Diseño de una red LAN para la comunicación de datos en “Escuela Flavio Alfaro N°52 del cantón Flavio Alfaro”.

En el presente trabajo de titulación describe el diseño de una Red de Área Local (LAN) para la comunicación de datos para la escuela Flavio Alfaro N°52 ubicado en la ciudad Flavio Alfaro de la provincia de Manabí en Ecuador. Se busca integrar servicios de comunicación, permitiendo la transmisión de datos desde un punto central hacia las diferentes localidades de la escuela. Se realizó un análisis de las necesidades de infraestructura, lo cual permitió proponer una solución técnicamente viable y financieramente con costos bajos. El documento se llevó a cabo mediante el método de investigación deductivo y análisis-sintético, el presente proyecto se desarrolla posteriormente en tres capítulos.This degree work describes the design of a Local Area Network (LAN) for data communication for the school Flavio Alfaro N°52 located in the city Flavio Alfaro in the province of Manabí in Ecuador. The objective is to integrate communication services, allowing the transmission of data from a central point to the different locations of the school. An analysis of the infrastructure needs was carried out, which allowed proposing a technically feasible and financially viable solution with low costs. The document was carried out by means of the deductive research method and synthetic-analysis, the present project is then developed in three chapters. In the first chapter a brief search was made in extensive documentation in books on network and communication design, which guarantees reliable and useful information to carry out the theoretical basis of the proposed project. In the second chapter we proceeded with an analysis of the research techniques and instrument, in order to gather the precise requirements and truthful information of the school, which requires a LAN solution. In the third chapter we specified the methodology to be used for the development of the LAN network design in the Flavio Alfaro School No. 52, we opted for the Cisco PPDIOO methodology, which allows to proceed with the LAN network design in an orderly manner with a viable connection for the users

Pediatric Feeding Disorder: Consensus Definition and Conceptual Framework

Pediatric feeding disorders (PFDs) lack a universally accepted definition. Feeding disorders require comprehensive assessment and treatment of 4 closely related, complementary domains (medical, psychosocial, and feeding skill-based systems and associated nutritional complications). Previous diagnostic paradigms have, however, typically defined feeding disorders using the lens of a single professional discipline and fail to characterize associated functional limitations that are critical to plan appropriate interventions and improve quality of life. Using the framework of the World Health Organization International Classification of Functioning, Disability, and Health, a unifying diagnostic term is proposed: “Pediatric Feeding Disorder” (PFD), defined as impaired oral intake that is not age-appropriate, and is associated with medical, nutritional, feeding skill, and/or psychosocial dysfunction. By incorporating associated functional limitations, the proposed diagnostic criteria for PFD should enable practitioners and researchers to better characterize the needs of heterogeneous patient populations, facilitate inclusion of all relevant disciplines in treatment planning, and promote the use of common, precise, terminology necessary to advance clinical practice, research, and health-care policy

Compliance with administration procedures of tests for children with pervasive developmental disorders: Does it exist?

There are no specific tools to evaluate functional performance that accommodate the special needs of children with pervasive developmental disorders (PDD). Method. Pediatric occupational therapists in Quebec were surveyed to identify assessments that are currently being used, the modifications made, and the use of results for treatment planning and service recommendations. Results. Results from 59 therapists treating children with PDD indicated that 52 different assessments, both standardized and non-standardized, were used. Standardized tests were used infrequently and were rarely administered without modifications. Equal weight is attributed to the results from standardized and non-standardized tests and clinical observations for the purpose of treatment planning and services. Practice Implications. This study highlights the need for practice parameters that would guide the assessment process and create a consensus among therapists and practice centres