The brown bat Eptesicus fuscus (Chiroptera: Vespertilionidae) is a widely distributed species with up to 11 subspecies ranging from North America, some Caribbean islands, and Central and northern South America. Within the species, Eptesicus fuscus miradorensis occurs from North America to South America being the only subspecies that occurs in the continental area of the Neotropical region and might be considered a full species. Also, it has been suggested that E. f. miradorensis shows a clinal morphologic variation from the northernmost populations of Central America toward South America. We evaluated the systematic position of E. f. miradorensis using genetic samples from Central and South America. In addition, we assessed the morphometric variations of E. f. miradorensis using 14 external and cranial measurements of specimens distributed along America. To evaluate the clinal variation and interspecific changes through its distribution, we assigned three groups considering the localities of origin i) North (México), ii) Center (Guatemala-Panamá), and iii) South (Colombia-Venezuela) using multivariate analyzes. We also compiled the localities of the revised specimens and these from databases to determine the environmental factors that potentially constrain the distribution of the taxon. We suggest that E. f. miradorensis should be elevated to the species level based on genetic comparisons. Additionally, we did not find sexual dimorphism or size variation associated with its distribution. The species is distributed from México to South America (Colombia, Venezuela, and Ecuador) in elevations that average over 1,000 m, showing a strong association with high mountain ecosystems. This taxon increases to 12 the number of species of bats of the subgenus Eptesicus in South America.

Teachers can be important transformation agents in post-conflict societies. In this study—in Tolima, Colombia—39 teachers participated as co-researchers to investigate the effects of armed conflict on their school's capacity to build peace. They used different biographical tools to recount their experiences with the armed conflict. The article discusses how using this methodological approach contributes to peacebuilding through two processes: the production of knowledge and the generation of transformations in teachers. The results suggest that this approach can contribute to sustainable peacebuilding in post-conflict contexts by designing more contextualised school-based peacebuilding projects and better engaging teachers in this process.

Competency-based management models are models through which the specific competencies for each job position are evaluated. This contemplates the development of additional competencies necessary for the personal and professional growth of employees. Therefore, in this research, a model is analyzed from theoretical and methodological bases, with the aim of knowing the skills of retail store managers so that they can keep their businesses at the forefront of this sector. The inductive scientific method was used with a methodology of two steps. The first stage consisted of carrying out a systematic study of the literature from the critical point of view of hermeneutics. In the second step, the core competency analysis approach is applied to generate a list of ten core competencies. It is concluded at the end of the study that in the retail economic sector, which consists mainly of various products such as food and groceries in general, many of the managers of this type of business currently focus their attention on customer orientation and decision-making through assertive communication. However, it was revealed that this technique can be enhanced by expanding the digital and computer skills of these managers, which will allow them to position their micro-businesses in the first place soon since in this sector they do not use the latest technologies because they do not master digital and computer skills.

El estudio tiene como propósito analizar la educación tradicional como un modelo de enseñanza centrado en el estudiante. Se sustentó en teorías referenciales de autores como Morin, (2011), Freire (2002), entre otros. Es una investigación de carácter descriptiva, bajo un diseño documental bibliográfico. Como conclusión, se cree necesario que los alumnos visualicen a la escuela como una parte significativa en su vida, para así comprender el significado de lo que están estudiando. Los niños/as de hoy en día son más conscientes del mundo que les rodea de lo que han sido las generaciones pasadas. Por ello, la escuela no se puede construir sobre cómo era antes, independientemente si ese modelo funcionaba o no, ya que era un una perspectiva diferente y los niños/as de generaciones anteriores respondían a patrones culturales y sociales que los que se viven actualmente

This chapter explores eight images that have been historically associated with the concept of popular in Latin America. Subsequently it presents some of the questioning done by social scientists who declared the crisis of the popular or proposed replacing it with other apparently less problematic terms from political or analytical perspectives. Finally, the article establishes the four major reasons why semantic containers like people and the popular are still valid today in the Latin American context.

