35436 research outputs found
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Autoevaluación Final para alumnado de las asignaturas de Antropología de la Alimentación y de Etnogastronomía del Grado de Ciencias Gastronómicas y Gestión Hotelera.
Get PDFAutoevaluación final que realiza de forma individual el alumnado
ASYRAS Commitment to Young Scholars
Get PDFThis conference is a presentation for the Association of Young Researchers on Anglophone Studies (ASYRAS), addressed to emerging scholars on the field of English Studies. The presentation focuses on the benefits of becoming a member of this association and seeks to foster a spirit of acceptance and guidance among peers in this area. This is an initiative to foment communication and support among young scholars, and to make them aware of the existence of a "safe-space" for them.Grupo de Investigación THALiS (Transhistorical Anglophone Literary Studies
Tea's gaze.
No full textEl proyecto La mirada de Tea reúne la percepción del entorno desde mi condición de autismo, partiendo de la pintura como disciplina artística. Este título viene de las siglas TEA, convirtiéndose en nombre propio, Tea, representando así a una entidad femenina, como la mujer que decide manifestar su mundo interior desde su condición. Para el desarrollo de la obra es primordial conocer mejor las amplias características que implica el Trastorno del Espectro Autista y su evolución en la historia. Dada la gran diversidad del tema, me focalizo en el autismo en mujeres ya que su diagnóstico se hace más complicado y me afecta
directamente. De modo que lo pondré en conocimiento, sirviendo yo misma como base autoetnográfica inicial, registrando así hechos reales que estarán apoyados en las investigaciones de los profesionales. Además de los testimonios reales que ofrecen, de forma más concisa, las sutilezas del autismo que en este proyecto pretendo exteriorizar.
En cuanto a la parte artística, la meta consiste en la creación de una obra que hable por sí sola, elaborando escenarios de doble visión donde confluyen los sistemas fractales, el flujo sanguíneo, la anatomía, la savia de los árboles y sus troncos, reforzando este concepto de fusión y realidad/ficción con influencias como Roxy Paine, Pamela Rosenkranz y Marina Núñez entre otros. El deseo es promovido por hacer de la pintura, uno de mis escasos intereses, mi casi única forma de comunicación
Fan-Based Learning in Language Education.
No full textConceptualization
Educational vision, fan-learning focus — Sergio Rey-Godoy; Boris Vázquez-Calvo
Methodology
Pedagogical framework and activity design — Sergio Rey-Godoy
Investigation
Gathering case studies and research sources — Boris Vázquez-Calvo
Writing – original draft
Episode scripts — Boris Vázquez-Calvo
Writing – review & editing
Script refinement and clarity checks — Sergio Rey-Godoy
Visualization
Storyboards, motion graphics, illustrations, overall visual style — Sergio Rey-Godoy
Software
Audacity (audio capture & cleanup); Canva Pro (graphics & video layout); ChatGPT (wording assistance) — Sergio Rey-Godoy
Resources
Voice-over narration — Sergio Rey-Godoy; Boris Vázquez-Calvo
Data curation
Captioning (auto-generated, reviewed by Sergio Rey-Godoy); asset archiving (Boris Vázquez-Calvo)
Project administration
Scheduling, asset management, production coordination — Boris Vázquez-Calvo
Supervision
Academic oversight — Boris Vázquez-Calvo
Funding acquisition
Grant writing & reporting — Boris Vázquez-Calvo
Plan Propio de Docencia – “Ayuda para la elaboración de materiales en vídeo,” University of Málaga, Spain (€2 000)
Research project DEFINERS – Digital Language Learning of Junior Language Teachers (TED2021-129984A-I00), funded by the Spanish Government MCIN/AEI/10.13039/501100011033 and the EU NextGenerationEU/PRTR
Other
Special thanks to fan communities, participating learners, and researchers from the DEFINERS project.
License: CC-BY 4.0 — feel free to reuse, remix, and share with attribution.
