Retratos y revistas: pautas para la imagen de una identidad

The purpose of this research is to analyze the guidelines for regulating the depiction of the femalein the 19th century in terms of utility, beauty and the consumption of the male gaze, based on the portraits of Carlota Blanco de Guzmán (n. d), Juana Verrue (1877) and Anita Tovar de Zuluaga (n. d) by the Venezuelan painter Martín Tovar y Tovar; and the texts of the magazine El Canastillo de Costura (1926). A theoretical review was carried out: De Beauvoir (1949), Barthes (1986 and 2003), Foucault (2002), Federici (2004), Peter Burke (2005), Rodríguez Lehmann (2008) and Baudrillard (2012).  Gastaminza's (2001). A content analysis methodology and Thompson's (1990) deep hermeneutics were applied. The analyzed works demonstrated that the feminine identity can be understood as a social and historical product to comprehend the social, political, cultural and sexual role assigned to Venezuelan women from the perspective of the dominant hegemonic discourse.La presente investigación tiene como propósito analizar las pautas para normar la imagen femenina del siglo XIX en lo que respeta a la utilidad, belleza y al consumo de la mirada masculina, a partir de los retratos de Carlota Blanco de Guzmán (s / f), Juana Verrue (1877) y Anita Tovar de Zuluaga (s / f) del pintor venezolano Martín Tovar y Tovar; y los textos de la revista El Canastillo de Costura (1926). Se efectuó una revisión teórica De Beauvoir (1949), Barthes (1986 y 2003), Foucault (2002), Federici (2004), Peter Burke (2005), Rodríguez Lehmann (2008) y Baudrillard (2012). Se aplicó la metodología de análisis de contenido documental de Gastaminza (2001) y la hermenéutica profunda de Thompson (1990).Las obras analizadas demostraron la identidad femenina entendida como un producto social e histórico para comprender el papel social, político, cultural y sexual que se le otorgó a la mujer venezolana desde el discurso hegemónico dominante. 

Neologismos en la prensa escrita venezolana 2011-2012: un encuentro lingüístico-cultural

Objective: to identify neologisms and linguistic loanwords as lexical items of mediation between two cultures in the Venezuelan press between 2011-2012. Similarly, this aims at building a lexicographical inventory with the neologisms and linguistic loanwordsMethodology: the lexical phenomena were collected, identified and described by using the lexicographical method and the neologism and linguistic loanword verification, in addition to this, a relationship was established between the two cultures from their use. The corpus comes from newspaper sources, in this particular case the Venezuelan press between 2011-2012.Results: a set of neologisms were collected (estandupero,-a buena vibra, imparable among others) and linguistic loanwords (team work, dogout, baby gym) that relate two different cultures. These also work as an approach, mediation and appropriation of different realities, due to the use and adoption of such phenomena. A lexicographical inventory was consolidated as a cultural artifact that reports and shows the lexical peculiarities that were analyzed: neologisms and linguistic loanwords.Conclusion: it is concluded that neologisms and linguistic loanwords mediate and relate the two cultures. Also, they enrich the communication processes, as these new words and / or lexical items are introduced and adapted in a language conversion system, calque or invention of form.Objetivo: identificar los neologismos y préstamos lingüísticos como elementos léxicos de mediación entre dos culturas presentes en la prensa escrita venezolana, en el periodo 2011-2012; igualmente, se busca construir un inventario lexicográfico con los neologismos y préstamos lingüísticos.Metodología: mediante el método lexicográfico y el de verificación del neologismo y préstamo lingüístico se identificaron, recopilaron, analizaron y describieron los fenómenos léxicos y la relación que se establece entre dos culturas, a partir de su uso. El corpus proviene de las fuentes hemerográficas, en este caso la prensa escrita venezolana, entre 2011-2012.Resultados: se obtuvo un conjunto de neologismos (estandupero, -a, buena vibra, imparable, entre otros) y préstamos lingüísticos (team work, dogout, baby gym) que relacionan dos culturas diferentes. Al mismo tiempo, funcionan como el encuentro, mediación y apropiación de realidades distintas, debido al uso y adopción de estos fenómenos. Se consolidó un inventario lexicográfico como un artefacto cultural que informa y muestra las particularidades léxicas que se analizaron: neologismos y préstamos lingüísticos.Conclusión: se concluye que los neologismos y préstamos lingüísticos median y relacionan las dos culturas. También enriquecen los procesos comunicativos, ya que estos nuevos vocablos y/o unidades léxicas se introducen y adaptan en un sistema lingüístico por conversión, calco o invención de forma

