Peer tutoring: Wiki as a tool for learning in the pedagogues training

Esta comunicación presenta los resultados de un trabajo de investigación desarrollado en la Facultad de Ciencias de la Educación (US) por un equipo de profesores y alumnos adscritos al departamento de Didáctica y Organización Educativa, dentro de las asignatura Prácticum I y II de la Licenciatura de Pedagogía. Bajo el objetivo principal de detectar las necesidades formativas de los/as alumnos/as de Pedagogía sobre las condiciones académicas requeridas en las asignaturas Practicum I y II, se elaboró en cursos anteriores, un Programa de Acción Tutorial entre Iguales (PATI) en el que quedaron plasmadas las principales carencias formativas que los alumnos encontraron en sus prácticas externas. Para ello se administró un Cuestionario sobre detección de necesidades formativas del alumnado del prácticum de Pedagogía a una muestra de 104 estudiantes. Una vez recogidos los datos y analizados los resultados, se construyó de manera colaborativa un wiki (http://proyectopati.wikispaces.com). Durante el curso académico 2010-2011, continuando con la segunda fase del proyecto, los alumnos de quinto de Pedagogía han elaborado el wiki, bajo la supervisión de sus tutores, y se ha establecido un sistema de tutoría entre iguales con los alumnos de tercero de Pedagogía. Nuestro espacio wiki puede ser considerado como una biblioteca dónde compartir información, recoger, añadir notas o responder a preguntas de sus compañeros.This paper presents the results of a research work developed at the Faculty of Educational Sciences (U.S.) developed by a team of teachers and students assigned to the Department of Didactics and Educational Organization, within the subject Practicum I and II of the Degree of Education. Under the main objective to identify the training needs of the pupil of Pedagogy on the academic conditions required subjects Practicum I and II, was developed in previous courses, a Program of Action Tutorial Peer (PATI ), which were embodied the main training gaps were students when developing their placement. This questionnaire was administered on identification of training needs of students of pedagogy practicum in a sample of 104 students. Once data are collected and analyzed the results, the program was developed and built a wiki to collaboratively (http://proyectopati.wikispaces.com). During the 2010-2011 academic year, continuing the second phase of the project, students in grades 5 of Education have developed the wiki, under the supervision of their tutors, and has established a system of peer tutoring with students in 3 of pedagogy. Our wiki space has been like a library where we have shared information and consequently the students of 3 rd have used it to obtain information and gather ideas and students in grades 5 have been able to add notes or answer questions from their peers

Long term socio-ecological research of the three LTSER-Chile founder sites: challenges and opportunities for future research

This article presents an analysis of the research programs carried out in the three foundational sites of the Chilean Long-Term Socio-Ecological Research Network (LTSER-Chile) and presents the context in which these lines have been established

Influencia de la variabilidad en la virulencia de diferentes aislados de Toxoplasma gondii sobre las lesiones de encéfalos fetales ovinos

Trabajo presentado a la: XXXII Reunión de la Sociedad Española de Anatomía Patológica Veterinaria (SEAPV). 1 octubre. Congreso virtual.Peer reviewe

Evaluation of Tree Species for Biomass Energy Production in Northwest Spain

This work was funded by the TRIBIONOR Project (Reference CTQ2013-45155-R) and the coal mining company HUNOSA GROUP supported by the HUNOSA CHAIR at the University of Oviedo (Project Reference SV-17-HUNOSA-1). The authors acknowledge the helpful co-operation of Hunosa staff in this study. The TRIBIONOR Project (CTQ2013-45155-R) is funded by the National Program for Research, Development and Innovation in Society Challenges, within the framework of the National Plan for Scientific and Technical Research and Innovation 2013–2016 from the State Research Agency (Ministry of Economy, Industry and Competitiveness), co-financed with FEDER Funds. The authors gratefully acknowledge the Government of the Principality of Asturias for supporting Ana Álvarez with a fellowship within the Severo Ochoa Program.Peer reviewedPublisher PD

