250 research outputs found
Los procesos cognitivos y las habilidades lectoras en estudiantes de enfermería
From a neuropsychological approach, the present study seeks to describe the cognitive operations applied during reading. This is a mixed case study, oriented to a sample of 200 Nursing students. For the collection of information, a test and a questionnaire of reading self-perception were applied to the students; as well as a semi-structured interview guide, aimed at teachers. It was found that they highlight that reading speed, memory and attention have an impact on the reading act, in addition to emotions and previous knowledge. In conclusion, cognitive operations are directly linked to the processes associated with reading.Revisión por pare
Big Data Transformation in Agriculture: From Precision Agriculture Towards Smart Farming
[EN] Big data is a concept that has changed the way to analyse data and information in different environments such as industry and recently, in agriculture. It is used to describe a large volume of data (structured or unstructured data), which are difficult to obtain, process or parse using conventional technologies and tools like relational databases or conventional statistics, in a reasonable time for their insight. However, Big Data is applied differently in each area to take advantage of its potential and capabilities. Specially in agriculture that presents more demanding conditions due to its inherent uncertainty, so Big Data methods and models from other environments cannot be used straight away in this area. In this paper, we present a review/update of term Big Data and analyse the evolution and the role of Big Data in agriculture outlined the element of collaboration.All authors acknowledge the partial support of Project 691249, RUC-APS: Enhancing and implementing Knowledge based ICT solutions within high Risk and Uncertain Conditions for Agriculture Production Systems, funded by the EU under its funding scheme H2020-MSCA-RISE-2015; and the project "Development of an integrated maturity model for agility, resilience and gender perspective in supply chains (MoMARGE). Application to the agricultural sector." Ref. GV/2017/025 funded by the Generalitat Valenciana. This first author was supported by the Aid Programme of Research and Development of Universitat Politecnica de Valencia [PAID-01-18].Rodríguez-Sánchez, MDLÁ.; Cuenca, L.; Ortiz Bas, Á. (2019). Big Data Transformation in Agriculture: From Precision Agriculture Towards Smart Farming. IFIP Advances in Information and Communication Technology. 568:467-474. https://doi.org/10.1007/978-3-030-28464-0_40S467474568Cox, M., Ellsworth, D.: Application-controlled demand paging for out-of-core visualization. In: Proceedings of the 8th Conference on Visualization 1997, p. 235. IEEE Computer Society Press (1997)Laney, D.: 3D data management: controlling data volume, velocity and variety. META Group Res. Note 6, 1 (2001)Beyer, M.A., Laney, D.: The Importance of “Big Data”: A Definition. Gartner, Stamford (2012)Kamilaris, A., et al.: A review on the practice of big data analysis in agriculture. Computers and Electronics in Agriculture 143(C), 23–37 (2017)Marr, B.: How Much Data Do We Create Every Day? The Mind-Blowing Stats Everyone Should Read (2019). https://www.forbes.com/sites/bernardmarr/2018/05/21/how-much-data-do-we-create-every-day-the-mind-blowing-stats-everyone-should-read/#5671a61d60baNIST. The definition of Big Data. https://bigdatawg.nist.gov/home.phpIBM. The definition of Big Data. https://www.ibm.com/analytics/hadoop/big-data-analyticsOracle. The definition of Big Data. https://www.oracle.com/big-data/guide/what-is-big-data.htmlShahbaz, M., Gao, Ch., Zhai, L., Shahzad, F., Hu, Y.: Investigating the adoption of big data analytics in healthcare: the moderating role of resistance to change. J. Big Data 6 (2019). https://doi.org/10.1186/s40537-019-0170-yTrom, L., Cronje, J.: Analysis of data governance implications on big data. In: Arai, K., Bhatia, R. (eds.) FICC 2019. LNNS, vol. 69, pp. 645–654. Springer, Cham (2020). https://doi.org/10.1007/978-3-030-12388-8_45Tao, F., et al.: A field programmable gate array implemented fibre channel switch for big data communication towards smart manufacturing. Robotics and Computer Integrated Manufacturing 57, 166–181 (2019)Lu, Y., Li, X., Zhong, J., Xiong, Y.: Research on the innovation of strategic business model in green agricultural products based on Internet of Things (IOT) - May 2010 (2010)Zhao, L., Yin, S., Liu, L., Zhang, Z., Wei, S.: A crop monitoring system based on wireless sensor network - December 2011 (2011)Chi, M., Plaza, A., Benediktsson, J.A., Sun, Z., Shen, J., Zhu, Y.: Big data for remote sensing: challenges and opportunities. Proc. IEEE 104(11), 2207–2219 (2016) https://doi.org/10.1109/jproc.2016.2598228Rodriguez, M.A., Cuenca, L., Bas, A.: FIWARE open source standard platform in smart farming - a review. In: Proceedings of the 19th IFIP WG 5.5 Working Conference on Virtual Enterprises, PRO-VE 2018, Cardiff, UK, 17–19 September 2018 (2018). https://doi.org/10.1007/978-3-319-99127-6_50Stafford, J., LeBars, J.: A GPS backpack system for mapping soil and crop parameters in agricultural fields. J. Navig. 