Suchergebnisse

Ignorar la violencia en Colombia no es posible. Está con nosotros presente día tras día, de múltiples maneras. La televisión, la radio, los diarios y revistas, nos hablan de guerras, bombas, masacres y extorsiones; de tomas guerrilleras, militares o paramilitares a inermes poblaciones. Los medios denuncian torturas y violaciones a los derechos humanos. La corrupción estatal y privada no da tregua. La delincuencia se extiende, el narcotráfico se sostiene y en algunos casos se fortalece; los atracos, violaciones y secuestros no cesan; se consolidan las organizaciones del crimen, a pesar de las intervenciones para frenarlas.

The present article aims at presenting the first results of the government-funded project 1060622 FONDECYT "El sistema de creencias y prácticas pedagógicas del docente universitario y su implicancia en el proceso de enseñanza-aprendizaje". This project aims at unravelling the beliefs of academics who did not receive any pedagogical preparation during their undergraduate training. This article presents the results from a semi-structured interview applied to 10 academics from the areas of Social Work and Journalism of a Chilean university in the city of Concepción. The results have been displayed in eight categories referred to by the didactic variables involved in the teaching-learning process. The preliminary conclusions seem to indicate that college professors, in spite of not having pedagogical preparation, possess beliefs that would match with their teaching practices and would lead to quality learning, at least at a discourse level. ; El presente artículo tiene como finalidad presentar los primeros resultados del proyecto FONDECYT 1060622 "El sistema de creencias y prácticas pedagógicas del docente universitario y su implicancia en el proceso de enseñanza-aprendizaje". Este proyecto tiene como objetivo develar las creencias de 10 académicos sin formación pedagógica de origen, de la Octava Región del país, mediante una entrevista semiestructurada aplicada a 10 académicos de las áreas de Trabajo Social y Periodismo de una universidad del Consejo de Rectores de la ciudad de Concepción. Los resultados han sido presentados en ocho categorías referidas a las variables didácticas del proceso de enseñanza-aprendizaje. Las conclusiones, en primera instancia, parecen indicar que los académicos universitarios, a pesar de no poseer una formación pedagógica, sostienen creencias que se condecirían con prácticas de enseñanza de calidad, por lo menos a nivel de discurso.

Education Quality is a topic to which factors of different nature (social, economic, political, cultural, among others) are associated. It is thus frequent to find diverse points of view about education quality in the forms of research reports, papers, articles and academic discourses. This is an evidence on the great concern and tension this discussion creates. Given the great variety of associated factors to education quality, this paper searches these in four discourses, being the basic one the World Bank discourse entitled La calidad de la educación en Colombia: Un análisis y algunas opciones para un programa de política (2009). There are three other discourses that question the pertinence of thinking education quality only in terms of measurement. These are: "Diez factores para una educación de calidad para todos en el siglo XXI" (2006), by the scholar Cecilia Braslavsky, "Calidad educativa: más que resultados en pruebas estandarizadas" (2004), by professor Ricardo L. Gómez and "¿Por qué las pruebas estandarizadas no miden la calidad educativa?" (1999), by Northamerican researcher James Popham. The analysis is held under three categories: context, the expressions with specific meaning for the context, and the vocabulary used. The analysis allows to conclude that the World Bank uses a selective and exclusive terminology, and equivalence series to equate education quality to students' learning, while Braslavsky has a proactive, ample and optimistic intention. On the other hand, Gomez' discourse may be characterized by a mild resistance. Finally, Popham assumes an ironic and radical resistance posture by the means of the constant use of figures of speech. ; La calidad de la educación es un tema al que se asocian factores diversos (sociales, económicos, políticos, culturales, entre otros), por lo que es frecuente encontrar distintos puntos de vista al respecto, que se plasman en investigaciones, ensayos, informes y discursos especializados. Ello evidencia la gran preocupación y tensión que genera esta discusión. Dada la gran variedad de elementos influyentes en la calidad educativa, se realizó una búsqueda de aquellos factores asociados a través de algunas herramientas del Análisis del Discurso. Se tomó como base el Discurso del Banco Mundial titulado La calidad de la educación en Colombia: Un análisis y algunas opciones para un programa de política (2009). A él se suman tres discursos que dudan de la pertinencia de pensar en la calidad educativa solamente desde la perspectiva de medición. Estos son: "Diez factores para una educación de calidad para todos en el siglo XXI" (2006), de la académica Cecilia Braslavsky, "Calidad educativa: más que resultados en pruebas estandarizadas" (2004), del profesor Ricardo L. Gómez, y "¿Por qué las pruebas estandarizadas no miden la calidad educativa?" (1999), del investigador norteamericano James Popham. Se realiza el análisis desde tres categorías: contexto, expresiones con significados específicos para el contexto y vocabulario empleado. El objetivo de este ejericio de análisis es identificar los puntos en tensión del concepto calidad de la educación como categoría que se fomenta o critica dependiendo de la cercanía con los discursos oficiales. El análisis permite concluir que el Banco Mundial utiliza un lenguaje excluyente y cadenas de equivalencia para equiparar la calidad de la educación con el aprendizaje de los estudiantes, mientras que Braslavsky tiene una intención propositiva, amplia y optimista. Por su parte, el discurso de Gómez puede caracterizarse como de resistencia moderada. Finalmente, Popham asume una postura irónica y de resistencia radical, mediante el uso reiterado de tropos del lenguaje.

