Reinventando la comunicación interna en un contexto de transformación del negocio: caso Belcorp

This project describes the design and implementation of the strategic communication plan for Belcorp, as part of the reorganization of the company´s business’ strategy inth e beginning of 2018. The main objective was to support the new strategic priorities and growth goals in sales and profit set for 2021, throughout the 14 countries where Belcorp operates. The strategic communication plan helped Belcorp to align employees with the business’ strategy of the company, including them in the process of transformation. Ultimately, it demonstrated the importance and strategic role of communication in the management of the company. This project serves as a reference for companies such as Belcorp, as well as the leaders and communication professionals within them, who are currently or about to embark in significant restructuring processes in an environment marked by technology, and who seek to leverage communication as a strategic element in generating credibility and participation from employees.El presente proyecto profesional describe el trabajo de diseño e implementación del plan estratégico de comunicación de la empresa Belcorp, que ocurrió a inicios del 2018 y que respondió a un período de transformación organizacional a raíz del replanteamiento de la estrategia de negocio de la compañía. Esto, con el objetivo de generar alineamiento por parte de los colaboradores de los 14 países en los que opera, respecto a las nuevas prioridades estratégicas del negocio y compromiso con las metas de crecimiento exponencial en ventas y utilidad que se planteó la compañía de cara al 2021. Este trabajo da cuenta de cómo el plan ayudó a Belcorp alinear a sus empleados con la estrategia de negocio y favorecer las condiciones para dicha transformación, demostrando el rol estratégico y prioritario de la comunicación en la gestión de la compañía. El trabajo sirve de referencia para aquellas compañías, líderes o profesionales de comunicación, que se encuentran o están por embarcarse en un proceso de transformación en un entorno marcado por la tecnología, y que buscan apalancarse en la comunicación como un aliado estratégico para generar credibilidad y acción por parte de sus colaboradores

USU Teaching Documentation: Dossiers from the Mentoring Program

The nation\u27s land grant institutions were founded on the principle of access for the general public to the knowledge gained through research and creative activity fostered in higher education. Central to our access mission is our dedication to teaching and learning that is informed by research and discovery, both of which must result, at least in part, from our engagement with our external constituents. That teaching and learning informs our research and vice versa; our research informs and aids in our teaching mission. This work, compiled by Professors Maria Luisa Spicer-Escalante and Cathy Ferrand Bullock, is focused on how the best, highly informed teaching is accomplished when done in an intentional manner. That intentional process helps the best university educators thoughtfully build their teaching story in an organized manner. Educators think about how they can successfully reach and engage their appropriate student audiences (or mentees), what they hope to accomplish, and how they intend to accomplish their goals. Further, as learning outcomes are identified and established, first-rate methods for course design, content inclusion, and continuous improvement can be outlined. Those of us who follow these intentional principles may then detail our growth and success along the way as teachers in the development of documents that tell our stories. Undoubtedly, the ability to clearly document and articulate that story will help academic personnel add to their tenure and promotion preparation in a very meaningful way. But as or even more important is the opportunity to describe these journeys with all the efforts, large and small, of improving their product in terms of learning outcomes and student growth and success. The nuggets of wisdom compiled by Professors Spicer-Escalante and Bullock, in USU Teaching Documentation: Dossiers from the Mentoring Program, will help teachers across the board from the new lecturer or assistant professor to the experienced professor dive into their teaching programs and find ways to continuously experiment and refine their approaches to our critically important student audiences. Good luck, teach on, and successfully document some of the most important work you all do! Frank Galey Executive Vice President and Provost Utah State University 2019https://digitalcommons.usu.edu/ua_faculty/1000/thumbnail.jp

Relatório Diagnóstico sobre o ensino superior e a ciência pós-covid-19 na Ibero-América : perspectivas e desafios 2022

