Facetas de la vulnerabilidad sociodemográfica de la provincia de Misiones (Argentina)

Geográficamente, el objetivo de este trabajo es describir e interpretar el comportamiento de la distribución de la población y su influencia en la vulnerabilidad y en la pobreza de los hogares y de los habitantes de una provincia argentina de frontera. Se consideran las Necesidades Básicas Insatisfechas, el hacinamiento, los problemas del hábitat y las viviendas, los servicios públicos y algunas repercusiones en la educación y la protección sanitaria.

Career guidance in Quebec, Canadá

First, the guidance counselor profession in the province of Quebec will be described: the professional association to which it belongs, the required in- struction, the counselors' tasks and the institutions for which they work. There follows the description of the main current tendencies in career guidance devel- opment in this French-speaking area of Canada with about 7.2 million inhabit- ants, approximately one fourth of the total country population. Finally, a brief description of the Center for Research on Education and Labor of the University of Shebrooke as well as of some instruments that one of the teams is constructing will be provided.

Mg/Ca ratios in planktonic foraminifera

The primary Mg/Ca ratio of foraminiferal shells is a potentially valuable paleoproxy for sea surface temperature (SST) reconstructions. However, the reliable extraction of this ratio from sedimentary calcite assumes that we can overcome artifacts related to foraminiferal ecology and partial dissolution, as well as contamination by secondary calcite and clay. The standard batch method for Mg/Ca analysis involves cracking, sonicating, and rinsing the tests to remove clay, followed by chemical cleaning, and finally acid-digestion and single-point measurement. This laborious procedure often results in substantial loss of sample (typically 30-60%). We find that even the earliest steps of this procedure can fractionate Mg from Ca, thus biasing the result toward a more variable and often anomalously low Mg/Ca ratio. Moreover, the more rigorous the cleaning, the more calcite is lost, and the more likely it becomes that any residual clay that has not been removed by physical cleaning will increase the ratio. These potentially significant sources of error can be overcome with a flow-through (FT) sequential leaching method that makes time- and labor-intensive pretreatments unnecessary. When combined with time-resolved analysis (FT-TRA) flow-through, performed with a gradually increasing and highly regulated acid strength, produces continuous records of Mg, Sr, Al, and Ca concentrations in the leachate sorted by dissolution susceptibility of the reacting material. Flow-through separates secondary calcite from less susceptible biogenic calcite and clay, and further resolves the biogenic component into primary and more resistant fractions. FT-TRA reliably separates secondary calcite (which is not representative of original life habitats) from the more resistant biogenic calcite (the desired signal) and clay (a contaminant of high Mg/Ca, which also contains Al), and further resolves the biogenic component into primary and more resistant fractions that may reflect habitat or other changes during ontogeny. We find that the most susceptible fraction of biogenic calcite in surface dwelling foraminifera gives the most accurate value for SST and therefore best represents primary calcite. Sequential dissolution curves can be used to correct the primary Mg/Ca ratio for clay, if necessary. However, the temporal separation of calcite from clay in FT-TRA is so complete that this correction is typically <=2%, even in clay-rich sediments. Unlike hands-on batch methods, that are difficult to reproduce exactly, flow-through lends itself to automation, providing precise replication of treatment for every sample. Our automated flow-through system can process 22 samples, two system blanks, and 48 mixed standards in <12 hours of unattended operation. FT-TRA thus represents a faster, cheaper, and better way to determine Mg/Ca ratios in foraminiferal calcite.

