Aprende Jugando. A game for children with ASD

Treball final de Grau en Disseny i Desenvolupament de Videojocs. Codi: VJ1241. Curs acadèmic: 2019/2020Autism spectrum disorders (ASD) are a group of neurobiological developmental disorders that have no cure and have a serious impact on daily life from a psychosocial and family perspective. As a result, social discrimination occurs that is accentuated in later stages of life. For these reasons, the main objective of this work is to create a tool capable of stimulating the main deficiencies of these children (social, academic and psychomotor skills) through playful activities. Likewise, it is intended to seek as a secondary purpose the inclusion in the school environment and ultimately in society. For this, a video game made of different mini games whose target are children with ASD has been programmed. This minigames are made in order to help these children to improve their main deficiencies like empathy, social relationships, mental calculation ... All these mini-games have a very attractive cartoon art for children and easy-to-understand feedback through sounds and text boxes that allow the user's attention to be focused and make engagement on him. As for the testing of the video game, it has been tested in relatives of approximately 5 years of age without associated disorders, obtaining good results. However, it would be convenient to test it with the public for whom it was designed and check its effectiveness. Lastly, it should be noted that this work is an academic project carried out to obtain the final degree project (TFG) of the Degree in Video Game Design and Development at the Jaume I University

Reflexiones sobre las raíces del nacionalismo étnico vasco y su influencia en el proceso político

The objective of the working paper is to establish a relationship between the Basque nationalist ideology in its two principal manifestations (the nonterrorist approach of the PNV and the terrorist movement of ETA) and the influence that it exerts on the general political activity of Spain’s democracy as well as on the daytoday lives of the people in the country. The main reason for the role played by this phenomenon is not the weight of the nationalist ideology itself (which Spain’s population sees as antiquated), but rather the “pro domo sua” use which nonterrorist nationalism makes of the acts of violence and the threats against democracy by the terrorists. Following an analysis of the main characteristics defining the Basque nationalist ideology, the conclusion is that the PNV consists of a bourgeois machinery designed at the end of the 19th century in order to attain and hold power with a scarcely democratic ideological base, which uses the support of the terrorist movement (even though it may not share all of its objectives, which ETA defines ambiguously as independence and socialism) but rather because the terrorist activity facilitates the line of argumentation that the terrible violence inflicted upon the Basque people can only be resolved by means of political concessions which should lead to independence under the guidance of the PNV. This is nothing more than a fallacy, ignoring the fact that Basque society is not a homogeneous society, but rather is terribly divided into two halves, to which a democratic decisionmaking mechanism of a simple majority cannot be applied, as the situation calls for a consociationbased democracy. Even a number of outstanding nonterrorist nationalists believe that it is neither possible nor acceptable to carry out a reform of the Statute that would involve the supplanting of the political subject constituted on the basis of a covenant by another political subject constituted simply by the decision of a relative majority

Ethnography inquiry and teacher education. The use of diaries for the comprehension of educational practice

We present in this communication a work of inquiry carried our using the diaries of students participating an educational experience in a primary school. Along a semester, a group of 10 students was workomg with a community learning project. These students were engaged with a teacher training experience which is being developed in the Education College at the University of Málaga. In this experience some teacher students attended two subjects of his education as collaborators in this school. His experience was collected systematically in field diaries in which they reflected their everyday experience in the school, as well as his insights, assessments, feelings, etc. These diaries become into the working material to study the school functioning and their experience. For that reason, working meetings were held with teachers of their subjects at the university. Collaboratively, diaries were analyzed, categorized and interpreted in an attempt to understand the school practice, and thus, progress their training process.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Experiences from the academic training. Study about the identity of the novice teacher, second part.

We present some progresses of the current research project we are developing called "The professional identity of teacher studies”. It aims to analyse the training received by students in the faculties of education in the Autonomous Community of Andalusia, especially in the degrees of pre-school education and primary education. To that effect we enquiry about the influence of the experience as school student in their training and what kind of professional identity they are generating along the formation period and after five years of activity as teachers. We present some results from the second phase of the research project: The analysis of the teacher students experience accounts in the collegeUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Ethnography, visual narratives and learning ecologies. The 'Universidad Rural Paulo Freire' case.

In this paper, we present some of the results of the R&D Project called "Ecologies of learning in multiple contexts: analysis of expanded education projects and citizenship configurations" funded by Minister of Economy and Competitiveness (Spain). The interest of this project arises after considering that much of the individual and organizational learnings have been turning invisible in different educational spaces. Therefore, our purpose is to study the different socio-educational mechanisms that individuals and organizations put into play in different scenarios: schools, asociations, virtual academical contexts, etc. On this ocassion, we present some of the methodological issues and results of a specific case: "La Universidad Rural Paulo Freire de la Serranía de Ronda" (onwards URPF), a rural socio-educative organization. The ethnography is being developed in Benalauría (Ronda mountain range). This organization is focused in the recovery of traditional learnings that people used to have around the rural world. It is settled in a critical perspective that connects their educational actions under the approaches of sustainability, dignity, feminism, etc. The general objectives we consider for this project are the following: - To know life style of people in Benalauría context. - To understand the configuration of URPF group and its impact in the territory. - To promote learning communities of practice with other organizations. As specific objectives, we emphasize: - To review the conceptual frameworks those allow us to understand the practices of invisible learning in this experience. - To generate visual narratives those evidence the work and identity features of the URPF. - To analyse the life stories of the people who are part of this experience (as well as the collective story), for the understanding of socio-educational action in rural contexts through dialogue of knowledge, generation of democratic practices and collaborative participation. - To generate spaces for dialogue with other organizations, groups and people for the creation of networks and learning communities.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Work, Professional Development And Teaching Commitment: Deconstructing Meanings

