18 research outputs found
The use of collaborative publishing tools in Didactics of Experimental Sciences in multicampus universities: The case of the University of Castilla-La Mancha
El uso de herramientas de publicación colaborativas, denominadas
comúnmente como wikis, presenta numerosas ventajas en su aplicación a la
docencia en Didáctica de las Ciencias Experimentales, sobre todo en
Universidades multicampus. Éste es el caso de la Universidad de Castilla-La
Mancha y, en concreto, de la titulación de grado de Maestro en Educación
Primaria, que se imparte en cuatro campus diferentes: Albacete, Ciudad Real,
Cuenca y Toledo. El uso de las mismas permitiría, por ejemplo, el trabajo de
grupos formados por alumnos de diferentes campus, superando las barreras
espacio-temporales. La realización de trabajos en grupos de estas características
supondría dar un paso más en la unificación de los criterios formativos en
aspectos como la preparación del material o el planteamiento de trabajos
prácticos existentes dentro de la asignatura. Utilizar una herramienta colaborativa
como es una wiki supone la posibilidad de impartir de un modo más coordinado
las asignaturas del área de Didáctica de las Ciencias Experimentales, así como
trabajar numerosas competencias transversales. Asimismo, las wikis permiten
registrar cambios históricos en los documentos, con lo que no sólo se puede
realizar una evaluación formativa del trabajo conjunto, sino también del trabajo
individual. Hay que remarcar que, debido a su estructura, permite crear enlaces a
espacios de trabajo de otras disciplinas, haciendo sencilla la realización de
proyectos interdisciplinares. Este hecho favorece el que los alumnos no estudien
de manera aislada las diferentes didácticas específicas, sino que trabajen
directamente con la interrelación entre ellas. Por ello, no sólo podemos hablar de
trabajar interdisciplinarmente dentro de la Didáctica de las Ciencias
Experimentales, sino también en la relación con otras áreas afines o relacionadas.The use of collaborative publishing tools, commonly called wikis, provide a
wide number of advantages on its application to teaching in Didactics of
Experimental Sciences, above all in multicampus Universities. This is the case of
the University of Castilla-La Mancha and, in particular, of the Primary Education
degree, that is imparted in four different campus: Ciudad Real, Toledo, Albacete
and Cuenca. The use of wikis would allow to work, for example, in groups
composed by students of different campus, getting through spatial and temporal
barriers. Making collaborative works with these characteristics would improve
the unification of the existing criteria in aspects like elaborating documentation
or designing practical works for the different subjects. Using a collaborative tool
like a wiki, implies the possibility of giving lessons of the subjects of the area of
Didactics of Experimental Sciences in a more coordinated way, and also to work
numerous transversal competences. Wikis also allow to register historical
changes in the documents, so it is possible to make a formative assessment as
well as an individual one. It is remarkable that the structure of a wiki allows to
link these workspaces to others that belong to another disciplines, so it is easy to
create multidisciplinary projects. As a result, students don’t study the specific
didactics separately, but they work with its interrelationships. And it means not
only to work interdisciplinarly in Didactics of Experimental Sciences, but also in
other areas
Hydrodynamic limit of a coupled Cucker-Smale system with strong and weak internal variable relaxation
This project has received funding from the European Research Council (ERC) under
the European Union’s Horizon 2020 research and innovation programme (grant agreement No 639638), the
MECD (Spain) research grant FPU14/06304, the MINECO-Feder (Spain) research grant number RTI2018-
098850-B-I00, the Junta de Andalucia (Spain) Projects PY18-RT-2422 & A-FQM-311-UGR18 (D.P, J.S).In this paper, we present the hydrodynamic limit of a multiscale system describing
the dynamics of two populations of agents with alignment interactions and the
effect of an internal variable. It consists of a kinetic equation coupled with an Euler-type
equation inspired by the thermomechanical Cucker–Smale (TCS) model. We propose a
novel drag force for the fluid-particle interaction reminiscent of Stokes’ law. Whilst the
macroscopic species is regarded as a self-organized background fluid that affects the kinetic
species, the latter is assumed sparse and does not affect the macroscopic dynamics.
