Mapping the Sensitivity of Population Exposure to Changes in Flood Magnitude: Prospective Application From Local to Global Scale

The floodplains of rivers are relevant living spaces for population globally and provide favorable locations for economic development. However, these areas are commonly exposed to floods, and the increasing population together with the changes in storminess as a result of global warming mean that the risks from flooding are expected to rise. Most studies investigating the impact that climatic change has on flood risk are based on a cascade of global climate model simulations coupled with regional climate models, hydrologic models, inundation models, and flood impact models. However, this approach is subject to uncertainties. Model results are found to be sensitive to climate forcing, the structure of the underlying models, the choice of methods used for downscaling and bias correction, and the use of extreme value analysis for both current and future climate conditions. Moreover, uncertainties are expected to propagate through the model cascade. To overcome these problems, we propose a method for analyzing and mapping the sensitivity of population exposure in floodplains to changes in flood magnitude. The method is based on downward counterfactuals, namely perturbations of a selected flood scenario by increasing its magnitude, interpreted in this case as the worsening of a today’s design flood event as a result of climatic changes. The increase in the impact of a current design flood compared to its counterfactual illustrates the sensitivity to changes in hazard. We calculate the normalized gradients of the flood exposure curves, that is, the increase in the exposure and magnitude of the perturbed event relative to the exposure and magnitude of the current scenario. We test the applicability of the method on local, national, and global scale by using existing data sets, including flood hazard maps, flood protection standards, floodplain delineation, river network definition, and spatial population distribution. The gradients were found to vary remarkably across the globe and are overall smaller in the upper range of flood magnitudes that in the lower range. Based on these results, we compare the drivers of the sensitivity in different parts of the world and identify river reaches with the highest relative gradients. These river reaches might be the most affected by climate change and thus deserve an indepth investigation of the underlying characteristics of the floodplains and the need for climate change adaptation.Mobiliar Lab for Natural Risks, Oeschger Centre for Climate Change Research, University of BernEuropean Union (EU) 754446UGR Research and Knowledge Transfer Fund-AtheneaUniversity of Granad

Quitar la palabra: formas de censura en la literatura infantil

Children's literature, since its origins, has been in in the spotlight of the censoring gaze, due to its nature as literature and because of its target audience. In this way, the dominant ideologies have exerted their control over it, so that, as Graciela Montes points out, it has been very difficult for it to assert itself as literature, as art. We analyze these different types of censorship and how they have been exercised on and from children's literature. We focus on some, more direct, that have to do with the prohibition of books in particularly dark periods of history, with an analysis of the situation during the last Argentine dictatorship. We analyze the ways in which children's literature responds to these pressures in order to establish itself as literature and to propose new ways of understanding its role in education.La literatura infantil, desde sus orígenes, ha estado en el foco de la mirada censora, por su carácter mismo de literatura y por el destinatario al que va dirigida. De este modo las ideologías dominantes han ejercido su control sobre ella, de manera que, como señala Graciela Montes, le ha costado mucho hacerse valer como literatura, como arte. Analizamos esos diversos tipos de censura y cómo se han venido ejerciendo sobre y desde la literatura infantil. Nos detenemos en algunas, más directas, que tienen que ver con la prohibición de libros en períodos especialmente oscuros de la historia, con un análisis de la situación en la última dictadura argentina. Analizamos los modos en que la literatura infantil responde a esas presiones para afianzarse como literatura y plantear nuevas formas de entender su papel en la educación.Children's literature, since its origins, has been in in the spotlight of the censoring gaze, due to its nature as literature and because of its target audience. In this way, the dominant ideologies have exerted their control over it, so that, as Graciela Montes points out, it has been very difficult for it to assert itself as literature, as art. We analyze these different types of censorship and how they have been exercised on and from children's literature. We focus on some, more direct, that have to do with the prohibition of books in particularly dark periods of history, with an analysis of the situation during the last Argentine dictatorship. We analyze the ways in which children's literature responds to these pressures in order to establish itself as literature and to propose new ways of understanding its role in education

Evaluation of Enzyme Additives on the Nutritional Use of Feeds with a High Content of Plant Ingredients for Mugil cephalus

