Gestión de vídeo distribuido

[ES] El principal objetivo de este Trabajo Final de Grado (TFG) fue la creación de un sistema de gestión de vídeo distribuido utilizando cámaras de videovigilancia IP. Esta propuesta surgió a partir de la idea de ofrecer un acceso simultáneo, tanto online como offline, a las secuencias de vídeo generadas por una red de cámaras IP en un entorno dado. El resultado obtenido fue una infraestructura software ampliable  que ofrece al usuario una serie de funcionalidades con cámaras de red, abstrayéndolo de detalles internos. El trabajo está compuesto por tres elementos claramente diferenciados: integración de cámaras IP, almacenamiento en vídeo y creación del sistema de vídeo distribuido. La integración de cámaras IP tiene como objetivo comunicar al equipo con la cámara de red para la obtención del flujo de imágenes que transmite. Dicha comunicación se establece vía HTTP (Hypertext Transfer Protocol) gracias a la interfaz de programación (API) de la que disponen estos dispositivos. El segundo elemento, el almacenamiento en vídeo, tiene como función guardar las imágenes de la cámara IP en archivos de vídeo. De esta manera se ofrece su posterior visualización en diferido. Finalmente, el sistema de vídeo distribuido permite la reproducción simultánea de múltiples vídeos grabados por la red de cámaras IP. Adicionalmente, vídeos grabados por otros dispositivos también son admitidos. El material desarrollado dispone del potencial necesario para convertirse en una herramienta libre de amplio uso en sistemas UNIX para cámaras IP, así como suponer la base de futuros proyectos relacionados con estos dispositivos.

Rich media content adaptation in e-learning systems

The wide use of e-technologies represents a great opportunity for underserved segments of the population, especially with the aim of reintegrating excluded individuals back into society through education. This is particularly true for people with different types of disabilities who may have difficulties while attending traditional on-site learning programs that are typically based on printed learning resources. The creation and provision of accessible e-learning contents may therefore become a key factor in enabling people with different access needs to enjoy quality learning experiences and services. Another e-learning challenge is represented by m-learning (which stands for mobile learning), which is emerging as a consequence of mobile terminals diffusion and provides the opportunity to browse didactical materials everywhere, outside places that are traditionally devoted to education. Both such situations share the need to access materials in limited conditions and collide with the growing use of rich media in didactical contents, which are designed to be enjoyed without any restriction. Nowadays, Web-based teaching makes great use of multimedia technologies, ranging from Flash animations to prerecorded video-lectures. Rich media in e-learning can offer significant potential in enhancing the learning environment, through helping to increase access to education, enhance the learning experience and support multiple learning styles. Moreover, they can often be used to improve the structure of Web-based courses. These highly variegated and structured contents may significantly improve the quality and the effectiveness of educational activities for learners. For example, rich media contents allow us to describe complex concepts and process flows. Audio and video elements may be utilized to add a “human touch” to distance-learning courses. Finally, real lectures may be recorded and distributed to integrate or enrich on line materials. A confirmation of the advantages of these approaches can be seen in the exponential growth of video-lecture availability on the net, due to the ease of recording and delivering activities which take place in a traditional classroom. Furthermore, the wide use of assistive technologies for learners with disabilities injects new life into e-learning systems. E-learning allows distance and flexible educational activities, thus helping disabled learners to access resources which would otherwise present significant barriers for them. For instance, students with visual impairments have difficulties in reading traditional visual materials, deaf learners have trouble in following traditional (spoken) lectures, people with motion disabilities have problems in attending on-site programs. As already mentioned, the use of wireless technologies and pervasive computing may really enhance the educational learner experience by offering mobile e-learning services that can be accessed by handheld devices. This new paradigm of educational content distribution maximizes the benefits for learners since it enables users to overcome constraints imposed by the surrounding environment. While certainly helpful for users without disabilities, we believe that the use of newmobile technologies may also become a fundamental tool for impaired learners, since it frees them from sitting in front of a PC. In this way, educational activities can be enjoyed by all the users, without hindrance, thus increasing the social inclusion of non-typical learners. While the provision of fully accessible and portable video-lectures may be extremely useful for students, it is widely recognized that structuring and managing rich media contents for mobile learning services are complex and expensive tasks. Indeed, major difficulties originate from the basic need to provide a textual equivalent for each media resource composing a rich media Learning Object (LO). Moreover, tests need to be carried out to establish whether a given LO is fully accessible to all kinds of learners. Unfortunately, both these tasks are truly time-consuming processes, depending on the type of contents the teacher is writing and on the authoring tool he/she is using. Due to these difficulties, online LOs are often distributed as partially accessible or totally inaccessible content. Bearing this in mind, this thesis aims to discuss the key issues of a system we have developed to deliver accessible, customized or nomadic learning experiences to learners with different access needs and skills. To reduce the risk of excluding users with particular access capabilities, our system exploits Learning Objects (LOs) which are dynamically adapted and transcoded based on the specific needs of non-typical users and on the barriers that they can encounter in the environment. The basic idea is to dynamically adapt contents, by selecting them from a set of media resources packaged in SCORM-compliant LOs and stored in a self-adapting format. The system schedules and orchestrates a set of transcoding processes based on specific learner needs, so as to produce a customized LO that can be fully enjoyed by any (impaired or mobile) student.

