766 research outputs found

    Humanitarian Visas for International Protection Purposes

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    El constructivismo y la adquisición del conocimiento social

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    Este texto constituye una versión revisada de la conferencia inaugural de la V/b European Conference on Developmental Psychology: Sevilla, 6 de septiembre de 1992; que llevaba por título Constructivism and the acquisition of social knowledge.El niño liene que construir modelos o representaciones de la realidad social en la que vive. La mayor parte de esas representaciones mentales no son simples copias de las de los adultos, sino que constituyen una construcción personal y difieren cualitativamente de las de los mayores. El estudio del desarrollo del conocimiento social en el niño atrae cada vez más atención por parte de los investigadores. Tres son los enfoques teóricos principales. La posición constructivista, según la cual el niño tiene que realizar su propia construcción de los conocimientós con ayuda de los instrumentos intelectuales de que dispone. La tradición del estudio de las representaciones sociales originada en la sociología francesa y renovada por Moscovici, y la psicología histórico-cultural de tradición vigotskiana. La primera posición pone el acento sobre la actividad del sujeto, mientras que las otras dos enfatizan las influencias ambientales y constituyen un necesario contrapunto de la posición constructivista. Sin embargo, la existencia de creencias infantiles diferentes de las de los adultos y del contexto social y la universalidad de algunas de estas creencias nos obligan a no olvidar la labor personal de construcción que tiene que realizar el sujeto. Pero no todos los elementos de esas representaciones tienen la misma naturaleza. Así, mientras que las reglas, los valores y la información fáctica dependen mucho de la influencia del contexto y de la transmisión adulta, en cambio en las nociones o explicaciones de los procesos es donde mejor se pone de manifiesto la labor constructiva del sujeto. Esta distinción ayuda a entender las divergencias entre distintas perspectivas teóricas ya que según el aspeclo estudiado se verá más clara la labor del sujeto o la influencia del contexto. Para ilustrar estos punlos se examinan investigaciones realizadas en diferentes campos y problemas del conocimiento acerca de la sociedad, y en particular acerca de la comprensión de la estratificación y la movilidad social en niños españoles y mexicanos trabajadores. Palabras clave: Representación infantil del mundo social, movilidad social.Children should build models or representations of social reality in which they are involved. Most of the children’s representations are not simple copies of those of adults, but constitute a very personal construction. Three are the fundamental theoretical approaches to the study of development of children societal knowledge. The constructivist approach hypothezises that children’s representations of social world are elaborated on the basis of their intellectual instruments. On the other hand, both the tradition of social representations –originaled in the work of Durkheim mise au jour by Moscoviciand the cultural– historical psychology –rooted in Vygotski work– insist on the role of environmental influences. For this reason, they constitute in some way a counterpoint to lhe constructivist position. However,the existence of children’s notions different from those of adults and those of the social context, as well as the universality of some of these notions, compels us to take Crucially into account the constructive-world organizing activity of the subject himself. Nevertheless, not all the elements of such representations are of the same nature. To be more specific, rules, values and factual knowledge appear lo be strongly dependent on context and adult transmission, while notions and explanations related to processes show more clearly the subject’s idiosyncratic contribution. The critlical and comparative consideration of this distinction could help US to understand the divergencies among different theorelical positions about the process of elaboration of such representations. In this construction of different aspects of social reality children seems to pass through a series of stages of general character. It’s necesary to explore in deep te existence of stages in different areas of social represenrtation. Unfortunately we still lack a sufficient amount of research in several arcas of the field. In order to iIIustrate the preceding points, research on children’s understanding of social stratification and social mobility as well as of other different areas and problems of societal knowledge are examined

    Do changes of pen and penmate affect the behaviour of heifers?

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    We wanted to investigate if relocation affects behaviour of dairy heifers. In the study 32 Holstein heifers were housed in pairs until they were 13 months old. 16 heifers stayed in the same pen with the same penmate (control). The pen and penmates of 16 heifers were changed 16 times between 11 and 13 months of age

    Emulsions stabilised by whey protein microgel particles: Towards food-grade Pickering emulsions

