Education in J.J. Rousseau: a methodological antecedent of competence based teaching

Taking into account the huge repercussion and influence that J.J. Rousseau has had on modern pedagogy, the recent tercentenary of his birth is a good opportunity to think about his outstanding relevance nowadays. This paper is a theoretical and educative research developed with an analytic and comparative hermeneutical method. The main objective is to show how some concepts of his philosophy of education have a great similarity with certain changes that the present competency based teaching is demanding, so it could be considered its methodological background. In order to achieve this objective this exposure has been divided in three parts. The first part is an analysis of Rousseau's educational theory as developed in the first three books of the Emilio, in which one of the main themes is self experience-based learning, fostering self-sufficiency, curiosity and the motivation for learning. Rousseau proposed as a method the negative education, which requires, among other conditions, a constant monitoring of the learner by the tutor. In the second part, a brief summary of the most relevant changes and characteristics of competency-based teaching is developed, as well as its purpose. The student’s participation and activity are highlighted within their own learning process through the carrying out of tasks. The new educational model involves a radical change in the curriculum, in which it is highlighted the transformation of the methodology used in the classroom as well as the role of the teacher. Finally, the aim of the third part is to offer a comparative synthesis of both proposals grouping the parallelisms found in 4 topics: origin of the two models, its aims, methodology, and change in the teaching roles.

How teachers of Geography and History of Secondary Education assess?

The purpose of this article is to analyse the assessment procedures and instruments used by teachers of Geography and History of Compulsory Secondary School (ESO) in the Region of Murcia (Spain). The data have been extracted implementing a survey technique proceeded by a descriptive analysis. The results show that teachers generally have a traditional conception of assessment, reflected in the fact that they think that assessment should not change when teaching strategies are changed or when they innovate. On the other hand, although they consider that is necessary to employ a variety of instruments to assess well and to prevent school failure, they still use exams as the most objective and essential instrument in the assessment, while they don’t apply continuous assessment, only tests in a continuous way. The implementation of similar research in other areas or in other subjects shows the existence of contrasts in teacher assessment practices.

El Prácticum de Maestro en las voces de sus tutores. Balance del plan 2010 en la UAM

Se aborda un análisis del desarrollo del Prácticum de Maestro derivado del plan 2010, particularmente dirigido a valorar los cambios acaecidos en relación con el plan 2000, desde el punto de vista de sus tutores profesionales. La metodología es de tipo cualitativo, con entrevistas a 6 tutores profesionales innovadores de la red de centros de una universidad pública y a los 3 responsables de la materia analizada en ambos planes. Entre los resultados se observa que la percepción sobre las transformaciones operadas en el desarrollo en los centros de esta materia son poco apreciables, así como que la tutela del Prácticum se construye mediante una fuerte relación interpersonal de tutelado y tutor y que está vinculada al tipo de enseñanza que practica. Ello tiene consecuencias en la redefinición futura del Prácticum.

Génesis de la formación permanente del profesorado de Educación Física

El presente artículo trata de realizar una revisión histórica sobre los inicios de la formación permanente del profesorado de educación física en España y más concretamente en el ámbito de la Comunidad Autónoma Andaluza, como uno de los elementos fundamentales de la mejora de la calidad docente en los actuales sistemas educativos. Para ello, se realiza una profunda revisión legislativa desde los primeros intentos de actualización y formación del profesor del siglo XVIII hasta los cambios educativos surgidos hasta después de la Guerra Civil Española. Las conclusiones han demostrado que aunque los docentes de Gimnasia (Educación Física actual) siempre tuvieron un tratamiento y consideración especial que les diferenciaba del resto de docentes de otras materias, en contra de lo que se podía pensar, siempre han estado presentes desde el inicio de las actividades de Formación Permanente, en las diferentes propuestas de actividades para poder mejorar su docencia e incrementar la consideración social de esta materia, como una parte importante de los diferentes planes de estudio.

