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Perception of natural hazards in Extremadura (Spain) in educational contexts
No full textEn un contexto de creciente preocupación por los efectos del cambio climático y la necesidad de fomentar una cultura preventiva, esta investigación tiene como objetivo analizar la percepción sobre los riesgos naturales en Extremadura según la etapa educativa y la localización geográfica de estudiantes de Educación Secundaria Obligatoria y profesorado en formación. A través de un cuestionario (cuantitativo) en el que han participado 202 estudiantes, los resultados muestran una elevada conciencia acerca de la importancia de estos fenómenos, aunque el 80,0% del alumnado presenta un conocimiento de 2,9 (escala de 1 a 5), no se han encontrado diferencias estadísticamente significativas según el nivel académico. Asimismo, se confirma una relación positiva entre la percepción del impacto y el conocimiento declarado, aunque débil. Territorialmente, el alumnado de Cáceres percibe más el riesgo de incendios forestales, mientras que el de Badajoz destaca las inundaciones y temperaturas extremas, alineándose con las características geográficas de sus entornos. En cuanto a la enseñanza, se observa una preferencia por metodologías activas como el aprendizaje basado en proyectos y las salidas de campo. Finalmente, la percepción espacial del alumnado sobre los riesgos naturales en Extremadura muestra una notable correspondencia con los datos climáticos y geográficos actuales, lo que sugiere una conciencia territorial creciente que, sin embargo, debe ser reforzada desde el ámbito educativo mediante estrategias pedagógicas específicas y contextualualizadas.Within a context of growing concern about the effects of climate change and the need to foster a culture of prevention, this research seeks to analyze the perception of natural hazards in Extremadura according to educational level and geographical location among students in compulsory secondary education and preservice teachers. A quantitative questionnaire was used, in which 202 students participated. The results show a high level of awareness about the importance of these phenomena; although 80% of students had a knowledge score of 2.9 (on a scale of 1 to 5), no statistically significant differences were found according to academic level. A positive relationship is also confirmed between the perception of impact and reported knowledge, albeit weak. Regionally, students in Cáceres perceive the risk of forest fires more strongly, while those in Badajoz emphasize flooding and extreme temperatures, aligning with the geographical characteristics of their surroundings. Regarding teaching, a preference for active methodologies such as project-based learning and field trips is observed. Finally, students’ spatial perception of natural hazards in Extremadura shows a notable correspondence with current climatic and geographic data, suggesting a growing territorial awareness that, however, must be reinforced in education through specific and contextualized pedagogical strategies.Esta investigación presenta resultados del proyecto de I+D+i “INCLUCOM-Modelos curriculares y competencias histórico-geográficas del profesorado para la construcción de identidades inclusivas” (PID2021-122519OB-I00), financiado por MCIN/AEI/10.13039/501100011033/ y por “FEDER Una manera de hacer Europa”
Intervenciones para la desregulación emocional y factores asociados en los trastornos del desarrollo neurológico: Una revisión general
No full textEmotional dysregulation (ED), characterized by difficulties in modulating emotional responses, is a pervasive and transdiagnostic challenge in neurodevelopmental disorders (NDDs) such as Autism Spectrum Disorder (ASD), Attention-Deficit/Hyperactivity Disorder (ADHD), and Intellectual Disability (ID). It is a primary contributor to functional impairment, poor long-term outcomes, and reduced quality of life.This comprehensive systematic integrative review aims to synthesize the extensive literature published between January 2000 and December 2025 on the multifactorial etiology of ED in NDDs and provide a critical evaluation of evidence-based interventions, moving from theoretical models to practical, real-world application while addressing controversies and limitations in the evidence base. A systematic integrative review methodology was employed. A systematic search of PubMed, PsycINFO, Web of Science, and Scopus databases was conducted for literature published between 2000-2025. The search strategy incorporated a comprehensive set of keywords