CRediT note: Roles follow the Contributor Roles Taxonomy (https://credit.niso.org). When a task spans more than one role (e.g., video editing touches both Visualization and Software), it is listed under the role that best captures its primary scholarly contribution.Conceived as an open educational resource, Fandom and Language Education is a nine-episode micro-series (≈ 5 min each) that shows how everyday fan activities become meaningful, low-cost language-learning tools—perfect for teachers, informal educators and content creators, andcurious fans. Recorded for YouTube (premiering May 2025) and archived on Zenodo under CC-BY 4.0, each episode mixes real learner stories, practical tips, and research-informed insights.
Episode line-up
1. Introduction to fandom and language education: how global fan communities turn passion into language practice
2. Fanfiction in language learning: writing, reading, and feedback loops that build fluency
3. Fansubs and fan translations: multilingual subtitles and crowd translations as authentic scaffolds
4. Cosplay and conventions: face-to-face conversation and intercultural exchange in fan spaces
5. Fandom-driven motivation: why passion sustains long-term language study
6. Fan art for visual and written expression: art made by fans
7. Podcasts, vlogs and other fan media: listening and speaking through user-generated content
8. Challenges and ethics: plagiarism, misinformation, slang, and best practice
9. Conclusion and open resources: AO3, Viki, Duolingo, Discord and more for lifelong learning
By centering passion-based communities—writing fanfic, subtitling shows, crafting cosplay—Fandom and LanguageEducation demonstrates that meaningful, motivating language practice thrives where creativity and collaborationintersect. Share it, remix it, or screen it in class: the series is yours to use.Universidad de MálagaAgencia Estatal de Investigació
Dataset for: All resources lead to Rome: A multi-study investigation on the complementary association of core self-evaluations and emotional intelligence on well-being
No full textThis multi-study investigation examined what magnitude of personal resources people need to flourish in their personal life and at work. We specifically looked at the interplay between emotional intelligence (EI) and core self-evaluations (CSE) in relation to flourishing, happiness, and work engagement. Guided by job demands-resources theory, this investigation was conducted through two separate studies (Ns1 = 391; Ns2 = 703) using path analysis with Spanish employees. Study 1 revealed that EI moderated the positive relationship between CSE and flourishing and work engagement so that this relationship was weaker among employees high (vs. low) in EI. Study 2 replicated this pattern for the relationships with happiness and work engagement. Facet-level analyses revealed that use of emotions was driving the moderation on flourishing in Study 1, whereas other-emotion appraisal was driving the moderation on work engagement in Study 2. Overall, these findings suggest that individuals low in CSE might benefit from higher levels of EI to enhance their flourishing. Implications for improving well-being through the development of personal resources are discussed.Parte del proyecto I+D+i PID2020-117006RB-I00, financiado por MCIN/AEI/10.13039/501100011033Grupo de investigación Applied Positive Lab CTS-1048G-FEDER (Junta de Andalucía)Junta de Andalucía, Proyectos FEDER (UMA18-FEDERJA-147
El Jazz como contexto de aprendizaje musical: diseño, aplicación y evaluación de un proyecto musical para Educación Primaria basado en el Jazz y la creación
No full textEsta investigación parte de la observación de un patrón común en la educación musical primaria: una enseñanza centrada en enfoques teóricos, que limita la vivencia y la creación musical en los estudiantes. En este estudio, a través del uso del Jazz y la creación musical, se pretende ofrecer una alternativa que permita a los niños y niñas desarrollar habilidades musicales de manera integral y significativa, sin necesidad de tener una formación musical previa.
Este trabajo tiene como objetivo diseñar y analizar un proyecto educativo de educación musical para la etapa de Educación Primaria, centrado en el Jazz y la creación musical como contexto de aprendizaje. La propuesta se basa en un enfoque vivencial y práctico de la música, integrando diversas dimensiones del aprendizaje musical como la creatividad, la cognición, la técnica, la expresión y los entornos de aprendizaje colaborativos.
En lo que se refiere al enfoque metodológico, se trata de un enfoque mixto que integra métodos cualitativos y cuantitativos, permitiendo una comprensión más profunda y enriquecida de los fenómenos estudiados. Además, este estudio queda enmarcado como estudio de caso al tratarse del diseño de un proyecto que fue implementado en dos centros educativos diferentes durante dos cursos escolares consecutivos.
