An example of Learning based on competences: Use of Maxima in Linear Algebra for Engineers

This paper analyzes the role of Computer Algebra Systems (CAS) in a model of learning based on competences. The proposal is an e-learning model Linear Algebra course for Engineering, which includes the use of a CAS (Maxima) and focuses on problem solving. A reference model has been taken from the Spanish Open University. The proper use of CAS is defined as an indicator of the generic ompetence: Use of Technology. Additionally, we show that using CAS could help to enhance the following generic competences: Self Learning, Planning and Organization, Communication and Writing, Mathematical and Technical Writing, Information Management and Critical Thinking.

Therapeutic metaphors in engineering: how to cure a building structure

Cognitive linguistics have conscientiously pointed out the pervasiveness of conceptual mappings, particularly as conceptual blending and integration, that underlie language and that are unconsciously used in everyday speech (Fauconnier 1997, Fauconnier & Turner 2002; Rohrer 2007; Grady, Oakley & Coulson 1999). Moreover, as a further development of this work, there is a growing interest in research devoted to the conceptual mappings that make up specialized technical disciplines. Lakoff & Núñez 2000, for example, have produced a major breakthrough on the understanding of concepts in mathematics, through conceptual metaphor and as a result not of purely abstract concepts but rather of embodiment. On the engineering and architecture front, analyses on the use of metaphor, blending and categorization in English and Spanish have likewise appeared in recent times (Úbeda 2001, Roldán 1999, Caballero 2003a, 2003b, Roldán & Ubeda 2006, Roldán & Protasenia 2007). The present paper seeks to show a number of significant conceptual mappings underlying the language of architecture and civil engineering that seem to shape the way engineers and architects communicate. In order to work with a significant segment of linguistic expressions in this field, a corpus taken from a widely used technical Spanish engineering journal article was collected and analysed. The examination of the data obtained indicates that many tokens make a direct reference to therapeutic conceptual mappings, highlighting medical domains such as diagnosing,treating and curing. Hence, the paper illustrates how this notion is instantiated by the corresponding bodily conceptual integration. In addition, we wish to underline the function of visual metaphors in the world of modern architecture by evoking parts of human or animal anatomy, and how this is visibly noticeable in contemporary buildings and public works structures.

Active learning and generic competences in an operating systems course

The Bologna Declaration and the implementation of the European Higher Education Area are promoting the use of active learning methodologies. The aim of this study is to evaluate the effects obtained after applying active learning methodologies to the achievement of generic competences as well as to the academic performance. This study has been carried out at the Universidad Politécnica de Madrid, where these methodologies have been applied to the Operating Systems I subject of the degree in Technical Engineering in Computer Systems. The fundamental hypothesis tested was whether the implementation of active learning methodologies (cooperative learning and problem based learning) favours the achievement of certain generic competences (‘teamwork’ and ‘planning and time management’) and also whether this fact improved the academic performance of our students. The original approach of this work consists in using psychometric tests to measure the degree of acquired student’s generic competences instead of using opinion surveys, as usual. Results indicated that active learning methodologies improve the academic performance when compared to the traditional lecture/discussion method, according to the success rate obtained. These methods seem to have as well an effect on the teamwork competence (the perception of the behaviour of the other members in the group) but not on the perception of each students’ behaviour. Active learning does not produce any significant change in the generic competence ‘planning and time management'.

A Coordinated Plan for Teaching Software Engineering in the University Rey Juan Carlos.

Un plan para organizar las enseñanzas de la ingeniería del software en las titulaciones de informática de la URJC. Nowadays both industry and academic environments are showing a lot of interest in the Software Engineering discipline. Therefore, it is a challenge for universities to provide students with appropriate training in this area, preparing them for their future professional practice. There are many difficulties to provide that training. The outstanding ones are: the Software Engineering area is too broad and class hours are scarce; the discipline requires a high level of abstraction; it is difficult to reproduce real world situations in the classroom to provide a practical learning environment; the number of students per professor is very high (at least in Spain); companies develop software with a maturity level rarely over level 2 of the CMM for Software (again, at least in Spain) as opposed to what is taught at the University. Besides, there are different levels and study plans, making more difficult to structure the contents to teach in each term and degree. In this paper we present a plan for teaching Software Engineering trying to overcome some of the difficulties above.

