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Buyu, also known as verbal complements in pedagogical grammar, are a complex category of structures in Modern Standard Chinese grammar. These elements create a group of structures of different nature that are placed after the verb and some of them cause the displacement of the direct object when they are both present. This aspect of Modern Standard Chinese is especially complex, both for students to learn and instructors to teach. The main focus of this research is to understand better and improve the significance of buyu for Chinese as a foreign language teaching in Spain. For these reasons in this paper, we observe whether this aspect of Modern Standard Chinese is present in the different teaching curricula for Chinese as a foreign language and in HSK test papers and if so, how it is treated. On the other hand we observe the categorization offered in different curricula with the aim to understand a teaching area that is might be considered under-researched, but yet essential for the evolution of Chinese as a second language teaching field. [ABSTRACT FROM AUTHOR]

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present paper intends to give an overview of how students and lecturers of the Faculty of Social Work at Universidad de Castilla-La Mancha (UCLM) experienced and faced the effects of the Covid-19 pandemic. Throughout the paper, it will be explained what measures were taken, the effects that these measures had on the academic community, the challenges of becoming digital for most of the lecturers and students. The paper will conclude by reflecting on the new opportunities that the context paves the way for, and the insights gained, lessons learnt and ideas to put in action for the future. [ABSTRACT FROM AUTHOR]

Copyright of Working Papers on Operations Management is the property of Editorial UPV and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: The present study analyses the design of programming literacy in the sixth grade of Primary Education, starting from the use of simple activities with visual block‐based programming, through Scratch, and progressively linking difficulty to the use of the Unity engine, and the C# language, with simple activities identical to those created in Scratch. Objectives: This research aims to evaluate future teachers' abilities and attitudes regarding programming and its educational possibilities. We intend to evaluate the viability of a teaching proposal that combines a visual block‐based programming environment and a more advanced one, based on C#. Method: In the settings of two public Spanish universities, we analyse the possibilities in the training of future teachers who are studying for a degree in Primary Education Teaching and a degree in Pedagogy. Based on a test and three scales, descriptive data and statistical inference are detailed through a quasi‐experimental design with a Student's t‐test in the first dimension, and a Wilcoxon test in the second dimension. Results: The participants improved their performance and attitudes towards programming with the intervention of the study in the use of coding. Conclusions: It can be concluded that coding is essential in teacher training, and that a greater presence of programming training in higher education is essential. The benefits are visible in the pedagogical approach of coding related to creativity, innovation, motivation, an active approach and interest, highlighting the fact that the implementation of visual block‐based programming by blocks and engines is feasible in Elementary Education. The training proposal—provided by appropriate progression, selection, and sequencing of content—fosters basic and practical teacher training, and this can be defined as an apt training solution. Lay Description: What is already known about this topic: Visual Programming Language (Scratch) provides benefits in educational contextsEducational Technology in classroom provides motivation and encouragement.Active methods and interactions are interesting and beneficial to elementary school students What this paper adds: Visual programming and game engine are feasible in Elementary Education, detailing significant improvements regarding academic outcomesWe found benefits in this pedagogical approach related to creativity, innovation, motivation, active approach and interest. Implications for practice and/or policy: Due to the benefits and positive results obtained in this research it is recommended to implement Visual Programming LanguageWe recommend the introduction to engine in educational settings in 6th grade in primary education though a cross‐curricular implementation.We recommend to apply an active approach, innovation, and learning computational concepts. [ABSTRACT FROM AUTHOR]

This paper analyses changes in attitudes towards politics among the students of a Bachelor of Communication degree program in Spain after applying an educational innovation project including a formal civic education, an open classroom climate and collaborative learning strategies in politics. The effects of the project on the knowledge and interest towards politics of the participants were measured through a mixed methodology. First, a survey was administered both before and after the project was implemented. Second, focus groups were also conducted in both referred moments. The results show an increase in both understanding and having an interest in politics among students. In the context of low levels of formal instruction on politics during secondary school, such as in the Spanish case, these findings show that political disaffection among youth relates to a serious lack of knowledge about politics. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to analyze the production function nexus between higher education practice and the development of innovation-related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice. Design/methodology/approach – The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records. Findings – Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem-based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace. Research limitations/implications – To guide the implementation of reforms in higher education, more must be learned about possible trade-offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society. Originality/value – To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace. [ABSTRACT FROM AUTHOR]

