Formulación de una propuesta didáctica para la enseñanza-aprendizaje de la asignatura “Derecho Financiero y Tributario I"

El presente trabajo tiene por objeto la formulación de una propuesta didáctica para la impartición de la asignatura “Derecho Financiero y Tributario I”, correspondiente a segundo curso del Grado en Derecho ofertado por la Universidad de Córdoba. Tras delimitar sucintamente la materia objeto de estudio, en él se detallan las actividades formativas que considero preferibles para acometer el proceso de enseñanza-aprendizaje de la asignatura y se propone una estrategia didáctica novedosa, basada en las técnicas de aprendizaje cooperativo –el denominado Método Jigsaw-, para la impartición de algunos de los bloques temáticos que integran el programa. Finalmente, se establecen dos sistemas de evaluación alternativos para valorar la adquisición por los estudiantes de los conocimientos y competencias que en el Plan de Estudios de la Titulación se adscriben a la asignatura.The aim of this paper is to introduce a didactic proposal for the teaching of “Tax Law” of the Degree in Law at the University of Cordoba. The study includes some educational activities and a new didactic strategy based on a cooperative learning technique (the Jigsaw method). Finally, two alternative assessment methods are implemented to evaluate skills and knowledge gained by a student

A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings

Second language speech perception and production remain an enduring concern in second language acquisition, as research evidence seems to suggest that there is not a straightforward correspondence between these two speech domains and that their interrelationship seems to be of a complex nature. The present proposal intends to contribute to the inspection of such a relationship by observing the development of perception and production skills of English codas longitudinally in a group of secondary school learners in Spain involved in a content and language integrated learning (CLIL) program, which increases exposure and production opportunities. Results point to a slight overall improvement of both sound perception and production skills during a two-year period, the coda sounds exhibiting variable realizations. Many coda sounds were found to be identified and produced at near/ceiling levels while other codas remained at less successful identification and production levels even after two years of CLIL exposure. The correlation analyses performed indicated that the two dimensions tended to correlate when the development for each coda sound was inspected. No correlations were found when students’ individual overall performance in each dimension were examined, attesting individual differences.This research was funded by the project PID2020-115327RB-I00 (Ministry of Science and Innovation, Government of Spain, MICIU/AEI /10.13039/501100011033) and grant IT1426-22 (Basque Government)

Raising Perceptual Phonemic Awareness in the EFL Classroom

ABSTRACT: This study examined the impact of phonetic training on English lexical schwa vowel in primary school learners (aged 12) of English as a foreign language in Spain. Students’ perceptual awareness on the occurrence of schwa in unstressed position in English was tested in three groups: i) a group which underwent auditory discrimination and identification practice, ii) a group which underwent listen‐and‐repeat practice, iii) a control group with native exposure. The first two groups could consistently identify full vowels as incorrect in post‐ test. Few differences in perceptual awareness as a function of position of the unstressed vowel in the word (pre vs. post‐tonic) were found. Word familiarity was found to affect pre‐test performance but to be hindered after treatments. Results acknowledge the positive impact of controlled phonetic training on L2 sound perceptual awareness in classroom settings and contribute to the development of L2 pronunciation teaching and learning.The research was supported by the following research grants: UFil 1/06 from the University of the Basque Country (UPV/EHU); IT-311-10 from the Basque Govemment and FFI2009-10264 and FFI2012-31597-DIACEX by the Spanish Ministry of Economy and Competitiveness (MINECO)

El impacto de la exposición adicional mediante AICLE sobre la producción oral en inglés

