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Decentralized and Secure Blockchain Solution for Tamper-Proof Logging Events
No full textLog files are essential assets for IT engineers engaged in the security of server
and computer systems. They provide crucial information for identifying malicious events,
conducting cybersecurity incident analyses, performing audits, system maintenance, and
ensuring compliance with security regulations. Nevertheless, there is still the possibility of
deliberate data manipulation by own personnel, especially with regard to system access
and configuration changes, where error tracking or debugging traces are vital. To address
tampering of log files, this work proposes a solution to ensure data integrity, immutability,
and non-repudiation through different blockchain-based public registry systems. This
approach offers an additional layer of security through a decentralized, tamper-resistant
ledger. To this end, this manuscript aims to provide a solid guideline for creating secure
log storage systems. For this purpose, methodologies and experiments using two different
blockchains are presented to demonstrate their effectiveness in various contexts, such as
transactions with and without metadata. The findings suggest that Solana’s response times
make it well suited for environments with moderately critical records requiring certification.
In contrast, Cardano shows higher response times, thus making it suitable for less frequent
events with metadata that requires legitimacy.Ingeniería Electrónica, de Sistemas Informáticos y Automátic
Differential Effects by Caring and Positive Empathy on Depression and Anxiety: Gender Differences in a Sample of Spanish University Students
No full text(1) Background: The literature to date has shown some contradictory findings
regarding the associations between empathy and mental health. Thus, the caring component
of the Positive Youth Development model has been related to more mental health
symptoms, while positive empathy seems to have a positive impact on psychological
adjustment. The present study aimed to analyze the associations between caring and
positive empathy with youth depression and anxiety, as well as examine gender differences.
(2) Methods: A cross-sectional study was carried out by administering an online self-report
to a sample composed of 370 university students (67.2% women), aged 18–29 (M = 21.29,
SD = 3.61), enrolled across 10 universities in the Spanish region of Andalusia; (3) Results:
Women reported higher levels of the caring dimension of PYD, more positive empathy, but
more symptoms of depression and anxiety. Mediational analyses to explain the gender
differences in mental health concluded that (a) women reported more depression and anxiety
partly due to their higher scores in caring, and (b) despite women had more positive
empathy than men, this mechanism was only protective against anxiety in the subsample
of men; (4) Conclusions: The promotion of mental health in the university context should
address gender differences and the role of caring and positive empathy.This research and the APC were funded by Excellence Project of the Consejeria de Universidad, Investigació e Innovació of Junta de Andalucía (Spain), entitled Positive Youth Development in Andalusian University Students: Longitudinal Analysis of Gender Differences in Well-Being Trajectories, Health-Related Lifestyles and Social and Environmental Contribution, grant number PROYEXCEL_00303, awarded to D.G.-B.Psicología Social, Evolutiva y de la Educació
Study on the use of multimedia annotations and social tagging applied to the field of Practicum
No full textEn los últimos años, dentro del campo de la formación del profesorado, se ha producido un incremento en los estudios e investigaciones que se vienen realizando, a nivel nacional e internacional, sobre análisis de vídeos digitales a través de herramientas de etiquetado social. Las nuevas posibilidades que ofrecen las tecnologías emergentes de anotaciones multimedia, entre ellas, las anotaciones de vídeo, lo han hecho posible, atrayendo el interés de numerosos investigadores. La metodología de anotaciones multimedia (MAM) a través de plataformas tecnológicas se presenta hoy en día como una metodología emergente e innovadora que posibilita un uso más activo e interactivo de los vídeos educativos. El presente estudio se enmarca en esta reciente línea de trabajo. En concreto, se analiza MAM aplicada a un recurso generado dentro del proyecto de investigación titulado Documentos personales: el e-diario de los actores del Prácticum y Prácticas externas, enmarcado en la RedTICPraxis y coordinado por la UNED. El recurso digital es analizado por miembros de la Red mediante anotaciones y etiquetas utilizando una de las plataformas tecnológicas más potentes en la actualidad. El etiquetado social producido en torno a las vídeo anotaciones ha sido analizado cuantitativa y cualitativamente acorde a las recomendaciones de expertos en este tipo de análisis científicoIn recent years, within the field of teacher training, there has been an increase in studies and research being carried out on the analysis of digital videos through social tagging tools at both national and international scales. New possibilities offered by emerging multimedia annotation technologies, including video annotation, have made this possible, attracting the interest of many researchers. The multimedia annotation methodology (MAM) through technological platforms is presented as an emerging and innovative methodology today. It enables a more active and interactive use of educational videos. This study is part of this recent line of work. Specifically, MAM is analyzed applied to a resource generated within the research project entitled Personal Documents: the e-diary of the actors of the Practicum and External Practices, framed in the RedTICPraxis and coordinated by the UNED. The video experience is analysed by members of the Network through annotations and tags using one of the most powerful technological platforms today. The social tagging produced around the video annotations has been quantitatively and qualitatively analysed according to the recommendations of experts in this type of scientific analysi
Controversial heritages and relevant socio-environmental issues: What concerns future teachers?
