Executing Evaluations over Semantic Technologies using the SEALS Platform

The SEALS European project aims to develop an infrastructure for the evaluation of semantic technologies. This paper presents in detail the approach followed to automate the execution of these evaluations in the infrastructure. To materialize this approach, we have dened the entities managed by the infrastructure and their life cycle, the process followed to execute evaluations, the management of the computing resources that form the execution infrastructure, and how tools can be integrated with the infrastructure

Towards an Infrastructure for the Evaluation of Semantic Technologies

This paper presents and discusses the current development status of the SEALS Platform, a lasting reference infrastructure for semantic technology evaluation. It describes the different entities managed by the platform and the ontology-based model that has been defined to represent them; it also provides an overview of the platform architecture. In addition, it presents the different challenges faced during the development of the SEALS Platform and a use scenario of the platform that supports the execution of evaluation campaigns over semantic technologies

On the radioecological issues of natural radionuclides in water and sediment of a highly contaminated lagoon from Mexico

Se han determinado las concentraciones de actividad de radionucleidos naturales en el agua y los sedimentos de la laguna El Pedernalillo, Zacatecas, México

Hemodiálisis de urgencia en el instituto de nefrología Dr. Abelardo Buch año 2010

En situaciones de urgencia, la hemodiálisis es la técnica más empleada en pacientes portadores de Insuficiencia Renal Crónica, Insuficiencia Renal Crónica Agudizada y en Insuficiencia Renal Aguda Se realizó un estudio observacional descriptivo de corte transversal. Fueron estudiados todos los pacientes que requirieron hemodiálisis de urgencia en la Unidad de Terapia Intensiva del Instituto de Nefrología Dr. Abelardo Buch, en el período del 1ro. De marzo al 30 de septiembre del 2010, para determinar las causas y paracomportamiento de las mismas fueron revisadas todas las historias clínicas y los registros de Enfermería. Se utilizó la técnica estadística de análisis de distribución de frecuencias; absolutas y relativas. De un total de 44 pacientes, predominó el sexo femenino con 54,5%, la edad mayor de 40 años, 95,5%, entre 60-69 años, y mayores de 69 años con 25% respectivamente; la enfermedad de base más frecuente fue la hipertensión arterial. Las causas de indicación de hemodiálisis de urgencia que prevalecieron fueron la hipervolemia (52,2%) y la hiperazoemia (27,3%). El 92,9% de los hemodializados de urgencia no presentaron ninguna complicación durante el proceder. Los resultados expuestos demuestran la experiencia acumulada y calidad de los cuidados que se brindan a estos pacientes en la realización de hemodiálisis de urgencia en nuestro Centro.Palabras clave: Hemodiálisis de urgencia, hiperazoemia, hiperpotasemia, acidosis metabólica.</p

Controlling a Mouse Pointer with a Single-Channel EEG Sensor

Goals: The purpose of this study was to analyze the feasibility of using the information obtained from a one-channel electro-encephalography (EEG) signal to control a mouse pointer. We used a low-cost headset, with one dry sensor placed at the FP1 position, to steer a mouse pointer and make selections through a combination of the user’s attention level with the detection of voluntary blinks. There are two types of cursor movements: spinning and linear displacement. A sequence of blinks allows for switching between these movement types, while the attention level modulates the cursor’s speed. The influence of the attention level on performance was studied. Additionally, Fitts’ model and the evolution of the emotional states of participants, among other trajectory indicators, were analyzed. (2) Methods: Twenty participants distributed into two groups (Attention and No-Attention) performed three runs, on different days, in which 40 targets had to be reached and selected. Target positions and distances from the cursor’s initial position were chosen, providing eight different indices of difficulty (IDs). A self-assessment manikin (SAM) test and a final survey provided information about the system’s usability and the emotions of participants during the experiment. (3) Results: The performance was similar to some brain–computer interface (BCI) solutions found in the literature, with an averaged information transfer rate (ITR) of 7 bits/min. Concerning the cursor navigation, some trajectory indicators showed our proposed approach to be as good as common pointing devices, such as joysticks, trackballs, and so on. Only one of the 20 participants reported difficulty in managing the cursor and, according to the tests, most of them assessed the experience positively. Movement times and hit rates were significantly better for participants belonging to the attention group. (4) Conclusions: The proposed approach is a feasible low-cost solution to manage a mouse pointe

Valoración del trabajo colaborativo y rendimiento académico en el proceso de enseñanza de un curso de investigación en estudiantes de medicina

