Percepción causal do fracaso escolar en educación secundaria: análise atribucional

[Resumo] o presente estudio ten como obxectivo analizar as atribucións do fracaso escolar levadas a cabo polos alumnos de Ensinanza Secundaria e comprobar se estes tenden a realizar atribucións causais internas do fracaso escolar. Os resultados do traballo, efectuado en 6 centros educativos da cidade de Santiago de Compostela entre 263 escolares de B.U.P., F.P. 1 e E.S.O., indican que, en xeral, o alumnado atribúe a responsabilidade do fracaso escolar a factores internos ó propio alumno. As análises realizadas permiten, ademais, apreciar unha gran uniformidade na valoración das causas do fracaso escolar realizada polos alumnos según a titularidade do centro no que estudian, o sexo, o curso, a idade, o número de asignaturas suspendidas polo polo alumno e a repetición/non repetición de curs

Causal perception for academic failure in higher education: an attributive analysis

O presente estudio ten como obxectivo analizar as atribucións do fracaso escolar levadas a cabo polos alumnos de Ensinanza Secundaria e comprobar se estes tenden a realizar atribucións causais internas do fracaso escolar. Os resultados do traballo, efectuado en 6 centros educativos da cidade de Santiago de Compostela entre 263 escolares de B.U.P., F.P. 1 e E.S.O., indican que, en xeral, o alumnado atribúe a responsabilidade do fracaso escolar a factores internos ó propio alumno. As análises realizadas permiten, ademais, apreciar unha gran uniformidade na valoración das causas do fracaso escolar realizada polos alumnos según a titularidade do centro no que estudian, o sexo, o curso, a idade, o número de asignaturas suspendidas polo alumno e a repetición/non repetición de cursoS

Fine genetic mapping of the Co locus controlling columnar growth habit in apple

Tree architecture is an important, complex and dynamic trait affected by diverse genetic, ontogenetic and environmental factors. ‘Wijcik McIntosh', a columnar (reduced branching) sport of ‘McIntosh' and a valuable genetic resource, has been used intensively in apple-breeding programs for genetic improvement of tree architecture. The columnar growth habit is primarily controlled by the dominant allele of gene Co (columnar) on linkage group-10. But the Co locus is not well mapped and the Co gene remains unknown. To precisely map the Co locus and to identify candidate genes of Co, a sequence-based approach using both peach and apple genomes was used to develop new markers linked more tightly to Co. Five new simple sequence repeats markers were developed (C1753-3520, C18470-25831, C6536-31519, C7223-38004 and C7629-22009). The first four markers were obtained from apple genomic sequences on chromosome-10, whereas the last (C7629-22009) was from an unanchored apple contig that contains an apple expressed sequence tag CV082943, which was identified through synteny analysis between the peach and apple genomes. Genetic mapping of these five markers in four F1 populations of 528 genotypes and 290 diverse columnar selections/cultivars (818 genotypes in total) delimited the Co locus in a genetic interval with 0.37% recombination between markers C1753-3520 and C7629-22009. Marker C18470-25831 co-segregates with Co in the 818 genotypes studied. The Co region is estimated to be 193kb and contains 26 predicted gene in the ‘Golden Delicious' genome. Among the 26 genes, three are putative LATERAL ORGAN BOUNDARIES (LOB) DOMAIN (LBD) containing transcription factor genes known of essential roles in plant lateral organ development, and are therefore considered as strong candidates of Co, designated MdLBD1, MdLBD2, and MdLBD3. Although more comprehensive studies are required to confirm the function of MdLBD1-3, the present work represents an important step forward to better understand the genetic and molecular control of tree architecture in appl

Mapping of A(1 )conferring resistance to the aphid Amphorophora idaei and dw (dwarfing habit) in red raspberry (Rubus idaeus L.) using AFLP and microsatellite markers

