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Nuestra chicha de jora, la mejor bebida de todos los tiempos 我们的乔拉鸡，有史以来最好的饮料

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2019-02-14 DOI: 10.22497/HELIOS.V2I2.1044

César Vallejo

RESUMEN Entre los siglos I y VIII, en uno de los valles de la costa norte del Peru, se establecio la capital de una de las sociedades mas florecientes de la historia antigua: Moche, nombre que actualmente corresponde al distrito de Moche. En este distrito existe un lugar denominado Campina de Moche, donde hasta la actualidad se desarrollan tradiciones y costumbres de los antepasados,como la preparacion de la chicha de jora, bebida prehispanica, la cual encierra muchas historias,que son importantes en el desarrollo cultural de la region La Libertad (Peru). En este estudio etnografico se aplico entrevistas, se uso libreta de campo y la observacion participante. El objetivo de esta investigacion fue revalorar la chicha de jora, al explicar su preparacion y su relevancia en la vida de los antiguos pobladores de la Campina de Moche. Palabras clave: chicha, Moche, turismo, riquezacultural. ABSTRACT Between the I and the VIII centuries, in one of the valleys of the north coast of Peru, the capital of one of the most flourishing societies of old history of Peru was established: Moche, name that currently corresponds to the city and the district.In the district of Moche, there is a place called Campina de Moche, where until now, traditions and customs of the ancestors are developed, such as the preparation of chicha de jora, prehispanic drink,which contains many stories, which are important in the cultural development of the region La Libertad.In this ethnographic study, interviews were applied and participant observation was carried out. The objective of this research was to revalue the chicha de jora, with the explaination of its preparation and its relevance in the life of the ancient inhabitants of the Campina de Moche. Keywords: Chicha, Moche, tourism, cultural wealth.

摘要在1世纪至8世纪期间，在秘鲁北部海岸的一个山谷中，建立了古代历史上最繁荣的社会之一的首都：莫切，这个名字目前对应于莫切区。在这个地区有一个名为坎皮纳·德·莫切的地方，到目前为止，祖先的传统和习俗都在那里发展，例如准备拉奇卡·德·乔拉，这是一种前西班牙裔的饮料，里面有许多故事，对秘鲁自由区的文化发展很重要。在这项民族志研究中，采用了采访、实地考察和参与观察。这项研究的目的是重新评估乔拉的奇查，解释其准备工作及其与莫切坎皮纳前居民生活的相关性。关键词：奇卡，莫切，旅游，文化财富。摘要在一至八世纪之间，在秘鲁北海岸的一个山谷中，秘鲁历史上最繁荣的社会之一的首都成立了：莫切，这个名字目前对应于城市和地区。在莫切区，有一个叫坎皮纳·德·莫切的地方，到目前为止，那里已经发展了祖先的传统和习俗，例如准备奇卡·德·乔拉（Chicha de Jora），这是一种前西班牙裔饮料，其中包含许多故事，这些故事对自由区的文化发展很重要。在这项民族志研究中，进行了采访和参与者观察。这项研究的目的是重新评估Chicha de Jora，解释其准备工作及其与Campina de Moche古代居民生活的相关性。关键词：奇卡，莫切，旅游，文化财富。

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引用次数: 0

EDUCACIÓN POR EL ARTE Galería de formas y colores 艺术教育形状和颜色画廊

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2019-02-14 DOI: 10.22497/HELIOS.V2I2.1049

Segundo Elmer Robles Ortiz

引用次数: 0

Control, regulación, feedback, redundancia y recompensa en la comunicación 沟通中的控制、调节、反馈、冗余和奖励

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2019-02-14 DOI: 10.22497/helios.v2i2.1039