O principal impacto no ensino a partir da declaração da pandemia foi a transição urgente e não planejada para modalidades de ensino remoto de emergência. A pandemia chegou e surpreendeu os países e instituições de ensino superior com capacidades diferentes para o desenvolvimento do ensino remoto de emergência e isso se refletiu nos resultados desiguais e nos desafios que tiveram que superar. Inicialmente apresentada como breve, a suspensão da presencialidade em muitos países da região ultrapassou 40 semanas e é o período sem aulas presenciais mais longo do mundo. A primeira reação das instituições foi criar comitês de crise para lidar com a emergência e garantir a continuidade do ensino de forma remota. A pandemia da covid-19 obrigou asinstituições universitárias a empreenderem esforços institucionais, acadêmicos,tecnológicos, etc., que não estavam em suas agendas e para os quais, em muitos casos,não houve preparação prévia. Esses esforços não foram apresentados de forma equilibrada no panorama regional. Embora as universidades da região já utilizassem plataformas virtuais de apoio ao ensino e à aprendizagem antes da pandemia, a maioria não eram propostas institucionais, mas sim iniciativas individuais. Esta foi a base para a continuidade da aprendizagem durante a emergência, e como a suspensão da presencialidade durou mais tempo, as instituições foram fortalecendo as propostas pedagógicas remotas de emergência no nível institucional, incorporando ferramentas e capacitação de professores. No nível institucional, para favorecer a continuidade da aprendizagem, as universidades não propuseram uma metodologia única, deixando para o pessoal docente a decisão sobre o uso das salas de aulas virtuais. Nelas, foram ministradas a maioria das aulas on-line sincronizadas, pelo menos em um primeiro momento. Embora os esforços das IES para oferecer apoio à comunidade universitária para garantir a continuidade da aprendizagem nas melhores condições possíveis sejam evidentes, havia limitações tecnológicas, tanto em termos de conectividade quanto de equipamentos, que nem sempre puderam ser cobertas. Também foram evidenciadas limitações pedagógicas, apesar do empenho para desenvolver competências básicas nos professores, visando facilitar o uso das possibilidades da educação a distância; e, por último, limitações socioemocionais, com esforços institucionais para reduzir a ansiedade e o stress gerados pelo isolamento e a desconexão social. A função de P&D universitária produziu um duplo movimento: por um lado, parou o planejamento e as ações em desenvolvimento até o surgimento da pandemia e, por outro, teve que disponibilizar e redirecionar recursos para produzir conhecimento sobre o SARS-CoV-2 e a covid-19, bem como para produzir recursos tecnológicos e auxiliar o sistema de saúde na prevenção do contágio, e no atendimento aos doentes e aos efeitos psicossociais da pandemia. As ações dos atores universitários para a contenção epidemiológica quanto à produção tecnológica e de conhecimento, são muito relevantes. Em alguns casos, surgiram de iniciativas institucionais nas IES com um histórico de capacidade de intervenção sociocomunitária e de articulação com o setor produtivo. Nesse sentido, as decisões políticas implementadas e os resultados obtidos foram, em maior ou menor grau, produto da articulação dos setores científicos e governamentais. No campo das IES, foram realizados muitos estudos e pesquisas sobre a SARS-CoV-2, a covid-19, a pandemia e seus efeitos em diferentes campos disciplinares. Em muitos casos, os esforços institucionais foram orientados para a produção e disponibilidade de recursos tecnológicos ou dispositivos de apoio social, especialmente para lidar com os efeitos dos processos do confinamento e luto pessoal. As pesquisas que não estão ligadas à covid-19 ou que não puderam ser mantidas foram adiadas em muitos países e podem enfrentar severas restrições para sua continuidade. Este risco é maior nas universidades dos países mais pobres que dependem de agências doadoras para o financiamento

Informe diagnóstico sobre la educación superior y la ciencia post COVID-19 en Iberoamérica : perspectivas y desafíos de futuro 2022

