scholarly journals Aprendizajes en sincronía con la vida

2017 ◽  
Vol 21 (3) ◽  
pp. 1
Author(s):  
Flor Abarca-Alpízar
Keyword(s):  
Peer Learning ◽  
Learning Processes ◽  
Educational Systems ◽  
Construction Of Knowledge ◽  
The Third ◽  
Essential Components ◽  
Life On Earth ◽  
Holistic Vision ◽  
Collective Construction ◽  
Third Moment

As humanity, we suffer the disconnection and separation from life as a whole. This rupture, imposed by the predominant systematic paradigm during the last four hundred years, has led us to forget the holistic vision preserved by ancient cultures. This situation is also prevalent in our educational systems, controlled by the rote fragmented education, which is distant from life and from the existence and feelings of those who are learning. To overcome the current planetary crisis, it is urgent to recover the holistic vision of both life and learner, where the educational university processes are essential components for the development of professionals committed with the plenitude of life on earth. The essence of this essay is to reflect about the importance that has, for the improvement of the current planetary crisis, the recovery of our connectivity with life on earth, synchronized with the learning processes, because learning processes and vital processes mean the same thing. This essay is divided in three moments. The first one originates from the exchange of beings, knowledge, feelings and experiences, to recover our lost connection with life on earth. The second moment starts with the introduction of reflections and conceptualizations, by means of the collective construction of knowledge, with the support of specialists in the holistic vision and the processes of peer-learning, which are so necessary to save life as a whole. The third moment of this essay is explained with proposals, key ideas, symbols and signs for the connection of the vital processes, in sync with the necessary learning processes in the current times.

Monte Carlo Algorithms for Moments of Transition Arrays

1988 ◽  
Vol 102 ◽  
pp. 79-81
Author(s):  
A. Goldberg ◽  
S.D. Bloom
Keyword(s):  
Monte Carlo ◽  
State Vector ◽  
Basis Vector ◽  
Collective State ◽  
Dispersion Characteristics ◽  
Dipole Strength ◽  
The Third ◽  
Monte Carlo Algorithms ◽  
Third Moment ◽  
Very High

AbstractClosed expressions for the first, second, and (in some cases) the third moment of atomic transition arrays now exist. Recently a method has been developed for getting to very high moments (up to the 12th and beyond) in cases where a “collective” state-vector (i.e. a state-vector containing the entire electric dipole strength) can be created from each eigenstate in the parent configuration. Both of these approaches give exact results. Herein we describe astatistical(or Monte Carlo) approach which requires onlyonerepresentative state-vector |RV> for the entire parent manifold to get estimates of transition moments of high order. The representation is achieved through the random amplitudes associated with each basis vector making up |RV>. This also gives rise to the dispersion characterizing the method, which has been applied to a system (in the M shell) with≈250,000 lines where we have calculated up to the 5th moment. It turns out that the dispersion in the moments decreases with the size of the manifold, making its application to very big systems statistically advantageous. A discussion of the method and these dispersion characteristics will be presented.

The Kinney Three Paragraphs (and More) for Accounting Ph.D. Students

2019 ◽  
Vol 33 (4) ◽  
pp. 1-14 ◽  
Author(s):  
William R. Kinney
Keyword(s):  
Review Process ◽  
Student Experiences ◽  
Second Step ◽  
Practical Relevance ◽  
The Third ◽  
Validity Assessment ◽  
Essential Components ◽  
Potential Problems ◽  
Empirical Accounting Research

SYNOPSIS This Commentary is intended to help beginning Ph.D. students identify, evaluate, and communicate essential components of proposed empirical accounting research using a three-step process. The first step is a structured top-down approach of writing answers to three related questions—What, Why, How—that emphasize the central role of conceptual thinking in research design, as well as practical relevance. The second step is a predictive validity assessment that anticipates concerns likely to arise in the scholarly review process, and the third is consideration of the likely outcome and potential problems to be encountered if the proposal is implemented as planned. First-hand accounts of Ph.D. student experiences using the three paragraphs and three-step approach are presented, along with an exercise that beginners can use to help themselves identify, analyze, and anticipate problems to improve chances for research success ex ante.

