Study about the Problem of Dropping of Subjects by Students During an Academinc Year at the University.

In university studies, it is not unusual for students to drop some of the subjects they have enrolled in for the academic year. They start by not attending lectures, sometimes due to neglect or carelessness, or because they find the subject too difficult, this means that they lose the continuity in the topics that the professor follows. If they try to attend again they discover that they hardly understand anything and become discouraged and so decide to give up attending lectures and study on their own. However some fail to turn up to do their final exams and the failure rate of those who actually do the exams is high. The problem is that this is not only the case with one specific subject, but it is often the same with many subjects. The result is that students arent’s productive enough, wasting time and also prolonging their years of study which entails a great cost for families. Degree courses structured to be conducted and completed in three academic courses, it may in fact take up to an average of six or more academic courses. In this paper, we have studied this problem, which apart from the waste of money and time, produces frustration in the student, who finds that he has not been able to achieve what he had proposed at the beginning of the course. It is quite common, to find students who do not even pass nor 50% of the subjects they had enrolled in for the academic year. If this happens repeatedly to a student, it can be the point when he considers dropping out altogether. This is also a concern for the universities, especially in the early courses. In our experience as professors, we have found that students, who attend lectures regularly and follow the explanations, approach the final exams with confidence and rarely fail the subject. In this proposal we present some techniques and methods carried out to solve in possible, the problem of lack of attendance to lectures. This involves "rewarding students for their assistance and participation in lectures". Rewarding assistance with a "prize" that counts for the final mark on the subject and involving more participation in the development of lectures. We believe that we have to teach students to use the lectures as part of their learning in a non-passive way. We consider the professor's work as fundamental in terms of how to convey the usefulness of these topics explained and the applications that they will have for their professional life in the future. In this way the student see for himself the use and importance of what he is learning. When his participation is required, he will feel more involved and confident participating in the educational system. Finally we present statistical results of studies carried out on different degrees and on different subjects over two consecutive years. In the first year we assessed only the final exams without considering the students attendance, or participation. In the second year, we have applied the techniques and methods proposed here. In addition we have compared the two ways of assessing subjects.

Speech features of the domain of the word in heterosexual twins during the second yeard of life

Speech is the major function, emergence and which development radically changes all course of formation of the identity of the child already in the early childhood. If language and speech development in solitary born children is investigated today quite well, at twin children this process practically is not studied. Our research was carried out for the purpose of studying of an originality of mastering by speech by heterosexual children of pair of twins within communicative and pragmatist approach (T.N. Ushakov,G. V. Chirkina). Application of this approach to the analysis of process of communication at twin children allowed us to allocate those peculiar receptions and means of communication which they functionally develop in a situation of pair of twins, as allows them to show the phenomena of the speech which are not meeting at solitary born contemporaries. In this work results of supervision and research of pair of heterosexual twins of the second year of the life, carried out by a technique developed by us under the scientific guide of G. V. Chirkina

A new way of teaching different subjects in a foreign language in the Building Engineering Degree at the Universidad Politécnica.

The European Union has been promoting linguistic diversity for many years as one of its main educational goals. This is an element that facilitates student mobility and student exchanges between different universities and countries and enriches the education of young undergraduates. In particular, a higher degree of competence in the English language is becoming essential for engineers, architects and researchers in general, as English has become the lingua franca that opens up horizons to internationalisation and the transfer of knowledge in today’s world. Many experts point to the Integrated Approach to Contents and Foreign Languages System as being an option that has certain benefits over the traditional method of teaching a second language that is exclusively based on specific subjects. This system advocates teaching the different subjects in the syllabus in a language other than one’s mother tongue, without prioritising knowledge of the language over the subject. This was the idea that in the 2009/10 academic year gave rise to the Second Language Integration Programme (SLI Programme) at the Escuela Arquitectura Técnica in the Universidad Politécnica Madrid (EUATM-UPM), just at the beginning of the tuition of the new Building Engineering Degree, which had been adapted to the European Higher Education Area (EHEA) model. This programme is an interdisciplinary initiative for the set of subjects taught during the semester and is coordinated through the Assistant Director Office for Educational Innovation. The SLI Programme has a dual goal; to familiarise students with the specific English terminology of the subject being taught, and at the same time improve their communication skills in English. A total of thirty lecturers are taking part in the teaching of eleven first year subjects and twelve in the second year, with around 120 students who have voluntarily enrolled in a special group in each semester. During the 2010/2011 academic year the degree of acceptance and the results of the SLI Programme have been monitored. Tools have been designed to aid interdisciplinary coordination and to analyse satisfaction, such as coordination records and surveys. The results currently available refer to the first and second year and are divided into specific aspects of the different subjects involved and into general aspects of the ongoing experience.

The relevance of seed size in modulating leaf physiology and early plant performance in two tree species

he size of seeds and the microsite of seed dispersal may affect the early establishment of seedlings through different physiological processes. Here, we examined the effects of seed size and light availability on seedling growth and survival, and whether such effects were mediated by water use efficiency. Acorns of Quercus petraea and the more drought-tolerant Quercus pyrenaica were sowed within and around a tree canopy gap in a sub-Mediterranean forest stand. We monitored seedling emergence and measured predawn leaf water potential (Ψpd), leaf nitrogen per unit area (Na), leaf mass per area, leaf carbon isotope composition (δ13C) and plant growth at the end of the first summer. Survival was measured on the next year. Path analysis revealed a consistent pattern in both species of higher δ13C as Ψpd decreased and higher δ13C as seedlings emerged later in the season, indicating an increase in 13C as the growing season is shorter and drier. There was a direct positive effect of seed size on δ13C in Q. petraea that was absent in Q. pyrenaica. Leaf δ13C had no effect on growth but the probability of surviving until the second year was higher for those seedlings of Q. pyrenaica that had lower δ13C on the first year. In conclusion, leaf δ13C is affected by seed size, seedling emergence time and the availability of light and water, however, leaf δ13C is irrelevant for first year growth, which is directly dependent on the amount of seed reserves.

