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= Initiation to combat sports from the perspective of ecological dynamics: the Constraints-Led Approach
Full text link[ES] Este artículo de corte preeminentemente teórico tiene como objetivo principal sentar las bases para una iniciación de los deportes de combate a partir de un modelo de aprendizaje motor conocido como dinámicas ecológicas, que trata de articular las teorías de James Gibson y Nikolai Bernstein con los sistemas dinámicos. Más específicamente, el artículo realiza una crítica al cognitivismo implícito en la noción de “saber luchar” (desarrollada desde enfoques comprensivos) y propone en su lugar los conceptos de alfabetización motriz de combate y destreza combativa desde la perspectiva de las dinámicas ecológicas. El artículo ofrece además una serie de recomendaciones pedagógicas para la iniciación a los deportes de combate mediante juegos modificados a partir del modelo de enseñanza basado en constreñimientos (CLA). Así mismo, realiza una propuesta de ejemplos reales de entrenamiento en MMA y de enseñanza mediante juegos modificados en judo y grappling/jiujitsu brasileño (BJJ).[EN] This pre-eminently theoretical article aims to lay the foundations for an introduction to combat sports based on a motor learning model known as ecological dynamics, which tries to articulate the theories of James Gibson and Nikolai Bernstein with dynamical systems. More specifically, the article criticizes the cognitivism implicit in the notion of “knowing how to fight” (developed from comprehensive approaches) and proposes instead the concepts of combat motor literacy and combat dexterity from the perspective of ecological dynamics. The article also offers a series of pedagogical recommendations for the introduction to combat sports through modified games following the constraints-led approach (CLA). Likewise, it offers a training proposal from MMA and teaching practice using modified games from judo and grappling/Brazilian jiujitsu (BJJ)
Necesidades de orientación en Formación Profesional: un análisis de las dudas en foros informales
Full text linkES] El objetivo de este estudio es conocer las dudas sobre FP identificando perfiles diferenciales según el ciclo formativ
No pasarán: por qué la extrema derecha quiere controlar la educación pública y qué hacer para defenderla
No full text[ES] «¡No pasarán!» es un lema de resistencia y lucha política que se popularizó como símbolo de la resistencia republicana durante la Guerra Civil en España frente el avance de las tropas fascistas del dictador Franco. Se ha internacionalizado como símbolo antifascista: en la resistencia francesa contra los nazis, en el Mayo del 68 o contra las dictaduras en América Latina, como las de Chile o Argentina, apoyadas por Estados Unidos. Hoy, «¡No pasarán!» sigue siendo un grito de resistencia ante el avance del neofascismo y de lucha en defensa de la democracia. Actualmente la extrema derecha ha comprendido que la batalla cultural crucial es la de las ideas y el terreno de disputa es la educación. Frente a esa batalla, que la extrema derecha ha impulsado en escuelas y universidades alrededor del mundo, este libro, prologado por Miguel Urbán, tiene una doble finalidad. Por una parte, analizar la extrema derecha, sus elementos constitutivos y las razones de su asedio a la educación y, por otra, proponer para el debate un conjunto de prácticas político-pedagógicas concretas (curriculares, organizativas y de política educativa) destinadas a combatir la nueva ola reaccionaria en la educación a nivel global, que está disputando la hegemonía ideológica entre los jóvenes para imponer su agenda política. Y todo ello con un objetivo final: llamar a la construcción de una Internacional Antifascista de Educación (IAdE), una tarea fundamental de nuestro tiempo
Molecular Identification and Phylogenetic Placement of Rosa arabica Crép. (Rosaceae), a Critically Endangered Plant Species
Full text link[EN] The Egyptian narrowly endemic and critically endangered plant species Rosa arabica Crép. was studied employing a taxonomic and molecular approach. Morphological investigations, distance analysis, and phylogenetic reconstruction revealed that R. arabica is a distinct species with great affinity to R. canina and differentiated from R. rubiginosa. Molecular identification based on the sequences of multiple markers single or in combination ITS, matK, rbcL, and trnL‐F succeeded in identifying R. arabica at genus and species levels. We evaluated the potential of each marker and a combination of the nuclear ITS ‐Internal Transcribed Spacer‐ with one of the plastid markers, matK, rbcL, or trnL‐F, to