Pub Date : 2018-08-23DOI: 10.22497/helios.v2i1.895
Liliana Alicia Paz Ramos
RESUMEN El docente cumple un papel fundamental en el cambio del sistema educativo peruano. Dentro de ello la formacion continua docente debe cumplir una serie de requisitos que le permitan articular la practica, las necesidades de sus alumnos y la problematica de la sociedad en general. La formacion continua debe ser entendida como un proceso permanente de adquisicion,estructuracion y reestructuracion de conductas (conocimientos, habilidades, valores).Por tanto, los programas de formacion continua docente deben responder a los grandes objetivos nacionales y a las necesidades y derechos personales de los alumnos. Alli reside el desafio de que las propias escuelas sean quienes planteen las iniciativas y posibilidades de control sobre la formacion continua de sus docentes. Palabras claves: educacion, formacion continua, politicas educativas y practica docente. ABSTRACT The teacher fulfills a fundamental role in the change of the Peruvian educational system. In that regard, recurrent education for teachers must meet a series of requirements that willallow them to integrate the practice, the needs of their students and the issuess of the society in general. The continuous training should be understood as an on going process of acquiring,structuring and restructuring behaviour (knowledge, skills, values). Therefore, the programmes of continuing teacher training proposed should reach the goals and objectives set out in their national plans, to the needs and individual rights of the scholars.This is the most important challenge that the schools them selves ought to ensure with their initiative and ability to effectively monitor and control further teacher training. Key words: education, continuous training, educational policies and educational practice.
{"title":"¡SI TE ATREVES A ENSEÑAR, NUNCA DEJES DE APRENDER!","authors":"Liliana Alicia Paz Ramos","doi":"10.22497/helios.v2i1.895","DOIUrl":"https://doi.org/10.22497/helios.v2i1.895","url":null,"abstract":"RESUMEN El docente cumple un papel fundamental en el cambio del sistema educativo peruano. Dentro de ello la formacion continua docente debe cumplir una serie de requisitos que le permitan articular la practica, las necesidades de sus alumnos y la problematica de la sociedad en general. La formacion continua debe ser entendida como un proceso permanente de adquisicion,estructuracion y reestructuracion de conductas (conocimientos, habilidades, valores).Por tanto, los programas de formacion continua docente deben responder a los grandes objetivos nacionales y a las necesidades y derechos personales de los alumnos. Alli reside el desafio de que las propias escuelas sean quienes planteen las iniciativas y posibilidades de control sobre la formacion continua de sus docentes. Palabras claves: educacion, formacion continua, politicas educativas y practica docente. ABSTRACT The teacher fulfills a fundamental role in the change of the Peruvian educational system. In that regard, recurrent education for teachers must meet a series of requirements that willallow them to integrate the practice, the needs of their students and the issuess of the society in general. The continuous training should be understood as an on going process of acquiring,structuring and restructuring behaviour (knowledge, skills, values). Therefore, the programmes of continuing teacher training proposed should reach the goals and objectives set out in their national plans, to the needs and individual rights of the scholars.This is the most important challenge that the schools them selves ought to ensure with their initiative and ability to effectively monitor and control further teacher training. Key words: education, continuous training, educational policies and educational practice.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42596051","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-23DOI: 10.22497/HELIOS.V2I1.886
Sonia LLaquelín Quezada García
RESUMEN El presente estudio tiene por objetivo determinar el grado de influencia que existe entre el liderazgo estrategico del director y el exito institucional del Programa de Tecnologia Educativa de la UNT, 2016. Es un estudio basico, de enfoque cuantitativo, con diseno correlacional explicativo;la poblacion muestral es no probabilistica y esta integrada por seis profesores. Para el recojo de informacion de ambas variables se utilizo como tecnica la encuesta y como instrumento el cuestionario, el cual estuvo conformado por catorce items para la variable liderazgo estrategico del director, que responden a sus dimensiones de estudio: construir una identidad colectiva a partir de la puesta en marcha de propuestas de trabajo compartidas; planificar avances sucesivos sobre la base de metas; unificar criterios en favor de una mayor coherencia funcional; jerarquizar la informacion oportuna y relevante para la toma de decisiones; mientras que el cuestionario para la variable exito institucional estuvo