Empleo de la Historia del Arte para la adquisición de nociones estructurantes del área de Conocimiento del Entorno en Educación Infantil: espacio y tiempo

Presentamos una experiencia llevada a cabo por alumnas de 3º curso del Grado de Maestro de Educación Infantil en la UPNA, durante las prácticas escolares. La adquisición de los constructos espacio-temporales en Educación Infantil, imprescindibles para estructurar el pensamiento, presenta no pocas dificultades; esto es debido a la naturaleza de los aprendizajes, tanto como a las características psicológicas de esta etapa. Para facilitar su adquisición de forma significativa, y debido a que su carácter polisémico le aporta un alto valor educativo, proponemos el recurso de la imagen. En este caso concreto presentamos el proyecto realizado en segundo ciclo de educación Infantil, sobre la base de una obra de arte pictórica: La familia del Duque de Osuna, pintada por Goya en 1788

How do neighboring peer companies influence SMEs’ financial behavior?

Recent research into corporate finances has found that the financial decisions of peer companies are related. Companies tend to “kept an eye” on the decisions of other peer companies, among other things, trying to overcome the limitations caused by the lack of information. This paper further examines these interactions including geographical proximity among companies. With this aim, we use a heterogeneous Partial Adjustment Model on a sample of 12, 444 small and medium Spanish manufacturing industrial companies. We find strong nonlinearities in the adjustment processes of liquidity, indebtedness and profitability ratios associated with basic characteristics of the companies such as size, technology, age or financial imbalances. Our results indicate that the influence of the environment on the financial behavior of each company, and its responsiveness, vary in function of neighbor firms’ characteristics

Fine Needle Aspiration Cytology of the Breast: The Nonmalignant Categories

Currently, accurate diagnosis of breast lesions depends on a triple assessment approach comprising clinical, imaging and pathologic examinations. Fine needle aspiration cytology (FNAC) is widely adopted for the pathologic assessment because of its accurracy and ease of use. While much has been written about the atypical and maliganant categories of FNAC diagnosis, little covers the non-malignanat category which represents a sheer number in all FNAC cases. Moreover, any false-negative diagnosis of the non-malignant cases may lead to missed diagnosis of cancer. This paper aims to discuss the issues of smear adequacy, the cytologic features of benign breast lesions and the dilemma of a false-negative aspirate. Much has been suggested about the smear adequacy criterion, including quantifying epithelial clusters, whereas others advocate basing adequacy on qualitative quantum of using noncellular features of FNAC. Various benign lesions could be easily diagnosed at FNAC; however, they have cytologic features overlapped with malignant lesions. False negativity of FNAC does occur; this could be caused by either “true” false-negative cases attributed to suboptimal sampling technique, poor localization of the mass or nonpalpable lesions or “false” false-negative cases due to interpretational errors. Though false-positive cases are less commonly found, they will also be discussed briefly

Technological pedagogical content knowledge: implementation of a didactic proposal for preservice History teachers

Information and communication technologies (ICTs) now form part of virtually all aspects of our daily lives, including education. However, teacher training in digital competence has been pushed into the background, especially in social sciences and in history instruction, in which digitalization and the use of ICTs is an opportunity for improvement and educational innovation. Consequently, proposals integrating the various types of knowledge into the training of history teachers are still rare and scarce. To solve this problem, this study presents a mixed quantitative and qualitative analysis using a pre- and posttest questionnaire with a sample of 235 students of the primary education degree at the Public University of Navarre who took part in an innovative didactic proposal that was implemented using the technological pedagogical content knowledge (TPACK) model based on digitized primary sources in three resources: PARES (Spanish Archive Portal), EUROPEANA, and BNE (National Library of Spain). The primary aim of this study was for preservice teachers to develop digital competence in teaching social sciences by integrating the technological, pedagogical and content knowledge types using the TPACK model. There were three specific objectives. The first was analyzing the digital knowledge of students following a primary education degree concerning the use of ICTs in history instruction. The second was implementing a didactic proposal in the teaching social sciences course based on the TPACK model by integrating ICTs and history instruction using Spanish and European digitized primary historical sources. Finally, the third was evaluating the impact of this didactic proposal on developing the knowledge types linked to the TPACK model, especially content knowledge (CK) and its technological content knowledge (TCK) and pedagogical content knowledge (PCK) combinations.This work was supported by the Grupo de Investigación ARGOS (S50_20R), University of Zaragoza

Exploring temporality in socio-ecological resilience through experiences of the 2015–16 El Niño across the Tropics

In a context of both long-term climatic changes and short-term climatic shocks, temporal dynamics profoundly influence ecosystems and societies. In low income contexts in the Tropics, where both exposure and vulnerability to climatic fluctuations is high, the frequency, duration, and trends in these fluctuations are important determinants of socio-ecological resilience. In this paper, the dynamics of six diverse socio-ecological systems (SES) across the Tropics – ranging from agricultural and horticultural systems in Africa and Oceania to managed forests in South East Asia and coastal systems in South America – are examined in relation to the 2015–16 El Niño, and the longer context of climatic variability in which this short-term ‘event’ occurred. In each case, details of the socio-ecological characteristics of the systems and the climate phenomena experienced during the El Niño event are described and reflections on the observed impacts of, and responses to it are presented. Drawing on these cases, we argue that SES resilience (or lack of) is, in part, a product of both long-term historical trends, as well as short-term shocks within this history. Political and economic lock-ins and dependencies, and the memory and social learning that originates from past experience, all contribute to contemporary system resilience. We propose that the experiences of climate shocks can provide a window of insight into future ecosystem responses and, when combined with historical perspectives and learning from multiple contexts and cases, can be an important foundation for efforts to build appropriate long-term resilience strategies to mediate impacts of changing and uncertain climates