Numerical modelling of the laguna verde nuclear power station thermal plume discharge to the sea

The coastal water pollution is a problem that responds to the overpopulation, natural resources exploitation and the increase of technologic development; this has led to an alteration of the physical, chemical and biological parameters of both continental and coastal waters. Among the main sources of pollution are those arising from industrial activities, this is the case of the electricity generation industry which requires large volumes of water for cooling systems. This work contributes to the knowledge of the behaviour of thermal discharges into coastal waters, and it requires solving the Navier-Stokes-Reynolds equations for shallow waters, using a numerical model formerly developed; water quality equations associated are solved too. The results obtained are satisfactory, since dispersion patterns of the thermal plume are well reproduced in accordance with the patterns measured for different climate scenarios in the zone

Educación familiar mapuche: epistemes para el diálogo con la educación escolar

Este artículo analiza epistemes de la educación familiar mapuche que fueron obtenidas con padres de familia en comunidades de la región de La Araucanía, en Chile, desde una perspectiva de diálogo de saberes con la educación escolar. Se considera la producción de conocimiento mapuche como crítica epistemológica a la monoculturalidad occidental del currículum escolar. La metodología utilizada es la investigación cualitativa y se apoya en la Teoría Fundamentada. Los resultados dan cuenta de una formación a nivel intrafamiliar e intracomunidad y de procesos que implican una doble inmersión en la sociedad chilena. Se concluye que la formación se organiza considerando métodos construidos con la lógica del conocimiento educativo mapuche como aporte para un diálogo con el saber hegemónico occidental

Hydraulic and environmental design of a constructed wetland as a treatment for shrimp aquaculture effluents

Shrimp aquaculture has grown to the extent that pressure on natural ecosystems has greatly increased. The shrimp farms effluents usually discharge their wastes, with high nutrients load, into coastal water bodies without any previous treatment. This work presents a method to design a constructed wetland for handling these effluents. Our method is based on a first order equation model and a hydrodynamic numerical model as the main component for the design process. Numerical results showed consistency with the first order theory, when pollutants concentration were reduced to values accepted by the applicable regulations

Numerical modeling of hydrodynamics in the Agua Brava lagoon, located in Nayarit, Mexico

In this paper a study of the hydrodynamics of the Agua Brava lagoon system is performed by numerical modeling. The importance of studying this lagoon system lies with aquaculture activities carried out by shrimp farms. The π-HYDRO model is used for the numerical simulations of hydrodynamics and temperature and salinity dispersion. The boundary conditions regarding ocean properties were generated with the HYCOM ocean model, whereas tides were calculated from the tidal predictions of the MAR V1.0. A hydrological study was also performed to calculate the freshwater contributions and take them into account in the numerical simulations. The scenarios analyzed are the dry and wet seasons particularly for 2013. For the case of the dry season, a slight influence of hydrological contributions to the dynamics of the lagoon is observed, where the effects of the tidal flow are predominant. For the wet scenario, the effects of both tidal and hydrological flow drive the motion within the lagoon, especially being predominant the hydrological flow due to the river discharges in the near region to the shrimp farms

Spread of a SARS-CoV-2 variant through Europe in the summer of 2020

[EN] Following its emergence in late 2019, the spread of SARS-CoV-21,2 has been tracked by phylogenetic analysis of viral genome sequences in unprecedented detail3,4,5. Although the virus spread globally in early 2020 before borders closed, intercontinental travel has since been greatly reduced. However, travel within Europe resumed in the summer of 2020. Here we report on a SARS-CoV-2 variant, 20E (EU1), that was identified in Spain in early summer 2020 and subsequently spread across Europe. We find no evidence that this variant has increased transmissibility, but instead demonstrate how rising incidence in Spain, resumption of travel, and lack of effective screening and containment may explain the variant’s success. Despite travel restrictions, we estimate that 20E (EU1) was introduced hundreds of times to European countries by summertime travellers, which is likely to have undermined local efforts to minimize infection with SARS-CoV-2. Our results illustrate how a variant can rapidly become dominant even in the absence of a substantial transmission advantage in favourable epidemiological settings. Genomic surveillance is critical for understanding how travel can affect transmission of SARS-CoV-2, and thus for informing future containment strategies as travel resumes.S

Conceptos de tiempo y espacio entre los mapuches: racionalidad educativa

En este artículo se describen conceptos de tiempo y espacio que están sustentados epistemológicamente en la racionalidad del conocimiento educativo mapuche. La metodología de la investigación es cualitativa y el procesamiento de la información se realizó mediante el análisis de contenido. Los resultados revelan categorías vinculadas a tipos de ciclos estacionales, períodos del día y concepciones espaciales presentes en el medio familiar.In this article, the concepts of time and space are described and epistemologically supported by the rationality of mapuche educational knowledge. The methodology of research is qualitative and the content analysis in information process is applied. The results provide, with linked categories, types of seasonal cycles, daily periods and spatial conceptions, all these presents in the mapuche familiar environment.Cet article décrit les concepts de temps et d'espace qui sont épistémologiquement imprégné de la rationalité des connaissances de l'éducation des Mapuches. La méthodologie de recherche est qualitative et le traitement de l'information a été effectué à l'aide de l'analyse du contenu. Les résultats révèlent des catégories liées aux types de cycles saisonniers, les périodes de la journée et les conceptions spatiales présentes dans le milieu familial

La educacion intercultural bilingüe en Chile : experiencias cotidianas en las escuelas de la region mapuche de La Araucania