Returns to migration : the role of educational attainment in rural Tanzania

Given the migration premium previously identified in an impact evaluation approach, this paper asks the question of why migration is not more prominent, given such high premium associated with it. Using long-term household panel data drawn from rural Tanzania, Kagera for the period 1991-2004, this study aims to answer this question by exploring the contribution of education in the migration premium. By separating migrants into those that moved out of original villages but remained within Kagera and those who left the region, this study finds that, in consumption, the return on investment in education is higher at both destinations. However, whilst the higher return on education fully explains the gains associated with migration within Kagera, it only partly explains those of external migration. These findings suggest that welfare opportunities are higher at the destination and that an individual's limited investment in education plays a major role in preventing short-distance migration from becoming a significant source of raising welfare, which is not the case for long-distance migration. While education plays a role, it appears that other mechanisms may prohibit rural agents from exploiting the arbitrage opportunity when they migrate to the destination at a great distance from the source.

Development of Interactive Materials by Engineering Students Using the Descartes Applets.

In a degree course such as Forestry Engineering, the general teaching objectives consist of explaining and helping students to understand the principles of Mechanics. For some time now we have encountered significant difficulties in teaching this subject due to the students' lack of motivation and to their insufficient prior preparation for the topic. If we add to this the discipline's inherent complexity and the students' preconceptions about the subject, these teaching difficulties become considerable. For this reason a series of didactic activities have been introduced sequentially in the teaching of this subject. This work describes the methodology, procedure and results for the action of developing a work project in groups using Descartes software. The results of this experiment can be considered very positive. Some of the critical preconceptions for learning the subject can be corrected, and the tutoring process in the classroom contributes to an improvement in teacherstudent communication. Since this scheme was established, the number of students taking part each academic year has increased, and this is the group with the greatest percentage of passing scores.

Tools in Spanish Universities to facilitate the transmission from High School to University and their assessment.

Incoming students in the University have education deficiencies, so universities studies require a sound basis of scientific knowledge. In this project are analysed instruments to reinforcing knowledge in those areas related to the studies that students are about to embark on public Spanish universities. There are important differences among universities and, in each university there are great differences among titles. Initial courses (cursos cero) are widespread (in 50% of universities) that selfevaluation instruments (14 % of universities). It is necessary to improve diffusion of those instruments because it is not possible to evaluate them. So are proposed the next actuations: to make regular standard surveys for professors and students; to publish results of surveys; public universities should institutionalize their basic training offer and improve the dissemination of this offer especially through the web. This paper presents a questionnaire to assess student opinion about these tools. To analyze the effectiveness, and make an initial estimate of the evaluation of these tools, we conducted a pilot test of the questionnaire with 68 students at the University of Extremadura. The results of preliminary statistical analysis conducted on the pilot test indicate that the survey results are reliable. A global evaluation of both tools, with a scale of 1 to 5, gave an average score of 3.29 for initial courses and 3.41 for selfevaluation. The 72.9% of the students consider the "self assessment" more effective than the "initial course"

An overview of the ciao system

Ciao is a logic-based, multi-paradigm programming system. One of its most distinguishing features is that it supports a large number of semantic and syntactic language features which can be selectively activated or deactivated for each program module. As a result, a module can be written in, for example, ISO-Prolog plus constraints and higher order, while another can be a puré logic module with a different control rule such as iterative deepening and/or tabling, and perhaps using constructive negation. A powerful and modular extensión mechanism allows user-level design and implementation of such features and sub-languages. Another distinguishing feature of Ciao is its powerful assertion language, which allows expressing many kinds of program properties (ranging from, e.g., moded types to resource consumption), as well as tests and documentation. The compiler is capable of statically ñnding violations of these properties or verifying that programs comply with them, and issuing certiñcates of this compliance. The compiler also performs many types of optimizations, including automatic parallelization. It offers very competitive performance, while retaining the flexibility and interactive development of a dynamic language. We will present a hands-on overview of the system, through small examples which emphasize the novel aspects and the motivations which lie behind Ciao's design and implementation.

