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.

Cooperative learning: learning to cooperate, cooperating to learn

This research project is an attempt to give arguments in favour of using cooperative learning activities in FL classrooms as an effective approach to learning. The arguments offered are presented from two different perspectives: the first one is based on the empirical study of three students working together to achieve a common goal. The second one is a compilation of the trainee teacher's experiences during her practicum periods in a high school regarding group work. This part is illustrated by some examples that emphasize that cooperative learning can facilitate learning, promote socialisation and increase students' self-esteem

Origin and genetic differentiation of Three Mexican Native Groups (Purépechas, Triquis and Mayas): contribution of CODIS-STRs to the history of human populations of Mesoamerica

BACKGROUND: CODIS-STRs in Native Mexican groups have rarely been analysed for human identification and anthropological purposes. AIM:To analyse the genetic relationships and population structure among three Native Mexican groups from Mesoamerica.SUBJECTS AND METHODS: 531 unrelated Native individuals from Mexico were PCR-typed for 15 and 9 autosomal STRs (Identifiler™ and Profiler™ kits, respectively), including five population samples: Purépechas (Mountain, Valley and Lake), Triquis and Yucatec Mayas. Previously published STR data were included in the analyses. RESULTS:Allele frequencies and statistical parameters of forensic importance were estimated by population. The majority of Native groups were not differentiated pairwise, excepting Triquis and Purépechas, which was attributable to their relative geographic and cultural isolation. Although Mayas, Triquis and Purépechas-Mountain presented the highest number of private alleles, suggesting recurrent gene flow, the elevated differentiation of Triquis indicates a different origin of this gene flow. Interestingly, Huastecos and Mayas were not differentiated, which is in agreement with the archaeological hypothesis that Huastecos represent an ancestral Maya group. Interpopulation variability was greater in Natives than in Mestizos, both significant.CONCLUSION: Although results suggest that European admixture has increased the similarity between Native Mexican groups, the differentiation and inconsistent clustering by language or geography stresses the importance of serial founder effect and/or genetic drift in showing their present genetic relationships.

IEEE LOM is not an option. Lessons to learn

Although some projects and most LMS still rely on IEEE LOM, this standard is not yet an option. We suggest some lessons to learn.

Teaching how to learn with a wiki in Primary Education: what classroom interaction can tell us

Understanding how wikis are used to support collaborative learning is an important concern for researchers and teachers. Adopting a discourse analytic approach, this paper attempts to understand the teaching processes when a wiki is embedded in a science project in primary education to foster collaborative learning. Through studying interaction between the teacher and students, our findings identify ways in which the teacher prompts collaborative learning but also shed light on the difficulties for the teacher in supporting student collective collaboration. It is argued that technological wiki features supporting collaborative learning can only be realized if teacher talk and pedagogy are aligned with the characteristics of wiki collaborative work: the freedom of students to organize and participate by themselves, creating dialogic space and promoting student participation. We argue that a dialogic approach for examining interaction can be used to help to design a more effective pedagogic approach in the use of wikis in education, to shift into Web 2.0 learning paradigm and to equip learners with the competences they need to participate in knowledge co-construction.

El aprendizaje reflexivo en la formación inicial del profesorado: un modelo para aprender a enseñar matemáticas = Reflective learning in the early formation of teachers: a model to learn to teach maths

In this study we analize the application of the reflective learning during initial formation mathematics teachers. This model is based on the sociocultural theories of the human learning and assumes that the interaction and the contrast make possible the coconstruction and the active reconstruction of knowledge.In order to make the study, it was left from a sample of 29 teaching students. The qualitative analysis allowed to identify factors that facilitate the incorporation of the reflective learning in university teaching, as well as the degree of effectiveness of this model to learn to teach mathematics

Enseñar a aprender a pensar en los centros educativos, incluso en las actividades de evaluación.= Teaching to learn how to think at schools, even within assessment activities