Objective: Implementation of an advance care planning (ACP) program for people with advanced chronic conditions is a complex process. The aims of this paper are to describe (1) the development of the ACP program in Catalonia, Spain, for patients with advanced chronic conditions and complex needs and (2) the preliminary results of the implementation of this program in health and social services., Method: The ACP program was developed and implemented in a four-stage process as follows: (1) design and organization of the project; (2) selection of the professionals to carry out the project; (3) creation of four working groups to develop the conceptual model, guidelines, training program, and perform a qualitative evaluation; and (4) project implementation., Result: The following deliverables were completed: (1) conceptual framework document; (2) practical guidelines for the application of the ACP; (3) online training course (3,763 healthcare professionals completed the online course, with an overall satisfaction rating of 8.4 on a 10-point scale); and (4) additional training activities (conferences, short courses, and seminars) in between 2015 and 2017., Significance of Results: This project was led by the Catalan Ministry of Health. The strengths of the project development include the contribution of a wide range of professionals from the entire region, approval by the Catalan Bioethics Committee and the Social Services Ethics Committee, and the ongoing validation by members of the community. A standardized online training course was offered to all primary care professionals and included as a quality indicator for continuing education for those professionals in the period 2016-2020. The main outcome of this project is the establishment of a pragmatic ACP throughout the region and training of the health and social care professionals involved in the care of advanced chronic patients.

English language education in the region of Castilla-La Mancha (Spain) has undergone significant change in the last decade with the rapid implementation of different types of CLIL-based Spanish-English bilingual programs. This situation places English linguistic competence at the center of controversy given the need for certified bilingual teachers participating in CLIL-type bilingual programs, who must comply with the minimum B2 level of English and are expected to engage in the successful teaching of content subjects. Within this context, this paper draws from a larger multi-sited linguistic ethnography and analyzes the organization of bilingual classroom interactions in a semi-private school that claims to implement a distinct language program built around teaching partnerships between 'native' language assistants (NLAs) and content teachers (CTs). We draw from critical research on communicative competence and changing definitions of workers in late capitalism to examine how linguistic and professional hierarchies are reconstructed within this bilingual classroom interactional order. [ABSTRACT FROM AUTHOR]

Copyright of Educación Física y Ciencia is the property of Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The relationship between futures studies and education is not new, but it is an essential element for the development of our society as part of a more balanced world. The aim of this paper is to provide a conceptual framework that describes the associations between future, human temporality and images of the future. The paper provides the results of research carried out among students in Barcelona, with analyses examining images of the future and their associations with other investigations. Using a four-part typology for images of the future, we describe differences between students' perspectives on the global future, and their egocentric perspectives on their personal future. The findings are indicative of specific activities to be undertaken to maximally benefit students of secondary schools. Finally, we demonstrate that the influence of technological and catastrophic images from the media is evident in these students, leading to a distorted perspective on their own future and their role in it. [ABSTRACT FROM AUTHOR]

This paper aims at explaining the grammaticalization of igual (and lo mismo) as a reformulative and concessive marker based on a corpus of diachronic texts. The objectives are threefold: to find out the possible relation between the evolution of igual and that of lo mismo in this case, to investigate in what previous contexts the new functions were acquired and in which area they were originated. The corpus study reveals that the evolutions of both forms are related, but the change of formal preference (lo mismo > igual) caused that the grammaticalization of lo mismo as a connective failed and that of igual was successful. The exploration of the previous contexts reflects the link between the reformulative and concessive values. Finally, the process took place in Rio de la Plata area and from there it spread to the inside of Argentina and Chilean Spanish, where it became a popular form. [ABSTRACT FROM AUTHOR]