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    We have investigated a new class of food-grade particles, whey protein microgels, as stabilisers of triglyceride-water emulsions. The sub-micron particles stabilized oil-in-water emulsions at all pH with and without salt. All emulsions creamed but exhibited exceptional resistance to coalescence. Clear correlations exist between the properties of the microgels in aqueous dispersion and the resulting emulsion characteristics. For conditions in which the particles were uncharged, fluid emulsions with relatively large drops were stabilised, whereas emulsions stabilized by charged particles contained smaller flocculated drops. A combination of optical microscopy of the drops and spectrophotometry of the resolved aqueous phase allowed us to estimate the interfacial adsorption densities of the particles using the phenomenon of limited coalescence. We deduce two classes of particle arrangement. Complete adsorption of the particles was obtained when they were neutral or when their charges were screened by salt resulting in at least one particle monolayer at the interface. By contrast, only around 50% of the particles adsorbed when they were charged with emulsion drops being covered by less than half a monolayer. These findings were supported by direct visualization of drop interfaces using cryo-scanning electron microscopy. Uncharged particles were highly aggregated and formed a continuous 2-D network at the interface. Otherwise particles organized as individual aggregates separated by particle-free regions. In this case, we suggest that some particles spread at the interface leading to the formation of a continuous protein membrane. Charged particles displayed the ability to bridge opposing interfaces of neighbouring drops to form dense particle disks protecting drops against coalescence; this is the main reason for the flocculation and stability of emulsions containing sparsely covered drops. © 2014 the Partner Organisations

    Appliance Classification and Scheduling in Residential Environments with Limited Data and Reduced Intrusiveness

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    The United Kingdom aims for a 78% reduction in greenhouse gas emissions by 2035, with a specific carbon budget for 2033–2037. Despite rising CO2 emissions from 2021 to 2022 due to increased energy demands, this thesis presents novel strategies to reduce residential electricity consumption, a major emissions driver. It addresses two critical gaps in energy management: First, it develops a feature extraction methodology using machine learning and deep learning for accurately classifying high-power household appliances with smart meter data. Traditional methods often require complex setups or large datasets, leading to intrusiveness and implementation challenges. This research introduces the Spectral Entropy – Instantaneous Frequency (SE-IF) method, effective with limited datasets and enhancing usability (Chapter 3). Second, it proposes an optimisation model that intelligently schedules household appliance usage to balance costs, emissions, and user comfort, incorporating renewable energy and battery storage systems. Existing scheduling techniques typically overlook significant CO2 reductions and user comfort. The thesis utilises the Multiobjective Immune Algorithm (MOIA) to demonstrate this model’s effectiveness, achieving a 9.67% cost reduction and a 16.58% decrease in emissions (Chapter 5). Chapters 4 and 5 further detail how the SE-IF method, paired with a Bidirectional Long Short-Term Memory (BiLSTM) network, achieves a 94% accuracy in identifying appliances from aggregated data and applies the multi-objective optimisation in various scenarios. This research advances the integration of energy efficiency, environmental sustainability, and user-centric solutions in smart homes, contributing significantly to national goals of reducing energy consumption and emissions

    The rate of water vapor evaporation from ice substrates in the presence of HCl and HBr: implications for the lifetime of atmospheric ice particles

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    International audienceUsing a multidiagnostic approach the rate Rev [ molec cm-3 s-1] or flux Jev [ molec cm-2 s-1] of evaporation of H2O and its corresponding rate constant for condensation, kcond [s-1 ], on a 1 µm thick ice film have been studied in the temperature range 190 to 240 K as well as in the presence of small amounts of HCl and HBr that left the vapor pressure of H2O on ice unchanged. The resulting Arrhenius expressions for pure ice are Jev = 1.6 · 10 28 ± 1 · exp (- 10.3 ± 1.2/ RT) [ molec cm-2 s-1] , kcond = 1.7 · 10 - 2 ± 1 · exp (+ 1.6 ± 1.5/ RT ) [s -1], in the presence of a HCl mole fraction in the range 3.2 · 10 - 5 - 6.4 · 10 - 3 : Jev = 6.4 · 10 26 ± 1 · exp (- 9.7 ± 1.2/ RT) [ molec cm-2 s-1] , kcond = 2.8 · 10 - 2 ± 1 · exp ( + 1.5 ± 1.6 /RT) [s -1], and a HBr mole fraction smaller than 6.4 · 10 - 3 : Jev = 7.4 · 10 25 ± 1 · exp ( - 9.1 ± 1.2 /RT) [ molec cm-2 s-1] , kcond = 7.1 · 10 - 5 ± 1 · exp (+ 2.6 ± 1.5/ RT) [s -1]. The small negative activation energy for H2O condensation on ice points to a precursor mechanism. The corresponding enthalpy of sublimation is DHsubl = Eev - Econd = 11.9 ± 2.7 kcal mol-1 , DHsubl = 11.2 ± 2.8 kcal mol-1, and DHsubl = 11.7 ± 2.8 kcal mol-1 whose values are identical within experimental uncertainty to the accepted literature value of 12.3 kcal mol-1 . Interferometric data at 633 nm and FTIR absorption spectra in transmission support the kinetic results. The data are consistent with a significant lifetime enhancement for HCl- and HBr-contaminated ice particles by a factor of 3?6 and 10?20, respectively, for submonolayer coverages of HX once the fraction of the ice not contaminated by HX has evaporated

