Innovative and integrated new solutions for sustainable employability project

Innovative and Integrated New Solutions for Sustainable Employability (INTENSE) project aims at improving youth employment in Europe. It is focused on a sub-group so-called NEETs (not in education, employment and training) which is not reached (compare Eurofound 2012, Eurofound 2015) by usual means of employment centred initiatives for educationally deprived youth with psychosocial, mental, multifactorial problems, problematic lifestyles, disabilities, etc. Eurofound 2015, identifies a europe-wide need of this target group to be addressed. They also include the call for the development of holistic approaches in order to achieve sustainability. The above- mentioned need provides the stimulus for the consortium to develop (1st part of the project) and test (2nd part of the project) a client-centered educational concept. In essence, the following 3 dimensions are taken into account: 1st dimension - Compensation. The compensatory aspect concerns the assignment of a Transition Coach who works systemically and enables the clients to recognise their own educational needs, to ask for the coach's support on their own initiative, to develop their own goals and work on the achievement of the latter in an independent manner. 2nd dimension - prevention. The studies which identified the need for a holistic approach, define the requirement of national support systems to act in a preventive manner in order to produce as few NEETs as possible and, if applicable, start the holistic approach at an early stage. 3rd dimension - Structure and Cooperation. The issue going hand in hand with the points mentioned above is the explanation of structural aspects with regards to the success of integrated approaches. By involving the stakeholders at an early stage and throughout the entire project, a solid basis for achieving cross-sectoral cooperation is created. The role of the University of Malaga is to ensure the evaluation of the project development (1st part of the project) and implementation (2nd part of the project) using modern, and scientific methods. For this purpose, the university will apply the Stufflebeam Model during the development phase and evaluates the implementation phase according to effectiveness and efficiency by applying the Contribution Analysis (Mayne 2008).Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Estudio de las estrategias cognitivas en algunos deportes con interacción motriz y sin interacción motriz

This paper includes a study of the differences in the use of cognitive strategies amongst athletes in sports with or without motor interaction. 345 subjects were asked to complete the Cognitive Strategies Questionnaire (CECD, Mora et al, 2001). Four additional items related specifically to individual and raquet/combat sports were included in the Questionnaire. These additional questions were also subject to the same criteria as those in the original CECD, 2001. The sample was also classified according to the following criteria; closed vs. open motor skills, the use of motor tasks with or without opponents, motor interaction with teammates and with teammates and opponents and the athletes' age group. In summary, the results showed significant differences between non- motor interaction and motor interaction groups, with the latter group achieving higher scores in the sport maturity variable and lower scores in the cognitive disorientation variable. Further differences related to motor skills specific to the sport as well as the athlete's age group were also noted

Proyectos de indagación: su impacto en la competencia científica en estudiantes de Uruguay.

Didactic sequences were elaborated through Inquiry Projects from a dual approach, since epistemological and didactic aspects were integrated, with the aim of analyzing the influence of these in the development of scientific competence and to combine criteria when they are designed within the model of learning by inquiry. The action research was carried out in a lyceum with an unfavorable sociocultural context. Three teachers participated, with two groups in charge each. The teachers selected the best group and the one with the greatest difficulties at the beginning of the school year, from the groups that were assigned by the institution, in order to cover as much diversity as possible. 115 students participated. The selection of teachers was made by casual sampling to belong to the center in the year 2017. Within the group of teachers of the lyceum, the sample was made based on other criteria: effective teachers, with continuity in that school year, who had at least two groups of the same grade and take up this challenge. Two techniques were triangulated: analysis of documents of the rubrics applied to the diagnostic proposal and to the posters, as well as observation of classes and observation during the defense of the posters. An advance was seen in the development of the dimensions of scientific competence in the results achieved by the students 4th year, it arises as unpublished data that the initial differences detected by the diagnostic proposal in groups of the same degree vanished.Se elaboraron secuencias didácticas a través de Proyectos de Indagación desde un enfoque dual, ya que se integraron aspectos epistemológicos y didácticos, con el objetivo de analizar la influencia de las mismas en el desarrollo de la competencia científica y aunar criterios cuando se diseñan dentro del modelo de aprendizaje por indagación.La investigación acción se realizó en un liceo de contexto sociocultural desfavorable.  Participaron tres docentes, con dos grupos a cargo cada una. Las docentes seleccionaron el mejor grupo y el de mayores dificultades al inicio del año lectivo, de los grupos que les fueron asignados por la institución, a los efectos de cubrir la mayor diversidad posible. Intervinieron 115 estudiantes.La selección de docentes se efectuó por muestreo casual por pertenecer al centro en el año 2017. Dentro del grupo de docentes del liceo, la muestra se concretó en base a otros criterios: docentes efectivas, con continuidad en dicho año lectivo, que tuvieran al menos dos grupos del mismo grado y asumieran este desafío. Se triangularon dos técnicas: análisis de documentos de las rúbricas aplicadas a la propuesta diagnóstica y a los pósteres, así como observación de clases y la observación durante la defensa de los pósteres.Se pudo apreciar un avance en el desarrollo de las dimensiones de la competencia científica en los resultados logrados por los estudiantes de 4to año. Surge como dato inédito que se desvanecieron las diferencias iniciales detectadas por la propuesta diagnóstica en grupos del mismo grado

