Crime, Insecurity and Erosion of Democratic Values in Latin America

In the Latin American context of extremely high crime, political scientists and policy makers alike need to ask whether crime, and the associated fear of crime, is helping to build popular support for repressive measures, and by extension, for repressive regimes. In short, is it possible that growing crime is a threat to the durability of democracy in Latin America? To test this proposition, this paper uses the 2008 Americas Barometer surveys. The premise of the paper is that rising crime and insecurity undermine democratic values and increase support for authoritarian measures. As crime rates increase and governments fail to stem the tide, citizen’s belief that democracy is the best system may decline. Some citizens may support the imple- mentation of greater controls or extra-judicial measures. High levels of crime may reduce levels of tolerance and interpersonal trust, thus undermining social capital. Finally, crime victimization and the fear of crime could drive citizens to lose faith in their political institutions, particularly the police and judicial authorities.In the Latin American context of extremely high crime, political scientists and policy makers alike need to ask whether crime, and the associated fear of crime, is helping to build popular support for repressive measures, and by extension, for repressive regimes. In short, is it possible that growing crime is a threat to the durability of democracy in Latin America? To test this proposition, this paper uses the 2008 Americas Barometer surveys. The premise of the paper is that rising crime and insecurity undermine democratic values and increase support for authoritarian measures. As crime rates increase and governments fail to stem the tide, citizen’s belief that democracy is the best system may decline. Some citizens may support the imple- mentation of greater controls or extra-judicial measures. High levels of crime may reduce levels of tolerance and interpersonal trust, thus undermining social capital. Finally, crime victimization and the fear of crime could drive citizens to lose faith in their political institutions, particularly the police and judicial authorities

Multifunctional enzymatically generated hydrogels for chronic wound application

The healing of chronic wounds requires intensive medical intervention at huge healthcare costs. Dressing materials should consider the multifactorial nature of these wounds comprising deleterious proteolytic and oxidative enzymes and high bacterial load. In this work, multifunctional hydrogels for chronic wound application were produced by enzymatic cross- linking of thiolated chitosan and gallic acid. The hydrogels combine several beneficial to wound healing properties, controlling the matrix metalloproteinases (MMPs) and myeloperoxidase (MPO) activities, oxidative stress, and bacterial contamination. In vitro studies revealed above 90% antioxidant activity, and MPO and collagenase inhibition by up to 98 and 23%, respectively. Ex vivo studies with venous leg ulcer exudates confirmed the inhibitory capacity of the dressings against MPO and MMPs. Additionally, the hydrogels reduced the population of the most frequently encountered in nonhealing wounds bacterial strains. The stable at physiological conditions and resistant to lysozyme degradation hydrogels showed high biocompatibility with human skin fibroblastsPeer ReviewedPostprint (author's final draft

I Concurso Latinoamericano de Investigación Teatral "César Rengifo" Fallo

I Concurso Latinoamericano de Investigación Teatral "César Rengifo" Fall

Honduran Military Culture

The Honduran Armed Forces have been closely linked to the political system since the state’s independence in 1838. The United States is responsible for the professionalization of the Honduran Armed Forces in the post WWII period. The role of the Honduran Armed Forces has shifted since its professionalization. No other military institution—or country for that matter—has had as close relations with the Honduran military than the United States. Increased military aid and training both professionalized and institutionalized the military. This report examines the historical evolution of the Honduran Armed Forces, sources of identity of the Honduran Armed Forces, and the Honduran Armed Forces and Society.https://digitalcommons.fiu.edu/jgi_research/1021/thumbnail.jp

Characterization of a Pre-Trajan wall by integrated geophysical methods

The purpose of this study was to characterize a pre-Trajan mosaic-decorated wall structure located beneath the Cryptoporticus of the 'Baths of Trajan' complex in Rome. The surveyed wall is 15m long, 0.9m wide and 3 to 5m high. Ground penetrating radar (GPR) and P-wave seismic refraction tomography profiles were used to reconstruct the wall's inner structure, generate a map of the fractures and to evaluate the seismic velocities of the building materials. The wall was surveyed with horizontally and vertically dense GPR profiles and two seismic lines. The seismic lines and GPR profiles were capable of detecting a discontinuity between brick and travertine materials that compose the wall. The combined interpretation of the two non-invasive techniques allowed us to locate weak zones and fractures. This rapid, non-destructive and multi-parametric approach has proved to be effective for characterizing the current status of the wall and the results will be used by archaeologists to evaluate the wall's integrity and to preserve the structure in the future archaeological excavations