Categorical Structures in Non-Commutative Measure Theory.

In this paper, we investigate effect algebras and base normed spaces from the categorical point of view. We prove that the category of effect algebras is complete and cocomplete as well as the category of base normed spaces is complete, and discuss the contravariant functor from the category of effect algebras to the category of base normed spaces.

A avaliação formativa por meio do feedback escrito no processo de ensino-aprendizagem de alunos de 2.º ciclo em matemática

Relatório final apresentado para a obtenção do grau de mestre em Ensino do 1.º ciclo e do 2.º ciclo do ensino básico

Compreender a (in)disciplina na educação pré-escolar e no 1.º ciclo do ensino básico : o educador e o professor como promotor da disciplina na sala

Relatório de estágio apresentado para a obtenção do grau de mestre na especialidade profissional de Educação pré-escolar e ensino do 1º ciclo do ensino básico

3.1 Lloyd Gaines sitting in a chair

While Lloyd Gaines, who was now enrolled at the University of Michigan, worked on a Masters degree in Economics, Houston, Redmond and Espy planned their next step. The decisions in Missouri were not made on a level playing field, so to speak. They needed to take their case to place where justice was blind and unbiased; the Supreme Court of the United States.

Integrin-mediated Signaling Events in Human Endothelial Cells

Vascular endothelial cells are important in a variety of physiological and pathophysiological processes. The growth and functions of vascular endothelial cells are regulated both by soluble mitogenic and differentiation factors and by interactions with the extracellular matrix; however, relatively little is known about the role of the matrix. In the present study, we investigate whether integrin-mediated anchorage to a substratum coated with the extracellular matrix protein fibronectin regulates growth factor signaling events in human endothelial cells. We show that cell adhesion to fibronectin and growth factor stimulation trigger distinct initial tyrosine phosphorylation events in endothelial cells. Thus, integrin-dependent adhesion of endothelial cells leads to tyrosine phosphorylation of both focal adhesion kinase and paxillin, but not of several growth factor receptors. Conversely, EGF stimulation causes receptor autophosphorylation, with no effect on focal adhesion kinase or paxillin tyrosine phosphorylation. Adhesion to fibronectin, in the absence of growth factors, leads to activation of MAPK. In addition, adhesion to fibronectin also potentiates growth factor signaling to MAPK. Thus, polypeptide growth factor activation of MAPK in anchored cells is far more effective than in cells maintained in suspension. Other agonists known to activate MAPK were also examined for their ability to activate MAPK in an anchorage-dependent manner. The neuropeptide bombesin, the bioactive lipid lysophosphatidic acid (LPA), and the cytokine tumor necrosis factor α, which signal through diverse mechanisms, were all able to activate MAPK to a much greater degree in fibronectin-adherent cells than in suspended cells. In addition, tumor necrosis factor α activation of c-Jun kinase (JNK) was also much more robust in anchored cells. Together, these data suggest a cooperation between integrins and soluble mitogens in efficient propagation of signals to downstream kinases. This cooperation may contribute to anchorage dependence of mitogenic cell cycle progression.

Synaptic Vesicles Form by Budding from Tubular Extensions of Sorting Endosomes in PC12 Cells

The putative role of sorting early endosomes (EEs) in synaptic-like microvesicle (SLMV) formation in the neuroendocrine PC12 cell line was investigated by quantitative immunoelectron microscopy. By BSA-gold internalization kinetics, four distinct endosomal subcompartments were distinguished: primary endocytic vesicles, EEs, late endosomes, and lysosomes. As in other cells, EEs consisted of vacuolar and tubulovesicular subdomains. The SLMV marker proteins synaptophysin and vesicle-associated membrane protein 2 (VAMP-2) localized to both the EE vacuoles and associated tubulovesicles. Quantitative analysis showed that the transferrin receptor and SLMV proteins colocalized to a significantly higher degree in primary endocytic vesicles then in EE-associated tubulovesicles. By incubating PC12 cells expressing T antigen-tagged VAMP (VAMP-TAg) with antibodies against the luminal TAg, the recycling pathway of SLMV proteins was directly visualized. At 15°C, internalized VAMP-TAg accumulated in the vacuolar domain of EEs. Upon rewarming to 37°C, the labeling shifted to the tubular part of EEs and to newly formed SLMVs. Our data delineate a pathway in which SLMV proteins together with transferrin receptor are delivered to EEs, where they are sorted into SLMVs and recycling vesicles, respectively.

