Educate without teachers?: Critical readings around Sugata Mitra

El objetivo de este artículo es dar a conocer a partir de una lectura crítica, la obra del investigador indio Sugata Mitra (SM). Se analizan las metodologías que subyacen a las experiencias desplegadas por este autor, y los principales ejes que articulan los debates en referencia al proceso de enseñanza-aprendizaje: la tensión entre el avance de la tecnología y la labor docente, las potencialidades que conlleva el aprendizaje en grupo, el rol de las preguntas formuladas por los docentes, y el valor del compromiso afectivo en el vínculo alumno-docente. También se plantean algunas líneas de discusión provenientes del análisis del modelo elaborado por SM, a saber: la tensión en la díada brechas digitales - desigualdades sociales, y la importancia del Estado en la planificación de la enseñanza.The aim of this article is to present, from a critical point of view, the work performed by the Indian researcher Sugata Mitra (SM). We analyze the underlying methods deployed along his experiences and the main ideas that articulate the debates around the teaching-learning process: the tension between the advancement of technology and teaching, the potentialities involved in group learning, the role of the questions formulated by the teachers, and the value of the affective commitment in the student-teacher bond. Furthermore, some lines of discussion are proposed from the analysis of the model developed by SM, namely: the tension in the dyad digital gaps - social inequalities, and the role of the State in the planning of education.Fil: Sala, Hernán. Universidad de Buenos Aires. Ciclo Básico Común; ArgentinaFil: Arias, Cora Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad de Buenos Aires. Ciclo Básico Común; ArgentinaFil: Rango, Marina. Universidad de Buenos Aires. Ciclo Básico Común; Argentin

What we learn from the X-Ray grating spectra of Nova SMC 2016

Peer ReviewedPostprint (published version

Els gossos de recerca i rescat

Treball presentat a l'assignatura de Deontologia i Veterinària Legal (21223

Microwave Assisted Synthesis of Pyridophenoxazinones, a Class of Powerful Antiproliferative Compounds

In order to obtain new antiproliferative compounds good for acting through the forementioned mechanisms, including DNA intercalation and topoisomerase inhibition, our attention was focused on the derivatives of pyridophenoxazinone (PPH, 1 R=H) system, an iminoquinone containing a planar tetracyclic system suitable for intercalating DNA G-C base pairs in a site specific mode(2). Namely, we designed, after molecular modeling calculations, PPH carboxyamide derivatives holding at C-9 and C-10 positions an amino acidic chain or a sugar. Unfortunately, the real obstacle to the availability of such molecule was represented by their synthesis. Therefore, in our opinion it seems to be worthwhile to report a new microwave (μW) assisted synthetic procedure to prepare PPH carboxyamides. In order to assess the validity of our method, we applied the procedure to the synthesis of variously substituted PPHs 1 and received evidence that microwave irradiation enables the preparation of those compounds in high yields and short reaction times

Nova LMC 2009a as observed with XMM–Newton, compared with other novae

ABSTRACT We examine four high-resolution reflection grating spectrometers (RGS) spectra of the February 2009 outburst of the luminous recurrent nova LMC 2009a. They were very complex and rich in intricate absorption and emission features. The continuum was consistent with a dominant component originating in the atmosphere of a shell burning white dwarf (WD) with peak effective temperature between 810¿000 K and a million K, and mass in the 1.2–1.4 M¿ range. A moderate blue shift of the absorption features of a few hundred km s-1 can be explained with a residual nova wind depleting the WD surface at a rate of about 10-8 M¿ yr-1. The emission spectrum seems to be due to both photoionization and shock ionization in the ejecta. The supersoft X-ray flux was irregularly variable on time-scales of hours, with decreasing amplitude of the variability. We find that both the period and the amplitude of another, already known 33.3-s modulation varied within time-scales of hours. We compared N LMC 2009a with other Magellanic Clouds novae, including four serendipitously discovered as supersoft X-ray sources (SSS) among 13 observed within 16 yr after the eruption. The new detected targets were much less luminous than expected: we suggest that they were partially obscured by the accretion disc. Lack of SSS detections in the Magellanic Clouds novae more than 5.5 yr after the eruption constrains the average duration of the nuclear burning phase.Peer ReviewedPostprint (author's final draft

