EDAFOLOGIA

Por qu el suelo y su
manejo son importantes?
Es uno de los recursos fundamentales de los cuales la civilizacin
depende y proporciona tanto oportunidades como impedimentos para casi
todos los usos de las tierras.
Nuestros alimentos (productos vegetales y animales derivan
principalmente! en forma directa o indirecta! del suelo.
Es uno de los recursos naturales m"s desconocido y menos entendido
(tanto sus limitaciones como las oportunidades que ofrece cada suelo
#a informacin de suelo rara vez es utilizada efectivamente en la
planificacin de los usos y manejos de las tierras.
Es $astante dif%cil de mapear y estudiar.
Pues se debe hacer un esfuerzo para agacharse, mirarlo y cavar
agujeros. Y sobre todo, el suelo fuente de vida, se identifica con la
muerte, puesto que en l se sepultan los cadveres.
&e$ido a que es principalmente 'invisi$le(.
lgunas propiedades son obvias a los sentidos, especialmente cuando
se intenta usar el suelo, por ejemplo en labranza o se transita sobre l
!adhesividad, contenido de agua". #in embargo, muchas importantes
propiedades no pueden apreciarse o inferirse hasta que una cavidad
sea hecha en l.
$ebido a que sus propiedades pueden depender de su historia o
acontecimientos pasados.
$ebido a que su historia puede ser muy compleja.
$ebido a que es un intrincado ecosistema, funcionando a simultneas
escalas espacio%temporales diversas.
$ebido a que puede e&hibir una elevada variabilidad espacial a
muchas escalas.

#os estudios y levantamientos de suelo son complejos y dif%ciles de
interpretar para una gran cantidad de usos de la tierra! los que pueden ser
$eneficiosos con la adecuada informacin de suelos.
'n consecuencia, hay una gran necesidad de profesionales
dedicados y bien entrenados capaces de entender el recurso suelo,
de mapearlo, y de e&plicar las oportunidades y limitaciones que
ofrece a los usuarios de la tierra y a otros que toman decisiones
acerca de su uso.
Estudiantes exitosos
Los estudiantes exitosos exhiben una combinacin de actitudes y comportamientos de xito as
como tambin capacidad intelectual. Estudiantes exitosos . . .
. . . . son responsables y acti!os. In!olucrados en sus estudios" aceptan responsibilidad para su
propia educacin" y son acti!os participantes en ella#
Responsibility means control. It's the difference between leading and being led. Your own efforts control your grade, you
earn the glory or deserve the blame, you make the choice. Active classroom participation improves grades without
increasing study time. You can sit there, act bored, daydream, or sleep. Or, you can actively listen, think, uestion, and
take notes like someone in charge of their learning e!perience. "ither option costs one class period. #owever, the former
method will reuire a large degree of additional work outside of class to achieve the same degree of learning the latter
provides at one sitting. $he choice is yours.
$. . . . tienen metas educacionales. %ienen metas le&timas y est'n moti!ados por lo (ue ellos
representan en trminos de las aspiraciones de la carrera y anhelos de la !ida.
Ask yourself these uestions% &hat am I doing here' &hy have I chosen to be sitting here now' Is there some better
place I could be' &hat does my presence here mean to me' Answers to these uestions represent your (#ot )uttons(
and are, without a doubt, the most important factors in your success as a college student. If your educational goals are
truly yours, not someone else's, they will motivate a vital and positive academic attitude. If you are familiar with what
these hot buttons represent and refer to them often, especially when you tire of being a student, nothing can stop you* if
you aren't and don't, everything can, and will+
). . . . hacen pre&untas. *acen pre&untas para buscar la ruta m's r'pida entre la i&norancia y el
conocimiento.
In addition to securing knowledge you seek, asking uestions has at least two other e!tremely important benefits. $he
process helps you pay attention to your professor and helps your professor pay attention to you+ $hink about it. If you
want something, go after it. ,et the answer now, or fail a uestion later. $here are no foolish uestions, only foolish
silence. It's your choice.
+. . . . entienden (ue los estudiantes y el pro,esor constituyen un e(uipo. La mayor parte de los
instructores desean lo (ue usted desea- ellos (uerran (ue usted aprenda la materia en sus
respecti!as clases y escuche con atencin.
-uccessful students reflect well on the efforts of any teacher* if you have learned your material, the instructor takes
some .ustifiable pride in teaching. /oin forces with your instructor, they are not an enemy, you share the same interests,
the same goals 0 in short, you're teammates. ,et to know your professor. You're the most valuable players on the same
team. Your .obs are to work together for mutual success. 1either wishes to chalk up a losing season. )e a team player+
.. . . . no se sientan atr's. Los estudiantes exitosos minimi/an las distracciones de la clase (ue
inter,ieren con su aprendi/a0e.
-tudents want the best seat available for their entertainment dollars, but willingly seek the worst seat for their
educational dollars. -tudents who sit in the back cannot possibly be their professor's teammate 2see no. 34. &hy do they
e!pose themselves to the temptations of inactive classroom e!periences and distractions of all the people between them
and their instructor' Of course, we know they chose the back of the classroom because they seek invisibility or
anonymity, both of which are antithetical to efficient and effective learning. If you are trying not to be part of the class,
why, then, are you wasting your time' 5ush your hot buttons, is their something else you should be doing with your
time'
1. . . . toman buenas notas. Los estudiantes exitosos toman notas (ue son entendibles y
or&ani/adas" y las re!isan a menudo.
