Search

This study analyzes the impact of interactive technologies on the motivation and engagement of university students in online courses. Through a systematic literature review and a comparative analysis of existing technologies, 64 articles published between 2020 and 2024 were examined. The results reveal a significant increase in student motivation (23%) and knowledge retention (31%) with the use of these tools. Augmented reality stands out with a mean effect size of 0.67 on academic performance. The bibliometric analysis shows a concentration of research in countries such as Spain, Colombia and China, suggesting the need for more diverse studies. Challenges such as the digital divide and lack of teacher training were identified, with 42% of teachers reporting difficulties in implementation. The findings underline the transformative potential of interactive technologies in online higher education, but emphasize the importance of a holistic approach that considers technical, pedagogical and socioeconomic aspects. It is recommended to invest in teacher professional development, promote equitable access policies and encourage research in diverse educational contexts to maximize the benefits of these technologies. [ABSTRACT FROM AUTHOR]

Over the years, educational institutions have faced significant difficulties in the teaching process at all educational levels, due to lack of motivation, concentration, attention, and confidence, among other aspects. In this sense, information and communication technologies can be the answer to transform educational models. One of the most promising and accessible technologies in recent years is mobile augmented reality (MAR), which allows students to visualize content through a mobile device combining the real environment with a virtual environment, providing an interactive and digital vision of the physical world in real time. The appropriate use of digital technologies in early childhood and primary education can promote socialization, comprehension, learning, language development, attention, and other educational benefits. However, due to the novelty of this technology, there is limited research and a gap in the literature on the use of MAR at these educational levels. This research work, through systematic mapping, aims to give an overview of how AR and mobile devices have been used in the last decade, which academic areas have benefited from the use of this innovative academic approach, and the main benefits and problems of using this technology in early and primary education. The findings are encouraging and show that AR technology, together with mobile devices, can be used to support the teaching of science, mathematics, reading, language, geography, etc. [ABSTRACT FROM AUTHOR]

The pandemic caused by COVID-19 impacted the entire world, but technological progress led to the appearance of new and innovative emerging technologies (ETs). These technologies proved to have a wide potential for use as support in education, but being a new technology, certain complications arose when it came to their application in the educational model. Nowadays, there are many digital technologies, so it is necessary to identify those that can be used in today's education. Digital technologies have been implemented in all types of sectors, one of them being education, and the use of these technologies translates into significant improvements in educational processes and learning outcomes. Despite this, there is currently little research on the use of ETs as a support in the academic process. This research uses systematic mapping (SM) of the last 5 years, together with the Unified Theory of Acceptance and Use of Technology (UTAUT) model to identify the use and acceptance of ETs in higher education. For the SM, a keyword search string was used in three scientific databases (Scopus, Web of Science, and IEEE Xplore). To apply the UTAUT, a survey was conducted with 120 students on the acceptance of ETs as support in higher education. The results obtained indicate that ETs provide some optimization of educational processes, with greater immersion and application of knowledge when using technologies such as augmented reality, virtual reality, and mobile learning. Likewise, ETs can motivate students, allowing them to reach new academic and professional achievements. [ABSTRACT FROM AUTHOR]

The pandemic caused by COVID-19 impacted the entire world, but the significant challenges to be faced during this crisis opened an opportunity for organizations to evolve toward a digital transformation. Educational institutions were a concrete example of the use of technologies, which were abruptly incorporated into the teaching–learning model. Although this initiative was initially a challenge for teachers and students, it has now become a tool for new innovative teaching models, such as hybrid, online, and flexible models. The impact of technology used in education has been beneficial due to emerging technologies (virtual reality, augmented reality, games, web applications, mobile applications, etc.), which have served as tools to facilitate and motivate studying. These educational trends contribute directly to the fourth Sustainable Development Goal (SDG). This research analyzes whether the use of a web application, as a support in the educational model, can make students better understand the subjects of network infrastructure and be more efficient when configuring equipment in a data network. Therefore, this research is based on the design of an educational web application based on Python libraries, which allows the configuration of networking equipment based on the concept of network automation with the application of a graphical user interface (GUI). The web application can be deployed with communication equipment or in conjunction with the GNS3 simulator. This versatility allows this web tool to be applied to the teaching of network equipment configuration in any mode of study (classroom, online, hybrid, or flexible). The results obtained in this research are encouraging and open the way for the implementation of network automation and Python libraries for educational applications that can be important tools within the teaching and learning models of higher education. [ABSTRACT FROM AUTHOR]