Simulation of academic performance rates, estimation of indicators of subjects and of a complete degree

The purpose of this paper is to present a program written in Matlab-Octave for the simulation of the time evolution of student curricula, i.e, how students pass their subjects along time until graduation. The program computes, from the simulations, the academic performance rates for the subjects of the study plan for each semester as well as the overall rates, which are a) the efficiency rate defined as the ratio of the number of students passing the exam to the number of students who registered for it and b) the success rate, defined as the ratio of the number of students passing the exam to the number of students who not only registered for it but also actually took it. Additionally, we compute the rates for the bachelor academic degree which are established for Spain by the National Quality Evaluation and Accreditation Agency (ANECA) and which are the graduation rate (measured as the percentage of students who finish as scheduled in the plan or taking an extra year) and the efficiency rate (measured as the percentage of credits which a student who graduated has really taken). The simulation is done in terms of the probabilities of passing all the subjects in their study plan. The application of the simulator to Polytech students in Madrid, where requirements for passing are specially stiff in first and second year subjects, is particularly relevant to analyze student cohorts and the probabilities of students finishing in the minimum of four years, or taking and extra year or two extra years, and so forth. It is a very useful tool when designing new study plans. The calculation of the probability distribution of the random variable "number of semesters a student has taken to complete the curricula and graduate" is difficult or even unfeasible to obtain analytically, and this is even truer when we incorporate uncertainty in parameter estimation. This is why we apply Monte Carlo simulation which not only provides illustration of the stochastic process but also a method for computation. The stochastic simulator is proving to be a useful tool for identification of the subjects most critical in the distribution of the number of semesters for curriculum vitae (CV) completion and subsequently for a decision making process in terms of CV planning and passing standards in the University. Simulations are performed through a graphical interface where also the results are presented in appropriate figures. The Project has been funded by the Call for Innovation in Education Projects of Universidad Politécnica de Madrid (UPM) through a Project of its school Escuela Técnica Superior de Ingenieros Industriales ETSII during the period September 2010-September 2011.

An universal system to de-orbit satellites at end of life

A 3-year Project financed by the European Commission is aimed at developing a universal system to de-orbit satellites at their end of life, as a fundamental contribution to limit the increase of debris in the Space environment. The operational system involves a conductive tapetether left bare to establish anodic contact with the ambient plasma as a giant Langmuir probe. The Project will size the three disparate dimensions of a tape for a selected de-orbit mission and determine scaling laws to allow system design for a general mission. Starting at the second year, mission selection is carried out while developing numerical codes to implement control laws on tether dynamics in/off the orbital plane; performing numerical simulations and plasma chamber measurements on tether-plasma interaction; and completing design of subsystems: electronejecting plasma contactor, power module, interface elements, deployment mechanism, and tether-tape/end-mass. This will be followed by subsystems manufacturing and by currentcollection, free-fall, and hypervelocity impact tests.

Integrating Generic Competences into Engineering Curricula

The new degrees in Spanish universities generated as a result of the Bologna process, stress a new dimension: the generic competencies to be acquired by university students (leadership, problem solving, respect for the environment, etc.). At Universidad Polite¿cnica de Madrid a teaching model was defined for two degrees: Graduate in Computer Engineering and Graduate in Software Engineering. Such model incorporates the training, development and assessment of generic competencies planned in these curricula. The aim of this paper is to describe how this model was implemented in both degrees. The model has three components. The first refers to a set of seven activities for introducing mechanisms for training, development and assessment of generic competencies. The second component aims to coordinate actions that implement the competencies across courses (in space and time). The third component consists of a series of activities to perform quality control. The implementation of generic competencies was carried out in first year courses (first and second semesters), together with the planning for second year courses (third and fourth semesters). We managed to involve a high percentage of first-year courses (80%) and the contacts that have been initiated suggest a high percentage in the second year as well.

Integrated approach to foreign language in the building engineering degree at the Universidad Politécnica Madrid

The European Union has been promoting linguistic diversity for many years as one of its main educational goals. This is an element that facilitates student mobility and student exchanges between different universities and countries and enriches the education of young undergraduates. In particular,a higher degree of competence in the English language is becoming essential for engineers, architects and researchers in general, as English has become the lingua franca that opens up horizons to internationalisation and the transfer of knowledge in today’s world. Many experts point to the Integrated Approach to Contents and Foreign Languages System as being an option that has certain benefits over the traditional method of teaching a second language that is exclusively based on specific subjects. This system advocates teaching the different subjects in the syllabus in a language other than one’s mother tongue, without prioritising knowledge of the language over the subject. This was the idea that in the 2009/10 academic year gave rise to the Second Language Integration Programme (SLI Programme) at the Escuela Arquitectura Tecnica in the Universidad Politecnica Madrid (EUATM-UPM), just at the beginning of the tuition of the new Building Engineering Degree, which had been adapted to the European Higher Education Area (EHEA) model. This programme is an interdisciplinary initiative for the set of subjects taught during the semester and is coordinated through the Assistant Director Office for Educational Innovation. The SLI Programme has a dual goal; to familiarise students with the specific English terminology of the subject being taught, and at the same time improve their communication skills in English. A total of thirty lecturers are taking part in the teaching of eleven first year subjects and twelve in the second year, with around 120 students who have voluntarily enrolled in a special group in each semester. During the 2010/2011 academic year the degree of acceptance and the results of the SLI Programme are being monitored. Tools have been designed to aid interdisciplinary coordination and to analyse satisfaction, such as coordination records and surveys. The results currently available refer to the first semester of the year and are divided into specific aspects of the different subjects involved and into general aspects of the ongoing experience.

