Looking at the effectiveness of an earth science unit designed using the Understanding by Design process

This report shares my efforts in developing a solid unit of instruction that has a clear focus on student outcomes. I have been a teacher for 20 years and have been writing and revising curricula for much of that time. However, most has been developed without the benefit of current research on how students learn and did not focus on what and how students are learning. My journey as a teacher has involved a lot of trial and error. My traditional method of teaching is to look at the benchmarks (now content expectations) to see what needs to be covered. My unit consists of having students read the appropriate sections in the textbook, complete work sheets, watch a video, and take some notes. I try to include at least one hands-on activity, one or more quizzes, and the traditional end-of-unit test consisting mostly of multiple choice questions I find in the textbook. I try to be engaging, make the lessons fun, and hope that at the end of the unit my students get whatever concepts I‘ve presented so that we can move on to the next topic. I want to increase students‘ understanding of science concepts and their ability to connect understanding to the real-world. However, sometimes I feel that my lessons are missing something. For a long time I have wanted to develop a unit of instruction that I know is an effective tool for the teaching and learning of science. In this report, I describe my efforts to reform my curricula using the “Understanding by Design” process. I want to see if this style of curriculum design will help me be a more effective teacher and if it will lead to an increase in student learning. My hypothesis is that this new (for me) approach to teaching will lead to increased understanding of science concepts among students because it is based on purposefully thinking about learning targets based on “big ideas” in science. For my reformed curricula I incorporate lessons from several outstanding programs I‘ve been involved with including EpiCenter (Purdue University), Incorporated Research Institutions for Seismology (IRIS), the Master of Science Program in Applied Science Education at Michigan Technological University, and the Michigan Association for Computer Users in Learning (MACUL). In this report, I present the methodology on how I developed a new unit of instruction based on the Understanding by Design process. I present several lessons and learning plans I‘ve developed for the unit that follow the 5E Learning Cycle as appendices at the end of this report. I also include the results of pilot testing of one of lessons. Although the lesson I pilot-tested was not as successful in increasing student learning outcomes as I had anticipated, the development process I followed was helpful in that it required me to focus on important concepts. Conducting the pilot test was also helpful to me because it led me to identify ways in which I could improve upon the lesson in the future.

INVESTIGATION OF STRATEGIES TO PROMOTE EFFECTIVE TEACHER PROFESSIONAL DEVELOPMENT EXPERIENCES IN EARTH SCIENCE

This dissertation serves as a call to geoscientists to share responsibility with K-12 educators for increasing Earth science literacy. When partnerships are created among K-12 educators and geoscientists, the synergy created can promote Earth science literacy in students, teachers, and the broader community. The research described here resulted in development of tools that can support effective professional development for teachers. One tool is used during the planning stages to structure a professional development program, another set of tools supports measurement of the effectiveness of a development program, and the third tool supports sustainability of professional development programs. The Michigan Teacher Excellence Program (MiTEP), a Math/Science Partnership project funded by the National Science Foundation, served as the test bed for developing and testing these tools. The first tool, the planning tool, is the Earth Science Literacy Principles (ESLP). The ESLP served as a planning tool for the two-week summer field courses as part of the MiTEP program. The ESLP, published in 2009, clearly describe what an Earth science literate person should know. The ESLP consists of nine big ideas and their supporting fundamental concepts. Using the ESLP for planning a professional development program assisted both instructors and teacher-participants focus on important concepts throughout the professional development activity. The measurement tools were developed to measure change in teachers’ Earth science content-area knowledge and perceptions related to teaching and learning that result from participating in a professional development program. The first measurement tool, the Earth System Concept Inventory (ESCI), directly measures content-area knowledge through a succession of multiple-choice questions that are aligned with the content of the professional development experience. The second measurement, an exit survey, collects qualitative data from teachers regarding their impression of the professional development. Both the ESCI and the exit survey were tested for validity and reliability. Lesson study is discussed here as a strategy for sustaining professional development in a school or a district after the end of a professional development activity. Lesson study, as described here, was offered as a formal course. Teachers engaged in lesson study worked collaboratively to design and test lessons that improve the teachers’ classroom practices. Data regarding the impact of the lesson study activity were acquired through surveys, written documents, and group interviews. The data are interpreted to indicate that the lesson study process improved teacher quality and classroom practices. In the case described here, the lesson study process was adopted by the teachers’ district and currently serves as part of the district’s work in Professional Learning Communities, resulting in ongoing professional development throughout the district.

Orthodontic retention procedures in Switzerland.

OBJECTIVE To survey retention procedures used in orthodontic practices in Switzerland. MATERIAL AND METHODS A questionnaire previously developed by Renkema et al. (2009) was sent to 223 Swiss orthodontists. The questionnaire comprised six parts, mainly containing multiple-choice questions. Information as to background education of the individual orthodontist, retention in general, frequency of different types of removable or bonded retainers that were used, retention pro- tocol, and the type and size of the wire used for bonded retainers was assessed. RESULTS The overall response rate was 65 percent. Most orthodontists placed a bonded retainer in the upper and lower arch, except when the upper arch was expanded during treatment or when extractions were performed in the upper arch, in which case they placed a combination of fixed and removable retainers. Opinions varied with regard to how many hours the removable retainers should be worn and the duration of the retention phase. As far as bonded retainers were concerned, 87 percent of the orthodontists preferred life-long retention. Ninety-three percent of the orthodontists considered that the development of a guide- line on retention procedures would be useful. CONCLUSIONS The choice of retention procedures is mostly based on orthodontists personal preference. A further research into the long-term effectiveness of individual retention protocols is needed.

