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The purpose of this research was to determine the relevance of the media in the prevention, education and contextual management of COVID-19. Methodology: descriptive non-experimental transectional research. An international survey validated by experts was applied, surveying 1082 people during a month. The countries with the highest participation were Peru, Colombia, Mexico, the United States and Russia. The data was processed using SPSS version 25. 64.7% of the respondents affirmed that the means were decisive in preventing the pandemic; 59.1% recognized the importance of the media for awareness and prevention of the pandemic, and 64% valued the importance of the media for the contextual management of the pandemic; demonstrating a significant relationship between the variables. Contributions: the need for strategic, prudent, ethical and socially responsible communication that benefits citizens in a pandemic situation is highlighted.

National-level monitoring of quality of early childhood education (ECE) is key to achieving inclusive and equitable education. Most countries report structural quality while process characteristics are rarely observed at the national level. This study examined the associations between ECE and children's development in a middle-income country using data from a nationally representative sample of public centers serving Colombian children (N = 3163; M = 4.3 years, 50% girls; 42% Mestizo, 16% White, 15% Afro-Colombian, 4% Indigenous, 23% not reported). Descriptive findings evidenced low to moderate quality. Multilevel models showed several positive associations between structural and process quality and child outcomes. Results have implications for the existing literature and highlight the feasibility of quality monitoring in low- and middle-income countries.

Studies on the effectiveness of the Project-Based Learning (PBL) method in different local contexts require non-conventional approaches that clarify if the methodology is suitable in other settings compared to the conventional teaching practice. This study examined students' perception of the effectiveness of the PBL method in developing cross-curricular competencies and improving the academic performance of undergraduate students in the Colombian Caribbean coast. A sum of Wilcoxon ranges and Spearman's correlation coefficient were used on two groups of 481 students who were taught using the traditional method and the PBL method from six professors of the Economic Development course. It was observed that the autonomy and problem-solving competencies received a positive impression from the students and that the application of the PBL method was superior to the traditional teaching method in improving academic performance. However, it was found that the characteristics of social communication within the local context limited the reflection of the participants in the PBL group. This study contributes to future studies by using a complementary instrument that provides an analysis of the effectiveness of teaching methods in different geographical contexts.

Differentiated geographical and institutional contexts imply the need to examine the effectiveness of non-conventional approach learning methods in contrast to generalist assumptions. One way is to examine the perceptions of undergraduates of a teaching method applied to specific individuals, geographical contexts, and their relationship to achieving the objectives of the course. This study analysed students' perceptions of the effectiveness of the Project-Based Learning (PBL) method within the Colombian Caribbean. The study used both Chi-square, Wilcoxon rank sum and independent variable correlation tests in a survey of 340 students in the Economic Development undergraduate course in a total of four cohorts over two years. The students compared the PBL to a traditional teaching method to fulfill the course's objectives, identifying cross-curricular skills that were considered better and worse during the learning process. It was found that only competencies of Autonomy and Critical Thinking had significant positive perceptions when using the PBL revealing that perceptions of students form a complementary tool that contributes to the analysis of the usefulness of teaching methods in different geographical contexts.

Purpose: This paper aims to show that the use of technological tools such as augmented reality (AR) and its integration in the education system through gamification offers better learning results when compared with traditional education. Design/methodology/approach: Through the implementation of the Leap Motion Controller in English classes of the first and third grades at the I.E.D. Técnico Industrial de Tocancipá, the authors compared the appropriation of topics in groups that received the class in the traditional way and groups that were introduced to the Leap Motion Controller as a pedagogical tool. A statistical and comparative analysis was performed on the results obtained for each group. Findings: It was concluded that the use of technological tools has a positive impact in terms of educational performance and learning, giving better results than traditional education; in addition, students showed great empathy with the AR tool. On the other hand, there were limitations to just having a Leap Motion Controller device, which prevented the student experience was even more didactic; based on this, for future research, factors such as the size of the population and the amount of available resources will be taken into account to achieve better results. Originality/value: The importance of this paper lies in the little research that has been done in Colombia regarding the introduction of AR and other emerging technologies as pedagogical tools, turning the present findings into a base to go deeper into the field and to prove that it is possible to introduce successfully this type of technology in the education.

Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, México, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship competencies such as conflict dialog, human rights awareness, and engagement in collective processes of civil society and governance.

In order to present an estimation of the internal rate of return (IRR) to higher education in Colombia, we take advantage of recent updates on the methodological approach towards earnings equations. In order to overcome the criticism that surrounds interpretations of the education coefficient of Mincer equations as being the rate of return to investments in education we develop a more structured approach of estimation, which includes more accurate measures of labor income and the role of education costs and income taxes. Our results imply a lower rate of return than the ones found in the Colombian literature, obtained through conventional estimation of Mincer equations, and show that the IRR for higher education in Colombia lies somewhere between 0.074 and 0.128. The results vary according to the year analyzed and the individual's gender.

Copyright of Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales is the property of Academia Colombiana de Ciencias Exactas, Fisicas y Naturales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales is the property of Academia Colombiana de Ciencias Exactas, Fisicas y Naturales and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Physical activity (PA), social networks, and social support have been associated with decreased mortality and improved quality of life among breast cancer survivors (BCS). This study used social network analysis to understand the social co-benefits of a community-based PA program for BCS in Colombia. Two types of social support networks emerged from the program: friendship (the number of edges increased by 90 %) and PA support (35 % of participants practiced PA together after the program). Using egocentric and socio-centric analysis we show the presence of homophily for friendship and PA support relations and the BCS's roles in their networks. • Friendship and physical activity support networks emerged from a physical activity program. • Physical activity programs help breast cancer survivors expand their support networks. • Homophily is driven by the enrollment source and the network structure. • Friendship and physical activity support networks have different dynamics. [ABSTRACT FROM AUTHOR]

Technological trends in education have been moving faster in the last decade and we need to continuously enquire on competences educators have been developing in higher education. The purpose of this study was to explore the ICTs and pedagogical competences in different undergraduate programs in a public university in Colombia. A survey research design was used and descriptive statistics analysis was carried out to analyze the data. The results show that two thirds of educators have developed competences in using social networks and word processors for personal and pedagogical purposes. However, they make little use of web 2.0 and RSS tools as well as AR resources. In addition, two thirds of them don't participate in learning communities and have barely engaged in the process of ICTs pedagogical innovations. In contrast some of them prefer Moodle LMS as a pedagogical mediational tool. In short, the surveyed educators are in transitions from being old-timers to new comers. These results show that strategies towards increasing the attitudes and dispositions of the educators to integrate ICTs technologies as a pedagogical tool should be implemented as well as ICTs training programs. [ABSTRACT FROM AUTHOR]

Copyright of URVIO - Revista Latinoamericana de Seguridad Ciudadana is the property of FLACSO - Ecuador (Facultad Latinoamericana de Ciencias Sociales) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Magis: Revista Internacional de Investigación en Educación is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Biomédica: Revista del Instituto Nacional de Salud is the property of Instituto Nacional de Salud of Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Investigaciones ANDINA is the property of Fundacion Universitaria del Area Andina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Boletin SAO is the property of Sociedad Antioquena de Ornitologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Objective: This research aims to apply the definition proposed by the Acute Kidney Injury Network (AKIN) research group to assess the incidence, risk factors, and outcomes in acute kidney injury (AKI) patients admitted at the intensive care unit (ICU). Design: This is a retrospective cohort study. Patients who were admitted to the ICU from January 1, 2003 to December 31, 2004 were studied. Interventions: Medical records of all patients were reviewed. Demographic information, diagnoses, risk factors for AKI, laboratory data, urinary output, frequency and days of exposure to mechanical ventilation, ICU and hospital stay, and outcomes were recorded. Measurements and Main Results: A total of 794 patients were studied. There were 39.8% of patients who presented AKI (stage 1: 13.9%, stage 2: 12%, stage 3: 13.9%). The variables that were associated with the presence of AKI in the multivariable analysis were as follows: sepsis (odds ratio [OR], 5.29; 95% confidence interval [CI], 3.36-8.33), heart failure (OR, 3.01; 95% CI, 1.59-5.67), vasopressor use (OR, 1.89; 95% CI, 1.26-2.83), and age (β = 1.02; 95% CI, 1.01-1.03). The mean hospital stay increased with renal commitment: patients without AKI, 10.9 days; AKIN stage 1, 17.8; AKIN stage 2, 21.1; and AKIN stage 3, 22.1 days (P < .0001). Mortality rate increased as more advanced the AKI stage was (no AKI, 7.3%; AKI 1, 16.4%; AKI 2, 34.7%; and AKIN 3, 45.5%; P < .0001). Conclusions: All of the result indicators—stay days in ICU, hospital stay days, frequency and days of mechanical ventilation, and mortality—considerably increased with more acute AKI stage. The most important risk factor of AKI was the sepsis. [Copyright &y& Elsevier]

