4,234 research outputs found
La Cueva de la Pileta : conferencia dada en la Sociedad Malagueña de Ciencias, el dia 26 de marzo de 1943
No full textDatos tomados de la cub.Nuevos descubrimientos en la Cueva de la Pileta / por Jose Perez de Barradas y Manuel Maura y Salas.La Venus de Benaojan / [Simeon Gimenez Reyna][Museo de la Alcazaba de Malaga / Juan Temboury Alvarez]Aportacion al conocimiento de la cinegetica prehistorica / Simeon Gimenez Reyna.La Cueva de la Pileta / Simeon Gimenez Reyna.Las cuevas neoliticas costeras de Granada y Malaga / Jose Perez de Barradas.Copia digital : Diputación de Málaga. Biblioteca Cánovas del Castillo, 201
El Tlacuache Núm. 75 (2003). 75 Año 3 (2003) febrero. El Tlacuache
No full text- La antropología latinoamericana y las utopías indígenas por Ricardo Melgar. - Nuestro patrimonio desconocido por Teresita Loera y Anaite Monterforte. - El Yauhtli por Margarita Avilés y Macrina Fuentes. - Carl V. Hartman y sus dos amores, la antropología y la fotografía por Ezequiel Castillo Rojas
Modernity of the Historia verdadera de la conquista de la Nueva España by Bernal Díaz del Castillo. Refutation and assertion
No full textEn este trabajo analizamos la modernidad de la Historia verdadera de la conquista de la
Nueva España de Bernal Díaz del Castillo. Modernidad que no debe ser entendida en tanto reivindicación
del autor como uno de los primeros novelistas de la literatura hispánica, según una
conocida tesis de Carlos Fuentes, sino en tanto resultado de un peculiar modo de enunciación que
privilegia la mirada literal sobre la mirada alegórica de la crónica. Para ello nos valemos del
estudio comparativo de la Historia verdadera y la Historia de la conquista de México, del cronista
contemporáneo de Díaz del Castillo, y capellán de Hernán Cortés, Francisco López de
Gómara.In this paper we analyze the modernity of the Historia verdadera de la conquista de la
Nueva España by Bernal Díaz del Castillo. Modernity that should not be understood as the vindication
of the author as one of the first novelists of the Hispanic literature, according to a wellknown
Carlos Fuentes’ thesis, but as the result of a particular way of enunciation that favours the
literal view of the world before the allegorical one of the chronicle. In order to do this, we carry
out a comparative study of the Bernal’s Historia verdadera and the Historia de la conquista de
México by the contemporary chronicler of Bernal Díaz del Castillo, and chaplain of Hernán
Cortés, Francisco López de Gómara
Geopolymer Designed with Pumice Stone from Ecuador
No full text[EN] The present investigation focuses on the
creation of a geopolymer, using pumice stone from Ecuador
as a precursor material. The chemical composition of the
pumice and the alkaline activation of the geopolymer with
NaOH and Na2SiO3 were validated through a multi-criteria
analysis that was used to identify the best mine among the
ones located in Cotopaxi, Chimborazo, and Tungurahua
states. Through laboratory tests, it was obtained that the
best pumice stone had the presence of aluminum oxide and
silicon in its composition, as well as amorphous particles,
with a size of 40 to 50µm. The percentage of aluminum that
was found in the mines of Cotopaxi, Imbabura, and
Tungurahua states was 0.60%, 0.68%, and 1.50%
respectively. In the fineness modulus tests, it stands out that
more than 80% passes the 75µm sieve. In regards to the
activation of the geopolymer, the average resistance of the
deposits was Cotopaxi 22.60 MPa, Imbabura 23.03 MPa,
and Tungurahua 23.03 MPa. In the geopolymer concrete,
the average resistance values of each of the deposits were:
Cotopaxi 4.21 MPa, Imbabura 8.05 MPa, and Tungurahua
8.67 MPa. The multicriteria analysis showed that the best
option to create geopolymer concrete comes from the mine
located in Tungurahua. It should be noted that the increase
in NaOH concentration, maintaining the ratio of 2.4 in
geopolymer cubes between Na2SiO3/NaOH as an activating
solution, induces an increase in compressive strength. The
concrete made from the Tungurahua mine, made up of 50%
geopolymer and 50% aggregates. It is the one that showed
the best properties with a compressive strength of 16.16
MPa, cured in an oven for 24 hours and at a temperature of
80°C. The design of geopolymer concrete that replaces the
use of portland cement is the first step to reduce the
pollution produced by hydraulic cement.Andrade, A.; Castillo, T.; Paredes, M.; Gimenez-Carbo, E.; García, V. (2022). Geopolymer Designed with Pumice Stone from Ecuador. Civil Engineering and Architecture. 10(5):1864-1880. https://doi.org/10.13189/cea.2022.100513S1864188010
Ganodes atayupanquii Castillo & Saaksjarvi, sp. n.
