Secundary school profile in science and technology versus the first year at the Technical University of Madrid. Cause of failure or quitting?

Se analiza el absentismo, el fallo y el abandono de los estudiantes en los primeros semestres del grado sobre la base de su formación en la educación secundaria.

Proposal for a semantic hierarchy of terminological metaphors in science and technology

Cognitive linguistics is considered as one of the most appropriate approaches to the study of scientific and technical language formation and development, where metaphor is accepted to play an essential role. This paper, based on the Cognitive Theory of Metaphor, takes as the starting point the terminological metaphors established in the research project METACITEC(Note 1), which was developed with the purpose of unfolding constitutive metaphors and their function in the language of science and technology. After the analysis of metaphorical terms and using a mixed corpus from the fields of Agriculture, Geology, Mining, Metallurgy, and other related technical fields, this study presents a proposal for a hierarchy of the selected metaphors underlying the scientific conceptual system, based on the semantic distance found in the projection from the source domain to the target domain. We argue that this semantic distance can be considered as an important parameter to take into account in order to establish the metaphoricity of science and technology metaphorical terms. The findings contribute to expand on the CTM stance that metaphor is a matter of cognition by reviewing the abstract-concrete conceptual relationship between the target and source domains, and to determine the role of human creativity and imagination in the language of science and technology configuration

Virtual Excursions: a new way to explore science in class

The educational platform Virtual Science Hub (ViSH) has been developed as part of the GLOBAL excursion European project. ViSH (http://vishub.org/) is a portal where teachers and scientist interact to create virtual excursions to science infrastructures. The main motivation behind the project was to connect teachers - and in consequence their students - to scientific institutions and their wide amount of infrastructures and resources they are working with. Thus the idea of a hub was born that would allow the two worlds of scientists and teachers to connect and to innovate science teaching. The core of the ViSH?s concept design is based on virtual excursions, which allow for a number of pedagogical models to be applied. According to our internal definition a virtual excursion is a tour through some digital context by teachers and pupils on a given topic that is attractive and has an educational purpose. Inquiry-based learning, project-based and problem-based learning are the most prominent approaches that a virtual excursion may serve. The domain specific resources and scientific infrastructures currently available on the ViSH are focusing on life sciences, nano-technology, biotechnology, grid and volunteer computing. The virtual excursion approach allows an easy combination of these resources into interdisciplinary teaching scenarios. In addition, social networking features support the users in collaborating and communicating in relation to these excursions and thus create a community of interest for innovative science teaching. The design and development phases were performed following a participatory design approach. An important aspect in this process was to create design partnerships amongst all actors involved, researchers, developers, infrastructure providers, teachers, social scientists, and pedagogical experts early in the project. A joint sense of ownership was created and important changes during the conceptual phase were implemented in the ViSH due to early user feedback. Technology-wise the ViSH is based on the latest web technologies in order to make it cross-platform compatible so that it works on several operative systems such as Windows, Mac or Linux and multi-device accessible, such as desktop, tablet and mobile devices. The platform has been developed in HTML5, the latest standard for web development, assuring that it can run on any modern browser. In addition to social networking features a core element on the ViSH is the virtual excursions editor. It is a web tool that allows teachers and scientists to create rich mash-ups of learning resources provided by the e-Infrastructures (i.e. remote laboratories and live webcams). These rich mash-ups can be presented in either slides or flashcards format. Taking advantage of the web architecture supported, additional powerful components have been integrated like a recommendation engine to provide personalized suggestions about educational content or interesting users and a videoconference tool to enhance real-time collaboration like MashMeTV (http://www.mashme.tv/).

Rocks are human beings: researching the humanizing metaphor in earth science scientific texts

This paper describes a corpus-based analysis of the humanizing metaphor and supports that constitutive metaphor in science and technology may be highly metaphorical and active. The study, grounded in Lakoff’s Theory of Metaphor and in Langacker’s relational networks, consists of two phases: firstly, Earth Science metaphorical terms were extracted from databases and dictionaries and, then, contextualized by means of the “Wordsmith” tool in a digitalized corpus created to establish their productivity. Secondly, the terms were classified to disclose the main conceptual metaphors underlying them; then, the mappings and the relational networks of the metaphor were described. Results confirm the systematicity and productivity of the metaphor in this field, show evidence that metaphoricity of scientific terms is gradable, and support that Earth Science metaphors are not only created in terms of their concrete salient properties and attributes, but also on abstract human anthropocentric projections.

