Last row effect: ¿influye el sitting en los resultados del estudiante?

[ES] En la literatura, diversos autores han analizado cómo la ubicación de los estudiantes en el aula afecta a su rendimiento académico y motivación durante las clases. En esta línea, cabe destacar que se han detectado estrechas relaciones entre el número de fila ocupada y el rendimiento obtenido. El presente trabajo contribuye a esta línea de investigación. Más concretamente, realiza un estudio de las citadas características con los estudiantes del primer curso del Grado en ADE para Emprendedores del Centro Universitario EDEM-Escuela de Empresarios de Valencia, analizando su nota relativa a la actitud en clase y el examen final, a lo largo de tres asignaturas con caracteres totalmente distintos: Incorporación a los Estudios de ADE, Introducción a la Economía y Matemáticas I. En particular, los resultados obtenidos permiten conocer mejor la localización de determinados tipos de estudiantes en el aula, pudiendo ayudar al docente (y/o institución educativa) a considerar sus necesidades específicas o modificar la ubicación de los mismos en el aula, con el fin de mejorar sus rendimientos académicos.[EN] In the literature, several authors have analyzed how the location of the students in the classroom affects their academic performance and motivation during classes. In this sense, it should be noted that close relationships have been detected between the number of row occupied and the obtained output. This work contributes to this line of research. More specifically, it carries out a study of the aforementioned characteristics with the students of the first year of the Degree in Business Administration for Entrepreneurs at the University Center EDEM-School of Entrepreneurs of Valencia, analyzing its relative marks on attitude in class and final exam, over three subjects with totally different characteristics: Introduction to Business Management Studies, Introduction to Economics and Mathematics I. In particular, the results obtained allow to better understand the location of certain types of students in the classroom, being able to help the professor (and/or the educational institution) to consider their specific needs or modify their location in the classroom, in order to improve their academic performance.Sotomayor, V.; Maldonado, M.; Villagrasa, J. (2021). Last row effect: ¿influye el sitting en los resultados del estudiante?. En IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 471-484. https://doi.org/10.4995/INRED2020.2020.11945OCS47148

A specific scoliosis classification correlating with brace treatment: description and reliability

<p>Abstract</p> <p>Background</p> <p>Spinal classification systems for scoliosis which were developed to correlate with surgical treatment historically have been used in brace treatment as well. Previously, there had not been a scoliosis classification system developed specifically to correlate with brace design and treatment. The purpose of this study is to show the intra- and inter- observer reliability of a new scoliosis classification system correlating with brace treatment.</p> <p>Methods</p> <p>An original classification system ("Rigo Classification") was developed in order to define specific principles of correction required for efficacious brace design and fabrication. The classification includes radiological as well as clinical criteria. The radiological criteria are utilized to differentiate five basic types of curvatures including: (I) imbalanced thoracic (or three curves pattern), (II) true double (or four curve pattern), (III) balanced thoracic and false double (non 3 non 4), (IV) single lumbar and (V) single thoracolumbar. In addition to the radiological criteria, the Rigo Classification incorporates the curve pattern according to SRS terminology, the balance/imbalance at the transitional point, and L4-5 counter-tilting. To test the intra-and inter-observer reliability of the Rigo Classification, three observers (1 MD, 1 PT and 1 CPO) measured (and one of them, the MD, re-measured) 51 AP radiographs including all curvature types.</p> <p>Results</p> <p>The intra-observer Kappa value was 0.87 (acceptance >0.70). The inter-observer Kappa values fluctuated from 0.61 to 0.81 with an average of 0.71 (acceptance > 0.70).</p> <p>Conclusions</p> <p>A specific scoliosis classification which correlates with brace treatment has been proposed with an acceptable intra-and inter-observer reliability.</p

What is happening in the process of engaging architectural students and teachers for Including virtual and interactive systems in the projects developments?

The new technologies applied to complex learning environments need a pedagogical design adapted to the competences that we want to enforce or improve, the adaptation of the teacher, new and actualized resources, and the capacity to make the learning following both, the face-to-face as the on-line mode. Our paper presents the perception of students and teachers, how by using the Project-Based Learning (PBL) approach and using a gamified and interactive Virtual Reality (VR) system in the context of Building, Urban and Architecture studies we can re-force the acquisition of visual management competences. To improve the spatial competences and the visual understanding of 3D complex models for re-organizing the urban space, we have designed an educational proposal based on free applications where the students must design, create and integrate ephemeral architecture proposals for a citizenship final urban interaction. This step incorporates to the student’s assessment an informal feedback, which complements the formal evaluation and gives them a point of view based on valuable social data for further projects. However, the lack of standards, the complexity of the software, the learning times, and the teacher’s rejection to use these approaches, many times due to lack of interest or because of the digital gap derived from age and the classical workflows, are factors that are complicating the modernization of the learning process, establishing a low level of implantation and student’s use in other subjects, as our study demonstrates. For these reasons, we have conducted an explorative research to compare the perception of the students and the teachers, with the clear result, that shows that nowadays in Architecture education, we can find a gender, and age gap in the acceptation of these systems, something that blocks their training, while in the professional sector are used and demanded.info:eu-repo/grantAgreement/MINECO/1PE/ BIA2016-77464-C2-1-RPostprint (author's final draft