Hacia una paridad de desempeño académico en la competencia cuantitativa a partir del Modelo Pedagógico CEIPA

After the emergence of new training and / or training demands, the need arose to evaluate the academic performance of CEIPA, Business School students, after the incorporation of their own pedagogical model focused on constructivism; with the purpose of providing you with the necessary skills to reason, do calculations and solve numerical operations quickly and systematically within the competitive and globalized labor market. In principle, a comparative study is developed on academic performance in quantitative competence within the university environment and then, a quantitative methodology of an exploratory and explanatory type is followed, taking as a sample 543 students. For the results, tables prepared by the SPSS Software were made according to each type of evaluation: debates, exams and assignments. The results show that there are no statistically significant differences under the face-to-face and virtual study regimes, mainly in the evaluation of learning from exams and assignments. However, in the debates there is not the same symmetry, on the contrary, a higher performance is shown in the virtual mode.Tras el surgimiento de nuevas demandas de formación y/o capacitación, nace la necesidad de evaluar el desempeño académico de los estudiantes de CEIPA, Business School, tras la incorporación de su propio modelo pedagógico centrado en el constructivismo con el propósito de brindarle las habilidades necesarias para razonar, hacer cálculos y resolver operaciones numéricas de manera rápida y sistemática dentro del competitivo y globalizado mercado laboral. En principio, se desarrolló un estudio comparativo sobre el desempeño académico en la competencia cuantitativa dentro del ámbito universitario y luego, se implementó una metodología cuantitativa de tipo exploratoria y explicativa, tomando como muestra 543 estudiantes. Para los resultados, se hicieron tablas elaboradas por el Software SPSS de acuerdo con cada tipo de evaluación: debates, exámenes y trabajos. Los resultados muestran que no existen diferencias estadísticamente significativas bajo los regímenes de estudio presencial y virtual, principalmente en la evaluación de los aprendizajes a partir de los exámenes y trabajos. Sin embargo, en los debates no existe la misma simetría, pues se muestra un mayor desempeño en la modalidad virtual

Mortality and pulmonary complications in patients undergoing surgery with perioperative SARS-CoV-2 infection: an international cohort study

Background: The impact of severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) on postoperative recovery needs to be understood to inform clinical decision making during and after the COVID-19 pandemic. This study reports 30-day mortality and pulmonary complication rates in patients with perioperative SARS-CoV-2 infection. Methods: This international, multicentre, cohort study at 235 hospitals in 24 countries included all patients undergoing surgery who had SARS-CoV-2 infection confirmed within 7 days before or 30 days after surgery. The primary outcome measure was 30-day postoperative mortality and was assessed in all enrolled patients. The main secondary outcome measure was pulmonary complications, defined as pneumonia, acute respiratory distress syndrome, or unexpected postoperative ventilation. Findings: This analysis includes 1128 patients who had surgery between Jan 1 and March 31, 2020, of whom 835 (74·0%) had emergency surgery and 280 (24·8%) had elective surgery. SARS-CoV-2 infection was confirmed preoperatively in 294 (26·1%) patients. 30-day mortality was 23·8% (268 of 1128). Pulmonary complications occurred in 577 (51·2%) of 1128 patients; 30-day mortality in these patients was 38·0% (219 of 577), accounting for 81·7% (219 of 268) of all deaths. In adjusted analyses, 30-day mortality was associated with male sex (odds ratio 1·75 [95% CI 1·28–2·40], p\textless0·0001), age 70 years or older versus younger than 70 years (2·30 [1·65–3·22], p\textless0·0001), American Society of Anesthesiologists grades 3–5 versus grades 1–2 (2·35 [1·57–3·53], p\textless0·0001), malignant versus benign or obstetric diagnosis (1·55 [1·01–2·39], p=0·046), emergency versus elective surgery (1·67 [1·06–2·63], p=0·026), and major versus minor surgery (1·52 [1·01–2·31], p=0·047). Interpretation: Postoperative pulmonary complications occur in half of patients with perioperative SARS-CoV-2 infection and are associated with high mortality. Thresholds for surgery during the COVID-19 pandemic should be higher than during normal practice, particularly in men aged 70 years and older. Consideration should be given for postponing non-urgent procedures and promoting non-operative treatment to delay or avoid the need for surgery. Funding: National Institute for Health Research (NIHR), Association of Coloproctology of Great Britain and Ireland, Bowel and Cancer Research, Bowel Disease Research Foundation, Association of Upper Gastrointestinal Surgeons, British Association of Surgical Oncology, British Gynaecological Cancer Society, European Society of Coloproctology, NIHR Academy, Sarcoma UK, Vascular Society for Great Britain and Ireland, and Yorkshire Cancer Research

