Carga de trabajo en diferentes asignaturas que experimentan el sistema ECTS

In the last few years, some university professors have been undertaking activities in anticipation to the European Credit Transfer System (ECTS). One of the great worries these professors have is the workload stemming from this type of methodology compared to more traditional teaching methods. In this paper we present the results of a study which has systematically counted the work hours one must dedicate to subject matters under the ECTS system. The number of hours concern both educators and students in three separate cases. Empirical data show the viability of implementing this type of proposals in the actual conditions in Spanish universities.En los últimos años parte del profesorado universitario está realizando experiencias de anticipación del sistema European Credit Transfer System (ECTS) dentro del proceso de Convergencia hacía el Espacio Europeo de Educación Superior (EEES). Una de las mayores preocupaciones es la excesiva carga de trabajo que puede suponer la utilización de este tipo de metodologías respecto a los modelos de enseñanza tradicional. En este trabajo presentamos los resultados encontrados al realizar un recuento sistemático de la cantidad de horas de trabajo que supone llevar a cabo asignaturas basadas en la metodología de aprendizaje que están en la línea propugnada por el sistema ECTS. Hemos realizado el recuento en tres casos, tanto en lo relativo al trabajo del alumnado como al trabajo del profesorado. Los datos empíricos recogidos demuestran que generar este tipo de propuestas es viable en las condiciones actuales de trabajo en muchas de las universidades españolas

On the incorporation of interval-valued fuzzy sets into the Bousi-Prolog system: declarative semantics, implementation and applications

In this paper we analyse the benefits of incorporating interval-valued fuzzy sets into the Bousi-Prolog system. A syntax, declarative semantics and im- plementation for this extension is presented and formalised. We show, by using potential applications, that fuzzy logic programming frameworks enhanced with them can correctly work together with lexical resources and ontologies in order to improve their capabilities for knowledge representation and reasoning

Factors associated with compliance with physical activity recommendations among adolescents in Huesca.

BACKGROUND: Schools have been identified as environments of choice for physical activity promotion. This study examines factors associated with compliance with objectively assessed physical activity recommendations for early adolescents taking part in “Sigue la Huella”, a school-based intervention guided by a social ecological framework and Self-Determination Theory (Deci & Ryan, 2002). METHODS: A total of 200 students (108 boys) aged 12-13 years (M = 12.16; SD = ± 0.51), wore accelerometers during a 7-day period and completed a questionnaire. Participants were considered compliant to the recommendations if their moderate to vigorous physical activity, averaged over 7 days, was =60 minutes a day. RESULTS: 57.4% of boys and 9.9% of girls met recommendations. In a mixed logistic regression model, compliance was higher among boys and students attending private schools, and lower for obese students. Compliance was also associated with higher perceptions of physical competence, higher perceptions of autonomy in physical education, greater importance attached to physical education and less sedentary behavior. CONCLUSIONS: Assessed objectively, gender differences in compliance with physical activity recommendations were greater than expected. Self-Determination Theory emerged as a useful framework to identify motivational factors that can be addressed in school-based physical activity interventions and programs for early adolescents

Cannabinoid CB1 and CB2 Receptors and Fatty Acid Amide Hydrolase Are Specific Markers of Plaque Cell Subtypes in Human Multiple Sclerosis

post-prin

¿Difieren las influencias personales, sociales, ambientales y psicológicas en la actividad física en base al tipo desplazamiento al centro escolar?

El objetivo del estudio es conocer el papel de un desplazamiento activo o pasivo en un modelo con influencias económicas, como la ocupación del padre y de la madre, psicológicas, como la percepción individual de salud, y variables demográficas sobre la actividad física. 1618 adolescentes (734 chicas) de primero a cuarto curso de Educación Secundaria Obligatoria (Medad = 14.46; DT = 1.28), muestra representativa de Aragón (3 %), contestaron cuestionarios sobre las variables estudiadas. El modelo de ecuaciones estructurales mixto multigrupo para clases conocidas muestra que en aquellos adolescentes que se desplazan activamente al centro escolar, su salud percibida está muy relacionada con su actividad física, y con el nivel socioeconómico parental, mientras que la influencia de género y edad permanece constante entre subpoblaciones. The study aim is to analyze the role of active vs. passive commuting in a model with socio economic influences, father and mother professional level, psychological influences, as perceived health, and demographic variables as gender and age related with physical activity. A representative sample of Aragon (3 %), 1618 adolescents (734 girls) between 1o and 4o years of Education Secondary Obligatory (Mean age = 14.46, SD = 1.28 years) completed questionnaires to assess the studied variables. The mixture structural modeling multigroup with known classes shows that the perceived health of active commuting adolescents are strongly related with physical activity and socioeconomic status. Gender and age are related with physical activity in sedentary and active commuting groups

Actividad Física y apoyo de la autonomía: el rol del profesor de Educación Física

hysical Education (PE) teachers play an essential role in promoting physical activity (PA) with their teaching activity. The purpose of this study was to analyse the influence that perceived autonomy support from PE teachers exercises on regular engagement in PA, both from the students’ and from the teachers’ viewpoint. A total of 831 adolescents took part (M = 14.32; DT = .73; 372 boys and 459 girls) and 18 PE teachers (9 men and 9 women) from the cities of Huesca (Spain) and Tarbes (France). A linear regression analysis in stages was performed, which showed that both greater perceived autonomy support from the PE teachers by the students, and highly autonomous orientation of the PE teachers, positively predict greater engagement in regular PA in adolescents. The development of an autonomy-oriented climate in PE must construct one of the major pillars of the entire education process. That favourable climate must be based on the teaching intervention and discourse of the PE teachers as determining elements of the adolescents’ behaviour, being able to contribute to their development as more active people in their free time

Dissemination, implementation, and evaluation of an effective school-based intervention to promote physical activity in adolescents: a study protocol

Adolescents around the world do not engage in sufficient physical activity and the Spanish context is no exception. Understanding the educational context as a complex system, school-based multi-level and multi-component interventions seem to be an effective strategy to reverse this trend. Moreover, a co-creational approach seems to facilitate the mobilization of community partnerships and the engagement of stakeholders in the intervention process. This study aims to describe the dissemination, implementation, and evaluation process of an effective school-based intervention program in another setting using the replicating effective programs framework and a co-participatory approach. This study will be conducted in two Spanish secondary schools located in the region of Aragon (experimental vs. control school) in a sample of adolescents in the second grade (13–14 years old). To evaluate the effectiveness, different health behaviors such as physical activity, sleep, sedentary time with screens, nutrition, and psychosocial variables will be quantitatively measured at baseline and after the implementation of the intervention. Qualitative methods will also be used to better understand the implementation process and the co-creation approach, as well as to provide insights into the sustainability of the intervention program. The current study has the potential to provide strong information about the dissemination, implementation, and evaluation process of school-based programs to promote healthy behaviors among adolescents