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Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessibility in Spanish institution. A qualitative methodology involving semi-structured in-depth interviews with 42 Spanish face-to-face universities experience constant challenges that threaten the inclusion of students with disabilities. Adopting inclusive pedagogies can support universities to develop a more inclusive approach. This paper explores the extent to which the use of technology influences the inclusive pedagogies of Spanish university lecturers. In particular, we focus on how lecturers use technologies to promote student participation and accessibility in Spanish institution. A qualitative methodology involving semi-structured in-depth interviews with 42 Spanish university lecturers regarding their inclusive practices and use of technology was employed. The results contribute four fundamental findings: (a) Lecturers who practise inclusive pedagogy can be differentiated as proactive or reactive; (b) University lecturers place greater emphasis on the use of technology as a promoter of accessibility rather than as a tool to promote participation; (c) There is a disconnect between knowledge of universal design for learning and the use of the technologies; and (d) The full transformative potential of technologies to facilitate the inclusion of learners with disabilities is not being harnessed. All these results allow us to highlight some key points about the use of technological tools in the application of inclusive pedagogy in university classrooms.

The presence of students with disability in university classrooms is a current reality, which implies the need to develop inclusive teaching practices. The purpose of this study was to analyze the beliefs, attitudes, and characteristics of faculty members towards students with disability. A total of 42 participants were recruited since they had been previously selected as inclusive faculty members by students with disability. All participants taught at the faculties of education and belonged to 6 Spanish public universities. The biographic-narrative methodology was used, and the analysis of the data was defined by its narrative nature. The results indicate that the majority of faculty members are either from the social model of disability or from inclusive education approaches. They value their attitude towards students with disabilities as positive. Among their personal characteristics, empathy, closeness, involvement, and vocation are highlighted; and regarding their professional characteristics, they point out their commitment to their work, flexibility, the use of participative methodologies, or their role as a guide in the teaching and learning process, among others. These results have clear implications for teacher training plans with the aim of promoting inclusive pedagogy in higher education.

In the nineteenth century, a new method for teaching anatomy shifted the professor's position from the middle of the lecture amphitheatre to one side of the room. In this spot, the wall was used to display a variety of visual "flat technologies" such as blackboards, oil paintings, wallcharts and light projections, among other visual aids. This article studies these changes in the visual culture of anatomy in Spain by analysing the programme developed by José de Letamendi based on giant oil paintings. The authors follow the influence of this new scheme throughout different chairs in Spain up to the first few decades of the twentieth century, focusing on the anatomy theatre of the University of Valladolid as its most prominent example. This analysis examines the relationships between the various flat technologies and puts into perspective the interest of the anatomists of this period in the methodological aspects of teaching.

This study analyzed the factors identified by inclusive faculty members that hinder or facilitate the inclusion of students with disabilities and their recommendations for universities to achieve full inclusion. Forty-four inclusive faculty members participated, and a biographical-narrative methodology was used. The results showed the existence of different barriers (physical, inaccessible study program, negative attitudes, and inadequate educational policies). Facilitating elements were also identified (offices of attention to students with disabilities, positive attitude of the faculty, and training courses on disability). The participants recommended the hiring of more technical staff, the creation of support groups in all faculties, more training and information on disability for the entire university community, and the implementation of university policies about inclusion.

Higher education is currently undergoing a revolution with the widespread use of electronic tools in classrooms. Simultaneously, personal opinions are increasingly stronger and more expressive resulting in electronic Word-of-Mouth (eWOM). This article presents two studies. The first study exposes students' opinions about higher education and digital technology by a qualitative analysis. It also confirms that students use constantly their electronic devices to keep informed and updated. The second study focus on eWOM effects and follows a quantitative approach on two samples of students from two different countries by using the Fuzzy Set Qualitative Comparative Analysis. It supports the influences of eWOM on learning performance, likeability concern, student-instructor interaction, and responsiveness. It also shows that cultural differences may explain differences between those links. This research provides actual insights on awareness about digital technology in higher education.

Environmental education is a decisive tool in the promotion of a citizenry committed to environmental sustainability. Among the current challenges, the management of water shortage is one of the main issues, thus addressing it from childhood is crucial to enhance the connection with nature. Few studies report on the impact of educational programmes about water on minors; therefore, this exploratory study values whether participating in environmental education programmes improves the environmental knowledge, attitudes and perception about water. The study sample was constituted by 607 students (8-16 years of age), from primary and secondary education. The results show evidence about the effectiveness of environmental education programmes about water. Particularly, the changes were greater when the environmental knowledge and perception were evaluated. There was an increase in the willing to learn and know more about environmental education and water. Educational strategies are provided for the future development of environmental education programmes.

