Integración de los estilos de aprendizajes a los sistemas tutoriales inteligentes

The creation of Intelligent Tutoring System had as its main purpose the system exhibited a similar behavior of a human tutor, who had freedom to act and change their form of interaction based on the needs of each student, identifying how it solves a problem for additional help when the student committed any error. In this system the interactions between students and teachers were framed in theories of learning and teaching applicable to such interaction was important not only knowledge provided by the teacher to the student, but the way in which this knowledge was introduced to improve the procurement and construction of knowledge. The tutor system builds a profile of the student, it links with learning style and choose the appropriate teaching technique that best suits your learning style, to adapt the teaching mode to the student’s needs to improve its performance through each class, with the incorporation of methods and techniques for more effective teaching. With the development of intelligent tutoring system is able to design a customizable system to background evolution and the ability of each student and the conceptions underlying teaching practices. Besides being flexible enough to allow each student, according to its initial level and learning style to choose their own method of teaching.La creación del Sistema Tutor Inteligente tuvo como propósito principal que el sistema exhibiera un comportamiento similar al de un tutor humano, quien poseía libertad para actuar y cambiar su forma de interacción basándose en las necesidades de cada uno de los estudiantes, identificando la forma en que el mismo resuelve un problema para brindarle ayuda cuando el estudiante cometía algún tipo de error. En este sistema las interacciones entre el estudiante y docente estuvieron enmarcadas en teorías de aprendizaje y enseñanza aplicable a dicha interacción, no sólo fue importante el conocimiento facilitado por el docente hacia el alumno, sino la forma en que este conocimiento fue presentado, para mejorar el proceso de adquisición y construcción de conocimiento. El sistema tutor construye un perfil del alumno, lo vincula con su estilo de aprendizaje y procede a elegir la técnica de enseñanza que mejor se adapte a su estilo de aprendizaje, permitiendo adaptar el modo de enseñanza a las necesidades del alumno a fin de mejorar su rendimiento a través de cada clase, con la incorporación de los métodos y técnicas de enseñanza más eficaces. Con el desarrollo del sistema tutor inteligente se logró diseñar un sistema adaptable a los conocimientos previos, y a la capacidad de evolución de cada alumno y las concepciones que subyacen en las prácticas de enseñanza. Además de ser lo suficientemente flexible para permitir que cada alumno, de acuerdo a su nivel inicial y a su estilo de aprendizaje pueda elegir su propio método de enseñanza

Divergent drivers of leaf trait variation within species, among species, and among functional groups.

Understanding variation in leaf functional traits-including rates of photosynthesis and respiration and concentrations of nitrogen and phosphorus-is a fundamental challenge in plant ecophysiology. When expressed per unit leaf area, these traits typically increase with leaf mass per area (LMA) within species but are roughly independent of LMA across the global flora. LMA is determined by mass components with different biological functions, including photosynthetic mass that largely determines metabolic rates and contains most nitrogen and phosphorus, and structural mass that affects toughness and leaf lifespan (LL). A possible explanation for the contrasting trait relationships is that most LMA variation within species is associated with variation in photosynthetic mass, whereas most LMA variation across the global flora is associated with variation in structural mass. This hypothesis leads to the predictions that (i) gas exchange rates and nutrient concentrations per unit leaf area should increase strongly with LMA across species assemblages with low LL variance but should increase weakly with LMA across species assemblages with high LL variance and that (ii) controlling for LL variation should increase the strength of the above LMA relationships. We present analyses of intra- and interspecific trait variation from three tropical forest sites and interspecific analyses within functional groups in a global dataset that are consistent with the above predictions. Our analysis suggests that the qualitatively different trait relationships exhibited by different leaf assemblages can be understood by considering the degree to which photosynthetic and structural mass components contribute to LMA variation in a given assemblage

Divergent drivers of leaf trait variation within species, among species, and among functional groups

