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1
Kelly, Alison. "A comment on ‘Class, gender and science teaching processes’ by R. G. Hacker‡." International Journal of Science Education 9, no. 2 (April 1987): 147–51. http://dx.doi.org/10.1080/0950069870090203.
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Baluja, Aurora, Moisés Rodríguez-Mañero, Alberto Cordero, Bahij Kreidieh, Diego Iglesias-Alvarez, Jose M. García-Acuña, Alvaro Martínez-Gómez, et al. "Prediction of major adverse cardiac, cerebrovascular events in patients with diabetes after acute coronary syndrome." Diabetes and Vascular Disease Research 17, no. 1 (December 16, 2019): 147916411989213. http://dx.doi.org/10.1177/1479164119892137.
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Background and objectives: The risk of major adverse cardiac and cerebrovascular events following acute coronary syndrome is increased in people with diabetes. Predicting out-of-hospital outcomes upon follow-up remains difficult, and no simple, well-validated tools exist for this population at present. We aim to evaluate several factors in a competing risks model for actionable evaluation of the incidence of major adverse cardiac and cerebrovascular events in diabetic outpatients following acute coronary syndrome. Methods: Retrospective analysis of consecutive patients admitted for acute coronary syndrome in two centres. A Fine–Gray competing risks model was adjusted to predict major adverse cardiac and cerebrovascular events and all-cause mortality. A point-based score is presented that is based on this model. Results: Out of the 1400 patients, there were 783 (55.9%) with at least one major adverse cardiac and cerebrovascular event (417 deaths). Of them, 143 deaths were due to non-major adverse cardiac and cerebrovascular events. Predictive Fine–Gray models show that the ‘PG-HACKER’ risk factors (gender, age, peripheral arterial disease, left ventricle function, previous congestive heart failure, Killip class and optimal medical therapy) were associated to major adverse cardiac and cerebrovascular events. Conclusion: The PG-HACKER score is a simple and effective tool that is freely available and easily accessible to physicians and patients. The PG-HACKER score can predict major adverse cardiac and cerebrovascular events following acute coronary syndrome in patients with diabetes.
3
Diffee, Erica, and Pratim Datta. "Cybersecurity: The Three-headed Janus." Journal of Information Technology Teaching Cases 8, no. 2 (November 2018): 161–71. http://dx.doi.org/10.1057/s41266-018-0037-7.
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Multiple entities define the stage: Ayn, an accomplished CIO; James, an idealistic CEO; Kira, an unscrupulous hacker; Randcom, a rail company; and Zuidia, a country reinventing itself. These entities intersect in a tense cybersecurity gameplay. A cyber-attack rages across multiple fronts, targeting Randcom's technology, processes, and people, suddenly delivering a staggering blow to the company. Ayn stands in the eye of the storm, figuring a path forward. This cybersecurity case study offers an active learning and role-playing experience for students. Immersing the student in the anatomy of a cybersecurity attack, this case converges various perspectives: the hacker, the company, and the macro environment (e.g., country culture). In the process, this case highlights conflicting strategic choices and opportunity costs of decisions in an environment that requires a company to be both competitive and yet secure across three cybersecurity facets: technology, processes, and people. This case could be used as a class discussion and exercise as well as a role play with multiple protagonists. Specific roles include the CEO, the CIO, the hacker, and the CFO. This case brings together multiple viewpoints, often conflicting, representative of real-life decisional and ethical dilemmas in the context of a company. This case, further contextualized using a developing country as the backdrop, adds an additional layer of decisional trade-offs. Nonetheless, this case is representative of IS and cybersecurity decision making in a company, regardless of the type of country.
4
Pontusson, Jonas. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 654–58. http://dx.doi.org/10.1017/s153759271100243x.
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Jacob S. Hacker and Paul Pierson'sWinner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Classis both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue ofThe American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers ofPerspectives on Politicswill know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels'sUnequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.”Winner-Take-All Politicsthus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
5
Arnold, Kathleen R. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 639–42. http://dx.doi.org/10.1017/s1537592711002337.
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Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
6
Box-Steffensmeier, Janet M. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 643–44. http://dx.doi.org/10.1017/s1537592711002349.
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Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
7
Carmines, Edward G. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 645–47. http://dx.doi.org/10.1017/s1537592711002350.
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Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
8
Dean, Jodi. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 648–51. http://dx.doi.org/10.1017/s1537592711002362.
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Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
9
McClain, Paula D. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 651–54. http://dx.doi.org/10.1017/s1537592711002374.
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Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
10
Waddell, Brian. "Class Politics, American-Style." Perspectives on Politics 9, no. 3 (September 2011): 659–62. http://dx.doi.org/10.1017/s1537592711002441.
Full textAbstract:
Jacob S. Hacker and Paul Pierson's Winner-Take-All Politics: How Washington Made the Rich Richer—And Turned Its Back on the Middle Class is both a work of political science and a contribution to broad public discussion of distributive politics. Its topic could not be more relevant to a US polity wracked by bitter partisan disagreements about taxes, social spending, financial regulation, social insecurity, and inequality. The political power of “the rich” is a theme of widespread public attention. The headline on the cover of the January–February 2011 issue of The American Interest—“Inequality and Democracy: Are Plutocrats Drowning Our Republic?”—is indicative. Francis Fukuyama's lead essay, entitled “Left Out,” clarifies that by “plutocracy,” the journal means “not just rule by the rich, but rule by and for the rich. We mean, in other words, a state of affairs in which the rich influence government in such a way as to protect and expand their own wealth and influence, often at the expense of others.” Fukuyama makes clear that he believes that this state of affairs obtains in the United States today.Readers of Perspectives on Politics will know that the topic has garnered increasing attention from political scientists in general and in our journal in particular. In March 2009, we featured a symposium on Larry Bartels's Unequal Democracy: The Political Economy of the New Gilded Age. And in December 2009, our lead article, by Jeffrey A. Winters and Benjamin I. Page, starkly posed the question “Oligarchy in the United States?” and answered it with an equally stark “yes.” Winner-Take-All Politics thus engages a broader scholarly discussion within US political science, at the same time that it both draws upon and echoes many “classic themes” of US political science from the work of Charles Beard and E. E. Schattschneider to Ted Lowi and Charles Lindblom.In this symposium, we have brought together a group of important scholars and commentators who offer a range of perspectives on the book and on the broader themes it engages. While most of our discussants are specialists on “American politics,” we have also sought out scholars beyond this subfield. Our charge to the discussants is to evaluate the book's central claims and evidence, with a focus on three related questions: 1) How compelling is its analysis of the “how” and “why” of recent US public policy and its “turn” in favor of “the rich” and against “the middle class”? 2) How compelling is its critique of the subfield of “American politics” for its focus on the voter–politician linkage and on “politics as spectacle” at the expense of an analysis of “politics as organized combat”? 3) And do you agree with its argument that recent changes in US politics necessitate a different, more comparative, and more political economy–centered approach to the study of US politics?—Jeffrey C. Isaac, Editor
11
Mahfoud, Asmaa, Abu Bakar Sultan, Abdul Azim Abd, Norhayati Mohd Ali, and Novia Admodisastro. "Code Obfuscation. Where is it Heading?" International Journal of Engineering & Technology 7, no. 4.1 (September 12, 2018): 22. http://dx.doi.org/10.14419/ijet.v7i4.1.19485.