scholarly journals Data-Texts in the Sciences

2021 ◽  
Author(s):  
Richard Duschl ◽  
Lucy Avraamidou ◽  
Nathália Helena Azevedo
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Knowledge Building ◽  
Data Transformation ◽  
Scientific Practices ◽  
Construction Of Knowledge ◽  
Alternative Approach ◽  
Current Reform ◽  
Design Of Learning Environments ◽  
Collective Construction

AbstractGrounded within current reform recommendations and built upon Giere’s views (1986, 1999) on model-based science, we propose an alternative approach to science education which we refer to as the Evidence-Explanation (EE) Continuum. The approach addresses conceptual, epistemological, and social domains of knowledge, and places emphasis on the epistemological conversations about data acquisitions and transformations in the sciences. The steps of data transformation, which we refer to as data-texts, we argue, unfold the processes of using evidence during knowledge building and reveal the dynamics of scientific practices. Data-texts involve (a) obtaining observations/measurements to become data; (b) selecting and interpreting data to become evidence; (c) using evidence to ascertain patterns and develop models; and (d) utilizing the patterns and models to propose and refine explanations. Throughout the transformations of the EE continuum, there are stages of transition that foster the engagement of learners in negotiations of meaning and collective construction of knowledge. A focus on the EE continuum facilitates the emergence of further insights, both by questioning the nature of the data and its multiple possibilities for change and representations and by reflecting on the nature of the explanations. The shift of emphasis to the epistemics of science holds implications for the design of learning environments that support learners in developing contemporary understandings of the nature and processes of scientific practices.

The Methodological Context in Higher Education

2021 ◽  
pp. 15-36
Author(s):  
María-Mercedes Rojas-de-Gracia ◽  
Pilar Alarcón-Urbistondo
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Learning Process ◽  
Learning Situation ◽  
Rigorous Approach ◽  
Construction Of Knowledge ◽  
Teaching Learning ◽  
Collective Construction ◽  
The Way

Given the limited number of documents addressing methodological context in higher education with a rigorous approach, this chapter comprises a document drawn up in order to clarify methodological concepts. It emphasizes the importance of the teaching-learning process and the significance of placing the student at the center of all actions. The educator's mission changes from being a mere transmitter of information to being a conductor and organizer of the learning situation. To achieve this, several methods must be combined, requiring a balance between the theoretical and practical classes. Likewise, they can be benefited by carrying out complementary activities. This combination is intended to face the great challenges of higher education in the 21st century, which are driven by changes in the way students learn. The emergence of technologies means that the protagonist in the collective construction of knowledge is the student, responding to their digital and participatory demands.

Alternatives to Nekton Cruise: A Step in the Collective Construction of Knowledge

2020 ◽  
Author(s):  
Erika López ◽  
Luz Martinez ◽  
Francisco Pinilla ◽  
Aldo Carrasco ◽  
Hernan Salazar
Keyword(s):  
Construction Of Knowledge ◽  
Collective Construction

Artificial Intelligence and Education

2011 ◽  
pp. 138-143
Author(s):  
Eduardo Sánchez ◽  
Manuel Lama
Keyword(s):  
Artificial Intelligence ◽  
Work Environment ◽  
Learning Strategies ◽  
Learning Processes ◽  
Educational Systems ◽  
Graduate Degrees ◽  
Life Long Learning ◽  
Key Factor ◽  
State Of Art ◽  
Educational Costs

Governments and institutions are facing the new demands of a rapidly changing society. Among many significant trends, some facts should be considered (Silverstein, 2006): (1) the increment of number and type of students; and (2) the limitations imposed by educational costs and course schedules. About the former, the need of a continuous update of knowledge and competences in an evolving work environment requires life-long learning solutions. An increasing number of young adults are returning to classrooms in order to finish their graduate degrees or attend postgraduate programs to achieve an specialization on a certain domain. About the later, due to the emergence of new types of students, budget constraints and schedule conflicts appear. Workers and immigrants, for instance, are relevant groups for which educational costs and job incompatible schedules could be the key factor to register into a course or to give up a program after investing time and effort on it. In order to solve the needs derived from this social context, new educational approaches should be proposed: (1) to improve and extend the online learning courses, which would reduce student costs and allows to cover the educational needs of a higher number of students, and (2) to automate learning processes, then reducing teacher costs and providing a more personalized educational experience anytime, anywhere. As a result of this context, in the last decade an increasing interest on applying computer technologies in the field of Education has been observed. On this regard, the paradigms of the Artificial Intelligence (AI) field are attracting an special attention to solve the issues derived from the introduction of computers as supporting resources of different learning strategies. In this paper we review the state-of-art of the application of Artificial Intelligence techniques in the field of Education, focusing on (1) the most popular educational tools based on AI, and (2) the most relevant AI techniques applied on the development of intelligent educational systems.

