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The Rule of Law and Antifraud Measures in the Allocation of Next Generation Eu Funds
No full textThis study analyses the different factors that influence the allocation of Next Generation EU (NGEU) Funds among European Union (EU) Member States, particularly on the Recovery and Resilience Facility. We used a sample of the 27 EU countries and applied Fuzzy-set Qualitative Comparative Analysis (fsQCA) to carry out our analysis. Our results show that the EU considers informal criteria when making allocation decisions in the context of the NGEU Funds. Particularly, the quality of the Rule of Law and the presence of robust anti-fraud measures significantly impact the distribution of funds. In addition, there is no single path to receiving higher levels of funding; rather, multiple combinations of institutional and demographic conditions can lead to greater allocations. In fact, the informal governance indicators are especially considered for more populous Member States. The contributions of this study are twofold. It contributes to the literature by introducing a novel methodological approach and highlighting the importance of informal criteria in EU fund distribution. On the other hand, it has some practical implications since it offers practical insights for Member States seeking funding as well as guidelines for designing more effective allocation strategies for policymakers
Covalent immobilization of the DPPH molecule in reusable smart polymers for the assessment of antioxidant capacity in beetroots
No full textAntioxidants are used as markers of the functional potential of foods, making their accurate quantification essential for assessing bioactivity and possible health benefits. A smart polymer incorporating 2,2-diphenyl-1-picrylhydrazyl (DPPH) motifs (FDPPH) was synthesized via bulk polymerization of N-vinylpyrrolidone, methyl methacrylate, and a diphenylamine-functionalized monomer, followed by solid-phase reactions to introduce the DPPH functionality. FTIR and thermal analysis confirmed successful synthesis. The FDPPH sensor showed a colorimetric response consistent with DPPH in solution, demonstrating its reliability. Twenty-three beet samples were analyzed using both the conventional DPPH assay and the FDPPH method, where polymer discs were immersed and colour changes recorded via smartphone. The hue (H) parameter in the HSV colour-space showed the highest correlation. Calibration using beet samples was more accurate than with Trolox. The optimal response time was 3 h, with a LOD and LOQ of 0.063 and 0.191 mmol Trolox/L, respectively.We gratefully acknowledge the financial support provided by all funders. Author S. Vallejos received Grant PID2023-147301OB-I00 and Grant 3101166576-166576-29-325 funded by MICIU/AEI/10.13039/501100011033 and FEDER, EU. The financial support provided by Fondo Europeo de Desarrollo Regional-European Regional Development Fund (FEDER, ERDF) and Regional Government of Castilla y León -Consejería de Educación, Junta de Castilla y León – (BU025P23) is gratefully acknowledged. This work was supported by the Regional Government of Castilla y León (Junta de Castilla y León) and by the Ministry of Science and Innovation MICIN and the European Union NextGenerationEU PRTR. Author Saul Vallejos received grant BG22/00086 funded by Spanish Ministerio de Universidades. J. L. Vallejo-García received the grant PRE2021-09812 funded by MCIN/AEI/10.13039/501100011033 and by “ESF Investing in your future”. Author María Gaona-Ruiz received a research assistant contract (UBU-08-B) funded by the Regional Government of Castilla y León
La detección e identificación del alumnado de altas capacidades como una base hacia una educación individualizada
No full textLa identificación del alumnado con altas capacidades es un proceso clave para
garantizar una educación adaptada a sus necesidades. Sin embargo, los métodos actuales
presentan limitaciones en términos de equidad, eficacia y aplicación en contextos
educativos diversos. Esta tesis analiza el estado de la identificación en Castilla y León y
propone un modelo de cribado basado en habilidades, minimizando sesgos de género y
lingüísticos para ofrecer un enfoque más inclusivo.
El estudio emplea tres enfoques metodológicos complementarios. En primer lugar, se
realiza una revisión sistemática de concepciones sobre altas capacidades, identificando
diferentes modelos y paradigmas que influyen en los criterios de identificación. En
segundo lugar, se lleva a cabo un análisis documental de 124 informes
psicopedagógicos, examinando patrones en la evaluación y atención educativa de los
estudiantes identificados. Finalmente, se desarrolla un estudio cuantitativo con una
muestra de N = 164 estudiantes de entre 8 y 14 años, en el que se evalúan habilidades
como funciones ejecutivas, liderazgo, perfeccionismo y sobreexcitabilidad.
