CAPACITACIÓN VIRTUAL MASIVA ABIERTA Y LA CULTURA DE AHORRO DEL AGUA POTABLE EN LA CIUDAD DE AMBATO, ECUADOR

El agua es un recurso natural, e indispensable para la vida, dada su existencia desde tiempos inmemoriales se la ha considerado como un recurso inagotable, pero lamentablemente no es así. El presente trabajo investigativo partió de la problemática relacionada con niveles muy bajos en cuanto a una cultura de ahorro de agua potable en los hogares de la ciudad de Ambato. Lamentablemente se ha podido apreciar que la gran mayoría de personas lavan sus carros con mangueras, sus jardines igual y en su aseo personal como lavado de dientes, mucha gente bebe directamente de la llave dejándola abierta mientras se realiza su aseo bucal y así muchas situaciones similares. Para ratificar estos criterios, se desarrolló una investigación de campo entre cientos de estudiantes de las diferentes Facultades de la Universidad Técnica de Ambato, ratificándose lo expuesto en la problemática. En base a esto, surge el proyecto de capacitación virtual que tiene como objetivo: Implementar un proceso de capacitación virtual masiva abierta, el cual permitirá generar una cultura de ahorro de agua potable en los hogares de los estudiantes de la Universidad Técnica de Ambato y así contribuir con su conservación. Se considera que primero se debe dar un proceso de concientización de la importancia del ahorro de agua debido a que es un recurso agotable para luego se adquiera esa cultura de ahorro con el paso del tiempo y especialmente en las nuevas generacionesPALABRAS CLAVE: Capacitación; virtual; masiva; abierta; ahorro; agua.MASSIVE OPEN VIRTUAL TRAINING AND THE CULTURE OF SAVING DRINKING WATER IN THE CITY OF AMBATO, ECUADORABSTRACTWater is a natural resource, and essential for life, given its existence since time immemorial has been considered an inexhaustible resource, but unfortunately it is not so. The present investigative work started from the problematic related to very low levels in terms of a culture of saving drinking water in the homes of the city of Ambato. Regrettably it has been seen that the vast majority of people wash their cars with hoses, their gardens as well and in their personal hygiene as a toothbrush, many people drink directly from the key leaving it open while performing their oral hygiene and so many similar situations . To ratify these criteria, a field investigation was carried out among hundreds of students from the different Faculties of the Technical University, ratifying the exposed in the problem. Based on this, the virtual training project that aims to: Implement an open mass virtual training process, which allows to generate a culture of saving drinking water in the homes of the students of the Technical University of Ambato and thus contribute to its conservation. It is considered that first a process of awareness of the importance of saving water should be given because it is an exhaustible resource and then that culture of savings is acquired over time and especially in the new generationsKEYWORDS: Training; virtual; massive; open; saving; water

DIDÁCTICA DEL AULA INVERTIDA Y LA ENSEÑANZA DE FÍSICA EN LA UNIVERSIDAD TÉCNICA DE AMBATO

El presente documento tiene como objeto utilizar el aula invertida o flipped classroom como una estrategia para mejorar los aprendizajes en los estudiantes, dando lugar a un auto aprendizaje y al desarrollo de capacidades de investigación, observación, reflexión, análisis, interpretación, síntesis en la adquisición de sus propios conocimientos. Por otro lado el docente se convierte en planificador de los materiales que investiga el estudiante en casa y facilitador en el aula, donde se abren foros y discusiones para aclarar las inquietudes y dudas de lo aprendido. La metodología para determinar si en la carrera de Ingeniería Industrial en Procesos de Automatización de la Universidad Técnica de Ambato se aplica el auto aprendizaje, se realizó una encuesta a profesores y estudiantes, observándose el desconocimiento de la estrategia del aula invertida, por lo tanto se considera que es necesario diseñar y planificar una clase utilizando esta estrategia, la misma que se convertirá en un sistema de acciones centrado en los interés de los estudiantes y el empoderamiento de su conocimiento.PALABRAS CLAVE: Aula invertida; didáctica; enseñanza; aprendizaje.DIDACTICS OF THE INVERTED CLASSROOM AND PHYSICS TEACHING AT THE TECHNICAL UNIVERSITY OF AMBATOABSTRACTThe purpose of this document is to use the inverted classroom or flipped classroom as a strategy to improve student learning, leading to self-learning and the development of research, observation, reflection, analysis, and interpretation and synthesis skills in knowledge self-acquisition. On the other hand the teacher becomes a planner of the materials researched by the student at home and facilitator in the classroom, where forums and discussions are opened to clarify the concerns and doubts of what was learned. The methodology to determine if in the Industrial Engineering course in Automation Processes of the Technical University of Ambato the self-learning is applied, a survey was made to professors and students, observing the ignorance of the inverted classroom strategy, therefore considers that it is necessary to design and plan a class using this strategy, which will become a system of actions focused on the interests of students and the empowerment of their knowledge.KEYWORDS: Flipped classroom; didactics; teaching; learning

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field