Currently, medium and small businesses face a significant change in the way consumers purchase their services, products, or goods. This change is fundamentally due to the pandemic caused by the 2019 coronavirus disease, during which people were forced to use information and communication technologies to satisfy their needs and interact with other people. After the pandemic, people's dependence on technology increased exponentially, to such an extent that the Internet has become the channel through which any product can be purchased in an agile and varied way, from the comfort of home, and regardless of schedules. Therefore, for companies, moving from the traditional market to eCommerce is a necessity, but the change must take place efficiently. Therefore, identifying the factors that influence consumers to access a brand, a service, or a product is a characteristic of eCommerce. This paper presents an analysis of the factors that influence the use of electronic commerce. For this, a review of similar works was carried out for the design of surveys and the identification of the critical points considered by consumers. These data were analyzed in a granular way with tools used in business intelligence to improve decision making in the migration to a digital market. [ABSTRACT FROM AUTHOR]

The main objective of this research is a working example of how a hybrid methodology combining traditional methodologies and mobile devices can be used to contribute to the literature on mobile learning in teaching English as a second language. This work was carried out because, in many Latin American countries, students are taught English as a second language throughout their primary and secondary education. However, at the end of their studies, most students are unable to communicate with other people in English, let alone with native speakers. Moreover, it must be taken into account that nowadays English is the most widely used language in international communications, business transactions, finance and science. The professional who knows how to communicate in English has a positive differentiator in his or her professional profile and can easily access more relevant positions in any institution. For this purpose, a review of different methodologies for teaching oral expression in English has been carried out. Metrics have also been used to choose an effective mobile application to reinforce English speaking. These analyzed methodologies have been combined with the use of a mobile application to propose a hybrid methodology that contemplates an eight-week class guide. Due to the characteristics of mobile learning, this work can help to motivate students in their learning and in improving their communicative skills in the English language. High school teachers can use this methodology as an innovation in their educational programs. [ABSTRACT FROM AUTHOR]

Currently, mobile devices are widely used as a support in education for teaching and learning of multiple academic subjects. An example of this is educational mobile applications, which in recent years have been massively developed and have generated multiple downloads for use in the classroom. Despite their features and benefits, the use of mobile devices such as smartphones is not usually allowed in classrooms due to the distraction they can generate. This paper aims to evidence the use of mobile devices in education and why it should be used as a support in the educational model. To do this, it is proposed to compare two teaching-learning methodologies and identify whether the use of mobile applications can influence the specific education of an engineering subject. The methodologies were tested in the classroom, focusing on IP addressing and network numbering systems, with two groups of students: an experimental group and a control group. At the end of the experiment, their performance was evaluated using a questionnaire. The answers of this questionnaire were subjected to an analysis of variance (ANOVA) and hypotheses were proposed to identify whether the use of a mobile application used as a support in the educational model has benefits in learning. The results indicate that educational mobile applications can be helpful in the teaching-learning process and at present, education can benefit from the use of this innovative learning methodology. [ABSTRACT FROM AUTHOR]

With the rise of information technology and digitization, education has been faced with the need to adopt new learning models using technology to create innovative educational methodologies. In addition, due to pandemic restrictions and in order to help contain the spread of the virus (COVID-19), all educational institutions have been forced to switch immediately to online education. The application of augmented reality (AR) in education provides important benefits, such as increased engagement and interactivity, and can help to minimize the negative effects of the disruption of face-to-face education. Therefore, this paper focuses on describing the effect of an augmented reality mobile application (NetAR) that was developed for engineering students as a complement to traditional education. To achieve this objective, an experimental group and a control group were established to work with the application for three weeks for three hours a day. Moreover, there are a number of usability issues with AR that may impact learning effectiveness and motivation. Therefore, the usability of the application was evaluated with the IBM Computer System Usability Questionnaire (CSUQ) tool. The usability results show that users are satisfied with NetAR, and the statistical data from the control group indicate that the application positively affects learning. [ABSTRACT FROM AUTHOR]

