De euforias mundialistas y reivindicaciones feministas. El espacio público del Paseo de la Reforma, Ciudad de México, en 1986 y 2019

La ocupación masiva del emblemático Paseo de la Reforma, en la Ciudad de México, durante el Mundial de Fútbol 1986, con el país atravesando una fuerte crisis económica, fue un verdadero detonante para la diversificación de las manifestaciones en dicho espacio público. Asimismo, consolidó este escenario como el epicentro nacional de reivindicación de los derechos y demandas sociales de los mexicanos. En pleno siglo XXI, en medio de otra crisis, esta vez de violencia generalizada contra la mujer, el Paseo vuelve a resignificarse, abarcando a sus elementos más emblemáticos y tangibles, como el Ángel de la Independencia. Así, los monumentos se han vuelto los soportes de grafitis que luchan por trascender lo efímero al mantenerse sus reclamos vigentes. Este artículo propone una revisión histórica a los momentos más potentes de apropiación de este espacio público en 1986 y 2019, tomando como principal fuente de consulta al periódico local La Jornada. La metodología planteada ofrece la reconstrucción de una crónica contada en tiempo real, verdadera contribución para entender cómo el estallido de la ocupación de las calles del año mundialista arraigó la apropiación del espacio público en los años subsiguientes. No cabe duda de que las euforias mundialistas ganaron para la sociedad la confianza de retomar las calles, coyuntura aprovechada desde entonces y vigente en las reivindicaciones feministas actuales.A ocupação massiva do emblemático Paseo de la Reforma, na Cidade do México, durante a Copa do Mundo de 1986, com o país passando por uma forte crise econômica, foi um verdadeiro gatilho para a diversificação das manifestações neste espaço público. Da mesma forma, consolidou este cenário como o epicentro nacional de reivindicação dos direitos e demandas sociais dos mexicanos. No século XXI, em meio a mais uma crise, desta vez de violência generalizada contra as mulheres, o Paseo volta a se resignificar, englobando seus elementos mais emblemáticos e tangíveis, como o Anjo da Independência. Assim, monumentos tornaram-se suportes de grafites que lutam para transcender o efêmero, mantendo suas reivindicações atuais. Este artigo propõe uma revisão histórica dos momentos mais poderosos de apropriação desse espaço público em 1986 e 2019, tomando como principal fonte de consulta o jornal local La Jornada. A metodología proposta oferece a reconstrução de uma crônica contada em tempo real, uma verdadeira contribuição para a compreensão de como a eclosão da ocupação das ruas no ano da Copa do Mundo se enraizou na apropriação do espaço público nos anos seguintes. Não há dúvida de que a euforia da Copa do Mundo conquistou para a sociedade a confiança para voltar às ruas, situação que vem sendo explorada desde então e vigente nas atuais demandas feministas.The huge crowded occupation of the emblematic Paseo de la Reforma, in Mexico City, during the 1986 Soccer World Cup, with the country going through a severe economic crisis, was a real trigger for the diversification of the demonstrations in this public space. It consolidated this place as the national epicenter for the vindication of rights and social demands of the Mexicans. In the 21st century, in the midst of another crisis, this time the generalized violence against women, the Paseo is once again redefining itself, encompassing its most emblematic and tangible elements, like the Angel of Independence. In this way, monuments have become the canvas for graffiti that struggles to transcend the ephemeral by holding the current claims. This article proposes a historical review of the most powerful moments of appropriation of this public space in 1986 and 2019, using the local newspaper, La Jornada, as its main source of data collection. The proposed methodology offers the reconstruction of a narrative told in real time, a true contribution to understanding how the boom of the occupation of the streets in the World Cup year engrained the appropriation of public spaces in subsequent years. There is no doubt that the World Cup euphoria gave society the confidence to reclaim the streets, a situation that has been used since then and that is in force in the current feminist vindications demonstrations