Le paradigme dit de l’« éducation interculturelle bilingue » (ÉIB) est une approche éducative répandue dans plusieurs pays d’Amérique latine, dont le Brésil, le Mexique, l’Argentine, l’Équateur et le Pérou. Historiquement associée aux approches indigénistes d’assimilation linguistique où elle était vue comme une première étape dans le passage graduel vers des enseignements uniquement faits dans la langue nationale, l’ÉIB en est venue à être présentée, à tout le moins dans les discours officiels, comme un outil de reconnaissance et de promotion des langues et des cultures autochtones. La présente thèse étudie les dynamiques propres à un tel programme d’ÉIB, tel que mis en œuvre dans des communautés mapuche de l’Araucanie (Chili). Plus précisément, cette recherche a documenté l’expérience quotidienne liée à la participation à un tel programme. Pour ce faire, nous nous intéressons aux acteurs qui sont chargés de dispenser ces programmes, mais aussi, bien évidemment, à plusieurs qui sont, plus ou moins directement, les destinataires de ces programmes. Pour des raisons de complexités éthiques les élèves n’ont pas été recrutés comme des participants à la présente recherche, par contre. Il s’agissait, en somme, de comprendre comment l’ÉIB est négociée localement et, surtout, comment cette négociation intervient dans les rapports entre les Mapuches et un État chilien qui s’affirme dorénavant comme multiculturel. Nous avons organisé la thèse en trois parties, dans la première nous abordons les fondements théoriques, contextuels et méthodologiques de l’étude que nous avons située dans le cadre de l’anthropologie de l’éducation sur l’EIB en milieu autochtone. Dans la deuxième partie, nous présentons l’expérience quotidienne de l’ÉBI dans les écoles de l’Araucanie, en situant notre description à partir de ce que nous documentons ethnographiquement dans deux écoles en milieu mapuche. Dans la troisième et dernière partie, que nous intitulons « L’expérience de la Coordination régionale d’ÉIB : les actions de l’État multiculturel », nous analysons les processus mobilisés par le cadre institutionnel étatique qui est responsable de mettre en œuvre le programme d’ÉIB du Ministère d’éducation chilien. Concepts clés : éducation interculturelle bilingue, multiculturalisme, expérience quotidienne, école, l’AraucanieThe paradigm of the so-called «intercultural bilingual education» (IBE) is an educational approach that has been spread to several Latin American countries, such as Brazil, Mexico, Argentina, Ecuador and Peru. Historically associated with the indigenist approaches of linguistic assimilation, in which it was considered as a first step towards unilingual teaching in the national language, the IBE is now being presented, at least in the official speeches, as a tool for the acknowledgment and promotion of the native languages and cultures. This thesis offers documentary evidence and analysis of the specific dynamics of an IBE program, as applied in the mapuche communities of the Araucanía region of Chile. In this research, we describe the daily experience created by the participation in a program of this kind. This implies that we have been interested in the actors who are in charge of dispensing this program. We also consider the experience of actors who are more or less directly the receivers of these programs. Due to the ethical complexities of working with minors, students have not been included as part of the present research. In short, the point is to have an understanding of how the IBE is locally delivered and, especially, to see how this practice intervenes in the relationship between Mapuche people and the Chilean State, which now considers itself as multicultural. The thesis has been organized in three parts; in the first part, we cover the theoretical, contextual and methodological groundwork of the research, which we have located within the anthropology of education, especially as it pertains to IBE in Indigenous contexts. In the second part, we describe and discuss the daily experience of the IBE in schools of the Araucanía region, using ethnographic documentary evidence from two schools with predominantly Mapuche students. In the third and final part, which we call «the IBE Regional Coordination experience: the actions of the multicultural State», we analyze the processes of implementing IBE by looking at the articulations between the Chilean Ministry of Education and lower administrative levels. Keywords: intercultural bilingual education, multiculturalism, everyday experience, school, La Araucaní

The Gap between Mapuche Knowledge and School Knowledge in the Mapuche

El artículo describe la distancia entre el conocimiento mapuche y el conocimiento escolar en escuelas de la Novena Región de La Araucanía, en Chile. Para ello se analiza las implicancias de un currículum monocultural sobre la formación de niños y adolescentes mapuches, que presentan lógicas diferentes de saberes y conocimientos educativos. La metodología empleada es la investigación educativa, fundamentada en el enfoque multimétodo. Los resultados aportan una base de conocimientos que permite comprender la distancia entre el conocimiento escolar y mapuche en contextos educativos interculturales. El propósito, es superar problemas epistemológicos en la enseñanza y el aprendizaje en el Sector de Ciencia, desde una práctica pedagógica contextualizada, para generar el diálogo intercultural en la formación escolar de niños y adolescentes mapuches y no mapuches. === === ABSTRACT === === This article describes the gap between Mapuche and school knowledge in schools of the Ninth Region of Araucanía, Chile. To that end, we examine the implications of a monocultural curriculum for the education of Mapuche children and youth who present different systems of logic for native knowledge and academic knowledge. The methodology used is educational research, based on the multi-method approach. The results provide a knowledge base for understanding the gap between school knowledge and traditional Mapuche knowledge in intercultural educational contexts. The objective is to overcome epistemological issues in the teaching and learning of sciences, through contextualized pedagogical practices that will generate intercultural dialogue in the school-based educational process of Mapuche and non-Mapuche children and youth