No full textGanodes atayupanquii Castillo & Sääksjärvi, sp. n. Holotype: Female. Peru: Cusco, Cosñipata valley, San Pedro, 13 °02’ 58 ’’S / 71 ° 32 ’ 13 ’’W, 1500 m, 20.ix. 2007, leg. Carol Castillo, Malaise trap. Paratypes: four females, same data as holotype. Diagnosis. Ganodes atayupanquii sp. n. (Fig. 1) differs from almost all other species of Ganodes in having tergite II smooth and polished instead of closely punctate. Only G. townesi Díaz, 2008 has the same tergite sculpture pattern but differs in many other characteristics of sculpture and coloration. In G. townesi the mesoscutum is finely and closely punctate, without striae, while the mesoscutum of G. atayupanquii sp. n. has irregular striae centrally. In addition, G. atayupanquii sp. n. is the only species of the genus with the following coloration: lateral margins of tergites II–IV white, hind coxa fulvous and mesopleuron mostly white and red. Description. Female. Fore wing length about 11–13 mm. Eyes ventrally convergent so lower face is narrow, at its narrowest 0.8–0.9 times as wide as high; lower face polished, with weak setiferous punctures; head with flattened vertex (in dorsal view), gena short but in frontal view very convex and not constricted behind eyes; posterior ocellus separated from compound eye by 1.8–2 times its maximum diameter. Mesoscutum polished, with fine and shallow punctures bearing short hairs, centrally with irregular striae, diagonal to almost transverse, most anterior striae in a “V” shape; scutellum flattened. Mesopleuron polished with fine and close shallow punctures but bare under speculum and along lower half of mesopleural suture. Metapleuron polished, with moderate-sized, shallow, spare punctures. Dorsal part of propodeum with fine, transverse striae, laterally tending to rugosity. Tergite I dorsally polished and smooth, without lateromedian carina; tergite II polished and smooth with some sparse punctures laterally and posteriorly, tergites III–IV finely and closely punctate but tergite III with a longitudinal median impunctate stripe. Ovipositor projecting beyond apex of sternite by 2.7–2.9 times length of hind tibia. Head black and white; around hypostomal carina, mandible, malar space, a spot on lower face, frons medially, vertex, upper part of gena, occiput and antenna except for flagellar segments 9–15 black. Mesosoma: propleuron white ventrally, black laterally, pronotum black, upper and lower margins of pronotum white, mesoscutum black except for two pairs of white spots, scutellum white with a median black mark, central part of metanotum and tegula white, mesopleuron ventrally fulvous, laterally white, with a median diagonal fulvous stripe and some black marks around speculum, mesepimeron white. Metapleuron fulvous. Propodeum dorsally black with yellow bands laterally. Metasoma black with lateral and posterior margins of all tergites whitish; ovipositor sheath black. Fore and mid legs predominantly orange, fore coxa with white, red and black marks, fore and mid tarsi distally infuscate. Hind coxa and trochanters fulvous, femur black, tibia and tarsus yellow but last tarsomere black. Wings hyaline, pterostigma black. Male. Unknown. Variation. One specimen has the hind femur more orange than black. The diagonal fulvous stripe on the mesopleuron can be reduced, showing a white speculum. The pleural carina is black-marked in two specimens. Habitat. All specimens were collected in a primary forest at the south east limit of Manu National Park in the Peruvian Andes. Habitats on the eastern slopes