Excluded minors for nearly-paving matroids

Matroids capture an abstract notion of independence that generalizes linear independence in linear algebra, edge independence in graph theory, as well as algebraic independence. Given a particular property of matroids, all the matroids possessing that property form a matroid class. A common research theme in matroid theory is to characterize matroid classes so that, given a matroid M, it is possible to determine whether or not M belongs to a given class. An excluded minor of a minor-closed class is a matroid N that is, in a sense, minimal with respect to not being in the minor-closed class. An attractive way to characterize a minor-closed class of matroids is to determine the complete list of excluded minors for the minor-closed class. For example, the class of planar graphs is characterized (Kuratowski’s Theorem) by graphs that do not have any minor that is isomorphic to K_5 or K_3,3. In this presentation, we introduce several fundamental minor-closed classes of matroids; namely, uniform matroids and paving matroids. We define closely related minor-closed classes, which we call nearly-uniform and nearly-paving matroids. Finally, we provide an excluded minor characterization for nearly-uniform and nearly-paving matroids

Towards an Understanding of the Evolution of the HPV E6 PDZ Binding Motif

The high-risk human alpha papillomaviruses, associated with the development of cervical cancer differ in the carboxyl-terminal sequence of the E6 oncogenic protein, where a PDZ-binding motif (PBM) is located. The PBM binds to PDZ-containing proteins of the cell, and variation in the PBM sequence is likely to affect the PDZ protein selectivity of E6, and the phospho-acceptor site embedded within the PBM. Using the E6 proteins from HPV types with diverse phylogenetic and risk classifications, we found that differences in their PBMs are reflected in their substrate selection. Moreover, we show that the ability of E6 proteins to target PDZ proteins has co-evolved with the phospho-regulation of the PBMs. Previously identified residues known to reduce both HPV-18 phosphorylation and its functional flexibility in substrate selection, were mutated in the core and upstream regions of HPV-66 and HPV-40 E6 PBMs to generate phospho-acceptor sites for CHK1, PKA and AKT kinases. The patterns of binding to PDZ proteins by these mutants were then evaluated. I found that the last residue of HPV-18 E6 (Valine) is critical for its recognition of MAGI-1 and when the last residue of HPV-40 E6 (Cysteine) is mutated to Valine, it increases HPV-40 E6's PBM-dependent binding to MAGI-1 in pull-down assays. This was also confirmed with Dlg1. As expected, the reverse (Valine to Cysteine) substitution in the HPV-18 E6 PBM also destroys its binding to Scribble, but the Cysteine to Valine substitution failed to confer Scribble binding on HPV-40, suggesting that additional critical residues are required for Scribble recognition. Additionally, we evaluated the phosphorylation of the HPV-66 E6 protein by the three kinases, introducing arginine residues on the p-4 and p-5 positions of the PBM. The wild-type HPV-66 E6 protein is not phosphorylated, as well as the p-5 mutant. On the contrary, mutations on p-4 and p-4/p-5 positions have increased phosphorylation by PKA, slightly by CHK1 but not by AKT. Mutations on p-5 position resulted in a mild increase in recognition of MAGI-1 whilst surprisingly mutations on p-4 which confers phosphorylation, does not. The arginine residue substitutions resulted in a mild increase of the ability of the HPV-66 E6 PBM to bind Dlg1, and failed to confer interaction with Scribble; again, suggesting the involvement of additional residues. Moreover, we used HPV-16 E6 protein to further evaluate if residues upstream of the PBM are important for binding PDZ proteins and whether upstream phosphor acceptor sites might regulate PDZ recognition. We evaluated a threonine residue on p-6 position and found that this position is phosphorylated by CK1 kinase with lower efficiency. Furthermore, the Aspartate substitution mildly increased binding to TIP-1 and SNTB2 PDZ proteins, and conversely, the Alanine substitution significantly decreased binding. Furthermore, we observed that a triplet of serine residues on positions p-8, p-9 and p-13 upstream of the PBM can be multiply phosphorylated by PKC and CK1 kinases. The multiple Aspartate substitution mutant showed higher retention of E6 in the cytoplasm, and the Alanine substitution mutant higher retention in the nucleus, indicating that phosphorylation of these residues might modulate E6 localisation. Taken together these studies demonstrate a unique linkage between evolution of the phospho-acceptor site embedded in the PBM and functional flexibility, together with further regulation provided by potentially unique phospho-acceptor sites only found in HPV-16 E6. Finally, we evaluated the capacity of the low-risk HPV-11, a less potent version of the HR types, but a common cause of benign tumours in the anogenital region and the upper respiratory tract, rarely associated with cancer, to degrade p53. Although, 11E6 can bind E6AP and p53, it binds the carboxy-terminal site of p53, and not the core domain that is necessary for degradation induced by the E6 of high-risk types. Regardless, a recent report has shown that HPV-11 E6 degrades p53 under high-confluency conditions, suggesting a conserved and common mechanism between high- and low-risk types. We showed in Part 3, that HPV-11 E6 degrades p53 after treatment with etoposide, a DNA damaging agent. It has been shown that Etoposide induces the phosphorylation of p53 on serine 15, an important and nucleating event in p53 activation through post-translational modifications. Furthermore, 11E6 induces the degradation of the p53 phospho-mimic mutant S15D, which mimics the activated form of p53 and which is not susceptible to Mdm2-induced degradation. Moreover, we confirmed that 11E6 co-localizes with p53 after the treatment with Etoposide, and with the p53 S15D phospho-mimic mutant. Interestingly, we observed that 11E6 influences the cellular distribution of wild type p53 to the cytoplasm, when transiently co-transfected together, as with the phospho-mimic mutant. We hypothesized that the common ancestor of high- and low-risk types might have been able to degrade specific forms of p53, and that eventually, the high-risk types developed the ability to degrade all forms of p53, contributing to their oncogenic potential. Whether 11E6’s specific ability to induce degradation of Ser15 phospho-p53 is related to HPV-11’s successful replication and maintenance within the cell needs investigating

