Diseño y uso de materiales para la docencia presencial y virtual

En la última década se está produciendo una revolución educativa en el ámbito de la educación superior debido a las actuales necesidades de conocimiento, formación y aprendizaje y, a la sustancial incursión de Internet y de las Tecnologías de la Información y la Comunicación (TICs). Este cambio docente ha traído consigo la aparición de los MOOC (Massive Online Open Course), de los SPOC (Small Private Online Course) y de nuevas metodologías pedagógicas como Flipped Learning. Todos ellos tienen en común el uso de herramientas digitales. El objetivo de este trabajo es el de presentar y dar a conocer diferentes recursos didácticos para la creación y edición de materiales educativos (cuestionarios, foros, presentaciones, edición de vídeos y mapas conceptuales) para su uso en la docencia presencial y virtual. Son centenares los programas y herramientas online que existen para la elaboración de materiales educativos interactivos y audiovisuales. Sin embargo, a nivel docente no se conocen bien todas las posibilidades que ofrecen cada uno de estos recursos educativos ni se sabe bien para que fin utilizarlos.Eje 2 - Mesa 1.Dirección de Educación a Distancia, Innovación en el aula y TIC (EAD

Diseño y uso de materiales para la docencia presencial y virtual

En la última década se está produciendo una revolución educativa en el ámbito de la educación superior debido a las actuales necesidades de conocimiento, formación y aprendizaje y, a la sustancial incursión de Internet y de las Tecnologías de la Información y la Comunicación (TICs). Este cambio docente ha traído consigo la aparición de los MOOC (Massive Online Open Course), de los SPOC (Small Private Online Course) y de nuevas metodologías pedagógicas como Flipped Learning. Todos ellos tienen en común el uso de herramientas digitales. El objetivo de este trabajo es el de presentar y dar a conocer diferentes recursos didácticos para la creación y edición de materiales educativos (cuestionarios, foros, presentaciones, edición de vídeos y mapas conceptuales) para su uso en la docencia presencial y virtual. Son centenares los programas y herramientas online que existen para la elaboración de materiales educativos interactivos y audiovisuales. Sin embargo, a nivel docente no se conocen bien todas las posibilidades que ofrecen cada uno de estos recursos educativos ni se sabe bien para que fin utilizarlos.Eje 2 - Mesa 1.Dirección de Educación a Distancia, Innovación en el aula y TIC (EAD

Diseño y uso de materiales para la docencia presencial y virtual

En la última década se está produciendo una revolución educativa en el ámbito de la educación superior debido a las actuales necesidades de conocimiento, formación y aprendizaje y, a la sustancial incursión de Internet y de las Tecnologías de la Información y la Comunicación (TICs). Este cambio docente ha traído consigo la aparición de los MOOC (Massive Online Open Course), de los SPOC (Small Private Online Course) y de nuevas metodologías pedagógicas como Flipped Learning. Todos ellos tienen en común el uso de herramientas digitales. El objetivo de este trabajo es el de presentar y dar a conocer diferentes recursos didácticos para la creación y edición de materiales educativos (cuestionarios, foros, presentaciones, edición de vídeos y mapas conceptuales) para su uso en la docencia presencial y virtual. Son centenares los programas y herramientas online que existen para la elaboración de materiales educativos interactivos y audiovisuales. Sin embargo, a nivel docente no se conocen bien todas las posibilidades que ofrecen cada uno de estos recursos educativos ni se sabe bien para que fin utilizarlos.Eje 2 - Mesa 1.Dirección de Educación a Distancia, Innovación en el aula y TIC (EAD

Ionanocarbon lubricants. The combination of ionic liquids and carbon nanophases in tribology

The present overview will focus on the tribological applications of what we have called ionanocarbon lubricants, that is, the combination of carbon nanophases (graphene, carbon nanotubes, nanodiamonds, carbon nanodots) and room-temperature ionic liquids in new dispersions, blends, or modified nanostructures and their use in tribology, lubrication, and surface engineering as friction-reducing, antiwear, and surface-protecting agents in thin films and composite materials. Further research lines and factors that limit the practical applications of the outstanding research results are also highlighted. The very recent results in these lines of research make this a necessary brief review.The authors wish to thank the financial support of the Ministerio de Economía y Competitividad (MINECO, Spain) (MAT2014-55384-P). “Este trabajo es resultado de la actividad desarrollada en el marco del Programa de Ayudas a Grupos de Excelencia de la Región de Murcia, de la Fundación Séneca, Agencia de Ciencia y Tecnología de la Región de Murcia (19877/GERM/15)”. María-Dolores Avilés is grateful to MINECO for aresearch grant (BES-2015-074836)

Hand grip strength in boys and girls from summer school camps in Spain, 1900–1925. A comparison with 21st century data