Competence in research planning in the fourth level of Spanish Secondary Education: a case study

In the last years, “Inquiry-Based Science Education” methodologies (IBSE) are being recommended by European institutions in order to improve the competence levels and the attitudes towards science of primary and secondary school students. Therefore, the aim of this study is to test the effectiveness of an IBSE methodology, the Methodology of Problem Solving as an Investigation (MPSI), for the teaching-learning process of planning of experiments in the fourth level of Spanish Secondary Education. By means of the students’ solutions for a series of open problems, the progress in the learning of the competences related to the planning of experiments has been analyzed, along with the influence of the methodology on the development of these competencies. The results show a students’ command from higher to lower levels on: emission of hypothesis, design of the experiment, qualitative analysis, identification of variables and reformulation of the open problem. Furthermore, the Methodology has contributed to an improvement of the scientific competence in the area of planning experiments.

Detection of DNA base variation and cytosine methylation at a single nucleotide site using a highly sensitive fluorescent probe

A fluorescent DNA probe containing an anthracene group attached via an anucleosidic linker can identify all four DNA bases at a single site as well as the epigenetic modification C/5-MeC via a hybridisation sensing assay.

Parsing parallel evolution:Ecological divergence and differential gene expression in the adaptive radiations of thick-lipped Midas cichlid fishes from Nicaragua

The study of parallel evolution facilitates the discovery of common rules of diversification. Here, we examine the repeated evolution of thick lips in Midas cichlid fishes (the Amphilophus citrinellus species complex) - from two Great Lakes and two crater lakes in Nicaragua - to assess whether similar changes in ecology, phenotypic trophic traits and gene expression accompany parallel trait evolution. Using next-generation sequencing technology, we characterize transcriptome-wide differential gene expression in the lips of wild-caught sympatric thick- and thin-lipped cichlids from all four instances of repeated thick-lip evolution. Six genes (apolipoprotein D, myelin-associated glycoprotein precursor, four-and-a-half LIM domain protein 2, calpain-9, GTPase IMAP family member 8-like and one hypothetical protein) are significantly underexpressed in the thick-lipped morph across all four lakes. However, other aspects of lips' gene expression in sympatric morphs differ in a lake-specific pattern, including the magnitude of differentially expressed genes (97-510). Generally, fewer genes are differentially expressed among morphs in the younger crater lakes than in those from the older Great Lakes. Body shape, lower pharyngeal jaw size and shape, and stable isotopes (dC and dN) differ between all sympatric morphs, with the greatest differentiation in the Great Lake Nicaragua. Some ecological traits evolve in parallel (those related to foraging ecology; e.g. lip size, body and head shape) but others, somewhat surprisingly, do not (those related to diet and food processing; e.g. jaw size and shape, stable isotopes). Taken together, this case of parallelism among thick- and thin-lipped cichlids shows a mosaic pattern of parallel and nonparallel evolution. © 2012 Blackwell Publishing Ltd.

Molecular- and pollen-based vegetation analysis in lake sediments from central Scandinavia

Plant and animal biodiversity can be studied by obtaining DNA directly from the environment. This new approach in combination with the use of generic barcoding primers (metabarcoding) has been suggested as complementary or alternative to traditional biodiversity monitoring in ancient soil sediments. However, the extent to which metabarcoding truly reflects plant composition remains unclear, as does its power to identify species with no pollen or macrofossil evidence. Here, we compared pollen-based and metabarcoding approaches to explore the Holocene plant composition around two lakes in central Scandinavia. At one site, we also compared barcoding results with those obtained in earlier studies with species-specific primers. The pollen analyses revealed a larger number of taxa (46), of which the majority (78%) was not identified by metabarcoding. The metabarcoding identified 14 taxa (MTUs), but allowed identification to a lower taxonomical level. The combined analyses identified 52 taxa. The barcoding primers may favour amplification of certain taxa, as they did not detect taxa previously identified with species-specific primers. Taphonomy and selectiveness of the primers are likely the major factors influencing these results. We conclude that metabarcoding from lake sediments provides a complementary, but not an alternative, tool to pollen analysis for investigating past flora. In the absence of other fossil evidence, metabarcoding gives a local and important signal from the vegetation, but the resulting assemblages show limited capacity to detect all taxa, regardless of their abundance around the lake. We suggest that metabarcoding is followed by pollen analysis and the use of species-specific primers to provide the most comprehensive signal from the environment. © 2013 Blackwell Publishing Ltd.

