Lineamientos para el plan de gestión integral de residuos sólidos en la explotación de carbón de la mina el volcán en el municipio de Sutatausa

El objetivo de este proyecto es caracterizar mediante los lineamientos de gestión de residuos sólidos, todos aquellos residuos que son generados por las actividades de explotación minera de carbón. Se realiza mediante tres fases, En la primera fase se realizó la evaluación documental existente, la segunda fase se realiza el diagnóstico que nos da el marco de referencia del estado actual de la mina el volcán, Sutatausa y se identifican los residuos sólidos generados por la actividad minera y finalmente se caracterizó y propuso una buena disposición y manejo integral de los residuos sólidos como una herramienta importante para eliminar el impacto ambiental generado por las actividades de la mina.The objective of this project is to characterize by the guidelines of solid waste management, waste those that are generated by the activities of coal mining. It is done through three phases The first phase was conducted existing documentary assessment, the second phase is the diagnosis that gives us the framework of the current state of the mine the volcano, Sutatausa and identify the solid waste generated by the mining activity and finally characterized and proposed a willingness and integrated management of solid waste as an important tool to eliminate the environmental impact caused by the activities of the mine

Interview with Mark Chona: Commonwealth Oral History Project

Interview with Mark Chona, conducted 11th August 2015 in Lusaka as part of the Commonwealth Oral History Project. The project aims to produce a unique digital research resource on the oral history of the Commonwealth since 1965 through sixty oral history interviews with leading figures in the recent history of the organisation. It will provide an essential research tool for anyone investigating the history of the Commonwealth and will serve to promote interest in and understanding of the organisation. Biography: Chona, Mark, 1935-. Educated at University College of Rhodesia and Nyasaland (now University of Zimbabwe), American University and University of Cambridge. Permanent Secretary in Ministry of Foreign Affairs, Zambia, 1965-68. Special Advisor for Political Affairs to President Kenneth Kaunda, 1968-80. Chairperson of the Task Force on Corruption 2003-05. NOTE: The respondent stipulates that, before 2026, researchers should seek permission from him before citing this interview in their wor

Training Materials Utilizing Food Choices for Healthful Living

As the instructor for this program you have the unique opportunity to help communities achieve a healthier lifestyle, enjoy the benefits of good nutrition and be successful at managing Diabetes.This three part series contains practical information that is designed to be educational and interactive. The goal of this curriculum is to bring up-to-date nutrition and Diabetes information to individuals that provide nutrition and health education. We welcome your enthusiasm and sensitivity and hope you find the information useful.Funding by the United States Department of Agriculture, Cooperative State Research, Education, and Extension Service Grant Number: 94- 38826-0179

Genetic Networks Modulating Retinal Injury

Many advances have and are being made with the advent of modern sciences. One area that remains resistant to significant advances is the recovery of the mammalian central nervous system (CNS) after injury. Considerable efforts were placed on understanding the cellular and biochemical changes occurring after injury and during wound healing. Aside from cataloging the changes that occur, little progress is being made in understanding the molecular cascades associated with the control of the healing process. The present series of studies define the global changes that occur after injury. They also define CNS repair mechanisms by identifying genetic networks that underlie the temporal changes of retinal wound healing. Gene expression changes in the injured rat retina were analyzed with microarray technology, genetic linkage analysis of gene expression, and higher-level bioinformatic analyses. This work yielded three complementary insights. First, groups of functionally related genes underlie the early, delayed, and sustained responses of wound healing. For example, transcriptional factors such as Fos and Egr1 define the early response, whereas, glial reactive markers such as Gfap and Cd81 define the sustained response. Second, three specific genomic loci modulate coordinated changes in gene expression in mouse brains: regulatory loci on chromosomes 6, 12, and 14. Of the three only the regulatory locus on chromosome 12 specifically modulates the expression of a group of genes involved in early wound-healing events (mainly, the regulation of transcription, differentiation, apoptosis, and proliferation). Third, candidate genes Id2 and Lpin1 are current modulators for the network controlled by the chromosome 12 locus. Higher levels of Id2 and Lpin1 correlated with higher levels of the survival gene Crygd, and with lower levels of acute phase genes Fos and Stat3, reactive gliosis genes Gfap and Cd81, and apoptotic gene Casp3. In this body of work I have moved beyond cataloging changes in the transcriptome to identifying candidate genes modulating the retinal response to injury. During this process I developed an integrated approach of gene expression profiling and higher-level bioinformatic analyses to define genetic networks. This work not only advances our understanding of the molecular networks controlling the CNS response to injury, but may also form the basis for interventions that can rescue injured neurons and re-establish lost CNS connections

Indigenizing Student-Centred Learning: A Western Approach In An Indigenous Educational Institution

This study investigated the alignment of the teaching and learning practices with a student-centred learning approach in an indigenous educational institution. The findings indicated that when a western concept is applied in the classroom, it is vital for it to be culturally relevant and appropriate to the cultural beliefs and values of the students and the institution. In an indigenous learning environment, learning and teaching that acknowledges the learner’s cultural identity is seen as fundamental to their educational success and empowerment. The existent cultural elements of beliefs, values, language, heritage, heredity, perspectives and practices are clearly reinforced. The pedagogical approaches based on an indigenous framework must contextualise the learning experience, building upon students’ background and aspirations. As an indigenous M?ori organisation, Te W?nanga o Aotearoa (TWoA) offers a holistic learning environment and teaching methods where its philosophy, culture and values of M?oritanga (M?ori culture and practices) and M?tauranga M?ori (M?ori knowledge) are strongly espoused