No full textEste estudio parte de las premisas teóricas establecidas en el Proyecto EPITEC2 en el marco de la
educación patrimonial. De acuerdo con el potencial educativo de los patrimonios controversiales,
surgidos del tratamiento de temas polémicos en la enseñanza y el aprendizaje del patrimonio, se ha
pretendido realizar un diagnóstico delimitando y comparando problemáticas socioambientales y
patrimoniales que intervienen en la formación inicial docente de las universidades de Huelva y
Santiago de Compostela. Los participantes son estudiantes y docentes de Didáctica de las Ciencias
Sociales del Grado en Educación Primaria. Se aplica un enfoque mixto: cuestionario (196) y grupos
de discusión (24). La información fue analizada con el software SPSS de forma cuantitativa y el
software ATLAS.ti de forma cualitativa, siguiendo los criterios de un sistema de categorías que permitió clasificar los problemas socioambientales relevantes y los patrimonios controversiales que
se abordaron en las respuestas a las preguntas realizadas en ambos instrumentos. Los datos revelan
que los estudiantes poseen una concepción tradicional del patrimonio, reconocen su dimensión
controversial y muestran mayoritariamente preocupación por la violencia de género y el maltrato
animal que coexisten en algunos patrimonios. Asimismo, se ha podido identificar que, tanto a este
grupo como a sus formadores que trabajan conflictos en las aulas, les preocupa mayoritariamente la
violencia de género, las desigualdades o la memoria histórica a escala local. El estudio aporta, como
hallazgo en las conclusiones, una nueva subcategoría de análisis de los patrimonios controversiales,
a partir de la visión y posicionamiento que cualquier sujeto puede desplegar ante estos elementos,
transitando desde el negacionismo al compromiso ecosocial sobre la controversiaThis study is based on the theoretical premises established in the EPITEC2 research project within
the framework of heritage education. In accordance with the educational potential of controversial
heritages, arising from the treatment of controversial issues in the teaching and learning of
heritage, the aim was to carry out a diagnosis by delimiting and comparing the socio-environmental
and heritage issues involved in initial teacher training at the universities of Huelva and Santiago de
Compostela. The participants are students and teachers of Social Sciences Didactics of the Degree in
Primary Education. A mixed approach was applied: questionnaire (196) and discussion groups (24).
