Calibration of Strong-Motion Models for Central America Region

We present the results of a study aimed at choosing the more suitable strong-motion models for seismic hazard analysis in the Central America (CA) Region. After a careful revision of the state of the art, different models developed for subduction and volcanic crustal zones, in tectonic environment similar to those of CA, were selected. These models were calibrated with accelerograms recorded in Costa Rica, Nicaragua and El Salvador. The peak ground acceleration PGA and Spectral Acceleration SA (T) derived from the records were compared with the ones predicted by the models in similar conditions of magnitude, distance and soil. The type of magnitude (Ms, Mb, Mw), distance (Rhyp, Rrup, etc) and ground motion parameter (maximum horizontal component, medium, etc ) was taken into account in the comparison with the real data. As results of the analysis, the models which present a best fit with the local data were identified. These models have been applied for carrying out seismic hazard analysis in the region, in the frame of the RESIS II project financed for the Norway Cooperation Agency (NORAD)

Technology management to increase the efficiency of the supply chain

This article is an effort to determine the status and contribution of technology management as an integral part of the supply chain, In the present article it starts from the premise that, the technology management system is an integral part of the supply chain; To corroborate the hypothesis, a field study was carried out in the city of Barranquilla, Colombia, aimed at medium-sized service, commercial and industrial companies, in order to diagnose the management of technological processes related to identify how technological management processes related to the supply chain are carried out and Logistic processes in these organizations. One of the conclusions reached in the study is that although the majority of participating companies currently use the technology management, this is not effective, since some activities in the supply chain are outside of its scope which prevents a true control and traceability of the products and services offered by companies

La atención a la diversidad en el aprendizaje en la Educación de Jóvenes y Adultos / Focus on diversity in teaching and educating youngsters and adults.

En el presente trabajo se analiza la atención a la diversidad como condición necesaria y suficiente en la dirección del aprendizaje en la Educación de Jóvenes y Adultos (EDJA), se parte de consideraciones iniciales para dirigir el aprendizaje en la EDJA en que se considere la atención a la diversidad y por tanto qué se exige de cada docente para lograrla. A partir de este análisis inicial se concibe la atención a la diversidad en la dirección del aprendizaje en la EDJA como un sistema formado por tres subsistemas: el enfoque personológico del aprendizaje, el enfoque metodológico en la dirección de la actividad docente para atender la diversidad y la creatividad del profesor. Se describen las relaciones de funcionalidad, reciprocidad, subordinación, coordinación y de complementación entre los subsistemas. Se profundiza en los componentes de cada subsistema y se brindan posiciones respaldadas teórica y empíricamente.ABSTRACTThe paper is a study of the role of considering diversity as a necessary condition in controlling student’s learning in adult’s continuing educations. A rationale related to what is diversity and what it demands from teachers is presented. Taking care of students’ diversity is presented as a system including three subsystems: personal approach of learning, methodological approach, and creativity. Relations of functional, reactive, coordinate, subordinate relations, are considered together with the component of each system

La atención a la diversidad en el aprendizaje en la Educación de Jóvenes y Adultos / Focus on diversity in teaching and educating youngsters and adults.

En el presente trabajo se analiza la atención a la diversidad como condición necesaria y suficiente en la dirección del aprendizaje en la Educación de Jóvenes y Adultos (EDJA), se parte de consideraciones iniciales para dirigir el aprendizaje en la EDJA en que se considere la atención a la diversidad y por tanto qué se exige de cada docente para lograrla. A partir de este análisis inicial se concibe la atención a la diversidad en la dirección del aprendizaje en la EDJA como un sistema formado por tres subsistemas: el enfoque personológico del aprendizaje, el enfoque metodológico en la dirección de la actividad docente para atender la diversidad y la creatividad del profesor. Se describen las relaciones de funcionalidad, reciprocidad, subordinación, coordinación y de complementación entre los subsistemas. Se profundiza en los componentes de cada subsistema y se brindan posiciones respaldadas teórica y empíricamente. ABSTRACT The paper is a study of the role of considering diversity as a necessary condition in controlling student’s learning in adult’s continuing educations. A rationale related to what is diversity and what it demands from teachers is presented. Taking care of students’ diversity is presented as a system including three subsystems: personal approach of learning, methodological approach, and creativity. Relations of functional, reactive, coordinate, subordinate relations, are considered together with the component of each system