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Reverse Engineering is the process of revealing hidden code from class file. It converts garbage to readable English text. The main purpose of Reverse Engineering is to uncover the hidden code when the documentation is poor, missing source file, and developer is no longer available to provide the original code source file. Hacker uses Reverse Engineering to attack the class file to uncover the code. Then, the code can be reused for other purposes without taking any permission from the original author. The class file contains all the information and business rules that will be revealed once Reverse Engineering process attacks. Anti-Reverse Engineering techniques are developed to stop, delay, and prevent Reverse Engineering; one of the most common techniques is Obfuscation. It has many forms of protection such as, changing the names of classes and variables names, hide classes, and change form of code. In this paper, an appraisal will be conducted to study the current Obfuscation techniques. This research proposes a new hybrid technique that is based on obfuscation; the technique will be using mathematics, Unicode, and unknown language to convert the source file to a garbage running file that does same task which normal source file does for java applications.
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Riadi, Imam, Anton Yudhana, and Yunanri W. "Analisis Keamanan Website Open Journal System Menggunakan Metode Vulnerability Assessment." Jurnal Teknologi Informasi dan Ilmu Komputer 7, no. 4 (August 7, 2020): 853. http://dx.doi.org/10.25126/jtiik.2020701928.
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<p class="Body"><em>Open Journal System</em> (OJS) merupakan perangkat lunak yang berfungsi sebagai sarana publikasi ilmiah dan digunakan diseluruh dunia. OJS yang tidak dipantau beresiko diserang oleh <em>hacker</em>. Kerentanan yang di timbulkan oleh <em>hacker</em> akan berakibat buruk terhadap performa dari sebuah OJS. Permasalahan yang dihadapi pada sistem OJS meliputi <em>network</em>, <em>port discover</em>, proses audit <em>exploit</em> sistem OJS. Proses audit sistem pada OJS mencakup <em>SQL Injection</em>, melewati <em>firewall </em>pembobolan <em>password</em>. Parameter input yang digunakan adalah IP<em> </em><em>address</em> dan <em>p</em><em>ort open access</em>. Metode yang digunakan adalah <em>vulnerability assessment</em>. Yang terdiri dari beberapa tahapan seperti <em>information gathering</em> atau <em>footprinting</em>, <em>scanning vulnerability</em>, <em>reporting</em>. Kegiatan ini bertujuan untuk mengidentifikasi celah keamanan pada <em>website o</em><em>pen j</em><em>ournal s</em><em>ystem</em> (OJS). Penelitian ini menggunakan <em>o</em><em>pen w</em><em>eb a</em><em>pplication s</em><em>ecurity p</em><em>roject</em> (OWASP). Pengujian yang telah dilakukan berhasil mengidentifikasi 70 kerentanan<em> high</em>, 1929 <em>medium</em>,<em> </em>4050 <em>low</em> pada OJS, Total nilai <em>vulnerabilit</em>y pada OJS yang di uji coba sebesar 6049. Hasil pengujian yang dilakukan menunjukkan bahwa pada OJS versi 2.4.7 memiliki banyak celah kerentanan atau <em>vulnerability</em>, tidak di rekomendasi untuk digunakan. Gunakanlah versi terbaru yang dikeluarkan oleh pihak OJS <em>Public knowledge project</em> (PKP).</p><p class="Body"> </p><p class="Body"><em><strong>Abstract</strong></em></p><p class="Judul21"><em>The Open Journal System (OJS) is </em><em>A </em><em>software that functions as a means of scientific publication and is used throughout the world. OJS that is not monitored is at risk of being attacked by hackers. Vulnerabilities caused by hackers will adversely affect the performance of an OJS. The problems faced by the OJS system include the network, port discover, OJS system audit exploit process. The system audit process on the OJS includes SQL Injection, bypassing the firewall breaking passwords. The input parameters used are the IP address and open access port. The method used is a vulnerability assessment. Which consists of several stages such as information gathering or footprinting, scanning vulnerability, reporting. This activity aims to identify security holes on the open journal system (OJS) website. This study uses an open web application security project (OWASP). Tests that have been carried out successfully identified 70 vulnerabilities high, 1929 medium, 4050 low in OJS, the total value of vulnerability in OJS which was tested was 6049. The results of tests conducted showed that in OJS version 2.4.7 had many vulnerabilities or vulnerabilities, not on recommendations for use. Use the latest version issued by the OJS Public Knowledge Project (PKP).</em></p><p class="Body"><em><strong><br /></strong></em></p>
13
Kusmantoro, Adhi. "TEKNOLOGI BIOMETRIK DENGAN METODE SIDIK JARI UNTUK SISTEM KEAMANAN DATABASE." Jurnal Transformatika 4, no. 1 (July 30, 2006): 34. http://dx.doi.org/10.26623/transformatika.v4i1.17.
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<span class="hps">Keamanan</span><span> </span><span class="hps">dalam teknologi</span><span> </span><span class="hps">dunia maya</span><span> </span><span class="hps">pada saat</span><span> </span><span class="hps">sangat diperlukan</span><span> </span><span class="hps">mengingat</span><span> </span><span class="hps">banyaknya</span><span> </span><span class="hps">masyarakat yang</span><span> </span><span class="hps">telah mengakui</span><span class="hps">teknologi,</span><span> </span><span class="hps">sehingga</span><span> </span><span class="hps">kecenderungan</span><span> </span><span class="hps">banyak</span><span> </span><span class="hps">ingin mengetahui</span><span> </span><span class="hps">atau bahkan</span><span> </span><span class="hps">mencuri sesuatu</span><span> </span><span class="hps">rahasia</span><span> </span><span class="hps">super yang</span><span> </span><span class="hps">sifatnya</span><span> </span><span class="hps">atau hak cipta</span><span> </span><span class="hps">yang</span><span> </span><span class="hps">di bawah</span><span> </span><span class="hps">aeigis</span><span> </span><span class="hps">hukum</span><span> </span><span class="hps">untuk mencari</span><span> </span><span class="hps">keuntungan</span><span> </span><span class="hps">individu dengan</span><span> </span><span class="hps">crack atau</span><span> </span><span class="hps">lebih dikenal dengan</span><span> </span><span class="hps">hacker.</span>
14
Adiono, Trio, Bryan Tandiawan, and Syifaul Fuada. "Device Protocol Design for Security on Internet of Things based Smart Home." International Journal of Online Engineering (iJOE) 14, no. 07 (July 27, 2018): 161. http://dx.doi.org/10.3991/ijoe.v14i07.7306.
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<p class="0abstract">One of the major challenges that arise in the internet of things (IoT) based smart home systems is security issue. It is still relatively low in which the exchange of data between devices can easily be stolen by outsiders since it is connected to the internet. In this work, we present the details of the protocol messages in smart home appliances that are encrypted by RSA algorithm and AES in which the RSA key was regenerated in every turnover of the day (exactly at 00:00:00 or 1 x 24 hours) since the last key generation by mobile. The performance test is done by sending an error command and a correct command to the RGB lamp device. The results show that the designed protocol works well as expected. Given the security mechanism in the designed protocol, data exchange between devices in the smart home will be hard to break by outsiders. Thus, the users can enjoy their smart home privacy without worrying the intruders (hacker).</p>
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Scariot Esquivel, Nelson. "Hackers, política y revolución." Question/Cuestión 3, no. 72 (September 1, 2022): E716. http://dx.doi.org/10.24215/16696581e716.