Efecto de la fertilización orgánica y mineral en las propiedades del suelo, la emisión de los principales gases de efecto invernadero y en las diferentes fases fenológicas del cultivo de café (Coffea arabica L.)

El cultivo de café es de gran importancia a nivel mundial (ICO, 2011), y en el Ecuador ha sido uno de los cultivos más importantes en la generación de divisas (COFENAC, 2011). Sin embargo en los sistemas productivos de este país se puede apreciar el uso inapropiado de fertilizantes, lo que conlleva a una pérdida de nutrientes, por lo que es importante estudiar las dosis adecuadas para la fertilización tanto mineral como orgánica. El objetivo del trabajo fue evaluar el efecto de la fertilización mineral y orgánica en diferentes dosis en un monocultivo de café en la provincia de Loja, sobre las propiedades del suelo, la emisión de los principales gases que provocan el efecto invernadero y la fenología y productividad del cultivo. En la provincia de Loja (Ecuador) se seleccionó un área de 2.520 m2 en la que se establecieron 21 parcelas de café arábigo (Coffea arabica L.) var. caturra y se aplicó tres tratamientos con tres repeticiones de fertilización mineral y tres orgánicos con dosis: bajas minerales (MIN 1= 157 Kg NPK ha-1 año-1 para el primer año y 425 Kg NPK ha-1 año-1 para el segundo año), medias minerales (MIN 2= 325 Kg NPK ha-1 año-1 para el primer año y 650 Kg NPK ha-1 año-1 en el segundo año) y altas minerales (MIN 3= 487 y 875 Kg NPK ha-1 año-1 para el primer y segundo año respectivamente), bajas orgánicas (ORG 1= 147 Kg NPK ha-1 año-1 en el primer año y 388 Kg NPK ha-1 año-1 en el año dos), medias orgánicas (ORG 2= 265 Kg NPK ha-1 año-1 para el primer año y 541 Kg NPK ha-1 año-1 en el segundo año), altas orgánicas (ORG 3= 368 Kg NPK ha-1 año-1 para el primer año y 727 Kg NPK ha-1 año-1 en el segundo año) y fertilización cero (TES = sin fertilización). Se usó urea, roca fosfórica y muriato de potasio en la fertilización mineral y humus (Bioabor) en la orgánica, más un tratamiento testigo, cada tratamiento tuvo tres repeticiones. El tiempo de evaluación de los fertilizantes aplicados fue de dos años consecutivos, la fertilización se la realizó dos veces por año y en base a análisis del suelo y demandas nutricionales del cultivo. para determinar las características del suelo se realizó muestreos de suelos en cada parcela a una profundidad de 20 cm de estas muestras los parámetro iniciales determinados fueron: color (Munsell), textura (método del hidrómetro), pH (relación 1:2,5 suelo-agua), Materia orgánica (Walkey y Black), Nitrógeno (Micro Kjendahl), Fósforo (Bray y Kurtz), Potasio (Olsen), estos procesos se repitieron cada seis meses para poder evaluar los cambios de que se producen debido a la fertilización mineral y orgánica en el cultivo. Las emisiones de gases efecto invernadero desde el suelo al ambiente se determinaron por el método de cámara cerrada (Rondón, 2000) y la concentración por cromatografía de gases. Las mediciones fisiológicas (altura de planta, ancho de copa, grosor de tallo y producción) se las evaluó cada dos meses, a excepción de la producción que fue anual al término de cada cosecha. Además se realizó el análisis económico de la productividad del cultivo. El análisis estadístico de datos se lo realizó con el programa SPSS v. 17.0. Las medias fueron comprobadas mediante ANOVAS de un factor con test de Tukey (P < 0,05). El beneficio económico se estimó en términos de ingresos y gastos totales que se presentaron en el ensayo. Los resultados obtenidos al término del ensayo indican que los tratamientos MIN 2 y MIN 3 produjeron cambios más significativos en comparación con los otros tratamientos establecidos en la mejora de fertilidad del suelo, el pH ha sido menos afectado en la acidificación en comparación con los tratamientos orgánicos que se han acidificado mayormente; la materia orgánica (MO) tuvo incrementos considerablemente bueno en estos dos tratamientos, sin embargo fueron superados por los tratamientos de fertilización orgánica; el nitrógeno total (Nt )y el potasio (K) también presentaron mejores valores al termino del ensayo y el fósforo (P) mostro incrementos buenos aunque un poco menores que los de los tratamientos ORG 2 y ORG 3. En lo que respecta a las emisiones de gases efecto invernadero, los flujos acumulados de óxido nitroso (N2O) en los dos años han aumentado en todos los tratamientos en comparación con el tratamiento Testigo, pero de manera considerable y con mayores flujos en el tratamiento MIN 3 y MIN 2 que se podrían considerarse los de mayor contaminación por N2O al ambiente lo que se le atribuye a las dosis de fertilización mineral aplicadas en el periodo de investigación, los tratamiento MIN 1 y todos los tratamientos orgánicos muestran menores emisiones al ambiente. Las emisiones de metano (CH4) no muestran mayores diferencias de emisiones entre tratamientos, siendo los mayores emisores los tratamientos ORG 3 y ORG 2 posiblemente debido al abono orgánico y añadido al suelo; para las emisiones de dióxido de carbono (CO2) de manera similar al CH4 el tratamiento ORG 3 fue el que presento mayores emisiones, los flujos de CO2 al ambiente de los otros tratamientos fueron menores y no presentaron diferencias significativas entre ellos. La variables fisiológicas en todos los casos apoyaron al desarrollo de las plantas de café, esto al ser comparadas con el tratamiento Testigo, sin embargo las que alcanzaron las mayores altitudes, anchos de copas y diámetro de tallo fueron las plantas del tratamiento MIN 3, seguido del MIN 3, no mostrando significancia entre ellos, y para los tratamientos orgánicos el que presento muy buenos resultados en estas variables ha sido el ORG 3, el cual no presento diferencias significativas con el MIN 2, lo cual comprueba que la fertilización mineral es más efectiva en este caso frente a la orgánica. Para el primer año de producción el tratamiento mineral con fertilización MIN 3 es el que obtuvo mayor producción no presentando diferencia estadística con el tratamiento con el MIN 2, no obstante fueron significativamente mayores que los otros tratamientos. Vale indicar que también el tratamiento MIN 1 y el tratamiento ORG 3 han presentado una producción considerable de café no mostrando diferencias estadísticas entre ellos. Para el segundo año la producción el cultivo mostró mayores rendimientos que el primer año de evaluación en todos los tratamientos, esto debido a la fisiología propia del cultivo y por otra parte se atribuye a la adición de fertilizantes que se ha realizado durante todo el ensayo; de manera similar al anterior los tratamientos MIN 3 y MIN 2 obtuvieron mejores rendimientos, no enseñando diferencias estadísticas significativas entre ellos, no obstante el tratamiento mineral dosis MEDIA no presentó significancia estadística con el ORG 3. El benéfico económico ha resultado mayor en el tratamiento MIN 3 y MIN 2, aunque el tratamiento MIN 2, es el que obtiene la mejor relación costo-beneficio; los tratamientos