Sistema de actividades para enseñar ajedrez a niños de la escuela “Abel Santamaría Cuadrado”

The research refers to a system of activities to solve the insufficiency in learning, caused by the absence of a program capable of teaching chess to boys and girls at the age of five and six years in Preschool Education. Studying a sample belonging to the “Abel Santamaría Cuadrado” Primary School of San Antonio del Sur municipality, and using the scientific research methods of the empirical and theoretical level, the aforementioned proposal was achieved, which solved the problems raised in this work.La investigación hace referencia a un sistema de actividades para solucionar la insuficiencia en el aprendizaje, provocada por la ausencia de un programa capaz de enseñar ajedrez a niños y niñas en la edad de cinco y seis años en la Enseñanza Preescolar. Estudiando una muestra perteneciente a la Escuela Primaria “Abel Santamaría Cuadrado” del municipio San Antonio del Sur, y utilizando los métodos científicos de investigación del nivel empírico y teórico, se logró la propuesta antes mencionada, la cual solucionó la problemática planteada en este trabajo

A Validation Study of the Penn Interactive Peer Play Scale with Urban Hispanic and African American Preschool Children

The development of culturally and linguistically appropriate measurement is necessary to enable accurate assessment of preschool children’s interpersonal competence and behavioral difficulties. This need is most pressing for children from Hispanic backgrounds, who currently represent the fastest growing population of U.S. children. The present study investigated the psychometric properties of a Spanish and English version of the Penn Interactive Peer Play Scale (PIPPS; Fantuzzo et al., 1995) when employed with Spanish- and English-speaking teachers and students in an urban, Southeastern community. Psychometrically sound structures were obtained with the Spanish translation of the PIPPS in support of the three original dimensions named Play Interaction, Play Disruption, and Play Disconnection, which were derived from studies of African American preschool children in lower income, Northeastern communities. Concurrent validity was supported by significant correlationsbetween the three Spanish PIPPS constructs and teacher ratings of externalizing and internalizing behavior problems. Significant group differences in class-room peer play interactions were also detected for children’s gender and ethnicity. The independent emergence of comparable Spanish and English PIPPS factor structures across two distinct regional samples provides initial support for use of this measure in research with Hispanic preschool children from low-income backgrounds. Implications for school psychologists engaging in outreach to preschool programs servicing diverse groups of children are discussed, including the generalizability of interactive peer play constructs for preschool children across racial, ethnic, linguistic, and geographic back-grounds

Explaining researchers’ readiness to incorporate external stimuli in their research agendas

Ingenio Working Paper SeriesThis paper seeks to provide a better understanding of how researchers incorporate external (non-academic) influences in their research process. Firstly we advance the notion of ‘openness’ as a researcher characteristic that describes researchers’ readiness to let external stimuli modify the different stages of the research cycle and we identify the kind of behavioural changes expected from ‘open’ researchers. Secondly, we look at the factors explaining researchers’ openness. We empirically analyse researchers’ openness drawing upon a database containing 1583 researchers from the Spanish Council for Scientific Research (CSIC). We found that researchers open in any stage of the research process tend to be also open through the rest of the stages. We also found that personal factors related to researchers’ identity and past experiences are key aspects that determine researchers’ openness. Policy implications are derived regarding suggestions to foster researchers’ openness.The authors acknowledge the EU-Spri Forum for the PhD Circulation grant provided to Julia Olmos Peñuela and to the Center for Higher Education Policy Studies (CHEPS) as her host institution.N

El crucifijo de las Agustinas Canónigas de Palencia, de Alejo de Vahia

Se da a conocer una nueva obra del prolífico escultor gótico Alejo de Vahía, activo en Becerril de Campos (Palencia) y ubicada en la clausura del convento de las Madres Agustinas Canónigas de Palencia. Además, se analizan el estilo y la tipología de sus crucificados, proponiéndose para esta pieza una cronología algo posterior al año 1500.A new work by the prolific gothic sculptor Alejo de Vahía active in Becerril de Campos (Palencia) is presented. The piece is placed inside the monastery of the closed order of the Agustinas Canónigas in Palencia. The style and typology of Vahia's crucifixes, are also analyzed, proposing for this work a chronology later than the year 1500

Knowledge transfer activities in Humanities and Social Sciences: which determinants explain research group interactions with non-academic agents?

Trabajo presentado a la DIME-DRUID Academy Winter Conference: "Economics and Management of Innovation, Technology and Organizations", celebrada en Aalborg (Dinamarca) del 20 al 22 de enero de 2011.In the current society, universities and research centers have acquired an important role as agents responsible for knowledge transfer (KT) to the non-academic environment (OCDE 1996). The different ways in which these collaborations take place have been the subject of many conceptual (Molas-Gallart et al. 2002) and empirical studies (D'Este and Patel 2007; Landry et al. 2007) in recent years. The aim of this exploratory study paper is to contribute to KT literature from an area of study generally neglected, humanities and social sciences (HSS), and from a unit analysis perspective that have received less attention: the research group. Thus, the questions addressed in this study are: what are the main activities of KT used by HSS research groups to collaborate with non-academic agents? Do group characteristics or group’ leader profile influence the group’ engagement in a specific knowledge transfer activity? Data for this study has been gathered through questionnaires, interviews and databases for a sample made up of 79 research groups (80% of the population) belonging to the HSS area of the Spanish Council for Scientific Research (CSIC). Descriptive and multivariate analyses have been conducted. Results indicate that HSS research groups are very active in some KT activities such as technical advice, consultancy and contract research, whereas their involvement in personal mobility activities is low. Logistic regression analysis shows that the likelihood that research groups engage in any KT activities is not explained by the same factors. However, we obtain evidence showing that there is a common variable positively related with the engagement of HSS research groups for almost all the different activities analyzed: the focus on the social utility of the research.The study benefited from financial support from the Spanish National R&D Plan (Ref.: SEJ2005-24033-E) and the Valencian Regional Government (Ref.: GV06/225).Peer reviewe