Memory systems in the brain and localization of a memory

It is now clear that there are a number of different forms or aspects of learning and memory that involve different brain systems. Broadly, memory phenomena have been categorized as explicit or implicit. Thus, explicit memories for experience involve the hippocampus–medial temporal lobe system and implicit basic associative learning and memory involves the cerebellum, amygdala, and other systems. Under normal conditions, however, many of these brain–memory systems are engaged to some degree in learning situations. But each of these brain systems is learning something different about the situation. The cerebellum is necessary for classical conditioning of discrete behavioral responses (eyeblink, limb flexion) under all conditions; however, in the “trace” procedure where a period of no stimuli intervenes between the conditioned stimulus and the unconditioned stimulus the hippocampus plays a critical role. Trace conditioning appears to provide a simple model of explicit memory where analysis of brain substrates is feasible. Analysis of the role of the cerebellum in basic delay conditioning (stimuli overlap) indicates that the memories are formed and stored in the cerebellum. The phenomenon of cerebellar long-term depression is considered as a putative mechanism of memory storage.

Simple neural networks for the amplification and utilization of small changes in neuron firing rates

I describe physiologically plausible “voter-coincidence” neural networks such that secondary “coincidence” neurons fire on the simultaneous receipt of sufficiently large sets of input pulses from primary sets of neurons. The networks operate such that the firing rate of the secondary, output neurons increases (or decreases) sharply when the mean firing rate of primary neurons increases (or decreases) to a much smaller degree. In certain sensory systems, signals that are generally smaller than the noise levels of individual primary detectors, are manifest in very small increases in the firing rates of sets of afferent neurons. For such systems, this kind of network can act to generate relatively large changes in the firing rate of secondary “coincidence” neurons. These differential amplification systems can be cascaded to generate sharp, “yes–no” spike signals that can direct behavioral responses.

Research in Tourism Course Presentation

Research in Tourism is an optional course that is taught during the second semester of the fourth year of the Undergraduate Degree in Sociology. It is directly linked to Sociology of Tourism. It is held in English.

Actitudes hacia las matemáticas y rendimiento académico en función de los estudios de acceso y curso en futuros maestros

En este trabajo se analizan las actitudes hacia las Matemáticas de los estudiantes del Grado en Educación Primaria de la Universidad de A Coruña en función del curso y de los estudios de acceso a la Universidad. También se estudia el rendimiento académico según estas dos variables. Se aplica el cuestionario de actitudes PAC de Naya, Soneira, Mato y Torre (2014) con una fiabilidad Alfa de Cronbach de 0.921 a una muestra de 307 estudiantes. El instrumento está formado por 19 ítems con cinco opciones de respuesta tipo Likert y tres dimensiones que miden el autoconcepto, la percepción que tiene el alumno de su profesor y el agrado hacia las Matemáticas. Los resultados muestran que existen diferencias significativas en las actitudes y en el rendimiento en función del itinerario de acceso a la titulación.

Relationship between sociometric types and academic achievement in a sample of compulsory secondary education students

The aim of this study was to analyse the relationship between sociometric types, behavioural categories and academic achievement in a sample of 1,349 compulsory secondary education students (51.7% boys), ranging in age from 12 to 16 years. The students’ sociometric identification was performed by using the Programa Socio and academic performance was measured by school marks provided by teachers in the subjects of Spanish language, mathematics and average academic performance. The results show that sociometric types were significant predictors of academic achievement, as students who were rated positively by their peers (popular, leaders, collaborators and good students) were more likely to have high academic achievement (in mathematics, Spanish language and average academic achievement) than students rated negatively by peers (rejected-aggressive, rejected-shy, neglected and bullies).