Translation of ERC resuscitation guidelines into clinical practice by emergency physicians

PURPOSE Austrian out-of-hospital emergency physicians (OOHEP) undergo mandatory biannual emergency physician refresher courses to maintain their licence. The purpose of this study was to compare different reported emergency skills and knowledge, recommended by the European Resuscitation Council (ERC) guidelines, between OOHEP who work regularly at an out-of-hospital emergency service and those who do not currently work as OOHEP but are licenced. METHODS We obtained data from 854 participants from 19 refresher courses. Demographics, questions about their practice and multiple-choice questions about ALS-knowledge were answered and analysed. We particularly explored the application of therapeutic hypothermia, intraosseous access, pocket guide use and knowledge about the participants' defibrillator in use. A multivariate logistic regression analysed differences between both groups of OOHEP. Age, gender, years of clinical experience, ERC-ALS provider course attendance and the self-reported number of resuscitations were control variables. RESULTS Licenced OOHEP who are currently employed in emergency service are significantly more likely to initiate intraosseous access (OR = 4.013, p < 0.01), they initiate mild-therapeutic hypothermia after successful resuscitation (OR = 2.550, p < 0.01) more often, and knowledge about the used defibrillator was higher (OR = 2.292, p < 0.01). No difference was found for the use of pocket guides.OOHEP who have attended an ERC-ALS provider course since 2005 have initiated more mild therapeutic hypothermia after successful resuscitation (OR = 1.670, p <0.05) as well as participants who resuscitated within the last year (OR = 2.324, p < 0.01), while older OOHEP initiated mild therapeutic hypothermia less often, measured per year of age (OR = 0.913, p <0.01). CONCLUSION Licenced and employed OOHEP implement ERC guidelines better into clinical practice, but more training on life-saving rescue techniques needs to be done to improve knowledge and to raise these rates of application.

Simple training tool is insufficient for appropriate diagnosis and treatment of malnutrition: A pre-post intervention study in a tertiary center.

OBJECTIVES To improve malnutrition awareness and management in our department of general internal medicine; to assess patients' nutritional risk; and to evaluate whether an online educational program leads to an increase in basic knowledge and more frequent nutritional therapies. METHODS A prospective pre-post intervention study at a university department of general internal medicine was conducted. Nutritional screening using Nutritional Risk Score 2002 (NRS 2002) was performed, and prescriptions of nutritional therapies were assessed. The intervention included an online learning program and a pocket card for all residents, who had to fill in a multiple-choice questions (MCQ) test about basic nutritional knowledge before and after the intervention. RESULTS A total of 342 patients were included in the preintervention phase, and 300 were in the postintervention phase. In the preintervention phase, 54.1% were at nutritional risk (NRS 2002 ≥3) compared with 61.7% in the postintervention phase. There was no increase in the prescription of nutritional therapies (18.7% versus 17.0%). Forty-nine and 41 residents (response rate 58% and 48%) filled in the MCQ test before and after the intervention, respectively. The mean percentage of correct answers was 55.6% and 59.43%, respectively (which was not significant). Fifty of 84 residents completed the online program. The residents who participated in the whole program scored higher on the second MCQ test (63% versus 55% correct answers, P = 0.031). CONCLUSIONS Despite a high ratio of malnourished patients, the nutritional intervention, as assessed by nutritional prescriptions, is insufficient. However, the simple educational program via Internet and usage of NRS 2002 pocket cards did not improve either malnutrition awareness or nutritional treatment. More sophisticated educational systems to fight malnutrition are necessary.

Houston Rescue and Restore Coalition human trafficking needs assessment

Background. Human trafficking, or "modern day slavery", is a complex public health issue that we must understand more fully before it can be effectively tackled. There have been very few empirical studies on human trafficking and estimates of global and national human trafficking victims vary widely. Free the Slaves, a non-profit organization, estimates that there are at least 27 million people in the world at any given time that can be classified as victims of human trafficking. Houston, Texas has been identified as a place where human trafficking may be more likely to exist due to its close proximity to Mexico and due to economic and population factors. Houston Rescue and Restore Coalition (HRRC) is a local organization that exists to raise awareness of human trafficking in Houston, Texas. To better serve victims of human trafficking, HRRC commissioned a community assessment of the services available to victims of human trafficking in the greater Houston metropolitan area.^ Purpose. The current study assessed the capacity of organizations and agencies within the greater Houston metropolitan area to deal with human trafficking issues; in particular, knowledge regarding human trafficking issues among these organizations and agencies was evaluated.^ Methods. A cross-sectional study design was used to conduct surveys with key informants/stakeholders from organizations and agencies within the greater Houston metropolitan area. The survey instrument included 41 items in three parts, and consisted of multiple choice questions, open-ended essay questions, and closed-ended 5 point Likert questions.^ Results. The findings from this study indicate that efforts must be made to increase comprehensive awareness of the issue of human trafficking, including the federal and state laws that have been enacted to combat this problem. The data also indicate that there are limited services provided to human trafficking victims within the greater Houston metropolitan area.^ Conclusion. The results of the survey will provide Houston Rescue and Restore Coalition with information that will assist them in targeting their efforts to combat human trafficking in Houston, Texas.^

