Dynamics of integrable birational maps preserving genus 0 foliations

Pòster presentat al congrés NPDDS2014

Continuing Medical Education Self-Assessment Questions Vol. 50, No. 2 - April 2014. Focal vibration in neurorehabilitation.

During the last decade, many studies have been carried out to understand the effects of focal vibratory stimuli at various levels of the central nervous system and to study pathophysiological mechanisms of neurological disorders as well as the therapeutic effects of focal vibration in neurorehabilitation. This review aimed to describe the effects of focal vibratory stimuli in neurorehabilitation including the neurological diseases or disorders like stroke, spinal cord injury, multiple sclerosis, Parkinson's' disease and dystonia. In conclusion, focal vibration stimulation is well tolerated, effective and easy to use, and it could be used to reduce spasticity, to promote motor activity and motor learning within a functional activity, even in gait training, independent from etiology of neurological pathology. Further studies are needed in the future well- designed trials with bigger sample size to determine the most effective frequency, amplitude and duration of vibration application in the neurorehabilitation.

Continuing Medical Education Self-Assessment Questions Vol. 50, No. 1 - January 2014. Actual evidence in the medical approach to adolescents with idiopathic scoliosis

Idiopathic scoliosis (IS) is a three-dimensional deformity of the spine and trunk. The most common form involve ado- lescents (AIS). The prevalence for AIS is 2-3% of the population, with 1 out of 6 patients requiring treatment of which 25% progress to surgery. Physical and rehabilitation medicine (PRM) plays a primary role in the so-called conservative treatment of adolescents with AIS, since all the therapeutic tools used (exercises and braces) fall into the PRM domain. According to a Cochrane systematic review there is evidence in favor of bracing, even if it is of low quality. Another shows that there is evidence in favor of exercises as an adjunctive treatment, but of low quality. Three meta-analysis have been published on bracing: one shows that bracing does not reduce surgery rates, but studies with bracing plus exercises were not included and had the highest effectiveness; another shows that full time is better than part-time bracing; the last focuses on observational studies following the SRS criteria and shows that not all full time rigid bracing are the same: some have the highest effectiveness, others have less than elastic and nighttime bracing. Two very important RCTs failed in recruitment, showing that in the field of bracing for scoliosis RCTs are not accepted by the patients. Consensuses by the international Society on Scoliosis Orthopedic and Rehabilitation Treatment (SOSORT) show that there is no agree- ment among experts either on the best braces or on their biomechanical action, and that compliance is a matter of clinical more than patients' behavior (there is strong agreement on the management criteria to achieve best results with bracing). A systematic review of all the existing studies shows effectiveness of exercises, and that auto-correction is the main goal of exercises. A systematic review shows that there are no studies on manual treatment. Research on conservative treat- ment of AIS has continuously decreased since the 1980s, but this trend changed only recently. The SOSORT Guidelines offers the actual standard of conservative care.

Creating and organizing an "English class" in primary education: The role of teacher talk in the EFL amd CLIL Classes

Catalonia is a bilingual country where the presence of English in the social context is small; the amount of input received by the primary education pupils is very little and this input mainly comes from the English lessons at school. Consequently, this situation combined with the increasing demand for English and the fact that the new generations want to become communicatively competent in English place the role of English teachers in a relevant position. This research project analyses the role of the English teacher talk; in particular, the study focuses on the teacher’s oral productions in foreign language lessons (EFL) and in content-based lessons (CLIL).

Use of drama techniques as a methodology to teach english in infant education by teachers in Catalonia

L’aprenentatge de la llengua anglesa com a llengua estrangera és una oportunitat que cada vegada més escoles de Catalunya presenten a l’etapa d’educació Infantil. La metodologia utilitzada per introduir aquesta llengua és variada en cada cas. Aquesta recerca es centra en l’estudi de l’ús de tècniques dramàtiques com a metodologia per ensenyar anglès a infantil. A partir d’un qüestionari contestat per 129 professors d’anglès de Catalunya s’ha analitzat la percepció que tenen sobre les tècniques dramàtiques i la seva utilització. Els resultats mostren una manca de coneixement general sobre la metodologia.

