008. B. Gargallo acknowledges financial support through FPI grant BES-2011-046100.Gargallo Jaquotot, BA.; Muñoz Muñoz, P. (2013). Full field model for interleave-chirped arrayed waveguide gratings. Optics Express. 21(6):6928-6942. https://doi.org/10.1364/OE.21.006928S69286942216Nagarajan, R., Kato, M., Lambert, D., Evans, P., Corzine, S., Lal, V., … Welch, D. (2012). Terabit/s class InP photonic integrated circuits. Semiconductor Science and Technology, 27(9), 094003. doi:10.1088/0268-1242/27/9/094003Soldano, L. B., & Pennings, E. C. M. (1995). Optical multi-mode interference devices based on self-imaging: principles and applications. Journal of Lightwave Technology, 13(4), 615-627. doi:10.1109/50.372474Bachmann, M., Besse, P. A., & Melchior, H. (1994). General self-imaging properties in N × N multimode interference couplers including phase relations. Applied Optics, 33(18), 3905. doi:10.1364/ao.33.003905Heaton, J. M., & Jenkins, R. M. (1999). General matrix theory of self-imaging in multimode interference (MMI) couplers. IEEE Photonics Technology Letters, 11(2), 212-214. doi:10.1109/68.740707Van Roey, J., van der Donk, J., & Lagasse, P. E. (1981). Beam-propagation method: analysis and assessment. Journal of the Optical Society of America, 71(7), 803. doi:10.1364/josa.71.000803Doerr, C. R., Zhang, L., & Winzer, P. J. (2011). Monolithic InP Multiwavelength Coherent Receiver Using a Chirped Arrayed Waveguide Grating. Journal of Lightwave Technology, 29(4), 536-541. doi:10.1109/jlt.2010.2097240Munoz, P., Pastor, D., & Capmany, J. (2002). Modeling and design of arrayed waveguide gratings. Journal of Lightwave Technology, 20(4), 661-674. doi:10.1109/50.996587Talahashi, H., Oda, K., Toba, H., & Inoue, Y. (1995). Transmission characteristics of arrayed waveguide N×N wavelength multiplexer. Journal of Lightwave Technology, 13(3), 447-455. doi:10.1109/50.372441Wan, Y., & Hui, R. (2007). Design of WDM Cross Connect Based on Interleaved AWG (IAWG) and a Phase Shifter Array. Journal of Lightwave Technology, 25(6), 1390-1400. doi:10.1109/jlt.2007.896808Spiekman, L. H., Amersfoort, M. R., De Vreede, A. H., van Ham, F. P. G. M., Kuntze, A., Pedersen, J. W., … Smit, M. K. (1996). Design and realization of polarization independent phased array wavelength demultiplexers using different array orders for TE and TM. Journal of Lightwave Technology, 14(6), 991-995. doi:10.1109/50.511599LOHMEYER, M. (1997). Optical and Quantum Electronics, 29(9), 907-922. doi:10.1023/a:1018581701193Smit, M. K., & Van Dam, C. (1996). PHASAR-based WDM-devices: Principles, design and applications. IEEE Journal of Selected Topics in Quantum Electronics, 2(2), 236-250. doi:10.1109/2944.577370Fontaine, N. K., Scott, R. P., Zhou, L., Soares, F. M., Heritage, J. P., & Yoo, S. J. B. (2010). Real-time full-field arbitrary optical waveform measurement. Nature Photonics, 4(4), 248-254. doi:10.1038/nphoton.2010.28Bernasconi, P., Doerr, C., Dragone, C., Cappuzzo, M., Laskowski, E., & Paunescu, A. (2000). Large N x N waveguide grating routers. Journal of Lightwave Technology, 18(7), 985-991. doi:10.1109/50.85074

Marca Chile: “Todo Chile es un Torres del Paine”