El principal efecto en la enseñanza a partir de la declaración de la pandemia fue la transición urgente y sin planificación previa a modalidades de enseñanza remota de emergencia. La desigual capacidad para el desarrollo de enseñanza remota de emergencia con que la pandemia sorprendió a países e instituciones del nivel superior, tiene su correlato en los desiguales resultados y los desafíos que tuvieron que superar. La supresión de la presencialidad, que se presentó inicialmente como breve, en muchos países de la región, superó las 40 semanas y se trata del cierre más prolongado a nivel mundial. La primera reacción de las instituciones fue la conformación de comités de crisis para hacer frente a la emergencia y garantizar la continuidad de la enseñanza de manera remota. La pandemia COVID-19 obligó a que las instituciones universitarias llevaran adelante una serie de esfuerzos institucionales, académicos, tecnológicos, etc., que no estaban en sus agendas y para los cuales, en muchos casos, no había preparación previa. Estos esfuerzos no se presentaron de manera equilibrada en el panorama regional. Si bien las universidades de la región utilizaban plataformas virtuales de apoyo a la enseñanza desde antes de la pandemia, estas no eran en su mayoría propuestas institucionales, sino iniciativas individuales. Esta fue la base de la continuidad pedagógica durante la emergencia y a medida que el cierre de la presencialidad se prolongó, las instituciones fueron fortaleciendo las propuestas pedagógicas remotas de emergencia a nivel institucional, incorporando herramientas e instancias de formación docente. Para favorecer la continuidad pedagógica, las universidades a nivel institucional no propusieron una única metodología, dejando estas decisiones de uso de las aulas virtuales al profesorado, desde donde se dictaron mayoritariamente clases sincrónicas virtualizadas, al menos en una primera instancia. Si bien se evidencian los esfuerzos de las IES para ofrecer soporte a la comunidad universitaria con el objetivo de garantizar la continuidad pedagógica en las mejores condiciones, existen limitaciones de orden tecnológico, ya sea de conectividad o equipamiento, que no siempre han podido ser cubiertos. También se evidenciaron limitaciones de orden pedagógico, pese a los esfuerzos destinados a desarrollar las competencias básicas en los docentes para facilitar el aprovechamiento de las posibilidades de la educación a distancia; y, finalmente, de orden socioemocional, con esfuerzos institucionales tendientes a reducir la ansiedad y el estrés que el aislamiento y la desconexión social generaron

Teaching Documentation: Lessons From the USU Mentoring Program

The main objective of this workshop is to provide guidelines for how faculty members across Utah State University\u27s campuses can put together teaching documentation that tells the journey of their teaching efforts and the improvements they have made over time. Participants in the workshop will become familiar with the importance of having a clear teaching philosophy that corresponds to their teaching methods and the way they assess their students. The workshop will also focus on the different sections that comprise the teaching dossier and the lessons presenters have learned by mentoring USU faculty over the year

Chasing Gravitational Waves with the Chereknov Telescope Array

Presented at the 38th International Cosmic Ray Conference (ICRC 2023), 2023 (arXiv:2309.08219)2310.07413International audienceThe detection of gravitational waves from a binary neutron star merger by Advanced LIGO and Advanced Virgo (GW170817), along with the discovery of the electromagnetic counterparts of this gravitational wave event, ushered in a new era of multimessenger astronomy, providing the first direct evidence that BNS mergers are progenitors of short gamma-ray bursts (GRBs). Such events may also produce very-high-energy (VHE, > 100GeV) photons which have yet to be detected in coincidence with a gravitational wave signal. The Cherenkov Telescope Array (CTA) is a next-generation VHE observatory which aims to be indispensable in this search, with an unparalleled sensitivity and ability to slew anywhere on the sky within a few tens of seconds. New observing modes and follow-up strategies are being developed for CTA to rapidly cover localization areas of gravitational wave events that are typically larger than the CTA field of view. This work will evaluate and provide estimations on the expected number of of gravitational wave events that will be observable with CTA, considering both on- and off-axis emission. In addition, we will present and discuss the prospects of potential follow-up strategies with CTA

Sensitivity of the Cherenkov Telescope Array to the gamma-ray emission from neutrino sources detected by IceCube