Program analysis, debugging and optimization using the ciao system preprocessor

We present a tutorial overview of Ciaopp, the Ciao system preprocessor. Ciao is a public-domain, next-generation logic programming system, which subsumes ISO-Prolog and is specifically designed to a) be highly extensible via librarles and b) support modular program analysis, debugging, and optimization. The latter tasks are performed in an integrated fashion by Ciaopp. Ciaopp uses modular, incremental abstract interpretation to infer properties of program predicates and literals, including types, variable instantiation properties (including modes), non-failure, determinacy, bounds on computational cost, bounds on sizes of terms in the program, etc. Using such analysis information, Ciaopp can find errors at compile-time in programs and/or perform partial verification. Ciaopp checks how programs cali system librarles and also any assertions present in the program or in other modules used by the program. These assertions are also used to genérate documentation automatically. Ciaopp also uses analysis information to perform program transformations and optimizations such as múltiple abstract specialization, parallelization (including granularity control), and optimization of run-time tests for properties which cannot be checked completely at compile-time. We illustrate "hands-on" the use of Ciaopp in all these tasks. By design, Ciaopp is a generic tool, which can be easily tailored to perform these and other tasks for different LP and CLP dialects.

Educational innovation applied in the UNESCO chair of mining and industrial heritage

The “Innovatio Educativa Tertio Millennio” group has been 10 years developing educational innovation techniques, actually has reached the level of teaching on the technical teachers has developed, and share them with other groups, that can implement them in their teaching activities. UNESCO Chair of Mining and Industrial Heritage has been years working on heritage, and on the one hand teaching in conservation and maintenance of heritage, and on the other doing raise awareness of the meaning of heritage, the social value and as must be managed effectively. Recently these two groups work together, thus is spreading in a much more effective manner the concepts of heritage, its meaning, its value, and how to manage it and provide effective protection. On one hand being a work of dissemination based on internet and on radio broadcasting, and on the other one of teaching based on educational innovation, and courses, conferences, and face-to-face seminars or distance platforms.

Foreigner? Want to study in Spain? The integration process at universities

The student exchange programs being carried out at universities for over 50 years, have led to changes in the institutions, which had to adapt to accommodate these students. Despite those changes, the integration of foreign students not coming from the aforementioned exchange programs that come to our country to study at the University has been neglected. These students face many barriers (language, cultural and origin customs mainly), so a clear and detailed information would be highly desirable in order to facilitate the necessary arrangements This study aims to show the deficiencies in the integration process and hosting programs faced by a foreign student at University. The study is performed by means of an analysis of statistical data from the Polytechnic University of Madrid and the Civil Engineering School over the last 12 school years (1999 - 2000 to 2010 - 2011), as well as surveys and interviews with some of these students. The study is enhanced with the analysis of the measures and integration methods of the various minorities, which had been implemented by the foremost public universities in Spain, as well as other public and private universities abroad. It illustrates the existing backlog at the Spanish universities with regards to supporting the integration of diversity among foreign students, providing data concerning the growth of such population and its impact at the university, and on the institutions in particular. In an increasingly globalized world, we must understand and facilitate the integration of minorities at University, supplying them, from the first day, and before the enrollment process, the essential elements that will allow their adequate adaptation to the educational process at University. It concludes by identifying the main subjects that need to be tackled to endorse such integration.

Specific skills assessment learned by students of building engineering and technical architecture in topics relating to durability and control of concrete structures

In many university courses such as Building Engineering or Technical Architectural, the high density of the contents included in the curriculum, make the student, after graduation, unable to develop the skills already acquired and evaluated in the disciplines of the first courses. From the Group of Educational Innovation at the Polytechnic University of Madrid (UPM) "Teaching of Structural Concrete" (GIEHE) we have conducted a study in which are valued specific skills acquired by students after the first courses of career. We have worked with students from UPM fourth-year career and with Technical Architecture students who have completed their studies and also have completed the Adaptation Course of Technical Architecture to the Building Engineer. The work is part of the Educational Innovation Project funded by the UPM "Integration of training and assessment of generic and specific skills in structural concrete" We have evaluated specific skills learned in the areas of durability and control of structural concrete structures. The results show that overall, students are not able to fully develop the skills already acquired earlier, even being these essential to their professional development. Possibly, the large amount of content taught in these degrees together with a teaching and assessment of "flat profile", ie, which are presented and evaluated with the same intensity as the fundamental and the accessory, are causes enough to cause these results.

