Inclusión de los Objetivos de Desarrollo Sostenible en el Currículum de Educación Primaria y Secundaria en Escuelas Rurales de Zaragoza

La educación no puede mantenerse al margen de la realidad social y política. Es un hecho que el actual escenario mundial está conllevando un impacto considerable en la redefinición del concepto de Educación. Una Educación para la Ciudadanía Global (ecg) implica adecuar los elementos del currículo para favorecer el desarrollo de valores de equidad y justicia en los procesos de enseñanza aprendizaje. Este artículo busca analizar, la incorporación de la ecg y de los Objetivos de Desarrollo Sostenible (ods) en el currículo académico, así como las dinámicas y actuaciones que se llevan a cabo en los centros y en las aulas. Se ha utilizado una metodología cuantitativa, desarrollando un estudio descriptivo no experimental mediante una encuesta social. Los resultados muestran cómo los centros educativos apuestan por introducir en sus proyectos de centro acciones relacionadas con la ecg y/o los ods. El estudio muestra la falta de experiencias que impliquen proyectos transversales y globales y la introducción de los ods de una forma más explícita. Education cannot be kept out of social and political reality. It is a fact that the current world scenario is having a considerable impact on the redefinition of the concept of Education. Global Citizenship Education (GCED) implies adapting the elements of the curriculum to promote the development of values of equity and justice in the teaching-learning processes. This article analyzes, the incorporation of the GCED and the Sustainable Development Goals (SDG) in the academic curriculum, as well as the dynamics and actions that are carried out in the centers and in the classrooms. A quantitative methodology has been used, developing a non-experimental descriptive study through a social survey. The results show how educational centers, are committed to introducing actions related to the GCED and/or the SDGS into their center projects. The study shows the lack of experiences involving cross-cutting and global projects and the introduction of the SDGS in a more explicit manner

Sentido y significado de la Educación para la Ciudadanía Global Percepciones del profesorado y retos actuales en centros educativos de la provincia de Zaragoza

Con la Educación para la Ciudadanía Global (ECG), se apuesta por una visión del mundo global, potenciando el sentido crítico y el compromiso social. Esta investigación tiene como finalidad analizar cómo los docentes de Educación Primaria y Secundaria de la provincia de Zaragoza entienden la ECG y qué motivaciones llevan a realizar acciones de este tipo en los centros educativos. El estudio descriptivo no experimental muestra los datos obtenidos mediante una encuesta cumplimentada por 77 centros. Los docentes consideran importante trabajar transversalmente la ECG, bajo un modelo educativo orientado a una educación integral de las personas, la responsabilidad social y la participación activa. Se considera como un reto de futuro el desarrollo de propuestas de ECG vinculadas con mejoras en la formación docente, en la metodología y en la relación con la comunidad educativa, agentes externos y administración educativa. Global Citizenship Education (GCE) is committed to a global vision of the world, enhancing the critical sense and social commitment. In this paper, it is aimed to analyze how teachers of Primary and Secondary Education in the province of Zaragoza understand the ECG. In the paper, it is also pretend to reflect about the motivations to carrying out actions of this type in educational centers. In the non-experimental descriptive study, it is showed the data obtained through a survey completed by 77 centers. Teachers consider it relevant to work on Education for Global Citizenship in a transversal way. Their education model focus on a comprehensive education of people, social responsibility and active participation. The development of ECG proposals related to improvements in teacher training, methodology and relationship with the educational community, external agents and educational administration is considered a future challenge

Sentido y significado de la Educación para la Ciudadanía Global. Percepciones del profesorado y retos actuales en centros educativos de la provincia de Zaragoza

