937 resultados para 12.38.Lg
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La invocación del ideal del mos maiorum, entendido como conjunto de virtudes o rasgos ejemplares de los romanos, ha sido estudiada repetidamente en los textos de Cicerón. Analiza el tópico en relación con la discusión en torno a la identidad romana en textos del siglo I a.C. y delimita tres empleos diferentes: uno al que define como típicamente aristocrático, referido a la ascendencia noble de un individuo en particular; un segundo uso que, en vez de individualizar, amalgama a todos los ancestros en un mismo conjunto y establece una continuidad entre pasado y presente; finalmente, una tercera modalidad que propone una ruptura total entre el mundo de los antepasados y el de los contemporáneos. En este trabajo indagaremos el funcionamiento de este tópico en De diuinatione y De natura deorum de Cicerón. Desde nuestro punto de vista, el ideal del mos maiorum no solamente involucra virtudes éticas y morales sino que también supone una especial actitud con respecto a los dioses y el culto que resulta central en la definición de la identidad romana.
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Chemical contamination levels and stable isotope ratios provide integrated information about contaminant exposure, trophic position and also biological and environmental influences on marine organisms. By combining these approaches with otolith shape analyses, the aim of the present study was to document the spatial variability of Hg and PCB contamination of the European hake (Merluccius merluccius) in the French Mediterranean, hypothesizing that local contaminant sources, environmental conditions and biological specificities lead to site-specific contamination patterns. High Hg concentrations discriminated Corsica (average: 1.36 ± 0.80 μg g− 1 dm) from the Gulf of Lions (average values < 0.5 μg g− 1 dm), where Rhône River input caused high PCB burdens. CB 153 average concentrations ranged between 4.00 ± 0.64 and 18.39 ± 12.38 ng g− 1 dm in the Gulf of Lions, whatever the sex of the individuals, whereas the highest values in Corsica were 6.75 ± 4.22 ng g− 1 dm. Otolith shape discriminated juveniles and adults, due to their different habitats. The use of combined ecotracers was revealed as a powerful tool to discriminate between fish populations at large and small spatial scale, and to enable understanding of the environmental and biological influences on contamination patterns.
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O crescimento da população mundial e a tentativa de substituição parcial dos combustíveis fósseis por novas fontes de energia têm levado a uma maior atenção quanto à possível escassez de alimentos e a carência de grandes áreas disponíveis para agricultura. Microalgas, por meio do metabolismo fotossintético, utilizam energia solar e gás carbônico como nutrientes para o crescimento. A microalga Spirulina pode ser utilizada como suplemento alimentar, na biofixação de CO2, como fonte de biocombustíveis e no tratamento de efluentes. A digestão anaeróbia da biomassa microalgal produz biogás e os resíduos deste processo podem ser utilizados como substrato para novos cultivos da microalga. O objetivo deste trabalho foi estudar a conversão de Spirulina sp. LEB-18 em biogás em escala piloto e produzir biomassa microalgal utilizando os efluentes bicarbonato e dióxido de carbono do processo anaeróbio como fonte de nutrientes. Spirulina foi utilizada como substrato na digestão anaeróbia para produção de biogás em escala piloto sob temperaturas variáveis (12- 38 °C). Efluente do processo anaeróbio foi adicionado (20 %, v/v) como fonte de carbono no cultivo da microalga para avaliar o crescimento e a composição da biomassa. A seguir foi avaliada a capacidade da microalga de remover CO2 presente no biogás através de biofixação para obtenção do biocombustível purificado. O biogás produzido sob as diferentes temperaturas apresentou entre 72,2 e 74,4 % de CH4, quando realizado nas temperaturas 12 a 21 °C e 26 a 38 °C, respectivamente. A redução na temperatura do processo anaeróbio provocou um decréscimo na conversão de biomassa em biogás (0,30 para 0,22 g.g-1 ), ocorrendo dentro da faixa adequada e segura para as bactérias metanogênicas (pH 6,9; alcalinidade entre 1706,0 e 2248,0 mg.L-1 CaCO3 e nitrogênio amoniacal 479,3 a 661,7 mg.L-1 ). Os cultivos de Spirulina sp. LEB-18 em efluente anaeróbio contendo 20 % (v/v) e meio Zarrouk modificado (NaHCO3 2,8 e 5,3 g.L-1 ) apresentaram velocidade específica máxima de crescimento entre 0,324 e 0,354 d-1 , produtividade volumétrica entre 0,280 e 0,297 g.L-1 .d-1 e produtividade areal entre 14,00 e 14,85 g.m-2 .d-1 , sem diferenças significativas (p > 0,05) entre as diferentes condições estudadas. Lipídios variaram entre 4,9 e 5,0 % com proporção de ácido linoleico maximizada nos meios com efluente e ácido alfa-linolênico reduzida nesses meios em comparação ao meio Zarrouk completo. Nos ensaios para avaliar a capacidade da microalga Spirulina sp. LEB-18 de remover CO2 contaminante no biogás, as máximas concentrações celulares e produtividades de biomassa variaram, respectivamente, entre 1,12 e 1,24 g.L-1 e 0,11 e 0,14 g.L-1 .d-1 , não apresentando diferenças significativas (p > 0,05) entre os ensaios. A maior fixação diária total (FDT) de dióxido de carbono obtida foi 58,01 % (v/v) em cultivos com adição de biogás contendo 25 % (v/v) CO2. Obteve-se biogás com 89,5 % (v/v) de CH4 após injeção em cultivos de Spirulina, no qual aproximadamente 45 % (v/v) do CO2 injetado foi fixado pela microalga, gerando biomassa para diversas aplicações e biogás purificado.
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Presentation Research of the Practicum and externships has a long history and involves important aspects for analysis. For example, the recent changes taking place in university grades allot more credits to the Practicum course in all grades, and the Company-University collaboration has exposed the need to study in new learning environments. The rise of ICT practices like ePortfolios, which require technological solutions and methods supported by experimentation, study and research, require particular examination due to the dynamic momentum of technological innovation. Tutoring the Practicum and externships requires remote monitoring and communication using ePortfolios, and competence-based assessment and students’ requirement to provide evidence of learning require the best tutoring methods available with ePortfolios. Among the elements of ePortfolios, eRubrics emerge as a tool for design, communication and competence-assessment. This project aims to consolidate a research line on eRubrics, already undertaken by another project -I+D+i [EDU2010-15432]- in order to expand the network of researchers and Centres of Excellence in Spain and other countries: Harvard University in USA, University of Cologne in Germany, University of Colima in Mexico, Federal University of Parana, University of Santa Catarina in Brasil, and Stockholm University in Sweden(1). This new project [EDU2013-41974-P](2) examines the impact of eRubrics on tutoring and on assessing the Practicum course and externships. Through technology, distance tutoring grants an extra dimension to human communication. New forms of teaching with technological mediation are on the rise and are highly valuable, not only for formal education but especially in both public and private sectors of non-formal education, such as occupational training, unemployed education and public servant training. Objectives Obj. 1. To analyse models of technology used in assessing learning in the Practicum of all grades at Spanish Faculties of Education. Obj. 2. To study models of learning assessment measured by eRubrics in the Practicum. Obj. 3. To analyse communication through eRubrics between students and their tutors at university and practice centres, focusing on students’ understanding of competences and evidences to be assessed in the Practicum. Obj. 4. To design assessment services and products, in order to federate companies and practice centres with training institutions. Among many other features, it has the following functions CoRubric(3) 1. The possibility to assess people, products or services by using rubrics. 2. Ipsative assessment. 3. Designing fully flexible rubrics. 4. Drafting reports and exporting results from eRubrics in a project. 5. Students and teachers talk about the evaluation and application of the criteria Methodology, Methods, Research Instruments or Sources Used The project will use techniques to collect and analyse data from two methodological approaches: 1. In order to meet the first objective, we suggest an initial exploratory descriptive study (Buendía Eisman, Colás Bravo & Hernández Pina, 1998), which involves conducting interviews with Practicum coordinators from all educational grades across Spain, as well as analysing the contents of the teaching guides used in all educational grades across Spain. 55 academic managers were interviewed from about 10 faculties of education in public universities in Spain (20%), and course guides 376 universities from 36 public institutions in Spain (72%) are analyzed. 