Una propuesta metodológica para la evaluación de condicionales

The aim of this work is to analyze some aspects that can have an influence on our evaluation of conditional statements. The final purpose is to provide a methodological frame of evaluation of this kind of statements without taking into account the truth values of antecedent and consequent as Formal Logic has been usually assumed.En el presente trabajo se analizan algunos factores o aspectos que pueden influir en la evaluación de los enunciados condicionales. El objetivo final es proporcionar un marco metodológico de evaluación de este tipo de enunciados como verdaderos o falsos sin tener en cuenta exclusivamente los valores de verdad del antecedente y del consecuente tal y como tradicionalmente ha propuesto la Lógica Formal

Una propuesta metodológica para la evaluación de condicionales

The aim of this work is to analyze some aspects that can have an influence on our evaluation of conditional statements. The final purpose is to provide a methodological frame of evaluation of this kind of statements without taking into account the truth values of antecedent and consequent as Formal Logic has been usually assumed

Dos experimentos sobre el uso de condicionales

En el presente trabajo se describen y analizan dos experimentos empíricos a partir de los que se pretende extraer algunos indicios con respecto al uso que los hablantes hacemos de los enunciados condicionales en el lenguaje cotidiano (español). El primero de ellos trata de mostrar que ciertos enunciados con aparente formato condicional pueden tener varias interpretaciones para diversos hablantes de una lengua. Algunas de estas interpretaciones no poseen forma condicional. El segundo de los experimentos trata de indagar si esta diversidad de interpretaciones puede influir en los sujetos a la hora de establecer el valor veritativo de los enunciados originales. Aunque el presente estudio puede ser interesante tanto para lingüistas como para filósofos analíticos o lógicos que consideren relevante la observación del uso que los hablantes de español hacen de expresiones del tipo “Si … entonces …”, se pretende que este estudio contribuya a clarificar algunas cuestiones relativas al tratamiento de expresiones condicionales en el ámbito del procesamiento del lenguaje natural

São os videogames ferramentas adequadas para aprender a aprender?

