Rol Docente como Mediador del Desarrollo Socioemocional a través de la Educación a Distancia en Niñas y Niños de 3 Años de una Institución Educativa Inicial Pública del Distrito del Cercado de Lima

Las niñas y niños desarrollan sus habilidades socioemocionales gracias a las experiencias e interacciones que se dan en el hogar y la escuela. Sin embargo, a partir del nuevo contexto del aislamiento social, han surgido grandes desafíos. Las y los pequeños al permanecer aislados están propensos a afectar este desarrollo. Es aquí donde el rol docente como mediador del desarrollo socioemocional es de vital importancia, por ello, es imprescindible que este acompañamiento y apoyo socioemocional en las niñas y niños se brinde también a través de la educación a distancia. La presente investigación busca como objetivo general: Describir el rol del docente como mediador del desarrollo socioemocional a través de la educación a distancia en las niñas y niños de 3 años de una Institución Educativa Inicial Pública del distrito del Cercado de Lima. Esto se basa en dos objetivos específicos, los cuales son: Caracterizar el desarrollo socioemocional en las niñas y niños de 3 años e identificar el rol del docente como mediador del desarrollo socioemocional en las niñas y niños de 3 años a través de la educación a distancia. Asimismo, esta investigación es de alcance descriptiva y el método a emplear es el estudio de casos. Finalmente, esta investigación recopiló información de la experiencia de 3 docentes del aula de 3 años en la modalidad de educación a distancia quienes mencionaron los retos obtenidos para brindar un adecuado desarrollo socioemocional en esta nueva modalidad educativa, así como su opinión constructiva acerca de la estrategia Aprendo en Casa.Children develop their social-emotional skills through experiences and interactions that take place at home and at school. However, from the new context of social isolation, great challenges have arisen. Girls and boys, by being isolated, are prone to affect this development. This is where the teaching role as a mediator of socio-emotional development is of vital importance, therefore, it is important that this accompaniment and socio-emotional support in girls and boys is also provided through distance education. The present research seeks as a general objective: Describe the role of the teacher as a mediator of socio-emotional development through distance education in 3-year-old girls and boys of a Public Educational Institution in the Cercado de Lima district. This is based on two specific objectives, which are: Characterize the socio emotional development in 3-year-old girls and boys and identify the role of the teacher as a mediator in the socio-emotional development of 3-year-old girls and boys in distance education. Likewise, this research is descriptive in scope and the method to be used is the case study. Finally, this research compiled information from the experience of 3 3-year-old classroom teachers in the distance education modality who mentioned the challenges obtained to provide adequate socio-emotional development in this new educational modality, as well as their constructive opinion about the strategy “Aprendo en Casa”

Implementación del bachillerato internacional para la calidad del servicio educativo, Ica 2022

Esta investigación tiene como finalidad identificar la posibilidad de implementar el programa del Bachillerato Internacional en las Instituciones Educativas Públicas del Perú, ya que este promueve un servicio de calidad en la enseñanza y aprendizaje de todos los agentes educativos del centro de estudios. Se describe también cuáles son los estándares que se trabajan en este programa educativo y los atributos que se desarrollan a lo largo de la etapa escolar. Asimismo, se busca describir la formación docente que se debe trabajar para llevar a cabo esta nueva propuesta educativa y contar con las herramientas necesarias para brindar espacios de aprendizajes diversos, inclusivos y que permitan el desarrollo de diferentes habilidades. Finalmente, se reconoce qué recursos son necesarios para mejorar el servicio educativo en los colegios públicos, de tal manera que se tenga acceso a mejor tecnología educativa y conectividad con miembros de otras partes del país y del mundo

The existence and break-up of the Antarctic land bridge as indicated by both amphi-Pacific distributions and tectonics

Amphi-Pacific disjunct distributions between South America and Australasia are correlated with the breakup and changing palaeo-climate of Gondwana. For a long period, with a temperate climate, Antarctica formed a land bridge between Australia and South America, allowing species to disperse/vicariate between both continents. Dated phylogenies in the literature, showing sister-clades with a distribution disjunction between South America and Australia, were used for the correlation. The initiation of the Antarctic Circumpolar Current, and a change to a colder Antarctic climate is associated with the opening of the Drake Passage between South America and Antarctica at c. 30 Ma, and the final separation of Australia and Antarctica along the South Tasman Rise at c. 45 Ma. The distribution data highlighted the existence of a southern disjunct distribution pattern, which may be the result of continental vicariance/dispersal. This is strongly indicative of a connection between Antarctica, South America and Australia; which later provided a dispersal pathway and facilitated vicariance after break up. The taxa that likely dispersed/vicariated via Antarctica included all species with a more (sub)tropical climate preference. Twelve distributions, younger than 30 Ma, are interpreted as the result of long distance dispersal between South America and Australia; these taxa are suited to a temperate climate. The climatic signal shown by all taxa is possibly a consequence of the Australian plate\u27s asynchronous rifting over tens of millions of years in combination with climate changes. These events may have provided opportunities for tropical and sub-tropical species to disperse and speciate earlier than what we observe for the more temperate taxa

