2,460 research outputs found
Aprobación presidencial en América Latina, 2010- 2012. Voto Económico y preferencias polÃticas
The study of the economic vote focused primarily in the States and industrialized democracies. Using the evidence from 24 Latin American countries for the years 2010 and 2012. I analyzed economic vote patterns. Both individuals and macroeconomic performance indicators allowed me to prove that the Latin American electorate presents some patterns of similarities with the previous evidence, especially when considering individuals characteristics such as Party Identification and perceptions about the economy. But on the other hand the Latin American electorate behaves counterintuitively with all the previous evidence when considering the macroeconomic performance.El estudio del voto económico se ha enfocado principalmente en los Estados Unidos y en democracias industrializadas europeas. Este paper explora los patrones del Voto Económico en América Latina usando los resultados de encuestas e indicadores macroeconómicos de 24 para los años 2010 y 2014. Los resultados del análisis muestran que los ciudadanos latino Americanos se comportan de manera similar a toda la evidencia acumulada a nivel individual, ya sea respecto a su identificación partidaria asà como al efecto de las percepciones de la economÃa sobre la aprobación presidencial. Sin embargo encontramos resultados contraintuitivos cuando se analizan los indicadores macroeconómicos
Very Rare Complementation between Mitochondria Carrying Different Mitochondrial DNA Mutations Points to Intrinsic Genetic Autonomy of the Organelles in Cultured Human Cells
In the present work, a large scale investigation was done regarding the capacity of cultured human cell lines (carrying in homoplasmic form either the mitochondrial tRNALys A8344G mutation associated with the myoclonic epilepsy and ragged red fiber (MERRF) encephalomyopathy or a frameshift mutation, isolated in vitro, in the gene for the ND4 subunit of NADH dehydrogenase) to undergo transcomplementation of their recessive mitochondrial DNA (mtDNA) mutations after cell fusion. The presence of appropriate nuclear drug resistance markers in the two cell lines allowed measurements of the frequency of cell fusion in glucose-containing medium, non-selective for respiratory capacity, whereas the frequency of transcomplementation of the two mtDNA mutations was determined by growing the same cell fusion mixture in galactose-containing medium, selective for respiratory competence. Transcomplementation of the two mutations was revealed by the re-establishment of normal mitochondrial protein synthesis and respiratory activity and by the relative rates synthesis of two isoforms of the ND3 subunit of NADH dehydrogenase. The results of several experiments showed a cell fusion frequency between 1.4 and 3.4% and an absolute transcomplementation frequency that varied between 1.2 × 10^-5 and 5.5 × 10^-4. Thus, only 0.3-1.6% of the fusion products exhibited transcomplementation of the two mutations. These rare transcomplementing clones were very sluggish in developing, grew very slowly thereafter, and showed a substantial rate of cell death (22-28%). The present results strongly support the conclusion that the capacity of mitochondria to fuse and mix their contents is not a general intrinsic property of these organelles in mammalian cells, although it may become activated in some developmental or physiological situations
La inclusi?n en la instituci?n educativa Francisco de Paula Santander de Ibagu?.
