Campus information systems for undergraduate students in Spain: a country-wide cluster classification

The availability of broad characterizations of campus information systems for students can be useful for the strategic information management of higher education centres. First we describe and contextualize a characterization model for on-line campus information systems for undergraduate students. This serves as a framework of conceptual reference for empirical work on Spanish universities. Information was gathered by means of structured visits to institutional websites and structured interviews with undergraduate students. Analyzing the information collected enables us to classify Spanish higher education institutions into three clusters with homogeneous characteristics, in the sense of their information system and organizational aspects. Finally, we discuss future research on this subject

Dark rearing alters the development of GABAergic transmission in visual cortex

We studied the role of sensory experience in the maturation of GABAergic circuits in the rat visual cortex. Between the time at which the eyes first open and the end of the critical period for experience-dependent plasticity, the total GABAergic input converging into layer II/III pyramidal cells increases threefold. We propose that this increase reflects changes in the number of quanta released by presynaptic axons. Here, we show that the developmental increase in GABAergic input is prevented in animals deprived of light since birth but not in animals deprived of light after a period of normal experience. Thus, sensory experience appears to play a permissive role in the maturation of intracortical GABAergic circuits. Key words: synaptic inhibition; critical period; IPSC; EPSC; plasticity; sensory experience Sensory experience during the postnatal critical period is essentia

The radio as a way to divulgue actions of socioenvironmental

[Resumo] Este artigo busca discutir, à luz da doutrina sociodinâmica, a utilização do rádio como canal para que as agroindústrias divulguem suas ações de responsabilidade socioambiental. O objetivo foi oferecer elementos que possam aproveitar o rádio em todas as suas possibilidades e potencialidades, buscando destacar vantagens do rádio com relação a outros meios. É fundamental que as organizações entendam a necessidade da divulgação de suas ações socioambientais, pois os princípios da administração incluem alguns elementos subjetivos que se não forem observados podem significar uma grande perda para a imagem organizacional. Como metodologia utilizou-se a pesquisa qualitativa, com aplicação de questionários em 59 agroindústrias de dois municípios localizados na área de abrangência da microrregião do espigão divisor Peixe e Aguapeí, no extremo oeste paulista, Brasil. Os resultados obtidos apontam para uma falta de entendimentos sobre a importância na divulgação das ações, que apesar de, muitas vezes, empreendidas, não são divulgadas. Há o esforço dispendido e o potencial comunicativo não é aproveitado. Percebe-se que a não importância está diretamente relacionada ao baixo valor que as organizações atribuem as próprias ações de responsabilidade socioambiental. Em grande parte das respostas, as organizações não conseguem nem ao menos identificar as ações como tais.[Abstract] This article discusses, under the sociodynamics doctrine perspective, the use of the radio as a way for the agroindustries divulgue their socio-environmental responsibility actions. The objective was to provide elements that can enjoy the radio in all its possibilities and potentialities, with special emphasis on radio advantages over other means of communication. It is essential that organizations understand the need for propagation of its socio-environmental actions, because the principles of management include some subjective elements that if not observed can mean a great loss to the organizational image. The methodology we used was the qualitative research, with questionnaires in 59 agroindustries of two municipalities located at Peixe and Aguapeí region, in the far west of São Paulo, Brazil.The results point to a lack of understanding about the importance of the propagation actions. There is the effort and the communicative potential is not explored. It can be seen that no importance is directly related to the low value that organizations attach their own socioenvironmental actions. In most answers, the organizations can not even identify the actions as such

Implementing a collaborative writing workshop using Google Docs in a bilingual high school

