Joc amb peces soltes i resiliència dialògica: artteràpia comunitària

Treball Final de Grau en Mestre o Mestra d'Educació Infantil (Pla de 2018). Codi: MI1840. Curs acadèmic: 2024/2025En el temps en el qual ens ha tocat viure, a nosaltres i a les pròximes generacions, un temps canviant i convuls en àmbits com l'econòmic, climàtic, social... (augment del nombre de guerres, la globalització i els seus efectes...) ens obliga a preparar-nos per a afrontar reptes d'aquesta índole durant el transcurs de la nostra vida. És de vital urgència, passar a ser agents actius en la societat, mitjançant accions individuals, que sumades, poden provocar millores significatives en les comunitats. Per aquesta raó, en aquest Treball Final de Grau s’ha dissenyat una Situació d'Aprenentatge, destinada a Educació Infantil en la qual es sensibilitza sobre la cura de l’entorn (físic, natural o social) mitjançant l'Art de les Peces soltes i la Resiliència dialògica. Llavors, s'han proposat instal·lacions artístiques (ambientades en les inquietuds socials/climàtiques de l’alumnat), en les quals poden jugar de manera lliure i creativa. A més de dialogar en grup per a crear resiliència, i aportar solucions sobre problemàtiques socials, el que coneixem com a artteràpia. In the time in which it has fallen to us and to the next generations to live, a changing and convulsive time in areas such as the economic, climatic, social... (increase in the number of wars, globalization and its effects...) forces us to prepare ourselves to face challenges of this nature during the course of our lives. It is of vital urgency, to become active agents in society, through individual actions, which added together, can cause significant improvements in communities. For this reason, in this Final Degree Project, a Learning Situation has been designed for Early Childhood Education in which awareness is raised about the healing of the environment (physical, natural or social) through the Art of Loose Pieces and Dialogic Resilience. Then, artistic installations have been proposed (set in the social/climatic concerns of the students), in which they can play freely and creatively. In addition to dialogue in groups to create resilience, and provide solutions to social problems, what we know as art therapy

Marketing plan of Naria

Treball Final de Grau en Administració d'Empreses. Codi: AE1049. Curs 2024/202

Investigadores clínicos: La relación entre el trabajo fin de Grado y las perspectivas de futuro Para el desarrollo de tareas de investigación en el ámbito clínico

Introduction Clinical research is vital for improving individuals' quality of life, yet many medical students find it complex and challenging. Therefore, it is essential to introduce research training programs early in undergraduate medical education to help students develop basic research skills. One example is the final degree project (FDP), which can be either experimental/research-based or a systematic review/clinical protocol. This study investigates medical students' perceptions of research FDPs based on effort and difficulty, as well as the associations between FDP-type election and the graduates' future interest in research. Methods A cross-sectional analytical study was conducted with 87 medical graduates from Jaume I University of Castellon. Data were collected through surveys, and both descriptive and inferential analyses were performed. Results A significant relationship was found between research in the graduates' routine and the intention to pursue a doctoral thesis, as well as between the graduates' choice of FDP topic as medical students (experimental or research-based vs. systematic review or clinical protocol) and future engagement in a doctoral thesis. As this is an observational study, we cannot establish causality in this relationship. No significant associations were found between routine research and hospital size, gender, or career motivation, except for a potential significance in the relationship between FDP topic choice and medical specialty. Conclusions Our main findings suggest that medical graduates' perceptions of the complexity of research FDPs depend on their prior research experience. Therefore, it is crucial to provide more training in this area during undergraduate programs to prevent a lack of training from becoming a barrier to pursuing a research career.Introducción La investigación clínica es vital para mejorar la calidad de vida de las personas, pero muchos estudiantes de medicina la encuentran compleja y desafiante. Por lo tanto, es esencial introducir programas de formación en investigación en las primeras etapas de la educación médica de pregrado para ayudar a los estudiantes a desarrollar habilidades básicas de investigación. Un ejemplo es el proyecto final de grado (TFG), que puede ser experimental/basado en investigación o una revisión sistemática/protocolo clínico. Este estudio investiga las percepciones de los estudiantes de medicina sobre los TFG de investigación en función del esfuerzo y la dificultad, así como la asociación entre la elección del tipo de TFG y el interés futuro de los graduados en la investigación. Material y Métodos Se realizó un estudio analítico transversal con 87 graduados en medicina por la Universidad Jaume I de Castellón. Los datos se recolectaron mediante encuestas y se realizaron análisis tanto descriptivos como inferenciales. Resultados Se encontró una relación significativa entre la investigación en la rutina de los egresados y la intención de realizar una tesis doctoral, así como entre la elección del tema del TFG (investigación experimental o basada en revisión sistemática o protocolo clínico) por parte de los egresados en medicina y su futura participación en una tesis doctoral. Al tratarse de un estudio observacional, no se puede establecer causalidad en esta relación. No se encontraron asociaciones significativas entre la rutina de investigación y el tamaño del hospital, el género o la motivación profesional, excepto por una potencial significatividad en la relación entre la elección del tema del TFG y la especialidad médica. Conclusiones Nuestros principales hallazgos sugieren que las percepciones de los graduados en medicina sobre la complejidad de la investigación dependen de su experiencia previa en TFGs de investigación. Por lo tanto, es crucial brindar más formación en esta área durante los programas de pregrado para evitar que la falta de capacitación se convierta en una barrera para perseguir una carrera investigadora

