Popular University of Cesar

Avelumab, pembrolizumab, and enfortumab vedotin (EV) demonstrated efficacy in mUC following platinum-based chemotherapy. However, real-world data in patients with urothelial carcinoma with squamous differentiation (UCSD) are limited. The aim of this study is to assess the real-world clinical outcomes of avelumab, pembrolizumab, or EV in mUCSD patients. The ARON-2EV study is a retrospective, international, multicenter analysis in patients with mUC treated with avelumab, pembrolizumab, or EV across 79 centers in 21 countries. Patients were divided into three cohorts: 1 (avelumab), 2 (pembrolizumab), and 3 (EV). Primary endpoints were overall survival (OS) and time on treatment (ToT). Secondary objectives included evaluating clinical factors associated with outcomes and exploring the impact of UCSD histology on response to therapy. Statistical methods included Kaplan-Meier estimates, log-rank tests, Fisher's exact and chi-square tests, and Pearson's correlation coefficients. A total of 1918 patients, 1696 with advanced pure UC (pUC) and 222 with mUCSD (36 in cohort 1, 111 in cohort 2, and 75 in cohort 3), were included. Median OS was shorter in patients with UCSD compared to patients with pUC histology in the three cohorts (1: 13.0 vs 26.8months, HR 2.66,p = 0.003; 2: 10.2 vs 18.5months, HR 1.52,p = 0.008; and 3: 7.6 vs 13.1months, HR 1.68,p = 0.011). Median ToT was shorter in patients with UCSD compared to patients with pUC histology in cohort 1 (3.5 vs 5.6months, HR 1.57,p = 0.044) and 3 (7.6 vs 13.6months, HR 1.83,p = 0.005) but not in cohort 2 (3.7 vs 4.7months, HR 1.19,p = 0.177). Response to therapy was negatively correlated with UCSD histology in cohorts 2 (correlation coefficient 0.094,p = 0.008) and 3 (correlation coefficient 0.107,p = 0.021), while response to avelumab was not correlated with UCSD (correlation coefficient 0.072,p = 0.263). UCSD is a histology with a poor prognosis and response to treatments compared to pUC. Treatments activity and effectiveness in divergent differentiations should be addressed in dedicated prospective studies. NCT05290038.

La perdida de la biodiversidad y la tranformacion de los escosistemas amazonicas se consideran uno de los principales problemas sociambientales en el sur de colombia, la presente investigacion tiene como objetivo el diseño de una estrategia educativa ambiental contextualizada, dirrecionada a promover la apropiacion social del conocimiento cientifico sobre la biodiversidad de primates en los I, E rural Salamina de curillo, Caquetá, El estudio de desarrollo bajo un enfoque cualitativo, con un diseño de carácter interpretativo, lo cual permite la compresión de percepciones, saberes y actitudes de los estudiantes frente a la biodiversidad de primates y su cuidado. Para el levantamiento de información se emplearon técnicas como la observación participante, entrevista semiestructurada, encuestas semiestructurada y actividades pedagógicas (talleres) mediado por recurso educativos contextualizados. Los resultados dejaron en evidencia que el uso de implementación de estrategias contextualizada fortalece aspectos claves de la compresión del medio ambiente, generando una participación activa y motivación en emplear acciones de conservación de la biodiversidad de primates en la zona. En conclusión, la estrategia educativa ambiental contextualizada contribuye de forma significativa en la apropiación de conocimiento científico, lo cual favorece el cambio de las actitudes de los estudiantes y su compromiso con la protección de la biodiversidad de primates en la zona.