Pooled Time Series Modeling Reveals Smoking Habit Memory Pattern

Smoking is a habit that is hard to break because nicotine is highly addictive and smoking behavior is strongly linked to multiple daily activities and routines. Here, we explored the effect of gender, age, day of the week, and previous smoking on the number of cigarettes smoked on any given day. Data consisted of daily records of the number of cigarettes participants smoked over an average period of 84 days. The sample included smokers (36 men and 26 women), aged between 18 and 26 years, who smoked at least five cigarettes a day and had smoked for at least 2 years. A panel data analysis was performed by way of multilevel pooled time series modeling. Smoking on any given day was a function of the number of cigarettes smoked on the previous day, and 2, 7, 14, 21, 28, 35, 42, 49, and 56 days previously, and the day of the week. Neither gender nor age influenced this pattern, with no multilevel effects being detected, thus the behavior of all participants fitted the same smoking model. These novel findings show empirically that smoking behavior is governed by firmly established temporal dependence patterns and inform temporal parameters for the rational design of smoking cessation programs

Mejoras en el desarrollo de la competencia científica en estudiantes de primer año de secundaria en un liceo de Uruguay

It is necessary to provoke a change in learning to achieve motivation, taste for science and the development of scientific competence in students. Thus, during the action research, didactic sequences were developed, and evaluations were applied at the beginning and at the end of the school year in order to analyze the influence of working with Research Projects on the development of scientific competence in two groups. The mixed-cut research was carried out in a lyceum with an unfavorable sociocultural context. The selection of the teacher was carried out by empirical sampling. It was the teacher who selected the best group of first graders and the one with the greatest difficulties. In total, 38 students participated in the study. A documentary analysis was made. It included the rubrics applied to the diagnostic proposal and to the final evaluation. At the beginning of the year, the results in the group 1st grade 1 correspond to a 50% of acceptable answers, whereas the group 1st grade 3 achieved a 38.9%. In the final evaluation, the groups which worked in Research Projects obtained a 56.9% and a 54.9% respectively. When the differences are analysed in the light of all the indicators measured, it can be seen that while in 1st grade 1 there were significant improvements in three of the nine indicators; in 1st grade 3 the improvements were evident in four of them.Se hace necesario un cambio en el aprendizaje, que logre el gusto por las Ciencias y desarrollo de competencia científica en los estudiantes. Se elaboraron secuencias didácticas y se aplicaron evaluaciones al inicio y al final del año lectivo, con el objetivo de analizar la influencia del trabajo con Proyectos de Indagación en el desarrollo de la competencia científica en dos grupos de la investigación acción. La investigación de corte mixto, se realizó en un liceo de contexto sociocultural desfavorable. La selección de la docente se efectuó por muestreo empírico. La docente seleccionó el mejor grupo de primer año y el de mayores dificultades. Intervinieron 38 estudiantes. Se efectuó análisis de documentos de las rúbricas aplicadas a la propuesta diagnóstica y a la evaluación final. Al inicio del año los resultados en 1º 1, corresponden a un 50 % de respuestas aceptables, en tanto 1º 3, logra un 38,9 %. En la evaluación final los grupos que trabajaron en proyectos de indagación obtuvieron un 56,9 % y 54,9 % respectivamente. Cuando se analizan las diferencias para primero 1 para cada uno de los indicadores medidos se aprecia que, de forma significativa, mejoran en tres de los nueve indicadores y para primero 3, en cuatro

Emotion Regulation in Participants Diagnosed With Attention Deficit Hyperactivity Disorder, Before and After an Emotion Regulation Intervention

The study of Attention Deficit Hyperactivity Disorder (ADHD) addresses variables related to three core symptoms: inattention, hyperactivity, and impulsivity. However, it has been suggested that in recent years emotional difficulties and subsequent social challenges have not received sufficient attention. This study had two objectives: (1) to compare the performance of participants (age range: 8–14 years) on facial emotion recognition tasks using the Affect Recognition subtest of the Children Neuropsychological Battery II; and (2) to assess the perceptions of family members in relation to variables associated with emotional problems, difficulty in regulating emotions, and anger management using the Spanish Assessment System for Children and Adolescents. Assessments were conducted before and after applying an emotion regulation intervention designed for this study. Following the intervention, there was a significant decrease in scores associated with emotional regulation, and an improvement in the identification of affect on facial recognition tasks. The results suggest that despite ADHD children and adolescents having social and emotional deficits secondary to the core symptom triad, emotional regulation in this group can be improved by the application of socio-emotional intervention programs

Dificultades en el Aprendizaje : Unificación de Criterios Diagnósticos II. Procedimientos de Evaluación y Diagnósticos

