Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article analyzed the torture methods used by the Jalisco state police against 81 victims in the period 2008-2019. All the cases were associated with detainees for participating in alleged crimes, fights, or road incidents. The objective of this research was to identify differences between men and women in relation to the methods of physical and emotional suffering during torture. We analyzed 50 human rights recommendations to obtain a sample of 81 citizens. Only those cases with complete information on gender, torture method and municipality where the events occurred were chosen. The information was analyzed with the Chi squared test and the risk factor for cross-sectional studies was estimated through the odds ratio model. There are 7 methods of torture widely applied to men and women. In addition, significant differences were obtained in the application of asphyxia against men and sexual violence against women, although with little frequency. Finally, a risk of 6 times more of experiencing the method of suffocation was found in men, as well as of 9 times more when it occurred in the city of Guadalajara or its metropolitan area. The significant differences identified in the methods of torture perpetrated against women and men are associated with gender-based violence. The police officers who participated in this crime chose methods based on gender stereotypes, generating differentiated and specific effects on their victims.

It is known that access to mobile telecommunications, and through them to the Internet, can provide greater social well-being. Likewise, within the telecommunications sector there was a growing demand in the use and access to services. This generates the need for mobile operators to expand and increase the capacity of their telecommunications networks. In order to achieve this, it is important to analyze the strategies for increasing the capacity and coverage of the mobile infrastructure of the main mobile operators. A longitudinal analysis of the node density by geographic area was carried out at the municipal level. Likewise, the four main mobile operators with a network in Mexico were analyzed using crowdsourced data. Also, the data was filtered by LTE technology and a correspondence was made between the nodes and the frequency bands used by each operator. The operators' network capacity increase strategies and the percentage of use of the frequency bands assigned to each operator were analyzed. As a result, the main mobile network operators in Mexico have followed a similar coverage strategy. Likewise, in the analyzed data, a positive correlation was not found between node densification and the technological characteristics of the frequency bands. It is suggested to invest in new infrastructure for the deployment of new technologies, and to promote mobile coverage in rural areas. Finally, it is suggested to facilitate the leasing of bands on various frequencies that allow operators to take advantage of their technological characteristics; through costs that are aligned with the international market.

Due to their frequency and magnitude, urban floods affect different regions of the world. For this reason, several methodologies integrate information on hazard (H) and vulnerability (V) using a «Classic» Risk (R) model for risk analysis. However, this combination of variables generally overestimates the risk in places where the frequency of flooding is low. In this work we propose a model that we call «Adjusted Risk» (AR) that integrates values ​​of urban proximity (p) to bodies of water, as a tool to assess the risk of floods. The comparison between the R and AR models showed a higher efficiency of AR to reproduce the frequency of floods for 210 cities in Veracruz, while R overestimated the level of risk in cities with low frequency of floods. The correlation values ​​associated with the frequency of flood events for a period of 45 years (1970-2015), allow to establish the utility of the AR model to evaluate the risk of urban floods when using different scales of analysis.

In this paper we propose a model to study the learning process of one student during a course. We formulate a stochastic model based on the quality of the teacher’s class and the affinity of the student to understand the sessions, under the assumption that previous sessions have some influence in the understanding of the next sessions. The afore mentioned assumption implies that the process is not a Markov process. We derive some recursive expressions for the distribution of the number of sessions that the student comprehends. Furthermore, we study the convergence of this distribution and illustrate its speed of convergence through some numerical examples. Finally, we apply these results to propose a methodology to estimate the quality of this kind of courses.

In March 2020, face-to-face classes in Mexico were suspended due to the COVID-19 pandemic. From that moment on, virtuality was the means that allowed the continuation of teaching and learning activities in higher education. Today, almost a year and a half after the beginning of this scheme of work, the educational authorities are preparing for the return to face-to-face teaching. However, it is not yet known when the necessary conditions will exist for this to fully occur. This article addresses various possible scenarios in the post-confinement era, as well as the acceptance that these would have in the university student community. Its objectives were to characterize student perceptions of classes after COVID-19 lockdown and to compare them according to educational program, academic period, and employment status. The research design was quantitative cross-sectional, non-experimental, exploratory-descriptive in scope. A total of 1395 students from five university programs (Administration, International Trade, Public Accountant, Law, Information Technology) participated and answered an online questionnaire. They were asked about their willingness to continue taking online or hybrid classes in different scenarios, as well as about the continued use of collaborative tools and the need to promote technological and information security skills, given the digital nature of remote education. Data analysis was performed with the SPSS package. Descriptive values were obtained and nonparametric statistical tests of differences between groups were performed. The results show that students value positively the power to decide to take a subject online or face-to-face. In either mode of post-pandemic work, students would agree to continue using MSTEAMS. On the other hand, the recording of sessions was well valued, as well as the possibility of reducing the cost of enrollment if the education were hybrid or online. Also, students would be willing to take their theoretical courses online. It was found that law students are less in agreement about continuing to take their theoretical subjects online and administration students are more in agreement. Also, administration students were more in agreement to continue using MSTEAMS. On the other hand, students in the last semesters are more in agreement to continue with online classes and resources compared to students in the first semesters. In the analysis by employment status, no differences were found. This paper provides an overview of the acceptability of various hypothetical post-pandemic scenarios and allows reflection on the learnings obtained with online education in the COVID-19 times and how these could enhance academic activities after confinement.

