Search for the Heliospheric Termination Shock (TS) and Heliosheath (HS)

Voyager 1 continues to measure the very distant Heliospheric Magnetic Field (HMF) beyond 95 AU at ~35 North latitude. The MAG instrument data covers more than a full 22 years solar magnetic cycle. The magnitude of the observed HMF is well described, on average, by Parker's Archimedean spiral structure if due account is made for time variations of the source field strength and solar wind velocity. The V1 magnetic field observations do not provide any evidence for a field increase associated with entry into a subsonic solar wind region, such as the heliosheath is expected to be, nor an exit from this regime. We see no evidence for crossing of the Termination Shock (TS) as has been reported at ~85 AU by the LECP instrument. Merged Interaction Regions are identified by an increased HMF and associated decreases in the flux of >70 MeV/nuc cosmic rays which are then followed by a flux recovery. This CR-B relationship has been identified in V1 data and studied since 1982 when V1 was at 11 AU. The variance of HMF, a direct measure of the energy**1/2 in the HMF fluctuations, shows no significant changes associated with the alleged TS crossings in 2002–2003. Thus, the absence of any HMF increase at the entry into the heliosheath appears not to be due to the onset of mesoscale turbulence as proposed by Fisk. The TS has yet to be directly observed in-situ by the V1 MAG experiment in data through 2003

The Political-Pedagogical Teacher. A Narrative Study on Subjective Limits and Experimental Practices from Dissident and Organised Chilean Teachers

This research problematises what it means to be a teacher in Chile after 35-40 years subjected to working within an established neoliberal regime. It is focused on the subjective limits that this type of regime imposes on teachers and on some possible ways of struggling and experimenting beyond these limits. Since the early 1980s, thorough neoliberal policies have reshaped Chilean society. In 2006 and again in 2011, widespread student demonstrations were the first significant social movement and political critique against this neoliberal regime. During this period, teachers were described as an absent subject. However, in 2014 dissident teachers spontaneously asserted themselves inaugurating ‘the teachers’ spring’, which in 2015 involved a 57-days strike, and again 50 days in 2019. Following a narrative approach, I conducted 35 interviews with 10 leaders and eight grassroots teachers of eight different dissident teachers’ organisations. I did a set of three interviews with the grassroots teachers concerning their story, everyday limits and experimental practices as teachers. I analysed the interviews by creating ‘personal narratives’ and used these narratives to analyse the broader topic of their struggle as organised and dissident teachers. I argue that the dissident teachers’ phenomenon is a struggle in the field of pedagogy, enabling the composition of a political-pedagogical teacher subject. Each chapter of analysis provides support for this argument. First, I analyse the problem of agobio as the overarching notion mobilised by teachers to give an account of and delineate the effects of 35-40 years of neoliberalism (‘a struggle’). Second, I analyse political-pedagogical dissent as the main criticism and critique the dissident teachers have articulated to problematise and disrupt the problem of agobio (‘in the field of pedagogy’). Lastly, I examine three types of relationship where the dissident teachers are experimenting with political-pedagogical teaching practices (‘the constitution of a political-pedagogical teacher subject’)

Contrasting human perceptions of and attitudes towards two threatened small carnivores, Lycalopex fulvipes and Leopardus guigna, in rural communities adjacent to protected areas in Chile

Indexación: Scopus.The interaction between humans and small carnivores is a phenomenon especially frequent in rural fringes, as is the case of communities surrounding natural areas. In Chile, two species of threatened carnivores, the Darwin's Fox and the Guigna, have increased their contact with humans due to human-induced changes in their habitat. The objective of this study was to characterize the interactions of these species with humans by assessing human perceptions and attitudes toward them, and to assess livestock and poultry ownership and management practices in local communities to evaluate their possible roles in the phenomenon. We conducted semi-structured interviews in rural communities adjacent to natural protected areas of two different regions in southern Chile. We found that people have a more positive perception of Darwin's Foxes than Guignas, but both species are considered damaging due to poultry attacks. Livestock and poultry management was generally deficient. Improvements in animal management and education programs could lead to a significant decrease in negative interactions. © Sacristan et al. 2018.https://www.threatenedtaxa.org/index.php/JoTT/article/view/4030/442

Hypermedia-based tutoring: methodology for the production of hypermedia resources through face-to-face tutoring

We present a methodology for creating hypermedia materials derived from face-to-face tutoring sessions between a tutor and graduate students. To create the hypermedia materials, the tutor and the student used a smart pen which allowed to record the conversation and digitalize the notes being taken. The production of hypermedia material is based on the use of visual representations and text to help students go from concrete to abstract thinking and vice versa. We point out that hypermedia materials are audio-visual narratives (i.e., dynamic graphics, diagrams) that facilitate the representation of co-constructed shared knowledge and let participants navigate between oral and textual information. This methodology allows the production of individualized material without investing additional time in editing and designing. The hypermedia based tutoring (HBT) model is highly valued by students since it helps them to go over the discussions with the tutor and review the thinking process that both constructed during the session. HBT becomes a creative form of communicating and representing information that challenges the tutor and student to develop new skills and ways of thinking. The model that we propose here requires to change traditional tutor and student roles and to create learning experiences that do not overlook students’ needsThe eMadrid Excellence Network is funded by Madrid Regional Government (Comunidad de Madrid) grant no. P2013/ICE-2715. The FOMIX grant No. MOR-2013-C01-225102 is funded by Fondo Mixto-CONACYT (Morelos State Government and the Federal Agency CONACYT, Mexico