A. Rubio, Jorge Iván León Culquichicón

RESUMEN En este articulo se ofrece informacion basica sobre control, regulacion, feedback, redundancia y recompensa en la comunicacion humana. Si se pretende actuar con eficiencia, eficacia y efectividad en la relacion interpersonal, ocasionalo intencionada, es ineludible conocer las caracteristicas que ofrecemos de estos procesos. Palabras clave: control, regulacion, feedback,redundancia y recompensa ABSTRACT This article offers basic information on control,regulation, feedback, redundancy and rewardin human communication. If it is intended to actefficiently and effectively in the interpersonal,occasional or intentional relationship, it isunavoidable to know the characteristics that we offer of these processes. Keywords: control, regulation, feedback,redundancy and reward

摘要本文提供了人类交流中控制、调节、反馈、冗余和奖励的基本信息。如果要在人际关系中高效、有效和有效地采取行动，无论是偶然的还是故意的，都不可避免地要了解我们提供的这些过程的特征。关键词：控制、监管、反馈、冗余和奖励摘要本文提供了控制、监管、反馈、冗余和奖励人类通信的基本信息。如果它的目的是在人际、场合或意向关系中有效地采取行动，那么不可避免地要知道我们提供这些过程的特点。关键词：控制、监管、反馈、冗余和奖励

引用次数: 0

Competencia argumentativa oral desde el modelo metadiscursivo en estudiantes de segundo ciclo de educación superior 本研究的目的是分析高等教育第二阶段学生的口头辩论能力。

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2019-02-14 DOI: 10.22497/HELIOS.V2I2.1031

Rafael Estela Paredes

RESUMEN El objetivo de este estudio fue comprobar si el modelo didactico meta discursivo mejora la competencia argumentativa oral en estudiantes de segundo ciclo del Instituto de Educacion Superior Pedagogico Publico Indoamerica de Trujillo, 2018. De una poblacion a 158 estudiantes de Educacion Inicial se formo una muestra de 59 estudiantes,distribuidos en grupo control (30) y grupo experimental (29); quienes cursaban el segundo ciclo,con caracteristicas socio academicas similares. El tipo de investigacion fue aplicada y con diseno cuasiexperimental, de dos grupos no equivalentes con pretest y postest. Desde la experiencia del modelo didactico metadiscursivo, las estudiantes investigadas, en su mayoria,alcanzaron el nivel de inicio, en ambos grupos; luego progresivamente, el nivel de logro destacado, solo se manifesto en el experimental. Despues de la aplicacion del modelo didactico metadiscursivo, se comprobo que dicho modelo didactico mejora significativamente la competencia argumentativa oral en estudiantes de segundo ciclo del Instituto de Educacion Superior Pedagogico Publico Indoamerica de Trujillo, el 2018. Asi lo demuestra la prueba no parametrica, “U” de Mann Whitney (p-valor <α; 0.000 < 0.005), que antes fue de 89,66%, nivel de inicio, y despues 48,28%, nivel de logro, en tanto que su mediana, en escala vigesimal, alcanzo antes 10 y despues 16, igualmente, en sus dimensiones alcanzaron el nivel de logro esperado y destacado. Palabras clave: Modelo didactico metadiscursivo, competencia, argumentacion oral. ABSTRACT The aim of this study was to verify if the metadiscursive didactic model improves oral argumentative competence in second cycle students of the Instituto de Educacion Superior Pedagogico Publico Indoamerica of Trujillo (Peru) 2018. From a population of 158 students of Initial Education, a sample of 59 students was formed, distributed in control group (30) and experimental group (29); who were in the second cycle with similar socio academic characteristics. The type of research was applied, with quasi experimental design, of two nonequivalent groups with pretest and postest. From the experience of the metadiscursive didactic model, the students investigated, in their majority, reached the level of beginning, in both groups;then progressively, the level of outstanding achievement, only manifested in the experimental. After the application of the metadiscursive didactic model, it was proved that this model significantly improves oral argumentative competence in second cycle students of the Instituto de Educacion Superior Pedagogico Publico Indoamerica of Trujillo, 2018. This is demonstrated by the nonparametric test “U “ of Mann Whitney(p-value <α; 0.000 < 0.005); before it was 89.66%, start level and then 48.28%, outstanding achievementlevel; where as, its median, in vigesimal scale, reached before 10 and later 16; like wise, their dimensions reached the level of expected and outstanding achievement. Key words: Model Didactic Me