Initial reading skills have been widely studied, the most recognized being phonological awareness (PA), alphabet knowledge (AK), rapid automatic naming (RAN), phonological memory (FM) and letter writing. Several intervention programs have sought to stimulate and develop these skills, with positive effects. The present study aims to develop a systematic review of initial reading intervention programs for Spanish-speaking students. For this purpose, a systematic review of the literature was used as the approach and design. The sample of this study corresponds to 20 articles (empirical research) available in the WoS, SCOPUS and SciELO databases. The results indicate that most of the programs (70 %) are of a mixed type, with development of decoding and meaning skills, 70 % of the programs perform intervention collectively (with the whole classroom group), using various material resources, such as notebook, pencils, stories, tablet, digital whiteboard, etc.  Thirty-five percent of the programs are organized in more than 70 sessions. In relation to age, 75 % of the studies reviewed carry out their intervention in the age range of 5 to 6 years, through various activities, within which PA exercises, syllable segmentation, sound identification, phonemic analysis and synthesis, story reading, word search, AK through songs stand out. The most worked skills are PA (80 %) and AK (65 %) followed by vocabulary with 45 %. A greater impact can be seen on skills related to decoding, i.e., those programs that develop PA together with AK. Some patterns that stand out among the programs are the systematicity, structure and explicit instruction of the skills they seek to develop.

The following study analyzes the issue of the teaching of philosophy as a right in the current curriculum from the perspective of the central subjects of the educational process: the students. Obtaining data on the perception of those who study contributes to a better knowledge of the school space destined to philosophy and the real access to the right to this training. A qualitative case study methodology was developed. Semi-structured interviews were conducted for data collection, and content analysis was implemented for data processing through open, axial and selective coding procedures, according to the principle of constant comparison of Grounded Theory. The findings show that the students' perception of school philosophical teaching is inclined to understand it as an essential formative factor in the academic process, since they identify it with a process of transformation. Issues related to the expectation of knowing and having a basis for their opinions are highlighted and, in this sense, they value the reading of specialized texts and philosophical questioning. The teaching of philosophy is recognized as a right, as it transforms and impacts from the individual to the collective.

The development of lower skills is important for the learning of writing, since the generation of text can reach a better standard when there is a greater mastery and automation of these skills. The objective of this study is to analyze teaching practices in the development of lower skills involved in writing in first grade students. A mixed methodology was developed, with a first quantitative phase and a second qualitative phase. In the first phase, 19 teachers were surveyed to characterize the teaching and feedback strategies they use to promote lower skills in writing. The second phase sought to understand the reasons for using certain strategies through semi-structured interviews with 6 participants. The results indicated that the practices are characterized by being traditional, that teachers use linked handwriting to teach writing, that the activity to which they dedicate the most time is calligraphy, that to automate writing they use a static image with movement instruction, that the resource most used by teachers is the Caligrafix workbook, and that they use evaluative feedback. Finally, the reasons why teachers use certain strategies are conditioned by the imposition of management teams and by tradition.

The objective of this work is to identify the effectiveness of virtual learning objects (VLOs) in the acquisition of chemistry competencies among first year students of two universities in Coquimbo, Chile, and to evaluate the development of competencies for employment and life in society. The research is limited to a quasi-experimental methodology of pre- and post-test with a control group. The instruments used have a Cronbach's Alpha index of 0.8 and 0.9 respectively. The results show the effectiveness of the VLOs in the appropriation of competencies, with statistical significance between 79 % and 100 %. In the competencies there is evidence of articulation between them, which leaves indications to continue investigating the relationship between attitudes and competencies. It is concluded that the VLOs, in the online teaching-learning process supervised by the teacher, motivate students to learn and enhance the skills of interpretation, analysis modeling and execution of procedures to solve chemistry problems.

The study addresses the construction of pedagogical authority from the point of view of the students who are in the process of initial teacher training at a Chilean university in the Biobío region. To answer the questions and objectives, a comprehensive methodological approach was used in order to achieve a broader and deeper perspective of the phenomenon. For the collection of data, seven focus groups were carried out with students who are in their final period of initial teacher training, who are about to begin their professional career and are studying one of the Pedagogy careers of the School of Education. The main results point to the construction of authority from a relational element, based on horizontality and empathy, together with a technical element of disciplinary knowledge. It is relevant that the idea of traditional authority is in retreat.