Organització del temps de pràctica motriu en la programació i desenvolupament de les sessions d'E.F a l'IES Monsacopa d'Olot

L’educació física és una matèria que presenta diferències estructurals i organitzatives significatives respecte la resta d’àrees. L’anàlisi de la pràctica diària durant les sessions, ens demostra els pocs minuts que els alumnes realment disposen per practicar i poder assolir els objectius marcats. Aquesta recerca, pretén fer veure als professors la importància d’una adequada gestió del temps a l’aula amb l’objectiu d’augmentar el temps de pràctica motriu dels alumnes. Per fer-ho, es durà a terme un procés d’investigació on, primerament es definiran els diferents temps que existeixen en una sessió d’educació física, i després, s’analitzaran i es buscaran possibles relacions entre l’organització d’aquests temps dins la programació del professor i durant la realització de les sessions. Per últim, es presenten una sèrie d’estratègies d’intervenció, que poden ajudar al professorat a augmentar el temps dedicat a la pràctica, temps essencial per a l’aprenentatge.

Aproximaciones a la lectura crítica: teoría, ejemplos y reflexiones

Dentro de las ciencias del lenguaje, el Análisis Crítico del Discurso (ACD) aprovecha las aportaciones de los recientes estudios sobre el texto (análisis del discurso, pragmática, sociolingüística, etnografía de la comunicación, teoría de la enunciación, etc.) para definir los propósitos y la metodología del análisis crítico. Ante el mundo multicultural y globalizado en el que vivimos, la única respuesta educativa posible es la necesidad de formar a una ciudadanía, que tenga habilidades críticas de lectura, escritura y pensamiento y participe de modo constructivo en el desarrollo de una comunidad plural, respetuosa y progresista. El artículo explora en la teoría y en la práctica la lectura crítica, para reflexionar sobre la necesidad de fomentar este tipo de práctica lectora en el aula. Para ejemplificar el funcionamiento de la lectura crítica, se trabajan lingüísticamente desde el ACD algunos fragmentos breves de discurso. Se analiza el grado y el tipo de comprensión lectora crítica que muestran 25 exámenes de universitarios españoles de 20 años, estudiantes de Traducción e Interpretación en la Universidad Pompeu Fabra de Barcelona, que habían tenido 80 horas de instrucción sobre lengua escrita y análisis deldiscurso en castellano y catalán (con varias sesiones sobre Análisis Crítico del Discurso), en las que se habían analizado cooperativamente textos parecidos al propuesto en el examen.

TFC-J2EE: Web Training Diary

Els present document te com objectiu detallar el procés que s¿ha dut a terme per la implementació d¿una aplicació que permeti a un esportista l¿enregistrament tant de entrenaments com competicions. Per la implementació de dita aplicació s¿ha escollit Java com a llenguatge de programació i concretament J2EE com la arquitectura a utilitzar.

Elaboració de sessions audiovisuals breus per a treballar competències transversals comunicatives i de treball en equip

Desde la creación de la asignatura de "Bases de Inmunología" del Master Oficial Interuniversitario URV-UB en Nutrición y Metabolismo (curso 2007-2008), se están utilizando diversas metodologías docentes innovadoras que permiten trabajar competencias transversales y acerca el estudiante a tecnologías de la información y la comunicación (TIC) con las que se encontrará durante el desarrollo de su actividad profesional. El objetivo de la presente innovación consistió en la realización de se-siones formativas audiovisuales con tal de trabajar las habilidades comunicativas necesarias en el desarrollo del ejercicio profesional.

Elaboració de sessions audiovisuals breus per a treballar competències transversals comunicatives i de treball en equip

Desde la creación de la asignatura de "Bases de Inmunología" del Master Oficial Interuniversitario URV-UB en Nutrición y Metabolismo (curso 2007-2008), se están utilizando diversas metodologías docentes innovadoras que permiten trabajar competencias transversales y acerca el estudiante a tecnologías de la información y la comunicación (TIC) con las que se encontrará durante el desarrollo de su actividad profesional. El objetivo de la presente innovación consistió en la realización de se-siones formativas audiovisuales con tal de trabajar las habilidades comunicativas necesarias en el desarrollo del ejercicio profesional.

Elaboració de sessions audiovisuals breus per a treballar competències transversals comunicatives i de treball en equip

Desde la creación de la asignatura de "Bases de Inmunología" del Master Oficial Interuniversitario URV-UB en Nutrición y Metabolismo (curso 2007-2008), se están utilizando diversas metodologías docentes innovadoras que permiten trabajar competencias transversales y acerca el estudiante a tecnologías de la información y la comunicación (TIC) con las que se encontrará durante el desarrollo de su actividad profesional. El objetivo de la presente innovación consistió en la realización de se-siones formativas audiovisuales con tal de trabajar las habilidades comunicativas necesarias en el desarrollo del ejercicio profesional.