Abstract: This study aims at testing the effectiveness of additional CLIL (Content and Language Integrated Learning) exposure on the oral production of secondary school learners of English as a Foreign Language. CLIL learners, who had received a 30% increase in exposure by means of using English as a vehicular language, were compared to mainstream English students in a story-telling task. Analyses indicated that CLIL learners? productions were holistically perceived to exhibit better fluency, lexis and grammar while no differences were found as regards content and pronunciation. Besides, although Non-CLIL learners? productions were larger in quantity and longer in time, CLIL learners produced denser and more fluent narrations, as attested by their higher number of different words over total number of words, of words over turn, and of utterances over turn. Additionally, CLIL learners resorted to their first language to a lesser extent and demanded fewer vocabulary clarifications. Our findings thus go along with previous research which has revealed advantages of additional CLIL exposure on oral English productionResumen: Este estudio investiga la efectividad de la exposición adicional mediante AICLE (Aprendizaje Integrado de Contenido y Extranjera) sobre la producción oral de los estudiantes de Inglés como Lengua Extranjera en Educación Secundaria. Los estudiantes AICLE, que habían recibido un incremento de un 30% de exposición por medio del uso del inglés como lengua vehicular, fueron comparados con estudiantes convencionales de inglés en una tarea de narración oral. Los análisis holisticos indicaron que las producciones de los estudiantes AICLE mostraban una mejor fluidez, gramática y vocabulario mientras que no se encontraron diferencias con respecto al contenido y la pronunciación. Además, aunque las producciones de los estudiantes convencionales eran más extensas en cantidad y más largas en el tiempo, los estudiantes AICLE produjeron unas narraciones más fluidas y más densas, como se deriva de su número más alto de palabras diferentes sobre el número total de palabras, de palabras por turno y de frases por turno. Por otro lado, los estudiantes AICLE recurrieron a su primera lengua en menor medida y solicitaron menos aclaraciones léxicas. Nuestros resultados, por tanto, están en consonancia con los de las investigaciones previas que han revelado las ventajas de la exposición adicional mediante AICLE en la producción oral en inglés.This research was funded by the Spanish Ministry of Science (MICINN, FFI2009-10264) and by the Basque Government (UFI 11/06; Language and Speech - Grupo Consolidado de Investigación de Excelencia- Sistema Universitario Vasco)

Explicit phonetic instruction vs. implicit attention to native exposure: Phonological awareness of English schwa in CLIL

Abstract: The present study aims at determining whether instruction in the form of explicit phonetic training and of implicit exposure to native input impacted Content and Language Integrated Learning (CLIL) students? phonological awareness of the occurrence of English schwa in unstressed syllables of content words (bacon). Four intact CLIL groups were administered a perception task immediately before and after an intervention period of one month in which two groups underwent explicit instruction on the incidence of reduced vowels versus full vowels in English disyllabic words while another group was exposed to native input in their CLIL sessions. A fourth CLIL group with neither explicit intervention nor native teacher input served as control group. All four groups tended to judge both schwas and full vowels as correct in the pre-test, indicating that they were not knowledgeable of the general pattern of vowel reduction occurrence in unstressed syllables in English prior to intervention. In the post-test, the three experimental groups significantly improved their ability to identify full vowels as incorrect, the groups receiving explicit instruction exhibiting higher gains than the group which was implicitly exposed to native input.This article was supported by the University of the Basque Coutry (UPV/EHU) (IT904-16), and Spanish Ministry of Economy and Competitiveness (MINECO) (FFI2009-10264)

Formulación de una propuesta didáctica para la enseñanza-aprendizaje de la asignatura "Derecho Financiero y Tributario I"

El presente trabajo tiene por objeto la formulación de una propuesta didáctica para la impartición de la asignatura “Derecho Financiero y Tributario I”, correspondiente a segundo curso del Grado en Derecho ofertado por la Universidad de Córdoba. Tras delimitar sucintamente la materia objeto de estudio, en él se detallan las actividades formativas que considero preferibles para acometer el proceso de enseñanza-aprendizaje de la asignatura y se propone una estrategia didáctica novedosa, basada en las técnicas de aprendizaje cooperativo –el denominado Método Jigsaw-, para la impartición de algunos de los bloques temáticos que integran el programa. Finalmente, se establecen dos sistemas de evaluación alternativos para valorar la adquisición por los estudiantes de los conocimientos y competencias que en el Plan de Estudios de la Titulación se adscriben a la asignatura

