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El uso de entornos digitales en línea en la Universidad Jorge Tadeo Lozano ha permitido implementar una base de preguntas con retroalimentación para apoyar al estudiante en el proceso de aprendizaje en la asignatura Pensamiento Matemático. Se desarrolló un proyecto de innovación pedagógica en dos semestres académicos, con el fin de observar si el uso de una base de preguntas con retroalimentación en línea mejora el proceso de apropiación de los conceptos matemáticos de los estudiantes. Las preguntas que conformaron la base se diseñaron siguiendo indicaciones sobre elaboración de preguntas de múltiples opciones con única respuesta; se utilizaron exámenes modelo con los temas vistos en cada uno de los tres momentos en que se divide un periodo académico de la Universidad; dichas evaluaciones formativas fueron puestas a disposición de los estudiantes dos semanas antes de cada evaluación. Debido al carácter del examen -en línea-, con múltiples intentos y accediendo desde cualquier dispositivo, el estudiante podía preparar sus evaluaciones con mayor autonomía y al ritmo que él estableciera. Se realizaron encuestas, entrevistas y grupos focales para identificar algunas características cualitativas que han permitido realizar ajustes y mejoras a la base de preguntas. Los datos obtenidos de cada modelo de examen y los resultados de los estudiantes durante los semestres fueron analizados estadísticamente. Los resultados, tanto cualitativos como cuantitativos, indican que en general, sí hay mejora en el desempeño y apropiación de los conceptos matemáticos en aquellos estudiantes que acceden a los exámenes en línea frente a aquellos que no los usan. The use of online digital environments at Jorge Tadeo Lozano University has allowed the implementation of a question bank, with feedback, with the purpose of supporting students in their learning process for the subject of Mathematical Thinking; this subject is taught through lectures and workshops that are interrelated and leaded by different professors, one lecture session and two workshop sessions per week. A pedagogical innovation project was developed along two academic periods with the purpose of observing if the use of this online question bank with feedback improved the appropriation of mathematical concepts. The questions that are part of this bank were designed following recommendations for elaborating multiple choice questions with one answer; the selection of distractors for each question was made following conceptual or procedural reasons, which is where most of the difficulties for students are when solving an evaluation on this subject. For each question a detailed description was made, including conceptual aspects and key features such as type of question, question statement, answer choices, reasons for each choice, key information that must be included in feedback (graphics, concepts, solved examples, etc.), cognitive and conceptual domain, level of difficulty, date of elaboration and revision, name of who elaborated the question and name of who reviewed it. Each question was made available on this bank, located at the Virtual Classrooms System at Jorge Tadeo Lozano University (AVATA is the name of this Learning Management System working over Moodle) and corresponding to the Mathematical Thinking course, organized on folders separated by topics and levels of difficulty, according to the available syllabus of the subject. Evaluation models that gathered the topics covered on each of the three segments that form the academic period were used; such formative assessment was made available for students two weeks before each course evaluation. Due to the features of this evaluation, online, with multiple attempts and accessible from multiple devices, students were able to prepare their evaluations with a higher level of autonomy and at the pace, they would establish. Surveys, interviews and focus groups from students and professors that were part of the Mathematical Thinking course were carried out, with the purpose of identifying qualitative features that could eventually lead to adjustments and improvements to the question bank, although not many students participated in these interviews and surveys. Among the qualitative aspects that were highlighted is the fact that students felt comfortable when using this kind of evaluation, as they did not feel the pressure of the results; they also pointed out the role of workshop professors as a motivating element to consult the question bank in order to prepare the evaluations and strengthen mathematical concepts. The data obtained from each evaluation model and the results from students during the academic periods were analyzed statistically, allowing to conclude that there is a significant difference on course grades, both partial and finals, for students who used the evaluation models and students who did not. Results, both qualitative and quantitative, indicated that in general terms there is an improvement in performance for students who access to these online evaluation models compared to students who don't. In order to continue progressing on the work presented here, it is necessary to feed the bank with more questions, considering the aspects indicated from students and professors and also as a way of expanding the possibilities of randomizing the questions as students use the bank. It is also important to carry out statistical analysis to questions, with the purpose of establishing with better precision their levels of difficulty and the levels of difficulty of the evaluation models themselves.

