El Capital Intelectual: Las Competencias Básicas de los Estudiantes Universitarios Ecuatorianos como Estrategia Viable para el Desarrollo Sostenible

The 21st century demands relevant actions that provide solutions to the different social, environmental and economic problems. By 2030, the United Nations proposes 17 Sustainable Development Goals - SDGs, as a global challenge for all organizations in order to form more humane, solidary, ethical, just, and peaceful societies that support changes that prioritize us in their environment. place of the self, where Quality Education is the transforming core. With this purpose, educational institutions are called to lead the individual, collective and global development of people for life. Therefore, in this era of knowledge, competencies are decisive and determinant for development and integral sustainability.The Organization for Economic Cooperation and Development-OECD presents the study on Definition and Selection of Competencies-DeSeCo 2002, as a guide of competences for young people and adults throughout their lives. Therefore, this applied research, of a descriptive nature, conducted during 2015, used a measurement instrument with 69 questions addressed to 1,016 students from three competitive universities in Ecuador, with the aim of highlighting the three groups of competences: Tic, language and knowledge; Independence in behavior and Acting in diverse groups; necessary for sustainable development. The following is concluded from the fieldwork: The student is aware that his personal, academic objectives and an active dialogue depend on the organization of the information and permanent updating of Tic. He also perceives that he is prepared to act in heterogeneous groups, fostering empathy and inclusion in his environment. The student points out to reflect on their values and actions, while at the same time constructing their own identity in a responsible way, learning from past actions and interpreting life as an organized narrative in a changing world.El siglo XXI demanda acciones pertinentes que den solución a los diferentes problemas sociales, ambientales y económicos. Para el 2030 las Naciones Unidas proponen 17 Objetivos de Desarrollo Sostenible-ODS, como reto global para todas las organizaciones con el fin de formar sociedades más humanas, solidarias, éticas, justas, pacíficas, que desde su entorno apoyen cambios que prioricen el nosotros en lugar del yo, en donde la Educación de Calidad es el núcleo transformador. Con este propósito, las instituciones de educación están llamadas a liderar el desarrollo individual, colectivo y global de las personas para toda la vida. Por ello, en esta era del conocimiento, las competencias son decisivas y determinantes para el desarrollo y sostenibilidad integral.La Organización para la Cooperación y Desarrollo Económico-OCDE presenta el estudio sobre Definición y Selección de Competencias-DeSeCo 2002, como guía de competencias para jóvenes y adultos a lo largo de la vida. Por consiguiente, esta investigación aplicada, de carácter descriptivo, realizada durante el 2015, empleó un instrumento de medición con 69 preguntas dirigido a 1.016 estudiantes de tres universidades competitivas del Ecuador, con el objetivo de evidenciar los tres grupos de competencias: Tic, lenguaje y conocimiento; Independencia en el comportamiento y Actuar en grupos diversos; necesarios para un desarrollo sostenible. Del trabajo de campo se concluye lo siguiente: El estudiante está consciente de que sus objetivos personales, académicos y un diálogo activo, dependen de la organización de la información y permanente actualización de Tic. Además percibe que está preparado para actuar en grupos heterogéneos, propiciando empatía e inclusión en su entorno. El estudiante señala reflexionar sobre sus valores y acciones, a la vez que construye su propia identidad de manera responsable, aprendiendo de acciones pasadas e interpretando la vida como una narrativa organizada en un mundo cambiante

El capital intelectual: las competencias básicas de los estudiantes universitarios ecuatorianos como estrategia viable para el desarrollo sostenible

