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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) 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.)

Due to the digitalisation of communication-related productive sectors (journalism, advertising, audiovisual creation, corporate and strategic communications, etc.), having up-todate technological skills is crucial for joining and remaining in the labour market. In this study, the technological skills demanded from Journalism graduates in Spain by potential employers are analysed using a sample (n=433) of job postings aimed at such graduates on the specialist online platforms LinkedIn and Infojobs. The results show that the labour market available to Journalism graduates is broadly shared with graduates in other disciplines (especially Advertising and Public Relations, and Marketing). Only about 8% of the job postings analysed came from media outlets. Almost 70% were addressed to graduates in Journalism or other graduates in the field of communication and marketing, and only about 20% demanded functions connected with the production of journalistic information. Regarding the technological skills sought, about 60% of the job postings demanded knowledge of at least one specific technological tool, mainly for the tasks of graphic design, layout and image editing; data processing; web content design and management; text editing and presentations; web analytics; and social media. The results suggest that the variety of technological tools used in Journalism university programme teaching will need to be increased in order to facilitate graduate employability. [ABSTRACT FROM AUTHOR]

Introduction: This research incorporates the intersectional perspective to make visible the diversity of gender identities, sexual orientation, age, class, geographic location; as key elements for overcoming the Digital Gender Divide in public policies on gender and Information and Communication Technologies. Objective: To analyze how gender and the Digital Gender Gap (GDG) are articulated in the design of public policies in order to know: what is the conception of women and their agency? Method: qualitative research that studies national policies and programs, applying categories of intersectional analysis articulated to gender. Results: Through the analysis, the conceptions and views on women reproduced in public policies were identified. In addition, of the routes proposed to reduce the DGD. There is an understanding that DGD is part of a complex system of inequalities based on gender inequality and the reproduction of gender roles and its impact on the barriers to access, use and appropriation of ICTs. [ABSTRACT FROM AUTHOR]

Copyright of Revista Iberoamericana de Ciencia, Tecnologia y Sociedad is the property of Centro de Estudios sobre Ciencia, Desarrollo y Educacion Superior 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 Revista Colombiana de Educación is the property of Universidad Pedaggica Nacional 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 Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 offers a review of the scientific literature around some central questions of Artificial Intelligence (AI) in education. Is it a threat-or an opportunity? Does the teaching role change with the inclusion of Generative AI tools? What strategies and which tools can enhance teaching? Each of these questions is addressed from research and authors who provide clues to build some answers that can be a bridge between research and action. From unresolved between teaching, learning and technologies within the framework of current developments in AI and its projections, the article provides a revised, rigorous, and powerful framework as a starting point for scientific investigations that delve into each of the questions raised. [ABSTRACT FROM AUTHOR]

In this paper we aim to explore the interconnection between Children's Literature and contemporary technologies, though not from the perspective of technology as a didactic tool or as a media to produce or reproduce literary texts. Instead, we examine how technology is present in books for children and picture books. This approach is based on the concepts of children's literature, and childhood and technologies. We also present an initial corpus of stories and picture books either about technology or in which technology structures the book or the narrative. Our conclusion is that in some texts the encounter of both worlds produces significant literary experiences. However, there is a literary core that cannot be integrated with technology. This tension is also part of the cultural representations. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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 aim of the research was to determine the effectiveness of the use of cloud technologies during the professional training of medical students. Methods. The research employed the methods of comparative analysis, survey, expert evaluation, observation, and statistical analysis. Results. The conducted research determined that the students of the experimental group had a higher level of cognitive, motivational and volitional, organizational and activity components of professional competence. It can be stated that the ability to use digital technologies for professional and personal needs is important in the era of digitalization. Students of the experimental group showed significant results after using cloud technologies such as: Pbwiki, Google Docs, Sway, Microsoft Planner, Microsoft Azure. The teachers changed their attitude towards the use of cloud technologies during classes, although most of the teachers had doubts about the proposed tools at the beginning of the study. The novelty and implementation. The academic novelty of the study was the fact that few studies have been conducted on the use of cloud technologies during the educational training of future doctors. The implementation of virtual reality in the practical classes of future doctors can be a promising direction of research. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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 Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz 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 O Social em Questão is the property of Faculdades Catolicas - Pontificia Universidade Catolica do Rio de Janeiro 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.)

