Programa d'habilitats socials pels alumnes de l’Aula Oberta del Primer Cicle d’ESO: IES Vallvera

Treball que recull l'experiència de l’autora durant 4 mesos en l’IES Vallvera. Durant aquest temps ha pogut observar, aprendre i conèixer les tasques dels professionals de la psicopedagogia. L’IES Vallvera és un centre que acull molts alumnes immigrants, i per tant el tracte amb alumnes i l’assessorament d’aquests és el treball del dia a dia de la psicopedagoga del centre

Història del CEIP El Veïnat

A continuació presento un fragment del treball que vaig elaborar per a l'assignatura Història de l'Educació (escola i cultura), matèria obligatòria del 3r curs de Magisteri d'Educació Primària. Aquesta part del treball pretenia aprofundir en la història local, amb l'objectiu de conèixer les personalitats més properes que donen noms a les escoles i la seva època de fundació

Elaboració i pràcitca d'un pla de ciutadania al municipi de Salt

Pla de ciutadania sobre el municipi de Salt. Per què Salt necessita un Pla de Ciutadania? En primer lloc, pel canvi poblacional sobtat, ja que en menys d’una dècada (1999-2009) s’ha passat d’un 6% de població nouvinguda, a més del 40%. Tot un repte per a la convivència quotidiana, per una resposta de qualitat des dels serveis públics i per a la cohesió com a poble. Determinants que es necessiten anys per consolidar en el desenvolupament com a societat, voluntat política i planificació estratègica

A Girona, la renovació pedagògica va venir dels mestres de l'escola pública

La història dels mestres i el seu magisteri és més convulsa que no ens pensem. Les revolucions i involucions que ha patit durant el segle XX en són una bona mostra. Salomó Marquès, catedràtic de Pedagogia de la Universitat de Girona, és un bon coneixedor del fenomen. Ell ha estudiat el model d'escola republicana i ha resseguit els camins dels mestres exiliats. Exiliats a l'estranger, però també a l'interior. La història que explica és la d'una escola que no va poder ser i a al qual encara, malauradament, creu que no hem arribat

Les escoles rurals de Salines-Bassegoda: una realitat en contínua transformació que augura un futur esperançador

Les escoles rurals de la zona Salines-Bassegoda es troben, com la majoria d'escoles rurals del país, en un procés de transformació permanent i profund. Aquesta transformació és amplia perquè afecta la morfología, la composició i la dinàmica de la mateixa escola. D'altra banda, també veiem com es modifica l'estructura económicoproductiva dels pobles i l'estructura i composició dels seus habitants. És per aixó que crec necessari analitzar de forma simultània l'evolució i característiques de l'escola, del medi i de la població

La Universitat a l'estiu 2010: comencen els cursos d'estiu a la UdG

Una cercavila pel centre de Girona, música, poesia i dansa és l’aperitiu que inicia els Cursos d’Estiu, el dia 1 de juliol; la matrícula és oberta des del 10 de maig

Les escoles d'un poble [Ressenya del llibre de Josep Alabau i Miquel Bosch, 'Les Escoles de Sant Jordi Desvalls : cent anys d'història'

[Ressenya del llibre de] Josep Alabau i Miquel Bosch, 'Les Escoles de Sant Jordi Desvalls : cent anys d'història'. Volum amb la història de les Escoles de Sant Jordi Desvalls

Amer i l'institut [Ressenya del llibre L'institut d'Amer : una aspiració col·lectiva, de Joan Sala i Plana]

Ressenya del llibre de Joan Sala i Plana, 'L'institut d'Amer : una aspiració col·lectiva', publicat l' any 1999 per l' Ajuntament d' Amer. L'obra ajuda a entendre el perquè a mitjans de la dècada dels 60, amb tant sols 3.400 habitants Amer, s'engresca en el projecte de dotar la població d'un centre docent d'estudis secundaris

Reception and schooling of children in schools in Catalonia: Beyond Educational Welcome Facilities

The ways of incorporating newcoming students into schools and colleges have been at the center of debate in most OECD countries in recent years. In Spain, the set of measures developed for the reception of immigrant pupils in different Autonomous Communities has also been the subject of specific research, pointing out the similarities and contradictions between pedagogic discourses and school practices. This article takes into account these considerations and presents the reflections from the results of research on the Educational Welcome Facilities (and specifically the EBE) conducted during the school years 2008-2010. This device was created in Catalonia to attend newcomers before enrolling them in the school. It was a pilot project which took place in Vic and Reus for two consecutive years. The research of the EBE has enabled us to explain the relationship between educational assessment that schools made about this facility and reception processes that schools were implementing. The conclusions that emerge from this analysis allowed us to establish relationships between educational host practices of the seven centers analyzed with three different conceptual and educational frameworks of reception.

Coping with Generation Y in schools

In recent times, complaining about the Y Generation and its perceived lack of work ethic has become standard dinner-party conversation amongst Baby Boomers. Discussions in the popular press (Salt, 2008) and amongst some social commentators (Levy, Carroll, Francoeur, & Logue, 2003) indicate that the group labelled Gen Y have distinct and different generational characteristics. Whether or not the differences are clearly delineated on age is still open to discussion but in the introduction to "The Generational Mirage? a pilot study into the perceptions of leadership by Generation X and Y", Levy et al. argue that "the calibre of leadership in competing organisations and the way they value new and existing employees will play a substantial role in attracting or discouraging these workers regardless of generational labels". Kunreuther's (2002) suggests that the difference between younger workers and their older counterparts may have more to do with situational phenomena and their position in the life cycle than deeper generational difference. However this is still an issue for leadership in schools.

