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Despite their proven effectiveness in combating the pandemic of COVID-19, measures of social isolation, quarantines, and lockdowns have drastic consequences in the social and economic spheres. This paper presents results from an ongoing study in Belo Horizonte, Brazil, to evaluate the effect of social isolation on MP10 concentration. The monitoring point was chosen in a wooded area within a university campus. Social isolation was analyzed in terms of vehicle movements recorded by speed cameras, during all phases following the partial lockdown (PL) instituted in the city. The social isolation index (SDI) showed a maximum isolation percentage of 49.5%, reached in the first week of the PL, with a subsequent continuous downward trend. The results showed a 65.2% reduction in PM10 due to the PL, when comparing the mean values monitored before (22.2 ± 3.0 µg m-3) and during (7.7 ± 4.2 µg m-3) the PL. The relationship between vehicle movement and PM10 concentrations in the monitoring region was evidenced and found to be significant (r(XY) = 0.782, p-value = 0.000). Such reduction, observed in such a short term, but due to force majeure, certainly has beneficial effects on the population's health, reinforcing the reflection about the positive impacts that could come with policies that favor the reduction of vehicle movement in the cities.

Family, as the first structure that receives minor, owns a big importance with regard to other educational spaces during the integral development of children. In it and through it decisive and persistent transmissions for the human being that come to realize through some parental concretes styles, take place. In this article we analyzed two approaches, from our perspective, valid for explaining the educative styles nowadays: the model of joint construction and the interactive model, with typologies and researches that have not had quite echo in other publications and those we think are outstanding to open new lines of research. Revised scientific reports are brought by Pedagogy, Psychology and Criminology generating an interdisciplinary approach that gives new perspectives linked to educative styles in the emotional and behavioral adjustment of children. And it will be starting from the conclusions of reviewed researches of the interactive model that we will establish doubts face to what was set up in widely accepted studies.

RESUMEN: En este artículo los autores analizan los valores y competencias de los escolares en nuestro país considerando sus conductas y preferencias aquí y ahora, para, sobre esta base también, poder sentar líneas de mejora. Centra su atención en la escuela y, más en concreto, en la Enseñanza Obligatoria, si bien son conscientes de la dificultad de poner límites al campo, por cuanto escuela y sociedad son inseparables en la transmisión de competencias y valores. Es más, la escuela hoy no sería tal si no incorpora los valores de la sociedad para su conocimiento, reflexión y crítica.La LOGSE, como las grandes leyes educativas precedentes, es hoy para los autores un proyecto político y politizado que pretende la formación de los escolares, en un conjunto de valores y competencias, para el progreso individual y de la sociedad del momento. Tales valores, se concretan, según orden jerárquico, en los siguientes: sociales, dinámicos, intelectuales, globalizadores, individuales, corporales, morales, ecológicos, instrumentales, afectivos y estéticos. Tales valores admiten múltiples vías de realización: contenidos directos de aprendizaje, ejes transversales, medios y métodos, organización, relaciones personales, ambiente escolar, etc. Y aunque todos valen, no todos valen para todos, ni valen lo mismo; sí todos, en mayor o menor grado, humanizan. Entre esta pluralidad de valores y competencias que la LOGSE manifiesta, se ocupan, de la inteligencia, de lo social y del afecto y de la vida saludable.ABSTRACT: The autohors in this paper discuss Spanish school children's values and abilities, considering their behaviours and preferences here and now, and aiming, also on this ground, at establishing improvement programmes. Although discussion focusses on school and, more specifically, on compulsary education, the authors are aware of how difficult considering school in isolation from society is, as school and society cannot be separated from each other as far as the transfer of abilities and values in concerned. Furhermore, schools could not be considered as such if they did not include the understanding, thinking and criticism of social values.The authors argue that the LOGSE (Educational System Act), as the main previous Education Acts, is a political and politicized project whose goal is teaching students a set of values and abilities to promote individual and social development. Namely, they are, in a hierachical order, social, dynamic, intelectual, globalizing, individual, physical, moral, ecological, instrumental, emotional and aesthetic values. These values may be transferred in many ways: through direct learning content, cross-curricular learning, resources and methodology, structuring, personal relationships, school atmosphere, etc. Although all of them are worthy, not all of them are adecúate for all the students, neither have the same significance. The all, however, make students human in a higher or lower degree. Within this variety, values and abilities included in the LOGSE are related to intelligence, social aspects, attachment and healthy life.

An observer at rest with the expanding universe experiences some extra noise in the quantum vacuum, and so does an accelerated observer in a vacuum at rest (in Minkowski space). The literature mainly focuses on the ideal cases of exponential expansion (de–Sitter space) or uniform acceleration (Rindler trajectories) or both, but the real cosmic expansion is non–exponential and real accelerations are non–uniform. Here we use the frequency–time Wigner function of vacuum correlations to define time–dependent spectra. We found excellent Planck spectra for a class of realistic cosmological models, but also strongly non–Planckian, negative Wigner functions for a standard scenario testable with laboratory analogues.

This article provides an overview of activities in the fields of continuous processes, flow chemistry and microreactors at the Universities of Applied Sciences in Switzerland.

This article try to deal with the complex influence of television viewing in the process of socialization of children and adolescents, focusing our attention on the importance of the family as the mediator-educator agency of particular relevance. Once analyzed the basic theoretical assumptions, we deepened in reality under study by providing data about how the studied population lives television and what extent parental mediation influences and affects the process. The article concludes with some reflections and pedagogical suggestions which trying to help to the optimization of the educational reality.

Nuestro objetivo en este estudio es explicitar las directrices que enmarcan el relevante proceso de categorización, considerado como uno de los procesos básicos que utiliza el sujeto en el procesamiento de la información. En efecto, clasificamos o categorizamos objetos, acontecimientos, acciones, percepciones, emociones, entidades abstractas y, por supuesto, también realizamos categorizaciones sociales. Ciertamente, sin el concurso de los mencionados procesos no podríamos efectuar, ni enfrentarnos tanto a las solicitaciones y exigencias procedentes del mundo físico, como a aquellas otras elicitaciones suscitadas por la realidad social.