conformado por veintiun items, que responden a sus dimensiones de estudio: cumplimiento de objetivos, relaciones interpersonales y fortalecimiento de la identidad institucional. Los resultados obtenidos demuestran que el coeficiente de correlacion de Pearson es R =0.941 con nivel de significancia de p = 0.005 la cual es menor al 5% de significancia estandar,se concluye entonces que el liderazgo estrategico del director influye significativamente en el exito institucional del Programa de Tecnologia Educativa de la UNT. Palabras clave: liderazgo estrategico y exito institucional. ABSTRACT The present study aims to determine the degree of influence that exists between the Director’sstrategic leader ship and the institutional success of the Educational Technology Programme of the UNT, 2016. From a quantitative correlation study, this explanatory basic research composed of six professors has a non-probabilistic population. For data gathering of both variables,the techniqued used was the survey and the instrument employed was the questionnaire. After a study of the strategic leadership variable, a questionnaire of 14 items was administered,whose results clearly showed that the required dimensions were met: build collective identity whose proposals are based on the notion of shared responsibility; plan future development son the basis of shared goals; standardize criteria in favour of greater functional coherence;prioritise timely and relevant information for the decision-making process. Regarding the variable for the institutional success, a questionnaire of 21 items met the needs of the study dimensions:goal fulfillment, interpersonal relation ships and institutional streng thening of their identity. In the findings of the controlled variables, it was observed a positive and significant coefficient of correlation of Pearson R = 0.941 at a significance level of p = 0.005, which is less than 5% of standard level of significance, for concluding, the refore, that
{"title":"EL LIDERAZGO ESTRATÉGICO Y EL ÉXITO INSTITUCIONAL: EL CASO DEL PROGRAMA DE TECNOLOGÍA EDUCATIVA DE LA UNIVERSIDAD NACIONAL DE TRUJILLO","authors":"Sonia LLaquelín Quezada García","doi":"10.22497/HELIOS.V2I1.886","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I1.886","url":null,"abstract":"RESUMEN El presente estudio tiene por objetivo determinar el grado de influencia que existe entre el liderazgo estrategico del director y el exito institucional del Programa de Tecnologia Educativa de la UNT, 2016. Es un estudio basico, de enfoque cuantitativo, con diseno correlacional explicativo;la poblacion muestral es no probabilistica y esta integrada por seis profesores. Para el recojo de informacion de ambas variables se utilizo como tecnica la encuesta y como instrumento el cuestionario, el cual estuvo conformado por catorce items para la variable liderazgo estrategico del director, que responden a sus dimensiones de estudio: construir una identidad colectiva a partir de la puesta en marcha de propuestas de trabajo compartidas; planificar avances sucesivos sobre la base de metas; unificar criterios en favor de una mayor coherencia funcional; jerarquizar la informacion oportuna y relevante para la toma de decisiones; mientras que el cuestionario para la variable exito institucional estuvo conformado por veintiun items, que responden a sus dimensiones de estudio: cumplimiento de objetivos, relaciones interpersonales y fortalecimiento de la identidad institucional. Los resultados obtenidos demuestran que el coeficiente de correlacion de Pearson es R =0.941 con nivel de significancia de p = 0.005 la cual es menor al 5% de significancia estandar,se concluye entonces que el liderazgo estrategico del director influye significativamente en el exito institucional del Programa de Tecnologia Educativa de la UNT. Palabras clave: liderazgo estrategico y exito institucional. ABSTRACT The present study aims to determine the degree of influence that exists between the Director’sstrategic leader ship and the institutional success of the Educational Technology Programme of the UNT, 2016. From a quantitative correlation study, this explanatory basic research composed of six professors has a non-probabilistic population. For data gathering of both variables,the techniqued used was the survey and the instrument employed was the questionnaire. After a study of the strategic leadership variable, a questionnaire of 14 items was administered,whose results clearly showed that the required dimensions were met: build collective identity whose proposals are based on the notion of shared responsibility; plan future development son the basis of shared goals; standardize criteria in favour of greater functional coherence;prioritise timely and relevant information for the decision-making process. Regarding the variable for the institutional success, a questionnaire of 21 items met the needs of the study dimensions:goal fulfillment, interpersonal relation ships and institutional streng thening of their identity. In the findings of the controlled variables, it was observed a positive and significant coefficient of correlation of Pearson R = 0.941 at a significance level of p = 0.005, which is less than 5% of standard level of significance, for concluding, the refore, that ","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46421402","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-23DOI: 10.22497/helios.v2i1.892
