El hipertexto como estrategia básica del procesamiento

The hypertext as a basic processing strateg

Perceptions of poverty in Spain: differences in the attitudinal profiles between women and men

Poverty is a multidimensional phenomenon that encompasses privation of education, health or housing. Women show more positive perceptions of poor people, making external attributions for the causes of poverty or the circumstances that explain it. The aim of this study is to analyse perceptions of poverty, identifying the differences in attitudinal profiles between women and men, and the influence of their political and religious beliefs. The sample consists of 278 participants (154 women and 124 men), who completed a sociodemographic questionnaire and the Scale of Attitudes and Stereotypes toward Poverty. The results showed two attitude profiles for women and men, with differences in the first profile, where women or men did not have religious beliefs, had left-wing or centre-left political ideas and favourable attitudes about poverty

Highly graphitized carbon nanosheets with embedded Ni nanocrystals as anode for Li-ion batteries

A C/Ni composite was prepared via thermal decomposition of a nickel oleate complex at 700 °C, yielding disperse Ni nanocrystals with an average size of 20 nm, encapsulated by carbon nanosheets as deduced from transmission electron microscopy (TEM) images and confirmed from X-ray photoelectron spectroscopy (XPS). Furthermore, the X-ray diffraction pattern revealed a good ordering of the carbon layers, forced by the Ni encapsulation to adopt a bending structure. Considering the close interaction between the graphitized framework and the metallic nanoparticles we have studied the properties of the composite as an anode for Li-ion batteries. Compared with other nanostructured synthetic carbons, this carbon composite has a low voltage hysteresis and a modest irreversible capacity value, properties that play a significant role in its behaviour as electrodes in full cell configuration. At moderate rate values, 0.25 C, the electrode delivers an average capacity value around 723 mAh·g−1 on cycling, among the highest values so far reported for this carbon type. At higher rate values, 1 C, the average capacity values delivered by the cell on cycling decrease, around 205 mAh·g−1, but it maintains good capacity retention, a coulombic efficiency close to 100% after the first cycles and recovery of the capacity values when the rate is restored from 3 to 0.1 C

Protagonismo del mentor en una actividad tutorial de carácter multidisciplinar en Ingeniería

XIX Congreso Universitario de Innovación Educativa en las Enseñanzas Técnicas : Barcelona, 6 a 8 de julio de 2011En la Escuela Politécnica Superior (EPS) de la Universidad de Sevilla se ha trabajado, por tercer curso consecutivo, en un Plan de Acción Tutorial desarrollado por 16 profesores tutores y 20 alumnos mentores de 5 titulaciones de Ingeniería Técnica. El objetivo perseguido en este curso ha sido potenciar actividades que han surgido del propio albedrío de los alumnos mentores, lo que ha dado como resultado la realización de una serie de actividades de mentoría motivadas y dirigidas desde el principio por los alumnos mentores. La actividad conjunta de todos ellos ha llevado a organizar unos subgrupos de mentorías en función de determinadas características del alumnado de primer curso (deportistas, trabajadores, becarios de otras universidades…), a realizar reuniones presenciales de mentores para puesta a punto de estas actividades así como de puesta al día de los resultados que se iban consiguiendo, además de organizar una segunda captación de mentorizados tras las notas del primer cuatrimestre, y la protagonización de una Jornada de Mentoría al final del curso.A third edition with 16 tutorial lecturers and 20 tutorial students from five different degrees (Technical Engineering of the Polytechnical School, EPS, at University of Seville) in a Tutorial Plan development, has been prepared. During the present year, the main characteristic has been a serial of mentoring actions motivated and directed by these mentors. This activity has been organized considering several subgroups of mentoring depending on special characteristics in first year students (sportsplayers, workers, grant holders from other universities…), moreover the organization of a second recruiting of new students after the first term marks, updating meetings for mentors only, and to be main figures in a Congress on Mentoring at the end of the academic year

Effectiveness of an intervention for improving drug prescription in primary care patients with multimorbidity and polypharmacy:Study protocol of a cluster randomized clinical trial (Multi-PAP project)

