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The present study aimed to develop and assess a vulnerability index for access to rural drinking water and sanitation services, which was applied to 42 Rural Sanitation Services in the Coquimbo Region, Chile. For the development and assessment of the vulnerability index, the construction of composite indicator methodology was employed. An underlying model based on 65 indicators, linked to nine sub-pillars and three pillars, was established. In addition, the COINTool software was used for the development and analysis of the composite indicator results. The vulnerability index results showed medium vulnerability at regional and provincial levels, with a greater degree of vulnerability at a commune level. At a Rural Sanitation Services level, 2.4% of the evaluated services presented high vulnerability, 73.8% presented medium vulnerability, and 23.8% presented low vulnerability. The vulnerability index values obtained for the Rural Sanitation Services fluctuated from a minimum value of 32.3% to a maximum value of 64.1%. The significance of the vulnerability indicator developed and assessed lies in its high potential as a tool and/or methodology to monitoring, from a multidimensional perspective, the effectiveness of policies, strategies, and/or actions implemented at the level of Rural Sanitation Services, contributing to strengthened decision-making in vulnerability reduction.

RESUMEN El TDAH es un trastorno se caracteriza por la presencia de un patrón persistente de inatención y/o hiperactividad/impulsividad. El presente trabajo tuvo como objetivo describir y comprender las creencias, conocimientos y significados que un grupo de docentes rurales asignan a sus educandos con TDAH en pandemia (COVID 19). El estudio cualitativo de carácter descriptivo-interpretativo consideró 7 docentes rurales de enseñanza básica, a quienes se les administró una entrevista semi-estructurada. El análisis de la información siguió los procedimientos de la Grounded Theory, generando códigos y familias alrededor de 5 ejes temáticos. La discusión destaca la relación entre los nodos descritos, así como analiza la noción de cómo el contexto geográfico y la docencia rural habría condicionado y estructurado la percepción del constructo TDAH en los docentes, llegando a negarse su condición psicopatológica. RESUMO O TDAH é um transtorno caracterizado pela presença de um padrão persistente de desatenção e/ou hiperatividade/impulsividade. O presente trabalho tem como objetivo descrever e compreender as crenças, conhecimentos, e significados que um grupo de professores rurais atribui aos seus alunos com TDAH na situação da pandemia (Covid-19). O estudo qualitativo de condição descritivo-interpretativo considerou 7 professores rurais do ensino fundamental, aos quais foi aplicada uma entrevista semiestruturada. A análise dos dados seguiu os procedimentos da Grounded Theory, gerando códigos e famílias em torno de 5 eixos temáticos. A discussão destaca a relação entre os nós descritos e analisa a noção de como o contexto geográfico e o ensino rural teriam condicionado e estruturado a percepção do construto TDAH em professores, mesmo negando sua condição psicopatológica. ABSTRACT ADHD is a disorder characterized by the presence of a persistent pattern of inattention and/or hyperactivity/impulsivity. The objective of the present work was to describe and understand the beliefs, knowledge and meanings that a group of rural teachers assign to their students with ADHD in a pandemic (Covid-19). The qualitative study of a descriptive-interpretative condition considered 7 rural teachers of elementary school, who were administered a semi-structured interview. The analysis of the data followed the procedures of the Grounded Theory, generating codes and families around 5 thematic axes. The discussion highlights the relationship between the nodes described, as well as analyzes the notion of how the geographical context and rural teaching would have conditioned and structured the perception of the ADHD construct in teachers, even denying its psychopathological condition.

The mediastinum is the most common site for primary intra-thoracic pathology in childhood. This paper describes the versatility of the Chamberlain operation in establishing tissue diagnosis and guiding definitive treatment in children with mediastinal mass lesions. During 1999–2006, 28 consecutive patients were referred to a National Oncology Center with anterior mediastinal pathology. Eleven underwent the Chamberlain procedure. Demographic data, diagnostic sensitivity, operating time and morbidity were recorded. All patients had preoperative chest X-ray and computed tomography scans. The Chamberlain operation was deployed in only those children without other ways of accurately establishing their diagnosis. Others with mediastinal pathology had a diagnosis established by lymph node biopsy, thoracentesis or other method(s). Eleven patients (nine male, two female; age range 2–13 years) underwent the Chamberlain procedure. In these children, there was no pre-existent diagnosis and this was the primary procedure employed. Diagnostic accuracy was 100%. Three patients had pleural disruption and chest tubes were placed at the time of surgery. No patient required a thoracotomy. Average operating time was 1.3 h. Five patients were diagnosed with Hodgkin’s lymphoma, four had non-Hodgkin’s lymphoma and two children thymic hyperplasia. The Chamberlain operation provides excellent access to the antero-superior mediastinum for biopsy of obscure mediastinal mass lesions in childhood. Complications from this procedure are very rare.

