125 Hectáreas de Arte

Artículo sobre Chateau La Coste, y su relación con la circulación y acumulación de arquitectura de autor

Personal and Social Factors Influencing Students’ Attitudes Towards Peers with Special Needs

AbstractWithin inclusive education, it is crucial to consider how students with special needs are valued as members of school community and may fully and actively take part in school-life. The present study aims: 1) to assess students’ attitudes towards peers with special needs; 2) to understand how personal factors (age, gender, school achievement and social competence) and social factors (contacting with persons or family member with SN) predict students’ attitudes variation.Participants were 200 Portuguese students from 6th to 12th grade. Instruments were administered during class: (i) CATCH (Rosenbaum, Armstrong & King, 1986), comprising a cognitive and an affective-behavior subscale (ii) Social goals Scale (Wentzel, 1993), comprising a social responsibility and a prosocial subscale.We conducted exploratory factor analysis on CATCH and stepwise regression analysis using attitudes as dependent variable. Affective-behavior attitudes were higher in girls and in students with contact with special needs peers and showed moderate correlations with social competence; Cognitive attitudes were higher in older students and were not related with social competence. Prosocial goals were the best predictor of attitudes towards peers with special needs.Resultsshowed that attitudes towards peers with special needs may be influenced by personal and contextual factors. Confirming other findings girls showed more positive attitudes. Also students who have contact with peers with special needs have more positive attitudes, evidencing the potential impact of inclusive settings. The relation found between attitudes and social motivation (mainly prosocial goals) has implications for educational intervention

Can you see what i am talking about? Human speech triggers referential expectation in four-month-old infants

Infants’ sensitivity to selectively attend to human speech and to process it in a unique way has been widely reported in the past. However, in order to successfully acquire language, one should also understand that speech is a referential, and that words can stand for other entities in the world. While there has been some evidence showing that young infants can make inferences about the communicative intentions of a speaker, whether they would also appreciate the direct relationship between a specific word and its referent, is still unknown. In the present study we tested four-month-old infants to see whether they would expect to find a referent when they hear human speech. Our results showed that compared to other auditory stimuli or to silence, when infants were listening to speech they were more prepared to find some visual referents of the words, as signalled by their faster orienting towards the visual objects. Hence, our study is the first to report evidence that infants at a very young age already understand the referential relationship between auditory words and physical objects, thus show a precursor in appreciating the symbolic nature of language, even if they do not understand yet the meanings of words

Ação dos Dr. Palhaços em contexto hospitalar com crianças em risco de desenvolvimento

No quadro das práticas de intervenção precoce do Centro de Desenvolvimento da Criança-Torrado da Silva do Hospital Garcia de Orta em Almada (CDC), os Dr. Palhaços promovem o ato de brincar junto das crianças do CDC. Neste estudo procuramos conhecer as representações dos participantes (profissionais, pais e a dupla de Dr. Palhaços) face à intervenção dos Dr. Palhaços no CDC, e caracterizar as reações das crianças em interação com estes profissionais. Neste estudo exploratório e qualitativo, participaram cinco crianças, 16 profissionais, 18 pais das crianças e uma dupla de Dr. Palhaços. Foram realizadas entrevistas aos profissionais, pais e dupla de Dr. Palhaços; concretizadas observações diretas das crianças em interação com os Dr. Palhaços e efetuada pesquisa documental. Com o objetivo de avaliar a qualidade das interações diádicas e o impacto dessas interações na criança, desenvolvemos a Escala da Qualidade de Interação Dr. Palhaços-Criança. Os resultados revelaram que na presença dos Dr. Palhaços as crianças que estão ou acabaram de ser sujeitas a intervenções mais intensas ou intrusivas conseguem rir, cantar e brincar, e sugerem que a atividade dos Dr. Palhaços contribui positivamente para o bem-estar da criança e para a intervenção dos outros técnicos, se usada com esse propósito. Para os pais as ações dos Dr. Palhaços parecem transformar o CDC num ambiente mais agradável, descontraído e motivador para todos, desdramatizando o contexto hospitalar

Personal and social factors influencing students' attitudes towards peers with special needs