of the Andes below this altitude (1500 m) are considered a major ecotone between the humid montane forest and the premontane forest belt (Young & León 1999). The Andean foothills of Manu-Tambopata are considered to be a super-humid region (Killeen et al. 2007). In 2007, the average monthly temperature ranged from 16.1–19.7 °C and monthly precipitation ranged from 117–802 mm. The specimens were collected at the beginning of the wet season (Merkord 2010). Etymology. The species is named after the father of the first author, Vladimir Castillo Atayupanqui.Published as part of Castillo, Carol, Díaz, Francisco A. & Sääksjärvi, Ilari E., 2014, First record of Poemeniinae (Hymenoptera, Ichneumonidae) from Peru, with description of a new species and a key to the world species of Ganodes Towne s, pp. 193-197 in Zootaxa 3795 (2) on pages 194-196, DOI: 10.11646/zootaxa.3795.2.9, http://zenodo.org/record/22524
La enseñanza y el aprendizaje estratégico de otro idioma
No full textThis book emerged from my curiosity to become acquainted with the relation between language acquisition and strategic learning. I want to share with colleagues and with student-teacher-researchers the findings after several years of work with educators. This book attempts to address the question of how to promote experiential learning and problem solving. While in formal education, pupils require to develop the capacity to do something with what is learnt, such knowledge should, among other things, allow people to understand the society in which they live in and to solve real life problems.
The gap between classroom knowledge and experiential knowledge that can be applied elsewhere has been recognized. Fragmentary knowledge is one of the causes of concern for learners and for societies. Fragmentation may be due to the fact that curricula do not clearly specify the competence (what can be done with what you know) that learners are expected to attain at the end of a cycle. In turn, fragmentation may cause interference with learning and students’ discomfort with schooling (see Castillo, 2012 on the questions institutions should address). This book may equip teachers and students with ways to approach learning strategically, resulting in curricular that is less fragmented, holistic, motivating, and accessible.
This book is grounded in a pedagogical context that strives for strengthening autonomous learning and for promoting thinking processes. One cannot
assume that people today read less, understand less or are less able to solve problems than before. On the contrary, people have an enormous potential to learn more effectively and efficiently with information technologies, and to be more creative than previous generations (Castillo, 2012), a course of action to transform learning into useful knowledge is essential. Therefore, teaching today faces several challenges: first, focusing on process and strategies since data and information are readily available; second, preparing people to understand phenomena in a situated and contextualized form;
third, forming critical thinkers able to propose innovations; fourth, making the classroom and school contexts places for autonomous learning; and fifth, preparing learners to meet the demands of a rapidly-changing society. So far efforts have focused on exploiting resources readily available for learning such as multimedia and digital objects. This book aims to push beyond exploitation of resources to help students gain autonomy and critical thinking skills, two necessary attributes nowadays.
