La legislación del Ecuador obliga a mantener un caudal ecológico para preservar los ecosistemas y la biodiversidad. Sin embargo, son pocos los ríos en el país en los que se ha establecido el flujo mínimo. El objetivo de esta investigación fue determinar el caudal ecológico en el río Cutuchi, estación hidrológica Cutuchi A.J. Yanayacu (H792), mediante los métodos: Caudal de permanencia, Suizo, Tennant, Rafael Heras y Referencial. Adicionalmente, se comparó con el caudal ecológico al 10% del caudal medio mensual multianual establecido en la transitoria sexta de la ley ecuatoriana. También se analizó las tendencias del caudal y la precipitación en la cuenca alta del río Patate. Los resultados evidencian un caudal promedio anual de 9,64 m3/s para el río Cutuchi, con dos regímenes hidrológicos (avenidas y estiaje) que respondes a la distribución de las precipitaciones. La comparación de medias según la prueba de Tukey al 5%, determinó a los métodos Referenciales seguidos de Tennant, como adecuados para la sobrevivencia de la vida acuática en el río. De igual manera, los caudales estimados fueron superiores al caudal mínimo observado para el periodo 1990-2014. El análisis de tendencia mediante la prueba estadística de Mann-Kendall evidenció que el caudal anual y estacional presentaron cambios o tendencias significativas (p<0,01). Sin embargo, la precipitación no mostró cambios de aumento o disminución durante los 20 años (p<0,05=. Palabras claves: Río Cutuchi, Caudales ecológicos, método Referencial, Tennant. Abstract =Ecuador's legislation requires maintaining an ecological flow to preserve ecosystems and biodiversity. However, few rivers in the country where the minimum flow has been established. The objective of this research was to determine the ecological flow in the Cutuchi River, Cutuchi A.J. Yanayacu hydrological station (H792), using the methods: Permanence Flow, Swiss, Tennant, Rafael Heras and Referential. In addition, it was compared with the ecological flow to 10% of the average monthly multi-year flow established in the transitional sixth of Ecuadorian law. Flow and precipitation trends in the upper Patate River basin were also analyzed. The results show an average annual flow of 9.64 m3/s for the Cutuchi River, with two hydrological regimes (avenues and styling) that respond to the distribution of precipitation. The comparison of means according to the Tukey test at 5%, determined the Referential methods followed by Tennant, as suitable for the survival of aquatic life in the river. Similarly, the estimated flow rates were higher than the minimum flow observed for the period 1990-2014. Trend analysis using Mann-Kendall's statistical test showed that annual and seasonal flow showed significant changes or trends (p<0.01). However, precipitation showed no changes in increase or decrease during the 20 years (p<0.05=. Keywords: Cutuchi River, Ecological flows, Reference method, Tennant.
Se plantea un Modelo de Aprendizaje Virtual para la Educación Superior (MAVES), basado en Tecnologías Web 2.0. Para tal fin, se realizó una investigación teórica y aplicada, cualitativa y cuantitativa de tipo evaluativo, experimental, crítico y prospectiva bajo la modalidad de estudios descriptivos. MAVES se implementó y validó en dos cursos académicos en diferentes universidades. Los resultados muestran una percepción positiva tanto de estudiantes como de profesores hacia el Modelo implementado, evidencia diferencias significativas en el nivel de aprendizaje individual y grupal, en los logros alcanzados según las competencias trazadas articuladas con el currículo, las herramientas de la Web 2.0 y los recursos utilizados en comparación con lo obtenido en la modalidad E-learning.
Abstract. The paper presents the basic requirements that must cover distance education processes ("e-learning") in universities. We show the concepts of instruction design, an adaptive learning model for evaluating necessities, accreditation, and quality proposal. The experience indicates that to obtain good results we should evaluate the differences between the criteria of the professor and the criteria of the student about: the educative aspects, the user reaction (in each perspective), the reading aspects (in the student) and complementary material. Thus, collaboration and quality are managed when the learning process is based on design, the designer, the professor, participation level, student profile and his characteristics, the motivations and evaluations. We will need continuous reflection and evaluation for the organizations and the structured learning programs, having looked for educative yield and productive development. The paper is our contribution to work with ethical issues and human collaboration for the information society
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