Hallazgos fundamentales sobre las renuncias al procedimiento judicial por violencia de género

En primer lugar se expondrán los resultados del análisis exploratorio realizado con el objetivo de recoger la información necesaria para el diseño de la herramienta a utilizar durante la fase de recogida de datos. Seguidamente se expondrán los resultados obtenidos en esta segunda fase de administración de los cuestionarios a las mujeres inmersas en el procedimiento judicial

¿Educar sin docentes? Lecturas críticas en torno a Sugata Mitra

El objetivo de este artículo es dar a conocer a partir de una lectura crítica, la obra del investigador indio Sugata Mitra (SM). Se analizan las metodologías que subyacen a las experiencias desplegadas por este autor, y los principales ejes que articulan los debates en referencia al proceso de enseñanza-aprendizaje: la tensión entre el avance de la tecnología y la labor docente, las potencialidades que conlleva el aprendizaje en grupo, el rol de las preguntas formuladas por los docentes, y el valor del compromiso afectivo en el vínculo alumno-docente. También se plantean algunas líneas de discusión provenientes del análisis del modelo elaborado por SM, a saber: la tensión en la díada brechas digitales - desigualdades sociales, y la importancia del Estado en la planificación de la enseñanza

¿Educar sin docentes? Lecturas críticas en torno a Sugata Mitra

El objetivo de este artículo es dar a conocer a partir de una lectura crítica, la obra del investigador indio Sugata Mitra (SM). Se analizan las metodologías que subyacen a las experiencias desplegadas por este autor, y los principales ejes que articulan los debates en referencia al proceso de enseñanza-aprendizaje: la tensión entre el avance de la tecnología y la labor docente, las potencialidades que conlleva el aprendizaje en grupo, el rol de las preguntas formuladas por los docentes, y el valor del compromiso afectivo en el vínculo alumno-docente. También se plantean algunas líneas de discusión provenientes del análisis del modelo elaborado por SM, a saber: la tensión en la díada brechas digitales - desigualdades sociales, y la importancia del Estado en la planificación de la enseñanza. Palabras clave: Práctica docente; TIC;  Aprendizaje autorregulado; Educación y Estado Educate without teachers? Critical readings around Sugata Mitra The aim of this article is to present, from a critical point of view, the work performed by the Indian researcher Sugata Mitra (SM). We analyze the underlying methods deployed along his experiences and the main ideas that articulate the debates around the teaching-learning process: the tension between the advancement of technology and teaching, the potentialities involved in group learning, the role of the questions formulated by the teachers, and the value of the affective commitment in the student-teacher bond. Furthermore, some lines of discussion are proposed from the analysis of the model developed by SM, namely: the tension in the dyad digital gaps - social inequalities, and the role of the State in the planning of education. Keywords: self-directed learning , ICT , Education and government , teaching practice

A Population Survey in Italy Based on the ICF Classification: Recognizing Persons with Severe Disability

Aim of this paper is to describe functioning of subjects with “severe disability” collected with a protocol based on the International Classification of Functioning, Disability, and Health. It included sections on body functions and structures (BF and BS), activities and participation (A&P), and environmental factors (EF). In A&P, performance without personal support (WPS) was added to standard capacity and performance. Persons with severe disability were those reporting a number of very severe/complete problems in BF or in A&P-capacity superior to mean + 1SD. Correlations between BF and A&P and differences between capacity, performance-WPS, and performance were assessed with Spearman's coefficient. Out of 1051, 200 subjects were considered as severely disabled. Mild to moderate correlations between BF and A&P were reported (between 0.148 and 0.394 when the full range of impairments/limitations was taken into account; between 0.198 and 0.285 when only the severe impairments/limitations were taken into account); performance-WPS was less similar to performance than to capacity. Our approach enabled identifying subjects with “severe disability” and separating the effect of personal support from that of devices, policies, and service provision