Detecting Features from Confusion Matrices using Generalized Formal Concept Analysis

We claim that the confusion matrices of multiclass problems can be analyzed by means of a generalization of Formal Concept Analysis to obtain symbolic information about the feature sets of the underlying classification task.We prove our claims by analyzing the confusion matrices of human speech perception experiments and comparing our results to those elicited by experts.This work has been supported by Spanish Government-Comisión Interministerial de Ciencia y Tecnología TEC2008-02473/TEC y TEC2008-06382/TEC.Publicad

A Proposal for New Evaluation Metrics and Result Visualization Technique for Sentiment Analysis Tasks

Proceedings of: 4th International Conference of the CLEF Initiative (CLEF 2013). 4th International Conference of the CLEF Initiative (CLEF 2013). Valencia, Spain, September 23-26, 2013.In this paper we propound the use of a number of entropybased metrics and a visualization tool for the intrinsic evaluation of Sentiment and Reputation Analysis tasks. We provide a theoretical justification for their use and discuss how they complement other accuracybased metrics. We apply the proposed techniques to the analysis of TASS-SEPLN and RepLab 2012 results and show how the metric is effective for system comparison purposes, for system development and postmortem evaluation.FJVA and JCdA are supported by EU FP7 project LiMoSINe (contract 288024). CPM has been partially supported by the Spanish Government-Comisión Interministerial de Ciencia y Tecnología project TEC2011-26807 for this paper.Publicad

