Las metas en la reducción del prejuicio automático

Desde el enfoque de la cognición social se ha puesto de relieve que, por defecto, los estereotipos y los prejuicios se activan automáticamente, al tiempo que han proliferado los intentos por controlar las influencias automáticas no deseadas. En este marco, el presente estudio fue diseñado para evaluar la efectividad de un procedimiento de reducción automática del prejuicio, basado en la evocación de la experimentación de un fracaso en el logro de una meta. Distintas teorías de la discrepancia predicen que el perceptor llevará a cabo esfuerzos compensatorios en este tipo de situación. Los resultados evidencian, a partir de los datos recogidos con el Test de Asociación Implícita, que la estrategia aplicada produjo una reducción significativa del favoritismo endogrupal automático, sugiriendo la operatividad de algún tipo de compensación afectiva. En la discusión se subraya la contribución de este resultado al desarrollo teórico de la investigación sobre automaticidad y control

Una experiencia de innovación de la docencia basada en el uso de un portal de Internet

Este artículo describe una experiencia de innovación didáctica consistente en el desarrollo y comprobación de la utilidad de un portal de política y legislación educativas (Polieduca), y la verificación de las capacidades que en mayor medida potencia este tipo de mediación neotecnológica. En el diseño del portal se incluyeron recursos de información, formación y comunicación, a modo de centro de coordinación de los medios que se iban a emplear en la asignatura afectada por la innovación (“Dimensiones, Modelos y Política educacional”, materia del 1er curso de la titulación de Psicopedagogía). Los resultados muestran que el portal funcionó como facilitador de diversas capacidades. Específicamente, 1) apoyó el aprendizaje autónomo; 2) incrementó la participación; 3) orientó las estrategias de búsqueda y selección de la información; 4) desarrolló habilidades críticas; 5) estimuló el aprendizaje cooperativo a través de la interactividad; y 6) facilitó la construcción de esquemas comprensivos y explicativos de la realidad político- educativa. Adicionalmente, el medio evaluado ejerció una función motivacional y se adaptó al ritmo de aprendizaje de cada estudiante. En resumen, Polieduca asumió muchas de las características que se atribuyen a los sistemas autónomos de aprendizaje

Parallel 3-D marine controlled-source electromagnetic modelling using high-order tetrahedral Nédélec elements

We present a parallel and high-order Nédélec finite element solution for the marine controlled-source electromagnetic (CSEM) forward problem in 3-D media with isotropic conductivity. Our parallel Python code is implemented on unstructured tetrahedral meshes, which support multiple-scale structures and bathymetry for general marine 3-D CSEM modelling applications. Based on a primary/secondary field approach, we solve the diffusive form of Maxwell’s equations in the low-frequency domain. We investigate the accuracy and performance advantages of our new high-order algorithm against a low-order implementation proposed in our previous work. The numerical precision of our high-order method has been successfully verified by comparisons against previously published results that are relevant in terms of scale and geological properties. A convergence study confirms that high-order polynomials offer a better trade-off between accuracy and computation time. However, the optimum choice of the polynomial order depends on both the input model and the required accuracy as revealed by our tests. Also, we extend our adaptive-meshing strategy to high-order tetrahedral elements. Using adapted meshes to both physical parameters and high-order schemes, we are able to achieve a significant reduction in computational cost without sacrificing accuracy in the modelling. Furthermore, we demonstrate the excellent performance and quasi-linear scaling of our implementation in a state-of-the-art high-performance computing architecture.This project has received funding from the European Union's Horizon 2020 programme under the Marie Sklodowska-Curie grant agreement No. 777778. Furthermore, the research leading to these results has received funding from the European Union's Horizon 2020 programme under the ChEESE Project (https://cheese-coe.eu/ ), grant agreement No. 823844. In addition, the authors would also like to thank the support of the Ministerio de Educación y Ciencia (Spain) under Projects TEC2016-80386-P and TIN2016-80957-P. The authors would like to thank the Editors-in-Chief and to both reviewers, Dr. Martin Cuma and Dr. Raphael Rochlitz, for their valuable comments and suggestions which helped to improve the quality of the manuscript. This work benefited from the valuable suggestions, comments, and proofreading of Dr. Otilio Rojas (BSC). Last but not least, Octavio Castillo-Reyes thanks Natalia Gutierrez (BSC) for her support in CSEM modeling with BSIT.Peer ReviewedPostprint (author's final draft