Copyright of Memorias is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Memorias is the property of Fundacion Universidad del Norte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Colombiana de Psiquiatria is the property of Asociacion Colombiana de Psiquiatria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Here, we have presented a field device for sampling periphyton in lentic systems, with a tropical lowland wetland in Colombia as the model system. The periphyton sampler (PS) is composed of a central soft iron pole to which rectangular woody boxes and glass slides are attached to lateral iron axes, which can be distributed at different depths. Our PS can be used to evaluate changes in the richness and density of algal communities at different scales as well as in water quality studies. [ABSTRACT FROM AUTHOR]

During crises, adaptation or recovery measures or plans at local or national scales may not necessarily address longer-term or structural problems such as climate change mitigation. This article describes farmers and policymakers' responses to mitigate the adverse effects of Covid-19 on the agricultural sector. We then assess the responses' possible effects on greenhouse gas (GHG) emissions. The study is based on surveys conducted with farmers, traders, and extension staff in Burkina Faso, Colombia, and France, and literature. We used the Cool Farm Tool calculator to assess GHG emissions associated with fertilizer production, crop production and produce transportation to international markets for the three main cash crops in the three countries. We identified contrasting responses by the agricultural sector mostly driven by changes in the consumption patterns at local or international levels. We also identified contrasting state responses to mitigate Covid-19. These responses at farm and policy scales led to similar trends in decreasing carbon dioxide (CO 2) emissions across the studied countries. However, none of the studied countries linked Covid-19 response measures to long-term climate change mitigation actions. Therefore, an opportunity to sustain Covid-19 induced short-term decreases in GHG emissions was overlooked. Analyzing the impacts that Covid-19 had on agricultural systems and the decision taken by policymakers to handle its direct and indirect effects can help society draw lessons on how to improve climate action. [Display omitted] • Context/background: Recovery measures to mitigate Covid-19 challenges present an opportunity to address longer-term climate change mitigation challenges, simultaneously. • Objective: We evaluate farmer and policy responses to the Covid-19 crisis and estimate resultant greenhouse gas emissions from three cash crop value chains. • Results: State and farmers responses to Covid-19 differed between countries and cash crop value chains but resulted in decreases of CO 2 emissions. • Conclusions: Lack of incentives for climate actions in Covid-19 responses suggests an opportunity to sustain the short-term CO 2 emissions decreases was overlooked. • Significance: The Covid-19 responses point to a need for better integration and leveraging of future pandemic actions to address other long-term challenges. [ABSTRACT FROM AUTHOR]

Sensitivity of Plasmodium falciparum to several antimalarial drugs was determined by in vitro and in vivo tests. Chloroquine resistance in vitro was detected in 97 of 101 patients from different geographic areas of Colombia. Sensitivity to amodiaquine in vitro was observed in 29 of 30 P. falciparum isolates. In vitro sensitivity to amodiaquine was observed in 16 patients infected with chloroquine-resistant P. falciparum. In vitro sensitivity to quinine was demonstrated in 57 P. falciparum isolates. Two infections from the Amazon base (2/24) were resistant to mefloquine in vitro at concentrations of 5.7 and 16 pmol/well. Resistance to Fansidar, a sulfadoxine-pyrimethamine combination, was described in 9 patients from the Amazon region. One patient showed recrudescence of the infection 41 days after treatment. The current distribution and degree of resistance of P. falciparum to widely used antimalarial drugs requires the evaluation of therapeutic schemes based on combinations of fast blood schizontocides with slow acting drugs. These associations may reduce the development of multidrug-resistant isolates and retard the spread of resistant populations of P. falciparum parasites.