Estudio de la relación entre el bienestar personal y la adaptación de conducta en el marco de la escuela salugénica

Se ha estudiado la relación entre el bienestar y la adaptación en una muestra de 245 estudiantes de enseñanza secundaria. Utilizamos la escala de bienestar psicológico (EBP) y el inventario de adaptación de conducta (IAC). Los resultados revelan diferencias significativas en bienestar psicológico en función del nivel de adaptación, pero no en función del género ni de la edad. Se ha obtenido una alta correlación entre el bienestar psicológico y la adaptación global, personal, familiar, escolar y social. También se ha comprobado que el bienestar psicológico puede ser explicado a partir de la adaptación escolar y la adaptación social. Dentro del marco de la escuela salugénica, se concluye la necesidad de mejorar la adaptación de los escolares en los ámbitos anteriores, de cara a mejorar el bienestar personal y avanzar en el proceso de inclusión académica.S'ha estudiat la relació entre el benestar i l'adaptació en una mostra de 245 estudiants d'ensenyament secundari. Utilitzem l'escala de benestar psicològic (EBP) i l'inventari d'adaptació de conducta (IAC). Els resultats revelen diferències significatives en benestar psicològic en funció del nivell d'adaptació, però no en funció del gènere ni de l'edat. S'ha obtingut una alta correlació entre el benestar psicològic i l'adaptació global, personal, familiar, escolar i social. També s'ha comprovat que el benestar psicològic pot ser explicat a partir de l'adaptació escolar i l'adaptació social. Dins el marc de l'escola salugènica, es conclou la necessitat de millorar l'adaptació dels escolars en els àmbits anteriors, de cara a millorar el benestar personal i avançar en el procés d'inclusió escolar.We have studied the relationship between welfare and adaptation in a sample of 245 secondary school. We used the Psychological Well-being Scale (BCS) and the Adaptive Behavior Inventory (IAC). The results reveal significant differences in psychological wellbeing based on the level of adaptation, but not by gender or age. There have been a high correlation between psychological well-being and global adaptation, personal, family, school and social. Also the psychological well-being can be explained from the school adjustment and social adaptation. Within the framework of the school salugénica concluded the need to improve the adaptation of schoolchildren in the above areas in order to improve staff welfare and advance the process of school inclusion

A distance estimate based on angular expansion for the planetary nebula NGC 6881

In this paper, we report on high angular resolution radio observations of the planetary nebula NGC 6881 obtained with the Very Large Array at a wavelength of 6 cm. The emission appears to be the superposition of a roundish core and a point-symmetric bipolar structure elongated along a position angle of about 145$^\circ$. This is strongly reminiscent of the morphology seen in H$\alpha$ and [NII] images. A comparison between VLA observations obtained in 1984 and 1994 clearly reveals the expansion of the core of the nebula, at a rate of 2.1 $\pm$ 0.7 mas yr$^{-1}$. Assuming that the expansion velocity in the plane of the sky (determined from these measurements) and the expansion velocity along the line of sight (estimated from optical spectroscopy available in the literature) are equal, we find a distance to NGC 6881 of 1.6 $\pm$ 0.5 kpc $\pm$ 0.3 kpc, where the first error reflects the uncertainty on the expansion, and the second error comes from the potential difference between pattern and material speeds. This distance is compatible with (but does not necessarily imply) an association of NGC 6881 with the nearby HII region Sh 2-109 and, more generally, the Cygnus star-forming region.Comment: 5 pages, 3 figure

