El papel del entrenador de iniciación

Este capítulo pretende resaltar el papel del entrenador de iniciación, que es fundamental para que el niño realice un correcto proceso de enseñanzaaprendizaje, incluso para conseguir un adecuado desarrollo psico-evolutivo. El gran interés que nos suscita el trabajo que debe desarrollar el entrenador de iniciación nos ha obligado a preguntarnos, en cierta manera, quién debería llevar a cabo este trabajo, qué debería enseñar en tan complicada tarea, cómo debería afrontar la enseñanza con niños tan jóvenes, cuándo y cuánto enseñar los diferentes objetivos y contenidos programados y, por último, por qué debería acabar pensando básicamente en enseñar y educar, reflexionando y dudando constantemente sobre la materia impartida.This chapter expects to highlight the role of the initiation coach, which is essential for the kid to have a correct teaching and learning process, even to achieve an adequate psychological and evolutionary development. The great interest that is provoked to us by the work, which must be developed by an initiation coach, has forced us to question ourselves, in a way, who should carry out this work, what should that individual teach within this complex task , how should that person face the learning with children at such an younger age, when and how much teach the diverse objectives and contents planned, and lastly, why should the coach end up thinking only about teaching and educating, reflecting and questioning continuously over the matter taught

Análisis teórico de la tolerancia como una percepción construida en el salón de clase

En este estudio se hizo el análisis teórico de la percepción del maestro de la carrera de Odontología de la Facultad de Estudios Superiores Iztacala de la UNAM de la tolerancia en el salón de clase para entender y mejorar los procesos de la enseñanza-aprendizaje. Al hacer la trascripción, teorización e interpretación del discurso del maestro acerca de la tolerancia desde la entrevista, encontramos primero la necesidad de corrección como forma de orientación fragmentando los diferentes campos del pensamiento del alumno; la intención de control de habla en el salón de clase, cuando el habla entre alumnos puede no ser negativa sino de retroalimentación mutua; de control de la participación, en oposición a una contribución activa del alumno a la construcción guiada del conocimiento y de control del discurso, predominando el habla técnica sin el establecimiento de enlaces con los acontecimientos cotidianos. Por lo tanto, para mejorar el proceso de enseñanza-aprendizaje es importante hacer énfasis en el aprendizaje cooperativo y significativo en oposición a la metodología tradicional, donde el alumno juegue el papel de ser transmisor de conociientos de unos a otros y el profesor no sea la única fuente de información.En aquest estudi es va realitzar l'anàlisi teòrica de la percepció del professor de la carrera d'Odontologia de la Facultat d'Estudis Superiors d'Iztacala de la UNAM envers la tolerància que aquest mostra a l'aula per entendre i millorar els processos d'ensenyament-aprenentatge. En fer la transcripció, teorització i interpretació del discurs del professor sobre la tolerància des de l'entrevista, trobem en primer lloc la necessitat de correcció com a forma d'orientació, fragmentant així els diferents camps de pensament de l'alumne; intenció de control del discurs a l'aula, quan el fet de parlar entre alumnes no necessàriament ha de ser negatiu sinó una fórmula de retroalimentació mútua; de control de la participació, en oposició a una contribució activa de l'alumne a la construcció guiada del coneixement i de control del discurs, on predomina el discurs tècnic sense establir enllaços amb els fets quotidians. Per tant, per millorar el procés d'ensenyament-aprenentatge és important posar l'èmfasi en l'aprenentatge cooperatiu i significatiu en oposició a la metodologia tradicional, on l'alumne tingui el paper de ser transmissor del coneixement dels uns als altres i el professor no sigui l'única font d'informació.In this study is made the theoretic analysis from the perception of the master from the career of odontology from the Facultad de Estudios Superiores Iztacala of UNAM of the toleration in the classroom for understand and improve the process from the teaching and learning. On make the transcription, theoretical and interpretation from the master discourse, about of the toleration since the interview, we encounter first the necessity of correction as a way of orientation and separation of different camps the though from the students with the intention of the control over the speaking in the classroom, although the speaking between pupils it isn't negative, if there is a mutual feedback for activate contribution from the pupil to guidance construction from the knowledge, prevailing the contact with the daily happening without the technical speech. So, it is important to make emphasis in the cooperative and significant learning in opposition on traditional methodology where the role play of the pupil is transmitter knowledge one another and the master isn't the fountain unique of information

Temporal trends in the diversity of durum wheat varieties grown in Spain based on gliadin alleles

