Lingüística interaccional y enseñanza de español como lengua extranjera: un estudio empírico en el aula

This article is based on the assumptions of interactional linguistics and combines elements of conversational analysis and applied discourse analysis in order to characterize communicative exchanges, as well as the strategies used in the negotiation of meanings and in the construction of the students’ interactional meaning level B1, according to the Common European Framework of Reference for Languages (CEFR), of Spanish for foreigners. The data used to prepare this work have been collected during the development of ethnographic field work (participant observation, self-observation, preparation of a field diary, monitoring of classes, review of department programming and the curriculum, analysis of class materials and others of the same level), carried out in a public education center in the city of Granada between January and June 2022. In total thirty-seven hours of class have been recorded and transcribed in audio format. The analysis of the data obtained is based on the concepts of interactional linguistics studies (Mondada, 2001; More and Nussbaum, 2013), discourse analysis (Gumperz, 1982; Calsamiglia and Tusón, 1999; Van Dijk, 2000; López, 2015) and conversation analysis (Sacks et al., 1974, 1977; Sacks, 1992; Tusón, 1997, 2002). The results extracted from this work help us to better understand the teaching-learning process in informal interactions in the Spanish classroom, as well as to guide our teaching activity to establish objectives, schedule activities, evaluate results and develop competence in a more detailed way oral communication of our students.Este artículo parte de los presupuestos de la lingüística interaccional y aúna elementos del análisis conversacional y el análisis del discurso aplicado con el fin de caracterizar los intercambios comunicativos, así como las estrategias empleadas en la negociación de significados y en la construcción del sentido interaccional del alumnado de nivel B1, según el Marco Común Europeo de Referencia para las Lenguas (MCERL), de español para extranjeros. Los datos empleados para la elaboración de este trabajo han sido recogidos durante el desarrollo de un trabajo de campo etnográfico (observación participante, autoobservación, elaboración de un diario de campo, seguimiento de las clases, revisión de la programación de departamento y del currículo, análisis de los materiales de clase y de otros del mismo nivel), realizado en un centro de enseñanza pública de la ciudad de Granada entre enero y junio de 2022. En total se han grabado y transcrito treinta y siete horas de clase en formato de audio. El análisis de los datos obtenidos se basa en los conceptos de los estudios de la lingüística interaccional (Mondada, 2001; More y Nussbaum, 2013), análisis del discurso (Gumperz, 1982; Calsamiglia y Tusón, 1999; Van Dijk, 2000; López, 2015) y análisis de la conversación (Sacks et al., 1974, 1977; Sacks, 1992; Tusón, 1997, 2002). Los resultados extraídos de este trabajo nos ayudan a entender mejor el proceso de enseñanza-aprendizaje en interacciones informales en el aula de español, así como a orientar nuestra actividad docente para establecer objetivos, programar actividades, evaluar resultados y desarrollar de forma más pormenorizada la competencia comunicativa oral de nuestros estudiantes

"Teoría de Mecanismos y Estructuras": Un proyecto de virtualización basado en el estudio de casos y los foros de discusión

Contenido restringido. Copyright exclusivo de la editoria

Assessment and indicators of kinematic behavior and perceived fatigability

Objective: The objective of this study was to investigate the relationship between upper limb kinetics and perceived fatigability in elderly individuals during an upper limb position sustained isometric task. Methods: A total of 31 elderly participants, 16 men (72.94±4.49 years) and 15 women (72.27±6.05 years), performed a upper limb position sustained isometric task. Upper-limb acceleration was measured using an inertial measurement unit. Perceived fatigability was measured using the Borg CR10 scale. Results: Higher mean acceleration in the x-axis throughout the activity was associated with higher final perceived fatigability scores. Moderate correlations were observed between perceived fatigability variation and mean acceleration cutoffs in all axes during the second half of the activity. In women, significant correlations were found between all perceived fatigability cutoffs and mean acceleration in the y- and x-axes. However, in men, the relationships between perceived fatigability variation and mean acceleration were more extensive and stronger. Conclusion: The acceleration pattern of the upper limb is linked to perceived fatigability scores and variation, with differences between sexes. Monitoring upper limb acceleration using a single inertial measurement unit can be a useful and straightforward method for identifying individuals who may be at risk of experiencing high perceived fatigability or task failure

Innovación docente en las enseñanzas técnicas mediante herramientas telemáticas

Contenido restringido. Copyright exclusivo de la editoria

The process of adaptation to higher education studies and its relation to academic dropout

The academic dropout of higher education students represents one of the most significant challenges that university institutions have to face today. This research analysed the university academic trajectory of students who dropped out of university for good. The aim of this paper is to examine in depth the factors that influence the idea of the construction of academic dropout and its relationship with the difficulties of adaptation to the university training system. A qualitative study was carried out in which the interview technique was applied to n = 34 dropout students belonging to three Spanish autonomous communities. The results made it possible to identify and examine students' difficulties in adapting to university studies in greater depth. The interviews revealed contextual and emotional details that contributed to dropout, such as personal and professional challenges and a lack of emotional support. The findings lead to the need to approach the issue from a holistic viewpoint in order to address the different reasons behind university dropouts. This broad view of the academic trajectories of university students who drop out is a benchmark for strategies to improve student retention and success in higher education.Ministerio de Ciencia e Innovación Gobierno de Españ

