Espacios modulares de sucesiones vectoriales. subespacios

Tesis Univ. Complutense de Madrid. Facultad de Ciencias Matemáticas. Dpto. de Análisis Matemático, dir. por Francisco Luis Hernández Rodríguez, leída en madrid, el 12 de diciembre de 1986.Depto. de Análisis Matemático y Matemática AplicadaFac. de Ciencias MatemáticasTRUEProQuestpu

Fin de Arafat: Diferentes visiones en España

Decenes Jornades de Foment de la Investigació de la FCHS (Any 2004-2005

Espacios modulares de sucesiones vectoriales. subespacios

Tesis Univ. Complutense de Madrid. Facultad de Ciencias Matemáticas. Dpto. de Análisis Matemático, dir. por Francisco Luis Hernández Rodríguez, leída en madrid, el 12 de diciembre de 1986.Depto. de Análisis Matemático y Matemática AplicadaFac. de Ciencias MatemáticasTRUEProQuestpu

Digital Competence of Secondary School Teachers: Analysis of the State of the Art

Verónica Más García – Universidad de Valencia - 0000-0002-8615-9949Vicente Gabarda Méndez – Universidad de Valencia - 0000-0001-6159-5173José Peirats Chacón – Universidad de Valencia - 0000-0002-6580-2712Recepción: 13.07.2022 | Aceptado: 18.07.2022Correspondencia a través de ORCID: Verónica Más García - 0000-0002-8615-9949La formación docente en la adquisición de Competencias Digitales (CD) es una pieza clave para su puesta en práctica y pedagógica en las aulas. Los docentes deben estar formados digitalmente teniendo en cuenta las áreas y competencias que el Marco Común de CD Docente (INTEF,2017) establece. El planteamiento del artículo se basa en realizar una revisión sistemática de la literatura científica para conocer que CD tiene el profesorado de Educación Secundaria en activo y los que cursan su Formación Inicial. Se analiza la producción científica en dos bases de datos Dialnet y Web of Science entre 2016 a 2021. Tras aplicar los criterios de exclusión e inclusión, se analizaron 25 artículos. Los resultados muestran que en los últimos años hay una preocupación manifiesta por esta temática atendiendo al volumen de propuestas publicadas. Asimismo, podemos constatar que, de manera general el profesorado tiene un nivel de competencia intermedia y que varía en función de variables como la especialidad que se imparte, la edad o el género del docente. Es reseñable, asimismo, que hay carencias generalizadas en las áreas de creación de contenidos digitales, resolución de problemas y seguridad digital, habiendo aún mucho trabajo por hacer en esta área.Abstract: Teacher training in the acquisition of Digital Competences (DC) is a key element for its practical and pedagogical implementation in the classroom. Teachers must be digitally trained taking into account the areas and competences that the Common Framework for Teacher CD (INTEF,2017) establishes. The approach of the article is based on carrying out a systematic review of the scientific literature to know what CD has the active Secondary Education teachers and those who are in their Initial Training. The scientific production is analyzed in two databases Dialnet and Web of Science from 2016 to 2021. After applying exclusion and inclusion criteria, 25 bibliographic articles were analyzed. The results show that in recent years there has been a clear concern for this subject in terms of the volume of proposals published. We can also see that, in general, the teaching staff have an intermediate level of competence, which varies according to variables such as the speciality taught, the age or gender of the teacher. It is also noteworthy that there are generalised deficiencies in the areas of digital content creation, problem solving and digital security, and that there is still much work to be done in this area.Universidad de Valenci

Formación y competencia digital del profesorado de Educación Secundaria en España

La competencia digital del profesorado es un elemento clave de la calidad de los sistemas educativos enla actualidad. Bajo este planteamiento, este texto revisa la integración de los contenidos tecnológicos en laformación inicial del profesorado como punto de partida de su capacitación tecnológica. Asimismo, se exploranlos marcos de referencia de la competencia digital docente que identifican las destrezas con que debe contarel profesorado para desarrollar su labor y se cruzan ambas cuestiones con la situación actual que desvela laliteratura científica sobre las habilidades digitales de los docentes en formación y en ejercicio. Los resultadosponen de manifiesto que hay una escasa implementación de la tecnología en los planes formativos que conducenhacia el desempeño de la docencia y que los planteamientos que imponen los marcos institucionales sondemasiado amplios en comparación con las destrezas tecnológicas del profesorado, identificándose claramenteáreas de mejora que requieren el establecimiento de la formación continua

The Cys-Arg/N-end rule pathway is a general sensor of abiotic stress in flowering plants