&hy put something into your notes you don't understand' Ask the uestions now that are necessary to make your notes
meaningful at some later time. A short review of your notes while the material is still fresh on your mind helps your
learn more. $he more you learn then, the less you'll have to learn later and the less time it will take because you won't
have to include some deciphering time, also. $he whole purpose of taking notes is to use them, and use them often. $he
more you use them, the more they improve.
2. . . . entienden (ue las acciones a,ectan su aprendi/a0e. Los estudiantes exitosos saben (ue su
comportamiento personal a,ecta sus sentimientos y emociones" lo (ue a,ecta su aprendi/a0e.
If you act in a certain way that normally produces particular feelings, you will begin to e!perience those feelings. Act
like you're bored, and you'll become bored. Act like you're disinterested, and you'll become disinterested. -o the ne!t
time you have trouble concentrating in the classroom, (act( like an interested person% lean forward, place your feet flat
on the floor, maintain eye contact with the professor, nod occasionally, take notes, and ask uestions. 1ot only will you
benefit directly from your actions, your classmates and professor may also get more e!cited and enthusiastic.
3. . . . con!ersan de lo (ue est'n aprendiendo. Los estudiantes exitosos pueden expresar en
palabras lo (ue han aprendido bastante bien.
$alking about something, with friends or classmates, is not only good for checking whether or not you know something,
its a proven learning tool. $ransferring ideas into words provides the most direct path for moving knowledge from short0
term to long0term memory. You really don't (know( material until you can put it into words. -o, ne!t time you study,
don't do it silently. $alk about notes, problems, readings, etc. with friends, recite to a chair, organi6e an oral study group,
pretend you're teaching your peers. ($alk0learning( produces a whole host of memory traces that result in more
learning.
4. . . . no acumulan materias para los ex'menes. Los estudiantes exitosos saben (ue perodos de
estudios di!ididos son m's e,ecti!os (ue sesiones atochadas de materia" y ellos lo practican.
If there is one thing that study skills specialists agree on, it is that distributed study is better than massed, late0night, last0
ditch efforts known as cramming. You'll learn more, remember more, and earn a higher grade by studying in four, one
hour0a0night sessions for 7riday's e!am than studying for four hours straight on $hursday night. -hort, concentrated
preparatory efforts are more efficient and rewarding than wasteful, inattentive, last moment marathons. Yet, so many
students fail to learn this lesson and end up repeating it over and over again until it becomes a wasteful habit. 1ot too
clever, huh'
5. . . . son buenos mane0adores del tiempo. Los estudiantes exitosos do not procrastinate. Ellos
han aprendico (ue el control del tiempo es el control de la !ida y han ele&ido concientemente
tomar el control de su !ida.
An elemental truth% you will either control time or be controlled by it+ It's your choice% you can lead or be led, establish
control or relinuish control, steer your own course or follow others. 7ailure to take control of their own time is
probably the no. 8 study skills problem for college students. It ultimately causes many students to become non0students+
5rocrastinators are good e!cuse0makers. 9on't make academics harder on yourself than it has to be. -top
procrastinating. And don't wait until tomorrow to do it+
Larry 6 Lude7i& 8%en 9ommandments ,or E,,ecti!e :tudy :;ills" 44$<.
Estudiantes =esponsables
Los estudiantes tienen el derecho a captar responsabilidades para su propio destino
y deberan ser estimulados a hacerlo. 9on cada derecho se ad(uiere una
responsibilidad#
%en&o la responsabilidad de !enir a cada clase preparado para
escuchar" participar" y aprender.
%en&o la responsabilidad de leer textos cuidadosamente" tomando
notas de ideas importantes y redactando conceptos en propias y
adecuadas palabras.
%en&o la responsabilidad de traba0ar los e0emplos de textos y a(uellos
proporcionados en clases.
%en&o la responsabilidad de consultar a otros estudiantes" el pro,esor"
un ayudante" y otros recursos siempre (ue necesite ayuda extra.
%en&o la responsabilidad de entender (ue el pro,esor no es el principal
responsable en hacerme entender" sino (ue es mi traba0o estudiar y
aprender.
%en&o la responsabilidad de mantener una mente abierta y tratar de
comprender (ue el pro,esor est' tratando de (ue lo lo&re.
%en&o la responsabilidad de entender (ue no soy el >nico estudiante
de la clase" y (ue si !oy re/a&ado" nada de mi situacin es bene,iciosa
para el resto de mis compa?eros.
%en&o la responsabilidad de actuar como un adulto competente.
%en&o la responsabilidad de tratar de inte&rar los conceptos
aprendidos" en otros cursos y otras 'reas de la !ida.
%en&o la responsabilidad de ser respetuoso y abierto hacia el pro,esor
y mis condiscpulos.
%en&o la responsabilidad de aceptar (ue mi traba0o ser' e!aluado en
trminos de las destre/as (ue se espera domine cual(uier estudiante
del curso.
Lynne 6arie =odell" 44+.