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El siguiente artículo está basado en el capítulo tres de mi tesina de grado La cultura hacker como filosofía de vida en la era del capitalismo cibernético. Una aproximación al caso en Mendoza. Aquí analizamos el potencial revolucionario de les hackers frente al actual sistema económico, político e informático que gobierna el mundo: el capitalismo cibernético (Tiqqun, 2016). Centrándonos en el aspecto político y filosófico de la cultura hacker. En efecto, buscamos responder a las siguientes preguntas: ¿Pueden los/as hackers constituirse en una clase política? ¿Por qué pensar a los/as hackers en términos revolucionarios? ¿Presentan efectivamente una actitud revolucionaria frente al capitalismo cibernético? ¿Cuáles son sus posibilidades para establecer una revolución? ¿Es correcto hablar de filosofía hacker?
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McKenna, Brian. "Russian hackers are world class." Network Security 2005, no. 4 (April 2005): 3. http://dx.doi.org/10.1016/s1353-4858(05)70219-1.
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Lin, Yu-Wei. "Hacker Culture and the FLOSS Innovation." International Journal of Open Source Software and Processes 4, no. 3 (July 2012): 26–37. http://dx.doi.org/10.4018/ijossp.2012070103.
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This article aims to contribute to our understanding of the free/libre open source software (FLOSS) innovation and how it is shaped by and also shapes various perceptions on and practices of hacker culture. Unlike existing literature that usually normalises, radicalises, marginalises, or criminalises hacker culture, the author confronts such deterministic views that ignore the contingency and heterogeneity of hacker culture, which evolve over time in correspondence with different settings where diverse actors locate. The author argues that hacker culture has been continuously defined and redefined, situated and resituated with the ongoing development and growing implementation of FLOSS. The story on the development of EMACSen (plural form of EMACS—Editing MACroS) illustrates the consequence when different interpretations and practices of hacker culture clash. The author concludes that stepping away from a fixed and rigid typology of hackers will allow people to view the FLOSS innovation from a more ecological view. This will also help people to value and embrace different contributions from diverse actors including end-users and minority groups.
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Guntoro, Guntoro, Loneli Costaner, and Musfawati Musfawati. "ANALISIS KEAMANAN WEB SERVER OPEN JOURNAL SYSTEM (OJS) MENGGUNAKAN METODE ISSAF DAN OWASP (STUDI KASUS OJS UNIVERSITAS LANCANG KUNING)." JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) 5, no. 1 (June 2, 2020): 45. http://dx.doi.org/10.29100/jipi.v5i1.1565.
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<p class="Abstract">Perkembangan teknologi informasi yang begitu pesat memberikan dampak positif dalam berbagai bidang, salah satunya adalah teknologi internet. Website menjadi alternatif bagi institusi dalam mempromosikan kepada masyarakat umum. Website juga mudah diakses oleh banyak orang, yang tidak kenal tempat maupun waktu. Dengan adanya kemudahan tersebut, banyak instansi membangun web server tanpa memperhatikan apakah web server yang dibangun sesuai dengan standar keamanan atau tidak, apakah sistem yang dibangun sudah aman atau ada gangguan. Universitas Lancang Kuning mempunyai web server yang berisi banyak sistem informasi dan dokumen yang dipublikasi bagi pengguna. Salah satu sistem yang paling krusial adalah sistem Open Journal System (OJS). Menurut informasi dari PDPT Universitas Lancang Kuning, bahwa sistem Open Journal System (OJS) sudah dua kali terjadi cracking. Kerusakan terhadap OJS ini mengakibatkan data yang terdapat pada sistem OJS hilang, bahkan author sering komlain kepada pengelola jurnal. Pengujian terhadap web server sangatlah penting dilakukan, pengujian ini bertujuan untuk menguji apakah web server sudah aman atau belum dari tindak kejahatan para hacker. Dalam pengujian penetrasi ada beberapa metode yang sering dipakai seperti Information Systems Security Assessment Framework (ISSAF), OWASP. Pada penelitian ini digunakan metode ISSAF dan OWASP versi 4. Metode penelitian yang digunakan pada penelitian ini diantaranya adalah studi literatur, pengumpulan data, pengujian penetrasi menggunakan metode ISSAF dan OWASP, dan analisa dan laporan. Adapun tujuan penelitian ini adalah bagaimana menganalisis keamanan sistem Open Journal System (OJS) menggunakan metode ISSAF dan OWASP pada Universitas Lancang Kuning. Berdasarkan pengujian yang telah dilakukan menggunakan metode ISSAF dan OWASP, sistem OJS Universitas Lancang tergolong aman, karena tidak mampu untuk ditembus. Walaupun OJS Universitas Lancang Kuning tergolong aman, serangan bisa saja terjadi dari dalam institusi.</p>
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Coronado, Carmita. "Jugando a hacer una película." Sophía 1, no. 6 (June 30, 2009): 133. http://dx.doi.org/10.17163/soph.n6.2009.06.
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León Cedeño, Fernando. "Experiencias docentes durante la pandemia por el coronavirus semestre 2020-2." Educación Química 31, no. 5 (December 8, 2020): 47. http://dx.doi.org/10.22201/fq.18708404e.2020.5.76248.
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<p class="p1"><span class="s1">En este trabajo se presenta como se abordaron los problemas que, ante la contingencia sanitaria, se tuvieron que enfrentar para poder dar clases a distancia. Estos fueron desde el entrar en contacto con el servicio de videoconferencia Google meet, y hacer uso de la plataforma Google drive, así como el de enfrentar el problema de estar en una sesión en la que no se puede observar a los alumnos y no poder hacer uso del pizarrón.</span></p>
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Paz Sandoval, M. Angeles. "Cómo hacer divertida la clase de química." Educación Química 6, no. 1 (August 30, 2018): 31. http://dx.doi.org/10.22201/fq.18708404e.1995.1.66732.
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<span>Me da mucho gusto estar reunida el día de hoy, precisamente un día antes del Día del Maestro, con profesores preocupados no sólo por cumplir con el objetivo de transmitir los conocimientos básicos que maneja la química, que en términos generales comprenden la composición y la transformación de la materia, sino también por estimular la participación activa de sus estudiantes durante el curso.</span>
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Alquézar, Moira, and Mariana Buzeki. "Saber y hacer: evaluación de la transferencia de conocimientos didácticos a la práctica docente." Praxis Pedagógica 17, no. 20 (August 10, 2017): 63–84. http://dx.doi.org/10.26620/uniminuto.praxis.17.20.2017.63-84.
