Forest management criteria for 12 species of Tropical Native Forests of Bolivia based on dendrochronological methods

En este estudio se presenta información sobre las tasas de incremento radial, los Turnos Biológicos de Corte (TBC), los Periodos y DiámetrosÓptimos de Corte (POC y DOC) para 12 especies forestales procedentes del Cerrado Boliviano. Los resultados de este estudio fueron comparadoscon las pautas de manejo establecidas por la Ley Forestal de Bolivia y las resultantes de la propuesta GOL (Growth?Oriented Logging). La mayoríade las especies estudiadas requieren edades superiores a los 100 años para alcanzar los TBC. Existen especies como Anadenanthera colubrina(Vell. Conc.) Benth que logran el DOC a los 34 cm y otras como Hymenaea courbaril L, a los 72 cm de diámetro. Las especies de mayor crecimientoalcanzan el POC a edades no menores a los 62 años mientras las de lento crecimiento necesitan más de 95 años. Los tiempos necesarios que requierenlas especies para alcanzar un determinado diámetro son mucho mayores a los establecidos por la Ley Forestal. Estos resultados enfatizanla necesidad de adecuar las pautas de manejo forestal establecidas en Bolivia en base a los incrementos reales en el crecimiento de las especiesforestales del Cerrado Boliviano.In this study, we present information on growth rates, Biological Cutting Cycles (BCC), Optimum Cutting Diameters (OCD) and Optimum Cutting Periods (OCP) for 12 forest species from the Cerrado Boliviano. The results of this study were compared with those from the management guidelines established by the Bolivia's Forestry Law and from the GOL (Growth Oriented Logging) practices. Most species require more than 100 years to reach the BCC. There are species like Anadenanthera colubrina that achieves the OCD at 34 cm diameter whereas others such as Hymenaea courbaril reaches the OCD at 72 cm in diameter. The fast-growing species reach OCP at ages above 62 years, whereas slow-growing species need over 95 years. Most species require more years to reach a certain diameter than those established by the Bolivian Forestry Law. These results emphasize the need to adapt the Bolivia forest management guidelines to practices based on the actual growth rates in tropical species in the Cerrado Boliviano.Fil: Lopez Callejas, Lidio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Provincia de Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Universidad Nacional de Cuyo. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales; ArgentinaFil: Villalba, Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Provincia de Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Universidad Nacional de Cuyo. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales; Argentin

Interannual and long-term precipitation variability along the subtropical mountains and adjacent Chaco (22–29° S) in Argentina

Recent studies documenting climate variability in South America have provided valuable information for understanding current and past dynamics of the climate system. Long meteorological records represent an essential tool to properly characterize climate fluctuations from decadal to multi-decadal scales. Unfortunately, the scarcity of continuous and homogeneous instrumental records is a major constraint to determine long-term variations in South America. Our knowledge of the forcings modulating the hydrological variability in mountains is still limited, despite their importance as freshwater sources for people living in the adjacent piedmonts and lowlands. The objective of this work is to determine the spatial–temporal variability of precipitation in the humid subtropical Andes and the Chaco region in North Western Argentina (NWA). Thirty-four rainfall records covering the common period 1934–1990, partially updated to 2016, were used to extend and identify the dominant patterns of seasonal to annual hydroclimatic variability based on principal components analysis. Intensity and frequency of droughts and pluvials (95th percentiles, respectively) were determined for the dominant patterns of variability. Our results show a positive trend in precipitation since 1970s in all temporal patterns and sub-regions. In addition, precipitation variability (both positive and negative extremes) increases during these last decades. Correlation analysis with sea-surface temperatures and wind anomalies during summer, reveal Amazon moisture sources and large-scale oceanic controls on NWA precipitation. The extended precipitation series shows that the frequency of pluvials has increased since the 1970s interrupted by few extreme droughts. This record can be considered representative of precipitation variations across NWA, including different environments in the Chaco, sub-Andes, and Puna.Fil: Ferrero, Maria Eugenia. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Provincia de Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Universidad Nacional de Cuyo. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales; ArgentinaFil: Villalba, Ricardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Provincia de Mendoza. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales. Universidad Nacional de Cuyo. Instituto Argentino de Nivología, Glaciología y Ciencias Ambientales; Argentin

Reported adverse events during out-of-hospital mechanical ventilation and ventilatory support in emergency medical services and critical care transport crews: a systematic review

