Cuestiones metodológicas en la investigación educativa.

Se reflexiona sobre los métodos a seguir en las investigaciones en educación matemática. Se realiza una breve explicación de la estructura que debe tener el estudio teórico previo a una investigación. Se reflexiona sobre la importancia de definir bien el problema y los métodos a usar en la investigación. Se expone como ejemplo de investigación la de Vallecillos (1994). En dicha investigación se usó un método estadístico combinado con entrevistas semiestructuradas. El método estadístico arroja resultados muy útiles, mostrando los puntos flacos de la comprensión de la estadística en los estudiantes. Las entrevistas confirman posteriormente estos resultados. Se concluye que el método estadístico es muy útil para la investigación en didáctica de las matemáticas pero que debe de ser aplicado con sumo cuidado. Esto último se debe a que un método no sirve de nada sin una buena definición del problema, de las herramientas y de la interpretación a dar a los datos en una investigación.

La formación didáctica y pedagógica de los profesores universitarios : luces y sombras.

Resumen tomado del autor. Incluido en el monográfico ïLa formación del profesorado universitarioï

La hora de la matemática recreativa en el bachillerato actual.

Los textos de matemáticas recreativas (o la inclusión de estas en los cursos ordinarios) son tónicos excelentes que entendemos ayudan al alumno a seguir adelante. Estas matemáticas son una colección de problemas generalmente enunciados en forma de acertijos casi todos los cuales se resuelven por medio del análisis indeterminado. Muchos alumnos tienen dificultades en su aprendizaje matemático. Tales dificultades se verán multiplicadas si los profesores se empeñan en los niveles obligatorios de enseñanza de las matemáticas en explicarlas usando el método axiomático (aplicación de rigor pura y dura) Pero dicho método en 1õ y 2õ de BUP hay que usarlo con sumo cuidado.

Filosofía en la Educación en Schleiermacher.

Monográfico con el título: 'Cuestiones de Historia de la Educación'. Resumen basado en el de la publicación

Papel de los procesos metacognitivios en una tarea de pregunta-respuesta con textos escritos.

Resumen tomado de la publicación

Deficiencia e integración escolar.

Integrar a niños deficientes en el proceso educativo general de la enseñanza en las escuelas ordinarias, basado en el argumento de la igualdad social y de los derechos humanos. Derecho a la escolarización y a la educación de los deficientes. El proceso educativo debe considerar el desarrollo el desarrollo de la persona de acuerdo con sus posibilidades. Concienciar al niño normal y al profesorado para la convivencia con estos niños deficientes. Evitar barreras psicológicas. Se deberá formar progresivamente a la sociedad, evitando segregaciones. Teniendo siempre presente el bien del individuo y la mejora de la sociedad de la que formamos todos parte, deficientes y normales. Se deberá preparar adecuadamente al profesor, tanto al ordinario como al especial (de apoyo). Informar y orientar a los padres en cuanto a la naturaleza y grado del déficit de sus hijos para evitar actitudes no deseables y poder cooperar con el niño y profesores en su labor educativa de integración escolar y social. La integración se ha de realizar de tal manera, con tan sumo cuidado, que no dañe la educación del alumno normal. Por lo tanto, integración progresiva y flexible, comenzando tan precozmente como sea posible.

Les wikis : espaces de l' intelligence collective.

Resumen tomado de la publicación

Avances y retos en la promoci??n de la innovaci??n did??ctica con las tecnolog??as emergentes e interactivas

Resumen basado en el de la publicaci??n

El Autoaprendizaje en competencia comunicativa: la innovación con alumnado bilingüe

Con esta comunicación pretendemos reflexionar en torno a una experiencia que hemos puesto en marcha este curso en la titulación de Educación Infantil de la E.U. de Magisterio de la UPV/EHU. En concreto, nos referimos a la implantación dentro de los nuevos planes EEES de la nueva titulación de Educación Infantil y dentro de la misma en su primer módulo de la asignatura: Desarrollo de la Competencia Comunicativa I. Esta materia cuenta con la particularidad de impartirse en un entorno bilingüe por lo que el desarrollo de las diferentes prácticas (por medio del trabajo grupal cooperativo) han resultado de sumo interés para la adquisición de una mayor competencia lingüística

Rhodium(I) catalyzed [2+2+2] cycloaddition reactions: experimental and theoretical studies