Introducción: La pandemia de COVID-19 en Argentina ha desafiado a los profesionales de la salud a implementar la teleconsulta para mantener la continuidad de la atención. Objetivos: Describir la implementación de nuevas tecnologías en la teleconsulta por profesionales en Nutrición de Entre Ríos, desde el inicio del ASPO hasta la nueva normalidad. Metodología: Estudio observacional, descriptivo, cuantitativo y transversal, en el que participaron 72 profesionales en Nutrición de Entre Ríos, Argentina a través de un cuestionario en línea autoadministrado. El análisis descriptivo de los datos se realizó en el programa IBM® SPSS Statistics. Resultados: El 84,7% de los profesionales comenzó a implementar nuevas tecnologías en la teleconsulta desde el inicio del ASPO. Aunque la mayoría no experimentó cambios significativos en sus ingresos, la relación con los pacientes ni en el tiempo dedicado a la teleconsulta en comparación con la atención presencial, el 78% no recibió capacitación específica para la implementación de estas tecnologías en la atención remota. A pesar de este desafío, el 80% expresó su intención de continuar con esta modalidad de atención en la nueva normalidad, asignando horas de su carga horaria para este propósito.Conclusiones: La implementación de nuevas tecnologías en la teleconsulta ha demostrado ser un aliado para mantener la continuidad de la atención nutricional desde el inicio del ASPO. Sin embargo, para brindar un servicio de calidad, es necesario seleccionar las tecnologías más apropiadas y de dedicar suficiente tiempo a la planificación e implementación.

Diante dos desafios apresentados pela aprendizagem de Cálculo, no Ensino Superior, este artigo investiga e analisa os processos metacognitivos envolvidos na escolha de estratégias de aprendizagem e utilização das tecnologias educacionais por dez estudantes de Cálculo I, do curso de Engenharia de Controle e Automação de um Instituto Federal do Paraná. Para isso apresentamos os conceitos sobre tecnologias educacionais e metacognição, necessários para a análise dos dados, que foram coletados por meio de questionário/formulário on-line, e analisados utilizando a Análise Textual Discursiva, buscando as percepções, acerca do processo de aprendizagem em Cálculo destes estudantes, desta análise emergiram as categorias: tecnologias educacionais, resolução de exercícios, estudando, não aprendeu, revisando, explicação do professor e anotações. Com essa investigação foi possível evidenciar a presença de processos metacognitivos na percepção e na escolha da estratégia de aprendizagem, em especial ao complementar as explicações do professor realizadas em sala de aula, por explicações em ambientes digitais externos à instituição de ensino, estratégia amplamente utilizadas no período da pandemia, que foram mantidas pelos estudantes, o que deduzimos ser um comportamento de um aprendiz metacognitivo incitados pelos novos modelos de aquisição de informação.

Este trabalho visa identificar encontros e desencontros entre teorias de aprendizagem, abordagens metodológicas e tecnologias (digitais ou não) adotadas por 12 professores do curso de Licenciatura em Matemática da Universidade do Estado de Mato Grosso – UNEMAT, campus de Barra do Bugres. Trata-se de uma pesquisa qualitativa, de caráter investigativo, tendo um questionário no Google Forms e planos de ensino como instrumentos de coletas de dados, cuja análise ocorreu pelo movimento da Indução Analítica Modificada. Mediante este movimento, foi possível notar que a maioria dos professores tem dificuldade em harmonizar os aspectos mencionados, ao que parece, pela falta de compreensão dos tipos de abordagens pertinentes, bem como recursos adequados que permitam articular teoria e prática, ou seja, há desencontros na maioria dos casos. Considerando-se a importância desta harmonia, sugere-se uma formação docente, no que compete à harmonização supracitada, seja nas semanas acadêmicas, reuniões pedagógicas e/ou em cursos de formação, principalmente em se considerando as necessidades educacionais contemporâneas.

