Educación Musical Escolar en las Américas: Condiciones, Prácticas, y Políticas desde una Perspectiva Socio-Ecológica

La educación musical formal está presente en un gran número de escuelas primarias y secundarias a lo largo de las Américas, aunque tanto las políticas educativas, planes de estudios y su implementación varían según regiones, estados e instituciones educativas. El conocimiento de las condiciones actuales de la educación musical en un hemisferio, cada vez más interconectado e interdependiente, podría ofrecer ideas para resolver desafíos de acceso, igualdad, y equidad hacia una educación artística de calidad. Este artículo ha sido escrito para proporcionar una sintaxis general, no exhaustiva, de la investigación sobre programas y políticas de música escolar a lo largo de las Américas. Más específicamente, dentro de un marco socioeconómico, hemos tratado de determinar de qué manera factores externos afectan las prácticas docentes así como el impacto de los docentes de aula en estas fuerzas. Se espera que esta examinación ofrezca ideas a quienes elaboran y promueven políticas educativas en artes, para asegurar que los estudiantes tengan igualdad de oportunidades y acceso a una educación musical escolar de calidad

Invoking a creative and innovative spirit in music teacher education

En el documento, Framework for 21st Century Learning, diseñado para preparar a los estudiantes de primaria y secundaria para el éxito en una economía global, la creatividad y la innovación es esencial. En todas las materias, los alumnos deben pensar en forma creativa lo que significa que deben utilizar una amplia gama de técnicas y generación de ideas, crear ideas nuevas y que valgan la pena, y elaborar, refinar, analizar y evaluar sus propias ideas con el fin de mejorar y maximizar los esfuerzos creativos. También se espera que estudiantes trabajen creativamente con otros en el proceso de innovar. Los estudiantes deben comunicar sus ideas de manera efectiva a los demás, ser sensible a las diversas ideas y puntos de vistas, demostrar originalidad, reconocer restricciones y limitaciones, y aprender de los errores y fracasos. Además, deben innovar, es decir, crear algo útil y tangible como resultado de su pensar y de su trabajo en conjunto (Partnership for 21st Century Skills, 2011). Esta visión del plan de estudios, con un ojo hacia la creatividad y la innovación, tiene como meta orientar a los profesores de primaria y secundaria. Desafortunadamente, muchos de estos profesores no fueron educados en sistemas que valoran o se practican estas ideas, lo cual puede haber limitado su propia creatividad o innovación. Es lógico asumir que estos profesores se sienten incómodos en incorporar estos hábitos de la mente y la práctica en sus propias aulas. Esto podría explicar la razón por la cual composición e improvisación, la escucha creativa e interpretación imaginativa en las escuelas tienden ser menos importante que las experiencias de aprendizaje más directivos. Este artículo ofrece ideas a los profesores que preparan a estos maestros, que se encuentran responsable para facilitar el empleo de la creatividad en pensamiento y la práctica musical. De esta manera, maestros del mañana podrán alcanzar un mayor nivel de creatividad e innovación, que les ayudara a estar mejor preparados para guiar a sus propios estudiantes.Students in all subject areas are expected to think creatively which means they should “use a wide range of idea creation techniques, create new and worthwhile ideas, and elaborate, refine, analyze and evaluation their own ideas in order to improve and maximize creative efforts.” They are also expected to work creatively with others and innovate. Students should communicate their ideas effectively to others, be responsive to the diverse ideas and viewpoints of others, demonstrate originality while recognizing constraints and limitations, and learn from mistakes and failures. Additionally, they should innovate, that is, create something useful and tangible as a result of their thinking and working with others (Partnership for 21st Century Skills, 2011). This vision of curriculum with an eye towards creativity and innovation is meant to guide primary and secondary teachers. Unfortunately, many of the teachers for whom this was intended were not educated in settings where such ideas were valued or practiced, thus those who did not have experiences creating and innovating might be less comfortable and well versed in incorporating those habits of mind and practice in their own classrooms. For example, this might explain why composition and improvisation, creative listening and interpretative performance in school music programs have taken a backseat to more top-down, teacher directive music learning experiences. This article offers ideas for music teacher educators to facilitate more creative and innovative thinking and practice in preservice education. In so doing, preservice teachers can become more creative and innovative, and thus be better prepared to guide their own students