International journal of engineering education

This work presents an analysis of the assessment tools used by professors at the Universitat Politécnica de Catalunya to assess the generic competencies introduced in the Bachelor’s Degrees in Engineering. In order to conduct this study, a survey was designed and administered anonymously to a sample of the professors most receptive to educational innovation at their own university. All total, 80 professors responded to this survey, of whom 26% turned out to be members of the university’s own evaluation innovation group (https://www.upc.edu/rima/grups/grapa), GRAPA. This percentage represents 47% of the total GRAPA membership, meaning that nearly half of the professors most concerned about evaluation at the university chose to participate. The analysis of the variables carried out using the statistical program SPSS v19 shows that for practically 49% of those surveyed, rubrics are the tools most commonly used to assess generic competencies integrated in more specific ones. Of those surveyed, 60% use them either frequently or always. The most frequently evaluated generic competencies were teamwork (28%), problem solving (26%), effective oral and written communication (24%) and autonomous learning (13%), all of which constitute commonly recognized competencies in the engineering profession. A two-dimensional crosstabs analysis with SPSS v19 shows a significant correlation (Asymp. Sig. 0.001) between the type of tool used and the competencies assessed. However, no significant correlation was found between the type of assessment tool used and the type of subject, type of evaluation (formative or summative), frequency of feedback given to the students or the degree of student satisfaction, and thus none of these variables can be considered to have an influence on the kind of assessment tool used. In addition, the results also indicate that there are no significant differences between the instructors belonging to GRAPA and the rest of those surveyed

CRM and higher education : developing a monitoring system to improve relationships in e-learning environments

Peer-reviewed

Recognition of prior learning in online postgraduate education

The recognition of prior experiential learning (RPEL) involves the assessment ofskills and knowledge acquired by an individual through previous experience, which isnot necessarily related to an academic context. RPEL practices are far from generalisedin higher education, and there is a lack of specific guidelines on how to implement RPLprograms in particular settings, such as management education or online programs. TheRPEL pilot program developed in a Spanish virtual university is used throughout thearticle as the basis for further reflection on the design and implementation of RPEL inonline postgraduate education in the business field. The role of competences as a centraltheoretical foundation for RPEL is explained, and the context and characteristics of theRPEL program described. Special attention is paid to the key elements of the program¿sdesign and to the practical aspects of its implementation. The results of the program areassessed and general conclusions and suggestions for further research are discussed.

Exploring new criteria to design materials for online education

Peer-reviewed

Online Learning and Teaching in Higher Education, a book review

Peer-reviewed

Web and education, a successful open entanglement

E-learning, understood as the intensive use of Information and Communication Technologies in mainly but not only) distance education, has radically changed the meaning of the latter. E-learning is an overused term which has been applied to any use of technology in education. Today, the most widely accepted meaning ofe-learning coincides with the fourth generation described by Taylor (1999), where there is an asynchronousprocess that allows students and teachers to interact in an educational process expressly designed in accordance with these principles. We prefer to speak of Internet-Based Learning or, better still, Web-Based Learning, for example, to explain the fact that distance education is carried out using the Internet, with the appearance of the virtual learning environment concept, a web space where the teaching and learning process is generated and supported (Sangrà, 2002). This entails overcoming the barriers of space and time of brickand mortar education (although we prefer the term face-to-face) or of classical distance education using broadcasting and adopting a completely asynchronous model that allows access to education by many more users, at any level (including secondary education, but primarily higher education and lifelong learning).

Social Networks for learning : wikis, blogs and tagging in education

Fast developments in information and communications technologies and changes in the behaviour of learners demand educational institutions to continuously evaluate their pedagogical approaches to the learning and teaching process, both in face-to-face and virtual classrooms.

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European HigherEducation Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and theadditional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborativelearning in order to acquire and develop competences, following adaptive learning paths in two structured levels.