Barely Cool

This CD was recorded in Rio de Janeiro, May 2014 as part of the HEA International Scholarship work. It includes some of Brazil's most foreward and current improvisors and received a one hour radio play in June 2014 on Rio's Radio MEC station. It is released on the specialist improvisation label 'pfmentum' (San Diego).

Influence of sex on the survival of patients with esophageal cancer

PURPOSE: The prognostic value of sex for esophageal cancer survival is currently unclear, and growing data suggest that hormonal influences may account for incidence disparities between men and women. Therefore, moving from the hypothesis that hormones could affect the prognosis of patients with esophageal cancer, we investigated the primary hypothesis that sex is associated with survival and the secondary hypotheses that the relationship between sex and survival depends, at least in part, on age, histology, and race/ethnicity.

PATIENTS AND METHODS: By using the SEER databases from 1973 to 2007, we identified 13,603 patients (34%) with metastatic esophageal cancer (MEC) and 26,848 patients (66%) with locoregional esophageal cancer (LEC). Cox proportional hazards model for competing risks were used for analyses.

RESULTS: In the multivariate analysis, women had longer esophageal cancer-specific survival (ECSS) than men in both MEC (hazard ratio [HR], 0.949; 95% CI, 0.905 to 0.995; P = .029) and LEC (HR, 0.920; 95% CI, 0.886 to 0.955; P < .001) cohorts. When age and histology were accounted for, there was no difference for ECSS between men and women with adenocarcinoma. In contrast, women younger than age 55 years (HR, 0.896; 95% CI, 0.792 to 1.014; P = .081) and those age 55 years or older (HR, 0.905; 95% CI, 0.862 to 0.950; P < .001) with squamous cell LEC had longer ECSS than men. In the squamous cell MEC cohort, only women younger than age 55 years had longer ECSS (HR, 0.823; 95% CI, 0.708 to 0.957; P = .011) than men.

CONCLUSION: Sex is an independent prognostic factor for patients with LEC or MEC. As secondary hypotheses, in comparison with men, women age 55 years or older with squamous cell LEC and women younger than age 55 years with squamous cell MEC have a significantly better outcome. These last two findings need further validation.

Outlier SNP markers reveal fine-scale genetic structuring across European hake populations (Merluccius merluccius)

Shallow population structure is generally reported for most marine fish and explained as a consequence of high dispersal, connectivity and large population size. Targeted gene analyses and more recently genome-wide studies have challenged such view, suggesting that adaptive divergence might occur even when neutral markers provide genetic homogeneity across populations. Here, 381 SNPs located in transcribed regions were used to assess large- and fine-scale population structure in the European hake (Merluccius merluccius), a widely distributed demersal species of high priority for the European fishery. Analysis of 850 individuals from 19 locations across the entire distribution range showed evidence for several outlier loci, with significantly higher resolving power. While 299 putatively neutral SNPs confirmed the genetic break between basins (F(CT) = 0.016) and weak differentiation within basins, outlier loci revealed a dramatic divergence between Atlantic and Mediterranean populations (F(CT) range 0.275-0.705) and fine-scale significant population structure. Outlier loci separated North Sea and Northern Portugal populations from all other Atlantic samples and revealed a strong differentiation among Western, Central and Eastern Mediterranean geographical samples. Significant correlation of allele frequencies at outlier loci with seawater surface temperature and salinity supported the hypothesis that populations might be adapted to local conditions. Such evidence highlights the importance of integrating information from neutral and adaptive evolutionary patterns towards a better assessment of genetic diversity. Accordingly, the generated outlier SNP data could be used for tackling illegal practices in hake fishing and commercialization as well as to develop explicit spatial models for defining management units and stock boundaries.

