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Análisis de los fondos de inversión: gestión activa vs gestión pasiva
Get PDFThis work seeks to provide a comprehensive overview of investment funds, analyzing both
active and passive management strategies, as well as equity and fixed income securities that
they encompass. The strategies employed by active management fund managers to
outperform the market are studied, as well as the study of passive management through index
funds that replicate a benchmark stock index. In order to ensure consistency in the analysis, a
comparison of both management approaches is conducted to examine their performance
considering factors such as historical returns, costs, and associated risks based on the applied
strategy, concluding with their respective advantages and disadvantages. As an innovative
approach, a mixed management fund is developed, observing how active and passive
management can be combined to leverage the most beneficial aspects of each.Con este trabajo se pretende ofrecer una visión global de los fondos de inversión, analizando
las estrategias de gestión activa y gestión pasiva, así como la renta variable y la renta fija que
los contemplan. Se estudian las estrategias aplicadas por los gestores de gestión activa para
lograr superar el mercado, así como el estudio de la gestión pasiva mediante los fondos
indexados que permiten replicar un índice bursátil de referencia. A fin de obtener una
consistencia del análisis realizado, se realiza una comparación de ambas gestiones para
estudiar su comportamiento atendiendo a los factores de rendimientos históricos, costes y
riesgo asociados en función de la estrategia aplicada, concluyendo con sus respectivas
ventajas y desventajas. A modo innovador se elabora un fondo de gestión mixta, observando
como la gestión activa y pasiva pueden unirse para aprovechar los aspectos más beneficiosos
de cada una de ellas
The Didactic Units transmitting knowledge in the learning process of a university institution with an online methodology.
No full textThe resource materials that are developed in the teaching that are developed in university teaching
with the online methodology are several, allow for an approach and communication between the teacher and the student. In this article, specific mention is made of the Didactic Units, as a didactic
resource for transmitting knowledge and the contents of the subjects, in its conceptual, procedural and
attitudinal form, forming part of the learning process of university students who study using the online
methodology. The main objective is to show how didactic units should be elaborated, in accordance
with the Learning-Centred Model and with quality indicators that will serve as a basis for designing an
evaluation instrument. A method of bibliographical research and projection of the reality of a
university institution with this online methodology will be used. The learning that is carried out by the
students is taking into account one of the characteristics of the extensive approach such as flexibility
in the autonomy and freedom of the student, but at the same time, there are other teaching-learning
models that will help them to integrate the knowledge, such as the Ausubel Organizing Model.Los recursos materiales que se elaboran en la enseñanza universitaria con la metodología online son varios, y permiten un acercamiento y una comunicación entre el docente y el alumno. En este artículo se hace mención expresa a las Unidades Didácticas, como uno de los recursos materiales didácticos para trasmitir el conocimiento y los contenidos de las asignaturas, en su forma conceptual, procedimental y actitudinal, formando parte del proceso de aprendizaje de alumnos universitarios que cursan unos estudios con la metodología online. El objetivo principal es mostrar cómo deben estar elaboradas las Unidades Didácticas, conforme al Modelo centrado en el Aprendizaje y con unos indicadores de calidad que servirán de base para diseñar un instrumento de evaluación. Se utilizará un método de investigación bibliográfica y de proyección de la realidad de una institución universitaria con esta metodología online. El aprendizaje que se realiza por parte de los alumnos es teniendo en cuenta una de las características del enfoque extensivo como es la flexibilidad en la autonomía y la libertad del estudiante, pero al mismo tiempo, hay otros modelos de enseñanza-aprendizaje que le ayudarán a integran los conocimientos, como por ejemplo, el Modelo Organizador de Ausubel
Transnational higher education cultures and generative AI: a nominal group study for policy development in English medium instruction
