Assessing math anxiety in elementary schoolchildren through a Spanish version of the Scale for Early Mathematics Anxiety (SEMA)

Math anxiety (MA) affects students of all age groups. Because of its effects on children’s academic development, the need to recognize its early manifestations has been highlighted. We designed a European-Spanish version of the Scale for Early Mathematics Anxiety (SEMA; Wu et al. (2012)), and assessed its psychometric properties in a sample of children aged 7 to 12 years. The participants (967 typically developing children) were elementary school students recruited from ten schools. Children reported their general and math anxiety levels in an individual session and performed nonverbal IQ and math abilities subtests in a group session. Teachers reported the final math grades. The psychometric indices obtained, and the resulting factor structure revealed that the European-Spanish version of the SEMA developed in this study is a reliable and valid measure to evaluate MA in children from 3rd to 6th grade. Moreover, we explored gender differences, that resulted in small effect sizes, which disappeared when controlling for trait anxiety. Differences across grades were found for both global MA and the numerical processing anxiety factor but not for the situational and performance anxiety factor. Finally, MA was negatively associated with students’ math achievement, although the strength of the associations varied with the MA measure selected, the kind of math achievement analyzed, and the school stage considered. Our findings highlight the relevance of MA in elementary school and highlight the need for an early identification of students at risk of suffering MA to palliate the negative consequences of MA in children’s cognitive and academic development

Influence of Feeding Enzymatically Hydrolyzed Yeast Cell Wall on Growth Performance and Digestive Function of Feedlot Cattle during Periods of Elevated Ambient Temperature.

In experiment 1, eighty crossbred steers (239±15 kg) were used in a 229-d experiment to evaluate the effects of increasing levels of enzymatically hydrolyzed yeast (EHY) cell wall in diets on growth performance feedlot cattle during periods of elevated ambient temperature. Treatments consisted of steam-flaked corn-based diets supplemented to provide 0, 1, 2, or 3 g EHY/hd/d. There were no effects on growth performance during the initial 139-d period. However, from d 139 to harvest, when 24-h temperature humidity index averaged 80, EHY increased dry matter intake (DMI) (linear effect, p<0.01) and average daily gain (ADG) (linear effect, p = 0.01). There were no treatment effects (p>0.10) on carcass characteristics. In experiment 2, four Holstein steers (292±5 kg) with cannulas in the rumen and proximal duodenum were used in a 4×4 Latin Square design experiment to evaluate treatments effects on characteristics of ruminal and total tract digestion in steers. There were no treatment effects (p>0.10) on ruminal pH, total volatile fatty acid, molar proportions of acetate, butyrate, or estimated methane production. Supplemental EHY decreased ruminal molar proportion of acetate (p = 0.08), increased molar proportion of propionate (p = 0.09), and decreased acetate:propionate molar ratio (p = 0.07) and estimated ruminal methane production (p = 0.09). It is concluded that supplemental EHY may enhance DMI and ADG of feedlot steers during periods of high ambient temperature. Supplemental EHY may also enhance ruminal fiber digestion and decrease ruminal acetate:propionate molar ratios in feedlot steers fed steam-flaked corn-based finishing diets

Effortful control is associated with children's school functioning via learning-related behaviors

The goal of the current study was to identify factors that contribute to individual differences in school functioning. We proposed a model including direct effects of Effortful Control (EC) on Spanish 6- to 12-year olds' (N = 142) academic achievement and social adaptation at school, with these relations partially mediated by learning-related behaviors (LRBs). Parents rated children's EC; teachers reported children's LRBs and children' social adaptation in school; children' social preference was assessed through classmates' nominations. Children's academic achievement was measured through standard tests and grades. Analyses were run using structural equation models, controlling by gender, intelligence, age, socioeconomic status, and school. EC was positively and directly related to social adaptation in school. EC was also indirectly related to academic achievement and social adaptation through LRBs. The findings highlight the potential relevance of children's EC and LRBs for adjustment in elementary school

The Local Territory as a Resource for Learning Science: A Proposal for the Design of Teaching-learning Sequences in Science Education

The present work arises from the need to reform Science Education, particularly through the contextualization of teaching. It is proposed to achieve this through the use of local territory as a resource for the design of teaching-learning-sequences (TLS). To do this, an interdisciplinary group of researchers and teachers from a Secondary School created a Professional Circle for Reflection on Teaching, which constructed an emerging conceptualization of Territory, analyzed the possibilities of the local area and established a relationship with the national curriculum. On this basis the TLS were designed, with an interdisciplinary aspect, and implemented with pupils aged 14 to 17. The results show that the contextualization of teaching through the use of local territory is possible, and is positive for pupils, and that collaborative work and reflection by teachers are fundamental for this process

