Modificación de las actitudes del alumnado de secundaria hacia la práctica de actividad

La orientación de las actitudes hacia la práctica física se presenta como un aspecto importante para la adquisición y mantenimiento de hábitos físico-deportivos en la adolescencia durante su tiempo de ocio. En este trabajo se resentan los resultados logrados a través de un programa de intervención en Educación Física orientada a la salud en alumnos de 4o de E.S.O., caracterizado por desarrollar conocimiento aplicado a la práctica, espíritu crítico respecto a reencias sociales sobre salud inadecuadas y disfrute en la práctica, utilizando para ello, entre otros recursos, foros de debate en Internet.The orientation of attitudes towards physical practice is shown to be an important aspect for teenagers to acquire and keep up sports and physical habits during their free time. In this paper we set out the results achieved through a health-oriented Physical Education intervention programme in pupils in the fourth year of Secondary Education, characterised by developing knowledge applied to practice and a critical spirit regarding unsuitable social beliefs about health and enjoyment in practice, using, among other resources, Internet forums. The results of the investigation show, at a statistical level, a very remarkable increase both in the attitudes towards the process and towards the product in the intervention group (or Physical-Health Education group) unlike the control group (or Physical Education group). Therefore, as a whole, we can conclude by highlighting the suitability of the intervention aimed at modifying attitudes towards health-oriented physical practic

Teaching strategies as an educational to diversity: Conceptions and practices of the special-education teachers

El objetivo de este estudio es conocer las concepciones y prácticas relacionadas con las estrategias didácticas que desarrollan los profesionales de la pedagogía terapéutica en los centros educativos. Los participantes en el estudio son 49 docentes que corresponden a 49 Centros de Educación Infantil y Primaria de titularidad pública de la provincia de Sevilla. Para ello, se parte de un estudio de naturaleza cualitativa con tres fuentes principales de información: entrevistas semiestructuradas, observación participante en el aula y diarios de investigación. De carácter incipiente, interpretativo y descriptivo se planteó un proceso en el que se organizaron distintos momentos, desde el planteamiento del estudio hasta la transferencia y divulgación de informes. Los resultados constatan la diversidad de estrategias implementadas como respuesta para atender a la diversidad desde el currículum: se observa un gradiente en cuanto a la utilización y funcionalidad, señalando la importancia de las diferentes formas de organización espacial, técnicas y métodos usados. Conocerlas, analizarlas e incluso cómo se aplican, supone cuestionarnos la práctica educativa más allá del enfoque inclusivo.The objective of this study is to know the conceptions and practices related to didactic strategies that professionals of therapeutic pedagogy develop in schools. The participants in the study are 49 teachers who correspond to 49 Elementary and Primary public Schools of the province of Seville. For this, we begin a qualitative study with three main sources of information: semi-structured interviews, participant observation in the classroom and research journals. It was proposed an incipient, interpretive and descriptive process in which different moments were organized, from the study approach to the transfer and dissemination of reports. The results show the diversity of strategies implemented as a response to attend to diversity from the curriculum: a gradient in utilization and functionality is observed, noting the importance of different forms of spatial organization, techniques and methods used. Knowing them, analyzing them and even how they are applied, means questioning the educational practice beyond the inclusive approach

Ansiedad social subclínica y rendimiento académico en la adolescencia: análisis de sus implicaciones teórico-prácticas

This study analyses the relationship between self-reported social anxiety and academic performance in a sample of 1,616 Spanish students (52.1% males) in compulsory secondary education, aged 12 to 16 years old. Social anxiety was assessed by the Social Phobia and Anxiety Inventory (SPAI) and academic performance was measured with school grades and failing grades. Results reveal that adolescents with social anxiety show a similar academic performance to adolescents without social anxiety. Although t tests found some significant differences in academic grades and number of failing grades, the effect size analysis showed that these differences had no empirical relevance. These findings are discussed considering the gender and grade levels and their theoretical and practical implication.Este estudio analiza la relación entre la ansiedad social autoinformada y el rendimiento académico en una muestra de 1.616 estudiantes españoles (52,1% varones) de Educación Secundaria Obligatoria (ESO) de 12 a 16 años. La ansiedad social se midió a través del Social Phobia and Anxiety Inventory (SPAI) y el rendimiento académico a través de las calificaciones escolares y el número de suspensos. Los resultados revelan que los adolescentes con ansiedad social presentan un rendimiento académico similar que los adolescentes sin ansiedad social. A pesar de que las pruebas t mostraron algunas diferencias estadísticamente significativas en las calificaciones académicas y número de suspensos, el análisis de los tamaños del efecto indicó que dichas diferencias no poseían relevancia empírica. Estos hallazgos son discutidos teniendo en cuenta el sexo y curso y su implicación teórico-práctica.This work has been supported by the Plan Nacional de Investigación Científica, Desarrollo de Innovación Tecnológica del MEC (National Plan for MEC Scientific Research and Technological Innovation Development) SEJ 2004-07311/EDUC Project, awarded to the second author