Get PDFPurpose: This purpose of this paper is to report on the development of an evidence-informed framework created to facilitate the formulation of generative artificial intelligence (GenAI) academic integrity policy responses for English medium instruction (EMI) higher education, responding to both the bespoke challenges for the sector and longstanding calls to define and disseminate quality implementation good practice. Design/methodology/approach: A virtual nominal group technique engaged experts (n = 14) in idea generation, refinement and consensus building across asynchronous and synchronous stages. The resulting qualitative and quantitative data were analysed using thematic analysis and descriptive statistics, respectively. Findings: The GenAI Academic Integrity Policy Development Blueprint for EMI Tertiary Education is not a definitive mandate but represents a roadmap of inquiry for reflective deliberation as institutions chart their own courses in this complex terrain. Research limitations/implications: If repeated with varying expert panellists, findings may vary to a certain extent; thus, further research with a wider range of stakeholders may be necessary for additional validation. Practical implications: While grounded within the theoretical underpinnings of the field, the tool holds practical utility for stakeholders to develop bespoke policies and critically re-examine existing frameworks. Social implications: As texts produced by students using English as an additional language are at risk of being wrongly accused of GenAI-assisted plagiarism, owing to the limited efficacy of text classifiers such as Turnitin, the policy recommendations encapsulated in the blueprint aim to reduce potential bias and unfair treatment of students. Originality/value: The novel blueprint represents a step towards bridging concerning gaps in policy responses worldwide and aims to spark discussion and further much-needed scholarly exploration to this end
“Healthy immigrant effect” among individuals experiencing homelessness in Spain?: Foreign-born individuals had higher average age at death in 15-year retrospective cohort study
Get PDFBackground: Individuals experiencing homelessness (IEHs) suffer from severe health inequities. Place of origin is linked to health and mortality of IEHs. In the general population the “healthy immigrant effect” provides a health advantage to foreign-born people. This phenomenon has not been sufficiently studied among the IEH population. The objectives are to study morbidity, mortality, and age at death among IEHs in Spain, paying special attention to their origin (Spanish-born or foreign-born) and to examine correlates and predictors of age at death. Methods: Retrospective cohort study (observational study) of a 15-year period (2006–2020). We included 391 IEHs who had been attended at one of the city’s public mental health, substance use disorder, primary health, or specialized social services. Subsequently, we noted which subjects died during the study period and analyzed the variables related to their age at death. We compared the results based on origin (Spanish-born vs. foreign-born) and fitted a multiple linear regression model to the data to establish predictors of an earlier age at death. Results: The mean age at death was 52.38 years. Spanish-born IEHs died on average almost nine years younger. The leading causes of death overall were suicide and drug-related disorders (cirrhosis, overdose, and chronic obstructive pulmonary disease [COPD]). The results of the linear regression showed that earlier death was linked to COPD (b = − 0.348), being Spanish-born (b = 0.324), substance use disorder [cocaine (b =-0.169), opiates (b =.-243), and alcohol (b =-0.199)], cardiovascular diseases (b = − 0.223), tuberculosis (b = − 0.163), high blood pressure (b =-0.203), criminal record (b =-0.167), and hepatitis C (b =-0.129). When we separated the causes of death for Spanish-born and foreign-born subjects, we found that the main predictors of death among Spanish-born IEHs were opiate use disorder (b =-0.675), COPD (b =-0.479), cocaine use disorder (b =-0.208), high blood pressure (b =-0.358), multiple drug use disorder (b =-0.365), cardiovascular disease (b =-0.306), dual pathology (b =-0.286), female gender (b =-0.181), personality disorder (b =-0.201), obesity (b =-0.123), tuberculosis (b =-0.120) and having a criminal record (b =-0.153). In contrast, the predictors of death among foreign-born IEHs were psychotic disorder (b =-0.134), tuberculosis (b =-0.132), and opiate (b =-0.119) or alcohol use disorder (b =-0.098). Conclusions: IEHs die younger than the general population, often due to suicide and drug use. The healthy immigrant effect seems to hold in IEHs as well as in the general population
Adolescents' vulnerability to disinformation: Its measurement and relationship to critical thinking and moral disengagement
