Univ. Católica, Diss. u.d.T.: La constitución de la identidad de los mestizos en el Quito colonial, siglo XVIII--Quito, 1995.

Objetivo General: Identificar el perfil clínico y de laboratorio al momento del diagnóstico del lupus eritematoso sistémico (LES) en pacientes del Hospital Nacional Arzobispo Loayza (HNAL) del 2009-2013. Metodología: Estudio descriptivo, observacional, transversal. La población estudiada fueron pacientes del HNAL con el diagnóstico de LES del 2009-2013. Se registró información de las historias clínicas mediante una ficha de recolección de datos validada mediante juicio de expertos. Los resultados fueron analizados utilizando el paquete estadístico SPSS 20, y presentados mediante medias, medianas y rango intercuartilar (RIC). Resultados: 67 pacientes con edad promedio de 34±13 años al momento del diagnóstico. Las medianas del tiempo de enfermedad previo al diagnóstico y de demora al diagnóstico fueron 3 (RIC 1-6) y 0 (RIC 0-1) meses, respectivamente. Todos los pacientes presentaron síndrome general. Las manifestaciones clínicas más frecuentes fueron artritis/sinovitis (65,7%), alopecia sin cicatrices (25,4%) y fotosensibilidad (22,4%). Las manifestaciones de laboratorio más frecuentes fueron anticuerpo antinuclear positivo (83,6%) linfopenia e hipocomplementemia (ambos con 62,7%). La distribución del cumplimiento de criterios del American College of Rheumatology (ACR) y Systemic Lupus International Collaborating Clinics (SLICC) fue del 67,2% y 80,6%, respectivamente. La mediana del número de criterios ACR y SLICC al diagnóstico fue 4 (RIC 3-5) y 5 (RIC 4-6), respectivamente; 31,3% presentaron exclusivamente criterio médico para el diagnóstico. Conclusiones: Las principales manifestaciones implican alteraciones sistémicas y órgano-específicas, como hematológicas, articulares e inmunológicas. Se resalta la importancia del criterio médico para el diagnóstico de LES en la práctica clínica. / General Objective: To identify clinical and laboratory characteristics at diagnosis of systemic lupus erythematosus (SLE) at Hospital Nacional Arzobispo Loayza (HNAL) since 2009 to 2013. Methodology: Descriptive, observational and cross-type study. Population studied were patients with the diagnosis of SLE in the register of the Department of Statistics of the Hospital National Arzobispo Loayza among 2009 to 2013. Information from medical records was recorded by a data collection sheet validated by expert judgment, analyzing with SPSS 20.0 Results: 67 patients with an average age of 34±13 years were included. Median time to disease prior to diagnosis and delay to diagnosis were 3 (IQR 1-6) and 0 (IQR 0-1) months, respectively. All the patients had general syndrome. The most common clinical manifestations were arthritis/synovitis (65.7%), photosensitivity (22.4%) and alopecia unscarred (25.4%). The most frequent manifestations of laboratory features were title positive for antinuclear antibody (83.6%), lymphopenia and hypocomplementemia (bother with 62.7%). The compliance of criteria of the American College of Rheumatology (ACR) and Systemic Lupus International Collaborating Clinics (SLICC) was 67.2% and 80.6%, respectively. The median of criteria at diagnosis for ACR and SLICC was 4 (IQR 3-5) and 5 (IQR 4-6), respectively. On the other hand, 31.3% of the patients were diagnosis purely by medical criteria for the diagnosis of SLE. Conclusions: The main manifestations involve systemic and specific alterations, as hematological, joint and immune. Furthermore, it is relevant the importance of the medical criteria for diagnosis of SLE at the clinical practice. Keywords: systemic lupus erythematosus, half-blood, diagnosis. / Tesis

Thesis (Ph. D.)--University of Texas at El Paso, 2009. / Title from title screen. Vita. CD-ROM. Includes bibliographical references. Also available online.

