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In light of the birth of new technological tendencies and the improvement of the existing ones, concepts such as Literacy have evolved according to sociocultural needs that derive from the Information and Communication Technologies (ICT). In point of fact, these unavoidable changes generate ambiguity and polysemy of concepts to differentiate and establish where Literacy starts and where it ends. The objective of this work is to describe the concept limits and the common characteristics that exist among Technological Literacy, Computer Literacy and Information Literacy. The systematic mapping of scientific literature aids the methodological process, which identifies, describes and characterizes the dimensions of the three types of Literacy, with searches in Open Access databases —Google Scholar—, and subscription sources —ACM, EBSCO, Elsevier, Scopus and Web of Science. The results show that, while there is a difference among the types of Literacy, these types require an order in the skills and knowledge to their implementation: whereas Technological Literacy represents knowledge about hardware; Computer Literacy is equivalent to the use of software and Information Literacy is more complex, it refers to the adoption and appliance of ICT, particularly in searching for and assessing information and its ethical usage. We can conclude that the limits among the types of Literacy could be classified in consonance with the types of skills and knowledge of each individual; nonetheless, a factor of relevance that is closely related to the educational sociocultural context is identified, a factor in which Literacy is defined.

En el marco de la reconciliación y la firma de los acuerdos de paz entre el gobierno colombiano y las FARC, nace la iniciativa de crear un equipo que apoye la reconciliación social, la reintegración y la reconstrucción de paz entre víctimas y victimarios del conflicto en Colombia. La Paz F.C surge con la idea de brindar espacios de recreación y reconciliación a través del deporte, lo que significa para los jóvenes que estuvieron involucrados en el conflicto, una oportunidad para reintegrarse a la sociedad civil, teniendo la posibilidad de reencontrarse, esta vez en un escenario totalmente distinto, motivados a trabajar en equipo, y alcanzar logros grupales, construyendo así narrativas que aluden al perdón y la paz. With the reconciliation and the signing of the peace agreements between the Colombian government and the FARC, was created an initiative about a team that supports social reconciliation, reintegration, and the reconstruction of peace between victims and perpetrators of the conflict in Colombia. La Paz F.C arises with the idea of providing spaces for recreation and reconciliation through sport, which means for young people who were involved in the conflict, an opportunity to reintegrate into the civil society, having the possibility of reuniting, this time in a totally different stage that motivate them to work as a team, and achieve group achievements, constructing narratives that allude to forgiveness and peace. Comunicador Social Pregrado

Chemical weapons have been used since time immemorial with a particular boom during the 19th century and World War I, where they played a crucial role as weapons of mass destruction. Despite the current greater awareness on the part of the population, the danger of chemical agents has not ended, due to the increase in their use for terrorist purposes. In this paper, a classification of the different chemical weapons is carried out and their toxic effects and mechanisms of action are analyzed, among other aspects, to continue raising awareness about the importance of their prohibition. Las armas químicas han sido utilizadas desde tiempos inmemoriales con especial auge durante el siglo XIX y la Primera Guerra Mundial donde jugaron un papel crucial como armas de destrucción masiva. A pesar de la mayor concienciación actual por parte de la población, el peligro de los agentes químicos no ha finalizado debido al incremento de su uso con fines terroristas. En este trabajo se realiza una clasificación de las diferentes armas químicas y se analizan sus efectos tóxicos y mecanismos de acción entre otros aspectos, para seguir sensibilizando sobre la importancia de su prohibición.

The discovery of antibiotics in the 19th century allowed to treat infectious diseases that to date were incurable. However, nowadays, the number of resistant bacteria has grown remarkably, placing the problem of bacterial resistance as one of the main causes of mortalities worldwide. This work addresses the origin of this phenomenon and the possible solutions that are proposed to minimize its effects. El descubrimiento de los antibióticos en el siglo XIX permitió tratar enfermedades infecciosas incurables hasta la fecha. Sin embargo, en la actualidad, el número de bacterias resistentes ha crecido notablemente, situando el problema de la resistencia bacteriana como una de las principales causas de mortalidad a nivel mundial. En este trabajo se discute el origen de este fenómeno y las posibles soluciones que se barajan para minimizar sus efectos.&nbsp

