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Tracing emotional experiences and the well-being during the pandemic through drawings by Spanish children
Get PDFThe changes in emotions experienced during the pandemic and their effects on children's well-being remain a significant issue. This study analyses 86 drawings created by children aged 5–13, collected in fieldwork conducted through workshops across various regions of Spain. The main objective was to describe how children portray their emotional changes and the resulting impact on their lives within the context of the pandemic. We employed qualitative bottom-up logic to code the drawings using CAQDAS. Findings revealed a discernible emotional impact, expressed more explicitly by girls, as well as lasting elements concerning the pandemic and the enduring restrictions on social interactions, even beyond the widespread lockdowns of 2020.Spanish Ministerio de Ciencia, Innovación y UniversidadesMICIU (Grant REF: PID2020-119011RB-I00 funded by MICIU/AEI/10.13039/501100011033/). Funding for open access charge: Universidad de Huelva / CBUA.Sociología, Trabajo Social y Salud PúblicaG.I. ESEIS, Estudios Sociales e Intervención Social (SEJ-216
Catálogo de documentos notariales del concejo de Sajambre (1659-1694)
Get PDFCatálogo de los documentos redactados in extenso que contienen los registros notariales de Gonzalo Piñán de Cueto Luengo y José Díaz de Caldevilla, escribanos públicos del Número del concejo de Sajambre (León), correspondientes a los ejercicios de 1659, 1660, 1662, 1663, 1665, 1667, 1668, 1669, 1670, 1671, 1675 y 1677 (Gonzalo Piñán) y 1692, 1693-1694 (José Díaz de Caldevilla). El conjunto suma un total de 513 asientos documentales. Se acompaña de índices.Historia, Geografía y Antropologí
Design and validation of a scale of self-perception of macronarrative competence in university students
Get PDFLa medición de la competencia narrativa en el nivel superior es un asunto poco estudiado. El
objetivo de esta investigación es diseñar y validar una escala para medir la autopercepción sobre el
nivel de competencia macronarrativa de los estudiantes universitarios en tres dimensiones: narrativa
textual, narrativa digital y narrativa transmedia. Los resultados demuestran la validez de contenido del
instrumento por criterio de jueces; asimismo las tres dimensiones obtuvieron una alta aceptación a
través de los resultados del coeficiente V de Aiken. El análisis factorial exploratorio de la escala de
competencia macronarrativa mostró una adecuada correlación entre los ítems y una buena adecuación
muestral respectivamente. Se concluye que la escala propuesta es un instrumento válido y fiable para
medir la autopercepción de la competencia macronarrativaThe measurement of narrative competence at the higher education level is an understudied issue. The
aim of this research is to elaborate and validate a scale to measure the self-perception of the level
of macronarrative competence of university students, in three dimensions: textual narrative, digital
storytelling and transmedia storytelling. The results demonstrate the content validity of the instrument
by judges' criteria; likewise, the three dimensions obtained a high acceptance through the results of Aiken's
V coefficient. The exploratory factor analysis of the macronarrative competence scale showed an adequate
correlation between the items and a good sample adequacy respectively. It is concluded that the proposed
scale is a valid and reliable instrument to measure self-perception of macronarrative competencePedagogíaG.I. Ágora, Grupo de Estudios e Investigaciones Educativas en Tecnologías de la Comunicación, Orientación e Intervención Sociocultural (HUM 648
A systematic review of the claw toe deformity: What is known and what is needed apart from surgical procedures
Get PDFThe claw toe deformity is a painful condition that mainly affects the adult population. Although there are many different treatments to solve the deformity,
there is no optimal procedure to restore the normal foot mechanics. The objective of this review was to identify the technical features of the kinematic evaluation methods used in patients with claw toes. Furthermore, the aim of this
review was to clarify what is known and what is needed apart from the surgical
procedures to correct the claw toe deformity, with the purpose of reducing risk
factors of falling in elderly people. A search in electronic databases, such as
Scopus (n = 78), Google Scholar (n = 705) and ScienceDirect (n = 290) was
conducted. There were seven articles (43.75%) related to the fixation (arthrodesis) of proximal and distal interphalangeal joints, one article (6.25%) describes
the correction of the claw toe through plantar plate tenodesis and release of
collateral ligaments, four articles (25%) describe the procedure of tendon transfer, one article (6.25%) describes flexor digitorum brevis tenotomy and a proximal interphalangeal joint arthrolysis, and another article (6.25%) presented the
impact of partial phalanx osteotomy to treat the claw toe deformity. In conclusion, the review indicates that there are several studies related to the treatment
or correction of claw toe deformity. However, there is a lack of knowledge of