Assessment of Lignin Residues from Bioethanol Production of Olive Stones as Green Chemical Thickener of Epoxidized Linseed Oil

This work focused on the characterization of lignin residues from bioethanol production of olive stones (OS) and the use of these residues to chemically thicken epoxidized linseed oil (ELO). OS were processed by an acid/steam explosion pretreatment, followed by pre-saccharification, using different enzyme dosages, and simultaneous saccharification and fermentation. The chemical composition of the OS lignin residues was analysed, revealing a high lignin content (66.6–69.5%), and lower quantities of glucan (17.4–19.3%) and xylan (2.8–2.9%). Whereas, the structural properties of OS lignin residues were characterized by Fourier-transform infrared (FTIR) spectroscopy, nuclear magnetic resonance (NMR), thermogravimetric analysis and size exclusion chromatography (SEC). OS lignin residues displayed the main inter-unit linkages (β–β′ resinol (51.0–59.0%), followed by β-O-4′ alkyl aryl ethers (27.0–35.2%) and β-5′ phenylcoumaran (11.4–13.2%) substructures), high molecular weights (22,000–25900 Da), low S/G ratios (1.2–1.5) and phenolic groups content (48–55 mg GAE/g lignin). Moreover, OS lignin residues were dispersed in ELO to obtain thickened formulations, which were characterized by FTIR and NMR. Oil thickening was achieved by promoting the chemical crosslinking between lignocellulose hydroxyl groups and ELO epoxy groups, enabling the compatibilization of both components. Up to tenfold viscosity increment of the resulting thickened formulations in relation to ELO’s viscosity was observed. Besides, thickened formulations exhibited viscoelastic properties, evincing oil structuration to some extent.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work is collaborative research which is part of different projects: coordinated research projects (RTI2018-096080-B-C21 and RTI2018-096080-B-C22) and project PID2022-141965OB-C21 funded by MCIN/AEI/https://doi.org/10.13039/501100011033 and by “ERDF A way of making Europe”, TED 2021-132122B-C1 funded by MCIN/AEI/https://doi.org/10.13039/501100011033 and by the “European UnionNextGenerationEU/PRTR”, ENE2017-85819-C2-2-R funded by MINECO, and SUSTEC-CM S2018/EMT-4348 project funded by Comunidad de Madrid. The authors gratefully acknowledge the aforementioned financial support

Exploratory validation of a questionnaire of attitudes towards statistics with technology

El objetivo del estudio es la elaboración y validación exploratoria de un cuestionario que evalúe la actitud hacia la estadística con uso de tecnología. A partir de cuestionarios previos, se realizó la doble traducción de los ítems originales y siguiendo un proceso de consenso entre jueces expertos, se elaboró el cuestionario objeto de estudio y se aplicó a una muestra de 254 estudiantes españoles de Secundaria. A través del análisis factorial exploratorio, se confirmó una estructura de 3 factores (ansiedad; aprendizaje de estadística con tecnología; afecto). De forma exploratoria, se ha analizado la validez de contenido y de consistencia interna. Los resultados arrojaron propiedades psicométricas idóneas del cuestionario para la evaluación de las actitudes hacia la estadística con tecnología en alumnado español de educación secundaria. Finalmente, el cuestionario puede ser un instrumento útil para el profesorado en la evaluación del impacto de intervenciones innovadoras en el aprendizaje de la estadística.This study aims to elaborate and exploratory validate a questionnaire that assesses students’ attitudes towards statistics with the use of technology. Based on previous questionnaires a double back-translation of the original items was carried out and following a consensus process among expert judges, the questionnaire under study was developed and then applied to a sample of 254 13/14-year-old Spanish Secondary Education students. A 3-factor structure (namely anxiety, learning statistics with technology and affect) was found through exploratory factor analysis. Evidence of content validity and internal consistency was provided. The results showed suitable psychometric properties to use the questionnaire to evaluate secondary education students’ attitudes toward statistics with technology in Spanish language. Lastly, the proposed questionnaire can be a useful instrument for the teachers to evaluate the impact of innovative interventions on the learning of statistics

Pseudoscalar Mesons and Emergent Mass

Despite its role in the continuing evolution of the Universe, only a small fraction of the mass of visible material can be attributed to the Higgs boson alone. The overwhelmingly dominant share may/should arise from the strong interactions that act in the heart of nuclear matter; namely, those described by quantum chromodynamics. This contribution describes how studying and explaining the attributes of pseudoscalar mesons can open an insightful window onto understanding the origin of mass in the Standard Model and how these insights inform our knowledge of hadron structure. The survey ranges over distribution amplitudes and functions, electromagnetic and gravitational form factors, light-front wave functions, and generalized parton distributions. Advances made using continuum Schwinger function methods and their relevance for experimental efforts are highlighted.Funding for open access publishing: Universidad de Huelva/CBUA. This work was supported by Spanish MICINN grant PID2022-140440NB-C22; regional Andalusian project P18-FR-5057; National Natural Science Foundation of China grant no. 12135007; and STRONG-2020 “The strong interaction at the frontier of knowledge: fundamental research and applications” which received funding from the European Union’s Horizon 2020 research and innovation programme (grant agreement no. 824093)