Understanding variation in leaf functional traits—including rates of photosynthesis and respiration and concentrations of nitrogen and phosphorus—is a fundamental challenge in plant ecophysiology. When expressed per unit leaf area, these traits typically increase with leaf mass per area (LMA) within species but are roughly independent of LMA across the global flora. LMA is determined by mass components with different biological functions, including photosynthetic mass that largely determines metabolic rates and contains most nitrogen and phosphorus, and structural mass that affects toughness and leaf lifespan (LL). A possible explanation for the contrasting trait relationships is that most LMA variation within species is associated with variation in photosynthetic mass, whereas most LMA variation across the global flora is associated with variation in structural mass. This hypothesis leads to the predictions that (i) gas exchange rates and nutrient concentrations per unit leaf area should increase strongly with LMA across species assemblages with low LL variance but should increase weakly with LMA across species assemblages with high LL variance and that (ii) controlling for LL variation should increase the strength of the above LMA relationships. We present analyses of intra- and interspecific trait variation from three tropical forest sites and interspecific analyses within functional groups in a global dataset that are consistent with the above predictions. Our analysis suggests that the qualitatively different trait relationships exhibited by different leaf assemblages can be understood by considering the degree to which photosynthetic and structural mass components contribute to LMA variation in a given assemblage

Integración de los estilos de aprendizajes a los sistemas tutoriales inteligentes

The creation of Intelligent Tutoring System had as its main purpose the system exhibited a similar behavior of a human tutor, who had freedom to act and change their form of interaction based on the needs of each student, identifying how it solves a problem for additional help when the student committed any error. In this system the interactions between students and teachers were framed in theories of learning and teaching applicable to such interaction was important not only knowledge provided by the teacher to the student, but the way in which this knowledge was introduced to improve the procurement and construction of knowledge. The tutor system builds a profile of the student, it links with learning style and choose the appropriate teaching technique that best suits your learning style, to adapt the teaching mode to the student’s needs to improve its performance through each class, with the incorporation of methods and techniques for more effective teaching. With the development of intelligent tutoring system is able to design a customizable system to background evolution and the ability of each student and the conceptions underlying teaching practices. Besides being flexible enough to allow each student, according to its initial level and learning style to choose their own method of teaching.La creación del Sistema Tutor Inteligente tuvo como propósito principal que el sistema exhibiera un comportamiento similar al de un tutor humano, quien poseía libertad para actuar y cambiar su forma de interacción basándose en las necesidades de cada uno de los estudiantes, identificando la forma en que el mismo resuelve un problema para brindarle ayuda cuando el estudiante cometía algún tipo de error. En este sistema las interacciones entre el estudiante y docente estuvieron enmarcadas en teorías de aprendizaje y enseñanza aplicable a dicha interacción, no sólo fue importante el conocimiento facilitado por el docente hacia el alumno, sino la forma en que este conocimiento fue presentado, para mejorar el proceso de adquisición y construcción de conocimiento. El sistema tutor construye un perfil del alumno, lo vincula con su estilo de aprendizaje y procede a elegir la técnica de enseñanza que mejor se adapte a su estilo de aprendizaje, permitiendo adaptar el modo de enseñanza a las necesidades del alumno a fin de mejorar su rendimiento a través de cada clase, con la incorporación de los métodos y técnicas de enseñanza más eficaces. Con el desarrollo del sistema tutor inteligente se logró diseñar un sistema adaptable a los conocimientos previos, y a la capacidad de evolución de cada alumno y las concepciones que subyacen en las prácticas de enseñanza. Además de ser lo suficientemente flexible para permitir que cada alumno, de acuerdo a su nivel inicial y a su estilo de aprendizaje pueda elegir su propio método de enseñanza

Historical, Demographic, and Economic Correlates of Land-Use Change in the Republic of Panama