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El presente trabajo pretende contribuir a la formación pedagógica de nuestros estudiantes mediante el análisis de uno de los dispositivos de evaluación propuestos por el equipo docente. El objetivo general es analizar el desarrollo de las clases organizadas por los estudiantes y su articulación con la propuesta didáctica de la asignatura «Adolescencia, Educación y Cultura». La metodología utilizada es de tipo cualitativo, enmarcada dentro de la investigación narrativa. El diseño es de corte naturalista: los datos se recolectaron en las clases prácticas, con la participación de todos los implicados en el campo. Las narraciones se recolectaron a través de un informe escrito de autoevaluación que los estudiantes debían presentar con posterioridad a la clase. Esta información se trianguló con las devoluciones que el grupo de la clase brindó a sus compañeros y con las observaciones realizadas por las ayudantes.
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Girotti, Bettina. "«Jugar a hacer títeres»." Arte e Investigación, no. 20 (December 15, 2021): e082. http://dx.doi.org/10.24215/24691488e082.
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En la Argentina, el siglo xx constituye un punto de inflexión en relación con la infancia. Niñas y niños empezaron a ser considerados sujetos productores y creativos, y muchas experiencias dirigidas a las infancias intentaron generar espacios para que pudieran expresar sus voces. Las revistas infantiles acompañaron y potenciaron esta configuración transmitiendo contenidos escolares y vinculados al universo lúdico, a través de secciones de manualidades que incluyeron títeres y toda clase de juguetes. Partimos de la hipótesis de que algunas revistas infantiles colaboraron con el mundo de los títeres al hacerse eco de algunas de las propuestas que venían siendo desarrolladas en el campo artístico y en el ámbito educativo, gracias a la incorporación de secciones que enseñaron a fabricar títeres. Nos proponemos, entonces, revisar los casos de Billiken y Mundo Infantil, los saberes que transmitieron y los modos en que lo hicieron.
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Silva, João Nunes da, and Enza Rafaela Peixoto Ferreira. "A REIFICAÇÃO DA MULHER E A OFENSIVA CONSERVADORA NO BRASIL ATUAL." Revista Observatório 5, no. 5 (August 1, 2019): 1022–46. http://dx.doi.org/10.20873/uft.2447-4266.2019v5n5p1022.
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O artigo ora apresentado se propõe a refletir sobre a categoria da reificação nos sujeitos femininos diante de um cenário de ofensiva conservadora e sexista que emerge no atual momento brasileiro. Buscando apresentar ao leitor como o paradigma capitalista de produção se sustenta e se move em um complexo de relações que envolvem dominação de uma classe sobre outra e dentro dessa divisão de classe a divisão sexual do trabalho que determina um jugo intensificado de exploração e dominação às mulheres. Fazendo, assim, uma conexão entre marcadores de classe-raça-gênero. A reflexão e construção teórica desse artigo perseguem a trilha materialista e dialética da história, pautada no Feminismo Marxista.
PALAVRAS-CHAVE: Brasil. Conservadorismo. Mulher. Reificação.
ABSTRACT
The article now presented aims to reflect on the category of reification in female subjects in the face of a scenario of conservative and sexist offensive that emerges in the current Brazilian moment. It seeks to present to the reader how the capitalist production paradigm is sustained and moves in a complex of relationships that involve domination of one class over another and within that class division the sexual division of labor that determines an intensified yoke of exploitation and domination of women. Thus, it makes a connection between class-race-gender markers. The reflection and theoretical construction of this article pursues the materialist and dialectic path of history, based on Marxist Feminism.
KEYWORDS: Brazil. Conservatism. Woman. Reification.
RESUMEN
El artículo ahora presentado tiene como objetivo reflexionar sobre la categoría de reificación en sujetos femeninos frente a un escenario de ofensiva conservadora y sexista que emerge en el momento brasileño actual. Tratando de presentar al lector cómo el paradigma de producción capitalista se sostiene y se mueve en un complejo de relaciones que implican el dominio de una clase sobre otra y dentro de esa división de la clase, la división sexual del trabajo que determina un yugo intensificado de explotación y dominación de las mujeres Y así hacer una conexión entre los marcadores de clase-raza-género. La reflexión y la construcción teórica de este artículo persigue el camino materialista y dialéctico de la historia, basado en el feminismo marxista. .
PALABRAS CLAVE : Brasil Conservadurismo Mujer Reificación.
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García Yépez, Janette, and Pedro Rodríguez Rojas. "El Chavismo y su relación con los distintos estratos sociales (Venezuela,1999-2012)." Encrucijada Americana 13, no. 2 (December 30, 2021): 58. http://dx.doi.org/10.53689/ea.v13i2.179.
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Este artículo persigue hacer una aproximación al tratamiento que desde el gobierno de Hugo Chávez (1999-2012) se les dio a los distintos extractos sociales. Pretendemos responder a la pregunta: ¿cómo ha sido la relación que Chávez estableció con la burguesía, la clase media y la clase obrera venezolana antes y después del golpe de Estado del 2002? Por cuanto se hace necesario reflexionar acerca de la forma en que las clases se relacionan con gobiernos progresistas, así como este se relaciona con las clases sociales, para poder determinar el contenido de clase del gobierno, más allá de las declaraciones públicas y poder evidenciar las contradicciones ideológicas del chavismo.
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Puig Rovira, Josep Ma. "¿Cómo hacer escuelas democráticas?" Educação e Pesquisa 26, no. 2 (December 2000): 55–59. http://dx.doi.org/10.1590/s1517-97022000000200005.
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Para responder a la pregunta que titula el presente artículo, "¿Cómo hacer escuelas democráticas?", se ha llevado a cabo un rodeo que nos ha conducido, en primer lugar, a definir qué se entiende por escuela democrática, a ver cuáles son sus principales limitaciones y errores, y qué posibilidades le quedan todavía como instrumento educativo de transformación social. La escuela democrática se ha caracterizado como un espacio de participación que, sin embargo, muy a menudo ha producido desigualdad y discriminación. Pese a todo, las escuelas democráticas deben ser espacios de controversia y lucha en favor de la democracia. En segundo lugar, el artículo realiza un rápido recorrido por algunos de las principales tendencias y momentos de desarrollo de las escuelas democráticas. Luego, en su tramo final, el escrito propone un conjunto de dinamismos pedagógicos que han de ayudar a construir escuelas entendidas como comunidades democráticas. Dinamismos como los encuentros, la formación de pequeños grupos, la definición de espacios de diálogo y participación, y el diseño de prácticas de valor. Finalmente, el texto concluye con la presentación de una de las prácticas esenciales de las escuelas democráticas: las asambleas de clase. Además de presentar qué son las asambleas y cómo deben funcionar, se analiza su papel en tanto que instrumento de educación en valores y preparación para la ciudadanía.
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VALLEJOS, ROLANDO ALVAREZ. "¿REPRESIÓN O DEMOCRATIZACIÓN?: la clase dominante chilena ante la crisis de la dominación oligárquica (1918-1927)." Outros Tempos: Pesquisa em Foco - História 13, no. 21 (June 30, 2016): 148–71. http://dx.doi.org/10.18817/ot.v13i21.529.