scholarly journals Percepción de las emociones y su atribución en la formación del docente de Educación Física

2018 ◽  
Vol 36 (3 Noviembr) ◽  
pp. 397-416
Author(s):  
Felipe Nicolás Mujica Johnson
Keyword(s):  
Educational System ◽  
Positive Emotions ◽  
Journal Writing ◽  
Active Role ◽  
Qualitative Approach ◽  
Learning Processes ◽  
Individual Interviews ◽  
The Third ◽  
El Sistema ◽  
Constructivist Approaches

Las emociones históricamente no han sido reconocidas por su importancia en el sistema educativo chileno, sino más bien han sido ignoradas en los procesos de aprendizajes. Con el propósito de reivindicar esta situación, el propósito del estudio, es identificar la percepción y atribución emocional de los estudiantes de Pedagogía en Educación Física, en el taller integrado de formación en la práctica 1. El estudio responde al enfoque cualitativo y sus participantes son 19 estudiantes de la cohorte 2016. Los datos fueron recopilados por medio de la técnica del diario personal, grupos focales y entrevistas individuales no estandarizadas, que dieron paso al análisis de los datos, por medio de la teoría fundamentada. Los resultados indican que el alumnado percibe emociones positivas y negativas, las cuales son atribuidas a cuatro principales categorías. La primera de ellas está referida a las acciones del docente, la segunda a las acciones del estudiante, la tercera a los imaginarios del estudiante y la última a sucesos externos a la clase. Se concluye que una labor pedagógica con interacciones comprensivas, alegres y una metodología basada en el enfoque constructivista, en donde el alumnado cumple un rol activo en su aprendizaje, genera una percepción de emociones positivas. Historically the Chilean educational system has not recognized the importance of emotions; on the contrary they have been ignored in learning processes. In order to denounce this situation, the purpose of this study is to identify emotional perceptions and attributions in students of Pedagogy in Physical Education during their first Practicum placement. The study follows a qualitative approach and the participants are 19 students of year 2016. Data were collected through journal writing, focus groups and non-standardized individual interviews, which gave way to the analysis of the data, through grounded theory. The results indicate that students perceived positive and negative emotions which can be classified within four main categories. The first refers to teachers’ actions, the second to student's actions, the third to students’ imaginaries and the last category to events which are external to the class. It is concluded that pedagogical work which fosters comprehensive and cheerful interactions and a methodology based on constructivist approaches, where students play an active role in their learning, creates perceptions of positive emotions.

The significance of the third moment in the apparent size method

2000 ◽  
Vol 31 ◽  
pp. 408-409
Author(s):  
Lu Zhang ◽  
R. Bahreini ◽  
J.W. Gentry
Keyword(s):  
Apparent Size ◽  
The Third ◽  
Third Moment

The Assessment of Nocturnal Oxygen Saturation

1983 ◽  
Vol 65 (5) ◽  
pp. 507-513
Author(s):  
C. I. Meanock ◽  
A. R. Guyatt ◽  
G. Cumming
Keyword(s):  
Oxygen Saturation ◽  
Air Flow ◽  
Digital Processing ◽  
Moment Analysis ◽  
Good Reproducibility ◽  
The Third ◽  
Simple Index ◽  
The Mean ◽  
Single Figure ◽  
Third Moment

1. Existing methods of assessing nocturnal episodic hypoxaemia are either insensitive or ignore the majority of the available data. 2. We describe a method of analysis using offline digital processing. A distribution of oxygen saturation (Sao2) with time is produced from all the available data, and subjected to moment analysis to produce a simple index which describes an entire night's Sao2. 3. Our results suggest that the mean and the coefficient of skew fully described a night's Sao2. However, in subjects with chronic air-flow obstruction, the third moment about 100% oxygen saturation (M3100), a single figure, has the same descriptive power as mean and skew. 4. In 17 subjects with chronic air-flow obstruction a significant correlation was found between both daytime Sao2 and Paco2 when plotted against either the M3100 or the skew. 5. Measurements made on two occasions in seven subjects showed good reproducibility for the skew and M3100 indices.

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