Education Quality is a topic to which factors of different nature (social, economic, political, cultural, among others) are associated. It is thus frequent to find diverse points of view about education quality in the forms of research reports, papers, articles and academic discourses. This is an evidence on the great concern and tension this discussion creates. Given the great variety of associated factors to education quality, this paper searches these in four discourses, being the basic one the World Bank discourse entitled La calidad de la educación en Colombia: Un análisis y algunas opciones para un programa de política (2009). There are three other discourses that question the pertinence of thinking education quality only in terms of measurement. These are: "Diez factores para una educación de calidad para todos en el siglo XXI" (2006), by the scholar Cecilia Braslavsky, "Calidad educativa: más que resultados en pruebas estandarizadas" (2004), by professor Ricardo L. Gómez and "¿Por qué las pruebas estandarizadas no miden la calidad educativa?" (1999), by Northamerican researcher James Popham. The analysis is held under three categories: context, the expressions with specific meaning for the context, and the vocabulary used. The analysis allows to conclude that the World Bank uses a selective and exclusive terminology, and equivalence series to equate education quality to students' learning, while Braslavsky has a proactive, ample and optimistic intention. On the other hand, Gomez' discourse may be characterized by a mild resistance. Finally, Popham assumes an ironic and radical resistance posture by the means of the constant use of figures of speech. ; La calidad de la educación es un tema al que se asocian factores diversos (sociales, económicos, políticos, culturales, entre otros), por lo que es frecuente encontrar distintos puntos de vista al respecto, que se plasman en investigaciones, ensayos, informes y discursos especializados. Ello evidencia la gran preocupación y tensión que genera esta discusión. Dada la gran variedad de elementos influyentes en la calidad educativa, se realizó una búsqueda de aquellos factores asociados a través de algunas herramientas del Análisis del Discurso. Se tomó como base el Discurso del Banco Mundial titulado La calidad de la educación en Colombia: Un análisis y algunas opciones para un programa de política (2009). A él se suman tres discursos que dudan de la pertinencia de pensar en la calidad educativa solamente desde la perspectiva de medición. Estos son: "Diez factores para una educación de calidad para todos en el siglo XXI" (2006), de la académica Cecilia Braslavsky, "Calidad educativa: más que resultados en pruebas estandarizadas" (2004), del profesor Ricardo L. Gómez, y "¿Por qué las pruebas estandarizadas no miden la calidad educativa?" (1999), del investigador norteamericano James Popham. Se realiza el análisis desde tres categorías: contexto, expresiones con significados específicos para el contexto y vocabulario empleado. El objetivo de este ejericio de análisis es identificar los puntos en tensión del concepto calidad de la educación como categoría que se fomenta o critica dependiendo de la cercanía con los discursos oficiales. El análisis permite concluir que el Banco Mundial utiliza un lenguaje excluyente y cadenas de equivalencia para equiparar la calidad de la educación con el aprendizaje de los estudiantes, mientras que Braslavsky tiene una intención propositiva, amplia y optimista. Por su parte, el discurso de Gómez puede caracterizarse como de resistencia moderada. Finalmente, Popham asume una postura irónica y de resistencia radical, mediante el uso reiterado de tropos del lenguaje.

