Autoevaluación de los alumnos en la práctica docente de química inorgánica : expectativas, rendimiento y dificultades.

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Diagnóstico de estilos de aprendizaje en estudiantes universitarios de nuevo ingreso basado en la dominancia cerebral.

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Iniciación al estudio de la lengua griega clásica mediante textos : proyecto.

Se presenta un método de enseñanza experimental de la lengua griega que consta de una selección de textos acompañados de ejercicios. Pretende que los alumnos vayan construyendo por sí mismos la gramática mediante trabajo diario en el aula y en casa. Persigue que los alumnos adquieran un nivel básico de griego clásico (prosa de los s.V y IV a.C.): traducción sin diccionario de textos cortos, vocabulario mínimo de unas cuatrocientas palabras, transcripción de cualquier palabra griega y reconocimiento de las más importantes raíces griegas del castellano. Alumnos de tercero de BUP de los siguientes centros de Valencia: I.B San Vicente Ferrer; I.B. Juan de Garay; I.B. Distrito Marítimo; I.B. Cid Campeador; I.B. Fuente de San Luis; I.B. de Catarroja. Se han seleccionado textos clásicos griegos. La gramática se constituye en clase, de acuerdo con los textos, de modo que se realiza simultáneamente el aprendizaje de la flexión nominal y verbal, el vocabulario, la sintaxis, y la formación y derivación de palabras. Se han seleccionado textos de prosa clásica de los siglos V y IV a. C., de acuerdo con la frecuencia de aparición de las estructuras buscadas, pero sin desdeñar la inclusión de textos líricos o postclásicos que respondiesen a los criterios. Se elaboran frases cortas de léxico y estructuras muy frecuentes y cuyo significado global es captado intuitivamente sin grandes explicaciones. Se repiten estos esquemas hasta memorizarse. Progresivamente los textos se van ampliando hasta ser similares a los originales. El vocabulario nuevo va disminuyendo. Los textos se seleccionaron conforme a su dificultad, que se estableció por análisis distribucionales de estructuras. Fueron ligeramente modificados para adaptarse al nivel buscado. Ese trabajo se plasmó en unos folios ciclostilados que se utilizaron de manera sistemática. La opinión de los alumnos se recabó con encuestas de valoración. Después de los ejercicios prácticos, se midió el nivel de los alumnos con exámenes de similares a los de bachillerato superior. Se hicieron cuatro controles evaluativos a todos los grupos, en los que se midió la comprensión, el vocabulario, la traducción, la morfología y sintaxis, la retroversión, la transcripción y la etimologíaLos resultados fueron tratados estadísticamente a través de histogramas de frecuencias relativas, gráficos de evolución de la media y gráficos de las frecuencias acumuladas, dónde se expresaba la mediana y los cuartiles de los grupos en cada actividad estudiada. El desconocimiento del vocabulario dificulta el aprendizaje de la lengua. La traducción resulta difícil porque obliga a los alumnos a hacer ejercicio de estilo. El conocimiento de la morfología es fundamental para facilitar la comprensión e incluso la traducción de los textos. Las traducciones no son literales porque se recurre a la comprensión intuitiva de la lengua. La retroversión se utiliza para fijar los conocimientos morfológicos y para reflexionar sobre cuestiones sintácticas. La transcripción y la etimología resultan fundamentales para el enriquecimiento del vocabulario de la lengua materna del alumno. Un sólo curso no es suficiente para la iniciación a la lengua griega y el estudio de su cultura a través de los textos, aunque proporciona una visión general y sistemática y motiva para un estudio posterior más profundo. La enseñanza del griego no puede hacerse con los mismos métodos que las lenguas modernas o la lengua materna, puesto que se basan en el trabajo oral y excluyen la traducción y la lengua. En líneas generales, a los alumnos les resulta muy interesante este método experimental y expresan su decisión de seguir estudiando griego.

IES Pedro Espinosa, Antequera.

Monográfico con el título: 'Historia de un olvido: patrimonio en los centros escolares'. Resumen basado en el de la publicación

Comparaci??n de tres metodolog??as de evaluaci??n de objetos de aprendizaje virtuales

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High T/P evolution and metamorphic ages of the migmatitic basement of northern Sierras Pampeanas, Argentina: Characterization of a mid-crustal segment of the Famatinian belt

