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Search Results: 1 - 10 of 39031 matches for " Yeimy Katherine Camargo Martínez "
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BIODIVERSIDAD VEGETAL ASOCIADA A PLANTACIONES FORESTALES DE Pinus caribaea MORELET Y Eucalyptus pellita F. MUELL ESTABLECIDAS EN VILLANUEVA, CASANARE, COLOMBIA PLANT BIODIVERSITY ASSOCIATED TO FOREST PLANTATIONS WITH Pinus caribaea MORELET AND Eucalyptus pellita F. MUELL. ESTABLISHED IN VILLANUEVA, CASANARE, COLOMBIA
Fernando Fernández Méndez,Yeimy Katherine Camargo Martínez,Mónica Bibiana Sarmiento
Revista Facultad Nacional de Agronomía, Medellín , 2012,
Abstract: Resumen. Se analizó en una plantación ubicada en el bosque húmedo tropical la posibilidad que tienen las especies nativas de formar un sotobosque bajo plantaciones de Pinus caribaea y Eucalyptus pellita. Se establecieron parcelas permanentes en las plantaciones por especie, edad y tratamiento silvicultural; parcelas similares se instauraron en bosque natural y sabana. Se registraron individuos clasificados por tama o y hábito. Se determinaron 49 familias botánicas y 102 especies. La mayor y menor diversidad se presentó en el bosque natural y en la sabana con 53 y 18 especies, respectivamente. Entre plantaciones, se encontró mayor diversidad en P. caribaea, con 46 especies, que en E. pellita con 38 especies. El cociente de mezcla indicó una vegetación heterogénea en todos los usos. Los índices Margalef y Menhinick mostraron que el bosque es más diverso, seguido de las plantaciones de mayor edad y por último la sabana. Los índices de Shannon y Simpson califican todos los sitios con vegetación heterogénea. Los tratamientos tuvieron diferencias estadísticas significativas en número de individuos, especies y categorías de tama o, a excepción de las herbáceas. En cuanto a composición y abundancias se destacan tres grandes grupos: bosque con plantaciones maduras, plantaciones de edades intermedias y plantaciones jóvenes con sabana. Se observó una alta betadiversidad entre los tratamientos, que compartían menos del 50% de las especies y abundancias, según los índices Jaccard y Sorensen. Entre plantaciones se presentó el mayor número de especies compartidas. Se concluye que las plantaciones albergan buena cantidad de biodiversidad vegetal de sotoboque y no impiden el establecimiento de especies nativas. Abstract. It was analized in a plantation located in the tropical rainforest, the possibility that native species forming an understory in Pinus caribaea and Eucalyptus pellita plantations. Were established permanent plots, within plantations by species, age and silvicultural treatment, also in the natural forest and savannah. Individuals were classified by size and habit. 49 families and 102 botanical species were identified. The highest and lowest diversity occurred in the natural forest and savannah with 53 and 18 species, respectively between plantations, there was greater diversity with P. caribaea with 46 species that in E. pellita with 38 species. The mixing ratio shows a heterogeneous vegetation in all uses. The richness indices of Margalef and Menhinick, show more species diversity in forest, plantations followed older and finally the savannah. Shannon a
La relación lenguaje y conocimiento y su aplicación al aprendizaje escolar
Camargo Uribe,ángela; Hederich Martínez,Christian;
Folios , 2010,
Abstract: this paper explains three theoretical approaches that have been proposed to explain the relationship between language and knowledge: cognitivism, social constructivism and discursive constructivism. later on, the paper presents different classroom dialogues and speech sequences that illustrate each approach to analyze and evaluate them from the point of view of school learning. finally, some statements are about the relationships among the three approaches and with respect to their application to the classroom context
El estilo de comunicación y su presencia en el aula de clase
Camargo Uribe,ángela; Hederich Martínez,Christian;
Folios , 2007,
Abstract: this paper explores the possibility of identifying teaching styles on the basis of differences in teachers? communicative behaviors, that have an expression in observable differences in teachers? linguistic styles. in order to do that, a review of papers on communicative styles from the cultural, generic and individual perspectives is made. finally, the proposal is considered in the context of the studies on classroom communication, specifically, the studies on teachers? patterns of language use in the classroom.
