Analysis of Activities with ICT in Secondary Education Classrooms

MetNum es punto de encuentro en el campus virtual Moodle, para los alumnos de Métodos Numéricos de la I.T.Informática de la Universidad de Málaga. Como herramientas básicas de Moodle nos planteamos en este campus virtual la utilización de cuestionarios, lecciones, glosarios, tareas, wikis, libros y foros como medio de incentivar y encauzar el trabajo diario de los alumnos. Destacamos que se ha desarrollado PDTeXInT: un entorno para el diseño de tutoriales interactivos para la presentación de material matemático. PDTeXInT permite acercar de forma amistosa y formato portable los contenidos teóricos junto con ejercicios de autoevaluación, como método para mejorar el proceso de aprendizaje.An cases study has made in two Secondary Education Centres of Tenerife, integrated into the Project Medusa of the Canary Government (http://www.gobiernodecanarias.org/educacion/ medusa). The results obtained from the observations of many classrooms developed teaching activities supported in the use of digital resources are presented here. The central objective was to identify what kind of activities have been developed in the pedagogical use of ICT, to what extent these activities are favoring informational and digital skills in students, and how they organized and developed them

The view on teachers and students using virtual classrooms methodology b-learming

El presente estudio se engloba dentro de un proyecto de innovación llevado a cabo en el curso 2010-2011 en la Universidad de La Laguna. Se desarrolló en las distintas asignaturas del campo o ámbito de la "Tecnología Educativa" y que se imparten actualmente en distintas titulaciones de la Facultad de Educación. El objetivo que se pretende es indagar sobre la opinión y valoración que hace el alumnado y el profesorado sobre el uso de las aulas virtuales como herramienta de apoyo en la modalidad semipresencial o “blended-learning”. Así como explorar si el diseño del aula virtual y el uso de determinadas herramientas y actividades de aprendizaje en el entorno de las aulas virtuales está moldeada por el perfil de la titulación, de la asignatura o de la práctica docente de cada profesor La metodología se estructuró en dos líneas atendiendo a la naturaleza de los sujetos participantes: profesorado y alumnado. En el caso del alumnado se elaboraron dos cuestionarios de opinión on line. Y con respecto al profesorado se elaboró una matriz en la que el docente tenía que describir tanto la metodología utilizada como las herramientas y actividades desarrolladas. De los resultados se desprende que en el diseño del aula virtual interviene fundamentalmente la propia estructuración de las asignaturas en créditos teóricos y prácticos. Y en cuanto a la selección de las herramientas digitales y actividades de aprendizaje parece que de alguna manera está influyendo las teorías y prácticas docentes sobre cómo debe desarrollar y adquirir el alumnado determinadas habilidades y conocimientos.This study is part of an innovation project conducted in 2010-2011 at the University of La Laguna. It was developed in the different subjects of the field or area of "Educational Technology" and currently taught in different degrees of the Faculty of Education. The objective sought is to inquire into the opinion and judgment that makes the students and teachers on the use of virtual classrooms as a support tool in a blended- learning or blen. And explore whether the design of the virtual classroom and the use of certain tools and learning activities in the virtual classroom environment is shaped by the degree profile of the subject or of the teaching practice of each teacher. The methodology is structured in two lines based on the nature of the subjects involved: teachers and students. In the case of students prepared two opinion questionnaires online. And with respect to teachers is developed a matrix in which the teacher had to describe both the methodology and the tools and activities. The results show that in the virtual classroom design itself primarily involved structuring of credit courses in theory and practice. And as for the selection of digital tools and learning activities seems that somehow is influencing educational theories and practices on how to develop and acquire certain skills and knowledge students