Modelo de gestión de costes medioambientales para el sector petroquímico venezolano

El crecimiento económico ha producido mejoras en el nivel de vida de la población que muchas veces tienen efectos medioambientales negativos en el largo plazo. Ante esta problemática, surge la necesidad a nivel empresarial de enmarcarse en un modelo de desarrollo sostenible que combine los objetivos de crecimiento económico con los de protección medioambiental. Esta situación puede representar altos costes para las empresas del sector petroquímico venezolano, debido al elevado riesgo de sus operaciones y al conjunto de regulaciones legales vigentes en materia medioambiental. Por lo tanto, el objetivo de la presente investigación ha sido proponer un modelo para la gestión de costes medioambientales de dicho sector fundamentado en la ecoeficiencia. Se planteó una investigación proyectiva, desde un enfoque holístico. Se utilizó un diseño de investigación univariable, transeccional contemporáneo, de fuente mixta. Univariable, porque se enfoca en la gestión de costes medioambientales como único evento a modificar. Transeccional contemporáneo, porque el evento se estudia en la actualidad y la medición de los datos se realiza en un solo momento. De fuente mixta, porque se combinó un diseño documental con un diseño de campo. Se utilizó un diseño documental para el análisis comparativo de las normativas de registro y control de costes medioambientales propuestas por organismos internacionales, mediante la aplicación de una matriz de análisis de categorías emergentes. Para el diagnóstico de la gestión de costes medioambientales en el sector petroquímico venezolano, se utilizó un diseño de campo en las empresas del sector que operan en la región zuliana. Para ello se aplicó un cuestionario con 100 ítems en escala Likert y 6 preguntas de opción múltiple. Dicho cuestionario fue validado mediante la revisión de expertos y se determinó su confiablidad a través del coeficiente alfa de Cronbach. Los resultados muestran que los principales asuntos tratados por las normativas analizadas pueden agruparse en seis temas: alcance de la contabilidad de gestión medioambiental, clasificación, tratamiento contable, asignación, informes de costes medioambientales e indicadores de gestión. Se evidenció que las guías de aplicación de la contabilidad de gestión medioambiental abordan todos los temas identificados pero no hay uniformidad en los criterios asumidos. Por el contrario, las normativas en el ámbito de la contabilidad financiera consideran principalmente los aspectos relacionados con el tratamiento contable de los costes medioambientales y su inclusión en los estados financieros. En cuanto a la gestión de costes medioambientales que realizan las empresas del sector petroquímico venezolano, se evidenció su limitación por la escasa consideración de criterios de ecoeficiencia y la poca aplicación de herramientas de contabilidad de gestión, que dificultan la determinación y el control de costes medioambientales. Tomando como base los resultados obtenidos, se diseñó el modelo de Gestión de Costes Medioambientales Ecoeficiente (GCME). Dicho modelo plantea como deben incorporarse los criterios de ecoeficiencia y las herramientas de contabilidad de gestión medioambiental para la planificación, coordinación y control en la gestión de costes medioambientales. Se plantea que estas etapas deben desarrollarse permanentemente para asegurar la mejora continua del proceso y su adaptación a los cambios tecnológicos y a las regulaciones legales. Se hace énfasis en las directrices que deben seguir las empresas del sector petroquímico venezolano para la aplicación del modelo GCME. Sin embargo, por su generalidad y adaptación a las Normas Internacionales de Contabilidad vigentes en Venezuela, dicho modelo es aplicable a diversos sectores industriales que requieran mejorar su desempeño económico-medioambiental. ABSTRACT Economic growth has led to improvements in the standard of living of the population that often have negative environmental effects over the long term. Faced with this problem, at the enterprise-level, the need to be framed in a sustainable development model that combines the goals of economic growth with environmental protection arises. This situation may represent high costs for the Venezuelan petrochemical companies due to the high risk of their operations and to all the applicable legal regulations on environmental matters. Therefore, this research aims to propose a model for the environmental costs management of these companies based on eco-efficiency. A projective research was performed from a holistic approach. An univariate, contemporary cross-sectional and mixed source research design was used. It is univariate, because it focuses on environmental costs management as the single event to change. It is contemporary cross-sectional, because the event is currently studied and the data measurement is performed in a single moment. It relies on mixed source, because it combines a documentary design with a field design. A documentary design was used for the comparative analysis of the standards of registration and control of environmental costs proposed by international organizations, by applying an analysis matrix of emerging categories. For the diagnosis of the environmental costs management in the Venezuelan petrochemical industry, a field design was applied in the companies that operate in the Zulia region. A questionnaire with 100 items on a Likert scale and 6 multiple-choice questions was used. The questionnaire was validated by peer review and internal consistency reliability was determined using Cronbach's alpha coefficient. The results show that the main issues addressed in the analyzed regulations can be grouped into six themes: scope of environmental management accounting, classification, accounting, allocation, reporting of environmental costs and performance indicators. It was evident that implementation guides of environmental management accounting address all issues identified but there is no uniformity in the assumed criteria. Meanwhile, regulations in the financial accounting field mainly consider aspects related to the accounting treatment of environmental costs and their inclusion in the financial statements. Regarding the environmental costs management performed by Venezuelan petrochemical companies, its limitations were made evident by the low status of eco-efficiency criteria and insufficient application of management accounting tools, which hinder the identification and control of environmental costs. Based on the results, the model of eco-efficient environmental costs management (EECM) was designed. This model indicates how eco-efficiency criteria and tools of environmental management accounting for planning, coordination and control in the environmental costs management should be incorporated. It argues that these stages must be continually developed to ensure a continuous process improvement and its adaptation to technological and legal regulatory changes. The guidelines which the Venezuelan petrochemical companies should follow for the EECM model application have been emphasized. However, due to its generality and adaptation to the International Accounting Standards enforced in Venezuela, this model is applicable to various industries that require an improvement of their economic and environmental performance.