Exploring Quantum Speed-up Through Cluster-state Computers

The aim of this thesis is to investigate the nature of quantum computation and the question of the quantum speed-up over classical computation by comparing two different quantum computational frameworks, the traditional quantum circuit model and the cluster-state quantum computer. After an introductory survey of the theoretical and epistemological questions concerning quantum computation, the first part of this thesis provides a presentation of cluster-state computation suitable for a philosophical audience. In spite of the computational equivalence between the two frameworks, their differences can be considered as structural. Entanglement is shown to play a fundamental role in both quantum circuits and cluster-state computers; this supports, from a new perspective, the argument that entanglement can reasonably explain the quantum speed-up over classical computation. However, quantum circuits and cluster-state computers diverge with regard to one of the explanations of quantum computation that actually accords a central role to entanglement, i.e. the Everett interpretation. It is argued that, while cluster-state quantum computation does not show an Everettian failure in accounting for the computational processes, it threatens that interpretation of being not-explanatory. This analysis presented here should be integrated in a more general work in order to include also further frameworks of quantum computation, e.g. topological quantum computation. However, what is revealed by this work is that the speed-up question does not capture all that is at stake: both quantum circuits and cluster-state computers achieve the speed-up, but the challenges that they posit go besides that specific question. Then, the existence of alternative equivalent quantum computational models suggests that the ultimate question should be moved from the speed-up to a sort of “representation theorem” for quantum computation, to be meant as the general goal of identifying the physical features underlying these alternative frameworks that allow for labelling those frameworks as “quantum computation”.

Learning styles vary among general surgery residents: analysis of 12 years of data

PURPOSE: Understanding the learning styles of individuals may assist in the tailoring of an educational program to optimize learning. General surgery faculty and residents have been characterized previously as having a tendency toward particular learning styles. We seek to understand better the learning styles of general surgery residents and differences that may exist within the population. METHODS: The Kolb Learning Style Inventory was administered yearly to general surgery residents at the University of Cincinnati from 1994 to 2006. This tool allows characterization of learning styles into 4 groups: converging, accommodating, assimilating, and diverging. The converging learning style involves education by actively solving problems. The accommodating learning style uses emotion and interpersonal relationships. The assimilating learning style learns by abstract logic. The diverging learning style learns best by observation. Chi-square analysis and analysis of variance were performed to determine significance. RESULTS: Surveys from 1994 to 2006 (91 residents, 325 responses) were analyzed. The prevalent learning style was converging (185, 57%), followed by assimilating (58, 18%), accommodating (44, 14%), and diverging (38, 12%). At the PGY 1 and 2 levels, male and female residents differed in learning style, with the accommodating learning style being relatively more frequent in women and assimilating learning style more frequent in men (Table 1, p < or = 0.001, chi-square test). Interestingly, learning style did not seem to change with advancing PGY level within the program, which suggests that individual learning styles may be constant throughout residency training. If a resident's learning style changed, it tended to be to converging. In addition, no relation exists between learning style and participation in dedicated basic science training or performance on the ABSIT/SBSE. CONCLUSIONS: Our data suggests that learning style differs between male and female general surgery residents but not with PGY level or ABSIT/SBSE performance. A greater understanding of individual learning styles may allow more refinement and tailoring of surgical programs.

