Neurophysiological correlates of English vowels /I/ and /E/ in monolingual and bilingual 4 and 5-year-old children

Second language (L2) input in the infant and toddler years clearly affects speech processing, particularly for L2 vowels (Cheour, Shestakovab, Ceponieneb, Näätänen 2002), Moreno, Rodriguez-Fornells, Matti, 2008); Rinker, Paavo, Brosch, Kiefer 2010). However, few studies have closely examined how amount of L1 versus L2 input impacts automaticity of speech processing in young children. Greater language use of one than the other language promotes improved speech perception and production in the language of greater use (Flege & Munro 1994; Flege & MacKay 2004). Investigations have used a variety of custom-designed questionnaires to quantify amount of language use, but most have not critically examined the pattern of use is published reports. The current dissertation provides a more fine-grained assessment of language input in relation to L2 speech processing using Event-Related Potentials (ERPs). In particular, the Mismatch Negativity Response (MMN), which is a change-detection measure shows sensitivity to language experience and age of acquisition of L2 (e.g., Moreno et al.; 2008, Hisagi, et al., 2014). In this dissertation, neural mismatch responses (MMRs) to L2 vowel discrimination in relation to language experience are examined. The question posed was whether four - to five-year old Spanish-English bilingual children when compared to monolingual English children experience more difficulty with neural discrimination of the English vowel contrast /I/ in “bit” compared to /e/ in “bet”. We hypothesized that all monolingual participants would show more robust discriminative responses for the / I - e/ contrast due to their greater experience with the English language and that the amount of L1 and L2 input in bilingual children, in a specific setting (i.e. home, leisure, media, literacy) would influence the amplitude of the MMRs. Results revealed a significant effect of group in the amplitude of MMRs. In particular, the bilingual children showed a less negative MMR than monolingual children. Language experience in the Home and Literacy clusters showed a moderate negative correlation with MMR amplitude from 320-380 ms for the four-year-old subgroup. Specifically, greater input in English was associated with greater negativity (i.e., MMN). The Literacy and Media clusters showed a strong relationship with the time interval 400-460 ms in the 5-year-old group, also indicating that greater LU in English was associated with the increased negativity of the MMN. These findings suggest less automaticity of processing the English vowel contrast for bilingual children and that increased experience with English leads to increased automaticity of English vowel processing

Trabajo colaborativo de los directivos en la gestión educativa de la red Satélite del distrito de Ventanilla: una sistematización de experiencias

El presente trabajo tiene como propósito sistematizar experiencias de los directivos dentro de un marco colaborativo referente a la gestión educativa en el ámbito de la red satélite del distrito de Ventanilla del cual formo parte, proponiéndonos como objetivos el ordenar y reconstruir experiencias sobre trabajo colaborativo que se realizan a través de actividades de gestión institucional, administrativa, pedagógica y comunitaria. Utilizamos como iinstrumento el guion de entrevista y el registro de información, asimismo la metodología utilizada fue la sistematización de experiencias, llegando a la conclusión de que la importancia del trabajo colaborativo se basa en la planificación de sus actividades y la participación activa de todos los que lo conforman, el éxito de este tipo de trabajo tendrá un efecto en los estudiantes de las respectivas instituciones educativas de cada directiv

Alternativas de tratamiento biológico aerobio para el agua residual doméstica del municipio de Cali, Colombia

Con el fin de evaluar el desempeño de diferentes alternativas biológicas para el tratamiento del agua residual doméstica del municipio de Cali, se estudiaron a escala de laboratorio diferentes modalidades del sistema de lodos activados (convencional, aireación extendida, estabilización por contacto y adsorción bio-oxidación - sistema A/B) y un sistema de biodiscos. El estudio mostró la potencialidad de los sistemas de lodos activados y biodiscos como alternativas de tratamiento secundario del efluente primario convencional de la Planta de Tratamiento de Aguas Residuales de Canaveralejo, perteneciente a la ciudad, ofreciendo eficiencias de reducción promedio de DQO, DBO 5 y SST superiores al 80%, cumpliendo con la normatividad colombiana para el vertimiento de agua residual a cuerpos receptores. Entre los sistemas de lodos activados evaluados, las modalidades convencional y estabilizacion por contacto mostraron el menor requerimiento de area comparadas con las modalidades de aireación extendida y A/B; adicionalmente, los inconvenientes operacionales presentados con las modalidades convencional y estabilización por contacto fueron minimizados por su flexibilidad y rápida adaptabilidad a los cambios, siendo las opciones más atractivas como alternativa de tratamiento secundario del agua residual doméstica generada en la ciudad de Cali

MEX-3 interacting proteins link cell polarity to asymmetric gene expression in Caenorhabditis elegans