This paper addresses the need to foster critical thinking skills through a gender perspective in the Translation and Interpretation curricula in Spain. Taking as an example the degree in Translation and Interlinguistic Mediation at the University of Valencia, the need to address translation education taking into account the gender bias present in texts, discourses and professional assignments of future translation graduates is examined. Through the VOICED innovation project, a classroom experience is presented focusing on the development of gender awareness in the translation classroom. The project addresses translators’ self-concept and enhances their ability to make conscious decisions about the linguistic and discursive strategies that may, or may not, perpetuate power asymmetries in society. The results of the project and the students’ perceptions are also presented, which show both the poor education they have received so far in the field of gender and their willingness to incorporate a gender perspective into translation education. [ABSTRACT FROM AUTHOR]

This article analyzes the role of women in communication research. It does so by studying their presence/absence in the bibliographies of the syllabus of 108 theoretical courses of journalism degrees taught in 36 colleges in Spain during the 2020-2021 academic year. The work investigates the roles and presences of women in the field of communication, measuring the degree of visibility of women scientists and their contributions in a statistical and comparative way to that of male researchers, quantifying the citation patterns according to the gender of the authors. The data were analyzed with the free statistical software R (version 4.0.3) and a descriptive and inferential analysis was performed. The main results regarding the citation patterns of the research are: 1) an under-citation of publications written by female scientists; 2) an over-citation of publications by male researchers; and 3) the nonexistence of gender homophily (researchers do not tend to cite more authors of their same gender), since female authors are little cited and this low visibility is due to both female and male faculty members. The most referenced author is Elizabeth Noelle-Neumann, one of the few "classics" present, indicating a Matilda effect regarding the historical erasure of female contributions. In conclusion, the paper argues for the need to transform not only citation practices, but an entire scientific culture that denies women as a source of reference and authority from the early stages of university education. [ABSTRACT FROM AUTHOR]

Copyright of Boletín de la Sociedad Española de Historiografía Lingüística (BSEHL) is the property of Sociedad Espanola de Historiografia Linguistica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper makes use of one of the last concepts developed by Basil Bernstein (the Totally Pedagogised Society, TPS) to understand some of the forces and contradictions underlying today's teachers' work in Spain. In his last written work, Bernstein (2001) pointed out some arguments to illustrate the emergence of a TPS. Always interested in uncovering the sociological basis of pedagogy, Bernstein refers to the TPS as a society that introduces pedagogy in all possible spheres of life. Somewhat paradoxically, the shorttermism and the constant change in the knowledge base of society, where careers are replaced by jobs, require the emergence of the TPS. The TPS appears as a crucial regulator and legitimation strategy to translate uncertainty, risk and precariousness into a socialisation characterised by endless learning. 'Trainability' is referred as the key concept through which the TPS emerges. That is 'the ability to profit from continuous pedagogic re-formations and so cope with the new requirements of work and life'. The concept of trainability colonises educational policies and practices, and has a strong power in defining students' and teachers' work and identity. Flexible and global capitalism--the social base that regulates the pedagogic discourse--requires a specific type of pedagogic expression that erodes commitment, certainty and that is therefore socially empty. Interestingly, as Bernstein argues, the weak state of the global economy requires a strong state in the pedagogic field. The TPS is state driven and state funded. The state uses different type of strategies to make and distribute new forms of pedagogic 'knowledge' through owned or controlled agencies. Cadres of pedagogues become significant agents in the symbolic control field and produce and distribute new discourses and its ways of legitimation. That is, the official field 'captures'--through practices of co-option--key agents from the pedagogic field to construct and maintain the TPS. This paper develops two aspects related with the construction of the TPS as it is being developed in Spain. Firstly, it shows the state practices in the process of designing, planning and implementing the latest Curriculum reform (ERA, 1990) to understand the relationship between the official and the pedagogic fields and to illustrate the redefinition of teaching in this reform. Secondly, using data from two research projects, it shows some of the consequences that the TPS is having on teachers' work and identities. The capturing of teachers within the TPS has a number of implications on teachers' representations of their role in the new educational mandate, their understanding of curriculum, pedagogy and assessment and their professional identities. These movements, it is argued, have significant consequences on the relationship between teachers' practices and ideology and the reproduction and legitimation of educational inequalities. [ABSTRACT FROM AUTHOR]

