Ludo-Mathematical Laboratory, Geometric-Metric Thinking Potentiator in Preschool

El aprendizaje de las matemáticas al inicio de la vida escolar, resulta un reto para el educador, por la complejidad que los contenidos tienen, razón. El objetivo del presente estudio fue identificar los conocimientos que los estudiantes tienen sobre las matemáticas para crear un laboratorio ludo-matemático sustentado en el uso de tics como herramienta potenciadora del pensamiento geométrico-métrico en preescolar. La investigación se sustenta desde la mirada cualitativa, y se trabajó con los maestros de la sede Camilo Torres de algarrobal, del Municipio del Banco Magdalena. Como instrumento de recolección de la información se realizó una entrevista estructurada. Los resultados permiten mostrar que los estudiantes en sus primeros años escolares se les dificultan el aprendizaje de las matemáticas, sin embargo, tiene conocimientos básicos. En cuanto a la motivación y participación se encuentra que le es de mayor motivación aprender si los espacios son interactivos y recreativos.The learning of mathematics at the beginning of school life, is a challenge for the educator, because of the complexity that the contents have, reason. The objective of the present study was to identify the knowledge that students have about mathematics to create a ludo-mathematical laboratory based on the use of tics as an enhancing tool of geometrical-metric thinking in preschool. The research is based on a quantitative view, and the teachers of the Camilo Torres de Algarrobal headquarters in the Municipality of Banco Magdalena were worked on. As an instrument for gathering information, a structured interview was conducted. The results allow to show that the students in their first school years are difficult to learn mathematics, however they have basic knowledge. Regarding motivation and participation, we find that it is more motivating to learn if the spaces are interactive and recreational

Predominantly Pro-Inflammatory Phenotype with Mixed M1/M2 Polarization of Peripheral Blood Classical Monocytes and Monocyte-Derived Macrophages among Patients with Excessive Ethanol Intake

Excessive alcohol consumption impairs the immune system, induces oxidative stress, and triggers the activation of peripheral blood (PB) monocytes, thereby contributing to alcoholic liver disease (ALD). We analyzed the M1/M2 phenotypes of circulating classical monocytes and macrophage-derived monocytes (MDMs) in excessive alcohol drinkers (EADs). PB samples from 20 EADs and 22 healthy controls were collected for isolation of CD14+ monocytes and short-term culture with LPS/IFNγ, IL4/IL13, or without stimulation. These conditions were also used to polarize MDMs into M1, M2, or M0 phenotypes. Cytokine production was assessed in the blood and culture supernatants. M1/M2-related markers were analyzed using mRNA expression and surface marker detection. Additionally, the miRNA profile of CD14+ monocytes was analyzed. PB samples from EADs exhibited increased levels of pro-inflammatory cytokines. Following short-term culture, unstimulated blood samples from EADs showed higher levels of soluble TNF-α and IL-8, whereas monocytes expressed increased levels of surface TNF-α and elevated mRNA expression of pro-inflammatory cytokines and inducible nitric oxide synthase. MDMs from EADs showed higher levels of TNF-α and CD206 surface markers and increased IL-10 production. LPS/IFNγ induced higher mRNA expression of Nrf2 only in the controls. miRNA analysis revealed a distinctive miRNA profile that is potentially associated with liver carcinogenesis and ALD through inflammation and oxidative stress. This study confirms the predominantly pro-inflammatory profile of PB monocytes among EADs and suggests immune exhaustion features in MDMs

Experiencias para la transformación social y comunitaria Sistematización de los procesos de proyección social en UNIMINUTO.

Se encuentra el libro completo.La presente publicación es muestra de un valioso esfuerzo y compromiso institucional por parte de UNIMINUTO y CINDE, para articular de manera pertinente los conocimientos producidos en la academia y las prácticas de agenciamiento social que se desarrollan desde ella. Lo anterior, con el fin de incidir en la transformación y potenciación de las realidades de los actores sociales con quienes la Universidad, como institución social, interactúa cotidianamente