Informe jurídico sobre Casación Civil N°2976-2016 Arequipa – Desalojo por ocupación precaria de suegra a nuera con hijos menores de edad

En el presente informe jurídico analizaremos la Casación N°2976-2016 Arequipa, que versa sobre un proceso de desalojo por ocupación precaria de suegra a nuera con hijos menores de edad. En primera instancia, se resolvió como un simple caso de desalojo sin tomar en cuenta los derechos de los menores y su protección constitucional especial. En segunda instancia, se resolvió no desalojar a la demandada por la protección de sus hijos menores y de la familia. Sin embargo, la Corte Suprema señaló que solo debía discutirse el derecho de posesión de las partes, por lo cual casó la apelada. En este sentido, el problema principal a resolver será si era correcta la casación dada por la Corte Suprema. Para ello, identificaremos problemas de infracción procesal y material en la sentencia de vista. Y a partir de una interpretación sistemática, extensiva y analógica de nuestra legislación, jurisprudencia y doctrina pertinente demostraremos que sí es posible la discusión de temas de derecho de familia y, por consiguiente, el de vivienda en la parte considerativa. Así, consideramos que se podrá emitir una sentencia conforme a un Estado constitucional de derecho donde se garantice el Interés Superior del Niño a partir del análisis de la situación de necesidad de los menores en el caso por caso. Finalmente, el análisis realizado en el presente informe podrá servir de reflexión para los vocales y que la Corte Suprema considere dejar establecida doctrina jurisprudencial y se evite la vulneración de derechos de los menores en futuros casos similares.In the present legal report, we will analyze the Civil Cassation N°2976-2016 Arequipa, which concerns an eviction process due to precarious occupation by a mother-in-law against her daughter-in-law with minor children involved in this case. In the first instance, this case was evaluated as a simple eviction case without considering the rights of the minors and their special constitutional protection. In the second instance, this case was resolved not to evict the defendant for the protection of the minor children and her family. However, the Supreme Court indicated that only the right to possession of the parties should be discussed, for which reason the appellee was dismissed. In this regard, the main problem to be resolved is whether the appeal given by the Supreme Court was correct. To do this, we will identify problems of procedural and substantive infringement in the hearing sentence. Through a systematic, extensive, and analogical interpretation of our legislation, jurisprudence and relevant doctrine, we will demonstrate that it is possible to discuss family law issues and, consequently, housing in the ratio decidendi of a judgment. As a result, we consider that a sentence can be issued in accordance with a constitutional state of law, where the best interest of the child is guaranteed based on the analysis of the situation of necessity of the minors on a case-by-case basis. Finally, the analysis conducted in this legal report can serve as a reflection for the vocals and that the Supreme Court consider establishing jurisprudential doctrine and prevent the violation of the minors’ rights in future similar cases

Análisis de la organización matemática y didáctica del sentido estocástico en el V Ciclo del Sistema Curricular Nacional de Educación Primaria - 2017

Habiéndose aprobado el Currículo Nacional de la Educación Básica con Resolución Ministerial N.° 281-2016 y su modificatoria mediante la Resolución Ministerial N.° 159- 2017 y el Programa Curricular del nivel Primaria con Resolución Ministerial N.° 649- 2016-MINEDU del 15 de diciembre, se estableció su implementación de manera progresiva, empezándose con el nivel primario en el año 2017. Sin embargo, es importante analizar, con un enfoque científico, los propósitos, las orientaciones metodológicas y didácticas, y las actividades matemáticas para la enseñanza y aprendizaje del sentido estocástico en el V ciclo (quinto y sexto grado de primaria), presentes en los documentos y materiales dotados por el Ministerio de Educación con la finalidad de que este quehacer matemático sea más visible en nuestra sociedad de manera óptima. Esta investigación cualitativa tiene como objetivo analizar, describir y caracterizar la organización matemática y didáctica del sentido estocástico en el V ciclo de la Educación Básica. Con este estudio, se espera comprender y mejorar la organización matemática y didáctica del sentido estocástico en los documentos como el Programa Curricular del nivel primario, las orientaciones didácticas dadas a los docentes y el libro de texto de los estudiantes del V ciclo; a fin de tener propósitos claros para la enseñanza y aprendizaje, y una adecuada implementación del currículo de matemática. El mismo que impactará en la mejora de la calidad de los aprendizajes de los estudiantes del nivel de educación Primaria del V ciclo de la Educación Básica.Having approved the National Basic Education Curriculum with Ministerial Resolution No. 281-2016 and its amendment by Ministerial Resolution No. 159-2017 and the Curricular Program of the Primary level with Ministerial Resolution No. 649-2016- MINEDU of the December 15, its implementation was established progressively, beginning with the primary level in 2017, however it is important to analyze, with a scientific approach, the purposes, the methodological and didactic orientations, and the mathematical activities for teaching and learning of the stochastic sense in the V cycle (fifth and sixth grade of primary), present in the documents and materials provided by the Ministry of Education, in order that this mathematical task is more visible in our society in an optimal way. This qualitative research aims to analyze, describe and characterize the mathematical and didactic organization of the stochastic sense in the V cycle of Basic Education. With this study, it is expected to understand and improve the mathematical and didactic organization of the stochastic sense in documents such as the Curricular Program of the primary level, the didactic orientations given to the teachers and the textbook of the students of the V cycle, in order to have clear purposes for teaching and learning, and an adequate implementation of the mathematics curriculum, the same that will impact on the improvement of the quality of the learning of the students of the level of Primary Education of the 5th cycle of Basic Education

An integrated gene regulatory network controls stem cell proliferation in teeth.

