<p>La investigación se propone despertar el interés de la comunidad académica sobre los efectos de la pandemia del COVID-19 en la educación universitaria del país a través del análisis del aislamiento social y el trabajo remoto. La educación universitaria enfrenta un nuevo escenario: sobrevivir a la pandemia o someterse a ella y el aprendizaje remoto se convierte en una nueva estrategia para que nuestros estudiantes continúen con su formación profesional. La UNESCO señala que según sus cálculos son más de 1,500 millones de alumnos en el mundo, y en el caso del Perú cerca de 10 millones, confinados en sus hogares a causa de la pandemia. Los resultados muestran que los docentes universitarios no se encuentran familiarizados con el trabajo remoto ni los entornos virtuales de aprendizaje. Finalmente, se concluye que el docente universitario tiene la posibilidad de convertir la amenaza sanitaria del COVID-19 en una oportunidad educativa mediante la interacción remota, pese al aislamiento social, las limitaciones tecnológicas y falta de capacitación en el manejo de herramientas digitales. El éxito estará en la estrategia pedagógica que se utilice a través de los entornos virtuales, y en la voluntad de aprendizaje autónomo del estudiante.</p><p>Palabras clave: Aislamiento social, trabajo remoto, aprendizaje remoto, entornos virtuales de aprendizaje, plataforma educativa</p><p> </p><p>ABSTRACT</p><p>The research set out to awaken the interest of the academic community about the effects of the COVID-19 pandemic on the country's university education through the analysis of social isolation and remote work. University education faces a new scenario: to surviving or undergo the pandemic, and remote learning becomes a new strategy for our students to continue their professional training. UNESCO indicates according to its calculations there are more than 1,500 million students in the world (and close to 10 million in Peru) confined to their homes due to the pandemic. Results show that university teachers are obviously not familiar with remote work or virtual learning environments. Finally, it is concluded that the university teacher has the possibility of turning the health threat generated by COVID-19 into an educational opportunity through remote interaction, despite social isolation, technological limitations, and lack of training in the use of digital tools. Success will be in the pedagogical strategy to use through virtual environments, and in the student's desire for autonomous learning.</p><p>Key words: social distancing, remote work, remote learning, virtual learning environments, learning platform</p><div><strong><br /></strong></div>

Infección recurrente del tracto urinario - Fisiopatología clínica, Diagnóstico de Laboratorio, Repercuciones sobre la gestación, Bacteriuria asintomática, Tratamiento.

In order to reduce production costs of biodiesel, minimum transesterification conditions were herein evaluated. Limiting factors were determined to use calcium oxide and hydroxide catalysts, at different doses and concentrations in the transesterification of Jatropha curcas L. oil and methanol. It was determined that the presence of water, and content of free fatty acids (0,423-2,53% acidity) in the Jatropha oil are just a minimum inhibition factors, in comparison with atmospheric reaction conditions. In contrast, the 10:1 molar ratio of methanol and oil allowed a 98,9% yield of biodiesel when sodium hydroxide was used as catalyst. The same yield was obtained with or without oil esterification. In perspective, avoiding the poisoning of heterogeneous catalysts is still under study in the search for catalysts recovery from the reaction medium.   Index Terms—transesterification, nucleophilic reaction, oil, energy, biofuel.