Today's world demands more efficient learning models that allow students to play a more active role in their education. Technology is having an impact on how instruction is delivered and how information is found and share. Until very recently, the educational models encouraged memorization as an essential learning skill. These days, technologies have changed the educational model and access to information. Knowledge is available online, mostly free, and easily accessible. Reading, sharing, listening and, doing are currently necessary skills for education. Mobile devices have become a complete set of applications, support, and help for educational organizations. By conducting an analysis of the behavior and use of mobile devices on current students, efficient educational applications can be developed. Although there are several initiatives for the use of mobile learning in education, there are also issues linked to this technology that must be addressed. In this work, we present the results of a literature review of mobile learning; the findings described are the result of the analysis of several articles obtained in three scientific repositories. This work also lists certain issues that, if properly addressed, can avoid possible complications to the implementation of this technology in education. [ABSTRACT FROM AUTHOR]

The corn earworm, Helicoverpa zea, is a major target pest of the insecticidal Vip3Aa protein used in pyramided transgenic Bt corn and cotton with Cry1 and Cry2 proteins in the U.S. The widespread resistance to Cry1 and Cry2 proteins in H. zea will challenge the long-term efficacy of Vip3Aa technology. Determining the frequency of resistant alleles to Vip3Aa in field populations of H. zea is critically important for resistance management. Here, we provided the first F2 screen study to estimate the resistance allele frequency for Vip3Aa in H. zea populations in Texas, U.S. In 2019, 128 H. zea neonates per isofamily for a total of 114 F2 families were screened with a diagnostic concentration of 3.0 μg/cm2 of Vip3Aa39 protein in diet-overlay bioassays. The F2 screen detected two families carrying a major Vip3Aa resistance allele. The estimated frequency of major resistance alleles against Vip3Aa39 in H. zea in Texas from this study was 0.0065 with a 95% CI of 0.0014–0.0157. A Vip3Aa-resistant strain (RR) derived from the F2 screen showed a high level of resistance to Vip3Aa39 protein, with a resistance ratio of >588.0-fold relative to a susceptible population (SS) based on diet-overlay bioassays. We provide the first documentation of a major resistance allele conferring high levels of Vip3Aa resistance in a field-derived strain of H. zea in the U.S. Data generated from this study contribute to development of management strategies for the sustainable use of the Vip3Aa technology to control H. zea in the U.S. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte is the property of Revista Iberoamericana de Ciencias de la Actividad Física y el Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universidad & Empresa is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archivos de Neurociencias is the property of Instituto Nacional de Neurologia y Neurocirugia, Departamento de Publicaciones Cientificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Archivos de Neurociencias is the property of Instituto Nacional de Neurologia y Neurocirugia, Departamento de Publicaciones Cientificas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Zika virus (ZIKV) clinical presentation and frequency/duration of shedding need further clarification. Symptomatic ZIKV-infected individuals identified in two hospitals in Sao Paulo State, Brazil, were investigated regarding clinical characteristics, shedding in body fluids, and serodynamics. Ninety-four of 235 symptomatic patients (Site A: 58%; Site B: 16%) had Real-Time PCR-confirmed ZIKV infection; fever, headache and gastrointestinal symptoms were less frequent, and rash was more frequent compared to ZIKV-negative patients. Real-Time PCR in serum had worse performance compared to plasma, while urine had the highest sensitivity. Shedding in genital fluids and saliva was rare. IgM positivity was the highest <14 days after the symptoms onset (86%), decreasing >28 days (24%); IgG positivity increased >14 days (96%) remaining positive in 94% of patients >28 days. ZIKV prevalence varied importantly in two neighboring cities during the same transmission season. Urine Real-Time PCR can improve diagnostic sensitivity; serum testing is less useful. Accurate serological tests are needed to improve diagnosis and surveillance. [ABSTRACT FROM AUTHOR]