Abiotic stresses impact negatively on plant growth, profoundly affecting yield and quality of crops. Although much is known about plant responses, very little is understood at the molecular level about the initial sensing of environmental stress. In plants, hypoxia (low oxygen, which occurs during flooding) is directly sensed by the Cys-Arg/N-end rule pathway of ubiquitin-mediated proteolysis, through oxygen-dependent degradation of group VII Ethylene Response Factor transcription factors (ERFVIIs) via amino-terminal (Nt-) cysteine [1, 2]. Using Arabidopsis (Arabidopsis thaliana) and barley (Hordeum vulgare), we show that the pathway regulates plant responses to multiple abiotic stresses. In Arabidopsis, genetic analyses revealed that response to these stresses is controlled by N-end rule regulation of ERFVII function. Oxygen sensing via the Cys-Arg/N-end rule in higher eukaryotes is linked through a single mechanism to nitric oxide (NO) sensing [3, 4]. In plants, the major mechanism of NO synthesis is via NITRATE REDUCTASE (NR), an enzyme of nitrogen assimilation [5]. Here, we identify a negative relationship between NR activity and NO levels and stabilization of an artificial Nt-Cys substrate and ERFVII function in response to environmental changes. Furthermore, we show that ERFVIIs enhance abiotic stress responses via physical and genetic interactions with the chromatin-remodeling ATPase BRAHMA. We propose that plants sense multiple abiotic stresses through the Cys-Arg/N-end rule pathway either directly (via oxygen sensing) or indirectly (via NO sensing downstream of NR activity). This single mechanism can therefore integrate environment and response to enhance plant survival

The impact of initial and in-service training on secondary school teachers' digital competence

El estudio de las habilidades tecnológicas digitales del profesorado es un fenómeno multidimensional cuyo análisis es fundamental para poder entender mejor los procesos formativos en la actualidad. Partiendo de esta premisa, el presente artículo se centra en explorar el nivel de competencia digital (CD) que tiene el profesorado de educación secundaria en activo, centrando la investigación en variables relacionadas con su formación inicial (titulaciónde origen, titulación habilitadora, otras titulaciones) ypermanente(formación previa en materia digital). Mediante técnicas descriptivas e inferenciales, se analiza a un total de 674 sujetos, utilizando como instrumento la herramienta “DigCompEdu Check-In”. Los resultados muestran que, en general, el profesorado tiene una CD intermedia en las diferentes dimensiones y que la titulación habilitadora (concretamente contar con el Máster en Educación Secundaria) tiene una incidencia relevante en el nivel de destrezas tecnológicas. Asimismo, aquellos con más de una titulación y los que han realizado formación TIC muestran mayores niveles de habilidad. Por último, el profesorado percibe tener un nivel de CD menor al real, mostrando la necesidad de generar estrategias para un mayor ajuste entre la percepción y el desempeño en materia digital.The study of teachers' technological skills is a multidimensional phenomenon whose analysis is fundamental for a better understanding of current training processes. Based on this premise, this article focuses on exploring the level of digital competence of active secondary education teachers, focusing the research on variables related to their initial training (original qualification, enabling qualification, other qualifications) and continuous training (previous digital training). Using descriptive and inferential techniques, a total of 674 subjects were analysed, using the "DigCompEdu Check-In" tool as an instrument. The results show that, in general, teachers have an intermediate digital competence in the different dimensions and that the enabling qualification (namely having a Master's degree in Secondary Education) has a significant impact on the level of technological skills. Likewise, those with more than one qualification and those who have completed ICT training show higher levels of skill. Finally, teachers perceive themselves to have a lower level of digital skills than they actuallydo, showing the need to generate strategies for a better match between teachers' perception and their performance in digital matters

The experience of family caregivers and migrant paid caregivers relief of burden: a contrasted qualitative analysis

This article has been accepted for publication and will appear in a revised form, subsequent to peer review and/or editorial input by Cambridge University Press, in Ageing & Society, published by Cambridge University Press.Older people are increasingly being cared for in the community across Europe. Dependent care in Spain largely remains a private issue involving family carers and migrant women from developing countries. Qualitative research on respite care has contributed to our understanding of respite as a subjective experience. Nonetheless, how caregivers relieve the burden of care is still not fully understood. Migrant caregivers are present in family life but their need for rest remains unseen. The aim of the study presented in this paper was to contrast family caregivers and migrant caregivers’ strategies for relief from their caring role. Caregivers rest by thinking, doing and being but in a different manner from that of care giving, that is: when they are a different person. To leave the life of care giving is the general strategy that family caregivers use to rest from their care giving selves while turning to one’s own world describes the way migrant caregivers seek to relieve the burden of care. The comparative analysis shows that both strategies have in common the necessity to disconnect from care giving identity and that, both migrant and family care givers employ strategies that are false exits to a care giving identity: they apparently relieve the burden of care. Respite goes beyond places, times and activities; as family care itself, it requires identity

“Turning to one’s own world": escape mechanisms employed by immigrant caregivers in Spain for relieving the burden of care

Purpose: Although past research has focused on the coping strategies of family caregivers, how immigrant caregivers cope with the demands of caregiving remains unknown. This study examines the strategies immigrant caregivers use to relieve the burden of care. Method: A qualitative study based on 17 immigrant women caregivers using purposive and snowball sampling was done. Semistructured interviews and testimonies were obtained and analyzed using grounded theory procedures. Findings: Turning to one’s world describes how caregivers seek relief from the burden of care. They escape virtually, go to a private place, make those they care for their own, and decide to go home. These mechanisms enable them to escape from the world of caregiving in which they find themselves. Discussion and Conclusions: Findings reveal the significance of family connections and networks for immigrants to achieve burden relief. Implications for Practice: The importance of promoting positive working environments and raising awareness about immigrant caregivers’ need for rest.The study was funded by the Health Research Found, Programme of Biomedical and Health Sciences Research Promotion, Ministry of Health and Consumer Affairs (PI 060005)