R. Rubio, Jorge Iván León Culquichicón
RESUMEN En este articulo presentamos el conocimiento basico y esencial del binomio informacion-comunicacion con sustancial a la vida del hombre. Por razones didacticas, los componentes del binomio se ofertan separadamente, detallamos sus atributos para luego describir al hombre y su relacion con el medio ambiente. Por ser la informacion insumo de la comunicacion, describimos el procesamiento humano de la informacion y caracterizamos a la comunicacion humana. En base al analisis de contenido,concluimos que no hay informacion ni comunicacion sin intencion y ruido, y que la informacion intencional es mas persuasiva y estrategica. Palabras clave: informacion, comunicacion,medio ambiente y procesamiento de informacion. ABSTRACT In this article, we present basic and essential knowledge about the binomial information and communication in human life. For didactic reasons, the components of the binomial are supplied separately, we detail its attributes in order to describe man and his relation ship with the environment.Taking into account that it is raw material of communication, we intend to describe the human information process and the characteristics of human communication. Based on the content analysis, we conclude that there is neither information nor communication without intention and noise, and that the intentional information is more persuasive and strategic. Key words: information, communication,environment and information processing.
{"title":"INFORMACIÓN Y COMUNICACIÓN EN ENTORNOS DE APRENDIZAJE","authors":"R. Rubio, Jorge Iván León Culquichicón","doi":"10.22497/helios.v2i1.892","DOIUrl":"https://doi.org/10.22497/helios.v2i1.892","url":null,"abstract":"RESUMEN En este articulo presentamos el conocimiento basico y esencial del binomio informacion-comunicacion con sustancial a la vida del hombre. Por razones didacticas, los componentes del binomio se ofertan separadamente, detallamos sus atributos para luego describir al hombre y su relacion con el medio ambiente. Por ser la informacion insumo de la comunicacion, describimos el procesamiento humano de la informacion y caracterizamos a la comunicacion humana. En base al analisis de contenido,concluimos que no hay informacion ni comunicacion sin intencion y ruido, y que la informacion intencional es mas persuasiva y estrategica. Palabras clave: informacion, comunicacion,medio ambiente y procesamiento de informacion. ABSTRACT In this article, we present basic and essential knowledge about the binomial information and communication in human life. For didactic reasons, the components of the binomial are supplied separately, we detail its attributes in order to describe man and his relation ship with the environment.Taking into account that it is raw material of communication, we intend to describe the human information process and the characteristics of human communication. Based on the content analysis, we conclude that there is neither information nor communication without intention and noise, and that the intentional information is more persuasive and strategic. Key words: information, communication,environment and information processing.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45856235","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-22DOI: 10.22497/HELIOS.V2I1.885
Marta Silva Pertuz
RESUMEN Indagar sobre las investigaciones gerontagogicas como posibilidad y apuesta educativa para las personas mayores, desde una perspectiva fenomenologica (cualitativa),a traves del metodo hermeneutico comprensivo,apoyados en entrevistas semiestructuradas, observacion participante,asi como la revision y el analisis bibliografico sobre la produccion investigativa en la tematica, fundamenta el presente articulo. Los resultados obtenidos, cada vez mas alentadores, aun faltando mucho camino por recorrer, se describen en el apartado para ello establecido. Palabras clave: investigacion, gerontagogia, educacion y personas mayores. ABSTRACT To investigate the adult education research“geontagogy” as a possibility and betting education for seniors, from a phenomenological perspective (qualitative), by means of the hermeneutical comprehensive method, supported by semi-structured interviews, participant observation, as well as the bibliographical review and analysis of the research output in this field,underlies the present article. The results obtained, increasingly more encouraging,even if there is still a long way to go,which are described in the section based infor that purpose. Key words: research, gerontagogy,education and seniors.
