Educar las emociones: una reflexión sobre los programas de educación emocional en la primera infancia a través de la lente de la Psicología Positiva

La primera infancia es la etapa comprendida entre los 0 y los 6 años, y es el momento en el cual el cerebro tiene mayor plasticidad, por lo que en la actualidad se cree que la educación debe iniciar en este momento de la vida. La educación inicial ha venido dejando de lado el interés por los procesos cognitivos y ha puesto su foco de atención en el desarrollo social y emocional de los niños. El objetivo del presente trabajo es describir las características de los programas de educación emocional en la primera infancia a través de la lente de la Psicología Positiva utilizando una metodología cualitativa documental y específicamente el estado del arte. Los resultados obtenidos se dividen en corte empírico y corte teórico; para los de corte empírico se encontró que si bien el target que se pretende impactar son los niños en la primera infancia, varios programas le apuntan a trabajar como primera instancia con los cuidadores de los niños. Por otro lado como variables más comunes se manejaban las habilidades interpersonales y la resolución de problemas. Para los de corte teórico se encontró que los programas se orientan bajo una pedagogía dinámica y que muchos se centran en enfoques orientados a la promoción de habilidades sociales.

Example uses of a learning object

A self study course for learning to program using the C programming language has been developed. A Learning Object approach was used in the design of the course. One of the benefits of the Learning Object approach is that the learning material can be reused for different purposes. 'Me course developed is designed so that learners can choose the pedagogical approach most suited to their personal learning requirements. For all learning approaches a set of common Assessment Learning Objects (ALOs or tests) have been created. The design of formative assessments with ALOs can be carried out by the Instructional Designer grouping ALOs to correspond to a specific assessment intention. The course is non-credit earning, so there is no summative assessment, all assessment is formative. In this paper examples of ALOs and their uses is presented together with their uses as decided by the Instructional Designer and learner. Personalisation of the formative assessment of skills can be decided by the Instructional Designer or the learner using a repository of pre-designed ALOs. The process of combining ALOs can be carried out manually or in a semi-automated way using metadata that describes the ALO and the skill it is designed to assess.

Ethnographic methodologies for construction research: knowing, practice and interventions

Ethnographic methodologies developed in social anthropology and sociology hold considerable promise for addressing practical, problem-based research concerned with the construction site. The extended researcher-engagement characteristic of ethnography reveals rich insights, yet is infrequently used to understand how workplace realities are lived out on construction sites. Moreover, studies that do employ these methods are rarely reported within construction research journals. This paper argues that recent innovations in ethnographic methodologies offer new routes to: posing questions; understanding workplace socialities (i.e. the qualities of the social relationships that develop on construction sites); learning about forms, uses and communication of knowledge on construction sites; and turning these into meaningful recommendations. This argument is supported by examples from an interdisciplinary ethnography concerning migrant workers and communications on UK construction sites. The presented research seeks to understand how construction workers communicate with managers and each other and how they stay safe on site, with the objective of informing site health-and-safety strategies and the production and evaluation of training and other materials.

Tensor regression based on linked multiway parameter analysis

Classical regression methods take vectors as covariates and estimate the corresponding vectors of regression parameters. When addressing regression problems on covariates of more complex form such as multi-dimensional arrays (i.e. tensors), traditional computational models can be severely compromised by ultrahigh dimensionality as well as complex structure. By exploiting the special structure of tensor covariates, the tensor regression model provides a promising solution to reduce the model’s dimensionality to a manageable level, thus leading to efficient estimation. Most of the existing tensor-based methods independently estimate each individual regression problem based on tensor decomposition which allows the simultaneous projections of an input tensor to more than one direction along each mode. As a matter of fact, multi-dimensional data are collected under the same or very similar conditions, so that data share some common latent components but can also have their own independent parameters for each regression task. Therefore, it is beneficial to analyse regression parameters among all the regressions in a linked way. In this paper, we propose a tensor regression model based on Tucker Decomposition, which identifies not only the common components of parameters across all the regression tasks, but also independent factors contributing to each particular regression task simultaneously. Under this paradigm, the number of independent parameters along each mode is constrained by a sparsity-preserving regulariser. Linked multiway parameter analysis and sparsity modeling further reduce the total number of parameters, with lower memory cost than their tensor-based counterparts. The effectiveness of the new method is demonstrated on real data sets.

Effectiveness of mobile apps in teaching field-based identification skills

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students’ ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.

Learning of shared attention in sociable robotics

Sociable robots are embodied agents that are part of a heterogeneous society of robots and humans. They Should be able to recognize human beings and each other, and to engage in social, interactions. The use of a robotic architecture may strongly reduce the time and effort required to construct a sociable robot. Such architecture must have structures and mechanisms to allow social interaction. behavior control and learning from environment. Learning processes described oil Science of Behavior Analysis may lead to the development of promising methods and Structures for constructing robots able to behave socially and learn through interactions from the environment by a process of contingency learning. In this paper, we present a robotic architecture inspired from Behavior Analysis. Methods and structures of the proposed architecture, including a hybrid knowledge representation. are presented and discussed. The architecture has been evaluated in the context of a nontrivial real problem: the learning of the shared attention, employing an interactive robotic head. The learning capabilities of this architecture have been analyzed by observing the robot interacting with the human and the environment. The obtained results show that the robotic architecture is able to produce appropriate behavior and to learn from social interaction. (C) 2009 Elsevier Inc. All rights reserved.

