Identificació d’estratègies informals per a resoldre problemes de suma i resta

Aquest treball està enfocat en la identificació de les estratègies informals per resoldre problemes de suma i resta que utilitzen els infants d’una aula de P4. A més a més, en aquest treball també parlaré de la importància que tenen les tècniques de comptatge per millorar les estratègies informals. Per reflectir això, compararé dues proves realitzades amb uns infants en concret, una al novembre i una altra a l’abril, per veure si, després d’aplicar una proposta didàctica per millorar els factors que poden condicionar les estratègies informals i que es van detectar analitzant la prova del novembre, aquests propis factors han millorat i han permès una evolució de les estratègies informals per resoldre problemes de suma i resta.

Investigação qualitativa e abordagem psico-cultural do desvio [Qualitative research and psycho-cultural approaches of deviance]

Qualitative research and psycho-cultural approaches to deviant behaviour¦In this paper, the authors discuss the relevance of some historical, theoretical and¦methodological features of qualitative research for a psycho-cultural approach to¦deviance. Specifically, three methods are presented: ethnography, life stories and¦grounded theory. Some common features of these methods are: their potentialities of¦articulation with other methods, their plasticity and their procedures grounded in¦research contexts, experiences and meanings lived by participants. The role of the¦researcher, as well as the constructed and dialogical characteristics of both process¦and products of research, are also emphasised in these approaches. In this way,¦qualitative methods seem particularly adequate to a psycho-cultural approach to¦deviance, allowing the research of "hidden" phenomena and an understanding of¦deviance that takes into account its cultural norms. Thus, qualitative research is as a¦methodological device which allows to get beyond the traditional ethnocentrism of psychology.

El cervell, a judici

En alguns casos judicials s'han començat a aplicar tècniques de neuroimatge com a prova per determinar el grau de responsabilitat. No només per diagnosticar patologies mentals, sinó també per saber si s'està mentint. El seu ús es polèmic. No hi ha dos cervells iguals

Polimorfismo da beta-lactoglobulina não afeta as características físico-químicas e a estabilidade do leite bovino

O objetivo deste trabalho foi avaliar o efeito do polimorfismo genético da beta-lactoglobulina, da raça e da sazonalidade sobre as características físico-químicas e estabilidade do leite bovino. Foram selecionados 5 rebanhos da raça Holandesa e 6 da Girolando. Amostras de leite e sangue foram coletadas de 660 vacas Holandesas e 293 Girolandos, num total de 953 amostras, obtidas em duas coletas na estação seca e duas na estação chuvosa. As amostras de leite foram submetidas à análise de acidez titulável, pH, crioscopia, e ao teste de estabilidade ao etanol (70, 76, 80 e 84ºGL). As amostras de sangue foram submetidas à reação em cadeia de polimerase, para determinação do polimorfismo da beta-lactoglobulina em ambas as raças estudadas. Não houve efeito do polimorfismo da beta-lactoglobulina sobre as características físico-químicas do leite. Observou-se efeito de raça (Holandesa e Girolando, respectivamente) sobre a acidez titulável (16,16 e 17,07°D), e da sazonalidade (estações chuvosa e seca, respectivamente) sobre a crioscopia (-0,5411 e -0,5376°H). Nas condições do estudo, observou-se efeito de raça e sazonalidade sobre a estabilidade do leite, com maior instabilidade do leite de Girolando, durante a estação seca. Não houve efeito do polimorfismo da beta-lactoglobulina sobre essa característica.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

The effect of pesticides and alien invesive species on soil biota and litter decomposition rates in a Mediterrean-climate ecosystem of Western Australia

Ecosystems are complex systems and changing one of their components can alter their whole functioning. Decomposition and biodiversity are two factors that play a role in this stability, and it is vital to study how these two factors are interrelated and how other factors, whether of human origin or not, can affect them. This study has tested different hypotheses regarding the effects of pesticides and invasive species on the biodiversity of the soil fauna and litter decomposition rate. Decomposition was measured using the litterbags technique. Our results indicate that pesticides had a negative effect on decomposition whereas invasive species increased decomposition rate. At the same time, the diversity of the soil biota was unaffected by either factor. These results allow us to better understand the response of important ecosystem functions to human‐induced alterations, in order to mitigate harmful effects or restore them wherever necessary.

Propuesta de ecoetiqueta para espacios de interés natural. Prueba piloto en la Vall d'Alinyà

Este artículo, presenta una propuesta de ecoetiqueta que evalúa la calidad de los espacios de interés natural. Debido a la inexistencia de una ecoetiqueta de servicios de estas características, se han estudiado antecedentes de certificados ecológicos de servicios y sistemas de evaluación de espacios naturales y urbanos. A partir de este estudio, se han evaluado 110 indicadores preexistentes, de los cuales se han adaptado 59 indicadores, 29 de cumplimiento obligatorio y 30 recomendables, divididos en tres flujos: Flujo Humano, Flujo Natural y Flujo de Gestión, y 17 vectores; con los cuales se ha elaborado un sistema de evaluación adaptado a esta ecoetiqueta. Con la determinación del reglamento y las condiciones generales para la concesión de la propuesta de ecoetiqueta, se ha realizado una Prueba Piloto en la Vall d’Alinyà (Provincia de Lérida) centrada en el Flujo Humano, verificando de forma positiva la aplicación de la certificación en este espacio. Los resultados indican una adecuación de más del 90% de los indicadores seleccionados, mientras que se ha observado, principalmente, deficiencias en los sistemas hídricos y energéticos de la Vall d’Alinyà. Por ello, se han elaborado una serie de propuestas de mejora.

