Profesores frente a estudiantes: las dos orillas de la educación bimodal

Desde hace 6 años el grupo de investigación E-Virtual de laUniversidad de Medellín viene trabajando en la implementaciónde asignaturas bimodales en la Institución. En el 2009, con elapoyo de MEN, se implementó la modalidad a distancia conmetodología virtual en el modelo pedagógico de la Universidad.Estas nuevas experiencias llevaron al Grupo a cuestionarsesobre las características pedagógicas y didácticas a teneren cuenta cuando se combinan la educación presencial y lavirtual. Para ello se indagó con profesores y estudiantes sobresu percepción al respecto. Para la recolección de informaciónse combinaron técnicas cualitativas y cuantitativas, que hanarrojado interesantes resultados, entre ellos proceso deinducción, interacciones comunicativas, Objetos Virtuales deAprendizaje y uso de la plataforma virtual.En este artículo se darán a conocer algunos resultados de lainvestigación, cuáles han sido los aspectos positivos de estaexperiencia y cuáles son las áreas a mejorar.

Searching for knowledge in the belly of the beast: diversity, social equity and the African graduate student mother's experience in US higher education

Diversity has become a buzz word in public discourse and in educational circles. Higher education institutions in the US have increasingly used this word as a cornerstone of their mission statements and have made increasing efforts to attract students from different backgrounds. As part of the increase in diversity efforts among US colleges, is a significant rise in the number of international students. Attracting international students has become a priority for U.S. universities regardless of size or location. This study examines the intersection between the structure of American educational environment and the blended identities of African Graduate Student Mothers. Within the context of contemporary diversity efforts in US educational institutions, this study examines both the structural environments and the socio-cultural constructs that affect the experiences of African graduate student mothers. Based on a qualitative research interview design, a total of nineteen African graduate student mothers at a Mid-Western University in the US were interviewed individually and in groups over a six weeks period. Results from this study show that apart from the difficult and often dehumanizing treatment African student mothers endure from immigration and consular officials in their various countries and ports of entry, they often find themselves at the margins of their various programs and departments with very little support if any. This is because most of them enroll into graduate programs after arriving as dependants of their spouses; a process that does not allow them to negotiate for departmental commitments and support prior to their arrival. Not only do these women face racial discrimination from white professors, staff and fellow students, but they also experience discrimination and hostilities from African Americans and other minority groups who see them as threats to the limited resources that are often set aside for minority groups in such institutions.

Desenvolvimento e validação de método para determinação do perfil graxo do biodiesel de Tungue e Blendas com soja empregando GC-MS

No Brasil o biodiesel é utilizado em misturas com óleo diesel em proporções de 5%, sem que haja modificações nos motores. Com o intuito de diversificar a utilização de oleaginosas não comestíveis no ramo dos biocombustíveis, e ainda vincular a produção com agricultura sustentável, uma alternativa para o RS é a utilização do óleo de tungue para a produção de biodiesel. A caracterização e quantificação de ácidos graxos do biodiesel de tungue, torna-se importante devido à seu exclusivo perfil graxo. Neste trabalho, foi estudado o desenvolvimento e validação de método para a determinação do perfil graxo do biodiesel metílico de tungue e blendas com soja utilizando GC-MS. Os parâmetros de validação considerados foram: curva analítica, linearidade, seletividade, limite de detecção e quantificação, robustez, precisão e exatidão. Para determinar as melhores condições cromatográficas, foram testadas diferentes programações de temperatura no forno cromatográfico; fluxo de gás; temperatura do injetor, detector e interface; e modo de injeção. As condições do GCMS após a otimização foram: injeção de 1 µL com injeção em alta pressão (300 kPa), T do injetor: 250 ºC, injeção split 1:30, fluxo de 1 mL min-1, coluna Rtx-5MS com dimensões 30 m x 0,25 mm x 0,25 µm, T forno: isoterma de 2 min a 130 ºC, aumento de 20 ºC/min até 220 ºC, aumento de 0,5ºC/min até 223ºC, aumento de 7 ºC/min até 250 ºC e isoterma em 250 ºC por 3 min, resultando em 20 min de análise. A temperatura da fonte e interface foram de 200 ºC e 250 ºC, respectivamente, com o MS no modo full scan, ionização por impacto eletrônico a 70 eV, e intervalo de massas de 30 a 500 u.m.a. A identificação do α-eleosteárico foi baseada na fragmentação característica do composto, pela comparação com o espectro do ácido linolênico, e ainda pelo tempo de retenção do composto. Na validação, as curvas analíticas apresentaram valores de r maiores que 0,99. O LD e LQ foram adequados, permitindo a quantificação de ésteres na concentração mínima de 0,6%. Os valores de exatidão ficaram entre 86 e 117%, com RSD% menores que 8%. O efeito matriz também foi avaliado, sendo que esse efeito foi considerado médio para a maioria dos compostos, ficando entre ± 20 e 50%. Durante a aplicação do método, o mesmo se mostrou adequado para amostras de biodiesel metílico de tungue e blendas com soja, nas proporções de 15:85, 20:80 e 25:75 (T:S, v/v). A aplicabilidade do método também foi testada para o biodiesel de soja, obtendo resultados satisfatórios, mostrando-se assim, além de tudo, ser um método robusto.

