¿Qué es la resiliencia? Hacia un modelo integrador

Quinzenes Jornades de Foment de la Investigació de la FCHS (Any 2009-2010

TEO: an online emotional therapy system to apply homework assignments in the Treatment of adjustment disorders

Adjustment Disorders (AD) are a very important public health problem. Regarding its treatment, only a series of general guidelines are available. Our research team has developed a cognitive-behavioral treatment (CBT) supported by Virtual Reality (VR) that has shown its utility in the treatment of AD. A CBT approach gives a crucial role to homework assignments. So far, studies that use Information and Communication Technologies (ICT) for psychological treatments have been centered on how to use the technologies to deliver treatment within the therapeuti c c ontext. No study is avai lable in the literature that uses ICT to apply homework assignments. Therefore, in the present work we pretend to go one step beyond and join the use of the VR EMMA system within the therapy sessions, with the use of other ICT to apply homework assignments between sessions in the treatment of AD. TEO is a completely open Online Emotional Therapy system based on Web technology that allows, in a simple and effective way, to create personalized therapeutic material to present to the patient over the Internet. The aim of the present work is to describe the TEO system and the study that is being conducted to test its efficacy and efficiency

Investigación evaluativa sobre un proyecto para favorecer los niveles de reflexión en la formación docente

Formar a un maestro reflexivo, que a su vez ayude a sus alumnos a alcanzar un aprendizaje reflexivo, es una tarea que se inicia desde el primer momento que un alumno llega a clase pero que realmente alcanza su culmen en los últimos años de formación, cuando estos alumnos se encuentran realizando las prácticas, ya que es precisamente en los primeros pasos del ejercicio de su futura profesión cuando se inician esas dialécticas entre “el pensar y el hacer”, entre “la teoría y la práctica”, situaciones que favorecen el surgimiento de la práctica reflexiva. En este contexto, la investigación que presentamos tiene como objetivo principal realizar una evaluación de un proyecto de investigación-acción llevado a cabo para la mejora del prácticum del Grado de Maestro/a en Educación Infantil y Primaria de la Universidad Jaume I (España), resaltando en especial el aprendizaje reflexivo en el desarrollo de las prácticas. Para ello se busca observar el nivel de reflexión de los estudiantes reflejado en sus memorias de prácticas (documento escrito), así como comparar los resultados obtenidos con los de un estudio anterior (Gregori, Ruiz, Colomer y Escobedo, 2015), identificando qué factores han influido en la gestión del proceso de mejora establecido después del diagnóstico inicial. El método utilizado en esta investigación evaluativa es mixto, con predominio del cualitativo. La técnica principal fue el análisis documental o de contenido, observando las memorias de los alumnos como objeto de estudio. La muestra estuvo constituida por 20 memorias escritas por los alumnos y seleccionadas aleatoriamente entre una población de 527 memorias. Los resultados expresan que el 70 % de las memorias analizadas están en los niveles medios y superiores de reflexión. Respecto al estudio anterior se observa una mejora de un 16 %, siendo estas diferencias estadísticamente significativas. Se considera que estos resultados son muy favorables, y ratifican que se está trabajando en la línea correcta para favorecer los niveles de reflexión en la formación docente. Este estudio, realizado en dos años diferentes, presenta las limitaciones de no utilizar a los mismos alumnos como parte de muestra; para ello se ha buscado en los dos años la aleatorización de las muestras, pero la fortaleza del estudio deviene de realizar una evaluación del programa o proceso llevado a cabo y no de los alumnos participantes.Training a reflective teacher, who in turn will help his students to achieve reflective learning, is a task beginning on the first moment a student arrives in class, but actually peaking in the last years of their Education, when these students are doing their internship. The reason for this is that the dialectics between “thinking and doing” and “theory and practice”, which are the situations favouring the emergence of reflective practice, are initiated in the first steps of the exercise of their future profession. In this context, the main objective of the research we present is to evaluate an Action-Research project carried out with the aim to improve the practice of the Primary and Infant School Teacher’s Degree at Jaume I University (Spain), highlighting the development of reflective learning in practice. To do so, we seeked to observe the level of reflection of the students reflected in their practice reports (written document) and also to compare the results obtained with those of a previous study (Gregori, Ruiz, Colomer & Escobedo, 2015), identifying the factors which influenced the management of the improvement process established after the initial diagnosis. The main technique has been documentary or content analysis, observing student reports as an object of study. The sample consisted of 20 memories written by the students and randomly selected within a population of 527 memories. Results show that 70 % of the memories analyzed are in the middle and upper levels of reflection. This is an improvement of 16 % in comparison to the previous study, and statistical analysis confirmed that this difference is significant. These results are considered as very favourable and confirm that the present work is being done in the right direction to encourage reflective practice in teacher training. The study carried out in two different years has the limitations of not using the same students as part of the sample, for this reason the randomization of the samples has been sought in both years, but the strength of the study comes from carrying out an evaluation of the program or process carried out and not of the participating students

