Estudio del cuarzo de la mixteca Oaxaqueña para evaluar su potencial fotovoltaico

Se ha demostrado que la energía fotovoltaica puede generar electricidad para un amplio rango de aplicaciones. Esta energía ha estado alimentando los satélites que han orbitado el planeta por más de treinta años. Un análisis del contenido de CO2 en los últimos 300 años, muestra un crecimiento dramático, vinculado al cambio climático global. Por ello, es obligatorio que nuestra energía sea generada sin emisiones de carbono, y la energía solar es una clara solución. Las celdas solares semiconductoras tienen la capacidad de absorber luz y regresar la energía de los fotones absorbidos a cargadores de corriente eléctrica. El silicio (Si) es un semiconductor. Un buen absorbedor de energía solar sobre la superficie terrestre debe tener una banda prohibida entre 1-2 eV. El Si tiene 1.11 eV. En la Mixteca hay abundantes afloramientos de cuarzo (SiO2). Se presentan los resultados de muestras obtenidas de depósitos aluviales de Tequixtepec; del contenido de SiO2 de las muestras de Ciruelos Huapotzingo y, de los jales mineros de una empresa oaxaqueña. Éstos muestran un muy alto contenido de cuarzo, por lo que se plantea continuar la investigación y explorar la explotación económica para obtener silicio grado metalúrgico para la industria fotovoltaica

Plan estratégico para el incremento de las ventas de agroindustria B.C.S.A.

Presenta un plan estratégico para el área de ventas de los productos Royal Paradise, platanito, yuquitas, mixtos, muestra las característica de la empresa AGROINDUSTRIAS BCSA, presenta un análisis de factores más relevantes del entorno del sistema de la industria Snack de Managua y una investigación de mercado de los factores competitivos del mercado de productos Snack de Nicaragua

Las TIC en la integración curricular transversal del quehacer educativo

La investigación se realizó en dos colegios subvencionados de Chile, entre marzo y julio de 2016, participando educadores de Lenguaje, Matemática, Ciencias, Historia e Inglés de Séptimo Básico y Segundo Medio. Su propósito fue el análisis de competencias TIC (Tecnologia da Informação e Comunicação) docentes y su correcta integración curricular transversal, considerando: el diagnóstico de competencias TIC, la descripción de criterios para el diseño de actividades y el acompañamiento docente. El parámetro de medición considerado fue la integración de TIC al currículum. El estudio encontró su justificación por su importante valor teórico y práctico, su relevancia social y en base a los beneficios netos que genera. El Panel de Competencias TIC, promovido por el Ministerio de Educación a través de ENLACES, respalda el presente trabajo de investigación. El procesamiento de la información recolectada reveló las necesidades de perfeccionamiento del personal docente: moderado nivel de competencias tecnológicas, ausencia de criterios comunes al diseñar actividades en aula con TIC y un escaso acompañamiento.Palabras claves: Competencia. Integración curricular de TIC. Acompañamiento docente. Didáctica.The ICTs in the transversal curricular integration of the educational praticeAbstractThis research was carried out in two subsidised schools in Chile, between March and July, 2016; teachers of 7th and 10th grade who teach Spanish, Mathematics, Science, History and English participated in this study. Its purpose was the analysis of teachers´competence in ICTs (Information and Communication tecnologies) and its correct incorporation in cross curricular subjects considering: the diagnostic in the ICTs competences, the description and the criterion in order to design activities and pedagogical support. The parameter of measuring that was considered is related to the incorporation of ICTs into the curriculum. This study could show its justification because of its practical and theoretical basis, its social relevance based on the benefits that ICTs incorporation produces. The panel of competence of ICTs, which the Ministry of Education promotes through ENLACES supports this research. The process of the information that was gathered revealed the need that teachers must improve the use of ICTs into the classroom: Intermediate level of technological competence, lack of common criterion when teachers have to design activities using ICTs into the classroom and an insufficient pedagogical support.Keywords: Competence. Curricular incorporation of ICTs. Pedagogical Support. Didactic (General teaching methodology).