Introducción: En el contexto de la pandemia del COVID-19 la OMS publicó consideraciones relativas a las personas con discapacidad. El objetivo del trabajo fue conocer si estas consideraciones pueden cumplirse y si existen diferencias en su cumplimiento entre grupos etarios. Método: Estudio descriptivo dirigido a personas con discapacidad de Argentina. Se realizó una encuesta sobre las cuatro recomendaciones de la OMS para esta población en modalidad online, entre los días 28° y 39° del aislamiento social preventivo y obligatorio. El análisis estadístico fue según naturaleza de las variables, para determinar las diferencias entre grupos se usó X2 con corrección de Fisher. Resultados: Se recolectaron 309 encuestas de 18 provincias de Argentina. 230(74,4% [69,1-79,1]) fueron respondidas por cuidadores y 79(25,5% [20,7-30,7]) por personas con discapacidad. Las personas con discapacidad fueron 138(44,7%[39,0-50,4]) niños, niñas y adolescentes y 171(55,3%[49,5-60,9]) adultos y adultos mayores. Las personas con discapacidad pudieron cumplir con las recomendaciones de la OMS en cuanto a disminuir la exposición a COVID-19 y estar preparados en caso de contraerlo. Hubo dificultades en la cantidad de cuidadores necesarios, ya que 266(66,6% [61,0-71,8]) tiene esta posibilidad, y en que 55(32,1% [25,1-39,6]) adultos y adultos mayores no realizan actividades educativas-terapéuticas. Existen sentimientos de ansiedad, angustia o depresión en personas con discapacidad y sus cuidadores. Conclusión: En Argentina se está pudiendo cumplir con las recomendaciones de la OMS para evitar la exposición al virus y estar preparados en caso de contagio. Quedan desafíos por resolver en cuanto al acompañamiento de las personas con discapacidad en su salud física y mental. publishedVersion Fil: Ruiz Brunner, María de las Mercedes. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Escuela de Nutrición. Córdoba; Argentina. Fil: Escobar Zuluaga, L. Johana. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Instituto de Investigaciones Clínicas y Epidemiológicas; Argentina. Fil: Cieri; María Elisabeth. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Instituto de Investigaciones Clínicas y Epidemiológicas; Argentina. Fil: Condinanzi, Ana Laura. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Instituto de Investigaciones Clínicas y Epidemiológicas; Argentina. Fil: Cuestas, Eduardo. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Cátedra de Clínica Pediátrica. Hospital Misericordia; Argentina.

100p. Yo como diferente es un libro de actividades para niños/as y adolescentes con discapacidad que aborda la alimentación. Se pensó como un material didáctico para el abordaje del vínculo niño/a-alimentación desde un enfoque integral y a partir de las diversidades de los niños/as y adolescentes. El abordaje integral de la alimentación se planteó desde el marco de la Clasificación Internacional del Funcionamiento de la Discapacidad y de la Salud (CIF). Para esto se trabajaron con las "palabras con F" propuestas por Rosenbaum y Gorter que se irán trabajando a lo largo de todo el material. De esta forma los distintos capítulos se organizan en: función, familia, forma física, felicidad, fraternidad y futuro. Fil: Ruiz Brunner, María de las Mercedes. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Secretarías de Graduados en Ciencias de la Salud; Argentina. Fil: Ruiz Brunner, María de las Mercedes. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Investigaciones en Ciencias de la Salud; Argentina. Fil: Escobar Zuluaga, Johana. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas; Argentina. Fil: Escobar Zuluaga, johana. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Investigaciones en Ciencias de la Salud; Argentina. Fil: Cuestas, Eduardo. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Investigaciones en Ciencias de la Salud; Argentina. Fil: Cieri, María Elizabeth. Consejo Nacional de Investigaciones Científicas y Técnicas. Instituto de Investigaciones en Ciencias de la Salud; Argentina. Fil: Murray, María Agustina. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas. Escuela de Nutrición; Argentina. Fil: Paván, Mariana. Universidad Nacional de Córdoba. Facultad de Ciencias Médicas; Argentina.

The quality of education today is linked with the right education teachers provide in schools, so this should be taken into account strategies for playing a positive teaching / learning, this quasi-experimental research was based on applying techniques Learning Cooperative for thematic unit Playing in Living Things Grade 8 in the Educational Institution Laura Vicuña, in the city of Armenia. In the method an initial test using two grades 8 to know that they had prior knowledge students and thus the degree where a series of cooperative learning techniques were employed was chosen diagnosis which provided the opportunity to work was made team, promote and improve the students' knowledge about the reproduction of living beings ultimately very encouraging results in the use of the techniques as evidenced in the results of the final test, a significance in understanding the theme to compare the results of the monitoring unit graders., La calidad educativa en la actualidad está ligada con la adecuada educación que los maestros brindan en los centros educativos, para esto se debe tener en cuenta la aplicación de estrategias para desempeñar un buen proceso Enseñanza/Aprendizaje, esta investigación cuasi experimental se basó en aplicar Estrategias de Aprendizaje Cooperativo para la unidad temática de “Reproducción en Seres Vivos” de grado 8 en la Institución Educativa Laura Vicuña, de la ciudad de Armenia. En la metodología se elaboró un diagnóstico empleando un test inicial en dos grados 8 para saber el conocimiento previo que tenían los estudiantes, de esta forma se eligió el grado donde se emplearon una serie de estrategias de Aprendizaje cooperativo, las cuales brindaron la oportunidad de trabajar en equipo, fomentar y mejorar el conocimiento de los estudiantes en cuanto a la unidad temática “reproducción de los seres vivos” finalmente se obtuvieron resultados muy alentadores con el uso de las estrategias de Aprendizaje Cooperativo donde se comprobó en los resultados del test final, una mejora en el conocimiento de la, Resumen, Planteamiento de Problema, Justificación, Pregrado, Licenciado en Biología y Educación Ambiental