BACKGROUND: Raspberry breeding programmes worldwide aim to produce improved cultivars to satisfy market demands and within these programmes there are many targets, including increased fruit quality, yield and season, and improved pest and disease resistance and plant habit. The large raspberry aphid, Amphorophora idaei, transmits four viruses and vector resistance is an objective in raspberry breeding. The development of molecular tools that discriminate between aphid resistance genes from different sources will allow the pyramiding of such genes and the development of raspberry varieties with superior pest resistance. We have raised a red raspberry (Rubus idaeus) F(1 )progeny from the cross 'Malling Jewel' × 'Malling Orion' (MJ × MO), which segregates for resistance to biotype 1 of the aphid Amphorophora idaei and for a second phenotypic trait, dwarf habit. These traits are controlled by single genes, denoted (A(1)) and (dw) respectively. RESULTS: The progeny of 94 seedlings was scored for the segregation of 95 AFLP and 22 SSR markers and a linkage map was constructed that covers a total genetic distance of 505 cM over seven linkage groups. The average linkage group length was 72.2 cM and there was an average of 17 markers per linkage group, of which at least two were codominant SSRs, allowing comparisons with previously published maps of raspberry. The two phenotypic traits, A(1 )and dw, mapped to linkage groups 3 and 6 respectively. CONCLUSION: The mapping of A(1 )will facilitate the discrimination of resistance genes from different sources and the pyramiding of aphid resistance genes in new raspberry cultivars; the mapping of dw will allow further investigations into the genetics of dwarfing habit in Rubus

Aprendizaje móvil y aprendizaje combinado en la asignatura de AICLE en los Grados de Educación Primaria y Educación Infantil

This paper presents a study carried out at the University of Alicante with third and fourth year students training to be future primary and pre-primary teachers. The Valencian Community has a plurilingual education policy; therefore, students on the education degrees can do a course on Content and Language Integrated Learning (CLIL). In 2018, these students were invited to participate on an experience using mobile learning and blended learning to focus on the cognitive development in CLIL as part of the 4-C wheel model (Coyle, 2007). Consequently, sixteen activities based on tasks previously designed by Wilden (2017), Dudley and Osvath (2016) and Kryszewska and Campbell (1992) were selected and adapted for the students to carry them out individually, in pairs, or in groups. To this end, additional ICT tools and virtual learning environments (VLEs) were incorporated to promote debates and discussion in class. In total 148 students, belonging to three groups, did M-learning and B-learning activities twice a week during a two-month period. Students primarily used their own devices, which included mobile phones, tablets and laptops. The activities focused on specific tasks future teachers will have to carry out professionally and required high order thinking skills such as creating, analyzing and evaluating. The overall results illustrate how M-learning and B-learning did provide the necessary framework for the development of the activities and objectives of the experience.Este trabajo presenta un estudio realizado en la Universidad de Alicante con alumnos de tercer y cuarto año del Grado de Maestro en Educación Infantil y Primaria. Conforme a la política de educación plurilingüe de la Comunidad Valenciana los estudiantes de los grados de educación pueden cursar una asignatura de Aprendizaje Integrado de Contenido y Lenguas (AICLE). En 2018 a estos estudiantes se les invitó a participar en una experiencia del uso del aprendizaje móvil y del aprendizaje combinado prestando atención al desarrollo cognitivo como parte del modelo de las 4 ces (Coyle, 2007), de la metodología AICLE. En total, dieciséis actividades basadas en tareas diseñadas por Wilden (2017), Dudley y Osvath (2016) y Kryszewska y Campbell (1992) fueron seleccionadas y adaptadas para que los estudiantes las realizaran de forma individual, en parejas y en grupos. Con el fin de promover debates y discusiones en clase, fue necesario incorporar herramientas TICS y entornos de aprendizaje virtuales. Un total de 148 alumnos, pertenecientes a tres grupos, realizaron actividades móviles y actividades combinadas dos veces por semana durante un periodo de dos meses. Los estudiantes utilizaron principalmente sus propios dispositivos, incluyendo teléfonos móviles, tabletas, ordenadores portátiles. Las actividades se centraron en tareas específicas que como futuros docentes habrán de desarrollar profesionalmente, requiriendo capacidades mentales de orden superior como crear, analizar y evaluar. El aprendizaje móvil y combinado proporcionó el marco necesario para el desarrollo de las actividades y objetivos de la experiencia

