La dinámica de la tierra

Fil: Cingolani, Carlos Alberto. División Geología. Facultad de Ciencias Naturales y Museo. Universidad Nacional de La Plata; ArgentinaFil: Ramos, Víctor Alberto. Instituto de Estudios Andino (IDEAN). UB

The beginning and development of geology in Buenos Aires University

Las clases de Pellegrino Strobel en la Universidad de Buenos Aires marcan el comienzo de la enseñanza de la geología en Argentina. En los años transcurridos se pueden reconocer seis etapas. La primera etapa pionera iniciada por Strobel en 1865, culmina con Eduardo Aguirre y transcurre desde 1878 a 1906. La segunda consolida la enseñanza con Enrique Hermitte, quien forma los primeros profesionales que sirvieron al país en diferentes disciplinas y dirige las tesis de los primeros egresados. La tercera marca el inicio de la investigación geológica liderada por Juan Keidel y Pablo Groeber. Produce un cambio en la enseñanza y en las investigaciones, con la tesis doctoral en 1933 de Horacio J. Harrington de excelente nivel científico. Harrington como director del Instituto de Geología de la universidad y como profesor fue uno de los mejores geólogos argentinos de la primera mitad del siglo XX. El golpe militar en 1955 marca el inicio de la cuarta etapa liderada por Félix González Bonorino y caracterizada por una educación más sólida en diferentes especialidades y un moderno plan de estudios. Tuvo docentes de calidad, con profesores formados en el exterior y extranjeros, que enseñaron disciplinas poco desarrolladas en el país. El período 1966-1983 fue marcado por su opacidad, con algunas excepciones como el desarrollo del paleomagnetismo por Daniel Valencio y sus discípulos. La última etapa comienza con la vuelta a la democracia, que junto a concursos docentes abiertos sin restricciones, permite alcanzar el presente grado de desarrollo.The classes of Pellegrino Strobel at the University of Buenos Aires mark the beginning of geological teaching in Argentina. In these years six stages can be recognized. The first is a pioneering stage initiated by Strobel in 1865, culminating with Eduardo Aguirre who teaches geology from 1878 to 1906. The second stage consolidates teaching with Enrique Hermitte, who forms the first professionals who served the country in different disciplines and supervises the thesis of the first geologist graduates. The third stage marks the beginning of geological research, led by Juan Keidel and Pablo Groeber. It marks a change in teaching and research with the doctoral thesis in 1933 of Horacio J. Harrington of excellent scientific level. Harrington as director of the Institute of Geology of the University and as a teacher was one of the best Argentine geologists of the first half of the twentieth century. The military coup in 1955 marks the beginning of the fourth stage led by Felix González Bonorino characterized by a more solid education in different disciplines and modern curriculum. He had quality professors, with teachers trained abroad and foreigners, who taught disciplines underdeveloped in the country. The years between 1966 and 1984 were marked by their opacity, with some exceptions such as the development of paleomagnetism by Daniel Valencio and his disciples. The last stage starts with the return to democracy, with open and unrestricted educational contests, which allow gradually reaching the present level of development.Facultad de Ciencias Naturales y Muse

Geología de los primeros contrafuertes de la Puna saltojujeña entre San Antonio de los Cobres y el Moreno

Fil: Ramos, Víctor Alberto. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales; Argentina

The beginning and development of geology in Buenos Aires University

Las clases de Pellegrino Strobel en la Universidad de Buenos Aires marcan el comienzo de la enseñanza de la geología en Argentina. En los años transcurridos se pueden reconocer seis etapas. La primera etapa pionera iniciada por Strobel en 1865, culmina con Eduardo Aguirre y transcurre desde 1878 a 1906. La segunda consolida la enseñanza con Enrique Hermitte, quien forma los primeros profesionales que sirvieron al país en diferentes disciplinas y dirige las tesis de los primeros egresados. La tercera marca el inicio de la investigación geológica liderada por Juan Keidel y Pablo Groeber. Produce un cambio en la enseñanza y en las investigaciones, con la tesis doctoral en 1933 de Horacio J. Harrington de excelente nivel científico. Harrington como director del Instituto de Geología de la universidad y como profesor fue uno de los mejores geólogos argentinos de la primera mitad del siglo XX. El golpe militar en 1955 marca el inicio de la cuarta etapa liderada por Félix González Bonorino y caracterizada por una educación más sólida en diferentes especialidades y un moderno plan de estudios. Tuvo docentes de calidad, con profesores formados en el exterior y extranjeros, que enseñaron disciplinas poco desarrolladas en el país. El período 1966-1983 fue marcado por su opacidad, con algunas excepciones como el desarrollo del paleomagnetismo por Daniel Valencio y sus discípulos. La última etapa comienza con la vuelta a la democracia, que junto a concursos docentes abiertos sin restricciones, permite alcanzar el presente grado de desarrollo.The classes of Pellegrino Strobel at the University of Buenos Aires mark the beginning of geological teaching in Argentina. In these years six stages can be recognized. The first is a pioneering stage initiated by Strobel in 1865, culminating with Eduardo Aguirre who teaches geology from 1878 to 1906. The second stage consolidates teaching with Enrique Hermitte, who forms the first professionals who served the country in different disciplines and supervises the thesis of the first geologist graduates. The third stage marks the beginning of geological research, led by Juan Keidel and Pablo Groeber. It marks a change in teaching and research with the doctoral thesis in 1933 of Horacio J. Harrington of excellent scientific level. Harrington as director of the Institute of Geology of the University and as a teacher was one of the best Argentine geologists of the first half of the twentieth century. The military coup in 1955 marks the beginning of the fourth stage led by Felix González Bonorino characterized by a more solid education in different disciplines and modern curriculum. He had quality professors, with teachers trained abroad and foreigners, who taught disciplines underdeveloped in the country. The years between 1966 and 1984 were marked by their opacity, with some exceptions such as the development of paleomagnetism by Daniel Valencio and his disciples. The last stage starts with the return to democracy, with open and unrestricted educational contests, which allow gradually reaching the present level of development.Facultad de Ciencias Naturales y Muse