We propose two hyperbolic scalings, in terms of a strong and weak relaxation regime of
the internal variable towards the background population. Under each regime, we prove
the rigorous hydrodynamic limit towards a coupled system composed of two Euler-type
equations. Inertial effects of momentum and internal variable in the kinetic species disappear
for strong relaxation, whereas a nontrivial dynamics for the internal variable appears
for weak relaxation. Our analysis covers both the case of Lipschitz and weakly singular
influence functions.European Research Council (ERC) 639638MECD (Spain) FPU14/06304MINECO-Feder (Spain) RTI2018-098850-B-I00Junta de Andalucia
European Commission PY18-RT-2422
A-FQM-311-UGR18Basic Science Research Program through the National Research Foundation of Korea (NRF) - Ministry of Science and ICT NRF-2020R1A4A307906
Filippov trajectories and clustering in the Kuramoto model with singular couplings
The work of J. Park was supported by the Basic Research Program through the National Research Foundation of Korea (NRF) funded by the MSIT(NRF-2020R1A4A3079066). The work of D. Poyato (D.P.) and J. Soler (J.S.) has received funding from the European Research Council (ERC) under the European Union's Horizon 2020 research and innovation programme (grant agreement No. 639638), the MECD (Spain) research grant FPU14/06304 (D.P), the MINECO-Feder (Spain) research grant number RTI2018-098850-B-I00, the Junta de Andalucia (Spain) Projects PY18-RT-2422 & A-FQM-311-UGR18 (D.P., J.S.).We study the synchronization of a generalized Kuramoto system in which the coupling
weights are determined by the phase differences between oscillators. We employ the fast-learning
regime in a Hebbian-like plasticity rule so that the interaction between oscillators is enhanced by
the approach of phases. First, we study the well-posedness problem for the singular weighted Kuramoto
systems in which the Lipschitz continuity fails to hold. We present the dynamics of the
system equipped with singular weights in all the subcritical, critical and supercritical regimes of
the singularity. A key fact is that solutions in the most singular cases must be considered in Filippov’s
sense. We characterize sticking of phases in the subcritical and critical case and we exhibit
a continuation criterion for classical solutions after any collision state in the supercritical regime.
Second, we prove that strong solutions to these systems of differential inclusions can be recovered
as singular limits of regular weights.We also study the emergence of synchronous dynamics for the
singular and regular weighted Kuramoto models.Basic Research Program through the National Research Foundation of Korea (NRF) - MSIT
NRF-2020R1A4A3079066European Research Council (ERC)
639638MECD (Spain)
FPU14/06304MINECO-Feder (Spain)
RTI2018-098850-B-I00Junta de Andalucia
European Commission
PY18-RT-2422
A-FQM-311-UGR1
A proposal of collaborative work in groups made up by students of the Faculty of the University of Castilla - La Mancha and the Pontifical Catholic University of Chile : A proposal using collaborative publishing tools.
De la experiencia del trabajo con herramientas de publicación colaborativas -
wikis - de uno de los autores en la Pontificia Universidad Católica de Chile, nace
el planteamiento de actividades en las que los alumnos de la Facultad de
Educación de esta Universidad trabajen de manera colaborativa con alumnos de
las Facultades de Educación de la Universidad de Castilla-La Mancha en el
ámbito de la Didáctica de las Ciencias Experimentales. El hecho de trabajar en la
misma área de conocimiento, desde una perspectiva diferente, amplía la
capacidad de los futuros maestros para trabajar en contextos internacionales.