178 P?ginasRecurso Electr?nicoLa educaci?n inclusiva es el proceso de identificar y responder a la diversidad de las necesidades de todos los estudiantes, es una preocupaci?n mundial en torno a la defensa de las diferencias dentro de las instituciones educativas, ya que se ha demostrado la existencia de exclusi?n y segregaci?n dentro de las mismas, existe entonces el anhelo de proporcionar herramientas pr?cticas que contribuyan a la erradicaci?n de esta problem?tica escolar a trav?s de la mayor participaci?n en el aprendizaje, la cultura y en comunidad. Para tal fin debe emanar de las instituciones educativas el mismo sentir, identificando, concientizando y tomando medidas que promuevan y acierten en el proceso de inclusi?n educativa.ABSTRACT
Inclusive education is a process to identify and answer different necessities of students, It is a global concern, around the defense of differences in educational institutions, which has proved the existence of exclusion and segregation within them, then there is the desire to provide practical tools that contribute to the eradication of these school problems through the increased participation in learning, culture and community. So that must emanate from the educational institutions the same mind, identifying, raising awareness and taking actions to promote and guess right in the inclusion process.INTRODUCCI?N
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1. DEFINICI?N DEL PROBLEMA
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1.1 PLANTEAMIENTO DEL PROBLEMA
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1.2 PREGUNTA PROBLEMA
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1.3 PREGUNTAS DE REFLEXI?N A PARTIR DEL PROBLEMA PRINCIPAL
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2. JUSTIFICACION
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2.1 JUSTIFICACION TE?RICA
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2.2 JUSTIFICACION PR?CTICA
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3. OBJETIVOS DE LA INVESTIGACION
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3.1 OBJETIVO GENERAL
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3.2 OBJETIVOS ESPEC?FICOS
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4. MARCO REFERENCIAL
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4.1 MARCO INSTITUCIONAL
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4.1.1 La Equidad
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4.1.3 Sentido de Pertenec?a
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4.1.4 El Servicio.
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4.2 MARCO CONCEPTUAL
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4.2.1 La Educaci?n Inclusiva
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4.2.2 Gesti?n Escolar.
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4.2.2.1 Gesti?n Directiva
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4.2.2.2 Gesti?n Acad?mica
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4.2.2.3 Gesti?n Administrativa y Financiera.
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4.2.2.4 Gesti?n de la Comunidad
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4.3 ANTECEDENTES DE INVESTIGACI?N
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4.3.1 Las Escuelas son para Todos
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4.3.2 Inclusion, School Restructuring, and the Remaking of American Society.
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4.3.3 Diversidad y Cultura: En Busca de los Paradigmas Perdidos.
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4.3.4 Escuela Inclusiva. Una Agenda Global ?qu? Factores o Condiciones son Relevantes para Llevar a Cabo una Educaci?n Inclusiva?.
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4.3.5 Because We Can Change The World. A Practical Guide To Building Cooperative, Inclusive Classroom Communities
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4.3.6 ?Hacia D?nde va la Integraci?n?.
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4.3.7 Del Lenguaje de la Diferencia a las Escuelas Inclusivas
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4.3.8 Caminos Hacia una Educaci?n Inclusiva
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4.3.9 For Inclusion Developing Learning and Participation in schools
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4.3.10. Theories of Inclusive Education
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4.3.11 Special Educational Reformed
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4.3.12 The Impact of Research on Developments in Inclusive Education
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4.3.13 Inclusive Education. Policy, Contexts and Comparative Perspectives
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4.3.14 Desarrollo de Escuelas Inclusivas
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4.3.15 Hacia Escuelas Eficaces para Todos
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4.3.16 Crear Condiciones para la Mejora del Trabajo en el Aula
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4.3.17 Claves e Indicios para la Valoraci?n de la Pol?tica de Integraci?n / Inclusi?n en Espa?a.
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4.3.18 Rutas para el Desarrollo de Pr?cticas Inclusivas en los Sistemas Educativos.
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4.3.19 De la Caridad a la Inclusi?n
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4.3.20 La Inclusi?n Educativa del Alumnado con Necesidades Educativas Especiales, Asociadas a Discapacidad, en Espa?a
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4.3.21 Medidas para la Inclusi?n Social y la Equidad en Instituciones de Educaci?n Superior de Am?rica Latina.
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4.3.22 La Percepci?n y Actitud del Profesorado Hacia la Inclusi?n del Alumnado con Necesidades Educativas Especiales como Indicadores del uso de Pr?cticas Educativas Inclusivas en el Aula.
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4.3.23 Percepci?n y Actitudes Hacia la Inclusi?n Educativa de los Docentes de Soledad, Atl?ntico (Colombia).
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4.3.24 Lineamientos para la Educaci?n Superior Inclusiva
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4.3.25 Plan Decenal de Educaci?n 2012 ? 2021
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4.3.26 Inclusi?n Educativa y Profesorado Inclusivo.