Purpose Numerous sustainability assessment tools are being created and applied in the higher education sector. In light of such diversity, there is a need to provide a common guideline for sustainability assessment which makes easier the comparison among universities. Using as a reference the Spanish university system, the main aim of this paper is to develop a multi-item quantitative tool for measuring sustainability performance at universities.Design/methodology/approach To accomplish this task, the first step was to review the literature on sustainability assessment in universities. After reviewing the literature, the authors found more than 1,000 items. The next step was to select those items which were able to fit to the Spanish university context. On this basis, the authors selected a total of 268 items. These items were discussed in a workshop with senior management members from eight Spanish universities with the aim of analyzing the validity and relevance of the items selected.Findings Then, the proposal for measuring sustainability in Spanish universities was composed of a total of 156 relevant items. In addition, these items were grouped according to seven different dimensions (corporate governance, students, staff, society, environment, companies and continuous improvement). Also, it is important to note that these items were not associated with political risk and they were linked to provide more reliable information to assess sustainability in universities.Originality/value Recent literature have stated that the existing tools specifically developed for assessing higher education institutions performance toward sustainability have some weaknesses. Then, one of the main contributions of this study has been the creation of a new multi-item quantitative tool aimed at measuring the integrated consideration of social, economic and environmental dimensions of sustainability in universities. [ABSTRACT FROM AUTHOR]

The journalism being taught at universities in Spain is undergoing intensive changes as a result of the dual pressure exerted by the impact of digitisation in two specific aspects. The first is the journalistic system itself (business models, professional routines, information consumption, etc.). The second aspect involves the teaching guidelines established as a result of the implementation of the European Higher Education Area (EHEA). Focusing on the latter issue, the current debate regarding the orientation of journalistic education is calling for this aspect not to be relegated or limited to training in technical skills, which are constantly being renewed by technological developments of the digital environment. On the contrary, journalism education must also take into account other skills that foster the achievement of critical thinking, which is fundamental for the exercise of the journalistic profession. However, in the face of an increasingly digitised, competitive labour market, journalism studies and their training programmes also have a duty to provide the skills and competencies demanded by this market. In this paper, we have conducted a systematic review of some of the experiences of innovative teaching that have been successfully carried out in Journalism degrees taught in Spain for this purpose (service-learning, project-based learning, content curation, and edublogs, among others). These experiences reflect the involvement of university professors in providing comprehensive education for future journalists, with a strong emphasis on the intensive use of the digital resources currently available. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

As the prevalence of service-learning (S-L) within higher education institutions grows across the globe, it makes sense to explore, describe and discuss the recent situation in Spain. As a relatively new pedagogy, S-L has gained prominence in Spanish higher education since its emergence in the early 2000s, and it is increasingly used. This article analyses S-L in higher education in Spain with the purpose of understanding the expression of this promising teaching strategy. The paper is based on documentary analysis of key documents from the last official conference of the S-L that took place in Bilbao (2013). Data was analyzed using thematic analysis and grounded theory, with Atlas.Ti. The process of data analysis was based on a thematic framework of three categories: [1] S-L University Qualifications, [2] S-L Institutionalization status, and [3] S-L Possibilities and Positive effects. This analysis can deepen understanding of the S-L pedagogy, improve practice and create a framework for future research. [ABSTRACT FROM AUTHOR]

Copyright of Bordón: Journal of Education / Revista de Pedagogía is the property of Sociedad Espanola de Pedagogia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aims of this paper are to test (1) the factorial structure of the frequency of flow experience at work; (2) the flow analysis model in work settings by differentiating the frequency of flow and the frequency of its prerequisites; and (3) whether there are significant differences in the frequency of flow experience depending on the occupation. A retrospective study among 957 employees (474 tile workers and 483 secondary school teachers) using multigroup confirmatory factorial analyses and multiple analyses of variance suggested that on the basis of the flow analysis model in work settings, (1) the frequency of flow experience has a two-factor structure (enjoyment and absorption); (2) the frequency of flow experience at work is produced when both challenge and skills are high and balanced; and (3) secondary school teachers experience flow more frequently than tile workers., (Copyright © 2012 John Wiley & Sons, Ltd.)