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Pub Date : 2018-08-22DOI: 10.22497/HELIOS.V2I1.882
Jesús Johans Cruz Pastor
RESUMEN La investigacion que lleva por titulo: “Inteligencia intrapersonal e interpersonal en el autoconcepto en estudiantes de sexto grado del nivel primaria en Paijan”, se origino a partir del siguiente problema: ?en que medida la inteligencia intrapersonal e interpersonal mejora el autoconcepto en los estudiantes de 6° grado de primaria, Paijan–2015? Asi mismo se planteo el siguiente objetivo general: determinar si la aplicacion de estrategias para desarrollar la inteligencia intrapersonal e interpersonal mejora el autoconcepto en estudiantes de 6° grado de primaria en Paijan. De esta forma se propuso la hipotesis de investigacion: el programa de inteligencia interpersonal e intrapersonal ayuda a mejorar el autoconcepto en los estudiantes de 6to de primaria de Paijan (en sus diferentes dimensiones). Con un diseno cuasi - experimental de dos grupos, experimental y control, con pre y pos test,y empleando como instrumento de recoleccion de datos el “Cuestionario de autoconcepto GARLEY”, se llego a la siguiente conclusion: entre el pre y pos test, estudiantes del grupo experimental,en las variable “autoconcepto”, lograron un mejoramiento en sus diferentes dimensiones,se incremento significativamente el porcentaje de estas y se redujo considerablemente los niveles bajos de la misma. Por otra parte, los estudiantes del grupo control, en la evaluacion de esta variable no mostraron ninguna variacion importante en sus niveles de “autoconcepto”.En sintesis, la aplicacion del programa de inteligencia intrapersonal e interpersonal ha mejorado las habilidades sociales de los estudiantes del grupo experimental, habiendo sido muy importante la intervencion por parte del autor de este estudio. Palabras clave: inteligencia intrapersonal, inteligencia interpersonal, autoconcepto intelectual,autoconcepto personal, sensacion de control, autoconcepto fisico, autoconcepto social y autoconcepto familiar. ABSTRACT The research which is entitled: “Interpersonal and Intrapersonal intelligence in theself-concept of sixth grade students at the primary school level in Paijan“ raised questions regarding the extent to which the interpersonal and intrapersonal intelligence has improvedits self-concept among the students of sixth grade, Paijan-2015. Another conceptual issue of general interest was raised with the objective to determine if the implementing strategies to develop the interpersonal and intrapersonal intelligence have enhanced the self-concept and students’ achievement in sixth grade in Paijan. Confirming the central hypothesis of this research,this case study found that this programme focused on the interpersonal and intrapersonal intelligence has helped to improve the self-concept among the students of sixth gradeat the primary school level of Paijan (in its different dimensions).In this quasi-experimental design that uses the two-group comparison pre-test and post-test- in which a treatment or stimulus is administered to only one of two groups. By employing as
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A reader of Catullus’s c. 64 is in for a perplexing, if captivating, experience. The poem, his longest by far, is often called an epyllion, or miniature epic.1 It opens with the voyage of the Argo, designated as the first ship at 64.11: illa rudem cursu prima imbuit Amphitriten (She first inaugurated inexperienced Amphitrite [i.e. the ocean] with her journey).2 After nymphs marvel at the innovative vessel (15–18), the narrative pivots to the wedding of the Argonaut Peleus and the sea nymph Thetis (19–49), which is itself interrupted by a lengthy ekphrasis of a tapestry showing Ariadne abandoned by Theseus (50–266). While describing the tapestry, the narrator recounts how Ariadne helped Theseus escape from the labyrinth by betraying her father, thus causing the death of her Minotaur half-brother (71–123). Ariadne’s ensuing complaint and curse are provided in direct speech (132–201), followed by their outcome in the death of Theseus’s father Aegeus (241–250). The description of the tapestry concludes with the arrival of Bacchus as Ariadne’s future husband (251– 264). Finally, the speaker returns to the opening narrative frame of Peleus and Thetis’s wedding, which is celebrated by the gods (269–302). The Parcae spin wool while performing a wedding song for the couple which predicts the birth of their son, Achilles (303–383). In the concluding lines of the poem, the narrator laments the end of the era when gods and mortals socialized together (384–408). The poem’s convoluted and counterintuitive narrative structure can at least be understood and charted.3 Its mythical chronology, on the