El auténtico protagonismo de los centros educativostiene que dirigirse a ayudar a pensar a sus alumnos y aenseñarlos a aprender, es decir, el docente tiene queenseñar estrategias de aprendizaje y debe promover elesfuerzo del estudiante para facilitar la construcción deesquemas y el aprendizaje permanente.El profesor debe utilizar cualquier situación deaprendizaje para enseñar dichas estrategias deaprendizaje, incluso en las situaciones de evaluación;por lo tanto, en este trabajo se sugiere que en lasevaluaciones de los alumnos y alumnas se tenga encuenta la metacognición como factor fundamental en elaprendizaje y la enseñanza

Utilizar los juegos para aprender a resolver conflictos = Using games to learn and resolve conflicts

The characteristics of games make them excellent tools for multiple learning situations in the area of Physical Education, aswell as learning those necessary skills that allow students to handle social situations and especially conflicts. Understandingthat a conflict may be considered from a constructive perspective and that it may represent an excellent learningopportunity is a fundamental point. Games can help us in this task but it is important that the teacher knows theircharacteristics and which may be the most convenient in each educational moment

Adaptive intelligent agent approach to guide the web navigation on the PLAN-G distance learning platform

Hypermedia systems based on the Web for open distance education are becoming increasinglypopular as tools for user-driven access learning information. Adaptive hypermedia is a new direction in research within the area of user-adaptive systems, to increase its functionality by making it personalized [Eklu 961. This paper sketches a general agents architecture to include navigationaladaptability and user-friendly processes which would guide and accompany the student during hislher learning on the PLAN-G hypermedia system (New Generation Telematics Platform to Support Open and Distance Learning), with the aid of computer networks and specifically WWW technology [Marz 98-1] [Marz 98-2]. The PLAN-G actual prototype is successfully used with some informatics courses (the current version has no agents yet). The propased multi-agent system, contains two different types of adaptive autonomous software agents: Personal Digital Agents {Interface), to interacl directly with the student when necessary; and Information Agents (Intermediaries), to filtrate and discover information to learn and to adapt navigation space to a specific student

Patients' right to information: a review of the regulatory and ethical framework

[eng] Aim: The paper examines the current situation of recognition of patients' right to information in international standards and in the national laws of Belgium, France, Italy, Spain (and Catalonia), Switzerland and the United Kingdom.Methodology: International standards, laws and codes of ethics of physicians and librarians that are currently in force were identified and analyzed with regard to patients' right to information and the ownership of this right. The related subjects of access to clinical history, advance directives and informed consent were not taken into account.Results: All the standards, laws and codes analyzed deal with guaranteeing access to information. The codes of ethics of both physicians and librarians establish the duty to inform.Conclusions: Librarians must collaborate with physicians in the process of informing patients.

Diagnóstico de las dificultades de lectura y escritura y de la dislexia basado en la Teoría PASS de lainteligencia utilizando la batería DN-CAS. Origen cognitivo de la dislexia

Las dificultades de lectura y escritura se pueden detectar desde el momento en que los niños y niñas inician el aprendizaje de la lectoescritura en la etapa de Educación Infantil. En algunos casos estos alumnos reciben un apoyo escolar que en muchas ocasiones no conlleva las mejoras esperadas, siendo las técnicas y metodologías de refuerzo aplicadas ineficaces. El problema, desde nuestro punto de vista, empieza con el diagnóstico que se realiza a estos jóvenes, que determina las directrices de la intervención idónea en cada caso. La Teoría PASS de la inteligencia nos permite conocer qué procesos están implicados cuando el niño lee o escribe, y parte de la premisa de que si conocemos el perfil cognitivo de un alumno que presenta dificultades podremos entender como estas se originan. Para conocer este perfil cognitivo (los cuatro procesos cognitivos que describe esta teoría: Planificación, Atención, Simultaneo y Secuencial) utilizamos la batería DN-CAS (Das & Naglieri: Cognitive Assessment System). El perfil obtenido al aplicar el DN-CAS nos permitirá conocer el origen de las dificultades de lectura y escritura, saber cuando está justificada una dislexia, descartar problemas emocionales o la presencia de los mismos y diseñar la intervención más adecuada en cada situación