Las TIC en la integración curricular transversal del quehacer educativo

La investigación se realizó en dos colegios subvencionados de Chile, entre marzo y julio de 2016, participando educadores de Lenguaje, Matemática, Ciencias, Historia e Inglés de Séptimo Básico y Segundo Medio. Su propósito fue el análisis de competencias TIC (Tecnologia da Informação e Comunicação) docentes y su correcta integración curricular transversal, considerando: el diagnóstico de competencias TIC, la descripción de criterios para el diseño de actividades y el acompañamiento docente. El parámetro de medición considerado fue la integración de TIC al currículum. El estudio encontró su justificación por su importante valor teórico y práctico, su relevancia social y en base a los beneficios netos que genera. El Panel de Competencias TIC, promovido por el Ministerio de Educación a través de ENLACES, respalda el presente trabajo de investigación. El procesamiento de la información recolectada reveló las necesidades de perfeccionamiento del personal docente: moderado nivel de competencias tecnológicas, ausencia de criterios comunes al diseñar actividades en aula con TIC y un escaso acompañamiento.Palabras claves: Competencia. Integración curricular de TIC. Acompañamiento docente. Didáctica.The ICTs in the transversal curricular integration of the educational praticeAbstractThis research was carried out in two subsidised schools in Chile, between March and July, 2016; teachers of 7th and 10th grade who teach Spanish, Mathematics, Science, History and English participated in this study. Its purpose was the analysis of teachers´competence in ICTs (Information and Communication tecnologies) and its correct incorporation in cross curricular subjects considering: the diagnostic in the ICTs competences, the description and the criterion in order to design activities and pedagogical support. The parameter of measuring that was considered is related to the incorporation of ICTs into the curriculum. This study could show its justification because of its practical and theoretical basis, its social relevance based on the benefits that ICTs incorporation produces. The panel of competence of ICTs, which the Ministry of Education promotes through ENLACES supports this research. The process of the information that was gathered revealed the need that teachers must improve the use of ICTs into the classroom: Intermediate level of technological competence, lack of common criterion when teachers have to design activities using ICTs into the classroom and an insufficient pedagogical support.Keywords: Competence. Curricular incorporation of ICTs. Pedagogical Support. Didactic (General teaching methodology).

FabLab en Educación: propuesta formativa y práctica para la creación de recursos didácticos dirigida a la docencia del profesorado universitario

El proyecto de innovación docente FabLab (laboratorios de fabricación digital) en educación pretende dotar al profesorado de una serie de competencias tecnológicas y pedagógicas que le permita ofrecer al alumnado una formación mucho más rica, integradora de contenidos, inclusiva, y que facilite el empoderamiento del alumnado para el emprendimiento profesional. El objetivo principal del proyecto es promover un cambio pedagógico en el profesorado para que sea capaz de adaptarse a las exigencias de una sociedad cada vez más tecnológica y en la que se demanda unos tipos de competencias que claramente no pueden adquirirse en la Universidad si no se tiene acceso, mínimamente, a unos recursos y dispositivos tecnológicos. En este sentido, la creación del FabLab permite crear un espacio creativo y productivo relacionado con la tecnología que favorece el acceso a ella y la adquisición de unas competencias tecnológicas y didácticas que, por la salida profesional del alumnado, permitiría acercar las materias denominadas STEM a las chicas de las etapas educativas no universitarias para que continúen estudios superiores relacionadas con estas asignaturas. El proyecto se articula en torno a cuatro fases: formación y sensibilización, diseño y desarrollo de materiales docentes, implementación en el estudiantado y la evaluación. Para el desarrollo del mismo se ha necesitado dos cursos académicos en los que el profesorado ha recibido una formación tanto virtual como presencial por diferentes especialistas. Para la formación y asesoramiento se ha contado con dos profesores de centros de secundaria de Granada que ya manejan algunos de los recursos y dispositivos tecnológicos en sus aulas. Además, han recibido formación sobre la gamificación de la docencia y el diseño de insignias para cuando se las tengan que otorgar al alumnado. Se han conseguido realizar diversos proyectos tecnológicos utilizando la placa Arduino y los diferentes componentes y accesorios como, por ejemplo, un vehículo sigue líneas con sensores de proximidad y un ascensor de vehículos automatizado al detectar el vehículo en el interior. También se ha elaborado un material digital con Inkscape, GIMP y Tinkercad para la para la impresión en 3D de ficha para la gamificación de diversos juegos elaborados para el aprendizaje de, por ejemplo, los mitos griegos. Para la docencia habitual, la formación recibida, así como los dispositivos utilizados y los materiales realizados, son un elemento innovador que les permite al profesorado ofrecer unos recursos atractivos para los aprendizajes de los contenidos de las diferentes materias que imparten.The FabLab (digital fabrication laboratories) teaching innovation project in education aims to provide teachers with a series of technological and pedagogical skills that will enable them to offer students a much richer, more inclusive and inclusive education that integrates content and facilitates the empowerment of students for professional entrepreneurship. The main objective of the project is to promote a pedagogical change in the teaching staff so that they are able to adapt to the demands of an increasingly technological society that demands certain types of skills that clearly cannot be acquired at the University if they do not have access, minimally, to technological resources and devices. In this sense, the creation of the FabLab makes it possible to create a creative and productive space related to technology that favours access to it and the acquisition of technological and didactic skills that, due to the students' professional opportunities, would bring STEM subjects closer to girls in non-university educational stages so that they can continue higher studies related to these subjects. The project is structured around four phases: training and awareness-raising, design and development of teaching materials, implementation among students and evaluation. It has taken two academic years to develop the project, during which the teaching staff have received both virtual and face-to-face training from different specialists. Two teachers from secondary schools in Granada, who already use some of the technological resources and devices in their classrooms, have been involved in the training and assessment. In addition, they have received training on the gamification of teaching and the design of badges for when they have to award them to students. They have managed to carry out various technological projects using the Arduino board and the different components and accessories, such as a vehicle that follows lines with proximity sensors and an automated vehicle lift when it detects the vehicle inside. Digital material has also been developed with Inkscape, GIMP and Tinkercad for the 3D printing of cards for the gamification of various games developed for the learning of, for example, Greek myths. For regular teaching, the training received, as well as the devices used and the materials produced, are an innovative element that allows teachers to offer attractive resources for learning the contents of the different subjects they teach.Unidad de Calidad, Innovación Docente y Prospectiva de la Universidad de Granad