The information was analysed quantitatively with SPSS software and qualitatively with ATLAS.ti
software, following the criteria of a system of categories that allowed us to classify the relevant
socio-environmental problems and the controversial heritages that were addressed in the answers
to the questions asked in both instruments. The data reveal that the students have a traditional
conception of heritage, recognise its controversial dimension, and are mostly concerned about the
gender-based violence and animal abuse that coexist in some heritage sites. It has also been
possible to identify that both this group and the Social Sciences Didactics trainers, who work on
socio-environmental problems and heritage conflicts in the classroom, are mostly concerned about
gender violence, inequalities and historical memory at a local level. The study contributes, as a
finding in the conclusions, a new subcategory of analysis of controversial heritages, based on the
vision and positioning that any subject can deploy in the face of these elements, moving from
negationism to eco-social commitment to the controversyEste estudio se integra en el marco del Proyecto I+D+i “EPITEC2: Patrimonios
controversiales para la formación ecosocial de la ciudadanía. Una investigación de educación
patrimonial en la enseñanza reglada" (PID2020-116662GB-I00, financiado por
MICIU/AEI/10.13039/501100011033), y es resultado de una estancia de investigación en el
Grupo RODA (GI-1667) de la Universidad de Santiago de Compostela cofinanciada por la
Convocatoria de Ayudas a la movilidad 2022 (MOV-Red14-2022/01) de la Red14: Red de
Investigación en Enseñanza de las Ciencias Sociales (RED2018-1022336-T, financiado por
MICIU/AEI/10.13039/501100011033); por el Grupo de Investigación DESYM (HUM-168 del
PAIDI), el Centro de Investigación COIDESO y la Estrategia de Política de Investigación y de
Transferencia 2022 (1338) de la Universidad de Huelva. El primer autor es beneficiario de un
Contrato de Formación del Profesorado Universitario (FPU20/01886), concedido por el
Ministerio de Ciencia, Innovación y Universidades (España).
Los autores agradecen al Departamento de Didácticas Integradas de la
Universidad de Huelva y al Departamento de Didácticas Aplicadas de la Universidad de
Santiago de Compostela por haber facilitado la accesibilidad a los espacios, al alumnado y al
profesorado para el desarrollo de esta investigación. Por último, también agradecen a los
participantes del estudio su disponibilidad y a los Grupos RODA y DESYM-EPITEC por el apoyo
recibido en cuanto a material audiovisualDidácticas Integrada
Nonholomorphic Higgsino Mass Term Effects on Muon g −2 and Dark Matter Relic Density in Flavor Symmetry-Based Minimal Supersymmetric Standard Model
No full textWe investigate the phenomenological effects of the nonholomorphic (NH) higgsino
mass term, μ′, within the minimal supersymmetric standard model (MSSM) extended
by a non-abelian flavor symmetry, referred to as the sNHSSM. This flavor symmetry enables
a substantial reduction in the number of free parameters inherent to the MSSM,
streamlining them from a large set to just eight. Our study explores the interplay between
cold dark matter (CDM) relic density (ΩCDMh2) and the anomalous magnetic moment of
the muon, (g − 2)μ. We study correlations among the theoretical parameters that emerge
from this interplay and are further constrained by experimental data such as the Higgs
boson mass, B-physics observables, and the charge and color breaking minima constraints.