Con la Educación para la Ciudadanía Global (ECG), se apuesta por una visión del mundo global, potenciando el sentido crítico y el compromiso social. Esta investigación tiene como finalidad anali-zar cómo los docentes de Educación Primaria y Secundaria de la provincia de Zaragoza entienden la ECG y qué motivaciones llevan a realizar acciones de este tipo en los centros educativos. El estudio descriptivo no experimental muestra los datos obtenidos mediante una encuesta cumplimentada por 77 centros. Los docentes consideran importante trabajar transversalmente la ECG, bajo un modelo educativo orientado a una educación integral de las personas, la responsabilidad social y la partici-pación activa. Se considera como un reto de futuro el desarrollo de propuestas de ECG vinculadas con mejoras en la formación docente, en la metodología y en la relación con la comunidad educativa, agentes externos y administración educativa. Global Citizenship Education (GCE) is committed to a global vision of the world, enhancing the critical sense and social commitment. In this paper, it is aimed to analyze how teachers of Primary and Secondary Education in the province of Zaragoza understand the ECG. In the paper, it is also pretend to reflect about the motivations to carrying out actions of this type in educational centers. In the non-experimental descriptive study, it is showed the data obtained through a survey completed by 77 centers. Teachers consider it relevant to work on Education for Global Citizenship in a transversal way. Their education model focus on a comprehensive education of people, social responsibility and active participation. The development of ECG proposals related to improvements in teacher training, methodology and relationship with the educational community, external agents and educational administration is considered a future challenge

Surface Segregation in CuNi Nanoparticle Catalysts During CO₂ Hydrogenation: The Role of CO in the Reactant Mixture

Surface segregation and restructuring in size-selected CuNi nanoparticles were investigated via near-ambient pressure X-ray photoelectron spectroscopy (NAP-XPS) at various temperatures in different gas environments. Particularly in focus were structural and morphological changes occurring under CO2 hydrogenation conditions in the presence of carbon monoxide (CO) in the reactant gas mixture. Nickel surface segregation was observed when only CO was present as adsorbate. The segregation trend is inverted in a reaction gas mixture consisting of CO2, H2, and CO, resulting in an increase of copper concentration on the surface. Density functional theory calculations attributed the inversion of the segregation trend to the formation of a stable intermediate on the nanocatalyst surface (CH3O) in the CO-containing reactant mixture, which modifies the nickel segregation energy, thus driving copper to the surface. The promoting role of CO for the synthesis of methanol was demonstrated by catalytic characterization measurements of silica-supported CuNi NPs in a fixed-bed reactor, revealing high methanol selectivity (over 85%) at moderate pressures (20 bar). The results underline the important role of intermediate reaction species in determining the surface composition of bimetallic nanocatalysts and help understand the effect of CO cofeed on the properties of CO2 hydrogenation catalysts

Synthesis and characterization of nanocrystalline U1−x_{1-x}Pux_{x}O2(+y)_{2(+y)} mixed oxides

We report here the first synthesis of mixed oxide U$_{1-x}$Pu$_{x}$O$_{2(+y)}$ nanoparticles. The obtained nanopowders were characterized by X-ray diffraction, thermal ionization mass spectrometry, transmission electron microscopy, Raman spectroscopy, and U M$_{4}$ edge high-energy-resolution X-ray absorption near edge structure (HR-XANES). The HR-XANES spectra give evidence for the partial oxidation of U$^{IV}$ to U$^{V}$. This novel route toward the formation of actinide–actinide solid solution opens research opportunities that are not accessible using bulk materials. We give details on the X-ray diffraction study on plutonium oxalate hexahydrate, as a reagent for the synthesis of such nanoparticles

Prediction of large for gestational age by ultrasound at 35 weeks and impact of ultrasound-delivery interval: Comparison of 6 standards

Objective: The aim of the study was to assess the predictive ability of the ultrasound estimated percentile weight (EPW) at 35 weeks to predict large for gestational age (LGA) at term delivery according to 6 growth standards, including population, population-customized, and international references. The secondary objectives were to determine its predictive ability to detect adverse perinatal outcomes (APOs) and whether the ultrasound-delivery interval influences the detection rate of LGA newborns. Methods: This was a retrospective cohort study of 9, 585 singleton pregnancies. Maternal clinical characteristics, fetal ultrasound data obtained at 35 weeks, and pregnancy and perinatal outcomes were used to calculate EPWs to predict LGAs at delivery according to the customized and the non-customized (NC) Miguel Servet University Hospital (MSUH), the customized Figueras, the NC Fetal Medicine Foundation (FMF), the NC INTERGROWTH-21st, and the NC World Health Organization (WHO) standards. Results: For a 10% false-positive rate, detection rates for total LGAs at delivery ranged from 31.2% with the WHO (area under the curve [AUC] 0.77; 95% confidence interval [CI], 0.76-0.79) to 56.5% with the FMF standard (AUC 0.85; 95% CI, 0.84-0.86). Detection rates and values of AUCs to predict LGAs by ultrasound-delivery interval (range 1-6 weeks) show higher detection rates as the interval decreases. APO detection rates ranged from 2.5% with the WHO to 12.6% with the Figueras standard. Conclusion: The predictive ability of ultrasound estimated fetal weight at 35 weeks to detect LGA infants is significantly greater for FMF and MSUH NC standards. In contrast, the APO detection rate is significantly greater for customized standards. The shorter ultrasound-delivery interval relates to better prediction rates