Este artigo pretende ser uma proposta metodológica sobre o caso do turismo no Chile, colocando-se como paradigma o caso das Torres del Paine e a possibilidade de que todo o Chile bem administrado e gerido turisticamente possa converter-se em um Torres del Paine. O Chile apresenta um elevado nível de qualidade de vida no contexto da América Latina e do Caribe (ALC), alcançando pleno consenso em aproveitar de maneira sustentável e soberana a riqueza turística do país para benefício de todos os seus habitantes. O conceito “Turismo, um segundo soldo para o Chile” propõe-se com base no que se considera que o cobre ainda com seus atuais altos preços se constitui como o primeiro soldo do Chile. Em segundo lugar, atualmente as exportações de frutas, madeiras e vinos poderiam haver se considerado durante os últimos vinte anos como uma das rentabilidades económicas mais importantes do país. Logo, o atual e acelerado crescimento da industria turística, as entradas de visitantes, a inteligencia de mercado necessária de desenvolver e as rendas que deixam para o país e os empreendimentos turísticos, transformarão o turismo na segunda fonte de renda de maior relevancia como industria, sendo além disso uma industria daquelas denominadas limpas ainda quando presente também impactos negativos pela quantidade de visitantes que se produz e as atividades inherentes à indústria turística.This article intends to be a methodological proposal on the case of tourism in Chile, placing as a paradigm the case of Torres del Paine and the possibility that any well - administered and tourist - managed Chile can become a Torres del Paine. Chile has a high level of quality of life in the context of Latin America and the Caribbean (LAC), reaching full consensus on taking advantage of the country's tourist wealth in a sustainable and sovereign way for the benefit of all its inhabitants. The concept “Tourism, a second salary for Chile” is proposed based on what is considered to be that copper, with its current high prices, constitutes the first salary in Chile. Secondly, currently the exports of fruits, wood and wines could have been considered during the last twenty years as one of the most important economic returns in the country. Therefore, the current and accelerated growth of the tourist industry, the inflows of visitors, the market intelligence needed to develop and the income they leave for the country and tourism enterprises, will transform tourism into the second most relevant source of income as an industry, it is also an industry of those called clean even when it also has negative impacts due to the amount of visitors it produces and the activities inherent to the tourist industry

Implementing a collaborative writing workshop using Google Docs in a bilingual high school

La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura. Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura.Collaborative writing has been extensively researched due to its effects on the development of students’ writing skills. Nonetheless, there are few studies in Colombia on its implementation using online word-processing applications such as Google Docs. This platform in particular contains features that can be used to facilitate collaborative writing in language classrooms. The present classroom project aimed at using Google Docs to improve students’ writing performance in English at a bilingual public institution in Pereira, Colombia. Thus, collaborative writing was used as the teaching methodology with eleventh-grade students to implement a ten-lesson workshop for the composition of descriptive texts. Data was collected through instruments such as teacher journals, class observations, students’ artifacts, and a student perception survey. The findings showed the development of learners’ writing proficiency in English and also provided insights into the usage of this approach to teaching compositional skills. Furthermore, the teacher-practitioners who conducted the execution process of this classroom project enhanced their teaching skills when it came to promoting writing abilities. In addition, students perceived Google Docs as a manageable tool to use in their learning process. Finally, the results obtained displayed improvements in students' writing and interpersonal skills, illustrating the relevance and effectiveness of using innovative technologies and teaching methods in writing.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of contents Justification................................................................................................................................... 10 Objectives ..................................................................................................................................... 14 Teaching Objectives................................................................................................................. 14 General Objective................................................................................................................ 14 Specific Teaching Objectives.............................................................................................. 15 Learning Objectives................................................................................................................. 15 General Learning Objective ................................................................................................ 15 Specific Learning Objectives .............................................................................................. 15 Theoretical Framework................................................................................................................. 15 Literature Review..................................................................................................................... 16 Conceptual Framework ............................................................................................................ 19 Writing................................................................................................................................. 19 Elements of Writing........................................................................................................ 20 Writing Fluency. ............................................................................................................. 20 Academic Writing ............................................................................................................... 21 Descriptive Writing ............................................................................................................. 22 Writing in EFL .................................................................................................................... 22 Teaching Writing................................................................................................................. 23 Teaching Writing Stages................................................................................................. 23 Approaches to Teaching Writing to English Language Learners................................... 24 Assessment in Writing......................................................................................................... 25 Collaborative Learning........................................................................................................ 26 Collaborative Writing.......................................................................................................... 26 Implementing Collaborative Writing.............................................................................. 27 Stages for Implementing Collaborative Writing............................................................. 27 Interaction in Collaborative Writing............................................................................... 28 The Use of Online Learning Tools...................................................................................... 29 Google Docs........................................................................................................................ 29 Implementing Collaborative Writing Using Google Docs.................................................. 30 Methodology................................................................................................................................. 31 Context ..................................................................................................................................... 31 Setting ...................................................................................................................................... 32 Participants............................................................................................................................... 32 Students’ Profile .................................................................................................................. 32 Practitioners......................................................................................................................... 33 Instructional Design ................................................................................................................. 33 Methodological Approach................................................................................................... 33 Implementation.................................................................................................................... 34 Assessment and Reflection.................................................................................................. 36 Data Collection Instruments..................................................................................................... 37 Teachers’ Journals............................................................................................................... 37 Class Observations .............................................................................................................. 37 Students’ Artifacts............................................................................................................... 38 Student Perception Survey .................................................................................................. 38 Results........................................................................................................................................... 39 Linguistic Outcomes ................................................................................................................ 39 Enhanced Writing Competence through Collaborative Writing ......................................... 39 Work Division and Interaction ............................................................................................ 44 Peer Feedback and Metalinguistic Awareness Enhancement ............................................. 45 Students' Responses ................................................................................................................. 48 Interpersonal Skills and Teamwork..................................................................................... 48 Students' Attitudes Toward Collaboration .......................................................................... 49 Students’ Attitudes Towards the Use of Google Docs for Collaborative Writing .............. 52 Professional Growth................................................................................................................. 54 Lesson Planning and Execution........................................................................................... 54 Assessment .......................................................................................................................... 55 Use of Translators and Bilingual Dictionaries .................................................................... 57 Conclusion .................................................................................................................................... 58 Limitations.................................................................................................................................... 59 Pedagogical Implications.............................................................................................................. 60 References..................................................................................................................................... 61 Appendices.................................................................................................................................... 72 Appendix A .............................................................................................................................. 72 Appendix B .............................................................................................................................. 74 Appendix C .............................................................................................................................. 75 Appendix D .............................................................................................................................. 78 Appendix E............................................................................................................................... 7