In light of the birth of new technological tendencies and the improvement of the existing ones, concepts such as Literacy have evolved according to sociocultural needs that derive from the Information and Communication Technologies (ICT). In point of fact, these unavoidable changes generate ambiguity and polysemy of concepts to differentiate and establish where Literacy starts and where it ends. The objective of this work is to describe the concept limits and the common characteristics that exist among Technological Literacy, Computer Literacy and Information Literacy. The systematic mapping of scientific literature aids the methodological process, which identifies, describes and characterizes the dimensions of the three types of Literacy, with searches in Open Access databases —Google Scholar—, and subscription sources —ACM, EBSCO, Elsevier, Scopus and Web of Science—. The results show that, while there is a difference among the types of Literacy, these types require an order in the skills and knowledge to their implementation: whereas Technological Literacy represents knowledge about hardware; Computer Literacy is equivalent to the use of software and Information Literacy is more complex, it refers to the adoption and appliance of ICT, particularly in searching for and assessing information and its ethical usage. We can conclude that the limits among the types of Literacy could be classified in consonance with the types of skills and knowledge of each individual; nonetheless, a factor of relevance that is closely related to the educational sociocultural context is identified, a factor in which Literacy is defined. Ante el nacimiento de nuevas tendencias tecnológicas y el mejoramiento de las existentes, conceptos como el de alfabetización han evolucionado en función de las necesidades socioculturales que se derivan de las Tecnologías de la Información y la Comunicación (TIC). Precisamente estos cambios inevitables generan la ambigüedad y polisemia de conceptos para diferenciar y establecer dónde inicia y termina una alfabetización. El trabajo tiene como objetivo describir los límites conceptuales y características que existen entre la alfabetización tecnológica, informática e informacional. El proceso metodológico se auxilia del mapeo sistemático de la literatura, el cual identifica, describe y caracteriza las dimensiones de los tres tipos de alfabetización, con búsquedas en bases de datos de acceso abierto –Google Académico–, y de suscripción –ACM, EBSCO, Elsevier, Scopus y Web of Science–. Los resultados muestran que, si bien existe una diferencia entre los tipos de alfabetización, estos requieren un orden en las habilidades y conocimientos para su aplicación, donde la alfabetización tecnológica representa conocimientos sobre hardware, la informática equivale al uso del software, mientras que la informacional resulta más compleja, ya que refiere a la apropiación y aplicación de las TIC, específicamente en la búsqueda, evaluación y utilización ética de la información. Se concluye que los límites entre las alfabetizaciones pueden clasificarse de acuerdo con el tipo de habilidades y conocimientos de cada individuo; sin embargo, también se identifica que un factor de relevancia está estrechamente relacionado con el contexto sociocultural educativo, en el cual se define la alfabetización. Diante do surgimento de novas tendências tecnológicas e do aprimoramento das já existentes, conceitos como o letramento têm evoluído a partir das necessidades socioculturais derivadas das Tecnologias da Informação e Comunicação (TIC). Precisamente essas mudanças inevitáveis geram ambiguidade e polissemia de conceitos para diferenciar e estabelecer onde começa e termina o letramento. O trabalho tem como objetivo descrever os limites e características conceituais existentes entre o letramento tecnológico, informático e informacional. O processo metodológico é auxiliado pelo mapeamento sistemático da literatura, que identifica, descreve e caracteriza as dimensões dos três tipos de letramento, com buscas em bancos de dados de acesso aberto – Google Acadêmico –, e assinatura – ACM, EBSCO, Elsevier, Scopus e Web of Science. Os resultados mostram que, embora haja uma diferença entre os tipos de letramento, eles exigem uma ordenação de habilidades e conhecimentos para sua aplicação, em que o letramento tecnológico representa o conhecimento sobre hardware, a computação equivale ao uso de software, enquanto o letramento informacional é mais complexo, pois se refere à apropriação e aplicação das TIC, especificamente na busca, avaliação e uso ético da informação. Conclui-se que os limites entre letramentos podem ser classificados de acordo com o tipo de habilidades e conhecimentos de cada indivíduo; no entanto, também se identifica que um fator relevante está intimamente relacionado ao contexto sociocultural educacional, no qual se define o letramento.

Conjugated push-pull molecules that incorporate nitrogen heterocycles as electronwithdrawing units are interesting materials because of their luminescence properties. These chromophores can be easily and reversibly protonated at the nitrogen atom of the heterocyclic ring and this can cause dramatic color changes. White and multi-color photoluminescence both in solution and in the solid state can be obtained by an accurate control of the amount of acid [1-6]. Thus, with a suitable design these compounds have potential applications in the development of colorimetric pH sensors and the fabrication of OLEDs based on only one material. We provide here a brief overview of our collaborative efforts made in this area with pyrimidine, pyridine and (iso)quinoline derivatives.

Bithiophene-based cruciforms with different stilbenoid arms at the 3,3′- and 5,5′-positions have been synthesized by various combinations of Suzuki and Horner–Wadsworth–Emmons (HWE) reactions. According to DFT calculations, the steric hindrance between the arms at the 3,3′-positions produces a twist angle of 57.6° between the two thiophene rings that form the 2,2′-bithiophene unit, an arrangement that leads to a swivel-cruciform structure. The UV/Vis spectra contained strong absorption bands at wavelengths consistent with a twisted molecule with little interaction between the arms. The ability of these compounds to form highly stable radical cations was demonstrated by cyclic voltammetry and this, together with their good solubility in organic solvents, indicates that these materials have potential for the development of solution-processed electronic devices., This research was funded by the Spanish Ministerio de Economía y Competitividad (MINECO) and the European Union (EU) (FEDER project BFU2011-30161-C02-02). The Junta de Comunidades de Castilla-La Mancha (JCCM) is thanked for financial support (FEDER project PEII-2014-005-A) and a doctoral fellowship to A. G.-R.