Individualització de la programació docent de Fonaments de Computadors

La metodologia docent impulsada per la creació d’un Espai Europeu d’Ensenyament Superior comú implica tenir en compte el treball de l’estudiant. En aquest sentit, resulta molt convenient facilitar a l’alumnat de primers cursos l’adaptació a una docència que s’organitza en crèdits ECTS i que se centra en el procés d’aprenentatge dels estudiants. Per aquest motiu, l’objectiu d’aquest projecte ha estat que assumissin un grau més elevat de responsabilitat en l’aprenentatge i que adquirissin una competència més gran en l’organització del temps d’acord amb els programes docents de les assignatures que cursessin. Per aconseguir-ho, s’ha creat un entorn de presentació de les guies docents basat en les agendes d’activitats d’aprenentatge. Aquestes agendes són, de fet, planificacions de les activitats presencials i no presencials que han de dur a terme els estudiants per assolir els objectius de cadascuna de les assignatures que fan. Perquè siguin efectives, han de ser el més individuals possibles i amb la informació suficient com perquè les activitats es puguin dur a terme. Així, els alumnes disposen d’una veritable agenda particular del què han de fer i quan per seguir una assignatura determinada. Com a resultat del projecte s’ha proposat una organització de la informació d’una assignatura que facilita tant la gestió de les guies docents com la creació d’agendes d’activitats d’aprenentatge, s’ha establert una metodologia de presentació dels programes docents amb suport de web perquè sigui de fàcil consulta i en els que els vincles de cada activitat s’activen segons el ritme del curs i, finalment, s’ha aplicat tot per al cas de l’assignatura de Fonaments de computadors, aconseguint que l’alumnat s’acostumi a seguir les agendes d’activitats i, consegüentment, a millorar el rendiment acadèmic de l’assignatura, que era el que, es pretenia originalment.

Com conduïm després d’un programa formatiu de seguretat viària?

Els programes formatius de seguretat viària són una mesura que s’aplica des de l’execució penal a la comunitat en delictes de trànsit i tenen com a finalitat reduir la reincidència dels conductors de major risc. L’objectiu principal del treball és identificar les característiques comunes dels infractors de trànsit que fan aquest tipus d’intervenció, conèixer els factors de risc associats a aquests infractors i en quina mesura l’estat psicològic és un factor de risc en l’estil de conducció. També es volia determinar si hi havia diferències entre les entitats que impartien la formació i avaluar l’efectivitat d’aquests programes en l’estil de conducció dels participants en finalitzar el curs. En l’estudi, hi van participar 278 voluntaris del total de 354 infractors de trànsit que van fer el programa formatiu entre l’1 d’abril de 2009 i el 13 de febrer de 2010. How do we drive after a driving educational program? The study analyzes the results of educational programs that are applied as a community sanction for those convicted for driving offenses, in majority drunk driving, in Catalonia. Between April 1, 2009 and February 13, 2010 a total of 278 offenders participated in these mandatory educational programs. ¿Cómo conducimos después de un programa formativo de educación vial? El estudio analiza los resultados de los programas formativos que se aplican como medida penal alternativa a la prisión a los condenados por delitos de tráfico en Cataluña. En total han participado 278 infractores que realizaron el programa formativo entre el 1 de abril de 2009 y el 13 de febrero de 2010.

La Incidencia de las nuevas tecnologías en los hábitos formativos de los estudiantes de magisterio = The Impact of new technologies in the learning habits of teacher students

Este trabajo persigue dos objetivos: el primero es analizar el uso de las TIC en un grupo de estudiantes de segundo curso de Magisterio de la Universidad de Girona; el segundo es analizar los documentos normativos legales que establecen el currículum de educación primaria en Cataluña para observar qué tipo de papel juegan las TIC en las nuevas programaciones educativas. La primera parte se ha llevado a cabo mediante una encuesta, cuyos resultados permiten observar tres aspectos distintos: el primero, que una parte considerable del grupo considera las TIC más como un complemento para el aprendizaje que como una forma de aprendizaje; el segundo, que a pesar de hacer un uso considerable de las TIC, el conocimiento que tienen de ellas es muy básico y utilizan aplicaciones muy genéricas; y el tercero es que una parte de sus propuestas didácticas para el uso de las TIC son propuestas tradicionales simplemente adaptadas a un nuevo instrumento, sin buscar realmente la innovación que puede suponer la incorporación de las TIC. En la segunda parte del artículo, a partir del análisis e interpretación de los documentos legales que establecen el currículum de Educación Primaria, se observa que en un mismo documento conviven aserciones sobre las TIC como complemento al aprendizaje de contenidos con otras formulaciones que consideran las TIC como constructoras de conocimiento. A partir del perfil de los estudiantes y del estado de los documentos legales, al final del artículo se hacen propuestas para formar al futuro maestro teniendo en cuenta las TIC como herramientas básicas de conocimiento