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Resumen: La historia de Chile hasta el golpe de Estado de 1973 se suele presentar como un progresivo proceso de profundización democrática, que a diferencia del resto de América Latina, su sistema polático fue capaz de institucionalizar el conflicto de clases sin hacer uso masivo de métodos represivos. El presente artáculo problematiza este supuesto, examinando la crisis de la dominación oligárquica en Chile en la ciudad de Iquique. Centro de concentración obrera, el conflicto de clases se encontraba altamente desarrollado en la región. Fue allá donde la necesidad de conjugar represión y legitimidad polática originó nuevas formas de aplicar y limitar la represión sobre los movimientos sociales y poláticos. La fortaleza de las organizaciones obreras obligó a relativizar la vocación represiva de la clase dominante, generando una compleja relación entre coerción y democratización, que caracterizaráa la construcción del sistema polático moderno en Chile.Palabras clave: Represión. Democratización. Iquique.REPRESSION OR DEMOCRATIZATION?: The Chilean dominant class facing the oligarchic domination crisis (1918-1927)Abstract: Until the the coup d'état of 1973 the history of Chile used to be presented as a progressive process of expanding democracy which, unlikely the rest of Latin America, was based in a political system capable of making institutionalize the conflict among classes without using doing a massive use of repressive methods. This article problematizes this assumption by examining the crisis of oligarchical domination in Chile, specifically from the city of Iquique, the center of the working-class concentration. The class conflict was highly developed at this region. It is observed the need to combine repression and political legitimacy which gave birth to the new forms to apply and limit the use of violence over political movements. The strength of labor organizations forced the dominant class to relativize its repressive vocation creating a complex relation between repression ad democratization, which would feature the construction of Chilean modern politic system .Keywords: Repression. Democratization. Iquique. REPRESSáƒO OU DEMOCRATIZAÇÃO?: a classe dominante chilena frente á crise da dominação oligárquica (1918-1927)Resumo: Até o golpe de Estado de 1973, a história do Chile costuma ser apresentada como um progressivo processo de aprofundamento democrático que, diferentemente do restante da América Latina, se pautava em um sistema polático capaz de institucionalizar o conflito entre as classes sem fazer uso massivo de métodos repressivos. O presente artigo problematiza esse pressuposto, examinando a crise da dominação oligárquica no Chile, a partir da cidade de Iquique, localizada ao norte do paás. Epicentro da concentração operária, o conflito de classes se encontrava altamente desenvolvido nesta região. Observa-se a necessidade de conjugar repressão e legitimidade polática que deu origem a novas formas de aplicar e limitar o uso da violência sobre os movimentos sociais e poláticos. A força das organizações operárias obrigou a classe dominante a relativizar sua vocação repressiva, gerando uma complexa relação entre repressão e democratização, que caracterizaria a construção do sistema polático moderno no Chile.Palavras-chave: Repressão. Democratização. Iquique.
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Ragland, Cathy. "Hacer sonar la tradición a través de las fronteras." Mexican Studies/Estudios Mexicanos 35, no. 1 (2019): 88–114. http://dx.doi.org/10.1525/msem.2019.35.1.88.
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La carrera del acordeonista y líder de banda musical, Ramón Ayala, abarca más de 50 años de labor como arquitecto pionero de la música norteña, el popular género mexicano / méxico-americano del siglo xx. A diferencia de Los Tigres del Norte (su rival más visible en California), Ayala apenas cuenta con el apoyo de medios de comunicación y de grandes disqueras, casi no recibe atención periodística ni académica, y reside en un poblado rural fronterizo de Texas. En este ensayo sostengo que la colaboración formativa de Ayala con el cantante y compositor Cornelio Reyna, en el dúo arquetípico norteño Los Relámpagos del Norte, dio como resultado innovaciones clave que modernizaron y transformaron una tradición popular regional en un fenómeno de la música popular transnacional. Examino cómo Ayala construyó una “imagen de autor” definida por una identidad regional rural, de clase trabajadora, conservadora, hipermasculina y formada por la ciudadanía bicultural y binacional de la frontera. La popularidad sostenida de Ayala y su autenticidad “mexicana” percibida desafían las tendencias ideológicas actuales en la industria “Regional Mexican”, en gran parte urbana e impulsada por un cambio generacional hacia los narcocorridos, las letras violentas y las imágenes hipersexualizadas de lo rural. Accordionist and bandleader Ramón Ayala’s career spans over 50 years as a pioneering architect of música norteña, the popular Mexican/Mexican American genre of the 20th century. Unlike Los Tigres del Norte (his more visible California-based rival) Ayala relies on scant media and major label support, receives almost no journalistic and scholarly attention, and resides in a rural Texas border town. This essay argues that Ayala’s formative collaboration with singer/songwriter Cornelio Reyna as the archetypal norteño duo Los Relámpagos del Norte, resulted in critical innovations that modernized and transformed a regional folk tradition into a transnational popular music phenomenon. I examine how Ayala constructed an “author image,” defined by regional identity as rural, working-class, conservative, hypermasculine and shaped by bi-cultural and bi-national border citizenship. Ayala’s continued popularity and perceived “Mexican” authenticity challenges current ideological trends in today’s largely urban “Regional Mexican” industry driven by a generational shift towards narcocorridos, violent lyrics, and hypersexualized imaginings of rurality.
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Reguera Rodríguez, Antonio. "Proyectar la ciudad para hacer la guerra." Polígonos. Revista de Geografía, no. 1 (January 1, 2005): 135. http://dx.doi.org/10.18002/pol.v0i1.1279.
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Todo poder que se concibe y pretende manifestarse en términos absolutos lo hace impregnado de contenidos marciales. En la España de postguerra estos contenidos están presentes en el funcionamiento de las instituciones, en la práctica política y en la <span id="jo8ugghb_1" class="jo8ugghb">organización del espacio</span>, incluído el espacio urbano. Para validar esta tesis se comprueba cómo dichos contenidos marciales se hacen explícitos en los modelos o concepciones generales de la ciudad -por ejemplo, en el modelo militar de ciudad nuclear-, en la proyección de su estructura interna y en la resolución de las contradicciones sociales que aparecen en el espacio urbano, a través de los denominados planes de defensa para el control social de la ciudad. El propósito final será demostrar que en nuestras sociedades las influencias o los determinantes militares en la organización del espacio urbano son de frecuencia constante aunque pueda variar su intensidad y aparecer más o menos explícitas sus manifestaciones formales.
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Manti, Biltiser Bachtiar, Adian Husaini, Endin Mujahidin, and Didin Hafidhuddin. "Konsep Pendidikan Modern Mahmud Yunus dan Kontribusinya Bagi Lembaga Pendidikan Islam di Indonesia." Ta'dibuna: Jurnal Pendidikan Islam 5, no. 2 (September 8, 2016): 151. http://dx.doi.org/10.32832/tadibuna.v5i2.589.