Faculty-librarians collaboration in an e-learning experience : resources management and training in Open University of Catalonia (UOC)

The traditional model of learning based on knowledge transfer doesn't promote the acquisition of information-related competencies and development of autonomous learning. More needs to be done to embrace learner-centred approaches, based on constructivism, collaboration and co-operation. This new learning paradigm is aligned with the European Higher Education Area (EHEA) requirements. In this sense, a learning experience based in faculty' librarian collaboration was seen as the best option for promoting student engagement and also a way to increase information-related competences in Open University of Catalonia (UOC) academic context. This case study outlines the benefits of teacher-librarian collaboration in terms of pedagogy innovation, resources management and introduction of open educational resources (OER) in virtual classrooms, Information literacy (IL) training and use of 2.0 tools in teaching. Our faculty-librarian's collaboration aims to provide an example of technology-enhanced learning and demonstrate how working together improves the quality and relevance of educational resources in UOC's virtual classrooms. Under this new approach, while teachers change their role from instructors to facilitators of the learning process and extend their reach to students, libraries acquire an important presence in the academic learning communities.

Improving Social Understanding of Preschool Children: Evaluation of a Training Program

This study tested the effects of a training program intending to foster social understanding or the capacity which enables them to understand themselves and others in terms of intentions, beliefs, desires, and emotions in children at preschool age. A number of studies have shown that in the context of shared narratives, children are particularly likely to engage in talk about inner states

Educational sessions in pharmacovigilance: What do the doctors think?

Background: The aim of this study was to determine physicians"opinion regarding pharmacovigilance feedback sessions. A survey was conducted in a teaching hospital, and the physicians who attended the sessions were invited to participate by filling out a structured questionnaire. All sessions included a review of adverse drug reactions identified at the hospital and information on pharmacovigilance issues (news on warnings released by regulatory agencies or drug toxicity problems identified by recently published studies in medical journals). The survey questions were related to the interest, satisfaction, and belief in the utility of the sessions. A Likert scale (0-10 points) was used to assess physicians" opinions. Findings: A total of 159 physicians attended the sessions and 115 (72.3%) participated in the survey. The mean (SD) age was 38.9 (12.1) years, and 72 (62.6%) were men. The mean (SD) scores of interest, satisfaction with the information provided, and belief in the utility of these sessions were 7.52 (1.61), 7.58 (1.46), and 8.05 (1.38) respectively. Significant differences were observed among physicians according to medical category and speciality in terms of interest, satisfaction, and belief in the utility of those sessions. Conclusions: Educational activities for physicians, such as feedback sessions, can be integrated into the pharmacovigilance activities. Doctors who attend the sessions are interested in and satisfied with the information provided and consider the sessions to be useful. Additional studies on the development and effectiveness of educational activities in pharmacovigilance are necessary.

Use of alternative and complementary therapies in labor and delivery care: a cross-sectional study of midwives" training in Catalan hospitals accredited as centers for normal birth

Background: The use of complementary and alternative medicine (CAM) and complementary and alternative therapies (CAT) during pregnancy is increasing. Scientific evidence for CAM and CAT in the field of obstetrics mainly covers pain relief in labor. Midwives are responsible for labor and delivery care: hence, their knowledge of CAM and CAT is important. The aims of this study are to describe the professional profile of midwives who provide care for natural childbirth in Catalan hospitals accredited as centers for normal birth, to assess midwives" level of training in CAT and their use of these therapies, and to identify specific resources for CAT in labor wards. Methods: A descriptive, cross-sectional, quantitative method was used to assess the level of training and use of CAT by midwives working at 28 hospitals in Catalonia, Spain, accredited as public normal birth centers. Results: Just under a third of midwives (30.4%) trained in CAT after completion of basic training. They trained in an average of 5.97 therapies (SD 3.56). The number of CAT in which the midwives were trained correlated negatively with age (r = - 0.284; p < 0.001) and with their time working at the hospital in years (r = - 0.136; p = 0.036). Midwives trained in CAT considered that the following therapies were useful or very useful for pain relief during labor and delivery: relaxation techniques (64.3%), hydrotherapy (84.8%) and the application of compresses to the perineum (75.9%). The availability of resources for providing CAT during normal birth care varied widely from center to center. Conclusions: Age may influence attitudes towards training. It is important to increase the number of midwives trained in CAM for pain relief during childbirth, in order to promote the use of CAT and ensure efficiency and safety. CAT resources at accredited hospitals providing normal childbirth care should also be standardized.