Las estrategias de aprendizaje representan una herramienta importante en el proceso de enseñanza para estudiantes y profesores/as. Se realizó un estudio cuantitativo de tipo descriptivo-correlacional que tuvo como objetivo describir y analizar la utilización de estrategias de aprendizaje mediante un instrumento y correlacionarlas con el rendimiento académico, en una muestra estudiantes de séptimo año básico a segundo año medio de un colegio de Chile (N=408). Los resultados constatan un escaso uso de las cuatro estrategias en todos los niveles escolares, observándose una correlación obtenida mediante el coeficiente de Pearson, fuerte y significativa entre rendimiento académico y todas las estrategias en segundo año medio. Se discute en torno a la necesidad de generar espacios psicoeducativos que permitan que, tanto profesores como estudiantes, puedan aprender a usar las estrategias de aprendizaje. Se destaca el rol de la estrategia de apoyo en la generación en un positivo clima de aprendizaje.

Este artículo da cuenta de uno de los aspectos tratados en nuestra investigación en desarrollo sobre la Matemática del pueblo Mapuche en Chile, específicamente, la aritmética Mapuche. Con el objetivo de analizar las prácticas matemáticas implícitas en el Programa de Estudio de Lengua Mapunzugun, contemplamos la descripción morfosintáctica y el análisis de la estructura morfo-matemática, de los números en castellano y mapunzugun. Nuestro análisis se centra en los conflictos semióticos que supone un aprendizaje descontextualizado que no considera el conocimiento matemático de origen del estudiante mapuche presente en sus prácticas matemáticas cotidianas. Los principales resultados dan cuenta de la existencia de la aritmética mapuche reconocida por la institucionalidad y las potencialidades educativas de la numeración en mapunzugun. Concluimos este estudio con una reflexión crítica sobre el complejo escenario del proceso de enseñanza y aprendizaje de la matemática escolar en contexto mapuche, la que evidencia la necesidad de articular dos saberes matemáticos que confluyen en el aula de matemática en los primeros niveles de la educación obligatoria. Al mismo tiempo, planteamos preguntas abiertas a futuras investigaciones desde la didáctica de las matemáticas, que requieren herramientas teóricas que permitan diseñar propuestas didácticas para una adecuada articulación entre la matemática escolar y la matemática mapuche. Palabras clave: Etnomatemática; Educación intercultural bilingüe; Números en mapunzugun; Análisis morfosintáctico; Análisis morfo-matemático; Conflictos semióticos. This article gives an account of one of the aspects dealt with in our development research on the mathematics of the Mapuche people in Chile, specifically, Mapuche arithmetic. Aiming to analyze the mathematical practices implied in the Mapunzugun language study program, we contemplate the morpho-syntactic description and analysis of morpho-mathematical structure, the numbers in Spanish and Mapunzugun. Our analysis focuses on the semiotic conflicts of a decontextualized learning, which does not consider the mathematical knowledge of the origin of Mapuche students, present in their daily mathematical practice. The main results account for the existence of Mapuche arithmetic recognized by institutions and the educational potential of numbering in mapuzungun. We conclude this study with a critical reflection on the complex stage of the teaching and learning process of the mathematical school in the Mapuche context, which evidence the need to articulate two mathematical knowledge components that converge in the mathematics classroom in the first levels of compulsory education. At the same time, we ask questions open to future research of the didactics of mathematics, that require theoretical tools that allow designing didactic proposals for an appropriate articulation between the mathematics school and mapuche mathematics. Keywords: Ethnomathematics; Intercultural bilingual education; Mapunzugun numbers; Morphosyntactic analysis; Morpho-mathematical analysis; Semiotic conflicts.

ABSTRACT ADHD is a disorder characterized by the presence of a persistent pattern of inattention and/or hyperactivity/impulsivity. The objective of the present work was to describe and understand the beliefs, knowledge and meanings that a group of rural teachers assign to their students with ADHD in a pandemic (Covid-19). The qualitative study of a descriptive-interpretative condition considered 7 rural teachers of elementary school, who were administered a semi-structured interview. The analysis of the data followed the procedures of the Grounded Theory, generating codes and families around 5 thematic axes. The discussion highlights the relationship between the nodes described, as well as analyzes the notion of how the geographical context and rural teaching would have conditioned and structured the perception of the ADHD construct in teachers, even denying its psychopathological condition. RESUMEN El TDAH es un trastorno se caracteriza por la presencia de un patrón persistente de inatención y/o hiperactividad/impulsividad. El presente trabajo tuvo como objetivo describir y comprender las creencias, conocimientos y significados que un grupo de docentes rurales asignan a sus educandos con TDAH en pandemia (COVID 19). El estudio cualitativo de carácter descriptivo-interpretativo consideró 7 docentes rurales de enseñanza básica, a quienes se les administró una entrevista semi-estructurada. El análisis de la información siguió los procedimientos de la Grounded Theory, generando códigos y familias alrededor de 5 ejes temáticos. La discusión destaca la relación entre los nodos descritos, así como analiza la noción de cómo el contexto geográfico y la docencia rural habría condicionado y estructurado la percepción del constructo TDAH en los docentes, llegando a negarse su condición psicopatológica. RESUMO O TDAH é um transtorno caracterizado pela presença de um padrão persistente de desatenção e/ou hiperatividade/impulsividade. O presente trabalho tem como objetivo descrever e compreender as crenças, conhecimentos, e significados que um grupo de professores rurais atribui aos seus alunos com TDAH na situação da pandemia (Covid-19). O estudo qualitativo de condição descritivo-interpretativo considerou 7 professores rurais do ensino fundamental, aos quais foi aplicada uma entrevista semiestruturada. A análise dos dados seguiu os procedimentos da Grounded Theory, gerando códigos e famílias em torno de 5 eixos temáticos. A discussão destaca a relação entre os nós descritos e analisa a noção de como o contexto geográfico e o ensino rural teriam condicionado e estruturado a percepção do construto TDAH em professores, mesmo negando sua condição psicopatológica.

