Inside the competences evaluation, the stress tolerance of students. An empirical study based on conservation of resources theory

Competence development is considered a preventive strategy of burnout. At an organizational context some competences could be linked as precursors or consequences. In self-assessment of competence development, students perceive stress tolerance as a priority competence to ameliorate. Moreover employers and recruitment consultants agree that this is a new authentic challenge for organizations. The main reasons of this result are debated, this study should consider the importance of competence development from a holistic point of view. In addition it considers the exploration of the relationship between stress tolerance and competence development, according to Conservation Resources (COR) theory (Hobfoll 1988, 1989, 1998, 2004) where the resource loss is considered the principal component in the stress process

A Validated Methodology for Genetic Identification of Tuna Species (Genus Thunnus)

Tuna species of the genus Thunnus, such as the bluefin tunas, are some of the most important and yet most endangered trade fish in the world. Identification of these species in traded forms, however, may be difficult depending on the presentation of the products, which may hamper conservation efforts on trade control. In this paper, we validated a genetic methodology that can fully distinguish between the eight Thunnus species from any kind of processed tissue. Methodology: After testing several genetic markers, a complete discrimination of the eight tuna species was achieved using Forensically Informative Nucleotide Sequencing based primarily on the sequence variability of the hypervariable genetic marker mitochondrial DNA control region (mtDNA CR), followed, in some specific cases, by a second validation by a nuclear marker rDNA first internal transcribed spacer (ITS1). This methodology was able to distinguish all tuna species, including those belonging to the subgenus Neothunnus that are very closely related, and in consequence can not be differentiated with other genetic markers of lower variability. This methodology also took into consideration the presence of introgression that has been reported in past studies between T. thynnus, T. orientalis and T. alalunga. Finally, we applied the methodology to cross-check the species identity of 26 processed tuna samples. Conclusions: Using the combination of two genetic markers, one mitochondrial and another nuclear, allows a full discrimination between all eight tuna species. Unexpectedly, the genetic marker traditionally used for DNA barcoding, cytochrome oxidase 1, could not differentiate all species, thus its use as a genetic marker for tuna species identification is questioned

Projecte final de llicenciatura que combina el treball col·leciu amb l'individual i el procés de creació amb l'adequació a la realitat

OBJECTIUS DE LA COMUNICACIÓ: Donar a conèixer i difondre la metodologia emprada, l’experiència i els resultats del projecte de fi de llicenciatura de geografia de la Universitat de Girona. L’experiència analitzada fa referència als cursos 2007-2008 i 2008-2009, tindrà continuïtat en el futur immediat i es considera la base i el punt de partida del projecte final de grau de geografia, ordenació del territori i gestió del medi ambient de la Universitat de Girona

L'ensenyament aprenentatge de la cooperació: estudi d'un cas a l'educació primària

L'objectiu de la tesi és: Validar els criteris de Johnson i Johnson (1992) com a indicadors d'avaluació d'actituds cooperatives. Ens proposem definir, contrastar i avaluar noves eines d'actuació. Observant, analitzant i valorant com uns nens i nenes de 6 anys desenvolupen actituds cooperatives, a través d'unes activitats proposades per les mestres tutores, amb la intenció de validar en un nou context d'aplicació els indicadors citats per Johnson i Johnson (1992). Per centrar els objectius de la recerca hem tingut en compte una triple perspectiva: del professorat, de l' alumnat i de les activitats. Presentem l'anàlisi de les dades des de diferents instruments, d'acord amb els propòsits plantejats a la tesi en dos nivell d'anàlisis i amb la validació d'indicadors. La contrastació de les aportacions dels diferents instruments ens ha permès establir la triangulació de les dades que garanteix la fiabilitat dels indicadors i ens permet arribar a les conclusions esmentades en el últim capítol.

The Personal tutorial guidance sessions in the framework of the teaching-learning field of the Bologna process: University of Minho (first cycle) courses students’ perceptions

The Bologna Process defends the adoption of a higher education in teaching-learning methodologies that – in contraposition to the previous model based on the transmission of knowledge, which for being essentially theoretical, gives the student a passive role in the knowledge construction process – allows a (pro) active, autonomous and practical learning, where the student acquires and develops his competences. The personal tutorial guidance sessions are included in the teaching contact hours. This abstract presents a study about the University of Minho (first cycle) Courses Students’ perceptions of the personal tutorial guidance sessions’ relevance in the scope of the learning-teaching process, so as to confirm if the implementation/implantation of the commonly called tutorial (type) education, as an approach to an active, autonomous and practical learning, is sensed by the learners themselves

Experience in introduction of English terminology in engineering lessons: methodology and evaluation

This communication explains a experience for the introduction of English terminology in a technical degree of higher education. We present the methodology and assessment procedures used to evaluate the way the students perceived the introduction of terminology in English in two different subjects from 3rd and 5th year courses of a Computer Science degree in which English was not the vehicular language. We propose a strategy based on two main pillars, namely: 1) The design of materials, explanations, and exams, paying particular attention to the way in which the specific terminology was exposed to the students, and 2) The assessment of the impact in the students by means of the analysis of the feedback trough a set of enquiries. Our experience showed that the students responded very positively to the introduction of English terminology, and presented an affirmative feedback about the impact that an improvement of their linguistic abilities would have in their future work. Further, we present statistics regarding the use of English as the vehicular language for technical reports, which is envisaged as very useful by the students. Finally, we propose a set of questions for further debate which are centered in the role that English terminology should pay in technical degrees, and about the way in which universities should deploy resources in English languages within the different Syllabus

A teaching/learning support tool for introductory programming courses

In This work we present a Web-based tool developed with the aim of reinforcing teaching and learning of introductory programming courses. This tool provides support for teaching and learning. From the teacher's perspective the system introduces important gains with respect to the classical teaching methodology. It reinforces lecture and laboratory sessions, makes it possible to give personalized attention to the student, assesses the degree of participation of the students and most importantly, performs a continuous assessment of the student's progress. From the student's perspective it provides a learning framework, consisting in a help environment and a correction environment, which facilitates their personal work. With this tool students are more motivated to do programming