Los procesos de convergencia de la educación en el contexto de la sociedad real

El fenómeno de la mundialización afecta también al universo de la educación planificada, tal como se observa en los principios y tendencias, la organización de la toma de decisiones y los grandes objetivos de la educación institucionalizada, que se han ido aproximando en una buena parte del mundo. Este hecho encontraría su contexto en el nuevo modelo de la sociedad red, caracterizado por rasgos tales como el desarrollo tecnológico, la globalización y mundialización en coexistencia con la persistencia de desigualdades, los intensos flujos de información, la cultura de redes, la individualización y las estrategias de mercado. En el futuro próximo, las necesidades de homologación de los aprendizajes planteadas por las exigencias de los mercados darán lugar, con el soporte de las plataformas tecnológicas, a un entramado de redes que favorecerá una convergencia aún mayor de la educación del siglo XXI

The Basic Cycles of Vocational Training: Student Satisfaction and Perceived Benefit

This study aims to better understand students who attend Basic Vocational Training Cycles (Basic Professional Training, BTP) by implementing measures that ensure diversity. This quantitative research project approximated students’ perception of their passage through previous studies and their satisfaction and goals after finishing the school year. The sample consisted of 352 students from Cordoba (Spain). A questionnaire was used that follows the CIPP model. After exploratory factor analysis was completed with different groups of items and their descriptive analyses, various tests were carried out to consider the hypotheses (Pearson’s correlation (r), one-factor analysis of variance, and repeated ANOVA measures). The results indicate that the educational interest of the students is academic and professional. Likewise, there is no relationship detected between socio-professional goals and average academic levels and attributions with respect to repetitions of previous courses, although these goals vary depending on students’ satisfaction with the vocational cycles. We conclude that the course of the FPB influences decisions regarding academic–professional projects

Evaluating the institutionalisation of diversity outreach in top universities worldwide

The participation of diverse demographics in higher education has risen over the last halfcentury; meanwhile, different political and social tiers have been assigning a more active role to institutions in terms of equality and social justice. This change in circumstances has led to the roll out of processes to institutionalise diversity outreach. This study was conducted for the clear purpose of assessing the current institutionalisation status of diversity outreach in 127 key universities from the Academic Ranking of World Universities based on the opinions of diversity outreach managers and the information published on institutional websites, in turn measuring compliance with various indicators. A qualitative analysis of the institutional statements, the goals sought through strategic plans and the definitions of diversity itself was also conducted. The evidence reveals the early stage of the institutionalisation process in universities on account of the low percentage obtained for the proposed indicators. Furthermore, the study failed to exhibit significant differences in this process in terms of the institutional ownership or position held in the ranking; however, more prominent progress was noted in the North-American region when geographical differences were taken into account, likely as a result of the historical background in the advocacy for equal opportunities. Lastly, a change of approach to the conceptualisation of diversity is suggested in favour of equality and social justice.This study was supported by the Spain’s Ministry of Science, Innovation and Universities, State Plan for R&D (Grant number EDU2017-82862-R)

Efficient Implementation on Low-Cost SoC-FPGAs of TLSv1.2 Protocol with ECC_AES Support for Secure IoT Coordinators