This study was funded by the Fondo de Investigaciones Sanitarias ISCIII (Grant Numbers PI15/00276, PI15/00572, PI15/00996), REDISSEC (Project Numbers RD12/0001/0012, RD16/0001/0005), and the European Regional Development Fund ("A way to build Europe").Background: Multimorbidity is associated with negative effects both on people's health and on healthcare systems. A key problem linked to multimorbidity is polypharmacy, which in turn is associated with increased risk of partly preventable adverse effects, including mortality. The Ariadne principles describe a model of care based on a thorough assessment of diseases, treatments (and potential interactions), clinical status, context and preferences of patients with multimorbidity, with the aim of prioritizing and sharing realistic treatment goals that guide an individualized management. The aim of this study is to evaluate the effectiveness of a complex intervention that implements the Ariadne principles in a population of young-old patients with multimorbidity and polypharmacy. The intervention seeks to improve the appropriateness of prescribing in primary care (PC), as measured by the medication appropriateness index (MAI) score at 6 and 12months, as compared with usual care. Methods/Design: Design:pragmatic cluster randomized clinical trial. Unit of randomization: family physician (FP). Unit of analysis: patient. Scope: PC health centres in three autonomous communities: Aragon, Madrid, and Andalusia (Spain). Population: patients aged 65-74years with multimorbidity (≥3 chronic diseases) and polypharmacy (≥5 drugs prescribed in ≥3months). Sample size: n=400 (200 per study arm). Intervention: complex intervention based on the implementation of the Ariadne principles with two components: (1) FP training and (2) FP-patient interview. Outcomes: MAI score, health services use, quality of life (Euroqol 5D-5L), pharmacotherapy and adherence to treatment (Morisky-Green, Haynes-Sackett), and clinical and socio-demographic variables. Statistical analysis: primary outcome is the difference in MAI score between T0 and T1 and corresponding 95% confidence interval. Adjustment for confounding factors will be performed by multilevel analysis. All analyses will be carried out in accordance with the intention-to-treat principle. Discussion: It is essential to provide evidence concerning interventions on PC patients with polypharmacy and multimorbidity, conducted in the context of routine clinical practice, and involving young-old patients with significant potential for preventing negative health outcomes. Trial registration: Clinicaltrials.gov, NCT02866799Publisher PDFPeer reviewe

Atlas de las praderas marinas de España

Knowledge of the distribution and extent of seagrass habitats is currently the basis of management and conservation policies of the coastal zones in most European countries. This basic information is being requested through European directives for the establishment of monitoring programmes and the implementation of specific actions to preserve the marine environment. In addition, this information is crucial for the quantification of the ecological importance usually attributed to seagrass habitats due to, for instance, their involvement in biogeochemical cycles, marine biodiversity and quality of coastal waters or global carbon budgets. The seagrass atlas of Spain represents a huge collective effort performed by 84 authors across 30 Spanish institutions largely involved in the scientific research, management and conservation of seagrass habitats during the last three decades. They have contributed to the availability of the most precise and realistic seagrass maps for each region of the Spanish coast which have been integrated in a GIS to obtain the distribution and area of each seagrass species. Most of this information has independently originated at a regional level by regional governments, universities and public research organisations, which explain the elevated heterogeneity in criteria, scales, methods and objectives of the available information. On this basis, seagrass habitats in Spain occupy a total surface of 1,541,63 km2, 89% of which is concentrated in the Mediterranean regions; the rest is present in sheltered estuarine areas of the Atlantic peninsular regions and in the open coastal waters of the Canary Islands, which represents 50% of the Atlantic meadows. Of this surface, 71.5% corresponds to Posidonia oceanica, 19.5% to Cymodocea nodosa, 3.1% to Zostera noltii (=Nanozostera noltii), 0.3% to Zostera marina and 1.2% to Halophila decipiens. Species distribution maps are presented (including Ruppia spp.), together with maps of the main impacts and pressures that has affected or threatened their conservation status, as well as the management tools established for their protection and conservation. Despite this considerable effort, and the fact that Spain has mapped wide shelf areas, the information available is still incomplete and with weak precision in many regions, which will require an investment of major effort in the near future to complete the whole picture and respond to demands of EU directives