Get PDFYoung adolescents are more vulnerable to disinformation owing to the time that they spend online and their content consumption habits. The consequences of this phenomenon can be serious, both for the individual and at a social and political level. To alleviate this situation, different agencies recommend healthy practices regarding consumption and exchange of information; from checklists to self-learning exercises for the development of critical thinking. This research proposes a tool for the identification of behaviours among adolescents when giving credibility to information or content and the motives that lead them to share it, contributing at times to the spread of misleading information. After an exhaustive process of design, piloting, and psychometric validation using an English-speaking sample (N = 417), a reliable instrument was obtained. We also measured its correlation with critical thinking and moral disengagement. The results lead us to conclude that this is a new tool with which to observe the information consumption behaviours of young people and thus measure their vulnerability to disinformation. Similarly, we have confirmed how greater critical thinking is positively related to more responsible consumption when giving credibility to content or news, and how moral disengagement is linked to the fact of sharing such items with greater ease.Los jóvenes adolescentes son más vulnerables ante la desinformación por el tiempo que emplean conectados y sus hábitos de consumo de contenidos. Las consecuencias de este fenómeno pueden llegar a ser graves tanto a nivel individual como social y político. Para paliar esta situación, desde distintas instancias se recomiendan prácticas saludables para el consumo y el intercambio de información, desde listas de chequeo hasta ejercicios de autoaprendizaje para fomentar el pensamiento crítico. Esta investigación propone una herramienta con la que identificar los comportamientos de los adolescentes a la hora de darle credibilidad a una información o contenido y las motivaciones que les incitan a compartirlo, contribuyendo en ocasiones a la difusión de información engañosa. Tras un exhaustivo proceso de diseño, pilotaje y validación psicométrica en una muestra de habla inglesa (N = 417), se obtiene un instrumento fiable. Se mide también su correlación con el pensamiento crítico y la desconexión moral. Los resultados permiten concluir que estamos ante una nueva herramienta con la que observar los comportamientos de consumo de información de los jóvenes y medir así su vulnerabilidad desinformativa. Asimismo, se constata cómo un mayor pensamiento crítico se relaciona positivamente con un consumo más responsable a la hora de darle credibilidad a un contenido o noticia, y cómo la desconexión moral lo hace con el hecho de compartirlo con mayor ligereza
Construction and validation of an instrument for evaluating the quality of university service-learning projects using the Delphi method
Get PDFService-learning has spread significantly in higher education in recent decades. Its effects in the academic field (students and teachers) and in the community (disadvantaged groups at risk of social exclusion and socio-educational partners) are backed by research. However, few works have considered the evaluation of these projects, and there are few instruments available for guiding their development and for assessing their quality. The aim of this study is to develop criteria to evaluate university service-learning projects. To do so, we used the Delphi method with three rounds of expert consultation. The result is a university service-learning, indicator matrix with 9 dimensions and 43 indicators. We conclude that, as well as evaluating the quality of service-learning projects, this instrument could also be valid for validating social innovation from the educational sphere. The principal limitations to overcome are the still-existing welfare perspective and difficulties with involving the recipients of the service.El aprendizaje-servicio ha tenido un importante impulso en las últimas décadas en la docencia universitaria. Sus efectos, tanto en el ámbito académico (alumnado y profesorado) como en el comunitario (colectivos desfavorecidos en riesgo de exclusión social y entidades socioeducativas), han sido avalados por la investigación. Sin embargo, son escasas las referencias a la evaluación de estos proyectos, y son limitados los instrumentos disponibles tanto para orientar su desarrollo como para valorar su calidad. El objetivo de este estudio ha sido la construcción de unos criterios para evaluar los proyectos de aprendizaje-servicio universitario. Para ello, se ha empleado el método Delphi, realizándose tres rondas de consulta a personas expertas. El resultado se concreta en la elaboración de una matriz de indicadores denominada aprendizaje-servicio universitario, formada por 9 dimensiones y 43 indicadores. Se concluye que este instrumento, además de evaluar la calidad de los proyectos de aprendizaje-servicio, también podría ser válido para verificar la innovación social desde el ámbito educativo. Las limitaciones principales han sido superar la perspectiva asistencialista todavía existente y la dificultad para implicar a las personas receptoras del servicio