Moreover, our findings reveal that incorporating the NH higgsino mass term opens up new
regions of parameter space that were previously inaccessible.The research of M.E.G. is supported by the Spanish MICINN, under grant PID2022-140440NB-C22. The research of M.R. is supported by the Pakistan Higher Education Commission (HEC), under NRPU grant Ref No. 20-5867/NRPU/R&D/HEC/2021.Ciencias Integrada
Self-perceived differences in teaching digital competence associated with the gender digital gap in Social Sciences teacher training
No full textEl objetivo del estudio es comprobar la existencia de rasgos sexista en el acceso, uso y promoción de las
tecnologías, desde el análisis de la percepción en la capacitación digital de docentes en formación de ciencias sociales. La
metodología cuantitativa, de carácter exploratorio-descriptivo, a través de un cuestionario aplicado a estudiantes de
Postgrado de ciencias sociales de diferentes universidades españolas, que recoge su percepción en tres dimensiones del
modelo Technological Pedagogical Content Knowledge: conocimientos tecnológicos para la transmisión de saberes;
conocimientos pedagógicos con tecnología; y conocimientos en metodologías con tecnologías. Los resultados muestran que
las mujeres participantes presentan una autopercepción muy deficiente en relación a sus competencias digitales docentes,
una menor predisposición al uso de las tecnologías para el trabajo en el aula. Concluimos incidiendo en la conveniencia
de una transformación de las metodologías de enseñanza en la formación docente para la reducción de la brecha digital
de géneroThe aim of the study is to verify the existence of sexist traits in the access, use and promotion of
technologies, from the analysis of the perception in the digital training of teachers in social sciences training. The
quantitative methodology, of an exploratory-descriptive nature, through a questionnaire applied to postgraduate students
of social sciences from different Spanish universities, which collects their perception in three dimensions of the
Technological Pedagogical Content Knowledge model: technological knowledge for the transmission of knowledge;
pedagogical knowledge with technology; and knowledge in methodologies with technologies. The results show that the
participating women have a very poor self-perception in relation to their digital teaching skills, a lower predisposition to
the use of technologies for work in the classroom. We conclude by emphasizing the convenience of a transformation of
teaching methodologies in teacher training to reduce the digital gender ga
Child and adolescent nursing
No full text"Enfermería de la infancia y la adolescencia" abarca una variedad de temas cruciales para la atención pediátrica. Comienza con la valoración pediátrica, que es el proceso de evaluación integral del niño para detectar problemas de salud y desarrollo. Los cuidados al recién nacido de alto riesgo se enfocan en los bebés que requieren atención especial debido a condiciones médicas críticas, asegurando su bienestar y desarrollo adecuado.
También aborda el manejo del dolor en pediatría, un aspecto fundamental para proporcionar alivio y mejorar la calidad de vida de los niños con alguna patología. Se tratan los problemas de salud en la etapa neonatal, que incluyen afecciones comunes y complicaciones en los primeros días y semanas de vida.
En cuanto a las patologías en la etapa infantil, se discuten diversas enfermedades y trastornos que pueden afectar a los niños, proporcionando guías para su diagnóstico y tratamiento. Finalmente, se aborda el maltrato infantil, un tema crítico que incluye la identificación, prevención y manejo de situaciones de abuso y negligencia.
Estos temas son esenciales para que los profesionales de enfermería brinden un cuidado integral y adecuado a los niños y adolescentes, garantizando su salud y bienestar.‘Childhood and Adolescent Nursing’ covers a variety of topics crucial to paediatric care. It begins with paediatric assessment, which is the process of comprehensively evaluating the child for health and developmental problems. High-risk newborn care focuses on infants who require special attention due to critical medical conditions, ensuring their well-being and proper development.
It also addresses pain management in paediatrics, a fundamental aspect of providing relief and improving the quality of life of children with pathology. Health problems in the neonatal stage are covered, including common conditions and complications in the first days and weeks of life.
In terms of pathologies in the infant stage, various diseases and disorders that can affect children are discussed, providing guidelines for diagnosis and treatment. Finally, child maltreatment is addressed, a critical topic that includes the identification, prevention and management of abuse and neglect situations.