EL CRAFFT CARLOS COMO INSTRUMENTO PARA LA IDENTIFICACIÓN TEMPRANA DE CONSUMO DE ALCOHOL Y OTRAS SPA: UNA ADAPTACIÓN AL ESPAÑOL/ THE CRAFFT CARLOS AS AN INSTRUMENT FOR THE EARLY DETECTION OF ALCOHOL AND OTHER PSYCHOACTIVE SUBSTANCES USE: AN ADAPTATION TO SPANISH/ O CRAFFT CARLOS COMO INSTRUMENTO PARA A IDENTIFICAÇÃO INICIAL DE CONSUMO DE ÁLCOOL E OUTRAS SPA: UMA ADAPTAÇÃO AO ESPANHOL

El consumo de alcohol en menores es un riesgo para su salud e incrementa la probabilidad de futuros problemas con esta y con otras sustancias psicoactivas, lo que hace necesario un instrumento para identificar rápida y eficazmente a adolescentes que consumen o en riesgo de iniciar el consumo. Con una muestra de 432 jóvenes de la ciudad de Bogotá, este estudio tuvo como objetivo realizar una adaptación de lenguaje y una calibración, mediante el modelo de Rasch, del instrumento CRAFFT/CARLOS, que poseería las características antes mencionadas. La utilización del modelo de Rasch mostró que el CRAFFT y su adaptación, el CARLOS, son instrumentos útiles para identificar problemas de consumo de alcohol y otras drogas entre adolescentes

La influencia de la innovación educativa utilizando las metodologías ABP en la cultura institucional de los posgrados de tres universidades paraguayas

This multiple case study describes how the institutional and personal culture of the actors involved in the processes and dimensions of educational innovation influence the incorporation of Problem-Based Learning and Project-Based Learning strategies, in 3 Paraguayan universities during the period 2017 to 2020. The dimensions studied are: Origin of innovations, People's leadership, Phases and strategies of the process, Values ​​of those involved, Resistance and obstacles to change, Impact and Financing of the innovation process; and the emerging cultural systemic from the pedagogical perspective. The referential framework has been built from the concepts of Hargreaves, Fullan, Ausubel, Vygotsky, Carbonell and others. The multiple case study method has been used, according to the guidelines established by Robert Yin and Robert Stake. The results indicate that organizational culture is a great conditioning factor of innovation processes, that some teachers are the origin and leaders of change processes, with great commitment and overcoming institutional resistance, students, managers and the teachers Council. It is concluded that the institutions do not consider innovation as a strategic asset, acting reactively to changes and that the institutional culture does not provide the right environment for the implementation of innovations, which is why they are emerging and endogenous. It is recommended that institutions incorporate innovation processes into strategic, development and improvement plans, also generating internal and permanent spaces for training and support for innovation.Este estudio de casos múltiples describe cómo influyen la cultura institucional y personal de los actores involucrados en los procesos y dimensiones de la innovación educativa al incorporar las estrategias de Aprendizaje Basados en Problemas y Aprendizaje Basado en Proyectos, en 3 universidades paraguayas durante el periodo 2017 al 2020. Las dimensiones estudiadas son: Origen de las innovaciones, Liderazgo de las personas, Fases y estrategias del proceso, Valores de los involucrados, Resistencia y obstáculos al cambio, Impacto y Financiamiento del proceso de innovación; y los emergentes sistémicos culturales desde la perspectiva pedagógica. El marco referencial se ha construido a partir de los conceptos de Hargreaves, Fullan, Ausubel, Vygotsky, Carbonell y otros. Se ha utilizado el método del estudio de casos múltiples, de acuerdo a los lineamientos establecidos por Robert Yin y Robert Stake. Los resultados indican que la cultura organizacional es un gran factor condicionante de los procesos de innovación, que algunos profesores son el origen y los líderes de los procesos de cambio, con gran compromiso y superando resistencias institucionales, de los estudiantes, de los directivos y del cuerpo docente. Se concluye que las instituciones no consideran a la innovación como activo estratégico actuando de forma reactiva a los cambios y que la cultura institucional no propicia el ambiente adecuado para la implementación de innovaciones, por lo cual éstas son emergentes y endógenas. Se recomienda que las instituciones incorporen los procesos de innovación en los planes estratégicos, de desarrollo y de mejora, generando además espacios internos y permanentes de formación y acompañamiento a la innovación