High-resolution spatio-temporal analyses of drought episodes in the western Mediterranean basin (Spanish mainland, Iberian Peninsula)

The purpose of this research was to identify major drought events on the Spanish mainland between 1961 and 2014 by means of two drought indices, and analyze the spatial propagation of drought conditions. The indices applied were the standardized precipitation index (SPI) and the standardized evaporation precipitation index (SPEI). The first was calculated as standardized anomalies of precipitation at various temporal intervals, while the second examined the climatic balance normalized at monthly scale, incorporating the relationship between precipitation and the atmospheric water demand. The daily meteorological data from Spanish Meteorological Archives (AEMet) were used in performing the analyses. Within the framework of the DESEMON project, original data were converted into a high spatial resolution grid (1.1 km2) following exhaustive quality control. Values of both indices were calculated on a weekly scale and different timescales (12, 24 and 36 months). The results show that during the first half of the study period, the SPI usually returned a higher identification of drought areas, while the reverse was true from the 1990s, suggesting that the effect from atmospheric evaporative demand could have increased. The temporal propagation from 12- to 24-month and 36-month timescales analyzed in the paper seems to be a far from straightforward phenomenon that does not follow a simple rule of time lag, because events at different temporal scales can overlap in time and space. Spatially, the propagation of drought events affecting more than 25% of the total land indicates the existence of various spatial gradients of drought propagation, mostly east–west or west–east, but also north–south have been found. No generalized episodes were found with a radial pattern, i.e., from inland to the coast

Contribution of Collaborative Work to Teacher Reflection and the Transformation of Pedagogical Practices of School and University Science Teachers // Contribución del trabajo colaborativo en la reflexión docente y en la transformación de las prácticas pedagógicas de profesores de ciencia escolares y universitarios

Poor results of science learning, both at school and university, have led us to acknowledge the need to transform our teaching. Currently, reflection and collaborative work with colleagues are conceived as being key factors in the process of the transformation of practices. Based on the experiences of a group of school and university science teachers working on action-research, we describe the contribution that collaborative work has on reflection for the transformation of practices. The main aspects are the recognition of strengths and weaknesses, listening to and learning from the experience of others, and the discussion of specific classroom practices. On the other hand, these reflections contribute to the transformation at different levels: the teacher, classroom teaching practices, and the school community. The fact that it is a diverse group that includes both school and university teachers generate enriching reflections that help to transform practices in both areas. These reflections not only benefit the school system, but also science teachers education, and provide insights on a new University-School relationship // Los deficientes resultados de aprendizaje en el área de las ciencias, tanto en el ámbito escolar como universitario, nos han llevado a la necesidad de transformar nuestra enseñanza. En la actualidad, la reflexión y el trabajo colaborativo con colegas se conciben como claves en el proceso de transformación de las prácticas. A partir de la experiencia de un grupo de docentes escolares y universitarios de ciencia que realiza una investigación-acción, describimos la contribución que tiene el trabajo colaborativo sobre la reflexión para la transformación de las prácticas. Destacan aspectos como el reconocimiento de debilidades y fortalezas, el escuchar y aprender de la experiencia de otros y la discusión de prácticas concretas de aula. Por otra parte, estas reflexiones contribuyen a la transformación en diferentes niveles: del profesor, de las prácticas del docente en el aula y de la comunidad escolar. El hecho de que sea un grupo diverso, que incluye a profesores tanto del sistema escolar como universitario, genera reflexiones enriquecedoras, que ayudan a transformar las prácticas en estos dos ámbitos, beneficiando no solo al sistema escolar, sino también a la formación de profesores de ciencia, y dando luces acerca de una nueva relación universidad-escuela

Principios de Desarrollo Profesional Docente construidos por y para Profesores de Ciencia: una propuesta sustentable que emerge desde la indagación de las propias prácticas / Principles of Teacher Professional Development built by and for Science Teachers: a sustainable proposal that emerges from the inquiry of self-practices