Integrated Optic Sensing Spectrometer: Concept and Design

[EN] In this paper the concept and design of an integrated optical device featuring evanescent field sensing and spectrometric analysis is presented. The device, termed integrated optics sensing spectrometer (IOSS), consists of a modified arrayed waveguide grating (AWG) which arms are engineered into two sets having different focal points. Half of the arms are exposed to the outer media, while the other half are left isolated, thus the device can provide both sensing and reference spectra. Two reference designs are provided for the visible and near-infrared wavelengths, aimed at the determination of the concentration of known solutes through absorption spectroscopy.This research was funded by Spanish MINECO projects grant number TEC2015-69787-REDT (PIC4TB) and TEC2016-80385-P (SINXPECT), as well as FPI doctoral grant BES-2014-068523.Mico-Cabanes, G.; Gargallo-Jaquotot, B.; Pastor Abellán, D.; Muñoz Muñoz, P. (2019). Integrated Optic Sensing Spectrometer: Concept and Design. Sensors. 19(5):1-15. https://doi.org/10.3390/s19051018S115195Willner, A. E., Byer, R. L., Chang-Hasnain, C. J., Forrest, S. R., Kressel, H., Kogelnik, H., … Zervas, M. N. (2012). Optics and Photonics: Key Enabling Technologies. Proceedings of the IEEE, 100(Special Centennial Issue), 1604-1643. doi:10.1109/jproc.2012.2190174Lim, A. E.-J., Junfeng Song, Qing Fang, Chao Li, Xiaoguang Tu, Ning Duan, … Tsung-Yang Liow. (2014). Review of Silicon Photonics Foundry Efforts. IEEE Journal of Selected Topics in Quantum Electronics, 20(4), 405-416. doi:10.1109/jstqe.2013.2293274Smit, M., Leijtens, X., Ambrosius, H., Bente, E., van der Tol, J., Smalbrugge, B., … van Veldhoven, R. (2014). An introduction to InP-based generic integration technology. Semiconductor Science and Technology, 29(8), 083001. doi:10.1088/0268-1242/29/8/083001Muñoz, P., Micó, G., Bru, L., Pastor, D., Pérez, D., Doménech, J., … Domínguez, C. (2017). Silicon Nitride Photonic Integration Platforms for Visible, Near-Infrared and Mid-Infrared Applications. Sensors, 17(9), 2088. doi:10.3390/s17092088Estevez, M. C., Alvarez, M., & Lechuga, L. M. (2011). Integrated optical devices for lab-on-a-chip biosensing applications. Laser & Photonics Reviews, 6(4), 463-487. doi:10.1002/lpor.201100025Barrios, C. A. (2012). Integrated microring resonator sensor arrays for labs-on-chips. Analytical and Bioanalytical Chemistry, 403(6), 1467-1475. doi:10.1007/s00216-012-5937-3Movassaghi, S., Abolhasan, M., Lipman, J., Smith, D., & Jamalipour, A. (2014). Wireless Body Area Networks: A Survey. IEEE Communications Surveys & Tutorials, 16(3), 1658-1686. doi:10.1109/surv.2013.121313.00064Baird, W., & Nogar, N. S. (1995). Compact, Self-Contained Optical Spectrometer. Applied Spectroscopy, 49(11), 1699-1704. doi:10.1366/0003702953965812Feng, D., Qian, W., Liang, H., Kung, C.-C., Fong, J., Luff, B. J., & Asghari, M. (2010). Fabrication Insensitive Echelle Grating in Silicon on Insulator Platform. IEEE Photonics Technology Letters. doi:10.1109/lpt.2010.2102347Takahashi, H., Suzuki, S., & Nishi, I. (1994). Wavelength multiplexer based on SiO/sub 2/-Ta/sub 2/O/sub 5/ arrayed-waveguide grating. Journal of Lightwave Technology, 12(6), 989-995. doi:10.1109/50.296189Munoz, P., Pastor, D., & Capmany, J. (2002). Modeling and design of arrayed waveguide gratings. Journal of Lightwave Technology, 20(4), 661-674. doi:10.1109/50.996587Kodate, K., & Komai, Y. (2008). Compact spectroscopic sensor using an arrayed waveguide