Gamma-ray observations of the astrophysical neutrino sources are fundamentally important for understanding the underlying neutrino production mechanism. We investigate the Cherenkov Telescope Array (CTA) ability to detect the very-high-energy (VHE) gamma-ray counterparts to the neutrino-emitting Active Galaxies. The CTA performance under different configurations and array layouts is computed based on the neutrino and gamma-ray simulations of steady and transient types of sources, assuming that the neutrino events are detected with the IceCube neutrino telescope. The CTA detection probability is calculated for both CTA sites taking into account the visibility constraints. We find that, under optimal observing conditions, CTA could observe the VHE gamma-ray emission from at least 3 neutrino events per year

Interpolation of Instrument Response Functions for the Cherenkov Telescope Array in the Context of pyirf

The Cherenkov Telescope Array (CTA) will be the next generation ground-basedvery-high-energy gamma-ray observatory, constituted by tens of Imaging AtmosphericCherenkov Telescopes at two sites once its construction and commissioning are finished. Like its predecessors, CTA relies on Instrument Response Functions (IRFs) to relate the observed and reconstructed properties to the true ones of the primary gamma-ray photons. IRFs are needed for the proper reconstruction of spectral and spatial information of the observed sources and are thus among the data products issued to the observatory users. They are derived from Monte Carlo simulations, depend on observation conditions likethe telescope pointing direction or the atmospheric transparency and can evolve with time as hardware ages or is replaced. Producing a complete set of IRFs from simulations for every observation taken is a time-consuming task and not feasible when releasing data products on short timescales. Consequently, interpolation techniques on simulated IRFs are investigated to quickly estimate IRFs for specific observation conditions. However, as some of the IRFs constituents are given as probability distributions, specialized methods are needed. This contribution summarizes and compares the feasibility of multiple approaches to interpolate IRF components in the context of the pyirf python software package and IRFs simulated for the Large-Sized Telescope prototype (LST-1). We will also give an overview of the current functionalities implemented in pyirf

Performance of a proposed event-type based analysis for the Cherenkov Telescope Array

The Cherenkov Telescope Array (CTA) will be the next-generation observatory in the field of very-high-energy (20 GeV to 300 TeV) gamma-ray astroparticle physics. Classically, data analysis in the field maximizes sensitivity by applying quality cuts on the data acquired. These cuts, optimized using Monte Carlo simulations, select higher quality events from the initial dataset. Subsequent steps of the analysis typically use the surviving events to calculate one set of instrument response functions (IRFs). An alternative approach is the use of event types, as implemented in experiments such as the Fermi-LAT. In this approach, events are divided into sub-samples based on their reconstruction quality, and a set of IRFs is calculated for each sub-sample. The sub-samples are then combined in a joint analysis, treating them as independent observations. This leads to an improvement in performance parameters such as sensitivity, angular and energy resolution. Data loss is reduced since lower quality events are included in the analysis as well, rather than discarded. In this study, machine learning methods will be used to classify events according to their expected angular reconstruction quality. We will report the impact on CTA high-level performance when applying such an event-type classification, compared to the classical procedure

Expected exclusion limits to TeV dark matter from the Perseus Cluster with the Cherenkov Telescope Array

Clusters of galaxies are the largest gravitationally-bound structures in the Universe. They are composed of galaxies and gas (approximately 15% of the total mass) mostly dark matter (DM, accounts up to 85% of the total mass). If the DM is composed of Weakly Interacting Massive Particles (WIMPs), galaxy clusters represent one of the best targets to search for gamma-ray signals induced by the decay of WIMPs, with masses around the TeV scale. Due to its sensitivity and energy range of operation (from 20 GeV to 300 TeV), the Cherenkov Telescope Array (CTA) Observatory has a unique opportunity to test WIMPs with masses close to the unitarity limit. This will complement the searches for DM from other gamma-ray observatories as well as direct and collider experiments. The CTA Observatory is planning to search for gamma-ray emission, either its origin may be cosmic-ray (CR) or DM related, in the Perseus galaxy cluster during the first years of operation. In this poster, we will present the software created to perform the analysis using the \texttt{ctools} software and the corresponding results