Named Entity Recognition in multilingual handwritten texts

[ES] En nuestro trabajo presentamos un único modelo basado en aprendizaje profundo para la transcripción automática y el reconocimiento de entidades nombradas de textos manuscritos. Este modelo aprovecha las capacidades de generalización de sistemas de reconocimiento, combinando redes neuronales artificiales y n-gramas de caracteres. Se discute la evaluación de dicho sistema y, como consecuencia, se propone una nueva medida de evaluación. Con el fin de mejorar los resultados con respecto a dicha métrica, se evalúan diferentes estrategias de corrección de errores.[EN] In our work we present a single Deep Learning based model for the automatic transcription and Named Entity Recognition of handwritten texts. Such model leverages the generalization capabilities of recognition systems, combining Artificial Neural Networks and n-gram character models. The evaluation of said system is discussed and, as a consequence, a new evaluation metric is proposed. As a means to improve the results in regards to such metric, different error correction strategies are assessed.Villanova Aparisi, D. (2021). Named Entity Recognition in multilingual handwritten texts. Universitat Politècnica de València. http://hdl.handle.net/10251/174942TFG

Dificultades que enfrentan los profesores en escenarios de modelización

El trabajo tiene por objetivo describir algunos obstáculos y desafíos que enfrentan los profesores de Matemática al iniciar actividades de modelización. A su vez, se busca caracterizar las ventajas y desventajas que le encuentran los profesores a esta estrategia de enseñanza cuando la implementan en sus clases habituales en la escuela secundaria. Los profesores realizaron una capacitación virtual, referida a la enseñanza de la Matemática con nuevos recursos, donde la resolución de problemas y las actividades de modelización fueron el eje de curso. Los resultados muestran que a los profesores se les presentan dificultades en el momento de abordar actividades de modelización, lo que conlleva a que no siempre sea vista como una estrategia de enseñanza viable de ser utilizada en las clases

Explanatory model of cyberbullying, cybervictimization, aggressiveness, social anxiety, and adaptation to university: a structural equation analysis

The increase in the number of cases of cyberbullying and cybervictimisation among university students and the scarce amount of research on the subject justify the need to analyse its relationship with psychological and social variables to prevent its appearance and impact. The aim of this study was to establish and contrast the fit of an explanatory model on cyberbullying and cybervictimization based on its relationship with aggressiveness, social anxiety and adaptation to university using a structural equations analysis. A total of 1,368 Spanish university students aged 18–49 (M = 21.34; SD = 4.45) completed a battery of questionnaires with the aim of assessing cyberbullying, aggressiveness, social anxiety, and adaptation to university. An adjusted structural equations model was obtained (x2 = 198.53; df = 39; p < .001; CFI = .96; NFI = .96; IFI = .96; RMSEA = .06). Significant relationships are observed, aggressiveness is negatively related to adaptation to university and positively with cybervictimization. A negative relationship has also been observed between cybervictimization and adaptation to university and a positive relationship with cyberbullying. Indirect effects have not been observed between aggressiveness and cyberbullying and between social anxiety and cybervictimization through adaptation to university. Therefore, social anxiety does not act as a mediator in the relationship with adaptation to university. These results suggest the importance of efforts to promote coping strategies management of aggression and empowerment of student adaptation in the university context to prevent cybervictimization and cyberbullying. Contributions and implications of the results are discussed.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

Reconocimiento automático de datos numéricos metereológicos en documentos históricos impresos representados en forma de tablas