ICT education policies in Spain after School Program 2.0: Emerging Trends

En este artículo se analiza la situación actual de las políticas educativas destinadas a laincorporación de las TIC a las escuelas en una muestra de ocho comunidades autónomasde España (Andalucía, Canarias, Cataluña, Extremadura, Madrid, País Valenciano, PaísVasco y Principado de Asturias) después del proceso impulsado por el Programa Escuela2.0. Este programa estuvo vigente durante el periodo 2009­2012 y respondió al modelo 1:1,de un ordenador por estudiante. Este análisis se guió por las siguientes cuestiones: ¿Quéefectos permanecen de las experiencias de políticas educativas del modelo 1:1?; ¿Quénuevos proyectos o programas están vigentes en los sistemas educativos de lascomunidades autónomas? ¿Qué nuevas tendencias con relación a las TIC estánemergiendo en la agenda educativa de las políticas autonómicas? Se concluye que lasnuevas políticas TIC, entre otras acciones, apuntan a centrar su atención en laincorporación de las PDI a todas las aulas, a la dotación de tabletas a los estudiantes envez de miniportátiles, a políticas de sustitución de los libros de texto de papel porplataformas de contenidos digitales y a la creación de portales de recursos en la nube. Seconstata también la ausencia de un programa o política educativa TIC coordinada a nivelde todo el estado como fue la experiencia del Programa Escuela 2.0.In this article the current situation of educational policies for the incorporation of ICT inschools in a sample of eight regions of Spain (Andalusia, Canary Islands, Catalonia,Extremadura, Madrid, Valencia, the Basque Country and the Principality of analyzesAsturias) after the process driven by the Escuela 2.0 program. This program was in effectduring the period 2009­2012 and responded to the 1:1 model of a computer per student.This analysis was guided by the following questions: What effects remain from theexperiences of educational policies of the 1:1 model?; What new projects or programs arein place in the educational systems of the regions? What new trends in relation to ICT areemerging in the educational agenda of regional policies? We conclude that the new ICTpolicy, among other things, aim to focus on the integration of IDPs to all classrooms toequipping students tablets instead of netbooks, a substitution policies textbooks paper fordigital content platforms, to create portals of cloud resources. The absence of aneducational program or policy level ICT coordinated statewide as was the experience ofSchool Program 2.0 has been observed

Consensus on complementary feeding from the Latin American Society for Pediatric Gastroenterology, Hepatology and Nutrition: COCO 2023

Abstract Complementary feeding (CF) is defined as infant feeding that complements breastfeeding or, alternatively, breastfeeding with a breast milk substitute, and is a process that goes beyond simply providing guidance on what and how to introduce foods. The information provided by health professionals should be up-to-date and evidence-based. There are different guidelines or position papers at the international level, which, although most of the recommendations may be applicable, there are some others that require regionalization or adaptation to the conditions and reality of each area. The Nutrition working group of the Latin American Society of Pediatric Gastroenterology, Hepatology and Nutrition convened a group of experts, representatives from each of the countries that make up the society, with the objective of developing a consensus on CA, incorporating, when possible, local information that adapts to the reality of the region. The purpose of this document is to show the results of this work. Through Delphi methodology, a total of 34 statements or statements regarding relevant aspects of CA were evaluated, discussed and voted upon.Resumen La alimentación complementaria (AC) se define como la alimentación de los lactantes que complementa a la lactancia materna o en su defecto, a la lactancia con un sucedáneo de la leche materna, y es un proceso que va más allá de simplemente una guía sobre qué y cómo introducir los alimentos. La información brindada por parte de los profesionales de la salud debe ser actualizada y basada en evidencia. Existen diferentes guías o documentos de posición a nivel internacional, que, aunque la mayoría de las recomendaciones pueden ser aplicables, hay algunas otras que requieren una regionalización o adecuación a las condiciones y realidad de cada zona. El grupo de trabajo de Nutrición de la Sociedad Latinoamericana de Gastroenterología, Hepatología y Nutrición Pediátrica convocó a un grupo de expertos, representantes de cada uno de los países que conforman la sociedad, con el objetivo de desarrollar un consenso sobre la AC, que incorporó cuando así fue posible, información local que se adapte a la realidad de la región. El objetivo de este documento es mostrar los resultados de dicho trabajo. A través de metodología Delphi, se evaluaron, discutieron y votaron un total de 34 declaraciones o enunciados con respecto a aspectos relevantes de la AC

Observation of long-range, near-side angular correlations in proton-proton collisions at the LHC

This is the pre-print version of the Published Article, which can be accessed from the link below - Copyright @ 2010 Springer VerlagResults on two-particle angular correlations for charged particles emitted in proton-proton collisions at center-of-mass energies of 0.9, 2.36, and 7 TeV are presented, using data collected with the CMS detector over a broad range of pseudorapidity (eta) and azimuthal angle (phi). Short-range correlations in Delta(eta), which are studied in minimum bias events, are characterized using a simple "independent cluster" parametrization in order to quantify their strength (cluster size) and their extent in eta (cluster decay width). Long-range azimuthal correlations are studied differentially as a function of charged particle multiplicity and particle transverse momentum using a 980 inverse nb data set at 7 TeV. In high multiplicity events, a pronounced structure emerges in the two-dimensional correlation function for particle pairs with intermediate transverse momentum of 1-3 GeV/c, 2.0< |Delta(eta)| <4.8 and Delta(phi) near 0. This is the first observation of such a long-range, near-side feature in two-particle correlation functions in pp or p p-bar collisions