Innovación educativa utilizando las metodologías ABP en 3 universidades paraguayas

Este estudio de casos describe cómo influyen la cultura institucional y personal de los actores involucrados en los procesos y dimensiones de la innovación educativa al incorporar las estrategias de Aprendizaje Basados en Problemas y Aprendizaje Basado en Proyectos, en 3 universidades paraguayas durante el periodo 2017 al 2020. Las dimensiones estudiadas son: Origen de las innovaciones, Liderazgo de las personas, Fases y estrategias del proceso, Valores de los involucrados, Resistencia y obstáculos al cambio, Impacto y Financiamiento del proceso de innovación; y los emergentes sistémicos culturales desde la perspectiva pedagógica. Los resultados indican que la cultura organizacional es un gran factor condicionante de los procesos de innovación, que algunos profesores son el origen y los líderes de los procesos de cambio, con gran compromiso y superando resistencias institucionales, delos estudiantes, de los directivosy del cuerpo docente. Se concluye que las instituciones no consideran a la innovación como activo estratégico actuando de forma reactiva a los cambios y que la cultura institucional no propicia el ambiente adecuado para ña implementación de innovaciones, por lo cual éstas son emergentes y endógenas. Se recomienda que las instituciones incorporen los procesos de innovación en los planes estratégicos, de desarrollo y de mejora, generando además espacios internos y permanentes de formación y acompañamiento a la innovación

La influencia de la innovación educativa utilizando las metodologías ABP en la cultura institucional de los posgrados de tres universidades paraguayas

This multiple case study describes how the institutional and personal culture of the actors involved in the processes and dimensions of educational innovation influence the incorporation of Problem-Based Learning and Project-Based Learning strategies, in 3 Paraguayan universities during the period 2017 to 2020. The dimensions studied are: Origin of innovations, People's leadership, Phases and strategies of the process, Values ​​of those involved, Resistance and obstacles to change, Impact and Financing of the innovation process; and the emerging cultural systemic from the pedagogical perspective. The referential framework has been built from the concepts of Hargreaves, Fullan, Ausubel, Vygotsky, Carbonell and others. The multiple case study method has been used, according to the guidelines established by Robert Yin and Robert Stake. The results indicate that organizational culture is a great conditioning factor of innovation processes, that some teachers are the origin and leaders of change processes, with great commitment and overcoming institutional resistance, students, managers and the teachers Council. It is concluded that the institutions do not consider innovation as a strategic asset, acting reactively to changes and that the institutional culture does not provide the right environment for the implementation of innovations, which is why they are emerging and endogenous. It is recommended that institutions incorporate innovation processes into strategic, development and improvement plans, also generating internal and permanent spaces for training and support for innovation.Este estudio de casos múltiples describe cómo influyen la cultura institucional y personal de los actores involucrados en los procesos y dimensiones de la innovación educativa al incorporar las estrategias de Aprendizaje Basados en Problemas y Aprendizaje Basado en Proyectos, en 3 universidades paraguayas durante el periodo 2017 al 2020. Las dimensiones estudiadas son: Origen de las innovaciones, Liderazgo de las personas, Fases y estrategias del proceso, Valores de los involucrados, Resistencia y obstáculos al cambio, Impacto y Financiamiento del proceso de innovación; y los emergentes sistémicos culturales desde la perspectiva pedagógica. El marco referencial se ha construido a partir de los conceptos de Hargreaves, Fullan, Ausubel, Vygotsky, Carbonell y otros. Se ha utilizado el método del estudio de casos múltiples, de acuerdo a los lineamientos establecidos por Robert Yin y Robert Stake. Los resultados indican que la cultura organizacional es un gran factor condicionante de los procesos de innovación, que algunos profesores son el origen y los líderes de los procesos de cambio, con gran compromiso y superando resistencias institucionales, de los estudiantes, de los directivos y del cuerpo docente. Se concluye que las instituciones no consideran a la innovación como activo estratégico actuando de forma reactiva a los cambios y que la cultura institucional no propicia el ambiente adecuado para la implementación de innovaciones, por lo cual éstas son emergentes y endógenas. Se recomienda que las instituciones incorporen los procesos de innovación en los planes estratégicos, de desarrollo y de mejora, generando además espacios internos y permanentes de formación y acompañamiento a la innovación