Sub-Antarctic Biocultural Conservation Program

Article discussing research on building a Chilean network for long-term socio-ecological research

Reflexiones sobre los retos y oportunidades de la educación híbrida

3er Coloquio Fortalecimiento de los Colectivos de Docencia.Reconociendo que esta educación tiene características y metodologías pedagógicas diferentes a las presenciales, de cara al futuro hay que pensar en un formato híbrido que combine la noción presencial y la noción virtual de manera funcional. La modalidad actual funciona como respuesta a una emergencia, pero hay que desarrollar estrategias que sostengan este nuevo modelo en el mediano plazo. Integrantes del Colectivo de Docencia de Diseño Industrial del Departamento de Evaluación, nos reunimos en conferencia vía zoom, para discurrir sobre el tema. Algunas de las reflexiones se integran a la presentación en forma directa con el fin de evitar cualquier mala interpretación relacionada a las propuestas y sugerencias

Integrating science and society through long-term socio-ecological research

La investigación ecológica a largo plazo (Long Term Ecological Research, LTER) maneja problemas que abarcan décadas o plazos más largos. El programa y su nombre formal comenzaron en Estados Unidos en 1980. Si bien los estudios y observaciones a largo plazo comenzaron tempranamente en 1400 y 1800 en Asia y Europa, respectivamente, el enfoque a largo plazo no se formalizó sino hasta el establecimiento de los programas de investigación ecológica de largo plazo en Estados Unidos. Estos programas han permitido experimentos a nivel de ecosistemas y comparaciones entre sitios que condujeron a una mejor comprensión de la estructura y funcionamiento de la biosfera. El enfoque ecosistémico holístico de esta iniciativa permite también la incorporación de la dimensión humana en la ecología, y recientemente ha dado lugar al nuevo concepto de investigación socio-ecológica de largo plazo (LTSER). Hoy los programas de investigación socio-ecológica a largo plazo existen en por lo menos 32 países (esto es, los miembros de la Red Internacional de Investigación Ecológica a Largo Plazo o ILTER (International Long Term Ecological Research). Sin embargo, la consolidación de la red internacional dentro del paradigma de investigación socio-ecológica a largo plazo todavía requiere: (1) inclusión de algunas regiones remotas del mundo que aún están poco representadas, como el suroeste de América del Sur; (2) modificaciones en el tipo de investigación realizado, tales como la integración de las ciencias sociales y naturales con las humanidades y la ética, y (3) la incorporación de las conclusiones y resultados dentro de los procesos sociales y políticos. En este contexto, la naciente red de investigación socio-ecológica a largo plazo en Chile, que se extiende en el rango latitudinal más largo de bosque templado en el Hemisferio Sur, agrega una nueva región remota a las investigaciones ecológicas de largo plazo que había sido pasada por alto anteriormente. Además, la colaboración con la Universidad de North Texas y otros asociados internacionales ayuda a desarrollar un enfoque interdisciplinario para integrar las ciencias ecológicas y la filosofía ambiental, junto con los conocimientos ecológicos tradicionales, la educación informal y formal, la política, las humanidades, los procesos socio-políticos y la conservación biocultural.</jats:p

What drives growth of Scots pine in continental Mediterranean climates: drought, low temperatures or both?

