Does the level of motivation of physical education teachers matter in terms of job satisfaction and emotional exhaustion? A person-centered examination based on self-determination theory

Grounded in self-determination theory (SDT), prior research has demonstrated that physical education (PE) teachers may have different reasons to engage in teaching. Although some person-centered studies have identified varied motivational profiles in PE teachers, none of these studies have included the three forms of motivation (i.e., autonomous motivation, controlled motivation, and amotivation). This study aims to identify teachers’ motivational profiles, using the three forms of motivation. Moreover, differences between the obtained profiles in terms of job satisfaction and emotional exhaustion were examined. A sample of 107 primary school PE teachers participated. Four distinct motivational profiles were identified: “relatively amotivated,” “somewhat motivated,” “autonomous-controlled motivated,” and “relatively autonomously motivated.” Results showed that the predominantly autonomously motivated PE teachers reported the most adaptive pattern of outcomes. Although PE teachers from the “relatively autonomously motivated” group did not differ in terms of job satisfaction when compared to those in the “autonomous-controlled motivated” group, the former displayed lower values of emotional exhaustion. These findings support SDT in that more motivation is not necessarily better if this additional motivation comes from controlled reasons. These results could raise awareness among school stakeholders about the importance of increasing PE teachers’ autonomous motivation

Analysis of uncertainty in a middle-cost device for 3D measurements in BIM perspective

Medium-cost devices equipped with sensors are being developed to get 3D measurements. Some allow for generating geometric models and point clouds. Nevertheless, the accuracy of these measurements should be evaluated, taking into account the requirements of the Building Information Model (BIM). This paper analyzes the uncertainty in outdoor/indoor three-dimensional coordinate measures and point clouds (using Spherical Accuracy Standard (SAS) methods) for Eyes Map, a medium-cost tablet manufactured by e-Capture Research & Development Company, Mérida, Spain. To achieve it, in outdoor tests, by means of this device, the coordinates of targets were measured from 1 to 6 m and cloud points were obtained. Subsequently, these were compared to the coordinates of the same targets measured by a Total Station. The Euclidean average distance error was 0.005–0.027 m for measurements by Photogrammetry and 0.013–0.021 m for the point clouds. All of them satisfy the tolerance for point cloud acquisition (0.051 m) according to the BIM Guide for 3D Imaging (General Services Administration); similar results are obtained in the indoor tests, with values of 0.022 m. In this paper, we establish the optimal distances for the observations in both, Photogrammetry and 3D Photomodeling modes (outdoor) and point out some working conditions to avoid in indoor environments. Finally, the authors discuss some recommendations for improving the performance and working methods of the device.peerReviewe

Apex scavengers from different European populations converge at threatened savannah landscapes

Over millennia, human intervention has transformed European habitats mainly through extensive livestock grazing. “Dehesas/Montados” are an Iberian savannah-like ecosystem dominated by oak-trees, bushes and grass species that are subject to agricultural and extensive livestock uses. They are a good example of how large-scale, low intensive transformations can maintain high biodiversity levels as well as socio-economic and cultural values. However, the role that these human-modified habitats can play for individuals or species living beyond their borders is unknown. Here, using a dataset of 106 adult GPS-tagged Eurasian griffon vultures (Gyps fulvus) monitored over seven years, we show how individuals breeding in western European populations from Northern, Central, and Southern Spain, and Southern France made long-range forays (LRFs) of up to 800 km to converge in the threatened Iberian “dehesas” to forage. There, extensive livestock and wild ungulates provide large amounts of carcasses, which are available to scavengers from traditional exploitations and rewilding processes. Our results highlight that maintaining Iberian “dehesas” is critical not only for local biodiversity but also for long-term conservation and the ecosystem services provided by avian scavengers across the continent.Junta de Andalucía Postdoc Contracts (I + D + I Retos E-41- 202_0456599 and EMERGIA Program

A model of spatial location: New data for the Gor River megalithic landscape (Spain) from LiDAR technology and field survey