Bluetooth Enabled Ad-hoc Networks: Performance Evaluation of a Self-healing Scatternet Formation Protocol

Bluetooth wireless technology is a robust short-range communications system designed for low power (10 meter range) and low cost. It operates in the 2.4 GHz Industrial Scientific Medical (ISM) band and it employs two techniques for minimizing interference: a frequency hopping scheme which nominally splits the 2.400 - 2.485 GHz band in 79 frequency channels and a time division duplex (TDD) scheme which is used to switch to a new frequency channel on 625 μs boundaries. During normal operation a Bluetooth device will be active on a different frequency channel every 625 μs, thus minimizing the chances of continuous interference impacting the performance of the system. The smallest unit of a Bluetooth network is called a piconet, and can have a maximum of eight nodes. Bluetooth devices must assume one of two roles within a piconet, master or slave, where the master governs quality of service and the frequency hopping schedule within the piconet and the slave follows the master’s schedule. A piconet must have a single master and up to 7 active slaves. By allowing devices to have roles in multiple piconets through time multiplexing, i.e. slave/slave or master/slave, the Bluetooth technology allows for interconnecting multiple piconets into larger networks called scatternets. The Bluetooth technology is explored in the context of enabling ad-hoc networks. The Bluetooth specification provides flexibility in the scatternet formation protocol, outlining only the mechanisms necessary for future protocol implementations. A new protocol for scatternet formation and maintenance - mscat - is presented and its performance is evaluated using a Bluetooth simulator. The free variables manipulated in this study include device activity and the probabilities of devices performing discovery procedures. The relationship between the role a device has in the scatternet and it’s probability of performing discovery was examined and related to the scatternet topology formed. The results show that mscat creates dense network topologies for networks of 30, 50 and 70 nodes. The mscat protocol results in approximately a 33% increase in slaves/piconet and a reduction of approximately 12.5% of average roles/node. For 50 node scenarios the set of parameters which creates the best determined outcome is unconnected node inquiry probability (UP) = 10%, master node inquiry probability (MP) = 80% and slave inquiry probability (SP) = 40%. The mscat protocol extends the Bluetooth specification for formation and maintenance of scatternets in an ad-hoc network.

A systematic review of the clinical performance of CAD/CAM single-tooth restorations

PURPOSE: This systematic review sought to determine the long-term clinical survival rates of single-tooth restorations fabricated with computer-aided design/computer-assisted manufacture (CAD/CAM) technology, as well as the frequency of failures depending on the CAD/CAM system, the type of restoration, the selected material, and the luting agent. MATERIALS AND METHODS: An electronic search from 1985 to 2007 was performed using two databases: Medline/PubMed and Embase. Selected keywords and well-defined inclusion and exclusion criteria guided the search. All articles were first reviewed by title, then by abstract, and subsequently by a full text reading. Data were assessed and extracted by two independent examiners. The pooled results were statistically analyzed and the overall failure rate was calculated by assuming a Poisson-distributed number of events. In addition, reported failures were analyzed by CAD/CAM system, type of restoration, restorative material, and luting agent. RESULTS: From a total of 1,957 single-tooth restorations with a mean exposure time of 7.9 years and 170 failures, the failure rate was 1.75% per year, estimated per 100 restoration years (95% CI: 1.22% to 2.52%). The estimated total survival rate after 5 years of 91.6% (95% CI: 88.2% to 94.1%) was based on random-effects Poisson regression analysis. CONCLUSIONS: Long-term survival rates for CAD/CAM single-tooth Cerec 1, Cerec 2, and Celay restorations appear to be similar to conventional ones. No clinical studies or randomized clinical trials reporting on other CAD/CAM systems currently used in clinical practice and with follow-up reports of 3 or more years were found at the time of the search.