Atlas de las praderas marinas de España

Knowledge of the distribution and extent of seagrass habitats is currently the basis of management and conservation policies of the coastal zones in most European countries. This basic information is being requested through European directives for the establishment of monitoring programmes and the implementation of specific actions to preserve the marine environment. In addition, this information is crucial for the quantification of the ecological importance usually attributed to seagrass habitats due to, for instance, their involvement in biogeochemical cycles, marine biodiversity and quality of coastal waters or global carbon budgets. The seagrass atlas of Spain represents a huge collective effort performed by 84 authors across 30 Spanish institutions largely involved in the scientific research, management and conservation of seagrass habitats during the last three decades. They have contributed to the availability of the most precise and realistic seagrass maps for each region of the Spanish coast which have been integrated in a GIS to obtain the distribution and area of each seagrass species. Most of this information has independently originated at a regional level by regional governments, universities and public research organisations, which explain the elevated heterogeneity in criteria, scales, methods and objectives of the available information. On this basis, seagrass habitats in Spain occupy a total surface of 1,541,63 km2, 89% of which is concentrated in the Mediterranean regions; the rest is present in sheltered estuarine areas of the Atlantic peninsular regions and in the open coastal waters of the Canary Islands, which represents 50% of the Atlantic meadows. Of this surface, 71.5% corresponds to Posidonia oceanica, 19.5% to Cymodocea nodosa, 3.1% to Zostera noltii (=Nanozostera noltii), 0.3% to Zostera marina and 1.2% to Halophila decipiens. Species distribution maps are presented (including Ruppia spp.), together with maps of the main impacts and pressures that has affected or threatened their conservation status, as well as the management tools established for their protection and conservation. Despite this considerable effort, and the fact that Spain has mapped wide shelf areas, the information available is still incomplete and with weak precision in many regions, which will require an investment of major effort in the near future to complete the whole picture and respond to demands of EU directives.Versión del edito

El proyecto educativo

Completar y profundizar los presupuestos del procesamiento de la información. Principios y claves metodológicas del aprendizaje significativo que han de impregnar todo el proyecto educativo. Se estudia en primer lugar, las exigencias metodológicas que los profesores deben poner en práctica para ayudar a que los alumnos optimicen el procesamiento de la información y así aprendan de una manera significativa; exigencias que deben condicionar la elaboración de todo proyecto educativo. En segundo lugar, se realiza un análisis de los elementos que configuran un proyecto educativo, así como ciertas pautas para su elaboración, derivadas de las exigencias metodológicas citadas. Finalmente, se dedica un capítulo a uno de estos elementos: el proyecto curricular. El aprendizaje significativo se basa en una serie de principios a partir de los cuales se deducen una serie de claves metodológicas (motivación, activación, secuenciación e integración) que dan respuesta a las exigencias que se van presentando en cada momento desde que el alumno recibe la información hasta que la interioriza. El proyecto educativo es el marco general de referencias que explicita las opciones y las aspiraciones de una institución educativa de acuerdo con los principios y las claves metodológicas del aprendizaje significativo, de una manera clara, comunicable y coherente con los preceptos legales y con la propia realidad escolar. El proyecto educativo debe considerar los siguientes elementos: contexto social, carácter propio, finalidades educativas, proyecto curricular y el reglamento de régimen interno. Para formular el proyecto curricular se deben seguir los siguientes pasos: objetivos de etapa, criterios de promoción, objetivos de área, objetivos de ciclo y programación de aula. Una vez redactadas las progresivas concreciones del proyecto curricular, hay que comprobar que están bien articuladas y que un determinado objetivo de aprendizaje, trabajado en el aula, responde a alguna finalidad del centro; y a la inversa, que todas las finalidades propuestas, se trabajan en objetivos concretos de alguna etapa, área y ciclo.AsturiasES

Aula abierta

Resumen basado en el del autor. Resumen en castellano e inglésSe presentan pautas para realizar, de modo sistemático, las programaciones de las distintas materias en la LOGSE, con una referencia especial al área de física y química.AsturiasBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 Planta; 28014 Madrid; Tel. +34917748000; [email protected]