Resiliencia, educación emocional y duelo. Formación para futuros docentes

Departament de Pedagogia i Didàctica de les Ciències Socials, la Llengua i la Literatura. Codi de l’assignatura: MP181

La dimensión personal en la formación inicial docente. Una experiencia de innovación educativa

This article describes the experience carried out in the subject Education for Diversity in the Primary Education Degree, during the COVID-19 pandemic. The objective is to broaden the concept of inclusion, incorporating the development of the personal dimension as a key element for initial teacher training. One hundred twenty-two students participated in the experience and the information gathering techniques used were documentary analysis and questionnaire. The results show the importance of developing the personal dimension in the Primary Education Degree; the objectives proposed were successfully achieved, despite the situation at that time. In conclusion, we emphasize the need to work on the personal dimension in initial teacher training and to incorporate these concepts into the inclusive education model.En este artículo se describe la experiencia llevada a cabo en la asignatura “Educación para la Diversidad” del Grado de Maestro/a de Educación Primaria, durante la pandemia por el COVID19. El objetivo es ampliar el concepto de inclusión, incorporando el desarrollo de la dimensión personal como un elemento clave para la formación inicial del profesorado. Participaron ciento veintidós estudiantes y las técnicas de obtención de información fueron el análisis documental y el cuestionario. Los resultados ponen de manifiesto la importancia de desarrollar la dimensión personal en el Grado de Maestro/a de Educación Primaria; los objetivos establecidos fueron alcanzados con éxito, a pesar de la situación vivida en ese momento. Como conclusión, destacamos la necesidad de trabajar la dimensión personal en la formación inicial de docentes e incorporar dichos conceptos al modelo de educación inclusiva

