PENSAMIENTO CRÍTICO EN LA INVESTIGACIÓN CIENTÍFICA Y ACADÉMICA COLECCIÓN CIENTÍFICA EDUCACIÓN, EMPRESA Y SOCIEDAD

PENSAMIENTO CRÍTICO EN LA INVESTIGACIÓN CIENTÍFICA Y ACADÉMICA COLECCIÓN CIENTÍFICA EDUCACIÓN, EMPRESA Y SOCIEDAD Primera Edición 2023 Vol. 21 Editorial EIDEC Sello Editorial EIDEC (978-958-53018) NIT 900583173-1 ISBN: 978-628-95884-1-5 Formato: Digital PDF (Portable Document Format) DOI: https://doi.org/10.34893/e1150-3660-8721-s Publicación: Colombia Fecha Publicación: 13/09/2023 Coordinación Editorial Escuela Internacional de Negocios y Desarrollo Empresarial de Colombia – EIDEC Centro de Investigación Científica, Empresarial y Tecnológica de Colombia – CEINCET Red de Investigación en Educación, Empresa y Sociedad – REDIEES Revisión y pares evaluadores Centro de Investigación Científica, Empresarial y Tecnológica de Colombia – CEINCET Red de Investigación en Educación, Empresa y Sociedad – REDIEE

Quantifying Decay Due to Wet Atmospheric Deposition on Basalt

The study of building materials is important for a better conservation of built heritage. Worldwide, volcanic stones (including basalt, andesite and dacite) are among the least studied building materials. In this research, the decay of a red basalt due to wet atmospheric deposition was studied. Red basalt was exposed to artificial rain solutions, prepared from rain samples collected weekly from 2014–2019. In this research, the decay of stone-built heritage was indirectly studied emulating wet atmospheric accelerated weathering under three different volume weighted mean (VWM) compositions: global, acid and no-acid categories. Lixiviates were analyzed to better understand the deterioration mechanisms taking place inside the material. Decay was quantified as mass difference, water absorption capacity (WAC) and open porosity (OP) changes. Results show that the methodology used is suitable to research the decay of built heritage. The studied basalt is indeed prone to decay by wet atmospheric deposition. The main decay mechanisms are the washing of insoluble compounds, dissolution of minerals, salt crystallization and cation exchange. WAC and OP showed promising results of their appropriateness as monitoring variables of decay in situ. Acid conditions produce the most severe decay, but Ph effect is not as important as precipitation volume. Non-linear equations relating volume of precipitation with mass difference in red basalt are presented

Influence of Dose Intensity in Consolidation with HIDAC and Other Clinical and Biological Parameters in the Survival of AML

Background. The impact of the dose intensity administered in consolidation in Latin America is unknown. This study aimed to evaluate the relative dose intensity (RDI) in consolidation and its impact in overall survival. Methods. A retrospective study of 86 patients with AML who were diagnosed between 2010 and 2016 with a 2-year follow-up in a fourth-level Colombian hospital was carried out. Clinical characteristics were reported, Kaplan-Meier was used for estimating the overall survival, and Cox regression was used for multivariate analysis. Results. The median overall survival (OS) was 20.83 months, and the median event-free survival (EFS) was 16.83 months. 64.3% of the patients achieved remission after the 7+3 chemotherapy induction treatment. Patients under 30 years of age, with white blood cell counts less than 100.000 cells/mm3 who responded to induction treatment had a better OS. Additionally, patients receiving an RDI greater than 0.75 of the planned consolidation dose had better survival. The prognostic variables with impact in the OS were the leukocyte count in peripheral blood at diagnosis, the RDI in consolidation treatment with HIDAC and the response obtained after induction. Conclusion. This retrospective study allowed us to know the epidemiology of AML in a reference Colombian Hospital. Additionally, in our knowledge, it is the first study that reports the RDI in consolidation with HIDAC in Latin America as a prognostic factor that directly impacts the OS

Fat Intake and obesity-related parameters predict striatal BDNF gene expression and dopamine metabolite levels in cafeteria diet-fed rats

Modern westernized diet is a major risk factor associated with the current obesity epidemic. To study the effects of dietary choices of Western societies, the cafeteria diet has been validated as a preclinical model of obesity. We aimed to investigate the behavioral and metabolic alterations induced by a cafeteria diet on gene expression and neurotransmitter contents involved in neural plasticity and reward processing. Male Wistar rats were exposed to either standard or cafeteria diet for 9 weeks. Food intake and body weight were scored daily. Behavioral effects were assessed in the elevated plus-maze (EPM) and open field (OFT) tests. Serum biochemical parameters, brain monoamines, and BDNF, TrkB, CRF, CREB, and Dnmt3A mRNA levels were analyzed in reward-related brain regions. We found that cafeteria-diet rats consumed more energy and food than the control group, leading to increased body weight gain and adiposity. The cafeteria-diet rats showed an anxiolytic-like effect in the OFT, but not in the EPM. The cafeteria diet increased BDNF expression in the dorsal striatum (DS), and norepinephrine, 5-HT, TrkB, CREB, and Dnmt3A levels in the hippocampus. Additionally, multiple regression analysis showed that accumbal DOPAC and BDNF mRNA levels were robustly predicted by hyperphagia, fat mass accumulation, and body weight gain only in the cafeteria group. Overall, cafeteria diet-induced hyperphagia could lead to alterations in hedonic and motivational control of food intake through changes in dopamine metabolism and BDNF signaling in the nucleus accumbens and the DS.Universidad de Costa Rica/[742-B5-A30]/UCR/Costa RicaUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias de la Salud::Instituto de Investigaciones en Salud (INISA)UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias de la Salud::Centro de Investigación en Neurociencias (CIN)UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Sociales::Instituto de Investigaciones Psicológicas (IIP)UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias de la Salud::Laboratorio de Ensayos Biológicos (LEBI)UCR::Vicerrectoría de Docencia::Salud::Facultad de Medicina::Escuela de Medicin

