Spawning induction of F1 greater amberjack in eastern Atlantic

DIVERSIF

Evaluation of different feeding frequencies in the growth of greater amberjack juveniles

The present study was conducted in the frame of the project DIVERSIFY to investigate the effects of different feeding frequencies in larger greater amberjack juveniles (> 250 g). During the trial, fish growth performance and feed efficiency were evaluated.Postprin

Cultivo del mero en el Centro Oceanográfico de Canarias

A finales del año pasado el Centro Oceanográfico de Canarias del IEO consiguió obtener, en su Planta Experimental de Cultivos Marinos, los primeros ejemplares de mero (Epinephelus marginatus) nacidos en cautividad en el archipiélago.Versión del edito

Cultivo de medregal Seriola sp. en Canarias

En el proyecto sobre medregal que se desarrolla en el Centro Oceanográfico de Canarias, se han logrado obtener puestas espontáneas de medregal a partir de ejemplares mantenidos durante un largo periodo de tiempo en las instalaciones de cultivo experimentalPostprin

La agroalimentación y la salud pública en Venezuela. Una visión desde el pensamiento complejo.

El presente ensayo está fundamentado en el desarrollo de un cuerpo de argumentaciones de la realidad en la agroalimentación y la salud pública. Se sustenta en el modelo agroalimentario de dominación hegemónica, justificando así la importancia de la transformación del desarrollo económico productivo, sus relaciones con la salud pública, desde la complejidad de la realidad las condiciones de vida y la reproducción social; es por ello que se plantea como propósito el preámbulo de una teoría argumentada que oriente el desarrollo agroalimentario en la esfera de la producción, distribución, consumo, acceso a las oportunidades de alimentación en Venezuela y su relación con el mundo en el contexto de la preservación ambiental y la vida desde el paradigma de la complejidad,&nbsp

Sustainable Development Goals and Physical Education. A Proposal for Practice-Based Models

The Sustainable Development Goals (SDGs) is a global strategy that aims to obtain a more equitable and just world. These objectives are organized into 17 SDGs, detailing 169 targets. Different international institutions have emphasized the relevance of education to developing citizens who contribute to achieving the SDGs for 2030. However, a review focused on physical education (PE) has yet to be performed. Therefore, the objective of this work is two-fold. First, to analyze and select the specific SDGs that can be implemented in the area of physical education. Second, to relate these specific goals to the different models based on physical education practices. This review showed how three institutional documents have previously related sport, physical exercise, and physical education to specific SDGs. Based on the search done, this review article selects those goals that could be integrated into the educational context through physical education. The bibliographic and critical analysis in this research shows that of the 169 specific goals proposed in the SDGs, only 24 could be worked on in physical education. Upon completion of the analysis, a proposal for the relationship between the practice-based models and these 24 goals is presented. The contributions made in this paper will allow teachers to establish links between PE sessions and SDGs while raising awareness to develop students who contribute to a more sustainable world

The Use of a Cooperative-Learning Activity with University Students: A Gender Experience

The UN Sustainable Development Goals (SDG) show how education is essential for creating values in students. In particular, SDG 4 (quality education) and SDG 5 (gender equality) indicate how co-education should be a sustainable benchmark. Co-educational methodologies have been studied for decades. Among them, cooperative learning is considered a valid technique for developing social relations and competences. This study aims to describe and characterize the gender differences between university students regarding their impressions and behaviors when working cooperatively. One hundred and seventy-seven university students (98 women and 79 men), from Physical Education and Primary Education degree courses, worked with Aronson’s Jigsaw technique. After its completion, they completed a questionnaire to analyze cooperative work in higher education (ACOES). The results are organized into seven dimensions. The main gender differences found show that women gave a higher evaluation to relating cooperative learning to future teaching roles (p = 0.017) and to understanding the need for cooperative tasks (p = 0.035). Additionally, female students prefer groups to be organized according to academic criteria and that they should remain stable throughout the academic period. Both genders value Aronson’s Jigsaw as a good method for developing social competences, although they are more neutral when considering it effective at improving academic performance. These findings help to generate a gender-cooperation profile that will enable future research to discuss results more accurately