accurately identify Rosa species. All of them were successful in identifying R. arabica. Classification based on DNA sequences shows that R. arabica is placed within section Caninae in a clade comprising R. canina and R. rubiginosa. Moreover, R. arabica is closely related to other European Rosa species. In conclusion, our results indicate that the four DNA markers can provide species resolution in the context of the genus Rosa and relatives, aiming to characterize morphology and genetic diversity in the ecological and economically important genus RosaSIThis research was funding by the Spanish Ministerio de Educación under the program “Campus de Excelencia Internacional CEI Triangular E3 (Grants 2017)”, which provided important financial support for the postdoctoral stay of Ahmed Elkordy at the University of León (Spain). The Research Team of the University of León 395 TaCoBi (Taxonomy and Biodiversity Conservation) partially supported the experimental stud
Analysing the Computational Competences Acquired by K-12 Students When Lectured by Robotic and Human Teachers
Full text link[EN] Robots have been proposed as teaching assistants for children, but few studies have measured their effectiveness. This paper describes an experiment using the Baxter robot for teaching basic computational principles. We compare acquired abilities in students with a control group lectured by a human teacher in a traditional way. These abilities are focused on the application of computational principles to a different domain. Experiment description, data analysis and discussion of the results are also presented in this paper.S
Physical disability and personality traits in multiple sclerosis
Full text link[EN] Multiple sclerosis (MS) is a disease with several clinical phenotypes running
from forms that rapidly render sufferers disabled to others with only a low level of
handicap. In the light of the varying progressions that can be found in the illness, for
forms have been standardized (Karussis, 2014). Most patients with MS, between 80%
and 85%, have the relapsing remitting form (RRMS) and approximately 80% of these
evolve into the Secondary Progressive form of Multiple sclerosis (SPMS). In contrast,
some 10% to 20% of patients present primary progressive Multiple sclerosis (PPMS)
(Lublin et al., 1996).S
Age and Date for Early Arrival of the Acheulian in Europe (Barranc de la Boella, la Canonja, Spain)
Full text link[EN] The first arrivals of hominin populations into Eurasia during the Early Pleistocene are currently considered to have occurred as short and poorly dated biological dispersions. Questions as to the tempo and mode of these early prehistoric settlements have given rise to debates concerning the taxonomic significance of the lithic assemblages, as trace fossils, and the geographical distribution of the technological traditions found in the Lower Palaeolithic record. Here, we report on the Barranc de la Boella site which has yielded a lithic assemblage dating to ∼1 million years ago that includes large cutting tools (LCT). We argue that distinct technological traditions coexisted in the Iberian archaeological repertoires of the late Early Pleistocene age in a similar way to the earliest sub-Saharan African artefact assemblages. These differences between stone tool assemblages may be attributed to the different chronologies of hominin dispersal events. The archaeological record of Barranc de la Boella completes the geographical distribution of LCT assemblages across southern Eurasia during the EMPT (Early-Middle Pleistocene Transition, circa 942 to 641 kyr). Up to now, chronology of the earliest European LCT assemblages is based on the abundant Palaeolithic record found in terrace river sequences which have been dated to the end of the EMPT and later. However, the findings at Barranc de la Boella suggest that early LCT lithic assemblages appeared in the SW of Europe during earlier hominin dispersal episodes before the definitive colonization of temperate Eurasia took placeSIThe research at Barranc de la Boella has been carried out with the financial support of the Spanish Ministerio de Economía y Competitividad (CGL2012-36682; CGL2012-38358, CGL2012-38434-C03-03 and CGL2010-15326; MICINN project HAR2009-7223/HIST), Generalitat de Catalunya, AGAUR agence (projects 2014SGR-901; 2014SGR-899; 2009SGR-324, 2009PBR-0033 and 2009SGR-188) and Junta de Castilla y León BU1004A09. Financial support for Barranc de la Boella field work and archaeological excavations is provided by the Ajuntament de la Canonja and Departament de Cultura (Servei d’Arqueologia i Paleontologia) de la Generalitat de Catalunya. A. Carrancho’s research was funded by the International Excellence Programme, Reinforcement subprogramme of the Spanish Ministry of Education. I. Lozano-Fernández acknowledges the pre-doctoral grant from the Fundación Atapuerca. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscrip
Análisis y perspectivas de la violencia escolar en la Educación Básica del Perú
Full text link[ES] El acoso escolar se ha convertido en un problema global, afectando a estudiantes en todo el mun-
do. Objetivo: Analizar la violencia escolar en el sistema educativo de la Educación Básica en Perú,
considerando el nivel educativo, tipo de agresor, tipo de violencia y frecuencia de las agresiones, e
identificar posibles perfiles o tipologías de violencia escolar. Método: Se utilizaron datos del Sistema
Especializado en Reportes de Casos sobre Violencia Escolar de Perú (SiseVe), efectuando un estudio
cuantitativo descriptivo-comparativo a partir de datos secundarios. Se analizaron los distintos tipos
de violencia: física, psicológica, y sexual; nivel educativo: infantil, primaria y secundaria; y perfil de
los agresores: escolares y personal de la institución educativa. Resultados: Los rasgos identificados
que mejor definen la tipología de violencia entre escolares son la continuidad de la agresión, su carác-
ter de violencia física, y su presencia mayoritariamente en nivel escolar secundario. La violencia del
personal de la institución educativa hacia los escolares es continuada, de tipo sexual, manifestándose
mayormente en educación secundaria. Conclusión: Estos hallazgos enfatizan la urgencia de imple-
mentar estrategias de prevención y abordaje de la violencia escolar adaptadas a cada nivel educativo.[EN] Bullying has become a global problem, affecting students around the world. Objective: To analyze
school violence in the Basic Education system in Peru, considering the educational level, type of
aggressor, type of violence and frequency of aggression, and to identify possible profiles or typolo-
gies of school violence. Method: Data from the Specialized System for Reports of Cases on School
Violence in Peru (SiseVe) were used, carrying out a quantitative descriptive-comparative study based
on secondary data. The different types of violence were analyzed: physical, psychological, and sexual;
educational level: infant, primary and secondary; and profile of the aggressors: schoolchildren and
staff of the educational institution. Results: The features identified that best define the typology of
violence among schoolchildren are the continuity of the aggression, its physical violence nature, and
its presence mainly at the secondary school level. Violence by school staff towards schoolchildren is
ongoing, sexual in nature, and occurs mostly in secondary education. Conclusion: These findings
emphasize the urgency of implementing strategies to prevent and address school violence adapted to
each educational level.S
¿Conocen los futuros docentes de Educación Primaria los ODS y están formados para implementarlos en las aulas de la LOMLOE?
No full text[ES] En el presente trabajo se ha diseñado e implementado una experiencia didáctica de
aprendizaje-servicio dirigida a estudiantes del Grado de Educación Primaria. La experiencia
didáctica pretende preparar a los futuros docentes para la inclusión de los nuevos requerimientos
de la LOMLOE y la Agenda 2030 con los ODS en su futura práctica profesiona
Support for specific training plans in the algerian university system: new teachers and online teaching
No full text[EN] The execution of the Twinning Proposal between the Regional Ministry of Education
of Castilla y León (Spain) and the Ministry of Higher Education and Scientific Research
(MESRS) of the People’s Democratic Republic of Algeria, has as its main objectives to
support the Algerian Ministry in the development of three major components or lines
of work.
In the first place, in the design of the methodology for the creation of new training
offers, for Bachelor’s and Master’s degrees and PhDs, based on the methodology for the
development of the training offer adopted within the framework of the “PAPS-ESRS”
(Support Programme for the Sector Policy for Higher Education and Scientific Research).
Secondly, in the development of the necessary methodology to accompany the implementation
of these teachings through the promotion and development of new pedagogical
practices and a conception of the change through the training of teachers and the
promotion of innovation in teaching.
And, thirdly, support for pedagogical governance and didactic management aimed at
school managers, administrators, training teams and heads of Pedagogical Committees
of Algerian Universities