Pluralism in Spain’s Digital Terrestrial Television (2010-2013)

[Resumen]: La implantación de la televisión digital terrestre en España, a partir de abril de 2010 introdujo cambios importantes en el sistema televisivo estatal. El objetivo de este artículo es analizar las principales consecuencias que ha tenido la implantación de la televisión digital terrestre en el pluralismo externo y en el pluralismo interno informativo. Hemos tomado en consideración tres tipos de indicadores de pluralismo externo (propiedad, cuotas de audiencia e inversión publicitaria) desde 2010 hasta 2013 y dos tipos de indicadores del pluralismo interno (índices de correlación entre las cadenas según el orden de relevancia de la información y distribución de los temas por cadenas, en ambos casos aplicados a los titulares) en 2012 y 2013. Se discute la correspondencia entre ambos tipos de pluralismo y se concluye que no existe una relación determinante del pluralismo externo sobre el interno en el período analizado.[Abstract]: The introduction of digital terrestrial television (DTT) in Spain in April 2010 was a major change in the state broadcasting system. The aim of this article is to analyze the main consequences that the introduction of DTT has had on external pluralism and the internal pluralism of the news. External pluralism – the plurality of suppliers – was analyzed using three indicators (ownership, market share and advertising revenues) over the period 2010 – 2013. Internal pluralism – diversity reflected in media content – was analyzed using two indicators (crosschannel correlation of newsworthiness and the distribution of subjects across the channels), which were applied to the headline stories in 2012 and 2013. The article discusses the correlation between the two forms of pluralism and reaches the conclusion that external pluralism has no determining influence on internal pluralism during the period covered

Pluralism in Spain’s Digital Terrestrial Television (2010-2013)

La implantación de la televisión digital terrestre en España, a partir de abril de 2010 introdujo cambios importantes en el sistema televisivo estatal. El objetivo de este artículo es analizar las principales consecuencias que ha tenido la implantación de la televisión digital terrestre en el pluralismo externo y en el pluralismo interno informativo. Hemos tomado en consideración tres tipos de indicadores de pluralismo externo (propiedad, cuotas de audiencia e inversión publicitaria) desde 2010 hasta 2013 y dos tipos de indicadores del pluralismo interno (índices de correlación entre las cadenas según el orden de relevancia de la información y distribución de los temas por cadenas, en ambos casos aplicados a los titulares) en 2012 y 2013. Se discute la correspondencia entre ambos tipos de pluralismo y se concluye que no existe una relación determinante del pluralismo externo sobre el interno en el período analizado.The introduction of digital terrestrial television (DTT) in Spain in April 2010 was a major change in the state broadcasting system. The aim of this article is to analyze the main consequences that the introduction of DTT has had on external pluralism and the internal pluralism of the news. External pluralism – the plurality of suppliers – was analyzed using three indicators (ownership, market share and advertising revenues) over the period 2010 – 2013. Internal pluralism – diversity reflected in media content – was analyzed using two indicators (crosschannel correlation of newsworthiness and the distribution of subjects across the channels), which were applied to the headline stories in 2012 and 2013. The article discusses the correlation between the two forms of pluralism and reaches the conclusion that external pluralism has no determining influence on internal pluralism during the period covered

Conocimiento fonológico, denominación rápida y memoria fonológica en sujetos españoles