These topics are essential for nursing professionals to provide comprehensive and appropriate care to children and adolescents, ensuring their health and well-being.Enfermerí
Moral Distress and Emotional Exhaustion in Healthcare Professionals: A Systematic Review and Meta-Analysis
No full textBackground/Objectives: Moral distress is commonly experienced by healthcare professionals (i.e., nurses) as ethical conflict. Previous literature suggests that moral distress contributes to emotional exhaustion in these professionals. We aimed to synthesize and analyze studies that examined the relationship between moral distress and emotional exhaustion in healthcare professionals. Methods: Web of Science, Scopus, PubMed, Medline, and PsycInfo were used to search targeted studies written in English, Spanish, French, Italian, and Portuguese. The correlation coefficients of each study were extracted and converted into Fisher’s z. Finally, pooled r was calculated by Fisher’s z and standard error. The meta-analysis was performed with the R statistical program. Results: A total of 14 studies with 2425 healthcare professionals were included. The Moral Distress Scale Revised (MDS-R) and the Maslach Burnout Inventory (MBI) were the most used scales to measure moral distress and emotional exhaustion, respectively. The pooled correlation coefficient between moral distress and emotional exhaustion was 0.33 (p < 0.001, 95%CI: 0.27, 0.39). Conclusions: Moral distress is strongly correlated to emotional exhaustion in healthcare professionals. Future studies should focus on exploring the causal relationships between both variables as well as investigating potential moderators.Psicología Social, Evolutiva y de la Educació
Death Pedagogy from the perspective of teachers graduated in Primary Education
No full textLa Pedagogía de la Muerte es una temática de interés creciente en las últimas décadas desde la perspectiva educativa, sin embargo, a
pesar del incremento de planes e investigaciones, se detectan grandes ausencias formativas. Este estudio aborda la conceptualización de
duelo y su gestión en el ámbito escolar, enfocándose en las necesidades formativas detectadas con anterioridad en los grados de Educación
Primaria. A través de un estudio de casos llevado a cabo en la Universidad de Huelva y seleccionando como instrumento de investigación
los grupos focales se pretende analizar la formación inicial del profesorado en la temática, explorar las concepciones presentes
en relación con los conceptos de duelo y pérdida, su relación con el vínculo de apego y las manifestaciones comunes que presentan en
la infancia. Los resultados revelan una concepción de duelo como proceso adaptativo, vinculado a diferentes pérdidas y al concepto
de apego infantil. Se concluye subrayando así la importancia de educar a los futuros docentes en la comprensión y el acompañamiento
de duelo desde un enfoque integral. Lo cual contribuiría significativamente en el bienestar personal y emocional de los estudiantes, y
futuros maestros, permitiendo una mejor adaptación a las pérdidas y fortaleciendo su capacidad resilienteThe Pedagogy of Death is a topic of growing interest in recent decades from an educational perspective. However, despite the increase
in plans and research, significant training gaps have been detected. This study addresses the conceptualization of grief and its
management in the school environment, focusing on the training needs previously identified in Primary Education degrees. Through a
case study conducted at the University of Huelva and using focus groups as a research tool, it aims to analyze the initial training of teachers
on this topic, explore current conceptions related to the concepts of grief and loss, their relationship with attachment bonds, and
common manifestations in childhood. The results reveal a conception of grief as an adaptive process, linked to different losses and the
concept of child attachment. The conclusion emphasizes the importance of educating future teachers in understanding and supporting
grief from a comprehensive approach. This would significantly contribute to the personal and emotional well-being of students and
future teachers, allowing for better adaptation to losses and strengthening their resilienceDidácticas IntegradasPedagogí
Trilobite biostratigraphy of the Marianian (Cambrian Series 2) from Seville and Badajoz provinces (Zafra-Alanís Domain, Ossa-Morena Zone, Spain): a review
