Happy End

Treball presentat al Concurs 16 portes de Collserola - Porta 13 Trinitat

Neither dashboard nor 'mashup' indices: an empirical wealth approach as a pathway to a comprehensive measure of development

The article is composed of two sections. The first one is a critical review of the three main alternative indices to GDP which were proposed in the last decades – the Human Development Index (HDI), the Genuine Progress Indicator (GPI), and the Happy Planet Index (HPI) – which is made on the basis of conceptual foundations, rather than looking at issues of statistical consistency or mathematical refinement as most of the literature does. The pars construens aims to propose an alternative measure, the composite wealth index, consistent with an approach to development based on the notion of composite wealth, which is in turn derived from an empirical common sense criterion. Arguably, this approach is suitable to be conveyed into an easily understandable and coherent indicator, and thus appropriate to track development in its various dimensions: simple in its formulation, the wealth approach can incorporate social and ecological goals without significant alterations in conceptual foundations, while reducing to a minimum arbitrary weighting.

The Arts (Music, Arts&Crafts and Drama) as a procedure for learning pre-school content: Grupo Edebé Project

There is nothing as amazing and fascinating as children learning process. Between 0 and 6 years old, a child brain develops in a waythat will never be repeated. At this age, children are eager to discover and they have great potential of active and affective life.Because of this, their learning capacity in this period is incalculable. (Jordan-Decarbo y Nelson, 2002; Wild, 1999).Pre-school Education is a unique and special stage, with self identity, which aims are:attending children as a whole,motivate them to learn,give them an affective and stable environment in which they can grow up and get to be balanced and confident people and inwhich they can relate to others, learn, enjoy and be happy.Arts, Music, Visual Arts and Drama (Gardner, 1994) can provide a framework of special, even unique, personal expression.With the aim of introducing qualitative improvements in the education of children and to ensure their emotional wellbeing, and havingnoticed that teachers had important needs and concerns as regards to diversity in their student groups, we developed a programbased on the detection of needs and concerns explained by professionals in education.This program of Grupo edebé, object of our research, is a multicultural, interdisciplinary and globalizing project the aims of which are:developing children's talent and personality,keeping their imagination and creativity and using these as a learning resource,promoting reasoning, favouring expression and communication,providing children with the tools to manage their emotions,and especially, introducing Arts as a procedure to increase learning.We wanted to start the research by studying the impact (Brice, 2003) that this last point had on the learning of five-year-old childrenschooled in multicultural environments.Therefore, the main goal of the research was the assessment of the implementation of a child education programme attending todiversity in a population of five-year-old children, specifically in the practice of procedures based on the use of Arts (music, arts andcrafts and theatre) as a vehicle or procedure for learning contents in Pre-school stage.Because children emotional welfare was a subject of our concern, and bearing in mind that the affective aspects are of vitalimportance for learning and child development (Parke and Gauvain, 2009), Grupo Edebé has also evaluated the starting, evolving andfinal impact in five-year-old children given that they finish Pre-school education at that age.

Differences of Functional Connectivity Brain Network in Emotional Judgment

Using combined emotional stimuli, combining photos of faces and recording of voices, we investigated the neural dynamics of emotional judgment using scalp EEG recordings. Stimuli could be either combioned in a congruent, or a non-congruent way.. As many evidences show the major role of alpha in emotional processing, the alpha band was subjected to be analyzed. Analysis was performed by computing the synchronization of the EEGs and the conditions congruent vs. non-congruent were compared using statistical tools. The obtained results demonstrate that scalp EEG ccould be used as a tool to investigate the neural dynamics of emotional valence and discriminate various emotions (angry, happy and neutral stimuli).

Usabilidad de una biblioteca online con diseño centrado en el usuario

This thesis deals the aspects of usability and design of a web from a user's point of view. The thesis will examine the elements comprised in the development of a web (the human and technological aspects and how the interact). It will explain in depth how to approach these issues correctly or incorrectly, how to avoid dealing with them incorrectly and how to find a happy medium, which is as they say where the virtue lays. The thesis is completed with the practical example of a creation of a web site (the MARK'S SCIENCE on-line library).

Children's understanding of pretend emotions

This preliminary study aims to investigate children’s ability to understand that the emotional expressions that occur in pretend play do not necessarily coincide with the emotions people feel inside. Previous research has found that children aged 4 and 6 have difficulty to distinguish between the external and the internal emotion of a character who pretends an emotion. In the present work, thirteen 4-year-olds and eight 6-year-olds were administered stories in which a character simulated an emotion. Differently from previous research, the questions addressed to the children did not focus on the distinction external/internal emotion but on the distinction between real/pretend emotion. Furthermore, since previous research has suggested that children may understand better selfpretence than pretence of others, the participants in our study were engaged in a pretence situation where they had to pretend to be happy. The results obtained showed that, contrary to previous research, most 4- and 6-year-olds realize that pretend emotions may not be real, and this was true both for self-pretence and for the pretence of others