Playing with the Real World

In this paper we provide a framework that enables the rapid development of applications using non-standard input devices. Flash is chosen as programming language since it can be used for quickly assembling applications. We overcome the difficulties of Flash to access external devices by introducing a very generic concept: The state information generated by input devices is transferred to a PC where a program collects them, interprets them and makes them available on a web server. Application developers can now integrate a Flash component that accesses the data stored in XML format and directly use it in their application.

Spatio-temporal dynamics of alpha brain electric fields, and cognitive modes

Brian electric activity is viewed as sequences of momentary maps of potential distribution. Frequency-domain source modeling, estimation of the complexity of the trajectory of the mapped brain field distributions in state space, and microstate parsing were used as analysis tools. Input-presentation as well as task-free (spontaneous thought) data collection paradigms were employed. We found: Alpha EEG field strength is more affected by visualizing mentation than by abstract mentation, both input-driven as well as self-generated. There are different neuronal populations and brain locations of the electric generators for different temporal frequencies of the brain field. Different alpha frequencies execute different brain functions as revealed by canonical correlations with mentation profiles. Different modes of mentation engage the same temporal frequencies at different brain locations. The basic structure of alpha electric fields implies inhomogeneity over time — alpha consists of concatenated global microstates in the sub-second range, characterized by quasi-stable field topographies, and rapid transitions between the microstates. In general, brain activity is strongly discontinuous, indicating that parsing into field landscape-defined microstates is appropriate. Different modes of spontaneous and induced mentation are associated with different brain electric microstates; these are proposed as candidates for psychophysiological ``atoms of thought''.

Hearing performance with 2 different high-power sound processors for osseointegrated auditory implants

OBJECTIVE To compare speech understanding of the BAHA BP110 and BAHA Intenso sound processors. STUDY DESIGN Prospective experimental study. SETTING Tertiary referral center. PATIENTS Twenty experienced user of osseointegrated auditory implants with conductive or mixed hearing loss. INTERVENTIONS In a first session, half of the participants were fitted with an Intenso, the other half with a BP110. After 1 month of use, aided speech understanding in quiet and in noise was measured, and the other test processor was fitted. One month later, speech understanding with the second sound processor was assessed. MAIN OUTCOME MEASURES Speech understanding in quiet and in noise, with noise arriving either from the front, the rear, or the side of the user with the osseointegrated bone conductor. RESULTS Significant improvements were found for both processors for speech understanding in quiet (+9.6 to +34.8 percent points; p = 0.02 to 0.001) and in noise (+6.2 to +13.8 dB, p < 0.001). No significant differences were found between the 2 devices for speech in quiet. For noise from the rear, subjects were able to understand speech at signal-to-noise ratios which were lower (less favorable) by -5.1 dB (p < 0.001) when compared with the Intenso. CONCLUSION Speech understanding is substantially improved by both devices, with no significant differences between the sound processors in quiet. In noise, speech understanding is significantly better with the BP110 when compared to the Intenso for noise from the rear.

