MEGADES: MEGARA galaxy disc evolution survey

The main interest of the science team for the exploitation of the MEGARA instrument at the 10.4m Gran Telescopio Canarias (GTC) is devoted to the study of nearby galaxies. The focus lies on researching the history of star formation, and the chemical and kinematical properties of disc systems. We refer to this project as MEGADES: the MEGARA galaxy disc evolution survey. The initial goal of MEGADES is to provide a detailed study of the inner regions of nearby disc galaxies in terms of their spectrophotometric and chemical evolution, and to provide a dynamical characterisation by distinguishing the contribution of in situ and ex situ processes to the history of star formation and effective chemical enrichment of these regions. In addition, the dynamical analysis of these inner regions naturally includes the identification and characterisation of galactic winds that might be present in these regions. At a later stage, we will extend this study farther out in galactocentric distance. The first stage of this project encompasses the analysis of the central regions of 43 nearby galaxies observed with the MEGARA integral field unit for ∼114 h, including both guaranteed time and open time observations. In this paper we provide a set of all the processed data products available to the community and early results from the analysis of these data regarding stellar continuum and ionised and neutral gas features.GRANTECANEuropean Regional Development Funds (ERDF), through Programa Operativo Canarias FEDER 2014-2020Ministry of Science and Innovation, Spain (MICINN) Spanish GovernmentNational Aeronautics & Space Administration (NASA)National Science Foundation (NSF)University of MarylandEotvos Lorand University (ELTE) RTI2018-096188-B-I00 AYA2016-75808-R MCIN/AEI/10.13039/501100011033United States Department of Energy (DOE) Los Alamos National Laboratory NNX08AR22GGordon and Betty Moore Foundation AST-123887

Looking at the cognitive process of attention and planning in early childhood students

En los primeros años de escolaridad, los procesos cognitivos se van manifestando y consolidándose, de ahí que ya en estas edades se pueden y se deben enseñar. Esta educación cognitiva temprana adquiere un carácter preventivo por lo que el rol de docente se define como guía y agente de detección y análisis de dichos procesos en las primeras edades. Este trabajo se centra en analizar la capacidad atencional y de planificación de 75 escolares de cinco años de centros educativos de Lugo (España). Para ello se realiza una investigación basada en un modelo hipotético-deductivo que sigue una metodología cuantitativa y en la que se utilizan las escalas de planificación y atención del sistema de evaluación cognitivo DN: CAS. Los resultados apuntan que en estas edades se observa una capacidad planificadora y atencional por una mayor competencia cognitiva a la vez que se manifiesta una relación entre ambas, destacando también que existe una diferencia significativa en cuanto al proceso cognitivo de la atención a favor del sexo femenino. Se concluye refiriéndonos al papel clave que posee la figura docente como primer nivel de análisis y reflexión sobre dichos procesos y sobre la competencia de aprender a aprender para poder llevar a cabo prácticas metacognitivas en la etapa educativa de Educación InfantilIn the early years of schooling, cognitive processes are showing up and becoming established, therefore at that age they could and should be taught. This early cognitive education achieves a preventive character so that the role of teacher is defined as an analysis and detection guide of these processes in the early ages. This paper focuses on analyzing attention and planning capacities of 75 schoolchild (under the age of five) from Lugo (Spain). For this purpose, we perform an investigation based on a hypothetical-deductive model through a quantitative methodology, using planning and attentional scales of Assessment of cognitive processes DN: CAS. The results indicate that at these ages planning and attentional capacities are noticed with an increased cognitive competence, while a relation between both appears. There is a significant difference in attention for female, too. We conclude that teacher a are the key in learning to learn, as the first step of analysis and reflection on these processes, in order to perform best metacognitive practices in Early Childhood Educatio

An investigation of star formation and dust attenuation in major mergers using ultraviolet and infrared data

Merger processes play an important role in galaxy formation and evolution. To study the influence of merger processes on the evolution of dust properties and cosmic star formation rate, we investigate a local sample of major merger galaxies and a control sample of isolated galaxies using GALEX ultraviolet (UV) and Spitzer infrared (IR) images. Through a statistical study, we find that dust attenuation in merger galaxies is enhanced with respect to isolated galaxies. We find this enhancement is contributed mainly by spiral galaxies in spiral-spiral (S-S) pairs, and increases with the increasing stellar mass of a galaxy. Combining the IR and UV parts of star formation rates (SFRs), we then calculated the total SFRs and specific star formation rates (SSFRs). We find the SSFRs to be enhanced in merger galaxies. This enhancement depends on galaxy stellar mass and the companion's morphology, but depends little on whether the galaxy is a primary or secondary component or on the separation between two components. These results are consistent with a previous study based only on IR images. In addition, we investigate the nuclear contributions to SFRs. SFRs in paired galaxies are more concentrated in the central part of the galaxies than in isolate galaxies. Our studies of dust attenuation show that the nuclear parts of pairs most resemble ULIRGs. Including UV data in the present work not only provides reliable information on dust attenuation, but also refines analyses of SFRs.Comment: 21 pages, 21 figure

Elementos para a elaboración e desenvolvemento de plans de acción titorial na universidade

[ES] Autores: Joaquín Gairín (coordinador), Mónica Feixas, Cristina Guillamón, Dolors Quinquer y José Luis Muñoz.ISBN: 978-84-8158-430-1Depósito legal: C 1127-2009Editorial: Vicerreitoría de Formación e Innovación Educativa, Universidade de VigoAño de edición: 2009Nº Edición: 1ªLugar de edición: VigoNº Páginas: 121Idioma: GallegoPáramo Iglesias, MB. (2013). Elementos para a elaboración e desenvolvemento de plans de acción titorial na universidade. REDU. Revista de Docencia Universitaria. 11(2):465-467. https://doi.org/10.4995/redu.2013.5585OJS46546711

Enseñar en la Universidad. Consejos prácticos, destrezas y métodos pedagógicos

[ES] Recensión del libro Enseñar en la Universidad. Consejos prácticos, destrezas y métodos pedagógicos, de Markus Brauer.Páramo Iglesias, MB. (2014). Enseñar en la Universidad. Consejos prácticos, destrezas y métodos pedagógicos. REDU. Revista de Docencia Universitaria. 12(4):481-483. https://doi.org/10.4995/redu.2014.5630OJS48148312

Competencias cognitivas en Educación Superior

[ES] Autores: Mª Luisa Sanz de Acedo LizarragaISBN: 978-84-277-1690-2Depósito legal: M-5.630-2010Editorial: Narcea, S.A. de edicionesAño de edición: 2010Nº Edición: 1ªLugar de edición: MadridNº Páginas: 160Idioma: CastellanoPáramo Iglesias, MB. (2013). Competencias cognitivas en Educación Superior. REDU. Revista de Docencia Universitaria. 11(3):487-489. https://doi.org/10.4995/redu.2013.5541OJS48748911