Objectives The Spanish National Pedagogic Museum (Museo Pedagógico Nacional, MPN), founded by La Institución Libre de Enseñanza, organized the first summer school camps in Spain and their initiative was followed by other institutions in this country. MPN prepared anthropological forms for those sojourns, which included information about both metric and physiological measurements of the schoolchildren. The aim of the current work is to analyze hand grip strength data and to compare them with recent values. Methods The initial sample included 2418 schoolchildren from 6 to 16 years old (1467 males, 951 females) attending the camps, but after preliminary analyses, the study was restricted to 1073 boys and 818 girls in the 1900–1925 interval. Three time periods were established and 13 categories of height at camp entry, every 5 cm. Normality tests were run as well as contrasts of means, and both average values and percentiles were calculated for hand grip strength in both hands, as a function of age and height categories. Results The 1900–1925 interval was chosen since there were no significant differences among hand grip data within that period. Results show that children attending the camps had dynamometry values in both hands well below the current ones, both with reference to their height and to their age. Conclusions Camp attendees displayed very low values of height and hand grip strength in both hands. Both are significantly lower than contemporary values, manifesting a secular effect

Estilos educativos familiares: valoración en un grupo de familias españolas (p. 15-41)

ResumenLas prácticas educativas familiares han sido analizadas y diferenciadas en función de distintos estilos educativos parentales. En este estudio revisamos las características más significativas de los principales estilos educativos familiares y sus consecuencias sobre el desarrollo infantil. Para ello, nos basamos fundamentalmente en las clásicas tipologías de Baumrind (1978), revisadas por MacCoby y Martín (1983). A continuación presentamos los datos de un estudio con familias españolas (N=387), determinando qué ideologías asociadas a los cuatro estilos educativos analizados (Autoritario, Permisivo Negligente, Permisivo Indulgente y Democrático o Inductivo) son más frecuentes en las familias, discriminando por edad y sexo. Las ideas educativas son analizadas a partir del grado de acuerdo con diversos presupuestos y prácticas educativas. Los resultados muestran tendencias diferentes para los estilos educativos Autoritario y Permisivo Indulgente (mayor grado de acuerdo entre los padres) y Democrático o Inductivo (mayor grado de acuerdo entre las madres), hallándose un alto grado de desacuerdo generalizado hacia los estilos Permisivos Negligentes.Palabras clave: Estilos educativos familiares. Afecto parental. Disciplina parental.Comunicación familiar.Estilos educativos familiares: valoração em um grupo de famílias espanholasResumoAs práticas educativas familiares têm sido analisadas e diferenciadas em função de distintos estilos educativos parentais. Neste estudo, revisamos as características mais significativas dos principais estilos educativos familiares e as suas consequências sobre o desenvolvimento infantil. Para isso, baseamo-nos fundamentalmente nas tipologias clássicas de Baumrind (1978), revisadas por MacCoby e Martín (1983). A seguir, apresentamos os dados de um estudo com famílias espanholas (N=387), determinando quais ideologias associadas aos quatro estilos educativos analisados (autoritário, permissivo negligente, permissivo indulgente e democrático ou indutivo) são mais frequentes nas famílias, discriminados por idade e por sexo. As ideias educativas são analisadas a partir do grau de concordância com os diversos pressupostos e práticas educativas. Os resultados mostram tendências diferentes para os estilos autoritário e permissivo indulgente (maior grau de concordância entre os pais) e democrático ou indutivo (maior grau de concordância entre as mães), encontrando-se um alto grau de desacordo generalizado entre o estilo permissivo negligente.Palavras-chave: Estilos educativos familiares. Afeto parental. Disciplina parental. Comunicação familiar.Family Educational styles: assessment in a group of Spanish familiesAbstractFamily educational practices have been analyzed and differentiated for different parenting styles. In this study we review the most significant features of the main family parenting styles and their impact on child development. To do this, we rely primarily on the classical types of Baumrind (1978), revised by Maccoby and Martín (1983). Here are data from a study with Spanish families (N = 387), determining what ideologies associated with the four parenting styles analyzed (Authoritarian, Permissive Neglect, Permissive Indulgent and Democratic or inductive) are more common in families, discriminating by age and sex. Educational ideas are analyzed from the degree of agreement with various budgets and practices. The results show different trends for Authoritarian and Permissive Indulgent (high level of agreement between parents) and Democratic or inductive (high level of agreement between mothers) educational styles, being a high degree of widespread disagreement towards permissive styles negligent.Keywords: Family educational styles. Parental affection. Parental discipline. Family communication

Confort psicológico y experiencia turística. Casos de estudio de espacios naturales protegidos de la Comunidad Valenciana (España)

[EN] This paper identifies and analyses the factors setting up the visitors’ psychological comfort in natural protected areas and the satisfaction about the tourist experience.These factors have been analyzed in four Valencian Natural Protected Areas (Font Roja, Albufera, Turia and Islas Columbretes) from direct and participant observation, in-depth interviews to key stakeholders, as well as an amount of 2,749 visitors’ surveys.[ES] Este trabajo identifica y analiza los factores que configuran el confort psicológico de los visitantes en espacios naturales protegidos y su relación con una experiencia turística satisfactoria. Estos factores han sido analizados en cuatro espacios protegidos de la Comunidad Valenciana (Font Roja, Albufera, Turia e Islas Columbretes) a partir de estudios de observación directa y participante, entrevistas a testigos privilegiados y un total de 2.749 encuestas a visitantes.Viñals Blasco, MJ.; Morant González, M.; Teruel Serrano, MD. (2014). Confort psicológico y experiencia turística. Casos de estudio de espacios naturales protegidos de la Comunidad Valenciana (España). Boletín de la Asociación de Geógrafos Españoles. (65):293-316. http://hdl.handle.net/10251/58037S2933166