EL GéNERO CIENTíFICO. LA RELACIóN DISCURSO-PENSAMIENTO Y LA ENSE?ANZA-APRENDIZAJE DE LAS CIENCIAS
Camargo Uribe,ángela; Hederich Martínez,Christian;
Forma y Función , 2011,
Abstract: the paper offers a characterization of scientific discourse from bakhtin's perspective of discursive genre. after a linguistic-textual description of the discursive genre in the natural sciences, the article explores the connections between this particular form of discourse and the modality of logical-scientific thought proposed by bruner. finally, it includes a reflection on the need to adopt bakhtin's formulations in order to achieve an effective and inclusive scientific education.
La relación lenguaje y conocimiento y su aplicación al aprendizaje escolar The relationship between language and knowledge and its application to school learning
ángela Camargo Uribe,Christian Hederich Martínez
Folios , 2010,
Abstract: Este artículo expone tres aproximaciones teóricas que han sido propuestas para la comprensión de la relación entre el lenguaje y conocimiento: la del cognitivismo, la del socio constructivismo y la del socio constructivismo discursivo. Posteriormente, presenta secuencias de aula que ilustran cada uno de estos enfoques, a fin de analizar y evaluar cada postura desde el punto de vista del aprendizaje escolar. Finalmente, llega a conclusiones sobre las relaciones entre los tres enfoques considerados respecto de su aplicación específica al contexto pedagógico y didáctico This paper explains three theoretical approaches that have been proposed to explain the relationship between language and knowledge: cognitivism, social constructivism and discursive constructivism. Later on, the paper presents different classroom dialogues and speech sequences that illustrate each approach to analyze and evaluate them from the point of view of school learning. Finally, some statements are about the relationships among the three approaches and with respect to their application to the classroom context
El estilo de comunicación y su presencia en el aula de clase Communicative style and its presence in the classroom
ángela Camargo Uribe,Christian Hederich Martínez
Folios , 2007,
Abstract: Este artículo explora la posibilidad de identificar estilos de ense anza sobre la base de diferencias en el comportamiento comunicativo de los profesores, diferencias que resulten observables en el estilo lingüístico de su discurso en el aula. Para hacerlo, presenta una revisión de los trabajos sobre estilos comunicativos desde las perspectivas cultural, genérica e individual. Finalmente, ubica la propuesta en el contexto de los estudios sobre la comunicación en el aula de clase, específicamente, los trabajos sobre el discurso del profesor durante su labor pedagógica. This paper explores the possibility of identifying teaching styles on the basis of differences in teachers’ communicative behaviors, that have an expression in observable differences in teachers’ linguistic styles. In order to do that, a review of papers on communicative styles from the cultural, generic and individual perspectives is made. Finally, the proposal is considered in the context of the studies on classroom communication, specifically, the studies on teachers’ patterns of language use in the classroom.
Pricing Derivatives Securities with Prior Information on Long- Memory Volatility
Alejandro Islas Camargo,Francisco Venegas Martínez
Economía Mexicana , 2003,
Abstract: Este trabajo investiga la existencia de memoria de largo plazo en la volatilidad del mercado bursátil mexicano. Se utiliza un modelo de volatilidad estocástica (SV) para derivar pruebas estadísticas de cambios en la volatilidad. En este caso, la estimación de los parámetros se lleva a cabo a través del Filtro de Kalman (KF) y el método mejorado de cuasi máxima verosimilitud (IQML). Asimismo, se prueba la persistencia y la memoria de largo plazo utilizando un modelo de volatilidad estocástica de memoria de largo plazo (LMSV), el cual se construye incluyendo un proceso autorregresivo y de promedios móviles integrado y fraccionario (ARFIMA) dentro de un esquema de volatilidad estocástica. Bajo este marco, se trabaja con los estimadores espectrales de máxima verosimilitud y con intervalos de confianza generados con la técnica bootstrap . Con base en los resultados empíricos presentados, se desarrolla un modelo Bayesiano para valuar productos derivados cuando existe información a priori sobre volatilidad con memoria de largo plazo.
