The use of cinema as a learning tool in foreign language classes

La incorporación del cine en clases de lengua extranjera es una herramienta que se está haciendo cada vez más popular a la hora de ayudar a los estudiantes a aprender una lengua diferente a la materna. Constituye un enfoque motivador para los estudiantes, puesto que el cine es un tema de su interés. Además, esta herramienta ayuda a los estudiantes a mejorar su comprensión auditiva así como sus capacidades de lectura, escritura y comprensión oral. Hay varias técnicas que incorporan el uso de películas y que pueden ser empleadas en clase, como son la secuenciación y el método CLIL.The integration of cinema in foreign language classes is a tool that is becoming more and more popular when helping students learn a language different from their mother tongue. It constitutes a motivating approach for students, as cinema is a topic of their interest. In addition to this, this tool assists students to improve their listening skills to a large extend as well as their reading, writing and speaking skills. There are various techniques which incorporate the use of films and that can be employed in the foreign language class, such as sequencing and the CLIL method

Strategies to provide written corrective feedback to intermediate EFL learners

La retroalimentación correctiva escrita tiene un papel fundamental a la hora de ayudar a estudiantes de inglés como lengua extranjera de nivel intermedio a mejorar y alcanzar precisión. Así, la retroalimentación correctiva escrita se está haciendo cada vez más popular a la hora de ayudar a los estudiantes a aprender una lengua diferente a la materna. Constituye un enfoque motivador para los estudiantes, especialmente el tipo de retroalimentación indirecta, puesto que incentiva a los estudiantes a reflexionar sobre la lengua y a usar habilidades relacionadas con la razón y el pensamiento, las cuales aumentarán su interés en la asignatura.Written corrective feedback has a crucial role for intermediate EFL learners' to improve and achieve accuracy. Thus, WCF is becoming more and more popular when helping students learn a language different from their mother tongue. It constitutes a motivating approach for students, especially the indirect type of feedback as it encourages students to reflect on language and to use reasoning and thinking skills that will increase their interest in the subject

Proposal of a presentation activity for a lesson plan to be carried out with students in the second year of Baccalaureate

Este artículo tiene como objetivo analizar y describir una propuesta para una actividad en la parte de presentación de un plan de estudios a llevar a cabo en una clase con 30 estudiantes en el segundo año de Bachillerato. El tema del plan de estudio está relacionado con el tema de las compras, así que se estudiara vocabulario relacionado con esta área. Además, los estudiantes tendrán la oportunidad de practicar la voz pasiva. Sobre todo, tenemos que tener en cuenta la presencia de estudiantes con necesidades especiales.This paper aims at analysing and describing a proposal for the presentation activity of a lesson plan to be carried out in a class with 30 students in the second year of Baccalaureate. The topic of the lesson plan is related to shopping so vocabulary connected to it will be taught. Moreover, students will have the opportunity to practice the passive voice. Most importantly, we have to take into account the presence of students with special needs

Theoretical perspectives on the language learning potential of written corrective feedback

El objetivo de este artículo es analizar y describir las diferentes perspectivas teóricas que se encuentran disponibles por lo que respecta a la influencia que la corrección de textos escritos tiene a la hora de aprender un idioma extranjero. Estas teorías abarcan no solo el papel que la corrección de textos escritos tiene sobre el aprendizaje de una lengua, sino también a la hora de adquirirla. Por consiguiente, este artículo abarcará cuatro teorías principales, las cuales son la teoría modelo de Krashen, las teorías sobre la adquisición de habilidad, interacción, y la teoría socio-cultural.This paper aims at analysing and describing the different theoretical perspectives that can be found in terms of the influence that WCF has on learning a foreign language. These theories deal with not only with the role that WCF plays when learning a language, but also when acquiring it. In consequence, this paper will deal with four main theories, which are Krashen's Monitor Model, skill acquisition, interaction, and socio-cultural theories

Contextualización de la preceptiva. La moralidad en la novela del siglo XVIII.

Sin resume

Elaboration and characterization of nanoemulsion with orange essential oil and pectin

BACKGROUND: Nanoemulsions formulated with citric essential oils are currently of interest because of their physical and chemical properties and multiple applications in areas such as the food industry or agrochemicals. These are thermodynamically unstable and have almost Newtonian flow behaviour, but a suitable formulation allows systems to be obtained with good physical stability and rheological properties. The addition of pectin makes this possible. In this work, food nanoemulsions formulated with pectin, orange essential oil (5 wt%), and Tween 80 were obtained by microfluidization. First, the effect of Tween 80 concentration from 1 to 5 wt% on emulsions without pectin was evaluated. Then, pectin was added to the most stable nanoemulsion obtained and two variables were studied: the pectin solution concentration (from 2 to 6 wt%) and the pectin/emulsion ratio (1:1 or 2:1) at a fixed pectin concentration. RESULTS: Rheological, laser diffraction, and multiple light scattering techniques were employed to determine the content of Tween 80 that results in the most stable nanoemulsion without pectin, which was 3 wt%. In addition, these techniques were used to determine the structure and physical stability of the nanoemulsions containing orange essential oil and pectin. The results obtained showed that the emulsions containing 2 wt% pectin were destabilized before 24 h. Furthermore, the emulsion with 6 wt% pectin and a 2:1 pectin/emulsion ratio showed the highest viscosity and the lowest mean diameters, and therefore the greatest stability. CONCLUSION: This work extends the knowledge of formulation of nanoemulsions and using essential oils. © 2021 The Authors. Journal of The Science of Food and Agriculture published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.Ministerio de Economía y Competitividad CTQ2015-70700-