The KH domain protein MEX-3 is central to the temporal and spatial control of PAL-1 expression in the C. elegans early embryo. PAL-1 is a Caudal-like homeodomain protein that is required to specify the fate of posterior blastomeres. While pal-1 mRNA is present throughout the oocyte and early embryo, PAL-1 protein is expressed only in posterior blastomeres, starting at the four-cell stage. To better understand how PAL-1 expression is regulated temporally and spatially, we have identified MEX-3 interacting proteins (MIPs) and characterized in detail two that are required for the patterning of PAL-1 expression. RNA interference of MEX-6, a CCCH zinc-finger protein, or SPN-4, an RNA recognition motif protein, causes PAL-1 to be expressed in all four blastomeres starting at the four-cell stage. Genetic analysis of the interactions between these mip genes and the par genes, which provide polarity information in the early embryo, defines convergent genetic pathways that regulate MEX-3 stability and activity to control the spatial pattern of PAL-1 expression. These experiments suggest that par-1 and par-4 affect distinct processes. par-1 is required for many aspects of embryonic polarity, including the restriction of MEX-3 and MEX-6 activity to the anterior blastomeres. We find that PAL-1 is not expressed in par-1 mutants, because MEX-3 and MEX-6 remain active in the posterior blastomeres. The role of par-4 is less well understood. Our analysis suggests that par-4 is required to inactivate MEX-3 at the four-cell stage. Thus, PAL-1 is not expressed in par-4 mutants because MEX-3 remains active in all blastomeres. We propose that MEX-6 and SPN-4 act with MEX-3 to translate the temporal and spatial information provided by the early acting par genes into the asymmetric expression of the cell fate determinant PAL-1

Neural Indices of Vowel Discrimination in Monolingual and Bilingual Infants and Children

Objectives: To examine maturation of neural discriminative responses to an English vowel contrast from infancy to 4 years of age and to determine how biological factors (age and sex) and an experiential factor (amount of Spanish versus English input) modulate neural discrimination of speech. Design: Event-related potential (ERP) mismatch responses (MMRs) were used as indices of discrimination of the American English vowels [ε] versus [I] in infants and children between 3 months and 47 months of age. A total of 168 longitudinal and cross-sectional data sets were collected from 98 children (Bilingual Spanish–English: 47 male and 31 female sessions; Monolingual English: 48 male and 42 female sessions). Language exposure and other language measures were collected. ERP responses were examined in an early time window (160 to 360 msec, early MMR [eMMR]) and late time window (400 to 600 msec, late MMR). Results: The eMMR became more negative with increasing age. Language experience and sex also influenced the amplitude of the eMMR. Specifically, bilingual children, especially bilingual females, showed more negative eMMR compared with monolingual children and with males. However, the subset of bilingual children with more exposure to English than Spanish compared with those with more exposure to Spanish than English (as reported by caretakers) showed similar amplitude of the eMMR to their monolingual peers. Age was the only factor that influenced the amplitude of the late MMR. More negative late MMR was observed in older children with no difference found between bilingual and monolingual groups. Conclusions: Consistent with previous studies, our findings revealed that biological factors (age and sex) and language experience modulated the amplitude of the eMMR in young children. The early negative MMR is likely to be the mismatch negativity found in older children and adults. In contrast, the late MMR amplitude was influenced only by age and may be equivalent to the Nc in infants and to the late negativity observed in some auditory passive oddball designs

Estado del arte de publicaciones que se han realizado desde la clínica psicológica a partir de 1994 hasta el 2014 sobre el trastorno por déficit atencional con hiperactividad en niños

El propósito del presente estado del arte es analizar las posturas que diferentes psicólogos han asumido acerca del Trastorno por Déficit de Atención e Hiperactividad ¿TDAH¿, desde el año 1994 hasta el 2014, con el fin de identificar elementos que brinden alternativas útiles para su diagnóstico y tratamiento desde la Clínica Psicológica. Para ello, se reseñaron sesenta (60) textos indexados, los cuales fueron tomados de diferentes revistas de psiquiatría y psicología de la web.PregradoPSICOLOGO(A

Necessary fictions: indigenous claims and the humanity of rights

Indigenous right insistently challenges the surpassing arrogations of sovereign right. In so doing, it affirms dimensions of being-together denied or stunted in sovereign modes of political formation. This force of Indigenous right is amplified here through legal and literary instantiations. These, in turn, uncover the continuously created and fictional quality of rights, revealing them to be necessary fictions

¿Cómo se configura la identidad laboral de los docentes en la sociedad del conocimiento?