The [2+2+2] cycloaddition reaction involves the formation of three carbon-carbon bonds in one single step using alkynes, alkenes, nitriles, carbonyls and other unsaturated reagents as reactants. This is one of the most elegant methods for the construction of polycyclic aromatic compounds and heteroaromatic, which have important academic and industrial uses. The thesis is divided into ten chapters including six related publications. The first study based on the Wilkinson’s catalyst, RhCl(PPh3)3, compares the reaction mechanism of the [2+2+2] cycloaddition process of acetylene with the cycloaddition obtained for the model of the complex, RhCl(PH3)3. In an attempt to reduce computational costs in DFT studies, this research project aimed to substitute PPh3 ligands for PH3, despite the electronic and steric effects produced by PPh3 ligands being significantly different to those created by PH3 ones. In this first study, detailed theoretical calculations were performed to determine the reaction mechanism of the two complexes. Despite some differences being detected, it was found that modelling PPh3 by PH3 in the catalyst helps to reduce the computational cost significantly while at the same time providing qualitatively acceptable results. Taking into account the results obtained in this earlier study, the model of the Wilkinson’s catalyst, RhCl(PH3)3, was applied to study different [2+2+2] cycloaddition reactions with unsaturated systems conducted in the laboratory. Our research group found that in the case of totally closed systems, specifically 15- and 25-membered azamacrocycles can afford benzenic compounds, except in the case of 20-membered azamacrocycle (20-MAA) which was inactive with the Wilkinson’s catalyst. In this study, theoretical calculations allowed to determine the origin of the different reactivity of the 20-MAA, where it was found that the activation barrier of the oxidative addition of two alkynes is higher than those obtained for the 15- and 25-membered macrocycles. This barrier was attributed primarily to the interaction energy, which corresponds to the energy that is released when the two deformed reagents interact in the transition state. The main factor that helped to provide an explanation to the different reactivity observed was that the 20-MAA had a more stable and delocalized HOMO orbital in the oxidative addition step. Moreover, we observed that the formation of a strained ten-membered ring during the cycloaddition of 20-MAA presents significant steric hindrance. Furthermore, in Chapter 5, an electrochemical study is presented in collaboration with Prof. Anny Jutand from Paris. This work allowed studying the main steps of the catalytic cycle of the [2+2+2] cycloaddition reaction between diynes with a monoalkyne. First kinetic data were obtained of the [2+2+2] cycloaddition process catalyzed by the Wilkinson’s catalyst, where it was observed that the rate-determining step of the reaction can change depending on the structure of the starting reagents. In the case of the [2+2+2] cycloaddition reaction involving two alkynes and one alkene in the same molecule (enediynes), it is well known that the oxidative coupling may occur between two alkynes giving the corresponding metallacyclopentadiene, or between one alkyne and the alkene affording the metallacyclopentene complex. Wilkinson’s model was used in DFT calculations to analyze the different factors that may influence in the reaction mechanism. Here it was observed that the cyclic enediynes always prefer the oxidative coupling between two alkynes moieties, while the acyclic cases have different preferences depending on the linker and the substituents used in the alkynes. Moreover, the Wilkinson’s model was used to explain the experimental results achieved in Chapter 7 where the [2+2+2] cycloaddition reaction of enediynes is studied varying the position of the double bond in the starting reagent. It was observed that enediynes type yne-ene-yne preferred the standard [2+2+2] cycloaddition reaction, while enediynes type yne-yne-ene suffered β-hydride elimination followed a reductive elimination of Wilkinson’s catalyst giving cyclohexadiene compounds, which are isomers from those that would be obtained through standard [2+2+2] cycloaddition reactions. Finally, the last chapter of this thesis is based on the use of DFT calculations to determine the reaction mechanism when the macrocycles are treated with transition metals that are inactive to the [2+2+2] cycloaddition reaction, but which are thermally active leading to new polycyclic compounds. Thus, a domino process was described combining an ene reaction and a Diels-Alder cycloaddition.

A importância das interacções medicamento-alimento no controlo da terapêutica com Varfarina

