Centro Cívico: Guatoc

Trabajo de gradoComponente social, componente ambiental, proyecto integral. DESCRIPCIÓN: El texto contiene información relacionada al proyecto de grado, llevado a cabo en el anillo de innovación denominado INNOBO, ubicado en la Unidad de Planeamiento Zonal (UPZ) 107 Quinta Paredes, correspondiente a la localidad de Teusaquillo en la ciudad de Bogotá D.C. El proyecto se desarrolló desde los siguiente componentes: Urbano, arquitectónico, técnico y ambiental. Teniendo énfasis en este último, por medio de estrategias en el diseño y materiales utilizadosPregradoArquitect

“Estoy Explorando Science”: Emerging Bilingual Students Problematizing Electrical Phenomena Through Translanguaging

As science education continues to embrace science-as-practice, equitable science learning environments must value and leverage emergent bilingual students’ ways of communicating. This study investigates the translanguaging practices of a group of elementary-aged emergent bilingual students while they problematized electrical phenomena. Building on asset-oriented theories for supporting student learning, I utilize translanguaging as a theoretical and pedagogical lens for understanding how emergent bilingual students leverage their full semiotic repertoires for productive disciplinary engagement. The study took place in an out-of-school program focused on creating opportunities for students to problematize electrical phenomena, specifically electrical resistance. I present a close analysis of students constructing models of electric flow through a circuit and how electrical resistance regulates that flow. The findings also include evidence that students engaged in different kinds of translanguaging practices when problematizing electrical phenomena and co-constructing knowledge with each other and the instructor. Specifically, students drew from and used multiple linguistic and non-linguistic semiotic resources for communicating their models. Finally, the findings suggest that the instructor\u27s pedagogical moves and own translanguaging practices implicitly signaled to students when and how to participate in translanguaging practices themselves. The findings emphasize the importance of desettling what counts as productive forms of communication in science for elementary-aged emergent bilingual students by eschewing pedagogical models that police discursive boundaries. Therefore, equitable science learning environments must create opportunities for emergent bilingual students to leverage their full semiotic repertoires for meaning-making, by inviting and valuing multiple languages and gestures

Effective and neutral stresses in soils using boundary element methods

The evaluation of neutral pressures in soil mechanics problems is a fundamental step to evaluate deformations in soils. In this paper, we present some results obtained by using the boundary element method for plane problems, describing the undrained situation as well as the consolidation problem

Aplicación de las TIC´S, simulink, para el modelado y simulación de sistemas dinámicos

El trabajo comprende la utilización de las principales herramientas para la entrada, proceso y salida de información del programa de simulación simulink junto con matlab. Se realiza un análisis de algunos sistemas físicos ilustrativos descritos por problemas de ecuaciones algebraicas o diferenciales ordinarias que se diseñan y se representan mediante modelos, utilizando los bloques predefinidos de simulink para hacer la simulación y análisis

Sistema productivo de la comunidad indígena Miskitu de Tasbarraya, RAAN

The production systems of the miskitu indigenous community of Tasba Raya, RAAN, were analyzed in order to estimate its richness and diversity, and promote the sustainable production systems. Two workshops were carried out with the community to know the logic of the production systems they practice as well as to determine how it survives over time. Likewise, this study was complemented with visits to three agricultural farms for spatial description, characterization of crops and management method. Among the main results that were obtained, we can mention that indigenous production systems use the slash and burn system; however, they also use a long fallow land. The production system practice a long fallow land system that lasts for 5-10 years or more, this allows the forest recovery from the process of primary succession until the conformation of a secondary forest. The plots rotation modality, contributes to the recovery of soils and vegetation, as long as the land is left to rest for long periods of time. However, in some cases the Miskitus indigenous have been forced to reduce the fallow lifespan before reusing the plots up to 5 years or less due to demographic pressure, and the struggle for land ownership between neighboring communities. This situation affects their traditional agricultural practices and could also put into question the stability of the ecosystem.Se analizaron los sistemas productivos de la comunidad indígena miskitu de Tasbarraya en la RAAN, con el fin de valorar su riqueza y diversidad, y promover los sistemas productivos sostenibles. Se realizaron dos talleres con los comunitarios para conocer la lógica de los sistemas productivos que practican y razón de su sobrevivencia en el tiempo. De igual manera se complementó con la visita a tres fincas agropecuarias para su descripción espacial y caracterización de los cultivos y método de manejo. Entre los principales resultados se obtuvo que los sistemas productivos indígenas utilizan el sistema de roza, tumba y quema; sin embargo, utilizan un barbecho prolongado del suelo. El sistema productivo practica un sistema de barbecho largo que dura de 5-10 años o más, esto permite la recuperación del bosque desde el proceso de sucesión primaria hasta la conformación de un bosque secundario. La modalidad de rotación de parcelas, contribuye por sí misma a la recuperación de los suelos, y de la vegetación, siempre y cuando la tierra se deje descansar por largos períodos de tiempo. Sin embargo, en algunos casos los indígenas miskitus se han visto obligados a reducir la duración del barbecho antes de la reutilización de las parcelas hasta 5 años o menos a causa de la presión demográfica, y lucha por la tenencia de la tierra entre las comunidades vecinas. Esto afecta sus prácticas agrícolas tradicionales y podría también poner en cuestionamiento la estabilidad del ecosistema