Within inclusive education, it is crucial to consider how students with special needs are valued as members of school community and may fully and actively take part in school-life. The present study aims: 1) to assess students' attitudes towards peers with special needs; 2) to understand how personal factors (age, gender, school achievement and social competence) and social factors (contacting with persons or family member with SN) predict students' attitudes variation. Participants were 200 Portuguese students from 6th to 12th grade. Instruments were administered during class: (i) CATCH (Rosenbaum, Armstrong & King, 1986), comprising a cognitive and an affective-behavior subscale (ii) Social goals Scale (Wentzel, 1993), comprising a social responsibility and a prosocial subscale. We conducted exploratory factor analysis on CATCH and stepwise regression analysis using attitudes as dependent variable. Affective-behavior attitudes were higher in girls and in students with contact with special needs peers and showed moderate correlations with social competence; Cognitive attitudes were higher in older students and were not related with social competence. Prosocial goals were the best predictor of attitudes towards peers with special needs. Results showed that attitudes towards peers with special needs may be influenced by personal and contextual factors. Confirming other findings girls showed more positive attitudes. Also students who have contact with peers with special needs have more positive attitudes, evidencing the potential impact of inclusive settings. The relation found between attitudes and social motivation (mainly prosocial goals) has implications for educational intervention.8C1E-AFB9-6BE1 | Maria Teresa Martins Gon?alvesN/

Contenidos y entretenimiento en el móvil. Análisis de las plataformas multimedia de los principales operadores en España

En pocos años, el teléfono móvil se ha convertido en la herramienta de comunicación que de forma más inteligente está agrupando las distintas funciones de las tecnologías de comunicación y la información. Gracias a su principal característica, la libertad de movimiento, ha superado en expectativas al ordenador, incluidos los portátiles, en la carrera por la convergencia tecnológica. Por este motivo, se hace esencial conocer y estudiar en profundidad el sector del entretenimiento e información en el móvil a través del análisis de las plataformas multimedia de tercera generación de los principales operadores en España: E-mocion de Movistar, Vodafone Live, y Orange World

A longitudinal developmental analysis of students' causality beliefs about school performance

This study examined the development of school-related causality beliefs which are children’s generalized perceptions of the utility or power of different categories of specific means in producing school outcomes. Based on the action theory perspective, we analyzed the developmental model of these beliefs as well as the trajectories of the five perceived causes of school success and failure: ability, effort, luck, teacher’s help, and unknown causes. On a 5-year longitudinal study, following a group of 63 students over an 8-year period (from the second to the ninth grades), using hierarchical linear models, intraindividual changes and interindividual differences in these changes were identified; also, factors that might account for this variability were tested. The results showed a decrease of the effectiveness attributed to the various causes, but their differentiated trajectories, and a relative independence of gender and achievement factors (engagement and school grades) in the evolution of these beliefs. School children in the lower grades value most highly ability and effort as causes of school success. Student’s beliefs about the causes of school performance become both more conservative and more differentiated along schooling, which is probably a normative general tendency. Findings from this longitudinal study corroborate, to a large extent, a consistent set of important developmental findings based on previous cross-sectional designs.8C1E-AFB9-6BE1 | Maria Teresa Martins GonçalvesN/

DETECTION OF SPORES AND HYPHAE OF ARTWORKS’ BIODETERIOGENIC FILAMENTOUS FUNGI BY RNA-FISH

Filamentous fungi are a threat to the conservation of Cultural Heritage. Thus, detection and identification of viable filamentous fungi are crucial for applying adequate Safeguard measures. RNA-FISH protocols have been previously applied with this aim in Cultural Heritage samples. However, only hyphae detection was reported in the literature, even if spores and conidia are not only a potential risk to Cultural Heritage but can also be harmful for the health of visitors, curators and restorers. Thus, the aim of this work was to evaluate various permeabilizing strategies for their application in the detection of spores/conidia and hyphae of artworks’ biodeteriogenic filamentous fungi by RNA-FISH. Besides of this, the influence of cell aging on the success of the technique and on the development of fungal autofluorescence (that could hamper the RNA-FISH signal detection) were also investigated. Five common biodeteriogenic filamentous fungi species isolated from biodegradated artworks were used as biological model: Aspergillus niger, Cladosporium sp, Fusarium sp, Penicillium sp. and Exophialia sp. Fungal autofluorescence was only detected in cells harvested from Fusarium sp, and Exophialia sp. old cultures, being aging-dependent. However, it was weak enough to allow autofluorescence/RNA-FISH signals distinction. Thus, autofluorescence was not a limitation for the application of RNA-FISH for detection of the taxa investigated. All the permeabilization strategies tested allowed to detect fungal cells from young cultures by RNA-FISH. However, only the combination of paraformaldehyde with Triton X-100 allowed the detection of conidia/spores and hyphae of old filamentous fungi. All the permeabilization strategies failed in the Aspergillus niger conidia/spores staining, which are known to be particularly difficult to permeabilize. But, even in spite of this, the application of this permeabilization method increased the analytical potential of RNA FISH in Cultural Heritage biodeterioration. Whereas much work is required to validate this RNA-FISH approach for its application in real samples from Cultural Heritage it could represent an important advance for the detection, not only of hyphae but also of spores and conidia of various filamentous fungi taxa by RNA-FISH