In Colombia, the calculation of the generation office is carried out in four stages. In each of them safety and reliability restrictions are added. One of the most important features of dispatch calculation is the inclusion of a risk equalization policy. The dispatch must be such that the expected relative rations in each of the sub-areas of the system are minimal and close to the arithmetic average. This article presents a linear optimization model that allows the generation dispatch to be calculated in a single stage and that includes this risk equalization policy., En Colombia, el cálculo del despacho de generación es realizado en cuatro etapas. En cada una de ellas se adicionan restricciones de seguridad y confiabilidad. Una de las características más importantes del cálculo del despacho es la inclusión de una política de igualación de riesgos. El despacho debe ser tal que los racionamientos relativos esperados en cada una de las sub-áreas del sistema, sean mínimos y cercanos al promedio aritmético. En este artículo se presenta un modelo de optimización lineal que permite calcular el despacho de generación en una sola etapa y que incluye esta política de igualación de riesgos.

En Colombia, el cálculo del despacho de generación es realizado en cuatro etapas. En cada una de ellas se adicionan restricciones de seguridad y confiabilidad. Una de las características más importantes del cálculo del despacho es la inclusión de una política de igualación de riesgos. El despacho debe ser tal que los racionamientos relativos esperados en cada una de las sub-áreas del sistema, sean mínimos y cercanos al promedio aritmético. En este artículo se presenta un modelo de optimización lineal que permite calcular el despacho de generación en una sola etapa y que incluye esta política de igualación de riesgos. PACS: 88.80.H

In attempt to identify the possible role of mayor genes, multifactorial inheritance, and cohort effects in the susceptibility to idiopathic epilepsy with generalized tonic clonic seizures of the awakening type (GTCS), complex segregation analysis was performed in 196 nuclear families ascertained through affected with probands with idiopathic epilepsy with GTCS belonging to the Paisa community of Antioquia (Colombia). Models postulating no transmission, single mayor locus (dominant and recessive) only, and multifactorial component only, were rejected. The models postulating no polygenic component to transmission, and no transmission of the major effect were also rejected. Thus far, complex segregation analysis suggested that a major autosomal codominant allele together with a multifactorial component (mixed model) best explains clustering of idiopathic epilepsy with GTCS in families of the Paisa community. The deficit of transmission of heterozygotes (0.17) is compatible with the existence of epistasis acting on a major gene whose frequency was estimated to be 0.0211. Its transmission variance accounts for 81% of the susceptibility to idiopathic epilepsy with GTCS. The complementary variance (19%) is due to polygenic component.

In an attempt to identify the possible role of major genes, multifactorial inheritance, and cohort effects in the susceptibility to idiopathic epilepsy with generalized tonic-clonic seizures of the awakening type (GTCS), complex segregation analysis was performed in 196 nuclear families ascertained through affected probands with idiopathic epilepsy with GTCS belonging to the Paisa community of Antioquia (Colombia). Models postulating no transmission, single major locus (dominant and recessive) only, and multifactorial component only, were rejected. Since the codominant single major locus model could not be rejected and models that assign no major locus to transmission, no polygenic component to transmission, and no transmission of the major effect were rejected, complex segregation analysis suggested that a major autosomal codominant allele together with a multifactorial component (mixed model) best explained clustering of idiopathic epilepsy with GTCS in families of the Paisa community. The deficit of transmission of heterozygotes (0.17) is compatible with the existence of epistasis acting on a major gene whose frequency was estimated to be 0.0211. Its transmission variance accounts for 81% of the susceptibility to idiopathic epilepsy with GTCS. The complementary variance (19%) is due to the polygenic component.

INTRODUCTION In extended and multigenerational pedigrees, the idiopathic epilepsy phenotype shows an extreme variability. OBJECTIVE The range of idiopathic epilepsy onset age in multigenerational pedigrees was studied in order to determine if genetic anticipation play a role in the heredity of Idiopathic Epilepsies. PATIENTS AND METHODS We compare the seizures onset age among relative-pairs of (parents-children, grandfathers-grandsons and nephew uncles). The mean onset age was compared using the Wilcoxon sign-rank paired-sample non-parametrical test to determine whether or not significant differences over > 0 exist, which refutes the null hypothesis of not anticipation. 84 pairs of relatives were taken from 72 extended multigenerational pedigrees. RESULTS The onset age of idiopathic epilepsy of the pairs showed a difference significantly > 0, which confirm the existence of intergenerational differences. This difference has a tendency to decrease in age which each successive generation. This difference occur in all relative pairs and therefore contradicts the ascertainment bias described by Penrose. CONCLUSIONS The results outline the existence of unstable mutations (those produced by a nucleotidic variable number of tandem repeats) as a probable explanation of the susceptibility to develop some forms of idiopathic epilepsy.

