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The combination of pedagogical strategies with technological support to develop reading comprehension skills is undeniably a powerful fusion that allows students to achieve comprehensive education in all fundamental areas of study essential for academic success and continuous learning. This research aims to determine the importance of applying pedagogical strategies with the support of technology for the development of reading comprehension in high school students in the C02-03 circuit of Santa Ana Canton, Ecuador. This article was conducted under a quantitative, descriptive approach through surveys directed at teachers and students. The results reveal the limited application of pedagogical strategies with technological support to develop reading skills in students, a situation that warrants analysis given the advancements in technology in education. It is concluded that educational institutions mostly lack a comprehensive technological system that promotes virtual environments, teachers are not adequately trained in the use of ICT tools, and there is little creativity and innovation in pedagogical strategies for the development of reading skills, becoming a limitation to the comprehensive development of students., La combinación de estrategias pedagógicas con apoyo en la tecnología para desarrollar habilidades de comprensión lectora son definitivamente una fusión poderosa que permite al estudiante alcanzar una formación integra en todas las áreas de estudio fundamentales para el éxito académico y aprendizaje constante. Esta investigación tiene como objetivo determinar la importancia de aplicar estrategias pedagógicas con el apoyo de la tecnología para el desarrollo de la comprensión lectora en los estudiantes de básica superior del circuito C02-03 del Cantón Santa Ana, Ecuador. El presente artículo se realizó bajo un enfoque cuantitativo, de tipo descriptivo, a través de encuestas dirigidas a los docentes y estudiantes. Los resultados muestran la escasa aplicación de estrategias pedagógicas con apoyo en la tecnología para desarrollar las habilidades lectoras en los estudiantes, situación que es motivo de análisis dado a los avances de la tecnología en la educación. Se concluye que las instituciones educativas no cuentan en su mayoría con un sistema integral tecnológico que fomente los entornos virtuales, los docentes no están capacitados para el uso de las herramientas TICS, existe poca creatividad e innovación en cuanto a estrategias pedagógicas para el desarrollo de habilidades lectoras convirtiéndose en un limitante para el desarrollo integral del alumnado.

The Bull Shark (Carcharhinus leucas) faces varying levels of exploitation around the world due to its coastal distribution. Information regarding population connectivity is crucial to evaluate its conservation status and local fishing impacts. In this study, we sampled 922 putative Bull Sharks from 19 locations in the first global assessment of population structure of this cosmopolitan species. Using a recently developed DNA-capture approach (DArTcap), samples were genotyped for 3400 nuclear markers. Additionally, full mitochondrial genomes of 384 Indo-Pacific samples were sequenced. Reproductive isolation was found between and across ocean basins (eastern Pacific, western Atlantic, eastern Atlantic, Indo-West Pacific) with distinct island populations in Japan and Fiji. Bull Sharks appear to maintain gene flow using shallow coastal waters as dispersal corridors, whereas large oceanic distances and historical land-bridges act as barriers. Females tend to return to the same area for reproduction, making them more susceptible to local threats and an important focus for management actions. Given these behaviors, the exploitation of Bull Sharks from insular populations, such as Japan and Fiji, may instigate local decline that cannot readily be replenished by immigration, which can in turn affect ecosystem dynamics and functions. These data also supported the development of a genetic panel to ascertain the population of origin, which will be useful in monitoring the trade of fisheries products and assessing population-level impacts of this harvest.

A global survey of coral reefs reveals that overfishing is driving resident shark species toward extinction, causing diversity deficits in reef elasmobranch (shark and ray) assemblages. Our species-level analysis revealed global declines of 60 to 73% for five common resident reef shark species and that individual shark species were not detected at 34 to 47% of surveyed reefs. As reefs become more shark-depleted, rays begin to dominate assemblages. Shark-dominated assemblages persist in wealthy nations with strong governance and in highly protected areas, whereas poverty, weak governance, and a lack of shark management are associated with depauperate assemblages mainly composed of rays. Without action to address these diversity deficits, loss of ecological function and ecosystem services will increasingly affect human communities.