Several antigens from Trypanosoma cruzi, the causative agent of Chagas disease (CD), contain amino acid repeats identified as targets of the host immune response. Ribosomal proteins containing an Ala, Lys, Pro-rich repeat domain are among the T. cruzi antigens that are strongly recognized by antibodies from CD patients. Here we investigated the role of amino acid repeats present in the T. cruzi ribosomal protein L7a, by immunizing mice with recombinant versions of the full-length protein (TcRpL7a), as well as with truncated versions containing only the repetitive (TcRpL7aRep) or the non-repetitive domains (TcRpL7aΔRep). Mice immunized with full-length TcRpL7a produced high levels of IgG antibodies against the complete protein as well as against the repeat domain, whereas mice immunized with TcRpL7aΔRep or TcRpL7aRep produced very low levels or did not produce IgG antibodies against this antigen. Also in contrast to mice immunized with the full-length TcRpL7a, which produced high levels of IFN-γ, only low levels of IFN-γ or no IFN-γ were detected in cultures of splenocytes derived from mice immunized with truncated versions of the protein. After challenging with trypomastigotes, mice immunized with the TcRpL7a were partially protected against the infection whereas immunization with TcRpL7aΔRep did not alter parasitemia levels compared to controls. Strikingly, mice immunized with TcRpL7aRep displayed an exacerbated parasitemia compared to the other groups and 100% mortality after infection. Analyses of antibody production in mice that were immunized with TcRpL7aRep prior to infection showed a reduced humoral response to parasite antigens as well as against an heterologous antigen. In vitro proliferation assays with mice splenocytes incubated with different mitogens in the presence of TcRpL7aRep resulted in a drastic inhibition of B-cell proliferation and antibody production. Taken together, these results indicate that the repeat domain of TcRpL7a acts as an immunosuppressive factor that down regulates the host B-cell response against parasite antigens favoring parasite multiplication in the mammalian host. [ABSTRACT FROM AUTHOR]

Several countries have local transmission of multiple arboviruses, in particular, dengue and Zika viruses, which have recently spread through many American countries. Cross reactivity among Flaviviruses is high and present a challenge for accurate identification of the infecting agent. Thus, we evaluated the level of cross reactivity of anti-dengue IgM/G Enzyme-Linked Immunosorbent Assays (ELISA) from three manufacturers against 122 serum samples obtained at two time-points from 61 patients with non-dengue confirmed Zika virus infection. All anti-dengue ELISAs cross reacted with serum from patients with acute Zika infection at some level and a worrisome number of seroconversion for dengue IgG and IgM was observed. These findings may impact the interpretation of currently standard criteria for dengue diagnosis in endemic regions. [ABSTRACT FROM AUTHOR]

Beauveria bassiana strain EABb 04/01-Tip isolated from stem-borer larvae of Timaspis papaveris (Hymenoptera: Cynipidae), a serious pest of opium poppy in Spain, was shown to be able to become established endophytically in this pharmaceutical crop. Microbiological, molecular and light and electron microscopic methods were used to study fungal colonisation and to describe its mode of penetration. After inoculation with a foliar spray of conidia, microbiological methods showed 100% of plants examined 24, 48, 72 and 144 h after treatment to be colonised endophytically by the fungus, although the percentage of previously surface sterilised leaf pieces showing fungal growth was 100% at 24 and 48 h, and 80 and 75% at 72 and 144 h after treatment, respectively. The fungus was also observed in leaf pieces obtained from newly formed leaves, indicating that it could spread from treated leaves to leaves formed after fungal application. For molecular studies, a polymerase chain reaction (PCR) protocol was used to amplify the ITS1-5.8S-ITS2 regions of the rDNA of the plant and the fungus. This procedure allowed the detection of the fungus on the surface of the leaves and also endophytically, but only at 72 h after treatment. A nucleotide BLAST search revealed that the ITS1-5.8S-ITS2 sequence of strain EABb 04/01-Tip showed 100% homology with a similar sequence from Cordyceps bassiana. SEM images revealed that although numerous conidia were observed on the leaf surface, few germinated and penetrated. Intracellular colonisation by B. bassiana was not observed, but hyphae were detected growing into the xylem vessels. The fungus was found to colonise 40.5 ± 4.3% of seedlings (with two cotyledons and the two first real leaves) from seeds dressed with a fungal spore suspension. These results may have implications in the biological control of T. papaveris, including the possible systemic protection of the plant against this cynipid. [ABSTRACT FROM AUTHOR]