Epithelial stem cells reside in specific niches that regulate their self-renewal and differentiation, and are responsible for the continuous regeneration of tissues such as hair, skin, and gut. Although the regenerative potential of mammalian teeth is limited, mouse incisors grow continuously throughout life and contain stem cells at their proximal ends in the cervical loops. In the labial cervical loop, the epithelial stem cells proliferate and migrate along the labial surface, differentiating into enamel-forming ameloblasts. In contrast, the lingual cervical loop contains fewer proliferating stem cells, and the lingual incisor surface lacks ameloblasts and enamel. Here we have used a combination of mouse mutant analyses, organ culture experiments, and expression studies to identify the key signaling molecules that regulate stem cell proliferation in the rodent incisor stem cell niche, and to elucidate their role in the generation of the intrinsic asymmetry of the incisors. We show that epithelial stem cell proliferation in the cervical loops is controlled by an integrated gene regulatory network consisting of Activin, bone morphogenetic protein (BMP), fibroblast growth factor (FGF), and Follistatin within the incisor stem cell niche. Mesenchymal FGF3 stimulates epithelial stem cell proliferation, and BMP4 represses Fgf3 expression. In turn, Activin, which is strongly expressed in labial mesenchyme, inhibits the repressive effect of BMP4 and restricts Fgf3 expression to labial dental mesenchyme, resulting in increased stem cell proliferation and a large, labial stem cell niche. Follistatin limits the number of lingual stem cells, further contributing to the characteristic asymmetry of mouse incisors, and on the basis of our findings, we suggest a model in which Follistatin antagonizes the activity of Activin. These results show how the spatially restricted and balanced effects of specific components of a signaling network can regulate stem cell proliferation in the niche and account for asymmetric organogenesis. Subtle variations in this or related regulatory networks may explain the different regenerative capacities of various organs and animal species

Krueppel-like factor 15 regulates Wnt/beta-catenin transcription and controls cardiac progenitor cell fate in the postnatal heart

Wnt/beta-catenin signalling controls adult heart remodelling in part via regulation of cardiac progenitor cell (CPC) differentiation. An enhanced understanding of mechanisms controlling CPC biology might facilitate the development of new therapeutic strategies in heart failure. We identified and characterized a novel cardiac interaction between Krueppel-like factor 15 and components of the Wnt/beta-catenin pathway leading to inhibition of transcription. In vitro mutation, reporter assays and co-localization analyses revealed that KLF15 requires both the C-terminus, necessary for nuclear localization, and a minimal N-terminal regulatory region to inhibit transcription. In line with this, functional Klf15 knock-out mice exhibited cardiac beta-catenin transcriptional activation along with functional cardiac deterioration in normal homeostasis and upon hypertrophy. We further provide in vivo and in vitro evidences for preferential endothelial lineage differentiation of CPCs upon KLF15 deletion. Via inhibition of beta-catenin transcription, KLF15 controls CPC homeostasis in the adult heart similar to embryonic cardiogenesis. This knowledge may provide a tool for reactivation of this apparently dormant CPC population in the adult heart and thus be an attractive approach to enhance endogenous cardiac repair

An Integrated Gene Regulatory Network Controls Stem Cell Proliferation in Teeth

Epithelial stem cells reside in specific niches that regulate their self-renewal and differentiation, and are responsible for the continuous regeneration of tissues such as hair, skin, and gut. Although the regenerative potential of mammalian teeth is limited, mouse incisors grow continuously throughout life and contain stem cells at their proximal ends in the cervical loops. In the labial cervical loop, the epithelial stem cells proliferate and migrate along the labial surface, differentiating into enamel-forming ameloblasts. In contrast, the lingual cervical loop contains fewer proliferating stem cells, and the lingual incisor surface lacks ameloblasts and enamel. Here we have used a combination of mouse mutant analyses, organ culture experiments, and expression studies to identify the key signaling molecules that regulate stem cell proliferation in the rodent incisor stem cell niche, and to elucidate their role in the generation of the intrinsic asymmetry of the incisors. We show that epithelial stem cell proliferation in the cervical loops is controlled by an integrated gene regulatory network consisting of Activin, bone morphogenetic protein (BMP), fibroblast growth factor (FGF), and Follistatin within the incisor stem cell niche. Mesenchymal FGF3 stimulates epithelial stem cell proliferation, and BMP4 represses Fgf3 expression. In turn, Activin, which is strongly expressed in labial mesenchyme, inhibits the repressive effect of BMP4 and restricts Fgf3 expression to labial dental mesenchyme, resulting in increased stem cell proliferation and a large, labial stem cell niche. Follistatin limits the number of lingual stem cells, further contributing to the characteristic asymmetry of mouse incisors, and on the basis of our findings, we suggest a model in which Follistatin antagonizes the activity of Activin. These results show how the spatially restricted and balanced effects of specific components of a signaling network can regulate stem cell proliferation in the niche and account for asymmetric organogenesis. Subtle variations in this or related regulatory networks may explain the different regenerative capacities of various organs and animal species