Homogenization on multi-materials' elements: application to printed circuit boards and warpage analysis

Multi-material domains are often found in industrial applications. Modelling them can be computationally very expensive due to meshing requirements. The finite element properties comprising different materials are hardly accurate. In this work, a new homogenization method that simplifies the computation of the homogenized Young modulus, Poisson ratio and thermal expansion coefficient is proposed, and applied to composite-like material on a printed circuit board. The results show a good properties correspondence between the homogenized domain and the real geometry simulation.This research is sponsored: - by the Portugal Incentive System for Research and Technological Development. Project in co - promotion nº 36265/2013 (Project HMIExcel - 2013 - 2015), and - by FCT with the reference project UID/EEA/04436/2013, by FEDER funds through the COMPETE 2020 – Programa Operacional Competitividade e Internacionalização (POCI) with the reference project POCI - 01 - 0145 - FEDER - 006941info:eu-repo/semantics/publishedVersio

Composición isotópica (13C/12C y 18 O/16 O) de las rocas encajantes de los yacimientos Zn-Pb del Cretácico Inferior de Cantabria (Sector Reocín-La Florida).

En este trabajo se presentan datos de la composición isotópica en carbono y oxígeno de rocas carbonáticas (calizas y dolomías) en el sector Reocín-La Florida (Cantabria). Estos materiales constituyen la roca encajante de importantes mineralizaciones dé Zn-Pb (tipo Mississippi Valley) de edad Cretácica. Las calizas analizadas tienen valores medios del ð13C(PDB) y ð18 O(SMOW) de +3,15 y +27,21, respectivamente. y las dolomías de +2,05 y +25,53, respectivamente. Estos datos sugieren una génesis diferente para ambos tipos de carbonatos, de tal forma que un origen singenético para las mineralizaciones debe ser rechazado. También se analizan otros tipos de carbonatos presentes (calizas de dolomitización y espeleotemas), cuyos datos indican un origen relacionado con aguas meteóricas, dado el empobrecimiento que estos materiales poseen en los isótopos pesados

A weakly-supervised approach for discovering common objects in airport video surveillance footage

Object detection in video is a relevant task in computer vision. Standard and current detectors are typically trained in a strongly supervised way, what requires a huge amount of labelled data. In contrast, in this paper we focus on object discovery in video sequences by using sets of unlabelled data. Thus, we present an approach based on the use of two region proposal algorithms (a pretrained Region Proposal Network and an Optical Flow Proposal) to produce regions of interest that will be grouped using a clustering algorithm. Therefore, our system does not require the collaboration of a human except for assigning human understandable labels to the discovered clusters. We evaluate our approach in a set of videos recorded at the outdoor area of an airport where the aeroplanes park to load passengers and luggage (apron area). Our experimental results suggest that the use of an unsupervised approach is valid for automatic object discovery in video sequences, obtaining a CorLoc of 86.8 and a mAP of 0.374 compared to a CorLoc of 70.4 and mAP of 0.683 achieved by a supervised Faster R-CNN trained and tested on the same dataset.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Social Anxiety and Sociometric Nomination in Spanish Students of Compulsory Secondary Education

Adolescents with social anxiety can manifest great interference in their relationship with classmates and other peers, as well as in their school performance. The aim of this study was to analyze the sociometric nominations and assessment of students with high social anxiety by their peers and teachers, and to determine whether these assessments differ significantly between evaluators (peers vs. teachers), in a sample of 2022 (51.1% male) Spanish adolescents aged between 12 and 16 years. Social anxiety was assessed using the Social Phobia and Anxiety Inventory questionnaire. Sociometric identification and assessment of various educational aspects of the students was performed through the Socio program and Teacher assessment scales, respectively. Results show that students with high social anxiety were nominated by peers as popular, rejected and neglected with the same frequency and proportionately less nominated as leaders, friendly, cooperative, and quarrelsome students than those without high social anxiety (d .97). Finally, peers significantly nominated students with high social anxiety more as leaders, cooperative, quarrelsome, obedient and good students than their teachers (d < .42). In conclusion, this study shows that adolescents with high social anxiety are valued and nominated by their peers and teachers differently.This research article has been financed through a predoctoral grant awarded by the Cajamurcia Foundation to the first author and through the SEJ 2004–07311/EDUC Project from the National Plan for Scientific Research, Development and Technological Innovation (MEC) awarded to the second author

