460 research outputs found
Alkali activation of "Pozzolan-calcium aluminate cement" mixtures
Peer ReviewedPostprint (published version
A note on complex plane curve singularities up to diffeomorphism and their rigidity
We prove that, if two germs of plane curves and with at
least one singular branch are equivalent by a (real) smooth diffeomorphism,
then is complex isomorphic to or to . A similar result
was shown by Ephraim for irreducible hypersurfaces before, but his proof is not
constructive. Indeed, we show that the complex isomorphism is given by the
Taylor series of the diffeomorphism. We also prove an analogous result for the
case of non-irreducible hypersurfaces containing an irreducible component of
zero-dimensional isosingular locus. Moreover, we provide a general overview of
the different classifications of plane curve singularities
Integrating basic competences into physical education (Pe) in Primary Education
El objeto de este estudio fue evaluar la percepción de los maestros de
Educación FÃsica (EF) del Principado de Asturias sobre el proceso de
incorporación de las competencias básicas (CCBB) en el currÃculo del área. Un
total de 151 maestros de EF (46,6% de la población) contestaron a un
cuestionario ad hoc compuesto por 12 Ãtems mediante una escala Likert de 6
puntos. Los resultados mostraron una plena incorporación de las CCBB a las
programaciones, sin embargo, el nivel de desarrollo en la práctica resulta ser
más bajo. Ser mujer, joven y contar con una elevada formación especÃfica
emergieron como factores diferenciales del trabajo competencial. Las
competencias de carácter transversal fueron valoradas de mayor relevancia que
las relacionadas con determinadas áreas curriculares. Se discute la profundidad
del cambio emprendido por los docentes y el supuestamente requerido.
Finalmente, se abordan sus implicaciones de cara al tipo de formación
especÃficaThe purpose of this study was to assess Primary Education Physical Education
(PE) teachers’ perspectives of the process of incorporating the Basic
Competences (BBCC) into the curriculum of the Principality of Asturias. A total
of 151 PE teachers (46.6% of the whole population) answered an ad hoc
questionnaire of 12 items using a 6-point Likert scale. The results showed a full
incorporation of the BBCC in the PE program. However, the degree of
development in practice turned out to be lower. Being female, young, and
having a high-level and specific training emerged as differentiating factors.
Cross-cutting skills were valued more than those related to the specific
curricular areas. The depth of change undertaken by the teachers compared to
the required changed are discussed. Finally, implications to address specific
training are also introduce
Sport education model versus traditional model: Effects on motivation and sportsmanship
El objetivo de este trabajo fue comparar los efectos que provocan los modelos de enseñanza Tradicional y de Educación Deportiva en la motivación y deportividad del alumnado de educación fÃsica, incluyendo también un tercer nivel de tratamiento, variante del modelo de Educación Deportiva, en el que se empleó material autoconstruido. Se realizó un diseño cuasi-experimental con tres niveles de tratamiento y medidas pretest y postest de cuatro variables dependientes: metas de logro, metas de amistad, necesidades psicológicas básicas y la deportividad durante la enseñanza del ultimate. Accedieron a participar un total de 295 estudiantes de secundaria y bachillerato cuyas edades oscilaban entre los 12-17 años. Los resultados indicaron mejoras
significativas en las metas de evitación del rendimiento, metas de amistad, necesidades psicológicas básicas y subescalas de deportividad en ambos grupos de Educación DeportivaThe goal of the present project was to compare the effects of three different instructional models: (Traditional, Sport Education and Sport Education with Self-Made Materials) on physical education students' motivation and sportsmanship. A quasi-experimental design with three levels of treatment was used. Pretest and posttest scores on achievement goals, friendship, psychological needs and sportsmanship were obtained after the application of a learning unit of ultimate in a school in the northern part of Spain. A total of 295 secondary school students, ages 12-17, agreed to participate. Results showed significant increases in performance-avoidance goals, friendship goals, basic psychological needs and sportsmanship in both Sport Education groups. Sport Education seems to offer more advantages than the traditional teaching method to develop adolescents achievement and social goals, as well as sportsmanship, in physical educatio
Vallerand´s model in Asturian adolescents: Implementation and development
Se examinó la secuencia del modelo de Vallerand (1997) en el contexto
de la educación fÃsica: Los factores sociales influyen en los mediadores
psicológicas, que a su vez predicen los tipos de motivación, que dan lugar a
determinadas consecuencias. Tomando como base el Modelo de Vallerand y el
estudio empÃrico de Ntoumanis (2001), este trabajo se propuso comprobar el
modelo completo en todas sus secuencias con una muestra de estudiantes
adolescentes asturianos (N=507) de una franja de edad más amplia (12-17
años), incluyendo como factor social una subdimensión distinta al trabajo original
(papel importante) e introduciendo dos nuevas consecuencias motivacionales (diversión y grado de presión percibida). Se administraron versiones españolas
de diversos cuestionarios: PMCSQ-2, BPNES, PLOC, IMI (diversión, esfuerzo
percibido y presión percibida) y consecuencias motivacionales (aburrimiento e
intención de práctica). El análisis factorial confirmatorio reveló que los datos se
ajustaban bien al modelo, y que las tres necesidades psicológicas mediaban
entre el clima de tarea y la motivación intrÃnseca. Ésta predijo positivamente la
diversión, el esfuerzo e intención de práctica, y negativamente, el aburrimiento.