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<p>This research is motivated by the attitude of Muslim ambiguity in facing modernity which its existence is necessity and can not be rejected in any way. The product of modernity has roiled throughout the joints and pulse of human life without any rebellion. Because he is present with a friendly and pragmatic smile, so able to lull and make forget the impacts. The author formulates this research on the concept of modern education Mahmud Yunus and its relevance to modern education now and how its contribution to modern educational institutions in Indonesia. This study aims to get a picture of modern educational thinking Mahmud Yunus and its relevance to the birth of modern educational institutions in Indonesia. This research is library research, where the data obtained through primary data sources and secondary data, either through the source books of Mahmud Yunus figures directly or from reading materials and internet searching and interviews that the author describes by arranging them according to the theme and issues, especially issues related to the modernization of Islamic education in Indonesia. The concept of modern education Mahmud Yunus is a radical renewal of the education system by taking into account the needs and demands of society, without destroying the existing order. So the offer of modernization of education Mahmud Yunus, in the application of its implementation does not get opposition from anyone, both internal and ekster-nal. While his contribution to the birth of modern educational institutions in Indonesia; In the first place, institutional modernization, Mahmud Yunus is among those who pioneered the need to change the teaching system from the individual ones as applied in the pesantren using the sorogan or weton method. Secondly, the modernization in curriculum where Mahmud Yunus was the first to pioneer the existence of an integrated curriculum, a curriculum combining religious knowledge and general science in Islamic educational institutions, especially in developing Arabic teaching. Third, modernization in the field of learning, Mahmud Yunus is recognized by educational experts as a way hacker for the birth of new methods of Islamic education in Indonesia and he made a new teaching method that he introduced with the name al-thariqah al-mubasyarah (direct methode) that teaches various components science of Arabic. From the thought of Mahmud Yunus is found a new concept, namely; "ICT-based Modern Madrasahs" from the elaboration of the modernization concept both from the institutional side, the curriculum, the method of learning and producing a reliable educator in the hope of becoming a new paradigm for the world of Islamic education in the world and Indonesia in particular.</p><p class="keywords">Keywords: modern education, islamic education institution, integrated curriculum</p>
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García-Delgado Giménez, Belén, and Almudena Revilla Guijarro. "Una experiencia interdisciplinar de incentivación a la lectura en la Facultad de Comunicación de la UEM." REDU. Revista de Docencia Universitaria 11, no. 2 (August 29, 2013): 287. http://dx.doi.org/10.4995/redu.2013.5577.
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<p class="Resumen">El principal objetivo de este artículo es describir una experiencia llevada a cabo en la Universidad Europea de Madrid con alumnos de Comunicación a través de la transversalidad de las asignaturas de Habilidades comunicativas y Documentación e investigación periodística. La innovación reside no solo en la misión de la actividad –promover la lectura en la Educación Superior–, sino también en la metodología y soporte utilizado para realizarla –un programa de radio sobre literatura hecho por los propios alumnos – y, por último, en la forma de evaluar los diferentes ejercicios realizados. El sistema de Bolonia insiste en conceptos como hacer que los alumnos desarrollen competencias, y no tanto en la adquisición de contenidos; así como en la metodología de enseñanza llevada a cabo para conseguirlo. Por tanto, los docentes deben evitar abusar de las clases magistrales y hacer ejercicios en los que los alumnos puedan desarrollar las destrezas requeridas por los empleadores. De esta forma se realizó un programa de radio literario con el que se pretendía conseguir el desarrollo del trabajo en equipo, de manera autónoma, siguiendo un proceso de planificación y documentación hasta el ensayo y ejecución. Así, toman conciencia de la responsabilidad que supone hacer un trabajo para otros, disfrutando a la vez de todo el aspecto creativo con el uso de distintas sintonías, la lectura de textos y los comentarios en diferentes lenguas (alumnos internacionales). El trabajo de los alumnos en una radio real hace que se impliquen más y actúen como profesionales.</p><p class="Resumen"> </p>
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Jang, Jae Ik. "Practice of Flipped Learning in Chinese Character Class." Han-Character and Classical written language Education 2017, no. 43 (November 30, 2017): 65–78. http://dx.doi.org/10.15670/hace.2017.43.4.65.
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Regueira, Ana Lía, Jennifer Williams, Liliana Berardo, and Elisabet Caielli. "Un estudio sobre el abordaje pedagógico de la lectura en la clase de inglés." Lenguaje 35, no. 2 (December 20, 2007): 71–98. http://dx.doi.org/10.25100/lenguaje.v35i2.4859.
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Este trabajo resume una investigación sobre las formas de abordaje pedagógico de la lecto-comprensión en la clase de inglés. Se trabajó con nueve docentes de escuelas de la ciudad de Mar del Plata, Argentina. A través de observaciones de clases, entrevistas y encuestas a docentes en actividad se analizó cuál es el tratamiento de la habilidad lectora en la clase y cuáles son los supuestos que guían la práctica docente en materia de lectura. Se concluyó que los docentes necesitan profundizar sus conocimientos sobre el tema para lograr hacer su práctica más eficiente. En este marco, se diseñó un curso específico para docentes en actividad.
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Ferretti, Celso João. "LIMITES E CONTRIBUIÇÕES DA EDUCAÇÃO PARA A FORMAÇÃO DE TRABALHADORES." Cadernos de Pesquisa 26, no. 4 (December 20, 2019): 60. http://dx.doi.org/10.18764/2178-2229.v26n4p60-72.
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Por meio do presente artigo pretende-se examinar os processos de formação a que são submetidos membros da classe trabalhadora partindo-se do pressuposto que estes não se esgotam na educação escolar. Com esse objetivo são discutidas as transformações de caráter neoliberal pelas quais passou o capitalismo tendo em vista o enfrentamento da crise da década de 1970, considerando que estas promoveram alterações na formação profissional dos trabalhadores bem como na estrutura do emprego e na constituição/composição da classe trabalhadora originária da organização taylorista-fordista do trabalho. Hoje tal classe, não apenas no Brasil, mas também no plano internacional, é constituída majoritariamente pelos trabalhadores de serviços e se caracteriza por sua complexidade e heterogeneidade, assim como pelo enfraquecimento de sua participação sindical e de suas ações coletivas de natureza política. Os próprios sindicatos foram profundamente afetados. Nessa nova configuração instituem-se processos formativos adequados à organização flexível das empresas, as quais investem pesadamente na subjetividade dos trabalhadores, processos esses que encontram eco na sociabilidade de caráter neoliberal e, inclusive, nas propostas educacionais que a valorizam. Defende-se que, contrariamente a estas, seja fortalecida a concepção gramsciana de formação integral, mas, também que, para tal fim, a educação se articule com outras agências sociais.Palavras-chave: Formação do trabalhador. Classe trabalhadora século XXI. Sindicalização. LIMITS AND CONTRIBUTIONS OF EDUCATION TO WORKER FORMATIONAbstractThis article intends to examine the processes of formation to which members of the working class are subjected, assuming that they do not exhaust themselves in school education. With this objective, the neoliberal transformation that capitalism underwent in order to cope with the crisis of the 1970s are discussed, considering that they promoted changes in the professional formation of workers as well as in the structure of employment and in the constitution/composition of the working class from the Taylorist-Fordist organization of labor. Today, such a class, not only in Brazil, but also internationally, is made up mostly of service workers and is characterized by its complexity and heterogeneity, as well as the weakening of its union participation and its collective political actions. The unions themselves were deeply affected. In this new configuration, formative processes are instituted adapted to the flexible enterprise organization, which invest heavily in the workers' subjectivity, processes that are echoed in the neoliberal sociability and even in the educational proposals that value it. It is argued that, contrary to these, the Gramscian conception of integral formation is strengthened, but also that, to this end, education articulates with other social agencies.Keywords: Worker formation. 21st century working class. Unionization.LÍMITES Y CONTRIBUCIONES DE LA EDUCACIÓN A LA FORMACIÓN DE LOS TRABAJADORESResumenEste artículo pretende examinar los procesos de formación a los que están sujetos los miembros de la clase trabajadora, suponiendo que no se agoten en la educación escolar. Con esta finalidad, se discuten las transformaciones neoliberales que sufrió el capitalismo para hacer frente a la crisis de la década de 1970, considerando que promovieron cambios en la formación profesional de los trabajadores, así como en la estructura del empleo y en la constitución/composición de la clase que tiene origen en la organización de trabajo taylorista-fordista. Hoy, tal clase, no solo en Brasil, sino también internacionalmente, está compuesta principalmente por trabajadores de servicios y se caracteriza por su complejidad y heterogeneidad, así como por el debilitamiento de su participación sindical y sus acciones políticas colectivas. Los propios sindicatos se vieron profundamente afectados. En esta nueva configuración, se instituyen procesos de capacitación apropiados para la organización flexible de las empresas, que invierten mucho en la subjetividad de los trabajadores, procesos que se hacen eco en la sociabilidad neoliberal e incluso en propuestas educativas que lo valoran. Se argumenta que, contrariamente a esto, se fortalece la concepción gramsciana de la formación integral, pero también que, para este fin, la educación sea articulada con otras agencias sociales.Palabras clave: Capacitación laboral. Clase obrera del siglo XXI. Sindicalización.