La participación de los jóvenes universitarios en la planificación urbana. Estudios de caso de Lisboa, Madrid y Fortaleza

La participación de los jóvenes en los procesos de planificación urbana en Lisboa, Madrid y Fortaleza ha sido tema central de la presente tesis. Los principales objetivos perseguidos consisten en: caracterizar y analizar críticamente las dimensiones más importantes de la participación de jóvenes universitarios en los procesos participativos; aportar características de interés juvenil para un “modelo” de planificación urbana; elaborar directrices para el diseño de actuaciones en un proceso urbano participativo desde la perspectiva de los jóvenes; establecer el alcance de un instrumento urbano participativo reglamentado por el gobierno local entre los jóvenes; determinar si la percepción de los jóvenes universitarios acerca de las acciones del gobierno local tiene influencia en los procesos participativos. El universo estadístico de la muestra lo conforman la totalidad de 737 jóvenes universitarios encuestados en Lisboa, Madrid y Fortaleza. Que se distribuye en 104 encuestados en Lisboa, 329 en Madrid, y 304 en la ciudad de Fortaleza. El cuestionario contiene preguntas: abiertas, cerradas y mixtas. La mayor parte de las cuestiones son cerradas, y en cuanto a las opciones de respuesta: en muchas preguntas se ha aplicado, una escala tipo Likert, entre 1 y 4, siendo 4 el grado más alto (totalmente de acuerdo), y 1 el grado más bajo (nada de acuerdo), y para otras, una opción múltiple, con solamente una opción de respuesta. Se realizó un cuestionario de 31 preguntas en Lisboa, y tras su aplicación y obtención de resultados se revisó y mejoró obteniendo un cuestionario de 23 preguntas que fue aplicado en Madrid y Fortaleza. Se realizan análisis descriptivos, y algún análisis factorial en diversas preguntas del cuestionario, y se estudian diferencias en función de las variables sociodemográficas planteadas. Los resultados constatan que es muy baja la participación en los procesos institucionalizados por el gobierno local, en contrapartida es bastante alta en los procesos organizados por los ciudadanos. La información limita la participación de los jóvenes y ya que estos reconocen como motivación estar más y mejor informados y controlar y acompañar las acciones de su gobierno local. Por otra parte, desean participar en grupo en foros y debates presenciales. Los jóvenes madrileños consideran que las etapas más importantes en un proceso urbano participativo son: información, seguimiento y evaluación, mientras que para los jóvenes de Fortaleza son: Fiscalización, concienciación e información. Se ha verificado que desde la percepción de los jóvenes de Lisboa los ciudadanos son consultados en los procesos urbanos participativos y de acuerdo con los jóvenes de Madrid y Fortaleza los ciudadanos son dirigidos, influenciados y manipulados. Los problemas de carácter urbano no tienen una conceptualización clara y precisa entre los jóvenes universitarios y los problemas urbanos que más afectan la vida de los jóvenes universitarios son aparcamientos, contaminación y seguridad urbana. Sin embargo, los transportes son apuntados por los jóvenes universitarios de Lisboa, Madrid y Fortaleza. Además no saben identificar los problemas de su barrio. Así como de las causas y consecuencias y soluciones de los problemas urbanos. Eligen como mejor estrategia para desarrollar un proceso urbano participativo el acuerdo entre técnicos, población y el gobierno local. Los jóvenes universitarios de Fortaleza apuntan directrices para una planificación urbana con énfasis en la seguridad urbana, la sostenibilidad y la investigación, tecnología e innovación. Por otro lado, los jóvenes universitarios de Madrid perfilan tres “modelos” de planificación urbana: un “Modelo” socio-económica, un “Modelo” sostenible e innovadora y un “Modelo” de Planificación Urbana con énfasis en espacios públicos, entretenimiento, seguridad urbana y deporte. Los jóvenes universitarios rechazan la idea que la planificación urbana lleva en cuenta sus perspectivas y opiniones. Respeto al Presupuesto Participativo, el alcance de dicho proceso entre los jóvenes universitarios es extremamente bajo. Sin embargo, opinan que la aproximación entre ciudadanos, técnicos y gobierno en los procesos de Presupuesto Participativo mejora la rendición de cuentas. Además los jóvenes creen que dichos procesos conceden un poder moderado a los ciudadanos, y consideran que el poder concedido en los procesos urbanos influye directamente en el interés y empeño en participar. ABSTRACT Youth participation in urban planning processes in Lisbon, Madrid and Fortaleza is the main subject of this thesis. Our key goals are the following: characterising and critically analysing the most important dimensions of young university students’ participation in participative processes; providing features of interest for the young for an urban planning “model”; developing a variety of guidelines for designing actions in a participative urban process from the perspective of young people; analysing the impact upon the young of a participative urban instrument implemented by the local government; determining whether young university students’ perception of local government actions influences participative processes. The statistical universe of the sample comprises a total of 737 young university students who were surveyed in Lisbon, Madrid and Fortaleza, distributed as follows: 104 respondents in Lisbon, 329 in Madrid, and 304 in Fortaleza. The survey is made up of open-ended, closed-ended and mixed questions. Most questions are closed-ended. Regarding the answer options, a Likert-type scale has been used in many questions. The scale ranges from 1 to 4, 4 being the highest value (completely agree) and 1 the lowest (completely disagree). Besides, there are multiple-choice questions with only one possible answer. A 31- question survey was conducted in Lisbon. After the survey was run and the results were obtained, it was reviewed and improved. The improved version was a 23- question survey which was conducted in Madrid and Fortaleza. Descriptive analyses as well as some factorial analyses are carried out in several questions, and differences are studied depending on the socio-demographic variables involved. The results show that participation in processes implemented by local governments is very low. In contrast, participation is quite high in processes organised by citizens. Information limits youth participation, as young people point out that they are motivated by more and better information and by the possibility of monitoring and keeping track of their local government actions. They also wish to take part in face-to-face group forums and discussions. Young people from Madrid think that the most important stages in participative urban processes are information, follow-up and assessment, whereas young people from Fortaleza highlight tax matters, awareness and information. It has been confirmed that Lisbon youth perceive that citizens are consulted in participative urban processes. Youth from Madrid and Fortaleza, on the other hand, state that citizens are directed, influenced and manipulated. Young university students do not have a clear, precise concept of urban problems. Among these, they are most affected by car parks, pollution and urban safety, but the transport problem is pointed out by young university students from Lisbon, Madrid and Fortaleza. Furthermore, they cannot identify the problems in their neighbourhoods, nor are they able to specify the causes, consequences and solutions of urban problems. Their preferred strategy for developing a participative urban process is an agreement between technicians, the population and the local government. Young university students from Fortaleza suggest guidelines for an urban planning approach emphasising urban safety, sustainability and research, technology and innovation. Those from Madrid, for their part, outline three urban planning “models”: a socioeconomic “model”, a sustainable and innovative “model”, and an urban planning “model” with a focus on public areas, entertainment, urban safety and sport. Young university students disagree that urban planning takes their perspectives and views into account. Moreover, the impact of the Participative Budget upon their lives is extremely low. In their opinion, however, closer collaboration between citizens, technicians and governments in Participative Budget processes promotes accountability. The young also think that these processes give moderate power to citizens, and in their view the power that can be exerted in urban processes directly influences the interest in participating and the will to do so.