In attempt to identify the possible role of mayor genes, multifactorial inheritance, and cohort effects in the susceptibility to idiopathic epilepsy with generalized tonic clonic seizures of the awakening type (GTCS), complex segregation analysis was performed in 196 nuclear families ascertained through affected with probands with idiopathic epilepsy with GTCS belonging to the Paisa community of Antioquia (Colombia). Models postulating no transmission, single mayor locus (dominant and recessive) only, and multifactorial component only, were rejected. The models postulating no polygenic component to transmission, and no transmission of the major effect were also rejected. Thus far, complex segregation analysis suggested that a major autosomal codominant allele together with a multifactorial component (mixed model) best explains clustering of idiopathic epilepsy with GTCS in families of the Paisa community. The deficit of transmission of heterozygotes (0.17) is compatible with the existence of epistasis acting on a major gene whose frequency was estimated to be 0.0211. Its transmission variance accounts for 81% of the susceptibility to idiopathic epilepsy with GTCS. The complementary variance (19%) is due to polygenic component.

Objective and methods An experimental study about the predictions from the multifactorial threshold model created by Falconer is presented, assuming that this model may explain the genetic mechanisms underlying the family aggregation of idiopathic epilepsies. Results We failed to confirm the following predictions from the falconer model: decreased prevalence of disease in relatives, proportional to decreased family links, and the order of birth effect. An heredity greater than 100% was calculated which is concordant with the presence of at least a locus with a major gen affect. Conclusion Our results reject the multifactorial threshold effect and suggest the presence of a major gen or Mendelian effect. An analysis of complex segregation is suggested for future studies.

An experimental study about the predictions from the multifactorial threshold model created by Falconer is presented, assuming that this model may explain the genetic mechanisms underlying the family aggregation of idiopathic epilepsies.We failed to confirm the following predictions from the falconer model: decreased prevalence of disease in relatives, proportional to decreased family links, and the order of birth effect. An heredity greater than 100% was calculated which is concordant with the presence of at least a locus with a major gen affect.Our results reject the multifactorial threshold effect and suggest the presence of a major gen or Mendelian effect. An analysis of complex segregation is suggested for future studies.

We study the problem of computing general static-arbitrage bounds for European basket options; that is, computing bounds on the price of a basket option, given the only assumption of absence of arbitrage, and information about prices of other European basket options on the same underlying assets and with the same maturity. In particular, we provide a simple efficient way to compute this type of bounds by solving a large finite non-linear programming formulation of the problem. This is done via a suitable Dantzig-Wolfe decomposition that takes advantage of an integer programming formulation of the corresponding subproblems. Our computation method equally applies to both upper and lower arbitrage bounds, and provides a solution method for general instances of the problem. This constitutes a substantial contribution to the related literature, in which upper and lower bound problems need to be treated differently, and which provides efficient ways to solve particular static-arbitrage bounds for European basket options; namely, when the option prices information used to compute the bounds is limited to vanilla and/or forward options, or when the number of underlying assets is limited to two assets. Also, our computation method allows the inclusion of real-world characteristics of option prices into the arbitrage bounds problem, such as the presence of bid-ask spreads. We illustrate our results by computing upper and lower arbitrage bounds on gasoline/heating oil crack spread options.

In extended and multigenerational pedigrees, the idiopathic epilepsy phenotype shows an extreme variability.The range of idiopathic epilepsy onset age in multigenerational pedigrees was studied in order to determine if genetic anticipation play a role in the heredity of Idiopathic Epilepsies.We compare the seizures onset age among relative-pairs of (parents-children, grandfathers-grandsons and nephew uncles). The mean onset age was compared using the Wilcoxon sign-rank paired-sample non-parametrical test to determine whether or not significant differences over0 exist, which refutes the null hypothesis of not anticipation. 84 pairs of relatives were taken from 72 extended multigenerational pedigrees.The onset age of idiopathic epilepsy of the pairs showed a difference significantly0, which confirm the existence of intergenerational differences. This difference has a tendency to decrease in age which each successive generation. This difference occur in all relative pairs and therefore contradicts the ascertainment bias described by Penrose.The results outline the existence of unstable mutations (those produced by a nucleotidic variable number of tandem repeats) as a probable explanation of the susceptibility to develop some forms of idiopathic epilepsy.