Las TIC y la discapacidad auditiva: ¿Cómo está la situación?

En la actualidad educativa de todo el mundo, de nuestro país y de Canarias, debido a los tiempos de grandes avances tecnológicos en los que nos encontramos, se está trabajando por integrar y sacar el máximo beneficio de las tecnologías, con el fin de mejorar el aprendizaje de los estudiantes principalmente. Si bien, del tema de la discapacidad, y en especial de la auditiva, no se suele hablar en relación con las TIC, y por ello, con este estudio nos propusimos conocer si realmente se hace un uso significativo de las nuevas tecnologías para con el alumnado oyente y en especial, con el no oyente. Para ello, se recogió información sobre una serie de variables relacionadas con las TIC y la atención a la diversidad en la discapacidad auditiva en una muestra de 7 profesionales pertenecientes a distintos organismos y especialidades, por un lado 3 miembros del EOEP específico de auditivos de la Provincia de Santa Cruz de Tenerife, la orientadora y 2 docentes del CEIP Chimisay y el audioprotesista de la Clínica Barajas, para conocer el proceso por el cual se obtienen los recursos, se aplican y se obtienen resultados con los mismos. Tras el análisis de los datos se concluyó con que el profesorado requiere de formación para hacer un uso correcto de las TIC y que es necesario dar mayor visibilidad a la discapacidad auditiva.Abstract. In the present educational world, our country and the Canary Islands, due to the times of great technological advances in which we are, is working to integrate and make the most of the new technologies, in order to improve student learning mainly. Although, the issue of disability, and especially the auditory is not usually talked about in relation to ICT, and that is why with this study we set out to know if a significant use of new technologies is really made to the students hearing norm and in particular, with the non-hearer. To this end, information was collected on a series of variables related to ICT and attention to diversity in hearing impairment in a sample of 7 professionals belonging to different agencies and specialties, 3 members of the EOEP specific hearing of the Province of Santa Cruz de Tenerife, the counselor and 2 teachers of the CEIP Chimisay and the hearing care professional of the Barajas Clinic, to meet the process by which resources are obtained, apply and obtain results with them. After the analysis of the data, it was concluded that the 4 teaching staff requires training to make correct use of ICT and that it is necessary to give greater visibility to the hearing disabilit

Abandono universitario en la realidad canaria

La elección y realización de una carrera universitaria se ha convertido en una tarea cada vez más complicada que afecta tanto al alumnado y a sus familias, así como a los especialistas del ámbito de la orientación educativa. Constantemente se amplía el abanico de opciones de estudios profesionales, se reducen las oportunidades para ingresar y permanecer en las instituciones de educación superior, se reduce la capacidad para atender la demanda y se incrementa el número de estudiantes en algunas titulaciones mientras que en otras se incrementa el abandono. Si bien la elección y continuidad de los estudios universitarios también cuenta con diversos factores tales como la aceptación de las familias, economía, cultura o características intrínsecas del propio alumno/a que hacen que esta práctica goce de mayor complejidadThe choice and implementation of a college degree has become an increasingly difficult task that affects both students and their families as well as specialists in the field of educational guidance. Constantly range of options for professional studies expands, opportunities are reduced to enter and remain in institutions of higher education, capacity is reduced to meet the demand and the number of students increases in some degrees while other increases abandonment. While choosing and continuity of university studies also features various factors such as the acceptance of families, economy, culture or intrinsic characteristics of the student himself / to make this practical enjoyment of greater complexity

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Aula Tic-Aula Inteligente : la pizarra digital en la enseñanza de los aprendizajes básicos