El siglo XXI demanda acciones pertinentes que den solución a los diferentes problemas sociales, ambientales y económicos. Para el 2030 las Naciones Unidas proponen 17 Objetivos de Desarrollo Sostenible-ODS, como reto global para todas las organizaciones con el fin de formar sociedades más humanas, solidarias, éticas, justas, pacíficas, que desde su entorno apoyen cambios que prioricen el nosotros en lugar del yo, en donde la Educación de Calidad es el núcleo transformador. Con este propósito, las instituciones de educación están llamadas a liderar el desarrollo individual, colectivo y global de las personas para toda la vida. Por ello, en esta era del conocimiento, las competencias son decisivas y determinantes para el desarrollo y sostenibilidad integral. La Organización para la Cooperación y Desarrollo Económico-OCDE presenta el estudio sobre Definición y Selección de Competencias-DeSeCo 2002, como guía de competencias para jóvenes y adultos a lo largo de la vida. Por consiguiente, esta investigación aplicada, de carácter descriptivo, realizada durante el 2015, empleó un instrumento de medición con 69 preguntas dirigido a 1.016 estudiantes de tres universidades competitivas del Ecuador, con el objetivo de evidenciar los tres grupos de competencias: Tic, lenguaje y conocimiento; Independencia en el comportamiento y Actuar en grupos diversos; necesarios para un desarrollo sostenible. Del trabajo de campo se concluye lo siguiente: El estudiante está consciente de que sus objetivos personales, académicos y un diálogo activo, dependen de la organización de la información y permanente actualización de Tic. Además percibe que está preparado para actuar en grupos heterogéneos, propiciando empatía e inclusión en su entorno. El estudiante señala reflexionar sobre sus valores y acciones, a la vez que construye su propia identidad de manera responsable, aprendiendo de acciones pasadas e interpretando la vida como una narrativa organizada en un mundo cambiante.The 21st century demands relevant actions that provide solutions to the different social, environmental and economic problems. By 2030, the United Nations proposes 17 Sustainable Development Goals - SDGs, as a global challenge for all organizations in order to form more humane, solidary, ethical, just, and peaceful societies that support changes that prioritize us in their environment. place of the self, where Quality Education is the transforming core. With this purpose, educational institutions are called to lead the individual, collective and global development of people for life. Therefore, in this era of knowledge, competencies are decisive and determinant for development and integral sustainability. The Organization for Economic Cooperation and Development-OECD presents the study on Definition and Selection of Competencies-DeSeCo 2002, as a guide of competences for young people and adults throughout their lives. Therefore, this applied research, of a descriptive nature, conducted during 2015, used a measurement instrument with 69 questions addressed to 1,016 students from three competitive universities in Ecuador, with the aim of highlighting the three groups of competences: Tic, language and knowledge; Independence in behavior and Acting in diverse groups; necessary for sustainable development. The following is concluded from the fieldwork: The student is aware that his personal, academic objectives and an active dialogue depend on the organization of the information and permanent updating of Tic. He also perceives that he is prepared to act in heterogeneous groups, fostering empathy and inclusion in his environment. The student points out to reflect on their values and actions, while at the same time constructing their own identity in a responsible way, learning from past actions and interpreting life as an organized narrative in a changing world.Instituto de Investigaciones y Estudios Contable

El capital intelectual: las competencias básicas de los estudiantes universitarios ecuatorianos como estrategia viable para el desarrollo sostenible

El siglo XXI demanda acciones pertinentes que den solución a los diferentes problemas sociales, ambientales y económicos. Para el 2030 las Naciones Unidas proponen 17 Objetivos de Desarrollo Sostenible-ODS, como reto global para todas las organizaciones con el fin de formar sociedades más humanas, solidarias, éticas, justas, pacíficas, que desde su entorno apoyen cambios que prioricen el nosotros en lugar del yo, en donde la Educación de Calidad es el núcleo transformador. Con este propósito, las instituciones de educación están llamadas a liderar el desarrollo individual, colectivo y global de las personas para toda la vida. Por ello, en esta era del conocimiento, las competencias son decisivas y determinantes para el desarrollo y sostenibilidad integral. La Organización para la Cooperación y Desarrollo Económico-OCDE presenta el estudio sobre Definición y Selección de Competencias-DeSeCo 2002, como guía de competencias para jóvenes y adultos a lo largo de la vida. Por consiguiente, esta investigación aplicada, de carácter descriptivo, realizada durante el 2015, empleó un instrumento de medición con 69 preguntas dirigido a 1.016 estudiantes de tres universidades competitivas del Ecuador, con el objetivo de evidenciar los tres grupos de competencias: Tic, lenguaje y conocimiento; Independencia en el comportamiento y Actuar en grupos diversos; necesarios para un desarrollo sostenible. Del trabajo de campo se concluye lo siguiente: El estudiante está consciente de que sus objetivos personales, académicos y un diálogo activo, dependen de la organización de la información y permanente actualización de Tic. Además percibe que está preparado para actuar en grupos heterogéneos, propiciando empatía e inclusión en su entorno. El estudiante señala reflexionar sobre sus valores y acciones, a la vez que construye su propia identidad de manera responsable, aprendiendo de acciones pasadas e interpretando la vida como una narrativa organizada en un mundo cambiante.The 21st century demands relevant actions that provide solutions to the different social, environmental and economic problems. By 2030, the United Nations proposes 17 Sustainable Development Goals - SDGs, as a global challenge for all organizations in order to form more humane, solidary, ethical, just, and peaceful societies that support changes that prioritize us in their environment. place of the self, where Quality Education is the transforming core. With this purpose, educational institutions are called to lead the individual, collective and global development of people for life. Therefore, in this era of knowledge, competencies are decisive and determinant for development and integral sustainability. The Organization for Economic Cooperation and Development-OECD presents the study on Definition and Selection of Competencies-DeSeCo 2002, as a guide of competences for young people and adults throughout their lives. Therefore, this applied research, of a descriptive nature, conducted during 2015, used a measurement instrument with 69 questions addressed to 1,016 students from three competitive universities in Ecuador, with the aim of highlighting the three groups of competences: Tic, language and knowledge; Independence in behavior and Acting in diverse groups; necessary for sustainable development. The following is concluded from the fieldwork: The student is aware that his personal, academic objectives and an active dialogue depend on the organization of the information and permanent updating of Tic. He also perceives that he is prepared to act in heterogeneous groups, fostering empathy and inclusion in his environment. The student points out to reflect on their values and actions, while at the same time constructing their own identity in a responsible way, learning from past actions and interpreting life as an organized narrative in a changing world.Instituto de Investigaciones y Estudios Contable