Augmenting PROV with Plans in P-PLAN: Scientific Processes as Linked Data

Provenance models are crucial for describing experimental results in science. The W3C Provenance Working Group has recently released the PROV family of specifications for provenance on the Web. While provenance focuses on what is executed, it is important in science to publish the general methods that describe scientific processes at a more abstract and general level. In this paper, we propose P-PLAN, an extension of PROV to represent plans that guid-ed the execution and their correspondence to provenance records that describe the execution itself. We motivate and discuss the use of P-PLAN and PROV to publish scientific workflows as Linked Data.

Diseño y test VHDL de un cambiador de formato para ver TV3D en un televisor convencional

La difusión de TV3D actual utiliza formatos como el Side-by-Side o Top-and-Bottom, en los que cada par de imágenes, correspondiente a las vistas de los ojos derecho e izquierdo, se encapsula con la mitad de la resolución espacial en una sola imagen. Estas imágenes se muestran de manera casi simultánea de forma que el ojo humano compone una imagen con profundidad que se asemeja a la visión binocular natural. Desde hace un par de años las principales plataformas de televisión han empezado a crear canales con contenido 3D. La televisión 3D (TV3D) se ha introducido en los hogares gracias a los televisores estereoscópicos. Estos televisores, que son compatibles con los formatos antes mencionados, extraen de cada imagen sus dos vistas, recuperan la resolución original y presentan cada vista alternativamente en la pantalla, generando al mismo tiempo una señal de sincronismo para las gafas activas, creando de esta forma la sensación tridimensional de las imágenes. En este PFC se pretende realizar el diseño VHDL de un cambiador de formato que genere en tiempo real la secuencia de imágenes correspondiente a los ojos derecho e izquierdo, con resolución completa, a partir de una secuencia codificada en formato tipo Top-and-Bottom y el banco de test para su prueba. Este circuito se implementará como un periférico del procesador NIOS II de Altera. El diseño podría utilizarse como parte de un sistema que permita la visualización de las actuales emisiones de televisión 3D en un televisor convencional. La tecnología de referencia que se utilizará serán las FPGAs, más concretamente la tarjeta Cyclone III FPGA Starter Kit (EP3C25 FPGA) de Altera, junto a una tarjeta de ampliación de Microtronix con entrada y salida HDMI para video y audio. Además se pretende crear la documentación necesaria para el desarrollo de futuros trabajos relacionados con la televisión 3D. ABSTRACT Current TV3D broadcasting uses formats as Side-by-Side or Top-and-Bottom, where every single pair of images, corresponding to left and right eyes views, are encapsulated with half spatial resolution in one single image. These images are almost simultaneously displayed so that the human eye forms an image with depth resembling naturally binocular vision. From a couple of years the major TV platforms have begun to create 3D content channels. 3D Television (3DTV) has been introduced in homes through stereoscopic televisions. These televisions, which are compatible with the above formats, each image is extracted from the two views, and recover the original resolution and displays alternately each view in screen, while generating a synchronization signal for active glasses, thereby creating the three-dimensional sensation of the images. The main objective in this PFC is to make the design of an exchanger VHDL format in real time to generate the image sequence corresponding to the right and left eyes, with full resolution from an encoded sequence type format Top-and-Bottom and test bench for testing. This circuit is implemented as a Altera NIOS II processor peripheral.The design could be used as part of a system enabling the display of current television broadcasts 3D on a conventional television. The reference technology that will be use are FPGAs, more specifically Cyclone III FPGA Starter Card Kit (EP3C25 FPGA) Altera, along with an expansion card Microtronix with HDMI input and output video and audio. It also aims to create documentation for the development of future works related to 3D TV.

An algorithm for controllability in complex networks

In this paper structural controllability of complex networks is anyzed. A new algorithm is proposed which constructs a structural control scheme for a given network by avoiding the absence of dilations and by guaranteeing the accessibility of all nodes. Such accessibility is solved via a wiring procedure; this procedure, based on determining the non-accessible regions of the network, has been improved in this new proposed algorithm. This way, the number of dedicated controllers is reduced with respect to the one provided by previous existing algorithms.