Este artigo tem como objetivo destacar a importância da EJA – Educação de Jovens e Adultos por meio do ambiente de ensino virtual particular, e sua relevância para o município de Diamantino-MT, possibilitando a construção do seu processo formativo como um sujeito histórico. Este estudo teve a intencionalidade de relatar como os alunos acessam a plataforma e suas dificuldades tecnológicas digital no processo de sua formação escolar, demostrando as vantagens do ensino a distância e como a educação de jovens e adultos e suas ferramentas no ambiente virtual de aprendizagem podem desenvolver e estimular a socialização destes indivíduos, colaborando para transformação destes indivíduos. A metodologia deste trabalho seguiu os parâmetros da pesquisa bibliográfica por meio de estudos teóricos como: Freire (2022), Favero (2012), Machado (2015), Masetto (2013), entre outros e também a Base Curricular de Mato Grosso para a EJA. Também foi realizada coleta de dados onde nove alunos participaram, e com instrumentos de análise de dados por meio de questionário, utilizando o material de pesquisa in loco, o que é referenciado no dia a dia de uma matrícula, até a utilização da plataforma para a aprendizagem no ensino particular na EJA/EAD. Os resultados apontaram como que o Programa Virtual de aprendizagem escolar no ensino particular EJA/EAD no município de Diamantino/MT contribuiu no processo de formação e conclusão de seus estudos para aqueles que almejaram melhores condições de trabalho por meio de uma profissão com a colaboração dos estudos e do conhecimento / educação.

O Ensino Remoto vem ganhando cada vez mais importância tanto no âmbito da educação básica quanto no ensino superior. Essa modalidade educacional é realizada por meio das tecnologias da comunicação e da informação, em que docentes e discentes estão separados geograficamente e/ou em diferentes momentos. O presente trabalho visa analisar a importância da Universidade Aberta do Brasil (UAB) Unimontes no contexto de ampliação e interiorização de cursos e programas de ensino superior via educaçãodistância. A nossa investigação consiste na pesquisa de cunho bibliográfico crítico-teórico, dedutivo e analítico. Utiliza-se para discussões autores, como Vilaça (2010), Vermelho (2014), Santiago (2010), Sava (2018), Landim (1997), Pereira (2021), Oliveira (2019), Brasil (2005), Alves (2011), Britto (2016), dentre outros. Nesse sentido, pretende-se apresentar, em especial, as perspectivas do ensino a distância na UAB- Unimontes, identificando as abordagens, avanços encontrados e oportunizados pela modalidade de Educação a distância.

En el presente artículo se abordan los diversos cambios socioeconómicos que emanan del proceso de internacionalización. El propósito radica en demostrar y argumentar el potencial de las pequeñas y medianas empresas (PYMEs), las cuales ostentan una ventaja inherente a su flexibilidad, intrínseca a su tamaño. A través de un análisis empírico apoyado en los datos proporcionados por el Ministerio de Industria español, el presente documento ofrece una visión pragmática del estado económico de las entidades empresariales españolas. Globalmente, se contabilizan 3.000.000 de compañías que conllevan la generación de 11.000.000 de puestos de trabajo, mientras que un conjunto de 5.400 empresas de gran envergadura (con más de 250 empleados) aportan por sí solas más de 6.000.000 de empleos. Esto se traduce en un promedio de 3,7 empleados por PYME, en contraposición a los 1.111,5 empleados por empresa de gran tamaño. Los hallazgos de la investigación revelan que en la actualidad son escasas las empresas que han procurado mitigar su dependencia de los mercados locales. Asimismo, confirman que las empresas que experimentan un crecimiento económico tienen un impacto significativo tanto a nivel regional como internacional. Este efecto es particularmente notable en aquellas empresas que invierten en investigación y análisis del mercado. Se evidencia que una empresa crece en tamaño, sus ingresos también aumentan proporcionalmente, destaca que las empresas que se dedican a la exportación o que están internacionalizadas tienden a ser más grandes y productivas en comparación con aquellas que no participan en actividades de exportación.