Energy loss of H+ and H2+ beams in carbon nanotubes: a joint experimental and simulation study

Carbon nanotube properties can be modified by ion irradiation; therefore it is important to know the manner in which ions deposit energy (how much and where) in the nanotubes. In this work, we have studied, experimentally and with a simulation code, the irradiation of multi-walled carbon nanotubes (MWCNT), supported on a holey amorphous carbon (a-C) substrate, with low energy (2–10 keV/u) H+ and H2+ molecular beams, impinging perpendicularly to the MWCNT axis. The energy distribution of protons traversing the nanotubes (either from the H+ beam or dissociated from the H2+ beam) was measured by the transmission technique in the forward direction. Two well-differentiated peaks appear in the experimental energy-loss distribution of the fragments dissociated from the molecular H2+ beam, in correspondence to the ones detected with the proton beam. One is the low-energy loss peak (LELP), which has a symmetric width; the other is the high-energy loss peak (HELP), which shows an asymmetric broadening towards larger energy loss than the corresponding proton energy distribution. A semi-classical simulation, accounting for the main interaction processes (both elastic and inelastic), of the proton trajectories through the nanotube and the supporting substrate has been done, in order to elucidate the origin of these structures in the energy spectra. Regarding the H+ energy spectrum, the LELP corresponds to projectiles that travel in quasi-channelling motion through the most outer walls of the nanotubes and then pass through the substrate holes, whereas the HELP results mostly from projectiles traversing only the a-C substrate, with the asymmetry broadening being due to a minor contribution of those protons that cross the a-C substrate after exiting the nanotube. The broadening of the peaks corresponding to dissociated fragments, with respect to that of the isolated protons, is the result of vicinage effects between the fragments, when travelling in quasi-channelling conditions through the outer layers of the nanotube, and Coulomb explosion just after exiting the target. The excellent agreement between the measured and the simulated energy spectra of the H+ beam validates our simulation code in order to predict the energy deposited by ion beams in carbon nanotubes.This work has been financially supported by Fondecyt 1100759, Fondecyt 1121203 and USM-DGIP 11.11.11, Anillo ACT1108, Proyecto Basal FB0821 - CONICYT, the Spanish Ministerio de Economía y Competitividad and European Regional Development Fund (Projects FIS2014-58849-P and PGC2018-096788-B-I00), and Fundación Séneca (Project No. 19907/GERM/15)

Inmovilización de lipasa B de Candida Antarctica en plásticos no biodegradables. Aplicación en la esterificación de R/S-ibuprofeno

En este trabajo se presenta la evaluación de plásticos no biodegradables provenientes de residuos sólidos urbanos, como soportes de la lipasa B de Candida antárctica (CALB), y su aplicación en la esterificación de R/S-ibuprofeno con etanol. Se llevó a cabo la adsorción (selectiva y total) de CALB en polietilenftereftalato (PET), polipropileno (PP) y derivados de dichos polímeros

Stopping power and depth dose profile of H+ and He+ ion beams in hydroxyapatite thin films.

Hadron therapy is a promising technique to treat deep-seated tumors. For an accurate treatment planning, the energy deposition in the soft and hard human tissue must be well known. Water has been usually employed as a phantom of soft tissues, but other biomaterials, such as hydroxyapatite (HAp), used as bone substitute, are also relevant as a phantom for hard tissues. The stopping power of HAp for H+ and He+ beams has been studied experimentally and theoretically. The measurements have been done using the Rutherford backscattering technique in an energy range of 450-2000 keV for H+ and of 400-5000 keV for He+ projectiles. The theoretical calculations are based in the dielectric formulation together with the MELF-GOS (Mermin Energy-Loss Function – Generalized Oscillator Strengths) method [1] to describe the target excitation spectrum. A quite good agreement between the experimental data and the theoretical results has been found. The depth dose profile of H+ and He+ ion beams in HAp has been simulated by the SEICS (Simulation of Energetic Ions and Clusters through Solids) code [2], which incorporates the electronic stopping force due to the energy loss by collisions with the target electrons, including fluctuations due to the energy-loss straggling, the multiple elastic scattering with the target nuclei, with their corresponding nuclear energy loss, and the dynamical charge-exchange processes in the projectile charge state. The energy deposition by H+ and He+ as a function of the depth are compared, at several projectile energies, for HAp and liquid water, showing important differences.European Regional Development Fun