The Republic of Panama recently experienced a limited forest transition. After five decades of decline, the total forest cover increased by 0.36% yr-1 between 1992 and 2000; however, mature forest cover simultaneously decreased by 1.3% yr-1. This limited forest transition at the national scale comprised two distinctly different patterns of recent forest-cover change related to historical land use. Districts that were largely deforested when the first national survey of forest cover was completed in 1947 experienced a strong forest transition between 1992 and 2000. In these, the proportion of the population employed in agriculture decreased by an average of 31% and natural secondary forest succession increased the total forest cover by an average of 85% between 1992 and 2000. In contrast, no forest transition was evident for districts that were largely forested in 1947. In these, the absolute number of people employed in agriculture remained constant, old-growth forest cover decreased by 8% on average, and natural secondary forest succession increased, so that the total forest cover tended to be static between 1992 and 2000. Historical land use, an index of human poverty, and the population density of agricultural workers explained 61% of the among-district variation in forest cover in 2000, with forest concentrated in areas where populations were small and poor. Historical land use and gross income per hectare from agriculture explained 23.5% of the among-district variation in forest-cover change between 1992 and 2000. The early history of forest loss, an uneven distribution of people, and disparities in farm income contributed to the limited forest transition observed in Panama

Vertical stratification of the termite assemblage in a neotropical rainforest

info:eu-repo/semantics/publishe

IBISCA: une étude à grande échelle de la biodiversité des arthropodes dans une forêt du Panama

info:eu-repo/semantics/nonPublishe

IBISCA-Panama, a large-scale study of arthropod beta-diversity and vertical stratification in a lowland rainforest: rationale, description of study sites and field methodology

info:eu-repo/semantics/publishe

IBISCA-Panama, a large-scale study of arthropod beta-diversity and vertical stratification in a lowland rainforest : rationale, study sites and field protocols.

IBISCA-Panama (?Investigating the BIodiversity of Soil and Canopy Arthropods?, Panama module) represents a large-scale research initiative to quantify the spatial distribution of arthropod biodiversity in a Neotropical forest, using a combination of (1) international collaboration, (2) a set of common research questions, and (3) an integrated experimental design. Here, we present the rationale of the programme, describe the study sites, and outline field protocols. In the San Lorenzo Protected Area of Panama, twelve 20 x 20 m sites, all less than 2 km apart, were surveyed for plants and arthropods, from the ground to the upper canopy. Access to the canopy and its fauna was facilitated by fogging, single-rope techniques and a variety of devices such as a canopy crane, the ?SolVin-Bretzel? canopy raft, the canopy bubble and Ikos. IBISCA-Panama represented the first attempt to combine these complementary techniques of canopy access in a large-scale investigation. Such techniques provided spatial replication during initial field work performed in September-October 2003. Temporal replication across seasons consisted of subsequent field work of varying intensity during dry, early wet and late wet periods in 2004. Arthropods were surveyed using 14 different protocols targeting the soil, litter, understorey, mid-canopy and upper canopy habitats. These protocols included: WINKLER sifting; BERLESE-TULLGREN; hand-collecting of galls and social insects; fogging; beating; woodrearing; baits; and various types of traps such as pitfall, small and large flight-interception, sticky, light, and Malaise traps. Currently, analyses of arthropod distribution in this forest concentrate on a set of 63 focal taxa representing different phylogenies and lifehistories. IBISCA-Panama may be considered as a model for largescale research programmes targeting invertebrate biodiversity. Its collaborative modus operandi can be applied to answer a variety of pressing ecological questions related to forest biodiversity, as evidenced by the recent development of further IBISCA programmes in other parts of the world

100 Cartas para Paulo Freire de quienes pretendemos Enseñar

Realizar un texto colectivo como “100 Cartas para Paule Freire de quienes pretendemos Enseñar”, es un desafío al reunir el aprehender desde el sentido profesional de la educación y con el espíritu de transformación, desde la educación como un espacio endógeno de revolución y exógeno a las comunidades y sociedades, en busca de un sentido de identidad. Hoy desde una crítica decolonial, antirracista, feminista y ecologica en la construcción de un sentido real que busque enfrentar el sistema hegemónico y destructivo que se ha impuesto con explotación, sangre y libertades de nuestro pueblo