grating. Journal of Optics A: Pure and Applied Optics, 10(4), 044011. doi:10.1088/1464-4258/10/4/044011Subramanian, A. Z., Ryckeboer, E., Dhakal, A., Peyskens, F., Malik, A., Kuyken, B., … Baets, R. (2015). Silicon and silicon nitride photonic circuits for spectroscopic sensing on-a-chip [Invited]. Photonics Research, 3(5), B47. doi:10.1364/prj.3.000b47Doerr, C. R. (1998). Proposed WDM cross connect using a planar arrangement of waveguide grating routers and phase shifters. IEEE Photonics Technology Letters, 10(4), 528-530. doi:10.1109/68.662583Doerr, C. R., Zhang, L., & Winzer, P. J. (2011). Monolithic InP Multiwavelength Coherent Receiver Using a Chirped Arrayed Waveguide Grating. Journal of Lightwave Technology, 29(4), 536-541. doi:10.1109/jlt.2010.2097240Gargallo, B., & Muñoz, P. (2013). Full field model for interleave-chirped arrayed waveguide gratings. Optics Express, 21(6), 6928. doi:10.1364/oe.21.006928Zhao, H., Clemmen, S., Raza, A., & Baets, R. (2018). Stimulated Raman spectroscopy of analytes evanescently probed by a silicon nitride photonic integrated waveguide. Optics Letters, 43(6), 1403. doi:10.1364/ol.43.001403Vasiliev, A., Muneeb, M., Allaert, J., Van Campenhout, J., Baets, R., & Roelkens, G. (2018). Integrated Silicon-on-Insulator Spectrometer With Single Pixel Readout for Mid-Infrared Spectroscopy. IEEE Journal of Selected Topics in Quantum Electronics, 24(6), 1-7. doi:10.1109/jstqe.2018.2820169Ryckeboer, E., Bockstaele, R., Vanslembrouck, M., & Baets, R. (2014). Glucose sensing by waveguide-based absorption spectroscopy on a silicon chip. Biomedical Optics Express, 5(5), 1636. doi:10.1364/boe.5.001636Smit, M. K., & Van Dam, C. (1996). PHASAR-based WDM-devices: Principles, design and applications. IEEE Journal of Selected Topics in Quantum Electronics, 2(2), 236-250. doi:10.1109/2944.577370Pozo, J., Westerveld, W., Harmsma, P. J., Yang, S., Bodis, P., Nieuwland, R., … Yousefi, M. (2011). Silicon on insulator photonic integrated sensors: On-chip sensing and interrogation. 2011 13th International Conference on Transparent Optical Networks. doi:10.1109/icton.2011.5970854Mũnoz, P., Pastor, D., Capmany, J., & Martínez, A. (2003). Geometrical optimization of the transmission and dispersion properties of arrayed waveguide gratings using two stigmatic point mountings. Optics Express, 11(19), 2425. doi:10.1364/oe.11.002425Gomes, K. M. S., Oliveira, M. V. G. A. de, Carvalho, F. R. de S., Menezes, C. C., & Peron, A. P. (2013). Citotoxicity of food dyes sunset yellow (E-110), bordeaux red (E-123), and tatrazine yellow (E-102) on Allium cepa L. root meristematic cells. Food Science and Technology, 33(1), 218-223. doi:10.1590/s0101-20612013005000012Horowitz, V. R., Janowitz, L. A., Modic, A. L., Heiney, P. A., & Collings, P. J. (2005). Aggregation behavior and chromonic liquid crystal properties of an anionic monoazo dye. Physical Review E, 72(4). doi:10.1103/physreve.72.041710Jiménez-Márquez, F., Vázquez, J., Úbeda, J., Rodríguez-Rey, J., & Sánchez-Rojas, J. L. (2015). Optoelectronic sensor device for monitoring ethanol concentration in winemaking applications. Smart Sensors, Actuators, and MEMS VII; and Cyber Physical Systems. doi:10.1117/12.2179341Kakuta, N., Yamashita, H., Kawashima, D., Kondo, K., Arimoto, H., & Yamada, Y. (2016). Simultaneous imaging of temperature and concentration of ethanol–water mixtures in microchannel using near-infrared dual-wavelength absorption technique. Measurement Science and Technology, 27(11), 115401. doi:10.1088/0957-0233/27/11/11540

