Diseño de sistemas de pozos para la captación de agua subterránea: caso de estudio La Mojana

Trabajo de InvestigaciónEl contenido de esta investigación consta de la caracterización de la región de la Moajana, recopilación de información con respecto a métodos y tecnologías para la captación de agua subterránea y finalmente de un diseño de un pozo para la captación de agua subterránea en el acuífero del Morroa. En este documento se presentan algunas metodologías aplicadas en otros países para la extracción de agua del subsuelo.PregradoIngeniero Civi

De golosos y tragones están llenos los panteones: cultura y riesgo alimentario en Sonora

Aspectos de la relación entre cultura y riesgo alimentario. El primero de ellos, trata sobre los hábitos de consumo de los sonorenses, de sus preferencias dietarias, sus impactos en la salud, así como los significados y representaciones simbólicas que orientan estas acciones. El segundo, hace referencia a la influencia del mercado y las grandes empresas agroalimentarias en la producción y asimilación de riesgos. Y el tercero, puntualiza las distintas formas de organización y las respuestas institucionales y no institucionales de la sociedad civil para enfrentar los riesgos provocados por la ingesta de alimentos. Con ello se intenta advertir acerca de los problemas y condicionamientos de consumo alimentario que inducen la globalización y las tradiciones locales, como dos de las fuerzas medulares que permean y transforman la seguridad alimentaria de los sonorenses y su cultura

Heterogeneity and Diversity of Striatal GABAergic Interneurons

The canonical view of striatal GABAergic interneurons has evolved over several decades of neuroanatomical/neurochemical and electrophysiological studies. From the anatomical studies, three distinct GABAergic interneuronal subtypes are generally recognized. The best-studied subtype expresses the calcium-binding protein, parvalbumin. The second best known interneuron type expresses a number of neuropeptides and enzymes, including neuropeptide Y, somatostatin, and nitric oxide synthase. The last GABAergic interneuron subtype expresses the calcium binding protein, calretinin. There is no overlap or co-localization of these three different sets of markers. The parvalbumin-immunoreactive GABAergic interneurons have been recorded in vitro and shown to exhibit a fast-spiking phenotype characterized by short duration action potentials with large and rapid spike AHPs. They often fire in a stuttering pattern of high frequency firing interrupted by periods of silence. They are capable of sustained firing rates of over 200 Hz. The NPY/SOM/NOS interneurons have been identified as PLTS cells, exhibiting very high input resistances, low threshold spike and prolonged plateau potentials in response to intracellular depolarization or excitatory synaptic stimulation. Thus far, no recordings from identified CR interneurons have been obtained. Recent advances in technological approaches, most notably the generation of several BAC transgenic mouse strains which express a fluorescent marker, enhanced green fluorescent protein, specifically and selectively only in neurons of a certain genetic makeup (e.g., parvalbumin-, neuropeptide Y-, or tyrosine hydroxylase-expressing neurons etc.) have led to the ability of electrophysiologists to visualize and patch specific neuron types in brain slices with epifluorescence illumination. This has led to a rapid expansion of the number of neurochemically and/or electrophysiologically identified interneuronal cell types in the striatum and elsewhere. This article will review the anatomy, neurochemistry, electrophysiology, synaptic connections, and function of the three “classic” striatal GABAergic interneurons as well as more recent data derived from in vitro recordings from BAC transgenic mice as well as recent in vivo data

Distribution of Tyrosine Hydroxylase-Expressing Interneurons with Respect to Anatomical Organization of the Neostriatum

We have recently shown in vitro that striatal tyrosine hydroxylase-expressing interneurons identified in transgenic mice by expression of enhanced green fluorescent protein (TH-eGFP) display electrophysiological profiles that are distinct from those of other striatal interneurons. Furthermore, striatal TH-eGFP interneurons show marked diversity in their electrophysiological properties and have been divided into four distinct subtypes. One question that arises from these observations is whether striatal TH-eGFP interneurons are distributed randomly, or obey some sort of organizational plan as has been shown to be the case with other striatal interneurons. An understanding of the striatal TH-eGFP interneuronal patterning is a vital step in understanding the role of these neurons in striatal functioning. Therefore, in the present set of studies the location of electrophysiologically identified striatal TH-eGFP interneurons was mapped. In addition, the distribution of TH-eGFP interneurons with respect to the striatal striosome–matrix compartmental organization was determined using μ-opioid receptor (MOR) immunofluorescence or intrinsic TH-eGFP fluorescence to delineate striosome and matrix compartments. Overall, the distribution of the different TH-eGFP interneuronal subtypes did not differ in dorsal versus ventral striatum. However, striatal TH-eGFP interneurons were found to be mostly in the matrix in the dorsal striatum whereas a significantly higher proportion of these neurons was located in MOR-enriched domains of the ventral striatum. Further, the majority of striatal TH-eGFP interneurons was found to be located within 100 μm of a striosome–matrix boundary. Taken together, the current results suggest that TH-eGFP interneurons obey different organizational principles in dorsal versus ventral striatum, and may play a role in communication between striatal striosome and matrix compartments