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Lopes, Rafael De Almeida. "“La única cosa que tienes que hacer es fijarte en tu trabajo”: Miradas sobre los obreros en Tiempos Difíciles de Charles Dickens." Epígrafe 2, no. 2 (September 21, 2015): 65. http://dx.doi.org/10.11606/issn.2318-8855.v2i2p65-90.
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<p class="Pargrafo"><span lang="ES-AR">El presente artigo tiene la intención de discutir las distintas maneras como son representados los obreros en la obra <em>Tiempos Difíciles</em> de Charles Dickens. A partir del análisis de la obra usando el concepto de estructuras de sentimiento y teniendo como base trabajos de Eric Hobsbawm, intentamos ver los distintos proyectos y visiones de las distintas clases sociales para los trabajadores industriales de la primera mitad del siglo XIX en Inglatierra. Identificamos con este trabajo a presencia de três proyectos: o burgués que calcula maneras de control sobre la vida del obrero; del mismo obrero, que por las uniones piensa un mundo hecho por si mismo, y del proprio Dickens que intenta solucionar los problemas de su tiempo a través de la moralidad</span></p>
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Yoon, Ji-Hun. "Background and Meaning of Classical Chinese Class Key Competencies." Han-Character and Classical written language Education 2017, no. 42 (May 30, 2017): 1–14. http://dx.doi.org/10.15670/hace.2017.42.1.1.
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Sánchez Rodríguez, José, Julio Ruiz Palmero, and Elena Sánchez Vega. "Flipped classroom. Claves para su puesta en práctica." EDMETIC 6, no. 2 (July 18, 2017): 336. http://dx.doi.org/10.21071/edmetic.v6i2.5832.
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Comienza este trabajo haciendo ver la necesidad de la incorporación de las tecnologías en la enseñanza; posteriormente se realiza una descripción básica de evidencias de la metodología tradicional; más adelante se describe qué son las clases invertidas y se indican fases y estrategias para su puesta en práctica. Se dedica un apartado a inconvenientes descritos en diferentes investigaciones y se abordan los beneficios que estudiantes y profesores puede alcanzar al hacer uso de este tipo de metodología.Se muestra con posterioridad resultados acerca de la aplicación práctica de las clases invertidas, como que los alumnos consideran que promueve la comprensión y aplicación de los conceptos clave, que los materiales les ayudan a preparar cada sesión de clase, aprender a su propio ritmo, preparar los exámenes y que mejoran su aprendizaje en general. Manifiestan su preferencia por las clases invertidas e indican el aumento de la eficacia/efectividad del tiempo de clase.Se concluye en la apreciación de beneficios significativos con la aplicación de las clases invertidas, desde permitir a los profesores identificar los conceptos que no comprenden sus estudiantes hasta dedicar tiempo en clase para el desarrollo de habilidades cognitivas de orden superior de los estudiantes.
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Baek, Kwang-ho. "A study of Learning aspects in a Sino-Korean Class." Han-Character and Classical written language Education 22 (May 30, 2009): 89–121. http://dx.doi.org/10.15670/hace.2009.22.1.089.
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Deustua Carvallo, José. "Indigenismo y clases sociales." Allpanchis 11, no. 13 (November 4, 2020): 231–36. http://dx.doi.org/10.36901/allpanchis.v11i13.1200.
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Un libro es ante todo una puerta abierta a un nuevo mundo de conocimientos sin fronteras. Reseñarlo implica discutirlo para, de alguna manera, hacer más asequible ese mundo y delimitar sus fronteras. La reciente publicación del libro colectivo de Degregori, Valderrama, Alfageme y Francke; INDIGENISMO, CLASES SOCIALES Y PROBLEMA NACIONAL, supone por lo tanto, iniciar este proceso de lectura crítica que todo buen libro crea dentro del público lector.
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Luján-Mora, Sergio. "De la clase magistral tradicional al MOOC: doce años de evolución de una asignatura sobre programación de aplicaciones web." REDU. Revista de Docencia Universitaria 11 (November 1, 2013): 279. http://dx.doi.org/10.4995/redu.2013.5557.
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<p class="REDUTEXTORESUMEN">En este artículo se muestra la evolución de la enseñanza de una asignatura de la carrera de ingeniería en informática, “Programación en Internet”, a lo largo de doce años. En esta asignatura, los alumnos aprenden las tecnologías y métodos que se emplean en la programación de aplicaciones web.</p><p class="REDUTEXTORESUMEN">A lo largo de estos doce años, el método docente en la asignatura ha ido cambiado de forma más o menos natural. Durante los primeros años de “Programación en Internet” se utilizó la clase magistral como método de enseñanza. Aunque el resultado del aprendizaje de los alumnos no era malo, entre los profesores existía la sensación de que se podía hacer mejor. En los siguientes años, se experimentó con otros métodos docentes hasta llegar al último año, en el que se ha utilizado el método de la clase invertida junto con un curso abierto en línea a gran escala (Massive Open Online Course, MOOC). El empleo de este método docente ofrece dos ventajas importantes. Por un lado, permite aprovechar la clase presencial para realizar actividades de aprendizaje en las que el papel del profesor es esencial. Por otro lado, permite que cada alumno pueda consultar los materiales docentes a su ritmo.<strong> </strong></p><p><strong><br /><br /></strong></p>
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Lim, Dong-heon. "Performances and Problems of Affective Characteristic Assessment in Sino-Korean Class." Han-Character and Classical written language Education 25 (November 30, 2010): 263–93. http://dx.doi.org/10.15670/hace.2010.25.1.263.
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Dong-Woon, Jeong. "Implementation of Traditional Value Education in Middle School Classical Chinese Class." Han-Character and Classical written language Education 2018, no. 44 (May 31, 2018): 115–51. http://dx.doi.org/10.15670/hace.2018.44.5.115.
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González Sandoval, Gabriela. "Enseñar (y aprender) a leer y a escribir en primer grado." Revista Iberoamericana de Educación 59 (May 1, 2012): 189–206. http://dx.doi.org/10.35362/rie590463.
