318 resultados para València. Ajuntament-Reglamentos


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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.

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Se entren a unas ratas a encontrar una plataforma invisible definida por una configuracin de dos objetos en la mitad de los ensayos y por una segunda configuracin 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 da, entremezcladas semi-al azar. En el Experimento 1, las configuraciones de las ratas fueron A y B (configuracin 1), y B y C (configuracin 2). B era un objeto comn 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 configuracin, A y C (una prueba de integracin). 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 ningn otro efecto en las otras pruebas. En el Experimento 2 se introdujeron varios cambios metodolgicos y se replicaron los principales resultados del Experimento 1. Concluimos que tras un entrenamiento configuracional como el empleado, la navegacin de las ratas hacia una plataforma invisible estuvo controlada por un aprendizaje elemental, por B.

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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).

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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 ms significats! Si en diem educaci ens podem referir mpliament a l'experincia mtua que s'esdev quan optem per "donar classes" que es diu colloquialment, donar classes! En una poca en que ning dna res...

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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 ms significats! Si en diem educaci ens podem referir mpliament a l'experincia mtua que s'esdev quan optem per "donar classes" que es diu colloquialment, donar classes! En una poca en que ning dna res...

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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 ms significats! Si en diem educaci ens podem referir mpliament a l'experincia mtua que s'esdev quan optem per "donar classes" que es diu colloquialment, donar classes! En una poca en que ning dna res...

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Actualment la majoria de nosaltres sabem de lexistncia de molts programes lliures, per hem tenir clar que lliure no vol dir sempre programa gratut. Tot i que a vegades s que pot ser-ho, es t en compte molt ms 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 bsiques. 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, depn ben b del seu entorn, ja que en funci daquest li ser ms o menys fcil la migraci. La finalitat daquest projecte s, primer de tot, fer un ampli estudi del mn del programari lliure i del seu moviment social. Sha fet una recerca de diferents aspectes dins del programari lliure per conixer-lo a fons i desprs sha proposat una possible implantaci daquest en un usuari domstic i en una administraci pblica, tenint en compte tots els aspectes vistos en lestudi, valorant si totes les idees que defensa i els beneficis que aporta sn 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 duna ideologia que agrada i t uns programes tcnicament perfectes (sense que aix sigui el seu objectiu principal), penso que encara hi ha molt cam per recrrer quant a una migraci en grans entorns, ja que per exemple en un ajuntament una migraci total s encara difcil (tot i que no impossible perqu nhi ha que shi han migrat). A lapartat dannexos shi inclou un glossari amb un seguit de terminologies amb paraules que no tothom pot saber i sha cregut oport incloure-les en aquest apartat. La primera vegada que apareix alguna daquestes paraules la podem trobar senyalitzada amb un *.

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Award-winning

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Award-winning

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Award-winning

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Postprint (published version)

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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) teachers 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

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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