Topología inferior en el conjunto parcialmente ordenado de las topologías Hausdorff sobre un conjunto infinito fijo

Determina la caracterización de las topologías (sobre un conjunto infinito fijo X) que tienen un sucesor inmediato o un predecesor inmediato en TOP1 ó en TOP2. Usaremos TOP1 para denotar al retículo formado por el conjunto de las topologías T1 sobre X y la inclusión. Usaremos TOP2 para denotar al conjunto parcialmente ordenado formado por el conjunto de las topologías Hausdorff sobre X y la inclusión. Por otro lado, se mostrará un ejemplo que posea topología superior e inferior. Seguidamente, como en [2] se mostró que un espacio de Hausdorff compacto no puede contener un punto maximal y por tanto su topología no es inferior, en el presente trabajo, generalizaremos este resultado mostrando que un punto maximal en un espacio H-cerrado no es punto regular. Además daremos un ejemplo con el cual se mostrará que la topología de un espacio numerablemente compacto, H-cerrado, de numerable estrechez puede ser topología inferior. Finalmente, se dará un ejemplo de una topología superior en TOP2

Evaluation of university teaching in Mexico, Chile and Colombia: analysis of the experiences

Este trabajo da cuenta de distintas experiencias en evaluación de la docencia universitaria llevadas a cabo en México, Chile y Colombia, con la finalidad de reflexionar sobre su implementación, desarrollo y el estado actual en que se encuentra este tipo de evaluación. Asimismo se busca plantear estrategias orientadoras para la toma de decisiones y que lleven a buscar una mejoría de las prácticas educativas en un contexto latinoamericano. Se presenta en primer lugar un panorama general sobre la evaluación de la docencia como campo de estudios y prácticas. Posteriormente se da paso a los análisis particulares de cada uno de los países analizados, destacando en cada uno las políticas públicas sobre las universidades, los sistemas existentes y sus dificultades. Finalmente se expone el análisis de las experiencias y se concluye con una serie de sugerencias cuya intención es mejorar la docencia y su evaluación en un contexto latinoamericano.This paper presents the analysis of different experiences in the evaluation of university teaching conducted in Mexico, Chile and Colombia, in order to reflect on the implementation, development and current state of the field. There are also suggestions provided to guide decisions for the improvement of educational practices in the Latin American context. First of all, we present an overview of the evaluation of teaching as a field of study and practice. This is followed by particular analyses of each of the countries studied, highlighting higher education policies, the existing systems and their difficulties. Finally, we present an analysis of the experiences and conclude with a series of recommendations intended to improve teaching and evaluation in Latin America

In COVID-19 Health Messaging, Loss Framing Increases Anxiety with Little-to-No Concomitant Benefits: Experimental Evidence from 84 Countries

The COVID-19 pandemic (and its aftermath) highlights a critical need to communicate health information effectively to the global public. Given that subtle differences in information framing can have meaningful effects on behavior, behavioral science research highlights a pressing question: Is it more effective to frame COVID-19 health messages in terms of potential losses (e.g., "If you do not practice these steps, you can endanger yourself and others") or potential gains (e.g., "If you practice these steps, you can protect yourself and others")? Collecting data in 48 languages from 15,929 participants in 84 countries, we experimentally tested the effects of message framing on COVID-19-related judgments, intentions, and feelings. Loss- (vs. gain-) framed messages increased self-reported anxiety among participants cross-nationally with little-to-no impact on policy attitudes, behavioral intentions, or information seeking relevant to pandemic risks. These results were consistent across 84 countries, three variations of the message framing wording, and 560 data processing and analytic choices. Thus, results provide an empirical answer to a global communication question and highlight the emotional toll of loss-framed messages. Critically, this work demonstrates the importance of considering unintended affective consequences when evaluating nudge-style interventions

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e., a controlling message) compared with no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared with the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing. Controlled motivation was associated with more defiance and less long-term behavioral intention to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A global experiment on motivating social distancing during the COVID-19 pandemic