Introduction. Collaborative work promotes learning through active participation of students, allowing the development of&nbsp;social abilities and the construction of their own knowledge. Objective. To analyze collaborative work and its relationship&nbsp;with academic performance in medical students in a research course. Methods. Cross-sectional study, in which 148&nbsp;human medicine students enrolled in the research course participated, selected using a non-probabilistic sample. The&nbsp;questionnaire called analysis of cooperative work in higher education that assesses the importance of collaborative&nbsp;work, of 49 questions distributed in seven dimensions, was used. A Likert scale was used in a range of 1 to 5, where 1 is&nbsp;valued as a total disagreement and 5 totally agree. Three groups were established: low group to 33 percentile; middle&nbsp;group, from 34th percentile to 66th percentile; and high group, from 67th percentile to more. Results. The average&nbsp;age was 22,4 years and 52,7% corresponded to the female gender. In the “conception of work” dimension, 40,5%&nbsp;of students belonged to the middle group; in the dimension “planning the work of the groups by the teacher”, 41,9%&nbsp;to the low group; in “criteria for organizing groups”, 37,8% for the low group; in “internal operation”, 43,2% to the low&nbsp;group; and in “work efficiency”, 32,4% to the high group and 39,9% to the low group. The global average of grades&nbsp;corresponded to 12,7. The academic performance in students of the low and medium group was similar, and in the&nbsp;female students of the high group it was significantly higher (p=0,049). Conclusions. The low group predominated in the&nbsp;dimensions “teacher’s work planning”, “criteria for organizing groups”, “operating standards”, “internal functioning” and&nbsp;“efficiency”. 54,7% of students corresponded to the high group and the overall grade point average was 12,7. There&nbsp;was no relationship between the variables studied.Introducción. El trabajo colaborativo incentiva el aprendizaje mediante la participación activa de los estudiantes,&nbsp;permitiendo desarrollar habilidades sociales y construir sus propios conocimientos. Objetivo. Analizar el trabajo&nbsp;colaborativo y su relación con el rendimiento académico en estudiantes de medicina de un curso de investigación.&nbsp;Métodos. Estudio transversal, en el que participaron 148 estudiantes de medicina humana matriculados en el curso&nbsp;de investigación, seleccionados mediante una muestra no probabilística. Se utilizó el cuestionario denominado&nbsp;análisis del trabajo cooperativo en educación superior que valora la importancia del trabajo colaborativo, de 49&nbsp;preguntas distribuidas en siete dimensiones. Se utilizó una escala de Likert en un rango de 1 a 5, donde 1 se valora&nbsp;como total desacuerdo y 5 totalmente de acuerdo. Se establecieron tres grupos: grupo bajo hasta percentil 33;&nbsp;grupo medio, de percentil 34 a percentil 66; y grupo alto, de percentil 67 a más. Resultados. La edad promedio&nbsp;fue 22,4 años y 52,7% correspondieron al género femenino. En la dimensión “concepción del trabajo”, 40,5%&nbsp;de estudiantes pertenecieron al grupo medio; en la dimensión “planificación del trabajo de los grupos por el&nbsp;profesor”, 41,9% al grupo bajo; en “criterios para organizar grupos”, 37,8% al grupo bajo; en “funcionamiento&nbsp;interno”, 43,2% al grupo bajo; y en “eficacia del trabajo”, 32,4% al grupo alto y 39,9% al grupo bajo. El promedio&nbsp;global de notas correspondió a 12,7. El rendimiento académico en estudiantes del grupo bajo y medio fue similar,&nbsp;y en las estudiantes de género femenino del grupo alto fue significativamente mayor (p=0,049). Conclusiones. El&nbsp;grupo bajo predominó en las dimensiones “planificación del trabajo del profesor”, “criterios para organizar grupos”,&nbsp;“normas de funcionamiento”, “funcionamiento interno” y “eficacia”. 54,7% de estudiantes correspondió al grupo&nbsp;alto y el promedio global de calificaciones fue 12,7. No existió relación entre las variables estudiadas

Cooperative physical challenges of emotional nature’s tracking diary

Comunicaciones. Área tématica 1: La inclusión, socialización y educación en valores a través del aprendizaje cooperativo en Educación Física.[ES] Los Retos Físicos cooperativos de carácter emocional (ReFiCE), al igual que el resto de actividades cooperativas, requieren de una serie de acciones de evaluación que permitan al alumnado entender y comprender el proceso de trabajo seguido, con la intención de continuar evolucionando. Hasta la actualidad, los ReFiCE no han tenido instrumentos ni recursos que permitan implicar al alumnado en el proceso de evaluación, aspectos que el Estilo Actitudinal de donde proceden cuida especialmente. En esta ocasión se presenta el primero de los instrumentos elaborados, el Diario de seguimiento, cuya aplicación intragrupal permite involucrar a sus miembros desde los procesos de autoevaluación y la coevaluación.[EN] Cooperative Physical Challenges of Emotional Nature (CPCEN), like the other cooperative activities, require a number of assessment procedures to help students understand and comprehend the process to continue evolving. Until now, there were no assessment instruments for CPCEN to involve students in the assessment process, aspects that the Attitudinal Style, their basis, takes special care of. We present the first of the instruments developed, the Tracking Diary, whose intra-group implementation involves its members using self-evaluation and co-evaluation processes