#INNOVACSL, una experiencia local de formación para la ciudadanía y la inclusión desde el aprendizaje-servicio

De acuerdo al objetivo de Desarrollo Sostenible 4, por el que las instituciones han de proporcionar una educación de calidad para todas las personas, la Red de Municipal de Centros Sociolaborales de Zaragoza tiene como objetivo formar y capacitar a los jóvenes que no han finalizado la escolaridad obligatoria. A través del proyecto # InnovaCSL, los educadores, en colaboración con investigadores de la Universidad de Zaragoza, han reflexionado y cuestionado sus prácticas educativas y se ha considerado el Aprendizaje-Servicio como herramienta para el empoderamiento del alumnado, así como para el desarrollo de un sentimiento ciudadanía, justicia y compromiso social

Towards an operationalization of test-driven development skills: An industrial empirical study

Abstract Context: The majority of the empirical studies on Test-driven development (TDD) are concerned with verifying or refuting the effectiveness of the technique over a traditional approach, and they tend to neglect whether the subjects possess the necessary skills to apply TDD, though they argue such skills are necessary. Objective: We evaluate a set of minimal, a priori and in process skills necessary to apply TDD. We determine whether variations in external quality (i.e., number of defects) and productivity (i.e., number of features implemented) can be associated with different clusters of the TDD skills? set. Method: We executed a quasi-experiment involving 30 practitioners from industry. We first grouped the participants according to their TDD skills? set (consisting of a priori experience on programming and testing as well as in-process TDD conformance) into three levels (Low-Medium-High) using k-means clustering. We then applied ANOVA to compare the clusters in terms of external quality and productivity, and conducted post-hoc pairwise analysis. Results: We did not observe a statistically significant difference between the clusters either for external software quality ( F ( 2 , 27 = 1.44 , p = . 260 ), or productivity ( F ( 2 , 27 ) = 3.02 , p = . 065 ). However, the analysis of the effect sizes and their confidence intervals shows that the TDD skills? set is a factor that could account for up to 28% of the external quality, and 38% for productivity. Conclusion: We have reason to conclude that focusing on the improvement of TDD skills? set investigated in this study could benefit software developers in improving their baseline productivity and the external quality of the code they produce. However, replications are needed to overcome the issues related with the statistical power of this study. We suggest practical insights for future work to investigate the phenomenon further.hisresearchispartiallysupportedbytheAcademyofFinlandwithdecisionno.:278354,andbyFinnishDistinguishedProfessor(Fi.Di.Pro.) programme, ESEIL

Integration of DFDs into a UML - based model-driven engineering approach

The main aim of this article is to discuss how the functional and the object-oriented views can be inter-played to represent the various modeling perspectives of embedded systems.We discuss whether the object-oriented modeling paradigm, the predominant one to develop software at the present time, is also adequate for modeling embedded software and how it can be used with the functional paradigm.More specifically, we present how the main modeling tool of the traditional structured methods, data flow diagrams, can be integrated in an object-oriented development strategy based on the unified modeling language. The rationale behind the approach is that both views are important for modeling purposes in embedded systems environments, and thus a combined and integrated model is not only useful, but also fundamental for developing complex systems. The approach was integrated in amodel-driven engineering process, where tool support for the models used was provided. In addition, model transformations have been specified and implemented to automate the process.We exemplify the approach with an IPv6 router case study.FEDER -Fundação para a Ciência e a Tecnologia(HH-02-383