We investigated whether the difference of antigen tube 2 (TB2) minus antigen tube 1 (TB1) (TB22TB1) of the QuantiFERON-TB gold plus test, which has been postulated as a surrogate for the CD81 T-cell response, could be useful in identifying recent tuberculosis (TB) exposure. We looked at the interferon gamma (IFN-g) responses and differences in TB2 and TB1 tubes for 686 adults with QFT-plus positive test results. These results were compared among groups with high (368 TB contacts), low (229 patients with immune-mediated inflammatory diseases [IMID]), and indeterminate (89 asylum seekers or people from abroad [ASPFA]) risks of recent TB exposure. A TB2-TB1 value.0.6 IU.ml(-1) was deemed to indicate a true difference between tubes. In the whole cohort, 13.6%, 10.9%, and 11.2% of cases had a TB2>TB1 result in the contact, IMID, and ASPFA groups, respectively (P = 0.591). The adjusted odds ratios (aORs) for an association between a TB2-TB1 result of >0.6 IU.ml(-1) and risk of recent exposure versus contacts were 0.71 (95% confidence interval [CI], 0.31 to 1.61) for the IMID group and 0.86 (95% CI, 0.49 to 1.52) for the ASPFA group. In TB contact subgroups, 11.4%, 15.4%, and 17.7% with close, frequent, and sporadic contact had a TB2>TB1 result (P = 0.362). The aORs versus the close subgroup were 1.29 (95% CI, 0.63 to 2.62) for the frequent subgroup and 1.55 (95% CI, 0.67 to 3.60) for the sporadic subgroup. A TB2-TB1 difference of.0.6 IU.ml(-1) was not associated with increased risk of recent TB exposure, which puts into question the clinical potential as a proxy marker for recently acquired TB infection. IMPORTANCE Contact tuberculosis tracing is essential to identify recently infected people, who therefore merit preventive treatment. However, there are no diagnostic tests that can determine whether the infection is a result of a recent exposure or not. It has been suggested that by using the QuantiFERON-TB gold plus, an interferon gamma (IFN-gamma) r, Funding Agencies|Department of Clinical Sciences of the University of Barcelona

El presente artículo tuvo por objetivo identificar las estrategias aplicadas por los docentes en el manejo de las conductas disruptivas en los adolescentes de la básica superior. Se basó en referencias bibliográficas confidenciales que identificaron las variables de estudio. El diseño metodológico tuvo un enfoque cuali-cuantitativo, bibliográfico, exploratorio y descriptivo, se indagó sobre el conocimiento y la utilidad de las estrategias para mejorar el comportamiento de los adolescentes. Se aplicó la técnica de la encuesta a docentes y estudiantes, comprobando que emplean técnicas para mejorar la convivencia en el aula, sin embargo, se evidencia la necesidad de reforzar frecuentemente las normas que permiten la armonía y el respeto estudiantil. Un aspecto a resaltarse es que los docentes desean ampliar su conocimiento acerca del tema, lo cual permite concluir que tienen la voluntad de autoformarse y capacitarse, dar la atención necesaria a los estudiantes con problemas de conductas disruptivas con el apoyo de los padres de familia y el departamento de consejería estudiantil como orientación dentro de la institución educativa para mejorar los comportamientos que rompen la normas y trastornan la armonía del grupo obstaculizando el proceso de enseñanza-aprendizaje y la atención en el aula.