Towards a dynamic model of e-commerce: environmental, technological and organisational drivers of B2C along time

Despite the important benefits for firms of commercial initiatives on the Internet, e-commerce is still an emerging distribution channel, even in developed countries. Thus, more needs to be known about the mechanisms affecting its development. A large number of works have studied firms¿ e-commerce adoption from technological, intraorganizational, institutional, or other specific perspectives, but there is a need for adequately tested integrative frameworks. Hence, this work proposes and tests a model of firms¿ business-to-consumer (called B2C) e-commerce adoption that is founded on a holistic vision of the phenomenon. With this integrative approach, the authors analyze the joint influence of environmental, technological, and organizational factors; moreover, they evaluate this effect over time. Using various representative Spanish data sets covering the period 1996-2005, the findings demonstrate the suitability of the holistic framework. Likewise, some lessons are learned from the analysis of the key building blocks. In particular, the current study provides evidence for the debate about the effect of competitive pressure, since the findings show that competitive pressure disincentivizes e-commerce adoption in the long term. The results also show that the development or enrichment of the consumers¿ consumption patterns, the technological readiness of the market forces, the firm¿s global scope, and its competences in innovation continuously favor e-commerce adoption.

Binary proposal for assessing quality of Open Access Institutional Repositories : the case of Spanish repositories

The reason for this study is to propose a new quantitative approach on how to assess the quality of Open Access University Institutional Repositories. The results of this new approach are tested in the Spanish University Repositories. The assessment method is based in a binary codification of a proposal of features that objectively describes the repositories. The purposes of this method are assessing the quality and an almost automatically system for updating the data of the characteristics. First of all a database was created with the 38 Spanish institutional repositories. The variables of analysis are presented and explained either if they are coming from bibliography or are a set of new variables. Among the characteristics analyzed are the features of the software, the services of the repository, the features of the information system, the Internet visibility and the licenses of use. Results from Spanish universities ARE provided as a practical example of the assessment and for having a picture of the state of the development of the open access movement in Spain.

Diagnosi d'una llei franquista: la Llei de Redempció de Censos de 1945

El 31 de desembre de 1945 les cons franquistes van aprovar una Llei de Redempció de Censos específica per a Catalunya. Es tractava d'una llei que permetia als censataris, és a dir, als emfiteutes, als propietaris de finques gravades amb censos, d'accedir a la propietat plena de les "seves" finques, és a dir, de les finques de les quals eren titulars del domini útil. D'entrada, la promulgació d'una llei com aquesta, en el marc d'un règim franquista, pot provocar un cert desconcert. En el discurs historiogràfic dominant sobre l'Espanya contemporània, la supervivència dels censos ha estat vista com una prova de la supervivència dels drets feudals, és a dir, com una clara rèmora del passat, com una evidencia del caràcter incomplet de la revolució liberal, i també com un obstacle al desenvolupament agrari i, per tant, al creixement econòmic'. Una llei de redempció de censos ha tendit a ser vista, en aquest context, com una llei clarament beneficiosa per al conjunt de la societat i, en particular, per a la pagesia i els sectors més populars. El corol·lari que es deriva d’aquesta percepció implica, admetem-ho, una visió favorable al paper del franquisme: aquest regim hauria exercit, en aquest terreny específic de les relacions socials agràries, un paper modernitzadori, i també, un paper clarament favorable a les classes populars

L’archeologia classica in Catalogna. Correnti culturali puniche, iberiche e romane

L'archeologia classica ha registrato in Catalogna un importante sviluppo in questi ultimi tempi, sia in ciò che è legato alla ricerca sul campo, sia nelle pubblicazioni e nella crescita dei centri di studio. Una prova della potenza dell'archeologia classica catalana attuale è proprio il fatto che a questa sia stata dedicata una singola sessione del XVII Congresso Internazionale di Archeologia Classica, cosa che è un'eccezione, alla quale dobbiamo essere vivamente grati, perché le sessioni regionali sono in genere dedicate ai vecchi paesigià esistenti nell'antichità o alle grande isole del Mediterraneo.

MyTest : Aplicació web per a correcció automàtica de proves

Desenvolupament d¿una Aplicació Web per al Treball Col·laboratiu: desenvolupar una aplicació web amb l¿objectiu de realitzar la correcció automàtica de proves.

Caracterizacion de plantas de chicozapote (Manilkara zapota (L.) P. van Royen) de la coleccion del CATIE, mediante el uso del analisis multivariado

Efetuou-se a caracterização de plantas de sapotilha da coleção do CATIE com base em características qualitativas e quantitativas. Foram consideradas, no presente estudo, 49 variáveis, sendo 31 quantitativas e 18 qualitativas. Para a análise estatística dos dados, utilizou-se da análise de conglomerados, análise discriminante, discriminante canônica, provas F para características quantitativas e chi2 para as qualitativas. As 13 plantas avaliadas formaram três grupos, com quatro, seis e três plantas, respectivamente. Para estes agrupamentos, a prova F indicou somente seis características significativas entre os grupos das 31 avaliadas: diâmetro do fruto, diâmetro da polpa, rendimento do fruto, largura da folha, acidez e glicose. chi2 apontou apenas a forma do fruto como diferente entre os três grupos das 18 avaliadas.

Implementació d'un sistema de votació sobre la xifra de Paillier i ElGamal

En aquest treball s'ha implementat la prova de Peng per demostra la correctesa d'un procés de mescla de vots, xifrats amb la xifra de Paillier. A continuació s'ha dissenyat una modificació per treballar amb la xifra de ElGamal additiu. Finalment s'ha comparat les dues implementacions.