Content-based instruction for level 3 business majors in the efl classroom at the University of Azuay: incorporating content without sacrificing language

La enseñanza de lenguas basadas en el contenido, también conocida como Instrucción Basada en Contenidos (CBI) en América del Norte y Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en Europa, es promocionada como una forma eficaz para mejorar el aprendizaje de un idioma, debido a que hace uso de asignaturas significativas impartidas en el idioma meta para enseñar contenidos y lenguaje de una forma simultánea. Con el objetivo de contribuir a la investigación actual sobre CBI en América Latina, este estudio incorporó contenidos de negocios en un curso convencional de idioma extranjero (inglés) para estudiantes de segundo año de administración de empresas de la Universidad de Azuay, Ecuador. Se analizaron datos cuantitativos y cualitativos de 29 participantes para determinar el impacto de CBI en sus destrezas gramaticales y motivación y sus percepciones sobre CBI. Los resultados muestran mejoras estadísticamente significativas en las destrezas gramaticales, no así en la intensidad motivacional y en las actitudes hacia el aprendizaje. Aunque la orientación instrumental de los participantes disminuyó ligeramente, se pudo observar mejoras en la auto-confianza, así como niveles reducidos de ansiedad. Se puede concluir que sí es posible mejorar la destreza gramatical con CBI con un verdadero equilibrio entre lenguaje y contenido. Los participantes reportaron haber ampliado sus conocimientos con CBI, a pesar de que fue más exigente cognitivamente. Dado los hallazgos no concluyentes en cuanto a la variable motivación, se recomienda realizar más investigaciones en esta área.Content-based language teaching, also known as Content-Based Instruction (CBI) in North America and Content and Language Integrated Learning (CLIL) in Europe, is widely touted as an effective means of enhancing language acquisition due to the use of meaningful subject matter to teach both content and language simultaneously. This study aims to contribute to current research on CBI in Latin America by assessing the outcomes of incorporating business-related content into a conventional EFL course for second-year business administration students at the University of Azuay, Ecuador. Quantitative and qualitative data from 29 participants were analyzed to determine the impact of CBI on their grammatical competence and motivation during one academic semester and their perceptions of CBI. The results show that participants made statistically significant gains in mean grammatical competence scores as measured by pre and post-tests. No significant changes were observed in motivational intensity and attitudes toward learning, which remained fairly neutral to moderately high. While participants’ instrumental orientation declined slightly, significant improvements were observed in their self-confidence as well as reduced levels of anxiety. It was concluded that progress in grammatical competence is possible with CBI, so as long as a true balance between language and content is achieved. Despite perceptions of CBI as a more cognitively demanding approach, participants reported feeling more knowledgeable as a result. Given the inconclusive findings concerning motivation and the complexities surrounding this construct, further research in this area is recommended.Magíster en Lingüística Aplicada a la Enseñanza del Inglés como Lengua ExtranjeraCuenc