Os anticoagulantes orais, nomeadamente a varfarina, inibem a acção da vitamina K, essencial para a síntese hepática de vários factores de coagulação (II, VII, IX e X), assim como das proteínas anticoagulantes C e S. O tratamento oral com varfarina necessita de procedimentos estandardizados para o controlo e seguimento. Esta necessidade de monitorização é justificada por várias razões, entre as quais: grande variabilidade individual no que diz respeito à resposta terapêutica; medicamento com margem terapêutica estreita; elevada frequência de interacções com medicamentos e com alimentos. Os alimentos são indispensáveis à sobrevivência humana, permitindo a integridade estrutural e funcional do organismo. Quando essa integridade é alterada torna-se necessário o recurso a terapia medicamentosa, com o intuito de repor essa mesma integridade. As interacções alimento-medicamento, nutriente-medicamento e medicamento-álcool são muitas vezes desprezadas, contudo deveriam ser consideradas aquando da avaliação da eficácia dos fármacos. Embora as consequências destas interacções sejam raramente graves e fatais, não são raras as vezes em que surgem reacções adversas e respostas farmacológicas diferentes das teoricamente esperadas. Com este trabalho pretendeu-se rever as possíveis interacções existentes entre os alimentos e a varfarina, avaliando o possível impacto clínico dos alimentos na eficácia terapêutica da varfarina. Para cumprir os objectivos supra citados, este trabalho foi dividido em duas partes. A primeira parte resulta de uma revisão bibliográfica, na qual são abordadas as interacções entre a varfarina e diferentes tipos de alimentos, classificados de acordo com a sua composição (alimentos com alto, moderado e baixo teor de vitamina K; com alto teor de vitamina E; hiperproteicos; hipoproteicos; alcalinizantes; acidificantes). Foram ainda abordadas as interacções entre a varfarina e alimentos específicos como o leite de soja, óleo de peixe, manga, alho, sumo de mirtilo, sumo de uva, papaia, hipericão e sumo de toranja e as bebidas alcoólicas. A segunda parte do presente trabalho compreende um estudo que pretendeu analisar a influência da alimentação no controlo do INR, em doentes a fazer terapêutica oral com varfarina, através de um questionário efectuado a 22 indivíduos. O tratamento estatístico dos dados recolhidos efectuou-se com recurso a estatística descritiva, e as hipóteses foram testadas com recurso a estatística correlacional, nomeadamente a Correlação de Spearman. Com o presente trabalho concluiu-se que consumos mais altos de alimentos ricos em vitamina K davam origem a mais valores de INR subterapêuticos. Um consumo baixo a moderado de alimentos alcalinizantes e acidificantes foi aquele que permitiu manter um maior número de valores de INR dentro do intervalo terapêutico. Concluiu-se também que ao aumentarmos o consumo de álcool contribuímos para mais valores de INR subterapêuticos.

Tiempo inmemorial, tiempo colonial: un estudio de caso (Estudios)

1. La posesión de las tierras. 2. Las sucesiones cacicales. 3. Las prácticas rituales. Las contribuciones prescritas.

Increased protein SUMOylation following focal cerebral ischemia

Stroke is a major cause of death and disability, which involves excessive glutamate receptor activation leading to excitotoxic cell death. We recently reported that SUMOylation can regulate kainate receptor (KAR) function. Here we investigated changes in protein SUMOylation and levels of KAR and AMPA receptor subunits in two different animal stroke models: a rat model of focal ischemia with reperfusion and a mouse model without reperfusion. In rats, transient middle cerebral artery occlusion (MCAO) resulted in a striatal and cortical infarct. A dramatic increase in SUMOylation by both SUMO-1 and SUMO-2/3 was observed at 6h and 24h in the striatal infarct area and by SUMO-2/3 at 24h in the hippocampus, which was not directly subjected to ischemia. In mice, permanent MCAO resulted in a selective cortical infarct. No changes in SUMOylation occurred at 6h but there was increased SUMO-1 conjugation in the cortical infarct and non-ischemic hippocampus at 24h after MCAO. Interestingly, SUMOylation by SUMO-2/3 occurred only outside the infarct area. In both rat and mouse levels of KARs were only decreased in the infarct regions whereas AMPARs were decreased in the infarct and in other brain areas. These results suggest that posttranslational modification by SUMO and down-regulation of AMPARs and KARs may play important roles in the pathophysiological response to ischemia.

Ratings of age of acquisition of 299 words across 25 languages: is there a cross-linguistic order of words?

We present a new set of subjective age-of-acquisition (AoA) ratings for 299 words (158 nouns, 141 verbs) in 25 languages from five language families (Afro-Asiatic: Semitic languages; Altaic: one Turkic language: Indo-European: Baltic, Celtic, Germanic, Hellenic, Slavic, and Romance languages; Niger-Congo: one Bantu language; Uralic: Finnic and Ugric languages). Adult native speakers reported the age at which they had learned each word. We present a comparison of the AoA ratings across all languages by contrasting them in pairs. This comparison shows a consistency in the orders of ratings across the 25 languages. The data were then analyzed (1) to ascertain how the demographic characteristics of the participants influenced AoA estimations and (2) to assess differences caused by the exact form of the target question (when did you learn vs. when do children learn this word); (3) to compare the ratings obtained in our study to those of previous studies; and (4) to assess the validity of our study by comparison with quasi-objective AoA norms derived from the MacArthur–Bates Communicative Development Inventories (MB-CDI). All 299 words were judged as being acquired early (mostly before the age of 6 years). AoA ratings were associated with the raters’ social or language status, but not with the raters’ age or education. Parents reported words as being learned earlier, and bilinguals reported learning them later. Estimations of the age at which children learn the words revealed significantly lower ratings of AoA. Finally, comparisons with previous AoA and MB-CDI norms support the validity of the present estimations. Our AoA ratings are available for research or other purposes.