See Now, Buy Now Model: A Passport to Fashion Brand Equity

In a market accentuated by globalization and digital consolidation, high fashion brands start to rethink the way of producing, communicating and distributing their supply, adopting the See Now, Buy Now (SNBN) model to guarantee the possibility of instant gratification. Literature has been scarce concerning SNBN as a new paradigm of contemporary fashion, more particularly, in what concerns its relationship with brand equity. This study seeks to identify the critical variables of SNBN and analyze its feasibility in production and consumption of fashion. It has applied a mixed and sequential methodology. The Portuguese case is worth analysing because of its similarities with countries where the fashion and creative industries' role is still uncertain, but still often mentioned and talked about. The results suggested that there is a positive relation between its adoption and brand equity – in particular a more hybrid strategy of adoption, considering its risks and investments.JEL Codes - M11; M30; M31; O14; 02

Looking for students' enthusiasm: flipped classroom

The “flipped classroom” is a pedagogical model that consists of putting certain learning processes outside the classroom so that the teacher can devote more class time to students’ acquisition of practical skills, for example. In this way, the teacher is not limited to the transmission of course content, but in addition assumes the role of a mediator in the cognitive process, allowing students to actively construct their own knowledge. In this role, the teacher’s main task is to encourage students to become independent learners. This paper describes the implementation and initial results of the application of the flipped classroom in higher education. This study is part of a larger research project to improve our students’ motivation through the use of the flipped learning. The sample consisted of about 3000 students taking 17 different subjects, in Management and Administration Business, Finance and Accounting, Marketing and Market Research, and Chemistry, at the University of Málaga, and in Accounting and Administration, Business Communication and Marketing at the Polytechnic of Porto. According to our results, students’ motivation and class attendance increased with the application of this model; a comparison of the final exam results from two years with traditional classes and from two years with flipped learning shows that the proportion of students failing the exam decreased, which confirms that the use of this pedagogic model improves student learning.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. This project is financed by Educational Innovation Projects 2017-2019 from Malaga University

Gamificacion in education and active methodologies at Higher education

In recent years, there has been an increasing interest in applying Gamification in Education, which can be defined as the application of game design elements to learning activities. Its purpose is to motivate students by creating an engaging learning experience that can keep students focused on the learning task and its application in the classroom, is still in its emergent stages. Gamification is a great challenge for education, particularly in Higher Education Institutions (HEI) in such a traditional context, as is the case with courses like Management and Administration Business, Finance and Accounting, Marketing and Market Research, Chemistry, Accounting and Administration and Business Communication. This paper presents a study, applied in the 2016/2017 and 2017/2018 academic years, in which the teaching method focuses on a blended learning approach, through the implementation of a flipped classroom model and also through the introduction of online gamification activities such Kahoot! application. Kahoot is a game-based learning platform, used as educational technology that can easily be used for initial, formative and summative assessment of students’ knowledge using individual or collaborative team work mode, adding vitality, student engagement, and also meta-cognitive supports to higher education classrooms with limited instructor or student training required. The participants, in the study, were about 3 000 students of 17 different subjects from the aforementioned courses, of the Malaga University and Polytechnic of Porto. The results of this study suggest that this model improves student learning and are of relevance to researchers, educators and game-based learning designers.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

Introduction to the Special Issue “20 Years of the Euro: Achievements and Challenges”

IntroductionJEL Codes

Influência da consociação com diferentes trevos, da rega e da variedade na produção e qualidade do azevém italiano.