Diseñar un OVA mediante gamificación para mejorar niveles de competencia lectora en octavo grado. El alcance del estudio buscó un análisis del grupo de estudiantes (30) objeto de investigación, en donde se pueda impactar su desempeño en las competencias de lectura de la Institución Educativa del Liceo Carmelo Percy Vergara, de Corozal Sucre. La metodología utilizada fue mixta de diseño concurrente. Se destaca dentro de los resultados sobre los niveles comprensión lectora: literal, inferencial y crítico demostrado a partir del porcentaje de respuestas aprobadas en el pos test con un 73.5%, con relación a los resultados del pre test que fue del 30%, además con un análisis de mejora en los niveles de cognición, según la taxonomía SOLO, se puede concluir que en el nivel Uniestructural los estudiantes pasaron de tener 37.80% en el Pre – Test, a tener 87.80% en el Post-Test; así como el nivel Multiestructural de 26.7% en el Pre – Test, a tener 83.2% en el Post-Test; por su parte en el nivel Relacional de tener un 32.2% en el Pre – Test, a tener 75.5% en el Post-Test; y por último un 30.0% en el Pre – Test, a tener un 43.3% en el Pre – Test. Por lo tanto, se logró mejorar la comprensión lectora mediante la aplicación del entorno gamificado llamado “Mundo Awen” a partir de una OVA para el fortalecimiento de los procesos cognitivos y de comprensión lectora en sus distintos niveles.

We present the results of an investigation that studied the strengthening of mathematical communication skills, using photography as an instrumental mediator for learning. The study involved ninth grade students of a Colombian public institution, and it implemented a didactic unit related to variational thinking, based on the Brousseau theory of didactic situations. It was a qualitative investigation with an action-research methodological approach, theoretically supported by Eisner's approaches. The starting point was a diagnosis of the students' level of mathematical communication by means of an ICFES type test. Actions were then implemented to improve this competence by means of a didactic unit constituted by guides and workshops. The results suggest that photography is a didactic medium that allows the generation of communication processes and the linking of everyday life with mathematics, and allows students to establish regularities and properties, reproduce them through mathematical language, use notions and processes that lead them to construct representations, verify them and put them to the test. Among the conclusions, it could be established that the use of photography in mathematics classes favors students' motivation, making the classes more interesting for them.

El trabajo de investigación tuvo como objetivo general Determinar la incidencia que tiene el uso de la herramienta Web 2.0 “Mangus Classroom” para el fortalecimiento de la competencia resolución de problemas tipo PAEV (Problemas Aritméticos con Enunciado Verbal) en estudiantes de Básica Primaria de Barranquilla. Su orientación metodológica fue de tipo prospectivo, longitudinal, cuasi-experimental, explicativo y con una modalidad de campo. La muestra estuvo representada por estudiantes de 4° 01 y 4° 02 de la IED La Milagrosa, Fe y Alegría, seleccionados a través de un muestreo por conveniencia. Se empleó para la recolección de datos una prueba tipo pre-test - pos-test. Se obtuvo como conclusión que el Grupo Experimental A (4º01) en los tipos de PAEV mostró competencias de tipo satisfactoria por lo que el uso de la herramienta Web 2.0 “Mangus Classroom” es importante como estrategia didáctica.

Test and normative data selection in cross-cultural neuropsychology remain a complex issue. Despite growing awareness, more studies and instruments are needed to adequately address the impact of cultural factors, such as quantity and quality of education. In this study, we examine the interpretive effects of applying six relevant WAIS-IV norms to a Colombian sample. A sample of 305 highly educated Colombian corporate executives completed the WAIS-IV. Data were scored using norms from Colombia, Chile, Mexico, Spain, United States, and Canada and scores were compared using ANOVA. Additionally, a comparative sociodemographic framework was established to contextualize our sample to the standardization samples and populations of the six countries. Colombian and Chilean norms yielded systematically similar FSIQ/Index scores (mean range = 117-121), while incrementally lower scores were found with norms from Mexico (-3-9 points), Spain (-3-11 points), USA (-8-13 points), and Canada (-11-18 points). Verbal scores differed, with highest scores obtained with Mexican and Spanish norms. Working memory and processing speed scores had the lowest score agreement across norms. Although the Chilean norms are more frequently used in Colombia, the recently developed Colombian norms appear optimal for our sample; the scores do not have meaningful differences with those obtained with Chilean norms and offer local population representation fidelity. Mexican, Spanish, US, and Canadian norms underestimated WAIS-IV scores and distorted the sample's score distribution. Finally, verbal scores highlight potential education representation within Spanish and Mexican norms, while working memory and processing speed scores suggest cultural nuances likely captured within different norms.

In Colombia there is a concern in educational institutions for the high rates of school violence, which is why it is necessary to provide training in values ​​that allow the student to make assertive decisions when facing a conflictive situation, thus strengthening school coexistence. The study sought to promote school coexistence through training in values ​​supported by information and communication technologies. It is guided under the methodological guidelines of the IEP with a design based on the trajectories of inquiry, the analysis unit was formed by sixty (60) students from the educational institution Thelma Rosa de Arévalo located in the municipality of Magdalena banana zone. The results showed the importance of implementing new pedagogical strategies to the classroom, observing a positive impact on students' school coexistence through the formation of values ​​supported by the use of ICT.