Gliadin alleles are inherited co-dominantly, they have revealed large levels of inter-varietal polymorphism and identification of a genotype is possible immediately by the electrophoretic protein phenotype. The gliadin loci control the synthesis of a group of proteins named as blocks of gliadins. The main Gli loci are located on the chromosomes of the first (Gli-1) and sixth (Gli-2) homoeologous groups. Alleles at each locus differin number and electrophoretic mobility of encoded gliadins. This ensures a great diversity of the A-PAGE patterns and, therefore, provides a great possibility to distinguish a high number of wheat genotypes and to describe them in terms of gliadin allele composition (Fig.1). Comparative analysis of gliadin markers indifferent groups of wheats (old and new varieties, several samples of a cultivar…) may reveal genetic erosion, different types of selection and loss of genetic identity

O papel da aula e a transformação do indivíduo

Teacher's attitudes, ideologies and his/her common sense are part of the knowledge that he/she transmits to the students during the teaching and learning process. School determines the educational activity along with a vision of the world but these are dissociated from other activities that depend on education. Actually, school is not a place where the teaching-learning process takes place in a passive way, but a space for specific educational practices, where a struggle and negotiation of interests occur. In addition, knowledge construction at schools is oriented to sharing the personal meaning of concepts, experiences and thoughts. This will demand from the student an improvement of their language skills in order to attain the pragmatic function that language has as a guide for thinking.La transmisión de saberes en el aula y la formación de individuos son permeados por el sentido común y las ideologías y actitudes del profesor. La escuela impone la actividad educativa y las visiones del mundo, desvinculándola de otras actividades supeditadas a la educación. Por ello, la escuela no es un espacio donde se da el proceso pasivo de enseñanza-aprendizaje, sino un espacio de prácticas educativas específicas, en donde se dan la lucha y la negociación de intereses. La construcción del conocimiento en la escuela está orientada a compartir significados.A transmissão de conhecimentos na aula e a formação dos indivíduos estão impregnados pelo bom-senso, as ideologias e atitudes do professor. A escola impõe a atividade educativa e as visões do mundo, desvinculando-a de outras atividades dependentes da educação. Portanto, a escola não é um espaço onde ocorre o processo passivo de ensino-aprendizagem, mas um espaço de práticas educativas específicas nas que estão presentes a luta e a negociação de interesses. A construção de conhecimentos na escola é orientada a compartilhar significados

Diversity and Genetic structure of the Spanish collection of durum wheat (Triticum turgidum L) landraces

The objectives of this study were to assess diversity and genetic structure of a collection of Spanish durum wheat (Triticum turgidum L) landraces, using SSRs, DArTs and gliadin-markers, and to correlate the distribution of diversity with geographic and climatic features, as well as agro-morphological traits. A high level of diversity was detected in the genotypes analyzed, which were separated into nine populations with a moderate to great genetic divergence among them. The three subspecies taxa, dicoccon, turgidum and durum, present in the collection, largely determined the clustering of the populations. Genotype variation was lower in dicoccon (one major population) and turgidum (two major populations) than in durum (five major populations). Genetic differentiation by the agro-ecological zone of origin was greater in dicoccon and turgidum than in durum. DArT markers revealed two geographic substructures, east-west for dicoccon and northeast-southwest for turgidum. The ssp. durum had a more complex structure, consisting of seven populations with high intra-population variation. DArT markers allowed the detection of subgroups within some populations, with agro-morphological and gliadin differences, and distinct agro-ecological zones of origin. Two different phylogenetic groups were detected; revealing that some durum populations were more related to ssp. turgidum from northern Spain, while others seem to be more related to durum wheats from North Afric

Our ten years of work on transparet box business simulation

Traditional business games are of the so-called black-box type (BBBS=Black box business simulator); that is to say, the internal structure which generates the results of the simulation after decision-making is not known. As a result, the player normally operates by trial and error and bases his decisions on the symptoms of the problem (the observed behaviors of the system's variables) and not on the real causes of the problem (the system's structure). Since 1988 José A.D. Machuca has insisted that the business games based on System Dynamics models should be Transparent-box business simulators (TBBSs). That means that, during the game, the user has access to the structure of the underlying model and is able to relate it to the observed behaviors. The hypothesis is that such transparency would facilitate causal reflection and favor systemic learning of business problems. In 1990, the G.I.D.E.A.O. Research Group took action on this idea and centered one of its lines of research on this matter, with three main objectives: a) Creation of TBBSs, b) Introduction of TBBSs in undergraduate and graduate Management courses as well as in executive training, c) Experimentation in controlled environments in order to test the hypothesis mentioned in the above paragraph. Now, ten years after the birth of the idea, we would like to share in this paper the results obtained during that period