Havendo alguma evidência de que as leguminosas podem beneficiar as gramíneas pela transferência de azoto fixado seria de todo o interesse utilizar consociações em vez de azevém em estreme fertilizado com azoto. Como conclusões gerais, podemos referir que a utilização do trevo squarroso, em consociação com o azevém anual, se mostrou vantajosa, comparativamente aos outros trevos, pois mostrou tendência para apresentar valores mais elevados de produção total de matéria seca, proteína bruta e matéria seca digestível. Porém, as máximas produções foram obtidas com o azevém em estreme fertilizado com 100 kg/ha de azoto à sementeira e após cada corte. No ensaio comparativo entre diferentes dotações de rega e sequeiro verificou-se que mesmo a dotação mais baixa (25% da CC) permitiu duplicar o número de cortes. Em face dos resultados desta actividade, pode concluir-se que a rega pode contribuir, de forma muito significativa, para aumentar a produção e melhorar a qualidade da forragem produzida. A existência de regadio na região, ainda que com pouca água, é fundamental para regularizar a curva de produção de erva nas explorações pecuárias pois além de maiores produções, em quantidade e qualidade, o número de cortes também pode duplicar. A decisão de regar ou não vai depender da viabilidade económica. Relativamente à utilização da variedade bianual em vez da anual, parece não haver vantagem em condições de regadio pois, além de se ter revelado menos eficiente a utilizar a água, cresce pouco no Verão devido às elevadas temperaturas não se justificando, por isso, continuar a regar. Sem humidade no solo, a sua persistência é afectada pelo que não se torna viável continuar a explorá-la no ano seguinte. Assim, uma vez que a água é um recurso cada vez mais escasso e caro, parece que a melhor escolha é o azevém anual com o tratamento de rega mais baixo. No entanto, caso não exista água disponível para regar, a variedade bianual parece mais vantajosa

A House a Small Company

The traditional models of development have allowed humanity to reach social levels never before suspected, but at the same time these developmental models have favored the social division into two large groups: one where people have many resources and manage to satisfy the most minimal cravings and others with very little or nothing, that is debated on a daily basis by hunger, unhealthiness, and lack of education. Local development starts from principles based on the resources and possibilities of communities and people grouped into families that can produce, market and self-supply the productions that are capable of developing within their environment, although under certain conditions external resources are considered. The project aims to promote favorable conditions. Therefore, that the province of Manabí can sustain its agricultural production from the families themselves, by introducing innovations in the systems or local groups of small businesses that stimulate social development in the territorial dimension, promoting a change that favors the development of zone 4 and the progress of the small business

Yield, technological quality and water footprints of wheat under Mediterranean climate conditions: A field experiment to evaluate the effects of irrigation and nitrogen fertilization strategies

The evaluation of the role of different agronomic strategies in achieving sustainable wheat yields under variable Mediterranean climate conditions may involve the use of resource-use indicators that combine productivity and environmental impact. A two-seasons field experiment was conducted in South Portugal to study the effect of water regimes and nitrogen fertilization on wheat yield, grain quality and water use evaluated with water productivity and water footprint indicators. The water regime treatments were full irrigation, supplemental irrigation, and rainfed. Nitrogen fertilizer treatments, including conventional and enhanced efficiency fertilizers (EEF) were distinguished by N splitting and timing over the crop cycle. Contrasting meteorological variables in the two years caused distinct wheat productive responses. Although leading to lower grain yields, supplemental irrigation guaranteed a water productivity similar to full irrigation. The use of EEFs in which 50% of the total nitrogen was applied at the booting phase had a positive significant effect on grain protein content and on dough rheologic properties, indicating that late nitrogen applications benefit the technological quality of wheat. The average total water footprints estimated for the two seasons showed no relevant differences but the partition of the green, blue and grey components in irrigated wheat varied, with an increased importance of blue water consumptive use in the second year of the experiment. In fact, the ratio blue water footprint/green water footprint increased from 0.40 to 2.00 due to higher irrigation requirements. High grey water footprint in rainfed wheat was mostly influenced by lower yields in 2018–2019, and by an advantageous rainfall distribution during the 2017–2018 season. No significant reduction in grey water footprint was observed when using EEFs. A multivariate statistical approach through factor analysis (FA) and multivariate linear regression (MLR) was used to examine the data structure and correlation. FA resulted in three-factor models of yield and water use, yield components and wheat quality, in the first season. In the second, drier, season, variables most related with irrigation water use were clustered in one detached factor. The stepwise MLR pointed to a good prediction capability of water footprints from NDVI measured with proximal sensors at booting, anthesis, maturation and/or tillering

Artificial intelligence for the detection of colorectal precancerous lesions in colonoscopy

Inteligencia artificial; Lesiones precancerosas colorrectales; ColonoscopiaIntel·ligència artificial; Lesions precanceroses colorectals; ColonoscòpiaArtificial intelligence; Colorectal precancerous lesions; ColonoscopyEl sistema GI Genius™ es un dispositivo de inteligencia artificial que funciona como apoyo a la detección y caracterización de lesiones precancerosas y ayuda al diagnóstico precoz del cáncer colorrectal vía la utilización de marcadores visuales. Este sistema de apoyo funciona como un complemento para el endoscopista durante la colonoscopia, resaltando las regiones con características visuales compatibles con diferentes tipos de alteraciones de la mucosa, como pólipos colorrectales de todos los tamaños, formas y morfología, así como la caracterización en adenoma o no adenoma

