Background: The Boston Naming Test is widely used in several versions and languages. However, there are few studies of its use with bilingual adults. A recent study by Kohnert, Hernandez, and Bates (1998) found that Spanish/English bilingual adults scored well below unilingual adults. Aims: This study tested two hypotheses. (1) Fluently bilingual adults will obtain significantly lower scores than unilingual, English-speaking adults on the BNT, in English. (2) The order of difficulty of the 60 items will differ for the bilingual and unilingual groups. Methods & Procedures:This study compared the English performance of unilingual speakers (n = 42) to that of two groups of bilingual adults: Spanish/English (n = 32) and French/English (n = 49). All bilingual participants learned English as a second language as children and claimed high levels of ability in English. All participants completed high school (range 11-27 years of schooling). The three groups did not differ significantly in age or education. An ANOVA compared the mean Total Correct obtained by the three groups. Outcomes & Results: Both hypotheses were confirmed. The mean scores (Total Corrrect) for the bilingual groups (42.6 and 39.5/60) were both significantly below the mean score of the unilingual group (50.9/60) but not different from each other. Item difficulty showed some similarities but also important differences across groups. Conclusions: The English language norms cannot be used, even with proficient bilingual speakers. Cultural factors appear less important than bilingualism. Some items on the Boston Naming Test have more than one correct name and suggestions for ''lenient'' scoring are given.

Repasamos las categorías más utilizadas para aludir a las características de las personas que utilizan algún tipo de sistema digital, ya sea por su grado de participación en la comunicación global y en los sistemas web -1.0 o 2.0-; por la actitud que toman ante el contenido digital -consumidores o productores-; por su intermitencia en el mundo digital -residentes o visitantes-; o por el momento histórico en el que nacieron -nativos digitales o inmigrantes digitales-, con el propósito de reflexionar sobre los cambios y las consecuencias que han impulsado los recursos y las herramientas digitales. Palabras clave: Brecha digital, sistema de clasificación, informática y desarrollo. The present work reviews the most common classifications of digital system users, either due to: their degree of involvement in the global communication via web: users 1.0 or 2.0; their attitude when interacting with digital content: consumers and producers; their constant or intermittent presence in the digital world: resident and visitors; or even due to their generational character: digital natives and digital immigrants; with the purpose of reflecting on the changes and the consequences that digital resources and digital tools have caused.Keywords: Digital divide, classification system, informatics and development.-114 -Hernández, D., Ramírez-Martinell, A. & Cassany, D. Páginas 113 a 126Píxel-Bit. En el contexto de las Tecnologías de Información y Comunicación (TIC) existen diversas formas de categorizar a los individuos. Denominamos usuarios a las personas que tienen acceso y utilizan sin importar su destreza equipos de cómputo, programas informáticos o sistemas de información-incluidas páginas web-. Y aun cuando esta clasificación no destina un nombre para referirse a quienes no son usuarios de sistemas informáticos, es esta manera dicotómica la que ha imperado desde la aparición de la computadora personal en concebir a las personas como aquellas que o hacen sus textos en un procesador de palabras u optan por escribir con papel y lápiz. Es esta misma forma -de ser usuario o no serlo; o de tener acceso y utilizar sistemas informáticos o no-la que incluso ha determinado las primeras aproximaciones de capacitación para los medios.En el contexto escolar, la adopción de la computadora -primero como objeto de estudio más que como herramienta-invitó a las escuelas a ver en ella un elemento que diferenciaba a las ofertas educativas. Posteriormente, cuando la asignatura de computación estuvo más generalizada, se impusieron criterios orientados a determinar quiénes de los estudiantes conocían la evolución histórica de la computadora; sus componentes de hardware y software; comandos del sistema operativo de Microsoft; y también que alumnos reconocían los elementos de las interfaces de los programas de la suite ofimática de la misma empresa, en lugar de quienes podrían emplear el procesador de texto, hoja de cálculo y administrador de presentaciones para resolver problemas de sus otras asignaturas. Los conocimientos escolares de computación -...

The last decade has seen an unprecedented, worldwide acceleration of environmental and climate changes. These processes impact the dynamics of natural systems, which include components associated with human communities such as vector-borne diseases. The dynamics of environmental and climate variables, altered by global change as reported by the Intergovernmental Panel on Climate Change, affect the distribution of many tropical diseases. Complex systems, e.g. the El Niño/La Niña-Southern Oscillation (ENSO), in which environmental variables operate synergistically, can provoke the reemergence and emergence of vector-borne diseases at new sites. This research investigated the influence of ENSO events on malaria incidence by determining the relationship between climate variations, expressed as warm, cold and neutral phases, and their relation to the number of malaria cases in some north-eastern municipalities of Venezuela (Estado Sucre) during the period 1990-2000. Significant differences in malaria incidence were found, particularly in the La Niña ENSO phases (cold) of moderate intensity. These findings should be taken into account for surveillance and control in the future as they shed light on important indicators that can lead to reduced vulnerability to malaria.

Este artículo aborda el caso de una chica que no puede aprobar el Bachillerato de Letras, a pesar de que lleva una actividad diaria, variada y elogiada en la red, gestiona un foro de literatura, lee y escribe en fotoblogs y chats. Se aportan datos para reflexionar sobre las maneras de leer y escribir que generan los jóvenes en Internet, al margen de la escuela; se analizan las diferencias que presentan con las prácticas académicas y se reflexiona sobre las consecuencias que tiene este hecho en la educación.AbstractThis article examines the case of a girl who failed her baccalaureate, even though she carries out acclaimed, varied online activity as a webmaster for a literature forum and reading and writing photoblogs and chat rooms. It also offers data on different forms of reading and writing created by young people on the Internet outside school, and looks at their differences with academic practices and the consequences of this fact in education. Recibido: 22 de marzo de 2011 Aceptado: 4 de abril de 2011

A long-term (1995–2016) survey for novae in the nearby Andromeda galaxy (M31) was conducted as part of the Research-Based Science Education initiative. During the course of the survey 180 nights of observation were completed at Kitt Peak, Arizona. A total of 262 novae were either discovered or confirmed, 40 of which have not been previously reported. Of these, 203 novae form a spatially complete sample detected by the KPNO/WIYN 0.9 m telescope within a 20 ′ × 20 ′ field centered on the nucleus of M31. An additional 50 novae are part of a spatially complete sample detected by the KPNO 4 m telescope within a larger 36 ′ × 36 ′ field. Consistent with previous studies, it is found that the spatial distribution of novae in both surveys follows the bulge light of M31 somewhat more closely than the overall background light of the galaxy. After correcting for the limiting magnitude and the spatial and temporal coverage of the surveys, a final nova rate in M31 is found to be R = 40 − 4 + 5 yr−1, which is considerably lower than recent estimates. When normalized to the K-band luminosity of M31, this value yields a luminosity-specific nova rate, ν K = 3.3 ± 0.4 yr − 1 [ 10 10 L ⊙ , K ] − 1 . By scaling the M31 nova rate using the relative infrared luminosities of M31 and our Galaxy, a nova rate of R G = 28 − 4 + 5 yr−1 is found for the Milky Way.