Online games for the teaching of mathematics

In this article we present a didactic experience developed by the GIE (Group of Educational Innovation) “Pensamiento Matemático” of the Polytechnics University of Madrid (UPM), in order to bring secondary students and university students closer to Mathematics. It deals with the development of a virtual board game called Mate-trivial. The mechanics of the game is to win points by going around the board which consists of four types of squares identified by colours: “Statistics and Probability”, “Calculus and Analysis”, “Algebra and Geometry” and “Arithmetic and Number Theory ”. When landing on a square, a question of its category is set out: a correct answer wins 200 points, if wrong it loses 100 points, and not answering causes no effect on the points, but all the same, two minutes out of the 20 minutes that each game lasts are lost. For the game to be over it is necessary, before those 20 minutes run out, to reach the central square and succeed in the final task: four chained questions, one of each type, which must be all answered correctly. It is possible to choose between two levels to play: Level 1, for pre-university students and Level 2 for university students. A prototype of the game is available at the website “Aula de Pensamiento Matemático” developed by the GIE: http://innovacioneducativa.upm.es/pensamientomatematico/. This activity lies within a set of didactic actions which the GIE is developing in the framework of the project “Collaborative Strategies between University and Secondary School Education for the teaching and learning of Mathematics: An Application to solve problems while playing”, a transversal project financed by the UPM.

Signals and Systems Students trainer.

Higher education students demand fast feedback about their assignments and the opportunity to repeat them in case they do in a wrong way. Here a computer based trainer for Signals and Systems students is presented. An application, that automatically generates and assesses thousands of numerically different versions of several Signals and Systems problems have been developed. This applet guides the students to find the solution and automatically assesses and grades the students proposed solution. The students can use the application to practice in solving several types of Signals and Systems basic problems. After selecting the problem type, the student introduces a seed and the application generates a numerical version of the selected problem. Then the application presents a sequence of questions that the students must solve and the application automatically assess their answers. After solving a given problem, the students can repeat the same numerical variation of the problem by introducing the same seed to the application. In this way, they can review their solution with the help of the hints given by the application for wrong solutions. This application can also be used as an automatic assessment tool by the instructor. When the assessment is made in a controlled environment (examination classroom or laboratory) the instructor can use the same seed for all students. Otherwise, different seeds can be assigned to different students and in this way they solve different numerical variation of the proposed problem, so cheating becomes an arduous task. Given a problem type, the mathematical or conceptual difficulty of the problem can vary depending on the numerical values of the parameters of the problem. The application permits to easily select groups of seeds that yield to numerical variations with similar mathematical or conceptual difficulty. This represents an advantage over a randomised task assignment where students are asked to solve tasks with different difficulty.

The online case study development for the teaching of building structures reinforcement

The Reinforcement of Building Structures is one of the topics of the Master in Building Innovation Technology (MBIT) of Universidad Politécnica de Madrid (UPM). Since the beginning of the delivery of this master, case studies have been chosen as the teaching methodology. For the 2011-2012 course the online education of this subject was implemented, instead of the classical learning based on attendance. Through ICT’s (Information and Communication Technologies) students are provided with much more and more selective information than through the classical learning. ICT’s can be used for search, enquiries and reporting. Using the online tools has been proved, through the results obtained and based on the surveys made amongst students, to be a successful experience.

Development of a model of cross-curricular competencies of students at the Technical University of Madrid

It is known that cross-curricular competences are required for main companies all over the world to be part of our university graduates as technical knowledge does. That is the reason which has led the university structure to include these competences in the every degree curriculo validated since the European Higher Education Area (EHEA)was introduced in the Spanish university context. But the way used for incorporating them has been developed without the necessary guidelines to generate a qualified model.