Revisión bibliográfica sobre diagnóstico y atención al Trastorno Reactivo del Apego

Informes de Evaluación de Tecnologías Sanitarias[ES] Introducción El trastorno reactivo del apego (TRA) surge cuando no se desarrolla un apego seguro con los cuidadores primarios en la infancia temprana como consecuencia de graves experiencias, negligencia o privación, de abuso o de separación abrupta de los cuidadores entre los seis meses y tres años de edad, o como resultado de una ausencia de respuesta adecuada por parte de la persona cuidadora a las necesidades de comunicación del niño/a. Objetivos Realizar una revisión bibliográfica sobre la evaluación, el diagnóstico y la atención del trastorno reactivo del apego. Metodología Revisión sistemática de la literatura científica publicada entre 2015-2019 (actualizada a 15/02/2022). Se realizó una búsqueda en: Medline (PubMed), Embase, Web of Science, Scopus, Cochrane Database of Systematic Reviews (Cochrane Library), Cochrane Central Database of Controlled Trials-Central, PsycINFO, Education Resources Information Center (ERIC), The Campbell Library, Tripdatabase, Prospero, DARE (Database of Abstracts of Reviews of Effects), Health Technology Assessment (HTA) Database y NHS-EED (National Health System Economic Evaluation Database) Centre for Reviews and Dissemination (CRD), Biblioteca Virtual en Salud.La selección ha incluido informes de evaluación de tecnologías sanitarias, guías de práctica clínica, revisiones sistemáticas, metanálisis y documentos de consenso, posicionamientos y protocolos de Sociedades Científicas. Resultados Se han seleccionado un total de 3 estudios publicados tras el cribado de la bibliografía encontrada llevado a cabo por pares. Se trata de un informe de Evaluación de Tecnologías Sanitarias, de una guía de práctica clínica de NICE y una guía clínica de la AACAP. Estos estudios han utilizado una terminología diversa: problemas graves de apego o dificultades de apego (incluye patrones de apego desorganizados y trastornos de apego) en los dos primeros; y trastornos reactivos del apego en el tercer documento. Conclusiones La evidencia disponible recomienda para el diagnóstico de trastorno reactivo del apego utilizar los criterios DSM-V y CIE-10, y no emplear herramientas para la detección de patrones o dificultades de apego. Se recomiendan intervenciones psicoterapéuticas para ayudar a los niños con trastornos reactivos del apego y sus cuidadores. La terapia se realiza desde dos perspectivas diferentes: solo con la persona cuidadora o con el par cuidador-niño. Se recomienda la utilización de la técnica vídeo-feedback.Existe una amplia literatura disponible en el campo del apego y los patrones de apego. Sin embargo, en el caso de los trastornos reactivos del apego la evidencia disponible es muy limitada en lo que se refiere a las herramientas diagnósticas y las intervenciones. [EN] Introduction Reactive attachment disorder (RAD) arises when a secure attachment to primary caregivers does not develop in early childhood as a result of severe experiences, neglect or deprivation, abuse, or abrupt separation from caregivers between six months and three years of age, or as a result of a lack of adequate response by the caregiver to the child’s communication needs. Objectives To perform a literature review on the assessment, diagnosis and care of reactive attachment disorder. Methods A systematic review of the literature published between 2015-2019 has been carried out (updated to 15/02/2022). A search was conducted on: Medline (PubMed), Embase, Web of Science, Scopus, Cochrane Database of Systematic Reviews (Cochrane Library), Cochrane Central Database of Controlled Trials-Central, PsycINFO, Education Resources Information Center (ERIC), The Campbell Library, Tripdatabase, Prospero, DARE (Database of Abstracts of Reviews of Effects), Health Technology Assessment (HTA) Database and NHS-EED (National Health System Economic Evaluation Database) Centre for Reviews and Dissemination (CRD), Biblioteca Virtual en Salud.The selection included health technology assessment reports, clinical practice guidelines, systematic reviews, meta-analyses and consensus documents, positions and protocols of Scientific Societies. Results A total of 3 published studies have been selected after screening the literature found in pairs. These are a Health Technology Assessment report, a NICE clinical practice guideline and an AACAP clinical guideline. These studies have used a variety of terminology: severe attachment problems or attachment difficulties (including disorganized attachment patterns and attachment disorders) in the first two; and reactive attachment disorders in the third document. Conclusions For the diagnosis of reactive attachment disorder, it is recommended to use the DSM-V and ICE-10 criteria, and not to use tools for the detection of patterns or difficulties attachment. Psychotherapeutic interventions are recommended to help children with reactive attachment disorders and their caregivers. Therapy is conducted from two different perspectives: with the caregiver alone or with the child-child pair. The use of video-feedback interventions is recommended.There is an extensive literature available in the field of attachment and attachment patterns. However, in the case of reactive attachment disorders the available evidence is very limited in terms of diagnostic tools and interventions.Este documento ha sido realizado por la Agencia de Evaluación de Tecnologías Sanitarias del Instituto de Salud Carlos III en el marco de la financiación del Ministerio de Sanidad, Consumo y Bienestar Social para el desarrollo de las actividades del Plan anual de Trabajo de la Red Española de Agencias de Evaluación de Tecnologías Sanitarias y Prestaciones del SNS, aprobado en el Pleno del Consejo Interterritorial del SNS de 4 de marzo de 2019 (conforme al Acuerdo del Consejo de Ministros de 13 de diciembre de 2019).ÍNDICE DE TABLAS ÍNDICE DE FIGURAS SIGLAS Y ACRÓNIMOS SUMMARY Introduction Objectives Methods Results 11 Conclusions RESUMEN Introducción Objetivos Metodología Resultados Conclusiones 1. INTRODUCCIÓN 2. OBJETIVOS 2.1. Objetivo general 2.2. Alcance 3. METODOLOGÍA 3.1. Revisión sistemática de la literatura 3.1.1. Criterios de selección de estudios 4. RESULTADOS 4.1. Revisión sistemática de la literatura 4.1.1. Descripción y calidad de los estudios seleccionados 4.2. Resultados sobre diagnóstico y atención 4.2.1. Diagnóstico del Trastorno Reactivo del Apego 4.2.2. Atención al Trastorno Reactivo del Apego 5. DISCUSIÓN 6. CONCLUSIONES CONTRIBUCIÓN DE LOS AUTORES DECLARACIÓN DE INTERESES REFERENCIAS ANEXOS Anexo 1. Estrategia de búsqueda Anexo 2. Resumen estudios incluidos Anexo 3. Herramientas diagnosticas incluidas en la guía NICE diagnósticas Anexo 4. Evaluación de la calidad Herramienta AGREE II Herramienta AGREE II Herramienta AMSTARS