49(1), 9–21 (1996)Robert, P.C.: Precision agriculture: research needs and status in the USA. In: Stafford, J.V. (ed.) Proceedings of the 2nd European Conference on Precision Agriculture, Part 1, pp. 19–33. Academic Press, SCI/Sheffield (1999)Long, D.S., Nielsen, G.A., Henry, M.P., Westcott, M.P.: Remote sensing for northern plains precision agriculture. In: Paper Presented at the Space 2000, pp. 208–214 (2000)Ge, Y., Thomasson, J.A., Sui, R.: Remote sensing of soil properties in precision agriculture: a review. Front. Earth Sci. 5(3), 229–238 (2011)Sundmaeker, H., Verdouw, C., Wolfert, S., Pérez L.: Internet of food and farm 2020. In: Paper presented at Digitising the Industry - Internet of Things Connecting Physical, Digital and Virtual Worlds, River Publishers, Gistrup/Delft, pp. 129–151 (2016)Barmpounakis, S., et al.: Management and control applications in agriculture domain via a FI Business-to-Business platform. Inf. Process. Agric. 2(1), 51–63 (2015)Musat, G., et al.: Advanced services for efficient management of smart farms. J. Parallel Distrib. Comput. 116, 3–17 (2018)FIspace. https://www.fispace.eu/whatisfispace.htmlAgricolus (2019). https://www.agricolus.com/Paton, N.W.: Automating data preparation: can we? Should we? Must we? In: CEUR Workshop Proceedings, p. 2324 (2019)Kim, K.S., Yoo, B.H., Shelia, V., Porter, C.H., Hoogenboom, G.: START: a data preparation tool for crop simulation models using web-based soil databases. Comput. Electron. Agric. 154, 256–264 (2018). https://doi.org/10.1016/j.compag.2018.08.023IoF2020 (2019). https://www.iof2020.eu
Bienestar psicológico en estudiantes de primeros ciclos de una universidad privada de Lima
The distance education modality, added to the demands of the university environment, can generate states of anxiety and uncertainty in students. Given this, an investigation was carried out whose objective was to describe the psychological well-being of first cycle university students. This is a descriptive case study, with a qualitative approach and phenomenological design. The research was carried out between March and August 2021 and was aimed at 20 students and 10 teachers from the Faculty of Health Sciences of a private university in Lima. For data collection, a focus group guide for teachers and a semi-structured interview guide for students were applied. Among the findings, the recognition of six central interrelated categories stands out: self-acceptance, purpose in life, autonomy, mastery of the environment, positive relationships, and personal growth. In general terms, the students' favorable state of psychological well-being was evidenced, related to a positive classroom climate, as well as a favorable self-perception. However, certain weaknesses were identified, such as the inability to take responsibility for their own actions, and the lack of short, medium, and long-term goals. In conclusion, the results have made it possible to describe the psychological well-being of the students who were part of the study sample, which has made it possible to identify the strengths and opportunities for improvement that should be considered for future studies, as well as the design of targeted proposals to improve the problem situation.La modalidad educativa a distancia, sumada a las exigencias propias del ámbito universitario, puede generar estados de ansiedad e incertidumbre en los estudiantes. Frente a ello, se realizó una investigación cuyo objetivo fue describir el bienestar psicológico de los estudiantes universitarios de primeros ciclos. Este es un estudio de caso descriptivo, con un enfoque cualitativo y diseño fenomenológico. La investigación se efectuó entre marzo y agosto de 2021, y estuvo dirigido a 20 estudiantes y 10 docentes de la Facultad de Ciencias de la Salud de una universidad privada de Lima. Para la recolección de datos, se aplicaron una guía de grupo focal dirigida a los docentes y una guía de entrevista semiestructurada dirigida a los estudiantes. Entre los hallazgos, destaca el reconocimiento de seis categorías centrales interrelacionadas: autoaceptación, propósito en la vida, autonomía, dominio del entorno, relaciones positivas y crecimiento personal. En términos generales, se evidenció el estado favorable de bienestar psicológico de los estudiantes, relacionado con un clima positivo del aula, así como una autopercepción favorable. No obstante, se identificaron ciertas debilidades, tales como la incapacidad de asumir la responsabilidad de sus propios actos, y la carencia de metas a corto, mediano y largo plazo. En conclusión, los resultados han permitido describir el bienestar psicológico del alumnado que formó parte de la muestra de estudio, lo cual ha posibilitado identificar las fortalezas y oportunidades de mejora que se debe tomar en cuenta para futuros estudios, así como el diseño de propuestas orientadas a mejorar la situación problemática
