Universidad del Norte, Colombia

About: Universidad del Norte, Colombia is a education organization based out in Barranquilla, Colombia. It is known for research contribution in the topics: Population & Context (language use). The organization has 3562 authors who have published 4355 publications receiving 37861 citations. The organization is also known as: University of the North, Colombia & Uninorte.

Assessment of the risk of failure of high voltage substations due to environmental conditions and pollution on insulators

Abstract: Pollution on electrical insulators is one of the greatest causes of failure of substations subjected to high levels of salinity and environmental pollution Considering leakage current as the main indicator of pollution on insulators, this paper focus on establishing the effect of the environmental conditions on the risk of failure due to pollution on insulators and determining the significant change in the magnitude of the pollution on the insulators during dry and humid periods Hierarchical segmentation analysis was used to establish the effect of environmental conditions on the risk of failure due to pollution on insulators The Kruskal-Wallis test was utilized to determine the significant changes in the magnitude of the pollution due to climate periods An important result was the discovery that leakage current was more common on insulators during dry periods than humid ones There was also a higher risk of failure due to pollution during dry periods During the humid period, various temperatures and wind directions produced a small change in the risk of failure As a technical result, operators of electrical substations can now identify the cause of an increase in risk of failure due to pollution in the area The research provides a contribution towards the behaviour of the leakage current under conditions similar to those of the Colombian Caribbean coast and how they affect the risk of failure of the substation due to pollution

Doing, seeing, or both: effects of learning condition on subsequent action perception.

Abstract: It has been proposed that common codes for vision and action emerge from associations between an individual's production and simultaneous observation of actions. This typically first-person view of one's own action subsequently transfers to the third-person view when observing another individual. We tested vision–action associations and the transfer from first-person to third-person perspective by comparing novel hand-action sequences that were learned under three conditions: first, by being performed and simultaneously viewed from a first-person perspective; second, by being performed but not seen; and third, by being seen from a first-person view without being executed. We then used functional magnetic resonance imaging (fMRI) to compare the response to these three types of learned action sequences when they were presented from a third-person perspective. Visuomotor areas responded most strongly to sequences that were learned by simultaneously producing and observing the action sequences. We also note an important asymmetry between vision and action: Action sequences learned by performance alone, in the absence of vision, facilitated the emergence of visuomotor responses, whereas action sequences learned by viewing alone had comparably little effect. This dominance of action over vision supports the notion of forward/predictive models of visuomotor systems.

Autopercepción de cambios en los déficit atencionales intermedios de estudiantes universitarios de Barranquilla sometidos al Método de Autocontrol de la Atención (Mindfulness)

Abstract: Resumen Introduccion: Las dificultades en el rendimiento academico de los estudiantes universitarios generalmente se ubican en sus habilidades cognitivas, en sus habitos de estudio o en las relaciones con su pares o familiares, entre otros. Sin embargo, es necesario observar con mas detalle como estan focalizando su atencion y como estan manejando los distractores internos y externos. Por esto se requiere identificar de que manera los estudiantes perciben los cambios en su atencion al entrenarse en el Mindfulness, que consiste en saber autorregular la atencion, lo cual genera cambios en la conducta y mejora el manejo del estres. Objetivos: Se busco identificar los cambios en los subprocesos atencionales y en los indica- dores de la atencion de estudiantes universitarios entrenados en el Metodo de autocontrol de la atencion Mindfulness. Materiales y metodo: Se utilizo un diseno preexperimental de un solo grupo con observacion antes/despues, en 21 universitarios (16 mujeres y 5 hombres), con una edad promedio de 20,4 anos. Resultados: Se compararon los promedios mediante la t de student antes y despues de entrenarse en el metodo Mindfulness, y se observaron cambios estadisticamente signifi- cativos tanto en la Escala Subjetiva como en las subescalas del WAIS, avalando el apoyo al entrenamiento en el metodo. Conclusiones. El metodo Mindfulness genero cambios favorables y significativos en la autopercepcion de los subprocesos atencionales y en los indicadores de atencion del WAIS. Palabras claves. Mindfulness, trastorno por deficit de atencion, universitarios, Barranquilla. Abstract Introduction: Some of the difficulties that university students face in their academic performance are usually situated in their cognitive skills. The intermediate attention difficulties are one of the most frequent problems observed in university students with an average academic result. Such difficulties affect mainly their capacity to focus and maintain attention efficiently without being distracted. This leads to a reduction of their academic performance and consequently their general life well-being. Objectives: During this research, we attempt to identify the changes in the intermediate attentional processes and the WAIS (Wechsler Adult Intelligence Scale) attention parameters using the self-control mindfulness method. Method: A pre-experimental design was used without a control group and pre and post observation in 21 university students (16 women and 5 men) whose average age was 20.4 years. The instruments used were the Wechsler Adults Intelligence Scale (attention subtests), and an self-perception scale based on the four Mirsky s (1986) attention processes. Results: After comparing the students scores before and after receiving training in the mindfulness method, through the t-student the results suggested that the mindfulness method showed statistical significant changes ,between the before and after stages of the process. Changes were also evident in the WAIS quantitative scale as much as in the subjective scale, which supports the method training. Conclusions: The mindfulness method shows very meaningful changes in the autoperception of the students intermediate attentional processes and the WAIS attention parameters. Key words: Mindfulness, Attention Deficit Disorder, university students, Barranquilla.