Disorder-induced phase transition in a one-dimensional model of rice pile

We propose a one-dimensional rice-pile model which connects the 1D BTW sandpile model (Phys. Rev. A 38, 364 (1988)) and the Oslo rice-pile model (Phys. Rev. lett. 77, 107 (1997)) in a continuous manner. We found that for a sufficiently large system, there is a sharp transition between the trivial critical behaviour of the 1D BTW model and the self-organized critical (SOC) behaviour. When there is SOC, the model belongs to a known universality class with the avalanche exponent $\tau=1.53$.Comment: 10 pages, 7 eps figure

Reformas Educativas y Profesorado de Secundaria: El Peso de la Tradición Docente

A pesar de los cambios propuestos por diferentes reformas educativas que han tenido lugar en el ámbito español durante los últimos 40 años, cabe preguntarse en qué medida la etapa de educación secundaria guarda, todavía, más relación con sus orígenes –Plan Pidal, 1857– que con los derivados de las sucesivas reformas. Realizamos un recorrido histórico por leyes orgánicas de educación de ámbito español poniendo nuestra mirada en la etapa de educación secundaria obligatoria y centrando nuestra reflexión en aspectos tan importantes como el peso de la tradición docente. Algunos principios pedagógicos que inspiraban las reformas educativas que han tenido lugar en nuestro país, planteaban en un modelo de enseñanza más comprensiva y no tan academicista. Se pretendía que dicha etapa educativa, que actualmente es de carácter obligatorio, fuese una etapa a la que toda la población pudiese acceder, pero, además, también pudiese superar con éxito. Sin embargo, este modelo de enseñanza comprensiva promulgado por las sucesivas reformas es un modelo educativo que todavía no ha calado, con suficiente profundidad, en la cultura de un profesorado de secundaria que ha sido formado en una tradición docente muy diferente y en el que todavía, hoy en día, podemos percibir el peso de la tradición. Despite the changes proposed by different educational reforms that have taken place in the Spanish context during the last 40 years, it is worth asking to what extent the secondary education stage still has more relation with its origins -Plan Pidal, 1857- than with the derivatives of the successive reforms. We made a historical journey through organic laws of education in the Spanish area, focusing our attention on the stage of compulsory secondary education and focusing our reflection on aspects as important as the weight of the teaching tradition. Some principles of educational reforms that have taken place in our country were inspired by a more pedagogic teaching model and not so academic model. It was intended that this educational stage, which is currently mandatory catarter, was a stage to which all the population could access but also could also overcome successfully. However, this model of comprehensive education promulgated by the reforms, is an educational model that has not yet penetrated, with sufficient depth, into the culture of a secondary school teacher who has been trained in a very different teaching tradition and in which today we can see the weight of tradition

Saldos de la Reforma Educativa en México, Nuevas Regulaciones de la Gestión y el Trabajo Docente en Educación Básica

En 2013, se implementó una política gubernamental de Reforma Educativa en la educación básica mexicana con el objetivo de darle a los niños y jóvenes maestros más preparados, escuelas bien construidas y equipadas, y además la posibilidad de seguir estudiando más y mejor. Al cierre del gobierno que puso en marcha la Reforma, es pertinente hacer una revisión de los saldos que deja la implementación de esta política en la gestión y el desarrollo del trabajo docente en los maestros de educación básica pública. Las formulaciones políticas de innovación y cambio en la educación y el trabajo de los docentes en México, descritas en esta reforma, se inscriben en la lógica internacional que ha ido generando una nueva definición de las relaciones entre la escuela y la sociedad. Estas políticas no sólo implican la existencia de nuevos marcos legales y lineamientos de actuación, sino que instituyen un programa político e ideológico que ha establecido una nueva orientación, objetivos y voluntad en la sociedad. Las nuevas regulaciones de la gestión y práctica de la docencia pública vinculan la política, cultura, economía y el Estado, a través de pautas que cubren los ámbitos de la cotidianidad educativa y el accionar de los sujetos inmersos en este ámbito desde la gestión y organización administrativa, académica y de contenidos, hasta la reconfiguración del sentido de la docencia desde una visión enfocada en la eficacia y eficiencia racionalista. En el presente artículo se presentan de manera exploratoria, los saldos en materia laboral y de sentido de la docencia pública, a partir de la implementación de la Reforma Educativa. The Education Reform of 2013, was a government policy implemented in Mexican basic education with the aim of giving children and young people better prepared teachers, well-built and equipped schools, and more and better opportunities for study. Now at the end of the government that implemented the reform, it is appropriate to examine the balances left by this policy in terms of management and labor development for public education teachers. Policy formulations for innovation and change in education and teacher’s work in Mexico are part of the international logic that has generated a new definition of the relations between schools and society. These policies not only imply the existence of new legal frameworks and guidelines for action, but they also institute a political and ideological program that established a new orientation, new objectives, and new will in society. New regulations on the management and practice of public teaching link politics, culture, economy and the state through guidelines that cover the areas of everyday education. The actions of individuals immersed in management, administrative, academic and content organization tasks reconfigure the meaning of teaching based on rationalist effectiveness and efficiency