Escala de estrategias docentes para aprendizajes significativo: diseño y evaluación de sus propiedades psicométricas = Teaching strategies scale for meaningful learnings: design and evaluation of its psychometric properties

El presente artículo con enfoque cuantitativo tuvo como objetivo diseñar un conjunto de subescalas con evidencias de validez y confiabilidad, que midan la frecuencia de uso de estrategias docentes en el aula, siendo los objetivos específicos: 1) diseñar un conjunto de subescalas con ítems tipo Likert donde cada una evalúe la frecuencia de uso de una estrategia docente en el aula, 2) analizar la estructura factorial de cada subescala y 3) determinar la confiabilidad inter-ítem de cada subescala. Se creó la Escala de Estrategias Docentes para Aprendizajes Significativos (EEDAS) compuesta por 12 subescalas: Actividad Generadora de Información Previa, Actividad Focal Introductoria, Positivo-Negativo-Interesante, Discusión Guiada, Objetivos e Intenciones, Diagrama de Llaves, Mapas Conceptuales, Respuesta Anterior-Pregunta-Respuesta Posterior, Lo Que Sé-Lo Que Quiero Saber-Lo Que Aprendí, Cuadro Sinóptico, Analogías, y Resumen, las que se sometieron a juicio de experto para evaluar su validez de contenido, dando como resultado la eliminación de un ítem. Con el objetivo de determinar su estructura factorial y analizar la confiabilidad inter-ítem se realizó un muestreo incidental en 7 facultades de la Universidad Autónoma de Nuevo León, México, y se aplicó el instrumento a 205 docentes. Producto de los análisis se eliminaron 3 ítems; el análisis factorial exploratorio evidencia la estructura unifactorial de cada subescala y la adecuada saturación de los ítems; y los valores del Alpha de Cronbach, reflejan una adecuada confiabilidad. Abstract: This article with quantitative approach aimed to design a set of subscales with evidence of validity and reliability, to measure the frequency of use of teaching strategies in the classroom, with specific objectives: 1) design a set of subscales with Likert-type items each of which assesses the frequency of use of a teaching strategy in the classroom, 2) examine the factor structure of each subscale and 3) determine the inter-item reliability for each subscale. The Teaching Strategies Scale for Meaningful Learnings (EEDAS) was created taking as reference Ausubel´s theoretical model; composed of 12 subscales: Brainstorming, Introductory Focal Activity, Positive-Negative-Interesting, Guided Discussion, Objectives and Intentions, Tree Diagram, Concept Mapping, Previous Answer-Question-Post Answer, What I Know-What I Want To Know-What I Learned, Overview, Analogies, and Abstract. Which were subjected to expert opinion to assess its content validity, resulting in the removal of an item. In order to determine its factor structure and analyze the inter-item reliability an incidental sampling was performed in 7 faculties of the Autonomous University of Nuevo Leon, and the instrument was applied to 205 teachers. Product analysis 3 items were removed; the exploratory factor analysis shows the unifactor structure of each subscale and the proper saturation of items; and Cronbach's Alpha values reflect adequate reliability

Identification of students' multiple achievement and social goal profiles and analysis of their stability and adaptability

The present study moves to a more comprehensive understanding of the dynamics of student's goal orientation by jointly analyzing a variety of students' achievement goals together with students' social goals, and their combined effects. Using a person-centered approach (latent cluster analysis) the study identified students' (N = 386) goal profiles, analysed in what ways achievement and social goals are combined, and tested whether profile groups differed on their motivational and academic adaptability. Moreover, this study analysed stability and change in students' multiple goal profiles across the transition into secondary school (from 9th to 10th grade). Six distinct profiles of achievement and social goals emerged showing construct stability over time. Across profiles findings showed that prosocial and social responsibility goals are connected with mastery goals, but seem more difficult to reconcile with performance-competitive goals. In general, findings highlighted the positive role of both mastery and social goals in students' academic outcomes (differences between profiles ranging from ? 2 0.03 to 0.18), but also showed that distinct goal combinations may be compatible with students' motivation and academic success.8C1E-AFB9-6BE1 | Maria Teresa Martins Gon?alvesN/