Reconsidering the relationship between early Gothic literature and the Greek classics: the cases of William Beckford and Matthew G. Lewis

The view that Gothic literature emerged as a reaction against the prominence of the Greek classics, and that, as a result, it bears no trace of their influence, is a commonplace in Gothic studies. This thesis re-examines this view, arguing that the Gothic and the Classical were not in opposition to one another, and that Greek tragic poetry and myth should be counted among the literary sources that inspired early Gothic writers. The discussion is organised in three parts. Part I focuses on evidence which suggests that the Gothic and the Hellenic were closely associated in the minds of several British literati both on a political and aesthetic level. As is shown, the coincidence of the Hellenic with the Gothic revival in the second half of the eighteenth century inspired them not only to trace common ground between the Greek and Gothic traditions, but also to look at Greek tragic poetry and myth through Gothic eyes, bringing to light an unruly, ‘Dionysian’ world that suited their taste. The particulars of this coincidence, which has not thus far been discussed in Gothic studies, as well as evidence which suggests that several early Gothic writers were influenced by Greek tragedy and myth, open up new avenues for research on the thematic and aesthetic heterogeneity of early Gothic literature. Parts II and III set out to explore this new ground and to support the main argument of this thesis by examining the influence of Greek tragic poetry and myth on the works of two early Gothic novelists and, in many ways, shapers of the genre, William Beckford and Matthew Gregory Lewis. Part II focuses on William Beckford’s Vathek and its indebtedness to Euripides’s Bacchae, and Part III on Matthew Gregory Lewis’s The Monk and its indebtedness to Sophocles’s Oedipus Tyrannus. As is discussed, Beckford and Lewis participated actively in both the Gothic and Hellenic revivals, producing highly imaginative works that blended material from the British and Greek literary traditions.

Effektivität der Qualifizierung von Teach First Fellows. Abschlussbericht zur summativen Evaluation der Sommerakademie von Teach First Deutschland

Teach First Fellows nehmen wie Lehrkräfte eine hohe Verantwortung für die weitere Entwicklung von Kindern und Jugendlichen wahr. Anders als Lehrkräfte verfügen sie jedoch nicht über eine grundständige Ausbildung für ihre spezifische Tätigkeit. Deshalb stellt sich die Frage, inwiefern es gelingen kann, durch eine sorgfältige Auswahl der Fellows, sowie durch eine intensive Kurzqualifizierung gute Voraussetzungen für den Erfolg ihrer Tätigkeit zu schaffen. Die vorliegende Studie evaluiert die Ergebnisse des Qualifizierungsprogramms, das Teach First Deutschland für seine Fellows entwickelt und implementiert hat. Dabei interessiert insbesondere, welches Wissen zur Unterstützung von Lernprozessen, welche Fähigkeiten zur Gestaltung von Unterricht und welche Erwartung von pädagogischer Wirksamkeit innerhalb eines halben Jahres bei den Fellows aufgebaut werden können. Um ein tieferes Verständnis der Wirkweise des Qualifizierungsprogramms zu ermöglichen, wurden neben den Ergebnissen auch dessen Prozesskomponenten einer Bewertung unterzogen. (DIPF/Orig.)