Water scarcity is a phenomenon that has generated great concern today. The drought scenario has particularly affected rural communities in the semi-arid region of northern Chile socially, economically, and environmentally as they try to adapt to climate change. This article focuses on the description and comparison of the institutional adaptive capacity of the Chilean community of Diaguitas to adapt to the effects on water resources and extreme events during two periods of time (2004–2007 and 2018–2019). This qualitative study considered the administration of interviews, field observations, and focus groups using the adaptive capacity wheel as a methodological basis. The results show differences in the ability to adapt between the two periods studied with most of the adaptive dimensions at a neutral or no effect level and the emergence of a new dimension of social capital. It was concluded that the adaptive capacity of the Diaguitas might have improved over time, influenced by the increased awareness of the consequences of climate change and the establishment of supportive institutions. It is necessary to incorporate new perspectives into water management, such as indigenous knowledge and collaborative resource management.

Livelihoods in drylands are already challenged by the demands of climate variability, and climate change is expected to have further implications for water resource availability in these regions. This paper characterizes the vulnerability of an irrigation-dependent agricultural community located in the Elqui River Basin of Northern Chile to water and climate-related conditions in light of climate change. The paper documents the exposures and sensitivities faced by the community in light of current water shortages, and identifies their ability to manage these exposures under a changing climate. The IPCC identifies potentially increased aridity in this region with climate change; furthermore, the Elqui River is fed by snowmelt and glaciers, and its flows will be affected by a warming climate. Community vulnerability occurs within a broader physical, economic, political and social context, and vulnerability in the community varies amongst occupations, resource uses and accessibility to water resources, making some more susceptible to changing conditions in the future. This case study highlights the need for adaptation to current land and water management practices to maintain livelihoods in the face of changes many people are not expecting.

Background Carcinoma of the colon and rectum is rare in the pediatric age group, and usually presents with an advanced stage disease bearing a poor prognosis. Colorectal carcinoma should be considered in children with signs of intestinal obstruction, alteration in bowel habits, gastrointestinal bleeding and chronic abdominal pain. We performed a retrospective study to evaluate the clinical characteristics, and prognosis of these patients. Methods Between 1974 and 2007, 11 patients were identified and treated for colorectal carcinoma at the Oncology Unit. The medical records were studied to analyze the age, sex, clinical presentation, diagnostic procedures, extent of disease (Dukes staging), treatment, histological types, and outcome. Results There were seven boys and four girls ranging from 7 to 17 of age. Predisposing diseases and syndromes were encountered in three children, (1 with Turner’s syndrome and two with adenomatous familial polyposis). Abdominal pain, acute intestinal obstruction, rectal bleeding and weight loss were the commonest symptoms. Surgical procedures were done in 11 patients (incomplete resection with segmental resection in 4 patients, complete resection in the other 4, and biopsy alone in 3 patients).The predominant histological type was mucinous carcinoma. Seven patients received adjuvant chemotherapy, all of whom did not survive. Two patients died shortly after initial surgery, and two patients are alive, and well. Conclusions Colorectal carcinoma in children is very uncommon and could be easily misdiagnosed, resulting in advanced stage disease at diagnosis. Because radical surgery which is the mainstay of treatment is possible only in patients with early stage disease, a high level of awareness and early diagnosis are critical.

In this article, the authors present the results of a first approach to the mathematical practices of two Mapuche students of public schools with and without Bilingual Intercultural Education. These results are part of a research project in development on the linking of mathematical practices of Mapuche culture and school mathematics. They present an epistemic-cognitive analysis that seeks to show possible semiotic conflicts and identity in the Mapuche students at the start of learning numeration in compulsory education. The results of the analysis of mathematical practices show the need for research that addresses the epistemic articulation of the Mapuche and school mathematics, to promote the Mapuche student's cognitive and identity development.