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Las estrategias instruccionales son elementos esenciales de la transmisión del saber-hacer profesional que permiten conocer los «quehaceres ordinarios de la clase» (Chartier, 2000). La investigación realizada gira en torno a la exploración de ese saber-hacer, y del modo en que el mismo se articula con las concepciones pedagógicas subyacentes. En este sentido, nos propusimos describir las estrategias de enseñanza que utilizan cuatro maestras de primer grado de una escuela primaria pública de gestión estatal y analizar sus concepciones de lectura y escritura. Se llevaron a cabo observaciones de las clases de lengua, entrevistas dirigidas a cada docente y a los directivos, además del análisis de los cuadernos del alumnado. Una de las conclusiones globales del trabajo es que la mayor parte de las estrategias de enseñanza analizadas muestran resabios de una pedagogía anclada en lo disciplinario que se expresa en la visión homogeneizadora de la realidad y en el control exhaustivo de los aprendizajes.
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Muñoz-Comet, Jacobo, and Juan-Ignacio Martínez-Pastor. "La influencia de la actividad física de los padres en la participación deportiva. ¿Cómo afecta a la desigualdad de clase social?" Revista Internacional de Sociología 79, no. 2 (June 22, 2021): e185. http://dx.doi.org/10.3989/ris.2021.79.2.19.01220.
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Este artículo explora cómo la actividad deportiva de los padres modera el efecto de la clase social en la participación deportiva de los individuos. A partir de las cuatro Encuestas de Hábitos Deportivos en España realizadas por el CIS, los resultados confirman que pertenecer a una clase social más alta y tener padres físicamente activos (tanto en el presente como en el pasado) aumenta la probabilidad de hacer deporte. Sin embargo, los análisis revelan que el efecto positivo de tener padres que practican deporte en la actualidad es, en igualdad de condiciones, más fuerte para las clases sociales que no están en la parte superior de la estructura social. Estos hallazgos muestran el efecto igualador de tener padres activos, de tal modo que las diferencias entre la clase profesional y el resto desaparecen, o incluso se invierten, cuando se trata de practicar deporte al menos tres veces por semana.
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Vivanco, Margot. "Haciendo encajar las piezas en las causativas analíticas con 'hacer'." Verba: Anuario Galego de Filoloxía 46 (September 9, 2019): 69. http://dx.doi.org/10.15304/verba.46.4225.
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Dado que tanto los predicados complejos como los verbos de reestructuración conforman clases heterogéneas —dentro de una sola lengua y también a nivel tipológico—, resulta necesario estudiar cada caso en detalle. Así, este trabajo se centra en las causativas analíticas con hacer del español, ofreciendo un pormenorizado panorama general de sus propiedades que permitirá esclarecer algunos de los puntos más controvertidos para su análisis, como el tamaño del infinitivo y la posición del causee. Concretamente, se argumentará que el causee se encuentra en un SVoz y que, por lo tanto, el infinitivo no proyecta un SV escueto, sino que cuenta con una estructura funcional que incluye SVoz, SModalidad deóntica y SAsp.
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Depablos-Rivera, Osmary, Sara Elizabeth Pérez-Figueroa, and Ana Martínez Vázquez. "Estructura de la Materia: del salón de clases a la casa con YouTube." Educación Química 31, no. 5 (December 8, 2020): 43. http://dx.doi.org/10.22201/fq.18708404e.2020.5.76645.
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<p>Ante la pandemia y el encierro, tuvimos que improvisar como todos. Lo que mejor funcionó fue grabar videos y hacer un canal de YouTube® donde los alumnos pudieran verlos, y hacer con los estudiantes actividades semanales que les permitieran trabajar las ideas centrales y ver si las habían comprendido. Además esto nos permitió hacer evaluaciones continuas. En nuestra opinión, lo que mejor funciona son videos de quince minutos de duración, que contengan información clara sobre una idea central. Cada video tiene un objetivo particular que corresponde con las actividades que los alumnos tendrán que realizar. Los videos se pueden consultar en el canal de YouTube® que se llama <em>EstructuraMateriaCORONA</em>.</p>
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Lee, Seung-hyeon. "Chinese Writing Class by the Chinese Writing Teacher’s Utilizing Chinese Characters Etymology." Han-Character and Classical written language Education 22 (May 30, 2009): 55–87. http://dx.doi.org/10.15670/hace.2009.22.1.055.
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Kim, Wang-kyu. "Class design for integration of the categories of the Chinese classics course." Han-Character and Classical written language Education 26 (May 30, 2011): 261–89. http://dx.doi.org/10.15670/hace.2011.26.1.261.
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Eum, Sun-yong. "An Exploratory Discussion of Criticism and Methods on the Chinese Literature Class." Han-Character and Classical written language Education 29 (November 30, 2012): 469–99. http://dx.doi.org/10.15670/hace.2012.29.1.469.
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Cruz Reyes, Danna Lesley. "Cópulas en geoestadística o lo que se puede hacer con coordenadas y estructuras de dependencia." Comunicaciones en Estadística 6, no. 2 (December 9, 2013): 139. http://dx.doi.org/10.15332/s2027-3355.2013.0002.03.
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<div class="page" title="Page 1"><div class="layoutArea"><div class="column"><p><span style="font-size: 10.000000pt; font-family: 'SFRM1000';">Es común en geoestadística utilizar métodos como el variograma o el coe- ficiente de correlación para describir la dependencia espacial y kriging para rea- lizar interpolación y predicción, pero estos métodos son sensibles a valores extremos y están fuertemente influen- ciados por la distribución marginal del campo aleatorio. Por lo tanto, pueden conducir a resultados poco fiables. Co- mo alternativa a los modelos tradicio- nales de geoestadística se considera el uso de las funciones cópula. La cópula es ampliamente usada en el campo de las finanzas y ciencias actuariales y debi- do a sus resultados satisfactorios empe- zaron a ser consideradas en otras áreas de aplicación de las ciencias estadísti- cas. En este artículo se muestra el efec- to de las cópulas como una herramienta que muestra un análisis geoestadístico bajo todo el rango de cuantiles y una es- tructura de dependencia completa, con- siderando modelos de tendencia espa- cial, distribuciones marginales continuas y discretas y funciones de covarianza. Se presentan tres métodos de interpolación espacial: el primero corresponde al indi- cador kriging y kriging disyuntivo, el se- gundo método se conoce como el kriging simple y el tercer método es una predic- ción plug-in y la generalización del kri- ging trans-Gaussiano, estos métodos son utilizados con base en la función cópula debido a la relación que existe entre las cópulas bivariadas y los indicadores de covarianzas. Se presenta resultados ob- tenidos para un conjunto de datos reales de la ciudad de Gomel que contiene me- diciones de isotopos radioactivos, conse- cuencia del accidente nuclear de Cher- nóbil. Finalmente, se presenta resultado obtenidos con el uso de cópulas discre- tas a un conjunto de datos simulados, esto permite realizar una extensión a los trabajos usuales de cópulas en Geoesta- dística. Este artículo es producto de la tesis de Maestría dirigida por el Profe- sor Edilberto Cepeda de la Universidad Nacional de Colombia. </span></p></div></div></div>