Metropolitan phenomenon routes in Mexico

Las rutas que ha tomado el fenómeno metropolitano en México, destacan la primacía de las ciudades de alcance regional, las cuales propagan el crecimiento económico y la urbanización de manera diferenciada. Así, la ampliación de las áreas periféricas se expresa como un mecanismo de autorregulación de las condiciones de saturación demográfica, el déficit de los servicios y la congestión urbana, lo que determina la acumulación de desventajas en términos sociales y ambientales que están más allá de la capacidad de los gobiernos municipales para superarlas, con lo que se están alejando de las posibilidades de un desarrollo urbano equilibrado. Utilizamos información documental, estadísticas y mapas para establecer el marco de referencia, el perfil nacional metropolitano y el análisis del área intermedia de las ciudades de México y Toluca.The routes taken by the metropolitan phenomenon in Mexico emphasize the primacy of the cities of regional scope which propagate the economic growth and urbanization in a differentiated way. Thus, the enlargement of the peripheral areas is expressed as a self-regulatory mechanism of the demographic saturation conditions, the deficit in services and urban congestion, what determines the accumulation of handicaps in social and environmental terms beyond the capacity of municipal governments to overcome them, with what the possibilities of a balanced urban development are moving away. We use documentary information, statistics and maps to establish the reference framework, the national metropolitan profile and the intermediate area analysis of Mexico City and Toluca.Fil: Orozco Hernández, María Estela. Universidad Nacional Autónoma de MéxicoFil: Tapia Quevedo, Jorge. Universidad Nacional Autónoma de MéxicoFil: Calderón Maya, Juan Roberto. Universidad Nacional Autónoma de MéxicoFil: Sánchez, Noé Gaspar. Universidad Nacional Autónoma de Méxic

OS COMPONENTES DO PROCESSO DE FORMAÇÃO, NO DEPARTAMENTO CIÊNCIAS DA NATUREZA, DAS DISCIPLINAS DIDÁCTICA DA GEOGRAFIA E PRATICAS PEDAGÓGICA NO 3º ANO

RESUMO Para a formação de um Licenciado em Educação na Especialidade Geografia, os profissionais devem incorporar conteúdos básicos pedagógicos, sejam teóricos ou práticos das disciplinas que se vão leccionar nos diferentes anos que são de soma importância para o desempenho do seu modo de actuação tanto como graduados universitários como futuros educadores no ensino da Geografia. As experiencias dos autores a possibilitado fundamentar esta experiencia referida a os Componentes do Processo de Formação, no Departamento Ciências da Natureza, através das Disciplinas Didáctica da Geografia e Praticas Pedagógica no 3º Ano, pelo que realiza-se um analise dos documentos que facilitam o trabalho a desenvolver nos Componentes Académico, Investigativo, Laboral e Extensionistas, sobre a base das insipiências detectada no Processo Docente Educativo da Disciplina Geografia. Realiza-se uma análise dos programas e currículo de Geografia dos alunos em formação e os Programas de Geografia do Ensino Secundário, ademais das orientações referida ao regulamento pela elaboração de Monografias y Plano de Pratica Pedagógico para o ano 2018, orientado por la ESP-Bie. O Trabalho possibilitara fundamentar o Novo currículo para o Ensino da Geografia. PALAVRAS-CHAVE: componentes; proceso, formação. BIBLIOGRAFIA Addine, F. (2004) Didáctica: Teoría y Práctica. Editorial Pueblo y Educación, La Habana. Almeida, L. S. & Freire, T. (2003). “Metodologia da Investigação em Psicologia e Educação”, 3ª Edição. Editorial Psiquilibrios. Braga – Portugal. Alves, M. P. (2012). “Metodologia Científica”. Escolar Editora, Lisboa. Portugal. Assembleia Nacional. (2010). Constituição da República de Angola. Luanda, Angola

Propuesta basada en la enseñanza problémica para el aprendizaje reflexivo de las asignaturas biológicas en las Universidades de Ciencias Pedagógicas

Se ofrece un análisis de las causas que han generado el problema asumido en la investigación, a partir de una valoración inicial para diseñar una propuesta sustentada en los postulados teórico-metodológicos de la enseñanza problémica que integra un sistema operacional dirigido a promover un aprendizaje reflexivo en los estudiantes. La propuesta se estructuró siguiendo los momentos: orientación, ejecución y control. Así como las exigencias del proceso de enseñanza-aprendizaje de las asignaturas de biológicas. Se ofrecen conclusiones que generalizan los principales del trabajo.The article provides an analysis of the causes behind the problem of this investigation, starting from an initial assessment to design a proposal supported by the theoreticaland methodological principles of problematic teaching that integrates an operational system designed to promote reflective learning in the students. The proposal was structured with the following stages: orientation, execution and control, and the requirements of the teaching-learning of biological subjects. It also provides conclusions that generalizes the work

OS COMPONENTES DO PROCESSO DE FORMAÇÃO, NO DEPARTAMENTO CIÊNCIAS DA NATUREZA, DAS DISCIPLINAS DIDÁCTICA DA GEOGRAFIA E PRATICAS PEDAGÓGICA NO 3º ANO