卡图卢斯(Catullus)公元64年的作品的读者会有一种令人困惑的、迷人的体验。这首诗是他迄今为止最长的一首，通常被称为小史诗它以阿尔戈号的航行开始，在64.11被指定为第一艘船:illa rudem cursu prima imbuit Amphitriten(她第一次用她的旅程开启了没有经验的amphitritite[即海洋])在仙女们惊叹于这艘创新的船(15-18)之后，故事转向了阿尔戈诺夫人珀琉斯和海仙女忒提斯的婚礼(19-49)，故事本身被一幅长长的挂毯打断，挂毯上显示阿里阿德涅被忒修斯抛弃(50-266)。在描述挂毯时，叙述者讲述了阿里阿德涅如何通过背叛父亲帮助忒修斯逃离迷宫，从而导致她同父异母的米诺陶洛斯兄弟的死亡(71-123)。阿里阿德涅随后的抱怨和诅咒是用直接的语言表达的(132-201)，然后是他们的结果，即忒修斯的父亲埃修斯的死亡(241-250)。挂毯的描述以巴克斯作为阿里阿德涅未来的丈夫(251 - 264)的到来结束。最后，演讲者回到了珀琉斯和忒提斯婚礼的开头叙事框架，这是由众神庆祝的(269-302)。帕尔卡人一边纺毛，一边为这对夫妇唱婚礼歌曲，这首歌预示着他们的儿子阿喀琉斯(303-383)的诞生。在这首诗的最后几行，叙述者哀叹神与凡人共同交往的时代的结束(384-408)。这首诗的复杂和反直觉的叙事结构至少可以被理解和描绘它的神话年表
{"title":"Weaving Time: Ariadne and the Argo in Catullus, C. 64","authors":"Katherine Wasdin","doi":"10.1353/HEL.2017.0003","DOIUrl":"https://doi.org/10.1353/HEL.2017.0003","url":null,"abstract":"A reader of Catullus’s c. 64 is in for a perplexing, if captivating, experience. The poem, his longest by far, is often called an epyllion, or miniature epic.1 It opens with the voyage of the Argo, designated as the first ship at 64.11: illa rudem cursu prima imbuit Amphitriten (She first inaugurated inexperienced Amphitrite [i.e. the ocean] with her journey).2 After nymphs marvel at the innovative vessel (15–18), the narrative pivots to the wedding of the Argonaut Peleus and the sea nymph Thetis (19–49), which is itself interrupted by a lengthy ekphrasis of a tapestry showing Ariadne abandoned by Theseus (50–266). While describing the tapestry, the narrator recounts how Ariadne helped Theseus escape from the labyrinth by betraying her father, thus causing the death of her Minotaur half-brother (71–123). Ariadne’s ensuing complaint and curse are provided in direct speech (132–201), followed by their outcome in the death of Theseus’s father Aegeus (241–250). The description of the tapestry concludes with the arrival of Bacchus as Ariadne’s future husband (251– 264). Finally, the speaker returns to the opening narrative frame of Peleus and Thetis’s wedding, which is celebrated by the gods (269–302). The Parcae spin wool while performing a wedding song for the couple which predicts the birth of their son, Achilles (303–383). In the concluding lines of the poem, the narrator laments the end of the era when gods and mortals socialized together (384–408). The poem’s convoluted and counterintuitive narrative structure can at least be understood and charted.3 Its mythical chronology, on the","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":"44 1","pages":"181 - 199"},"PeriodicalIF":0.2,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2017.0003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42895213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract:This essay takes a diachronic and phenomenological approach to the ending of Seneca’s Medea and pursues the semantic possibilities and consequences of Seneca’s choice to separate the murders of the two children. I look first at the development of Medea’s character throughout the play: What might an audience think drives this Medea to filicide, and how does Medea’s speech specifically guide the audience’s expectation of the ending, despite the fact that her decision to kill the children is only explicitly stated in the final act? Then, focusing on the final act, I argue that the interruption of Medea’s murders by the arrival of Jason and the Corinthians provides an interstitial space in which the audience might not only contemplate alternate outcomes—for example, perhaps this Medea will choose not to kill the second child—but also heighten their awareness of their own expectations of the plot and of the Medea character. I show that the space between the two deaths allows for several shifts within and outside of the play: the unfixed ending of the manuscript tradition shows the breadth of viable outcomes (and the discomfort of more modern editors with non-canonical endings). Seneca’s Medea, due to the interruption, changes the significance of the second child’s death such that it is quite distinct from the first; and Jason and the audience experience their own ‘becoming’ as Medea claims the life of the second child and flies away.