Reply to the editor

We appreciate the comments and concerns expressed by Arakawa and colleagues regarding our article, titled “Pulsatile control of rotary blood pumps: Does the modulation waveform matter?”1 Unfortunately, we have to disagree with Arakawa and colleagues. As is obvious from the title of our article, it investigates the effect of different waveforms on the heart–device interaction. In contrast to the authors' claim, this is the first article in the literature that uses basic waveforms (sine, triangle, saw tooth, and rectangular) with different phase shifts to examines their impact on left ventricular unloading. The previous publications2, 3 and 4 just varied the pump speed during systole and diastole, which was first reported by Bearnson and associates5 in 1996, and studied its effect on aortic pressure, coronary flow, and end-diastolic volume. We should mention that dp/dtmax is a load-sensitive parameter of contractility and not representative for the degree of unloading. Moreover, none of the aforementioned reports has studied mechanical unloading and in particular the stroke work of the left ventricle. Our method is unique because we do not just alternate between high and low speed but have accurate control of the waveform because of the direct drive system of Levitronix Technologies LLC (Waltham, Mass) and a custom-developed pump controller. Without referring, Arakawa and associates state “several previous studies have already reported the coronary flow diminishes as the left ventricular assist device support increases.” It should be noted that all the waveforms used in our study have 2000 rpm average value with 1000 rpm amplitude, which is not an excessive speed for the CentriMag rotary pump (Levitronix) to collapse the ventricle and diminish the coronary flow. We agree with Arakawa and coworkers that there is a need for a heart failure model to come to more relevant results with respect to clinical expectations. However, we have explored many existing models, including species and breeds that have a native proneness to cardiomyopathy, but all of them differ from the genetic presentation in humans. We certainly do not believe that the use of microembolization, in which the coronary circulation is impaired by the injection of microspheres, would form a good model from which to draw conclusions about coronary flow change under different loading conditions. A model would be needed in which either an infarct is created to mimic ischemic heart failure or the coronary circulation remains untouched to simulate, for instance, dilated cardiomyopathy. Furthermore, in discussion we clearly mention that “lack of heart failure is a major limitation of our study.” We also believe that unloading is not the only factor of the cardiac functional recovery, and an excessive unloading of the left ventricle might lead to cardiac tissue atrophy. Therefore, in our article we mention that control of the level of cardiac unloading by assist devices has been suggested as a mechanical tool to promote recovery, and more studies are required to find better strategies for the speed modulation of rotary pumps and to achieve an optimal heart load control to enhance myocardial recovery. Finally, there are many publications about pulsing rotary blood pumps and it was impossible to include them all. We preferred to reference some of the earlier basic works such as an original research by Bearnson and coworkers5 and another article published by our group,6 which is more relevant.

Excitation and charge transfer in H-H+ collisions at 5-80 keV and application to astrophysical shocks

In astrophysical regimes where the collisional excitation of hydrogen atoms is relevant, the cross-sections for the interactions of hydrogen atoms with electrons and protons are necessary for calculating line profiles and intensities. In particular, at relative velocities exceeding ∼1000 km s−1, collisional excitation by protons dominates over that by electrons. Surprisingly, the H–H+ cross-sections at these velocities do not exist for atomic levels of n≥ 4, forcing researchers to utilize extrapolation via inaccurate scaling laws. In this study, we present a faster and improved algorithm for computing cross-sections for the H–H+ collisional system, including excitation and charge transfer to the n≥ 2 levels of the hydrogen atom. We develop a code named BDSCX which directly solves the Schrödinger equation with variable (but non-adaptive) resolution and utilizes a hybrid spatial-Fourier grid. Our novel hybrid grid reduces the number of grid points needed from ∼4000n6 (for a ‘brute force’, Cartesian grid) to ∼2000n4 and speeds up the computation by a factor of ∼50 for calculations going up to n= 4. We present (l, m)-resolved results for charge transfer and excitation final states for n= 2–4 and for projectile energies of 5–80 keV, as well as fitting functions for the cross-sections. The ability to accurately compute H–H+ cross-sections to n= 4 allows us to calculate the Balmer decrement, the ratio of Hα to Hβ line intensities. We find that the Balmer decrement starts to increase beyond its largely constant value of 2–3 below 10 keV, reaching values of 4–5 at 5 keV, thus complicating its use as a diagnostic of dust extinction when fast (∼1000 km s−1) shocks are impinging upon the ambient interstellar medium.