[ES] En nuestro trabajo se presenta un modelo para la transcripción automática de tablas escritas a máquina con información de tipo numérico. Dicho modelo se basa en el uso de redes neuronales artificiales multicapa y herramientas de procesamiento de imagen, así como en el empleo de múltiples técnicas que aumentan la precisión del sistema. A fin de obtener mejores resultados, se ha probado la elaboración de múltiples modelos de lenguaje que aporten información contextual durante la transcripción. En el presente documento se discute la metodología seguida así como los distintos modelos sobre los que se ha iterado, comparando los resultados obtenidos.[EN] In our work we present a model for the automatic transcription of typed tables with numerical data. Such model is based on the usage of multilayer artificial neural networks and image processing tools, as well as the handling of multiple techniques which increase the precision of the system. For the purpose of obtaining superior results, the construction of multiple language models, which provide contextual information during the transcription, has been tried. In the following document we discuss the followed methodology as well as the different models that have been taken into account, analysing the obtained results.[CA] En el nostre treball es presenta un model de transcripció automàtica de taules escrites a màquina amb informació de tipus numèric. Aquest model es basa en l’ús de xarxes neuronals artificials multicapa i ferramentes de processament d’imatge, així com en la utilització de múltiples tècniques que augmenten la precisió del sistema. A fi d’obtenir millors resultats, s’ha triat l’elaboració de múltiples models de llenguatge que aporten informació contextual durant la transcripció. En el present document es discuteix la metodologia seguida així com els diferents models sobre els quals s’ha iterat, comparant els resultats obtingutsVillanova Aparisi, D. (2020). Reconocimiento automático de datos numéricos metereológicos en documentos históricos impresos representados en forma de tablas. Universitat Politècnica de València. http://hdl.handle.net/10251/150387TFG

The Role of Emotional Intelligence on Psychological Adjustment and Peer Victimization in a Sample of Spanish Adolescents

In the last decades, interest in the study of the negative consequences of bullying for the victims has increased. Victims are often known to show emotional adjustment issues, such as negative self-concept and low life satisfaction. Moreover, some studies have observed important associations between self-concept and life satisfaction, in which a positive self-concept is related to high levels of life satisfaction. Other studies have pointed out the importance of emotional intelligence (EI), as a regulatory and protective factor against the negative impact of victimization on adjustment in adolescents. The main objective of this work was to analyze the mediating effect of self-concept on life satisfaction and the moderated mediation effect of EI on self-concept and life satisfaction in the context of peer victimization. The participants in the study were 1,318 Spanish students of both sexes and aged between 11 and 18 (M = 13.8, SD = 1.32) years, from four compulsory secondary education centers. The results indicated that, on the one hand, self-concept mediated the relationship between victimization and life satisfaction. On the other hand, EI was not only positively associated with self-concept, but it also significantly moderated the negative influence of victimization on self-concept. EI may also indirectly moderate the relationship between victimization and life satisfaction through the self-concept. These data show the importance of EI as a possible protective and moderating factor of the negative effect of bullying on emotional adjustment, which is interesting for the design of future prevention and intervention programs in school contexts.This research was funded by the Ministry of Economy and Competitiveness of Spain and the European Union through the European Regional Development Fund—FEDER—“One way to make Europe,” grant number PID2019-109442RB-I00, with EE as the Principal Researcher

Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education

Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.This research article has been financed through a predoctoral grant awarded by the Cajamurcia Foundation to the first author and through the SEJ 2004–07311/EDUC Project from the National Plan for Scientific Research, Development and Technological Innovation (MEC) awarded to the second author

Personality Traits and Aggression as Explanatory Variables of Cyberbullying in Spanish Preadolescents

There is a growing interest in preventing cyberbullying in youth. However, multiple questions remain as to the relationship between cyberbullying and psychosocial variables. This study examines the relationship between personality traits, aggression and cyberbullying (victims, bullies, victimized bullies and not involved) in 548 Spanish students aged 10 to 13 (50.2% boys). To do so, the Screening of Peer Harassment, the Big Five Questionnaire for Children and the Aggression Questionnaire were used. Logistic regression analyses indicated that the extraversion trait is an explanatory factor for being a victim and openness is a protective factor against being a cyberbully. Agreeableness was found to be a positive predictor of being a cyberbullying victim. Only verbal aggression and anger were included as explanatory factors of being a victim and a victimized bully, respectively. The results are discussed, suggesting their potential implications in the development of preventive programs.This research was funded by the Regional Ministry of Culture, Education and Sport of Region of Valencia (Spain), grant number GV/2015/111, with Beatriz Delgado as the Principal Researcher

Relationship between Cyberbullying, Motivation and Learning Strategies, Academic Performance, and the Ability to Adapt to University