I became interested in the subject while taking a doctoral course in Cognitive Psychology with Dr. Ellen Gagné at the University of Texas, at Austin, and draw on my experience as a teacher of Spanish and English as an L1 and an L2, and as a teacher educator. Recent readings and research reports were considered, as much as reflections of the author’s personal experience as a reader, writer and as a parent of bilingual children. This book gives a practical interpretation of strategic learning, while providing resources to readers. This book was written because I feel that educators ought to be informed on the nature of language, the role of language in learning, the types of knowledge involved in listening, speaking reading and writing, and the strategies that these types of knowledge call for-precisely the core of this book. This publication also hopes to be useful for teachers of all subject areas and aims at building a bridge between L1 and L2 teaching. The author is very pleased and thankful to have had this book nominated to “The Macmillan Education Award for Innovative Writing” of ELTons in the United Kingdom. (See Appendix 1). The central thesis of this publication gives prominence to strategic learning in the school curricula. Linguistic syllabi or topic syllabi presents serious limitations to help students construct language or construct with language, even it shows difficulties to learn about the functioning of language. This work builds on and deepens the potential of learning strategies as initiated in my prior study (Castillo, 1991). The concept «Strategic Learning» (also strategic knowledge) is linked with the movement of «Learning to learn» or «strategopedia», which provides a basis to enable pupils to set goals, to assume an active role, to plan their learning processes, and to take part in the evaluation of their progress. It also provides a means to enable teachers to evolve from a perspective of language as a process, to a perspective of language as cognition and, ultimately, as a sociocultural form of expression. Every student has the potential to become successful through application of strategic knowledge (Castillo, 2004). Negotiating content, tasks and strategies would be more in line with the formation of independent, autonomous and critical learners. Strategic knowledge is important to long-term academic development. O’Malley and Chamot (1990) posited cognitive, metacognitive and cognitive strategies to tackle L2 learning. They argue that communicative competence, among other competencies, can be facilitated when pupils manage to integrate strategies to their daily practice and when they constantly draw on strategies to solve problems.
The implementation of this approach could empower teachers in making decisions about how to use language for learning. This book offers components for a school language development program, which can be finetuned to current personal purposes or to course planning. Nonetheless you
must bear in mind that learning is not an isolated or individual act; rather it is a social act. Students learn with others and from others, and therefore teaching demands more than skills, techniques or strategies: it demands that teachers structure instruction for social interaction to occur and develop.
Social interaction is also needed among teachers to transform curricula, course syllabi, and ultimately, the school itself.
The book’s six chapters provide a rationale for incorporating strategic learning into a program, with the first chapter presenting the most influential theories behind it. The subsequent chapters address its role in reading, listening, speaking and writing. Discussion is illustrated with examples for strategy use in and outside the classroom. Implications for teaching and for syllabus design conclude each chapter. Reading and listening appear first for they constitute the input for language acquisition and they seem to develop faster than writing and speaking. Teaching and learning another language strategically / La enseñanza y el aprendizaje estratégico de otro idioma. This book has two purposes. First, it contributes to the continued education of language teachers by attempting to build a bridge between the pre-service educational practices and those that in-service teachers continually develop.
Second, it encourages teachers and students to reflect on what they do about in class. You may find some ideas inspiring, some strategies novel. I encourage you to not to wait too long to try and perfect them and then, to share them with your colleagues.Este libro surgió de mi curiosidad por comprender la relación entre la adquisición de lenguas y el aprendizaje estratégico. Deseo compartir con colegas y estudiantes de magisterio e investigación los hallazgos tras varios años de trabajo con educadores. Este libro intenta abordar la cuestión de cómo promover el aprendizaje experiencial y la resolución de problemas. Si bien en la educación formal los alumnos necesitan desarrollar la capacidad de aplicar lo aprendido, dicho conocimiento debería, entre otras cosas, permitirles comprender la sociedad en la que viven y resolver problemas de la vida real.