Mentoring, educational services, and economic incentives longer-term evidence on risky behaviors from a randomized trial

This paper is the first to use a randomized trial in the US to analyze the short- and long- term impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards to attend program activities, complete high-school and enroll in post-secondary education on youths' engagement in risky behaviors, such as substance abuse, criminal activity, and teenage childbearing. Outcomes were measured at three different points in time, when youths were in their late-teens, and when they were in their early- and their latetwenties. Overall the program was unsuccessful at reducing risky behaviors. Heterogeneity matters in that perverse effects are concentrated among certain subgroups, such as males, older youths, and youths from sites where youths received higher amount of stipends. We claim that this evidence is consistent with different models of youths' behavioral response to economic incentives. In addition, beneficial effects found in those sites in which QOP youths represented a large fraction of the entering class of 9th graders provides hope for these type of programs when operated in small communities and supports the hypothesis of peer effects.

Educational expansion, intergenerational mobility and over-education

[eng] There is a vast literature on intergenerational mobility in sociology and economics. Similar interest has emerged for the phenomenon of over-education in both disciplines. There are no studies, however, linking these two research lines. We study the relationship between social mobility and over-education in a context of educational expansion. Our framework allows for the evaluation of several policies, including those affecting social segregation, early intervention programs and the power of unions. Results show the evolution of social mobility, over-education, income inequality and equality of opportunity under each scenario.

Educational expansion, intergenerational mobility and over-education

[eng] There is a vast literature on intergenerational mobility in sociology and economics. Similar interest has emerged for the phenomenon of over-education in both disciplines. There are no studies, however, linking these two research lines. We study the relationship between social mobility and over-education in a context of educational expansion. Our framework allows for the evaluation of several policies, including those affecting social segregation, early intervention programs and the power of unions. Results show the evolution of social mobility, over-education, income inequality and equality of opportunity under each scenario.

Eliciting and fostering learners' metacognitive knowledge about language learning in self-directed learning programs: a review of data collection methods and procedures

Són molts els estudis que avui en dia incideixen en la necessitat d’oferir un suport metodològic i psicològic als aprenents que treballen de manera autònoma. L’objectiu d’aquest suport és ajudar-los a desenvolupar les destreses que necessiten per dirigir el seu aprenentatge així com una actitud positiva i una major conscienciació envers aquest aprenentatge. En definitiva, aquests dos tipus de preparació es consideren essencials per ajudar els aprenents a esdevenir més autònoms i més eficients en el seu propi aprenentatge. Malgrat això, si bé és freqüent trobar estudis que exemplifiquen aplicacions del suport metodològic dins els seus programes, principalment en la formació d’estratègies o ajudant els aprenents a desenvolupar un pla de treball, aquest no és el cas quan es tracta de la seva preparació psicològica. Amb rares excepcions, trobem estudis que documentin com s’incideix en les actituds i en les creences dels aprenents, també coneguts com a coneixement metacognitiu (CM), en programes que fomenten l’autonomia en l’aprenentatge. Els objectius d’aquest treball son dos: a) oferir una revisió d’estudis que han utilitzat diferents mitjans per incidir en el CM dels aprenents i b) descriure les febleses i avantatges dels procediments i instruments que utilitzen, tal com han estat valorats en estudis de recerca, ja que ens permetrà establir criteris objectius sobre com i quan utilitzar-los en programes que fomentin l’aprenentatge autodirigit.