the postsurgical effects of treating claw toe condition, especially in the structural mechanics (plantar pressure distribution, stability, gait, foot mechanics and so on) of the foot after the correction of the claw toe deformity. The analysis of the foot mechanics after the correction of the claw toes has to be paramount to determine the benefits of the correctionFunding for open access charge: Universidade da Coruña/CISUGSociología, Trabajo Social y Salud Públic
I2C-Huelva at SemEval-2024 Task 8: Boosting AI-Generated Text Detection with Multimodal Models and Optimized Ensembles
Get PDFWith the rise of AI-based text generators, the need for effective detection mechanisms has become paramount. This paper presents new techniques for building adaptable models and optimizing training aspects for identifying synthetically produced texts across multiple generators and domains. The study, divided into binary and multilabel classification tasks, avoids overfitting through strategic training data limitation. A key innovation is the incorporation of multimodal models that blend numerical text features with conventional NLP approaches. The work also delves into optimizing ensemble model combinations via various voting methods, focusing on accuracy as the official metric. The optimized ensemble strategy demonstrates significant efficacy in both subtasks, highlighting the potential of multimodal and ensemble methods in enhancing the robustness of detection systems against emerging text generators.Tecnologías de la Informació
Trabajadores transnacionales invitados en el siglo xxi: género y agroindustria en el sur de Europa
Get PDFThis article analyses the contested interconnections between global structures and the living
and working conditions of female temporary migrant workers by exploring the transnational condition as a means of understanding intensive and insecure post-Fordist work in
late global capitalism, particularly in southern Europe. Building on existing research of
migrant work experiences in the agro-business industry, the main part of the article considers three ethnographic questions: What is the impact of the transnational economy on
these guest workers’ lives? How does this concept relate to the working lives of women? And
how can we understand the impact of intermediaries and global elites in such transnational
practices? We employ the concept of transnational space applied to southern Europe alongside notions of “mobility strategies” to advance sociological inquiry into the intersections
between different fieldworks – in Andalusia and the Meknes province in Morocco – and
the conceptual debate concerning women’s lives and experiences in transnational migration. In this guest worker model, workers who live in one country and work seasonally in
another typically come from rural areas and reside abroad in barracks-style accommodations with fellow citizens. What are the challenges for women involved in such a model
in terms of recruitment, transportation, work, leisure and return to origin? What space is
left for social justice?Este artículo analiza las controvertidas interconexiones entre las estructuras globales y las
condiciones de las trabajadoras migrantes temporales. Para ello se explora la condición
transnacional como herramienta para comprender el trabajo posfordista intensivo e inseguro del capitalismo global tardío, particularmente en el sur de Europa. Basándose en
investigaciones previas sobre la vida laboral en el sector agrícola, la parte principal del
artículo considera las siguientes tres cuestiones etnográficas. Primera, ¿cuál es el impacto
de la economía transnacional en estos acuerdos de trabajadores invitados? Segunda, ¿cómo
se relaciona este concepto de «invitado» con la vida laboral de las mujeres? Y tercera, ¿cómo
podemos entender el impacto de los intermediarios y las élites globales en tales prácticas
transnacionales? Empleamos el concepto de espacio transnacional aplicado al sur de Europa
junto con nociones de «estrategias de movilidad» para profundizar en la investigación sociológica sobre las intersecciones entre diferentes trabajos de campo —en Huelva (Andalucía)
y en la provincia de Mequinez (Marruecos). Analizamos los debates conceptuales sobre las
vidas y experiencias del vivir transnacional de las mujeres. En este modelo de trabajador
huésped, los trabajadores que viven en un país y trabajan estacionalmente en otro normalmente provienen de zonas rurales y residen en el extranjero en alojamientos precarios junto
a sus conciudadanos. ¿Cuáles son los desafíos para las mujeres involucradas en este rígido
modelo, en materia de reclutamiento, transporte, trabajo, salud, ocio y retorno al origen?
¿Qué espacio queda para la justicia social?The research of the main author was facilitated by a Maria Zambrano Senior Researcher Grant at UAB (2022-2024). The research and collaboration between the authors of this article was made possible by the following research funds: the 2020-2023 EPIT programme of the University of
Huelva, and the PID2022-138808OB-I00 project funded by MICIU/AEI
/10.13039/501100011033/FEDER/EU. In Morocco we thank Professor
Mimoun Aziza and the history and geography students who were with us at
the presentation of the project (University of Muley Ismail in Meknes). We
especially thank Soumia Demnati for her support in Meknes. We thank all the
people who helped us during the ethnographies in Huelva and in Morocco (see
the section on methodology for details, especially Fatima´s family in Morocco).