Educar en derechos humanos : un espacio para el juego

Proyecto Aula Activa: Juegos Cooperativos para la educación para la paz Guía didáctica Colección: Jugando para la paz Material didáctico gratuito Editora Evelyn Cerdas AgüeroEsta guía didáctica titulada “Educar en derechos humanos un espacio para el juego” forma parte del proyecto Aula activa: juegos educativos para la educación para la paz del Instituto de Estudios Latinoamericanos (IDELA). Este proyecto busca fomentar en el estudiantado un proceso de cambio en la aprehensión y vivencia de los derechos humanos de manera que logren reconstruir actitudes, aprender valores y desarrollar habilidades susceptibles de ejercitarse en su interacción diaria, por medio de conductas y actitudes coherentes con el respeto de los derechos humanos y la construcción de una cultura de paz. En este participan estudiantes del curso Espacios Lúdicos para la Educación en Derechos Humanos del Instituto de Estudios Latinoamericanos. Autores: Chacón Campos Stephanie González Camacho Ana Lucía Loría Cubillo Marco Oconitrillo Arce Yuliana Quesada Sancho Fabiola Adrián Barrantes Aguilar Karina Díaz Monge Edith Jiménez Venegas Valeria Moya Pereira Nicolás Salas Ruíz Ericka Sánchez Morera Raúl Hidalgo Perez Stephen Mekbel Ashley Pereira Mónica Cordero Ramírez Jennifer Matarrita Corrales Pamela Brenes Navarro Elvira Mena Brenes Daniela Murillo Orozco Susan Solano Monge Francisco Suarez Pérez Carlos González Leandro Priscilla López Rojas. Carolina Montero Iyara Vargas Lobo Evelyn Figueroa Elizondo Anne Hübner Jacqueline Valencia González Miriam Lizbeth Velázquez Ávila Valerie Calderón Jennifer Campos Jessica Ochoa Monserrath Navarro Ericka Lewis Carolina Rojas Jazmín Arroyo Calderón Melany Arroyo Calderón Mónica Brenes Luna María Sofía Haug Cordero María José Redondo Ríos Ayleen Cascante Zúñiga Marta Azofeifa Matamoros Melanie Guillén Miranda Scarleth Luca Brenes David Valverde Murillo María Castro Arce Natalia Chacón Muñoz Hazel Campos Hernández María José Garita Barahona Raquel González Hernández Laura Ramos Solórzano Gisselle Porras Víquez Pedro ChaverríThis didactic guide entitled "Educating in human rights, a space for play" is part of the project Active Classroom: educational games for peace education of the Institute of Latin American Studies (IDELA). This project seeks to foster in students a process of change in the understanding and experience of human rights so that they can rebuild attitudes, learn values and develop skills that can be exercised in their daily interaction, through behaviors and attitudes consistent with respect for human rights and the construction of a culture of peace. Students from the course Playful Spaces for Human Rights Education of the Institute of Latin American Studies participate in this one. Authors: Chacón Campos Stephanie González Camacho Ana Lucía Loría Cubillo Marco Oconitrillo Arce Yuliana Quesada Sancho Fabiola Adrian Barrantes Aguilar Karina Díaz Monge Edith Jimenez Venegas Valeria Moya Pereira Nicolás Salas Ruíz Ericka Sánchez Morera Raúl Hidalgo Perez Stephen Mekbel Ashley Pereira Mónica Cordero Ramírez Jennifer Matarrita Corrales Pamela Brenes Navarro Elvira Mena Brenes Daniela Murillo Orozco Susan Solano Monge Francisco Suarez Perez Carlos González Leandro Priscilla Lopez Rojas Carolina Montero Iyara Vargas Lobo Evelyn Figueroa Elizondo Anne Hübner Jacqueline Valencia González Miriam Lizbeth Velázquez Ávila Valerie Calderon Jennifer Campos Jessica Ochoa Monserrath Navarro Ericka Lewis Carolina Rojas Jazmin Arroyo Calderon Melany Arroyo Calderon Mónica Brenes Luna María Sofía Haug Cordero María José Redondo Ríos Ayleen Cascante Zúñiga Marta Azofeifa Matamoros Melanie Guillén Miranda Scarleth Luca Brenes David Valverde Murillo María Castro Arce Natalia Chacón Muñoz Hazel Campos Hernández María José Garita Barahona Raquel González Hernández Laura Ramos Solórzano Gisselle Porras Víquez Pedro ChaverríInstituto de Estudios Latinoamericano

I simposio Internacional sobre Investigación en la enseñanza de las ciencias

Edición 202