A genomic island linked to ecotype divergence in Atlantic cod

The genomic architecture underlying ecological divergence and ecological speciation with gene flow is still largely unknown for most organisms. One central question is whether divergence is genome-wide or localized in 'genomic mosaics' during early stages when gene flow is still pronounced. Empirical work has so far been limited, and the relative impacts of gene flow and natural selection on genomic patterns have not been fully explored. Here, we use ecotypes of Atlantic cod to investigate genomic patterns of diversity and population differentiation in a natural system characterized by high gene flow and large effective population sizes, properties which theoretically could restrict divergence in local genomic regions. We identify a genomic region of strong population differentiation, extending over approximately 20 cM, between pairs of migratory and stationary ecotypes examined at two different localities. Furthermore, the region is characterized by markedly reduced levels of genetic diversity in migratory ecotype samples. The results highlight the genomic region, or 'genomic island', as potentially associated with ecological divergence and suggest the involvement of a selective sweep. Finally, we also confirm earlier findings of localized genomic differentiation in three other linkage groups associated with divergence among eastern Atlantic populations. Thus, although the underlying mechanisms are still unknown, the results suggest that 'genomic mosaics' of differentiation may even be found under high levels of gene flow and that marine fishes may provide insightful model systems for studying and identifying initial targets of selection during ecological divergence.

Abordagens à aprendizagem em estudantes do ensino superior

Resumo - As investigações realizadas no âmbito das abordagens à aprendizagem demonstram que existem diferenças significativas entre a abordagem superficial, profunda e estratégica. As duas primeiras descrevem formas de comprometimento dos alunos com as tarefas académicas e a diferença entre ambas reside, fundamentalmente, na intenção do estudante em alcançar a compreensão pessoal ou apenas recorrer a processos de memorização mecânica. A terceira caracteriza essencialmente a atitude face ao contexto escolar com vista à obtenção dos melhores resultados (Entwistle, 2009; Lee, Johanson & Tsai, 2008). O estudo que se apresenta foi realizado com 562 estudantes de 1º ano de vários cursos de licenciatura da Universidade de Évora após avaliação do primeiro semestre. Os dados que se apresentam reportam-se às abordagens à aprendizagem e ao nível de satisfação dos estudantes tendo em conta a área científica do curso frequentado, o curso e o sucesso académico. De um modo geral encontramos que os estudantes utilizam, predominante, a abordagem profunda e a estratégica para aprender e que existe relação entre os resultados na avaliação e o nível de satisfação dos estudantes. Abstract - The investigations carried about approaches to learning demonstrate that significant differences exist between the surface, deep and strategic approaches. The first two describe the students' engagement with academic tasks. The difference between them is connected to the student's intention: achieve personal understanding or just memorization processes. The third approach characterizes attitude towards school context with a view to obtaining the best results (Entwistle, 2009; Lee, Tsai & Johanson, 2008). The study that has been conducted with 562 students from 1st year of various degree courses at the University of Évora after evaluation of the first semester. The data presented relate to approaches to learning and the level of enjoyment about scientific area, course and academic success. In general we found that students use, predominantly, the deep and strategic approach to learning and we find also a relationship between academic results and student’s enjoyment.

Relatório de Avaliação Externa do Agrupamento de Escolas de Alvalade

O presente relatório expressa os resultados da avaliação externa do Agrupamento de Escolas de Alvalade – Lisboa, realizada pela equipa de avaliação, na sequência da visita efetuada entre 17 e 20 de novembro de 2014. As conclusões decorrem da análise dos documentos fundamentais do Agrupamento, em especial da sua autoavaliação, dos indicadores de sucesso académico dos alunos, das respostas aos questionários de satisfação da comunidade e da realização de entrevistas.