Phase diagram for a single flexible Stockmayer polymer at zero field

The equilibrium conformations of a flexible permanent magnetic chain that consists of a sequence of linked magnetic colloidal nanoparticles with short-ranged Lennard-Jones attractive interactions (Stockmayer polymer) are thoroughly analysed via Langevin dynamics simulations. A tentative phase diagram is presented for a chain of length $N=100$. The phase diagram exhibits several unusual conformational phases when compared with the non-magnetic chains. These phases are characterised by a large degree of conformational anisotropy, and consist of closed chains, helicoidal-like states, partially collapsed states, and very compact disordered states. The phase diagram contains several interesting features like the existence of at least two 'triple points'

Un modelo pragmático de la comunicación escrita en el aula de ciencias

En este artículo presentamos un modelo pragmático aproximado de la comunicación escrita en el aula de ciencias. Nos hemos basado eminentemente en las ideas de Umberto Eco sobre la interpretación de textos. Hemos denominado a este modelo aproximación interpretativa (ApIn). El modelo ApIn nos lleva a una nueva visión de la realidad de aula, que trae consigo una reinterpretación de muchos aspectos didácticos y, muy en especial, de la evaluación del aprendizaje. A su vez, el enfoque pragmático permite estudiar de una manera original el problema de la relación entre lenguaje científico y lenguaje ordinario en la enseñanza de las ciencias.In this paper, we present an approximated pragmatic model of written communication in the science classroom. It is mainly based on Umberto Eco's ideas on text interpretation. We have called this model Interpretative Approximation (ApIn, for the Spanish, aproximación interpretativa). The ApIn model brings about a re-interpretation of many didactic features and, in particular, of didactic assessment. Besides, this pragmatic approach allows a fresh view on the problem of the relationship between scientific and ordinary language in the framework of science teaching

Acquisition of financial management skills in the new framework for adaptation to the EHEA. Póster

One of the main consequences of adapting to the European Higher Education Area (EHEA) is the replacement of traditional teaching methods, based almost entirely on the lecture, with new methodologies where active participation on the part of the students is a key part of the teaching-learning process. It is, therefore, of interest to offer empirical evidence showing that the new teaching methods employed really do serve to improve the results of the students in the acquisition of skills. The aim of this paper is, therefore, to assess the results obtained from bringing in the new EHEA, compared to those obtained under the traditional teaching system. With the above aim in mind, we analysed the results from the two existing groups of students studying Financial Management I of the Degree in Business Administration and Management (academic year 2009-10) at the Faculty of Economics and Business of the University of Murcia. The first group comprised students who had followed the course under the traditional lecture-based teaching system. The second group was made up of students taking part in the innovation project being run by the Faculty of Economics and Business. EHEA teaching methodologies and materials have been employed in the second group. Besides the lecture and the practical class, the following teaching methodologies have been employed: problem-based learning, workshops on problems, group tutorials, group work and participative models. The first group was assessed purely on the basis of an end of semester examination, while in the case of the second group, the final examination counted for 60% of the mark, 30% corresponded to individual work and group practical work and 10% to participation in class and responses to questions posed by the teacher. It should be highlighted that the final examination was the same for both groups, so the comparison o results is free of bias in that aspect. The results show that higher percentage of passes in the group with innovative teaching – 93.75% versus 48.19% in the lecture-based class group. The average grade was also higher – 7.08 over 10 versus 4.52 over 10. These differences are significant (t statistic 6.382 for the means difference test). In order to rule out the possibility of these better results being due to the assessment awarded for the non similar parts of the examination, a comparison was also made of the marks obtained exclusively in the examination common to both groups. While the number of passes (75%) and the average mark of the group in the innovative method (6 over 10) fall, the results remain significantly better than those of the lecture-based classes group (t statistic for the difference in mean marks was 2.485).Campus Mare Nostrum, Universidad Politécnica de Cartagena, Universidad de Murcia, Región de Murci

Varieties with Definable Factor Congruences

We study direct product representations of algebras in varieties. We collect several conditions expressing that these representations are "definable" in a first-order-logic sense, among them the concept of Definable Factor Congruences (DFC). The main results are that DFC is a Mal'cev property and that it is equivalent to all other conditions formulated; in particular we prove that V has DFC if and only if V has 0&1 and Boolean Factor Congruences. We also obtain an explicit first order definition of the kernel of the canonical projections via the terms associated to the Mal'cev condition for DFC, in such a manner it is preserved by taking direct products and direct factors. The main tool is the use of "central elements," which are a generalization of both central idempotent elements in rings with identity and neutral complemented elements in a bounded lattice

Alcazaba de Málaga [Manuscrito]

Datos extraídos del fichero de Yacimientos Arqueológicos que se utilizaba para la creación de la Carta Arqueológica de España en el Instituto Diego de Velázquez de Arte y Arqueología del CSIC. Referencia: Hallazgo de la Alcazaba. Pag. 25. Berlanga: Málaga (Rev. de la Asociación artística arqueológica barcelonesa, 1905-8