Diálogos emergentes sobre educación virtual: claves para el empoderamiento en el siglo XXI

In this 21st century, education must unavoidably harmonize with the changes experienced by the world in technological, political, economic, social, cultural, environmental, legal, ethical in order to provide citizens with the development competitions; understood as the sum of skills, knowledge and values ​​necessary in, by and for life in society. For this reason, an active dialogue has been proposed that crosses borders of disciplinarity, fragmentation, disengagement and homogeneity. And at the same time promote change and focus in the individual as a rational, emotional, social, cultural and environmental; that is to say that it is valued in its fair dimension from the multiple knowledges that come to agglutinate each other for a total understanding of yourself and your environment. With all this, we want to provide lifelong learning and place that has been assigned in recent times to the way in which learn, what is learned, when is learned, what is taught, how is it taught, when it is taught, who teaches, where it is taught, to where does the school go… So, in this knowledge society there have been open these discourses on virtual education to propose to the reader the adoption and/or development of new skills that allow make their way in their day to day within the labor-business sector, family, social or of any other nature. Those questions lead to a set of dissertations that from a critical, open, flexible, analytical, multidisciplinary, transversal, creative and innovative forces us to check, question, evaluate, build and validate a series of emerging discourses that help to weigh the free transit of the individual towards an increasingly global and competitive world. For this reason, the works included here are ―in principle― findings or contributions that have been added to the emerging reflections on lifelong learning from different fields of knowledge where the CEIPA University Foundation offers a well-nourished corpus with the intention of evaluating -in the 21st century- its potential within of the field of virtual education based on the results of the Saber Pro tests, which are applied by the Ministry of Education National to the future graduates of the country to measure the equality of competences acquired during their training independently of their study modality ―face-to-face or virtual―. In this sense, it is necessary and timely to systematize and assess of the contributions given by CEIPA to raise the quality of the education that is imparted in Colombia. Considering that the demands of daily life demand new teaching scenarios and learning is a sine qua non condition that the conception of these processes evolve and transcend space-time notions, teacher-student, education-work, behaviorism-constructivism among others, in order to guarantee the transformation of educational praxis in higher education institutions. Given the heterogeneity of the contributions, it has been decided to organize information in four parts. The first part, “Potentialities of virtual education in the 21st century: a reality in equality of competences”, is an investigation that according to the nature of the subject matter it addresses, it follows the methods and procedures of a documentary research and the criteria of an investigation descriptive in order to make a better presentation of the results achieved. These results will serve to demonstrate whether CEIPA has managed to establish parity in the educational training of its students and the design, development, management and implementation of plans of studies more attractive and in harmony with the environment, the institution and the group where the educational act is carried out since it teaching must be at the service of knowledge and society that demands it, not the other way around. The second part, "Performance in competitions of students of Face-to-face and virtual modalities in Saber Pro tests: case CEIPA”, where, based on a statistical-descriptive analysis, contrasts the performance of the institution's students in relation to with the various institutions of higher education in Colombia ―already either in the face-to-face modality (day-night) or under the modality virtual-. In this part, the results of the the Saber Pro tests applied to measure the competences of the future professionals of the country for their insertion in a world more globalized and competitive day. The third part, “Problem-based learning: new challenges of virtual education”, makes an outline of the new challenges facing virtual education