RESUMO Para a formação de um Licenciado em Educação na Especialidade Geografia, os profissionais devem incorporar conteúdos básicos pedagógicos, sejam teóricos ou práticos das disciplinas que se vão leccionar nos diferentes anos que são de soma importância para o desempenho do seu modo de actuação tanto como graduados universitários como futuros educadores no ensino da Geografia. As experiencias dos autores a possibilitado fundamentar esta experiencia referida a os Componentes do Processo de Formação, no Departamento Ciências da Natureza, através das Disciplinas Didáctica da Geografia e Praticas Pedagógica no 3º Ano, pelo que realiza-se um analise dos documentos que facilitam o trabalho a desenvolver nos Componentes Académico, Investigativo, Laboral e Extensionistas, sobre a base das insipiências detectada no Processo Docente Educativo da Disciplina Geografia. Realiza-se uma análise dos programas e currículo de Geografia dos alunos em formação e os Programas de Geografia do Ensino Secundário, ademais das orientações referida ao regulamento pela elaboração de Monografias y Plano de Pratica Pedagógico para o ano 2018, orientado por la ESP-Bie. O Trabalho possibilitara fundamentar o Novo currículo para o Ensino da Geografia. PALAVRAS-CHAVE: componentes; proceso, formação. BIBLIOGRAFIA Addine, F. (2004) Didáctica: Teoría y Práctica. Editorial Pueblo y Educación, La Habana. Almeida, L. S. & Freire, T. (2003). “Metodologia da Investigação em Psicologia e Educação”, 3ª Edição. Editorial Psiquilibrios. Braga – Portugal. Alves, M. P. (2012). “Metodologia Científica”. Escolar Editora, Lisboa. Portugal. Assembleia Nacional. (2010). Constituição da República de Angola. Luanda, Angola

Rickettsia typhi IN RODENTS AND R. felis IN FLEAS IN YUCATÁN AS A POSSIBLE CAUSAL AGENT OF UNDEFINED FEBRILE CASES

Rickettsia typhi is the causal agent of murine typhus; a worldwide zoonotic and vector-borne infectious disease, commonly associated with the presence of domestic and wild rodents. Human cases of murine typhus in the state of Yucatán are frequent. However, there is no evidence of the presence of Rickettsia typhi in mammals or vectors in Yucatán. The presence of Rickettsia in rodents and their ectoparasites was evaluated in a small municipality of Yucatán using the conventional polymerase chain reaction technique and sequencing. The study only identified the presence of Rickettsia typhi in blood samples obtained from Rattus rattus and it reported, for the first time, the presence of R. felis in the flea Polygenis odiosus collected from Ototylomys phyllotis rodent. Additionally, Rickettsia felis was detected in the ectoparasite Ctenocephalides felis fleas parasitizing the wild rodent Peromyscus yucatanicus. This study’s results contributed to a better knowledge of Rickettsia epidemiology in Yucatán

HTLV-1 infection in solid organ transplant donors and recipients in Spain

HTLV-1 infection is a neglected disease, despite infecting 10-15 million people worldwide and severe illnesses develop in 10% of carriers lifelong. Acknowledging a greater risk for developing HTLV-1 associated illnesses due to immunosuppression, screening is being widely considered in the transplantation setting. Herein, we report the experience with universal HTLV testing of donors and recipients of solid organ transplants in a survey conducted in Spain. All hospitals belonging to the Spanish HTLV network were invited to participate in the study. Briefly, HTLV antibody screening was performed retrospectively in all specimens collected from solid organ donors and recipients attended since the year 2008. A total of 5751 individuals were tested for HTLV antibodies at 8 sites. Donors represented 2312 (42.2%), of whom 17 (0.3%) were living kidney donors. The remaining 3439 (59.8%) were recipients. Spaniards represented nearly 80%. Overall, 9 individuals (0.16%) were initially reactive for HTLV antibodies. Six were donors and 3 were recipients. Using confirmatory tests, HTLV-1 could be confirmed in only two donors, one Spaniard and another from Colombia. Both kidneys of the Spaniard were inadvertently transplanted. Subacute myelopathy developed within 1 year in one recipient. The second recipient seroconverted for HTLV-1 but the kidney had to be removed soon due to rejection. Immunosuppression was stopped and 3 years later the patient remains in dialysis but otherwise asymptomatic. The rate of HTLV-1 is low but not negligible in donors/recipients of solid organ transplants in Spain. Universal HTLV screening should be recommended in all donor and recipients of solid organ transplantation in Spain. Evidence is overwhelming for very high virus transmission and increased risk along with the rapid development of subacute myelopathy