Biosurfactant from Bacillus subtilis DS03: Properties and Application in Cleaning Out Place System in a Pilot Sausages Processing

Microbial surfactants (MS) or biosurfactants (BS) are amphiphilic molecules composed of a hydrophilic and a hydrophobic segment, which align at the interface between polar and non-polar compounds, reducing the surface tension. BS production is developed as an alternative to synthetic surfactants because they are biodegradable, with low toxicity and high specificity. Several BS applications are published in this research proposing using a biosurfactant crude extract (BCE) as part of cleaning products. This paper reported the BCE production from Bacillus subtilis DS03 using a medium with molasses. The BCE reduced surface tension from 72 mN/m (water) to 34 mN/m and achieved a critical micelle concentration of 24.66 ppm. The highly effective and efficient behavior characterized the product as a powerful surfactant with stability under a wide pH range, high temperatures, and emulsifying properties, suggesting potential applications in food industry cleaning operations. BCE was also applied in a surface pre-treatment to avoid microbial biofilm development, showing inhibition in more than 90% of Escherichia coli, Staphylococcus aureus, and Listeria monocytogenes above 2000 ppm of BCE. It was also tested on a surface post-treatment to remove biofilms reporting a significant reduction of Escherichia coli (50.10%), Staphylococcus aureus (55.77%), and Listeria monocytogenes (59.44%) in a concentration higher than 250 ppm of BCE. Finally, we compared the functionality between sodium lauryl ether sulfate (SLES) and BCE. The results suggested that BCE is a promising ingredient for cleaning formulations for industrial food applications

Estudio de prevalencia de dificultades de lectura en niños escolarizados de 7 años de Barranquilla (Colombia)

This article shows research preliminary results, in which the prevalence level of reading disabilities is established in 7-year old children belonging to 4 middle class private non-bilingual schools in the district of Barranquilla. The assessment tools used for this study were CEPA, Abbreviated WISC-R and ENI (Neuropsychological Children Evaluation). The reading disabilities prevalence level was determined to be, in this study, of 3.32%. Key words: reading disabilities, prevalence, metalinguistic abilities, reading performance.Este artículo muestra los resultados preliminares de una investigación en la que se establece el nivel de prevalencia de dificultades en la lectura en niños de siete años, pertenecientes a 4 colegios privados no bilingües de estrato socioeconómico medio alto de la ciudad de Barranquilla (Colombia). Para esta investigación se utilizaron el CEPA, WISC-R Abreviado, Evaluación Neuropsicológica Infantil (ENI). Se determinó que la prevalencia de dificultades de lectura en la población de estudio fue de 3.32%

Hilando en colectivo hacia una arqueología de género y feminista en Colombia: Colectivo GEFA (género, feminismo y arqueología)

This contribution presents the trajectory of the GEFA Collective (Gender, Feminism and Archaeology). This collective, from the perspective of situated knowledge, has woven together, problematized and debated gender perspectives and practical feminism in Colombian archaeology. We address various academic experiences such as seminars, workshops, and virtual spaces for discussion on gender and feminism as well as participation in international events. Based on this, we show how the materialization of a commitment to a collective and thoughtful project allows us to reflect and question the work of the archaeological discipline in Colombia.  En esta contribución se presenta la trayectoria del Colectivo GEFA (Género, Feminismo y Arqueología), que, tejiendo desde un conocimiento situado, ha problematizado y puesto en debate perspectivas de género y feminismo práctico en la arqueología colombiana. Se abordan diversas experiencias académicas como la realización de seminarios, talleres, espacios virtuales de discusión sobre género y feminismo y la participación en eventos internacionales; a partir de las cuales mostramos cómo la materialización de una apuesta por un proyecto colectivo y senti-pensante nos permite reflexionar y cuestionar el quehacer de la disciplina arqueológica en Colombia

COVID-19 anxiety, psychological well-being and preventive behaviors during the COVID-19 pandemic in Latin America and the Caribbean: relationships and explanatory model

This study assesses the relationship between COVID-19 anxiety and subjective well-being in terms of the mediating role of COVID-19 preventive behaviors. Additionally, the contribution of sociodemographic factors (sex and age) and risk perception on COVID-19 anxiety and its potential measurement invariance was tested in 5655 participants from 12 countries in Latin America and the Caribbean. A mixture of both latent and observable variables were analyzed using a system of structural equations. The Coronavirus Anxiety Scale (CAS), Preventive COVID-19 Infection Behaviors Scale (PCIBS) and single-item measures were used to assess the perceived probability of death, perceived severity and concern about transmitting COVID-19. The results indicated that there is a significant and relevant direct effect of COVID-19 anxiety on participants' well-being. Furthermore, COVID-19 anxiety significantly predicted both preventive behavior (β =.29, p <.01) and well-being (β = –.32, p <.01). The effects of COVID anxiety and preventive behavior explained 9.8% of the variance in well-being (R-square =.098); whereas, 8.4% of the variance in preventive behavior was associated with COVID anxiety (R-square =.084). Likewise, perceived likelihood of death from COVID, perceived severity of COVID, and concerns about COVID transmission were positively related to anxiety. Age was negatively related to anxiety, with men being less anxious than women. The results are invariant by country, i.e., the broad relationships found in the combined sample are also present in each individual country. The findings indicate that, although the exact relationships between variables may vary between countries, there are enough similarities to provide useful information about the impact of the COVID-19 pandemic in each of the countries included in the study

Is the meaning of subjective well-being similar in Latin American countries? A cross-cultural measurement invariance study of the WHO-5 well-being index during the COVID-19 pandemic