We would also like to thank you Jonathan Bennett for the English proofreading of the final copy of the articleSociología, Trabajo Social y Salud Públic
Youtube and Informal Learning: An Analysis of the Relationship Between the Platform and the Educational Experience
Get PDFDurante la última década, YouTube ha experimentado una transformación notable, pasando de ser principalmente una plataforma de entretenimiento a convertirse en un recurso de aprendizaje destacado. Este estudio tiene como objetivo examinar la relación entre las dimensiones instrumental y pedagógica de YouTube en el contexto del aprendizaje informal, evaluando tanto sus características técnicas como su contribución a la experiencia educativa. Para ello, se desarrolló un cuestionario específico que se sometió a validación por expertos y se evaluó mediante un estudio piloto. La muestra de estudio consistió en 504 participantes de Andalucía, España. Se aplicaron análisis descriptivos y correlaciones, incluyendo el coeficiente de correlación de Spearman y el coeficiente de contingencia, para explorar las relaciones entre las dimensiones y variables como edad, género, situación, formación y frecuencia de uso. Los resultados destacaron una valoración positiva tanto de las dimensiones instrumentales como pedagógicas, con especial énfasis en la apreciación de la accesibilidad, la diversidad de contenidos, y la capacidad de personalizar la experiencia educativa según las necesidades de los usuarios. Las correlaciones revelaron que una valoración positiva de las características técnicas estaba asociada a una mayor valoración de las dimensiones pedagógicas. Además, se encontró una correlación positiva entre la frecuencia de uso y la valoración de estas dimensiones, mientras que la edad se relacionó negativamente con ellas. En resumen, YouTube emerge como una plataforma de aprendizaje informal de gran relevancia, con aspectos técnicos altamente valorados que enriquecen la experiencia educativaOver the past decade, YouTube has undergone a significant transformation, evolving from primarily being an entertainment platform to becoming a prominent learning resource. This study aims to examine the relationship between the instrumental and pedagogical dimensions of YouTube in the context of informal learning, evaluating both its technical characteristics and its contribution to the educational experience. A specific questionnaire was developed for this purpose, which underwent expert validation and was evaluated through a pilot study. The study sample consisted of 504 participants from Andalusia, Spain. Descriptive analyses and correlations, including the Spearman correlation coefficient and the contingency coefficient, were applied to explore the relationships between dimensions and variables such as age, gender, employment status, education, and usage frequency. The results highlighted a positive evaluation of both the instrumental and pedagogical dimensions, with a particular emphasis on the appreciation of accessibility, content diversity, and the ability to customize the educational experience according to user needs. Correlations revealed that a positive assessment of technical characteristics was associated with a higher evaluation of pedagogical dimensions. Additionally, a positive correlation was found between usage frequency and the evaluation of these dimensions, while age was negatively related to them. In summary, YouTube emerges as a highly relevant platform for informal learning, with its technical aspects highly valued for enriching the educational experiencePedagogí
Vegetable oil-derived polyether-polyester thermosets: Solvent-free synthesis and mechanical properties
Get PDFVegetable oils differing in the number and kind of reactive chemical sites were investigated as potential feedstock in reactions involving epoxy rings to produce sustainable polymeric thermosets. Sustainable polyether-polyester matrices were synthesized through the mixing of three different vegetable oils (castor, tung and sunflower oil) with maleic anhydride to promote their chemical activation, and subsequently induce the reaction with polyethylene glycol diglycidyl ether (PEGDGE). The interactions between double bonds and/or hydroxyl groups present in vegetable oils, anhydrides and epoxy rings within a solvent-free medium promote the expected chemical crosslinking, yielding polymeric thermosets that encompass the Green Chemistry tenets. Fourier
transform infrared spectroscopy, thermogravimetric analysis, and differential scanning calorimetry tests were employed to validate the chemical reactions taken place during the synthesis, as well as to monitor the kinetics of curing. Moreover, a rheological characterization was conducted to assess the influence of both the vegetable oil and the ratio of reactive components on the ultimate mechanical properties. Although chemical crosslinking was suitably attained in all the systems studied, a more reinforced network with values of the storage modulus (G’) of 54⋅10^5 Pa was obtained in those based on tung oil possessing the higher quantity of reactive functional sites;
meanwhile, the presence of hydroxyl groups within the vegetable oil structure led to the production of more flexible thermosets (G’ of 6.2⋅10^5 Pa).Funding for open access charge: Universidad de Huelva / CBUA (Spain)Ingeniería Química, Química Física y Ciencias de los Materiale