The present study aimed to map educational technologies for administering insulin therapy in adults with type 2 diabetes mellitus treated by health services. This was a scoping review based on the methodological framework developed by JBI and the checklist of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews. A search was carried out in databases and gray literature. The articles were evaluated in a paired and independent manner by two reviewers. For the selection and screening of studies, the Rayyan® reference manager was used. Data were summarized with a table and discussion in thematic categories. Although different educational technologies address the topic of insulin therapy, further studies are needed to evaluate the effects and feasibility of using such technology within the scope of insulin therapy. [ABSTRACT FROM AUTHOR]

Copyright of Revista Venezolana de Gerencia (RVG) is the property of Revista de Filosofia-Universidad del Zulia 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 Roca: Revista Científico-Educacional de la Provincia de Granma is the property of Universidad de Granma, Departamento Editorial 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.)

Nesta entrevista, a professora Janete Carvalho, titular da Universidade Federal do Espirito Santo, reflete sobre o desejo da vida e dos afetos , na relação que a contemporaneidade estabeleceu entre os sujeitos, a partir do advento das tecnologias, e desdobramentos dessas modificações nos currículos pensadospraticados nas escolas brasileiras. Criou a noção de Comunidade de afetos e afecções e com ela, referendou que a constituição de redes de conversações e ações possibilitam criar novas formas de comunidade que potencializam o cotidiano escolar. Aponta que os currículos e os docentes e suas narrativas, são como modos de dizer e se constituem como expressão das singularidades e de modos de fazer que atravessam a dimensão do virtual. E o que importa é o que acontece no meio, nem no início nem no fim, porque não acredita em um fundamento último que guie as práticas dos educadores. Para Carvalho, os docentes que trabalham nos cotidianos escolares estão no plano de imanência.

Introducción: El escenario de la pandemia ha traído numerosos desafíos al entorno académico y la evidencia muestra que estos aún permean las aulas online. Objetivo: En ese sentido, se ha buscado comprender la forma en que los docentes de educación superior experimentaron el uso de las tecnologías digitales en la mediación pedagógica frente al escenario actual de la COVID-19. Método: Se realizó una investigación exploratoria a través de un cuestionario online, con profesores de distintos cursos en una Institución de Educación Superior (IES) en Santa Catarina, Brasil. Resultados: Los datos analizados demostraron la falta de estructura física y soporte tecnológico, poca participación de los estudiantes y dificultades en la reconfiguración de la práctica pedagógica. Conclusión: Se ha enfatizado la necesidad de profundizar teóricamente en la integración de las tecnologías digitales de la información y la comunicación en la práctica docente, tanto en la formación inicial del profesorado como en la formación continua.

Reseña del libro Tecnologías del yo. Mujer, sujeto y subjetividad (Berlín: Peter Lang, 2022), de Ángeles Mateo del Pino (ed.). La obra. compila las investigaciones realizadas por los miembros del Grupo de Investigación «Pensamiento, Creación y Representación en el ámbito de los Estudios Culturales (PeCRaEC)» bajo la dirección de la doctora Ángeles Mateo del Pino, quien edita el presente volumen.