In this article a theoretical analysis is carried out on the possibilities offered by videogames as help tools for the acquisition of the competence of “learning to learn” established by the European Parliament and the Council of the European Union as one of the fundamental competences for lifelong learning. Reflection will focus on three aspects of the aforementioned competence. In the first place, skills such as self-reflection and self-awareness of the learning processes themselves associated with said competence. Second, the knowledge acquired about what is known and not known, about the relevance of the content or about the ability to learn. And thirdly, attitudes and values such as motivation or confidence as keys to the acquisition of this competence and in which a good use of video games can play an important role. To do this, the article will begin by analyzing the definition of “learning to learn” and the bibliography related to the use of video games in the classroom. Subsequently, the positive and negative aspects that video games have when they are used will be studied in order for the students to acquire the skills, knowledge, attitudes and values that go hand in hand with the competence of “learning to learn”. Finally, a series of methodological advices will be provided for helping the teacher to use video games effectively with respect to the acquisition of the aforementioned competence in three different ways: to help in the selection of those most appropriate video games in order to acquire the competence of “learning to learn”, helping to implement effective educational strategies for students to learn to learn and helping to use video games as effective tools for the acquisition of this competence. Reflection will focus on three aspects of the aforementioned competence. In the first place, skills such as self-reflection and self-awareness of the learning processes themselves associated with said competence. Second, the knowledge acquired about what is known and not known, about the relevance of the content or about the ability to learn. And thirdly, attitudes and values such as motivation or confidence as keys to the acquisition of this competence and in which a good use of video games can play an important role. To do this, the article will begin by analyzing the definition of “learning to learn” and the bibliography related to the use of video games in the classroom. Subsequently, the positive and negative aspects that video games have when they are used will be studied in order for the students to acquire the skills, knowledge, attitudes and values that go hand in hand with the competence of “learning to learn”. Finally, a series of methodological advices will be provided for helping the teacher to use video games effectively with respect to the acquisition of the aforementioned competence in three different ways: to help in the selection of those most appropriate video games in order to acquire the competence of “learning to learn”, helping to implement effective educational strategies for students to learn to learn and helping to use video games as effective tools for the acquisition of this competence.En este artículo se realiza un análisis teórico sobre las posibilidades que ofrecen los videojuegos como herramientas de ayuda para la adquisición de la competencia de aprender a aprender, establecida por el Parlamento Europeo y el Consejo de la Unión Europea como una de las competencias fundamentales para el aprendizaje permanente. La reflexión se centrará en tres aspectos de la citada competencia. En primer lugar, las destrezas como la autorreflexión y autoconciencia de los propios procesos de aprendizaje asociadas a dicha competencia. En segundo lugar, el conocimiento adquirido sobre lo sabido y no sabido, sobre la relevancia de los contenidos o la propia capacidad de aprender. Y, en tercer lugar, las actitudes y valores como la motivación o la confianza como claves para la adquisición de dicha competencia y en la que un buen uso de los videojuegos puede desempeñar un papel importante. Para ello, se inicia con un análisis de la definición de aprender a aprender y de la bibliografía relacionada con el uso de los videojuegos en las aulas. Posteriormente, se estudian los aspectos positivos y negativos que tienen los videojuegos cuando son utilizados con el fin de que el alumnado adquiera las destrezas, conocimientos, actitudes y valores que van parejos a la competencia de aprender a aprender. Finalmente se proporciona una serie de consejos metodológicos que ayuden al docente a utilizar eficazmente los videojuegos con respecto a la adquisición de dicha competencia de tres formas diferentes: ayudar en la selección de aquellos videojuegos más adecuados de cara a la adquisición de la competencia de aprender a aprender, ayudar a ejecutar estrategias educativas efectivas para que el alumnado aprenda a aprender, y ayudar a utilizar los videojuegos como herramientas eficaces para la adquisición de esta competencia. Para ello, se inicia con un análisis de la definición de aprender a aprender y de la bibliografía relacionada con el uso de los videojuegos en las aulas. Posteriormente, se estudian los aspectos positivos y negativos que tienen los videojuegos cuando son utilizados con el fin de que el alumnado adquiera las destrezas, conocimientos, actitudes y valores que van parejos a la competencia de aprender a aprender. Finalmente se proporciona una serie de consejos metodológicos que ayuden al docente a utilizar eficazmente los videojuegos con respecto a la adquisición de dicha competencia de tres formas diferentes: ayudar en la selección de aquellos videojuegos más adecuados de cara a la adquisición de la competencia de aprender a aprender, ayudar a ejecutar estrategias educativas efectivas para que el alumnado aprenda a aprender, y ayudar a utilizar los videojuegos como herramientas eficaces para la adquisición de esta competencia.O presente artigo faz uma análise teórica das possibilidades que os videojogos oferecem como ferramentas de ajuda à aquisição da competência de “aprender a aprender” instituída pelo Parlamento Europeu e pelo Conselho da União Europeia como uma das competências fundamentais para aprendizagem ao longo da vida. A reflexão incidirá sobre três aspectos da competência acima mencionada. Em primeiro lugar, as habilidades como autorreflexão e autoconsciência dos processos de aprendizagem associados a esta competência. Em segundo lugar, os conhecimentos adquiridos sobre o que se sabe e o que não se sabe, sobre a relevância dos conteúdos ou sobre a capacidade de aprendizagem. E em terceiro lugar, as atitudes e valores como a motivação ou a confiança como chaves para a aquisição desta competência e para os quais o bom uso de videojogos pode desempenhar um papel importante. Para tanto, o artigo começará por analisar a definição de “aprender a aprender” e a bibliografia relacionada ao uso de videogames em sala de aula. Posteriormente, serão estudados os aspectos positivos e negativos que os videojogos apresentam quando da sua utilização, para que os alunos adquiram competências, conhecimentos, atitudes e valores que vão de par com a competência de “aprender a aprender”. Finalmente, será fornecido um conjunto de dicas metodológicas para auxiliar o professor na utilização eficiente dos videogames respeito à aquisição da referida competência de três formas distintas: para ajudar na selecção dos videojogos mais adequados para adquirir a competência de “aprender a aprender”, para ajudar a implementar estratégias educacionais eficazes para os alunos aprenderem a aprender e para ajudar a utilizar os videojogos como ferramentas eficazes para a aquisição desta competência. A reflexão incidirá sobre três aspectos da competência acima mencionada. Em primeiro lugar, as habilidades como autorreflexão e autoconsciência dos processos de aprendizagem associados a esta competência. Em segundo lugar, os conhecimentos adquiridos sobre o que se sabe e o que não se sabe, sobre a relevância dos conteúdos ou sobre a capacidade de aprendizagem. E em terceiro lugar, as atitudes e valores como a motivação ou a confiança como chaves para a aquisição desta competência e para os quais o bom uso de videojogos pode desempenhar um papel importante. Para tanto, o artigo começará por analisar a definição de “aprender a aprender” e a bibliografia relacionada ao uso de videogames em sala de aula. Posteriormente, serão estudados os aspectos positivos e negativos que os videojogos apresentam quando da sua utilização, para que os alunos adquiram competências, conhecimentos, atitudes e valores que vão de par com a competência de “aprender a aprender”. Finalmente, será fornecido um conjunto de dicas metodológicas para auxiliar o professor na utilização eficiente dos videogames respeito à aquisição da referida competência de três formas distintas: para ajudar na selecção dos videojogos mais adequados para adquirir a competência de “aprender a aprender”, para ajudar a implementar estratégias educacionais eficazes para os alunos aprenderem a aprender e para ajudar a utilizar os videojogos como ferramentas eficazes para a aquisição desta competência