ORG 2 y ORG 3 y Testigo has producido beneficios negativos para el productor. En cuanto a la parte ambiental se considera que los mejores tratamientos en cuanto ha cuidado ambiental serían los tratamientos MIN 1 y ORG 1, sin embargo a nivel de producción y rentabilidad para el productor baja. ABSTRACT Coffee growing has great importance worldwide (ICO, 2011), and in Ecuador, it has been one of the most important crops to generate income (COFENAC, 2011). However, in the productive systems of this country, the inappropriate use of fertilizers has been observed which produces loss of nutrients, thus it is important to study suitable doses for mineral and organic fertilizing. The purpose of the study was to evaluate the effect of mineral and organic fertilizing at different doses in a coffee monoculture in the province of Loja on soil characteristics, emission of the main gasses that produce the greenhouse effect and the phenology and productivity of crops. In the province of Loja (Ecuador) an area of 2.520 m2 was chosen, where 21 plots of Arabica coffee (Coffea arabica L.), the caturra variety were cultivated and three treatments with three repetitions each one for mineral and organic fertilization were used with doses that ranged from: mineral low (MIN 1= 157 Kg NPK ha-1 año-1 for the first year y 425 Kg NPK ha-1 año-1 for the second year), mineral medium (MIN 2= 325 Kg NPK ha-1 año-1 for the first year y 650 Kg NPK ha-1 año-1 I the second year) y mineral high (MIN 3= 487 y 875 Kg NPK ha-1 año-1 for the first and second year respectively), organic low (ORG 1= 147 Kg NPK ha-1 año-1 in the first year y 388 Kg NPK ha-1 año-1 in the second year), organics medium (ORG 2= 265 Kg NPK ha-1 año-1 for the first year y 541 Kg NPK ha-1 año-1 in the second year), organics high (ORG 3= 368 Kg NPK ha-1 año-1 for the first year and 727 Kg NPK ha-1 año-1 in the second year) y fertilization zero (TES = no fertilization).; urea, phosphoric rock and muriate of potash were used in the mineral fertilization and humus (Bioabor) in the organic, plus a blank treatment. Time to evaluate the applied fertilizers was for two consecutive years, fertilization was done twice per year based on soil analysis and nutritional requirements of the crops. In order to determine the characteristics of the soil, samples of soil in each plot with a depth of 20 cm were done; from these samples, the determined initial parameters were: color (Munsell), texture (hydrometer method), pH (soil-water 1:2,5 relation), organic matter (Walkey y Black), nitrogen (Micro Kjendahl), phosphorus (Bray y Kurtz), potassium (Olsen); these processes were repeated each six months in order to evaluate the changes that are produced due to mineral and organic fertilization in the crops. The emissions of greenhouse gasses from the soil to the atmosphere were determined by using enclosure method (Rondón, 2000) and the concentration, by using gas chromatography during the whole testing. The physiological measures (plant height, width of the top of the tree, thickness of the stem and production) were evaluated each two months, except for production which was annual at the end of each harvest. Moreover, the economic analysis of the productivity of the crops was done. The statistical analysis of the data was done using SPSS v. 17.0. The means were proved by ANOVAS with a factor of a Tukey test (P < 0,05). The economic benefit was estimated in terms of incomes and total expenses which were presented in the essay. The results obtained at the end of the essay show that the MIN 2 and MIN 3 treatments produced more meaningful changes in comparison with the other treatments used to improve soil fertility; pH was less affected in the acidification compared with the organic treatments which were greatly acidified; organic matter (MO) had increased considerably in these two treatments; however, they were surpassed by the organic treatments of fertilization; total nitrogen (Nt) and potassium (K) also presented better results at the end of the essay and phosphorus (P) showed good increasing figures although a little lower compared with ORG 2 and ORG 3 treatments. Regarding the emission of the greenhouse gasses, the fluxes accumulated from nitrous oxide (N2O) in two years increased in all the treatments in comparison with the blank treatment, but in a greater form and with higher fluxes in the MIN 3 and MIN 2 treatments which can be considered as the ones with greater contamination of N2O in the atmosphere, this can be due to the applied mineral doses to fertilize during the process; MIN 1 treatments and all the organic ones showed lower emission to the atmosphere. Methane emissions (CH4) did not show major differences in emissions in the treatments, being the greater emissions the ORG 3 and ORG 2 treatments; this is possibly due to the organic compost added to the soil; regarding carbon dioxide (CO2) emissions, in a similar way to CH4, the ORG 3 treatment was the one that presented greater emissions, the CO2 emissions to the atmosphere in the other treatments were lower and did not present meaningful differences among them. The physiological variables in all the cases helped coffee crops grow, this was observed when compared with the blank treatment; however, plants that reached the greatest height, width of top and diameter of stem were the plants of the MIN 3 treatment, followed by MIN 3, which did not show much significance among them, and for the organic treatments, the one that presented great results in these variables was ORG 3, which did not show meaningful differences compared with MIN 2, which proves that mineral fertilization is more effective in this case compared with the organic. In the first year of production, the mineral treatment with MIN 3 fertilization obtained greater production and thus did not show statistical difference with MIN 2 treatment, although the other treatments were greater. It is worth mentioning that MIN 1 treatment and ORG 3 treatment presented a meaningful production of coffee, not showing statistical differences among them. For the second year, the production of the crops showed greater profits than in the first year of evaluation in all the treatments, this was due to the physiological properties of the crops and on the other hand, it might be due to the addition of fertilizers during the whole essay; in a similar way, MIN 3 and MIN 2 performed better, not showing greater statistical differences among them, although the mineral treatment MEDIUM doses did not show statistical difference compared with ORG 3. The economic benefit was greater in the MIN 3 and MIN 2 treatments, although MIN 2 treatment is the one that shows the best cost-benefit ratios; ORG 2 and ORG 3 treatments and the blank produced negative benefits for the producer. Regarding the environment, the best treatments to care for the atmosphere are considered to be MIN 1 and ORG 1 treatments; however, regarding production volume and profitability they were low for the producer.