Este libro se basa en un contexto pedagógico que busca fortalecer el aprendizaje autónomo y promover los procesos de pensamiento. No se puede asumir que hoy en día las personas leen menos, comprenden menos o son menos capaces de resolver problemas que antes. Por el contrario, las personas tienen un enorme potencial para aprender de forma más eficaz y eficiente con las tecnologías de la información y para ser más creativas que las generaciones anteriores (Castillo, 2012); es esencial adoptar medidas para transformar el aprendizaje en conocimiento útil. Por lo tanto, la enseñanza actual se enfrenta a varios desafíos: primero, centrarse en los procesos y las estrategias, dado que los datos y la información están fácilmente disponibles; segundo, preparar a las personas para comprender los fenómenos de forma situada y contextualizada; tercero, formar pensadores críticos capaces de proponer innovaciones; cuarto, convertir el aula y los contextos escolares en espacios para el aprendizaje autónomo; y quinto, preparar a los estudiantes para satisfacer las demandas de una sociedad en constante cambio. Hasta ahora, los esfuerzos se han centrado en aprovechar los recursos disponibles para el aprendizaje, como los multimedia y los objetos digitales. Este libro pretende ir más allá de la explotación de recursos para ayudar a los estudiantes a desarrollar autonomía y habilidades de pensamiento crítico, dos atributos necesarios hoy en día. Me interesé por el tema mientras cursaba un doctorado en Psicología Cognitiva con la Dra. Ellen Gagné en la Universidad de Texas, en Austin, y me baso en mi experiencia como profesora de español e inglés como lenguas extranjeras (L1 y L2), y como formadora de docentes. Lecturas e informes de investigación recientes. Se consideraron, además de reflexiones sobre la experiencia personal del autor como lector, escritor y padre de niños bilingües. Este libro ofrece una interpretación práctica del aprendizaje estratégico, a la vez que proporciona recursos a los lectores.
Este libro se escribió porque considero que los educadores deben estar informados sobre la naturaleza del lenguaje, su papel en el aprendizaje, los tipos de conocimiento involucrados en la escucha, la expresión oral, la lectura y la escritura, y las estrategias que estos tipos de conocimiento requieren; precisamente el núcleo de este libro. Esta publicación también espera ser útil para el profesorado de todas las áreas temáticas y busca tender un puente entre la enseñanza de L1 y L2. El autor se complace y agradece la nominación de este libro al "Premio Macmillan de Educación a la Escritura Innovadora" de ELTons en el Reino Unido. (Ver Apéndice 1). La tesis central de esta publicación prioriza el aprendizaje estratégico en los currículos escolares. Los programas de estudio lingüísticos o temáticos presentan serias limitaciones para ayudar a los estudiantes a construir el lenguaje o a construir con el lenguaje, e incluso presentan dificultades para comprender el funcionamiento del lenguaje. Este trabajo se basa en el potencial de las estrategias de aprendizaje, tal como se inició en mi estudio previo (Castillo, 1991), y lo profundiza.
El concepto de «aprendizaje estratégico» (también conocido como conocimiento estratégico) está vinculado al movimiento «aprender a aprender» o «estrategopedia», que proporciona una base para que los alumnos establezcan metas, asuman un rol activo, planifiquen sus procesos de aprendizaje y participen en la evaluación de su progreso. También proporciona un medio para que los docentes evolucionen desde una perspectiva del lenguaje como proceso a una perspectiva del lenguaje como cognición y, en última instancia, como forma de expresión sociocultural. Todo alumno tiene el potencial de alcanzar el éxito mediante la aplicación del conocimiento estratégico (Castillo, 2004). La gestión de contenidos, tareas y estrategias estaría más en línea con la formación de aprendices independientes, autónomos y críticos. El conocimiento estratégico es importante para el desarrollo académico a largo plazo. O’Malley y Chamot (1990) propusieron estrategias cognitivas, metacognitivas y cognitivas para abordar el aprendizaje de una segunda lengua (L2). Argumentan que la competencia comunicativa, entre otras competencias, puede facilitarse cuando los alumnos logran integrar estrategias en su práctica diaria y recurren constantemente a ellas para resolver problemas. La implementación de este enfoque podría empoderar a los docentes en la toma de decisiones sobre cómo usar el lenguaje para el aprendizaje. Este libro ofrece componentes para un programa de desarrollo lingüístico escolar, que puede ajustarse a los objetivos personales actuales o a la planificación del curso. Sin embargo, debe tener en cuenta que el aprendizaje no es un acto aislado o individual, sino un acto social. Los estudiantes aprenden con otros y de otros, y por lo tanto La enseñanza exige más que habilidades, técnicas o estrategias: exige que los docentes estructuren la instrucción para que la interacción social se produzca y se desarrolle.
