Principles of the specialized formation of the school principal. A proposal from the systematization

La formulación de un sistema de principios de la formación especializada del director escolar, para explicar teóricamente dicho proceso y ofrecer orientación metodológica que viabilice su realización práctica, constituyó el objetivo de una investigación cuya fundamentación teórica, concepción metodológica y resultados se exponen en este artículo. La estrategia metodológica para alcanzar dicho objetivo fue la sistematización de la experiencia teórica precedente relativa a la formación de los directores escolares, otros profesionales de la educación, directivos empresariales y otros grupos de recursos laborales, mediante el examen exhaustivo de una vasta literatura. Los principios establecidos fueron: a) el principio del vínculo entre la formación inicial del educador y la formación especializada (inicial y permanente) para la dirección escolar; b) el principio de la condicionalidad entre los referentes orientadores y la pertinencia social de la formación; c) el principio del enfoque sistémico, progresivo y planeado de la formación; d) el principio de la relación entre el contenido contextualizado de la formación, el trabajo cooperado en grupo y la atención diferenciada en el proceso formativo, y; e) el principio de la relación entre la sistematicidad de la evaluación y el mejoramiento cualitativo del proceso y los resultados de la formaciónThe formulation of a system of principles for the specialized formation of the school principal, in order to explain this process theoretically and to offer methodological orientations that help putting this into practice, was the main concern of a research task; its theoretical framework, the methodological conception, and results are included in this article. The methodological strategy followed to reach such objective was the systematization of the preceding theoretical experience related to the formation of school principals, other professionals of education, enterprise executives, and other working staff. The systematization process involved a detailed revision of a wide range of bibliographical sources. The established principles are the following: a) the link between the initial formation of the educator and the specialized formation (initial and permanent) for school leadership, b) the conditioned character between the orientation referents and the social pertinence of the formation, c) the systemic, progressive, and planned approach of the formation, d) the relation between the contextualized content of the formation, the cooperative group work, and the attention to individual differences in the formative process, and e) the relation between the systematic character of evaluation and the qualitative improvement of the process and the results of the formatio

Tectono-stratigraphic basin evolution in the Tehuacán-Mixteca highlands, south western México

The morphological evolution of the basins in the Sierra Madre del Sur (SMS), southern México is poorly understood. This work explains for the first time the geomorphological development of the tectonic, fluvially-interconnected SMS basins named San Juan Raya (SJRb) and Zapotitlán (ZAPb). The evolution of the SJRb and ZAPb are analysed within the context of the transformations of the well-studied Tehuacán basin (TEHb). A new interpretation of a series of tectonic features of the TEHb valley area is also presented. Published geological data and extensive field work provided the basis for our geomorphological and evolutionary interpretation of basin evolution of this part of Mesoamerica during the late Cenozoic. Stratigraphic and sedimentary records suggest that after the late Cretaceous-early Cenozoic orogeny the TEHb and ZAPb were closed basins, and that the TEHb graben system was activated during the Paleogene as a response to the dominant regional NW-SE trending faults. We propose that the ZAPb and SJRb formed sequentially during the Neogene as a result of new E-W, N-S and NE-SW faults. The continuation of the TEHb extension during the Oligocene widened its lowland area and allowed the formation of an extensive lake. No alluvial or fluvial records of this interval are found in the ZAPb and SJRb. No sedimentation rather than formation and subsequent erosion of such sediments is supported by the basin morphology and by the absence of re-worked alluvial deposits at the outlet area where both connect to the TEHb. By middle to late Miocene the TEHb lost its endorheic configuration, ending the lake-type deposition while new faults initiated the opening of the ZAPb. Intensive tectonics, alluvial deposition and the confinement of the Tehuacán lake to the north sector of this basin characterised the Pliocene. During the late Pliocene to the early Pleistocene the formation of the SJRb was initiated. Quaternary faulting related to basin extension along the north watershed of the SJRb and ZAPb is supported by independent data on the biogeography of the cactus Mammillaria pectinifera. We introduce the idea that the departure from the regional NW-SE fault alignment that formed the major Miocene basins to a more local E-W trend that formed Neogene-Quaternary basins was probably a response to the latest post-orogenic relaxation of the crust in the Mixteca terrane