Collective Effervescence, Self-Transcendence, and Gender Differences in Social Well-Being During 8 March Demonstrations

8 March (8M), now known as International Women’s Day, is a day for feminist claims where demonstrations are organized in over 150 countries, with the participation of millions of women all around the world. These demonstrations can be viewed as collective rituals and thus focus attention on the processes that facilitate different psychosocial effects. This work aims to explore the mechanisms (i.e., behavioral and attentional synchrony, perceived emotional synchrony, and positive and transcendent emotions) involved in participation in the demonstrations of 8 March 2020, collective and ritualized feminist actions, and their correlates associated with personal well-being (i.e., affective well-being and beliefs of personal growth) and collective well-being (i.e., social integration variables: situated identity, solidarity and fusion), collective efficacy and collective growth, and behavioral intention to support the fight for women’s rights. To this end, a cross-cultural study was conducted with the participation of 2,854 people (age 18–79; M = 30.55; SD = 11.66) from countries in Latin America (Mexico, Chile, Argentina, Brazil, Peru, Colombia, and Ecuador) and Europe (Spain and Portugal), with a retrospective correlational cross-sectional design and a convenience sample. Participants were divided between demonstration participants (n = 1,271; 94.0% female) and non-demonstrators or followers who monitored participants through the media and social networks (n = 1,583; 75.87% female). Compared with non-demonstrators and with males, female and non-binary gender respondents had greater scores in mechanisms and criterion variables. Further random-effects model meta-analyses revealed that the perceived emotional synchrony was consistently associated with more proximal mechanisms, as well as with criterion variables. Finally, sequential moderation analyses showed that proposed mechanisms successfully mediated the effects of participation on every criterion variable. These results indicate that participation in 8M marches and demonstrations can be analyzed through the literature on collective rituals. As such, collective participation implies positive outcomes both individually and collectively, which are further reinforced through key psychological mechanisms, in line with a Durkheimian approach to collective rituals.Fil: Zumeta, Larraitz N.. Universidad del País Vasco; EspañaFil: Castro Abril, Pablo. Universidad del País Vasco; EspañaFil: Méndez, Lander. Universidad del País Vasco; EspañaFil: Pizarro, José J.. Universidad del País Vasco; EspañaFil: Włodarczyk, Anna. Universidad Católica del Norte; ChileFil: Basabe, Nekane. Universidad del País Vasco; EspañaFil: Navarro Carrillo, Ginés. Universidad de Jaén; EspañaFil: Padoan De Luca, Sonia. Universidad del País Vasco; EspañaFil: da Costa, Silvia. Universidad del País Vasco; EspañaFil: Alonso Arbiol, Itziar. Universidad del País Vasco; EspañaFil: Torres Gómez, Bárbara. Universidad del País Vasco; EspañaFil: Cakal, Huseyin. Keele University; Reino UnidoFil: Delfino, Gisela Isabel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; ArgentinaFil: Techio, Elza M.. Universidade Federal da Bahia; BrasilFil: Alzugaray, Carolina. Universidad de Santo Tomas; ChileFil: Bilbao, Marian. Universidad Alberto Hurtado; ChileFil: Villagrán, Loreto. Universidad de Concepción; ChileFil: López López, Wilson. Pontificia Universidad Javeriana; ColombiaFil: Ruiz Pérez, José Ignacio. Universidad Nacional de Colombia; ColombiaFil: Cedeño, Cynthia C.. Universidad Politécnica Salesiana; EcuadorFil: Reyes Valenzuela, Carlos. Universidad Andina Simon Bolivar - Sede Ecuador.; EcuadorFil: Alfaro Beracoechea, Laura. Universidad de Guadalajara; MéxicoFil: Contreras Ibáñez, Carlos César. Universidad Autónoma Metropolitana; MéxicoFil: Ibarra, Manuel Leonardo. Universidad Autónoma del Estado de México; MéxicoFil: Reyes Sosa, Hiram. Universidad Autonoma de Coahuila; MéxicoFil: Cueto, Rosa María. Pontificia Universidad Católica de Perú; PerúFil: Carvalho, Catarina L.. Universidad de Porto; PortugalFil: Pinto, Isabel R.. Universidad de Porto; Portuga