Study of the teacher's perception on welfare- Happiness

Los estudios sobre felicidad o bienestar y sus posibilidades de mejora en el contexto educativo han suscitado un gran interés en la comunidad científica. Sin embargo, habitualmente los diferentes estudios suelen ignorar las opiniones del profesorado, obviando así las aportaciones del llamado paradigma del “pensamiento del profesor”. En el presente estudio, a través de una metodología cualitativa de estudio de casos, se han planteado dos objetivos: 1) conocer la percepción del profesorado en ejercicio sobre la felicidad, y 2) valorar la necesidad de incorporación de competencias en los nuevos temas de formación permanente sobre el desarrollo personal desde una perspectiva positiva. El análisis de resultados evidencia un conocimiento del profesorado sesgado y parcial del concepto de felicidad según los postulados del desarrollo positivo. Se pone así de manifiesto la necesidad de profundizar en este ámbito, ampliando el conocimiento del concepto de felicidad del profesorado a través de la formación permanente y el asesoramiento psicopedagógico. Con esto se pretende redireccionar la acción educativa de cara a su mejora.Studies about happiness or well-being, and their possibilities for improvement in the educational context, have aroused great interest within the scientific community. However, the different studies usually ignore teachers´ opinions, omitting contributions of the so-called "teacher's thinking" paradigm. In the present study, through a qualitative methodology of case study, two objectives have been proposed: 1) to know the perception of teachers in exercise about happiness and 2) to assess the need to incorporate competencies in the new themes of Personal development from a positive perspective. The analysis of results shows a biased and partial knowledge of the concept of happiness according to the postulates of positive development. The need to delve into this area, increasing the knowledge of the concept of happiness within the teaching staff through the permanent formation and the psico-pedagogic advice, becomes evident. Thus, this is intended to redirect educational action in order to improve it.Universidad de Granada. Departamento de Didáctica y Organización Escolar. Grupo FORCE (HUM386

Estudio de la percepción del profesorado sobre el bienestar - Felicidad

Resumen:Los estudios sobre felicidad o bienestar y sus posibilidades de mejora en el contexto educativo han suscitado un gran interés en la comunidad científica. Sin embargo, habitualmente los diferentes estudios suelen ignorar las opiniones del profesorado, obviando así las aportaciones del llamado paradigma del “pensamiento del profesor”. En el presente estudio, a través de una metodología cualitativa de estudio de casos, se han planteado dos objetivos: 1) conocer la percepción del profesorado en ejercicio sobre la felicidad, y 2) valorar la necesidad de incorporación de competencias en los nuevos temas de formación permanente sobre el desarrollo personal desde una perspectiva positiva. El análisis de resultados evidencia un conocimiento del profesorado sesgado y parcial del concepto de felicidad según los postulados del desarrollo positivo. Se pone así de manifiesto la necesidad de profundizar en este ámbito, ampliando el conocimiento del concepto de felicidad del profesorado a través de la formación permanente y el asesoramiento psicopedagógico. Con esto se pretende redireccionar la acción educativa de cara a su mejora.Abstract:Studies on happiness or well-being and their possibilities for improvement in the educational context have aroused great interest in the scientific community. However, the different studies usually ignore the opinions of teachers, thus neglecting the contributions of the so-called "teacher's thinking" paradigm. In the present study, through a qualitative methodology of case study, two objectives have been proposed: 1) to know the perception of teachers in exercise on happiness, and 2) to assess the need to incorporate competencies in the new themes of Personal development from a positive perspective. The analysis of results shows a biased and partial knowledge of the concept of happiness according to the postulates of positive development. The need to deepen in this area, thus increasing the knowledge of the concept of happiness of the teaching staff through the permanent formation and the psico-pedagogic advice, becomes evident. This is intended to redirect educational action in order to improve it

Fresnel solar cooling plant for buildings: Optimal operation of an absorption chiller through inverse modelling