Calculation of fire risk and firefighting inside community pharmacies. Gustav Purt’s method

Fire is a chemical combustion reaction based on strongly exothermic oxidation-reduction phenomena that result in the emission of a significant amount of light and heat. Its effects are generally detrimental, causing harm to individuals through smoke inhalation, exposure to toxic gases, and extreme temperatures. Fires also cause extensive damage to infrastructure and property. A fire occurs when three factors are present simultaneously in the same location and at the same time: fuel, an oxidizing agent (typically oxygen from the air), and heat, which supplies the necessary energy for the reaction to occur. Furthermore, the existence of chain reactions is essential to produce the flame. The objective of this work is to describe Gustav Purt’s method, estimate the potential fire risk in community pharmacies, and identify the firefighting measures that should be implemented. After calculating various factors, we reached the conclusion that fire risk in a pharmacy is high. Therefore, strict inspections by health authorities are necessary to prevent fire hazards.   Keywords: Fuel; Fire; Heat; Smoke; Pharmacy

FROM ANTHROPOLOGICAL ETHNOGRAPHY TO TOURISM SUSTAINABLE. A METHODOLOGY OF THEORETICAL APPROACH- PRACTICE. THE CASE OF THE NORTH ANDEAN MACROZONE, IN THE CURRENT REGIONS OF ARICA-PARINACOTA, TARAPACÁ AND IN CHILE

Se ha realizado un análisis de las brechas e inconsistencias presentes en la actividad turística desarrollada en la Provincia del Tamarugal y el Área de Desarrollo Indígena, ADI, Jiwasa Oraje. El investigador ha sido un observador privilegiado de los esfuerzos regionales, parciales en lugar de estructurales, y sin inteligencia de mercado, por establecer los diagnósticos, las brechas, y eventuales rutas turísticas, así como la instalación de rutas turísticas a nivel regional. Esta brecha se acentúa aún más con la ausencia de una política alimentaria regional, con la inexistencia de mercado, y con el uso de un márketing posicionado del destino de la marca Tarapaca, dirigido a los viajeros con mayor capacidad de gasto e interesados comprobadamente en un turismo vivencial, actividades outdoor compartidas con las comunidades locales.An analysis of the gaps and inconsistencies present in the tourism activity developed in the Tamarugal Province and the Indigenous Development Area, ADI, Jiwasa Oraje. The researcher has been a privileged observer of regional efforts, rather than structural, and without market intelligence, to establish diagnoses, gaps, and eventual tourist routes, as well as the installation of tourist routes at the regional level. This gap is further accentuated by the absence of a regional food policy, the absence of a market, and the use of a marketing positioning the destination of the Tarapaca brand, aimed at travelers with greater spending capacity and experiential tourism, outdoor activities shared with local communities

Paul Auster en España (1988-1998)

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