The efferent connections of the nucleus of the lateral olfactory tract (LOT) were examined in the rat with the Phaseolus vulgaris leucoagglutinin (PHA-L) technique. Our observations reveal that layers II and III of LOT have largely segregated outputs. Layer II projects chiefly ipsilaterally to the olfactory bulb and anterior olfactory nucleus, bilaterally to the anterior piriform cortex, dwarf cell cap regions of the olfactory tubercle and lateral shell of the accumbens, and contralaterally to the lateral part of the interstitial nucleus of the posterior limb of the anterior commissure. Layer III sends strong bilateral projections to the rostral basolateral amygdaloid complex, which are topographically organized, and provides bilateral inputs to the core of the accumbens, caudate-putamen, and agranular insular cortex (dorsal and posterior divisions). Layer II projects also to itself and to layers I and II of the contralateral LOT, whereas layer III projects to itself, to ipsilateral layer II, and to contralateral layer III of LOT. In double retrograde labeling experiments using Fluorogold and cholera toxin subunit b tracers, LOT neurons from layers II and III were found to provide collateral projections to homonymous structures on both sides of the brain. Unlike other parts of the olfactory amygdala, LOT neither projects directly to the extended amygdala nor to the hypothalamus. Thus, LOT seemingly influences nonpheromonal olfactory-guided behaviors, especially feeding, by acting on the olfactory bulb and on ventral striatal and basolateral amygdaloid districts that are tightly linked to lateral prefrontal cortical operations. J. Comp. Neurol. 471:314–332, 2004. © 2004 Wiley-Liss, Inc. [ABSTRACT FROM AUTHOR]

Dyslexia is a cognitive disorder that affects the evolutionary ability to read, write, and speak in people, affecting the correct learning of a large percentage of the population worldwide. In fact, incorrect learning is caused because the educational system does not take into consideration the accessibility parameters that people with dyslexia need to maintain a sustainable educational level equal to others. Moreover, the use of mobile devices, such as smartphones and tablets, has been deployed in education programs, offering many benefits; however, the lack of accessibility of those devices creates new barriers to students with dyslexia that hinder their education. With the aim of reducing these barriers, this paper presents an approach to the development of accessible serious games games for children with dyslexia. As a case study, a serious game based on a previously proposed serious game development method and a new set of accessibility guidelines for people with dyslexia is presented. The main purpose of the serious video game is to improve the treatment of dyslexia, through the collection of data obtained from two puzzles designed to train certain cognitive areas that affect this disability. This article has a double contribution: on the one hand, the guidelines and the method that can help video game developers and therapists to develop accessible serious games for people with dyslexia and, on the other hand, the two specific serious games that can be used by therapists, family members and people with dyslexia themselves. [ABSTRACT FROM AUTHOR]