Genetic structure of the population of Phytophthora infestans attacking Solanum ochranthum in the highlands of Ecuador

Thirty-nine isolates of Phytophthora infestans were collected from the wild host Solanum ochranthum in the highland tropics of Ecuador and characterized with a set of phenotypic and molecular markers (mating type, metalaxyl sensitivity, the allozyme loci Gpi, and Pep, mitochondrial DNA haplotype, RFLP, and SSR), as well as for pathogenicity on various hosts. Three groups of isolates (A, B, and C) were identified based on their multilocus genotypes and variable abilities to cause disease on different hosts. Group A had a combination of alleles for the Gpi (86/100), Pep (96/100) and mtDNA (Ia) loci, as well as an RFLP fingerprint, that have not been reported for P. infestans in Ecuador, or elsewhere. Group B shares many marker characteristics with the US-1 lineage described in Ecuador on tomato, pear melon (S. muricatum), and S. caripense, but has SSR alleles not present in typical US-1 isolates. Group C for all markers tested is identical to the EC-1 lineage described on cultivated and wild potatoes in Ecuador. All isolates from S. ochranthum were able to re-infect their host of origin in the detached leaf assay; however, we did not draw clear conclusions as to the relative aggressiveness of the three groups on this host. Isolates of group A were the most specialized and were generally non-pathogenic or weakly pathogenic on all hosts other than S. ochranthum. Groups B and C infected tuber-bearing hosts, including the cultivated potato but were generally non-pathogenic on other non-tuber bearing hosts. Solanum ochranthum was infected by isolates coming from tuber-bearing Solanum hosts (i.e., the EC-1 lineage of P. infestans) and some US-1 isolates from non-tuber bearing hosts. Thus, in nature this species might be a potential reservoir of inoculum of different pathogen populations able to infect the cultivated hosts potato, tomato and pear melon (S.¿muricatum). Unlike potato and tomato in Ecuador, each of which is primarily attacked by a highly specialized pathogen population, S. ochranthum appears to harbour at least three pathogen groups of¿different genetic make-up. The unresolved issue of potential host specificity in isolates found on S.¿ochranthum could complicate efforts to use this species in tomato improvemen

Search for the standard model Higgs boson in the H to ZZ to 2l 2nu channel in pp collisions at sqrt(s) = 7 TeV

A search for the standard model Higgs boson in the H to ZZ to 2l 2nu decay channel, where l = e or mu, in pp collisions at a center-of-mass energy of 7 TeV is presented. The data were collected at the LHC, with the CMS detector, and correspond to an integrated luminosity of 4.6 inverse femtobarns. No significant excess is observed above the background expectation, and upper limits are set on the Higgs boson production cross section. The presence of the standard model Higgs boson with a mass in the 270-440 GeV range is excluded at 95% confidence level.Comment: Submitted to JHE

Search for New Physics with Jets and Missing Transverse Momentum in pp collisions at sqrt(s) = 7 TeV

A search for new physics is presented based on an event signature of at least three jets accompanied by large missing transverse momentum, using a data sample corresponding to an integrated luminosity of 36 inverse picobarns collected in proton--proton collisions at sqrt(s)=7 TeV with the CMS detector at the LHC. No excess of events is observed above the expected standard model backgrounds, which are all estimated from the data. Exclusion limits are presented for the constrained minimal supersymmetric extension of the standard model. Cross section limits are also presented using simplified models with new particles decaying to an undetected particle and one or two jets