Contenido: Evaluación Psicopedagógica de las Dificultades en el Aprendizaje -- Procedimiento general de Evaluación Psicopedagógica de las Dificultades en el Aprendizaje -- Procedimiento Específico I de Evaluación Psicopedagógica: La demanda -- Procedimiento Específico II de Evaluación Psicopedagógica: La tarea -- Procedimiento Específico III de Evaluación Psicopedagógica : El alumno I -- Procedimiento Específico III de Evaluación Psicopedagógica : El alumno II -- Procedimiento Específico IV de Evaluación Psicopedagógica : Centro, familia y contexto sociocultural -- Evaluación Específica de: Los Problemas Escolares -- Evaluación Específica del: Bajo Rendimiento Escolar -- Evaluación Específica de las: Dificultades Específicas en el Aprendizaje -- Evaluación Específica del: Trastorno por Déficit de Atención con Hiperactividad -- Evaluación Específica de la : Discapacidad Intelectual Límite

Proyectos de indagación: su impacto en la competencia científica en estudiantes de Uruguay

Didactic sequences were elaborated through Inquiry Projects from a dual approach, since epistemological and didactic aspects were integrated, with the aim of analyzing the influence of these in the development of scientific competence and to combine criteria when they are designed within the model of learning by inquiry. The action research was carried out in a lyceum with an unfavorable sociocultural context. Three teachers participated, with two groups in charge each. The teachers selected the best group and the one with the greatest difficulties at the beginning of the school year, from the groups that were assigned by the institution, in order to cover as much diversity as possible. 115 students participated. The selection of teachers was made by casual sampling to belong to the center in the year 2017. Within the group of teachers of the lyceum, the sample was made based on other criteria: effective teachers, with continuity in that school year, who had at least two groups of the same grade and take up this challenge. Two techniques were triangulated: analysis of documents of the rubrics applied to the diagnostic proposal and to the posters, as well as observation of classes and observation during the defense of the posters. An advance was seen in the development of the dimensions of scientific competence in the results achieved by the students 4th year, it arises as unpublished data that the initial differences detected by the diagnostic proposal in groups of the same degree vanished.Se elaboraron secuencias didácticas a través de Proyectos de Indagación desde un enfoque dual, ya que se integraron aspectos epistemológicos y didácticos, con el objetivo de analizar la influencia de las mismas en el desarrollo de la competencia científica y aunar criterios cuando se diseñan dentro del modelo de aprendizaje por indagación. La investigación acción se realizó en un liceo de contexto sociocultural desfavorable. Participaron tres docentes, con dos grupos a cargo cada una. Las docentes seleccionaron el mejor grupo y el de mayores dificultades al inicio del año lectivo, de los grupos que les fueron asignados por la institución, a los efectos de cubrir la mayor diversidad posible. Intervinieron 115 estudiantes. La selección de docentes se efectuó por muestreo casual por pertenecer al centro en el año 2017. Dentro del grupo de docentes del liceo, la muestra se concretó en base a otros criterios: docentes efectivas, con continuidad en dicho año lectivo, que tuvieran al menos dos grupos del mismo grado y asumieran este desafío. Se triangularon dos técnicas: análisis de documentos de las rúbricas aplicadas a la propuesta diagnóstica y a los pósteres, así como observación de clases y la observación durante la defensa de los pósteres. Se pudo apreciar un avance en el desarrollo de las dimensiones de la competencia científica en los resultados logrados por los estudiantes de 4to año. Surge como dato inédito que se desvanecieron las diferencias iniciales detectadas por la propuesta diagnóstica en grupos del mismo grado

Análisis del WISC-IV en una muestra de alumnos con Capacidad Intelectual Límite

In children with Borderline Intellectual Functioning (BIF), the analysis of cognitive functions across scales of intelligence, is always complex, especially if they can provide explanations about their learning difficulties. The Wechsler Scale, through the testing functions that are grouped in Working Memory (WM) and Processing Speed (PS), provides relevant information on the structure and cognitive functioning, with respect to a possible neurological dysfunction, which could be the base for specific learning difficulties. In this paper we study the profile of the WISC-IV of 39 pupils with CIL, in particular the indexes of MT and VP, in association with learning difficulties that arise. We conclude that these indexes are an important explanatory base their difficulties and a reference in the areas of pedagogic intervention.En los niños y niñas con Capacidad Intelectual Límite (CIL), el análisis de sus funciones cognitivas a través de escalas de inteligencia es siempre complejo, más aún cuando pueden aportar aspectos explicativos de sus dificultades de aprendizaje. La Escala de Wechsler, a través de las funciones y pruebas que se agrupan en la Memoria de Trabajo (MT) y en la Velocidad de Procesamiento (VP), proporciona información relevante sobre la estructura y funcionamiento cognitivo, con respecto a una posible disfunción psiconeurológica, en la base explicativa de las dificultades específicas de aprendizaje. En este trabajo se estudia el perfil del WISC-IV de 39 alumnos y alumnas con CIL, en particular, los índices de MT y de VP, en su asociación con las dificultades de aprendizaje que presentan. Se concluye que esos índices son una importante base explicativa de sus dificultades, a la vez que una referencia para los aspectos relacionados con su intervención psicopedagógica