including "emotional dysregulation," "emotion regulation," "autism," "ADHD," "intellectual disability," "intervention," and associated terms. The process followed PRISMA guidelines, with a detailed flow diagram illustrating study selection. Data from included studies were extracted into a structured master table documenting study characteristics, interventions, outcomes, effect sizes, and risk of bias assessments using standardized tools (RoB 2, ROBINS-I, JBI). ED in NDDs arises from a complex interplay of neurological vulnerabilities (e.g., amygdala hyperactivity, prefrontal cortex dysfunction, altered connectivity patterns), cognitive deficits (e.g., executive functions, theory of mind, alexithymia), and environmental factors (e.g., sensory processing differences, family climate, social challenges). The evidence supports multi-modal interventions including adapted cognitive-behavioral therapies (CBT, DBT), mindfulness-based practices, pharmacological management (e.g., stimulants, atypical antipsychotics, alpha-2 agonists), parent-mediated approaches, and emerging technologies like biofeedback and virtual reality. However, significant heterogeneity in outcomes, modest effect sizes in many studies, and concerns about generalizability and publication bias necessitate cautious interpretation of findings. Addressing ED requires personalized assessment of underlying mechanisms and multi-modal treatment approaches. While substantial evidence supports various interventions, future research must address significant gaps including transdiagnostic protocols, lifespan perspectives, implementation science, biomarker-guided personalization, and more rigorous methodological approaches. The evidence suggests a need for more critical appraisal of intervention effects and acknowledgment of both positive and negative findings in the literature.La desregulación emocional (DE), caracterizada por dificultades para modular las respuestas emocionales, es un desafío generalizado y transdiagnóstico en los trastornos del desarrollo neurológico (TND), como el trastorno del espectro autista (TEA), el trastorno por déficit de atención e hiperactividad (TDAH) y la discapacidad intelectual (DI). Es uno de los principales factores que contribuyen al deterioro funcional, los malos resultados a largo plazo y la reducción de la calidad de vida. Esta revisión integradora sistemática y exhaustiva tiene como objetivo sintetizar la amplia bibliografía publicada entre enero de 2000 y diciembre de 2025 sobre la etiología multifactorial de la DE en los TND y proporcionar una evaluación crítica de las intervenciones basadas en la evidencia, pasando de los modelos teóricos a la aplicación práctica en el mundo real, al tiempo que se abordan las controversias y limitaciones de la base empírica. Se empleó una metodología de revisión integradora sistemática. Se realizó una búsqueda sistemática en las bases de datos PubMed, PsycINFO, Web of Science y Scopus de la bibliografía publicada entre 2000 y 2025. La estrategia de búsqueda incorporó un conjunto completo de palabras clave, entre ellas «desregulación emocional», «regulación emocional», «autismo», «TDAH», «discapacidad intelectual», «intervención» y términos asociados. El proceso siguió las directrices PRISMA, con un diagrama de flujo detallado que ilustra la selección de los estudios. Los datos de los estudios incluidos se extrajeron a una tabla maestra estructurada que documenta las características del estudio, las intervenciones, los resultados, el tamaño del efecto y las evaluaciones del riesgo de sesgo utilizando herramientas estandarizadas (RoB 2, ROBINS-I, JBI).La ED en los TND surge de una compleja interacción entre vulnerabilidades neurológicas (por ejemplo, hiperactividad de la amígdala, disfunción de la corteza prefrontal, patrones de conectividad alterados), déficits cognitivos (por ejemplo, funciones ejecutivas, teoría de la mente, alexitimia) y factores ambientales (por ejemplo, diferencias en el procesamiento sensorial, clima familiar, retos sociales). Las pruebas respaldan las intervenciones multimodales, incluidas las terapias cognitivo-conductuales adaptadas (TCC, TDC), las prácticas basadas en la atención plena, el tratamiento farmacológico (por ejemplo, estimulantes, antipsicóticos atípicos, agonistas alfa-2), los enfoques mediados por los padres y las tecnologías emergentes como la biorretroalimentación y la realidad virtual. Sin embargo, la heterogeneidad significativa de los resultados, el tamaño modesto de los efectos en muchos estudios y las preocupaciones sobre la generalización y el sesgo