Los resultados del estudio muestran que el Jazz, como enfoque pedagógico, facilita el aprendizaje musical a través de la experimentación, la audición activa, el canto y la creación. Los estudiantes mejoraron sus habilidades técnicas, pero también desarrollaron una mayor capacidad creativa y emocional al trabajar en grupos. La investigación evidenció un cambio positivo en la actitud y motivación del alumnado hacia la música, destacando la importancia de crear en las escuelas espacios de creación musical que se muestren inclusivos y accesibles.En conclusión, este trabajo contribuye a la revalorización de la música en el currículo educativo y plantea un cambio en los enfoques tradicionales, promoviendo una educación musical activa y creativa. Además, subraya la necesidad de continuar investigando la integración del Jazz y la creación musical en la educación primaria, para ofrecer modelos pedagógicos más inclusivos y significativo
Proton conductivity properties of tin(IV) N,Nbis( phosphonomethyl)glycine phosphonates and their pyrophosphate-based derivatives
No full textMetal phosphonates (MPs), a subclass of coordination polymers, are distinguished by
their acidic functional groups, such as –P–OH, –SO₃H, and –COOH. Combined with their
chemical and thermal stability, commercial availability, and synthetic versatility, these
features make MPs particularly appealing for fuel cell applications. They have shown
remarkable potential not only as proton-conductive materials for proton exchange
membrane fuel cells (PEMFCs), but also as precursors to metal diphosphate-based proton conductors suitable for intermediate-temperature fuel cells (ITFCs), between 100 and 300 ºC.
In this work, we present the synthesis and characterization of a novel family of
amorphous tin(IV) phosphonates, Sn[(COOH-CH2)N((CH2-PO(OH)2)2](OH)0.8 (H₂O)3
(SnBPMGLY); doped with variable amounts (0.1 - 0.3) of Al3+ or Mg2+ ions. Both, undoped
and doped materials, were subjected to pyrolytic treatment at 750 °C in air, resulting
predominantly in tin(IV) pyrophosphates with slight compositional variations.
All materials were thoroughly characterized with respect to their proton conduction
properties. The as-synthesized undoped material, SnBPMGLY, exhibited notable
conductivity, reaching up to 5.05 × 10⁻⁴ S·cm-1, at 90 °C and 95% relative humidity (RH).
After pyrolysis, the resulting tin pyrophosphates showed higher proton conductivities, with
values up to 1.3 × 10⁻² S·cm-1 in the case of Sn0.8Al0.2BPMGLY Δ750 ºC under the same
conditions. The low activation energy values (E < 0.35 eV) determined from the Arrhenius a
plots suggest a water-mediated Grotthuss proton transfer mechanism. Current efforts are
focused on evaluating the performance of these pyrolyzed materials at intermediate
temperature (125–300 °C) under high vapor pressure conditions.University of Malaga under Plan Propio de InvestigaciónSpanish Ministry of Economy, Industry and Competitivenes
Dataset for: Four-layer hydraulic models of the exchange flow through the Strait of Gibraltar
No full textAn internet of robotic things platform for connecting agents in adisaster scenarios
Get PDFField robotics must operate in challenging, unpredictable environments where only the most critical information should be processed and shared. Meeting this demand requires new architectures to analyze data near the source and communicate efficiently across robotic systems and remote services. Real-time autonomy requires a combination of diverse sensors, local computing, and adaptable communication tools. When traditional infrastructure, such as mobile phone stations, is limited or absent, intelligent data filtering and distributed processing become essential. This research presents a co-design approach that integrates different perception systems with telecommunication networks to support cooperation between agents: any entity with mobility, onboard memory, payload capacity, minimal situational awareness, and trained operational skills required for a mission.
The focus is on emergency response scenarios¿specifically Search and Rescue (SAR) tasks in catastrophic settings. These harsh conditions call for agile, robust platforms that enable real-time coordination without relying on centralized infrastructure. The proposed Internet of Cooperative Agents (IoCA) architecture enables decentralized execution of algorithms to support both rescuers and isolated victims. This framework, developed and tested in collaboration with real emergency professionals, enhances situational awareness by providing agents' status, detecting potential risks, reporting geolocated victims, and connecting real and virtual worlds via Digital Twins (DT). The result is a resilient, modular system designed to function where needed most¿when time is critical and connectivity is scarce