Short-term response of the Ca cycle of a montane forest in Ecuador to low experimental CaCl2 additions

The tropical montane forests of the E Andean cordillera in Ecuador receive episodic Sahara- dust inputs particularly increasing Ca deposition. We added CaCl2 to isolate the effect of Ca deposition by Sahara dust to tropical montane forest from the simultaneously occurring pH effect. We examined components of the Ca cycle at four control plots and four plots with added Ca (2 × 5 kg ha?1 Ca annually as CaCl2) in a random arrangement. Between August 2007 and December 2009 (four applications of Ca), we determined Ca concentrations and fluxes in litter leachate, mineral soil solution (0.15 and 0.30 m depths), throughfall, and fine litterfall and Al con- centrations and speciation in soil solutions. After 1 y of Ca addition, we assessed fine-root bio- mass, leaf area, and tree growth. Only < 3% of the applied Ca leached below the acid organic layer (pH 3.5?4.8). The added CaCl2 did not change electrical conductivity in the root zone after 2 y. In the second year of fertilization, Ca retention in the canopy of the Ca treatment tended to decrease relative to the control. After 2 y, 21% of the applied Ca was recycled to soil with throughfall and litterfall. One year after the first Ca addition, fine-root biomass had decreased significantly. Decreasing fine-root biomass might be attributed to a direct or an indirect beneficial effect of Ca on the soil decomposer community. Because of almost complete association of Al with dissolved organic matter and high free Ca2+ : Al3+ activity ratios in solution of all plots, Al toxicity was unlikely. We conclude that the added Ca was retained in the system and had benefi- cial effects on some plants.

Evaluating sustainability and food security of peasant farming systems in Mesoamerican highlands