Cyberbullying has become a frequent relational problem among young people, which has made it necessary to evaluate and prevent it in the university setting. The aim of this study is to examine the relationship between cyberbullying, motivation and learning strategies, the ability to adapt to university, and academic performance. A sample of 1368 Spanish university students (64% female) was administered a battery consisting of the European Bullying Intervention Project Questionnaire, the Learning and Study Strategies Inventory Short version, and the Student Adaptation to College Questionnaire, with their academic performance also being studied. The results found that the victimized bullies have greater difficulties in their organization and planning for study and exams, have fewer control and consolidation strategies, and are less able to adapt to university. Logistic regression analyses show that the greater the difficulties in organization and planning, and the greater the difficulties experienced in exams, the greater the probability of a person being a victim and a victimized bully. In addition, students are less likely to be victims, bullies, and victimized bullies as their ability to adapt to university increases. The findings have been discussed and it has been noted that there is a need to address academic adjustment and the ability to adapt to the university environment as a preventive measure for cyberbullying in university students

Planning Positive Energy Districts in Urban Water Fronts: approach to La Marina de València, Spain

[EN] Cities consume two-thirds of the energy supply, and 70% of carbon dioxide equivalent emissions come from urban environments. Positive Energy Districts are innovative tools to achieve energy and climate neutrality in cities. Positive Energy Districts are regions or neighbourhoods with a positive annual energy balance, obtained mainly through energy efficiency and energy generation from renewables. Urban Waterfronts are extended areas close to the sea, which makes them suitable for several types of production with renewables, therefore seeming to be a suitable location to develop Positive Energy Districts. This paper proposes a method that combines strategic planning for project management and the procedure for energy audits to design the optimal district configuration. The study presents and analyses the case of La Marina de València, a district in a Mediterranean city. Three strategic scenarios, both technically feasible and with a positive energy balance, are presented. All the alternatives include PV and switching to light-emitting diode in lighting. The different strategies presented together with a sensitivity analysis facilitate the decision-making process in energy planning and establish a common pathway to achieve Positive Energy Districts in Urban Water Fronts. The results suggest that urban waterfronts are uniquely suited to achieve a positive annual energy balance, thus emerging as a crucial springboard to provide traction to the positive energy districts policy agendaThis work was supported in part by the Spanish public administration under grant FPU2016/00962, and by the Catedra de Transicion Energética Urbana (Las Naves-Fundació València Clima i Energía-UPV)Aparisi-Cerdá, I.; Ribó-Pérez, DG.; Cuesta-Fernandez, I.; Gómez-Navarro, T. (2022). Planning Positive Energy Districts in Urban Water Fronts: approach to La Marina de València, Spain. Energy Conversion and Management. 265:1-14. https://doi.org/10.1016/j.enconman.2022.11579511426

Relationship between sociometric types and academic goals in a sample of Spanish students of Secondary Education

El objetivo de este estudio fue analizar la relación entre tipos sociométricos, categorías conductuales y metas académicas en una muestra de 1349 estudiantes (51.7% chicos) de educación secundaria obligatoria. La identificación sociométrica de los estudiantes se realizó mediante el Programa Socio y las metas académicas fueron evaluadas mediante el AGTQ (Achievement Goals Tendencies Questionnaire). El AGTQ es una medida de autoinforme diseñada para medir tres orientaciones de metas: aprendizaje, logro y refuerzo social. Los resultados muestran que los estudiantes nominados positivamente por sus compañeros presentaron mayores puntuaciones en metas de aprendizaje y de logro que los estudiantes nominados negativamente. Además, los tipos sociométricos fueron predictores significativos de las metas académicas, ya que los estudiantes nominados positivamente por sus compañeros presentaron mayor probabilidad de alcanzar altas metas de aprendizaje y de logro que los estudiantes nominados negativamente.The aim of this study was to analyze the relationship between sociometric types, behavioral categories and academic goals in a sample of 1349 students (51.7% boys) of compulsory secondary education. The students’ sociometric identification was performed by the Programa Socio and academic goals was measured by the AGTQ (Achievement Goals Tendencies Questionnaire). The AGTQ is a self-report measure designed to measure three tendencies of goals: Learning goals, Achievement goals and Reinforcement Social goals. Results show that students nominated by their peers positively had higher scores on Learning and Achievement goals than students negatively nominated. Furthermore, sociometric types were significant predictors of academic goals, as students nominated by their peers positively were more likely to achieve high Learning goals and Achievement goals that students negatively nominated.Este trabajo ha sido realizado a través del Proyecto SEJ 2004-07311/EDUC perteneciente al Plan Nacional de Investigación Científica, Desarrollo e Innovación Tecnológica del MEC concedido al primer autor