{"title":"Murder, Interrupted: Seneca’s Medea and the Case of the Second Child","authors":"Lisl Walsh","doi":"10.1353/HEL.2018.0002","DOIUrl":"https://doi.org/10.1353/HEL.2018.0002","url":null,"abstract":"Abstract:This essay takes a diachronic and phenomenological approach to the ending of Seneca’s Medea and pursues the semantic possibilities and consequences of Seneca’s choice to separate the murders of the two children. I look first at the development of Medea’s character throughout the play: What might an audience think drives this Medea to filicide, and how does Medea’s speech specifically guide the audience’s expectation of the ending, despite the fact that her decision to kill the children is only explicitly stated in the final act? Then, focusing on the final act, I argue that the interruption of Medea’s murders by the arrival of Jason and the Corinthians provides an interstitial space in which the audience might not only contemplate alternate outcomes—for example, perhaps this Medea will choose not to kill the second child—but also heighten their awareness of their own expectations of the plot and of the Medea character. I show that the space between the two deaths allows for several shifts within and outside of the play: the unfixed ending of the manuscript tradition shows the breadth of viable outcomes (and the discomfort of more modern editors with non-canonical endings). Seneca’s Medea, due to the interruption, changes the significance of the second child’s death such that it is quite distinct from the first; and Jason and the audience experience their own ‘becoming’ as Medea claims the life of the second child and flies away.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":"45 1","pages":"101 - 69"},"PeriodicalIF":0.2,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/HEL.2018.0002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44922163","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-23DOI: 10.22497/HELIOS.V1I1.831
Liliana Alicia Paz Ramos
Resumen En un mundo en que la imagen ha invadido nuestras formas de apropiarnos del conocimiento,seria incomprensible no aprovechar su poder evocador. Es por eso que el presente trabajo tiene como proposito demostrar que la imagen puede ser utilizada como un mediador didactico valioso en la comprension lectora de los estudiantes universitarios de pregrado. Para ello realizamos una revision teorica de los principios del modelo interactivo de lectura, la teoria socio cultural de Vygotsky y la importancia del andamiaje didactico, asi como tambien destacamos los aportes sobre imagenes didacticas realizados por Perales, J. y Jimenez, J., entre otros. Palabras clave: Comprension lectora, icono,imagen, andamiaje didactico, universidad, psicopedagogia. Abstract In a world in which the image has invaded our ways of appropriating knowledge, it would be incomprehensible not to take advantage of its evocative power. That is why the present work has the purpose of demonstrating that the image can be used as a valuable didactic mediator in the reading comprehension of undergraduate university students. In order to do this, we conducted a theoretical review of the principles of the interactive reading model, the socio cultural theory of Vygotsky and the importance of didactic framework, as well as high lighting the contributions on didactic images made by Perales, J. and Jimenez,J., among others . Key words: Reading comprehension, icon,image, didactic framework, university, psychopedagogy.
{"title":"EL ÍCONO COMO ANDAMIAJE DIDÁCTICO DE LA COMPRENSIÓN LECTORA EN EL NIVEL SUPERIOR","authors":"Liliana Alicia Paz Ramos","doi":"10.22497/HELIOS.V1I1.831","DOIUrl":"https://doi.org/10.22497/HELIOS.V1I1.831","url":null,"abstract":"Resumen En un mundo en que la imagen ha invadido nuestras formas de apropiarnos del conocimiento,seria incomprensible no aprovechar su poder evocador. Es por eso que el presente trabajo tiene como proposito demostrar que la imagen puede ser utilizada como un mediador didactico valioso en la comprension lectora de los estudiantes universitarios de pregrado. Para ello realizamos una revision teorica de los principios del modelo interactivo de lectura, la teoria socio cultural de Vygotsky y la importancia del andamiaje didactico, asi como tambien destacamos los aportes sobre imagenes didacticas realizados por Perales, J. y Jimenez, J., entre otros. Palabras clave: Comprension lectora, icono,imagen, andamiaje didactico, universidad, psicopedagogia. Abstract In a world in which the image has