The megalithic cluster of the Gor River valley (Andalusia, Spain) is one of the biggest dolmenic groups in Europe, made up of 151 preserved megaliths. In spite of this high number of known monuments, increasing loss and destruction of many of the graves has taken place during the last decades due to enormous soil erosion and anthropogenic activities. With the aim of recording the location of these lost megaliths, Digital Terrain Models and LiDAR data have been used to analyse the terrain showing a high quantity of structures that seem similar to those actually documented in the zone but that were not noticed until now. These possible new burial mounds have been tested by archaeological surface survey, choosing three contrasting areas as samples. Results have shown a high success rate for this methodology, even allowing the discovery of new megalithic graves in heavily researched areas. We interpret the likely higher number of burial mounds in the area to indicate greater territorial control in boundary areas between 4th and 3rd millennium BC.Ministry of Science and Innovation, Spain (MICINN) PID2020-117437GB-I00/AEI/10.13039/50110001103

Innovación y transparencia: maridaje teórico, divergencia práctica. Propuesta sobre las empresas innovadoras del sector de la comunicación en España

La innovación puede considerarse un concepto transversal a lo que la empresa es, hace y dice. En base a esta idea, las empresas de de comunicación, como agentes económicos, políticos, pero también sociales (como elaboradoras del output mediático), deben apelar a la innovación en sus modelos de negocio y su cultura organizativa, esto es, los rasgos de innovación no solo deben llegar a la organización, a la estructura societaria y al modelo productivo, sino que también deben mostrarse y hacerse transparentes a su entorno. A través de técnicas metodológicas cuantitativas y enfoque cualitativo, se presenta una radiografía de cinco modelos empresariales en el sector de la comunicación con el objetivo de identificar el grado de transparencia que muestran a través de sus web sites en lo relativo a cuatro grandes áreas temáticas: aspectos sociales y societarios, económico-financieros, comunicacionales y de organización interna. Los resultados obtenidos nos permiten concluir que innovación y transparencia no son conceptos indisociables y que los aspectos económico-financieros son los que cuentan con un menor nivel de visibilidad

Social aspects about video games

Nuestro trabajo forma parte de una investigación más extensa que trata de estudiar cuál es la opinión que los jóvenes tienen sobre los videojuegos. En este caso, exponemos los resultados obtenidos en hipótesis que dan respuesta a dos de los objetivos planteados, analizar si los videojuegos pueden ser un condicionante de que los alumnos se aíslen de las personas que les rodean y analizar la opinión que tienen los estudiantes sobre las distintas características que se atribuyen a los videojuegos. En las hipótesis analizadas intervienen como variables predictoras la creencia o no por parte de los escolares de la utilidad que ven en los videojuegos para ayudarles a relacionarse, si permanecen o no jugando con un mismo videojuego y la sociabilidad que los alumnos creen que se puede desarrollar con el uso de los videojuegos. Para ello se toman en consideración los diferentes tipos de videojuegos que utilizan los jóvenes (arcades, simulación, estrategia y de mesa), aquellas características que opinan los alumnos que hacen atractivos a los videojuegos (meta a alcanzarse, tener imágenes visuales en movimiento, recuento automático de puntos, su velocidad y su azar), la opinión que tienen los escolares de los videojuegos, etc. Los resultados nos indican la opinión de los alumnos sobre algunos aspectos socializadores que los videojuegos facilitan al interactuar con este medio.Our work is part from a big investigation that tries to study which is the opinion that pupils have about videogames. In this case, we expose the results obtained in different hypothesis that answer for two objectives: analyzing if videogames can be a condition for students to isolate from other people and analyzing the opinion that pupils have about different characteristics that are attributed to videogames. In the hypotheses to debate intervene as predictor variables if scholars believe or not in the videogames to help them to socialize, if they remain or not playing with the same videogame and the sociability that students believe that they can develop using videogames. That is why we add different variables like kind of videogames (arcade, simulation, strategy and videogames from table), diverse characteristics about videogames that students think that make them more attractive, opinion about videogames from pupils, etc. The results indicate us various opinions from scholars about videogames and their social aspects in that they make it easy to relation with this media

El aumento de la escolarización en Educación Infantil y la disminución de las tasas de abandono temprano: dos indicadores que favorecen las políticas de inclusión