摘要本研究的目的是验证元话语教学模式是否能提高特拉希略高等教育公共教育学院(Instituto de Educacion Superior Pedagogico Publico Indoamerica)第二周期学生的口头辩论能力。在158名初等教育学生中，59名学生被分为对照组(30名)和实验组(29名);具有类似社会学术特征的第二阶段学生。本研究采用准实验设计，对两组不等效的前测和后测进行研究。从元教学模式的经验来看，两组的大多数学生都达到了入门水平;然后逐渐地，突出的成就水平只在实验中表现出来。在应用元教学模式后，我发现该教学模式显著提高了2018年特鲁希略印度美洲公共教育高等教育学院二年级学生的口头辩论能力。这证明了Mann Whitney的非参数证明“U”(p值<α;0.000 < 0.005)，之前是89.66%，开始水平，之后是48.28%，成就水平，而他们的中位数，在20个量表中，之前是10，之后是16，同样，在他们的维度上，他们达到了预期和突出的成就水平。关键词:元教学模式，能力，口头论证。本研究的目的是验证元教学模式是否提高了特鲁希略(秘鲁)2018年印度美洲高等教育学院(Instituto de Educacion Superior Pedagogico Publico Indoamerica)第二阶段学生的口头辩论能力。从158名初学学生中抽取59名学生，分为控制组(30名)和实验组(29名);谁在第二轮具有相似的学术伙伴特征。= =地理= =根据美国人口普查，这个县的面积为，其中土地面积为，其中土地面积为。从元符号教学模式的经验来看，大多数被调查的学生在两组中都达到了初始水平;然后逐渐地，优秀成绩的水平只在实验中表现出来。在应用元教学模型后，发现该模型显著提高了特鲁希略高等教育公共教育学院(Instituto de Educacion Superior Pedagogico Publico Indoamerica of Trujillo, 2018)第二阶段学生的口头辩论能力。= =地理= =根据美国人口普查，该地区的总面积为，其中土地和(1.0%)水。0.000 < 0.005);之前为89.66%，开始水平，然后为48.28%，杰出成就水平;其中，它的中位数，在20个比额表中，达到10之前和16之后;像往常一样，它们的规模达到了预期和杰出成就的水平。关键词:教学模式元教学，能力，口头论证。

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引用次数: 1

CRONOLOGÍA DE LA REFORMA UNIVERSITARIA: UNIVERSIDAD NACIONAL DE CÓRDOBA-ARGENTINA 大学改革时间表:cordoba -阿根廷国立大学

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2019-02-13 DOI: 10.22497/HELIOS.V0I0.1019

M. B. González, María Cristina Vera de Flachs

引用次数: 0

“Dark Ecology” and the Works and Days “黑暗生态”与作品与日子

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2018-10-26 DOI: 10.1353/HEL.2018.0000

William Brockliss

Abstract:The ecocritic and philosopher Timothy Morton has recently proposed an aesthetics of “dark ecology” as the appropriate artistic response to difficult environments. Our interactions with such environments encourage us to recognize that we are neither superior to nor entirely separate from the objects and living beings that surround us. Accordingly, dark ecological art explores interpenetrations of human bodies and human psychologies with elements of our environments, including the products of human hands. But it sees no cause for celebration in such insights: rather, it delivers them in a consistently ‘dark,’ pessimistic tone. In this essay I argue that Morton’s ideas can enrich our understanding of the Hesiodic Works and Days, which places emphasis on the difficulty of interacting with the environments of the Greek world. And while some passages seem to accord a privileged status to humans, many others stress the interpenetration of the human and the nonhuman, doing so in the sort of pessimistic tone that Morton associates with his dark ecological aesthetic.