Flipped classroom in primary education teacher’s degree: strength and weakness

[EN] This article presents the results of an innovation experience carried out with first year students of the Primary Education Teacher’s Degree. Based on global trends in favour of curricular methodologies to encourage the development of autonomous and collaborative learning capacities in students, a group of teacher’s members of the Educational Innovation Group EIEGID, who teach in the subject School Organization and Resources in Education, has sought a progressive graduation in the difficulty and prominence to be assumed by the students in the learning tasks. The aim was to overcome the dichotomy of theoretical classes and practical classes, contemplating different methodologies, but sharing their features: foster student autonomy, seek motivation, take risks and develop alternative responses, promoting responsibility, with options to experiment and encourage the development of an attitude of permanent improvement. To do this, tasks are proposed that allowed to face unforeseen events, t[ES] Este artículo presenta los resultados de una experiencia de innovación realizada con alumnos de primer curso del Grado de Maestro de Educación Primaria. Partiendo de las tendencias globales a favor del fomento de capacidades de aprendizaje autónomo y colaborativo, un grupo de profesores miembros del Grupo de Innovación Docente EIE-GID, ha buscado una graduación progresiva en la dificultad y protagonismo a asumir por el alumnado en las tareas de aprendizaje. Se busca superar la dicotomía de clases teóricas y clases prácticas, empleando metodologías diversas, pero que comparten entre sus rasgos: fomentar la autonomía del alumno, procurar la motivación, adopción de riesgos y elaboración de respuestas alternativas, promoviendo responsabilidad, con opciones de experimentar y estimular el desarrollo de una actitud de superación permanente. Para ello, se plantean tareas que permiten hacer frente a acontecimientos imprevistos, tomar iniciativas, ser responsables y autónomos, movilizar recursosGarcía Hernández, M.; Porto Currás, M.; Hernández Valverde, F. (2019). El aula invertida con alumnos de primero de magisterio: fortalezas y debilidades. REDU. Revista de Docencia Universitaria. 17(2):89-106. https://doi.org/10.4995/redu.2019.11076OJS89106172Ato, M. y Vallejo, G. (2007). Diseños experimentales en psicología. Madrid: Pirámide.Baepler, P.; Walker, J.& Driessen, M. (2014). It's not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers & Education, 78, 227-236. https://doi.org/10.1016/j.compedu.2014.06.006Berenguer Albaladejo, C. (2016). Acerca de la utilidad del aula invertida o flipped classroom. En M.T. Tortosa Ybáñez; S. Grau Company y J.D. Álvarez Teruel (coords.), XIV Jornades de xarxes d' investigació en docència universitária. Disponible en http://rua.ua.es/dspace/handle/10045/59358Bergmann, J.& Sams, A. (2014). Flipped learning: Maximizing face time. T+ D, 68(2), 28-31.Biggs, J. (2008). Calidad del aprendizaje universitario. Madrid: Narcea.Davies, R., Dean, D. y Ball, N. (2013). Flipping the classroom and instructional technology integration in a college-level information systems spreadsheet course. Educational Technology Research and Development, 61(4), 563-580. https://doi.org/10.1007/s11423-013-9305-6Grinsztajn F., Szteinberg R., Córdoba M. y Miguez M. (2015). Construcción de saber pedagógico y recursos educativos abiertos en la formación de profesionales para la docencia universitaria. REDU, Revista de Docencia Universitaria, 13, 275-299. https://doi.org/10.4995/redu.2015.5457Hernández Sampieri, R., Fernández Collado, C. y Baptista Lucio, P. (2010). Metodología de investigación. México: McGraw Hill.Kong, S. (2014). Developing information literacy and critical thinking skills through domain knowledge learning in digital classrooms: An experience of practicing flipped classroom strategy. Computers & Education, 78, 160-173. https://doi.org/10.1016/j.compedu.2014.05.009Martínez-Olvera, W.; Esquivel-Gámez, I.y Martínez, J. (2014). Aula invertida o modelo invertido de aprendizaje: Origen, sustento e implicaciones. En I. Esquivel (Coord.), Los Modelos Tecno-Educativos, revolucionando el aprendizaje del siglo XXI. Disponible en http://www.lulu.com/content/ebook/los-modelos-tecno-educativos-revolucionando-el-aprendizaje-del-sigloxxi/16266417.Mason, G., Shuman, T. y Cook, K. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. Education, IEEE Transactions on, 56(4), 430-435. https://doi.org/10.1109/TE.2013.2249066Pierce, R. y Fox, J. (2012). Vodcasts and active-learning exercises in a "flipped classroom" model of a renal pharmacotherapy module. American Journal of Pharmaceutical Education, 76(10), 196. https://doi.org/10.5688/ajpe7610196Silva J. y Maturana, D. (2017). Una propuesta de modelo para introducir metodologías activas en educación superior. Innovación Educativa, 17(73), 117-132.Simón Llovet, J.; Ojando Pons, E.S.; Ávila Morena, X.; Miralpeix Bosch, A.; López Vicente, P. y Prats Fernández. M.Á. (2018). Reformulación de los roles del docente y del discente en la educación. El caso práctico del modelo de la Flipped Classroom en la universidad. Revista de Estudios y Experiencias en Educación, 2, 53-73. https://doi.org/10.21703/rexe.Especial2_201853733Sosa, M. J. y Palau, R. F. (2018). Flipped Classroom en la Formación Inicial del Profesorado: Perspectiva del alumnado. REDU. Revista de Docencia Universitaria, 16(2), 249-264. https://doi.org/10.4995/redu.2018.7911Tune, J., Sturek, M., y Basile, D. (2013). Flipped classroom model improves graduate student performance in cardiovascular, respiratory, and renal physiology. Advances in Physiology Education, 37(4), 316-320. https://doi.org/10.1152/advan.00091.201

Gene Expressio Array Exploration Using K-Formal Concept Analysis

Proceeding of: 9th International Conference, ICFCA 2011, Nicosia, Cyprus, May 2-6, 2011.DNA micro-arrays are a mechanism for eliciting gene expression values, the concentration of the transcription products of a set of genes, under different chemical conditions. The phenomena of interest—up-regulation, down-regulation and co-regulation—are hypothesized to stem from the functional relationships among transcription products. In [1,2,3] a generalisation of Formal Concept Analysis was developed with data mining applications in mind, K-Formal Concept Analysis, where incidences take values in certain kinds of semirings, instead of the usual Boolean carrier set. In this paper, we use (Rmin+)- and (Rmax+) to analyse gene expression data for Arabidopsis thaliana. We introduce the mechanism to render the data in the appropriate algebra and profit by the wealth of different Galois Connections available in Generalized Formal Concept Analysis to carry different analysis for up- and down-regulated genes.Spanish Government-Comision Interministerial de Ciencia y Tecnología projects 2008-06382/TEC and 2008-02473/TEC and the regional projects S-505/TIC/0223 (DGUI-CM) and CCG08-UC3M/TIC- 4457 (Comunidad Aut onoma de Madrid - UC3M)