Enhanced NAPL removal and mixing with engineered injection and extraction

Aquifer remediation with in-situ soil washing techniques and enhanced oil removal typically involves the injection of liquid solutions into the geological formation to displace and mobilize non-aqueous phase liquids (NAPLs). The efficiency of these systems is oftentimes low because the displacing fluid bypasses large quantities of NAPL due to the inherent complexity of a heterogeneous natural system. Here, engineered injection and extraction (EIE) generated by rotating periodic injection is proposed as a method to enhance NAPL removal and mixing. To evaluate the method, we perform two-phase flow simulations in multiple realizations of random permeability fields with different correlation structures and connectivity between injection and extraction wells embedded in a five-spot pattern. Results show that EIE can significantly improve removal efficiency and mixing depending on several controlling factors. The effects of EIE are more significant under unfavorable conditions, that is, when injection and extraction wells are well-connected through preferential channels, permeabilities are highly heterogeneous, and/or the mobility ratio between the wetting and the non-wetting fluids is larger than one. Removal efficiency reaches its maximum value when the Kubo number is close to one, that is, when the saturation front travels one range of the permeability field in an injection pulse. These effects can develop in just a few cycles. However, removal efficiency should undergo first an early stage with detrimental effects in order to maximize removal in the long term. EIE not only enhances NAPL removal and mixing but also reduces the uncertainty, making the system more reliable and less dependent on heterogeneity.This work was partially supported by the European Commission, through project MARSOLUT (grant H2020-MSCAITN-2018); by the Spanish Ministry of Economy and Competitiveness, through project MONOPOLIOS (RTI 2018-101990-B-100, MINECO/FEDER); and by the Catalan Agency for Management of University and Research Grants through FI 2017 (EMC/2199/2017).Peer ReviewedPostprint (published version

Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being

Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students' school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students' overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education

A KDE-based random walk method for modeling reactive transport with complex kinetics in porous media

This is the peer reviewed version of the following article: Sole-Mari, G., Fernàndez-Garcia, D., Rodríguez-Escales, P., & Sanchez-Vila, X. (2017). A KDE-based random walk method for modeling reactive transport with complex kinetics in porous media. Water Resources Research, 53, 9019–9039, which has been published in final form at https://doi.org/10.1002/2017WR021064. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.In recent years, a large body of the literature has been devoted to study reactive transport of solutes in porous media based on pure Lagrangian formulations. Such approaches have also been extended to accommodate second-order bimolecular reactions, in which the reaction rate is proportional to the concentrations of the reactants. Rather, in some cases, chemical reactions involving two reactants follow more complicated rate laws. Some examples are (1) reaction rate laws written in terms of powers of concentrations, (2) redox reactions incorporating a limiting term (e.g., Michaelis-Menten), or (3) any reaction where the activity coefficients vary with the concentration of the reactants, just to name a few. We provide a methodology to account for complex kinetic bimolecular reactions in a fully Lagrangian framework where each particle represents a fraction of the total mass of a specific solute. The method, built as an extension to the second-order case, is based on the concept of optimal Kernel Density Estimator, which allows the concentrations to be written in terms of particle locations, hence transferring the concept of reaction rate to that of particle location distribution. By doing so, we can update the probability of particles reacting without the need to fully reconstruct the concentration maps. The performance and convergence of the method is tested for several illustrative examples that simulate the Advection-Dispersion-Reaction Equation in a 1-D homogeneous column. Finally, a 2-D application example is presented evaluating the need of fully describing non-bilinear chemical kinetics in a randomly heterogeneous porous medium.Peer ReviewedPostprint (published version

Validación de un cuestionario para evaluar el funcionamiento de las bibliotecas escolares

The school library has acquired a new prominence in recent years, becoming a fundamental learning space for the teaching of different areas and subjects and the promotion of skills in students.The objective of this work is to validate a questionnaire designed ad hoc to evaluate the functioning and the forms of use and incorporation of the school library to the daily pedagogical activity. To this purpose, the questionnaire was applied to a random sampling of 4,177 students from 358 centers of Primary, Secondary and Post-Compulsory Education, reliability was calculated using the Cronbach's Alpha test and an exploratory factor analysis was carried out. The results show that the Students Questionnaire to Evaluate the Operation of the School Library has acceptable levels of reliability and validity, so that it offers guarantees enough to evaluate the functioning of the school library

Pathway Analysis to Determine Factors Contributing to Overall Quality Scores in Four Berry Crops

Fruit quality attributes are influenced by environmental, agronomic and genetic factors; both cultivars and growing conditions can vary substantially between UK production and imported fruit. This study aimed to record and dissect the most relevant fruit quality traits for berries imported into the UK in the winter months. Blackberry, blueberry, raspberry and strawberry fruit were imported from 11 countries into a Kent-based packhouse (UK) or purchased from major retailers between December 2018 and March 2019. Multiple fruit quality components were assessed for relative contribution towards a high “overall assessment” fruit quality score. It was found that strawberry and blackberry overall scores were affected by sweetness perception, whereas blueberry and raspberry organoleptics are more complex, with overall scores influenced by flavor perception. Multiple raspberry and strawberry fruit quality traits were found to be associated with genotypic differences, indicating a promising potential for genetic improvement through breeding. By contrast, the study findings suggest that there is less potential for genetic improvement in blueberry, and that the environment may have a large effect on blueberry fruit quality traits