The Indistinct Edge: Reconnecting Experience in Nature and Architecture

This thesis explores how architectures sense of place is rooted in the natural environment. The built environment has been constructed to protect and sustain human culture from the weathering of nature. Separating experience from the natural environment removes a sense of place and belonging in the natural and reinforces architectural dominance. This separation distinguishes the natural world as an article of spectacle and gives the human experience an unnatural voyeurship to natural changes. By examining the fusion of architectural and natural edges this thesis analyzes how the human experience can reconnect with a naturalistic sense of place through architecture, blending the finite edge where architecture maintains nature, and adapting buildings to the cycles of the environment. Removing dominance of man-made spaces and replacing them with the cohabitation of the edge between built and natural forms.

The development of an eBook for teaching and learning mathematics

Mobile devices, smartphones, phablets and tablets, are widely avail‐ able. This is a generation of digital natives. We cannot ignore that they are no longer the same students for which the education system was designed tradition‐ ally. Studying math is many times a cumbersome task. But this can be changed if the teacher takes advantage of the technology that is currently available. We are working in the use of different tools to extend the classroom in a blended learning model. In this paper, it is presented the development of an eBook for teaching mathematics to secondary students. It is developed with the free and open standard EPUB 3 that is available for Android and iOS platforms. This specification supports video embedded in the eBook. In this paper it is shown how to take advantage of this feature, making videos available about lectures and problems resolutions, which is especially interesting for learning mathematics.

Lo fotográfico en la narrativa contemporánea de lengua francesa: P. Modiano, A. Makine y A. Ernaux

The goal of this study is to define the photographic dimension as a transversal notion that accompanies texts and carries out a function that is narrative, discursive and even poetic, and as an unambiguous analytical tool that allows an understanding of the function of the photographic image in contemporary fiction. How does the photographic dimension act within a text of fiction? How does it guide it, define it, and eventually, transform it? How is the space-time element of a text influenced when the photographic dimension affects the heart of the story? How does the status of the photographic image change when it is blended with the fictional text, and how is a text reorganized in light of the photographic dimension? What interpretations are made possible by the analysis of the photographic dimension? Is it possible to narrate and read a photograph without having to see it, or to what extent does a photograph in plain view determine the writing and reading of the story? In short: What writing and reading digressions are caused by the presence of photographs within a literary text; what is their role, for example, in the activation of memory, of a dream-like state or of identity, and what symbolic dimension is introduced?...

Production and characterization of an alcoholic fermented beverage from grape must and beer wort

Mestrado Vinifera Euromaster - Instituto Superior de Agronomia - UL

Governed by the cycle : direct and inverted interest-rate sensitivity of emerging market corporate debt

An innovative approach to quantify interest rate sensitivities of emerging market corporates is proposed. Our focus is centered at price sensitivity of modeled investment grade and high yield portfolios to changes in the present value of modeled portfolios composed of safe-haven assets, which define risk-free interest rates. Our methodology is based on blended yield indexes. Modeled investment horizons are always kept above one year thus allowing to derive empirical implications for practical strategies of interest rate risk management in the banking book. As our study spans over the period 2002 – 2015, it covers interest rate sensitivity of assets under the pre-crisis, crisis, and post-crisis phases of the economic cycles. We demonstrate that the emerging market corporate bonds both, investment grade and high yield types, depending on the phase of a business cycle exhibit diverse regimes of sensitivity to interest rate changes. We observe switching from a direct positive sensitivity under the normal pre-crisis market conditions to an inverted negative sensitivity during distressed turmoil of the recent financial crisis, and than back to direct positive but weaker sensitivity under new normal post-crisis conjuncture. Our unusual blended yield-based approach allows us to present theoretical explanations of such phenomena from economics point of view and helps us to solve an old controversy regarding positive or negative responses of credit spreads to interest rates. We present numerical quantification of sensitivities, which corroborate with our conclusion that hedging of interest rate risk ought to be a dynamic process linked to the phases of business cycles as we evidence a binary-like behavior of interest rate sensitivities along the economic time. Our findings allow banks and financial institutions for approaching downside risk management and optimizing economic capital under Basel III regulatory capital rules.