La escuela secundaria frente al desafío de la universalización: Debates y experiencias en Argentina

Argentina estableció en el año 2006 la obligatoriedad de la escolaridad secundaria, acoplándose a la tendencia de la región. Durante ese proceso se desarrolló un significativo debate acerca si la escuela es universalizable con las características que presenta actualmente, producto de un largo proceso histórico que ha consolidado una matriz de funcionamiento. ¿Presenta la escuela las características que la hagan factible de abarcar exitosamente a todas las clases sociales, a todas las culturas y trayectorias escolares? Este debate supuso revisar el discurso de la inclusión de un país que había impulsado un sistema escolar igualitario desde su origen, construyendo una equivalencia entre igualdad, inclusión y homogeneidad. La perdurabilidad de ese discurso y cómo el formato escolar consagrado – en la cotidianeidad escolar y en la imagen social – son un obstáculo en sí mismo para la universalización de la escolarización. Esa impronta fue muy productiva en ese sistema, aún cuando no estuvo exenta de las marcas de estratificación y sesgo de clase que la cultura escolar ha asumido en los distintos países. Este artículo reseña algunos ejes de este debate producido en la última década en Argentina; para ello pondrá a disposición la presentación de dos nuevas modalidades de escuela que – una como iniciativa de políticas educativas específicas y otra como resultado de procesos comunitarios autónomos – han desarrollado formatos institucionales novedosos para buscar hacer posible la escolarización de poblaciones escolares diversas. In 2006 Argentina established compulsory secondary schooling, joining the regional trend. During that process a significant debate was developed about whether the school is universalizable with the characteristics that it currently presents, the product of a long historical process that has consolidated a functioning matrix. Does the school present the characteristics that make it feasible to successfully cover all social classes, all cultures, and all school trajectories? This debate focuses on speeches about inclusion within a country that had promoted an egalitarian school system since its inception, building an equivalence between equality, inclusion and homogeneity. The durability of this discourse and how the consecrated school format- in school everyday life and in the social image - is an obstacle in itself for the universalization of schooling. This configuration was very productive in that system, even though it was not exempt from the stratification and class bias marking school culture that has assumed in other countries. This article summarizes some axes of that debate produced in the last decade in Argentina. We present two new school modalities - one as an initiative of specific educational policies and the another as a result of autonomous community processes - that have developed innovative institutional formats to make possible the schooling of diverse school populations

Self Consistent Molecular Field Theory for Packing in Classical Liquids

Building on a quasi-chemical formulation of solution theory, this paper proposes a self consistent molecular field theory for packing problems in classical liquids, and tests the theoretical predictions for the excess chemical potential of the hard sphere fluid. Results are given for the self consistent molecular fields obtained, and for the probabilities of occupancy of a molecular observation volume. For this system, the excess chemical potential predicted is as accurate as the most accurate prior theories, particularly the scaled particle (Percus-Yevick compressibility) theory. It is argued that the present approach is particularly simple, and should provide a basis for a molecular-scale description of more complex solutions.Comment: 6 pages and 5 figure

Unified phantom cosmology: inflation, dark energy and dark matter under the same standard

Phantom cosmology allows to account for dynamics and matter content of the universe tracing back the evolution to the inflationary epoch, considering the transition to the non-phantom standard cosmology (radiation/matter dominated eras) and recovering the today observed dark energy epoch. We develop the unified phantom cosmology where the same scalar plays the role of early time (phantom) inflaton and late-time Dark Energy. The recent transition from decelerating to accelerating phase is described too by the same scalar field. The (dark) matter may be embedded in this scheme, giving the natural solution of the coincidence problem. It is explained how the proposed unified phantom cosmology can be fitted against the observations which opens the way to define all the important parameters of the model.Comment: LaTeX file, 9 pages, no figure, version to appear in PL