La dinámica de la Tierra

La Tierra es un planeta dinámico, subdividido internamente en “capas” que interactúan dependiendo de la energía interna. Entre los procesos naturales que se manifiestan sobre la superficie están la actividad sísmica y volcánica que ha llamado siempre la atención de sus habitantes. ¿Por qué y cómo ocurren estos fenómenos? Conocer los procesos geológicos que dan lugar a estos cambios constantes nos dará la respuesta.Fundación Museo La Plat

La dinámica de la Tierra

La Tierra es un planeta dinámico, subdividido internamente en “capas” que interactúan dependiendo de la energía interna. Entre los procesos naturales que se manifiestan sobre la superficie están la actividad sísmica y volcánica que ha llamado siempre la atención de sus habitantes. ¿Por qué y cómo ocurren estos fenómenos? Conocer los procesos geológicos que dan lugar a estos cambios constantes nos dará la respuesta.Fundación Museo La Plat

Pre-Carboniferous Tectonic Evolution of the San Rafael Block, Mendoza Province

The pre-Carboniferous evolution of the San Rafael Block is described in different stages. The first one is referred to the Mesoproterozoic basement derived from a complex plutonic and volcanic protolith of Cerro La Ventana Formation. The signature of this basement indicates a common origin with the present eastern part of Laurentia. The carbonate platform of Cuyania terrane has been drifted away during Early Cambrian to Early Ordovician times. The Ordovician silico-carbonate sequences of the San Rafael Block are unconformably deposited over the basement near the present eastern slope of the Cuyania terrane. Detrital zircon ages show a provenance derived from Mesoproterozoic source. The El Nihuil dolerites with a tholeiitic ocean floor signature considered the southern end of the Famatinian ophiolites were interpreted as a Late Ordovician–Early Silurian extensional event. The collision of Cuyania produced a new west polarity subduction and a magmatic arc, represented by the Devonian Rodeo de la Bordalesa tonalite and the granitoids of the “Agua Escondida Mining District”. The Late Silurian–Early Devonian sequences of La Horqueta and Río Seco de los Castaños formations were deformed during the collision and accretion of the Chilenia terrane against the proto-Andean margin, and recorded an east vergent cleavage developed on the previous deformed rocks. This collision produced the strong angular unconformity between the La Horqueta/Río Seco de los Castaños Formations and the El Imperial Formation (Upper Paleozoic). The new subduction with east polarity characterized the beginning of the Gondwanian cycle. The new magmatic arc was interrupted by the intense Lower Permian deformation of the San Rafael tectonic phase.Centro de Investigaciones GeológicasUniversidad de Buenos Aire

Gamification in Physical Education: A Systematic Review

[Abstract] Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom

Variations in Manual Dexterity in 11- and 12-Year-Old Children in the North of Spain in the SARS-CoV-2 Lockdown

This article belongs to the Special Issue "Physical Education: Present and Future"[Abstract] Between March and June 2019, the SARS-CoV-2 virus broke out in Spain. The lockdown in response entailed the modification of certain habits in the infant–juvenile population, such as those related to the practice of physical activity and the implications derived from it. The aim of this study was to learn the impacts that lockdown had on manual dexterity in children aged 11–12 years. Methods: A total of 50 Spanish children aged 11–12 years (M = 11.40; SD = 0.50) participated, 33 (66%) boys and 17 (34%) girls. The Movement Assessment Battery for Children 2 (Movement ABC-2) and an ad hoc questionnaire for socio-demographic data and other relevant information were administered for the data collection. Results: There are significant differences (p < 0.05) in the results for the manual dexterity variables measured by the peg turning and line drawing tests as well as by the measured, scalar and percentile dimension scores for manual dexterity between before and after the lockdown in both boys and girls. No significant differences were found in measurements related to the triangle assembly variable (p = 0.125). Conclusions: A significant negative impact of SARS-CoV-2 lockdown on manual dexterity values was evident in boys and girls aged 11–12 year

News of the Pedagogical Models in Physical Education: A Quick Review

[Abstract] In the last two decades, research has proliferated in the field of pedagogical models used in school Physical Education. The growth is so high that it is necessary to do a quick review to know which models currently exist and which are emerging. The objective of this work is to collect all the models or pedagogical approaches present in the scientific literature related to school Physical Education and to make known, to the scientific and academic community, its main purposes and characteristics. A quick review of the literature found in the Web of Science and Scopus databases has been carried out using “pedagogical model” and “Physical Education” as descriptors. The results revealed a total of 19 pedagogical approaches that record scientific evidence linked to their application in the classroom. It was detected that some models or approaches were more scientifically supported than others, as is the case for Cooperative Learning, Sports Education, or Teaching Games for Understanding, while others barely registered in international scientific literature. It was concluded that researchers need to work together with Physical Education teachers to analyze the effectiveness of all these approaches. School teachers are also encouraged to vary their pedagogical approach depending on the content they are working on and the positive effects they are looking for in the psychic, motor, affective-emotional, and social domains of the students. Finally, it is proposed to researchers who promote new models or approaches a greater clarity of these to facilitate their application in the field of school Physical Education, since some difficulty has been detected in the practical application of some approaches