Finding communication strategies that effectively motivate social distancing continues to be a global public health priority during the COVID-19 pandemic. This cross-country, preregistered experiment (n = 25,718 from 89 countries) tested hypotheses concerning generalizable positive and negative outcomes of social distancing messages that promoted personal agency and reflective choices (i.e., an autonomy-supportive message) or were restrictive and shaming (i.e. a controlling message) compared to no message at all. Results partially supported experimental hypotheses in that the controlling message increased controlled motivation (a poorly-internalized form of motivation relying on shame, guilt, and fear of social consequences) relative to no message. On the other hand, the autonomy-supportive message lowered feelings of defiance compared to the controlling message, but the controlling message did not differ from receiving no message at all. Unexpectedly, messages did not influence autonomous motivation (a highly-internalized form of motivation relying on one’s core values) or behavioral intentions. Results supported hypothesized associations between people’s existing autonomous and controlled motivations and self-reported behavioral intentions to engage in social distancing: Controlled motivation was associated with more defiance and less long-term behavioral intentions to engage in social distancing, whereas autonomous motivation was associated with less defiance and more short- and long-term intentions to social distance. Overall, this work highlights the potential harm of using shaming and pressuring language in public health communication, with implications for the current and future global health challenges

A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

The COVID-19 pandemic has increased negative emotions and decreased positive emotions globally. Left unchecked, these emotional changes might have a wide array of adverse impacts. To reduce negative emotions and increase positive emotions, we tested the effectiveness of reappraisal, an emotion-regulation strategy that modifies how one thinks about a situation. Participants from 87 countries and regions (n = 21,644) were randomly assigned to one of two brief reappraisal interventions (reconstrual or repurposing) or one of two control conditions (active or passive). Results revealed that both reappraisal interventions (vesus both control conditions) consistently reduced negative emotions and increased positive emotions across different measures. Reconstrual and repurposing interventions had similar effects. Importantly, planned exploratory analyses indicated that reappraisal interventions did not reduce intentions to practice preventive health behaviours. The findings demonstrate the viability of creating scalable, low-cost interventions for use around the world

Solving problems in addition and subtraction of natural numbers through the application of play components, in students of the sixth grade, Comfatolima College

166 p. Recurso Electr?nicoEste trabajo realizo un proceso de formaci?n con estudiantes del colegio comfatolima en el ?rea de matem?ticas sobre resoluci?n de problemas donde presentan dificultad, con el fin de potencializar el desarrollo del pensamiento matem?tico, aplicando componentes l?dicos que permitieron mejorar la comprensi?n de procesos, los cuales se diagnosticaron mediante test, a estudiantes y docentes de la instituci?n. La acci?n que corresponde es la intervenci?n directa de manera que se busc? determinar la incidencia de implementar componentes l?dicos para la resoluci?n de problemas matem?ticos en estudiantes del grado sexto del colegio comfatolima. Tomamos como referencia los lineamientos curriculares, los est?ndares de matem?ticas dispuestos por el MEN, las estrategias de soluci?n de problemas de Polya, de Miguel de Guzm?n y Alan Schoenfeld. La ley general de educaci?n, la constituci?n nacional y aportes de algunas investigaciones resientes como son: Tamayo A, Orrego C. (2001), Mar?a Carmen Chamorro. (2005), D?az Ver?nica, Poblete ?lvaro, entre otros. Este trabajo est? basado en fortalecer, la competencia de la resoluci?n de problemas matem?ticos por medio de componentes l?dicos, con el fin de mejorar el amor de los educandos por el estudio y comprensi?n de la matem?tica y a interpretar las diferentes problem?ticas que se presentan en ella.This working a process of formulation whit student school comfatolima in the mathematic at resolution of problem?s, mathemath, for component what ta much the process, the what students and teacher of the school. The action correspond intervention of wark implement component for resolution at problem?s student six school. Whinky whit lineach, standard of mathematht for the MEN, problems of Miguel Guzman and Alan Schoenfeld education danger and Constitution, lany investigation whit are: Tamayo, Maria of Carmen (2005). This working are base in competition of the learn problem?s medium component whit end of playing love of the education, understanding and interpret of deferent she present. Keywords: competition, problem resolutions, strategy student, solution problem routine whom of mathemathic addiction and subtraction