Videogames to encourage participation and social commitment

[ES] En este artículo se presentan los resultados de un estudio empírico basado en el análisis de una muestra de diez videojuegos creados para incentivar la participación y el compromiso social. Los aspectos tratados son la pobreza, la drogodependencia, el autismo, la violencia de género, la migración, los derechos humanos, la política, el cambio climático, la ciberdelincuencia o el ciberacoso. Tras establecer y aplicar los criterios de selección de la muestra, y siguiendo la metodología del análisis de contenido, se ha adaptado la guía pro-puesta en López-Gómez (2018) para estudiar siete aspectos que, a juicio de los autores, son fundamentales para la consecución del objetivo de concienciación propuesto para cada jue-go. Estos siete aspectos son, la adecuación al público destinatario, el grado de cumplimiento de su intencionalidad didáctica, el fomento de la colaboración, la adecuación del contenido respecto a su propósito, el carácter motivador, su atractivo lúdico y su atractivo estético. Tras el establecimiento del análisis cuantitativo de los resultados, en la discusión y conclusiones de este estudio se reflexiona sobre el grado de consecución de estos aspectos con el fin de proporcionar posibles pistas sobre la efectividad de este tipo de videojuegos a la hora de ser utilizados como herramientas de concienciación. [EN] This article presents the results of an empirical study based on the analysis of a sample of ten video games created to encourage participation and social commitment. The aspects discussed are poverty, drug addiction, autism, violence gender, migration, human rights, politics, climate change, cybercrime or cyberbullying. After establishing and applying the sample selection criteria, and following the content analysis methodology, the guide pro-posed in López-Gómez (2018) has been adapted to study seven aspects that, in the opinion of the authors, are fundamental for the achievement of the objective of awareness proposed for each game. These seven aspects are, the adaptation to the target audience, the degree of ulfillment of its didactic intentionality, the promotion of collaboration, the adequacy of the content with respect to its purpose, the motivating nature, its ludic appeal and its aesthetic appeal. After establishing the quantitative analysis of the results, the discussion and conclusions of this study reflect on the degree of achievement of these aspects in order to provide possible clues on the effectiveness of this type of video games when used as awareness tools

Multiwavelength optical observations of chromospherically active binary systems V. FF UMa (2RE J0933+624): a system with orbital period variation

This is the fifth paper in a series aimed at studying the chromospheres of active binary systems using several optical spectroscopic indicators to obtain or improve orbital solution and fundamental stellar parameters. We present here the study of FF UMa (2RE J0933+624), a recently discovered, X-ray/EUV selected, active binary with strong H_alpha emission. The objectives of this work are, to find orbital solutions and define stellar parameters from precise radial velocities and carry out an extensive study of the optical indicators of chromospheric activity. We obtained high resolution echelle spectroscopic observations during five observing runs from 1998 to 2004. We found radial velocities by cross correlation with radial velocity standard stars to achieve the best orbital solution. We also measured rotational velocity by cross-correlation techniques and have studied the kinematic by galactic space- velocity components (U, V, W) and Eggen criteria. Finally, we have determined the chromospheric contribution in optical spectroscopic indicators, from Ca II H & K to Ca II IRT lines, using the spectral subtraction technique. We have found that this system presents an orbital period variation, higher than previously detected in other RS CVn systems. We determined an improved orbital solution, finding a circular orbit with a period of 3.274 days. We derived the stellar parameters, confirming the subgiant nature of the primary component and obtained rotational velocities (vsini), of 33.57 km/s and 32.38 km/s for the primary and secondary components respectively. From our kinematic study, we can deduce its membership to the Castor moving group. Finally, the activity study has given us a better understanding of the possible mechanisms that produce the orbital period variation.Comment: Latex file with 16 pages, 18 figures. Available at http://www.ucm.es/info/Astrof/invest/actividad/actividad_pub.html Accepted for publication in: Astronomy & Astrophysics (A&A

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

Search for heavy resonances decaying to two Higgs bosons in final states containing four b quarks

A search is presented for narrow heavy resonances X decaying into pairs of Higgs bosons (H) in proton-proton collisions collected by the CMS experiment at the LHC at root s = 8 TeV. The data correspond to an integrated luminosity of 19.7 fb(-1). The search considers HH resonances with masses between 1 and 3 TeV, having final states of two b quark pairs. Each Higgs boson is produced with large momentum, and the hadronization products of the pair of b quarks can usually be reconstructed as single large jets. The background from multijet and t (t) over bar events is significantly reduced by applying requirements related to the flavor of the jet, its mass, and its substructure. The signal would be identified as a peak on top of the dijet invariant mass spectrum of the remaining background events. No evidence is observed for such a signal. Upper limits obtained at 95 confidence level for the product of the production cross section and branching fraction sigma(gg -> X) B(X -> HH -> b (b) over barb (b) over bar) range from 10 to 1.5 fb for the mass of X from 1.15 to 2.0 TeV, significantly extending previous searches. For a warped extra dimension theory with amass scale Lambda(R) = 1 TeV, the data exclude radion scalar masses between 1.15 and 1.55 TeV

Search for supersymmetry in events with one lepton and multiple jets in proton-proton collisions at root s=13 TeV

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Measurement of the top quark mass using charged particles in pp collisions at root s=8 TeV

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