The Atacama Cosmology Telescope: Mitigating the impact of extragalactic foregrounds for the DR6 CMB lensing analysis

We investigate the impact and mitigation of extragalactic foregrounds for the CMB lensing power spectrum analysis of Atacama Cosmology Telescope (ACT) data release 6 (DR6) data. Two independent microwave sky simulations are used to test a range of mitigation strategies. We demonstrate that finding and then subtracting point sources, finding and then subtracting models of clusters, and using a profile bias-hardened lensing estimator, together reduce the fractional biases to well below statistical uncertainties, with the inferred lensing amplitude, $A_{\mathrm{lens}}$, biased by less than $0.2\sigma$. We also show that another method where a model for the cosmic infrared background (CIB) contribution is deprojected and high frequency data from Planck is included has similar performance. Other frequency-cleaned options do not perform as well, incurring either a large noise cost, or resulting in biased recovery of the lensing spectrum. In addition to these simulation-based tests, we also present null tests performed on the ACT DR6 data which test for sensitivity of our lensing spectrum estimation to differences in foreground levels between the two ACT frequencies used, while nulling the CMB lensing signal. These tests pass whether the nulling is performed at the map or bandpower level. The CIB-deprojected measurement performed on the DR6 data is consistent with our baseline measurement, implying contamination from the CIB is unlikely to significantly bias the DR6 lensing spectrum. This collection of tests gives confidence that the ACT DR6 lensing measurements and cosmological constraints presented in companion papers to this work are robust to extragalactic foregrounds.Comment: Companion paper to Qu et al and Madhavacheril et a

Aboveground biomass density models for NASA's Global Ecosystem Dynamics Investigation (GEDI) lidar mission

NASA's Global Ecosystem Dynamics Investigation (GEDI) is collecting spaceborne full waveform lidar data with a primary science goal of producing accurate estimates of forest aboveground biomass density (AGBD). This paper presents the development of the models used to create GEDI's footprint-level (similar to 25 m) AGBD (GEDI04_A) product, including a description of the datasets used and the procedure for final model selection. The data used to fit our models are from a compilation of globally distributed spatially and temporally coincident field and airborne lidar datasets, whereby we simulated GEDI-like waveforms from airborne lidar to build a calibration database. We used this database to expand the geographic extent of past waveform lidar studies, and divided the globe into four broad strata by Plant Functional Type (PFT) and six geographic regions. GEDI's waveform-to-biomass models take the form of parametric Ordinary Least Squares (OLS) models with simulated Relative Height (RH) metrics as predictor variables. From an exhaustive set of candidate models, we selected the best input predictor variables, and data transformations for each geographic stratum in the GEDI domain to produce a set of comprehensive predictive footprint-level models. We found that model selection frequently favored combinations of RH metrics at the 98th, 90th, 50th, and 10th height above ground-level percentiles (RH98, RH90, RH50, and RH10, respectively), but that inclusion of lower RH metrics (e.g. RH10) did not markedly improve model performance. Second, forced inclusion of RH98 in all models was important and did not degrade model performance, and the best performing models were parsimonious, typically having only 1-3 predictors. Third, stratification by geographic domain (PFT, geographic region) improved model performance in comparison to global models without stratification. Fourth, for the vast majority of strata, the best performing models were fit using square root transformation of field AGBD and/or height metrics. There was considerable variability in model performance across geographic strata, and areas with sparse training data and/or high AGBD values had the poorest performance. These models are used to produce global predictions of AGBD, but will be improved in the future as more and better training data become available