It is increasingly necessary to have a well-trained faculty to adequately respond to the needs of the diverse student body in the university classrooms. This study analyses the evolution of faculty conceptions of disability after participating in a training programme on inclusive education and disability. Qualitative methodology was used to evaluate the programme, with semi-structured group and individual interviews, open questionnaires and observation. Data analysis was performed using a category system created inductively. The results show the impact of the training on participants' knowledge about disability, supports and barriers encountered by the students, the existing resources in the university, and educational approaches such as inclusive education and Universal Design for Learning. Finally, in the conclusions, we discuss the results in relation to other previous studies, showing the importance and benefits of training in inclusive education for faculty members and how it improves their conceptions and knowledge of disability.

The main topic of this article is architectural barriers and infrastructures as identified by university students with disabilities. The data presented is part of a much wider research project, sponsored by Spain's Ministry of Economy and Competition. A biographical-narrative methodology was used for this study. The results presented have been classified based on one of five barrier types: urban (barriers that are outside the actual university campus), transport (public transportation and personal vehicles), building (obstacles inside university buildings), environmental (those elements within the classroom, including furniture, excessive noise or inadequate temperatures) and communication (these are divided into signposting and barriers when accessing information). Lastly, a variety of questions are considered in the conclusions which indicate that universities still need a certain degree of adaptation and readjustment to really be accessible and inclusive, in keeping with the principles of universal design.

The present study provides partial findings from research currently underway at the University of Seville: "Hurdles & Help as Perceived by University Students Disabilities". (Directed by Dr. Anabel Moriña, project funding: MICINN, I+D+I, ref. EDU 2010-16264). How does the university, as an institution, open doors and/or put hurdles in the way of students with special needs? The present study adopts a qualitative methodological approach. More specifically, biographic-narrative methods are employed to give shape to a series of life stories. A wide range of data gathering techniques were used, including discussion groups, in-depth interviews, classroom observation sessions, photographs, biograms, etc. Data analysis was carried out in two phases. In the first, the focus was on individual life stories. The second phase involved applying comparative data analysis methods to transcriptions of documents generated using aforementioned methods, in line with Miles and Huberman (1994). Maxqda10 data analysis software was the tool of choice. Results will be discussed with the following questions as a backdrop: Is the University "inclusive"? We will analyse institutional barriers and aids, as perceived by the students themselves. Architectural and structural hurdles affecting access to university classrooms, infrastructures and other spaces will be assessed here. Finally, we will take a closer look at student expectations with respect to their conception of the "ideal university". Is the University an institution that opens or closes its doors to students with disabilities? Based on the analysis in the previous section, a number of conclusions can be reached. The first and foremost is the fact that the students coincided in their opinions, independently of the disability they might have and the courses studied, both when identifying help and barriers. Having said that, the number of barriers identified surpassed the help. [Paper presented at the Inclusive and Supportive Education IV Conference Congresso Internacional da Pró-Inclusão (8th, Lisbon, Portugal, July 26-29, 2016).]

Copyright of Dynamis is the property of Dynamis - Facultad de Medicina de la Universidad de Granada 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 article discusses the study of embryology at the Institut Biòlogic de Sarrià in Catalonia, Spain. The author comments on the role of Jesuit Jaime Pujula Dilmé in the development of embryology at the institute. He also describes the setbacks he faced during the Second Republic of the 1930s, during which the government shutdown the Jesuit community, as well as during the dictatorship of Francisco Franco.

Present study is focused on assessing the success, implementation time and cost of the most common teaching-learning activities carried out in collaboration between academia and industry, as well as of those aimed at a greater connection between studies and "real" industrial world, considering both the opinions of teachers and students. Final aim is to analyze such opinions, together with the "success vs. implementation cost" and "success vs. implementation time" ratios for the different activities, so as to improve our understanding on the most efficient ones and reinforce our subjects trying to prioritize these collaborative actuations. Main results show the beneficial effects of project-based learning activities and of students' taking part in real projects for developing their final degree theses. In addition several actuations easy to implement, such as visits to enterprises or invited talks, in fact provide more remarkable teaching-learning outcomes, than other expensive and more complicated activities, including longer educational trips. [ABSTRACT FROM AUTHOR]

This article discusses the discovery of new documents regarding the work of Spanish anatomist and scientific engraver Crisóstomo Martínez. The author describes Martínez's work in the medical field that advanced the knowledge of human anatomy during the latter half of the 17th century. He examines the attempts to obtain monetary support from the Spanish government in order to travel to Paris, France, and continue his study of medicine and science. Martínez's leadership in the intellectual movement known as novator is also explored.