Increasing comfort conditions in buildings imply higher energy demands. However, these needs can be mitigated by solar cooling solutions. These systems, such as absorption chillers, are complex and require stable operation, with strict control to maximise the solar fraction and minimise gas consumption. This is incompatible with the variability of renewable resources, so they are often coupled with auxiliary gas systems. Although gas-free operation is possible if these systems are optimally controlled, they would require special supervision. This paper aims to develop an experimental validation of an inverse model to manage an absorption chiller coupled with a solar cooling plant. To know its real behaviour, long-term experiments have been performed using this plant, which consists of a linear Fresnel solar collector and an auxiliary natural gas boiler. The inverse model is used as a predictive control tool to decide the auxiliary boiler commands of the absorption chiller to optimise its operation: maximum cooling production by minimising gas consumption and maximising solar contribution. It has been identified with data from two weeks and validated with data from one summer month. Results show that the model estimates, on a time base of fewer than 30 min, are acceptable with errors of less than 5%. In addition, the maximum error of the estimated seasonal COP and the renewable fraction are less than 6% per day. Therefore, the results prove the usefulness of the proposal as a predictive control for optimal operation. Furthermore, it could be used as a baseline for preventive maintenance. If the proposed model is used for optimal management of the absorption chiller, the thermal efficiency of the plant increases significantly, doubling the solar contribution. As a result, the gas consumption of the solar cooling plant is halved and the total cost of air conditioning the building decreases by 16%.Comisión Europea A_B.4.3_02

Adaptative Cover to Achieve Thermal Comfort in Open Spaces of Buildings: Experimental Assessment and Modelling

The global need for healthy and safe open spaces faces continuous temperature rise due to the heat island phenomenon and climate change. This problem requires new strategies for improving the habitability of open spaces (indoor and outdoor conditions in buildings). These techniques include reducing solar radiation, reducing the temperature of surrounding surfaces, and reducing the air temperature. The radiant solutions are essential for outdoor comfort, both in summer and in winter. They are easy to integrate into open spaces. This study explores a new concept of radiant solutions adapted for outdoor spaces. The solution was evaluated in a test cell to obtain its thermal behaviour in different operation conditions. Solutions were optimised for operating in a cooling regimen since it has been identified that the demands for comfort in open spaces in hot climates during the most severe summer months are more pronounced. Experimental results have allowed getting an inverse model to analyse the thermal behaviour of the solution. The inverse model achieved high precision in its estimations. Also, it facilitated knowing the radiant and convective effects. Only the radiant heat flux is relevant in open spaces with a low level of air confinement. Finally, the discussion describes the application of the proposed model. The model allows the replicability of the solution—creating new designs (integration) or evaluating into different operating conditions of the system. This discussion demonstrates the high level of knowledge acquired in the characterisation of the solution studied.e European Commission / European Regional Development Funds (ERDF) UIA03-301-CartujaQanat of Urban Innovative Action (UIA

¿Puede explicar la teoría del flujo las diferencias de rendimiento escolar entre los niños con y sin TDAH?

En este estudio se comprueba la relación del rendimiento escolar con el tiempo dedicado al estudio, las metas propuestas y las habilidades percibidas. La muestra ha estado compuesta por 121 alumnos con TDAH y 124 sin ningún tipo de trastorno. Se ha utilizado un diseño transversal comparando los resultados de ambos grupos. Los resultados obtenidos muestran que el grupo con TDAH dedica menos horas de estudio, se propone menos metas y sus habilidades percibidas son menores. En el grupo con TDAH el rendimiento está asociado a las metas y a las habilidades percibidas, pero no al tiempo. En cambio, en el grupo sin TDAH el rendimiento está relacionado con tiempo, metas y habilidades percibidas. El rendimiento escolar del grupo con TDAH ha sido explicado tanto por las metas como por las habilidades percibidas y en el grupo sin TDAH sólo ha estado explicado por las habilidades percibidas. Se discuten estos resultados y se proponen futuras líneas de investigación

Supporting Diversity in Science through Social Networking

In this Community Page, we learn how a scientific community leverages social networking tools to connect a group of dispersed scientific researchers in Ciencia Puerto Rico; this effort fosters innovative research and educational collaborations and changes the way scientists interact with the public

Synthesis, Biological Evaluation and Docking Studies of Chalcone and Flavone Analogs as Antioxidants and Acetylcholinesterase Inhibitors