Hyperostosis frontalis interna (HFI). Morgagni – Stewart – Morel (MSM) syndrome

La hiperostosis frontal interna (HFI) se caracteriza por un engrosamiento bilateral y simétrico de la tabla interna del hueso frontal, con una prevalencia del 5-12% en la población general. La HFI ha sido descrita como una condición independiente y como parte del síndrome de Morgagni-Stewart-Morel. Se considera que puede ser el resultado de un desequilibrio hormonal, principalmente asociado al metabolismo. La HFI es generalmente un hallazgo incidental, y aunque suele ser asintomático, a veces puede causar síntomas clínicosHFI is characterized by a bilaterally symmetrical thickening of the inner table of frontal bone. It has been reported in 5 to 12% of the general population. HFI has been postulate to be an independent condition or part of the Morgagni-Stewart-Morel. It is considered a result of a disbalance of hormones mainly linked to metabolism. HFI is usually an asymptomatic incidental finding, although sometimes it can cause clinical symptom

EL PROCESO PEDAGÓGICO DE LA FORMACIÓN ESPECIALIZADA DEL DIRECTOR ESCOLAR: SUS COMPONENTES DINAMIZADORES

The article discusses a study on the pedagogical process of the specialized training of school principals. It exposes a systematization of previous theoretical developments related to the components (teaching methods, teaching media and forms of organization) of the afore mentioned process. Likewise, the paper offers a classification of two of these components (the teaching methods and the forms of organization). The teaching methods are classified based on the nature of the approach to the content of the school management practice, which leads to the recognition of three types: a) methods for the theoretical-conceptual approach to the content of the school management practice; b) methods for the practical approach to the content of the school management and; c) methods for the critical-reflexive and transformative approach to the content of the school management practice. In the case of the forms of organization, two groups are proposed: a) those focused on individualized learning and; b) those focused on collective (group) learning. The latter classification is based on the degree of individualization or collectivization in which the process takes place. The proposal includes the suggestion of a set of teaching methods and forms of organization suitable to achieve the effectiveness of the formative process of school principals; as well as recommendations for the selection and use of relevant teaching media.El artículo divulga parte de un resultado investigativo consistente en una caracterización del proceso pedagógico de la formación especializada de los directores escolares. Expone una sistematización del desarrollo teórico precedente relacionado con los componentes dinamizadores (los métodos, los medios y las formas de organización) de dicho proceso y da a conocer una propuesta en la que se fundamentan sendas clasificaciones específicas sobre dos de esos componentes (los métodos y las formas de organización). Para la clasificación de los métodos se toma como criterio “la naturaleza del acercamiento al contenido de la práctica directiva escolar que propicia su utilización” y, a partir de ello, se reconocen tres tipologías: a) métodos para el acercamiento teórico-conceptual al contenido de la práctica directiva escolar; b) métodos para el acercamiento práctico al contenido de la dirección escolar y; c) métodos para el acercamiento crítico-reflexivo-transformador al contenido de la práctica directiva escolar. En el caso de las formas de organización se proponen dos grupos: a) las centradas en el aprendizaje individualizado y; b) las centradas en el aprendizaje en colectivo (grupal); al considerar como criterio de clasificación “el grado de individualización/colectivización en que transcurre el proceso”. La propuesta incluye la sugerencia de un conjunto de métodos y formas de organización (tradicionales y contemporáneos) que han probado su idoneidad para alcanzar la efectividad del proceso formativo de los directores escolares; así como recomendaciones asociadas a la selección y empleo de los medios de enseñanza que, de igual modo, pueden favorecer su pertinencia

Fundamentos para una concepción téorico-metodológica de la formación especializada del director escolar

The new requirements stated to the school today demand the specialization and professionalization of the school principal, processes where his specialized training has a decisive role. A proposal of foundations is presented for the creation of a theoretical-methodological conception of such training establishing: its singular nature, the need of its development in stages systemically related; its realization through the combination of ways of the postgraduate education, the methodological work and the scientific-pedagogical activity; and its significance as a process where two other sub processes are distinguished: the first one pedagogical, which claims for the application of special didactical-methodological criteria and recommendations, and another managerial, which execution means a group of specific implications.Las nuevas exigencias que se plantean a la dirección de la escuela demandan de la especialización y profesionalización de los directores escolares, procesos en  los que tiene un papel decisivo su formación especializada.  Se presenta una propuesta de fundamentos para la modelación de una concepción teórico-metodológica de dicha formación, que precisan: su carácter singular; la necesidad de su realización  por etapas sistémicamente relacionadas; su concreción mediante el empleo combinado de formas de la educación de postgrado, el trabajo metodológico y la actividad científico–pedagógica; y su consideración como un proceso en el que se distinguen dos subprocesos: uno pedagógico, que reclama la aplicación de  criterios y recomendaciones didáctico- metodológicas especiales, y otro directivo, cuya ejecución supone también un  conjunto de implicaciones específicas