Reflections on Decolonization: an Alternative to the Traditional Classroom

The concept of colonization in education has multiple characterizations and is related to many teaching fields and theoreticians. It is commonly related to how teachers are colonizers of students’ minds with knowledge and how, sometimes, teachers are not aware of this responsibility. This article presents some reflections about decolonization processes underlying structured education and discusses the need to create teacher awareness and understanding of decolonizing practices and, in time, to spread it to other members of the academic community. The article presents a reflection process in five stages, based on different authors and the reflection from the discussion between this article’s authors

Validation study of human figure drawing test in a Colombian school children population

The aim of this article was to assess the validity of the emotional and developmental components of the Koppitz human figure drawing test. 2420 children's drawings available in a database resulting from a previous cross sectional study designed to determine the prevalence of neurological diseases in children between 0 and 12 years old in Bogota schools were evaluated. They were scored using the criteria proposed by Koppitz, and classified into 16 groups according to age, gender, and presence/absence of learning or attention problems. The overall results were then compared with the normative study to assess whether descriptive parameters of the two populations were significantly different. There were no significant differences associated with presence/absence of learning and attention disorders or school attended within the overall sample. An Interrater reliability test has been made to assure the homogeneity of scoring by the evaluator team. There were significant differences between this population and that of the original study. New scoring tables contextualized for our population based on the frequency of appearance in this sample are presented. We can conclude that various ethnic, social, and cultural factors can influence the way children draw the human figure. It is thus important to establish local reference values to adequately distinguish between normality and abnormality. The new scoring tables proposed here should be followed up with a clinical study to corroborate their validity. © 2011 by The Spanish Journal of Psychology

Warm Mix Asphalt

Warm mix asphalt (WMA) is a technology that emerges to achieve environmental challenges of reducing greenhouse gas emissions. There are several technologies that allow diminishing the mixing and compaction temperature of the asphalt mixtures while improving workability. The benefits of using warm mix asphalt are not just environmental but also include better working conditions and the capability of introducing greater percentages of recycled materials into the mixture. Foamed asphalt is the most used technology to obtained warm mix asphalt in the United States of America (USA), and the performance of the resultant mixtures could be increased by controlling and improving the characteristics of the foam

Desarrollo de un recurso educativo digital para fomentar el uso racional de la energía eléctrica en las comunidades rurales

1 recurso en línea (113 páginas) : figuras, tablas.En este trabajo se presenta el desarrollo de un recurso educativo digital para fomentar el uso racional de la energía eléctrica en las comunidades rurales. El recurso digital se validó con los 39 estudiantes del grado sexto de la institución educativa San Luis, de la ciudad de Duitama, Boyacá, que es de carácter rural. Los contenidos se crearon atendiendo las dificultades presentadas en la prueba inicial por parte de los estudiantes. Además, se presentan de acuerdo a los formatos de mayor interés en la población objeto de estudio, lo cual permite asimilar mejor los contenidos en entornos virtuales. Esta investigación tiene un enfoque experimental, donde se comparan los resultados obtenidos antes y después de que los estudiantes hayan interactuado con el recurso educativo digital desarrollado. Como resultados se presentan: la estructura del recurso digital, la organización de los contenidos, el diseño didáctico, la implementación del recurso y el análisis de los resultados, lo cual permite validar la funcionalidad del recurso. Los resultados permiten evidenciar que el recurso educativo digital fue efectivo para fomentar el uso racional de la energía eléctrica, así como para la enseñanza de conceptos relacionados con electricidad. Esto se basa en que los desempeños alcanzados por los estudiantes en la prueba final, mejoraron considerablemente con respecto a los desempeños obtenidos en la prueba inicial. Finalmente, se concluye que la implementación de materiales educativos mediados por TIC, pueden generar altos impactos educativos, culturales, sociales, entre otros, siempre y cuando estos sean diseñados adaptando el contenido a las necesidades de los estudiantes, mas no adaptando al estudiante al contenido.This paper presents the development of a digital educational resource to promote the rational use of electricity in rural communities. The digital resource was validated with the 39 students of the sixth grade of the San Luis educational institution, in the city of Duitama, Boyacá, which is rural in nature. The contents were created attending the difficulties presented in the initial test by the students. In addition, they are presented according to the formats of greatest interest in the population under study, which allows a better assimilation of contents in virtual environments. This research has an experimental approach, which compares the results obtained before and after the students have interacted with the developed digital educational resource. As results are presented: the structure of the digital resource, the organization of the contents, the didactic design, the implementation of the resource and the analysis of the results, which allows to validate the functionality of the resource. The results show that the digital educational resource was effective to promote the rational use of electric power, as well as to teach concepts related to electricity. This is based on the fact that the performances achieved by the students in the final test, improved considerably with respect to the performances obtained in the initial test. Finally, it is concluded that the implementation of educational materials mediated by ICT, can generate high educational, cultural, social, among others, as long as these are designed adapting the content to the needs of students, but not adapting the student to the content.Bibliografía y webgrafía: páginas 93-102MaestríaMagíster en TIC Aplicadas a las Ciencias de la Educació