Firm strategies in R&D: cooperation and participation in R&D programs

This paper presents empirical evidence on firms’ decisions to cooperate in R&D and the extent to which government sponsored R&D programs increase cooperation. Using a sample of firms from the Spanish innovation survey we jointly estimate the determinants of firm participation in R&D programs and of choice of cooperation partners. We find that (i) firms participating in national and European programs have different profiles, suggesting program complementarity; (ii) private-private and publicprivate cooperation are associated on average with firms with different characteristics, and (iii) national R&D programs seem to have a positive effect on all types of cooperation, but especially on public-private partnerships.

Who participates in R&D subsidy programs? The case of spanish manufacturing firms.

Empirical evidence on the effectiveness of R&D subsidies to firms has produced mixed results so far. One possible explanation is that firms and project selection rules may be quite heterogeneous both across agencies and across industries, leading to different outcomes in terms of the induced additional private effort. Here we focus on the participation stage. Using a sample of Spanish firms, we test for differences across agencies and industries. Our results suggest that firms in the same industry face different hurdles to participate in different agencies’ programs, that participation patterns may reflect a combination of agency goals, and that patterns differ across high-tech and low-tech industries.

Perfeccionamiento de las metodologías docentes en la enseñanza de la construcción mixta en grado y postgrado en la Universidad Politécnica de Cataluña (UPC) y la Universidad de Camaguey (UC)

Estudio elaborado a partir de una estancia en la Universitat Polictecnica de Cataluña entre marzo i junio del 2007.El proyecto tiene como objetivo general el perfeccionamiento de las metodologías docentes en la enseñanza de la construcción mixta en grado y postgrado en la Universidad Politécnica de Cataluña (UPC) y la Universidad de Camagüey (UC), en correspondencia con la situación actual y perspectiva de la normativa europea, española y cubana. En el trabajo se realiza una valoración sobre programas experimentales en estructuras mixtas y sus resultados, así como su interrelación con la modelación numérica. Se evalúa la correspondencia entre las normativas europeas, española y cubana y se definen los aspectos específicos que deben ser perfeccionados o complementados en la normatividad vigente en Cuba, así como la estrategia general para acometerlo. Para caracterizar la enseñanza de la construcción mixta en la UPC y la UC, se parte de la valoración de información sobre asignaturas similares en un grupo seleccionado de universidades y sobre el contexto que sirve de marco al perfeccionamiento. Se realiza el diagnostico del sistema de objetivos, conocimientos y organización metodológica en los programas de grado y postgrado y se ofrecen recomendaciones generales para el perfeccionamiento de la enseñanza de la construcción mixta en la UPC y la UC. Finalmente, se realizan propuestas detalladas para ambas instituciones, para el perfeccionamiento de las metodologías docentes, con enfoques generales similares, respetando los criterios específicos y formatos de cada entorno. Se concibe un sistema integrado de actividades para cada asignatura, lográndose que, a pesar de las particularidades de cada contexto, el enfoque de trabajo sea coincidente en gran medida, lo que favorece la continuidad en las relaciones de colaboración entre ambas instituciones.

What works best for getting the unemployed back to work: employment services or small-business assistance programs? evidence from Romania

Recent empirical evidence has found that employment services and small-business assistance programmes are often successful at getting the unemployed back to work. Â One important concern of policy makers is to decide which of these two programmes is more effective and for whom. Â Using unusually rich (for transition economies) survey data and matching methods, I evaluate the relative effectiveness of these two programmes in Romania. Â While I find that employment services (ES) are, on average, more successful than a small-business assistance programme (SBA), estimation of heterogeneity effects reveals that, compared to non-participation, ES are effective for workers with little access to informal search channels, and SBA works for less-qualified workers and those living in rural areas. Â When comparing ES to SBA, I find that ES tend to be more efficient than SBA for workers without a high-school degree, and that the opposite holds for the more educated workers.

Parental education and family characteristics: educational opportunities across cohorts in Italy and Spain

Drawing on data contained in the 2005 EU-SILC, this paper investigates the disparities in educational opportunities in Italy and Spain. Its main objective is to analyse the predicted probabilities of successfully completing upper-secondary and tertiary education for individuals with different parental backgrounds, and the changes in these probabilities across birth cohorts extending from 1940 to 1980. The results suggest that the disparities in tertiary education opportunities in Italy tend to increase over time. By contrast, the gap in educational opportunity in Spain shows a marked decrease across the cohorts. Moreover, by using an intuitive decomposition strategy, the paper shows that a large part of the educational gap between individuals of different backgrounds is “composed” of the difference in the endowment of family characteristics. Specifically, it seems that more highly educated parents are more able to endow their children with a better composition of family characteristics, which accounts for a significant proportion of the disparities in educational opportunity.