Demandas Matemáticas para o desenvolvimiento da formulaçao de problemas na sala de aula da Primeira Infância
Get PDFEsta investigación se centró en la gestión de aula que una maestra realiza durante una tarea de formulación de problemas con alumnado de Educación Infantil (4-5 años). Mediante un estudio de caso único, nos enfocamos en identificar las demandas matemáticas que la maestra establece para favorecer el avance en la formulación de un problema, la actividad del alumnado que las detona y las relaciones entre ambas. Los resultados indican que la mayoría de las demandas matemáticas están orientadas a favorecer el desarrollo del contexto del problema y revelan que las dificultades que las detonan están ligadas al significado no matemático de problema que prevalece en el alumnadoThis research focused on the classroom management that a teacher performs during a problem formulation task with students in Early Childhood Education (4-5 years old). By means of a single case study, we focused on identifying the mathematical demands that the teacher establishes to favor progress in the formulation of a problem, the students' activity that triggers them and the relationships between both. The results indicate that most of the mathematical demands are oriented to favor the development of the context of the problem and reveal that the difficulties that trigger them are linked to the non-mathematical meaning of problem that prevails in the studentsEsta investigação centrou-se na gestão da sala de aula que um professor realiza durante uma tarefa de formulação de problemas com alunos da Educação Infantil (4-5 anos de idade). Através de um estudo de caso único, procurámos identificar as exigências matemáticas que o professor estabelece para favorecer o progresso na formulação de um problema, a atividade do aluno que as desencadeia e as relações entre ambas. Os resultados indicam que a maioria das exigências matemáticas são orientadas para favorecer o desenvolvimento do contexto do problema e revelam que as dificuldades que as desencadeiam estão ligadas ao significado não matemático de problema que prevalece nos alunosA los equipos de los grupos de investigación DESYM (HUM-168) y DPD (HUM-462), los proyectos PID2021-122180OB-I00 del Ministerio de Ciencia, Innovación y Universidades del Gobierno de España, y al Centro de Investigación COIDESO de la Universidad de HuelvaDidácticas Integrada
Metaversity as the Learning Ecology in the Age of the Metaverse: A Systematic Review
Get PDFLa reciente pandemia forzó la virtualización de los procesos educativos en todo el mundo, lo que provocó una serie de problemas en la calidad de la enseñanza debido a la improvisación de su ejecución. La reaparición del metaverso como nuevo escenario social ha abierto nuevas posibilidades para superar los problemas heredados por la educación durante una pandemia. Por lo anterior, el presente estudio tiene como objetivo revisar la literatura en torno al concepto emergente de la «metaversidad», a través de una revisión sistemática. Se desarrolló una metodología siguiendo la declaración PRISMA en las bases de datos WoS, Scopus y Scielo. Se seleccionaron 20 estudios de investigación que más se aproximaban al concepto propuesto de metaversidad, en donde se identifican sus características y alcances principales. Los resultados muestran que, aunque no existen experiencias que unifiquen todas las áreas posibles a desarrollar en una universidad virtualizada, sí existen avances fundamentales en sectores específicos. Se logra identificar beneficios educativos de la implementación de la metaversidad para el estudiantado como la mejora de habilidades cognitivas y personalización del aprendizaje. Se evidencia el potencial de la metaversidad de transformar la educación superior ofreciendo no solo la implementación del aprendizaje inmersivo sino un nuevo centro de interacción social virtual dentro del campus universitarioThe recent pandemic forced the virtualization of educational processes around the world, which caused a series of problems in the quality of teaching due to the improvisation of its execution. The reappearance of the metaverse as a new social scenario has opened new possibilities to overcome the problems inherited by education during a pandemic. Therefore, the present study aims to review the literature on the emerging concept of “metaversity” through a systematic review. A methodology was developed following the PRISMA statement in the WoS, Scopus and Scielo databases. Twenty research studies were selected that were closest to the proposed concept of metaversity, where their main characteristics and scope are identified. The results show that, although there are no experiences that unify all possible areas to be developed in a virtualized university, there are fundamental advances in specific sectors. Educational benefits of the implementation of metaversity for students are identified, such as the improvement of cognitive skills and personalization of learning. The potential of metaversity to transform higher education is evidenced by offering not only the implementation of immersive learning but also a new center of virtual social interaction within the university campusPedagogí