Satisfação na educação à distância em uma disciplina semipresencial na área de saúde

Dissertação (mestrado)—Universidade de Brasília, Faculdade de Ciências da Saúde, Programa de Pós-Graduação em Ciências da Saúde, 2016.

Development of a 1-D Catalyzed Diesel Particulate Filter Model for Simulation of the Performance and the Oxidation of Particulate Matter and Nitrogen Oxides Using Passive Oxidation and Active Regeneration Engine Experimental Data

Back-pressure on a diesel engine equipped with an aftertreatment system is a function of the pressure drop across the individual components of the aftertreatment system, typically, a diesel oxidation catalyst (DOC), catalyzed particulate filter (CPF) and selective catalytic reduction (SCR) catalyst. Pressure drop across the CPF is a function of the mass flow rate and the temperature of the exhaust flowing through it as well as the mass of particulate matter (PM) retained in the substrate wall and the cake layer that forms on the substrate wall. Therefore, in order to control the back-pressure on the engine at low levels and to minimize the fuel consumption, it is important to control the PM mass retained in the CPF. Chemical reactions involving the oxidation of PM under passive oxidation and active regeneration conditions can be utilized with computer numerical models in the engine control unit (ECU) to control the pressure drop across the CPF. Hence, understanding and predicting the filtration and oxidation of PM in the CPF and the effect of these processes on the pressure drop across the CPF are necessary for developing control strategies for the aftertreatment system to reduce back-pressure on the engine and in turn fuel consumption particularly from active regeneration. Numerical modeling of CPF's has been proven to reduce development time and the cost of aftertreatment systems used in production as well as to facilitate understanding of the internal processes occurring during different operating conditions that the particulate filter is subjected to. A numerical model of the CPF was developed in this research work which was calibrated to data from passive oxidation and active regeneration experiments in order to determine the kinetic parameters for oxidation of PM and nitrogen oxides along with the model filtration parameters. The research results include the comparison between the model and the experimental data for pressure drop, PM mass retained, filtration efficiencies, CPF outlet gas temperatures and species (NO2) concentrations out of the CPF. Comparisons of PM oxidation reaction rates obtained from the model calibration to the data from the experiments for ULSD, 10 and 20% biodiesel-blended fuels are presented.

Conceptualisation de l’activité pédagogique en contexte d’apprentissage hybride et développement professionnel des enseignant(e)s universitaires

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université.

The Ultimate Secrecy: Feminist Readings of Masculine Trauma in Vietnam War Literature