Effects of lateralization of language on cognition among left-handers

Atypical language lateralization is associated with a different organization of the entire brain. However, it remains unknown whether this cerebral organization is linked to differences in cognitive task performance. In this study, several neuropsychological tests requiring fast processing speed were administered to left-handed participants, classified based on their language lateralization: left language dominance (n = 48), bilateral (n = 15), and right language dominance (n = 23). A factor analysis was conducted to derive three cognitive function dimensions: reading, articulation, and verbal reasoning; spatial processing; and interference/inhibition. The results showed that right language dominance was associated with poorer overall performance, particularly on tasks related to spatial processing, reading, articulation, and verbal reasoning. We conclude that the atypical development of language lateralization is accompanied by lower cognitive skills in tasks requiring speed of processing and interhemispheric connectivity

Neural Topologies of Reinforcement Sensitivity Theory: A Latent Variable Approach to Magnetic Resonance Imaging Data

Background: The reinforcement sensitivity theory (RST) proposes 3 neurobiological systems that underlie individual differences in sensitivity to reward, punishment, and motivational conflicts. From a latent variable perspective, theoretical model structures can be identified based on empirical data. We applied exploratory and confirmatory factor analyses as well as structural equation modeling (SEM) with the aim of evaluating the RST neurobiological systems from biological phenotype indicators based on brain morphological organization. Methods: We analyzed magnetic resonance imaging (MRI) data from 300 healthy adults (128 female, 172 male) using gray matter volumes extracted through the Neuromorphometrics atlas, targeting RST-related brain systems. To assess the underlying structure of RST neurobiological systems, we used principal component analysis, confirmatory factor analysis, exploratory factor analysis, and exploratory SEM, as well as its model hierarchy. All analyses were enhanced by advanced techniques such as parallel analysis and exploratory graph analysis. Results: The findings reveal a robust 4-factor model: the behavioral activation system, the combined behavioral inhibition and fight-flight-freeze system, and a dual constraint system with dorsal cortical stream and ventral cortical stream. The dorsal cortical stream exhibited significant integrative capacity, impacting the model hierarchy through top-down projections on all the other systems. Exploratory SEM provided the best fit to the MRI data, underscoring its suitability for summarizing neural substrate data. Conclusions: This study provides insights into the neurobiological foundations of RST, proposing a structural brain topology that is consistent with the theoretical proposal and emerging empirical evidence in human research. The results support the integration of psychological constructs with biological phenotypes.The publication is part of project PID2021-127340NB-C21, funded by Ministerio de Ciencia e Innovación, Spain (Grant No. MCIN/AEI/10.13039/501100011033/FEDER, European Union). EL-A was supported by a grant from the Agència de Gestió d’Ajuts Universitaris i de Recerca de la Generalitat de Catalunya, Spain (Grant No. 2023 FI-3 00107), and AM-M was supported by a grant from Universidad Autónoma de Madrid, Spain (Grant No. CA5/RSUE/2022-00133). Data collection and preliminary analysis were sponsored by PID2021-127340NB-C21/AEI/10.13039/501100011033/FEDER, European Union. Statistical analyses were supported by NEXT GENERATION, European Union (Grant No. CA5/RSUE/2022-00133)

Matter and Proportionality in the Learning Garden with Pre-Service Teachers

In this study, we present a didactic experience carried out in a public university with 60 students enrolled in the 2nd year of the Primary Education Teaching Degree. This experience consisted of implementing a teaching and learning sequence in which proportionality problems (mathematics content) and pure substances and mixtures (experimental science content) were addressed together in an ecodidactic garden context. This work presents the results obtained through the analysis of the students' responses. Our findings suggest that pre-service teachers have difficulties similar to those of primary and secondary students in the use of measuring instruments and conversion units, as well as in the calculation of proportions in mathematics and conceptual errors at a microscopic and macroscopic level in experimental sciences. This study highlights the need to design and implement strategies to support students in their formative process in relation to the contents of proportion and matter. As an added value in our work, we emphasize the interdisciplinary connection between mathematics and experimental sciences, offering a more real-life perspective of science