Use of alternative and complementary therapies in labor and delivery care: a cross-sectional study of midwives" training in Catalan hospitals accredited as centers for normal birth

Background: The use of complementary and alternative medicine (CAM) and complementary and alternative therapies (CAT) during pregnancy is increasing. Scientific evidence for CAM and CAT in the field of obstetrics mainly covers pain relief in labor. Midwives are responsible for labor and delivery care: hence, their knowledge of CAM and CAT is important. The aims of this study are to describe the professional profile of midwives who provide care for natural childbirth in Catalan hospitals accredited as centers for normal birth, to assess midwives" level of training in CAT and their use of these therapies, and to identify specific resources for CAT in labor wards. Methods: A descriptive, cross-sectional, quantitative method was used to assess the level of training and use of CAT by midwives working at 28 hospitals in Catalonia, Spain, accredited as public normal birth centers. Results: Just under a third of midwives (30.4%) trained in CAT after completion of basic training. They trained in an average of 5.97 therapies (SD 3.56). The number of CAT in which the midwives were trained correlated negatively with age (r = - 0.284; p < 0.001) and with their time working at the hospital in years (r = - 0.136; p = 0.036). Midwives trained in CAT considered that the following therapies were useful or very useful for pain relief during labor and delivery: relaxation techniques (64.3%), hydrotherapy (84.8%) and the application of compresses to the perineum (75.9%). The availability of resources for providing CAT during normal birth care varied widely from center to center. Conclusions: Age may influence attitudes towards training. It is important to increase the number of midwives trained in CAM for pain relief during childbirth, in order to promote the use of CAT and ensure efficiency and safety. CAT resources at accredited hospitals providing normal childbirth care should also be standardized.

Keep Training : Aplicació per registrar i gestionar els entrenaments personals amb la supervisió i consell de professionals

Keep Training és una aplicació que permet registrar i gestionar els entrenaments personals i un mitjà de comunicació amb els professionals. No cal anar a un centre esportiu per fer exercici; simplement, des de casa, es poden fer alguns exercicis bàsics per mantenir la forma i, amb l'ús de l'aplicació, tenir una planificació i un seguiment realitzat per professionals.

Trencant espais fixes: programa de prevenció contra l'homo / trans fòbia a l'escola

“Trencant espais fixes: Programa de prevenció contra l’(homo/trans)fòbia a l’escola” és un programa finançat per l’Ajuntament de Barcelona que pren per objectiu prevenir i suprimir l’opressió que reben gais, lesbianes, transsexuals i bisexuals (LGTB) dins del centre educatiu, així com també d’aquells nens i nenes que transgredeixin les normes socials hegemòniques de gènere (establertes dins d’un sistema catalogat com a sexista, patriarcal i heteronormatiu), a través de la formació i apoderament dels docents dels centres educatius públics i concertats dels diferents districtes de Barcelona –fent ús de la prevenció primària, secundària i terciària-. Es pretén fer incís a l’educació de la diversitat afectivo-sexual, a les manifestacions sexistes, al sistema sexe-gènere-desig, als estereotips i prejudicis establerts en la societat i a les diverses dinàmiques de violència, desigualtat i relacions de poder, a fi de sensibilitzar, conscienciar i proporcionar eines als docents per prevenir i poder fer front a les diferents manifestacions discriminatòries a raó d’orientació sexual o identitat de gènere. S’utilitza una metodologia dinàmica i participativa, estructurada en tres sessions de 2,5h en cadascun dels centres educatius inscrits en el programa (a demanda del centre), el qual pren com a principis rectors la perspectiva integral del gènere, la intervenció preventiva, la transversalitat educativa, el procés participatiu i, finalment, l’interseccionalitat de factors identitaris d’una persona. Es pren consideració al Codi Ètic i Deontològic de la professió de Treball Social, ja que el present programa es caracteritza pel seu caràcter sensible i influent en la vida de les persones. Aquets fet suposa certes limitacions pels dinamitzadors dels tallers/sessions, ja sigui per la pròpia sensibilitat o per la manca de participació o de cohesió del grup destinatari.

Facilitar la teoría de la mente en niños con alteraciones del lenguaje

The ability to recognize mental states in oneself and others, or the theory of mind, has been a widely studied topic in last years. Traditionally, these studies have focused on the understanding of false belief, one of the most important milestones in its development. Studies conducted with children with language difficulties suggest that they have a delay in false belief acquisition. On the other hand, numerous studies have established a relationship between the understanding of false belief and language skills. In particular, it has been suggested that training based in labelling objects with double perspective facilitates the understanding of false belief. The aim of the present study is to test the effect of the structuration level of labelling training in a group of children with difficulties in language development. A total of 14 children, aged between 58 and 107 months, were trained in 3 sessions, and a pre-test and a post-test were administered to evaluate the effects of the training. The results confirm a delay in false belief understanding in children with developmental language difficulties, and suggest that the structured labelling training is effective to improve this understanding