It is a widely acknowledged and often unquestioned fact that patriarchy and its modes of behaviour and social organization favour the appearance of trauma on the weakest (and defenceless) members of society: women. In the last decades, trauma seems to have taken the baton of typically female maladies such as 19th c. hysteria or 20th c. madness. Feminists in the 20th c. have long worked to prove the connection between the latter affections (and their reflection in literary texts) and patriarchal oppression or expectations of feminine behaviour and accordance to roles and rules. With Trauma Studies on the rise, the approach to the idea of the untold as related to femininity is manifold: on the one hand, is not trauma, which precludes telling about one’s own experience and keeps it locked not only from the others, but also from ourselves, the ultimate secrecy? On the other hand, when analyzing works that reflect trauma, one is astounded by the high number of them with a female protagonist and an almost all-female cast: in this sense, a ‘feminist’ reading is almost compulsory, in the sense that it is usually the author’s assumption that patriarchal systems of exploitation and expectations favour traumatic events and their outcome (silence and secrets) on the powerless, usually women. Often, traumatic texts combine feminism with other analytical discourses (one of the topics proposed for this panel): Toni Morrison’s study of traumatic responses in The Bluest Eye and Beloved cannot be untangled from her critique of slavery; just as much of Chicana feminism and its representations of rape and abuse (two main agents of trauma) analyze the nexus of patriarchy, new forms of post-colonialism, and the dynamics of power and powerlessness in ethnic contexts. Within this tradition that establishes the secrecies of trauma as an almost exclusively feminine characteristic, one is however faced with texts which have traumatized males as protagonists: curiously enough, most of these characters have suffered trauma through a typically masculine experience: that of war and its aftermath. By analyzing novels dealing with war veterans from Vietnam or the Second World War, the astounding findings are the frequent mixture of masculine or even ‘macho’ values and the denial of any kind of ‘feminine’ characteristics, combined with a very strict set of rules of power and hierarchy that clearly establish who is empowered and who is powerless. It is our argument that this replication of patriarchal modes of domination, which place the lowest ranks of the army in a ‘feminine’ situation, blended with the compulsory ‘macho’ stance soldiers are forced to adopt as army men (as seen, for example, in Philip Caputo’s Indian Country, Larry Heinemann’s Paco’s Story or Ed Dodge’s DAU: A Novel of Vietnam) furthers the onset and seriousness of ulterior trauma. In this sense, we can also analyze this kind of writing from a ‘feminist’ point of view, since the dynamics of über-patriarchal power established at the front at war-time deny any display of elements traditionally viewed as ‘feminine’ (such as grief, guilt or emotions) in soldiers. If trauma is the result of a game of patriarchal empowerment, how can feminist works, not only theoretical, but also fictional, overthrow it? Are ‘feminine’ characteristics necessary to escape trauma, even in male victims? How can feminist readings of trauma enhance our understanding of its dynamics and help produce new modes of interaction that transcend power and gender division as the basis for the organization of society?

Conceptualisation de l’activité pédagogique en contexte d’apprentissage hybride et développement professionnel des enseignant(e)s universitaires

L’intégration des nouvelles technologies en enseignement supérieur ne devrait pas être vue comme un simple effet de mode, mais plutôt comme un cadre de réflexion sur les orientations nouvelles à donner à l’Université du 21ème siècle, en termes de culture institutionnelle, de ressources organisationnelles et d’opérationnalisation d’objectifs de recherche et d’enseignement (Duderstadt et al, 2002 ; Guri-Rosenblit, 2005). En effet, l’émergence d’une nouvelle tendance de formation post-secondaire, qu’est l’intégration des solutions virtuelles au présentiel, n’est pas sans incidences sur les pratiques enseignantes. Or, la littérature n’offre pas de modèles descriptifs satisfaisants permettant de mieux saisir la pertinence des liens entre l’enseignement en contexte d’apprentissage hybride et le développement professionnel des enseignants universitaires. Aussi avons-nous procédé par des observations participantes de deux cours en sciences de la gestion à HEC Montréal, dans les programmes de certificat de premier cycle ainsi que par des entretiens d’explicitation et d’autoconfrontation, pendant toute la session d’automne 2014, pour respectivement recueillir des données sur les pratiques réelles d’un maître d’enseignement, en sociologie du travail, et d’une chargée de cours, en gestion de projets. Notre analyse du corpus, par catégorisations conceptualisantes, a permis la production d’énoncés nomologiques rendant compte de la dynamique de relations entre ces deux phénomènes. Sur le plan scientifique, elle a apporté un éclairage nouveau sur les processus de construction identitaire professionnelle en pédagogie universitaire, en regard des mutations technologiques, socioculturelles et économiques que subissent l’Université, en général, et les pratiques enseignantes et étudiantes, en particulier. L’approche inductive utilisée a donc permis de définir la structure des interactions des deux phénomènes, selon la perspective des deux enseignants, et d’élaborer des modèles d’intervention enracinés dans leurs pratiques quotidiennes. Aussi sur le plan social, ces modèles sont-ils l’expression d’une grammaire de la pensée et de l’action, ancrée dans les valeurs des enseignants eux-mêmes. Nous avons pris en compte le paradigme de la tâche réelle, versus celui de la tâche prescrite, en termes de mise en œuvre concrète des processus pédagogiques, pour rendre les résultats de cette recherche signifiants pour la pratique. Les modèles, qui ont émergé de notre configuration de la pensée dialogique des participants, peuvent être intégrés à la formation des enseignants universitaires en contexte de bimodalisation de l’Université.