This thesis compares the political positioning of Canadian Metis and Mexican mestizos. The central objective is to determine how the identities of these two groups have been affected by their countries' efforts to establish national identities. The initial assumption is that nationalizing projects, by nature, incorporate some groups, while marginalizing others. The body of the paper contains two chapters, with one chapter devoted to tracing the historical development of each group. The Metis, presented in chapter two, exhibit group cohesiveness during the 1800s and, in fact, begin to consider themselves part of a separate nation as early as 1816. However, after the 1885 Rebellion, the group becomes disenfranchised by Canadian expansionists. They join the ranks of non-status Indians, whose similar plights have meant their coordination ever since. The expansion of the group's associations has been problematic since their 1982 mention in the Charter of Rights and Freedoms, as establishing their privileges requires their agreeing on a definition of themselves. The mestizos, on the other hand, do not demonstrate the degree of cohesiveness that the Metis do. They are primarily identified by race and status, with no common history or political figures to bind them. In the 1920s, however, the group was used by the federal government to bridge the differences between European and indigenous peoples. As a result of this effort, the mestizo has become the personification of the national ideal, for a mestizo is neither European nor Indian, but Mexican. This has served to marginalize indigenous populations, many of whom consider the "cult of mestizo" the new form of colonialism in Mexico.

This thesis compares the political positioning of Canadian Metis and Mexican mestizos. The central objective is to determine how the identities of these two groups have been affected by their countries' efforts to establish national identities. The initial assumption is that nationalizing projects, by nature, incorporate some groups, while marginalizing others. The body of the paper contains two chapters, with one chapter devoted to tracing the historical development of each group. The Metis, presented in chapter two, exhibit group cohesiveness during the 1800s and, in fact, begin to consider themselves part of a separate nation as early as 1816. However, after the 1885 Rebellion, the group becomes disenfranchised by Canadian expansionists. They join the ranks of non-status Indians, whose similar plights have meant their coordination ever since. The expansion of the group's associations has been problematic since their 1982 mention in the Charter of Rights and Freedoms, as establishing their privileges requires their agreeing on a definition of themselves. The mestizos, on the other hand, do not demonstrate the degree of cohesiveness that the Metis do. They are primarily identified by race and status, with no common history or political figures to bind them. In the 1920s, however, the group was used by the federal government to bridge the differences between European and indigenous peoples. As a result of this effort, the mestizo has become the personification of the national ideal, for a mestizo is neither European nor Indian, but Mexican. This has served to marginalize indigenous populations, many of whom consider the "cult of mestizo" the new form of colonialism in Mexico. / Arts, Faculty of / Political Science, Department of / Graduate

Thesis (M.A.)--University of California, San Diego, 2008. / Title from first page of PDF file (viewed July 22, 2008). Available via ProQuest Digital Dissertations. Includes bibliographical references (p. 120-125).

Determina la distribución de las frecuencias alélicas de 20 marcadores STRs autosómicos (CSF1PO, FGA, TH01, TPOX, VWA, D3S1358, D5S818, D7S820, D8S1179, D13S317, D16S539, D18S51, D21S11, D1S1656, D2S441, D2S1338, D10S1248, D12S391, D19S433, D22S1045) en una muestra poblacional de 200 individuos no emparentados de mestizos peruanos provenientes de diferentes departamentos del Perú, siendo la gran mayoría provenientes de la provincia de Lima. La caracterización se realizó mediante electroforesis capilar usando el Kit de amplificación de PCR VeriFiler Express. Los datos genéticos se analizaron utilizando los programas Arlequín 3.5.2.2., PowerStats V12, PHYLIP 3.695 y MEGA 6.06; con fines de comparación poblacional, se utilizó información de poblaciones obtenidas de la literatura revisada. Todos los locis analizados estuvieron en equilibrio de Hardy-Weinberg, luego de aplicar la corrección de Bonferroni al marcador D19S433 (p=0.0382). Asimismo, la prueba de desequilibrio de ligamiento descartó asociación entre todos los pares de locis luego de aplicar la corrección de Bonferroni. Se determinó la heterocigosidad observada y esperada, así como la frecuencia mínima. La muestra poblacional analizada registró alelos que no han sido descritos en la base de datos del NIST, siendo estos el 12.3 del marcador CSF1PO, 8.2 del marcador TPOX, 9.1 del marcador D2S441, 11.2 del marcador D19S433, 9.2 del marcador D13S317 y 14, 19.1, 20.3 del marcador D12S391. Asimismo, se encontró alelos que no han sido registrados en la población hispanoamericana: los alelos 11 y 12 para el marcador D3S1358, el alelo 13 para el marcador vWA, el alelo 12.3 para el marcador CSF1PO, los alelos 8.2 y 13 para el marcador TPOX, los alelos 34.2 y 35 para el marcador D21S11, el alelo 25 para el marcador D18S51, el alelo 9.1 para el marcador D2S441, los alelos 11.2, 14.1 y 17 para el marcador D19S433, el alelo 19 para el marcador D22S1045, los alelos 9.2 y 17 para el marcador D13S317, el alelo 14 para el marcador D7S820, el alelo 9 para el marcador D10S1248, los alelos 14 y 20.3 para el marcador D12S391. Los parámetros forenses estimados fueron: poder de discriminación (PD), poder de exclusión (PE), índice de contenido polimórfico (PIC) y la probabilidad de coincidencia (PC). El PD y PE combinado para los 20 marcadores microsatélites fue 0.999999999, 0.999999672, respectivamente. La comparación de diferenciación genética a través del estadístico Fst (basada en la distancia genética de Reynolds) con grupos poblacionales de Estados Unidos y otras poblaciones mundiales reveló subdivisión genética entre la muestra poblacional analizada y la hispanoamericana; esta afirmación se corroboró mediante el árbol UPGMA. / Tesis