from the implementation of the problem-based learning given the demands of daily life that demand radical changes in the way it is taught and how learned in this century. Starting from the premise that the rise of ICT ―at the end of the 90s― has been a key factor for the creation, improvement, development and adoption of new models, much more attractive methods, programs and curricula with with a view to preparing citizens for the deployment of skills necessary in the immediate future. Although methodologically this division traces the emphasis or priority that has been assigned today to the teaching and learning process through the development of skills, which are essential to accentuate the empowerment of the person for life and for action above any other model or teaching method to be carried out since the most important thing -for now- is that the student appropriates for himself the skills, knowledge and values ​​necessary to function in a world that is increasingly globalized, competitive, convulsive and overwhelming. No matter the how but the results. Therefore, competency-based training is more than ever an urgency within the social fabric where modern man gravitates. Finally, it includes "The challenges of education in the twentieth century XXI, by way of conclusion”. In this part, a balance is made of the studies gathered here with the firm intention of unleashing new discussions in the near future. Specifically, if you think about the construction-reconstruction-transformation of the social fabric and of man as the creator of the same; hence it is seen as an active entity ―as demanded by the age of technology, the information and knowledge―within their own process of teaching and learning. There is still a long way to go and ground to pave, for this reason, through these challenges, a Useful blog to safely navigate between society 3.0 and 4.0. Developing skills to access information, interpret it, give it meaning, transform it, communicate it, share it or modify it to produce new knowledge useful in, by and for the global world; that is the biggest challenge assume education in this century.En este siglo XXI la educación debe insoslayablemente armonizar con los cambios que experimenta el mundo en materia tecnológica, política, económica, social, cultural, ambiental, jurídica, ética para brindar así a la ciudadanía el desarrollo de competencias; entendidas estas como la suma de habilidades, conocimientos y valores necesarios en, por y para la vida en sociedad. Por ello se ha propuesto un diálogo activo que traspase las fronteras de la disciplinariedad, la fragmentación, la desvinculación y la homogeneidad. Y que a la vez promueva el cambio y se enfoque en el individuo como un ser racional, emocional, social, cultural y ambiental; es decir que se valore en su justa dimensión a partir de los múltiples saberes que llegan a aglutinarse entre sí para una total comprensión de su ser y de su entorno. Con todo esto, se quiere brindar un aprendizaje para toda la vida y del lugar que se le ha asignado en los últimos tiempos a la manera cómo se aprende, qué se aprende, cuándo se aprende, qué se enseña, cómo se enseña, cuándo se enseña, quiénes enseñan, dónde se enseña, hacia dónde va la escuela… Así pues, en esta sociedad del conocimiento se han abierto estos discursos sobre educación virtual para proponerle al lector la adopción y/o desarrollo de nuevas competencias que le permitan abrirse camino en su día a día dentro del sector laboral-empresarial, familiar, social o de cualquier otra índole. Esas interrogantes dan lugar a un conjunto de disertaciones que desde una postura crítica, abierta, flexible, analítica, multidisciplinaria, transversal, creativa e innovadora nos obligue a comprobar, cuestionar, evaluar, construir y validar una serie de discursos emergentes que coadyuven a sopesar el libre tránsito del individuo hacia un mundo cada vez más global y competitivo. Por ello los trabajos que aquí se incluyen son ―en principio― hallazgos o aportes que se han sumado a las reflexiones emergentes sobre lifelong learning desde distintos campos del saber donde la Fundación Universitaria CEIPA ofrece un corpus bien nutrido con la intensión de evaluar ―en pleno siglo XXI― sus potencialidades dentro del ámbito de la educación virtual a partir de los resultados de las pruebas Saber Pro, que son aplicadas por el Ministerio de Educación Nacional a los futuros egresados del país para medir la equiparidad de competencias adquiridas durante su formación independientemente de su modalidad de estudio ―presencial o virtual―. En este sentido es necesaria y oportuna la