Embeddings between grand, small and variable Lebesgue spaces

We give conditions on the exponent function $p(\cdot)$ that imply the existence of embeddings between grand, small and variable Lebesgue spaces. We construct examples to show that our results are close to optimal. Our work extends recent results by the second author, Rakotoson and Sbordone.Comment: Final version to appear in Math. Note

A Eficácia do Programa de Aperfeiçoamento de Professores (PROMEP) em Universidades Públicas Estaduais no México

This article evaluates the effectiveness of Promep, a faculty improvement program implemented by Mexico’s Federal Department of Public Education (SEP) since 1996 to improve the academic qualifications, performance, and organization of faculty at the public higher education institutions. This evaluation examines the degree to which Promep has achieved its quantitative objectives with regard to the Public State Universities (PSU), which is the higher education subsystem that Promep has been active in for the longest period of time (1996–2013). The evaluation is based on numerous data reports published by Promep, the SEP, and other federal institutions as well as on essential subsystem-wide indicators calculated from data individually collected from each of the PSU for the purposes of this study. The results indicate that Promep has significantly improved the academic qualifications, performance, and organization of the full-time faculty staff of the PSU, but also that by 2013 the program has not been able to meet the quantitative goals it expected to achieve by late 2008, which was its initial deadline. The study suggests that the failure to achieve these initial and manageable goals has occurred mostly because many PSU have allowed the infringement of their own faculty recruitment, permanence, and promotion regulations and Promep has failed to stop these practices through the establishment of more drastic strategies, such as binding agreements and penalization schemes. Este artículo evalúa la efectividad del Programa de Mejoramiento del Profesorado (Promep) implementado por la Secretaría de Educación Pública (SEP) de México desde 1996 para mejorar el perfil, desempeño y organización académica de la planta docente de las instituciones públicas de educación superior en el país. Esta evaluación se enfoca en el grado en el que Promep ha alcanzado los objetivos que él mismo se propuso alcanzar en el subsistema de las Universidades Públicas Estatales (UPES), el cual es la división del sistema de educación superior mexicano en el que Promep estuvo activo por más años (1996-2013). La evaluación se basa en la información extraída de varios reportes publicados por Promep, a través de la SEP, y otras instituciones federales, así como en datos e indicadores obtenidos de manera directa de cada una de las UPES incluidas en el estudio. Los resultados indican que Promep ha mejorado significativamente el perfil, desempeño y organización académica del profesorado de tiempo completo de las UPES, pero también que para el 2013 el programa aún no había sido capaz de cumplir con los objetivos cuantitativos que él mismo se propuso alcanzar para finales del 2008. El estudio sugiere que este fracaso para alcanzar los objetivos iniciales se debe principalmente al hecho de que muchas UPES han cometido o permitido la violación de las regulaciones sobre reclutamiento, permanencia y promoción del profesorado y al hecho de que Promep no ha establecido estrategias more drásticas para detener estas violaciones, como la firma de acuerdos jurídicos que incluyan penalizaciones para las UPES que cometan violaciones.O presente artigo avalia a eficácia do Programa de Melhoramento de Professores (PROMEP) implementado pelo Ministério de Educação Pública (SEP) do México desde 1996 para melhorar o perfil e desempenho e organização acadêmica do corpo docente das instituições públicas de ensino superior no país. Esta avaliação incide sobre o grau em que PROMEP alcançou os objetivos que ele se propõe atingir no subsistema de Universidades Públicas Estaduais (UPES), que é a divisão do sistema mexicano de ensino superior em que PROMEP esteve ativo por mais anos (1996-2013). A avaliação é baseada na informação extraída dos diversos relatórios publicados pelo PROMEP, através do SEP, e de outras instituições federais, bem como de dados e indicadores obtidos diretamente de cada UPES incluídas no estudo. Os resultados indicam que PROMEP elevou significativamente o perfil, desempenho acadêmico e organização do corpo docente em tempo integral das UPES, mas também que, até 2013, o programa ainda não tinha sido capaz de cumprir as metas quantitativas que se deveria atingir para final de 2008. O estudo sugere que essa falha em atingir os objetivos iniciais foi principalmente devido ao fato de que muitas UPES cometeram ou autorizaram a violação dos regulamentos em matéria de recrutamento, retenção e promoção de professores e o fato de que PROMEP não estabeleceu medidas drásticas para parar essas violações, incluindo a assinatura de acordos legais que incluam sanções por violações das UPES