No se entiende hoy un sistema educativo de calidad si no incluye políticas encaminadas a mejorar las oportunidades educativas de todos los estudiantes. En todos los casos, los sistemas deben evolucionar favoreciendo las características personales y, a la vez, integrando las diferencias económicas, sociales, culturales, religiosas de cada país. Esta pluralidad solo tendrá verdadero sentido si se presentan como oportunidades y, en definitiva, como un camino necesario para lograr la inclusión, para mejorar y evolucionar. Para que cada sociedad alcance una mayor igualdad, tanto la educación como la formación juegan un papel determinante. En la Unión Europea, la Comisión en materia de educación y formación ha propuesto, de cara al 2020, la consecución de seis objetivos. Entre ellos se anuncia la importancia que tiene mejorar la escolarización de las etapas de educación infantil así como las tasas de abandono prematuro. Concretamente, en el próximo bienio, las cifras de niños y niñas en edad preescolar de más de cuatro años deben alcanzar el 95% y, por otro lado, se debe lograr reducir por debajo del 10%, el abandono temprano de escolares en la educación y la formación. Este estudio analiza estos dos indicadores, viendo su evolución en diversos países y reconociendo la relevancia que pueden tener ambos, ya directa o indirectamente, en los procesos de inclusión y en su optimización. Aumentando el primero y disminuyendo el segundo se favorecen las medidas relacionadas con la proporcionalidad y la equidad educativa. La elección de estos dos ámbitos tiene su explicación en el propio concepto de inclusión y en las dimensiones asociadas al mismo. ¿Sería acertado indicar que aquellos países que tienen mejores cifras en materia de educación infantil y de abandono temprano tienen también mejores datos acerca de la calidad educativa y, por consiguiente, en materia de inclusión? Buscamos algunos ejemplos que nos ayuden a entender y explicar estos argumentos aunque, realmente, no parece oportuno considerarlos como hechos absolutos pero sí relacionados.A quality education system needs to include policies aimed at improving the educational opportunities of all students. The development of education systems should promote personal characteristics in all cases while, at the same time, integrating the economic, social, cultural, and religious differences within each country. This diversity will only have real meaning if it is presented as an opportunity and ultimately, as a necessary inclusionary path for improvement and growth. Education and training play a decisive role in achieving greater social equality. In the European Union, the Education and Training Commission has proposed six benchmarks to be met by 2020. These include improving schooling provision for the early stages of primary education, as well as improving early drop-out rates. Specifically, in the next two years, at least 95% of children (from 4 to compulsory school age) should participate in early childhood education school; and the rate of early leavers from education and training aged 18-24 should be below 10%. This study analyses these two indicators by looking at how they have fared in different countries and recognising their direct or indirect impact in the optimisation of inclusion processes. Increasing the first indicator while decreasing the second encourages measures related to proportionality and educational equality. The choice of these two areas can be explained by the concept of inclusion and its associated dimensions. Would it be accurate to say that those countries that have better figures in terms of early childhood educa - tion and early school drop-out rates also have better data in terms of educational quality and, consequently, of inclusion? This paper provides some examples to gain a better understanding of these arguments, since it does not seem appropriate to consider them in isolation but rather as interrelated aspect

ad agritudinem podagram [...]”: sobre el empleo del guayaco en los comienzos del siglo XVI

En los últimos años se ha abordado el estudio de distintas prescripciones y consejos dietéticos en lenguas vernáculas de personajes vinculados a las élites castellanas, catalanas y navarras, datados entre la segunda mitad del siglo XV y finales del XVI. Uno de los personajes estudiados es el clérigo Juan Rena, veneciano de origen, que desde principios del siglo XVI ocupó puestos de responsabilidad en la administración castellana. Nombrado capellán de la reina Juana I de Castilla en 1508, fue Rena la ‘mano derecha’ de Fernando II de Aragón en la restructuración administrativa del reino de Navarra tras su conquista en 1512. Entre la numerosa documentación relacionada con su persona se han localizado dos textos para tratar la gota, basado en un ingrediente procedente del Nuevo Mundo, el palosanto o guayaco, en un periodo relativamente temprano