Evaluación de la docencia universitaria en México, Chile y Colombia : análisis de experiencias

Revista Iberoamericana de Evaluación Educativa, vol. 7, no. 2e, pp. 15-42Este trabajo da cuenta de distintas experiencias en evaluación de la docencia universitaria llevadas a cabo en México, Chile y Colombia, con la finalidad de reflexionar sobre su implementación, desarrollo y el estado actual en que se encuentra este tipo de evaluación. Asimismo se busca plantear estrategias orientadoras para la toma de decisiones y que lleven a buscar una mejoría de las prácticas educativas en un contexto latinoamericano. Se presenta en primer lugar un panorama general sobre la evaluación de la docencia como campo de estudios y prácticas. Posteriormente se da paso a los análisis particulares de cada uno de los países analizados, destacando en cada uno las políticas públicas sobre las universidades, los sistemas existentes y sus dificultades. Finalmente se expone el análisis de las experiencias y se concluye con una serie de sugerencias cuya intención es mejorar la docencia y su evaluación en un contexto latinoamericano

Evaluación de la docencia universitaria en México, Chile y Colombia: análisis de experiencias

This paper presents the analysis of different experiences in the evaluation of university teaching conducted in Mexico, Chile and Colombia, in order to reflect on the implementation, development and current state of the field. There are also suggestions provided to guide decisions for the improvement of educational practices in the Latin American context. First of all, we present an overview of the evaluation of teaching as a field of study and practice. This is followed by particular analyses of each of the countries studied, highlighting higher education policies, the existing systems and their difficulties. Finally, we present an analysis of the experiences and conclude with a series of recommendations intended to improve teaching and evaluation in Latin America.Este trabajo da cuenta de distintas experiencias en evaluación de la docencia universitaria llevadas a cabo en México, Chile y Colombia, con la finalidad de reflexionar sobre su implementación, desarrollo y el estado actual en que se encuentra este tipo de evaluación. Asimismo se busca plantear estrategias orientadoras para la toma de decisiones y que lleven a buscar una mejoría de las prácticas educativas en un contexto latinoamericano. Se presenta en primer lugar un panorama general sobre la evaluación de la docencia como campo de estudios y prácticas. Posteriormente se da paso a los análisis particulares de cada uno de los países analizados, destacando en cada uno las políticas públicas sobre las universidades, los sistemas existentes y sus dificultades. Finalmente se expone el análisis de las experiencias y se concluye con una serie de sugerencias cuya intención es mejorar la docencia y su evaluación en un contexto latinoamericano

Author Correction: A multi-country test of brief reappraisal interventions on emotions during the COVID-19 pandemic.

Correction to: Nature Human Behaviour https://doi.org/10.1038/s41562-021-01173-x, published online 2 August 2021. In the version of this article initially published, the following authors were omitted from the author list and the Author contributionssection for “investigation” and “writing and editing”: Nandor Hajdu (Institute of Psychology, ELTE Eötvös Loránd University, Budapest,Hungary), Jordane Boudesseul (Facultad de Psicología, Instituto de Investigación Científica, Universidad de Lima, Lima, Perú), RafałMuda (Faculty of Economics, Maria Curie-Sklodowska University, Lublin, Poland) and Sandersan Onie (Black Dog Institute, UNSWSydney, Sydney, Australia & Emotional Health for All Foundation, Jakarta, Indonesia). In addition, Saeideh FatahModares’ name wasoriginally misspelled as Saiedeh FatahModarres in the author list. Further, affiliations have been corrected for Maria Terskova (NationalResearch University Higher School of Economics, Moscow, Russia), Susana Ruiz Fernandez (FOM University of Applied Sciences,Essen; Leibniz-Institut fur Wissensmedien, Tubingen, and LEAD Research Network, Eberhard Karls University, Tubingen, Germany),Hendrik Godbersen (FOM University of Applied Sciences, Essen, Germany), Gulnaz Anjum (Department of Psychology, Simon FraserUniversity, Burnaby, Canada, and Department of Economics & Social Sciences, Institute of Business Administration, Karachi, Pakistan)