de publicación requieren una interpretación cautelosa de los hallazgos. Abordar la DE requiere una evaluación personalizada de los mecanismos subyacentes y enfoques de tratamiento multimodales. Si bien hay pruebas sustanciales que respaldan diversas intervenciones, las investigaciones futuras deben abordar lagunas importantes, como los protocolos transdiagnósticos, las perspectivas de la esperanza de vida, la ciencia de la implementación, la personalización guiada por biomarcadores y enfoques metodológicos más rigurosos. Las pruebas sugieren la necesidad de una evaluación más crítica de los efectos de las intervenciones y el reconocimiento de los resultados tanto positivos como negativos en la literatura
Comparative review of action protocols to combat the school attendance problems in Italy, Spain, and Türkiye
No full textSchool attendance problems encompass any behavior reflecting a refusal to attend school. Despite international legal recognition of school absenteeism, there’s a lack of comprehensive comparative studies on addressing this issue globally. This study aims to provide such a review, focusing on action protocols for combating school absenteeism in Spain, Italy, and Türkiye. For this purpose, 44 action protocols were analysed, sourced from education websites of the respective countries. Findings indicate variations in the terms and definitions used to classify different types of absenteeism across countries, as well as disparities in design dates. However, most protocols prioritize full attendance and interdisciplinary prevention and control of absenteeism. Strengths and weaknesses in protocols are identified, highlighting the need for collaborative efforts in designing adaptable action plans.This work was supported by the Predoctoral Grant FPU22/03428 funded by MCIN/AEI/10.13039/501100011033 and by the FSE Invest in your future; the predoctoral grant CIACIF/2022/252, funded by the Comunitat Valenciana Programme within the European Social Fund Plus (ESF+) 2021–2027; and Erasmus+ project under Grant 2022-1-ES01-KA220-SCH-000088733.Introductio
Volatiles Generated in the Pyrolysis of Greenhouse Vegetable Waste
No full textWaste valorization is a necessary activity for the development of the circular economy. Pyrolysis as a waste valorization pathway has been extensively studied, as it allows for obtaining different fractions with diverse and valuable applications. The joint analysis of results generated by thermogravimetry (TGA) and analytical pyrolysis (Py-GC/MS) allows for the characterization of waste materials and the assessment of their potential as sources of energy, value-added chemicals and biochar, as well as providing awareness for avoiding potential harmful emissions if the process is performed without proper control or management. In the present study, these techniques were employed on three greenhouse plant residues (broccoli, tomato, and zucchini). Analytical pyrolysis was conducted at eight temperatures ranging from 100 to 800 °C, investigating the evolution of compounds grouped by their functional groups, as well as the predominant compounds of each biomass. It was concluded that the decomposition of biomass initiates between 300–400 °C, with the highest generation of volatiles occurring around 500–600 °C, where pyrolytic compounds span a wide range of molecular weights. The production of organic acids, ketones, alcohols, and furan derivatives peaks around 500 °C, whereas alkanes, alkenes, benzene derivatives, phenols, pyrroles, pyridines, and other nitrogenous compounds increase with temperature up to 700–800 °C. The broccoli biomass exhibited a higher yield of alcohols and furan derivatives, while zucchini and tomato plants, compared to broccoli, were notable for their nitrogen-containing groups (pyridines, pyrroles, and other nitrogenous compounds).This research was funded by Universidad Central del Ecuador (International Collaboration Agreement No. 061-P-05)
The Importance of Learning about Natural Disasters: Educating Citizens in Primary School Classrooms in the Province of Alicante