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5. MARCO METODOL?GICO
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5.1 M?TODO Y T?CNICA A UTILIZAR
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5.1.1 Exhaustividad
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5.1.2 Exclusividad
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5.1.3 Objetividad
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5.1.4 Homogeneidad
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5.1.5 Pertinencia
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5.2 FASES DE LA INVESTIGACI?N
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5.2 PRE AN?LISIS
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5.3 POBLACI?N
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5.4 MUESTRA
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5.5 TRABAJO DE CAMPO
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5.5.1 Fases del trabajo de campo
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5.6 T?CNICAS E INSTRUMENTOS DE RECOLECCI?N DE DATOS
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5.6.1 T?cnica
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5.7 REVISI?N DEL DOCUMENTO PROYECTO EDUCATIVO INSTITUCIONAL PEI
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5.8 PROGRAMAS DE EXTENSI?N A LA COMUNIDAD
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5.9 COMPARACION DE RESULTADOS CUALITATIVOS DE LOS DATOS
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5.10 ANALISIS E INTERPRETACION DE LOS RESULTADOS
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5.10.1 Gesti?n Directiva
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6. ESTRATEGIA DE MEJORAMIENTO
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6.1 OBJETIVOS
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6.2 L?NEAS DE ACCI?N
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6.3 ROL DEL MAESTRO
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6.4 ROL DEL ESTUDIANTE:
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6.5 ESTRATEGIAS
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6.5.1 El Aprendizaje Cooperativo
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6.5.2 Tutor?a Entre Iguales.
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6.5.3 Aprendizaje por Tareas / Proyectos
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6.5.4 Talleres de Aprendizaje Dentro de la Clase o Fuera de Esta
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6.5.5 Centros de Inter?s
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6.5.6 Rincones
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6.5.7 Agrupamientos Flexibles
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6.5.8 Creaci?n de Comunidades de Aprendizaje.
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6.5.9 Docencia Compartida.
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6.5.10 Planificaci?n Multinivel
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6.5.11 Curr?culo Flexible.
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6.5.12 Criterios y Procedimientos Flexibles de Evaluaci?n y Promoci?n.
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6.5.13 Participaci?n de los Padres
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6.5.14 Abrir el Centro Educativo al Entorno
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7. CONCLUSIONES
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RECOMENDACIONES
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REFERENCIAS
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Clarifying the taxonomy of some cryptic blennies (Blenniidae) in their native and introduced range
Omobranchus punctatus is native to the Indo-Pacific region and invasive in the Atlantic region,
currently being considered one of the most widely distributed blenny species. However, recent
molecular studies indicated that O. punctatus is a complex of species, with three divergent mtDNA
lineages identified to date, stressing the need for a taxonomic revision. In this study, we used an
integrative approach, combining morphological and genetic data, to shed light on the taxonomy and
distribution of O. punctatus. Moreover, we provide the first genetic records of introduced populations
in Brazil and discuss the introduction pattern of this species in this region. Morphological data shows
that O. punctatus consists of at least five distinct and geographically restricted species: O. punctatus
sensu stricto, O. dispar, O. sewalli, O. cf. kochi, and O. cf. japonicus. Species delimitation analyses
performed using the mtDNA data available confirmed that O. punctatus sensu stricto, O. dispar and
O. sewalli correspond to different species that started to diverge about 2.6 Mya. Furthermore, O.
sewalli was identified as the invasive species colonizing Atlantic shores. The existence of historical
oceanographic barriers, such as the emergence of the Sunda Shelf in the Eastern Indian Ocean during
the Pleistocene, and the biological traits of these blennies are the most likely factors responsible for
their genetic differentiation and subsequent speciation.Fundacao de Amparo a Pesquisa e Desenvolvimento Cientifico do Maranhao (FAPEMA) BEPP 03654/15Portuguese Foundation for Science and Technology SFRH/BPD/109148/2015European Union's Horizon 2020 Research and Innovation Programme 85725
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