La interacción social también es necesaria entre los docentes para transformar los currículos, los programas de estudio y, en última instancia, la propia escuela.
Los seis capítulos del libro ofrecen una justificación para incorporar el aprendizaje estratégico en un programa. El primer capítulo presenta las teorías más influyentes que lo sustentan. Los capítulos siguientes abordan su papel en la lectura, la comprensión auditiva, la expresión oral y la escritura. El análisis se ilustra con ejemplos del uso de estrategias dentro y fuera del aula. Cada capítulo concluye con implicaciones para la enseñanza y el diseño del programa de estudios. La lectura y la comprensión auditiva aparecen en primer lugar, ya que constituyen la base para la adquisición del lenguaje y parecen desarrollarse más rápido que la escritura y el habla. La enseñanza y el aprendizaje estratégico de otro idioma. Este libro tiene dos propósitos. Primero, contribuye a la formación continua de los docentes de idiomas al intentar tender un puente entre las prácticas educativas iniciales y las que los docentes en ejercicio desarrollan continuamente. Segundo, anima a docentes y estudiantes a reflexionar sobre lo que hacen en clase. Puede que algunas ideas te resulten inspiradoras y algunas estrategias novedosas. Te animo a que no esperes demasiado para intentar perfeccionarlas y luego las compartas con tus colegas.Bogot
The political instrumentalization of professional football in Francoist Spain 1939-1975
No full textPhDThe objective of this thesis is to be the first systematic study of the
political instrumentalization of football in Francoist Spain from 1939
to 1975.
Seven separate and contrasting aspects of this political
instrumentalization may be isolated, and, accordingly, this thesis will
consist of a chapter examining each one of these seven aspects in turn.
After a first introductory chapter, Chapter Two will examine the
application of Fascist concepts to Spanish football. In the third
chapter, the questions of whether and to what extent football was used
by the Franco regime as a political soporific will be discussed. The
theme of Chapter Four is the lack of democracy within the structures of
the game, a situation that is alleged to have been deliberately imposed
by the regime in order to not create an uncomfortable comparison for
itself with the lack of national and local political democracy. The
poor working conditions of the footballers, which mirrored those of the
great majority of Spanish workers during the Franco period, are the
subject of Chapter Five. In the sixth Chapter, the political
significance of the presence in Francoist Spain of a group of refugee
players and coaches from Europe will be examined. The diplomatic
and ambassadorial significance of football, in particular of the
spectacular international triumphs of the Real Madrid club, will be
discussed in Chapter Seven. The political significance of football as a
focus for Basque and Catalan nationalist sentiment, in opposition to the
centralist Madrid regime, is the subject of Chapter Eight
A model predictive scheduling strategy for coordinated inland vessel navigation and bridge operation
No full textThis paper presents the design of a model predictive scheduling strategy to address the inland waterborne transport (IWT) problem considering bridges that must open to enable vessel passage. The main contribution is the formulation of a control-oriented model of the problem, including propositional logic expressions that characterize system behavior and their conversion into (in)equality constraints. The resulting model is embedded into a predictive scheduling approach to determine bridge opening timetables and vessel passage times in a coordinated manner. The effectiveness of the strategy is demonstrated on a realistic case study based on the Rhine-Alpine corridor.Green Open Access added to TU Delft Institutional Repository 'You share, we take care!' - Taverne project https://www.openaccess.nl/en/you-share-we-take-care Otherwise as indicated in the copyright section: the publisher is the copyright holder of this work and the author uses the Dutch legislation to make this work public.Transport Engineering and Logistic
The reform of mechanisms for foreign exchange allocation : theory and lessons from sub-Saharan Africa