The article discusses the promotion of gross anatomy by the Junta para Ampliación de Estudios (JAE) [Board for Advanced Studies] in Spain in the early 20th century, exploring the role of retirees in advancing medical research. It describes the history of morphological studies in Spanish medical research in the early 20th century, the role of government pensions to scientists in the JAE in sustaining medical research, and the study of microscopic science and embryology. Other subjects under discussion include Spanish medical dialogue with European research institutions, the study of the lymphatic system, and the role of university hospitals in medical research.

Analysis of the social and religious rol placed by a Spanish cathedral during the Early Modern Times, studying the example of St. Cross Church placed in Cadix: place of rituals, sepultures and confraternities, and place of asylum. [ABSTRACT FROM AUTHOR]

The article discusses the relationship between lineage, social status, and the clergy in early modern Spain. It explains that the institution of the clergy, especially chaplaincy, was of key importance to families seeking to attain or maintain social status. For example, according to the article, families would found chaplaincies headed by their own members, whose inheritances would revert back to their families due to their required celibacy and, therefore, lack of progeny. The article mentions additional benefits accruing to these families, including inheritances for younger offspring, maintenance of patronage relationships with other branches of the family, and spiritual gains such as mass for the souls of deceased family members.

There is a need to quantify the multivariate quality or a recreational fishery at the site scale to better communicate the relative quality among sites to the public and anglers. Borrowing on the general approach of multimetric indices of biotic integrity (IBIs), we developed fishery quality indices (FQIs) from species quality indices (SQIs) based on measures of fish abundance and size structure for northern and central Portuguese streams. Our FQIs showed regional patterns indicating a range in fishery quality. Higher coldwater FQI scores were mostly found in the northwestern (Minho and Lima), northeastern Douro, and northern Tagus basins. Higher warmwater FQI scores occurred in the eastern Tagus basin. The species that contributed the most to warmwater FQI scores were largemouth bass Micropterus salmoides, pumpkinseed Lepomis gibbosus, the cyprinid Luciobarbus bocagei, chubs Squalius carolitertii and S. pyrenaicus, and nases Pseudochondrostoma duriense and P. polylepis. The chubs, nases, and brown trout Salmo trutta contributed the most to coldwater FQI scores. As expected, our indices were correlated with river size and with disturbance at the catchment, segment, and site scales. Regression models for separate coldwater and warmwater FQIs were stronger than those for the individual SQIs and for an all-site FQI. The correlation was positive between the coldwater FQI and a coldwater IBI but negative between the warmwater FQI and warmwater IBIs. The proposed FQIs offer a quantitative approach for assessing relative fishery quality among sites and for making regional assessments given an appropriate study design. The component SQIs and SQI metrics of the FQIs can be disassociated to determine the population and species characteristics most affected by various environmental variables. [ABSTRACT FROM AUTHOR]

The article offers an analysis of the slave market in Cádiz, Spain, between 1650 and 1750. The volume of slaves sold during the time period is discussed, including a chronology providing the number of slaves sold every five years. The author focuses on the characterization of the slaves sold, including their ethnicity, ages and countries of origin. Also included are the variations in prices for the slaves, including their age relating to average price and the total invested capital between 1650 and 1750. Charts are provided by the author, including those on slave sales, prices and ages.

Copyright of Anuario de Psicologia is the property of Anuario de Psicologia de La Universidad 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.)

Rapid prototyping technologies (RP) enable solid models to be obtained from designs generated using CAD applications. Their increasing popularity in industry is due to the reductions in cost and time associated with the use of these models when verifying product development stages and improvements in end quality. However, these technologies can also be applied to enhance students' active learning in the teaching of multiple subjects connected with product development. Students can bring their designs to fruition and check any decisions taken in an economically acceptable way. This work shows how RP technologies can be exploited for teaching, using the full development of a gear pump. The work has been carried out with educational aims in the Product Development Laboratory of Madrid Polytechnic University (UPM), for the subject Design and Manufacturing with Polymers. [ABSTRACT FROM AUTHOR]