Science is Primary - Children Thinking and Learning in theChemistry Laboratory

The goal of primary science education is to foster children’s interest, develop positive science attitudes and promote science process skills development. Learning by playing and discovering provides several opportunities for children to inquiry and understand science based on the first–hand experience. The current research was conducted in the children’s laboratory in Heureka, the Finnish science centre. Young children (aged 7 years) which came from 4 international schools did a set of chemistry experiments in the laboratory. From the results of the cognitive test, the pre-test, the post-test, supported by observation and interview, we could make the conclusion that children enjoyed studying in the laboratory. Chemistry science was interesting and fascinating for young children; no major gender differences were found between boys and girls learning in the science laboratory. Lab work not only encouraged children to explore and investigate science, but also stimulated children’s cognitive development.

Discourse strategies and power roles in student-led distance learning

The assertion of identity and power via computer-mediated communication in the context of distance or web-based learning presents challenges to both teachers and students. When regular, face-to-face classroom interaction is replaced by online chat or group discussion forums, participants must avail themselves of new techniques and tactics for contributing to and furthering interaction, discussion, and learning. During student-only chat sessions, the absence of teacher-led, face-to-face classroom activities requires the students to assume leadership roles and responsibilities normally associated with the teacher. This situation raises the questions of who teaches and who learns; how students discursively negotiate power roles; and whether power emerges as a function of displayed expertise and knowledge or rather the use of authoritative language. This descriptive study represents an examination of a corpus of task-based discussion logs among Vietnamese students of distance learning courses in English linguistics. The data reveal recurring discourse strategies for 1) negotiating the progression of the discussion sessions, 2) asserting and questioning knowledge, and 3) assuming or delegating responsibility. Power is defined ad hoc as the ability to successfully perform these strategies. The data analysis contributes to a better understanding of how working methods and materials can be tailored to students in distance learning courses, and how such students can be empowered by being afforded opportunities and effectively encouraged to assert their knowledge and authority.

A heuristic algorithm based on multi-assignment procedures for nurse scheduling

This paper tackles a Nurse Scheduling Problem which consists of generating work schedules for a set of nurses while considering their shift preferences and other requirements. The objective is to maximize the satisfaction of nurses' preferences and minimize the violation of soft constraints. This paper presents a new deterministic heuristic algorithm, called MAPA (multi-assignment problem-based algorithm), which is based on successive resolutions of the assignment problem. The algorithm has two phases: a constructive phase and an improvement phase. The constructive phase builds a full schedule by solving successive assignment problems, one for each day in the planning period. The improvement phase uses a couple of procedures that re-solve assignment problems to produce a better schedule. Given the deterministic nature of this algorithm, the same schedule is obtained each time that the algorithm is applied to the same problem instance. The performance of MAPA is benchmarked against published results for almost 250,000 instances from the NSPLib dataset. In most cases, particularly on large instances of the problem, the results produced by MAPA are better when compared to best-known solutions from the literature. The experiments reported here also show that the MAPA algorithm finds more feasible solutions compared with other algorithms in the literature, which suggest that this proposed approach is effective and robust. © 2013 Springer Science+Business Media New York.

A formação de educadores em serviço no contexto escolar: mídias digitais e projetos de trabalho

Pós-graduação em Educação - FCT

Promoting ethical and environmental awareness in vulnerable communities: a research action plan

Urban populations that live in the outskirts of major Latin American cities usually face conditions of vulnerability attached to complex environmental issues, such as the lack of sewerage, floods, pollution and soil and water contamination. This article reports an intervention research programme in Sao Paulo, Brazil that combines a moral education approach with sustainability awareness in vulnerable communities. The main conceptual foundations of the project, designed to empower the community and promote ethical and environmental awareness are: strengthening the ties between the school and the surrounding community in order to construct 'moral atmosphere'; adoption of Problem- and Project-based Learning and the Design Thinking approach to reach the proposed goals.