Diseño y aplicación de estrategias neuropsicopedagógicas en estudiantes universitarios
RESUMEN Esta investigación responde a la necesidad de atender aquellas falencias cognitivas y socioemocionales que puedan estar dificultando el proceso de adaptación de estudiantes recién ingresantes a la universidad. A partir de lo anterior, el objetivo general de este estudio fue describir los logros y limitaciones de una propuesta de estrategias neuropsicopedagógicas diseñadas a partir de un diagnóstico inicial y, posteriormente, aplicadas a estudiantes universitarios. En tal sentido, el presente trabajo responde a un enfoque cualitativo y corresponde a una investigación-acción, la que permitió resolver algunas problemáticas detectadas en el caso de estudio, el cual estuvo conformado por 43 estudiantes de primer ciclo de la Facultad de Educación de una universidad privada de Lima. A fin de detectar sus falencias, se emplearon guías de entrevistas semi-estructuradas a sus docentes, así como una encuesta de opinión dirigida a los estudiantes. Ello sirvió de insumo para el diseño de estrategias, las cuales fueron evaluadas principalmente a partir de un focus group dirigido a los alumnos. Entre los resultados más relevantes, destacan la superación de problemas de memoria, toma de decisiones, razonamiento y solución de problemas y metacognición, evidenciados en una gran cantidad de estudiantes, así como el mejoramiento de sus niveles de motivación en la participación en las actividades académicas propuestas. En conclusión, la aplicación de estrategias neuropsicopedagógicas obtuvo resultados positivos en la mayoría de los alumnos que conformaron el caso de estudio.ABSTRACT This research responds to the need to attend the cognitive and socio-emotional shortcomings that may be hindering the process of adaptation of newly admitted students to the university. From this identification, this study was oriented to design and apply neuropsychopedagogical strategies aimed at improving the development of students. Based on the foregoing, the general objective of this study was to describe the achievements and limitations of a proposal of neuropsycho-pedagogical strategies designed from an initial diagnosis and subsequently applied to university students. In this sense, the present work responds to a qualitative approach and corresponds to a research-action, which allowed to solve some problems detected in the case study, which was made up of 43 first-cycle students of the Faculty of Education of a university private of Lima. In order to detect their shortcomings, semi-structured interview guides were used for their teachers, as well as an opinion poll aimed at the students. This served as input for the design of strategies, which were evaluated mainly from a focus group aimed at the students. Among the most relevant results, we highlight the overcoming of memory problems, decision making, reasoning and problem solving, and metacognition, evidenced in a large number of students, as well as the improvement of their levels of motivation in participation in activities academic proposals. In conclusion, the application of neuropsicopedagogical strategies obtained positive results in most of the students that made up the case study
Analysis of digital teaching tools in the new educational paradigm
[EN] Nowadays most high education professors use several digital tools to support teaching, such as education platforms and other sources like digital slides or digital documents. Most universities rely on their own educational platforms, which has been mainly used to share documents between professors and students. These platforms reinforce the master classes, but do not replace the typical face-to-face classes. For instance, the platform used by the Universitat Politècnica de València in 2006 is called PoliformaT and is an adaptation of Sakai. On this digital platform, professors and students can share and manage information and documents from their degree or master subjects, such as tasks, exams, content repository, etc. Due to the COVID-19 crisis, the high education professors forced to replace face-to-face classes by virtual classes, to confront the new educational paradigm that has emerged. Furthermore, they have had to deepen into the functionalities offered by existing platforms and to adapt their teaching to other types of platforms that allow virtual teaching such as Microsoft Teams, Google Classroom or Blackboard Learn. Therefore, because of the current situation and the potential that e-learning platforms and tools have in university teaching, it has led to the emergence of numerous software related to teaching. However, due to the short reaction time to adapt face-to-face to virtual teaching, no comparisons have been made between existing digital tools to define which of them is most appropriate for each university and its teaching style. Hence, a deep analysis of existing digital tools to support teaching is required. This paper aims to analyse and compare several teaching software tools. For that, the functionalities of the most used teaching tools are compared, and their main advantages and disadvantages are analysed in order to obtain the best tools to be used in high education.This work has been developed within the framework of the projects Coordinación metodológica a