Los resultados muestran que no existen diferencias significativas entre el alumnado
identificado y no identificado en las habilidades evaluadas, lo que sugiere que los
métodos actuales pueden no ser completamente eficaces para la identificación del
talento. Se concluye que es necesario desarrollar estrategias más precisas e inclusivas,
basadas en el análisis de habilidades observables y en criterios adaptados a la diversidad
del alumnado, con el fin de optimizar la detección de altas capacidades y garantizar una
educación personalizada que favorezca el desarrollo integral de estos estudiantes.The identification and promotion of talent in highly able students have gained increasing relevance due to the growing awareness of the need to individualize education and allow a holistic development of the students. However, the identification rate remains low, resulting in inadequate educational support. To address this issue, the present research analyzes the current situation regarding the detection and identification of this group and proposes an alternative screening model to improve identification rates. To this end, three complementary methodological approaches are employed.
First, a systematic review of high abilities is conducted, analyzing 19 studies conceptualizing this phenomenon. Twenty conceptions and seven paradigms used to define high abilities are identified, revealing a great diversity of approaches. This diversity is considered a key factor in improving identification processes.
Second, a documentary analysis of the regional screening program Detecta and the psychoeducational reports of identified students is conducted. Four specific documents from the Detecta program and 124 psychoeducational reports of highly able students are examined. The results indicate a positive trend in identification and the implementation of support measures, although these remain insufficient in both detection and educational provision. The findings highlight the need to improve the screening process by adapting it to students' characteristics and promoting greater individualization of educational measurements.
Finally, a quantitative methodology based on questionnaires is used to explore skills commonly associated with highly able students that may be relevant for screening. Leadership, perfectionism, executive functions, and overexcitabilities are analyzed. The sample consists of N = 164 students aged 8 to 14, divided into four groups based on the variables identified/non-identified and male/female. The results show no significant differences in the assessed skills between identified and non-identified students, nor between genders. While these methods do not exhibit a clear predictive value for identification, the findings underscore the need to develop more inclusive and gender-neutral screening strategies.
In conclusion, the importance of designing more effective strategies for the detection and identification of highly able students is emphasized. These methods should serve as a foundation for individualized educational adaptations that foster comprehensive personal, social, and academic development. Additionally, the need to train teachers in the field of high abilities is highlighted to optimize both the identification process and the implementation of appropriate educational measures.Doctorado en Educació
Analysis of the use of metacognitive strategies through the use of eye tracking technology: an application of Educational Data Mining Techniques
No full textDoctorado con mención internacionalLa tecnología de seguimiento ocular (eye tracking) es una técnica de registro neurofisiológico que permite obtener datos empíricos sobre la conducta visual de los sujetos al interactuar con estímulos externos, como tareas o materiales de aprendizaje. Esto representa un avance significativo para la Psicología Cognitiva y Educativa, al posibilitar un análisis detallado de los procesos cognitivos, como la atención, y de algunas fases del procesamiento de la información implicadas en el proceso de enseñanza-aprendizaje.
En este contexto, la presente investigación aborda el estudio de los patrones de aprendizaje en estudiantes de Educación Superior, específicamente en entornos virtuales autorregulados. Para su análisis, se ha empleado la tecnología eye tracking junto con técnicas de Educational Data Mining. El objetivo general de esta tesis ha sido analizar la existencia de diferencias significativas en distintos parámetros de seguimiento ocular en función de la forma de presentación de la tarea y de los conocimientos previos del alumnado participante.
Los principales resultados de este trabajo indican que la monitorización del proceso de aprendizaje en estudiantes universitarios mediante tecnología eye tracking potencia un aprendizaje eficaz. Estos hallazgos ofrecen una perspectiva valiosa para avanzar hacia una instrucción educativa más precisa, facilitando a los docentes herramientas para el diseño de materiales de aprendizaje individualizados que beneficien directamente al alumnado. Asimismo, se identifican áreas clave para futuras investigaciones, orientadas a profundizar en la comprensión de los procesos cognitivos subyacentes al aprendizaje humano, y se destaca que la inclusión de tecnologías multicanal integradas representa tanto un reto como una oportunidad.
La tesis se ha desarrollado bajo la modalidad de compendio de artículos, aportando cinco publicaciones en revistas indexadas en Web of Science (WOS). Asimismo, se ha llevado a cabo en el marco del doctorado internacional, incluyendo una estancia de investigación en la Universidade do Minho (Portugal). Además, se ha realizado una aportación en términos de transferencia de conocimiento mediante el registro de un producto en la Propiedad Intelectual.Eye tracking technology is a neurophysiological recording technique that enables the collection of empirical data on individuals' visual behavior when interacting with external stimuli, such as tasks or learning materials. This represents a significant advancement in Cognitive and Educational Psychology, as it allows for a detailed analysis of cognitive processes, such as attention, and certain phases of information processing involved in the teaching-learning process.