Las dos culturas en la divulgación de la ciencia: una exploración de la influencia del campo científico de los investigadores

Trabajo presentado al XI Congreso Español de Sociología: "Crisis y cambio: propuestas desde la sociología" celebrado en Madrid del 10 al 12 de Julio de 2013.La necesidad de reducir el déficit de cultura científica de los ciudadanos ha impulsado el desarrollo de iniciativas para su fomento, tanto desde las políticas científicas gubernamentales como desde las institucionales. En este artículo se ha realizado una exploración sobre la implicación de los investigadores en diversos tipos de actividades de divulgación social, tratando de identificar patrones y diferencias entre áreas de conocimiento. Para ello, se emplea una muestra amplia de investigadores pertenecientes a las ocho áreas en las que se agrupan los investigadores del Consejo Superior de Investigaciones Científicas (CSIC), a la que se ha realizado una encuesta que indaga sobre su participación en una serie de actividades de divulgación previamente identificadas. Con estos datos, se ha realizado un análisis factorial que ha permitido construir dos indicadores, correspondientes a actividades de carácter individual e institucional. Un ulterior tratamiento de los datos (ANOVA), dirigido a detectar diferencias entre áreas, ha confirmado la presencia de pautas diferenciadas entre los investigadores de ciencias sociales y humanas y los investigadores de algunas disciplinas de las ciencias experimentales que pueden ser de interés para el enfoque futuro de las acciones de fomento de la divulgación social de la ciencia.Peer Reviewe

Informal collaborations between social sciences and humanities researchers and non-academic partners

The analysis of how research contributes to society typically focuses on the study of those transactions that are mediated through formal legal instruments (research contracts, patent licensing and the creation of companies). Research has shown, however, that informal means of technology transfer are also important. This paper explores the importance of informal collaborations and provides evidence of the extent to which informal collaborations between researchers and nonacademic partners take place informally in the social sciences and humanities (SSH). Data is obtained from two studies on knowledge exchange involving researchers working in the SSH area of the Spanish Council for Scientific Research. We show that informal collaborations not officially recorded by the organisation are much more common than formal agreements and that many collaborations remain informal over time. We explore the causes of such prevalence of informality and discuss its policy implications.Olmos-Peñuela, J.; Molas-Gallart, J.; Castro-Martínez, E. (2014). Informal collaborations between social sciences and humanities researchers and non-academic partners. Science and Public Policy. 41(4):493-506. doi:10.1093/scipol/sct075S49350641

Does usable research face higher obstacles within the academy?

The recognition of academic research as a potential source of economic growth and social welfare has attracted the attention of both policy-makers and academics over the past decades. But emphasising the impact of research brings a new set of tensions to scientific governance processes, and raises the risk that academics who engage more with users be hindered in pursuing their research activities. In this paper, we seek to understand whether researchers that meaningfully engage with societal users in their research micro-practices face additional obstacles in their research, whether in terms of the acceptance of that research by academic communities and the absorption of that knowledge by users. To do this, we draw on a recent approach to knowledge production highlighting the importance of ‘openness’ of research practices in influencing the subsequent societal usability of that knowledge. Openness occurs by involving users in research practices, and we therefore ask the question of whether researchers who use open research practices do indeed suffer additional obstacles to their research. Drawing on a questionnaire of 1583 scientists working for the largest Spanish Public Research Organisation, we identify that the greatest obstacles that all researchers face are in administrative structures, which make it harder to engage with users. Less-open users tend to experience fundamental obstacles in their engagement, such as a lack of interest from users or a lack of acceptance by other academics, whilst more open researchers experience problems relating to the practices of managing technology transfer projects. We conclude by arguing that a differentiated support structure is need to assist academics with user engagement reflecting their past experience as well as the need for a rethink of how research organisations situate user engagement in their administrative structure

Openness and scientists' everyday research processes

Science policy increasingly focuses on maximising societal benefits from science and technology investments, but often reduces those benefits to activities involving codifying and selling knowledge, thereby idealising best practice academic behaviours around entrepreneurial superstars. This paper argues that societal value depends on knowledge being used, making knowledge’s eventual exploitation partly dependent upon on whether other users ‐ societal or scientific ‐ can use that knowledge, i.e. on how far new knowledge is cognate with users’ existing knowledge. When scientists incorporate user knowledge in their research processes, what we call ‘open research behaviours’, their knowledge may be more usable. We develop a set of hypotheses concerning whether researchers’ personal and professional characteristics are associated with open research behaviour, finding evidence suggesting whilst personal characteristics are not associated with open research behaviours; researchers that experience professional signals validating open research behaviours are more likely to demonstrate open research behaviour