La lectura compartida: una eina per l'aprenentatge de la lecto-escriptura en equips cooperatius

L’estudi de cas que es presenta l’hem realitzat a Cicle inicial (CI) de l’escola els Castanyers de Viladrau. Hem portat a terme un projecte per tal d’estudiar la lectura compartida tot utilitzant equips cooperatius (Pujolàs, 2008). Els objectius d’aquest treball són: en primer lloc, ensenyar els alumnes a aprendre de manera cooperativa, és a dir, saber treballar conjuntament, tenir respecte mutu, escoltar als companys, proporcionar ajudes a la resta de l’equip i respectar els punts de vista dels altres, i, en segon lloc, millorar la comprensió dels texts; millorar la lectura i l’escriptura, saber realitzar les tasques i rols, saber seleccionar informació, aprendre a realitzar preguntes. Per portar-lo a terme vam realitzar set sessions en les qual la lectura compartida i els equips cooperatius eren les bases de totes elles. El conjunts de les activitats ens ha permès evidenciar una cohesió del grup-classe més elevada que abans de realitzar-les, així com una lleugera millora en els aspectes relacionats amb la comprensió lectora.

La indumentaria como fuente para la didáctica de la historia: problemática y estado de la cuestión

La indumentaria es un objeto de incuestionable valor para la didáctica de la historia y de otras ciencias sociales, ya que posee todas las cualidades de la didáctica del objeto con un atractivo añadido muy vinculado a su aspecto y funcionalidad estética y a su reclamo visual; es fácil vincular períodos históricos con su indumentaria característica, puesto que nuestro imaginario cultural está lleno de películas, pinturas e incluso disfraces que proporcionan datos al respecto. Lo que resulta complicado es dilucidar qué imágenes son las más fidedignas, y esta cuestión no es otra que la relacionada con la veracidad y rigor de las fuentes de la indumentaria. El presente artículo analiza dicha problemática, además de la relacionada con la polisemia de su nomenclatura, con la necesidad de conocer su contexto estético o con la naturaleza de sus cambios y continuidades.

Proyecto de una Torre Grúa. Normas de seguridad y salud laboral

This project is a tool for engineers and technicians in the development and knowledge of the most important construction equipment, tower crane. It consists of a memory, 10 annexes and an Excel spreadsheet to do the calculations automatically . Some of these annexes are: Annex 1. Types of cranes and elements of them. Annex 2. Mounting and dismounting. Annex 3. Useful clamping loads. Annex 4. Safety systems , etc. Every single annex separately, provides detailed explanations , both written and visual of problems and solutions in the world of tower cranes . Professionals are able to learn in an orderly way, definitions, developments, calculations, processes etc., Which will greatly easy people's job in the construction and in the writing of a project. Also a spreadsheet with the Excel program has been made to help engineers on calculations. This sheet is protected and it can be accesed only to enter the data needed to perform the calculations of the safety factor and weight of shoes . The results will tell us if there is a risk of tipping of the tower crane and the weight of shoes. This tool will greatly help engineers on their calculations. All documentation is based on laws, regulations and no legal rules status, they guarantee that we are always within the Spanish and legislative Autonomous framework. This fact makes the professional carries out a project to a successful future and a legalistic view. Also note that these rules are in constant change, which makes it necessary for the professional to always be in a constant revision of the legislation.

Etwinning project: a way to motivate young EFL learners

L’objectiu d’aquest treball és investigar com influeix un projecte eTwinning a la motivació d’un grup d’alumnes de 5è de primària. Crec que per augmentar la motivació dels alumnes, el mestre hauria de donar-­‐los motius reals per seguir aprenent. Per aquesta raó, sóc de l’opinió que eTwinning pot ser un instrument útil ja que els estudiants tindran comunicació real en anglès amb altres estudiants europeus que també estiguin aprenent l’anglès com a segona llengua. Observaré l’impacte d’aquest progama en la motivació dels alumnes i la compararé amb la motivació que tenien inicialment.