Inactivation of Fgf3 and Fgf4 within the Fgf3/Fgf4/Fgf15 gene cluster reveals their redundant requirement for mouse inner ear induction and embryonic survival

[Background]: Fibroblast growth factors (Fgfs) are required for survival and organ formation during embryogenesis. Fgfs often execute their functions redundantly. Previous analysis of Fgf3 mutants revealed effects on inner ear formation and embryonic survival with incomplete penetrance. [Results]: Here, we show that presence of a neomycin resistance gene (neo) replacing the Fgf3 coding region leads to reduced survival during embryogenesis and an increased penetrance of inner ear defects. Fgf3neo/neo mutants showed reduced expression of Fgf4, which is positioned in close proximity to the Fgf3 locus in the mouse genome. Conditional inactivation of Fgf4 during inner ear development on a Fgf3 null background using Fgf3/4 cis mice revealed a redundant requirement between these Fgfs during otic placode induction. In contrast, inactivation of Fgf3 and Fgf4 in the pharyngeal region where both Fgfs are also co-expressed using a Foxg1-Cre driver did not affect development of the pharyngeal arches. However, these mutants showed reduced perinatal survival. [Conclusions]: These results highlight the importance of Fgf signaling during development. In particular, different members of the Fgf family act redundantly to guarantee inner ear formation and embryonic survival.Consejería de Educación, Junta de Castilla y León, Grant/Award Number: CSI143P20; Programa Estratégico Instituto de Biología y Genética Molecular (IBGM), Escalera de Excelencia, Junta de Castilla y León, Grant/Award Numbers: CCVC8485, CLU-2019-02; MEC, Grant/Award Number: BFU2004-00860/BF

Matemática 6 : cuaderno de trabajo para sexto grado de Educación Primaria 2018

Cuaderno de trabajo empleado para el sexto grado de Educación Primaria para el año 2018

Rutas del aprendizaje versión 2015 : ¿Qué y cómo aprenden nuestros niños? IV Ciclo Área Curricular Matemática. 3o. y 4o. grados de Educación Primaria

El presente fascículo es la segunda versión de Rutas del Aprendizaje, mejorada y más completa, fruto del trabajo de investigación y validación en las aulas. Esta nueva versión proporciona pautas para responder a dos preguntas fundamentales: ¿qué enseñar? y ¿cómo enseñar? El qué enseñar se relaciona con los contenidos y las capacidades, y el cómo enseñar, con la variedad de estrategias y recursos que te permitirán generar aprendizajes significativos en los niños. Sin duda, la matemática cobra mayor significado y se aprende mejor cuando se aplica directamente a situaciones de la vida real. Los estudiantes sienten mayor satisfacción cuando pueden relacionar cualquier aprendizaje matemático nuevo con algo que saben y con la realidad que los rodea. Esa es una matemática para la vida, donde el aprendizaje se genera en el contexto de las relaciones humanas y sus logros van hacia ellas. Por otro lado, la sociedad actual requiere de ciudadanos reflexivos, críticos, capaces de asumir responsabilidades en su conducción, y la matemática debe ser un medio para ello, formando estudiantes con autonomía, conscientes de qué aprenden, cómo aprenden y para qué aprenden. En este sentido, es muy importante el rol del docente como agente mediador, orientador y provocador de formas de pensar y reflexionar durante las actividades matemáticas. Conscientes de esta responsabilidad, mediante el presente fascículo te brindamos una herramienta pedagógica orientadora para generar esos aprendizajes. Con tal fin, se adopta un enfoque centrado en la resolución de problemas desde el cual, a partir de una situación problemática, se desarrollan las capacidades matemáticas configurando el desarrollo de la competencia. En el presente fascículo se encontrará: Capítulo I: los fundamentos teóricos de por qué y para qué se aprende matemática, asumiendo la resolución de problemas como la centralidad del quehacer matemático. Capítulo II: los elementos curriculares que permiten generar aprendizajes significativos, así como los estándares de aprendizaje que constituyen los hitos o las metas de aprendizaje a donde deben llegar los estudiantes al culminar el IV ciclo. Capítulo III: las orientaciones didácticas en cada una de las competencias que te guiarán para lograr los aprendizajes significativos en los estudiantes