The paper we present is part of the research project "The professional identity of teacher studies", that we are development for last 3 years. The third phase of this research put the focus on the experience of job placement of novel teachers, graduated no more than 5 years. We work with focal groups and professional experience and teacher education accounts of teachers implied in this research. Also, for any teachers, we do biographical interviews to deepen on processes of construction of professional identity. In this paper we present the Ana Belen History, a female teacher of pre-school education with an experience of 4 years in school, working in a urban school with students in risk of exclusion. This school have a educative project, commitment with the neighbourhood, joint with the community and other social groups. Ana Belen story, from professional perspective, is linked with the social politic and educational commitment of this school. Our interest is focused in the comprehension of professional identity that Ana Belen has gone forging along her personal story and how her education and job placement has contributed for it. Also we are interested in knowing how early professional experiences have influenced in her professional development as teacher. Specifically we ask ourselves about what influence have for her professional identity, that her career starts in this particular school. In consequence, this paper leads us to question the current teacher education model. In particular we are interested on the kind of professional experience that have place and, so, the kinds of commitments that enables. We understand that frameworks in which professional education and experience have place are relevant to enable more or less transformer understandings about teaching. From conceptual perspective this paper adopts a socio-critical point of view (Gergen, 1985; Kincheloe, 2001; Wenger, 1988, etc.). We understand that teaching has to be analysing according work contexts and personal stories of teachers, because we face processes historical and collective building. Teaching is the result of action of their actors, over time, and in specific stage. So, with this research we intend to break with the old gap between pre and in-service education. We think that both of them are part of the same process and are formed according similar logical; although scenes change. We understand that they are part of a continuous process in which is giving sense to different and complex settings where teaching profession is built, but they are not differenced and independent stages. The teacher work, so, is subject to particular conditions, generated from such different fields as institutional, corporative, cultural, social, political, moral, etc. It displays a kaleidoscopic view on space, time, context, ... These are the axis in which the teaching is formed, from the complexity and heterogeneity. How this complexity is articulated results in different ways to face the teacher work, according different personal and professional stories. The teacher acts with subjects in instituted contexts from relationships he has with them, which gives a situated and contingent character. But, these contexts are strongly structured and ruled according centralized and generalized positions; which is, at the very least, paradoxical. Possibly, from our point of view, same of the crisis of teaching have to explain from this paradoxical perspective and the conflict, which characterize this job (Rivas, Leite y Cortés, 2011)Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Fractura-luxación de Galeazzi, con epifisiolisis cubital distal e interposición tendinosa.

Una rara variante no descrita de la fractura-luxación de Galeazzi, con afectación de la epífisis del cúbito, cuya reducción estaba impedida por la interposición del tendón Extensor Carpi Ulnaris, (extensor cubital del carpo). Los autores presentan un caso y revisan la literatura, así como su solución quirúrgica y resultado obtenido.An unusual variant of Galeazzi's fracture-luxation involving the distal ulnar epiphysis, whos e reduction was impeded by the interposition of the Extensor Carpi Ulnaris (ECU) tendom. Presentation of a case and revision of the current literature

Teacher education by volunteering in learning communities

El trabajo presentado forma parte del proyecto I+D+I “Ecologías del aprendizaje en contextos múltiples: análisis de proyectos de educación expandida y conformación de ciudadanía” financiado por MIMECO, España.El artículo presenta parte de los resultados de investigación sobre el trabajo del voluntariado en centros educativos que son comunidades de aprendizaje como una forma de avanzar en procesos de formación docente diferentes a los vigentes.Universidad de Málaga. Campus de la Excelencia Internacional Andalucía Tech

Traveling fronts in systems of particles with random velocities

We explore a reaction-dispersal mechanism for the generation of wave fronts which consists of a set of particles traveling with random velocities (chosen from arbitrary distributions) which experience an autocatalytic reaction. The differences found between this mechanism and approaches based on the continuous-time random walks, where the particles are assumed to perform discrete jumps from one position to another, are analyzed and discussed. A complete analytical treatment of our velocity model is achieved, which allows us to predict the constant speed of traveling fronts or their time dependence in case they are accelerated. Also, a general criterion to distinguish the situations of fronts with constant speed from those accelerated is provided. From it, we conclude that accelerated fronts should be expected in different situations easily achievable in nature