Universidad Nacional de San Martín: Portal de Revistas Academicas
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DE LOS LINEAMIENTOS DEL (RE)ORDENAMIENTO URBANO Y DE LOS ACTORES DE LA CIUDAD EN TIEMPOS DE LA REVOLUCIÓN
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Las mujeres en la Historia de la Ciencia y su ingreso en el aula de Matemática
Full text linkEste artículo presenta una Secuencia Didáctica de Matemática con enfoque Ciencia, Tecnología y Sociedad (CTS) destinada a estudiantes del último año de la Educación Secundaria. Concebida teniendo en cuenta que, para que la integración de las perspectivas CTS en las clases de matemática sea posible, es necesario elaborar materiales que se adecuen a las ideas y procedimientos básicos de la ciencia y que propongan actividades centradas en el planteamiento de problemas y en su resolución mediante procedimientos de indagación por parte de los estudiantes. Se propone utilizar la Historia de la Matemática como instrumento didáctico, de modo que esta permita comprender y enriquecer los saberes. Paralelamente, se desea mostrar cómo puede realizarse una enseñanza de la matemática más acorde con las nuevas propuestas didácticas reivindicando desde la propia Historia de la ciencia el rol de la mujer en la Historia de la Matemática.
AbstractThis article presents a Didactic Sequence of Mathematics with approach Science, Technology and Society (STS) destined for students of last year of the Secondary Education. Bearing in mind that in order that the integration of the perspectives STS in the classes of mathematics be possible, is necessary develop the appropriate materials to the ideas and basic procedures of the science and that propose activities be centered on the exposition of problems and his resolution by means of procedures of investigation on the part of the students. It proposes to use the History of the Mathematics as didactic instrument, considering that this one allows to understand and to enrich the wisdoms. Parallel, one wants to show how there can be realized an education of the mathematics most according to the new offers.
Keywords: History of Science, History of Mathematics, STS.Este artículo presenta una Secuencia Didáctica de Matemática con enfoque Ciencia, Tecnología y Sociedad (CTS) destinada a estudiantes del último año de la Educación Secundaria. Concebida teniendo en cuenta que, para que la integración de las perspectivas CTS en las clases de matemática sea posible, es necesario elaborar materiales que se adecuen a las ideas y procedimientos básicos de la ciencia y que propongan actividades centradas en el planteamiento de problemas y en su resolución mediante procedimientos de indagación por parte de los estudiantes. Se propone utilizar la Historia de la Matemática como instrumento didáctico, de modo que esta permita comprender y enriquecer los saberes. Paralelamente, se desea mostrar cómo puede realizarse una enseñanza de la matemática más acorde con las nuevas propuestas didácticas reivindicando desde la propia Historia de la ciencia el rol de la mujer en la Historia de la Matemática.
AbstractThis article presents a Didactic Sequence of Mathematics with approach Science, Technology and Society (STS) destined for students of last year of the Secondary Education. Bearing in mind that in order that the integration of the perspectives STS in the classes of mathematics be possible, is necessary develop the appropriate materials to the ideas and basic procedures of the science and that propose activities be centered on the exposition of problems and his resolution by means of procedures of investigation on the part of the students. It proposes to use the History of the Mathematics as didactic instrument, considering that this one allows to understand and to enrich the wisdoms. Parallel, one wants to show how there can be realized an education of the mathematics most according to the new offers.