La transformación de las prácticas de los docentes en el área de ciencias, tanto a nivel escolar como universitario (incluida la formación inicial), constituye una necesidad urgente si pretendemos alfabetizar científicamente a la población. Este estudio muestra una propuesta de cinco principios para el desarrollo profesional docente en ciencias, que emergen desde la indagación colaborativa de las propias prácticas de un conjunto de docentes de educación primaria, secundaria y universitaria, quienes trabajan hace cuatro años en un proceso de desarrollo profesional conjunto. Estos principios incluyen la construcción de una visión común acerca del para qué enseñar ciencias, la indagación de las prácticas a partir de las particularidades de la educación científica, la reflexión individual y colectiva sobre las prácticas, la valoración de la autoridad de la experiencia para el aprendizaje docente y la promoción de un ambiente de desarrollo profesional que involucre diversidad de contextos y niveles de enseñanza. // The transformation of teaching practices in the area of sciences, both at school and university levels (including initial training), is an urgent need if we intend to achieve scientific literacy in the population. This study shows a proposal of five principles for teacher professional development in sciences, emerged from the collaborative inquiry of self-practices in a group of primary, secondary and university teachers, who have been working together for four years in a professional development process. These principles include the construction of a common vision on the purpose for teaching sciences; the inquiry of practices starting from the distinctive features of scientific education; individual and collective reflection on practices; the valuation of the authority of experience for teacher learning; and the promotion of an environment of professional development involving diverse contexts and teaching levels. Implications for professional development are discussed

Netlab: University Teleobservatory of Virtual Teaching

El proyecto Net.Lab pretende crear un espacio de referencia en la red que facilite la incorporación de las TIC en el ámbito universitario a partir de la definición de unos criterios de calidad.The Net.Lab project tries to create a space of reference in the network that facilitates the incorporation of the TIC in the university scope from the definition of quality criteria

Nephrops Sentinel Fishery in Functional Unit 25 (North Galicia) 2017-2019

The ICES Working Group for the Bay of Biscay and the Iberian Waters Ecoregion (WGBIE) as-sesses the status of 23 stocks distributed from ICES Divisions 3.a–4.a though to Subarea 9, mostly distributed in Subareas 7, 8 and 9. The group was tasked with conducting assessments of stock status for 14 stocks using analytical, forecast methods or trends indicators to provide catch fore-casts and a first draft of the ICES advice for 2021. For two of the Nephrops stocks updates were provided on catch data with the advice release delayed until October after the completion of the surveys used for the assessment. For the remaining 9 stocks not scheduled for advice this year, after the stock information update, no specific revision of the advice was proposed. The advice for these stocks, released in 2019, is valid for the years 2020 and 2021 or for 2020 to 2022. Analytical assessments using age-structured models were conducted for the northern stock of white anglerfish, the northern and southern stocks of megrim, four-spot megrim in Iberian Waters and sole in the Bay of Biscay. The two hake stocks and one southern stock of anglerfish were assessed using models that allow the use of length-structured data (no age data). A surplus-production model, without age or length structure, was used to assess the second southern stock of anglerfish and an analytical age-length structure model was used for the European seabass in the Bay of Biscay. The state of stocks for which no analytical assessment could be performed was inferred from examination of catch, commercial LPUE or CPUE data and from survey information, where available. The length-structured assessment for the southern stock of hake was rejected during the working group which resulted in the downgrading of the stock from Category 1 to 3 as an interim solution. This decision was also supported by the absence of clear guidelines on how to adjust fore-casts for advice when using the decision tree recommended by WKFORBIAS (ICES, 2020) for stocks with strong retrospective patterns. This year advice for the stock followed the 2 over 3-year rule based on survey and LPUE trends. A SPiCT model for the stock was explored for ref-erence points but some inconsistencies were found among biomass indices and the retrospective patterns were also problematic. Intersessional work (online workshop) to migrate assessment analyses to a Stock Synthesis model is planned before the end of the year. Despite an ICES data call with a deadline of six weeks before the meeting, the recurrent late data submission to ICES for most stocks has occurred, worsened by the COVID-19 disruption. This delayed the process of having the data quality checked and the assessment completed before the start of the working group. This is an important matter of concerns for the working group members. In response to the spread of COVID-19 virus, all ICES assessment and advice physical meetings were suspended and held remotely. The 2020 advice sheets for 13 stocks were abbreviated and will be released with advice released in 2019 as annex. A full advice sheet, however, was done for the southern hake due to the change in category of the stock. The structure of the report is set out with section 1 presenting a summary for each stock, discuss-ing general issues and conclusions. Section 2 provides descriptions of the relevant fishing fleets and surveys used in the assessment of the stocks. Sections 3–18 contain the single stock assess-ments