o Summary It is important that, in accordance with the quality standards demanded by the Universities, a humanistic training should be provided alongside the academic development, so it is possible to identify the students that face obstacles or difficulties involving family, personal or social issues that may affect their academic performance and the search for a possible solution that is given by means of correspondence between the teacher and student in the process of supporting him/her, which offers orientations and defined actions that promote the permanence of the students to achieve their professional goals. About 6 years ago, San Gregorio de Portoviejo University created the Department of University Welfare, whose members direct and execute the program of student support. The present research work has allowed to examine the process through a survey applied to a sample of the undergraduates during the period September 2016 February 2017.The obtained results confirm that a large part of the pupils, during the interviews, activities and formative events have been oriented and fully supported by the tutor in the process of supporting the student, but also a significant percentage of them stated that the process has not been of benefit in their university stay, which allows to consider that this process is not covering the total amount of the students, being necessary to analyze all the activities that were carried out in this process to establish changes and variations in the procedure of supporting the student in order to accomplish welfare, support and permanence of the total of the scholars in this institution of higher education. Key words: tutors, integral formation, college students, permanence, student desertion., Es importante que dentro de los estándares de calidad exigidos por las Universidades, se brinde a la par del desarrollo académico una formación humanista, que les permita identificar a los estudiantes que todos los obstáculos o dificultades (familiares, personales, sociales) que puedan afectar su desempeño académico, tienen una posible solución que se da por medio de la correspondencia entre el docente y estudiante en el proceso del acompañamiento estudiantil, en el que se ofrece orientaciones y acciones definidas que promuevan la permanencia del estudiante en sus objetivos profesionales. La Universidad San Gregorio de Portoviejo, hace seis años aproximadamente crea el Departamento de Bienestar Universitario, quienes dirigen y ejecutan el programa de acompañamiento estudiantil, el presente trabajo de investigación ha permitido analizar el proceso mediante una encuesta aplicada a una muestra de los estudiantes durante el periodo septiembre 2016 febrero 2017. Con los resultados obtenidos se confirma que una gran parte de los estudiantes durante las entrevistas, actividades y eventos formativos han sidoorientados y apoyados integralmente por el docente tutor en el proceso de acompañamiento estudiantil, pero así mismo un significativo porcentaje de estudiantes responde que el proceso no ha sido de provecho en su estadía universitaria, lo que permite analizar que dicho proceso no está cubriendo a la totalidad de la población estudiantil, siendo necesario que se examinen las actividades para establecer reformas en el proceso de acompañamiento estudiantil logrando el bienestar, el apoyo y la permanencia al conjunto del estudiantado. Palabras claves: tutores, formación integral, estudiantes universitarios, permanencia, deserción estudiantil.

Abstrat Reading animation and reading habits in initial education centers in vulnerable sectors This work stems from an action research carried out at the Early Childhood Centers and Buen Vivir Children's Centers in the rural and urban marginal area in Portoviejo-Manabí, Ecuador, with the aim of improving the processes of reading animation, in the children of these schools. With the results gotten from the diagnosis, it was verified that these areas of early stimulation are scarce areas and reading materials, which influences the application of reading strategies to stimulate this process. These data allow us to have an overview of the conditions in which children are formed in the initial level of vulnerable centers in our country, which in a considerable percentage are not in line with the projections and challenges of current educational paradigms. Faced with this problem, the project "My first steps in reading" was developed, which was carried out through essential activities such as training of teachers and implementation of reading areas with materials developed by students of the Initial Education Career of San Gregorio Portoviejo University. Once the project has been carried out, it is concluded that animation to reading is a primordial aspect in the formation of children from an early age, since it allows to internalize in them, the love of reading in a playful way. Key words: Playful strategies, psycholinguistics, cognitive processes, reading habit. PARTICIPACIÓN EN LA PUBLICACIÓN: Autor: Esmeralda Carrión Mieles Mg. Co – Autores: Tania Zambrano Loor Mg, Laura Alarcón Barcia Mg., Este trabajo surge de una investigación acción, efectuada en Centros de Educación Inicial y Centros Infantiles del Buen Vivir del área rural y urbano marginal de la ciudad de Portoviejo- Manabí - Ecuador, con el objetivo de mejorar los procesos de animación a la lectura, en los niños de estos centros educativos. Con los resultados obtenidos del diagnóstico, se pudo verificar que en estos centros de estimulación temprana son escasas las áreas y los materiales de lectura, lo que influye en la aplicación de estrategias de animación a la lectura que estimulen este proceso. Estos datos permiten tener una visión de las condiciones en que se forman los niños en el nivel inicial de centros vulnerables en nuestro país, que en un porcentaje considerable no están acordes a las proyecciones y desafíos de los paradigmas educativos actuales. Ante esta problemática se desarrolló el proyecto de vinculación “Mis primeros pasos en la lectura”, mismo que se realizó a través de actividades esenciales como capacitaciones a docentes e implementación de zonas de lectura con materiales elaborados por estudiantes de la Carrera de Educación Inicial” de la Universidad San Gregorio de Portoviejo. Una vez ejecutado el proyecto, se concluye, que la animación a la lectura, es un aspecto primordial en la formación de niños desde edades tempranas, puesto que permite internalizar en ellos, el amor por la lectura de una forma lúdica. Palabras clave: Estrategias lúdicas, psicolingüística, procesos cognitivos, hábito lector