¿Son los pobres las víctimas de la inseguridad en las metrópolis de México?

Resumen: En este trabajo estudiamos la relación entre victimización y pobreza, particularmente si la pobreza incrementa o disminuye la probabilidad de ser víctima de un delito. Los datos utilizados corresponden a la Encuesta Socioeconómica de Victimización y Violencia (ENVVI) 2009. Utilizando un modelo probabilístico Logit y tres medidas de ingreso o pobreza -zonas de atención prioritaria (ZAP), la educación del jefe de familia y el nivel de ingreso familiar- se encuentra que los hogares en situación de pobreza tienen una mayor probabilidad de ser víctimas de un delito, en particular robo a casa habitación, después de controlar por los efectos de la autoprotección, exposición y área metropolitana. Como recomendación de política se propone mejorar las instancias para realizar las denuncias simplificando los trámites y generando confianza entre las personas, especialmente entre aquéllas de menores ingresos. Abstract: This paper analyzes the relationship between victimization and poverty, in particular whether poverty increases or reduces the probability of becoming the victim of a crime. Data are taken from the Socioeconomic Survey on Victimization and Violence (ENVVI) 2009. Using a logit model and three different measures of income or poverty – priority care zones (ZAP), head of household’s level of education and household income- we find that households in poverty condition are more likely to become victims of a crime, especially for burglary, after controlling for the effect of self-protection, exposure and the urban area. As a policy recommendation, we propose to simplify the paperwork required for criminal complaints and to improve the reliability on the judiciary, particularly among lower income individuals

Cognitive Algebra Underlying Special Education Teachers' and Psychology Students' Attitudes Towards School Inclusion of People with Intellectual Disability

Attitudes towards regular school inclusion of people with intellectual disabilities (ID) are affected by factors such as disability severity, educational level, and teacher experience. Nevertheless, the ways that teachers integrate these factors to form inclusion judgments remains unclear. The current paper explores what systematic cognitive algebra rules are used to cognitively integrate this set of inclusion factors by special education teachers and psychology students. To do so, 469 special education teachers and psychology students were asked to take part in two experimental cognitive algebra studies. In each study, participants had to read a set of school inclusion scenarios and rate the probability that a scenario actor with ID could be successfully integrated into a regular school program. To this purpose, factor effects on successful school inclusion and ID related to individuality, situational aspects, and contextual considerations (e.g., school environment, grade level taught) were explored. Results suggested that participants showed attitudes to school inclusion ranking from light to moderate positive values. Situational factors, as well as context factors, were judged to be more significant than other factors in elementary education. These factors were integrated by following a cognitive summative rule. Overall, judgment for successful school inclusion follows a summative rule to integrate sources of information. This rule is maintained irrespective of the disability under consideration. However, valuation of each source of information does depend on the type of the current study sample. Implications of these results for inclusion of people with disabilities in regular schools are discussed in this paper

Peer Tutoring as an Improvement Strategy for School Exploitation

To determine the effectiveness of a peer tutorial strategy in the school achievement of English to high school students, whose mother tongue is not English, we made a comparison of two groups; in one, peer tutoring was carried out through the support of high average students and compared with the results of a group that did not receive the intervention. The tutors were 121 students who scored higher than 80 points in the initial exam and accepted to participate in the program. The group of tutees was formed by those who obtained scores lower than 65 and accepted to be tutored (101 formed the experimental group and 112 the control group). The peer tutoring was done in the classroom with the monitoring of the teacher, lasted 11 weeks, and focused on taking class notes and comparing them, giving feedback and clarifying doubts for 30 minutes after the teacher's explanation. The results of the midterm exam and final exam were analyzed through the Student's t-test, showing significant differences in the group that was tutored compared to the low-performing students who did not receive the intervention. The procedure was effective, finding that the use of peer support can improve school performance. It is necessary to monitor the profile of the tutors and systematize the tutorial strategy

Drug resistance phenotypes and genotypes in Mexico in representative gram-negative species: Results from the infivar network.

AimThis report presents phenotypic and genetic data on the prevalence and characteristics of extended-spectrum β-lactamases (ESBLs) and representative carbapenemases-producing Gram-negative species in Mexico.Material and methodsA total of 52 centers participated, 43 hospital-based laboratories and 9 external laboratories. The distribution of antimicrobial resistance data for Escherichia coli, Klebsiella pneumoniae, Enterobacter cloacae complex, Acinetobacter baumannii complex, and Pseudomonas aeruginosa in selected clinical specimens from January 1 to March 31, 2020 was analyzed using the WHONET 5.6 platform. The following clinical isolates recovered from selected specimens were included: carbapenem-resistant Enterobacteriaceae, ESBL or carbapenem-resistant E. coli, and K. pneumoniae, carbapenem-resistant A. baumannii complex, and P. aeruginosa. Strains were genotyped to detect ESBL and/or carbapenemase-encoding genes.ResultsAmong blood isolates, A. baumannii complex showed more than 68% resistance for all antibiotics tested, and among Enterobacteria, E. cloacae complex showed higher resistance to carbapenems. A. baumannii complex showed a higher resistance pattern for respiratory specimens, with only amikacin having a resistance lower than 70%. Among K. pneumoniae isolates, blaTEM, blaSHV, and blaCTX were detected in 68.79%, 72.3%, and 91.9% of isolates, respectively. Among E. coli isolates, blaTEM, blaSHV, and blaCTX were detected in 20.8%, 4.53%, and 85.7% isolates, respectively. For both species, the most frequent genotype was blaCTX-M-15. Among Enterobacteriaceae, the most frequently detected carbapenemase-encoding gene was blaNDM-1 (81.5%), followed by blaOXA-232 (14.8%) and blaoxa-181(7.4%), in A. baumannii was blaOXA-24 (76%) and in P. aeruginosa, was blaIMP (25.3%), followed by blaGES and blaVIM (13.1% each).ConclusionOur study reports that NDM-1 is the most frequent carbapenemase-encoding gene in Mexico in Enterobacteriaceae with the circulation of the oxacillinase genes 181 and 232. KPC, in contrast to other countries in Latin America and the USA, is a rare occurrence. Additionally, a high circulation of ESBL blaCTX-M-15 exists in both E. coli and K. pneumoniae