Inclusive Plurilingual Classrooms. Teacher Awareness, Climate, and Social and Emotional Learning: Recommendations for Practice in CLIL and Beyond
No full textThe shift of plurilingual and bilingual streams into mainstream education has highlighted the need for inclusive teaching practices to support learning in diverse contexts. While research evidences the need for improved methodological training, there is less focus on providing teachers with the training needed in a diverse classroom with pupils who require educational support, despite increasing numbers in schools. Teachers need to be aware that providing a constructive classroom climate is crucial in creating an inclusive classroom. Similarly, developing the social and emotional competences of pupils promotes prosocial skills such as supportive peer relationships and empathy, necessary traits in the diverse classroom. This chapter presents a theoretical perspective on the emotional, social, and psychological benefits of providing a supportive and inclusive classroom climate in plurilingual and bilingual education and discusses how pedagogical and metacognitive strategies, as promoted in CLIL, can be used as everyday strategies to scaffold learning in the inclusive classroom
The improvement of sociability and social skills through the use of relational psychomotor skills in children with symptons of autism
Get PDFThe article focuses on the application of relational psychomotor skills as a tool to improve social skills in children with autism. Relational psychomotor skills is an approach within psychomotor skills that focuses on the development of motor skills in relation to the environment and to others. This perspective considers that movement is not only a physical action, but also has a relational and communicative dimension. The study presents the case method to develop the study. It deals specifically with the case of three children aged 6 to 9 years with social difficulties and symptoms of autism spectrum disorder. Through the use of relational psychomotor skills and the collection of data by means of a pre-test and a post-test of the Movement Assessment Battery for Children (MABC) and the Victor L. Serra Psychomotor Development Test (TEPSI), a significant improvement in their coordination and dexterity to perform tasks of socia-bility and social skills was observed. In addition, studies are mentioned that support the idea that relational psychomotor skills can be an effective tool for addressing social and communication difficulties in children with autism. By providing a structured, playful environment to practice and develop social skills, it enables children to learn and apply social norms, understand nonverbal cues, and participate effectively in social interactions. Overall, the positive results obtained through the use of relational psychomotor skills suggest that this technique may be beneficial for the development of relational, social, and motor skills in children with autism.El artículo se enfoca en la aplicación de la psicomotricidad relacional como herramienta para mejorar las habilidades sociales en niños con Trastorno del Espectro Autista (TEA). La psicomotricidad relacional es un enfoque dentro de la psicomotricidad que se centra en el desarrollo de las habilidades motoras en relación con el entorno y con los demás. Esta perspectiva considera que el movimiento no es solo una acción física, sino que también tiene una dimensión relacional y comunicativa. El estudio presenta el método del caso para desarrollar el estudio. Se trata concretamente del caso de tres niños de 6 a 9 años con dificultades sociales y síntomas del trastorno del espectro autista. A través del uso de la psicomotricidad relacional y de la obtención de datos mediante un pre test y un post test de los Test de Motricidad Movement Assessment Battery for Children (MABC) y del Test de Desarrollo Psicomotor de Víctor L. Serra (TEPSI), se observó una mejora significativa en su coordinación y destreza para realizar tareas de sociabilidad y habilidades sociales. Además, se mencionan estudios que respaldan la idea de que la psicomotricidad relacional puede ser una herramienta eficaz para abordar las dificultades sociales y de comunicación en niños con TEA. Al proporcionar un entorno estructurado y lúdico para practicar y desarrollar habilidades sociales, permite a los niños aprender y aplicar normas sociales, comprender las señales no verbales y participar de manera efectiva en interacciones sociales