No full textAdministrative exchange allocation has been common in developing countries, especially in sub-Saharan Africa. Steps to dismantle or modify these control mechanisms have been carried out through traditional schemes. The authors draw lessons from sub-Saharan Africa's historical experience useful both to African former socialist economies. Exchange regime reform should be given highest priority for its role in reducing anti-export bias. Although many sub-Saharan countries have attempted to reform their allocation mechanisms, only a few have made the transition to market allocation (virtually convertible currency, at least on the current account.) Failure to do so is the major shortcoming of most adjustment packages. Both gradual and rapid approaches have succeeded. On purely economic grounds (given the problems of such intermediate steps as auctions), speed is preferable but it is not always politically or institutionally feasible. The transition must be accompanied by a coherent set of fiscal and monetary policies and a willingness to allow the exchange rate to seek a true market-clearing level. Some lessons regarding the specific mechanisms, discussed in approximate order of their proximity to convertibility, are as follows. The most rudimentary transition mechanism is the own-funds scheme, which is no more than a beginning of reform. Own-funds schemes should be accompanied by liberalization of the rules governing exports, or illegal exports and the black market premium may increase. Export retention schemes can minimize the adverse effects on exporters of foreign exchange shortages, reduce the implicit export tax, and fund a legal private exchange market. But the retained funds must be saleable, the retention rates substantial, and traditional exports must be included to adequately fund the legal private exchange market. Open general licensing (OGL) and similar schemes can be a useful intermediate step in liberalizing import and exchange allocation regimes. But in practice the benefits are limited by two features. First, consumer goods competing with local production, whose imports were restricted the most, have usually been excluded, at least initially. Moreover, OGL has no endogenous price-setting mechanism for the exchange rate. The OGL rate should generally be connected to, but lower than, the parallel rate. An auction incorporates a pricing mechanism, which is an important advantage. But the pricing mechanism must be allowed to work, which has not always been the case. Auction rules should be clear (should not allow discretionary disqualification of bids, for example), should minimize participation costs, and allow wide participation. Marginal, rather than the more common Dutch, pricing system is preferred. The use of a reservation price may reduce volatility but may also impede the full disbursement of funds. The shortcomings of transitional schemes to dismantle or modify foreign exchange controls become more important the longer they are in place. A strong case can be made for avoiding delay in moving to full currency convertibility.Environmental Economics&Policies,Economic Theory&Research,Economic Stabilization,Access to Markets,Markets and Market Access
Corrigendum to “The 2016 update of the International Study Group (ISGPF) definition and grading of postoperative pancreatic fistula: eleven years after.” Surgery 2017. Mar; 161 (3):584–591. Epub Dec 28, 2016 (Surgery (2017) 161(3) (584–591), (S0039606016307577), (10.1016/j.surg.2016.11.014))
No full textThe authors regret that the name of author Charles R. Vollmer MD is incorrect in the final published version. The correct name Charles Vollmer. The authors would like to apologise for any inconvenience caused. Below is the correct order of authors: Claudio Bassi, MDa, Giovanni Marchegiani, MDa, Christos Dervenis, MD,b, Micheal Sarr, MDc, Mohammad Abu Hilal, MDd, Mustapha Adham, MDe, Peter Allen, MDf, Roland Andersson, MDg, Horacio J. Asbun, MDh, Marc G. Besselink, MDi, Kevin Conlon, MDj, Marco Del Chiaro, MDk, Massimo Falconi, MDl, Laureano Fernandez-Cruz, MDm, Carlos Fernandez-del Castillo, MDn, Abe Fingerhut, MDo, Helmut Friess, MDp, Dirk J Gouma, MDi, Thilo Hackert, MDq, Jakob Izbicki, MDr, Keith D. Lillemoe, MDn, John P. Neoptolemos, MDs, Attila Olah, MDt, Richard Schulick, MDu, Shailesh V. Shrikhande, MDv, Tadahiro Takada, MDw, Kyoichi Takaori, MDx, William Traverso, MDy, Charles Vollmer, MDz, Christopher L. Wolfgang, MDaa, Charles J. Yeo, MDbb, Roberto Salvia, MDa, Marcus Buchler, MDq, from the International Study Group on Pancreatic Surgery (ISGPS
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