Análisis de la capacitación del profesorado en formación inicial para resolver problemas de ciencias asociados con la vida cotidiana

[Es]En este trabajo se aborda la problemática detectada como consecuencia del fracaso que presenta gran mayoría del alumnado de la E. U. de Magisterio de Bilbao, futuro profesorado de Educación Primaria (EP), en la aplicación creativa de conocimientos transmitidos en el aula de ciencias, esto es, en la resolución de problemas y en la explicación de fenómenos cotidianos del mundo que nos rodea. Para ello se ha analizado, por un lado, su capacitación en relación a varios tópicos de ciencias incluidos en el Área de Conocimiento del Medio en la EP, presentados en un contexto de ciencia en la vida cotidiana y su autovaloración en relación a su capacitación didáctica para abordarlos en aulas de ciencias escolares y, por otro, la metodología didáctica utilizada en las clases de ciencias que han recibido en etapas educativas previas a la universitaria.

Whales and Sonar: Environmental Exemptions for the Navy’s Mid-Frequency Active Sonar Training

Mid-frequency active (MFA) sonar emits pulses of sound from an underwater transmitter to help determine the size, distance, and speed of objects. The sound waves bounce off objects and reflect back to underwater acoustic receivers as an echo. MFA sonar has been used since World War II, and the Navy indicates it is the only reliable way to track submarines, especially more recently designed submarines that operate more quietly, making them more difficult to detect. Scientists have asserted that sonar may harm certain marine mammals under certain conditions, especially beaked whales. Depending on the exposure, they believe that sonar may damage the ears of the mammals, causing hemorrhaging and/or disorientation. The Navy agrees that the sonar may harm some marine mammals, but says it has taken protective measures so that animals are not harmed. MFA training must comply with a variety of environmental laws, unless an exemption is granted by the appropriate authority. Marine mammals are protected under the Marine Mammal Protection Act (MMPA) and some under the Endangered Species Act (ESA). The training program must also comply with the National Environmental Policy Act (NEPA), and in some cases the Coastal Zone Management Act (CZMA). Each of these laws provides some exemption for certain federal actions. The Navy has invoked all of the exemptions to continue its sonar training exercises. Litigation challenging the MFA training off the coast of Southern California ended with a November 2008 U.S. Supreme Court decision. The Supreme Court said that the lower court had improperly favored the possibility of injuring marine animals over the importance of military readiness. The Supreme Court’s ruling allowed the training to continue without the limitations imposed on it by other courts. (pdf contains 20pp.)

Preliminary guide to the identification of the early life history stages of Priacanthid fishes of the Western Central Atlantic

The family Priacanthidae contains four genera and four species that occur in the western central North Atlantic (Starnes, 1988). Pristigenys alta is distributed in the Caribbean, Gulf of Mexico and along the east coast of North America. Although juveniles have been reported from as far north as southern New England waters, adults are not reported north of Cape Hatteras, NC. Priacanthus arenatus is distributed in tropical and tropically influenced areas of the western central North Atlantic in insular and continental shelf waters. Adult P. arenatus are distributed north to North Carolina and Bermuda, juveniles have been collected as far north as Nova Scotia. Cookeolus japonicus and Heteropriacanthus cruentatus are circumglobally distributed species and are both common in insular habitats. In the western central North Atlantic, C. japonicus ranges from New Jersey to Argentina; H. cruentatus from New Jersey and northern Gulf of Mexico to southern Brazil (Starnes, 1988). (PDF contains 6 pages)

Preliminary guide to the identification of the early life history stages of Gerreid fishes of the Western Central Atlantic

The family Gerreidae contains four genera and 13 species that occur in the western central North Atlantic. Adult gerreids are small to medium size fishes that are abundant in coastal waters, bays, and estuaries in tropical and warm temperate regions and sometimes occur in freshwaters. They are generally associate~ with grassy or open bottoms, but not with reefs. Gerreids are silvery fishes, with deeply forked tails, and extremely protrusible mouth that points downward when protracted. They apparently feed on bottom-dwelling organisms and at least one species (Eucinostomus gula) shows a distinct transition, during the juvenile period, from a planktivore (exclusively copepods) to a carnivore that includes a diet of almost solely polychaetes (Carr & Adams, 1973; Robins and Ray, 1987; Murdy et al., 1997). (PDF contains 10 pages)

Preliminary guide to the indentification of the early life history stages of Callionymid fishes of the Western Central Atlantic

Callionymidae, along with the Draconettidae and Gobiesocidae, previously were placed in the order Gobiesociformes (Allen, 1984). Recently, Nelson (1994) placed the Callionymidae and Draconettidae in the percifonn suborder Callionymoidei. The family is represented by three species in the western central North Atlantic Ocean, Diplogrammus pauciradiatus, Paradiplogrammus bairdi and Foetorepus agassizi (Davis, 1966; Robins and Ray, 1986). A detailed review ofthe family including early life history infonnation is given by Houde (1984) and Watson (1996). (PDF contains 11 pages)

Warrington Collegiate: LRC pop-up training area to enhance staff training and development

Warrington Collegiate wanted to locate an area of the Learning Resource Centre (LRC) and equip it with a smart board and ten laptops primarily for staff development. Since the pop-up seminar area has been created it has been used for Vado, Moodle, Quizdom and e-book training plus much more. From an empty corner in the LRC the addition of this technology has created a welcoming comfortable learning space. It has encouraged staff across all the curriculum areas to come into the LRC and extended their role in a place for high quality staff development.