Evidence for a hopping mechanism in metal|single molecule|metal junctions involving conjugated metal–terpyridyl complexes; potential-dependent conductances of complexes [M(pyterpy)₂] ²⁺ (M = Co and Fe; pyterpy = 4′-(pyridin-4-yl)-2,2′:6′,2′′-terpyridine) in ionic liquid

Extensive studies of various families of conjugated molecules in metal|molecule|metal junctions suggest that the mechanism of conductance is usually tunnelling for molecular lengths < ca. 4 nm, and that for longer molecules, coherence is lost as a hopping element becomes more significant. In this work we present evidence that, for a family of conjugated, redox-active metal complexes, hopping may be a significant factor for even the shortest molecule studied (ca. 1 nm between contact atoms). The length dependence of conductance for two series of such complexes which differ essentially in the number of conjugated 1,4-C₆H₄- rings in the structures has been studied, and it is found that the junction conductances vary linearly with molecular length, consistent with a hopping mechanism, whereas there is significant deviation from linearity in plots of log(conductance) vs. length that would be characteristic of tunnelling, and the slopes of the log(conductance)–length plots are much smaller than expected for an oligophenyl system. Moreover, the conductances of molecular junctions involving the redox–active molecules, [M(pyterpy)₂] ²⁺/³⁺ (M = Co, Fe) have been studied as a function of electrochemical potential in ionic liquid electrolyte, and the conductance–overpotential relationship is found to fit well with the Kuznetsov–Ulstrup relationship, which is essentially a hopping description

Highly Variable Chloroplast Markers for Evaluating Plant Phylogeny at Low Taxonomic Levels and for DNA Barcoding

BACKGROUND: At present, plant molecular systematics and DNA barcoding techniques rely heavily on the use of chloroplast gene sequences. Because of the relatively low evolutionary rates of chloroplast genes, there are very few choices suitable for molecular studies on angiosperms at low taxonomic levels, and for DNA barcoding of species. METHODOLOGY/PRINCIPAL FINDINGS: We scanned the entire chloroplast genomes of 12 genera to search for highly variable regions. The sequence data of 9 genera were from GenBank and 3 genera were of our own. We identified nearly 5% of the most variable loci from all variable loci in the chloroplast genomes of each genus, and then selected 23 loci that were present in at least three genera. The 23 loci included 4 coding regions, 2 introns, and 17 intergenic spacers. Of the 23 loci, the most variable (in order from highest variability to lowest) were intergenic regions ycf1-a, trnK, rpl32-trnL, and trnH-psbA, followed by trnS(UGA)-trnG(UCC), petA-psbJ, rps16-trnQ, ndhC-trnV, ycf1-b, ndhF, rpoB-trnC, psbE-petL, and rbcL-accD. Three loci, trnS(UGA)-trnG(UCC), trnT-psbD, and trnW-psaJ, showed very high nucleotide diversity per site (π values) across three genera. Other loci may have strong potential for resolving phylogenetic and species identification problems at the species level. The loci accD-psaI, rbcL-accD, rpl32-trnL, rps16-trnQ, and ycf1 are absent from some genera. To amplify and sequence the highly variable loci identified in this study, we designed primers from their conserved flanking regions. We tested the applicability of the primers to amplify target sequences in eight species representing basal angiosperms, monocots, eudicots, rosids, and asterids, and confirmed that the primers amplified the desired sequences of these species. SIGNIFICANCE/CONCLUSIONS: Chloroplast genome sequences contain regions that are highly variable. Such regions are the first consideration when screening the suitable loci to resolve closely related species or genera in phylogenetic analyses, and for DNA barcoding

Evolutionary relationships in Ephedra (Gnetales), with implications for seed plant phylogeny

Evolutionary relationships in Ephedra are difficult to resolve, mainly because there are few informative characters in investigated loci and long distances to outgroups. We address these problems by using a large data set that includes information from seven plastid and nuclear loci and 204 vascular plants. The deepest divergences in Ephedra are weakly supported and differ by analytical method, but they indicate a basal grade of species distributed in the Mediterranean area. New World species are monophyletic, with a South American clade possibly nested within a North American clade. A mainly Asian clade comprises several well‐supported subgroups, of which some are endemic to restricted geographic regions in East or Central Asia; others have a broad distribution that may extend into Europe (E. distachya, E. major) and/or Africa (E. pachyclada–E. somalensis). Ephedra laristanica and E. somalensis are nested within other species, whereas the recognition of E. milleri as a separate species is supported. Our results provide another example of how exceptionally difficult it is to disentangle the early divergences of seed plants. Bayesian analysis strongly supports the “gnetifer” hypothesis, a result rarely found in the literature, but it conflicts with our results from only chloroplast data (“gne‐cup”) and with results of most maximum parsimony analyses (“Gnetales sister”)

Jazz Lecture Series (North Texas State University)

Recording of a Jazz Lecture Series presentation by Burt Korall on February 12, 1985 at 9:30AM at the UNT College of Music. Includes lectures by Burt Korall