Scots pine forests subjected to continental Mediterranean climates undergo cold winter temperatures and drought stress. Recent climatic trends towards warmer and drier conditions across the Mediterranean Basin might render some of these pine populations more vulnerable to drought-induced growth decline at the Southernmost limit of the species distribution. We investigated how cold winters and dry growing seasons drive the radial growth of Scots pine subject to continental Mediterranean climates by relating growth to climate variables at local (elevational gradient) and regional (latitudinal gradient) scales. Local climate-growth relationships were quantified on different time scales (5-, 10- and 15-days) to evaluate the relative role of elevation and specific site characteristics. A negative water balance driven by high maximum temperatures in June (low-elevation sites) and July (high-elevation sites) was the major constraint on growth, particularly on a 5- to 10-day time scale. Warm nocturnal conditions in January were associated with wider rings at the high-elevation sites. At the regional scale, Scots pine growth mainly responded positively to July precipitation, with a stronger association at lower elevations and higher latitudes. January minimum temperatures showed similar patterns but played a secondary role as a driver of tree growth. The balance between positive and negative effects of summer precipitation and winter temperature on radial growth depends on elevation and latitude, with low-elevation populations being more prone to suffer drought and heat stress; whereas, high-elevation populations may be favoured by warmer winter conditions. This negative impact of summer heat and drought has increased during the past decades. This interaction between climate and site conditions and local adaptations is therefore decisive for the future performance and persistence of Scots pine populations in continental Mediterranean climates. Forecasting changes in the Scots pine range due to climate change should include this site-related information to obtain more realistic predictions, particularly in Mediterranean rear-edge areas

Functional traits determine plant co-occurrence more than environment or evolutionary relatedness in global drylands

Plant–plant interactions are driven by environmental conditions, evolutionary relationships (ER) and the functional traits of the plants involved. However, studies addressing the relative importance of these drivers are rare, but crucial to improve our predictions of the effects of plant–plant interactions on plant communities and of how they respond to differing environmental conditions. To analyze the relative importance of – and interrelationships among – these factors as drivers of plant–plant interactions, we analyzed perennial plant co-occurrence at 106 dryland plant communities established across rainfall gradients in nine countries. We used structural equation modelling to disentangle the relationships between environmental conditions (aridity and soil fertility), functional traits extracted from the literature, and ER, and to assess their relative importance as drivers of the 929 pairwise plant–plant co-occurrence levels measured. Functional traits, specifically facilitated plants’ height and nurse growth form, were of primary importance, and modulated the effect of the environment and ER on plant–plant interactions. Environmental conditions and ER were important mainly for those interactions involving woody and graminoid nurses, respectively. The relative importance of different plant–plant interaction drivers (ER, functional traits, and the environment) varied depending on the region considered, illustrating the difficulty of predicting the outcome of plant–plant interactions at broader spatial scales. In our global-scale study on drylands, plant–plant interactions were more strongly related to functional traits of the species involved than to the environmental variables considered. Thus, moving to a trait-based facilitation/competition approach help to predict that: (1) positive plant–plant interactions are more likely to occur for taller facilitated species in drylands, and (2) plant–plant interactions within woody-dominated ecosystems might be more sensitive to changing environmental conditions than those within grasslands. By providing insights on which species are likely to better perform beneath a given neighbour, our results will also help to succeed in restoration practices involving the use of nurse plants

A multiproxy study distinguishes environmental change from diagenetic alteration in the recent sedimentary record of the inner Cadiz Bay (SW Spain)

In this study, we reconstruct the recent environmental evolution of the inner Cadiz Bay using sedimentary records reaching back as far as AD 1700. We report lithological descriptions of the sediments and extensive mineralogical and geochemical analyses. An extraction technique that identifies different Fe phases provides an assessment of diagenetic alteration, which allows an estimation of the original organic matter inputs to the inner Cadiz Bay. Downcore variations in Corg/N ratios, δ13Corg and δ15N are related to changes in organic matter sources and the trophic state of the water column. The downcore records of selected trace metals (e.g. Pb, Zn and Cu) are interpreted to reflect changes in heavy metal pollution in the bay, while records of other elements (e.g. Mn and P) are likely overprinted by diagenetic alteration. Major environmental shifts took place during the 20th century, when the population around Cadiz Bay increased exponentially. Increases in sediment accumulation rates, organic matter inputs and heavy metal contents, in parallel with increases in δ13Corg and δ15N over this period, are interpreted as direct effects of the increasing anthropogenic influence in the area. The results of this study suggest that multiproxy approaches and detailed consideration of diagenetic overprinting are required to reconstruct past environmental conditions from coastal sediments