This paper examines the responses of two sample of prospective teachers (New Zealand, n = 324; and Spain, n = 672) to the Teachers' Conceptions of Assessment inventory (English and Spanish respectively). The inventory captures four major intentions for assessment (i.e., improvement, irrelevance, school and student accountability). The conceptions of prospective teachers about the nature and purpose of assessment are relevant, given that (a) much educational assessment is carried out in classrooms; and (b) prospective teachers enter the teacher education programs with significant prior school experience of assessment as pupils. Results of confirmatory factor analysis indicated that the original model was inadmissible and that the best-fitting revised model was only configurally invariant between the two samples. It would appear that lack of teaching experience results in different responses for prospective teachers to those of practicing teachers. Moreover, differences in societal and cultural priorities for assessment use most likely explain the lack of invariance between samples.

Automatic analysis of Minimally Invasive Surgical video has the potential to drive new solutions for alleviating needs of safe and reproducible training programs, objective and transparent evaluation systems and navigation tools to assist surgeons and improve patient safety. Surgical video is an always available source of information, which can be used without any additional intrusive hardware in the operating room. This paper is focused on surgical video analysis methods and techniques. It describes authors' contributions in two key aspects, the 3D reconstruction of the surgical field and the segmentation and tracking of tools and organs based on laparoscopic video images. Results are given to illustrate the potential of this field of research, like the calculi of the 3D position and orientation of a tool from its 2D image, or the translation of a preoperative resection plan into a hepatectomy surgical procedure using the shading information of the image. Research efforts are required to further develop these technologies in order to harness all the valuable information available in any video-based surgery.

The paper presents the results of a survey of 1,552 journalism students from five public universities in Spain during academic year 2011-12. The research addresses two objectives: how students evaluate journalism as a degree subject and whether they believe they need this qualification to be a journalist. The results indicate that most students believe the journalism courses are adequate, but almost 25% consider them unnecessary. Students acknowledge the quality of the training received at the specialist faculties but the percentage in Spain is lower than in other countries in the study. A multiple linear regression was used to discover the variables that explain this evaluation. The most influential variable is the course enrolled on, followed by the functions the respondents assign to the faculty. The paper has used data from the largest sample on this subject taken so far, which also includes all courses and data on graduates completing their first university course in journalism as part of the European Higher Education Area (EHEA). This study can be a valuable starting point for further research to inform decision-making on the subject. This research is part of the «Journalism Students Project» with participants from seven countries: Australia, Brazil, Chile, Mexico, Spain, Switzerland and the United States. [ABSTRACT FROM AUTHOR]

Introduction and Objective: Otolaryngology is a branch of medicine of great importance for doctors working in general practice. The goal of this paper is to analyze the otolaryngology syllabuses of the medical schools in Spain., Material and Method: The data for this article were obtained from 2 sources: a) the web sites of the 27 medical schools with syllabuses available on the Internet, and b) a medline search using the terms undergraduate medical education and otolaryngology/otorhinolaryngology., Results: At all the schools consulted, otolaryngology is a core subject, in most of them a single semester course. In most cases it is taught in the 4th or 5th year (92.6 %). Undergraduate teaching in otolaryngology consists of about 30 lectures. The time available for practical teaching varies greatly between 20 and 60 hours., Conclusions: Otolaryngology in Spain is a core subject during the specialization stage of the degree, allocated a mean of 7 credits.

In the first third of the twentieth century, relations among American and Spanish university women began; particularly the relationship between the JAE and the International Institute for Girls in Spain had a positive influence in the education of women scientists in Spain. An interchange of students and teachers came out from this relationship, and Spanish women received scholarships to stay in American universities. The history of the Foster Laboratory and some biographical notes of her founder are included in the paper.

Agricultural engineers' jobs are especially related to sustainability and earth life issues. They usually work with plants or animals, and the aim of their work is often linked to producing food to allow people to improve their quality of life. Taking into account this dual function, the moral requirements of their day-to-day professional practice are arguably greater than those of other professions. Agricultural engineers can develop their ability to live up to this professional responsibility by receiving ethical training during their university studies, not only by taking courses specifically devoted to ethics, but also by having to deal with moral questions that are integrated into their technical courses through a program of Ethics Across the Curriculum (EAC). The authors feel that a suitable pedagogical technique for achieving this goal is the use of moral dilemmas, following Kohlberg's theory of levels of morality (1981), with the final objective of attaining a post-conventional level. This paper examines the possibilities and limitations of using moral dilemmas as a pedagogical technique for training agricultural engineers. The cases, discussions, and evaluation used in the Agricultural Engineering Department of the Technical University of Valencia (Spain) are also presented.