Osteocondritis disecante de primera cuña en la infancia: presentación de 1 caso

Se presenta un caso de osteocondritis disecante de la primera cuña en la infancia, patología no descrita hasta el momento en la literatura mundial. Se trata de una niña de 11 años que se estudió por dolor de 1 año de evolución y tras llegar al diagnóstico se trató mediante artrodesis de la primera articulación escafocuneana, encontrándose la paciente asintomática tras 10 meses de seguimiento.We report a case of osteochondritis dissecans of the first cuneiform bone in a child. We have not found a similar case in world literature. She is an 11 years old girl with 1 year of pain in her foot. After the diagnosis was made, the treatment was an arthrodesis of the first naviculo-cuneiform joint. The patient is now asympthomatic after 10 months of follow-u

Fracturas de estrés en la infancia

Aportamos 13 casos de fracturas de estrés diagnosticadas en nuestro centro en los últimos 5 años ocurridas en niños entre 4 y 15 años de edad. Encontramos una mayor incidencia en el sexo masculino (9 de los 13 casos), así como un claro predominio de la localización en el tercio proximal de la diáfisis tibial (7 casos), hallazgos que concuerdan con los referidos en la literatura. Uno de los aspectos más interesantes de este tipo de fracturas es su similitud tanto clínica como radiológica con procesos de origen infeccioso y neoplásico, por lo que la realización de un correcto diagnóstico diferencial, apoyado en las radiografías simples, tomografías, gammagrafía, TAC y, más recientemente, RMN, resulta crucial.We present 13 cases of stress fractures in children, collected in our center during the last 5 years. The age of patients ranged from 4 to 15 years old. In agreement with literature, we found a greater incidence on males (9 of 13 cases), and a predominant location on the proximal shaft of the tibia (7 cases). One of the most interesting aspects of this type of fractures is their clinical and radiological similarity with infections and tumors. Therefore, it is essential to achieve a right diagnosis based on standard radiographs, tomography, radionuclide bone scan, CT-scan and, most recently, MRI

Herramienta de coordinación de titulaciones en la E.P.S. Linares

En este trabajo se presenta una plataforma de coordinación de actividades vinculadas con la docencia de todas las asignaturas de las titulaciones de grado y máster impartidas en el centro, organizadas por cursos y títulos, de manera que el profesorado de cada asignatura cuente, para la programación sus tareas (pruebas, entregas de prácticas o relaciones de problemas, visitas, conferencias, seminarios, etc.), de toda la información sobre el resto de asignaturas del título. En este sentido, la plataforma se nutre de la información que el profesorado, usuario principal de la misma, introduce en ella. Debe contener las actividades del trabajo y recursos utilizados: es decir, metodologías, técnicas y tecnología

Geoelectrical and electromagnetic methods applied to paleolimnological studies: Two examples from desiccated lakes in the Basin of Mexico

Paleolimnological studies require a broad understanding of the geometry and depth of the sedimentary fill of lake basins prior to coring campaigns. Seismic methods are routinely employed for the indirect characterization of lake-bottom sediments. However, the use of seismic methods might occasionally be limited due to surface conditions or poor seismic contrasts between the stratigraphic units, which lead to data quality that is too poor to provide sufficient information for the selection of drill sites. Sources of cultural noise are one of the main reasons why seismic methods fail in study areas near or within large cities, such as Mexico City. Under certain conditions, electrical and electromagnetic methods might be a suitable substitute or complement to seismic exploration, as they respond to different physical properties of the subsurface. To evaluate the applicability of such methods, here we present two recent case studies from the desiccated lakes Chalco and Xochimilco both located in urban areas within the Basin of Mexico where electrical resistivity tomography (ERT), transient electromagnetic (TEM) and magnetotelluric (MT) soundings were conducted for the characterization of lake basement and lacustrine sediments. In both examples, the results of the geophysical exploration contributed valuable stratigraphic information for the following drilling and core recovery, which highlights the potential of electrical and electromagnetic methods in paleolimnological studies