Investigación y análisis sobre la idoneidad de la práctica del tenis de mesa en la Educación Primaria

Esta investigación surge a raíz de la experiencia profesional del autor, maestro especialista de Educación Física en el C.E.I.P. “Alhambra” de Madrid, cuando de manera progresiva, aprecia que el tenis de mesa puede ser un deporte muy interesante de desarrollar en las sesiones de Educación Física y de promover dentro de los tiempos de recreo. El autor cree que este deporte desarrolla una serie de objetivos motrices, afectivos, cognitivos y sociales que pueden contribuir a la adquisición de las competencias básicas y al desarrollo integral de los alumnos. Es entonces cuando recibe formación sobre el deporte de tenis de mesa y busca los medios necesarios de financiación para que se dote al centro del material necesario. Así la Junta municipal del distrito de Fuencarral-El Pardo instala en el patio del colegio tres mesas de exterior y, con los recursos del colegio y la ayuda de la Asociación de padres y madres (AMPA), se consiguen cinco mesas de interior plegables y todo el material necesario (redes, raquetas, pelotas, etc.). Tras introducir este deporte desde 3º a 6º de Educación Primaria promueve un campeonato en el colegio cuyo índice de participación ronda el 90% del alumnado, estos resultados crean al autor ciertas incertidumbres que son la motivación y punto de partida para realizar esta investigación que analice si la práctica del tenis de mesa puede resultar idónea en la etapa de Educación Primaria. Introducción La legislación actual en materia de educación, Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE) modificada por la Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa. (LOMCE), otorga una gran relevancia al deporte en general. "El deporte es una actividad saludable, divertida y formativa que puede tener profundos beneficios no sólo para su salud y su bienestar sino también para el desarrollo personal integral físico, psicológico y psicosocial del niño, además de sobre su desarrollo deportivo" (Pradas, 2009, p. 151), es pues, un momento idóneo para analizar qué deportes se practican en los colegios o por qué se practican unos más que otros. "El tenis de mesa además de ser un deporte para todos, se presenta como un juego atractivo, en donde su práctica resulta muy divertida a cualquier edad, tanto para niños como para adultos, principalmente porque presenta unas reglas de juego simples, no encerrando peligro alguno para la integridad física de sus practicantes durante su juego" (Pradas, 2009, p. 83). Es un deporte que "está abierto a todos, sin distinción de edad o sexo, tanto como deporte de alto nivel como de práctica familiar o social" (Gatien, 1993, p. 16). No obstante, "son escasas las obras sobre tenis de mesa. Pocos libros, tanto de divulgación como de reflexión sobre el tenis de mesa, adornan los estantes de las librerías y las bibliotecas" (Erb, 1999, p.14) y añade “así pues, el medio escolar padece de falta de obras explicativas y pedagógicas referidas a este tema" (Erb, 1999, p.14 ) En particular, se pretenden conseguir cinco objetivos divididos en tres categorías (el centro, el profesorado y el deporte. • A nivel de Centro: - Conocer el porcentaje de colegios que disponen de espacios y materiales adecuados para la práctica del tenis de mesa, así como identificar, de las distintas Direcciones de Área Territoriales (DAT), cuál tiene los colegios mejor dotados tanto en instalaciones como en materiales para desarrollar programas de promoción del tenis de mesa. - Averiguar las posibles causas por las que el tenis de mesa no se practica tanto como otros deportes, analizando los impedimentos que limitan la implantación del tenis de mesa como un deporte habitual en los centros de Educación Primaria. Analizar la opinión del profesorado en cuanto a los materiales y las instalaciones necesarios para el tenis de mesa. • A nivel de profesorado: - Analizar el nivel de conocimiento que tienen los profesionales que imparten la asignatura de Educación Física sobre el tenis de mesa, así como sus necesidades para incluir unidades didácticas de tenis de mesa en sus programaciones didácticas. - Conocer el perfil de profesor ideal que recomienda la utilización del tenis de mesa y averiguar el interés del profesorado por recibir formación específica del tenis de mesa. • A nivel de deporte: - Analizar la opinión de los profesionales sobre la idoneidad del tenis de mesa en la Educación Primaria atendiendo a los objetivos que persigue, a las competencias que desarrolla, a los contenidos, criterios de evaluación y estándares de aprendizaje que se pueden trabajar y a las lesiones que se producen. Metodología La investigación se caracterizó por utilizar una metodología inductiva, al surgir de la experiencia profesional del autor, también fue transversal al analizar la realidad en un momento concreto y de tipo cuantitativa. La población objeto de estudio fue la totalidad de los colegios públicos de la Comunidad de Madrid, siendo los profesores de Educación Física los encargados de facilitar los datos solicitados. Estos datos se obtuvieron utilizando como instrumento de