La competencia percibida resultó el predictor más fuerte, influyendo
positivamente en la motivación más autónoma y, negativamente, en la más
controlada. La desmotivación predijo positivamente el aburrimiento y la presión
y, negativamente, el esfuerzoThe complete sequence of Vallerand’s model (1997) was examined in the
context of physical education: Social factors influence the psychological
mediators, which in turn predicted motivation types, which lead to certain
consequences. Based on the Vallerand´s Model and Ntoumanis (2001)
empirical study, this investigation was undertaken to test the full model in all
sequences with a sample of Asturian adolescents students (N = 507) of a wider
age range (12 -17 years), including as a social factor a distinct sub-dimension to
the original work (relevant role) and introducing two new motivational
consequences (fun and degree of perceived pressure). The Spanish validated
version of these questionnaires was used: PMCSQ-2, BPNES, PLOC, three
subscales of IMI (enjoyment, effort, and competence) and other motivational
outcomes such as boredom and future sport participation. Results from the
Confirmatory Factor Analysis showed that the data fit the model proposed, and
the three psychological needs mediated between the task climate and the
intrinsic motivation. This positively predicted enjoyment, effort and future sport
participation, and negatively boredom. Competence was the stronger predictor,
positively influencing the most autonomous types of motivation, and negatively
the more controlled ones. Amotivation positively predicted boredom and
pressure, and negatively, effortEste estudio se ha realizado en el marco del proyecto de I+D+I número DEP2012-
31997, subvencionado por el Ministerio de EconomÃa y Competitivida
Efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de estudiantes de secundaria
The goal of this study was to examine the effects of two instructional approaches, Sport Education and Direct Instruction, in a large sample of Spanish secondary education students’ psychological response. 217 (113 males, 104 females) students (12-17 years) from one urban, coeducational high school (grades 8-11th) agreed to participate. On each grade, all subjects were randomly distributed in two study groups: the experimental group experienced Sport Education, while the comparison group experienced Direct Instruction. Several subscales extracted from different questionnaires (PLOC, BPNES, IMI, SGS-PE, PMCSQ-2) were used to measure the effects of the intervention program. All data was analyzed using the SPSS 19.0 statistical program. Results showed that the Sport Education group significantly improved intrinsic motivation, autonomy, competence, interest, boredom, social responsibility, social relationship and cooperative learning. The Direct Instruction group showed significant gains only in autonomy, social responsibility and cooperative learning. Sport Education can significantly promote adaptive psychological responses in adolescents.El objetivo de este estudio fue examinar los efectos de dos formatos instructivos, Educación Deportiva e Instrucción Directa, en la respuesta psicológica de un grupo de estudiantes de secundaria. 217 (113 varones, 104 mujeres) estudiantes (12-17 años) de un colegio urbano (de 1º a 4º ESO) accedieron a participar. En cada nivel, todos los sujetos fueron distribuidos aleatoriamente en dos grupos de estudio: el grupo experimental experimentó Educación Deportiva y el grupo comparativo experimentó Instrucción Directa. Diferentes sub-escalas extraÃdas de varios cuestionarios (PLOC, BPNES, IMI, SGS-PE, PMCSQ-2) fueron usadas para medir los efectos del programa de intervención. Los datos fueron analizados utilizando el programa estadÃstico SPSS 19.0. Los resultados mostraron que el grupo de Educación Deportiva mejoró de manera significativa la motivación intrÃnseca, la autonomÃa, la competencia, el interés, el aburrimiento, la responsabilidad social, las relaciones sociales y el aprendizaje cooperativo. El grupo de Instrucción Directa mostró mejoras significativas solo en autonomÃa, responsabilidad social y aprendizaje cooperativo. La Educación Deportiva puede promover respuestas psicológicas adaptativas en adolescentes
MapReduce-based Solutions for Scalable SPARQL Querying
The use of RDF to expose semantic data on the Web has seen a dramatic increase over the last few years. Nowadays, RDF datasets are so big and rconnected that, in fact, classical mono-node solutions present significant scalability problems when trying to manage big semantic data. MapReduce, a standard framework for distributed processing of great quantities of data, is earning a place among the distributed solutions facing RDF scalability issues. In this article, we survey the most important works addressing RDF management and querying through diverse MapReduce approaches, with a focus on their main strategies, optimizations and results
Adolescents’ competence metaperceptions and self-perceptions, motivation, intention to be physically active and physical activity
It is widely acknowledged that physical activity can play a potentially important role in enhancing public health. However, rapid and signi cant decreases in physical activity practice occur during adolescence. Elements such as parents’ perceptions of their children competence, children’s self-perceptions of competence and motivation appear to be important in this process. e main goal of this study was to test the following sequence of motivational processes related to physical activity: Competence Metaperceptions (parents) - Competence Self-Perception – Self-Determined Motivation–Intention to be Physically Active–Physical Activity. 459 adolescents (257 males, 202 females), age range 12-17 years, agreed to participate. Descriptive and exploratory analysis, bivariate correlations and path analysis were performed. e testing of the hypothesized model showed a good t to the data. Results reinforce the influence of parents’ views on their children’s physical activity competence perception, and its consequences on the adolescents’ physical activity.
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