Implementation of IPM programs on European greenhouse tomato production areas: Tools and constraints

Whiteflies and whitefly-transmitted viruses are some of the major constraints on European tomato production. The main objectives of this study were to: identify where and why whiteflies are a major limitation on tomato crops; collect information about whiteflies and associated viruses; determine the available management tools; and identify key knowledge gaps and research priorities. This study was conducted within the framework of ENDURE (European Network for Durable Exploitation of Crop Protection Strategies). Two whitefly species are the main pests of tomato in Europe: Bemisia tabaci and Trialeurodes vaporariorum. Trialeurodes vaporariorum is widespread to all areas where greenhouse industry is present, and B. tabaci has invaded, since the early 1990’s, all the subtropical and tropical areas. Biotypes B and Q of B. tabaci are widespread and especially problematic. Other key tomato pests are Aculops lycopersici, Helicoverpa armigera, Frankliniella occidentalis, and leaf miners. Tomato crops are particularly susceptible to viruses causingTomato yellow leaf curl disease (TYLCD). High incidences of this disease are associated to high pressure of its vector, B. tabaci. The ranked importance of B. tabaci established in this study correlates with the levels of insecticide use, showing B. tabaci as one of the principal drivers behind chemical control. Confirmed cases of resistance to almost all insecticides have been reported. Integrated Pest Management based on biological control (IPM-BC) is applied in all the surveyed regions and identified as the strategy using fewer insecticides. Other IPM components include greenhouse netting and TYLCD-tolerant tomato cultivars. Sampling techniques differ between regions, where decisions are generally based upon whitefly densities and do not relate to control strategies or growing cycles. For population monitoring and control, whitefly species are always identified. In Europe IPM-BC is the recommended strategy for a sustainable tomato production. The IPM-BC approach is mainly based on inoculative releases of the parasitoids Eretmocerus mundus and Encarsia formosa and/or the polyphagous predators Macrolophus caliginosus and Nesidiocoris tenuis. However, some limitations for a wider implementation have been identified: lack of biological solutions for some pests, costs of beneficials, low farmer confidence, costs of technical advice, and low pest injury thresholds. Research priorities to promote and improve IPM-BC are proposed on the following domains: (i) emergence and invasion of new whitefly-transmitted viruses; (ii) relevance of B. tabaci biotypes regarding insecticide resistance; (iii) biochemistry and genetics of plant resistance; (iv) economic thresholds and sampling techniques of whiteflies for decision making; and (v) conservation and management of native whitefly natural enemies and improvement of biological control of other tomato pests.

Longer-term impacts of mentoring, educational services, and incentives to learn: evidence from a randomized trial in the United States

This paper is the first to use a randomized trial in the US to analyze the short- and long-term educational and employment impacts of an afterschool program that offered disadvantaged high-school youth: mentoring, educational services, and financial rewards with the objective to improve high-school graduation and postsecondary schooling enrollment. The short-term hefty beneficial average impacts quickly faded away. Heterogeneity matters. While encouraging results are found for younger youth, and when the program is implemented in relatively small communities of 9th graders; detrimental longlived outcomes are found for males, and when case managers are partially compensated by incentive payments and students receive more regular reminders of incentives.

Exploring educational mobility in Europe

This paper is concerned with the investigation of the intergenerational mobility of education in several European countries and its changes across birth cohorts (1940-1980) using a new mobility index that considers the total degree of mobility as the weighted sum of mobility with respect to both parents. Moreover, this mobility index enables the analysis of the role of family characteristics as mediating factors in the statistical association between individual and parental education. We find that Nordic countries display lower levels of educational persistence but that the degree of mobility increases over time only in those countries with low initial levels. Moreover, the results suggest that the degree of mobility with respect to fathers and mothers converges to the same level and that family characteristics account for an important part of the statistical association between parental education and children’s schooling; a particular finding is that the most important elements of family characteristics are the family’s socio-economic status and educational assortative mating of the parents.