On the flavor problem in strongly coupled theories

rnThis thesis is on the flavor problem of Randall Sundrum modelsrnand their strongly coupled dual theories. These models are particularly wellrnmotivated extensions of the Standard Model, because they simultaneously address rntherngauge hierarchy problem and the hierarchies in the quarkrnmasses and mixings. In order to put this into context, special attention is given to concepts underlying therntheories which can explain the hierarchy problem and the flavor structure of the Standard Model (SM). ThernAdS/CFTrnduality is introduced and its implications for the Randall Sundrum model withrnfermions in the bulk andrngeneral bulk gauge groups is investigated. It will be shown that the differentrnterms in the general 5D propagator of a bulk gauge field can be related tornthe corresponding diagrams of the strongly coupled dual, which allows for arndeeperrnunderstanding of the origin of flavor changing neutral currents generated by thernexchange of the Kaluza Klein excitations of these bulk fields.rnIn the numerical analysis, different observables which are sensitive torncorrections from therntree-levelrnexchange of these resonances will be presented on the basis of updatedrnexperimental data from the Tevatron and LHC experiments. This includesrnelectroweak precision observables, namely corrections to the S and Trnparameters followed by corrections to the Zbb vertex, flavor changingrnobservables with flavor changes at one vertex, viz. BR (Bd -> mu+mu-) and BR (Bs -> mu+mu-), and two vertices,rn viz. S_psiphi and |eps_K|, as well as bounds from direct detectionrnexperiments. rnThe analysis will show that all of these bounds can be brought in agreement withrna new physics scale Lambda_NP in the TeV range, except for the CPrnviolating quantity |eps_K|, which requires Lambda_NP= Ord(10) TeVrnin the absencernof fine-tuning. The numerous modifications of the Randall Sundrum modelrnin the literature, which try to attenuate this bound are reviewed andrncategorized.rnrnSubsequently, a novel solution to this flavor problem, based on an extendedrncolor gauge group in the bulk and its thorough implementation inrnthe RS model, will be presented, as well as an analysis of the observablesrnmentioned above in the extended model. This solution is especially motivatedrnfromrnthe point of view of the strongly coupled dual theory and the implications forrnstrongly coupled models of new physics, which do not possess a holographic dual,rnare examined.rnFinally, the top quark plays a special role in models with a geometric explanation ofrnflavor hierarchies and the predictions in the Randall-Sundrum model with andrnwithout the proposed extension for the forward-backward asymmetryrnA_FB^trnin top pair production are computed.

How Porous are the Walls that Separate Us?: Transformative Service-Learning, Women’s Incarceration, and the Unsettled Self

In this article, we refine a politics of thinking from the margins by exploring a pedagogical model that advances transformative notions of service learning as social justice teaching. Drawing on a recent course we taught involving both incarcerated women and traditional college students, we contend that when communication among differentiated and stratified parties occurs, one possible result is not just a view of the other but also a transformation of the self and other. More specifically, we suggest that an engaged feminist praxis of teaching incarcerated women together with college students helps illuminate the porous nature of fixed markers that purport to reveal our identities (e.g., race and gender), to emplace our bodies (e.g., within institutions, prison gates, and walls), and to specify our locations (e.g., cultural, geographic, socialeconomic). One crucial theoretical insight our work makes clear is that the model of social justice teaching to which we aspired necessitates re-conceptualizing ourselves as students and professors whose subjectivities are necessarily relational and emergent.

The Repairing of Misconceptions through the Use of Inquiry-Based Activities

Misconceptions exist in all fields of learning and develop through a person’s preconception of how the world works. Students with misconceptions in chemical engineering are not capable of correctly transferring knowledge to a new situation and will likely arrive at an incorrect solution. The purpose of this thesis was to repair misconceptions in thermodynamics by using inquiry-based activities. Inquiry-based learning is a method of teaching that involves hands-on learning and self-discovery. Previous work has shown inquiry-based methods result in better conceptual understanding by students relative to traditional lectures. The thermodynamics activities were designed to guide students towards the correct conceptual understanding through observing a preconception fail to hold up through an experiment or simulation. The developed activities focus on the following topics in thermodynamics: “internal energy versus enthalpy”, “equilibrium versus steady state”, and “entropy”. For each topic, two activities were designed to clarify the concept and assure it was properly grasped. Each activity was coupled with an instructions packet containing experimental procedure as well as pre- and post-analysis questions, which were used to analyze the effect of the activities on the students’ responses. Concept inventories were used to monitor students’ conceptual understanding at the beginning and end of the semester. The results did not show a statistically significant increase in the overall concept inventory scores for students who performed the activities compared to traditional learning. There was a statistically significant increase in concept area scores for “internal energy versus enthalpy” and “equilibrium versus steady state”. Although there was not a significant increase in concept inventory scores for “entropy”, written analyses showed most students’ misconceptions were repaired. Students transferred knowledge effectively and retained most of the information in the concept areas of “internal energy versus enthalpy” and “equilibrium versus steady state”.

Social Learning Processes in Swiss Soil Protection? The 'From Farmer - To Farmer' Project

Social learning approaches have become a prominent focus in studies related to sustainable agriculture. In order to better understand the potential of social learning for more sustainable development, the present study assessed the processes, effects and facilitating elements of interaction related to social learning in the context of Swiss soil protection and the innovative ‘From Farmer - To Farmer’ project. The study reveals that social learning contributes to fundamental transformations of patterns of interactions. However, the study also demonstrates that a learning-oriented understanding of sustainable development implies including analysis of the institutional environments in which the organizations of the individual representatives of face-to-face-based social learning processes are operating. This has shown to be a decisive element when face-to-face-based learning processes of the organisations’ representatives are translated into organisational learning. Moreover, the study revealed that this was achieved not directly through formalisation of new lines of institutionalised cooperation but by establishing links in a ‘boundary space’ trying out new forms of collaboration, aiming at social learning and co-production of knowledge. It is argued that further research on social learning processes should give greater emphasis to this intermediary level of ‘boundary spaces’.