This article sets out to investigate the notions Spanish university teaching staff have of quality in education, on the assumption that those notions give a reliable picture of the attitudes of teaching staff towards education policy design and university management. The paper takes an empirical approach, collecting opinions telematically via a questionnaire. The responses show that teaching staff prefer modern notions of quality in teaching, and those closer to the culture of their educational institutions, but are not confident that their managers share those preferences. The opinions of teaching staff can provide useful information for the design of education policies and quality management systems applicable to Spanish universities. [ABSTRACT FROM PUBLISHER]

The appearance of interactive whiteboards (IWBs) in schools in Britain and other parts of the world has been accompanied by research that attempts to analyse their effects on teaching and learning processes. The majority of studies to date have been carried out in schools in England in mainstream numeracy and literacy classes. The present paper attempts to contribute to this growing body of research by focusing on IWB use in a different learning context: an English language immersion class in a British primary school in Spain. Focus group interviews and annotated drawings were used with a class of NS and NNS children to identify their perceptions of the IWB and how it helps them learn. Issues that emerged from the data included the children's desire to interact more with the IWB, their frustration with frequently occurring technical problems, and the importance, particularly for the NNS, of the multimodal properties of the board. [ABSTRACT FROM PUBLISHER]

Copyright of Perspectiva Educacional is the property of Perspectiva Educacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper aims to demonstrate the feasibility of fusing systematic process re-engineering methods, which are in general use in the industrial and service sectors, in the university environment. By using these methods it is possible to make an in-depth analysis of the processes used, compare the results with those that are required for the organisation where the processes are run to achieve its goals and, depending on this comparison, set up a series of proposals for improvement, so that activities that do not lead to achieving the goals can be eliminated and thus" make more effective those that do lead to success. In order to demonstrate the feasibility of this, a process to improve operations has been completed at the Mechanical Engineering Department at Madrid Technical University. The aim is to optimise performance regarding the achievement of the goals, which are to maximise the learning of its students, both with regard to learning and attitude curiosity, entrepreneurship and a firmness of character oriented towards continuous improvement and individual responsibility. In particular, the methodologies of K J, Ishikawa were used as well as those of Relevant Actions, and concepts from the Toyota Production System. Improving the teaching-learning processes is extremely necessary today, taking into account the paradigm change involved due to the Bologna declaration and the European Higher Education Area. Given the reduced scale of the work, the results are very encouraging and show the potential for improvement that may be obtained on a large scale. Above all, this paper aims to provide a list of the causes of typical problems that arise in the university that will be of use to the reader and puts forward ideas for possible ways to improve the everyday running of the university. [ABSTRACT FROM AUTHOR]

This paper deals with specific characteristics of elders, bearing in mind both their cognitive and their non-cognitive aspects. Regarding their way of learning, the paper refers to basic principles for this group of people: active learning, situational analysis, their experience, awareness that they have -- and need -- specific time and rhythm for learning and to deal with different cognitive activities, and finally, to avoid the inadequacy of proposed activities and scarce time for doing them. Within the context of learning for elders, it is of utmost importance to have educational programmes adapted to them. Programme names for elders vary depending on the country, for example, in Spain they are called: 'Aulas de la Tercera Edad' (Third Age Schooling or Schools of the Third Age), 'Universidades de la Tercera Edad' (Universities of the Third Age), 'Centros para la Tercera Edad' (Centres of the Third Age), etc. The main basic motivations for elders to learn are, among others: to use their spare time, to extend knowledge content and to achieve things they could not before, for various reasons (personal achievement). Since the elderly have a specific way of and for learning, the profile of the educator for these learners must also be specific. It is advantageous for learning that the educator is prepared, not only academically, but also social and culturally. Thus, teaching should also include integration into a modern society, to learn how to enjoy life, culture and friends (bearing in mind their typical age limitations too, for example, chronic diseases, functional limitations), and to feel that despite their age, elders have much to offer to themselves and to others. [ABSTRACT FROM AUTHOR]

This paper summarises our experience in the teaching of bioethics during the final course in medicine at the Universitat de Lleida. Teaching has been based on the discussion of real clinical cases, the ethical implications of which have been extracted and presented by the professor, and analysed under his supervision. We present here the objectives, the programme and the course and evaluation methodology used, as well as the results of an inquiry carried out among the 55 students attending the course. The acceptance level was 92% and the attendance 95%. We believe the methodology used to be successful, since it makes possible the introduction of theoretical aspects of bioethics in order to solve actual cases, as well as encourage wide discussion. At the same time it emphasises that the students discover the values involved.