Challenges towards the construction sector’s decarbonization

The increasing social and industrial metabolism, i.e., the inputs of materials and energy into socio-economic systems and the corresponding outflows of waste and emissions, has been one of the main causes of human-induced environmental change. In 2020, the anthropogenic mass exceeded the biomass (1154 Gt vs. 1120 Gt, respectively). The development of new construction materials and, consequently, architectural styles has been influenced by global events such as World War I, World War II, the Yom Kippur War, and the Paris Agreement. Following the Paris Agreement, the major producers of building materials—focusing on concrete, steel, and plastic—developed pathways to decarbonize their respective industries, which consequently will lead to decarbonizing the construction sector

La comprensión lectora de textos literarios y no literarios en el Instituto Profesional y Técnico de Veraguas

Se trata de un estudio sobre la comprensión lectora de textos literarios y no literarios en el Instituto Profesional y Técnico de Veraguas, con el fin de conocer cuál es la situación estudiantil en cuanto al desarrollo de esta destreza, las estrategias que utilizan los docentes para su enseñanza y qué factores influyen en las deficiencias lectoras que se presentan. Se fundamenta en la experiencia docente y en investigaciones realizadas. Incluye los temas: definiciones de la comprensión lectora, su importancia, los niveles de lectura, el lector en la interpretación del texto, los nuevos enfoques de enseñanza y estrategias para la enseñanza – aprendizaje de la comprensión lectora, etc. La información se logró mediante encuestas a los docentes y estudiantes y pruebas escritas de comprensión lectora de texto literario y no literario a los estudiantes. Sus resultados fueron útiles para tener una mejor visión sobre el tema y presentar una propuesta como aporte al desarrollo de la educación panameña. Dicha propuesta consiste en un seminario taller, cuyos objetivos estarán orientados a reforzar los conocimientos de los educadores y discentes del nivel medio sobre el tema, además de presentar una temática actualizada que sirva de apoyo para mejorar el proceso de enseñanza-aprendizaje de la comprensión lectora

The relationship between perceived learning, academic performance and academic engagement in virtual education for university students

This study aimed to determine whether the three dimensions of academic engagement (cognitive, emotional  and behavioral) were positively associated with perceived learning and academic performance. The participants were 301 university students from Lima. Structural equation models were used to test the proposed theoretical relationship between the variables. The results indicated that the model showed satisfactory fit indices (CFI = 0.956, TLI = 0.949, RMSEA = 0.043, SRMR = 0.062). Perceived learning was found to be predicted by cognitive engagement (β = 0.447, p < 0.01) and emotional engagement (β = 0.230, p < 0.05). However, there was no statistically significant relationship between behavioral engagement and perceived learning (β = 0.035, p = 0.840). On the other hand, academic performance was predicted by  behavioral engagement (β = 0.393, p < 0.05) but not by cognitive (β = -0.164, p = 0.301) or emotional (β = 0.001, p = 0.991) engagement. The study highlights the importance of fostering academic engagement in university students to enhance both their academic performance and perceived learning

Experiencia en el proceso de fiscalización del cumplimiento de la normativa pesquera y acuícola de los recursos hidrobiológicos destinados para consumo humano directo en el periodo 2016 – 2018, en la Región Ica (Perú)

El presente informe de suficiencia profesional, describe los procedimientos de fiscalización del cumplimiento de la normativa pesquera y acuícola de los recursos hidrobiológicos destinados para consumo humano directo en la región Ica, de la jurisdicción del Ministerio de la Producción, abordando como temas principales: la supervisión durante las a) faenas a bordo, b) desembarque, c) transporte, d) procesamiento, e) comercialización, f) períodos de vedas, g) especies legalmente protegidas, así como también la aplicación, de h) las infracciones al reglamento de fiscalización y sanción, i) las medidas correctivas, j) medidas cautelares, y los k) procedimientos de registro de la documentación generada, como producto de las actividades de supervisión y fiscalización. Establecidas en el reglamento de la Ley General de Pesca N° 25977 aprobado mediante D.S. N°012-2001-PE y sus modificatorias. En mi experiencia como validador del Ministerio de la Producción, logré cumplir con las labores encomendadas, aportando al cumplimiento de los objetivos y metas trazadas por la Dirección de Supervisión y Fiscalización del Ministerio de la Producción, con la finalidad de garantizar la conservación, la protección, y el aprovechamiento sustentable de los recursos pesqueros y acuícolas, así como la protección y rehabilitación de los ecosistemas en que se encuentran dichos recursos