El objetivo de este estudio es comprobar si existen diferencias en algunos predictores cognitivos de la lectura (conocimiento fonológico, denominación rápida alfanumérica y no alfanumérica, y memoria fonológica) entre los seis y a los siete años en sujetos españoles. La muestra está formada por 116 alumnos de seis años inicialmente, pertenecientes a colegios de nivel sociocultural medio, de habla castellana y sin necesidades educativas especiales. Los sujetos fueron evaluados a los seis y siete años en las competencias cognitivas del estudio. Tras la realización de análisis descriptivo-exploratorios y sendas pruebas t de Student para muestras relacionadas se encontraron diferencias estadísticamente significativas entre los 6 y los 7 años tanto en conocimiento fonológico como en nombramiento rápido alfanumérico y no alfanumérico, siendo mejor la ejecución a los 7 años. Sin embargo, las diferencias no fueron estadísticamente significativas en memoria fonológica entre los 6 y los 7 años. En función de estos resultados, cabe esperar que las relaciones de estas variables con la lectura y la escritura de palabras y pseudopalabras a estas edades sean diferentes. Se resalta la implicación de los resultados en la práctica educativa, con el fin de prevenir las dificultades de aprendizaje y optimizar los procesos de enseñanza-aprendizaje de la lengua escrita en español.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Attention to Diversity from Artificial Intelligence

Artificial intelligence (AI) is influencing various sectors of society, including the educational field. The use of AI can have great potential in education, however, it is necessary to know both its performance and its limitations. The main objective of this study is to analyze the prompts made by teachers in initial training in relation to the topic of specific educational support needs, classifying them according to Bloom's Taxonomy. For this, 63 students from the first year of the Primary Education Degree in the subject Information and Communication Technology applied to Education participated. The results show that the highest frequency of prompts made by students correspond to the highest levels of Bloom's taxonomy (apply and create), which suggests that students are capable of using the knowledge acquired in the subject to create new learning situations with their future students. This confirms that the implementation of this methodology is beneficial for the development of cognitive and pedagogical skills of future teachers.VI Research and Transfer Plan of the University of Seville (VI PPIT-US)IV Plan Propio de Docencia. Convocatoria de Apoyo a la Coordinación e Innovación Docente (ref. 221) – Convocatoria 2023/2024. Referencia 113

Word writing and cognitive predictors in Spanish at the age of seven.

Interest in the cognitive precursors of literacy has been increasing in recent years since reading and writing are essential components of functional learning in the first years of schooling and of school success in later educational stages. However, it can be observed that while studies on the relationship between cognitive variables and reading are frequent, those carried out about writing are scarcer and in different languages and ages. The purpose of this study is to explore the joint contribution made by certain cognitive variables, measured at the ages of 6 and 7, to word writing among Spanish children in the second year of Primary Education (7 years old). In this longitudinal study, 116 Spanish-speaking pupils participated, from schools located in an average socio-cultural area, without special educational needs. Participants were evaluated in terms of their letter knowledge, phonological awareness, phonological memory, and alphanumeric and non-alphanumeric rapid automatised naming at 6 and 7 years of age, and word writing at 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were modelled. In general, the findings show a different contribution for the cognitive variables considered in word writing at the age of seven, although this contribution does not vary substantially between the ages of 6 and 7 among Spanish pupils. Phonological knowledge at 6 and 7 years of age is the variable that best predicts the writing of words at 7 years. The contribution of non-alphanumeric speed naming remains constant and alphanumeric speed naming does not contribute to the explanation of writing at this age. Phonological memory at 6 years of age contributes to the explanation of writing at the age of 7 and letter knowledge contributes at the age of 7. These results have implications for educational practice and for the theory of writing acquisition in transparent languages.Funding for open access charge: Universidad de Málaga/CBUA. This study has been funded by the research group SEJ 521 of the Andalusian government and by the Department of Developmental and Educational Psychology of University of Málaga

Effect of Cognitive Variables on the Reading Ability of Spanish Children at Age Seven.