través de webs de apoyo en títulos ETSII para diferentes Competencias Trasversales of the call for
Educational Innovation and Improvement Projects (PIME) with code PIME/19-20 Ref. 150, Ref. 151
and Ref. 152, in its institutional modality, promoted by the Vice-Rectorate for Studies, Quality and
Accreditation and the Institute of Education Sciences of the Universitat Politècnica de València. The first author was supported by the Generalitat Valenciana (Conselleria de Educación, Investigación,
Cultura y Deporte) under Grant ACIF/2019/021.Rodríguez-Sánchez, MDLÁ.; Esteso, A.; Alemany Díaz, MDM.; Boza, A. (2021). Analysis of digital teaching tools in the new educational paradigm. IATED Academy. 9564-9570. https://doi.org/10.21125/inted.2021.20009564957
Competencia digital en docentes de ciencias de la salud de una universidad privada de lima
Introduction: This work responds to the need of developing digital skills in teachers, who can take advantage of the different potentialities of technological resources in order to achieve better learning in their students. Objective: To determine the differences between the dimensions of the digital competence of teachers of the School of Health Sciences of a private university in Lima, Peru, according to sociodemographic variables. Methods: A comparative descriptive design was used. It should also be noted that a total population composed of 40 teachers was considered, of which 34 agreed to collaborate in the research. The instrument used to collect information was an adaptation of the Teaching Digital Competence Questionnaire, prepared by Javier Tourón, Deborah Martín, Enrique Navarro, Silvia Pradas and Victoria Íñigo in 2018. In addition, a sociodemographic record was addressed to teachers. Subsequently, statistical analysis was performed using the SPSS 25 software. Results: It was found that there were no significant differences between the dimensions of digital competence, according to the sociodemographic variables of sex, age, maximum level of study reached, and years of teaching experience. Even so, the differences evidenced in some of these variables could be subject of future studies. Conclusions: The dimension in which teachers have the greatest problems is security, while the one in which they have the least difficulties is problem solving.Revisión por pare
How does the use of digital platforms impact on students marks at high education?
[EN] More and more universities use educational digital platforms to support teaching. Due to the covid-19 crisis, and with the online teaching approval, the usage of digital platforms in universities has gone from being an option to a necessity. Therefore, efforts have been made to promote the use of existing platforms in each university. This has required teachers not only to make an effort to transform and adapt in record time all the presential teaching to virtual teaching, but also has required professors to learn how to use some of the features of existing digital platforms that were not familiar to them. However, did using this type of platforms positively impact on high education students marks? This study aims to determine if such impact existed in engineering schools. More concretely, this paper focus on engineering students from different grades and levels from the Universitat Politècnica de València in Spain, and on the use of the PoliformaT digital platform, which is an adaptation of Sakai platform for the mentioned university. Statistics data provided by PoliformaT about the number of visits, number of events with the platform, and downloaded documents per student for several subjects from the School of Industrial Engineering and the School of Informatics for the course 2019-2020 are analysed. Multiple linear regression models on marks obtained by students and their activity on PoliformaT platform have been built to determine if the usage of digital platforms has any relation with the students¿ marks. A varied casuistry is observed in the results. Relations of the analysed items with marks have been identified in some of the analysed subjects, still these relations being moderate. In this sense, some unconsidered factors might be influencing these relations, being appropriate to analyse them in future research. On the other hand, it is necessary to re-analyse this same scenario in future courses when both, students and professors, have enough usage level of the employed teaching tools. Next course we expect that some of the deficiencies identified in this first study will be reduced after both actors become familiar to these digital tools.This work has been developed within the framework of the projects Coordinación metodológica a
través de webs de apoyo en títulos ETSII para diferentes Competencias Trasversales of the call for