2. In order to satisfy the second objective, 7 universities have been selected to implement the project two instruments aimed at tutors practice centers and tutors of the faculty. All instruments for collecting data were validated by experts using the Delphi method. The selection of experts had three aspects: years of professional experience, number and quality of publications in the field (Practicum, Educational Technology and Teacher Training), and self-rating of their knowledge. The resulting data was calculated using the Coefficient of Competence (Kcomp) (Martínez, Zúñiga, Sala & Meléndez, 2012). Results in all cases showed an average experience of more than 0.09 points. The two instruments of the first objective were validated during the first half of 2014-15 year, data collected during the second half. And the second objective during the first half of 2015-16 year and data collection for the second half. The set of four instruments (two for each objective 1 and 2) have the same dimensions as each of the sources (Coordinators, course guides, tutors of practice centers and faculty) as they were: a. Institution-Organization, b. Nature of internships, c. Relationship between agents, d. Management Practicum, e. Assessment. F. Technological support, g. Training and h. Assessment Ethics. Conclusions, Expected Outcomes or Findings The first results respond to Objective 1, where we find different conclusions depending on each of the six dimensions. In the case of internal regulations governing the organization and structure of the practicum, we note that most traditional degrees (Elementary and Primary grades) share common internal rules, in particular development methodology and criteria against other grades (Pedagogy and Social Education ). It is also true that the centers of practices in last cases are very different from each other and can be a public institution, a school, a company, a museum, etc. The memory with a 56.34% and 43.67% daily activities are more demands on students in all degrees, Lesson plans 28.18% 19.72% Portfolio 26.7% Didactic units and Others 32,4%. The technical support has been mainly used the platform of the University 47.89% and 57.75% Email, followed by other services and tools 9.86% and rubric platforms 1.41%. The assessment criteria are divided between formal aspects of 12.38%, Written expresión 12.38%, treatment of the subject 14.45%, methodological rigor of work 10.32%, and Level of argument Clarity and relevance of conclusions 10.32%. In general terms, we could say that there is a trend and debate between formative assessment against a accreditation. It has not yet had sufficient time to further study and confront other dimensions and sources of information. We hope to provide more analysis and conclusions in the conference date.
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Objetivo: Describir la relación de las etapas de cambio conductual frente al consumo de frutas y verduras con el estado nutricional en un grupo de escolares de Bogotá, Colombia, pertenecientes al estudio FUPRECOL. Métodos: Estudio de corte transversal en 1.922 niños y adolescentes entre 9 y 17 años, pertenecientes a nueve instituciones educativas oficiales de Bogotá. Se aplicó de manera auto-diligenciada el cuestionario de cambio de comportamiento (CCC-Fuprecol) validado en el “estudio FUPRECOL” y se calculó el Índice de Masa Corporal (IMC) como marcador del estado nutricional. Se calcularon prevalencias y se establecieron asociaciones mediante modelos de regresión logística binaria. Resultados: La muestra estuvo conformada por 1.045 niños-niñas y adolescentes vs hombres (45.6%) y mujeres (54.3%) y 877. La mayor proporción de consumo de frutas en el subgrupo de hombres (niños entre 9 y 12 años vs. adolescentes entre 13 y 17 años) se observó en la etapa de mantenimiento, (53.3 % vs. 38.8 %, X2 p<0.001), seguido de preparación/acción (25.0 % vs. 32.4 %, X2 p<0.001). En mujeres entre 9 y 12 años, la mayor proporción se ubicó en la etapa de mantenimiento (54.4 %), a diferencia de las adolescentes entre 13 y 17 años que acusaron mayor frecuencia la etapa de preparación/acción (42.0 %). Se observó que pertenecer al grupo de mujeres, se asociaba como variable para el cumplimiento de la recomendación mínima de frutas y verduras con valores de OR 1.54 (IC95% 1.22-1.93) y OR 1.48 (IC95% 1.19-1.84), respectivamente. Conclusiones: Aproximadamente, 66 % de los participantes tienen la intención o la voluntad de cumplir las recomendaciones de consumo de frutas y verduras. La identificación temprana de niños y adolescentes con bajo consumo de alimentos vegetales, permitirá implementar intervenciones para promover comportamientos saludables a fin de prevenir el riesgo cardiometabólico en la edad adulta.
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Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)
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Mode of access: Internet.