Full text linkThe Cambrian outcrops within the Zafra-Alanís Domain, southwest Iberia contain the type localities of several trilobite genera, including Alanisia, Saukianda, Perrector, Eops, Andalusiana, Protaldonia, and nine trilobite species. These fossils are attributed to the Marianian regional Stage, spanning from the upper Stage 3 to the lower Stage 4 of Cambrian Series 2. Despite their significance, the biostratigraphy of these outcrops has remained understudied due to the scarcity of continuous stratigraphic sections and the lack of comprehensive biostratigraphic research in this region. In this work, we present a refined trilobite biostratigraphic framework by examining ten newly established stratigraphic sections bearing trilobite fossils of the Zafra-Alanís Domain, on the Northern flank of the Olivenza-Monesterio Antiform, spanning across the Badajoz and Seville provinces. This framework constitutes the foundation for future zonation of the Marianian Stage and contributes to a more precise understanding for international correlation. The Cambrian tectonosedimentary blocks of the Ossa-Morena Zone, formed due to the rifting process in southwestern Iberia during Cambrian times, extend into southwestern Spain and eastern Portugal. A revised delineation of these blocks has been carried out, including a new outline of the Feria Fault, now identified as the Guadalcanal-Assumar Fault. In addition, the stratigraphic and palaeontological analysis of the Cambrian outcrops in the Seville province (Sierra Morena de Sevilla Natural Park - UNESCO Global Geopark) allows their inclusion within the recently defined Viar-Benalija basinLos afloramientos del Dominio Zafra-Alanís, suroeste de Iberia, contienen las localidades tipo de varios géneros de trilobites: Alanisia, Saukianda, Perrector, Eops, Andalusiana, Protaldonia, y de nueve especies de trilobites. Estos fósiles son característicos del piso Marianiense, en la escala regional, que abarcaría desde la parte superior del Piso 3 hasta la inferior del Piso 4 de la Serie 2 del Cámbrico. A pesar de la importancia paleontológica de estos afloramientos, el estudio detallado de los mismos ha sido escaso, debido a la falta de secciones estratigráficas continuas y de un análisis bioestratigráfico exhaustivo en la región. En este trabajo se presenta una bioestratigrafía detallada, a partir de los datos de diez secciones con trilobites situadas en el Dominio de Zafra-Alanís, en el flanco norte del Antiforme de Olivenza-Monesterio, en las provincias de Badajoz y Sevilla. Este marco de trabajo es la base para el establecimiento de una detallada zonación con trilobites del Piso Marianiense que, además, contribuirá a una correlación internacional más precisa. Las cubetas tectonosedimentarias de la Zona de Ossa-Morena, formadas durante la etapa de rifting en el suroeste de Iberia durante el Cámbrico, se extienden por el suroeste de España y este de Portugal. Se revisan los límites de estas cubetas, destacando la delimitación más precisa de la falla de Feria, ahora identificada como la falla de Guadalcanal-Assumar. Además, el análisis estratigráfico y paleontológico de los afloramientos cámbricos de la provincia de Sevilla (Parque Natural Sierra Morena de Sevilla - Geoparque Global UNESCO), permite su inclusión dentro de la cubeta de Viar-Benalija, recientemente definidaThis work is a tribute to Dr Teodoro Palacios for his work in the study of the Precambrian and Cambrian of the Iberian Peninsula. He also regularly collaborated with us in the MAGNA Project (IGME) sampling many of the localities studied here. We thank Sören Jensen (Extremadura University, UNEX) for inviting us to participate in the tribute to Teodoro Palacios in Badajoz and for improving the original manuscript as well as to James Holmes (Uppsala University) and two anonymous referees. Thanks to Isabel Pérez Urresti, who assisted us with fossil photography. In 1982, EL and Teodoro Palacios (TP) visited the Cambrian outcrops in Alentejo to sample their respective successions, with assistance of Francisco Gonçalves from the University of Évora. EL and TP took part in the teams on the sheets 898-Puebla de Maestre (Apalategui Isasa et al. 1990) and 899-Guadalcanal (Apalategui Isasa et al. 1983) in 1980 and 1983, respectively. In 1996, EL, TP and RG explored the Cambrian sections of the OMZ in Portugal, receiving geological guidance from Manuel Francisco Pereira and Luis Lopes of the Évora University, to whom we are grateful. The present work has been carried out with financial help from Junta de Andalucía to the RNM 276 Research Group and the Centro Científico-Tecnológico de Huelva (CCTH). LC is supported by Portuguese fund by Fundação para a Ciência e a Tecnologia (Portugal) in the frame of the UI/DB/151298/2021 project. The cited and depicted trilobite material is held in the Museo de Ciencias Naturales of the Zaragoza University (MPZ 2023/272–284; MPZ 2022/770–799; MPZ2022/817–830 and MPZ 2022/840–859
Open Access funding provided thanks to the CRUE-CSIC agreement with Springer NatureCiencias de la Tierr