Utilizar wikis en la Educación Superior como instrumento de trabajo
colaborativo permite además trabajar competencias transversales como la
multiculturalidad, el uso de las tecnologías de la información y la comunicación,
las habilidades interpersonales, el trabajo en equipo y la eliminación de barreras
espacio-temporales. El trabajo colaborativo en contextos internacionales permite
a los alumnos trabajar sobre la adaptación de los contenidos de la Didáctica de
las Ciencias Experimentales al aula, contextualizándola en otro sistema
educativo diferente y no limitándose a la legislación vigente en España y en
Castilla-La Mancha. Por otro lado, en la Didáctica de las Ciencias
Experimentales, los ecosistemas constituyen un interesante recurso de trabajo,
vertebrador que relaciona las diferentes disciplinas. Los trabajos colaborativos
centrados en ecosistemas de ambos países suponen trasladar aquellos
conocimientos relacionados con procesos observados en ecosistemas cercanos a
otros estudiantes que no los conocen desde su experiencia directa. La
importancia de estos aspectos en la formación de un futuro maestro es especialmente interesante actualmente cuando la capacidad de ejercer la
profesión docente en el extranjero puede suponer una interesante salida laboral.Based on the work of one of the authors in the Pontifical Catholic University
of Chile with collaborative publishing tools – wikis – there is a proposal for
activities in which students of both universities, Castilla-La Mancha and
Pontifical Catholic of Chile, can work collaboratively in the area of Didactics of
Experimental Sciences. The fact of working in the same knowledge area, but
from a different perspective, enhances the ability of the future teachers to work
in international contexts. Using wikis in Universities as a tool for collaborative
publishing, allows to develop transversal competences like multiculturality, the
use of information and communication technologies (ICT), interpersonal
abilities, the group work and the removal of time and space barriers.
Collaborative work in an international context allow students to work on the
adaptation of the Didactics of Experimental Sciences contents to schools, making
them sensitive to another educative system and not only applying these contents
to the current legislation in Spain and in Castilla-La Mancha. Besides,
ecosystems are a powerful tool that vertebrate the relationship between the
Didactics of Experimental Sciences and other disciplines. Collaborative works
focused on Spanish and Chilean ecosystems implies the transfer of knowledge
related to processes observed in these nearby ecosystems to other students that
don't know them from their direct experience. The importance of all these
aspects in the education of future teachers is especially interesting nowadays,
when the ability to work as a teacher in a foreign country may constitute a
significant opportunit
Predictive model for cytoneme guidance in Hedgehog signaling based on Ihog- Glypicans interaction
Additional information
Supplementary information The online version contains
supplementary material available at
https://doi.org/10.1038/s41467-022-33262-4.Acknowledgements
We are grateful to and Pedro Ripoll and Ana-Citlali Gradilla for comments
on the manuscript. We also thank to Laura González-Méndez,
Carlos Jiménez-Jiménez, David Sánchez-Hernández and Eléanor Simon
in I.G laboratory for their help with some experiments, the Confocal
Facilities of the CBMSO and Bloomington and Vienna stock centers for
fly stocks. This work was supported by grants BFU2017-83789-P,
PID2020-114533GB-C21 and TENTACLES consortium RED2018-102411-T
to I.G from the Spanish Ministry of Science, Innovation and Universities
and by institutional grants from the Fundación Areces and Banco de
Santander to the CBMSO. FPI fellowship from the Spanish Ministry of
Science, Innovation and Universities supported A.A-T (BFU2017-83789-
P). This work was also supported by grants RTI2018-098850-B-I00 to J.S
from the MINECO-Feder (Spain), PY18-RT-2422 & A-FQM-311-UGR18 to
M.C, D.P and J.S from the Junta de Andalucia (Spain), MECD (Spain)
research grant FPI2015/074837 to M.C, and partially supported by the
MECD (Spain) research grant FPU14/06304 and the European Research
Council (Europe) Project ERC-COG-2019 WACONDY (grant agreement
No 865711) to D.P.MINECO-Feder
A-FQM-311-UGR18, PY18-RT-2422Banco Santander
RTI2018-098850-B-I00Ministerio de Ciencia, Innovación y Universidades
MCIUEuropean Research Council
865711, ERC-COG-2019 ERCMinisterio de Educación, Cultura y Deporte
FPI2015/074837, FPU14/06304Junta de Andalucí
EVIDENT smartphone app, a new method for the dietary record: comparison with a food frequency questionnaire
Background: More alternatives are needed for recording people’s normal diet in different populations, especially adults or the
elderly, as part of the investigation into the effects of nutrition on health.