Scoping review of the methodology of large health surveys conducted in Spain early on in the COVID-19 pandemic

This work was partially supported by Ministerio de Economia y Competitividad and Ministerio de Ciencia e Innovacion of Spain (Grants PID2019-106861RB-I00, PI20/00855, and PI22/00512, respectively) and CIBER of Epidemiology and Public Health (CIBERESP).The Supplementary Material for this article can be found online at: https://www.frontiersin.org/articles/10.3389/fpubh.2023. 1217519/full#supplementary-materialBackground: The use of health surveys has been key in the scientific community to promptly communicate results about the health impact of COVID-19. But what information was collected, where, when and how, and who was the study population? Objective: To describe the methodological characteristics used in large health surveys conducted in Spain early on in the COVID-19 pandemic. Methods: Scoping review. Inclusion criteria: observational studies published between January 2020 and December 2021, with sample sizes of over 2,000 persons resident in Spain. Databases consulted: PubMed, CINAHL, Literatura Latinoamericana y del Caribe en CC de la Salud, Scopus, PsycINFO, Embase, Sociological Abstracts, Dialnet and Web of Science Core Collection. We analyzed the characteristics of the literature references, methodologies and information gathered in the surveys selected. Fifty five studies were included. Results: Sixty percentage of the studies included had mental health as their main topic and 75% were conducted on the general adult population. Thirteen percentage had a longitudinal design, 93% used the internet to gather information and the same percentage used non-probability sampling. Thirty percentage made some type of sampling correction to reduce coverage or non-response biases, but not selection biases. Sixty seven percentage did not state the availability of their data. Conclusions: Consistent with the extensive use of non-probability sampling without any bias correction in the extraordinary setting created by COVID-19, quality population frameworks are required so that probability and representative samples can be extracted quickly to promptly address other health crises, as well as to reduce potential coverage, non-response and particularly selection biases by utilizing reweighting techniques. The low data accessibility despite the huge opportunity that COVID-19 provided for Open Science-based research is striking.Competitividad and Ministerio de Ciencia e Innovacion of Spain PID2019-106861RB-I00, PI20/00855, PI22/00512Spanish Governmen

Percepción acerca del adulto mayor en los estudiantes 7mo- 11vo Años del Instituto Nacional de Masatepe, II Semestre 2016

La percepción que los jóvenes y población en general tienen hacia la vejez es un punto clavepara darnos cuenta de la problemática que ocasiona al ver a las personas adultas mayores desdeun punto negativo o positivo y munchas veces por la falta de conocimiento acerca delenvejecimiento y de los cambios que este trae consigo. Esta investigación se realizó con elobjetivo de analizar la percepción que tienen los estudiantes de 7mo – 11vo años de un colegio de secundaria acerca del adulto mayor. El método utilizado es comparativo, descriptivo,prospectivo, cuantitativo y de corte transversal con un universo de 248 estudiantes con un margen de error del 6% y 94% de confianza, se utilizó la encuesta como instrumento, lainformación se recogió en el II semestre del año en curso y se procesó mediante tablas y gráficasutilizando el programa Microsoft Excel. En los resultados se encontró que en ambos grupos de estudiantes existen un balance de estereotipos negativos como positivos, ya que los estudiantesde séptimo año se encontró de que estos adolescentes ven a los adultos mayores desde unaperspectiva negativa a diferencia de los de onceavo donde predominaron en ellos los estereotipos positivos, Recomendando que los estudiantes de las carreras de Enfermería enespecial los de Paciente Critico realicen visitas a los institutos o colegios de primaria como secundaria para dar charlas a los estudiantes sobre el adulto mayor.Palabras claves: Percepción, Adulto Mayor, Estudiantes Autores: Ivania del Carmen García Sánchez María Teresa Reyes LinarteMelania del Socorro Obando García Tutor: Msc. Sandra Reyes Álvarez.Carrera

Use of Alternative Wood for the Ageing of Brandy de Jerez

The use of alternative types of wood has arisen for the aging of the Brandy de Jerez, on a pilot plant level. In particular, besides the use of American oak, two more types of oak have been studied, French oak and Spanish oak, allowed by the Technical File for the ID Brandy de Jerez, and chestnut, which, though it is not officially allowed, is a type of wood which had been traditionally used in the area for the aging of wines and distillates. All of them have been studied with different toasting levels: Intense toasting and medium toasting. The study of the total phenolic composition (TPI), chromatic characteristics, organic acids, and sensory analysis have proven that chestnut leads to distillates with a higher amount of phenolic compounds and coloring intensity than oak. This behavior is the opposite as regards the toasting of the wood. Among the different types of oak, Spanish oak produces aged distillates with a higher phenolic composition and a higher color intensity. Regarding tasting, the best-assessed samples were those aged with chestnut, French oak, and American oak, and the assessors preferred those who had used a medium toasting level to those with an intense leve

Aprendizaje y Servicio en la Universidad de Cádiz. Banco de experiencias II. Jornadas de Aprendizaje y servicio y educación Inclusiva. CURSO 2014/2015

Durante el curso 2014/2015, en el contexto de la asignatura Cultura, Políticas y Prácticas inclusivas en Educación Infantil se desarrollaron las I JORNADAS DE APRENDIZAJE Y SERVICIO y EDUCACIÓN INCLUSIVA. Fueron organizadas con el apoyo de la recientemente creada Asociación de Aprendizaje y Servicio en la UCA y enmarcadas en la Actuación Avalada de Mejora Docente “Actúa” 14/15 de la Universidad de Cádiz que lleva por título “Institucionalización curricular del Aprendizaje y Servicio en los títulos de Educación”.14 página