Clinical Performance of Screw- Versus Cement-Retained Fixed Implant-Supported Reconstructions- A Systematic Review.

PURPOSE To assess the survival outcomes and reported complications of screw- and cement-retained fixed reconstructions supported on dental implants. MATERIALS AND METHODS A Medline (PubMed), Embase, and Cochrane electronic database search from 2000 to September 2012 using MeSH and free-text terms was conducted. Selected inclusion and exclusion criteria guided the search. All studies were first reviewed by abstract and subsequently by full-text reading by two examiners independently. Data were extracted by two examiners and statistically analyzed using a random effects Poisson regression. RESULTS From 4,324 abstracts, 321 full-text articles were reviewed. Seventy-three articles were found to qualify for inclusion. Five-year survival rates of 96.03% (95% confidence interval [CI]: 93.85% to 97.43%) and 95.55% (95% CI: 92.96% to 97.19%) were calculated for cemented and screw-retained reconstructions, respectively (P = .69). Comparison of cement and screw retention showed no difference when grouped as single crowns (I-SC) (P = .10) or fixed partial dentures (I-FDP) (P = .49). The 5-year survival rate for screw-retained full-arch reconstructions was 96.71% (95% CI: 93.66% to 98.31). All-ceramic reconstruction material exhibited a significantly higher failure rate than porcelain-fused-to-metal (PFM) in cemented reconstructions (P = .01) but not when comparing screw-retained reconstructions (P = .66). Technical and biologic complications demonstrating a statistically significant difference included loss of retention (P ≤ .01), abutment loosening (P ≤ .01), porcelain fracture and/or chipping (P = .02), presence of fistula/suppuration (P ≤ .001), total technical events (P = .03), and total biologic events (P = .02). CONCLUSIONS Although no statistical difference was found between cement- and screw-retained reconstructions for survival or failure rates, screw-retained reconstructions exhibited fewer technical and biologic complications overall. There were no statistically significant differences between the failure rates of the different reconstruction types (I-SCs, I-FDPs, full-arch I-FDPs) or abutment materials (titanium, gold, ceramic). The failure rate of cemented reconstructions was not influenced by the choice of a specific cement, though cement type did influence loss of retention.

Reactivity to Accelerometer Measurement of Children and Adolescents

PURPOSE: Awareness of being monitored can influence participants' habitual physical activity (PA) behavior. This reactivity effect may threaten the validity of PA assessment. Reports on reactivity when measuring the PA of children and adolescents have been inconsistent. The aim of this study was to investigate whether PA outcomes measured by accelerometer devices differ from measurement day to measurement day and whether the day of the week and the day on which measurement started influence these differences. METHODS: Accelerometer data (counts per minute [cpm]) of children and adolescents (n = 2081) pooled from eight studies in Switzerland with at least 10 h of daily valid recording were investigated for effects of measurement day, day of the week, and start day using mixed linear regression. RESULTS: The first measurement day was the most active day. Counts per minute were significantly higher than on the second to the sixth day, but not on the seventh day. Differences in the age-adjusted means between the first and consecutive days ranged from 23 to 45 cpm (3.6%-7.1%). In preschoolchildren, the differences almost reached 10%. The start day significantly influenced PA outcome measures. CONCLUSIONS: Reactivity to accelerometer measurement of PA is likely to be present to an extent of approximately 5% on the first day and may introduce a relevant bias to accelerometer-based studies. In preschoolchildren, the effects are larger than those in elementary and secondary schoolchildren. As the day of the week and the start day significantly influence PA estimates, researchers should plan for at least one familiarization day in school-age children and randomly assign start days.