    La memoria y el aprendizaje escolar

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    Desde finales del siglo XIX, y quizá desde antes, una serie de autores han venido criticando que la actividad escolar consista fundamentalmente en aprender de memoria una serie de hechos y de datos. Las voces contra ese aprendizaje memorístico han sido muy numerosas, pero en muchas escuelas de multitud de países se sigue teniendo que aprender de memoria una gran cantidad de cosas. Frente a ello un número creciente de autores han defendido que la escuela no puede limitarse hoy en día a transmitir informaciones y valores (Delval y Lomelí, 2013), sino que se debe aprender sobre todo a resolver problemas y que los sujetos desempeñan un papel activo en su aprendizaje, que el conocimiento no se recibe ya hecho, sino que hay que construirlo, y que lo que se aprende tiene que tener un significado y relacionarse con el resto de los conocimientos y acciones que realizan los sujetos.Since the late nineteenth century, and perhaps before, a number of authors have been criticizing that the school activity consists mainly of memorizing a series of facts and data. Voices against that rote learning have been very numerous, but in many schools from many different countries it’s usual still to memorize a lot of things. Faced with this growing number of authors have argued that the school can not be limited today to transmit information and values (Delval and Lomeli, 2013), but is due primarily to learn and solve problems and that individuals play an active role in their learning, that knowledge is not received already done, but you have to build it, and what you learn has to have a meaning and be related to the rest of the knowledge and actions performed by the subjects

    Aspects of the construction of knowledge about society

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    El niño tiene que construir modelos o representaciones de la realidad social en la que vive, para tratar de dar un sentido al mundo que le rodea y además esas representaciones sirven de marco para su acción. La mayor parte de esas representaciones mentales no son simples copias de las de los adultos, sino que constituyen una construcción personal y difieren cualitativamente de las de los mayores. El estudio del desarrollo del conocimiento sobre la sociedad en el niño atrae cada vez más atención por parte de los investigadores. Tres son los enfoques teóricos principales. La posición constructivista, según la cual el niño tiene que realizar su propia construcción de los conocimientos con ayuda de los instrumentos intelectuales de que dispone. La tradición del estudio de las representaciones sociales originada en la sociología francesa y renovada por Moscovici, y la psicología histórico-cultural de tradición vygotskiana. La primera posición pone el acento sobre la actividad del sujeto, mientras que las otra dos enfatizan las influencias ambientales y constituyen un necesario contrapunto de la posición constructivista. Sin embargo, la existencia de creencias infantiles diferentes de las de los adultos y del contexto social, y la universalidad de algunas de estas creencias nos obligan a no olvidar la labor personal de construcción que tiene que realizar el sujeto.The child has to construct models or representations about the reality of thesociety where he or she lives in order to give a meaning to the surroundingworld and, furthermore, taking into consideration that these representationsserve as landmarks to his action. Most of the mental representationsconstructed by the child are not simple copies of the adult representations;instead, they are personal constructions and differ qualitatively from thoseof the older people. The study of the development of knowledge aboutsociety in children is attracting the attention of many investigators. Thereare three main theoretical approaches to this subject: the constructivistposition says that the child has to construct their own knowledge countingon their personal intellectual instruments; the traditional study aboutsocial representations originated in the French School of Sociology, thathas been renewed by Moscovici; and the Historical Cultural Psychologyof vygotskyan approach. The first position emphasizes the activity of thesubject, while the others put the emphasis on the environmental influencesand so hold a counterpoint to the constructivist position. However, theexistence of children beliefs different from those from adults’ as wellas from the social context, and the universality of some of these beliefs,compel us not to forget the personal work of construction made by the subject

    Vygotski, Piaget: a formação do conhecimento e a cultura

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    O velho problema da influência da cultura sobre a formação do conhecimento voltou a chamar muito a atenção dos psicólogos. O interesse pela cultura está ligado à defesa de posições que se atribuem a Vygotski, cuja obra contrapõe-se à de Piaget, que é criticado pela sua falta de atenção à influência social e à cultura. Analisa-se neste artigo a pretendida separação entre desenvolvimento natural e cultura, que Vygotski estabelece, e defende-se que essa separação não pode ser estabelecida. Examinam-se, também, as idéias do autor soviético sobre a formação de conceitos científicos e sobre as funções psicológicas superiores. Mostra-se que a posição de Vygotski tem muitos traços empiristas, pois enfatiza enormemente a influência do meio, o que entraria em contradição com seu pretendido caráter marxista. Além disso, ele não consegue dar conta das transformações que acontecem no interior do sujeito por ocasião da construção de novos conhecimentos; aliás, é este o principal problema que os psicólogos precisam enfrentar. Sinaliza-se, ainda, que a posição de Piaget possui elementos para explicar essas transformações
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