Marketing en redes sociales y su influencia en el engagement de los clientes de la empresa Nochi Mobile Store en Trujillo – 2020

La discusión sobre las redes sociales ha cobrado gran envergadura cuando se habla de vender online, el éxito radica en la creación de contenido generado, teniendo como objetivo generar interés del usuario y lograr la fidelización del mismo. En ese sentido, este trabajo de investigación tiene como objetivo determinar cómo el marketing en redes sociales influye en el engagement de los clientes de la empresa Nochi Mobile Store en Trujillo – 2020. Es de tipo descriptivo – correlacional, presentando una muestra de 193 usuarios a quienes se les aplicó un cuestionario con 20 preguntas para la recolección de datos. En respuesta a los objetivos, se halló que el análisis del contenido generado por el marketing en redes sociales desde la percepción de los clientes es de 96.9% siendo de nivel medio; el nivel de engagament de los clientes de la empresa es de 60.1% siendo un nivel medio; existe una débil relación positiva entre la dimensión acciones del marketing en redes sociales y el posicionamiento según el coeficiente de Spearman Rho= 0.187; existe una débil relación positiva entre la dimensión publicaciones y la fidelización del engagement según el coeficiente de Spearman Rho= 0.270. Se aprueba la hipótesis del estudio mediante el coeficiente de Spearman Rho= 0.280, lo cual significa que el marketing en redes sociales tiene una influencia débil en el engagement de los clientes de la empresa Nochi Mobile Store en Trujillo – 2020

Inglés para el mercado laboral. Diseño e implementación de una app (offline en beta test) para la enseñanza de inglés técnico (ESP) en el área de la construcción y la madera.

New technologies pose challenges to the foreign language teaching process, in our case, the teaching of English for Specific Purposes (ESP) at the CTCM. Therefore, we have decided to develop an application for mobile phones (smartphones) using concepts taken from “m-learning, MALL, CALL, SCRUM methodology, for the development of applications, the Task- Based Approach for foreign language teaching, and the Communicative Approach. It is expected that this application be used offline by the apprentices of the center in case they do not have a data plan on their mobile devices. The app construction process involves the implementation of various processes ranging from code design, Web architecture, icon design, technical vocabulary in English, definitions, pedagogical and playful activities, conceptual and theoretical framework, results and conclusions, just to mention a few of them. The project clearly explains its importance, the theoretical and methodological concepts that must be taken into account when using the app, a booklet with its corresponding user manual in both English and Spanish and the preliminary results obtained in the (Alpha testing) stage. Finally, predictions are made about the advantages, scope and possible limitations that may be found at the time of its implementation at the CTCM.Las nuevas tecnologías suponen retos al proceso de enseñanza de las lenguas extranjeras, en nuestro caso particular del inglés técnico (ESP) en el CTCM. Es por dicho motivo que se decidió desarrollar una aplicación para teléfonos móviles (smartphones) empleando conceptos tomados de “m-learning, MALL, CALL, metodología SCRUM, para el desarrollo de aplicaciones, el enfoque por tareas para la enseñanza de lenguas y el enfoque comunicativo. Se espera que dicha aplicación pueda ser empleada offline por los aprendices del centro, en caso de no tener un plan de datos en su dispositivo móvil. El proceso de construcción de la app involucra la puesta en marcha de diversos procesos que van desde el diseño del código, arquitectura Web, diseño de iconos, vocabulario técnico en inglés, definiciones, actividades pedagógicas y lúdicas, marco conceptual y teórico, resultados y conclusiones, tan sólo por mencionar algunos de ellos. En el proyecto se explica claramente la importancia del mismo, los conceptos teóricos y metodológicos que se deben tener en cuenta al momento de utilizar la app, una cartilla con su respectivo manual del usuario tanto en inglés como en español y los resultados preliminares obtenidos en la fase de (Alfa testing). Finalmente, se hace una predicción sobre las ventajas, alcances y posibles limitaciones que se puedan encontrar al momento de su implementación en el CTCM

Inglés para el mercado laboral. Diseño e implementación de una app (offline en beta test) para la enseñanza de inglés técnico (ESP) en el área de la construcción y la madera.