Electrodynamic tether for scientific mission in low Jovian orbit

An electrodynamic bare tether is shown to allow carrying out scientific observations very close to Jupiter, for exploration of its surface and subsurface, and ionospheric and atmospheric in-situ measurements. Starting at a circular equatorial orbit of radius about 1.3/1.4 times the Jovian radius, continuous propellantless Lorentz drag on a thin-tape tether in the 1-5 km length range would make a spacecraft many times as heavy as the tape slowly spiral in, over a period of many months, while generating power at a load plugged in the tether circuit for powering instruments in science data acquisition and transmission. Lying under the Jovian radiation belts, the tape would avoid the most severe problem facing tethers in Jupiter, which are capable of producing both power and propulsion but, operating slowly, could otherwise accumulate too high a radiation dose . The tether would be made to spin in its orbit to keep taut; how to balance the Lorentz torque is discussed. Constraints on heating and bowing are also discussed, comparing conditions for prograde versus retrograde orbits. The system adapts well to the moderate changes in plasma density and motional electric field through the limited radial range in their steep gradients near Jupiter.

Engineering education on geosciences in a changing world

Engineering aims to work with what knowledge is available to achieve society's goals (Coyle, Murphy, and Grimson 2007). The current environmental challenges and the characteristics of the labour market mean that the effectiveness of Engineering activities in Geosciences must be increased through the development of technical knowledge and the inclusion of suitable training aimed at solving real cases (European Commission 2010). Human capital – understood as the talents, skills and capabilities of higher education graduates – is perceived as an essential element for sustainable economic growth and development in the globalised economy (Sianesi and Van Reenan 2003). We need, therefore, to rethink our approaches to curriculum, instruction and assessment in science education, particularly because of the rapid growth of the scientific knowledge, tools/technologies and theories that have originated over the last 50 years (Duschl and Grandy 2013).

Fomento del interés por la ciencia y la tecnología para estudiantes de enseñanza secundaria

Las distintas encuestas realizadas sobre la percepción social de la ciencia indican que un alto porcentaje de jóvenes no tienen interés por estas materias. Es muy importante la alfabetización científica de la población ya que ello permite tomar decisiones tanto para la vida cotidiana como sobre distintos problemas que afectan al conjunto de la sociedad. Una sociedad con más conocimiento científico--‐tecnológico lleva asociado un mayor crecimiento económico, pero desafortunadamente nos encontramos con una disminución del número de alumnos que elige estudios de Ciencia y Tecnología. Este desinterés viene influenciado tanto por factores internos al estudiante como por externos. Desde la posición docente podemos actuar sobre ellos promoviendo actividades relacionadas con la divulgación científico--‐tecnológica en clase haciendo uso de medios de comunicación que ofrezcan información procedente de fuentes fiables (prensa escrita, radio, televisión y cibermedios/web 2.0). La propuesta metodológica planteada aquí ayudará a ampliar la alfabetización científico--‐tecnológica a través de la exploración del trabajo de los investigadores actuales y de las biografías de los científicos de otras épocas. Además los alumnos crearán de forma colaborativa material propio para divulgar la Ciencia y la Tecnología en el aula. La propuesta se sitúa en el curso 1º de ESO, pero con perspectivas de extenderla en cursos sucesivos al resto de secundaria y bachillerato adaptando los contenidos . Con este trabajo pretendemos contribuir a incrementar el interés por la Ciencia y la Tecnología en el alumnado de secundaria y bachillerato. ABSTRACT The different surveys conducted in order to analyse the social perception of science show that a high percentage of young people is not interested in these subjects. The level of scientific literacy in the population is very important because it allows people to make their own decisions not only for life management skills but also for coping with the diverse problems that may affect the whole society. A society with more scientific and technological knowledge has attached a higher economic growth, but unfortunately there is a reduction in the number of students that choose Science and Tech studies. This lack of interest is influenced by the student’s internal factors as well as by the external ones. From the teacher’s point of view, it is possible to act on them, promoting activities related to scientific and technological broadcasting in the class, using mass media which can provide information from reliable sources (press, radio, television and media on the Internet/web 2.0) The methodological proposal that is made here will help to broaden scientific literacy through exploring the current researcher’s studies and the former scientifics’ biographies. Students will also create their own material in a collaborative way in order to divulgate science and technology in the classroom. The proposal is set for the first grade of secondary education, but we have in prospect to spread it during the following school years to the rest of secondary education grades and A levels only adapting its content. With this essay we want to contribute to the increasing of the interest in science and technology in high school and A levels students.