Mindfulness-based program for anxiety and depression treatment in healthcare professionals: A pilot randomized controlled trial

In primary health care, the work environment can cause high levels of anxiety and depression, triggering relevant expert and individual change. Mindfulness-Based Stress Reduction (MBSR) programs reduce signs of anxiety and depression. The purpose of this sub-analysis of the total project, was to equate the effectiveness of the standard MBSR curriculum with the abbreviated version in minimizing anxiety and depression. This randomized controlled clinical trial enrolled 112 mentors and resident specialists from Family and Community Medicine and Nurses (FCMN), distributed across six teaching units (TU) of the Spanish National Health System (SNHS). Experimental group participants received a MBRS training (abbreviated/standard). Depression and anxiety levels were measured with the Goldberg Anxiety and Depression Scale (GADS) at three different time periods during the analysis: before (pre-test) and after (post-test) participation, as well as 3 months after the completion of intervention. Taking into account the pre-test scores as the covariate, an adjusted analysis of covariance (ANCOVA) showed significant depletion in anxiety and depression in general (F (2.91) = 4.488; p = 0.014; ¿2 = 0.090) and depression in particular (F (2, 91) = 6.653; p = 0.002; ¿2 = 0.128 at the post-test visit, maintaining their effects for 3 months (F (2.79) = 3.031; p = 0.050; ¿2 = 0.071—F (2.79) = 2.874; p = 0.049; ¿2 = 0.068, respectively), which is associated with the use of a standard training program. The abbreviated training program did not have a significant effect on the level of anxiety and depression. The standard MBSR training program had a positive effect on anxiety and depression and promotes long-lasting effects in tutors and resident practitioners. New research is needed to demonstrate the effectiveness of abbreviated versions of training programs. © 2021 by the authors. Licensee MDPI, Basel, Switzerland

Mindfulness in primary care healthcare and teaching professionals and its relationship with stress at work: a multicentric cross-sectional study

Background: Work stress is a common problem among the health personnel of the Spanish National Health System. The objective of this paper is to assess the state of mindfulness among Spanish primary care providers and to evaluate its potential relationship with work stress and basic labor and sociodemographic characteristics. Methods: Cross-sectional, multi-centric study. Primary care nurses, teachers, teaching collaborators and residents assigned to six Spanish Family Medicine/Family and Community Care Departments were invited to participate (n = 475). A template was designed in Google Forms, including sociodemographic and work-related variables. The state of mindfulness was measured with the Five Facet Mindfulness Questionnaire (FFMQ), while work-related stress was measured using an ordinal scale ranging from 0 to 10 points. Descriptive and inferential statistical analyses were carried out, as well as bivariate and multivariate statistics. Results: The mean age of participants was 40, 14 ± 13.12 (range:23–65 years); 66.9% were women, 42.5% internal medicine residents, 29.3% family physicians, and 20.2% nurses. More than half (54.5%) knew about mindfulness, with 24.0% have received training on it, and 22.5% were usual practitioners. The average level of mindfulness was 127.18 ± 15.45 (range: 89–177). The average score of stress at work was 6.00 ± 2.44; 49.9% (range: 0–10). 49.9% of participants scored 7 or more on the stress at work scale. There was an inverse correlation between the levels of mindfulness (FFMQ total score) and work-related stress (Spearman’s r = - 0.155, p = 0.003). Significant relationships between the mindfulness practice and the level of mindfulness (F = 29.80, p < 0.001), as well as between the mindfulness practice and the level of work-related stress (F = 9.68, p = 0.042), were also found. Conclusions: Levels of mindfulness in primary care health providers were in line with those levels observed in other groups of health professionals. Half of all of the primary care providers suffered from a high degree of stress. Although weak, inverse relationships were observed between levels of mindfulness and stress at work, with lower values of stress at work among those who practiced mindfulness. Trial registration: NCT03629457