Educational Innovation and Improvement Projects (PIME) with code PIME/19-20 Ref. 150, Ref. 151
and Ref. 152, in its institutional modality, promoted by the Vice-Rectorate for Studies, Quality and
Accreditation and the Institute of Education Sciences of the Universitat Politècnica de València. The
second author was supported by the Generalitat Valenciana (Conselleria de Educación, Investigación,
Cultura y Deporte) under Grant ACIF/2019/021.Esteso, A.; Rodríguez-Sánchez, MDLÁ.; Alarcón Valero, F.; Prats-Montalbán, JM. (2021). How does the use of digital platforms impact on students marks at high education?. IATED Academy. 9559-9563. https://doi.org/10.21125/inted.2021.19989559956
High-value chemicals production via eco-industrial park: heat integration, safety, and environmental analysis
The rapid depletion of fossil fuels in the last decade has negatively impacted the quality of the environment. This research exposes the simulation of two biorefinery scenarios to obtain high-value chemical products: Ethanol (scenario 1) and methanol, propylene, and ethylene (scenario 2) were analysed as alternatives for the possible implementation of an eco-industrial park. Heat integration analysis, safety profiles, and environmental assessment were applied to analyse the scenarios. Using energy integration methodologies, the potential of energy consumption reduction was estimated higher in Scenario 2. After the safety analysis, Scenario 1 results were inherently more secure than those of Scenario 2. Therefore, this biorefinery needed to include the recovery of effluents from unwanted streams to enhance the production of high-value chemicals. Finally, the results showed that it is possible to successfully connect the biorefinery scenarios through an eco-industrial park to improve the competitiveness of intermediate sector
Multi-tenant Data Management in Collaborative Zero Defect Manufacturing
[EN] This research paper describes different patterns and best practices to effectively implement multi-tenancy of production sensor data in collaborative applications. The paper explains the design considerations taken to support multi-tenancy in the Zero Defects Manufacturing Platform (ZDMP), using concrete collaborative use cases as an example. The main objective is to provide an overview of multi-tenancy as an enabler of collaborative use cases in digital manufacturing platforms, describe the different design patterns, the main trade-offs, and best practices.This work was supported in part by the European Commission under the Grant Agreement 825631. The author María Ángeles Rodríguez was supported by the Generalitat Valenciana (Conselleria de Educación, Investigación, Cultura y Deporte) under Grant-Agreement ACIF/2019/021.Fraile Gil, F.; Montalvillo, L.; Rodríguez-Sánchez, MDLÁ.; Navarro, H.; Ortiz Bas, Á. (2021). Multi-tenant Data Management in Collaborative Zero Defect Manufacturing. IEEE. 464-468. https://doi.org/10.1109/MetroInd4.0IoT51437.2021.948853446446
¿Conocen los estudiantes de psicología los principios éticos básicos para actuar como terapeutas? Propuesta de una innovación en la docencia universitaria
El objetivo del presente estudio ha sido comprobar el conocimiento que poseen los alumnos que están a punto de finalizar la licenciatura de Psicología (y consecuentemente estarán habilitados para ejercer profesionalmente), acerca de los distintos principios éticos y deontológicos básicos que rigen la actividad profesional del psicólogo, concretamente como terapeutas. Para ello, hemos desarrollado un cuestionario en el que se describen 16 situaciones profesionales. En ellas se plantean situaciones éticamente problemáticas que pueden presentarse en la práctica clínica, especialmente en el entorno terapéutico, entre el profesional y el cliente/paciente. Ante ellas, los estudiantes tenían que responder a dos cuestiones para lo cual se tenían que posicionar en lugar del profesional implicado: a) ¿Cómo actuarías realmente? y b) ¿Cómo crees que deberías actuar? Con la primera cuestión pretendíamos comprobar la voluntad de los alumnos por actuar en consecuencia con su criterio ético (independientemente de que el razonamiento mantenido para desarrollar ese criterio ético fuese adecuado) y con la segunda, si el razonamiento ético que les llevaba a optar por una de las respuestas era adecuado, en función del Código Deontológico. En el estudio participaron 200 alumnos, de 4° y 5° de la Licenciatura de Psicología de la Universidad de Sevilla, que en el curso 2000-01, se encontraban cursando las asignaturas de Modificación de Conducta e Intervención psicológica en Medicina respectivamente, asignaturas que tienen un enfoque eminentemente aplicado y que están orientadas hacia la intervención clínica psicológica en distintos trastornos psicopatológicos y problemas médicos. Se formaron dos grupos y sólo a uno de ellos se les proporcionó de forma previa a la cumplimentación del cuestionario, un ejemplar el Código Deontológico del Psicólogo. Los resultados obtenidos muestran que: a) Los participantes informaron que actuarían realmente como creían que deberían actuar, siendo