The Mugilidae are a group of fish with a great interest for aquaculture due to their omnivorous profile, rapid growth, and resistance to environmental variations. The selection of feed ingredients for these species is currently focused on an extensive use of plant by-products, with this being limited by their content in anti-nutritive factors (mainly phytate and non-starch polysaccharides; NSPs). Nevertheless, specific enzymes can be used to counteract some of those negative effects. In the present study, the effect of pretreating two high-plant feeds with a mixture of enzymes (glucanases + phytase) on the digestive use of protein and phosphorus by juvenile mullets (Mugil cephalus) was assessed using both in vitro and in vivo assays. The enzymatic treatment significantly modified the potential bioavailability of some nutrients, such as a reduction of sugars, pentoses, and phytic phosphorus. Also, it increased the digestibility of protein in one of the feeds but reduced that of phosphorus in both of them. The potential usefulness of enzyme treatment and the information provided by the two types of assays are discusse

Educación literaria y valores de ciudadanía europea. Acercamiento desde la literatura infantil y juvenil multicultural

Se presentan algunas iniciativas supranacionales como marcos para la acción educativa y se caracteriza la literatura infantil y juvenil multicultural como referente textual para una educación literaria que ayude al desarrollo de la competencia intercultural y la competencia global. Se aportan unos principios de acción para una educación literaria humanística y crítica, que contemple dichas competencias, mediante la realización de tareas que movilicen procesos como la adopción de posicionamientos personales críticos así como el análisis e interpretación de las lecturas con una actitud de apertura y desde el respeto, revisando temáticas contextualizadas culturalmente que vehiculan determinados valores. En suma, se aboga por una educación literaria como instrumento para el cuidado de un mundo inclusivo y sostenible. Some supranational initiatives are presented as frameworks for educational action and multicultural children's and youth literature is characterized as a textual reference for a literary education that helps the development of intercultural competence and global competence of each student. Some principles of action are provided for a humanistic and critical literary education, which contemplates these competencies, by carrying out tasks that mobilize processes such as the adoption of personal and critical positions, and the analysis and interpretation of the readings with an attitude of openness and respect, reviewing culturally contextualized themes that convey certain values. In short, literary education is advocated as an instrument for caring for an inclusive and sustainable world.Proyecto I+D+I PID2019-105913RB-I00 financiado por MCIN/AEI/10.13039/501100011033. Ministerio de Ciencia e Innovación de España (periodo 2019-2023

Competencia global y educación literaria: fundamentos teóricos y aportes críticos

El objetivo de este trabajo es presentar los resultados de una revisión teórica sistemática de alcance internacional sobre la noción emergente de competencia global, identificando su potencial para la educación literaria. Las fuentes revisadas son artículos y trabajos de investigación publicados en los últimos quince años, y seleccionados en bases de datos especializadas. El estudio revela cómo la competencia global se configura desde la movilización de dimensiones como comprender múltiples perspectivas, comunicar eficazmente con audiencias diversas, indagar sobre el mundo y emprender acciones éticamente responsables, junto con componentes como la conciencia intercultural y la alfabetización crítica. En este escenario educativo, se analiza el papel que debe desempeñar una educación literaria que conecte al alumnado con el mundo, acompañándole en el descubrimiento, análisis e interpretación de cuestiones globales y multiculturales, desde la literatura infantil y juvenil. Como conclusión, se afirma que esta perspectiva implica la revisión del canon literario y la aplicación de propuestas metodológicas de mediación que focalicen la gestión del aula y las estrategias de interacción comunicativa a partir de los textos.The aim of this paper is to present the results of an international systematic theoretical review ofthe emerging notion of global competence, identifying its potential for literary education. The sourcesunder review are articles and research papers published in the last fifteen years and selected fromspecialised databases. The study shows how global competence is shaped by mobilising dimensions suchas understanding multiple perspectives, communicating effectively with diverse audiences, inquiring aboutthe world, and taking ethically responsible action, along with components such as intercultural awarenessand critical literacy. In this educational context, the role of a literary education that connects students withthe world, accompanying them in the discovery, analysis, and interpretation of global and multiculturalissues, through children’s and young adult literature, is analysed. In conclusion, it is stated that thisperspective implies the revision of the literary canon and the application of methodological proposals formediation that focus on classroom management and communicative interaction strategies based on texts.Financiado por el Ministerio de Ciencia e Innovación: MCIN/AEI/10.13039/501100011033. Proyecto I+D+I PID2019-105913RB-I0

Electrochemical treatment of aluminium alloy 7075 in aqueous solutions of imidazolium phosphonate and phosphate ionic liquids and scratch resistance of the resultant materials