Halkeilleen aukollisen jäykistävän betoniseinän voimasuureiden arviointi

Tässä opinnäytetyössä tarkastellaan korkean rakennuksen jäykistävien betoniseinien aukkopalkkien halkeilua. Insinöörityön tavoitteena oli luoda laskentapohja teräsbetonisten aukkopalkkien haljenneen tilan jäyhyysmomentin laskentaan. Laskentapohja toteutettiin Mathcad-ohjelmalla. Työn toimeksiantajana oli Wise Group Finland. Työn lähtökohtana oli aukkopalkkien tarkastelu lineaarisen kimmoisessa tilassa rakenteen haljettua. Aukkopalkkeihin kohdistuvia rasituksia selvitettiin FEM-mallien avulla käyttäen Autodesk Robot Structures 2013 -ohjelmaa. Aukkopalkkien halkeilun vaikutuksia rakennuksen voimasuureisiin, siirtymiin sekä alimpiin ominaistaajuuksiin tutkittiin FEM-mallin avulla käyttäen CSI ETABS versiota 9.7.4. Kohteeksi valittiin todellinen suunnittelukohde, jossa aukkopalkkien suuri määrä korostaa niiden jäykkyyden arvioinnin merkitystä. Tutkimuksessa kävi ilmi, että aukkopalkkien jäykkyys vaikuttaa aukollisten seinien jännitysjakaumaan. Aukollisen seinän osaseinät pyrkivät toimimaan kuten yhtenäinen seinä, kun aukkopalkin jäykkyys on suuri. Halkeilleen aukkopalkin jäykkyyteen vaikuttaa erityisesti raudoituksen määrä, sekä myös aukkopalkkiin kohdistuvien voimasuureiden suuruus. Aukkopalkin leikkaus- ja vääntömuodonmuutokset sekä niiden aiheuttama halkeilu jätettiin huomioimatta haljenneen jäykkyyden arvioinnissa. Tutkimuksen tulosten perusteella pelkästään aukkopalkkien halkeilu ei vaikuttanut huomattavasti rakennuksen siirtymiin ja dynaamisiin ominaisuuksiin. Tarkasteltavassa kohteessa jäykistävien väliseinien suuresta määrästä johtuen, pelkästään aukkopalkkien halkeilun huomioimisella ei yksinään ollut suurta merkitystä. Vaikutukset rakennuksen alimpaan ominaistaajuuteen ja siirtymiin olivat alle 4 %, kun pelkästään aukkopalkkien halkeilu huomioitiin.This graduate thesis studies the behavior of cracked lintel beams used to connect shear walls in tall buildings. The aim of this study was to develop a computer based worksheet for calculating the cracked moment of inertia for lintel beams. Mathcad 15.0 was chosen as the application for the worksheet. The basis for the studying cracked stiffness was chosen to be in the elastic range of material behavior. The forces that lintel beams are subjected to in tall buildings were studied with Autodesk Robot structural analysis calculation modeling software. The impact to deformation and the lowest mode of frequency of a tall building caused by the cracking of lintel beams was studied using FEM analysis. The building studied was a recent design project of Wise Group Finland. The application used for this analysis was CSI ETABS version 9.7.4. The research indicates that the cracking of lintel beams weaken the link of connected shear walls, and therefore also the coupling of the walls is weakened. The cracked moment of inertia for lintel beams was calculated as a function of the beam forces and reinforcement. Cracking caused by torsional and shear forces was ignored when determining the stiffness of a cracked cross-section. The results of the FEM analysis indicated that the cracking of lintel beams had a minor effect on the behavior of the building. The building that was studied had a large number of shear walls connected with lintel beams, but since the cracking of the walls was ignored, the reduced moment of inertia of link beams had little effect on the deformations and dynamic properties of the whole structure. Another reason for this was the large amount of partition shear walls in the building. The impact to lowest mode of frequency and deformations of the structure was less than 4 %, when only the cracking of lintel beams was taken in to account

Los sistemas de bicicleta pública y la movilidad urbana sostenible. Un análisis en la ciudad de Palma (Mallorca, Islas Baleares)

El artículo analiza los sistemas de bicicleta pública como instrumento de incentivación de los desplazamientos en bicicleta en el marco de las políticas de movilidad sostenible. Se centra en su implantación en la ciudad de Palma y se valoran tres componentes: la evolución del reparto modal en la ciudad desde su instalación en 2011 y su relación con el tráfico ciclista; la cobertura territorial del sistema y su funcionamiento; y, por último, las características, el perfil y las motivaciones de los usuarios. Del análisis se deduce una baja aceptación del sistema, a pesar del incremento más que notable del número de ciclistas en la ciudad

New Insights about How to Make an Intervention in Children and Adolescents with Metabolic Syndrome: Diet, Exercise vs. Changes in Body Composition. A Systematic Review of RCT

Objective: To record which interventions produce the greatest variations in body composition in patients ≤19 years old with metabolic syndrome (MS). Method: search dates between 2005 and 2017 in peer reviewed journals, following the PRISMA method (Preferred Reporting Items for Systematic reviews and Meta-Analyses). The selection criteria were: diagnostic for MS or at least a criterion for diagnosis; randomized clinical trials, ≤19 years of age; intervention programs that use diet and/or exercise as a tool (interventions showing an interest in body composition). Results: 1781 clinical trials were identified under these criteria but only 0.51% were included. The most frequent characteristics of the selected clinical trials were that they used multidisciplinary interventions and were carried out in America. The most utilized parameters were BMI (body mass index) in kg/m2 and BW (body weight) in kg. Conclusions: Most of the clinical trials included had been diagnosed through at least 2 diagnostic criteria for MS. Multidisciplinary interventions obtained greater changes in body composition in patients with MS. This change was especially prevalent in the combinations of dietary interventions and physical exercise. It is proposed to follow the guidelines proposed for patients who are overweight, obese, or have diabetes type 2, and extrapolate these strategies as recommendations for future clinical trials designed for patients with MS.This research is partially supported by Generalitat Valenciana, Grant GV/2017/177