Keywords: History of Science, History of Mathematics, STS
Client, Clinician, and Implementation Predictors of Measurement-Based Care Fidelity
No full textRegularly administering outcome measures to clients to inform clinical decision making (measurement-based care [MBC]) has the potential to improve mental health treatment broadly, but only about 20% of clinicians regularly use MBC. The current study will assess predictors of high-fidelity MBC implementation such as client and clinician demographic/background predictors, clinician attitudes towards MBC, and the time clinicians spent in consultation on use of MBC. Participants included 31 clinicians and 56 youth in the MBC condition of a randomized controlled trial. Use of MBC was measured using the Implementation Index, which combines the rates of administering and viewing questionnaires, using objective data from the online MBC system. Multi-level modeling was used to examine the proposed aims controlling for research site. Cases with youth identifying as Latinx/Hispanic (p = .007), youth who identify as White (p = .012), and youth whose families have higher incomes (p = 0.029) had significantly higher MBC fidelity. Clinicians being trainees predicted a higher MBC fidelity (p = .039). Clinicians having more positive attitudes towards EBPs score (p = 0.007) and EBPAS Appeal subscale score (p = 0.017) were significantly associated with a lower MBC fidelity. Clinician MBC-specific attitudes were not significantly associated with the MBC fidelity (ps > .05). More time spent discussing a case in consultation significantly predicted a higher Implementation Index (p < .001). For every 30 minutes spent discussing a case in consultation, the case’s MBC fidelity increased by 7.8%. More time spent discussing a case in consultation significantly predicted higher rates of administration (p = 0.030) and feedback report viewing (p < .001). This study contributes to the mixed literature surrounding client and clinician- predictors of MBC fidelity, though may be underpowered to detect effects. More consultation at the case level predicts greater MBC use using objective measures. The results of this study can help inform future efforts to increase the fidelity with which MBC is delivered.</p
Microbes and Their Environment: How Environmental Stress Reshapes Microbial Communities, Ecology, and Interactions
No full textMicrobes play central roles in a wide range of biological processes, influencing the health, morphology, and behaviors of individual plants and animals, the assembly and diversity of communities, and the functioning of global ecosystem processes (e.g., carbon cycling). The services, and the stability of services, provided by microbes is dependent on the relationship between microbes and their environments. However, these microbes are experiencing and will continue to experience ongoing increases in environmental stress at unprecedented rates in the Anthropocene thereby impacting both microbiomes and their relationships with other organisms and their consequences for ecosystems overall. While the past seven years of high-throughput, next-generation sequencing have revolutionized our ability to describe where microbes are and have begun to pare back the “black box” metaphor of microbial communities, there remains substantial knowledge gaps in our understanding of how microbial communities as a whole respond to environmental stress as well as the mechanisms underlying changes in their responses. To address these gaps, I develop three conceptual/mechanistic frameworks exploring microbial relationships with environmental stress. Specifically, I demonstrate how environmental stress destabilizes microbial networks, how prokaryotic niches are confined to two trajectories impacting what is a suitable environment, and how gene family expansions are integral to context-dependency response to stress of host-microbe interactions shaping gene expression, population genetics, and genetic underpinnings of microbial benefit. To construct these frameworks, my dissertation uses a combination of local field systems, continental datasets, and model organisms as well as a wide range of methodological approaches. Overall, my dissertation fills major knowledge gaps in our understanding of how microbes and their services respond to environmental stress which will only become increasingly more important as humans push virtually every environment to new extremes.</p
Urban Fragmentation Disrupts Soil Microbiomes and Their Interactions with Plant Communities
No full textAnthropogenic habitat fragmentation – the breaking up of natural landscapes – is a pervasive threat to biodiversity and ecosystem services worldwide. Despite the substantial attention to this disturbance in ecological and conservation literature, these studies have largely ignored some groups of important organisms, such as microbes, which hinders our understanding of how entire communities persist and change in these human-modified landscapes. Microbes are important for many crucial ecosystem functions/services (e.g., nutrient cycling, bioremediation), community processes (e.g., succession, community assembly), and the health and productivity of many plants and animals; however, very little is known about how fragmentation impacts these hidden players and their interactions with other taxa. This dissertation addresses this critical knowledge gap by using a combination of field surveys, microbiome sequencing, manipulative greenhouse experiments, and bioinformatics to investigate how habitat fragmentation influences microbial communities in a critically imperiled ecosystem (the pine rocklands) and how those changes in the microbiome affect native plant performance and plant community productivity. Taken together, my dissertation elucidates how different aspects of habitat fragmentation (e.g., habitat loss, habitat isolation, matrix effects, edge effects) shape microbiomes and demonstrates these shifts have important consequences for plant communities, emphasizing the need to incorporate a microbial perspective in future studies of habitat fragmentation.</p
