Influencia de la capacidad de resolución de problemas relacionados con la tecnología en el tecnoestrés de profesores de secundaria

High school teachers face a constant obligation to keep up to date on Information and Communication Technology (ICT). However, no one gives them training or support on how to deal with the problems arising from the use of ICT. Some of them can contact staff or ask other colleagues, but on many occasions they have to fix them for themselves. Besides, stress is one of the main problems of secondary teachers face. Part of this global stress comes from the technostress, or stress generated by the use of ICT. Technostress is a complex construct, and there are different types of it. In this research two types have been taken into account: techno-anxiety an techno-fatigue. To solve both problems, the goal of this research is to help high school teachers to reduce their technostress levels at the same time they increase their ability to solve technological problems. For this purpose three hypotheses have been stated: - An online course mayincrease the capacity of solving problems related to the technology. - Techno-fatigue may decrease as it increases the ability to solve technology-related problems. - Techno-anxiety may decrease as it increases the ability to solve technology-related problems. An experiment has been conducted with an experimental group and a control group, each of 23 teachers from high school. The experimental group followed an online course "Resolution of problems related to the technology" based on the educational model 70/20/10 for 10 weeks, while the control group did not follow this course. Technostress levels and the ability of solving problems related to technology were measured to both groups before and after the course. The measurement of the technostress has been done with the questionnaire RED_Tecnoestrés, a Spanish tool created under the patronage of the Ministry of Science and Technology, and adopted by the Ministry of Labour and Social Affairs to measure and diagnose the technostress is Spanish workers. The ability of problem solving has been measured using the methodology proposed by Molleda et. al. at "La adquisición de competencia transversales en la universidad. Aplicación a la resolución de problemas", presented at the IX Conference on Research Networks in University Education in 2011. Results show the success of the course when it comes to increase the capacity of solving problems and reduce the techno-anxiety, both with statistically significant differences. However, the technofatigue does not show any significant variation, so another approach is needed cope this need.Los profesores de secundaria se enfrentan a una constante obligación de mantenerse actualizados en Tecnologías de la Información y Comunicación (TIC). Sin embargo, nadie les da formación o soporte sobre cómo afrontar los problemas derivados del uso de las TIC. Algunos de ellos pueden contactar con personal técnico o preguntar a otros compañeros, pero en muchas ocasiones tienen que arreglárselas por sí mismos. Por otro lado, el estrés es uno de los principales problemas que tienen los profesores de secundaria. Parte de este estrés global deriva del tecnoestrés, o estrés generado por el uso de las TIC. El tecnoestrés es un constructo complejo, y del que existen diferentes tipologías. En esta investigación se han tenido en cuenta dos tipologías: la tecnoansiedad y la tecnofatiga. Para solventar ambos problemas, esta investigación se pone como objetivo ayudar a los profesores de secundaria a reducir su tecnoestrés al mismo tiempo que se aumente su capacidad de resolución de problemas tecnológicos. Para ello se han enunciado tres hipótesis: I. Se puede aumentar la capacidad de resolución de problemas relacionados con la tecnología por medio de un curso en línea. II. La tecnofatiga puede disminuir a medida que aumenta la capacidad de resolver problemas relacionados con la tecnología III. La tecnoansiedad puede disminuir a medida que aumenta la capacidad de resolver problemas relacionados con la tecnología Para ello se ha realizado un experimento intersujeto con un grupo experimental y otro grupo de control, cada uno de 23 profesores. El grupo experimental siguió un curso en línea basado en el modelo educativo 70/20/10 de "Resolución de problemas relacionados con la tecnología" durante 10 semanas, mientras que el grupo de control no siguió el curso. A ambos grupos se les ha medido sus niveles de tecnoestrés antes y después del curso, así como su capacidad de resolución de problemas relacionados con la tecnología. La medición del tecnoestrés se ha realizado con el cuestionario RED_Tecnoestrés, una herramienta española, creada bajo el patrocinio del Ministerio de Ciencia y Tecnología y adoptada por el Ministerio de Trabajo y Asuntos Sociales, para medir y diagnosticar el tecnoestrés en trabajadores españoles. La capacidad de resolución de problemas se ha medido mediante la metodología propuesta por Molleda et al. en "La adquisición de competencias transversales en la universidad. Aplicación a la resolución de problemas", presentada en las IX Jornadas Redes de Investigación en Docencia Universitaria de 2011. Los resultados ponen de manifiesto el éxito del curso a la hora de aumentar la capacidad de resolución de problemas, y de reducir la tecnoansiedad, ambos con diferencias estadísticamente significativas. Sin embargo, la tecnofatiga no muestra signos de variación evidentes, por lo que se hace necesario revisar el planteamiento del curso para cubrir esta necesidad

Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

Teachers need to continuously update their information and communication technologies (ICT) knowledge, but they are usually not trained to deal with the problems arising from their use. In fact, studies in the literature report techno-anxiety (i.e. unpleasant physiological activation and discomfort due to present or future use of ICT) in teachers. Thus, the goal of this action research is to study if teachers’ techno-anxiety can be reduced by increasing their ability to solve technological problems. An inter-subject experiment has been carried out with 46 teachers. High school teachers were chosen because they are digital immigrants, while at the moment of this research their students are digital natives (born around year 2000). Since we could not find any specific training for teachers to increase their resolution skills of technological problems, in order to apply the treatment for our study, we have designed and deployed an online course about ICT problem-solving skills based on the 70/20/10 model for learning and development. Results show the success of the course when it comes to increasing the ICT problem-solving skills and to reducing techno-anxiety.Preprin

Turismo cultural en la región de Murcia (España)

Una de las características más significativas de la actividad turística en los últimos años es la diversificación de su oferta debido a las nuevas demandas de los consumidores. Los destinos cuyo modelo turístico se ha vertebrado en la modalidad de sol y playa tratan de ofrecer nuevas actividades que ayuden a diversificar la oferta turística y satisfacer las necesidades de los turistas. En la actualidad, el principal motor económico de la Región de Murcia es el turismo, fruto de la combinación de la bonanza climática y la longitud de costa. Esto propicia la llegada de turistas no solo nacionales, sino de otros países como Alemania, Reino Unido o Francia. Sin embargo, el modelo turístico actual tiene una gran estacionalidad, concentrada en los meses estivales principalmente. Desde la Administración Pública se intenta potenciar el turismo cultural, con el fin de valorizar los recursos patrimoniales y generar un desarrollo territorial endógeno a lo largo de todo el año. Por ello, en este estudio se analizan las potencialidades del turismo cultural en la Región de Murcia, especialmente en los lugares donde se ha desarrollado con más fuerza.2018-201

The Comet Interceptor Mission

Here we describe the novel, multi-point Comet Interceptor mission. It is dedicated to the exploration of a little-processed long-period comet, possibly entering the inner Solar System for the first time, or to encounter an interstellar object originating at another star. The objectives of the mission are to address the following questions: What are the surface composition, shape, morphology, and structure of the target object? What is the composition of the gas and dust in the coma, its connection to the nucleus, and the nature of its interaction with the solar wind? The mission was proposed to the European Space Agency in 2018, and formally adopted by the agency in June 2022, for launch in 2029 together with the Ariel mission. Comet Interceptor will take advantage of the opportunity presented by ESA’s F-Class call for fast, flexible, low-cost missions to which it was proposed. The call required a launch to a halo orbit around the Sun-Earth L2 point. The mission can take advantage of this placement to wait for the discovery of a suitable comet reachable with its minimum ΔV capability of 600 ms−1. Comet Interceptor will be unique in encountering and studying, at a nominal closest approach distance of 1000 km, a comet that represents a near-pristine sample of material from the formation of the Solar System. It will also add a capability that no previous cometary mission has had, which is to deploy two sub-probes – B1, provided by the Japanese space agency, JAXA, and B2 – that will follow different trajectories through the coma. While the main probe passes at a nominal 1000 km distance, probes B1 and B2 will follow different chords through the coma at distances of 850 km and 400 km, respectively. The result will be unique, simultaneous, spatially resolved information of the 3-dimensional properties of the target comet and its interaction with the space environment. We present the mission’s science background leading to these objectives, as well as an overview of the scientific instruments, mission design, and schedule

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

NCOP Termination of temporary scheme for site-specific approvals to allow connection of private networks to the PSTN

(NCOP - OFTEL's Code of Practice for the Design of Private Telecommunications Branch Networks)Available from British Library Document Supply Centre- DSC:9121.92(43) / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo

Situación actual del turismo cultural en Galicia. Nuevas realidades y perspectivas de futuro

Galicia has a cultural heritage of the first order, attested by its landscape, natural and heritage wealth. As can be seen from the statistics and specialized publications, the number of visitors to Galicia increases year after year, placing this Autonomous Community as a benchmark for cultural tourism in Spain and Europe.In order to analyze the Galician tourist reality in all its depth it is necessary to take into account the recent forest fires that devastated Galician and Northwest Peninsular soil recently, seriously damaging the patrimony of this land.Under this new reality and starting point, this work provides a current vision of Galician cultural tourism, analyzing possible future perspectives.Galicia cuenta con un patrimonio cultural de primer orden, atestiguado por su riqueza paisajística, natural y patrimonial. Tal y como se desprende de las estadísticas y publicaciones especializadas, el número de visitantes que acuden a Galicia se incrementa año tras año, situándose esta Comunidad Autónoma como un referente de turismo cultural a nivel de España y de Europa.Para analizar la realidad turística gallega en toda su profundidad se hace necesario tomar en consideración los recientes incendios forestales que asolaron el suelo gallego y del Noroeste Peninsular recientemente, dañando gravemente el patrimonio de esta tierra.Bajo este nuevo escenario y punto de partida se aporta en este trabajo una visión actual del turismo cultural gallego, analizando posibles perspectivas de futuro

Reducing techno-anxiety in high school teachers by improving their ICT problem-solving skills

Teachers need to continuously update their information and communication technologies (ICT) knowledge, but they are usually not trained to deal with the problems arising from their use. In fact, studies in the literature report techno-anxiety (i.e. unpleasant physiological activation and discomfort due to present or future use of ICT) in teachers. Thus, the goal of this action research is to study if teachers’ techno-anxiety can be reduced by increasing their ability to solve technological problems. An inter-subject experiment has been carried out with 46 teachers. High school teachers were chosen because they are digital immigrants, while at the moment of this research their students are digital natives (born around year 2000). Since we could not find any specific training for teachers to increase their resolution skills of technological problems, in order to apply the treatment for our study, we have designed and deployed an online course about ICT problem-solving skills based on the 70/20/10 model for learning and development. Results show the success of the course when it comes to increasing the ICT problem-solving skills and to reducing techno-anxiety

Turismo cultural en la Región de Murcia (España)

One of the most significant characteristics of tourism activity in recent years is the diversification of its offer due to new demands from consumers. The destinations whose tourism model has been structured in the form of sun and beach try to offer new activities that help diversify the tourist offer and meet the needs of tourists. Currently, the main economic engine of the Region of Murcia is tourism, the result of the combination of climate and coast length. This favors the arrival of tourists not only national, but from other countries such as Germany, United Kingdom or France. However, the current tourism model has a high seasonality, concentrated mainly in the summer months. The Public Administration tries to promote cultural tourism, with the purpose of valuing the patrimonial resources and generating an endogenous territorial development throughout the year. Therefore, this study analyzes the potential of cultural tourism in the Region of Murcia, especially in the places where it has developed most strongly. Una de las características más significativas de la actividad turística en los últimos años es la diversificación de su oferta debido a las nuevas demandas de los consumidores. Los destinos cuyo modelo turístico se ha vertebrado en la modalidad de sol y playa tratan de ofrecer nuevas actividades que ayuden a diversificar la oferta turística y satisfacer las necesidades de los turistas. En la actualidad, el principal motor económico de la Región de Murcia es el turismo, fruto de la combinación de la bonanza climática y la longitud de costa. Esto propicia la llegada de turistas no solo nacionales, sino de otros países como Alemania, Reino Unido o Francia. Sin embargo, el modelo turístico actual tiene una gran estacionalidad, concentrada en los meses estivales principalmente. Desde la Administración Pública se intenta potenciar el turismo cultural, con el fin de valorizar los recursos patrimoniales y generar un desarrollo territorial endógeno a lo largo de todo el año. Por ello, en este estudio se analizan las potencialidades del turismo cultural en la Región de Murcia, especialmente en los lugares donde se ha desarrollado con más fuerza.

The SCAT-ICT Recommender System: An online support program for teachers with personalized recommendations

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