This study aimed to design and implement a school-based agroecological pedagogical strategy to strengthen food security among students at this study aimed to develop a pedagogical strategy based on school agroecology to promote food security among students at the Institución Educativa Técnico General José Joaquín García, Sede 10 Peñolcitos (Casabianca, Tolima, Colombia). A mixed-methods approach was adopted, with a non-experimental design and a descriptive scope. In the first phase, a quantitative diagnostic assessment was conducted using a validated questionnaire to identify students’ knowledge and perceptions regarding agroecology, school gardens, and healthy eating. In the second phase, a qualitative intervention was implemented through a didactic sequence structured around three axes: conceptual training, an agroecological school garden, and a healthy cooking workshop. The analysis was strengthened through triangulation of evidence from field journals, checklists, observations, and socialization spaces with mothers. The results revealed the presence of favorable preconceptions, along with specific gaps related to the understanding of the integral nature of agroecology, food security, and the school garden beyond a purely productive perspective. Training activities developed through talks, games, and playful strategies contributed to reducing these gaps. The school garden was consolidated as a living classroom through the organization of irrigation, weeding, monitoring, and recording brigades, which strengthened student participation, activated the composting system, and promoted scientific and civic competencies such as observation, argumentation, and shared responsibility. Likewise, the cooking workshop integrated hygiene and nutrition practices with the use of garden products, facilitating the transfer of learning from the school environment to the family context and fostering the appreciation of healthy eating. It is concluded that environmental education with an agroecological approach enhances the development of conscious eating habits and environmental stewardship when materialized through comprehensive and context-based pedagogical tools. It is recommended to strengthen its institutionalization through routines, monitoring indicators, curricular alignment, and community partnerships that ensure the continuity and scaling of the proposal.

Economic inequality remains a persistent challenge across Latin America, and Colombia is no exception—particularly within higher education institutions, where low-income students face significant barriers. In this context, the present study aims to analyze the socioeconomic distribution of students at the Universidad Popular del Cesar, Aguachica campus, through the calculation of the Lorenz curve. A quantitative approach was employed, combining descriptive and correlational research methods. Socioeconomic surveys were used to gather representative data from a sample of students. The data were processed using statistical tools to calculate and visualize income inequality. The findings reveal a moderate concentration of income among a small percentage of students, while the majority experience unfavorable economic conditions—clearly illustrated by the Lorenz curve. These results underscore the urgent need for institutional policies that reduce economic barriers for low-income students, as such inequality directly affects their academic performance and overall well-being. The study concludes that greater equity in the distribution of resources and financial support is essential to enhance the educational experience and reduce inequality gaps.

Escribir y compartir experiencias investigativas no es un acto inocente, sino una acción política y ética que busca enfrentar las “injusticias epistémicas”. Por esto se enfatiza la importancia de reconocer y valorar modos alternativos de conocer: ancestrales, populares, horizontales, dialógicos y participativos. El texto responde a la pregunta sobre el quehacer investigativo del autor, que reflexiona sobre las bases éticas, políticas y estéticas que orientan su práctica docente e investigadora. Propone fortalecer “soberanías epistémicas Otras” mediante paradigmas alternativos para indagar la realidad y formar en investigación social. El diseño de propuestas alternativas de formación e investigación se presenta como una respuesta consciente a las disputas que se dan en el campo académico, buscando abrir espacios para trayectorias viables y colectivas. Finalmente, el texto expresa el rechazo a la imposición de doctrinas y protocolos rígidos, destacando la urgencia de promover experiencias investigativas vivenciales y compartidas, pues no es posible construir pensamiento situado sin prácticas colectivas y personales.

The genus Streptomyces is the largest group within the phylum Actinobacteria, recognized for producing antibiotics and enzymes, with wide applications in medicine and biological control for crop protection against phytopathogens. In this study, the Streptomyces sp. Caat 5-35 strain, isolated from soil of the Caatinga biome in Brazil, and identified by analysis of the 16S rRNA gene, demonstrated its antagonistic effect in vitro in dual cultures against Phytophthora palmivora, Colletotrichum acutatum, Fusarium oxysporum, Rhizoctonia solani, Sclerotinia sclerotiorum, and Fusarium graminearum. Caat 5-35 inhibited mycelial growth ranging from 19% to 73.3%. Compounds purified by prep-HPLC from extracts were identified by spectral data analysis using UHPLC-triple-TOF-MS/MS, or nuclear magnetic resonance (NMR). This work demonstrated for the first time the anti-oomycete activity of albofungin, its derivatives, and albonoursin against P. palmivora. Moreover, the growth inhibition of Colletotrichum gloeosporioides by albonoursin and the antibacterial effect of 2-chloroadenosine and 5′-O-sulfamoyl-2-chloroadenosine against Pectobacterium carotovorum were demonstrated as novel findings. Caat 5-35 exhibited the ability to solubilize phosphates and produce cellulases on CMC agar. The findings of this study, in combination with in vitro bioassays on cacao pods (Theobroma cacao L.) inoculated with the antagonist strain and P. palmivora APB-35, demonstrate that Streptomyces sp. Caat 5-35 is a source of natural products with applications in agriculture and could serve as an alternative for crop protection.