toma de datos el cuestionario auto administrado con preguntas cerradas de opción múltiple previamente validado por un panel de 5 expertos. Las variables indirectas fueron: el género del profesorado, la edad del profesorado, la experiencia profesional y el tipo de destino. El proceso de la toma de datos supuso un lapso de tiempo de 3 meses, desde mayo de 2015 hasta julio de 2015, en este tiempo hubo dos fases de recogida de datos, una online a través del correo electrónico institucional de los colegios públicos de la Comunidad de Madrid y otra “in situ” con cuestionarios de lápiz y papel. En cuanto a los datos que se obtuvieron, sobre una población de 798 colegios, se consiguió una muestra de 276, esto supuso una tasa de respuesta del 34,59%, asumiendo la situación más desfavorable posible (p=q) y un nivel de confianza del 95%, para el total de los 276 cuestionarios cumplimentados, el error máximo fue del ±4,78%. Resultados En cuanto a los resultados obtenidos, se establecieron de acuerdo a tres dimensiones: A nivel de Centro, a nivel de Profesorado y a nivel del Deporte y pretendieron averiguar si se alcanzaron los cinco objetivos planteados. Tras el análisis de los resultados, se apreció que los colegios públicos de la Comunidad de Madrid disponían de las suficientes instalaciones para el tenis de mesa, en cambio, faltaban materiales específicos y formación por parte del profesorado, así como recursos didácticos y un programa de promoción del tenis de mesa. Se apreció un manifiesto interés por parte del profesorado en recibir formación específica de tenis de mesa pues la mayoría recomendaba la utilización del tenis de mesa dentro de la asignatura de Educación Física en Educación Primaria. Por último, los resultados mostraron la cantidad de objetivos motrices, afectivos, cognitivos y sociales que desarrolla el tenis de mesa así como su contribución a la adquisición de las competencias básicas y al objetivo “k” de la Educación Primaria, que indica “Valorar la higiene y la salud, conocer y respetar el cuerpo humano, y utilizar la Educación Física y el deporte como medios para favorecer el desarrollo personal y social”, además, se mostró el bajo índice de lesiones que provoca. Discusión y conclusiones El tenis de mesa es un deporte idóneo para ser practicado y enseñado en la asignatura de Educación Física en la etapa de Educación Primaria debido a la gran cantidad de contenidos que son susceptibles de ser trabajados a través de este deporte y debido a la gran cantidad de valores, individuales y sociales que se pueden fomentar con la práctica del tenis de mesa. Las causas de que hasta ahora, el tenis de mesa no sea un deporte practicado de forma habitual en los colegios públicos de la Comunidad de Madrid a pesar de trabajar muchos contenidos específicos de la asignatura de Educación Física puede deberse a factores externos al deporte del tenis de mesa y susceptibles de ser solucionados con una adecuada inversión en materiales específicos, formación del profesorado y recursos didácticos. Si se dota a los centros de los materiales y recursos didácticos necesarios y dando formación al profesorado, éste introduciría unidades didácticas de tenis de mesa dentro de sus programaciones anuales. La federación española y madrileña de tenis de mesa, deberían desarrollar un programa de promoción dotando de materiales y recursos a los centros, tal y como lo han hecho otras federaciones como la de voleibol, bádminton o de baloncesto, entre otras. ABSTRACT This research arises from the professional experience of the author, specialized teacher of physical education in the CEIP "Alhambra" in Madrid, where progressively, appreciates that table tennis can be a very interesting sport to develop in physical education sessions and promote within the playtimes. The author believes that this sport develops a range of motor, affective, cognitive and social objectives that can contribute to the acquisition of basic skills and the integral development of students. It is then when receives training on the sport of table tennis and seeks ways of funding in order to outfit the center with necessary equipment. The Municipal District of Fuencarral-El Pardo installed three outdoor tables in the schoolyard and with the resources of the school and the support of the Association of Parents (AMPA), five indoor folding tables are achieved as well as all the necessary material (nets, rackets, balls, etc.). After introduce the sport from 3rd to 6th grade of primary education, promotes a championship in the school where the participation rate is around 90% of students, these results create the uncertainties to the author that are the motivation and starting point for this research to analyze whether the practice of table tennis can be ideal at the stage of primary education. Introduction The current legislation on education, Organic Law 2/2006 of 3 May, on Education (LOE) as amended by Organic Law 8/2013, of December 9, to improve educational quality (LOMCE), attaches great importance to the sport in general, "Sport is a healthy, funny and educational activity that can have great benefits not only for their health