BackgroundEmergency medical services (EMS) and critical care transport crews constantly face critically-ill patients who need ventilatory support in scenarios where correct interventions can be the difference between life and death; furthermore, challenges like limited staff working on the patient and restricted spaces are often present. Due to these, mechanical ventilation (MV) can be a support by liberating staff from managing the airway and allowing them to focus on other areas; however, these patients face many complications that personnel must be aware of.AimsTo establish the main complications related to out-of-hospital MV and ventilatory support through a systematic review.MethodologyPubMed, BVS and Scopus were searched from inception to July 2021, following the PRISMA guidelines; search strategy and protocol were registered in PROSPERO. Two authors carried out an independent analysis of the articles; any disagreement was solved by mutual consensus, and data was extracted on a pre-determined spreadsheet. Only original articles were included, and risk of bias was assessed with quality assessment tools from the National Institutes of Health.ResultsThe literature search yielded a total of 2,260 articles, of which 26 were included in the systematic review, with a total of 9,418 patients with out-of-hospital MV; 56.1% were male, and the age ranged from 18 to 82 years. In general terms of aetiology, 12.2% of ventilatory problems were traumatic in origin, and 64.8% were non-traumatic, with slight changes between out-of-hospital settings. Mechanical ventilation was performed 49.2% of the time in prehospital settings and 50.8% of the time in interfacility transport settings (IFTS). Invasive mechanical ventilation was used 98.8% of the time in IFTS while non-invasive ventilation was used 96.7% of the time in prehospital settings. Reporting of adverse events occurred in 9.1% of cases, of which 94.4% were critical events, mainly pneumothorax in 33.1% of cases and hypotension in 27.6% of cases, with important considerations between type of out-of-hospital setting and ventilatory mode; total mortality was 8.4%.ConclusionReported adverse events of out-of-hospital mechanical ventilation vary between settings and ventilatory modes; this knowledge could aid EMS providers in promptly recognizing and resolving such clinical situations, depending on the type of scenario being faced

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Sistema de Evaluación de Proficiencias en Educación Superior - SERES-

The proficiencies evaluation system in Higher Education -SERES- allows: a) The knowledge, being and making integral sufficiency assessment of the student during each stage in the Engineering Professional Formation; and, b) The systemic and systematic knowledge management that can be applied in the teaching, research and extension processes. The SERES is a research product that is testing phase and it has been developed by the Innovation and Development Center for Software Engineering Research -CIDLIS- in the «Knowledge and Quality Management Model in Higher Education» Project - MGCES- in the E3T of the Santander Industrial University. This system nests three sub-systems: The organizational model, the functional model Sistema de Evaluación de Proficiencias en Educación Superior –SERES and the neuronal model. SERES is part of the neuronal model. The SERES is structured for integral working in the diverse courses of an engineering program, being these basic or advanced courses, under the formal requirement of practices structured activities, formative research and pursuit and control, sustained in a quality plan based in: the disciplined personal and team work, the selfevaluation, the co-evaluation, the evaluation and the hetero-evaluation. The competences assessment in SERES, is a logical deduction from the professional profile (knowledge), the occupational profile (competitions to make) and the cultural profile (personal, citizen and engineer values) modeling. This model spreads in content guides, knowledge evaluation and knowledge management in each course of the formation program. Starting from these guides, it’s defined the contents about knowledge, making and being, available, next, for teachers, in the development of their educational practices. As closing to this learning process, it settles down, the teaching products assessment, and, the actions and competences of the students. This quantitative and qualitative assessment pattern is the main instrument of SERES which sustain the quality standard execution evidences, the learning objectives and the achievement of the student’s competitions.El Sistema de Evaluación de Proficiencias en Educación Superior -SERESpermite: a) La valoración integral de suficiencia del saber, del hacer y del ser, de los estudiantes durante cada una de las etapas en la formación profesional en Ingeniería; y, b) La gestión de conocimiento que puede aplicarse, sistémica y sistemáticamente, en los procesos de docencia, investigación y extensión. El SERES es un producto de investigación que está en fase de prueba y ha sido desarrollado por el Centro de Innovacióny Desarrollo para la Investigación en Ingeniería del Software-CIDLIS- en el marco del proyecto: «Modelo de Gestión de Conocimiento y Calidad en Educación Superior» -MGCES- de la E3T de la Universidad Industrial de Santander. Este sistemaanida tres subsistemas: El modelo organizacional, el modelo funcional y el modelo neuronal. SERES es parte del modelo neuronal. El SERES está estructurado para funcionarintegralmente en los diversos cursos de un programa de ingeniería, sean estos básicos o avanzados, con el requisito de formalizarlos en actividades estructuradas de práctica, investigación formativa y seguimiento y control, sustentadas en un plan de calidad, fundamentado en el trabajo disciplinadoindividual y en equipo, la autoevaluación, la coevaluación, la evaluación y la heteroevaluación. La evaluación de competencias en SERES es una deducción lógica del modeladodel perfil profesional (saberes), el perfil ocupacional (competenciaspara hacer) y el perfil cultural (valores como persona, ciudadano e ingeniero). Dicho modelo se despliega en guías de contenido, evaluación y gestión de conocimiento en cada uno de los cursosde un programa de formación. A partir de dichas guías, se definen los contenidos sobre el saber, el hacer y el ser, disponibles, luego, para los profesores, en el desarrollo de sus prácticas docentes.Como cierre de este proceso de aprendizaje se establece la valoración de los productos de la enseñanza y del desempeñoy la competencia de los alumnos. Este patrón de valoración cuantitativa y cualitativa es el instrumento principal de SERES, con el que sustentan las evidencias de cumplimiento deestándares de calidad, los objetivos de aprendizaje y el logro de las competencias del alumno