En las últimas décadas, la agricultura sostenible ha sido objeto de gran interés y debate académico, no sólo en términos conceptuales, sino también en términos metodológicos. La persistencia de la inseguridad alimentaria y el deterioro de los recursos naturales en muchas regiones del mundo, ha provocado el surgimiento de numerosas iniciativas centradas en revitalizar la agricultura campesina así como renovadas discusiones sobre el rol que juega la agricultura como motor de desarrollo y principal actividad para alivio de la pobreza. Por ello, cuando hablamos de evaluar sistemas campesinos de montaña, debemos considerar tanto la dimensión alimentaria como las especificidades propias de los sistemas montañosos como base fundamental de la sostenibilidad. Al evaluar la contribución que han hecho alternativas tecnológicas y de manejo en la mejora de la sostenibilidad y la seguridad alimentaria de los sistemas campesinos de montaña en Mesoamérica, surgen tres preguntas de investigación: • ¿Se está evaluando la sostenibilidad de los sistemas campesinos teniendo en cuenta la variabilidad climática, la participación de los agricultores y las dinámicas temporales? • ¿Podemos rescatar tendencias comunes en estos sistemas y extrapolar los resultados a otras zonas? • ¿Son inequívocamente positivas las alternativas propuestas que se han llevado a cabo? En este trabajo se presentan tres evaluaciones de sostenibilidad que tratan de poner de manifiesto cuáles son los retos y oportunidades que enfrentan actualmente los sistemas campesinos de montaña. En primer lugar, se evalúan tres sistemas de manejo agrícola bajo dos años meteorológicamente contrastantes. Se determinó que durante el año que experimentó lluvias abundantes y temperaturas moderadas, los sistemas de bajos insumos, basados en el uso de abonos orgánicos y rotación de cultivos, obtuvieron los mejores resultados en indicadores ecológicos y similares resultados en los económicos y sociales que el sistema de altos insumos químicos. En el segundo año, con heladas tempranas y sequía invernal, la productividad se redujo para todos los sistemas pero los sistemas más diversificados (en variedades de maíz y/o siembra de otros cultivos) pudieron resistir mejor los contratiempos climáticos. En segundo lugar, se evalúa el grado de conocimiento (percepción) campesino para determinar los factores claves que determinan la sostenibilidad de sus sistemas y su seguridad alimentaria. Se determinó que los principales puntos críticos identificados por los campesinos (tamaño de parcela y pendiente del terreno) afectan de forma significativa a cuestiones de índole económica, pero no son capaces de explicar los desequilibrios alimenticios existentes. Realizando un análisis comparativo entre comunidades que presentaban buenos y malos resultados en cuanto a aporte energético y proteico, se determinó que la seguridad alimentaria estaba relacionada con la sostenibilidad de los sistemas y que concretamente estaba ligada a los atributos de equidad y autonomía. Otro resultado destacable fue que las comunidades más marginales y con mayor dificultad de acceso mostraron mayores niveles de inseguridad alimentaria, pero la variabilidad intergrupal fue muy alta. Eso demuestra que la seguridad alimentaria y nutricional forma parte de un complejo sistema de estrategias de autoabastecimiento ligada a la idiosincrasia misma de cada uno de los hogares. En tercer lugar, se evaluó el desempeño de las escuelas de campo de agricultores (ECAs) en la mejora de la sostenibilidad y la seguridad alimentaria de un sistema campesino de montaña. Para ver el efecto del impacto de estas metodologías a largo plazo, se estudiaron tres comunidades donde se habían implementado ECAs hace 8, 5 y 3 años. Encontramos que el impacto fue progresivo ya que fue la comunidad más antigua la que mejores valores obtuvo. El impacto de las ECAs fue rápido y persistente en los indicadores relacionados con la participación, el acceso a servicios básicos y la conservación de los recursos naturales. El estudio demostró un claro potencial de las ECAs en la mejora general de la sostenibilidad y la seguridad alimentaria de estos sistemas, sin embargo se observó una relación directa entre el aumento de producción agrícola y el uso de insumos externos, lo que puede suponer un punto crítico para los ideales sostenibles. ABSTRACT During the last decades, sustainable agriculture has been the subject of considerable academic interest and debate, not only in conceptual terms, but also in methodological ones. The persistence of high levels of environmental degradation and food insecurity in many regions has led to new initiatives focused on revitalizing peasant agriculture and renewed discussions of the role of sustainable agriculture as an engine for development, environmental conservation and poverty alleviation. Therefore, to assess mountain farming systems, we must consider food dimension and taking into account the specificities of the mountain systems as the foundation of sustainability. When evaluating contribution of technological and management alternative proposals in achieving sustainability and food security for peasant farming systems in Mesoamerican highlands, three research questions arise: • Is sustainability of peasant-farming systems being evaluated taking into account climate variability, participation of farmers and temporal dynamics? • Can we rescue common trends in these systems and extrapolate the results to other areas? • What alternative proposals that have been conducted are unequivocally positives? In this document, we present three evaluations of sustainability that try to highlight the challenges and opportunities that currently face mountain farming systems in Mesoamerica. First, we evaluate the sustainability of three agricultural management systems in two contrasting weather years. We determined that during the first year that exposed heavy rains and moderate temperatures, low-input systems, which are based on the use of organic fertilizers and crop rotation, provided better results in terms of ecological indicators and equal results in terms of economic and social indicators than those achieved using a high chemical input system. In the second year, which featured early frosts and a winter drought, productivity declined in all systems; however, the most diversified systems (in terms of the maize varieties grown and the sowing of other crops) more successfully resisted these climatic adversities. Second, we evaluate the farmers’ perception to determine the key drivers for achieving their sustainability and food and nutritional security. We determined that the key factors identified by farmers (landholding size and slope of cropland) exerted significant impacts on economic disparities but did not explain the malnutrition levels. We compared two contrasting hamlets according to their energy and protein supply, one namely Limón Timoté (LT), which did not present food problems and Limón Peña Blanca (LP), which did exhibit food insecurity. The results showed that FNS is linked to sustainability, and it is primarily related to the sustainability attributes of self-reliance and equity. Although the more marginated and inaccessible community exhibited more food insecurity, food and nutritional security depend upon a complex array of self-sufficiency strategies that remain linked to individual household idiosyncrasies. Third, we evaluated the impact of farmer field schools for improving the sustainability and food security of peasant mountain systems. In order to appreciate the long-term impact, we studied three communities where FFSs were implemented eight, five and three years ago, respectively. We found that FFSs have a gradual impact, as the community that first implemented FFSs scores highest. The impact of FFSs was broad and long-lasting for indicators related to participation, access to basic services and conservation of natural resources. This study demonstrates the potential of FFSs, but more attention will have to be paid to critical indicators in order to scale up their potential in the future. We observed a direct relationship between the increase in agricultural production and the use of external inputs, which is a critical point for sustainable ideals.