and well-being but also for the physical, psychological and psychosocial comprehensive personal child development besides on their sports development "(Pradas, 2009, p. 151), is therefore an ideal moment to analyze which sports are practiced in schools or why are practiced some more than others. "The table tennis as well as being a sport for everyone, is presented as an attractive game, where its practice is funny at any age, both children and adults, mainly because it has simple game rules, not enclosing danger for the physical integrity of its practitioners during their game" (Pradas, 2009, p. 83). It is a sport that is "open to all, regardless of age or sex, as high-level sport, as family or social practice" (Gatien, 1993, p. 16). However, "there are few books on table tennis. Few books, both reflexion or popularization about table tennis, adorn the shelves of bookstores and libraries." (Erb, 1999, p.14) and add "So, the school environment suffers from lack of explanatory and educational work related to this issue." (Erb, 1999, p.14) In particular, it is intended to achieve the following objectives within the Community of Madrid: • To determine the percentage of schools that have spaces and materials suitable for practicing table tennis and identify, from the different Directorates of Land Area (DAT), which has the best equipped schools in both facilities and materials to develop programs to promote table tennis. • Find out the possible causes that explained why table tennis is not practiced as much as other sports, analyzing impediments that limit the implementation of table tennis as a regular sport in primary schools. Analyze the opinion of teachers in terms of materials and facilities needed for table tennis. • Analyze the level of knowledge about table tennis among professionals who teach the subject of Physical Education and their needs to include teaching units about table tennis in their teaching programs. • Knowing the profile of the ideal teacher who recommends the use of table tennis and figure out the interest of teachers to receive specific training of table tennis. • Analyze the professional opinion on the suitability of table tennis in Primary Education taking into account the objectives pursued, to develop the skills, content, evaluation criteria and learning standards that can work and injuries involved. Methodology The investigation was characterized by using an inductive methodology, arising from the professional experience of the author, was also transverse to analyze reality in a particular time and quantitative type. The population under study were all the state schools in Madrid region, being the physical education teachers responsible for providing the requested data. These data were obtained using as data collection instrument a self-administered questionnaire with multiple choice questions, because it facilitates the analysis thereof. In terms of obtained data, on a population of 798 schools, a sample of 276 was achieved, this represented a response rate of 34.59%, assuming the worst case scenario (p = q) and a level 95% confidence for the total of the 276 completed questionnaires, the maximum error was ± 4.78%. Results In terms of the results, they were set according to three dimensions: center level, professorate level and Sport level and trying to find out whether the five objectives were achieved. After analyzing the results, it was found that schools possessed sufficient facilities for table tennis, however, lacked specific materials and training by teachers, as well as teaching resources and a program to promote table tennis. A clear interest was noticed by teachers in order to receive specific training in table tennis since most recommended the use of table tennis in the subject of physical education in primary education. Finally, the results proved the number of motor, affective, cognitive and social objectives developed by table tennis and its contribution to the acquisition of basic skills and the objective "k" of primary education, in addition to the low rate of injury it causes. Discussion and conclusions Table tennis is an ideal sport to be practiced and taught in the subject of Physical Education in Primary Education due to the large amount of content that are likely to be worked through this sport and due to the large number of individual and social values that can foster the practice of table tennis. The causes of that so far, table tennis is not a sport practiced regularly in schools despite working many specific contents of the subject of Physical Education may be due to factors outside the sport of table tennis and subject to solved with adequate investment in specific materials, teacher training and educational resources. By endowing the centers with the necessary teaching materials and resources and providing training to teachers, they would introduce teaching units of table tennis within their annual programs. Madrid and the Spanish Federation of table tennis should develop a promotional program by endowing materials and resources to the centers, as did other federations such as badminton and basketball, among others.

