No abstract

Background Marine aquaculture is a very important economic and food production activity in Patagonian channels. The biophysical mechanisms through which farms interact with surrounding areas is poorly understood. A better understanding of the relationship between zooplankton distribution, hydrodynamics and aquaculture farms in Patagonian channels can contribute to the environmental sustainability of this activity. Methods The study was conducted in winter in the Caucahué Channel (Chiloé Island, southern Chile), which is composed of two asymmetric northern and southern sections separated by a geomorphological constriction (a narrows) and hosts 55 aquaculture farms. Intensive zooplankton and water column sampling (time scale: 12 h) was carried out, together with current measurements as a background of the channel hydrodynamics (time scale: 30 days). Results Spatial dissimilarities in composition and abundances of zooplankton communities and in water column variables were identified between the two sections of the channel in this short-term time scale. In the southern section we found higher abundances of holo- and meroplankton and higher species richness. No differences in zooplankton community were found between sampling sites near and far from aquaculture farms. Southward asymmetrical residual flow and semidiurnal tidal excursion were verified in the central part of the channel during two tidal fortnightly time periods. Conclusions (i) Clear dissimilarity in zooplankton composition were found between the two sections of Caucahué Channel in the time scale studied; and (ii) Quemchi geomorphological constriction and the asymmetrical southward residual flow could act as a physical barrier favoring the spatial dissimilarities found in biotic and abiotic variables between the two sections of the channel.

Para las Universidades Tecnológicas al tener un modelo Educativo Basado en Competencias (Saber Ser, Saber Hacer, Saber), es prioritario establecer los criterios de evaluación que demuestren que el estudiante ha adquirido las capacidades planteadas en el objetivo de cada asignatura, determinado en los planes de estudio del perfil profesional de egreso. Por lo tanto, el docente tiene que implementar estrategias de evaluación en el proceso de enseñanza y aprendizaje para llevar a cabo una valoración y retroalimentación objetiva en donde se clarifique cuáles son los parámetros a cubrir para desarrollar la competencia profesional esperada por el sector empresarial. La evaluación del Saber Ser es una valoración de manera cualitativa, por ello, es importante que al alumno se le oriente hacia las habilidades personales, las características afectivas y psicológicas a desarrollar al momento de trabajar en equipo, enfocándolo en obtener los resultados planteados. To the Technological Universities having a Educational model base on competitions (to know how to be, to know how to do, to know how to know), it’s a priority to establishing the evaluation criteria that shows that the student has acquired the skills in every subject, according to the student profile. Therefore the teacher has to implement evaluation strategies during the process of teaching process that has an objective evaluation and feedback in where the parameters are clear to develop a professional competition for the business sector. The evaluation for “To know how to be” is a qualitative assessment, therefore, it’s important that the student is guided towards personal skills, the psychological characteristics to develop while working in teams, focusing on obtaining results.

No abstract

Para las Universidades Tecnológicas al tener un modelo Educativo Basado en Competencias (Saber Ser, Saber Hacer, Saber), es prioritario establecer los criterios de evaluación que demuestren que el estudiante ha adquirido las capacidades planteadas en el objetivo de cada asignatura, determinado en los planes de estudio del perfil profesional de egreso. Por lo tanto, el docente tiene que implementar estrategias de evaluación en el proceso de enseñanza y aprendizaje para llevar a cabo una valoración y retroalimentación objetiva en donde se clarifique cuáles son los parámetros a cubrir para desarrollar la competencia profesional esperada por el sector empresarial. La evaluación del Saber Ser es una valoración de manera cualitativa, por ello, es importante que al alumno se le oriente hacia las habilidades personales, las características afectivas y psicológicas a desarrollar al momento de trabajar en equipo, enfocándolo en obtener los resultados planteados. To the Technological Universities having a Educational model base on competitions (to know how to be, to know how to do, to know how to know), it’s a priority to establishing the evaluation criteria that shows that the student has acquired the skills in every subject, according to the student profile. Therefore the teacher has to implement evaluation strategies during the process of teaching process that has an objective evaluation and feedback in where the parameters are clear to develop a professional competition for the business sector. The evaluation for “To know how to be” is a qualitative assessment, therefore, it’s important that the student is guided towards personal skills, the psychological characteristics to develop while working in teams, focusing on obtaining results.