system is favored from its domain. However, at present, despite the knowledge ofthe importance of these skills inthelearningofwriting, a significant number of students still have difficulties inthe graphic representationof linguistic units. The purpose of this study was to analyze the incidence that prewriting skills present inthe acquisition ofwritinginthe first ages through a training program at the time when students begin inthewriting system. A quasi-experimental design of comparison between groups with pretest and posttest measurements was used. The study involved 118 students aged between 5 and 6 years. The results support the development of teaching models that integrate the development ofthe prewriting skills inthe first school levels since, from its development, theprocessof acquisition ofwriting is improved.
I. A particular sound may not exist inthe mother tongue, so that the learner is not used to forming it and therefore tends to substitute the nearest equivalent he or she knows (the substitution of /d/ or /z/ for the English th /0 / as in think is a typical example). 2. A sound does exist inthe mother tongue, but not as a separate phoneme: that is to say, the learner does not perceive it as a distinct sound that makes a difference to meaning. In Hebrew, for example, both the /i/ and /iː/(ship/sheep) sounds occur but which one is used depends only on where the sound comes intheword or phrase, not what theword means; and if one is substituted for the other, no difference in meaning results. These are called ‘allophonic variations’ of a phoneme, or ‘allophones’. The result is that the Hebrew-speaking learner is not naturally aware ofthe difference in English, and may not even hear it. (On the whole, the second ofthe two problems is the more difficult. A totally new sound is often easily perceived as alien, and once you can hear a sound you are well on the way to being able to pronounce it. But if you cannot hear it then you cannot even attempt to pronounce it, andthe problem of perception needs to be overcome before any progress can b e made.)(Penny Ur, 1996)
For the classification by SVM technique it is performed a supervised learning whit two corpus: training set and test set. For satisfactory results with SVM is important to select the features which contain the most distinctive properties ofthe text and then convert them to numbers. Each feature has a label indicating polarity and a weight that indicates its intensity, for example: "the kind of quality software is vital to ourspecialty,"in this sentence theword "vital" would be the feature with a greater weight to show a positive polarity. The weights which may possess features ranging from 4 to 0, where 4 shows a positive value, the 3 is positive, 2 neutral, 1 is negative and 0 is very negative.
Then, the researcher asked the groups to read only the second draft of their group’s members and give their peers some suggestions and advice that they found adequate for improving their peers’ second drafts. This peer-editing phase was adapted to the traditional teaching andlearning circle phases where the teacher is the only person in charge of giving the feedback. This adaptation was thought as a tool to promote peer-feedback instead of only teacher’s feedback. According to Hyland (2007:136) , the goal ofthe independent construction phase is “for students to apply what they have learned and write a text independently while the teacher looks on and gives advice from the sidelines”. The researcher, however, decided to add a pre-task, peer editing, before asking the learners to write their final version and before giving them her final feedback.
subordinate sector. Subversive also in a literal sense (sub-verso, under the verse, under theword)” (Aparicio 1994: 797). That transformation is intricately linked to the myriad of references to Andalusian Spanish and Spanish popular culture. This contact or mixture implicit intheprocessof contamination does create the deficit that Burgess would call a limit to Britishness. Indeed, Sanchez’s prose is peppered with references to Spanish popular culture, such as TV shows (Curro Jiménez, Karlos Arguiñano, football matches); religious references (La Virgen del Pilar); sayings, swear words, and code switching. There is frequently no translation ofthe Spanish words or expressions and no glossary at the end ofthe volume, so thewriting can pose a challenge for the monolingual reader. 3 The alternation, as in other multilingual contexts, implies a negotiation of languages and cultures that brings tension to the text. Context can help to translate the Spanish in Sanchez’s prose, but the fact that the writer has chosen not to translate or paraphrase is revealing. The transit from one language to another is only indicated by the use of italics. Spanish is thus allowed to remain untranslated in a predominantly English text. Sanchez, to follow Ch’ien’s assessment in another context, “engages inthe art of assertive nontranslation” (2004: 209). There is a need for translation when the language is foreign or alien. Accordingly, the translator carries words from one language to another. Through nontranslation, however, Sanchez adds a level of unintelligibility to his writing, which will be understood by a bilingual audience inthe context ofthe Gibraltarian experience. By shirking the task ofthe interpreter or translator for the monolingual British reader, the writer narratively performs the limits of Britishness in his writing. In so doing he creates a narrative space based on linguistic and cultural contamination that creates its own sense of belonging. The limit to a particular national allegiance emerges not as a lack but as an asset.
of Buenos Aires. The case ofthe municipality de Navarro.