Políticas para la Gestión de la Educación Pública Obligatoria en Uruguay

El presente trabajo tiene como propósito analizar la gestión de las políticas educativas públicas de Uruguay, tomando como marco temporal de referencia, dos hitos identificados como relevantes: (i) el período 1995-2004 que denominaremos “Reforma Rama” y (ii) el período 2005-2018, que llamaremos “Administración FA”. Para abordar y analizar ambos períodos hemos utilizado el modelo de Subirats et al (2012), el cual define una serie de momentos en los ciclos de las políticas públicas - que en este caso - asociaremos a las educativas. Desde esta perspectiva, las políticas públicas son consideradas un “flujo continuo de decisiones y procedimientos a los que se trata de darle sentido” (Subirats et al., 2012, p. 33). Esta perspectiva permite establecer algunos parámetros comunes desde los cuales analizar dos momentos históricos diferentes. Identificar los temas jerarquizados como “relevantes” o “problemáticos” que requieren solución; situar el lugar que estos temas tomaron en la agenda pública nacional; analizar la formulación y gestión de programas que surgieron, e identificar las propuestas de evaluación que fueron definidas e implementadas para realizar su seguimiento y evaluar su impacto. El modelo de análisis utilizado ha permitido abordar temas sustanciales de la agenda educativa dentro de la franja obligatoria. Todos los componentes innovadores analizados requirieron para su puesta en marcha del diseño de las políticas públicas, la revisión de las normativas vigentes y el fortalecimiento de la gestión para su implementación. El estudio ha permitido identificar los procesos de articulación o disrupción que se generaron entre ambos ciclos, como forma de analizar las capacidades locales para producir sinergias entre los diferentes procesos innovadores puestos en marcha durante las últimas décadas. The purpose of this paper is to analyze the management of public education policies in Uruguay, taking as a reference time frame, two relevant milestones: (i) the period 1995-2004, which we will call “Rama Reform, ” and (ii) the period 2005-2018, which we will call “FA Administration”. To analyze both periods we have used a model developed by Joan Subirats, which defines a series of moments in the public policy cycles, which in this case, we will associate with the educational ones. From this perspective, public policies are considered a “continuous flow of decisions and procedures that are intended to make sense” (Subirats et al., 2012, p. 33). This perspective allows us to establish some common parameters from which to analyze two different historical moments: identify the hierarchical issues as “relevant” or “problematic” that require solution; place the place that these issues took on the national public agenda; analyze the formulation and management of programs that emerged, and identify the evaluation proposals that were defined and implemented to monitor and evaluate their impact. This model addressed substantial issues on the educational agenda within the mandatory range. For their implementation, all the analyzed innovative components required the revision of current regulations and the strengthening of management. This study identifies articulation and disruption processes that were generated between both cycles, as a way of analyzing local capacities to produce synergies between the different innovative processes implemented during the last decades

New-onset atrial fibrillation detected by continuous capnography monitoring: a case report

Case series Patients: Male, 75-year-old Male, 72-year-oldFinal Diagnosis: Atrial fibrillationSymptoms: Apnea atrial fibrillationMedication: -Clinical Procedure: -Specialty: AnesthesiologyObjective: Unusual clinical courseBackground: Asymptomatic postoperative atrial fibrillation (AF) may go undetected. As part of a multicenter observational trial designed to develop a risk prediction score for respiratory depression, the respiratory patterns of patients admitted to standard wards were continuously assessed with capnography and pulse oximetry. The monitor measured end-tidal carbon dioxide, respiratory rate, heart rate (HR), and oxyhemoglobin saturation.Case Reports: Two men ages 75 and 72 experienced abrupt and variable postoperative changes in HR consistent with AF with rapid ventricular response, coinciding with an abnormal breathing pattern with apneic episodes. In both cases, the changes were not detected by routine clinical monitoring.Conclusions: Continuous capnography identified respiratory distress in 2 patients who experienced symptoms of AF. Continuous monitoring devices can help health care providers minimize the risk of morbidity and mortality for patients at risk of respiratory depression.Perioperative Medicine: Efficacy, Safety and Outcome (Anesthesiology/Intensive Care

Multiple poliovirus-induced organelles suggested by comparison of spatiotemporal dynamics of membranous structures and phosphoinositides

At the culmination of poliovirus (PV) multiplication, membranes are observed that contain phosphatidylinositol-4-phosphate (PI4P) and appear as vesicular clusters in cross section. Induction and remodeling of PI4P and membranes prior to or concurrent with genome replication has not been well studied. Here, we exploit two PV mutants, termed EG and GG, which exhibit aberrant proteolytic processing of the P3 precursor that substantially delays the onset of genome replication and/or impairs virus assembly, to illuminate the pathway of formation of PV-induced membranous structures. For WT PV, changes to the PI4P pool were observed as early as 30 min post-infection. PI4P remodeling occurred even in the presence of guanidine hydrochloride, a replication inhibitor, and was accompanied by formation of membrane tubules throughout the cytoplasm. Vesicular clusters appeared in the perinuclear region of the cell at 3 h post-infection, a time too slow for these structures to be responsible for genome replication. Delays in the onset of genome replication observed for EG and GG PVs were similar to the delays in virus-induced remodeling of PI4P pools, consistent with PI4P serving as a marker of the genome-replication organelle. GG PV was unable to convert virus-induced tubules into vesicular clusters, perhaps explaining the nearly 5-log reduction in infectious virus produced by this mutant. Our results are consistent with PV inducing temporally distinct membranous structures (organelles) for genome replication (tubules) and virus assembly (vesicular clusters). We suggest that the pace of formation, spatiotemporal dynamics, and the efficiency of the replication-to-assembly-organelle conversion may be set by both the rate of P3 polyprotein processing and the capacity for P3 processing to yield 3AB and/or 3CD proteins