New petrologic, thermobarometric and U-Pb monazite geochronologic information allowed to resolve the metamorphic evolution of a high temperature mid-crustal segment of an ancient subduction-related orogen. The EI Portezuelo Metamorphic-Igneous Complex, in the northern Sierras Pampeanas, is mainly composed of migmatites that evolved from amphibolite to granulite metamorphic facies, reaching thermal peak conditions of 670-820 degrees C and 4.5-5.3 kbar. The petrographic study combined with conventional and pseudosection thermobarometry led to deducing a short prograde metamorphic evolution within migmatite blocks. The garnet-absent migmatites represent amphibolite-facies rocks, whereas the cordierite-garnet-K-feldspar-sillimanite migmatites represent higher metamorphic grade rocks. U-Pb geochronology on monazite grains within leucosome record the time of migmatization between approximate to 477 and 470 Ma. Thus, the El Portezuelo Metamorphic-Igneous Complex is an example of exhumed Early Ordovician anatectic middle crust of the Famatinian mobile belt. Homogeneous exposure of similar paleo-depths throughout the Famatinian back-arc and isobaric cooling paths suggest slow exhumation and consequent longstanding crustal residence at high temperatures. High thermal gradients uniformly distributed in the Famatinian back-arc can be explained by shallow convection of a low-viscosity asthenosphere promoted by subducting-slab dehydration. (C) 2011 Elsevier Ltd. All rights reserved.

Tectonothermal evolution and exhumation history of the Paleozoic Proto-Andean Gondwana margin crust: The Famatinian Belt in NW Argentina

We studied the P-T-t evolution of a mid-crustal igneous-metamorphic segment of the Famatinian Belt in the eastern sector of the Sierra de Velasco during its exhumation to the upper crust. Thermobarometric and geochronological methods combined with field observations permit us to distinguish three tectonic levels. The deepest Level I is represented by metasedimentary xenoliths and characterized by prograde isobaric heating at 20-25 km depth. Early/Middle Ordovician granites that contain xenoliths of Level I intruded in the shallower Level II. The latter is characterized by migmatization coeval with granitic intrusions and a retrograde isobaric cooling P-T path at 14-18 km depth. Level II was exhumed to the shallowest supracrustal Level III, where it was intruded by cordierite-bearing granites during the Middle/Late Ordovician and its host-rock was locally affected by high temperature-low pressure HT/LP metamorphism at 8-10 km depth. Level III was eventually intruded by Early Carboniferous granites after long-term slow exhumation to 6-7 km depth. Early/Middle Ordovician exhumation of Level II to Level III (Exhumation Period I,0.25-0.78 mm/yr) was faster than exhumation of Level III from the Middle/Late Ordovician to the Lower Carboniferous (Exhumation Period II, 0.01-0.09 mm/yr). Slow exhumation rates and the lack of regional evidence of tectonic exhumation suggest that erosion was the main exhumation mechanism of the Famatinian Belt. Widespread slow exhumation associated with crustal thickening under a HT regime suggests that the Famatinian Belt represents the middle crust of an ancient Altiplano-Puna-like orogen. This thermally weakened over-thickened Famatinian crust was slowly exhumed mainly by erosion during similar to 180 Myr. (C) 2010 International Association for Gondwana Research. Published by Elsevier B.V. All rights reserved.

The Pollination Biology and Mating System of a Peripheral Population of Witheringia solanacea (Solanaceae)

Pollinator visitation rates over the life of a flower are determined by pollinator abundance and floral longevity. If flowers are not visited frequently enough, pollen limitation may occur, favoring the evolution of self-compatibility (SC). In plant species with varying SC levels, central populations often are self-incompatible (SI) and peripheral populations are SC. Witheringia solanacea (Solanaceae) is a species that follows this trend with the exception of one population in the Monteverde Cloud Forest Reserve, which is peripheral yet SI. I investigated this population using multiple techniques including floral bagging, pollinator observations, microsatellite analysis, and floral longevity manipulations. My results confirmed the self-incompatibility of the Monteverde population and indicated low but perhaps adequate rates of pollinator visitation per flower per hour. I found reduced genetic diversity at Monteverde and gene flow occurring unidirectionally from San Luis (a central population) to Monteverde. In the greenhouse, there was more of an effect of male than female function on floral longevity, but the largest differences were environmental. Flowers stayed open substantially longer when cool, cloudy weather was simulated and shorter when conditions were hot and sunny. The results indicate that the Monteverde population of W. solanacea is SI because 1) it is unable to maximize its fitness due to gene flow from San Luis and its relatively recent colonization of the area and 2) pollen limitation may not be severe because of supplemental pollinator availability from other Witheringia species in the area and increased floral longevities due to cool and cloudy conditions.