Biocompatible metal–organic frameworks as promising platforms to eradicate HIV reservoirs ex vivo in people living with HIV

The HIV attacks the immune system provoking an infection that is considered a global health challenge. Despite antiretroviral treatments being effective in reducing the plasma viral load in the blood to undetectable levels in people living with HIV (PLWH), the disease is not cured and has become chronic. This happens because of the existence of anatomical and cellular viral reservoirs, mainly located in the lymph nodes and gastrointestinal tract, which are composed of infected CD4+ T cells with a resting memory phenotype and inaccessible to antiretroviral therapy. Herein, a new therapeutic strategy based on nanotechnology is presented. Different combinations of antiretroviral drugs (bictegravir/tenofovir/emtricitabine and nevirapine/tenofovir/emtricitabine) and toll-like receptor agonists were encapsulated into metal–organic frameworks (MOFs) PCN-224 and ZIF-8. The encapsulation efficiencies of all the drugs, as well as their release rate from the carriers, were measured. In vitro studies about the cell viability, the hemocompatibility, and the platelet aggregation of the MOFs were carried out. Epifluorescence microscopy assays confirmed the ability of ZIF-8 to target a carboxyfluorescein probe inside HeLa cell lines and PBMCs. These results pave the way for the use of these structures to eliminate latent HIV reservoirs from anatomical compartments through the activation of innate immune cells, and a higher efficacy of the triplet combinations of antiretroviral drugs.This work was financied by the Consejería de Economía, Conocimiento, Empresas y Universidad de la Junta de Andalucía (P20-01234, FQM-206, and FQM-274), the European Union (Feder Funds), and the University of Seville (Ayudas Servicios Generales de la Universidad, CITIUS, 2023/00000306). The authors acknowledge the postdoctoral grant of F. J. Ostos (PAIDI-DOCTOR, Junta de Andalucía with European Social Fund, DOC_00963), J. A. Lebrón (Fundación ONCE funded by the Fondo Social Europeo) and S. Bachiller (Ramón y Cajal 2021 research grant, RYC-2021-031161-I, MCIN/AEI/10.13039/501100011033, European Union NextGenerationEU/PRTR)

Literary education and social networks. Analysis of scientific production in Spanish

Las redes sociales se han convertido en los últimos años en los espacios de relación y comunicación más habituales, sobre todo para los jóvenes, condicionando sus hábitos de expresión. En consecuencia, los autores literarios, la literatura, su enseñanza y las prácticas que de ello se derivan se hacen eco de esa influencia e impacto. El objeto de este trabajo es analizar la producción científica en español, en revistas especializadas, indexadas en Dialnet, en relación con la literatura y las redes sociales, desde el año 2016 hasta la actualidad. Se pretende identificar las prácticas vinculadas a la educación literaria en el contexto educativo español, determinando los aspectos más relevantes de estas. Se aplica una metodología sistematizada de selección, usando los estándares PRISMA y un análisis de contenido. Los resultados evidencian la escasez de estudios sobre el tema, pese al uso cada vez más generalizado de las redes, la necesidad de formación y alfabetización, y la utilización de las redes como recursos en Secundaria, en prácticas relacionadas con la literatura, la lectura y la escritura creativa. Especialmente destacan las experiencias con YouTube para el fomento de la lectura, y la escritura y narrativa con Instagram y Twitter.In recent years, social networks have become the most common spaces for interaction and communication, especially for young people, and have influenced the way young people express themselves. Consequently, authors, Literature, teaching practices and other related habits are also affected. The aim of this paper is to analyse the scientific production in specialised journals at national level, indexed in Dialnet, in relation to literature and social networks, from 2016 to the present. The purpose of this study is to identify practices linked to literary education in the Spanish educational context, determining relevant aspects of these practices. To this end, a systematic selection methodology is applied, using PRISMA standards and content analysis. The results show the scarcity of studies on the subject despite the increasingly widespread use of networks. The results highlight the need for training and literacy and prove the use of networks as resources in Secondary education, in practices related to literature, reading and creative writing. Of particular note are the experiences with YouTube for the promotion of reading and writing and storytelling using Instagram and Twitter.Proyecto I+D “Youtubers e Instagramers: La competencia mediática en los prosumidores emergentes” (2019-2021), clave RTI2018-093303-B-I00, financiado por Ministerio de Ciencia, Innovación y Universidades de España y el Fondo Europeo de Desarrollo Regional (FEDER); y Proyecto I+D+I “Instagramers y youtubers para el empoderamiento transmedia de la ciudadanía andaluza. La competencia mediática de los instatubers” (2020-2022), con clave P18-RT-756, financiado por la Junta de Andalucía, en la convocatoria 2018 (Plan Andaluz de Investigación, Desarrollo e Innovación, 2020) y el Fondo Europeo de Desarrollo Regional (FEDER)