La escritura colaborativa ha sido ampliamente investigada debido a sus efectos en el desarrollo de las habilidades de escritura de los estudiantes. Sin embargo, existen pocos estudios en Colombia sobre su implementación utilizando aplicaciones de procesamiento de texto en línea como Google Docs. Esta plataforma en particular contiene características que pueden ser utilizadas para facilitar la escritura colaborativa en las aulas de idiomas. El presente proyecto de aula tuvo como objetivo la enseñanza utilizando Google Docs para mejorar el rendimiento de escritura en inglés de los estudiantes de una institución pública bilingüe en Pereira, Colombia. Así, se utilizó la escritura colaborativa como metodología de enseñanza con estudiantes de undécimo grado para implementar un taller de diez lecciones para la composición de textos descriptivos. Los datos se recolectaron a través de instrumentos como los diarios de los docentes, las observaciones de clase, la composición de texto de los estudiantes y una encuesta de percepción. Los resultados mostraron el desarrollo de la competencia de escritura en inglés de los estudiantes y también proporcionaron información sobre el uso de este enfoque para enseñar habilidades de composición. Además, los docentes-practicantes que llevaron a cabo el proceso de ejecución de este proyecto de aula mejoraron sus habilidades docentes a la hora de promover la escritura. Adicionalmente, los estudiantes percibieron Google Docs como una herramienta manejable para utilizar en su proceso de aprendizaje. Por último, los resultados obtenidos mostraron mejoras en la escritura y las habilidades interpersonales de los alumnos, lo que ilustra la pertinencia y eficacia del uso de tecnologías y métodos de enseñanza innovadores en la escritura.Collaborative writing has been extensively researched due to its effects on the development of students’ writing skills. Nonetheless, there are few studies in Colombia on its implementation using online word-processing applications such as Google Docs. This platform in particular contains features that can be used to facilitate collaborative writing in language classrooms. The present classroom project aimed at using Google Docs to improve students’ writing performance in English at a bilingual public institution in Pereira, Colombia. Thus, collaborative writing was used as the teaching methodology with eleventh-grade students to implement a ten-lesson workshop for the composition of descriptive texts. Data was collected through instruments such as teacher journals, class observations, students’ artifacts, and a student perception survey. The findings showed the development of learners’ writing proficiency in English and also provided insights into the usage of this approach to teaching compositional skills. Furthermore, the teacher-practitioners who conducted the execution process of this classroom project enhanced their teaching skills when it came to promoting writing abilities. In addition, students perceived Google Docs as a manageable tool to use in their learning process. Finally, the results obtained displayed improvements in students' writing and interpersonal skills, illustrating the relevance and effectiveness of using innovative technologies and teaching methods in writing.PregradoLicenciado(a) en Bilingüismo con Énfasis en InglésTable of contents Justification................................................................................................................................... 10 Objectives ..................................................................................................................................... 14 Teaching Objectives................................................................................................................. 14 General Objective................................................................................................................ 14 Specific Teaching Objectives.............................................................................................. 15 Learning Objectives................................................................................................................. 15 General Learning Objective ................................................................................................ 15 Specific Learning Objectives .............................................................................................. 15 Theoretical Framework................................................................................................................. 15 Literature Review..................................................................................................................... 16 Conceptual Framework ............................................................................................................ 19 Writing................................................................................................................................. 19 Elements of Writing........................................................................................................ 20 Writing Fluency. ............................................................................................................. 20 Academic Writing ............................................................................................................... 21 Descriptive Writing ............................................................................................................. 22 Writing in EFL .................................................................................................................... 22 Teaching Writing................................................................................................................. 23 Teaching Writing Stages................................................................................................. 23 Approaches to Teaching Writing to English Language Learners................................... 24 Assessment in Writing......................................................................................................... 25 Collaborative Learning........................................................................................................ 26 Collaborative Writing.......................................................................................................... 26 Implementing Collaborative Writing.............................................................................. 27 Stages for Implementing Collaborative Writing............................................................. 27 Interaction in Collaborative Writing............................................................................... 28 The Use of Online Learning Tools...................................................................................... 29 Google Docs........................................................................................................................ 29 Implementing Collaborative Writing Using Google Docs.................................................. 30 Methodology................................................................................................................................. 31 Context ..................................................................................................................................... 31 Setting ...................................................................................................................................... 32 Participants............................................................................................................................... 32 Students’ Profile .................................................................................................................. 32 Practitioners......................................................................................................................... 33 Instructional Design ................................................................................................................. 33 Methodological Approach................................................................................................... 33 Implementation.................................................................................................................... 34 Assessment and Reflection.................................................................................................. 36 Data Collection Instruments..................................................................................................... 37 Teachers’ Journals............................................................................................................... 37 Class Observations .............................................................................................................. 37 Students’ Artifacts............................................................................................................... 38 Student Perception Survey .................................................................................................. 38 Results........................................................................................................................................... 39 Linguistic Outcomes ................................................................................................................ 39 Enhanced Writing Competence through Collaborative Writing ......................................... 39 Work Division and Interaction ............................................................................................ 44 Peer Feedback and Metalinguistic Awareness Enhancement ............................................. 45 Students' Responses ................................................................................................................. 48 Interpersonal Skills and Teamwork..................................................................................... 48 Students' Attitudes Toward Collaboration .......................................................................... 49 Students’ Attitudes Towards the Use of Google Docs for Collaborative Writing .............. 52 Professional Growth................................................................................................................. 54 Lesson Planning and Execution........................................................................................... 54 Assessment .......................................................................................................................... 55 Use of Translators and Bilingual Dictionaries .................................................................... 57 Conclusion .................................................................................................................................... 58 Limitations.................................................................................................................................... 59 Pedagogical Implications.............................................................................................................. 60 References..................................................................................................................................... 61 Appendices.................................................................................................................................... 72 Appendix A .............................................................................................................................. 72 Appendix B .............................................................................................................................. 74 Appendix C .............................................................................................................................. 75 Appendix D .............................................................................................................................. 78 Appendix E............................................................................................................................... 7

Analytical approach to soliton ratchets in asymmetric potentials

We use soliton perturbation theory and collective coordinate ansatz to investigate the mechanism of soliton ratchets in a driven and damped asymmetric double sine-Gordon equation. We show that, at the second order of the perturbation scheme, the soliton internal vibrations can couple {\it effectively}, in presence of damping, to the motion of the center of mass, giving rise to transport. An analytical expression for the mean velocity of the soliton is derived. The results of our analysis confirm the internal mode mechanism of soliton ratchets proposed in [Phys. Rev. E {\bf 65} 025602(R) (2002)].Comment: 9 figures. Submitted to Phys. Rev.

Algunos aspectos de la problemática docente

Nada, en el hombre, puede abstraerse de su condición de sociable. Que el hombre, para vivir, necesita de los demás, de los otros, ya como colaboradores o destinatarios de su acción, ya como testigos, lo que en último término constituye otra colaboración, es un dato inmediato de la experiencia. Esta sociabilidad es para el hombre, por así decirlo, una de las coordenadas determinantes de su vida (en el sentido en que se pueda hablar de determinación del hombre, libre por naturaleza y, por tanto, responsable. Otras dos coordenadas importantes de la vida humana son el espacio y el tiempo. El hombre vive en un espacio concreto y un tiempo determinado. Esto no significa que no pueda, en cierto modo, trascenderlos mediante los datos recibidos de otros hombres, incluso de otros hombres que ya no existen, a través de las expresiones que éstos han dejado de sus vidas-técnica, arte, literatura, etc.-, o viven distantes, mediante los medios de comunicación de todos conocidos. Por otra parte, en cada hombre, al nacer, existe un proyecto

Comencemos por la definición...

El castellano, el método y la pedagogía en el primer plan de estudios de la Universidad de Antioquia. Fray Publio Restrepo González, María Resfa Arango Pérez. Universidad de San Buenaventura, Medellín, 1993, 164 págs