The abilitiy of 1-ethyl-3-methylimidazolium ethylphosphonate ([ImPhosphonate]) and 1-ethyl-3-methylimidazolium diethylphosphate ([ImPhosphate]) ionic liquids (ILs) to interact with anodized Al7075 T6 aluminium alloy has been studied via electrochemical techniques under different applied potentials, inside and outside the passivation regions. SEM, EDX and XPS analysis have been used to study the composition of the surface coatings. The abrasion resistance after treatment with the ILs has been studied by scratch tests under progressive load, and compared with the performance of the unprotected material and the anodized alloy. While conventional anodization only improves the abrasion resistance of Al7075 in a 30%, the maximum reduction of the penetration depth, 86% with respect to Al7075 and 79% with respect to the anodized alloy, is obtained for the material treated with [ImPhosphonate] at 1 V, in the passivation region. Under these conditions, a phosphorus-containing alumina layer is formed. Applied voltages outside the passivation region for each IL activate the dissolution of the alumina layer and reduce abrasion resistance, not only with respect to the anodized material, but also with respect to the unprotected alloy.This work received the financial support of the Ministerio de Economía y Competitividad (MINECO, Spain) and the EU FEDER Program (Grant MAT2014-55384-P), and the Fundación Séneca, Agencia de Ciencia y Tecnología de la Región de Murcia for a “Ayuda a las Unidades y Grupos de Excelencia Científica de la Región de Murcia (Programa Séneca 2014)” (Grant 19877/GERM/14)

Entornos virtuales de aprendizaje y su contribución al desarrollo de competencias en el marco de la Convergencia Europea

Las propuestas para alcanzar la Convergencia Europea exigen un giro radical que afecta al paradigma de enseñanza-aprendizaje, que supone la adopción de una nueva metodología centrada en el discente, que conlleva un cambio en los roles desempeñados por los agentes implicados en este proceso; así los docentes pierden su papel de difusores del conocimiento y transmisores de información, pasando a convertirse en facilitadores del aprendizaje, diseñadores de situaciones mediadas, generadores de habilidades de asesoramiento, propiciadores de transferencia de aprendizajes, etc. Por su parte los estudiantes, deben desarrollar nuevas competencias que impliquen una actitud más activa y comprometida con su propio aprendizaje, en permanente adaptación a los cambios sociales, alentando su crecimiento intelectual y expansión de habilidades. Los nuevos escenarios para la formación abocan a una transformación de la metodología presencial, tornándose en una metodología híbrida, que aproveche las potencialidades que la virtualidad ofrece, y que apueste por la integración de las TIC en un intento de contribuir a la optimización del proceso de enseñanza-aprendizaje. Lo cual plantea unos desafíos técnicos y pedagógicos. No se trata sólo de adquirir destrezas de uso de herramientas, sino de analizar sus implicaciones en la creación de entornos cooperativos de aprendizaje, y ponerlas al servicio de la organización y gestión del proceso formativo, sobre todo a través de la red. En este sentido, consideramos que las experiencias de enseñanza virtual de: “Educación en el ámbito rural"; “Gráficos por Computador"; “Análisis de datos con SPSS"; y “Cuestiones éticas de Ciencia y Tecnología", asignaturas que forman parte de la oferta formativa que la Universidad de Oviedo aporta al Campus Virtual Compartido del G9 (formado por las Universidades de Cantabria, La Rioja, País Vasco, Pública de Navarra, Islas Baleares, Castilla-La Mancha, Extremadura, Oviedo y Zaragoza), suponen una contribución innovadora para el desarrollo de competencias instrumentales, interpersonales y sistémicas.The proposals to reach the European convergence require of a radical change affecting the teaching‐learning paradigm and involving the adoption of a new methodology focused on teachers and a change in the roles of the agents involved. Teachers lose their role as disseminators of knowledge and information to become facilitators of learning , designers of situations, generators of assessment skills and propitiators of learning transferences. As a consequence, students must develop new competences, more active and committed attitudes towards their own learning, must constantly adapt to social changes and must encourage their own intellectual development. This new formative scenery forces the transformation of presential methodology into a hybrid methodology, which profits from the posibilities of virtuality and favours the contribution of new technologies to the improvement of the teaching‐learning process, thus, raising new technical and pedagogical challenges. Apart from the skills to use them, it’s important to analyse the implications in the creation of new cooperative learning environments and the availability to organize and manage cooperative processes by means of the net. “Rural Field Education”, “Computer Graphics”, “SPSS Data Analysis” and “Ethics in Science and Technology” are virtual subjects offered by the University of Oviedo at The G9 Shared Virtual Campus, set up by the public universities of Cantabria, La Rioja, The Basque Country, Navarra, Balearic Islands, Castille‐La Mancha, Extremadura, Oviedo and Saragossa: an innovative contribution towards the development of instrumental, personal and systemic competences