Analysis and regeneration of hypermedia contents through Java and XML tools

This paper presents a tool for the analysis and regeneration of Web contents, implemented through XML and Java. At the moment, the Web content delivery from server to clients is carried out without taking into account clients' characteristics. Heterogeneous and diverse characteristics, such as user's preferences, different capacities of the client's devices, different types of access, state of the network and current load on the server, directly affect the behavior of Web services. On the other hand, the growing use of multimedia objects in the design of Web contents is made without taking into account this diversity and heterogeneity. It affects, even more, the appropriate content delivery. Thus, the objective of the presented tool is the treatment of Web pages taking into account the mentioned heterogeneity and adapting contents in order to improve the performance on the Web

Assessment and reuse of contents in the competence-based educational platform InterMediActor

This paper describes a failure alert system and a methodology for content reuse in a new instructional design system called InterMediActor (IMA). IMA provides an environment for instructional content design, production and reuse, and for students’ evaluation based in content specification through a hierarchical structure of competences. The student assessment process and information extraction process for content reuse are explained.

Hierachy-based methodology for producing educational contents with maximal reutilization

Computer based training or distance education are facing dramatic changes withthe advent of standardization efforts, some of them concentrating in maximal reuse.This is of paramount importance for a sustainable -cost affordable- production ofeducational materials. Reuse in itself should not be a goal, though, since manymethodological aspects might be lost. In this paper we propose two contentproduction approaches for the InterMediActor platform under a competence-basedmethodology: either a bottom-up approach where content is designed from scratchor a top-down methodology where existing material can be gradually adapted tofulfil requisites to be used with maximal flexibility into InterMediActor.

Fifth-order cyclicity and organic matter contents relationship (Lower Eocene, Pyrenees)

The Upper Limestone Member of the Corones Formation of the Spanish Pyrenees consists of various units (Lower and Upper Foraminifera Units, Shale Unit, Cherty-ostracode Unit, Ostracode Unit and Chara-ostracode Unit) and offers strong facies and lateral thickness (20 to 80 m) variations. Detailed facies analyses, fifth-order cycles and organic geochemical determinations in the central domain of the Corones platform carbonates (Cherty-ostracode Unit), lower Eocene in age, were carried out to establish a case of close relationship between variations in organic matter productivity and cyclicity with annual period. The Cherty-ostracode Unit displays a continuous and pervasive fifth-order cyclicity, represented by 5 cycles. Each cycle consists of a lower part (mollusc facies) and an upper part (laminated ostracode facies). The calculated fifth-order cycle period ranges from about 17,000 to 28,000 years, which falls within the Milankovitch Band. Variations in organic matter content related to these carbonate cycles have been established. The lower mollusc facies members show a low organic carbon content and Hydrogen Index (HI) below 0.6% in weight and 261, respectively. By contrast, the upper laminated ostracode facies members show high organic carbon contents (up to 2% in weight) and high HI (between 164 and 373), and are also characterized by important silicification processes (the content in chert is up to 30%). The organic geochemistry resulting from these organic rich levels reflects a contribution of algal marine input.

Exploratory Factor Analysis of the contents and styles of irrational thoughts assessed by "The Attitudes and Beliefs Inventory"

The factor structure of a back translated Spanish version (Lega, Caballo and Ellis, 2002) of the Attitudes and Beliefs Inventory (ABI) (Burgess, 1990) is analyzed in a sample of 250 university students.The Spanish version of the ABI is a 48-items self-report inventory using a 5-point Likert scale that assesses rational and irrational attitudes and beliefs. 24-items cover two dimensions of irrationality: a) areas of content (3 subscales), and b) styles of thinking (4 subscales).An Exploratory Factor Analysis (Parallel Analysis with Unweighted Least Squares method and Promin rotation) was performed with the FACTOR 9.20 software (Lorenzo-Seva and Ferrando, 2013).The results reproduced the main four styles of irrational thinking in relation with the three specific contents of irrational beliefs. However, two factors showed a complex configuration with important cross-loadings of different items in content and style. More analyses are needed to review the specific content and style of such items.

Exploratory Factor Analysis of the contents and styles of irrational thoughts assessed by "The Attitudes and Beliefs Inventory"

The factor structure of a back translated Spanish version (Lega, Caballo and Ellis, 2002) of the Attitudes and Beliefs Inventory (ABI) (Burgess, 1990) is analyzed in a sample of 250 university students.The Spanish version of the ABI is a 48-items self-report inventory using a 5-point Likert scale that assesses rational and irrational attitudes and beliefs. 24-items cover two dimensions of irrationality: a) areas of content (3 subscales), and b) styles of thinking (4 subscales).An Exploratory Factor Analysis (Parallel Analysis with Unweighted Least Squares method and Promin rotation) was performed with the FACTOR 9.20 software (Lorenzo-Seva and Ferrando, 2013).The results reproduced the main four styles of irrational thinking in relation with the three specific contents of irrational beliefs. However, two factors showed a complex configuration with important cross-loadings of different items in content and style. More analyses are needed to review the specific content and style of such items.

De los contenidos a las competencias numéricas en la enseñanza obligatoria = From contents to numerical competence in Compulsory Secondary Education

Mathematics has formed part of all our daily lives since the most remote origins of our civilization, although on too many occasions schools have done little for this functional view of mathematics reclaiming the formal role of this discipline in detriment of its more practical and applied element. From this perspective the curriculum organized by competence arises due to the need to fill this vacuum and allow our students to function better in the constant elements of real situations which they are going to have to resolve throughout their lives. The specifying of this general view of mathematic competence in the numeric competence should allow all our students to progressively acquire numeric sense, that is, that they have the capacity to apply good quantitative ideas in real situations