Effect of Mixed Oxide-Based TiO2 on the Physicochemical Properties of Chitosan Films

The physicochemical, mechanical, and structural properties of chitosan-based films (CS) alone or CS-films with mixed oxide nanoparticles (TiO2-ZnO-MgO, TZM; CSTZM) at different concentrations (125, 250, and 500 μg mL−1) were investigated. The addition of nano-TZM promoted a color change (from colorless to white) in the film-forming solution, which increased its turbidity and it decreased viscosity. CSTZM were semitransparent (transmittance, T% decreased up to 49%) compared to CS-based films (T% = 95.5). CSTZM (particularly at a concentration of 500 μg mL−1) exhibited an improvement in the moisture content (decreased from 12.6 to 9.67%), water solubility (decreased from 14.94 to 10.22%), degree of swelling (increased from 19.79 to 36.28%), water vapor barrier (decreased from 6.62 x 10−16 to 4.33 x 10−16 g m−1 h−1 Pa−1), thermal stability (the endotherm peak increased from 99.5 to 157.7 °C), and mechanical properties (tensile strength and elongation at break increased from 4.15 to 4.98 kPa and 6.96 to 56.18%, respectively, while the modulus of elasticity decreased from 144 kPa to 4.11 kPa), without toxicity effects on Artemia salina (93.33% survival). X-ray diffraction and Fourier transform infrared studies demonstrated an interaction between CS-based films and nano-TZM. Overall, this film exhibited great potential for diverse industrial applications