"Background: There is an urgent need to assess changes in well-being on a multinational scale during the COVID-19 pandemic, thus culturally valid scales must be available. Methods: With this in mind, this study examined the invariance of the WHO well-being index (WHO-5) among a sample of 5183 people from 12 Latin Americans countries (Argentina, Bolivia, Chile, Colombia, Cuba, Ecuador, El Salvador, Guatemala, Mexico, Paraguay, Peru, and Uruguay). Results: The results of the present study indicate that the WHO-5 is strictly invariant across samples from different Latin American countries. Furthermore, the results of the IRT analysis indicate that all items of the WHO-5 were highly discriminative and that the difficulty required to respond to each of the five items is ascending. Additionally, the results indicated the presence of moderate and small size differences in subjective well-being among most countries. Conclusion: The WHO-5 is useful for assessing subjective well-being in 12 Latin American countries during the COVID-19 pandemic, since the differences between scores can be attributed to differences in well-being and not in other characteristics of the scale.

Adenda

PublishedEl Semillero de Investigación en Filosofía Colombiana y Latinoamericana, Ficla, es un espacio que reflexiona en torno a las ideas y a los pensadores de nuestra América. Aunque no se detiene estrictamente en la filosofía, trasciende a otros espacios, la literatura, la música, las artes, y, como queremos destacar en este libro, en la poesía. Ella está en movimiento, diría Paz, o es un “temblor panamericano”, diríamos bajo la custodia de Benedetti; es el trasegar de las letras más nobles que tiene nuestro terruño. Por “noble” no se debe entender un acto de buena fe, la mala fe (sartriana) juega un rol importante; es así que la revelación dada en estas letras rebela al más desinteresado lector

Cross-cultural validation of the new version of the Coronavirus Anxiety Scale in twelve Latin American countries

The Coronavirus Anxiety Scale (CAS) was recently developed to assess dysfunctional anxiety related to COVID-19. Although different studies reported that the CAS is psychometrically sound, it is unclear whether it is invariant across countries. Therefore, the present study aimed to examine the measurement invariance of the CAS in twelve Latin American countries (Argentina, Bolivia, Chile, Colombia, Cuba, Ecuador, El Salvador, Guatemala, Mexico, Paraguay, Peru, and Uruguay). A total of 5196 people participated, with a mean age of 34.06 (SD = 26.54). Multigroup confirmatory factor analysis (CFA) was used to examine the measurement invariance of the CAS across countries and gender. Additionally, the graded response model (GRM) was used to provide a global representation of the representativeness of the scale with respect to the COVID19 dysfunctional anxiety construct. The unidimensional structure of the five-item CAS was not confirmed in all countries. Therefore, it was suggested that a four-item model of the CAS (CAS-4) provides a better fit across the twelve countries and reliable scores. Multigroup CFA showed that the CAS-4 exhibits scalar invariance across all twelve countries and all genders. In addition, the CAS-4 items are more informative at average and high levels of COVID-19 dysfunctional anxiety than at lower levels. According to the results, the CAS-4 is an instrument with strong cross-cultural validity and is suitable for cross-cultural comparisons of COVID-19 dysfunctional anxiety symptoms in the general population of the twelve Latin American countries evaluated

La interacción de los Muun Yacha Ainau en las sesiones de aprendizaje para fortalecer la identidad cultural awajún : sistematización de la experiencia de la I.E. “Técnico Industrial Túpac Amaru”, distrito de Imaza, Bagua, Amazonas

Nuestro país se caracteriza por la diversidad cultural y lingüística. Por ello, es de especial importancia promover el enfoque intercultural (enfoque transversal del Currículo Nacional de la Educación Básica Regular), en las prácticas de las instituciones educativas a nivel nacional. El reto es contar con estrategias específicas, que permitan establecer la conexión entre las prácticas culturales, las prácticas pedagógicas y el desarrollo de las competencias de los estudiantes. La presente sistematización describe un proyecto de innovación cuyo objetivo apunta directamente a lo mencionado , planteando el desafío desde el título: “La interacción de la y los muun yacha ainau en las sesiones de aprendizaje para fortalecer la identidad cultural awajún”. El proyecto fue desarrollado por la Institución Educativa Secundaria de Menores Técnico Industrial “Túpac Amaru”, de Chiriaco, provincia de Bagua, región de Amazonas, y tuvo como aspecto central la incorporación de los elementos culturales del pueblo awajún en los procesos educativos, en particular, mediante la inclusión de los muun yacha ainau o sabios y sabias awajún en las sesiones de aprendizaje interculturales. De esta manera, se ha desarrollado el enfoque intercultural en el nivel secundario de la institución educativa, lo cual ha implicado la incorporación de la cultura de las familias de los estudiantes y de la comunidad awajún en los procesos educativos, materia curricular, organización escolar, relación con la comunidad y un nuevo rol del docente. Como consecuencia, se logró que los estudiantes awajún se identifiquen con su cultura, la valoraren y, como resultado, mejoren en sus logros de aprendizaje. Asimismo, los estudiantes hispanohablantes tuvieron la oportunidad de conocer y comprender la cosmovisión de la cultura awajún y, por ende, de valorarla y aprender de ella. En ese sentido, el proyecto no solo contribuyó al desarrollo de competencias sino también a la promoción del rol protagónico del estudiante y la revaloración de su cultura. Además, el proyecto contribuyó a la mejora del clima en la institución educativa y a la vinculación e integración de toda la comunidad