Um ambiente para o processamento de linguagens adaptativas de programação

Dispositivos adaptativos apresentam a característica de se modificarem dinamicamente em resposta a estímulos de entrada, sem interferência de agentes externos. Eventuais necessidades de modificação de comportamento são automaticamente detectadas por estes dispositivos para, em seguida, reagirem a elas de forma espontânea. Historicamente tais dispositivos emergiram das pesquisas na área de linguagens formais e autômatos. No entanto, o formalismo suscitou aplicações em diversas outras áreas. Programas com código auto-modificável, que perderam terreno em conseqüência do advento da Engenharia de Software nos anos 70, voltaram à vida recentemente em aplicações diversas. Uma das formas de programação de código auto-modificável é a utilização de linguagens de programação especificamente projetadas para isso. Linguagens adaptativas de programação são dispositivos adaptativos que empregam uma linguagem de programação convencional como mecanismo subjacente. Com o correr de sua execução, um programa escrito em uma linguagem adaptativa exibirá um comportamento auto-modificável em decorrência da ativação de suas ações adaptativas. O artigo apresenta aspectos do projeto e implementação de um ambiente para gerenciar a execução de uma linguagem adaptativa. Com o emprego de linguagem adaptiva, um novo estilo de programação é concebido, uma vez que o seu comportamento está diretamente associado ao conjunto de regras que o define, o qual se altera à medida que o código é executado.

Projeto de transposição de águas do Rio São Francisco: uma análise à luz do processo de agenda-setting

Quais condições permitiram que o Projeto de Transposição de Águas do Rio São Francisco deixasse de figurar no imaginário daqueles que o defendiam, como o vinha sendo desde os idos do período imperial, e, começasse a ser efetivamente implementado somente em 2007? Responder a esta questão corresponde ao objetivo principal deste estudo. Para tal, o Projeto São Francisco, como também é conhecido, foi analisado à luz do modelo de multiple streams, concebido por John Kingdon (2003), orientado para a compreensão sobre como algumas questões passam a fazer parte da agenda de governo, recebendo atenção dos formuladores de políticas públicas, enquanto outras são ignoradas. Por meio do modelo de multiple streams, foi possível apontar os principais diagnósticos e alternativas historicamente apresentados para a região do semiárido brasileiro, frente à questão dramática das secas recorrentes. Além disso, foi estruturado o complexo jogo político da transposição, caracterizado pelo conflito entre coalizões atuantes em múltiplas arenas decisórias. A partir do mapeamento da forma como os atores políticos se apropriaram dos diagnósticos e alternativas apresentados para a região, com o intuito de impor aos demais as suas crenças sobre qual deve ser o melhor caminho para o desenvolvimento do semiárido, foram identificadas as janelas de oportunidades (policy windows) que tornaram viáveis a execução do projeto de transposição.

O sindicato como espaço de construção da profissão docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom

O sindicato como espaço de construção da Profissão Docente

This work examines the connection Syndicate/teachers profession trying to unveil the important role taken over by the Syndical movement in the process of professionalization of the militant teachers. For that, it describes and analyses the historical course of three Syndicates representatives of the teachers category Associação dos Professores Licenciados da Bahia APLB; Sindicato dos Trabalhadores em Educação de Pernambuco SINTEPE; Sindicato dos Servidores Municipais de Petrolina SINDSEMP acting in the micro-region of the San Francisco Valley, especially, in the municipalities of Juazeiro Bahia , and of Petrolina Pernambuco. It concentrates its interests on the contribution of the Syndicates for the professional development of these teachers in this region analysing the aspects related to emerging conflicts into the Syndical organization, to the attitude of these entities before the educational reality to their reinvindicative struggles to the formative dimension of the group actions. This study tries to answer the following questions: How has this syndical movement of teachers of state school of S. Francisco Valley been characterized? How do their actions reflect in the formation and professionalization of the teachers? Do teachers recognize the syndicate as a constructive space for the teaching profession? The methodological trajectory was directed through a qualitative approach of an etnomethodological character, using instruments for the understanding of this reality, The treatment of the data was based on the interpretative analysis of the speeches present in documents and through answers of the interviwees, having as a reference in this analysis the theoretical studies about syndicalism and the teacher professionalization. For a conceptual construction of this work it was studied these two categories from their genesis, from the social historical evolution of their concepts and the up to date discussions that give explanations about the teachers syndical movement and about the process of teachers professionalization. As thesis of this study it was defended the idea of that the teachers syndicates have contributed expressively in the process of the construction of the teacher profession of the militant teachers of this in the micro-region of the S. Francisco Valley. Once the teachers participate actively in this movement promoted by the syndical entities, the teachers develop the critical sense of the educational realty; improve their formation and reinvindicate from the State this condition as a Right; fight for better conditions in the work; reinvindicate the salary valuation and, try to construct an image of teacher basing on a professional model. The contribution of the Syndicate in the process of teachers profissionalization, is more evident in its external dimension that chacterizes the profissionalism, on the related aspects: to the forms of participation in the definition and the management of the educational politics; to the political struggles for the achievements of the professional status, to the recognition and of his eventual valuation. The syndical actions have repercussions with less intensity in the inside dimension that defines the profissionality, in the related aspects: to the administratation of the pedagogical processes in schools and in the classroom; to the acquisition of branches of knowledges; to the epistemological criticism of the acquirements mobilized in the teaching; the curricular question to the mediation that make possible the learning at school and in the classroom