invaded our ways of appropriating knowledge, it would be incomprehensible not to take advantage of its evocative power. That is why the present work has the purpose of demonstrating that the image can be used as a valuable didactic mediator in the reading comprehension of undergraduate university students. In order to do this, we conducted a theoretical review of the principles of the interactive reading model, the socio cultural theory of Vygotsky and the importance of didactic framework, as well as high lighting the contributions on didactic images made by Perales, J. and Jimenez,J., among others . Key words: Reading comprehension, icon,image, didactic framework, university, psychopedagogy.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48136199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-23DOI: 10.22497/helios.v1i1.828
Karina Lizet Salinas Carranza
Resumen El presente estudio se realizo con el objetivo de determinar la promocion de la resiliencia en estudiantes de educacion secundaria, a traves de talleres de desarrollo personal. La investigacion fue pre experimental, para cuyo efecto se aplico un pre y postest, a unapoblacion y muestra de 78 estudiantes matriculados en el quinto grado de educacion secundaria. Para medir el nivel de resiliencia se elaboro un cuestionario con escala tipo Likert, siguiendo la propuesta de Gotberg(1995), cuestionario que estuvo conformado por 16 items. Y para promover los niveles de resiliencia, se aplico los talleres de desarrollo personal.Las pruebas estadisticas utilizadas fueron la Chi-cuadrado que al comparar las frecuencias del nivel de resiliencia antes y despues de aplicar el taller de desarrollo personal, arrojaban diferencias significativas (p < 0.01). El incremento en el nivel de resiliencia se atribuye al taller de desarrollo personal ejecutado. Palabras claves: Promocion, estudiantes, taller,desarrollo personal y resiliencia. Abstract The present study was carried out with the aim to determine the promotion of the resilience in students of secondary education,through personal development work shops.The research was pre-experimental, for which purpose we applied a pre- and pos-test, to a population and sample of 78 students enrolled in the fifth grade of secondary education. In order to measure the level of resilience, aquestionnaire elaborated with a Likert scaletype was used, following the proposal of Gotberg (1995), a questionnaire that consisted of 16 items. And in order to promote the levels of resilience, personal development workshops were applied.The statistical tests used were Chi-square,which, when comparing the frequencies of the resilience level before and after the implementation of the personal development workshops, the differences are significant (p <0.01).This increase in the level of resilienceis attributed to the workshop of personal development. Key words: Promotion, students, workshop,personal development and resilience.
{"title":"LA PROMOCIÓN DE LA RESILIENCIA EN ESTUDIANTES DE EDUCACIÓN SECUNDARIA A TRAVÉS DE TALLERES DE DESARROLLO PERSONAL","authors":"Karina Lizet Salinas Carranza","doi":"10.22497/helios.v1i1.828","DOIUrl":"https://doi.org/10.22497/helios.v1i1.828","url":null,"abstract":"Resumen El presente estudio se realizo con el objetivo de determinar la promocion de la resiliencia en estudiantes de educacion secundaria, a traves de talleres de desarrollo personal. La investigacion fue pre experimental, para cuyo efecto se aplico un pre y postest, a unapoblacion y muestra de 78 estudiantes matriculados en el quinto grado de educacion secundaria. Para medir el nivel de resiliencia se elaboro un cuestionario con escala tipo Likert, siguiendo la propuesta de Gotberg(1995), cuestionario que estuvo conformado por 16 items. Y para promover los niveles de resiliencia, se aplico los talleres de desarrollo personal.Las pruebas estadisticas utilizadas fueron la Chi-cuadrado que al comparar las frecuencias del nivel de resiliencia antes y despues de aplicar el taller de desarrollo personal, arrojaban diferencias significativas (p < 0.01). El incremento en el nivel de resiliencia se atribuye al taller de desarrollo personal ejecutado. Palabras claves: Promocion, estudiantes, taller,desarrollo personal y resiliencia. Abstract The present study was carried out with the aim to determine the promotion of the resilience in students of secondary education,through personal development work shops.The research was pre-experimental, for which purpose we applied a pre- and pos-test, to a population