Autenticación Basada en Java Card y en Certificado X.509 para Ambientes Universitarios.

Este paper presenta la tecnología Java Card y los certificados X.509 como método de autenticación en aplicaciones web en ambientes universitarios, en el caso concreto la Universidad Tecnológica de Panamá (UTP). La solución consiste en mejorar el escenario de acceso a los servicios de la UTP tratando de extender el uso de la Infraestructura de Clave Pública, llevando a cabo la integración de estas tecnologías que aporten mayor seguridad a todos los usuarios y que gocen de un acceso a los servicios ofrecidos de manera flexible, segura, garantizando la autenticidad, confidencialidad, integridad y no repudio

University authentication system based on Java card and digital X.509 certificate

This article presents a solution to the problem of strong authentication, portable and expandable using a combination of Java technology and storage of X.509 digital certificate in Java cards to access services offered by an institution, in this case, the technology of the University of Panama, ensuring the authenticity, confidentiality, integrity and non repudiation

Sistema de Autenticación Universitario Basado en Java Card y Certificado Digital X.509.

Este artículo presenta una solución al problema de autenticación segura, portable y expandible realizando una combinación de la tecnología Java y el almacenamiento del certificado digital X.509 en las tarjetas Java para acceder a los servicios ofrecidos por una institución, en este caso concreto la Universidad Tecnológica de Panamá, garantizando la autenticidad, confidencialidad, integridad y no repudio

Mirror matter admixtures in K_S to gamma gamma

The latest measurement of the K_S to gamma gamma branching ratio clearly shows an enhancement over the current theoretical prediction. As in other K and B meson decays, this invites to consider the possibility of the contribution of new physics. We study a particular form of the latter, which may be referred to as manifest mirror symmetry. The experimental data are described using previously determined values for the mixing angles of the admixtures of mirror matter in ordinary hadrons and by assuming that for pi^0, eta, eta', the mirror decay amplitudes have the same magnitudes as their ordinary counterparts

Mirror matter admixtures in K_L \to \gamma\gamma

Based on possible albeit tiny, admixtures of mirror matter in ordinary mesons we study the K_L \to \gamma\gamma transition. We find that this process can be described with a small SU(3) symmetry breaking of only 3%. We also determine the eta-eta' mixing angle and the pseudoscalar decay constants. The results for these parameters are consistent with some obtained in the literature. They favor two recent determinations; one based on two analytical constraints, and another one based on next-to-leading order power corrections

Isocausal spacetimes may have different causal boundaries

We construct an example which shows that two isocausal spacetimes, in the sense introduced by Garc\'ia-Parrado and Senovilla, may have c-boundaries which are not equal (more precisely, not equivalent, as no bijection between the completions can preserve all the binary relations induced by causality). This example also suggests that isocausality can be useful for the understanding and computation of the c-boundary.Comment: Minor modifications, including the title, which matches now with the published version. 12 pages, 3 figure

Density and reproductive characteristics of female brown bears in the Cantabrian Mountains, NW Spain

Here we present annual nearest-neighbour distances (as a proxy of density) between females with cubs-of-the-year (hereafter FCOY) and reproductive characteristics of brown bears Ursus arctos in the Cantabrian Mountains (NW Spain), from 1989 to 2017. FCOY nearest-neighbour distances and reproduction parameters of 19 focal females followed over several consecutive years (from 2004 to 2017) were obtained from bears inhabiting the western sector of the Cantabrian Mountains, where most of the bear population resides. In contrast, general reproductive characteristics were studied in the whole Cantabrian Mountains (western and eastern sectors together) on a sample of 362 litter sizes and 695 cubs. Mean nearest-neighbour distance between FCOY was 2559 ± 1222 m (range = 1305–4757 m). Mean litter size was significantly larger in the west (1.8 ± 0.2 cubs) than in the east (1.3 ± 0.6 cubs). Mean litter size for the whole of the Cantabrian Mountains was 1.6 ± 0.3 cubs. Litter sizes of one, two and three cubs represented 33.4, 56.1 and 10.5% of observed family groups, respectively. Interannual variations in litter size were not significant for both the western and the eastern areas. Mean cub mortality was 0.2 ± 0.5 cubs and did not vary among years. Cub mortality per litter size was 3.9% for one cub, 69.2% for two cubs and 26.9% for three cubs. Mean reproductive rate of the 19 focal females was 1.5 ± 0.6 cubs (n = 58 litters). Litter size of focal FCOY did not differ from the litter size obtained from systematic observations in the whole Cantabrian Mountains. During this period, cub mortality occurred in 24.1% of the 58 litters. Females usually bred every second year (average litter interval = 2.2 years). The estimated reproductive rate for the bear population was 0.7 young born/year/reproductive adult female

Identifying the Anthropological in a Mixed- Methods Study of Transnational Students in Mexican Schools

Identifying surveying as more commonly sociological and semistructured interviewing as more commonly anthropological, which describes disciplinary histories more than any fixed formulas, we juxtapose transnational students’ survey answers collected in Mexican schools with their answers to interviewers several months later. From this, we consider what can be learned about research methodology and transnational student cosmology when different methods yield discrepant answers. Without claiming superiority for either mechanism, we find their combination illuminating, and it substantiates the claim that anthropological inquiry can add crucial value to mixed-methods, interdisciplinary inquiry

Where Should My Child Go to School? Parent and Child Considerations in Binational Families

Using examples encountered from our multi-year study of students encountered in Mexican schools with prior experience in US schools, we look at transnationally-tied families’ decision-making regarding where to send their children to school and ask whether parents should ‘parent from afar’. We don’t pose that as a question about ideals— what would be best if parents had economic security and unambiguous legal residential status— but rather as a more pragmatic one. Given some parents’ and children’s limited agency in real- world circumstances, what is their best path forward

Students We Share Are Also in Puebla, Mexico: Preliminary Findings from a 2009–2010 Survey

Increasingly, emigrants from Mexico to the United States are taking their children with them when they migrate. Additionally, children born to Mexican parents living in the United States may have dual US and Mexican citizenship. Later their parents may return to Mexico with their children who have now learned English and adapted to the US way of life. The US Supreme Court decision Plyler v. Doe allows undocumented children living in the United States to attend US public schools through grade twelve, which means that when their immigrant parents return to Mexico or send their children back to Mexico to live with relatives, the children may have spent several years in US schools and may be unfamiliar with Mexican educational programs. Depending on their age and time in the United States, they may have been taught entirely in English and may be lacking in academic Spanish-language skills. Their return to Mexico creates demands in Mexican schools to identify those students and determine how to incorporate them into the Mexican educational system. This includes providing Spanish-language instruction and a national curriculum that varies significantly from the US instructional program. This chapter explores the effects on the Mexican educational system of the increasing numbers of these transnational students who have experienced schooling in both the United States and Mexico and presents data showing where they are concentrated in Mexico