A systematic review of the effect of dietary exposure that could be achieved through normal dietary intake on learning and performance of school-aged children of relevance to UK schools

The aim of the present review was to perform a systematic in-depth review of the best evidence from controlled trial studies that have investigated the effects of nutrition, diet and dietary change on learning, education and performance in school-aged children (4-18 years) from the UK and other developed countries. The twenty-nine studies identified for the review examined the effects of breakfast consumption, sugar intake, fish oil and vitamin supplementation and 'good diets'. In summary, the studies included in the present review suggest there is insufficient evidence to identify any effect of nutrition, diet and dietary change on learning, education or performance of school-aged children from the developed world. However, there is emerging evidence for the effects of certain fatty acids which appear to be a function of dose and time. Further research is required in settings of relevance to the UK and must be of high quality, representative of all populations, undertaken for longer durations and use universal validated measures of educational attainment. However, challenges in terms of interpreting the results of such studies within the context of factors such as family and community context, poverty, disease and the rate of individual maturation and neurodevelopment will remain. Whilst the importance of diet in educational attainment remains under investigation, the evidence for promotion of lower-fat, -salt and -sugar diets, high in fruits, vegetables and complex carbohydrates, as well as promotion of physical activity remains unequivocal in terms of health outcomes for all schoolchildren.

International on-line reciprocal peer tutoring to promote modern language development in primary schools

The paper reports data from an on-line peer tutoring project. In the project 78, 9–12-year-old students from Scotland and Catalonia peer tutored each other in English and Spanish via a managed on-line envi- ronment. Significant gains in first language (Catalonian pupils) modern language (Scottish pupils) and attitudes towards modern languages (both Catalonian and Scottish pupils) were reported for the exper- imental group as compared to the control group. Results indicated that pupils tutored each other in using Piagetian techniques of error correction during the project. Error correction provided by tutors to tutees focussed on morph syntaxys, more specifically the correction of verbs. Peer support provided via the on- line environment was predominantly based on the tutor giving the right answer to the tutee. High rates of impact on tutee corrected messages were observed. The implications for peer tutoring initiative taking place via on-line environments are discussed. Implications for policy and practice are explored

Is Microtox R toxicity related to potentially harmful algae proliferation in Mediterranean salt marshes?

Mediterranean salt marshes are ecosystems that are highly influenced by sea changes and freshwater inputs from runoff. In these ecosystems, toxic and non-toxic algae blooms often produce large and unpredictable biomasses of phytoplankton. The Microtox R test has been described as a successful, quick method for detecting toxicity in various phytoplankton taxa. Ourstudy sought to test the efficiency of Microtox R in detecting toxic HAB in Mediterranean salt marshes. The results showed that the Microtox R test was able to detect toxic substances in the particulate matter of several lagoons in the Empordà salt marshes. This Microtox R toxicity coincided with periods when potentially harmful cyanobacteria, dinoflagellates and haptophytes had a high biomass. The results suggest that potentially harmful phytoplankton cannot be ruled out as a source of Microtox R

Amb l'aigua a Salt

Crònica del Museu de l'Aigua de Salt, instal·lat a l'edifici del mas Llorens, dedicat bàsicament a la sèquia Monar i al curs mitjà del Ter i obert l'any 1990

Dietary salt intake assessed by 24 h urinary sodium excretion in Australian schoolchildren aged 5–13 years

Objective To measure total daily salt intake using 24 h urinary Na excretion within a sample of Victorian schoolchildren aged 5–13 years and to assess discretionary salt use habits of children and parents.

Design Cross-sectional study.

Setting Completed within a convenience sample of independent primary schools (n 9) located in Victoria, Australia.

Subjects Two hundred and sixty children completed a 24 h urine collection over a school (34 %) or non-school day (66 %). Samples deemed incomplete (n 18), an over-collection (n 1) or that were incorrectly processed at the laboratory (n 3) were excluded.

Results The sample comprised 120 boys and 118 girls with a mean age of 9·8 (sd 1·7) years. The average 24 h urinary Na excretion (n 238) was 103 (sd 43) mmol/24 h (salt equivalent 6·0 (sd 2·5) g/d). Daily Na excretion did not differ by sex; boys 105 (sd 46) mmol/24 h (salt equivalent 6·1 (sd 2·7) g/d) and girls 100 (sd 41) mmol/24 h (salt equivalent 5·9 (sd 2·4) g/d; P = 0·38). Sixty-nine per cent of children (n 164) exceeded the recommended daily Upper Limit for Na. Reported discretionary salt use was common: two-thirds of parents reported adding salt during cooking and almost half of children reported adding salt at the table.

Conclusions The majority of children had salt intakes exceeding the recommended daily Upper Limit. Strategies to lower salt intake in children are urgently required, and should include product reformulation of lower-sodium food products combined with interventions targeting discretionary salt use within the home.