摘要:生态批评家和哲学家蒂莫西·莫顿最近提出了一种“黑暗生态”美学，作为对困难环境的适当艺术回应。我们与这些环境的互动鼓励我们认识到，我们既不优越，也不完全独立于我们周围的物体和生物。因此，黑暗生态艺术探索人体和人类心理与环境元素的相互渗透，包括人类双手的产物。但它认为这样的见解没有值得庆祝的理由:相反，它以一贯的“黑暗”、悲观的语气发表了这些见解。在本文中，我认为莫顿的思想可以丰富我们对《赫西代作品与日子》的理解，《赫西代作品与日子》强调了与希腊世界环境互动的困难。虽然有些段落似乎赋予了人类特权地位，但其他许多段落强调了人类和非人类的相互渗透，用一种悲观的语气，莫顿将其与他的黑暗生态美学联系在一起。

引用次数: 1

Byblis’s ‘Feminine Latinity’ in Ovid’s Metamorphoses 9.450–665 《奥维德的变形记》9.450–665中拜布利斯的“女性拉丁化”

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2018-10-26 DOI: 10.1353/HEL.2018.0001

Jessica A. Westerhold

Abstract:Sulpicia, a young woman connected to an important literary circle through her uncle, Marcus Valerius Messalla Corvinus, may be the only extant female poet of the Augustan period. If so, it is likely that Ovid had privileged knowledge of a Roman woman’s poetic voice, as scholars have noted similarities between Ovid’s poetry and Sulpicia’s. We may see further correspondences between the Ovidian Byblis’s epistle and Sulpicia, which, I will argue, reflect the ‘sound’ of female-authored poetry, at least as a male poet hears and reproduces it. Whether Ovid is looking toward Sulpicia for a model of feminine Latinity, whether the pseudonymous Sulpicia is looking toward Ovid’s Byblis, or whether Ovid has written them both, Byblis’s epistolary verse constructs a believable female poetic voice. When compared to Sulpicia’s corpus, the subtle differences suggest multiple ways in which the writing voice of a woman may have expressed a sexual desire that is in tension with a self-identified femininity governed by pudicitia (sexual virtue), the late Republican and Augustan definition of a good Roman maiden and woman. I will argue that differences reveal cultural assumptions that construct the male ventriloquized Byblis and offer further evidence in support of Sulpicia’s identification as a genuine female writer.

摘要：Sulpicia是一位年轻的女性，通过她的叔叔Marcus Valerius Messalla Corvinus与一个重要的文学圈建立了联系，她可能是奥古斯都时期现存的唯一一位女诗人。如果是这样的话，很可能奥维德对罗马女性的诗意有着特殊的了解，正如学者们注意到的奥维德的诗歌和苏尔皮西娅的诗歌之间的相似之处。我们可能会看到Ovidian Byblis的书信和Sulpicia之间的进一步对应，我认为，这反映了女性创作的诗歌的“声音”，至少在男性诗人听到和复制的时候是这样。无论Ovid是在寻找Sulpicia作为女性拉丁化的典范，还是笔名Sulpicia是在寻找Ovid的Byblis，或者Ovid是否都写过这两本书，拜布利斯的书信体诗歌构建了一个可信的女性诗意之声。与Sulpicia的语料库相比，这些细微的差异表明，女性的写作声音可能以多种方式表达了性欲，这种性欲与由pudicitia（性美德）支配的自我认同的女性气质相矛盾，pudiciti是已故共和党人和奥古斯塔对一个好的罗马少女和女人的定义。我认为，差异揭示了构成男性腹语Byblis的文化假设，并为支持Sulpicia作为一名真正的女作家的身份提供了进一步的证据。