JEROME BRUNER: DOS TEORíAS COGNITIVAS, DOS FORMAS DE SIGNIFICAR, DOS ENFOQUES PARA LA ENSE ANZA DE LA CIENCIA - JEROME BRUNER: TWO COGNITIVE THEORIES, TWO FORMS OF MEANING, TWO APPROACHES TO TEACHING SCIENCE
áNGELA CAMARGO URIBE,CHRISTIAN HEDERICH MARTíNEZ
Revista Psicogente , 2010,
Abstract: This paper follows the work and the thought of the American psychologist Jerome Bruner,through the two very distinctive periods of his intellectual evolution; his period as a cognitive psychologist and his period as a cultural psychologist. After presenting the mainideas that characterize each psychological approach and briefly describing the speech gender representative to each way of knowing, the most relevant applications that Bruner’s ideas have inspired in the field of Science teaching and learning are considered. In this last respect, two periods of Bruner’s thought are discussed: the period of discovery learning and the period of science as a form of knowledge culturally describable.ResumenEl trabajo realiza un rastreo de la obra y el pensamiento del psicólogo norteamericano Jerome Bruner, durante las dos épocas más distinguibles de su evolución intelectual: su época de psicólogo cognitivista y su época de psicólogo culturalista. Luego de una presentación de las ideas principales que caracterizan estos dos enfoques psicológicos y de una breve descripción de las formas discursivas representativas de cada uno, el trabajo avanza hacia la identificación de las repercusiones más relevantes que la investigación y las ideas de Bruner han tenido para la ense anza y el aprendizaje de las ciencias. En este último respecto, el trabajomantiene también la idea de dos periodos diferentes en el trabajo de Bruner: el periodo del aprendizaje por descubrimiento y el período del conocimiento científico como mundo posible culturalmente caracterizable.
Educational intervention for the prevention of diarrheal diseases in the Mano de Dios neighborhood, Sincelejo, Colombia: A success experience
Gloria Villareal,Laura álvarez,Katherine Jiménez,Karina Martínez
Colombia Médica , 2011,
Abstract: Objective: To measure the effectiveness of an educational program, that encourages the adoption of healthy behaviorsin caregivers, to prevent diarrheal diseases in children under five years of age.Design: Quasi experimental educational intervention (before-after type), adopting the interrupted time series design witha group (Burns and Grove 2008) and the Health Beliefs theory of Hochbaum.Materials and methods: We repeatedly measured the effect of an educational program to promote the adoption of healthybehaviors toward the prevention of acute diarrheal disease in 17 caregivers of children under 5 years of age in a marginalsuburb of the city of Sincelejo (Colombia). A standardized questionnaire and a semi-structured interview was applied on twooccasions (before and after) to investigate the beliefs about the perception of severity and identification of risk factors andprevention of disease, an observation guide to follow changes in beliefs was also used.Results: We found a low presence of healthy beliefs in all dimensions before the implementation of the program and ahigh proportion of variation of change after the intervention, except in the perception of benefits, which turned out to be thesame before and after the intervention. The greatest predictor of change was the perception of the severity of the disease, witha coefficient of variation of 100%.Conclusions: The effectiveness of an educational program to adhere to an expected behavior is achieved by using thesynergy of educational and communication elements in health behavior theories that go beyond the cognitive to the affectiveand structure of volition.
Educational intervention for the prevention of diarrheal diseases in the Mano de Dios neighborhood, Sincelejo, Colombia: A success experience
Villareal,Gloria; álvarez,Laura; Jiménez,Katherine; Martínez,Karina; Martínez,Etilvia; Ojeda,Carolina;
Colombia Médica , 2011,
Abstract: objective: to measure the effectiveness of an educational program, that encourages the adoption of healthy behaviors in caregivers, to prevent diarrheal diseases in children under five years of age. design: quasi experimental educational intervention (before-after type), adopting the interrupted time series design with a group (burns and grove 2008) and the health beliefs theory of hochbaum. materials and methods: we repeatedly measured the effect of an educational program to promote the adoption of healthy behaviors toward the prevention of acute diarrheal disease in 17 caregivers of children under 5 years of age in a marginal suburb of the city of sincelejo (colombia). a standardized questionnaire and a semi-structured interview was applied on two occasions (before and after) to investigate the beliefs about the perception of severity and identification of risk factors and prevention of disease, an observation guide to follow changes in beliefs was also used. results: we found a low presence of healthy beliefs in all dimensions before the implementation of the program and a high proportion of variation of change after the intervention, except in the perception of benefits, which turned out to be the same before and after the intervention. the greatest predictor of change was the perception of the severity of the disease, with a coefficient of variation of 100%. conclusions: the effectiveness of an educational program to adhere to an expected behavior is achieved by using the synergy of educational and communication elements in health behavior theories that go beyond the cognitive to the affective and structure of volition.
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