Sinergias

Postprint (published version)

The adequacy of different robust statistical tests in comparing two independent groups

In the current study, we evaluated various robust statistical methods for comparing two independent groups. Two scenarios for simulation were generated: one of equality and another of population mean differences. In each of the scenarios, 33 experimental conditions were used as a function of sample size, standard deviation and asymmetry. For each condition, 5000 replications per group were generated. The results obtained by this study show an adequate type error I rate but not a high power for the confidence intervals. In general, for the two scenarios studied (mean population differences and not mean population differences) in the different conditions analysed, the Mann-Whitney U-test demonstrated strong performance, and a little worse the t-test of Yuen-Welch.

Aprendizaje elemental a pesar de entrenamiento configuracional en una tarea de navegaci��n

Se entren�� a unas ratas a encontrar una plataforma invisible definida por una configuraci��n de dos objetos en la mitad de los ensayos y por una segunda configuraci��n de dos objetos en la otra mitad. Los objetos estaban espaciados alrededor del borde de la piscina. Las dos configuraciones se presentaron con la misma frecuencia cada d��a, entremezcladas semi-al azar. En el Experimento 1, las configuraciones de las ratas fueron A y B (configuraci��n 1), y B y C (configuraci��n 2). B era un objeto com��n a ambas configuraciones. Al final de esta fase los animales recibieron ensayos de prueba en los que se colocaba a una rata en la piscina sin la plataforma y se registraba el tiempo que pasaba en el cuadrante de la plataforma. Los animales tuvieron ensayos de prueba con las configuraciones del entrenamiento, con los objetos por separado, y con una nueva configuraci��n, A y C (una prueba de integraci��n). Tanto ante las configuraciones del entrenamiento como en presencia de B, las ratas pasaron una cantidad de tiempo sustancial buscando la plataforma en el cuadrante de la plataforma; no se obtuvo ning��n otro efecto en las otras pruebas. En el Experimento 2 se introdujeron varios cambios metodol��gicos y se replicaron los principales resultados del Experimento 1. Concluimos que tras un entrenamiento configuracional como el empleado, la navegaci��n de las ratas hacia una plataforma invisible estuvo controlada por un aprendizaje elemental, por B.

Blocking and unblocking in a navigation task

Rodrigo, Chamizo, McLaren, & Mackintosh (1997) demonstrated the blocking effect in a navigational task using a swimming pool: rats initially trained to use three landmarks (ABC) to find an invisible platform learned less about a fourth landmark (X) added later than did rats trained from the outset with these four landmarks (ABCX). The aim of the experiment reported here was to demonstrate unblocking using a similar procedure as in the previous work. Three groups of rats were initially trained to find an invisible platfom in the presence of three landmarks: ABC for the Blocking and Unblocking groups and LMN for the Control group. Then, all animals were trained to find the platform in the presence of four landmarks, ABCX. In this second training, unlike animals in the Blocking group to which only a new landmark (X) was added in comparison to the first training, the animals in the Unblocking group also had a change in the platform position. In the Control group, both the four landmarks and the platform position were totally new at the beginning of this second training. As in Rodrigo et al. (1997) a blocking effect was found: rats in the Blocking group learned less with respect to the added landmark (X) than did animals in the Control group. However, rats in the Unblocking group learned about the added landmark (X) as well as did animals in the Control group. The results are interpreted as an unblocking effect due to a change in the platform position between the two phases of training, similarly to what is normal in classical conditioning experiments, in which a change in the conditions of reinforcement between the two training phases of a blocking design produce an attenuation or elimination of this effect. These results are explained within an error-correcting connectionist account of spatial navigation (McLaren, 2002).

Cru��lla 0

Postprint (published version)

Educaci��: frontera permeable? Una mirada des de dins i des de fora

De nou un full en blanc, la perspectiva de paper ��s ben llarga, l'ordinador no ens hi posa fronteres i esper que les idees em flueixin i puga descriure all�� que ha estat, i est�� sent la nostra vida en i per a l'educaci��. Quina paraula amb m��s significats! Si en diem educaci�� ens podem referir ��mpliament a l'experi��ncia m��tua que s'esdev�� quan optem per "donar classes" que es diu col��loquialment, donar classes! En una ��poca en que ning�� d��na res...

Educaci��: frontera permeable? Una mirada des de dins i des de fora

De nou un full en blanc, la perspectiva de paper ��s ben llarga, l'ordinador no ens hi posa fronteres i esper que les idees em flueixin i puga descriure all�� que ha estat, i est�� sent la nostra vida en i per a l'educaci��. Quina paraula amb m��s significats! Si en diem educaci�� ens podem referir ��mpliament a l'experi��ncia m��tua que s'esdev�� quan optem per "donar classes" que es diu col��loquialment, donar classes! En una ��poca en que ning�� d��na res...