Motivación, flow e intención de práctica físico-deportiva en estudiantes de educación física de España y Latinoamérica

A pesar de los innegables beneficios físicos y psicosociales que la práctica de actividad física tiene para la población en las últimas décadas se observa un importante descenso en el nivel de práctica de actividad física durante la adolescencia. La Educación Física (EF) es una asignatura presente en las primeras etapas educativas de los currículums de todos los países y supone para la población infantil y adolescente, durante el periodo de escolarización obligatoria, un entorno de contacto cotidiano con la actividad física y deportiva lo que explica el creciente interés que existe por investigar en este contexto y extraer conclusiones que puedan ayudar a revertir el proceso de progresivo abandono de la práctica en estas edades. El presente trabajo se centra en un periodo, la adolescencia, especialmente sensible al abandono de la práctica de actividad física. Apoyándonos en tres de los marcos teóricos más importantes de los últimos años - Teoría de Metas de Logro, Teoría de la Autodeterminación y Teoría del Flow - hemos realizado un diseño con tres estudios complementarios que nos permitan avanzar en el conocimiento de las variables que afectan a esta realidad. En el primero de los estudios, en el que participaron 3990 estudiantes de EF de España, Argentina, Colombia y Ecuador con edades comprendidas entre 12 y 18 años, se fijaron como objetivos el establecimiento de perfiles motivacionales en estudiantes de EF considerando las orientaciones motivacionales, la motivación intrínseca y el flow disposicional; la comprobación de la posible estabilidad de los perfiles establecidos en cuatro países diferentes; y el análisis de la relación entre los perfiles motivacionales establecidos con la práctica de actividad física realizada en la actualidad y la intención de ser activo en el futuro. Los resultados revelaron la existencia de tres perfiles motivacionales en los estudiantes: perfil de motivación baja-moderada, perfil de motivación de alta motivación con bajo ego y perfil de alta motivación. Se encontraron similitudes en los perfiles motivacionales obtenidos en los cuatro países analizados, sugiriéndose la posibilidad de que la lengua materna compartida pueda ser una variable de influencia en la existencia de patrones conductuales similares. La orientación al ego resultó ser un elemento diferenciador en la relación de los dos perfiles que mostraron niveles más altos de motivación intrínseca, flow disposicional y orientación a la tarea con las variables de práctica. Mayores niveles de orientación al ego determinaron mayores valores de práctica e intención de práctica. En el segundo estudio, en el que participaron 365 estudiantes de EF de España, Argentina y Colombia con edades comprendidas entre 12 y 16 años, se testó un modelo explicativo de la intención de ser físicamente activo en el futuro en estudiantes de EF poco motivados introduciendo el flow disposicional como variable explicativa junto a las orientaciones motivacionales y la motivación intrínseca. El modelo de ecuaciones estructurales testado muestra que tanto la orientación al ego como la orientación a la tarea y la motivación intrínseca predijeron el flow disposicional. No se encontró un efecto significativo de la orientación a la tarea sobre la motivación intrínseca, ni de esta sobre la intención de práctica de AFD en el futuro. El flow disposicional resultó ser un mediador entre ambas orientaciones motivacionales y dicha intención, adquiriendo un papel relevante en la predicción de la intención de realizar actividad física en el futuro en los sujetos con poca motivación hacia la clase de EF. En el último estudio, con una muestra de 53 estudiantes de EF pertenecientes a dos clases de segundo curso de ESO con edades comprendidas entre 13 y 15 años, se analizó el efecto de una intervención de apoyo a las NPB sobre la satisfacción de las mismas, la motivación intrínseca, la disposición a experimentar flow y la intención de ser físicamente activo en el futuro; estudiándose también el efecto de la misma sobre ciertas variables presentes en el proceso de enseñanza-aprendizaje tales como la diversión, el aprendizaje y el gusto hacia el contenido y la metodología empleada. La intervención resultó efectiva en la mejora de todas las variables motivacionales analizadas a excepción de la satisfacción de la necesidad de relaciones sociales, variable que podría ser más difícilmente modificable en tanto que los grupos de clase suelen permanecer estables a lo largo de esta etapa educativa. Los alumnos de la condición experimental presentaron niveles más elevados de diversión, aprendizaje y gusto hacia el contenido y la metodología empleada. ABSTRACT Despite the undeniable physical and psychological benefits that physical activity has on health, a significant drop in the level of physical activity during adolescence has been observed over the last few decades. Physical education (PE) is present in the early stages of educational curricula of all countries, creating an environment in which children and adolescents can maintain daily contact with sport and physical activity during the period of compulsory education. There is thus a growing interest in research within this context, helping to draw conclusions aimed at reversing the progressive decline of physical activity in this age bracket. The work presented here focuses on adolescence – a period particularly sensitive when faced with declining rates of physical activity. Relying on three of the most important recent theoretical frameworks – Achievement Goal Theory, Self-Determination Theory and Flow Theory – we have carried out a design using three complementary studies that allow us to advance the understanding of variables affecting this reality. The first two studies employ a correlational methodology while the third follows a quasi-experimental design. The objectives of the first study, with the participation of 3990 PE students aged 12 to 18 from Spain, Argentina, Colombia and Ecuador, were: a) to establish motivational profiles in physical education students taking into consideration motivational orientations, intrinsic motivation and dispositional flow; b) to check the possible stability of the established profiles in the four countries; and c) to analyze the relationship between motivational profiles and both current levels of physical activity and intention to be physically active in the future. Results revealed the existence of three motivational profiles: low-moderate motivation profile, high motivation and low ego profile and high motivation profile. Similarities were found across the four countries, which presents the possibility that sharing the same mother tongue might influence the existence of similar behavioral patterns. Amongst the profiles that showed the highest levels of intrinsic motivation, dispositional flow and task orientation with practice variables, ego orientation became apparent as a differentiating element. Higher levels of ego orientation correlated with higher levels both in current level of physical activity and intention to be physically active in the future. In the second study, with the participation of 365 PE students aged 12 to 16 from Spain, Argentina and Colombia, an explanatory model of the intention to be physically active within the low-moderate motivation profile was tested, including dispositional flow as an influence variable together with motivational orientations and intrinsic motivation. The structural model equation in the low-moderate motivation profile shows some differences with respect to findings of similar studies using heterogeneous samples in motivational profiles. It was found that ego orientation, task orientation and intrinsic motivation predicted dispositional flow. No significant effects of task orientation on intrinsic motivation, or of intrinsic motivation on intention to be physically active in the future were found. Dispositional flow emerged as a mediator between both motivational orientations and intention, acquiring an important role in the prediction of future intentions to be physically active in adolescents who show low levels of motivation towards physical education. In the last of the three studies, with the participation of 53 PE students drawn from two classes in the second year of secondary education aged 13 to 15, the effect of an intervention to support basic psychological needs was tested against the satisfaction of these needs, intrinsic motivation, disposition to experience flow and intention to be physically active in the future. Alongside this, the aforementioned intervention was tested on certain variables present in the teaching-learning process such as fun, learning and taste for the activity and methodology. Supportive intervention was effective in improving all the motivational variables, except for the satisfaction of the relatedness variable, which may be more difficult to modify as class groups tend to remain stable throughout this educational state. Students in the experimental condition showed higher levels of fun, learning and taste for the content and methodology.