and sample of 78 students enrolled in the fifth grade of secondary education. In order to measure the level of resilience, aquestionnaire elaborated with a Likert scaletype was used, following the proposal of Gotberg (1995), a questionnaire that consisted of 16 items. And in order to promote the levels of resilience, personal development workshops were applied.The statistical tests used were Chi-square,which, when comparing the frequencies of the resilience level before and after the implementation of the personal development workshops, the differences are significant (p <0.01).This increase in the level of resilienceis attributed to the workshop of personal development. Key words: Promotion, students, workshop,personal development and resilience.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":" ","pages":""},"PeriodicalIF":0.2,"publicationDate":"2018-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46525477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-02-23DOI: 10.22497/HELIOS.V1I1.832
V. Fernandez
Resumen La idea de lo “correcto” o “incorrecto” en la practica idiomatica, ha sido siempre motivo de gran preocupacion tanto para los estudiosos de las lenguas como para sus respectivos hablantes. El presente trabajo intenta aclarar esa distincion, teniendo en cuenta que el significado variado de los terminos correcto o incorrecto referidos al uso del idioma, conduce a una serie de confusiones, puesto que no existe una idea general y absoluta respecto a ellos en la practica de una lengua. Asi, lo que en una epoca se considero “correcto”, en otra es “incorrecto”, porque las lenguas cambian a traves del tiempo (diacronia); las formas“correctas” de una region resultan “incorrectas”en otras, etc. Solo existen consideraciones o criterios de correccion idiomatica que estan de acuerdo a circunstancias o razones socio-culturales. En el uso del idioma lo “correcto”es lo que se considera normal en las diferentes situaciones. Una practica idiomatica puede ser considerada “correcta” o normal,por ejemplo, por dos razones: por estar realizada de acuerdo a lo establecido por el sistema de una lengua (reglas gramaticales)o porque esta sujeta a la norma, es decir, a un conjunto de convenciones adoptadas y aceptadas por una comunidad linguistica. Palabras claves: La correccion linguistica,correcto, incorrecto, criterios. Abstract The idea of "right" or "wrong" in the idiomatic practice has always been a matter of great concern to both language learners and their respective speakers. The present work tries to clarify this distinction, taking into account that the varied meaning of the terms correct or incorrect referring to the use of the language, leads to a series of confusions,since there is no general and absolute idea about them in the practice of a language.Thus, what was once considered "right", in another is "wrong" because languages change through time (diachrony); the "correct"forms of one region are "incorrect" in others,etc. There are only considerations or criteria of idiomatic corrections that are according to socio-cultural circumstances or reasons. In the use of the language the "correct" is what isconsidered normal in the different situations. An idiomatic practice can be considered"right" or normal, for example, for two reasons:because it is performed according to the system of a language (grammatical rules) or because it is subject to the norm, which is, toa set of conventions adopted and accepted by a language community. Key words: The linguistic correction, correct,incorrect, criteria.
本文的目的是分析西班牙语作为一种语言的地位，并分析西班牙语作为一种语言的地位，以及西班牙语作为一种语言的地位，以及西班牙语作为一种语言的地位。本文试图澄清这种区别，考虑到与语言使用有关的正确或错误术语的不同含义会导致一系列的混淆，因为在语言实践中没有关于它们的一般和绝对的概念。因此，在一个时代被认为是“正确的”，在另一个时代被认为是“错误的”，因为语言随着时间而变化(历时性);一个区域的“正确”形状在其他区域的“不正确”形状，等等。只有根据社会文化环境或原因的习惯纠正的考虑或标准。在语言的使用中，“正确的”是在不同的情况下被认为是正常的。习惯用法可以被认为是“正确的”或正常的，例如，有两个原因:一是它是根据一种语言系统(语法规则)的规定进行的，二是它是受规范的约束，即一套被语言社区采用和接受的惯例。关键词:语言校正，正确，错误，标准。Abstract想法“right”或“错误”in The idiomatic practice has always been a - j of great concern to both language项及其各自speakers。目前tries to澄清该distinction的工作,同时考虑到,意义of The terms correct or to The use of The language 34,600美元的必要,to a series of confusions, there is no总and absolute想法about them in The practice of language。因此，曾经被认为是“正确”的东西，另一方面是“错误”的，因为语言随着时间的推移而变化(历时性);一个区域的“正确”表单在其他区域是“不正确”的，等等。只有根据社会文化环境或原因的习惯修正的考虑因素或标准。在语言的使用中，“正确的”是在不同的情况下被认为是正常的。例如，习惯用语可以被认为是“正确的”或正常的，原因有二:因为习惯用语是按照一种语言系统(语法规则)执行的，或者因为习惯用语是根据一种语言群体所采用和接受的一套惯例而遵守的规范。关键词:语言校正，正确，错误，标准。
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