Empirical evaluation of reparability scoring systems for validity and reliability

The validity and reliability of four prevalent reparability scoring systems has been investigated by comparing scores of ten smart phones and six vacuum cleaners versus empirically measured repair times, as well as comparing hypothetical ideal and problematic scenarios. Ease of disassembly methods was also assessed for five smart TVs, four washing machines and six vacuum cleaners. The scoring systems studied were the French Reparability Index (FRI), Joint Research Centre Scoring System (RSS/JRC), iFixit, and ONR19202. Overall scores of products across scoring systems were relatively well correlated, indicating a fair amount of overall reliability. However, the variability in scores for the best and worst case of the same product was often larger than the differences between products. Validity was good for products that are easily repairable, but scorecards often failed to score low when repair is infeasible or too expensive. Repair scores greatly depend on disassembly; since some scorecards count numbers of disassembly steps and other scorecards use proxy times, these two methods were compared against empirical disassembly times for five vacuum cleaners, five televisions, and four washing machines. The proxy time method was found to be highly accurate for all three product categories; the steps method was less so. It indicated the relative ease of disassembly well for washing machines, but not for televisions or vacuum cleaners. Finally, this study proposes improvements to scoring methods, including a limiting factor approach and the development of clearer protocols, to ensure the scoring systems are robust, reliable, and can effectively guide sustainable product design

Exploring language-related episodes (LREs) in English-medium instruction (EMI) from a translanguaging and multimodal perspective

With the expansion of English-medium Instruction (EMI) programmes in European universities, studies have begun to point at the linguistic challenges faced by lecturers and students and suggest the need to increase the focus on language in English-taught content lectures. Language-related episodes (LREs), intended as brief transitory shifts of the topic of the discourse from content to language, could be a way of focusing on language within content-based activities. The present study aims to identify the occurrence of LREs in engineering lectures at a Spanish multilingual university and explore their construction from a translanguaging and multimodal perspective. For this purpose, a series of videotaped and verbatim transcribed lectures were analysed following previous frameworks for Multimodal Discourse Analysis (MDA). Results indicate that LREs do occur, with a highly variant frequency rate across lectures. Furthermore, multiple semiotic resources and translanguaging practices are used and play a major contribution to the meaning-making process of the LREs. The outcome of this study calls for a multimodal reconceptualization of LREs and shows instances of good practices that can be potentially included in professional training programmes to develop EMI lecturer awareness

Un cuaderno de bitácora para comunicar desde las instituciones

En la obra La comunicación de Gobiernos e instituciones públicas. 80 cosas que he aprendido comunicando (UOC, 2024), el autor Pau Canaleta Heras ofrece un manual práctico para profesionales de la comunicación institucional y política. Con más de veinte años de experiencia en el campo, Canaleta destila sus conocimientos en ochenta consejos clave para mejorar la comunicación de gobiernos y administraciones públicas

Euthanasia, dementia and advance directives: arguing for a new model in Spain

La ley que regula la eutanasia en España establece que las personas sin capacidad de toma de decisiones pueden recibirla ayuda para morir si han suscrito con anterioridad un documento de instrucciones previas y se encuentran en un «contexto eutanásico». El objetivo de este artículo es evidenciar la existencia de una vulnerabilidad en el tratamiento de las solicitudes de ayuda para morir cuando se trata de personas con demencia. Para ello, estudiaremos las condiciones necesarias para solicitar la eutanasia por medio de instrucciones previas y sin ellas; después, analizaremos las diferencias entre los requisitos establecidos en España y enotros países. Posteriormente, señala-remos dos clases de argumentos, uno en clave negativa (en la medida en que ayudan a evitar ciertas circunstancias perjudiciales) y otro en positiva (en cuanto que propician situaciones deseables), por los que sería de vital importancia implementar modificaciones en el uso de instrucciones previas para solicitar la eutanasia en casos de personas con demencia.The law regulating euthanasia in Spain establishes that individuals without decision-making capacity are eligible for assisted dying if they have previously signed an advance directive and meet the criteria of an “euthanasic context”. This article aims to expose a vulnerability in the handling of assisted dying requests in Spain, particularly concerning individuals with dementia. To address this, we will examine the require-ments for requesting euthanasia both with and without advance directives and com-pare Spain’s legal framework for advance directives with thatof other countries. Subsequently, we will present two types of arguments: one negative (as the directiveshelp prevent certain harmful circumstances) and one positive (as they promote desirable situations), which underscore the vital importance of implementing changes in the use of advance directives to request euthanasia in cases of dementia