Within this context, the present research explores learning patterns in Higher Education students, specifically within self-regulated virtual learning environments. For this analysis, eye tracking technology was combined with Educational Data Mining techniques. The general objective of this dissertation was to analyze the existence of significant differences in various eye-tracking parameters depending on the presentation format of the task and the participants’ prior knowledge.
The main findings of this work indicate that monitoring the learning process in university students through eye tracking technology enhances effective learning. These results provide a valuable perspective for advancing toward more precise educational instruction, offering educators tools for designing individualized learning materials that directly benefit students. Furthermore, key areas for future research are identified, aimed at deepening the understanding of the cognitive processes underlying human learning. The integration of multimodal technologies is also highlighted as both a challenge and an opportunity.
This dissertation was developed in the format of a compendium of publications, contributing five articles published in journals indexed in the Web of Science (WOS). It was conducted within the framework of an international Ph.D. program, including a research stay at the University of Minho (Portugal). Additionally, a contribution to knowledge transfer was made through the registration of a product with Intellectual Property rightsDoctorado en Ciencias de la Salu
El ajedrez como estrategia para favorecer el desarrollo de las competencias STEM del alumnado de Secundaria
No full textEste Trabajo Fin de Máster (TFM) explora el uso del ajedrez como herramienta educativa para desarrollar las competencias STEM (Science, Technology, Engineering and Mathematics) en estudiantes de 1º de la ESO. Utilizando un enfoque STEAM (Science, Technology, Engineering, Art and Mathematics), se han diseñado 14 actividades que integran ciencia, tecnología, ingeniería, arte y matemáticas, según el currículo educativo vigente. Las actividades están orientadas a fomentar habilidades como el razonamiento lógico, el pensamiento crítico, la creatividad y el trabajo en equipo, y no requieren conocimientos previos de ajedrez, asegurando la potencial participación de todos los alumnos.
El TFM incluye una revisión de investigaciones que destacan el impacto positivo del ajedrez en el desarrollo cognitivo y social, así como en la mejora de habilidades académicas. Además, se presentan rúbricas específicas para evaluar la adquisición de competencias STEM y se emplean cuestionarios para analizar la viabilidad y usabilidad del enfoque propuesto. Los resultados obtenidos reflejan una valoración positiva por parte de los docentes encuestados, quienes destacan su potencial aplicabilidad y pertinencia en el aula, abriendo nuevas perspectivas para la integración del ajedrez en diversas áreas educativas.This Master's Thesis (TFM) explores the use of chess as an educational tool to develop STEM (Science, Technology, Engineering and Mathematics) skills in students of 1st ESO. Based on the STEAM (Science, Technology, Engineering, Art and Mathematics) methodology, 14 activities have been designed that integrate science, technology, engineering, art and mathematics, according to the current educational curriculum. The activities are aimed at fostering skills such as logical reasoning, critical thinking, creativity and teamwork, and do not require prior knowledge of chess, ensuring the potential participation of all students.
The TFM includes a review of research highlighting the positive impact of chess on cognitive and social development, as well as on the improvement of academic skills. In addition, specific rubrics are presented to assess the acquisition of STEM skills and questionnaires are used to analyze the feasibility and usability of the proposed approach. The results obtained reflect a positive assessment by the teachers surveyed, who highlight its potential applicability and relevance in the classroom, opening new perspectives for the integration of chess in various educational areas
Corporate water risk reporting: the case of the CDP Water Security Questionnaire
No full textPurpose:
This paper aims to investigate the foundations of corporate water risk reporting boundaries from an enterprise risk management perspective. To be more precise, the authors take the case of the CDP Water Security Questionnaire (WSQ) and explore the evolution of questionnaire itself as well as current corporate water risk reporting practices.
Design/methodology/approach:
This paper draws upon enterprise risk management theory to explore the evolution of reporting boundaries contained in the design of the WSQ. This paper also performs an empirical study using the content analysis of a homogeneous sample of 470 companies comprising 1,880 responses to the WSQ for the period 2018–2021.
Findings:
The analysis shows that despite the tendency for the questionnaire’s design to focus on risk reporting and to align with other water reporting initiatives, both questions and responses remain severely limited. More precisely, evidence suggests that corporate water risk reporting is still strongly focused on direct impacts. Furthermore, the majority of water risk direct impacts are only recognized and are not subsequently assessed in the reports. Thus, the reports fail to provide the full picture of corporate water risk across global supply chains along with, arguably, a lack of discharge of corporate responsibility.
Practical implications:
Policymakers, corporations and academics may use these results to set out a future agenda for enhanced corporate water risk reporting.