Learning intention, engagement and teaching support in university contexts through the Model of Educational Quality
Get PDFConsidering the Model of Educational Quality (MOCSE) as a reference, the main objective of this research was to exam-ine the relationships between variables included in the theories of "Demands and Resources" (JD-R Model), "Expecta-tive-Value", "Achievement Goals" and the "engagement" of university students. Ex-amining these relationships is the first task in order to generate an investigation of the possible associations between the three theories in improving the teaching and learning process of the student body. The sample consists of 267 university students from the Valencian Community (14.6% male and 85.4% female) between 19 and 48 years of age (M= 22.45, SD= 3.62). The student body completed the Teacher Support Scale, the Expectancy-Value Scale, and the Achievement Goals Scale, all of which were revised from previous studies. A Pearson's bivariate correlational analysis was carried out to explore the relationships between the variables considered. The results showed, on the one hand, positive and significant correlations between teach-er support and expectancy-value beliefs, as well as positive and significant correla-tions between expectancy-value beliefs and student engagement. On the other hand, positive and significant correlations were found between teacher supports and mastery-focused goals and, negative and significant correlations between teacher supports and avoidance-focused goals, as well as positive and significant correlations between mastery-focused goals and student engagement and, neg-ative and significant correlations between avoidance-focused learning goals and engagement.Teniendo en cuenta el Modelo de Calidad Educativa (MOCSE) como referencia, el objetivo principal de esta investigación consistió en examinar las asociaciones entre variables incluidas en las teorías de “Demandas y recursos”, “Expectativa-Valor”, “Metas de logro” y el “engagement” del estudiantado universitario. Revisar esas relaciones es la primera tarea para generar una investigación de las posibles asociaciones entre las tres teorías a la hora de mejorar el proceso de enseñanza y aprendizaje del alumnado. La muestra se compuso por 267 estudiantes universitarios de la Comunidad Valenciana (14,6% hombres y 85,4% mujeres) entre 19 y 48 años (M = 22.45, DT = 3.62). El estudiantado rellenó la Escala apoyo docente, la Escala expectative-valor, y la Escala metas de logro, todas ellas revisadas de estudios previos. Se realizó un análisis correlacional bivariado de Pearson para explorar las relaciones entre las variables consideradas. Los resultados indicaron, por un lado, correlaciones positivas y significativas entre los apoyos docentes y las creencias de expectativa-valor, además de correlaciones positivas y significativas entre las creencias de expectativa-valor y el engagement. Por otro lado, se hallaron correlaciones positivas y significativas entre los apoyos docentes y las metas centradas en el dominio y, por el contrario, correlaciones negativas y significativas entre los apoyos docentes y las metas centradas en la evitación, también, correlaciones positivas y significativas entre las metas centradas en el dominio y el engagement del alumnado y, por el contrario, correlaciones negativas y significativas entre las metas de aprendizaje centradas en la evitación y el engagement
Citizenship and nationality: a saga of a historical connection and the dialectic of inclusion/exclusion
Get PDFThrough my research I investigate the complex topic of citizenship and nationality by examining the evolution of concepts and practices related to citizenship and nationality throughout history. The study proposes a broad approach for understanding the dynamics and consequences of these legal phenomena. The research focuses on the complex relationship between citizenship and nationality and their role in shaping individual and collective identity. At an interdisciplinary level, the reader will discover the interaction between these concepts and society by highlighting the dialectical aspects of inclusion and exclusion. The results are based on relevant case studies, legislative, political, and social changes that have affected citizenship and nationality in different historical periods and in various geographical contexts, with an emphasis on the complexity and dynamics of these concepts. By exploring the history, legislative evolution, and legal and social debates in the field of citizenship and nationality, this study sheds light on the challenges and dilemmas facing contemporary legal systems in managing cultural and social diversity, analyzes theoretical perspectives and current practices on inclusion and exclusion and possible solutions and improvements are proposed to promote social cohesion and respect for human rights