EmocionAr-te. Emocions i art a l'educació infantil

Màster en Educació Emocional i Benestar, Facultat de Pedagogia, Departament de Mètodes d’Investigació i Diagnòstic en Educació, Universitat de Barcelona, curs: 2013-2014, Tutora: Èlia López CassàLa publicació centra el seu interès en la importància d’incloure l’art com a element didàctic en la promoció de l’educació emocional en la infància. A partir d’un marc teòric es planteja com introduir l’educació emocional a infants de 3 a 6 anys a través de diferents tipus d’art (arts visuals, literàries i escèniques)

Mitochondrial tRNA Valine in Cardiomyopathies

Mitochondrial respiratory chain disorders are a heterogeneous group of diseases that clinically involve multiple tissues although they tend to mainly affect nervous system and skeletal muscle. The predominance of neurologic and neuromuscular manifestations in mitochondrial diseases has generally masked the presence of other, but not less important, clinical phenotypes, such as cardiac complications. Nowadays, mitochondrial defects are being increasingly recognized to play an important role in the pathogenesis of a subgroup of cardiomyopathies produced by defects in the energetic metabolism (mitochondrial cardiomyopathies). These diseases can result from mutations in either nuclear or mitochondrial encoded genes although mitochondrial DNA mutations are more frequent. In fact, cardiac conduction abnormalities have been associated with different mtDNA rearrangements. In a same way, sporadic or inherited mutations in mitochondrial DNA specifically in the mitochondrial transfer ribonucleic acid genes (mostly in the tRNALeu(UUR) and tRNAIle) have also been associated with hypertrophic and dilated cardiomyopathy. Mitochondrial diseases caused by mutations in the mitochondrial tRNAVal gene (MT-TV) are not very frequent. However, a relatively high percentage of mutations in this gene have been associated with mitochondrial cardiomyopathy. Besides, functional and molecular analyses suggest that the MT-TV gene should be routinely considered in the diagnosis when there is a high suspicion of mitochondrial cardiomyopathy. Finally, the increasingly importance of the role that this gene has begun to play in the pathophysiology of mitochondrial cardiomyopathies indicates that future studies about the molecular mechanisms that could explain why the cardiomyopathy phenotype appears must be carried ouThis work was supported by grants of the Center for Biomedical Research on Rare Diseases (CIBERER), Instituto de Salud Carlos III (grants PI 07/0167, PI 10/0703 to R.G. and PI06/0205, PS09/00941 to B.B.) and Comunidad de Madrid (grant number S2010/BMD-2402)

Perception and production training effects on production of English lexical schwa by young Spanish learners

Phonetic training has been found to expedite aural and oral abilities in the L2. While considerable research has been conducted on the effects of perception training on production and of production training on perception, fewer studies have addressed them as separate training regimes in the same experimental setting outside laboratory conditions. This paper examined the effects of two training procedures (one based on production tasks and one based on perception tasks) on the production of English lexical schwa by young Spanish learners in their intact EFL classrooms. Both trained groups exhibited significant gains in the post-test and a slight advantage of the production-based trained group was observed. Learners? orosensory awareness, self-perception, and self-feedback were actions included in this protocol which may have contributed to such advantage. Our results demonstrate that guided pronunciation training protocols can be successful in the classroom with young learners to boost production skills

Speaker recognition under stress conditions

Proceeding of: IberSPEECH 2018, 21-23 November 2018, Barcelona, SpainSpeaker recognition systems exhibit a decrease in performance when the input speech is not in optimal circumstances, for example when the user is under emotional or stress conditions. The objective of this paper is measuring the effects of stress on speech to ultimately try to mitigate its consequences on a speaker recognition task. On this paper, we develop a stress-robust speaker identification system using data selection and augmentation by means of the manipulation of the original speech utterances. An extensive experimentation has been carried out for assessing the effectiveness of the proposed techniques. First, we concluded that the best performance is always obtained when naturally stressed samples are included in the training set, and second, when these are not available, their substitution and augmentation with synthetically generated stress-like samples, improves the performance of the system.This work is partially supported by the Spanish Government-MinECo projects TEC2014-53390-P and TEC2017-84395-P