Social implications:
The effective use of water resources is vital to human survival, but only a limited number of studies have addressed this problem. This paper focuses on this highly important issue and concludes that the definition of corporate water risk reporting boundaries is relevant to improvements in water security.
Originality/value:
To the best of the authors’ knowledge, this paper provides the first comprehensive assessment of corporate water risk reporting boundaries.We are also gratified to the financial support received from the Spanish Ministry of Science and Innovation (PID2019-104163RA-I00; PID2021- 122389OB-I00; and TED2021-129520B-I00) and the Junta de Castilla y León (BU069P20)
The Study and Optimization of the AlCl3/SnCl2 Catalyst System in the Subcritical Water Production of Lactic Acid from Corn Stover
No full textThe lactic acid (LA) production from corn stover using Lewis acid catalysts was
optimized. Initially, an equimolar mixture of Al(III)/Sn(II) was used as a catalytic system
at 190 ◦C with 5 wt% biomass. Increasing the catalyst concentration led to higher LA
production, showing the optimal results at 16 mM. A low catalyst concentration mainly
produced furfural and HMF, dehydration products from the corn stover sugars. Higher
catalyst concentration increased LA yield but also produced the degradation of the glucose
dehydration products into levulinic and formic acids, reducing LA selectivity. Al(III)
was essential for LA formation, while Sn(II) was less effective due to its lower solubility,
shown by the presence of Sn(II) in the solid residue after treatments. A total of 16 mM
Al(III) yielded the highest LA levels at 190 ◦C, 7.4 g/L, and 20.7% yield. Increasing the
temperature to 210 ◦C accelerated the LA production while also achieving the lowest energy
consumption, which was 0.47 kWh/g LA at the highest LA production point. However,
longer treatments at this temperature caused LA degradation. AlCl3 has been identified as
an ideal catalyst for biomass conversion to LA, being inexpensive and low in toxicity.This research was funded by the Agencia Estatal de Investigación, grant numbers PID2022-136385OB-I00 and TED2021-129311B-I00, and the Junta de Castilla y León (JCyL) and the European Regional Development Fund (ERDF), grant numbers BU027P23. A.E. Illera’s post-doctoral contract was funded by BU027P23. H. Candela’s pre-doctoral contract was funded by JCyL and the European Social Fund [ORDEN EDU/1009/2024]. P. Barea’s pre-doctoral contract is funded by JCyL and the European Social Fund (ESF) [ORDEN EDU/1868/2022]
Downsampled NF-ToN-IoT V1 Dataset
No full textThis dataset is a proportionally downsampled version of the NF-ToN-IoT V1 dataset [Sarhan et al., 2021; Sarhan et al., 2023].This publication is part of the AI4SECIoT project (‘Artificial Intelligence for Securing IoT Devices’), funded by the National Cybersecurity Institute (INCIBE), derived from a collaboration agreement signed between the National Institute of Cybersecurity (INCIBE) and the University of Burgos. This initiative is carried out within the framework of the Recovery, Transformation and Resilience Plan funds, financed by the European Union (Next Generation), the project of the Government of Spain that outlines the roadmap for the modernization of the Spanish economy, the recovery of economic growth and job creation, for solid, inclusive and resilient economic reconstruction after the COVID19 crisis, and to respond to the challenges of the next decade
Online Pornography Consumption, Risky Behaviors, and Sexist Attitudes in Adolescence: A Cross-Sectional Survey Study
No full textThe present study aimed to analyze the consumption of pornography among adolescents, examine its relationship with sexist
attitudes, and explore how its consumption relates to participation in other risky behaviors. The final sample consisted of 664
Galician (Spain) students aged 12–17 years (M=14.55; SD =1.70) who completed a survey including ad hoc items about
online and offline risky behavior and the Spanish version of the Social Roles Questionnaire. Almost half of the sample (48.8%)
had consumed pornography at least once in their lifetime, with 21.7% having done so in the prior month. These rates were
significantly higher among males and older students. Those who had used pornography had a significantly higher mean score
on the subscale of traditional sexist attitudes and higher engagement in several other risky behaviors. Furthermore, logistic
regression analysis showed which of these variables best predicted pornography consumption for females and for males. These
results indicate the need for a comprehensive or holistic preventive approach to risky sexual behavior and early sexual education and porn literacy, which leads adolescents to reflect on how pornography may impact their attitudes and relationships.Open access funding provided by FEDER European Funds
and the Junta de Castilla y León under the Research and Innovation
Strategy for Smart Specialization (RIS3) of Castilla y León 2021-2027.
The authors have not disclosed any funding