Las tres reseñas de Fichte del otoño de 1793.

Sin resume

Las competencias adquiridas en la formación inicial

Treball Final de Grau en Mestre o Mestra d'Educació Infantil. Codi: MI1040. Curs acadèmic: 2017/2018En las siguientes páginas de este documento se ha cumplido con lo requerido por el Trabajo Final de Grado del Grado de Maestro o Maestra de Infantil de la Universitat Jaume I, ya que se han evaluado la adquisición de las competencias asociadas al Título a través del análisis cualitativo de las evidencias de aprendizaje realizadas durante todo el proceso de formación del grado con la finalidad de reflexionar sobre el proceso de adquisición de dichas competencias y ser una herramienta útil para mejorar en futuras actuaciones. La primera parte del documento consiste en describir el Portafolio Reflexivo del Profesor (PRP), que ha sido el método utilizado para evaluar el proceso de formación y adquisición de las competencias, así como la descripción y la justificación de la necesidad de evaluar por competencias, ya que tanto la evaluación del Grado como este PRP están basados en competencias y no en asignaturas, por tanto, el análisis se debe realizar sobre este concepto y no sobre las asignaturas, aunque el Grado esté estructurado en cursos, asignaturas o créditos. La evaluación de dichas competencias se ha realizado a través de un Portafolio Reflexivo del Profesor, en el cual se han desgranado las diferentes competencias asociadas al Grado y las evidencias de aprendizaje que muestran la adquisición o no de dichas competencias, dando como resultado un nivel de adquisición variable en función del grupo de competencias analizado.In the following pages of this document has been fulfilled what is required by the Final Project of the Bachelor's Degree of Master or Infant Teacher of the Universitat Jaume I, since the acquisition of the competences associated to the Degree through the analysis has been evaluated. Qualitative of the learning evidences made during the whole process of formation of the degree with the purpose of reflecting on the process of acquisition of said competences and being a useful tool to improve in future actions. The first part of the document consisted in describing the Teacher Reflective Portfolio (PRP), which has been the method used to evaluate the process of training and acquisition of competences, as well as the description and justification of the need to evaluate competences, since both the evaluation of the Degree and this PRP are based on competences and not on subjects, therefore, the analysis has to be carried out on this concept and not on the subjects, although the Degree is structured in courses, subjects or credits. The evaluation of these competences has been carried out through a Reflective Portfolio of the Professor, in which the different competences associated to the Degree and the evidences of learning that show the acquisition or not of these competences have been detailed, resulting in a level of variable acquisition according to the group of competences analyzed

Integration of cartoons in the nursery education curriculum: a theoretical proposal

El uso de la televisión en el campo de la educación ha sido un tema muy debatido en distintos foros: educativos, sociales, familiares, etc. En Educación Infantil se está planteando introducir el sector audiovisual en segundo grado. Resulta necesario y conveniente ofrecer un enfoque metodológico para la integración curricular de la televisión en las aulas infantil. En las siguientes líneas se presentan las áreas donde pueden integrarse el uso de una serie de televisión concreta y de sus bloques de contenido, en base a un ejemplo de un episodio de una serie infantil. Finalmente llegamos a la conclusión de que es un deber profesional hacer una llamada de atención a los docentes de este nivel, en particular, ya que entendemos que deben aprovechar un recurso tan cercano y simultáneamente dar respuestas educativas a este elemento tan influyente a lo largo de la vida de los individuos en nuestra sociedad.The use of television in the educational field has been a highly debated topic in different forums: educational, social, family, etc. We present the areas where we can integrate the use of a concrete TV series and its blocks of content. Finally we conclude this experience with a call to teachers at this level in particular not to be forgotten a resource so close. In the following lines are areas where they can integrate the use of a particular television series and its content blocks, based on an example of an episode of a child series. Finally we conclude that it is a professional duty to make a call of attention to teaching at this level particularly, and we understand that should seize a resource so close and simultaneously we must offer educational responses to this element so influential in livelong of individuals in our society

Stability of DON and DON-3-glucoside during baking as affected by the presence of food additives

The mycotoxin deoxynivalenol (DON) is one of the most common mycotoxins of cereals worldwide, and its occurrence has been widely reported in raw wheat. The free mycotoxin form is not the only route of exposure; modified forms can also be present in cereal products. Deoxynivalenol-3-glucoside (DON-3-glucoside) is a common DON plant conjugate. The mycotoxin concentration could be affected by food processing; here, we studied the stability of DON and DON-3-glucoside during baking of small doughs made from white wheat flour and other ingredients. A range of common food additives and ingredients were added to assess possible interference: ascorbic acid (E300), citric acid (E330), sorbic acid (E200), calcium propionate (E282), lecithin (E322), diacetyltartaric acid esters of fatty acid mono- and diglycerides (E472a), calcium phosphate (E341), disodium diphosphate (E450i), xanthan gum (E415), polydextrose (E1200), sorbitol (E420i), sodium bicarbonate (E500i), wheat gluten and malt flour. The DON content was reduced by 40%, and the DON-3-glucoside concentration increased by >100%, after baking for 20 min at 180°C. This confirmed that DON and DON-3-glucoside concentrations can vary during heating, and DON-3-glucoside could even increase after baking. However, DON and DON- 3-glucoside are not affected significantly by the presence of the food additives tested.The authors are grateful to the Spanish government (project AGL2014-55379-P) for providing financial support. A. Vidal thanks the Spanish government (Ministry of Education) for the pre-doctoral grant