The objective of this study is to determine the contribution made by knowledge of letters, phonological awareness, phonological memory, and alphanumeric and nonalphanumeric rapid automatized naming at the ages of six and seven to the ability of Spanish children to read words at 7 years of age. A total of 116 Spanish-speaking school children took part in the study, from schools located in an average socio-cultural setting, without special educational needs. The reading ability of these pupils was evaluated at the age of seven, and cognitive variables were assessed at 6 and 7 years of age. Descriptive-exploratory analyses, bivariate analyses, and multivariate regressions were performed. The results show that cognitive variables measured at these ages contribute differently to the ability to read words at 7 years of age. Rapid naming does not seem to influence word reading; knowledge of letters no longer influences word reading as children grow older; and phonological awareness and phonological memory maintain their contribution to the explanation of word reading. These results indicate that reading in Spanish depends on different cognitive variables and that this relationship varies according to age. The findings have key educational implications in terms of teaching reading skills and the prevention of specific learning difficulties in Spanish Primary Education

Computing “Small” 1–Homological Models for Commutative Differential Graded Algebras

We use homological perturbation machinery specific for the algebra category [13] to give an algorithm for computing the differential structure of a small 1– homological model for commutative differential graded algebras (briefly, CDGAs). The complexity of the procedure is studied and a computer package in Mathematica is described for determining such models.Ministerio de Educación y Ciencia PB98–1621–C02–02Junta de Andalucía FQM–014

A versatile approach to access trimetallic complexes based on trisphosphinite ligands

A straightforward method for the preparation of trisphosphinite ligands in one step, using only commercially available reagents (1,1,1-tris(4-hydroxyphenyl)ethane and chlorophosphines) is described. We have made use of this approach to prepare a small family of four trisphosphinite ligands of formula [CH3C{(C6H4OR2)3], where R stands for Ph (1a), Xyl (1b, Xyl = 2,6-Me2-C6H3), iPr (1c), and Cy (1d). These polyfunctional phosphinites allowed us to investigate their coordination chemistry towards a range of late transition metal precursors. As such, we report here the isolation and full characterization of a number of Au(I), Ag(I), Cu(I), Ir(III), Rh(III) and Ru(II) homotrimetallic complexes, including the structural characterization by X-ray diffraction studies of six of these compounds. We have observed that the flexibility of these trisphosphinites enables a variety of conformations for the different trimetallic species.European Research Council 756575Ministerio de Ciencia, Innovación y Universidades CTQ2017-92622-EX

QSAR for Anti-RNA-Virus Activity, Synthesis, and Assay of Anti-RSV Carbonucleosides Given an Unify Representation of Spectraö Moments, Quadratic, and Topologic Indices

The 9th International Electronic Conference on Synthetic Organic Chemistry session Computational ChemistryThe unify representation of spectral moments, classic topologic indices, quadratic indices, and stochastic molecular descriptors shown that all these molecular descriptors lie within the same family. Consequently, the same priori probability for a success quantitative-structure-activity-relationship (QSAR) may be expected no matter which indices are selected. Herein, we used stochastic spectral moments as molecular descriptors to seek a QSAR using a database of 221 bioactive compounds previously tested against diverse RNA-viruses and 402 non-active ones. The QSAR model thus obtained correctly classifies 90.9 % of compounds in training. The model also correctly classifies a total of 87.9 % of 207 compounds on additional external predicting series, 73 of them having anti-RNA-virus activity and 134 non-active ones. In addition, all compounds were regrouped into five different subsets for leave-group-out studies: 1) antiinfluenza, 2) anti-picornavirus, 3) anti-paramyxovirus, 4) anti-RSV/anti-influenza, and 5) broad range anti-RNA-virus activity. The model has retained overall accuracies about 90 % on these studies validating model robustness. Finally, we exemplify the practical use of the model with the discovery of compounds 124 and 128. These compounds presented MIC50 values = 3.2 and 8 µg/mL against respiratory syncytial virus (RSV) respectively. Both compounds have also low cytotoxicity expressed by their Minimal Cytotoxic Concetrations > 400 µg/mL for HeLa cells. The present approach represent and effort toward a formalization and application of molecular indices in bioinformatics, bioorganic and medicinal chemistryAuthors would like to express their gratitude by partial financial support to the Department of Organic Chemistry, University of Santiago de Compostel