El rol de la literatura en la escuela primaria argentina en el marco de la constitución de identidades nacionales (1900-1940)

En esta tesis se aborda la historia de la lectura en la escuela primaria argentina en el contexto de la construcción de identidades nacionales entre 1900 y 1940. Para esto, partimos de un análisis de las políticas educativas que se implementaron durante ese período, en tanto marco sociohistórico, para luego abocarnos a un relevamiento exhaustivo de las prácticas de lectura concretas que se llevaron a cabo en las aulas. En esta tesis, entonces, nos ocupamos de relevar en múltiples fuentes los discursos y representaciones sobre la lectura Iiteraria en la escuela desde la perspectiva de funcionarios, pedagogos, docentes y lectores alumnos; el lugar de los dispositivos didácticos en la formación de los lectores en edad escolar y la diversidad de géneros de libros de lectura de acuerdo a los objetivos didácticos. Por otro lado, también nos ocupamos de indagar cuales fueron los modos de leer y practicas de lectura habituales en la escuela y cómo se fue constituyendo el canon de textos Iiterarios que ingresaba en el circuito escolar. En este sentido, tomamos como caso testigo el episodio de censura y traducción cultural a los códigos argentinos de la novela Corazón de Edmundo De Amicis que fue retirada del circuito escolar durante la gestión de Ramos Mejia al frente del Consejo Nacional de Educación por considerar que era una amenaza a la nacionalización cultural y lingüística y fue sustituida por traducciones culturales argentinas. Para esto, analizamos la polémica en tomo a la inclusión de la novela como lectura escolar; las practicas de lectura, apropiaciones y propuestas didácticas en torno al texto y, por ultimo, hacemos un análisis descriptivo comparativo de los textos de las traducciones culturales. Nuestra investigación se enmarca en una perspectiva transdisciplinar y se establecen relaciones con dimensiones políticas, pedagógicas, culturales, sociales e históricas. Para ello fue necesario crear un aparato metodológico cualitativo que diera cuenta de la multiplicidad de fuentes, va sea par el formato -escritas, orales e icónicas- o por el origen -de la burocracia escolar, textos de sistematización didáctica, narrativas de la practica, artículos de revistas pedagógicas y escolares, libros de lectura, etc-. Estas fuentes son analizadas desde una perspectiva textual pero, fundamentalmente, desde una mirada sociocultural que permite acercamos alas micropolíticas escolares, a la vida cotidiana y a aspectos del contexto sociohistórico. En este sentido, nuestra tesis propone dar cuenta de un espacio vacante en la investigación realizada hasta el momento dando cuenta del lugar del lector y su formación como ciudadano argentino a partir de las practicas de lectura escolares; es decir, plantearnos la hipótesis de que durante el periodo estudiado uno de los mecanismos de nacionalización puestos en juego en la escuela fue la utilización del discurso literario y sus practicas de lectura en pos de la argentinización. Además, plantearnos que a pesar de los mecanismos, rituales y modos de intervención del Estado para la nacionalización, los lectores alumnos y los maestros se apropiaron de la literatura desde sus propias experiencias socioculturales, resistiendo al discurso hegemónico

Políticas y territorios de escolarización en contextos de extrema pobreza urbana. Dispositivos pedagógicos entre el gerenciamiento y la abyección

Este trabajo se ocupa de caracterizar los dispositivos pedagógicos atendiendo a los modos en que las políticas y procesos de escolarización son vividos y pensados en territorio. A través de la discusión de resultados de investigación empírica que desarrollamos a lo largo de cuatro años en escuelas emplazadas en contextos de extrema pobreza urbana, intentamos describir las particulares formas en que la vida escolar es producida en estos espacios urbanos. Desde la perspectiva de los estudios de gubernamentalidad, procuramos la descripción de las formas que están asumiendo los dispositivos pedagógicos y la producción de subjetividad en territorios abyectos en los que, en el marco de las sociedades de gerenciamiento, la población ha quedado librada a su propia suerte. Propondremos una forma de leer las políticas educativas atendiendo a las formas en que son experienciadas por los sujetos en territorio.