sistematización y valoración de las contribuciones dadas por el CEIPA para elevar la calidad de la educación que se imparte en Colombia. Al considerar que las exigencias de la vida diaria demandan nuevos escenarios de enseñanza y aprendizaje es una condición sine qua non que la concepción de estos procesos evolucione y trascienda las nociones espacio-temporales, docente-estudiante, educación-trabajo, conductismo-constructivismo entre otras, a fin de garantizar la transformación de la praxis educativa en las instituciones de educación superior. Dada la heterogeneidad de las contribuciones se ha optado por organizar la información en cuatro partes. La primera parte, “Potencialidades de la educación virtual en el siglo XXI: una realidad en paridad de competencias”, es una investigación que de acuerdo con la naturaleza de la temática que aborda sigue los métodos y procedimientos de una investigación de tipo documental y los criterios de una investigación descriptiva con el fin de hacer una mejor presentación de los resultados alcanzados. Estos resultados servirán para demostrar si el CEIPA ha logrado establecer una paridad en la formación educativa de sus estudiantes y el diseño, desarrollo, gestión e implementación de planes de estudios más atractivos y cónsonos con el entorno, la institución y el colectivo donde se lleva a cabo el hecho educativo puesto que lo pedagógico debe estar al servicio del conocimiento y de la sociedad que lo demanda, no a la inversa. La segunda parte, “Desempeño en competencias de estudiantes de modalidades presenciales y virtuales en las pruebas Saber Pro: caso CEIPA”, en donde a partir de un análisis estadístico-descriptivo se contrasta el desempeño de los estudiantes de la institución en relación con las diversas instituciones de educación superior de Colombia ―ya sea en la modalidad presencial (diurna-nocturna) o bajo la modalidad virtual―. En esta parte se toman como indicadores los resultados de las pruebas Saber Pro aplicadas para medir las competencias de los futuros profesionales del país para su inserción en un mundo cada día más globalizado y competitivo. La tercera parte, “El aprendizaje basado en problemas: nuevos desafíos de la educación virtual”, realiza un esbozo sobre los nuevos desafíos que enfrenta la educación virtual a partir de la implementación del aprendizaje basado en problemas dadas las exigencias de la vida diaria que demandan cambios radicales en la manera cómo se enseña y cómo se aprende en este siglo. Al partir de la premisa de que el auge de las TIC ―a fines de los años 90― ha sido un factor clave para la creación, perfeccionamiento, desarrollo y adopción de nuevos modelos, métodos, programas y planes de estudios mucho más atractivos con miras a preparar a la ciudadanía para el despliegue de competencias necesarias en el futuro inmediato. Si bien metodológicamente esta división traza el énfasis o prioridad que se le ha asignado hoy al proceso de enseñanza y aprendizaje a través del desarrollo de competencias, las cuales son imprescindibles para acentuar el empoderamiento de la persona para la vida y para la acción por encima de cualquier otro modelo o método de enseñanza que se lleve a cabo puesto que lo más relevante ―por ahora― es que el estudiante se apropie por sí mismo de las habilidades, conocimientos y valores necesarios para desenvolverse en un mundo cada vez más globalizado, competitivo, convulsionado y abrumador. No importa el cómo sino los resultados. Por tanto, la formación por competencias es más que nunca una urgencia dentro del entramado social donde gravita el hombre moderno. Por último, se incluye “Los desafíos y retos de la educación en el siglo XXI, a modo de conclusión”. En esta parte se hace un balance de los estudios aquí reunidos con el firme propósito de desatar nuevos debates en un futuro cercano. Específicamente, si se reflexiona sobre la construcción-reconstrucción-transformación del entramado social y del hombre como artífice de los mismos; de ahí que sea visto como un ente activo ―tal y como lo demanda la era de la tecnología, la información y el conocimiento― dentro de su propio proceso de enseñanza y aprendizaje. Aún queda mucho camino por recorrer y terreno por allanar, por ello se traza a través de estos desafíos una bitácora útil para navegar de forma segura entre la sociedad 3.0 y 4.0. El desarrollar competencias para acceder a la información, interpretarla, darle significado, transformarla, comunicarla, compartirla o modificarla para producir un nuevo conocimiento útil en, por y para el mundo global; ese es el mayor reto que debe asumir la educación en este siglo.No aplic