No description available.

Thesis (Ph. D.)--University of Texas at Austin, 2004. / Supervisors: Laura Lein and Henry Selby. Vita. Includes bibliographical references. Also available from UMI.

Made available in DSpace on 2015-04-22T21:55:46Z (GMT). No. of bitstreams: 1 vanusa miranda.pdf: 3334155 bytes, checksum: 73e23f3c365eccb4def880d05e661699 (MD5) Previous issue date: 2011-10-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation addresses the curriculum and the construction of identities in rural schools and President Tancredo Neves Massauari Santa Ana, located in the city of Boa Vista do Ramos, the lower Amazon region. Its main objective to understand and analyze how the curriculum contributes to the process of identity construction of students from 1st to 5th year of elementary school. Initially we seek to identify cultural practices that constitute the phenomenon of identity of students and communities and learn about the practices and contents that make up the school curriculum. For this position we had the theoretical and methodological phenomenology / hermeneutic-dialogical. The work was developed through an ethnographic study that used the techniques of data collection, participant observation, semi-structured interviews and document analysis. The data collected were qualitative approach. From the dialogue between the planned objectives, data gathering and foundational theories, we arrive at the findings that: In schools have a curriculum that does not exist based on the culture of their subjects. The teaching practice shows remnants of traditional education which prevail lectures and monotonous, with standardized content and compartmentalized into disciplines removed from the body of the textbooks and are transmitted to students without a critical reflection on them. Thus, culture has no place in the community as learning content, it only "visit" the school when their presence is seen as relevant examples to illustrate or make comparisons. Teachers do not know the social and cultural dimension of the curriculum, so the world is out of school and the school out of the world. With this school, is helping to shape identities of not belonging, because it encourages students thinking about yourself or about your community, which weakens them and apart of their citizenship. / A presente dissertação aborda o currículo e a construção de identidades nas escolas rurais Presidente Tancredo Neves e Santa Ana do Massauari, localizadas no município de Boa Vista do Ramos, região do baixo Amazonas. Tem como objetivo central compreender e analisar de que modo o currículo contribui no processo de construção identitária dos alunos do 1° ao 5° ano do ensino fundamental. Inicialmente buscamos identificar as práticas culturais que constituem o fenômeno identitário dos alunos e das comunidades e conhecer as práticas e os conteúdos que compõem o currículo escolar. Para isso tivemos como posição teórico-metodológica a fenomenologia/hermenêutico-dialógica. O trabalho foi desenvolvido através de uma pesquisa etnográfica que utilizou como técnicas de coleta de dados, a observação participante, a entrevista semi-estruturada e análise de documentos. Os dados coletados receberam uma abordagem qualitativa. A partir do diálogo entre os objetivos traçados, os dados levantados e as teorias fundantes, chegamos às constatações de que: Nas escolas inexiste um currículo que tenha como base a cultura dos seus sujeitos. A prática de ensino demonstra resquícios da educação tradicional onde prevalecem aulas expositivas e monótonas, com conteúdos padronizados e compartimentalizados em disciplinas retirados do corpo dos livros didáticos e são transmitidos para os alunos sem uma reflexão crítica sobre eles. Dessa forma, a cultura da comunidade não tem espaço como conteúdo de aprendizagem, ela só visita a escola quando sua presença é vista como pertinente para ilustrar exemplos ou fazer comparações. Os professores não conhecem a dimensão social e cultural do currículo, assim, o mundo fica fora da escola e a escola fora do mundo. Com isso a escola, está ajudando a formar identidades de não pertencimento, pois não favorece aos alunos reflexões sobre si mesmo nem sobre sua comunidade, o que os enfraquece e os distanciam da sua cidadania.