Objective: The aim of this study was to compare the estimated values of energy intake, macro- and micronutrient, and alcohol
consumption gathered using the EVIDENT II smartphone app against the data estimated with a food frequency questionnaire
(FFQ) in an adult population aged 18 to 70 years.
Methods: We included 362 individuals (mean age 52 years, SD 12; 214/362, 59.1% women) who were part of the EVIDENT
II study. The participants registered their food intake using the EVIDENT app during a period of 3 months and through an FFQ.
Both methods estimate the average nutritional composition, including energy intake, macro- and micronutrients, and alcohol.
Through the app, the values of the first week of food recording, the first month, and the entire 3-month period were estimated.
The FFQ gathers data regarding the food intake of the year before the moment of interview.
Results: The intraclass correlation for the estimation of energy intake with the FFQ and the app shows significant results, with
the highest values returned when analyzing the app’s data for the full 3-month period (.304, 95% CI 0.144-0.434; P<.001). For this period, the correlation coefficient for energy intake is .233 (P<.001). The highest value corresponds to alcohol consumption
and the lowest to the intake of polyunsaturated fatty acids (r=.676 and r=.155; P<.001), respectively. The estimation of daily
intake of energy, macronutrients, and alcohol presents higher values in the FFQ compared with the EVIDENT app data. Considering
the values recorded during the 3-month period, the FFQ for energy intake estimation (Kcal) was higher than that of the app (a
difference of 408.7, 95% CI 322.7-494.8; P<.001). The same is true for the other macronutrients, with the exception g/day of
saturated fatty acids (.4, 95% CI −1.2 to 2.0; P=.62).
Conclusions: The EVIDENT app is significantly correlated to FFQ in the estimation of energy intake, macro- and micronutrients,
and alcohol consumption. This correlation increases with longer app recording periods. The EVIDENT app can be a good
alternative for recording food intake in the context of longitudinal or intervention studies.
Trial Registration: ClinicalTrials.gov NCT02016014; http://clinicaltrials.gov/ct2/show/NCT02016014 (Archived by WebCite
at http://www.webcitation.org/760i8EL8Q).Spanish Ministry of Science and Innovation and Carlos III Health Institute/European Regional Development Fund (FIS: PI13/00618, PI13/01526, PI13/00058, PI13/01635, PI13/02528, PI12/01474; RETICS: RD12/0005, RD16/0007), Regional Health Management of Castilla and León (GRS 1191/B/15, GRS 909/B/14, GRS 770/B/13), and the Infosalud Foundatio
Propuesta de mejora del Sistema Interno de Garantía de Calidad de la Facultad de Medicina
La garantía de calidad en el ámbito universitario puede considerarse como la atención sistemática, estructurada y continua a las titulaciones ofertadas. La garantía de calidad se compromete a poner en marcha los medios que aseguren y demuestren la calidad de los programas formativos que se desarrollan en cada una de las titulaciones ofrecidas por la Universidad y así cumplir con la obligación que tiene con la sociedad.
El presente proyecto nace como fruto de la responsabilidad adquirida para el cumplimiento de las funciones encomendadas y, con el objetivo de seguir adoptando una estrategia de mejora continua de la calidad de la docencia y satisfacción de los colectivos implicados en el proceso de enseñanza-aprendizaje (Profesorado, Estudiantes y PAS)
Algunos núcleos de resistencia en la enseñanza-aprendizaje de la geología
El proceso de enseñanza-aprendizaje de la geología no debe limitarse a la exposición de una serie de procesos y agentes, de acción puntual y a describir un catálogo de productos, desconectados entre sí. Es necesario indexar procesos, agentes y productos dentro de un marco global de actuación continuos en el espacio y en el tiempo, con repercusiones mutuas. Para ello se hace necesario que los alumnos asuman la realidad de "tiempo geológico" y amplíen el espacio afectado por algunos de los sucesos geológicos incluso a nivel cortical o planetario
Algunos problemas relacionados con las enseñanzas de las Ciencias Geológicas
En el artículo se analizan algunos aspectos particulares de la geología y algunos de los defectos pedagógicos más habituales que pueden contribuir a dificultar su enseñanz