Following the steps of spanish mathematical analysis: from Cauchy to Weierstrass between 1880 and 1914

[EN] Rigorous Mathematical Analysis in the Cauchy style was not accepted in a straightforward manner by the European mathematical community of the central years of the 19th Century. In average, only around forty years after the 1821 Cours d'Analyse did Cauchy's treatment become a standard in the more mathematically advanced countries, as a paradigm that remained in use until the arithmetisation of Analysis by Weierstrass replaced it before the end of the century. ln this paper the authors show how rigorous Mathematical Analysis à la Cauchy was adopted in Spain quite late -around 1880- and how in sorne more forty years, the Weierstrassian formulation became the usual presentation in Spanish texts

The design of a syllabus for translation students: learning outcomes in the subjects of spanish language

[EN]In the new design of educational programs in European Higher Education Area (EHEA), what defines a subject it is Learning Outcomes (LO). These LO, as explicit and precise declarations, turn into the center of teaching and learning process. Keeping this change is mind, our research examines the Educational Guides (EG) of Spanish Language (SL) through a list of verbs, according to the graduation of educacionational objectives of Bllom's Taxonomy (2014-2015)

Relationship between body image disturbance and incidence of depression: the SUN prospective cohort

[EN] Background: Body image disturbance is an increasing problem in Western societies and is associated with a number of mental health outcomes including anorexia, bulimia, body dysmorphia, and depression. The aim of this study was to assess the association between body image disturbance and the incidence of depression. Methods: This study included 10,286 participants from a dynamic prospective cohort of Spanish university graduates, who were followed-up for a median period of 4.2 years (Seguimiento Universidad de Navarra – the SUN study). The key characteristic of the study is the permanently open recruitment that started in 1999. The baseline questionnaire included information about body mass index (BMI) and the nine figure schemes that were used to assess body size perception. These variables were grouped according to recommended classifications and the difference between BMI and body size perception was considered as a proxy of body image disturbance. A subject was classified as an incident case of depression if he/she was initially free of depression and reported a physician-made diagnosis of depression and/or the use of antidepressant medication in at least one of the follow-up questionnaires. The association between body image disturbance and the incidence of depression was estimated by calculating the multivariable adjusted Odds Ratio (OR) and its 95% Confidence Interval (95% CI), using logistic regression models. Results: The cumulative incidence of depression during follow-up in the cohort was 4.8%. Men who underestimated their body size had a high percentage of overweight and obesity (50.1% and 12.6%, respectively), whereas women who overestimated their body size had a high percentage of underweight (87.6%). The underestimation exhibited a negative association with the incidence of depression among women (OR: 0.72, 95% CI: 0.54 – 0.95), but this effect disappeared after adjusting for possible confounding variables. The proportion of participants who correctly perceived their body size was high (53.3%) and gross misperception was seldom found, with most cases selecting only one silhouette below (42.7%) or above (2.6%) their actual BMI. Conclusion: We found no association between body image disturbance and subsequent depression in a cohort of university graduates in Spain.

Producción e impacto de las instituciones españolas de investigación en Arts and Humanities Citation Index (2003-2012)

[EN]This essay reviews both the scholarly output and impact factor of Spanish research institutions in the Arts & Humanities Citation Index (A&HCI) database, managed by the Thomson-Reuters Web of Science. Based on a bibliometric analysis of a range of variables it has been possible to identify those institutions with the best performance indicators, the journals publishing the most articles, the most productive areas of research, and other relevant data on publishing patterns in the Humanities. The study reveals that the most productive Spanish institutions in the Humanities are the same as those that lead the performance figures in other areas; it also highlights the outstanding production of the Spanish National Research Council (CSIC).

Relación entre actitudes hacia la actividad física y el deporte y rendimiento académico de los estudiantes universitarios españoles y portugueses

[ES] El presente estudio trata de analizar la existencia de relaciones entre las actitudes hacia la actividad físico-deportiva y el rendimiento académico universitario desde una perspectiva transcultural. Este estudio se ha basado en dos muestras de estudiantes universitarios españoles y portugueses matriculados en estudios de Turismo.

Uso de textos musicales (canciones) en la enseñanza del inglés

[ES]El presente artículo de investigación tiene como objetivo principal evaluar cómo el uso de los textos musicales –canciones, como popularmente se conocen– influye en el aprendizaje del inglés como lengua extranjera. Una investigación llevada a cabo con estudiantes de una clase de 2º de ESO nos ha servido para confirmar las hipótesis que en un principio teníamos en lo concerniente a la adquisición de las ocho competencias básicas mediante tareas en las clases de lengua inglesa. Así, el diseño de rúbricas con unos criterios e instrumentos de evaluación específicos nos ha permitido evaluar el grado de adquisición de competencias básicas concretas. [EN]This paper focuses on the impact that the use of music texts –commonly referred to with the term ‘songs’– has on students in teaching English as a foreign language. Through a survey carried out with students of a 2nd year class of Spanish Secondary Education, our initial assumptions in terms of acquisition of key competences in English learning were validated. in acquiring specific key competences by using tasks, rubrics –consisting of detailed assessment criteria and tools– were designed and implemented as the assessment method in order for students to successfully attain specific learning objectives.