A Porposal: "Agro-ERASMUS"

The rural population is getting smaller as percentage of the total population in the countries. There is a constant depopulation of rural areas to urban areas. The most extreme data are in countries like USA, where the rural population is 1.5%, from which 1% of that amount is part time and only 0.5% full time. On the other side, we have countries with more than 50% rural population. Related to training, cultural development, business and specific weight in society, rural residents have no significance in their societies. As they are few, and separated across the territory they have no influence on their societies. Comparing the USA farmer with one from the EU, we see that the American one is a businessperson and the European one, in most cases is a farm worker. To reduce this gap between these different farmers, we believe that we must train the new generations of children belonging to farming Europe. They must have a common language, English; they must know other countries culture and farming systems, live and network with other young Europeans colleagues,future young farmers. It is what we have coined as AGRO-ERASMUS. A project to be placed within the EU Common Agriculture Policies. The project must be designed before its implementation. Even some previous experience should make better viability. It should make use of a network of agricultural universities in several European countries. Each university would build a "farm school" where young people would learn "English?, and visit and work in small agricultural practices with a correct use of the time. One important subject dealing with should be agribusiness. The procedure based on the ?Farm School? (F-S) experience, should start with young people from 13 years up to 18 years. Their attendance, every summer, to the F-S should be rotated between different countries besides their own. The first and second year, with young people 13/14 years old, the Farm School would last less than three weeks in an English speaking country (Ireland, UK or someone else). They should live with a local family the time they stay outside of the Farm School (F-S). This two years period must be devoted to learn and become familiar with the English language and cultural differences. The rest of the four years left, the Farm Schools will have longer duration and be placed in other countries from the network. The living way would be in multinational teams of young people where the only spoken language would be English. After six years of summer oexistence speaking English and learning new competences and skills with colleagues from other countries, we would have a great team of young and future European farmers, able to travel free and confident through the whole Europe and ready to be engaged in productive, commercial and research activities. These new young farmers may revive European agriculture and would not look any more like rural habitants, but international business-farmers, professionally speaking. In a brief survey among the assistants to the Fifth International Academic Conference titled "Alternative Income Sources in Small Agricultural Holdings of the European Union" held in Krakow (PL) in June 2015, participants from universities and countries like Poland, Hungary, Rep. Czech, Portugal, Romania, etc., expressed the necessity of addressing this problem in a new and bold way.

Power output fluctuations in large scale PV plants: one year observations with one second resolution and a derived analytic model

The variable nature of the irradiance can produce significant fluctuations in the power generated by large grid-connected photovoltaic (PV) plants. Experimental 1 s data were collected throughout a year from six PV plants, 18 MWp in total. Then, the dependence of short (below 10 min) power fluctuation on PV plant size has been investigated. The analysis focuses on the study of fluctuation frequency as well as the maximum fluctuation value registered. An analytic model able to describe the frequency of a given fluctuation for a certain day is proposed

Competence assessment of final year projects for undergraduate telecommunication students

The value of project-based learning has lead to the inclusion of project development activities in engineering courses, being the Final Year Project (FYP) the most remarkable one. Several approaches have been proposed for assessing and grading FYPs but, among them, rubrics are becoming a standard for such type of assessment. However, due to the different characteristics and orientations of the projects (some are more practically oriented, some more theoretically), and the high amount of different competences to be evaluated (knowledge, working capability, communication skills, etc.), the definition of one unique rubric suitable for the evaluation of all FYPs presented in different degree programs, is a big challenge. In a former work, the educational outcomes expected from the FYP were defined and resulted in a proposal for their assessment. Afterwards, the proposal has been tested during one year within an educational innovation-project at the Universidad Politécnica de Madrid which involved the follow-up of 8 undergraduate telecommunication students elaborating their FYPs. In this publication, our experience will be described, based on the emerging work taking place through the formalisation of the process which consisted in the following steps: i) establishment of a schedule for the whole process (publication of FYPs topics, selection of applying students and their enrolment, assignation of a jury to each FYP, elaboration and follow-up of FYPs, final report submission, oral presentation, etc.); ii) design of rubrics for each of three assessment parts: working process, final report and oral presentation; and iii) follow-up and evaluation of the involved FYPs. Finally, problems that appeared during this experience (e.g. administrative aspects, criticisms and suggestions from the students, tutors and juries involved) are discussed and some modifications in the assessment system will be proposed in order to solve or minimize these problems.