Propiedades psicométricas de la escala de comunicación familiar en población colombiana

Family communication establishes a vehicle for the transmission of information between family members and completely marks the nature and quality of family life. Family communication can be understood as an index of the climate and quality of the family system. Objective: To determine the psychometric properties of the Family Communication Scale of Olson et al. (1982) in its 20-item version. The participants were 934 Colombian university students between 18 and 35 years old. Method: A descriptive analysis of items and correlation with the scale was carried out, additionally a confirmatory factor analysis was carried out with the maximum likelihood method and varimax rotation. The internal consistency was evaluated using Cronbach’s alpha and McDonald’s Omega, followed by the analysis of the discrimination of the items through the biserial correlation coefficient. Results: The results indicate that the scale is reliable for its use in the Colombian population between 18 and 35 years old

Active methodology and learning styles in the teaching process of the research methodology course of a faculty health sciences

Introducción. El modelo educativo centrado en el aprendizaje intenta desarrollar en el estudiante un rol más importante en su proceso de adquirir conocimiento; para ello, se requiere identificar las preferencias o estilos de aprendizaje de los estudiantes. Objetivo. Analizar la influencia del uso de la metodología activa y los estilos de aprendizaje participativo en estudiantes del curso de metodología de la investigación del nivel de pregrado. Métodos. Estudio cuantitativo de diseño cuasi experimental, prospectivo, de corte longitudinal. La población de estudio estuvo conformada por estudiantes de pregrado del curso de metodología de la investigación, se utilizó una muestra no probabilística por conveniencia, conformada por 79 estudiantes. El instrumento utilizado fue el test de estilo de aprendizaje elaborado por David Kolb. La implementación de la metodología activa se realizó durante el desarrollo del curso. Resultados. La participación de los estudiantes durante el desarrollo de clases y el uso de textos presentó un incremento significativo. El estilo de aprendizaje asimilador correspondió a 78,5% y 12,6% para el divergente antes de la implementación de la metodología y, al finalizar el estudio, los estudiantes modificaron su estilo de aprendizaje en forma significativa con un predomino del estilo de aprendizaje asimilador 62% y 22,8% para el estilo convergente. Conclusiones. La metodología activa permite la participación activa del estudiante mediante preguntas, aportes y fomenta el uso de textos. Asimismo, modifica significativamente el estilo de aprendizaje hacia un estilo asimilador y convergente.Introduction. The educational model focused on learning attempts to provide the student a more important role in the process of acquiring knowledge, for this it is necessary to identify preferences or learning style of the students. Objectives. Analysis the influence of the use of active methodology and learning styles in students of the methodology course of undergraduate research. Methods. Quantitative study of quasi-experimental, prospective longitudinal design, the study population consisted of undergraduate students of the research methodology course. A non-probabilistic sample was used for convenience, consisting of 79 students. The instrument used was the learning style test developed by David Kolb. The implementation of the active methodology was carried out during the development of the course. Results The participation of the students during the development of classes and the use of texts presented a significant increase. The assimilator learning style corresponded 78,5% and 12,6% for the divergent before the implementation of the methodology and at the end of the study, the students modified their learning style in a significant way with a predominance of assimilator learning style 62 % and 22,8% for the convergent style. Conclusions. The active methodology allows the active participation of the student through questions, contributions and encourages the use of texts. It also significantly modifies the learning style towards an assimilator and convergent style

The British Influence in the Birth of Spanish Sport

Sports started to gain relevance in Spain around the end of the nineteenth century and the beginning of the twentieth century as a leisure and health option of the upper classes imported from Britain. Its early development was intertwined with the spread of other kinds of physical activities with much more tradition on the continent: gymnastics and physical education. First played by the ruling classes – aristocracy and high bourgeoisie – sports permeated towards petty bourgeoisie and middle classes in urban areas such as Madrid, Barcelona, San Sebastián and Santander. This pattern meant that the expansion of sports was unavoidably tied to the degree of industrialisation and cultural modernisation of the country. Since 1910, and mainly during the 1920s, sport grew in popularity as a spectacle and, toa much lesser degree, as a practice among the Spanish population