The Ecuadorian higher education: A history in search of determining its quality

En Ecuador, la discusión sobre el concepto de calidad. de las instituciones de educación superior se vuelve relevante cuando el la evaluación obligatoria para fines de acreditación aparece en el trabajo universitario; sin embargo, hay antecedentes históricos que debe discutirse para anclar este concepto a la realidad y hechos relevantes que guiaron su construcción; su resultado servirá como guía para establecer la calidad educativa como cultura universitaria en Trabajo académico. Inicialmente, la calidad de la educación superior era considerada como inherente a las instituciones, durante un siglo esta afirmación se convirtió en un axioma, luego hubo un primer momento de expansión de las Instituciones con gran impulso del Estado, en esa etapa hay ya era una diferenciación empírica de universidades de calidad y están vinculados a su historia, esta etapa dura alrededor de cuatro décadas el siguiente momento, que se refiere a algo más que tres décadas, hay una nueva expansión de las instituciones en este caso con impulso del sector privado en el que las definiciones de calidad o eficiencia casi desaparecen, ya que la ley de mayor La educación del año 2000 asume la verificación de calidad como un elemento sustancial de la educación superior. A partir de ahí, dos Se han realizado evaluaciones, con una evaluación obligatoria. proceso de recategorización que ha movilizado nuevas acciones dentro de las universidades. Los resultados de la investigación guiarán en el construcción del concepto de calidad de la educación superior mediada por la historia, el Estado y las estrategias provocadas por la Academia, El propósito de establecer las premisas para construir un modelo de Calidad Se prioriza la gestión de la educación SuperiorIn Ecuador, the discussion on the concept of quality of Higher Education Institutions becomes relevant when the obligatory evaluation for accreditation purposes appears in the university work; however, there are historical antecedents that must be discussed in order to anchor this concept to reality and relevant facts that guided its construction; its result will serve as a guide to establish educational quality as a university culture in academic work. Initially the quality of higher education was considered as inherent to institutions, for a century this affirmation became an axiom, then there was a first moment of expansion of the Institutions with great impulse of the State, in that stage there was already an empirical differentiation of quality universities and they are linked to their history, this stage lasts around four decades; the next moment, which refers to something more than three decades, there is a new expansion of the institutions in this case with impulse from the private sector in which definitions of quality or efficiency almost disappear, since the law of higher education of the Year 2000 assumes quality verification as a substantial element of higher education. From there, two evaluations have been carried out, with an obligatory evaluation process for recategorization that has mobilized new actions within the universities. The results of the research will guide in the construction of the concept of quality of higher education mediated by history, the State and the strategies provoked by the Academy, the purpose of establishing the premises to build a model of Quality Management of Education is prioritized HigherLim

Impact of learning English on cognitive processes in older adults. A preliminary study in Cuenca

Se realiza un estudio exploratorio descriptivo antes y después de un curso de seis meses de aprendizaje de inglés para adultos mayores, con el objetivo de evaluar el efecto del aprendizaje de otro idioma sobre la esfera cognitiva en este grupo de edad en la ciudad de Cuenca. Material y Método: Se incluyeron 80 adultos de edad promedio 70.48 ± 4.9 años (31 hombres, 19 mujeres); quienes fueron sometidos a evaluación neurológica y neuropsicológica al inicio, seis y doce meses después del curso, incluyendo pruebas para funcionalidad ejecutiva (memoria de trabajo y procesos atencionales). Resultados: Se encuentran datos de asociación estadística entre alteración de la percepción olfatoria con relación a la edad. Las pruebas neuropsicológicas muestran datos interesantes en relación con mantenimiento cognitivo e incluso mejoría en el rendimiento de las pruebas de series directas e inversas (WAIS III) y en el test de símbolos (SMDT) seis y doce meses luego de haber iniciado un curso de aprendizaje de inglés. Conclusión: El estudio sugiere que el aprendizaje de inglés, incluso sin objetivo funcional del manejo de una nueva lengua, puede tener un efecto protector en las funciones ejecutivas, cuyas alteraciones constituyen los primeros hallazgos en pacientes con deterioro cognitivo. Se propone un seguimiento a largo plazo en la búsqueda de asociación estadística importante.A descriptive exploratory study, before and after a six-month english learning course for seniors is conducted to evaluate the cognitive effect of learning another language in this age group in the city of Cuenca. Materials and Methods: 80 adults of average age 70.48 ± 4.9 years (31 men, 19 women) were included; who underwent neurological and neuropsychological evaluation at baseline, six and twelve months after the course; including tests for executive function (working memory and attention processes). Results: Data show significant statistical association between impaired olfactory perception related to age. Neuropsychological tests show interesting data relating cognitive maintenance and even improvement in the Performance Testing Direct and inverse series (Wais III) and Symbol Digital Modality Test (SMDT) six and twelve months after initiating a learning course of English. Conclusion: The study suggests that learning English, even without functional objective of a new language, may have protective effect on the executive functions and neuronal brain networks are claimed the first findings in patients with cognitive impairment. We suggest perform this follow up long term in time to find strongest evidence, related to international bibliography

Rationale, design, and baseline characteristics in Evaluation of LIXisenatide in Acute Coronary Syndrome, a long-term cardiovascular end point trial of lixisenatide versus placebo

BACKGROUND: Cardiovascular (CV) disease is the leading cause of morbidity and mortality in patients with type 2 diabetes mellitus (T2DM). Furthermore, patients with T2DM and acute coronary syndrome (ACS) have a particularly high risk of CV events. The glucagon-like peptide 1 receptor agonist, lixisenatide, improves glycemia, but its effects on CV events have not been thoroughly evaluated. METHODS: ELIXA (www.clinicaltrials.gov no. NCT01147250) is a randomized, double-blind, placebo-controlled, parallel-group, multicenter study of lixisenatide in patients with T2DM and a recent ACS event. The primary aim is to evaluate the effects of lixisenatide on CV morbidity and mortality in a population at high CV risk. The primary efficacy end point is a composite of time to CV death, nonfatal myocardial infarction, nonfatal stroke, or hospitalization for unstable angina. Data are systematically collected for safety outcomes, including hypoglycemia, pancreatitis, and malignancy. RESULTS: Enrollment began in July 2010 and ended in August 2013; 6,068 patients from 49 countries were randomized. Of these, 69% are men and 75% are white; at baseline, the mean ± SD age was 60.3 ± 9.7 years, body mass index was 30.2 ± 5.7 kg/m(2), and duration of T2DM was 9.3 ± 8.2 years. The qualifying ACS was a myocardial infarction in 83% and unstable angina in 17%. The study will continue until the positive adjudication of the protocol-specified number of primary CV events. CONCLUSION: ELIXA will be the first trial to report the safety and efficacy of a glucagon-like peptide 1 receptor agonist in people with T2DM and high CV event risk