Alberto Nahuel Farberoff 1 , Mauro Beltrami 2 , Maribel Carrasco 3 Resumen
El presente trabajo aborda el desarrollo del Plan Estratégico de Turismo Sustentable (PETS) llevado adelante en el Partido de Navarro, Provincia de Buenos Aires entre los años 2016 y 2017. Se analiza la metodología y las técnicas utilizadas en el proceso de elaboración del diag- nóstico y la formulación del PETS, considerando el contexto de su realización y el nivel de partici- pación. En particular, se hace hincapié en la complejidad de la participación de los actores de las localidades del interior de Navarro y su relación con la ciudad cabecera. Asimismo, se exponen las problemáticas más comunes que pueden surgir en la formulación e implementación de un plan de turismo, en particular en municipios que se encuentran fuera de la Región Metropolitana de Buenos Aires, en los que predomina el espacio rural y la actividad agropecuaria. Finalmente, se concluye que un PETS es una herramienta de gestión muy útil para los gobiernos locales, ya que entre otras cuestiones, contribuye al diagnóstico y priorización de las problemáticas presen- tes en el territorio.
For the investigation, class 5 th A took part inthe experiment with the JClic programme whereas class 5 th B followed the more traditional guidelines using activity books. During the investigation, class 5 th B did not use any JClic programme whatsoever whereas class 5 th A used the programme during the whole learningprocess. With the aim to obtain the most reliable results possible, two classes where the students show a balanced level in terms of their academic achievements had been looked for. Apart from that, according to the teacher there were no particularly severe problems. Yet, what was identifiable was the lack of attention, the lack of motivation and a lack of colleagueship typical for children of this age. Furthermore, the level of English ofthe students was not very high so that we had to give them the questionnaires in Spanish.
7 El proceso de codificación es la parte inicial del análisis de los datos recogidos en campo. Se hace una codificación abierta, que consiste en ir asignando códigos que identifiquen distintos elementos de los datos obtenidos en entrevistas, audios, videos, imágenes o diarios de campo, por ejemplo. Cada código obedece a temas, objetos y/o procesos y le corresponde al investigador construirlos y definirlos según sus interpretaciones. También se producen códigos in vivo, que emanan directamente de los datos tanto en su etiqueta o nombre y su definición. Este proceso de codificación abierta va precedida de un ejercicio llamado análisis microscópico de los datos. Estos códigos, ya avanzado el trabajo de campo, se recomienda se empiecen a organizar en base a relaciones que el investigador encuentra según la construcción teórica que vaya ejerciendo a lo largo del estudio. Conforme va avanzando la investigación, estos códigos organizados en categorías, que en Atlas. Ti 7 se les llama familias, permiten coger un conjunto de códigos, e ir analizando los datos en base a ellos. A esto se le llama codificación axial y selectiva (Strauss y Corbin, 2002: 61-197). Hay que mencionar que aunque se realiza investigación cualitativa con técnicas específicas y se organizan de manera sistemática y rigurosa, el investigador se convierte en la principal herramienta de investigación en base a sus observaciones e interpretaciones teóricas de lo acontecido en campo (Vasilachis, 2006: 34-37).
Palabras clave: aprendizaje; química; enseñanza.
The practical learningofthe chemistry andthe use ofthe signs of Tolman & Vygotsky
In this trial was discussed inthelearningof science andin particular ofthe chemistry, the science laboratory is a key element inthe practice. Traditionally it has been pointed out that the teaching ofthe practice has intentions to strengthen the teaching of theory, but not all practices carried out inthe laboratory comply with that objective, in that some practices are type recipe with educational scope very limited as to know or understand, thus it is that, as a function ofthe signs of Tolman and Vygotsky, proposed laboratory practice based more on the scientific inquiry that it address problematic situations of interest, andinthe repetition of indents pre-established.
The critics of anthropocentrism consider that western civilization has failed to recognize the intrinsic value of nature, which has been put at the service of human beings in an abusive and inconsiderate manner. They are not satisfied with a simple reform of traditional ethical models, but ask for an authentic refoundation of ethics. Biocentrism, or the ethics ofthe rights ofthe living, gives moral importance to all living beings, animals and plants. It is less extreme in its critique of anthropocentrism than it can be, for example, the ethics ofthe Earth or ecocentrism. In this current we can place the promoters ofthe so-called animal rights, such as Peter Singer, Tom Regan and, and Jesús Mosterín. Singer (1999) defends that the moral importance of other beings derives from their ability to feel pleasure and pain. The conduct of man will be morally correct insofar as he avoids causing suffering to the living. Regan (1984) claims that animals cannot only suffer or enjoy, but can experience desires and frustrations. In this line there are those who recognize that all living beings can have their own interests, including plants (although, in their case, without awareness of these interests).