A correção manual de provas de múltipla escolha consome tempo e atrasa o feedback aos estudantes. Scanners são uma solução, mas inacessíveis para muitas instituições. Este artigo propõe uma alternativa baseada em câmeras de smartphones, preenchendo uma lacuna sobre o custo-benefício de soluções móveis. Desenvolvemos uma ferramenta com o modelo You Only Look Once (YOLO) para reconhecer respostas em folhas de gabarito. Após testes e refinamentos, nossa solução atingiu 97% de acurácia com um tempo de inferência de 25ms, otimizando o processo de correção e acelerando o retorno avaliativo.

Schools play a fundamental role in educating conscious, responsible, and committed individuals toward environmental care and preservation. They integrate the cultural legacy of our ancestors into this process, thereby educating individuals with values ​​and developing environmental competencies based on sustainability. This research aimed to implement the planting of medicinal plants as a pedagogical strategy to preserve ancestral knowledge among sixth-grade students at Nuestra Señora del Carmen Educational Institution in the municipality of Pital, Huila, given the threat of extinction of this knowledge as a result of human activity and actions. Using a qualitative approach and descriptive action research methodological design, a pre-test was applied to diagnose students' level of knowledge about these plants, and a post-test was used to evaluate the pedagogical strategy. The results obtained revealed the positive effects of this pedagogical proposal on students, developing meaningful learning and pro-environmental competencies toward the preservation of ancestral knowledge surrounding the use of medicinal plants in primary health care.

La proliferación de residuos sólidos en el arroyo de Uribia constituye una problemática ambiental y social que afecta directamente la salud de las comunidades adyacentes y la sostenibilidad del ecosistema. El presente artículo analiza las causas, tipologías y efectos de estos residuos, resaltando su relación con prácticas inadecuadas de disposición y la ausencia de estrategias efectivas de gestión. La investigación adoptó un enfoque cualitativo con apoyo descriptivo, utilizando entrevistas, observación y encuestas a actores comunitarios para identificar percepciones y consecuencias. Los resultados evidencian una acumulación significativa de desechos plásticos, orgánicos y de construcción, lo cual genera riesgos sanitarios, deterioro paisajístico y tensiones sociales. Asimismo, se destacan falencias en la articulación institucional para promover procesos de educación ambiental y manejo integral de residuos. Se concluye que la intervención comunitaria, acompañada de políticas locales claras y acciones pedagógicas, es fundamental para mitigar el impacto negativo de esta situación y fomentar prácticas sostenibles en el territorio.

La investigación tuvo como objetivo evaluar el impacto en el desempeño académico en los estudiantes de cuarto y quinto de primaria que trabajan en la explotación artesanal de la mina de carbón ubicada en el asentamiento subnormal (invasión) Brisas de las Palmas en la comuna 15 de Cali. El enfoque fue mixto teniendo en cuenta que en la propuesta educativa se aplicó inicialmente el instrumento de recolección de información a cuarenta estudiantes de los grados cuarto y quinto de primaria de Institución Etnoeducativa el Diamante ubicada en el barrio el retiro de la comuna 15. El resultado arrojó el impacto académico negativo en los estudiantes en cuanto a: asistencia al colegio, área reprobadas, puesto que ocupó académicamente en salón. Lo anterior permite visualizar como afecta en los estudiantes el desempeño académico el que sus padres trabajen en la carbonera pues por estar apoyándolos en su labor no asisten al colegio y esto afecta notablemente la continuidad en aprendizaje de contenidos académicos. La investigación tuvo enfoque mixto, con alcance descriptivo y diseño descriptivo secuencial. Para el instrumento de recolección de la información se aplicó la escala de Likert con cinco alternativas y se determinó el coeficiente de confiabilidad alfa Cron Bach con un valor de 0,84 siendo de una confiabilidad buena. En la propuesta educativa se desarrollaron cuatro estrategias aplicadas a dieciocho padres de familia con sus hijos y que trabajan en la carbonera como fueron: compartir y socializar, la creatividad en parejas padres e hijos, aprendizaje basado en el juego y aula invertida. Se concluye que es necesario aplicar tácticas de apoyo a padre e hijos para fortalecer temas como: la comunicación, la lúdica, el trabajo en parejas, el dialogo, los acuerdos familiares, la asistencia al colegio y el emprendimiento.