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引用次数: 0

MARIÁTEGUI Y SU PENSAMIENTO DE EDUCACIÓN E INVERSIÓN 马里亚特吉及其教育与投资思想

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2018-08-24 DOI: 10.22497/helios.v2i1.897

Bethoven Medina Sánchez

RESUMEN Dentro del analisis a la educacion en el Peru, senalamos que esta tiene que ver con el desarrollo integral de la sociedad. La educacion para Mariategui fue un fenomeno social que, no obstante los anos transcurridos,debe ser trabajado desde sus bases politicas y economicas; ademas de renovar su propuesta pedagogica la cual debe ser modernizada. Hay que reforzar los fundamentos competitivos del pais que tienen que ver con la educacion e inversion en infraestructura,tecnologia, capital humano e innovacion. El desarrollo de la educacion sigue requiriendo de la atencion presupuestal del Estado Peruano. El problema de la educacion sigue siendo economico, social y no exclusivamente pedagogico. Palabras clave: amauta, educacion,economia, pedagogia y proceso. ABSTRACT Within the analysis of education in Peru, we note that this has to do with the integral development of society. According to Mariategui, the education was a social phenomenon, however as the years have passed, it must be worked on from its political and economic foundations. In addition, it needs to renew its pedagogical proposal which should be upgraded. The competitive bases of our country regarding education and investments in infrastructure, technology, human capital and innovation need to be significantly strengthened. The development of education continues to require budgettransparency and attention from the Peruvian State. The problem of education remains the same: based on its economic and social aspects, not exclusively pedagogical. Key words: amauta, education, economy,pedagogy and process.

在对秘鲁教育的分析中，我们指出教育与社会的全面发展有关。马里亚特吉的教育是一种社会现象，尽管多年来，但必须从其政治和经济基础上进行；除了更新其教学建议外，还必须使其现代化。必须加强该国在基础设施、技术、人力资本和创新方面的教育和投资的竞争基础。教育的发展仍然需要秘鲁国家的预算关注。教育问题仍然是经济、社会问题，而不仅仅是教育问题。关键词：Amauta，教育，经济学，教育学和过程。摘要在对秘鲁教育的分析中，我们注意到，这与社会的全面发展有关。根据Mariategui的说法，教育是一种社会现象，但随着岁月的流逝，教育必须从其政治和经济基础出发。此外，它需要更新其应更新的教育提案。需要大力加强我国在基础设施、技术、人力资本和创新方面的教育和投资竞争力基础。教育的发展继续需要秘鲁国家的预算透明度和关注。教育问题仍然是一样的：基于其经济和社会方面，而不仅仅是教育方面。关键词：Amauta，教育，经济，教育和过程。

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引用次数: 0

SON PERTINENTES LAS TEORÍAS COGNITIVAS ACTUALMENTE 目前的认知理论是相关的

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2018-08-23 DOI: 10.22497/HELIOS.V2I1.893

Eduardo Paz Esquerre

RESUMEN Las teorias del aprendizaje se proponen explicarnos como aprende el ser humano. Brindan explicaciones de las cuales se derivan modalidades de aprendizaje y criterios orientadores del proceso educativo que la sociedad pudiera hacer suyo. Tiene especial presencia la teoria cognitiva.Examinamos a continuacion, abreviadamente, las teorias de Piaget, Vigotsky, Bloom,Bandura y Brunner y analizamos si tienen pertinencia en la actualidad y si de ellas podemos rescatar algunas orientaciones utilizables en el nivel universitario. Palabras clave: teorias cognitivas, Piaget, Vigotsky, Bloom, Bandura, Brunner y actualidad. ABSTRACT Process theories of learning propose to explain how humans learn. Their explanations are derived from learning modalities and in sights criteria of the educational process in our society. The theory of cognitive development has a particular presence. We will briefly provide below, the theories of Piaget, Vigotsky, Bloom, Bandura and Brunner and we will analyze if they are still relevant to society today and if we could apply some of their orientations at a university level. Key words: theories of cognitive development, Piaget, Vigotsky, Bloom, Bandura, Brunner and present.