De la pedagogía tradicional a la pedagogía virtual: 50 años reinventando la educación

No aplic

De la pedagogía tradicional a la pedagogía virtual: 50 años reinventando la educación

This book is born as a tribute to commemorate the 50 years that leads CEIPA Business School reinventing education. His greatest feat consists of the implementation of a new pedagogy always centered on the student as the core of the teaching and learning processes. That's why is considered unique, genuine, heterogeneous, flexible and transformational, since who has known how to transcend the thresholds of traditional pedagogy to the point of to what is currently known as virtual pedagogy from two approaches well-defined: the holistic development of students and the creation of new teaching and learning models. The first seeks to promote and strengthen the spiritual, cognitive, affective, social, scientific, historical, cultural, political, rational, creative, family, business and of any other nature, given the importance that this plays in the integral formation of the human being. He second, the creation of new habits, methodologies and study plans as consequence of the adoption and implementation of the most modern, pioneering and innovative teaching and learning methods (Mazo, 2011) adjusted to the technological, economic, historical, political, educational, social, cultural that also carry implicit and the demands of the population for the strengthening of the educational system.El presente libro nace como un tributo para conmemorar los 50 años que lleva CEIPA Business School reinventando la educación. Su mayor proeza consiste en la implementación de una nueva pedagogía centrada siempre en el estudiante como núcleo de los procesos de enseñanza y aprendizaje. Por eso se considera única, genuina, heterogénea, flexible y transformacional, puesto que ha sabido trascender los umbrales de la pedagogía tradicional hasta llegar a lo que se conoce actualmente como pedagogía virtual a partir de dos enfoques bien definidos: el desarrollo holístico de los estudiantes y la creación de nuevos modelos de enseñanza y aprendizaje. El primero busca promover y potenciar el desarrollo espiritual, cognitivo, afectivo, social, científico, histórico, cultural, político, racional, creativo, familiar, empresarial y de cualquier otra índole, dada la importancia que este juega en la formación integral del ser humano. El segundo, la creación de nuevos hábitos, metodologías y planes de estudio como consecuencia de la adopción e implementación de los más modernos, pioneros e innovadores métodos de enseñanza y aprendizaje (Mazo, 2011) ajustados a los avances tecnológicos, económicos, históricos, políticos, pedagógicos, sociales, culturales que además llevan implícitos y las demandas de la población para el fortalecimiento del sistema educativo.No aplic

NEOTROPICAL XENARTHRANS: a data set of occurrence of xenarthran species in the Neotropics

Xenarthrans—anteaters, sloths, and armadillos—have essential functions for ecosystem maintenance, such as insect control and nutrient cycling, playing key roles as ecosystem engineers. Because of habitat loss and fragmentation, hunting pressure, and conflicts with domestic dogs, these species have been threatened locally, regionally, or even across their full distribution ranges. The Neotropics harbor 21 species of armadillos, 10 anteaters, and 6 sloths. Our data set includes the families Chlamyphoridae (13), Dasypodidae (7), Myrmecophagidae (3), Bradypodidae (4), and Megalonychidae (2). We have no occurrence data on Dasypus pilosus (Dasypodidae). Regarding Cyclopedidae, until recently, only one species was recognized, but new genetic studies have revealed that the group is represented by seven species. In this data paper, we compiled a total of 42,528 records of 31 species, represented by occurrence and quantitative data, totaling 24,847 unique georeferenced records. The geographic range is from the southern United States, Mexico, and Caribbean countries at the northern portion of the Neotropics, to the austral distribution in Argentina, Paraguay, Chile, and Uruguay. Regarding anteaters, Myrmecophaga tridactyla has the most records (n = 5,941), and Cyclopes sp. have the fewest (n = 240). The armadillo species with the most data is Dasypus novemcinctus (n = 11,588), and the fewest data are recorded for Calyptophractus retusus (n = 33). With regard to sloth species, Bradypus variegatus has the most records (n = 962), and Bradypus pygmaeus has the fewest (n = 12). Our main objective with Neotropical Xenarthrans is to make occurrence and quantitative data available to facilitate more ecological research, particularly if we integrate the xenarthran data with other data sets of Neotropical Series that will become available very soon (i.e., Neotropical Carnivores, Neotropical Invasive Mammals, and Neotropical Hunters and Dogs). Therefore, studies on trophic cascades, hunting pressure, habitat loss, fragmentation effects, species invasion, and climate change effects will be possible with the Neotropical Xenarthrans data set. Please cite this data paper when using its data in publications. We also request that researchers and teachers inform us of how they are using these data