Ovine HSP90AA1 Expression Rate Is Affected by Several SNPs at the Promoter under Both Basal and Heat Stress Conditions

The aim of this work was to investigate the association between polymorphisms located at the HSP90AA1 ovine gene promoter and gene expression rate under different environmental conditions, using a mixed model approach. Blood samples from 120 unrelated rams of the Manchega sheep breed were collected at three time points differing in environmental conditions. Rams were selected on the basis of their genotype for the transversion G/C located 660 base pairs upstream the gene transcription initiation site. Animals were also genotyped for another set of 6 SNPs located at the gene promoter. Two SNPs, G/C−660 and A/G−444, were associated with gene overexpression resulting from heat stress. The composed genotype CC−660-AG−444 was the genotype having the highest expression rates with fold changes ranging from 2.2 to 3.0. The genotype AG−522 showed the highest expression levels under control conditions with a fold change of 1.4. Under these conditions, the composed genotype CC−601-TT−524-AG−522-TT−468 is expected to be correlated with higher basal expression of the gene according to genotype frequencies and linkage disequilibrium values. Some putative transcription factors were predicted for binding sites where the SNPs considered are located. Since the expression rate of the gene under alternative environmental conditions seems to depend on the composed genotype of several SNPs located at its promoter, a cooperative regulation of the transcription of the HSP90AA1 gene could be hypothesized. Nevertheless epigenetic regulation mechanisms cannot be discarded.Publishe

Mental health and drug use in college students: should we take action?

Background College students are vulnerable to suffering from anxiety and depression. Moreover, mental disorders can contribute to drug consumption or inappropriate use of prescribed drugs. Studies on this topic in Spanish college students are limited. This work analyses anxiety and depression and psychoactive drug intake pattern in the post-COVID era in college students. Methods An online survey was conducted among college students from UCM (Spain). The survey collected data including demographic, academic student perception, GAD-7 and PHQ-9 scales, and psychoactive substances consumption. Results A total of 6,798 students were included; 44.1% (CI95%: 42.9 to 45.3) showed symptoms of severe anxiety and 46.5% (CI95%: 45.4 to 47.8) symptoms of severe or moderately severe depression. The perception of these symptoms did not change after returning to face-to-face university classes in the post-COVID19 era. Despite the high percentage of cases with clear symptoms of anxiety and depression, most students never had a diagnosis of mental illnesses [anxiety 69.2% (CI95%: 68.1 to 70.3) and depression 78.1% (CI95%: 77.1 to 79.1)]. Regarding psychoactive substances, valerian, melatonin, diazepam, and lorazepam were the most consumed. The most worrying issue was the consumption of diazepam, 10.8% (CI95%: 9.8 to 11.8), and lorazepam, 7.7% (CI95%: 6.9 to 8.6) without medical prescription. Amongst illicit drugs, cannabis is the most consumed. Limitations The study was based on an online survey. Conclusions The high prevalence of anxiety and depression aligned with poor medical diagnosis and high intake of psychoactive drugs should not be underestimated. University policies should be implemented to improve the well-being of students.Depto. de Farmacia Galénica y Tecnología AlimentariaFac. de FarmaciaTRUEpu

Identification of seasonal variation in the diagnosis of acute myeloid leukaemia:a population-based study

Until now, the role that seasonal factors play in the aetiology of acute myeloid leukaemia (AML) has been unclear. Demonstration of seasonality in AML diagnosis would provide supportive evidence of an underlying seasonal aetiology. To investigate the potential seasonal and long‐term trends in AML diagnosis in an overall population and in subgroups according to sex and age, we used population‐based data from a Spanish hospital discharge registry. We conducted a larger study than any to date of 26 472 cases of AML diagnosed in Spain between 2004 and 2015. Using multivariable Poisson generalized linear autoregressive moving average modelling, we found an upward long‐term trend, with monthly incidence rates of AML annually increasing by 0.4% [95% confidence interval (CI), 0.2%–0.6%; p = 0.0011]. January displayed the highest incidence rate of AML, with a minimum average difference of 7% when compared to February (95% CI, 2%–12%; p = 0.0143) and a maximum average difference of 16% compared to November (95% CI, 11%–21%; p < 0.0001) and August (95% CI, 10%–21%; p < 0.0001). Such seasonal effect was consistent among subgroups according to sex and age. Our finding that AML diagnosis is seasonal strongly implies that seasonal factors, such as infectious agents or environmental triggers, influence the development and/or proliferation of disease, pointing to prevention opportunities