Several oxidative processes are related to a wide range of human chronic and degenerative diseases, like Alzheimer’s disease, which also has been related to cholinergic processes. Therefore, search for new or improved antioxidant molecules with acetylcholinesterase activity is essential to offer alternative chemotherapeutic agents to support current drug therapies. A series of chalcone (2a–2k) and flavone (3a–3k) analogs were synthesized, characterized, and evaluated as acetylcholinesterase (AChE) inhibitors, and antioxidant agents using 1,1-diphenyl-2-picrylhydrazyl (DPPH•), 2-20-azino-bis-(3-ethylbenzothiazoline-6-sulfonate) (ABTS•), and β-carotene/linoleic acid bleaching assay. Compounds more active were 3j and 2k in DPPH with EC50 of 1 × 10−8 and 5.4 × 10−3 µg/mL, respectively; 2g and 3i in ABTS (1.14 × 10−2 and 1.9 × 10−3 µg/mL); 2e, 2f, 3f, 2j, and 3j exceeded the α-tocopherol control in the β-carotene assay (98–99% of antioxidant activity). At acetylcholinesterase inhibition assay, flavones were more active than chalcones; the best results were compounds 2d and 3d (IC50 21.5 and 26.8 µg/mL, respectively), suggesting that the presence of the nitro group enhances the inhibitory activity. The docking of these two structures were made to understand their interactions with the AChE receptor. Although further in vivo testing must be performed, our results represent an important step towards the identification of improved antioxidants and acetylcholinesterase inhibitors

Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua

Ciencia Puerto Rico (CienciaPR) is a non-profit organization interested in promoting science and science education in Puerto Rico. One of its most recent achievements is the publication of ¡Ciencia Boricua!: Ensayos y anécdotas del científico puertorro, a collection of 61 short essays written by Puerto Rican scientists, that present science concepts in an accessible fashion by using simple language, contextualization, and cultural relevance. The purpose of this article is to share the findings of a pilot project implemented in Nueva Escuela Juan Ponce de León, in Guaynabo, Puerto Rico, during the year 2012. After integrating various educational activities based on ¡Ciencia Boricua! that complemented the mandated science curriculum, four of the teachers that collaborated with CienciaPR were interviewed. Here we present our findings, including a number of areas where implementation was successful and suggestions for scalable replication. How to cite: González-Espada, W., Fortis-Santiago, Y., Guerrero-Medina, G., Ortiz Vega, N. M., Colón-Ramos, D., & Feliú-Mójer, M. (2013). Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua. Cuaderno de Investigación en la Educación, 28, 109-127. Retrieved from https://revistas.upr.edu/index.php/educacion/article/view/13575Ciencia Puerto Rico (CienciaPR) es una organización sin fines de lucro interesada en promover las ciencias y la educación científica en el archipiélago borinqueño. Uno de sus logros más recientes fue la publicación del libro ¡Ciencia Boricua!: Ensayos y anécdotas del científico puertorro, una colección de 61 ensayos cortos escritos por investigadores locales, que presentan contenido científico de una manera sencilla, contextual y culturalmente relevante. El propósito de este artículo es presentar los hallazgos de un proyecto piloto implementado en la Nueva Escuela Juan Ponce de León, en Guaynabo, Puerto Rico, durante el año 2012. Luego de integrar una serie de actividades educativas basadas en ¡Ciencia Boricua! que complementarían el currículo escolar tradicional, se entrevistaron a los cuatro maestros que colaboraron con CienciaPR. Se identificaron áreas donde la implementación fue exitosa e importantes sugerencias para replicar el proceso a mayor escala en el futuro. Cómo citar: González-Espada, W., Fortis-Santiago, Y., Guerrero-Medina, G., Ortiz Vega, N. M., Colón-Ramos, D., & Feliú-Mójer, M. (2013). Suplementando el currículo de ciencias con contenido contextual y culturalmente relevante: Lecciones de la implementación del Proyecto Ciencia Boricua. Cuaderno de Investigación en la Educación, 28, 109-127. Recuperado a partir de https://revistas.upr.edu/index.php/educacion/article/view/1357