[EN]Calcium looping, CaL, is rapidly developing as a postcombustion CO2 capture technology because its similarity to existing power plants using circulating fluidized bed combustors, CFBC. In this work we present experimental results from a pilot built to demonstrate the concept at the MWth scale. The pilot plant treats 1/150 of the flue gases of an existing CFBC power plant ("la Pereda") and it has been operated in steady state for hundreds of hours of accumulated experimental time. The pilot includes two 15 m height interconnected circulating fluidized bed reactors: a CO2 absorber (or carbonator of CaO) and a continuous CaCO3 calciner operated as an oxy-fuel CFBC. Operating conditions in the reactors are resembling those expected in large CaL CO2 capture systems in terms of reactor temperatures, gas velocities, solid compositions and circulation rates and reaction atmospheres. The evolution of CO2 capture efficiencies and solid properties (CO2 carrying capacity and CaO conversion to CaCO3 and CaSO4) have been studied as a function of key operating conditions. It is demonstrated that CO2 capture efficiencies over 90% are feasible with a supply of active CaO slightly over the molar flow of CO2 entering the carbonator. Closure of carbon and sulphur balances has been satisfactory during steady state periods. A basic reactor model developed from smaller test facilities seems to provide a reasonable interpretation of the observed trends. This should facilitate the further scale up of this new technology. ; The research presented in this work has received partial funding from the European Community's Seventh Framework Programme (FP7/2007-2013) under the GA 241302-CaOling Project and from the PCTI Asturias Regional Government. M.E. Diego acknowledges a fellowship grant under the CSIC JAE Programme, co-funded by the European Social Fund. M. Fernández, M. Pereiro and A. Méndez have been excellent operators of the rig during the experimental runs of the pilot. ; Peer reviewed

Lin, Y. et al. ; [Background] Previous studies suggest that dietary protein might play a beneficial role in combating obesity and its related chronic diseases. Total, animal and plant protein intakes and their associations with anthropometry and serum biomarkers in European adolescents using one standardised methodology across European countries are not well documented. ; [Objectives] To evaluate total, animal and plant protein intakes in European adolescents stratified by gender and age, and to investigate their associations with cardio-metabolic indicators (anthropometry and biomarkers). ; [Methods] The current analysis included 1804 randomly selected adolescents participating in the HELENA study (conducted in 2006–2007) aged 12.5-17.5 y (47% males) who completed two non-consecutive computerised 24-h dietary recalls. Associations between animal and plant protein intakes, and anthropometry and serum biomarkers were examined with General linear Model multivariate analysis. ; [Results] Average total protein intake exceeded the recommendations of World Health Organization and European Food Safety Authority. Mean total protein intake was 96 g/d (59% derived from animal protein). Total, animal and plant protein intakes (g/d) were significantly lower in females than in males and total and plant protein intakes were lower in younger participants (12.5-14.9 y). Protein intake was significantly lower in underweight subjects and higher in obese ones; the direction of the relationship was reversed after adjustments for body weight (g/(kg.d)). The inverse association of plant protein intakes was stronger with BMI z-score and body fat percentage (BF%) compared to animal protein intakes. Additionally, BMI and BF% were positively associated with energy percentage of animal protein. ; [Conclusions] This sample of European adolescents appeared to have adequate total protein intake. Our findings suggest that plant protein intakes may play a role in preventing obesity among European adolescents. Further longitudinal studies are needed to investigate the potential beneficial effects observed in this study in the prevention of obesity and related chronic diseases. ; The HELENA-study took place with the financial support of the European Community Sixth RTD Framework Programme. This work was also partially supported by the European Union in the framework of the Public Health Programme, the Swedish Council for Working Life and Social Research (FAS), the Spanish Ministry of Education, and the Spanish Ministry of Health, Maternal, Child Health and Development Network and the Spanish Ministry of Science and Innovation AGL2007-29784-E. The content of this paper reflect only the authors' views and the rest of HELENA-study members and the European Community is not liable for any use that may be made of the information contained therein. Augusto César F. de Moraes is in receipt of a PhD scholarship from the São Paulo State Research Foundation (FAPESP: proc. 2011/11137-1 and 2011/20662-2) and Postdoctoral Research Fellow scholarship from National Counsel of Technological and Scientific Development (CNPq: proc. 313772/2014-2); Luis A. Moreno was given scholarship of Visiting Professor from Brazilian government by Science without Borders Program by CNPq and CAPES (Coordination of Improvement of Higher Education Personnel) (proc. 007/2012). The GENUD Research Group co-financed by the European Regional Development Fund (MICINN-FEDER). Many thanks to Petra Pickert, Anke Carstensen and Rosa Maria Torres for their contribution to laboratory work.

16‐17 July 2010, International AIDS Society's Workshop "Towards a Cure": HIV Reservoirs and Strategies to Control Them, Vienna, Austria