This paper examines a number of issues relating to educational responsibility for increasing social cohesion and preventing the segregation of people from different cultures who have to pass through the Spanish educational system. Using a descriptive analysis, we review the present situation. Our review shows that the treatment of cultural diversity by Spanish universities is, in general, insufficient with respect to the training needs that students will demand from the educational system both now and in the future. Simply taking a single course on intercultural issues is not enough to prepare teachers to cope with cultural diversity in the school and classroom. Therefore, educational approaches, curriculum planning, teacher organization and teaching methodology all need to change in the earliest stages of teacher training. A important first step would be to develop positive attitudes toward diversity and inclusion, which can then guide new educational approaches. In turn, these can focus on innovation within an intercultural framework in order to allow the implementation of increasingly committed and complex projects and educational experiences (investigation‐action, social action projects, etc.). Such developments are intended to provide teachers with teaching‐learning strategies in five fundamental core areas. These represent the minimum content of any intercultural education program: friendship with people from other cultures, multicultural coexistence, coexistence and learning about other cultures at school, intercultural cooperation and respect for cultural diversity. [ABSTRACT FROM AUTHOR]

This paper presents the results of a two‐year qualitative inquiry, carried out in Spain, on a rather neglected side of external support to schools: the personal and professional experience of external support agents when they go back to teaching. These ex‐advisers are career teachers who return ‘home’ to school after having left it to serve for some years in Teachers’ Centers, which in Spain are the institutions in charge of school support and in‐service teacher training. During their stay there, the ex‐advisers have developed a new discourse on teaching, on school organization and on teacher training that, on their return, they have to contrast with their everyday life in schools. To explore this process, the conceptions, perceptions and visions of these professionals, has a high potential to throw some light on school support, in‐service teacher training and the construction and reconstruction of different professional identities within our educational systems. [ABSTRACT FROM AUTHOR]

The Anthropological Theory of Didactics describes mathematical activity in terms of mathematical organisations or praxeologies and considers the teacher as the director of the didactic process the students carry out, a process that is structured along six dimensions or didactic moments. This paper begins with an outline of this epistemological and didactic model, which appears as a useful tool for the analysis of mathematical and teaching practices. It is used to identify the main characteristics of the mathematical organisation around the limits of functions as it is proposed to be taught at high school level. The observation of an empirical didactic process will finally show how the internal dynamics of the didactic process is affected by certain mathematical and didactic constraints that significantly determine the teacher’s practice and ultimately the mathematical organisation actually taught. [ABSTRACT FROM AUTHOR]

Since the academic year 2001?2002, inter-laboratory trials for students of Analytical Chemistry in Spanish Universities have been organised by the Department of Analytical Chemistry at the University of Barcelona in collaboration with the Complutense University of Madrid, the University of Cordoba and the University of Huelva. The aim of these exercises is to train students in the use of tools for the assessment and improvement of quality in analytical laboratories. Representative samples of environmental and food analysis, agricultural soils and a type of beer were selected. The ethanol content of the beer and the pH, conductivity, and extractable phosphorus and potassium content in the soil were the chosen analytical parameters. Sample preparation, homogeneity and stability studies, as well as the statistical treatment of data from participants, were carried out by the laboratory Mat Control of the Department of Analytical Chemistry of the University of Barcelona. The paper presented heregives the results obtained after two years of experience. [ABSTRACT FROM AUTHOR]