Security management for IoT applications is a critical research field, especially when taking into account the performance variation over the very different IoT devices. In this paper, we present high-performance client/server coordinators on low-cost SoC-FPGA devices for secure IoT data collection. Security is ensured by using the Transport Layer Security (TLS) protocol based on the TLS_ECDHE_ECDSA_WITH_AES_128_CBC_SHA256 cipher suite. The hardware architecture of the proposed coordinators is based on SW/HW co-design, implementing within the hardware accelerator core Elliptic Curve Scalar Multiplication (ECSM), which is the core operation of Elliptic Curve Cryptosystems (ECC). Meanwhile, the control of the overall TLS scheme is performed in software by an ARM Cortex-A9 microprocessor. In fact, the implementation of the ECC accelerator core around an ARM microprocessor allows not only the improvement of ECSM execution but also the performance enhancement of the overall cryptosystem. The integration of the ARM processor enables to exploit the possibility of embedded Linux features for high system flexibility. As a result, the proposed ECC accelerator requires limited area, with only 3395 LUTs on the Zynq device used to perform high-speed, 233-bit ECSMs in 413 µs, with a 50 MHz clock. Moreover, the generation of a 384-bit TLS handshake secret key between client and server coordinators requires 67.5 ms on a low cost Zynq 7Z007S device

Exploring the Status of Diversity in Policies and Practices of Spanish Universities. An Asymmetric Dual Model

Higher education across the world is currently in the throes of assuming a commitment to diversity. However, certain critical positions maintain that such evolution is still guided by market principles. Within such a context, this paper explores what attention is given to diversity in Spanish university policies and practices and how it relates to key productivity indicators. To do so, a study with a descriptive and correlational design was conducted, based on analysing institutional documents and surveying chief diversity officers, techniques which provided evidence about diversity philosophy and practices, respectively. The results revealed at least an average level of institutionalisation of diversity, although it did not demonstrate, in most of the areas, any association with indicators derived from a consolidated ranking by productivity in Spain. The conclusion is that Spanish universities have adopted an asymmetric dual model, in which neo-liberal ideas maintain their hegemony while, although subordinately, certain innovations have been consolidated in parallel in order to protect a number of vulnerable groups under the rhetoric of equity and social justice

Diversity and Research in Spanish Universities. Weaknesses, Strengths, and Good Practices for Inclusive Research

Aim. Diversity and inclusion are part of the third mission of higher education institutions. One of the dimensions that must be considered in the process of institutionalising inclusion is research. Inclusive research allows for critical research and reflection on certain fundamental issues on the road to democratic citizenship, making a positive impact on people's lives while contributing to social change and transformation. However, the literature has evidenced barriers in the institutionalisation effort, such as those posed by the market conception. In this context, the study presented here analyses the involvement of higher education research with diversity, as well as its weaknesses and strengths, and finally contributes to the identification of proposals for improvement and good practices for inclusive research. Methods. This work was based on assumptions of the interpretative paradigm, using virtual, one-on-one, semi‐structured interviews with Spanish researchers from different universities –most of them leading national projects on inclusion. Results. The results show that research on diversity is beginning to be incorporated as an essential modality in university agendas. In parallel, it is thought that academic capitalism and competitiveness have pierced conceptions of research quality, and in doing so, diversity and inclusion principles are called into question. Conclusions. Currently, the strengths of inclusion research in higher education are not as robust as the weaknesses. Proposals are made for the improvement of inclusive and democratic research, and four principles are set out to promote the institutionalisation of research on inclusion in universities

Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education

One of the most analyzed variables in educational research is prosocial behavior, given its relevance and its application in favor of a culture of peace, the construction of solid democratic societies and the development of social justice. For this reason, it is necessary to extend the knowledge of predictors of prosocial behavior so that they can be transferred to teaching practice. The research reported here was carried out using a quantitative methodology through a survey, based on data collection instruments, whose data were treated statistically by means of descriptive, correlational and predictive analyses. The results obtained suggest that emotional intelligence has a strong predictive capacity for prosocial behavior while executive functions show a mild-moderate predictive behavior. In the conclusions and discussion, we provide a series of arguments on some of the results obtained in contrast with previous literature, as well as incorporating limitations of the study and prospects for future research