Development of a tool for designing tests based on statistics and metadata

Background: This project’s idea arose derived of the need of the professors of the department “Computer Languages and Systems and Software Engineering (DLSIIS)” to develop exams with multiple choice questions in a more productive and comfortable way than the one they are currently using. The goal of this project is to develop an application that can be easily used by the professors of the DLSIIS when they need to create a new exam. The main problems of the previous creation process were the difficulty in searching for a question that meets some specific conditions in the previous exam files; and the difficulty for editing exams because of the format of the employed text files. Result: The results shown in this document allow the reader to understand how the final application works and how it addresses successfully every customer need. The elements that will help the reader to understand the application are the structure of the application, the design of the different components, diagrams that show the workflow of the application and some selected fragments of code. Conclusions: The goals stated in the application requirements are finally met. In addition, there are some thoughts about the work performed during the development of the application and how it improved the author skills in web development.

Textbook on contract law

This ninth edition of the established Textbook on Contract Law by Jill Poole provides a wide-ranging and straightforward exposition of contract law. The text opens with an overview of the main issues surrounding contract law which places the subject in its wider context, then goes on to give a clear explanation of all the major areas of contract law encountered on undergraduate courses. Features of the book includes chapter summaries to draw key themes and issues together; examples and questions to encourage a deeper understanding of the often complex points of law; and extensive further reading lists of both texts and articles to guide students towards the most relevant and up-to-date resources available. Online resource centre Lecturer resources - Testbank of 150 multiple-choice questions Student resources - Guidance on answering questions in contract law - Questions and answers - Student questions - Updates - Web links

Textbook on contract law

Jill Poole's immensely popular Textbook on Contract Law has been guiding students through contract law for many years. The accessible writing style and focus on key principles and developments in contract law make this text a favourite with students and lecturers alike. The author places the law of contract clearly within its wider context before proceeding to provide detailed yet accessible treatment of all the key areas encountered when studying contract law. Key features: · Key points, illustrative examples and questions encourage a deeper understanding of the central facts and issues · Each chapter begins with a summary of key issues, providing an overview of key themes and points of law, and concludes with suggestions for further reading, guiding you towards the most relevant texts and articles · An attractive page design highlights headings, case summaries, case extracts and a variety of learning features, making navigation through the text easy Fully supported by an Online Resource Centre, which provides: Student Resources Regular updates on new legislation, cases, and other important developments Guidance on answering questions in contract law Self-test questions and answers linked with Casebook on Contract Law Lecturer Resources A test bank of 300 multiple choice questions with answers and feedback

Textbook on contract law

This tenth edition of the established Textbook on Contract Law by Jill Poole provides a wide-ranging and straightforward exposition of contract law. The text opens with an overview of the main issues surrounding contract law, which places the subject in its wider context, then goes on to give a clear explanation of all the major areas of contract law encountered on undergraduate courses. Features of the book include chapter summaries to draw key themes and issues together; examples and questions to encourage a deeper understanding of the often complex points of law; and extensive further reading lists of both texts and articles to guide students towards the most relevant and up-to-date resources available. Online resource centre Lecturer resources - Testbank of multiple choice questions Student resources - Guidance on answering problem-style questions in contract law - Self test questions and answers - Student questions - Updates - 'Ask the Author' section

Editorial

Welcome to the latest issue of Contact Lens and Anterior Eye. In this issue, Kuldeep Razaida provides a fascinating look at fitting prosthetic lenses to patients in India. I had the good fortune of visiting his clinic in August 2006 at the LV Prasad Eye Institute in Hyderabad, India and was humbled by the vast expertise within the one building. The institute started in 1987 and is the brainchild of the infamous Professor Rao. I think there are few such places in the world where the clinicians work so passionately in treating such interesting patients (for details regarding the LV Prasad Eye Institute see www.lvpei.org). I was in Hyderabad courtesy of IACLE (see issue 29:5 for an editorial by Judith Morris and Sonja Cronje about IACLE) and was able to share ideas with contact lens educators from across the world (for more information on IACLE see www.iacle.org). The issue contains some regular contact lens type papers too; with our aging population readers will be particularly interested in a paper by Mike Freeman and Neil Charman looking at modified monovision with diffractive bifocal lenses. There is an article looking at visual problems with video display terminal use and a study looking at the effects of surface treatment of silicone hydrogel contact lenses. There is an interesting piece from Dr Aisling Mann of Aston University looking at tear protein analysis; this article contains one CET point too for readers who complete the attached multiple choice questions before the relevant deadline. Also, congratulations to the BCLA members who successfully undertook the Fellowship of the BCLA at this year's BCLA conference in Manchester. If you are interested in undertaking the Fellowship please look at the details on the BCLA web page (http://www.bcla.org.uk/fellowship.asp). Amongst the case reports in this issue of CLAE you will notice one from Andrew Elder-Smith, this particular case report was presented as part of his successful Fellowship submission in 2006 and was thought to be of particular good quality by the examiners who asked Andrew to kindly submit it for publication to Contact Lens and Anterior Eye as an example for potential candidates. Finally, it is my sad duty to report the death of Howard Gee earlier this year, a past council member of the BCLA. Our thoughts and prayers are with his family and friends.

Range of confidence scale and consumer knowledge calibration

The study examined the effect of range of a confidence scale on consumer knowledge calibration, specifically whether a restricted range scale (25%- 100%) leads to difference in calibration compared to a full range scale (0%-100%), for multiple-choice questions. A quasi-experimental study using student participants (N = 434) was employed. Data were collected from two samples; in the first sample (N = 167) a full range confidence scale was used, and in the second sample (N = 267) a restricted range scale was used. No differences were found between the two scales on knowledge calibration. Results from studies of knowledge calibration employing restricted range and full range confidence scales are thus comparable. © Psychological Reports 2014.