No full textLas catástrofes naturales representan una amenaza creciente a nivel global y están estrechamente vinculadas al cambio climático. Por ello, debe trasladarse a las aulas para fomentar una educación que promueva la prevención, la resiliencia y una mayor conciencia colectiva frente a estos fenómenos. El objetivo de esta investigación es diseñar, implementar y evaluar una propuesta didáctica para Educación Primaria orientada a la enseñanza sobre catástrofes naturales y su incremento vinculado al cambio climático. En la propuesta didáctica titulada Climanova: Explorando el Poder de la Naturaleza en Tiempos de Cambio se analiza su impacto en el desarrollo del pensamiento crítico, la participación ciudadana y la comprensión conceptual del alumnado en estudiantes de 5º curso de un centro educativo de la provincia de Alicante. Metodológicamente, se aplicó un diseño mixto mediante la administración de un cuestionario pretest y postest validado por juicio de expertos, en una muestra de 24 estudiantes. Los resultados muestran una mejora significativa en la comprensión de los riesgos naturales, una mayor capacidad para proponer soluciones viables y un uso más preciso del vocabulario técnico. Además, se evidenció un incremento en la percepción del alumnado sobre su papel como agentes activos, así como en la toma de conciencia sobre el impacto del cambio climático en su entorno. Como conclusión, el trabajo demuestra la necesidad de integrar, de forma activa y contextualizada, la educación sobre riesgos naturales en el currículo de primaria, apostando por metodologías activas que fortalezcan el pensamiento crítico y la conciencia ciudadana, contribuyendo así a formar una generación más resiliente y preparada para actuar ante desafíos medioambientales reales. Asimismo, el enfoque de la propuesta se articula desde una perspectiva interdisciplinar y de conciencia ambiental, conectando Ciencias Sociales, Ciencias Naturales y Educación en Valores para comprender el riesgo y actuar de forma responsable.Natural disasters represent a growing global threat and are closely linked to climate change. Therefore, this issue must be addressed in the classroom to promote education that encourages prevention, resilience and greater collective awareness of these phenomena. The aim of this research is to design, implement and evaluate a teaching proposal for primary education focused on teaching about natural disasters and their increase linked to climate change. The teaching proposal, entitled Climanova: Exploring the Power of Nature in Times of Change, analyses its impact on the development of critical thinking, citizen participation and conceptual understanding among 5th-year students at a school in the province of Alicante. Methodologically, a mixed design was applied by administering a pre-test and post-test questionnaire validated by expert judgement to a sample of 24 students. The results show a significant improvement in the understanding of natural risks, a greater ability to propose viable solutions, and a more accurate use of technical vocabulary. In addition, there was an increase in students' perception of their role as active agents, as well as an awareness of the impact of climate change on their environment. In conclusion, this study demonstrates the need to actively and contextually integrate education on natural hazards into the primary school curriculum, focusing on active methodologies that strengthen critical thinking and civic awareness, thereby contributing to the development of a more resilient generation that is better prepared to respond to real environmental challenges. Likewise, the approach of the proposal is articulated from an interdisciplinary and environmentally aware perspective, connecting Social Sciences, Natural Sciences, and Values Education in order to understand risk and act responsibly
Fernández, F. (2024). Mar en Turco: ensayos sobre Gerardo Deniz. Bonilla Artigas Editores
No full textIgnacio Ballester Pardo. «Fernández, F. (2024). Mar en Turco: ensayos sobre Gerardo Deniz. Bonilla Artigas Editores», 432 pp. ISBN 978-607-59-0400-
Concretos condutores multifuncionais: avanços, aplicações e desafios para uma infraestrutura inteligente
No full textThis article presents the foundations and evolution of research into the main functionalities developed using conductive cementitious materials. Multifunctional conductive concrete represents an innovation in the field of cement-based materials, exhibiting not only structural capabilities but also electrical, thermal, and sensing functions. The addressed functions are: a) strain and structural damage sensing in a load bearing structure without the need for any attached or embedded sensor; b) heating and de-icing function through the Joule effect, for applications such as surface de-icing or building heating; and c) electromagnetic interference (EMI) shielding provided by the conductive structure itself.Este artículo plantea el fundamento y evolución en la investigación desarrollada de las principales funciones desarrolladas con materiales cementicios conductores. Los