por tanto, consecuentes con sus creencias, aunque, un considerable el porcentaje de alumnos optaría por la respuesta "no ética", lo que indica que, en esos casos el análisis realizado no ha sido el apropiado. b) De las 16 situaciones, en 12 de ellas, más de un 10% de los alumnos no actuaría de acuerdo con las normas éticas. El principal problema surge en las situaciones 11 a 15, en las que un altísimo porcentaje de alumnos no las identifica como situaciones antiéticas. Todas ellas implican algún tipo de relación dual entre el terapeuta y el cliente/paciente, en diferentes grados de severidad. c) No existen diferencias significativas en las respuestas dadas por los alumnos que habían consultado previamente el Código Deontológico. Esto indica claramente que nuestro Código, en algunos de sus preceptos, es ambiguo y poco preciso y no proporciona una guía de actuación clara para los profesionales que quieran conducirse de forma ética. A partir de estos datos, podemos deducir que un número considerable de los alumnos que han participado en nuestra investigación no disponen de la suficientemente información sobre temas éticos y deontológicos y consecuentemente, tienen dificultad para identificar y ser capaces de resolver situaciones profesionales problemáticas. Como conclusión, la principal implicación de éste trabajo, es la llamada de atención sobre la necesidad de implantación de una asignatura de ética profesional en el plan de estudios de la licenciatura de Psicología, en la que se ofrezcan a los estudiantes estrategias para reconocer dilemas éticos, para generar posibles soluciones en línea con los principios éticos del Código Deontológico y con el propio sistema de valores, así como para aumentar la motivación para actuar de acuerdo con ellos.The purpose of the present study is to prove the knowledge of students who are about to finish the career of Psychology (and who consequently are able to practice), concerning different ethical and deontological principles which rule the professional activity of psychologist, specifically as therapists. Thus, we have developed a questionnaire that describes 16 professional instances. Ethically problematic situations which may arise along clinical practice are proposed, especially within a therapeutic environment, between the therapist and the patient /client. Students had to answer two questions, and they had to imagine being in the therapist's shoes in order to respond: a) What would you actually do? and b) What do you think you should do? We intended to test students’ willingness to act according to their ethical criteria (regardless how appropriate the reasoning for that statement was) and we wanted to know if ethical reasoning which led them to choose one response was the core! one, according to the Deontological Code. 200 students of the Psychology Program of Sevilla University participated. They were 4'h and 5'" year students taking courses such as Behavior Modification and Psychological Intervention in Medicine respectively. These courses have a merely practical! approach and they focus on psychological and clinical intervention in different pathological diseases, as well as medical! problems. Two groups were formed and only one of them was provided a copy of the Deontological Code for Psychologists prior to filling out the questionnaire. Results obtained show that: a) Participants informed that they would act as they thought they should, being consequential with their beliefs. However, a considerable rate of students would select the non-ethical response, which shows that no appropriate analysis was carried out in these latter cases. b) In 12 out of 16 situations, more than 10% of the students would not agree with the ethical standards. The main problem arises from situations 11 to 15, where a very high number of students does not identify them as non-ethical situations. Ali of them imply sore sort of dual relationship between therapist and client/patient, in different degrees of severity. c) There are no significant! differences in the answers given by students who had previously consulted the Deontological Code. This clearly shows that our Code reveals ambiguity and lack of precision in sore of its provisions and does not provide a clear acting guide for professionals who wish to act ethically. We can infer from these data, that a considerable number of students participating in our research do not have enough information conceding deontological and ethical issues and, subsequently, might have difficulties to identify and to solve problematic professional situations. As a conclusion, the main issue in this work should be a call about the need of implementation of a professional ethics course within the Psychology Program, so that students are offered strategies for identifying ethical dilemmas, so that they can come up with possible solutions according to ethical principles in the Deontological Code and according to their own value system, as well as enhancing motivation to act accordingl
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