The third novel ofthe biblical trilogy of Anthony Burgess The Kingdom ofthe Wicked, like two other works, was the result of work on the screenplay. It was a work on the twelve-hour series Anno Domini, A.D. 1985, delivered by the famous Italian producer Vincenzo Labella, who participated inthe creation ofthe serials Moses the Lawgiver and Jesus of Nazareth. The series A.D. tells ofthe life and activities of St. Peter in ancient Rome after the crucifixion of Jesus andthe emergence of Christianity during the reign ofthe Roman emperors. As J. Stinson points out, "Inthe same year (1985) A.D. was originally a telecast, Burgess turned out his The Kingdom ofthe Wicked, andthe novel that wees the fruits of some assiduous research he did for the television movie" [4: 138].
School and family are two socializing agents that have a common objective: the education of children. Therefore, in many cases, both institutions work in isolation, without adequate communication and common planning. In this sense, it is proposed the creation of a Learning Community, which broaden the educational context and encourage the active participation of all actors involved inthe education. The objective of this article is to develop an educational model based on participatory organization through the creation of a Learning Community, which will improve the relationship between family and school.
Some general conclusions can be drawn. The results showed that high levels of dedication and vigor are related to the development ofthe interactive multimedia tools. As far as theimprovementof students’ learning quality and their psychological comfort are concerned, these findings reveal the value of developing emotional abilities inthe classroom as a buffer factor of academic stress elements and as an important vehicle to increase students’ dedication towards learning. But, in general, students think that the methodological deficiency ofthe faculty and their overloading work contribute to increase their academic stress.
Juan Carlos Cevallos Hoppe
64 Revista Mikarimin. Publicación cuatrimestral. Vol. 6, Año 2020, Edición Especial
with everything the student assimilate and their concretion in practice. It’s very important to chase that student get the required knowledge to the Study, answer to financial problems andin general for decision taking, correlated inlearning achievements. Results show that learners report conditioning inside the development of Autonomous work andthe methodological diversification to its own application, letting glimpse and heteronomous intelligentsia. The new scenario in higher education stands out the choice of a background philosophy based on student work, leading to a new approach of teaching. This, plus the adaptation of an autonomous tutored learning, will allow in an independent way theconstructionand meaningful interpretation of knowledge. Deepen in certain aspects of academic program that carry to the achievement of skills relating to Financial Mathematics subject, easing the research, organization, association and analysis of financial information through mathematical formulations that aren’t addressed in classroom because of time limitations. Later, it will be translated in this also called Autonomous work, that show the requirements described above.
Nuestra tesis defiende la relación de las medidas cautela- res como medios de afirmación garantista del derecho 4 y de
los derechos, con fuertes consideraciones procedimentales. La finalidad cardinal de las medidas cautelares es la de brindar protección a los derechos subjetivos, salvaguardando de in- tereses personalísimos que se encuentran en disputa y son objeto del litigio, como cumplimiento de una garantía real de efectividad y eficacia en la administración de justicia. Para García y García ( 2005 ) las medidas cautelares constituyen actos jurisdiccionales de naturaleza preventiva y provisional, que de oficio o a solicitud de parte, se ejecutan sobre personas bienes y medios de prueba para mantener respecto de estos un estado de cosas similar al que existía al momento de ini- ciarse el trámite judicial, buscando la efectiva ejecución de la providencia estimatoria e impidiendo que el perjuicio ocasiona- do por la vulneración de un derecho sustancial, se haga más gravoso como consecuencia del tiempo que tarde el proceso en llegar a su fin.
O Jesus, through the immaculate heart of Mary, I offer You all my prayers, works, joys, and sufferings of this day for all the intentions of Your Sacred Heart, in union with the holy sacrifice ofthe Mass throughout the world, in reparation for all my sins, and for the intentions of our Holy Father this month. Amen .
The use of mobile devices does not stop growing, and Spanish society is no stranger to this phenomenon. The handling of mobile phones also affects the teaching-learningprocess, the age of onset in this technology is becoming smaller and as a result of this variables that can influence the educational climate are derived. This study collects the results of a research carried out among 5th and 6th grade primary school students from various schools inthe province of Alicante to learn about the use of mobile phones by schoolchildren of these ages. The level of parental supervision in this use, level of activity in social networks, possible behavioral alterations or aggressions or conflicts through the use of mobile devices is also analyzed. The research shows a high precocity inthe use and possession ofthe smartphone along with a great activity in social networks, in addition to a low parental control and incipient alterations of behavior and aggressions through the device. We conclude with an axiological proposal as a way to prevent a positive climate of school coexistence that will result in a future social climate of peaceful coexistence .