En este proyecto se plantea la hipótesis de que si se emplea un medio material, capaz de mostrar el contenido de manera gráfica y con posibilidades de manipulación, el grado de mejora de adquisición de los contenidos favorece el mejor rendimiento escolar. Por este motivo, se utiliza la Pizarra Digital Interactiva como medio de enseñanza. Los objetivos son utilizar la pizarra, adecuada a las diferentes edades, para adquirir conocimientos, actitudes, destrezas y hábitos; afianzar conceptos y procedimientos adquiridos el las áreas curriculares por medio de aplicaciones y software adecuados; conocer y poner en práctica las normas básicas de funcionamiento de la pizarra digital; utilizar el aula TIC y la pizarra digital como un instrumento más de aprendizaje; participar activamente en las actividades relacionadas con el entorno digital y respetar y valorar las normas del aula de informática. Además se persiguen objetivos relacionados con el profesorado y el centro como introducir las modificaciones necesarias en las programaciones didácticas para incluir de forma secuenciada los nuevos estándares aún no contemplados; emprender proyectos en grupo para integrar la pizarra interactiva en el currículo del aula y producir materiales que puedan ser utilizados en la pizarra por los alumnos. Algunas de las actividades que se realizan son ejercicios de geometría; ejercicios de matemáticas con manipuladores virtuales; fracciones; números decimales y enteros; sistema métrico decimal, longitud, peso, capacidad y volumen; conocimiento del euro; rectas y ángulos; gramática: verbos, el artículo, determinantes, pronombres o adverbios; ortografía y acentuación; vocabulario; expresión escrita; poesía; animación a la lectura o frases hechas, dichos y modismos. La metodología consiste en el modelo de investigación acción ya que es un método de autoaprendizaje que permite poner en práctica las actividades según las necesidades. Esto es, se modifican las programaciones didácticas que presentan dificultad en su aprendizaje y se incorporan las actividades interactivas. La evaluación se lleva a cabo mediante indicadores como la reflexión que cada grupo de profesores constata por escrito en las actividades que elabora; y la evaluación continua de la comisión de coordinación pedagógica..Madrid (Comunidad Autónoma). Consejería de Educación. Dirección General de Mejora de la Calidad de la EnseñanzaMadridMadrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; General Ricardos 179 - 28025 Madrid; Tel. + 34915250893ES

Forward rapidity J/ψ production as a function of charged-particle multiplicity in pp collisions at s \sqrt{s} = 5.02 and 13 TeV

International audienceThe production of J/ψ is measured as a function of charged-particle multiplicity at forward rapidity in proton-proton (pp) collisions at center-of-mass energies $\sqrt{s}$ = 5.02 and 13 TeV. The J/ψ mesons are reconstructed via their decay into dimuons in the rapidity interval (2.5 < y < 4.0), whereas the charged-particle multiplicity density (dN$_{ch}$/dη) is measured at midrapidity (|η| < 1). The production rate as a function of multiplicity is reported as the ratio of the yield in a given multiplicity interval to the multiplicity-integrated one. This observable shows a linear increase with charged-particle multiplicity normalized to the corresponding average value for inelastic events (dN$_{ch}$/dη/〈dN$_{ch}$/dη〉), at both the colliding energies. Measurements are compared with available ALICE results at midrapidity and theoretical model calculations. First measurement of the mean transverse momentum (〈p$_{T}$〉) of J/ψ in pp collisions exhibits an increasing trend as a function of dN$_{ch}$/dη/〈dN$_{ch}$/dη〉 showing a saturation towards high charged-particle multiplicities.[graphic not available: see fulltext

Constraining hadronization mechanisms with Λ+c/D0 production ratios in Pb-Pb collisions at √sNN=5.02 TeV

The production of prompt Λ+c baryons at midrapidity (|y|<0.5) was measured in central (0-10%) and mid-central (30-50%) Pb-Pb collisions at the center-of-mass energy per nucleon-nucleon pair sNN−−−√=5.02 TeV with the ALICE detector. The Λ+c production yield, the Λ+c/D0 production ratio, and the Λ+c nuclear modification factor RAA are reported. The results are more precise and more differential in transverse momentum (pT) and centrality with respect to previous measurements. The Λ+c/D0 ratio, which is enhanced with respect to the pp measurement for 4<pT<8 GeV/c, is described by theoretical calculations that model the charm-quark transport in the quark-gluon plasma and include hadronization via both coalescence and fragmentation mechanisms