摘要学习理论旨在向我们解释人类是如何学习的。他们提供了解释，从中得出了学习方式和指导社会可以认可的教育过程的标准。认知理论特别存在。简而言之，我们随后审查了皮亚杰、维戈茨基、布鲁姆、班杜拉和布伦纳的理论，并分析了它们目前是否具有相关性，以及我们是否可以从中拯救一些在大学层面上有用的指导方针。关键词：认知理论，皮亚杰，维戈茨基，布鲁姆，班杜拉，布伦纳和时事。学习的抽象过程理论旨在解释人类是如何学习的。他们的解释来自学习方式和我们社会教育过程的愿景标准。认知发展理论有着特殊的存在。以下我们将简要介绍皮亚杰、维戈茨基、布鲁姆、班杜拉和布伦纳的理论，我们将分析它们是否仍然与当今社会有关，以及我们是否可以在大学一级应用它们的一些指导。关键词：认知发展理论，皮亚杰，维戈茨基，布鲁姆，班杜拉，布伦纳和现在。

引用次数: 0

EDUCACIÓN Y DESARROLLO MULTICULTURAL 多元文化教育与发展

IF 0.2 3区历史学 0 CLASSICS

HELIOS

Pub Date : 2018-08-23 DOI: 10.22497/HELIOS.V2I1.888

José Bruno Cépeda Ruiz

RESUMEN La sociedad peruana es una sociedad no solo multicultural, sino tambien plurilingue. Portanto, sus propuestas de desarrollo deben contemplar no solo aspectos de tipo educativo,sino tambien de tipo comunicacional. En ese espacio, la tolerancia, la asimilacion y la transculturalidad tambien son factores necesarios y fundamentales para tomar en cuenta. Para ello, es necesario entender que el fenomeno multicultural es cambiante y evoluciona permanentemente. Todo esto nos lleva a proponer una educacion que involucre las fuerzas vivas del pais y la urgente necesidad de disgregar los contenidos educativos para el pais, la region, la provincia y hasta el distrito con el fin de brindar equidad de oportunidades a todos los peruanos. Palabras claves: educacion, multiculturalidad y desarrollo. ABSTRACT Peruvian society is not only multicultural,but also multilingual. Therefore, their development proposals must contemplate not only aspects of educational nature,but also communicational ones. In this space, tolerance, assimilation and transculturality are also factors necessary and fundamental to take into account. For this purpose, it is necessary to understand that the multicultural phenomenon is changing and evolving permanently. All that leads us to propose an education which involves the living forces of the country and the urgent need to disregard the educational contents for the country, the region, the province and even the district in order to provide equity of opportunities to all Peruvians. Key words: education, multiculturality and development.

本文的目的是分析在这一领域的研究结果。因此，它的发展建议不仅应包括教育方面，而且还应包括交流方面。在这个空间里，宽容、同化和跨文化也是需要考虑的必要和基本因素。要做到这一点，有必要理解多元文化现象是不断变化和发展的。所有这一切使我们提出一种教育，使国家的生命力量参与其中，迫切需要为国家、地区、省甚至地区提供教育内容，以便为所有秘鲁人提供平等的机会。关键词:教育、多元文化与发展秘鲁社会不仅是多元文化的，而且是多语言的。因此，它们的发展建议不仅应考虑到教育性质的各个方面，而且还应考虑到交流方面。在这一领域，容忍、同化和跨文化也是需要考虑的必要和基本因素。为此目的，必须了解多元文化现象在不断变化和演变。所有这些都促使我们提出一种涉及国家生命力的教育，以及迫切需要无视国家、地区、省甚至地区的教育内容，以便为所有秘鲁人提供平等的机会。关键词:教育、多元文化与发展。

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引用次数: 0

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