Production/operations management (POM) is today a key element for the competitivity of companies, and the demand by Spanish companies for university graduates qualified in this area is significant. Therefore, in this discipline, the correct education and training of future business managers is an evident need to be addressed; however, little is known about the current situation of POM teaching in Spanish universities. Hence, to obtain reliable and useful data, a comprehensive empirical study of the total population of university teachers of this discipline in Spain has been undertaken. The present paper concentrates first on the analysis of the characteristics of the POM faculty in Spanish universities, then considers the teaching and assessment methods and the didactic material employed in the teaching of this discipline. In both cases, a critical analysis has been made of the various problems observed, and alternative solutions have been proposed. The analysis of the content of POM programs is the subject of another article published in this journal. [ABSTRACT FROM AUTHOR]

Quality programmes in higher education in Spain consist of a review to be conducted by a panel composed of external and internal members. These activities may contribute towards an improvement in teaching. However, we can use a number of complementary methods in order to evaluate teachers. The aim of this paper is to discuss the aspects that must be considered in order to succeed in the implementation of the critical friends technique to improve teaching, based on the experience of a group of six lecturers in a Spanish university. [ABSTRACT FROM AUTHOR]

Introduction and Objectives: Personal contact has been lost in medical training due to the increase in numbers of medical students but not of teachers. This fact has impaired training in medical specialties. This is the reason that the Hospital for Cardiology has developed a program of tutelary training. In this paper we present our initial evaluation of this program., Methods: The inclusive criteria for tutors and students have been defined as have the procedures to develop the program. After three months, 20 residents involved in the tutelary training program were randomly analyzed. Academic activities, clinical practice, research activities and extra-academic activities were evaluated., Results: Currently there are 14 tutors. 50% of residents have developed research projects, 60% has increased academic activities, 50% has improved clinical practice and 65% has defined their postgraduate research projects., Conclusions: It was concluded that tutelary training in Cardiology and Cardiothoracic Surgery is a useful alternative to improve quality of graduates in these specialties.

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Aims and objectives: To evaluate the commitment and level of self‐perceived training in evidence‐based practice among students of the Nursing degree of five Spanish universities. Background: In university Health Sciences degrees, evidence‐based clinical practice can directly or indirectly impact the quality of care, the cost of the service provided and the safety of clinical practice. Design: Multicentre cross‐sectional observational study according to STROBE guidelines. Methods: The evidence‐based skills in Practice questionnaire (CACH‐PBE, for its acronym in Spanish) and the Utrecht Work Engagement Student Scale (UWES‐9S) were used. The study was performed in five Spanish universities (Alicante, Castilla La Mancha, Jaen, Huelva and Seville) from October to December 2020, with 755 participants (Nursing students). Results: A total mean score of 91.9 points (SD = 11.81) was observed for the CACH‐PBE questionnaire and of 36.8 points (SD = 8.48 points) for the UWES‐9S. In addition, the multivariate analysis predicted that variables such as sex, academia, university, intention to do a Master or Doctorate degree, the level of work engagement, and the previous training in evidence‐based clinical practice were associated with a greater perception of evidence‐based practice. Conclusion: The sample of Nursing degree students has intermediate‐high levels of knowledge, skills and attitudes regarding evidence‐based practice and work commitment, with differences observed between each of the universities. Relevance to clinical practice: Nursing students should develop from intermediate to high levels of knowledge, skills and attitudes regarding evidence‐based practice and work commitment. There are various actions to promote EBP, such as the incorporation of a specific course covering the subject into the nursing curriculum, and the selection, for clinical practices, of care units that implemented evidence‐based care. [ABSTRACT FROM AUTHOR]

In this article, 119 faculty members from 10 Spanish universities who engage in inclusive pedagogy reveal some of the methodological and affective strategies they use to motivate their students, including those with disabilities, and help them learn. The study described is a qualitative one in which one semi-structured interview was held with each participating faculty member. A system of inductive codes and categories was used for the data analysis. The results revealed that faculty members believe in and trust the capabilities of all their students. They meticulously plan their syllabus to ensure practical learning, using a diverse range of strategies and providing continuous feedback. They also adopt a student-centred teaching approach and attach value to emotional and affective aspects, as an effective strategy for learning. The study helped identify a series of practices regarding the components and methods required for constructing inclusive university communities. [ABSTRACT FROM AUTHOR]

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Copyright of Quaderns: Revista de Traducció is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)