Historic evolution of the formation process of school principals in Cuba

This study is an outcome of the School Principal´s Formation Project that aimed at characterizing the historical evolution of the school principals` formation process in Cuba. The three last stages of the national historical evolution were considered to accomplish this study. These stages are acknowledged by the Cuban History Institution and they are: The Colonial Stage (1942-1898), the New colonial Stage (1899-1958) and the Revolutionary Stage (1959-till nowadays). The following indicators were used to characterize the stages: 1) the principal as an outstanding personality in the school institution; 2) the specific formation for school management as a formalized practice and 3) the school principal´s formation as a study object

Foundations for a theoretical methodological conception of the specialized training of the school principal

The new requirements stated to the school today demand the specialization and professionalization of the school principal, processes where his specialized training has a decisive role. A proposal of foundations is presented for the creation of a theoretical-methodological conception of such training establishing: its singular nature, the need of its development in stages systemically related; its realization through the combination of ways of the postgraduate education, the methodological work and the scientific-pedagogical activity; and its significance as a process where two other sub processes are distinguished: the first one pedagogical, which claims for the application of special didactical-methodological criteria and recommendations, and another managerial, which execution means a group of specific implications

La preparación para la dirección escolar en la formación inicial del docente. Diagnóstico de una universidad pedagógica cubana

En el presente artículo se describe el estado de la preparación para la dirección escolar en el proceso de formación inicial de los docentes, en la Universidad de Ciencias Pedagógicas José de la Luz y Caballero de Holguín (Cuba). Un diagnóstico fáctico basado en la revisión de documentos y en entrevistas y encuestas aplicadas a estudiantes, directivos y egresados, muestra que la concepción curricular de la formación inicial no incluye, de manera intencionada, el objetivo de una preparación básica para la dirección escolar. Como parte del componente extracurricular de la formación se destaca el papel del movimiento de la Pre-Reserva Especial Pedagógica (pre-rep), orientado a la motivación y familiarización de estudiantes con disposición y potencialidades para el futuro ejercicio de responsabilidades y tareas directivas

Seedlings from marginal and core populations of European beech (Fagus sylvatica L.) respond differently to imposed drought and shade

Warming temperatures and altered precipitation patterns threaten plant populations worldwide. European beech (Fagus sylvatica) is a species that expresses both high phenotypic plasticity and local adaptation among populations. Beech seedlings’ susceptibility to prolonged drought may be dictated by their immediate light environment. We tested whether seedlings of four beech provenances, from contrasting edaphoclimatic environments, expressed differences in trait responses to imposed water stress under sun and shade treatments. Populations from the southern range margin were expected to display greater water-stress tolerance and core populations’ faster growth rates in the absence of abiotic limitations. Both high light and water stress induced differences in trait responses among provenances, but traits that failed to respond to our experimental treatments likewise did not segregate at the provenance level. Hence, those traits responding to light, e.g., increasing leaf flavonol index and leaf mass area, also tended to differ among rovenances. Similarly, there was evidence of local adaptation among provenances in traits, like midday leaf water potential, responding to water stress. Exceptionally, there was a three way interaction water- × -light- × -provenance for stomatal conductance which converged among provenances under water stress. Leaf chlorophyll content also varied both with light and water in a provenance-specific manner. We found core provenances’ growth traits to outperform others under favourable onditions, whereas southern and high-elevation populations displayed traits adapted to tolerate high irradiance. Only stomatal conductance produced a complementary interactive response between light- × -water across provenances, whereas other traits responded less to combined water stress and high irradiance than to either treatment alone.Peer reviewe

Hyperostosis frontalis interna (HFI). Morgagni - Stewart- Morel (MSM) syndrome

[ES] La hiperostosis frontal interna (HFI) se caracteriza por un engrosamiento bilateral y simétrico de la tabla interna del hueso frontal, con una prevalencia del 5-12% en la población general. La HFI ha sido descrita como una condición independiente y como parte del síndrome de Morgagni-Stewart-Morel. Se considera que puede ser el resultado de un desequilibrio hormonal, principalmente asociado al metabolismo. La HFI es generalmente un hallazgo incidental, y aunque suele ser asintomático, a veces puede causar síntomas clínicos. [EN] HFI is characterized by a bilaterally symmetrical thickening of the inner table of frontal bone. It has been reported in 5 to 12% of the general population. HFI has been postulate to be an independent condition or part of the Morgagni-Stewart-Morel. It is considered a result of a disbalance of hormones mainly linked to metabolism. HFI is usually an asymptomatic incidental finding, although sometimes it can cause clinical symptoms