Atender à diversidade em escolas unitárias

Esta propuesta tiene como propósito fundamental conocer cómo se lleva a cabo la atención a la diversidad en las escuelas rurales unitarias del sur de España. La investigación está compuesta por dos estudios mediante una metodología integrada, uno de carácter general estadístico de población y otro, de naturaleza cualitativa mediante un estudio de caso único que singulariza, sitúa y contextualiza. El itinerario de investigación es acompañado de diferentes instrumentos de recogida de datos y fuentes de información, tanto de naturaleza cualitativa como cuantitativa. En el primer estudio han participado nueve docentes de las cinco escuelas unitarias de la provincia de Huelva, mediante cuestionarios y entrevistas estructuradas. En el segundo, se seleccionó uno de los centros participantes (por ser representativo y ofrecer una respuesta a la diversidad en la tipología de unitarias) del que se obtuvo información mediante instrumentos como la observación, entrevistas (docente, alumnado, familias…), análisis de documentos, etc. Los resultados muestran la realidad de los procesos inclusivos en estas escuelas en proceso de desaparición. Las conclusiones apuntan que la escuela rural no puede limitarse exclusivamente a lo contextual debiendo apoyarse en elementos que la definan: perspectiva comunitaria (familiar), innovadora, transformadora, contextual y global, diversa y de altas expectativasThe main purpose of this investigation is to understand how the education for diversity is developed in rural schools in the south of Spain. The research is composed of two studies with an articulated methodology: one is general and statistical, targeting the population at large, and the other one is a qualitative case study that allows to situate and contextualize observation. The research draws on various data collection tools and information sources, both qualitative and quantitative. In the first study, nine teachers from five unitary schools in the province of Huelva participated through questionnaires and structured interviews. In the second, one of the participating establishments was selected (for being representative and offering a response to diversity in the typology of unitary schools). Information on this particular establishment was obtained through techniques such as observation, interviews (with teachers, students, families...), document analysis, etc. The findings show that inclusive processes in this type of schools are in the process of disappearing. The conclusions suggest that rural schools should not be limited to operate in context, instead they should seek support in elements that define them: community perspective (family), being innovative, contextual and global, diverse and with high expectatio

Effect of different drying systems for the conservation of olive leaves on their nutritive value for ruminants

Leaves obtained from olive trees (Olea europaea L.) were stored under various conditions for periods up to 42 months. Duration of storage had a marked effect on crude protein digestibility of leaves when fed to sheep. Protein appeared to be unavailable to animals fed leaves stored for 24 months or longer. The effect of storage on organic matter digestibility was less dramatic and due largely to the loss of soluble cell contents (r = 0.97). As a result, the proportion of water-insoluble dry matter and lignin present in leaves increased with duration of storage while the proportion of water or acetone-water (60:30 v/v) soluble material decreased. Despite being unavailable in vivo, cellulase digestion released protein from the water-insoluble residues of stored leaves in greater amounts than that released from freshly-dried leaves. It appears likely that protein released from stored leaves was in the form of a complex and remained unavailable to the animal. Hydrolysable and condensed tannins were not detected in fresh or dried leaves and could not have acted as complexing agents. The seco-iridoid glycoside oleuropein was found in fresh tissue (69.9 g kg(-1)) but concentrations decreased on storage in parallel with the observed decrease in crude protein digestibility (r = 0.80). ((C) Elsevier/Inra)

An adaptive and innovative question-driven competition-based intelligent tutoring system for learning

Teaching electrical and computer software engineers how to configure network services normally requires the detailed presentation of many configuration commands and their numerous parameters. Students tend to find it difficult to maintain acceptable levels of motivation. In many cases, this results in their not attending classes and not dedicating enough time to acquire the required competencies. This paper describes a successful experiment that was able to improve student class attendance, performance, and motivational patterns by using mobile devices in class to provide students with contextualized learning pills. A learning pill is a simple exercise that summarizes some of the key concepts explained in class and promotes reflection and self-study. Each student attending a particular lecture or laboratory session automatically receives a learning pill on his or her mobile phone just after the related concept has been presented. This paper details the scenario used in the experiment and analyzes the performance and motivational patterns of 170 students at the Higher Polytechnic School, Carlos III University of Madrid, Leganes, Spain.Work partially funded by the Learn3 project TIN2008-05163/TSI and the EEE project TIN 2011-28308-CO3-1 within the Spanish ‘‘Plan Nacional de I+D+I’’, and the Madrid regional community project eMadrid S2009/TIC-1650