New technologies pose challenges to the foreign language teaching process, in our case, the teaching of English for Specific Purposes (ESP) at the CTCM. Therefore, we have decided to develop an application for mobile phones (smartphones) using concepts taken from “m-learning, MALL, CALL, SCRUM methodology, for the development of applications, the Task- Based Approach for foreign language teaching, and the Communicative Approach. It is expected that this application be used offline by the apprentices of the center in case they do not have a data plan on their mobile devices. The app construction process involves the implementation of various processes ranging from code design, Web architecture, icon design, technical vocabulary in English, definitions, pedagogical and playful activities, conceptual and theoretical framework, results and conclusions, just to mention a few of them. The project clearly explains its importance, the theoretical and methodological concepts that must be taken into account when using the app, a booklet with its corresponding user manual in both English and Spanish and the preliminary results obtained in the (Alpha testing) stage. Finally, predictions are made about the advantages, scope and possible limitations that may be found at the time of its implementation at the CTCM.Las nuevas tecnologías suponen retos al proceso de enseñanza de las lenguas extranjeras, en nuestro caso particular del inglés técnico (ESP) en el CTCM. Es por dicho motivo que se decidió desarrollar una aplicación para teléfonos móviles (smartphones) empleando conceptos tomados de “m-learning, MALL, CALL, metodología SCRUM, para el desarrollo de aplicaciones, el enfoque por tareas para la enseñanza de lenguas y el enfoque comunicativo. Se espera que dicha aplicación pueda ser empleada offline por los aprendices del centro, en caso de no tener un plan de datos en su dispositivo móvil. El proceso de construcción de la app involucra la puesta en marcha de diversos procesos que van desde el diseño del código, arquitectura Web, diseño de iconos, vocabulario técnico en inglés, definiciones, actividades pedagógicas y lúdicas, marco conceptual y teórico, resultados y conclusiones, tan sólo por mencionar algunos de ellos. En el proyecto se explica claramente la importancia del mismo, los conceptos teóricos y metodológicos que se deben tener en cuenta al momento de utilizar la app, una cartilla con su respectivo manual del usuario tanto en inglés como en español y los resultados preliminares obtenidos en la fase de (Alfa testing). Finalmente, se hace una predicción sobre las ventajas, alcances y posibles limitaciones que se puedan encontrar al momento de su implementación en el CTCM

El huerto escolar de la Facultad de Educación - Centro de Formación del Profesorado: un espacio multidisciplinar para trabajar las competencias profesionales de futuros docentes

El huerto escolar sea el hilo conductor para formar a los estudiantes en las competencias profesionales propias del Grado, haciéndolo extensivo a las competencias básicas que debe alcanzar un escolar

A collaboratively derived environmental research agenda for Galapagos

Galápagos is one of the most pristine archipelagos in the world and its conservation relies upon research and sensible management. In recent decades both the interest in, and the needs of, the islands have increased, yet the funds and capacity for necessary research have remained limited. It has become, therefore, increasingly important to identify areas of priority research to assist decision-making in Galápagos conservation. This study identified 50 questions considered priorities for future research and management. The exercise involved the collaboration of policy makers, practitioners and researchers from more than 30 different organisations. Initially, 360 people were consulted to generate 781 questions. An established process of preworkshop voting and three rounds to reduce and reword the questions, followed by a two-day workshop, was used to produce the final 50 questions. The most common issues raised by this list of questions were human population growth, climate change and the impact of invasive alien species. These results have already been used by a range of organisations and politicians and are expected to provide the basis for future research on the islands so that its sustainability may be enhanced. </jats:p

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London

SCIPP: An Expanded Community of Practice - Community Publishing

SCIPP redefines and expands the existing notions about what makes for a vibrant and robust community of practice by partnering CSUSB students and professors with K-12 students, parents, and educators, along with committed community partners. SCIPP encourages curiosity in ways that leads to critical thinking, exploration, risk taking , confidence building, open-mindedness, and other personal traits that equip them with the softskills to be active, critical, and creative contributors to our communities. SCIPP pedagogy embraces our students\u27 collective wisdom and focuses on relational building where multi-directional communication is promoted and students are viewed as equal stakeholders in their own educations. SCIPP puts collaboration into action which in turn fosters community-based lifelong learning. SCIPP provides the open intellectual space for future university students (our K-12 students) to engage with existing university students in meaningful ways so as to sustain interconnected partnerships facilitating community engagement. It supports parents as experts in the education of their children and acknowledges parents as the first conduits to spark their children’s imagination while they actively participate in education enriching activities and programs. Everyone involved is committed to creating a secure and open atmosphere for dreaming, sharing, and learning. Together we explore the aspects of community publishing through collaborative learning in formal and informal settings relating to digital and printed medias