hormigones conductores multifuncionales representan una innovación en el campo de los materiales cementicios, con capacidades no solo estructurales, sino también eléctricas, térmicas y como sensor. Las funciones planteadas son: a) Función de percepción de la deformación y del daño estructural de una estructura al estar sometida esfuerzos, sin llevar algún sensor adherido o embebido en él mismo. b) Función de calefacción y deshielo por efecto Joule para aplicaciones como deshielo o calefacción en edificaciones. c) Función de apantallamiento de campos electromagnéticos (EMI) de la propia estructura conductora.Este artigo apresenta os fundamentos e a evolução das pesquisas sobre as principais funcionalidades desenvolvidas com materiais cimentícios condutivos. Concretos condutivos multifuncionais representam uma inovação no campo dos materiais cimentícios, apresentando não apenas capacidades estruturais, mas também propriedades elétricas, térmicas e sensoriais, atuando como materiais auto-sensores. As funções propostas são: a) Função de percepção de deformações e danos estruturais: capacidade de detectar deformações e danos em uma estrutura submetida a esforços, sem a necessidade de sensores aderidos ou embutidos no material. b) Função de aquecimento e degelo por efeito Joule: utilizada em aplicações como aquecimento resistivo (por exemplo, degelo ou aquecimento de edificações e infraestruturas). c) Função de blindagem contra interferência eletromagnética (EMI): baseada no efeito de blindagem que a própria estrutura condutiva exerce sobre o campo eletromagnético que a atravessa.F. Ubertini would like to gratefully acknowledge the support of the Italian Ministry of University and Research (MUR) via the FIS2021 Advanced Grant “SMS-SAFEST - Smart Masonry enabling SAFEty-assessing STructures after earthquakes” (FIS00001797). P. Garcés and O. Galao would like to gratefully acknowledge the support of the Spanish Ministry of Science, Innovation and Universities through the grant "Knowledge Generation Projects and Actions for the Training of Predoctoral Research Staff Associated with these Projects", within the framework of the State Program for Research and Experimental Development, under the State Plan for Scientific, Technical and Innovation Research 2024-2027 (Reference: PID2024-159695OB-C21), and also the financial support received from European Union’s Horizon 2020 Research and Innovation Programme under Grant Agreement No. 760940
Who Run the World? Girls?: Representation, Identities and Feminist Practices in Popular Music. Introduction
No full textIonic Conductivity Detection as a Water-Insensitive Alternative for NH3-TPD Acidity Measurements in Zeolites
No full textReliable quantification of zeolite acidity by ammonia temperature-programmed desorption (NH3-TPD) is often hindered by the presence of water, particularly in ammonium-exchanged zeolites where water desorption and ammonium decomposition occur concurrently. In such systems, differential detectors such as thermal conductivity (TCD) and mass spectrometry (MS) exhibit significant interference: premature signal onset, peak broadening, and shifts to lower temperatures, ultimately leading to an overestimation of acidity. In this work, we evaluate the performance of TCD, MS, and an ionic conductivity detector (ICD) for NH3-TPD measurements of ammonium- and protonic-Y zeolites (CBV300, CBV720, CBV780). The ICD provides a selective, water-insensitive response, detecting only ammonia that is dissolved and ionized as NH4+ in boric acid solution. As a result, the ICD successfully quantifies acidity in non-activated ammonium zeolites, where TCD and MS responses are affected by water. For activated zeolites saturated with ammonia, all detectors produce comparable desorption profiles; however, MS exhibits the lowest noise-to-signal ratio, followed by ICD, while TCD shows the poorest stability. These results demonstrate that the ICD is a robust, cost-effective, and water-insensitive detector that significantly extends the applicability of NH3-TPD to zeolites previously considered incompatible with the technique.Carlos Alexander Trujillo is grateful to the Universidad Nacional de Colombia for providing partial funding and physical and technical resources for this research. This study forms part of the Advanced Materials Programme and was supported by MCIN, funded by the European Union's NextGenerationEU (PRTR-C17.I1), and the Generalitat Valenciana. This project has received funding from the European Union's Horizon 2020 Research and Innovation Programme, under Grant Agreement No. 872102