Advising in science education: Critiquing where we have been, moving toward an equitable and holistic advising approach

This article explores and wrestles with the various discourses that arise when considering why it is important to advise students from an assets-based and holistic approach into science-related majors and careers. Our hope is to inform how and why it is important to advise students into science-related careers, specifically, and Science, Technology, Engineering, and Mathematics (STEM) fields, more generally, from an ethical and justice-oriented approach. We begin with a review of empirical literature that highlights the different approaches to advising and the challenges racially and gender-minoritized students often face in STEM fields. We then review contemporary research from science education that document the hostilities that racially and gender-minoritized students experience in undergraduate and graduate science programs. We find the intersection of these two subfields to be productive for elucidating multilevel, context-dependent strategies, which can redress the inexcusable and alarming underrepresentation and exclusion of racially minoritized peoples in science programs and careers in the United States. We end by contemplating the ethical question of how science programs, careers, and the broader field would need to change, to keep historically minoritized students from experiencing further material and epistemological violence. We argue that, without this reimagination, even the most effective advising models will only ensure that more racially and gender-minoritized students are sacrificed on the altar of “equality” for the sake of the economic and geopolitical needs of the state

Unit of Committed Action: A proposal for a solution for the university problem of providing a service to the society

The three traditionally assumed functions of the university (teaching, research, and knowledge transfer) have been suffering problems of mismatching (applications with different directions for each function), imbalance (some functions being more relevant than others), and of orientation (difficulties orienting work towards a service to society). Currently, market orientation clashes with 3covers university activity in its three commitments, thereby generating specific problems. This document analyses this situation and proposes Units of Committed Action as a contribution towards the set of solution strategies that are being generated to guide the university towards the service of common good, adjust the three commitments, and to foment a balance in each of their weights. The Units of Committed Action work along the same lines as Participatory Action Research and those of Service Learning, whose particularities are also addressed here. Finally, a specific application is presented in a neighbourhood catalogued as a zone in need of social transformation.Las tres funciones tradicionalmente asumidas de la universidad (docencia, investigación y extensión) han venido sufriendo problemas de desajuste (concreciones con direcciones distintas para cada función), desequilibrio (mayor relevancia de unas funciones sobre otras) y orientación (dificultades para orientar el trabajo hacia el servicio a la sociedad). En estos momentos, la orientación economicista baña la actividad universitaria en sus tres cometidos, generando algunos problemas específicos. Este documento analiza esta situación y propone las Unidades de Acción Comprometida como una aportación al conjunto de estrategias de solución que se están generando para orientar la universidad al servicio del bien común, ajustar los tres cometidos en ese sentido y fomentar un equilibrio entre el peso de cada uno de ellos. Las Unidades de Acción Comprometidas trabajan en la misma línea que los modelos de Investigación- Acción Participativa y de Aprendizaje-Servicio, cuyas particularidades son también abordadas. Finalmente, se expone una aplicación concreta en un barrio de la ciudad catalogado como zona necesitada de transformación social