¿Memorias de una nación reconciliada? : Reflexiones en torno a la transmisión de la historia reciente en la Sudáfrica posapartheid

El desmantelamiento del sistema segregacionista del Apartheid durante la década de 1990 planteó la necesidad de construir una nueva nación basada en una nueva concepción del ser ciudadano. Este hecho implicó, por ende, la conformación de un discurso nacionalista de la nueva Sudáfrica que acompañara tal aspiración de renovación. Este discurso debía incluir un abordaje acerca del traumático pasado reciente; un abordaje acorde con las características de la nueva nación: inclusivo e integrador. Cómo sería posible construir una memoria en la cual los distintos sectores de la sociedad sudafricana se sintieran identificados era un problema de difícil resolución. En este trabajo nos proponemos analizar cómo se evidencia este conflicto en la construcción del nuevo ser sudafricano en la escuela, particularmente en la enseñanza de la historia reciente

¿Memorias de una nación reconciliada? : Reflexiones en torno a la transmisión de la historia reciente en la Sudáfrica posapartheid

El desmantelamiento del sistema segregacionista del Apartheid durante la década de 1990 planteó la necesidad de construir una nueva nación basada en una nueva concepción del ser ciudadano. Este hecho implicó, por ende, la conformación de un discurso nacionalista de la nueva Sudáfrica que acompañara tal aspiración de renovación. Este discurso debía incluir un abordaje acerca del traumático pasado reciente; un abordaje acorde con las características de la nueva nación: inclusivo e integrador. Cómo sería posible construir una memoria en la cual los distintos sectores de la sociedad sudafricana se sintieran identificados era un problema de difícil resolución. En este trabajo nos proponemos analizar cómo se evidencia este conflicto en la construcción del nuevo ser sudafricano en la escuela, particularmente en la enseñanza de la historia reciente

Radiometric age determinations for basements of ODP Sites 123-765 and 123-766

The results of experiments in 40Ar/39Ar age dating using fresh basement material from Sites 765 and 766 of Leg 123 of the Ocean Drilling Program are inconsistent and cannot be used to constrain the basement age of the Argo Abyssal Plain in the Indian Ocean. However, a celadonite sample, which was precipitated during a low-temperature alteration event that affected the basement at Site 765, yielded a K-Ar age of 155.3 ±3.4 Ma. Celadonites, which have been dated using Rb-Sr methods for basement in the Atlantic Ocean (Staudigel et al., 1981, doi:10.1016/0012-821X(81)90186-2) and by K-Ar methods for the Troodos Ophiolite (Staudigel et al., 1986, doi:10.1130/0091-7613(1986)14<72:AASAOC>2.0.CO;2), and for sediments from the Pacific Ocean (Peterson et al., 1986, doi:10.2973/dsdp.proc.92.132.1986) yield ages that are up to 15 Ma younger than the age for the formation of basement. Thus, the celadonite age is retained as a reliable minimum age for basement at Site 765. This radiometric age is inconsistent with biostratigraphic ages, which indicate a maximum of late Berriasian (approximately 140 Ma) for Site 765, but is consistent with geophysical interpretations of marine magnetic anomalies and with the early north-south seafloor spreading history of the Argo Abyssal Plain region of the Indian Ocean.

Development and implementation of a virtual laboratory for training process improvement in the mechanics of continuous media

The project arises from the need to develop improved teaching methodologies in field of the mechanics of continuous media. The objective is to offer the student a learning process to acquire the necessary theoretical knowledge, cognitive skills and the responsibility and autonomy to professional development in this area. Traditionally the teaching of the concepts of these subjects was performed through lectures and laboratory practice. During these lessons the students attitude was usually passive, and therefore their effectiveness was poor. The proposed methodology has already been successfully employed in universities like University Bochum, Germany, University the South Australia and aims to improve the effectiveness of knowledge acquisition through use by the student of a virtual laboratory. This laboratory allows to adapt the curricula and learning techniques to the European Higher Education and improve current learning processes in the University School of Public Works Engineers -EUITOP- of the Technical University of Madrid -UPM-, due there are not laboratories in this specialization. The virtual space is created using a software platform built on OpenSim, manages 3D virtual worlds, and, language LSL -Linden Scripting Language-, which imprints specific powers to objects. The student or user can access this virtual world through their avatar -your character in the virtual world- and can perform practices within the space created for the purpose, at any time, just with computer with internet access and viewfinder. The virtual laboratory has three partitions. The virtual meeting rooms, where the avatar can interact with peers, solve problems and exchange existing documentation in the virtual library. The interactive game room, where the avatar is has to resolve a number of issues in time. And the video room where students can watch instructional videos and receive group lessons. Each audiovisual interactive element is accompanied by explanations framing it within the area of knowledge and enables students to begin to acquire a vocabulary and practice of the profession for which they are being formed. Plane elasticity concepts are introduced from the tension and compression testing of test pieces of steel and concrete. The behavior of reticulated and articulated structures is reinforced by some interactive games and concepts of tension, compression, local and global buckling will by tests to break articulated structures. Pure bending concepts, simple and composite torsion will be studied by observing a flexible specimen. Earthquake resistant design of buildings will be checked by a laboratory test video.

The Nautilus.

v.13 (1899-1900)

The Victorian Naturalist

v.35-36 (1918-1920)