El valor añadido en educación.

El valor añadido en un proceso es la diferencia de estado entre los momentos de iniciar y finalizar, así la calificación que obtiene un alumno es la expresión de un valor añadido. Aunque esta terminología parece nueva se ha venido utilizando como medida de calidad, por ejemplo en la llamada evaluación continua. Se añaliza cómo medir el valor añadido; el valor añadido y la efectividad escolar; lo que indica, y las exigencias para establecerlo..

Matemáticas activas (2-6 años).

Resumen tomado de la publicación

Gruesome grammar : key stage 2 : age 10-11.

Un mago y sus amigos ayudan a los niños a aprender y a practicar los conocimientos de gramática inglesa requeridos en la etapa clave dos (Key Stage 2). Diseñadas para captar la imaginación del estudiante las actividades están divididas en secciones, cada una centrada en una competencia básica:inglés estándar, resúmenes, expresiones, verbos activos y pasivos, puntuación, el género, los pronombres, son algunas de ellas. En la última página incluye un Certificado de Excelencia donde cada niño puede pegar una estrella dorada como recompensa por los logros alcanzados en cada actividad. Al final del libro están las soluciones a las actividades.

Fusion 2 : science 11-14.

Proporciona una serie de recursos sobre el funcionamiento integrado del trabajo científico a los alumnos de la etapa 3 de secundaria (key stage 3). Está escrito para cumplir con los requisitos del programa de estudios de 2008, ayuda a desarrollar los conocimientos y habilidades científicos e incluye además actividades e investigaciones prácticas en cada una de las lecciones. Se acompaña del recurso para el profesor.

Observar para interpretar : actividades de vida cotidiana para la educación infantil (2-6).

Resumen basado en el de la publicación

La eduación como capital humano. Consideraciones al caso español : conferencia inaugural de los cursos : calidad de la educación a través de la acción de los docentes, Segovia, 6-10 de septiembre, 2004.

Resume la conferencia de apertura de los cursos de calidad de la educación a través de la acción de los docentes. Explica los aspectos principales de las teorías del capital humano en relación con el papel de la educación; las interrelaciones de la educación con el capital humano y la evolución y el contenido del mercado de trabajo y profundiza en el caso de España.

Diet digestibility, rate of passage, and eating and rumination behavior of Jersey and Holstein cows

Diet digestibility and rate of passage, eating and rumination behavior, dry matter intake (DMI), and lactation performance were compared in 6 Jersey and 6 Holstein multiparous cows. Cows were fed gestation diets according to body weight (BW) beginning 7 wk before expected calving and ad libitum amounts of a lactation diet postpartum. Diet digestibility and rate of passage were measured in 5-d periods at wk 5 prepartum and wk 6 and 14 of lactation. Eating and ruminating behavior was measured over 5-d periods at wk 5 and 2 prepartum and wk 2, 6, 10, and 14 of lactation. Milk yield and DMI were higher in Holsteins, but milk energy output per kilogram of metabolic BW (BW0.75) and intake capacity (DMI/kg of BW) did not differ between breeds. Holsteins spent longer ruminating per day compared with Jerseys, but daily eating time did not differ between breeds. Jerseys spent more time eating and ruminating per unit of ingested feed. The duration and number of meals consumed did not differ between breeds, but the meals consumed by Jerseys were distributed more evenly throughout each 24-h period, providing a more regular supply of feed to the rumen. Feed passed through the digestive tract more quickly in Jerseys compared with Holsteins, suggesting particle breakdown and rumen outflow were faster in Jerseys, but this may also reflect the relative size of their digestive tract. Neutral detergent fiber digestibility was greater in Jerseys, despite the shorter rumen retention time, but digestibility of dry matter, organic matter, starch, and N did not differ between breeds. Utilization of digested N for tissue retention was higher at wk 5 prepartum and lower at wk 14 of lactation in Jerseys. In contrast to numerous published studies, intake capacity of Jerseys was not higher than that of Holsteins, but in the present study, cows were selected on the basis of equal expected milk energy yield per kilogram of metabolic BW. Digestibility of neutral detergent fiber and rate of digesta passage were higher in Jerseys, probably as a consequence of increased mastication per unit of feed consumed in Jerseys and their smaller size.

Postpartum GAD is a risk factor for postpartum MDD: the course and longitudinal relationships of postpartum GAD and MDD

Background The objective was to examine the course and longitudinal associations of generalized anxiety disorder (GAD) and major depressive disorder (MDD) in mothers over the postpartum 2 years. Method Using a prospective naturalistic design, 296 mothers recruited from a large community pool were assessed for GAD and MDD at 3, 6, 10, 14, and 24 months postpartum. Structured clinical interviews were used for diagnoses, and symptoms were assessed using self-report questionnaires. Logistic regression analyses were used to examine diagnostic stability and longitudinal relations, and latent variable modeling was employed to examine change in symptoms. Results MDD without co-occurring GAD, GAD without co-occurring MDD, and co-occurring GAD and MDD, displayed significant stability during the postpartum period. Whereas MDD did not predict subsequent GAD, GAD predicted subsequent MDD (in the form of GAD + MDD). Those with GAD + MDD at 3 months postpartum were significantly less likely to be diagnosis free during the follow-up period than those in other diagnostic categories. At the symptom level, symptoms of GAD were more trait-like than those of depression. Conclusions Postpartum GAD and MDD are relatively stable conditions, and GAD is a risk factor for MDD but not vice versa. Given the tendency of MDD and GAD to be persistent, especially when comorbid, and the increased risk for MDD in mothers with GAD, as well as the potential negative effects of cumulative exposure to maternal depression and anxiety on child development, the present findings clearly highlight the need for screening and treatment of GAD in addition to MDD during the postpartum period.