Educaci��: frontera permeable? Una mirada des de dins i des de fora

De nou un full en blanc, la perspectiva de paper ��s ben llarga, l'ordinador no ens hi posa fronteres i esper que les idees em flueixin i puga descriure all�� que ha estat, i est�� sent la nostra vida en i per a l'educaci��. Quina paraula amb m��s significats! Si en diem educaci�� ens podem referir ��mpliament a l'experi��ncia m��tua que s'esdev�� quan optem per "donar classes" que es diu col��loquialment, donar classes! En una ��poca en que ning�� d��na res...

Estudi i implantaci�� de programari lliure

Actualment la majoria de nosaltres sabem de l���exist��ncia de molts programes lliures, per�� hem tenir clar que lliure no vol dir sempre programa gratu��t. Tot i que a vegades s�� que pot ser-ho, es t�� en compte molt m��s que aix��: ��s una manera de pensar i entendre el programari i al llarg dels anys ha generat tot un moviment social. Considerem que un programa lliure ��s aquell que garanteix als usuaris la llibertat per executar, copiar, distribuir, estudiar, canviar i millorar el codi programat, com molt b�� defineixen les seves llibertats b��siques. El programari lliure el podem trobar funcionant en ordinadors personals, escoles, empreses diverses, administracions, etc. ja que la majoria de programes que utilitzenactualment, com hem vist, tenen el seu equivalent en lliure. El fet de si ��s viable que una empresa es passi a programari lliure, dep��n ben b�� del seu entorn, ja que en funci�� d���aquest li ser�� m��s o menys f��cil la migraci��. La finalitat d���aquest projecte ��s, primer de tot, fer un ampli estudi del m��n del programari lliure i del seu moviment social. S���ha fet una recerca de diferents aspectes dins del programari lliure per con��ixer-lo a fons i despr��s s���ha proposat una possible implantaci�� d���aquest en un usuari dom��stic i en una administraci�� p��blica, tenint en compte tots els aspectes vistos en l���estudi, valorant si totes les idees que defensa i els beneficis que aporta s��n aplicables i viables en qualsevol persona i ��mbit i el perqu��. Com a conclusi�� principal en destacaria que tot i que el programa lliure disposa d���una ideologia que agrada i t�� uns programes t��cnicament perfectes (sense que aix�� sigui el seu objectiu principal), penso que encara hi ha molt cam�� per rec��rrer quant a una migraci�� en grans entorns, ja que per exemple en un ajuntament una migraci�� total ��s encara dif��cil (tot i que no impossible perqu�� n���hi ha que s���hi han migrat). A l���apartat d���annexos s���hi inclou un glossari amb un seguit de terminologies amb paraules que no tothom pot saber i s���ha cregut oport�� incloure-les en aquest apartat. La primera vegada que apareix alguna d���aquestes paraules la podem trobar senyalitzada amb un *.

epiCentre!: rehabilitaci�� de Ca n'Oliver com a centre d'art

Award-winning

Willkommen: concurs de millora de Dalt la Costa de Ses Voltes de Ma��

Award-winning

Quartett: concurs d'urbanitzaci�� de l'��mbit de Sa Punta, a Ma��

Award-winning

Estora: concurs d'urbanitzaci�� de la Placeta de Sant Roc de Ma��

Postprint (published version)

Proceso de transformaci��n de las concepciones del profesorado sobre la resoluci��n de problemas matem��ticos

The aim of this study is to analyze the transformation of Primary School teachers��� conceptions about mathematical problem solving. We performed a study with 18 teachers from three public schools: in each class (from 1�� to 6��) there were two interventions, and we were interviewed teachers before and after them. The results have show identified changes in: 1) teacher���s expectations about students��� abilities; classroom management; perception of diversity; mathematical strategies used by students; communication in the classroom; causes of the problems encountered; and relevance process of problem solving in mathematics teaching. The transformation of teachers��� conceptions is due to the following factors: a) awareness of the practice; b) systematic reflection; c) the contrast between different ways to work solving problems in math class

Repensando la formaci��n inicial del profesorado para abordar el tratamiento a la diversidad cultural y ling����stica en el aula = Rethinking initial teacher education for linguistic and cvltural diversity in the classroom

In recent decades, European educational systems are facing many challenges related to the treatment of cultural and linguistic diversity. The need to address this diversity requires new approaches to education; this in turn requires changes in the way we prepare teachers for the new reality they face in their classrooms. In this article we highlight some of the major problems that initial teacher training has to address in order to enable teachers to deal effectively, respectfully, and fairly with students whose linguistic and cultural background is different from their own. We also present several models for teacher education from Europe and North America based on clearly identified teacher competences for linguistic and cultural diversity