The corn earworm, Helicoverpa zea (Boddie), is a major pest of Bacillus thuringiensis (Bt) maize and cotton in the U.S. Reduced efficacy of Bt plants expressing Cry1 and Cry2 against H. zea has been reported in some areas of the U.S. In this study, we evaluated the occurrence and ear damage of H. zea on transgenic Bt maize expressing Cry proteins or a combination of Vip3A and Cry proteins in the field in Texas in 2018. We found that the occurrence of H. zea larvae and the viable kernel damage area on the ear were not different between non-Bt maize and Bt maize expressing Cry1A.105+Cry2Ab2 and Cry1Ab+Cry1F proteins. A total of 67.5% of the pyramided Bt maize expressing Cry1Ab+Cry1F+Vip3A was damaged by 2nd–4th instar larvae of H. zea. Diet bioassays showed that the resistance ratio against Vip3Aa51 for H. zea obtained from Cry1Ab+Cry1F+Vip3A maize was 20.4 compared to a field population collected from Cry1F+Cry1A.105+Cry2Ab2 maize. Leaf tissue bioassays showed that 7-day survivorship on WideStrike3 (Cry1F+Cry1Ac+Vip3A) cotton leaves was significantly higher for the H. zea population collected from Cry1Ab+Cry1F+Vip3A maize than for a Bt-susceptible laboratory population. The results generated from this study suggest that H. zea has evolved practical resistance to Cry1 and Cry2 proteins. Therefore, it is crucial to ensure the sustainable use of the Vip3A technology in Bt maize and cotton. [ABSTRACT FROM AUTHOR]

A correction to the article "Generation and detection of plasmonic nanobubbles in zebrafish", that was published in the 2010 issue of the periodical is presented.

Assessing physical activity (PA) is a challenging task and many different approaches have been proposed. Direct observation (DO) techniques can objectively code both the behavior and the context in which it occurred, however, they have significant limitations such as the cost and burden associated with collecting and processing data. Therefore, this study evaluated the utility of an automated video analysis system (CAM) designed to record and discriminate the intensity of PA using a subject tracking methodology. The relative utility of the CAM system and DO were compared with criterion data from an objective accelerometry-based device (Actigraph GT3X+). Eight 10 year old children (three girls and five boys) wore the GT3X+ during a standard basketball session. PA was analyzed by two observers using the SOPLAY instrument and by the CAM system. The GT3X+ and the CAM were both set up to collect data at 30 Hz while the DO was performed every two minutes, with 10 s of observation for each gender. The GT3X+ was processed using cut points by Evanson and the outcome measure was the percentage of time spent in different intensities of PA. The CAM data were processed similarly using the same speed thresholds as were used in establishing the Evenson cut-off points (light: <2 mph; walking: 2–4 mph; very active: >4 mph). Similar outcomes were computed from the SOPLAY default analyses. A chi-square test was used to test differences in the percentage of time at the three intensity zones (light, walking and very active). The Yates’ correction was used to prevent overestimation of statistical significance for small data. When compared with GT3X+, the CAM had better results than the SOPLAY. The chi-square test yielded the following pairwise comparisons: CAM versus GT3x+ was χ2 (5) = 24.18, p < .001; SOPLAY2 versus GT3x+ was χ2 (5) = 144.44, p < .001; SOPLAY1 versus GT3x+ was χ2 (5) = 119.55, p < .001. The differences were smaller between CAM and GT3x+, suggesting that the video tracking system provided better agreement than DO. The small sample size precludes a definitive evaluation but the results show that the CAM video system may have promise for automated coding of physical activity behavior. [ABSTRACT FROM AUTHOR]

The requirements for using carbon nanotubes as vias and interconnects are described. The growth of high density forests of vertically-aligned carbon nanotubes for interconnect applications by chemical vapor deposition is described. Densities up to 1.4 ×1013 cm-2 have been achieved by maintaining a small nanotube diameter. The process integration devices is reviewed. [ABSTRACT FROM AUTHOR]

The zebrafish embryo has been evaluated as an in vivo model for plasmonic nanobubble (PNB) generation and detection at nanoscale. The embryo is easily observed and manipulated utilizing the same methodology as for application of PNBs in vitro. Injection and irradiation of gold nanoparticles with a short laser pulse resulted in generation of PNBs in zebrafish with similar parameters as for PNBs generated in water and cultured living cells. These PNBs do not result in systemic damage, thus we demonstrated an in vivo model for rapid and precise testing of plasmonic nanotechnologies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Mexicana de Patologia Clinica is the property of Federacion Mexicana de Patologia Clinica y de la Asociacion Latinoamericana de Patologia Clinica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Mexicana de Patologia Clinica is the property of Federacion Mexicana de Patologia Clinica y de la Asociacion Latinoamericana de Patologia Clinica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)