The objective of the study was to analy- ze the configuration of the labor identity of teachers in the knowledge society. An essay was carried out regarding the work identity of higher education teachers. The documentary technique was used to collect information regarding the subject studied. We used books and scientific journals from 1981 to 2011. It is concluded that the identity of teachers faces multiple tensions and challenges in the current social context, which have forced the teacher to move from a teacher concerned with learning and socio-emotional development of their students to a producer of results.El objetivo del estudio fue analizar la configuración de la identidad laboral de los docentes en la sociedad del conocimiento. Se efectuó un ensayo respecto a la identidad laboral del docente de educación superior. Se utilizó la técnica documental para recopilar información respecto a la temática estudiada. Se utilizaron libros y revistas científicas desde el año 1981 hasta el 2011. Se concluye que la identidad de los docentes enfrenta múltiples tensiones y desafíos en el contexto social actual, que han obligado al docente pasar de un profesor preocupado por el aprendizaje y el desarrollo socioemocional de sus estudiantes a un productor de resultados

The \u3ci\u3epho1;2a\u27-m1.1\u3c/i\u3e allele of \u3ci\u3ePhosphate1\u3c/i\u3e conditions misregulation of the phosphorus starvation response in maize (\u3ci\u3eZea mays ssp. mays L.\u3c/i\u3e)

Plant PHO1 proteins play a central role in the translocation and sensing of inorganic phosphate. The maize (Zea mays ssp. mays) genome encodes two co-orthologs of the Arabidopsis PHO1 gene, designated ZmPho1;2a and ZmPho1;2b. Here, we report the characterization of the transposon footprint allele Zmpho1;2a\u27-m1.1, which we refer to hereafter as pho1;2a. The pho1;2a allele is a stable derivative formed by excision of an Activator transposable element from the ZmPho1;2a gene. The pho1;2a allele contains an 8-bp insertion at the point of transposon excision that disrupts the reading frame and is predicted to generate a premature translational stop. We show that the pho1;2a allele is linked to a dosage-dependent reduction in Pho1;2a transcript accumulation and a mild reduction in seedling growth. Characterization of shoot and root transcriptomes under full nutrient, low nitrogen, low phosphorus, and combined low nitrogen and low phosphorus conditions identified 1100 differentially expressed genes between wild-type plants and plants carrying the pho1;2a mutation. Of these 1100 genes, 966 were upregulated in plants carrying pho1;2a, indicating the wildtype PHO1;2a to predominantly impact negative gene regulation. Gene set enrichment analysis of the pho1;2a-misregulated genes revealed associations with phytohormone signaling and the phosphate starvation response. In roots, differential expression was broadly consistent across all nutrient conditions. In leaves, differential expression was largely specific to low phosphorus and combined low nitrogen and low phosphorus conditions. Of 276 genes upregulated in the leaves of pho1;2a mutants in the low phosphorus condition, 153 were themselves induced in wild-type plants with respect to the full nutrient condition. Our observations suggest that Pho1;2a functions in the fine-tuning of the transcriptional response to phosphate starvation through maintenance and/or sensing of plant phosphate status

Percepción de los agentes educativos de la comuna de La Florida, frente a la jornada escolar completa

Tesis (Profesor de Educación General Básica, Licenciado en Educación)Hay diversas organizaciones que se han preocupado de investigar, sobre la percepción que tienen los agentes educativos, frente a la Jornada Escolar Completa (J.E.C.). Estos demuestran, generalmente, que los agentes educativos, tienen una buena percepción acerca de la implementación de esta política de mejoramiento de la calidad de la educación. Pero durante el transcurso de su ejecución, se han desencadenado una serie de conflictos en los establecimientos educacionales, a los cuales se pronunciaron los estudiantes secundarios (2006), este conflicto ha influido negativamente, en la opinión de gran parte de la comunidad educativa y en la sociedad en general. Es por esto, que el estudio se orienta a conocer la "Percepción de los Agentes Educativos, frente a la Jornada Escolar Completa" de los establecimientos educacionales municipalizados y particulares subvencionados, de la comuna de La Florida. La primera etapa del estudio se orienta a identificar, analizar y establecer políticas de mejoramiento de la calidad de la educación, implementadas por el MINEDUC, así como también profundizar en el concepto de percepción u opinión, que es lo que orienta el presente estudio. Para poder obtener información, se elaboraron instrumentos los cuales fueron sometidos a juicio de expertos y aplicados a los agentes educativos, profesores, apoderados, directivos y alumnos, para su optimización. Es importante mencionar, que dentro del Informe se hace referencia a la Percepción, como opinión; se incluye parte de la Ley de la Jornada Escolar Completa y una síntesis Percepción de los Agentes Educativos de la comuna de La Florida, frente a la Jornada Escolar Completa de la Reforma Educacional, enfocada a la J.E.C. Por otro lado, se profundiza en el instrumento que se utilizará para la recolección de los datos, se establecen las hipótesis, las variables, el diseño y el tipo investigación que realizaremos. El estudio se divide en dos partes, a primera se presenta una aproximación teórica, en la cual se puede encontrar la conceptualización del tema a tratar y algunos estudios referidos a este, en la segunda parte, podremos encontrar las hipótesis, variables y todo el análisis estadístico del estudio