Observation of long-range, near-side angular correlations in proton-proton collisions at the LHC

Results on two-particle angular correlations for charged particles emitted in proton-proton collisions at center-of-mass energies of 0.9, 2.36, and 7TeV are presented, using data collected with the CMS detector over a broad range of pseudorapidity (eta) and azimuthal angle (phi). Short-range correlations in Delta(eta), which are studied in minimum bias events, are characterized using a simple "independent cluster" parametrization in order to quantify their strength (cluster size) and their extent in eta (cluster decay width). Long-range azimuthal correlations are studied differentially as a function of charged particle multiplicity and particle transverse momentum using a 980 nb(-1) data set at 7TeV. In high multiplicity events, a pronounced structure emerges in the two-dimensional correlation function for particle pairs with intermediate p(T) of 1-3 GeV/c, 2.

Search for large extra dimensions in the diphoton final state at the Large Hadron Collider

This is the pre-print version of the Published Article, which can be accessed from the link below - Copyright @ 2011 Springer VerlagA search for large extra spatial dimensions via virtual-graviton exchange in the diphoton channel has been carried out with the CMS detector at the LHC. No excess of events above the standard model expectations is found using a data sample collected in proton-proton collisions at Ös = 7s=7TeV and corresponding to an integrated luminosity of 36 pb− 1. New lower limits on the effective Planck scale in the range of 1.6–2.3TeV at the 95% confidence level are set, providing the most restrictive bounds to date on models with more than two large extra dimensions

Observation of a new Xi(b) baryon

The first observation of a new b baryon via its strong decay into Xi(b)^- pi^+ (plus charge conjugates) is reported. The measurement uses a data sample of pp collisions at sqrt(s) = 7 TeV collected by the CMS experiment at the LHC, corresponding to an integrated luminosity of 5.3 inverse femtobarns. The known Xi(b)^- baryon is reconstructed via the decay chain Xi(b)^- to J/psi Xi^- to mu^+ mu^- Lambda^0 pi^-, with Lambda^0 to p pi^-. A peak is observed in the distribution of the difference between the mass of the Xi(b)^- pi^+ system and the sum of the masses of the Xi(b)^- and pi^+, with a significance exceeding five standard deviations. The mass difference of the peak is 14.84 +/- 0.74 (stat.) +/- 0.28 (syst.) MeV. The new state most likely corresponds to the J^P=3/2^+ companion of the Xi(b).Comment: Submitted to Physical Review Letter

Measurements of inclusive W and Z cross sections in pp collisions at root s=7 TeV

This is the pre-print version of the Published Article, which can be accessed from the link below - Copyright @ 2011 Springer VerlagMeasurements of inclusive W and Z boson production cross sections in pp collisions at sqrt(s)=7 TeV are presented, based on 2.9 inverse picobarns of data recorded by the CMS detector at the LHC. The measurements, performed in the electron and muon decay channels, are combined to give sigma(pp to WX) times B(W to muon or electron + neutrino) = 9.95 \pm 0.07(stat.) \pm 0.28(syst.) \pm 1.09(lumi.) nb and sigma(pp to ZX) times B(Z to oppositely charged muon or electron pairs) = 0.931 \pm 0.026(stat.) \pm 0.023(syst.) \pm 0.102(lumi.) nb. Theoretical predictions, calculated at the next-to-next-to-leading order in QCD using recent parton distribution functions, are in agreement with the measured cross sections. Ratios of cross sections, which incur an experimental systematic uncertainty of less than 4%, are also reported

Measurement of the charge ratio of atmospheric muons with the CMS detector

This is the pre-print version of this Article. The official published version can be accessed from the link below - Copyright @ 2010 ElsevierWe present a measurement of the ratio of positive to negative muon fluxes from cosmic ray interactions in the atmosphere, using data collected by the CMS detector both at ground level and in the underground experimental cavern at the CERN LHC. Muons were detected in the momentum range from 5 GeV/c to 1 TeV/c. The surface flux ratio is measured to be 1.2766 \pm 0.0032(stat.) \pm 0.0032 (syst.), independent of the muon momentum, below 100 GeV/c. This is the most precise measurement to date. At higher momenta the data are consistent with an increase of the charge ratio, in agreement with cosmic ray shower models and compatible with previous measurements by deep-underground experiments