NEOTROPICAL ALIEN MAMMALS: a data set of occurrence and abundance of alien mammals in the Neotropics

Biological invasion is one of the main threats to native biodiversity. For a species to become invasive, it must be voluntarily or involuntarily introduced by humans into a nonnative habitat. Mammals were among first taxa to be introduced worldwide for game, meat, and labor, yet the number of species introduced in the Neotropics remains unknown. In this data set, we make available occurrence and abundance data on mammal species that (1) transposed a geographical barrier and (2) were voluntarily or involuntarily introduced by humans into the Neotropics. Our data set is composed of 73,738 historical and current georeferenced records on alien mammal species of which around 96% correspond to occurrence data on 77 species belonging to eight orders and 26 families. Data cover 26 continental countries in the Neotropics, ranging from Mexico and its frontier regions (southern Florida and coastal-central Florida in the southeast United States) to Argentina, Paraguay, Chile, and Uruguay, and the 13 countries of Caribbean islands. Our data set also includes neotropical species (e.g., Callithrix sp., Myocastor coypus, Nasua nasua) considered alien in particular areas of Neotropics. The most numerous species in terms of records are from Bos sp. (n = 37,782), Sus scrofa (n = 6,730), and Canis familiaris (n = 10,084); 17 species were represented by only one record (e.g., Syncerus caffer, Cervus timorensis, Cervus unicolor, Canis latrans). Primates have the highest number of species in the data set (n = 20 species), partly because of uncertainties regarding taxonomic identification of the genera Callithrix, which includes the species Callithrix aurita, Callithrix flaviceps, Callithrix geoffroyi, Callithrix jacchus, Callithrix kuhlii, Callithrix penicillata, and their hybrids. This unique data set will be a valuable source of information on invasion risk assessments, biodiversity redistribution and conservation-related research. There are no copyright restrictions. Please cite this data paper when using the data in publications. We also request that researchers and teachers inform us on how they are using the data

Clinical and genetic characteristics of late-onset Huntington's disease

Background: The frequency of late-onset Huntington's disease (>59 years) is assumed to be low and the clinical course milder. However, previous literature on late-onset disease is scarce and inconclusive. Objective: Our aim is to study clinical characteristics of late-onset compared to common-onset HD patients in a large cohort of HD patients from the Registry database. Methods: Participants with late- and common-onset (30–50 years)were compared for first clinical symptoms, disease progression, CAG repeat size and family history. Participants with a missing CAG repeat size, a repeat size of ≤35 or a UHDRS motor score of ≤5 were excluded. Results: Of 6007 eligible participants, 687 had late-onset (11.4%) and 3216 (53.5%) common-onset HD. Late-onset (n = 577) had significantly more gait and balance problems as first symptom compared to common-onset (n = 2408) (P <.001). Overall motor and cognitive performance (P <.001) were worse, however only disease motor progression was slower (coefficient, −0.58; SE 0.16; P <.001) compared to the common-onset group. Repeat size was significantly lower in the late-onset (n = 40.8; SD 1.6) compared to common-onset (n = 44.4; SD 2.8) (P <.001). Fewer late-onset patients (n = 451) had a positive family history compared to common-onset (n = 2940) (P <.001). Conclusions: Late-onset patients present more frequently with gait and balance problems as first symptom, and disease progression is not milder compared to common-onset HD patients apart from motor progression. The family history is likely to be negative, which might make diagnosing HD more difficult in this population. However, the balance and gait problems might be helpful in diagnosing HD in elderly patients