Computational approaches to explainable artificial intelligence: Advances in theory, applications and trends

Deep Learning (DL), a groundbreaking branch of Machine Learning (ML), has emerged as a driving force in both theoretical and applied Artificial Intelligence (AI). DL algorithms, rooted in complex and non-linear artificial neural systems, excel at extracting high-level features from data. DL has demonstrated human-level performance in real-world tasks, including clinical diagnostics, and has unlocked solutions to previously intractable problems in virtual agent design, robotics, genomics, neuroimaging, computer vision, and industrial automation. In this paper, the most relevant advances from the last few years in Artificial Intelligence (AI) and several applications to neuroscience, neuroimaging, computer vision, and robotics are presented, reviewed and discussed. In this way, we summarize the state-of-the-art in AI methods, models and applications within a collection of works presented at the 9th International Conference on the Interplay between Natural and Artificial Computation (IWINAC). The works presented in this paper are excellent examples of new scientific discoveries made in laboratories that have successfully transitioned to real-life applications.MCIU - Nvidia(UMA18-FEDERJA-084

Computational Approaches to Explainable Artificial Intelligence:Advances in Theory, Applications and Trends

Deep Learning (DL), a groundbreaking branch of Machine Learning (ML), has emerged as a driving force in both theoretical and applied Artificial Intelligence (AI). DL algorithms, rooted in complex and non-linear artificial neural systems, excel at extracting high-level features from data. DL has demonstrated human-level performance in real-world tasks, including clinical diagnostics, and has unlocked solutions to previously intractable problems in virtual agent design, robotics, genomics, neuroimaging, computer vision, and industrial automation. In this paper, the most relevant advances from the last few years in Artificial Intelligence (AI) and several applications to neuroscience, neuroimaging, computer vision, and robotics are presented, reviewed and discussed. In this way, we summarize the state-of-the-art in AI methods, models and applications within a collection of works presented at the 9 International Conference on the Interplay between Natural and Artificial Computation (IWINAC). The works presented in this paper are excellent examples of new scientific discoveries made in laboratories that have successfully transitioned to real-life applications

Computational approaches to Explainable Artificial Intelligence:Advances in theory, applications and trends

Deep Learning (DL), a groundbreaking branch of Machine Learning (ML), has emerged as a driving force in both theoretical and applied Artificial Intelligence (AI). DL algorithms, rooted in complex and non-linear artificial neural systems, excel at extracting high-level features from data. DL has demonstrated human-level performance in real-world tasks, including clinical diagnostics, and has unlocked solutions to previously intractable problems in virtual agent design, robotics, genomics, neuroimaging, computer vision, and industrial automation. In this paper, the most relevant advances from the last few years in Artificial Intelligence (AI) and several applications to neuroscience, neuroimaging, computer vision, and robotics are presented, reviewed and discussed. In this way, we summarize the state-of-the-art in AI methods, models and applications within a collection of works presented at the 9th International Conference on the Interplay between Natural and Artificial Computation (IWINAC). The works presented in this paper are excellent examples of new scientific discoveries made in laboratories that have successfully transitioned to real-life applications.</p

Cut-offs and response criteria for the Hospital Universitario la Princesa Index (HUPI) and their comparison to widely-used indices of disease activity in rheumatoid arthritis

Objective To estimate cut-off points and to establish response criteria for the Hospital Universitario La Princesa Index (HUPI) in patients with chronic polyarthritis. Methods Two cohorts, one of early arthritis (Princesa Early Arthritis Register Longitudinal PEARL] study) and other of long-term rheumatoid arthritis (Estudio de la Morbilidad y Expresión Clínica de la Artritis Reumatoide EMECAR]) including altogether 1200 patients were used to determine cut-off values for remission, and for low, moderate and high activity through receiver operating curve (ROC) analysis. The areas under ROC (AUC) were compared to those of validated indexes (SDAI, CDAI, DAS28). ROC analysis was also applied to establish minimal and relevant clinical improvement for HUPI. Results The best cut-off points for HUPI are 2, 5 and 9, classifying RA activity as remission if =2, low disease activity if >2 and =5), moderate if >5 and <9 and high if =9. HUPI''s AUC to discriminate between low-moderate activity was 0.909 and between moderate-high activity 0.887. DAS28''s AUCs were 0.887 and 0.846, respectively; both indices had higher accuracy than SDAI (AUCs: 0.832 and 0.756) and CDAI (AUCs: 0.789 and 0.728). HUPI discriminates remission better than DAS28-ESR in early arthritis, but similarly to SDAI. The HUPI cut-off for minimal clinical improvement was established at 2 and for relevant clinical improvement at 4. Response criteria were established based on these cut-off values. Conclusions The cut-offs proposed for HUPI perform adequately in patients with either early or long term arthritis