Políticas de imagen: contexto digital y la educación

La sociedad se encuentra en una transición sociocultural provocando la aceleración del desarrollo de habilidades tecnológicas. La pandemia por covid-19 y post pandemia generó nuevos escenarios educativos en el mundo. Desarrollar Habilidades tecnológicas es lo que permite al estudiante desenvolverse de manera eficaz en los nuevos contextos de aprendizaje. Esta investigación tuvo como objetivo analizar las habilidades tecnológicas para el aprendizaje (HTPA) que posee el estudiante de 6.º año de primaria y 2.º año de secundaria para establecer relaciones entre la percepción sobre htpa, el tipo de establecimiento, el nivel educativo y el desarrollo de actividades prácticas mediante dichas habilidades. El enfoque es cuantitativo, no experimental, descriptivo-correlacional. Los instrumentos fueron aplicados a una muestra de 665 estudiantes. Se aplicó un cuestionario que evaluó la percepción que tiene el estudiante respecto de sus htpa, y una actividad práctica para demostrar habilidades tecnológicas en un Entorno Virtual de Aprendizaje (EVA). Ambos instrumentos fueron creados con las siguientes dimensiones: Información, Comunicación y Colaboración, Convivencia Digital y Tecnológica. Los principales resultados indican que los estudiantes tienen diferentes percepciones y que algunas no son coherentes con las acciones prácticas realizadas

En este trabajo nos proponemos explorar la interconexión entre literatura infantil y las tecnologías contemporáneas, pero no desde la perspectiva de la tecnología como herramienta didáctica o soporte para la producción o reproducción de los textos. En cambio, nos interesa examinar de qué manera las tecnologías están presentes en las propuestas literarias infantiles y de libros álbum. Este acercamiento se enmarca en los conceptos de literatura infantil, e infancias y tecnologías. Expone también la reunión inicial de un corpus de relatos y libros álbum que incorporan las tecnologías como tema o como elemento estructurante. Nuestra conclusión es que, si bien en algunos textos el encuentro de ambos mundos produce experiencias literarias valiosas, existe un núcleo de la literatura que no es permeable a la integración tecnológica. Y esta tensión está presente en las representaciones abordadas.

O Programa Residência Pedagógica (PRP) constitui-se como uma política educacional brasileira voltada para a formação inicial de professores, tendo como um de seus objetivos, proporcionar a imersão de licenciandos no cotidiano de escolas públicas de educação básica. Neste sentido, este trabalho surge com objetivo de apresentar e discutir concepções, vivências e desafios de licenciandos em matemática que emergem durante a atuação, enquanto bolsistas do PRP, de um Instituto Federal. Para tanto, foram analisados conteúdos de sete vídeos produzidos pelos residentes durante período pandêmico, assumindo pressupostos teórico-metodológicos de um estudo qualitativo. Como resultados, o estudo revela: a importância da imersão dos residentes em ambientes escolares; a possível aproximação entre a dicotômica relação teoria e prática; obstáculos à formação de professores diante de limitações no acesso à Internet e no uso pedagógico de tecnologias digitais; e, contribuições das tecnologias no processo educacional, bem como, a importância da parceria entre as instituições de ensino superior e as escolas de educação básica.

This research article aimed to characterize the attitudes, practices, and education processes related to digital competence in Colombian public-school teachers during the period of lockdown due to Covid-19, a contingency which dramatically accelerated the inclusion of technologies into teaching and learning processes. Within this study, 102 teachers from urban and rural public educational institutions in Cali, responded to an online survey of 34 multiple-choice questions, and 3 open questions. Before the pandemic, it was found that the participants were frequent users of digital technologies, in particular of social networks, but they lacked sufficient training to integrate them into their teaching practice. Likewise, they experienced feelings of worry and uncertainty regarding their own digital skills, which decreased during the confinement through self-study and self-training, although with little support from their schools and limited access to resources. Results show the role played by the teachers' information technology competences for access and selection of digital educational resources, as well as the importance of their communication and collaborative skills to maintain interaction with students and families. Also, it was observed that the frequent use of technology is not a sole condition to guarantee its intentional and critical usage in teaching and learning practices. Thus, systematic training and support for educators is required to facilitate the development of their digital competences. [ABSTRACT FROM AUTHOR]

In recent times, modernising trends towards an open state model have led to the transformation of public institutions, including parliament. This new approach is based on the axes of transparency, accountability and participation in order to improve the relationship/communication between parliament, and citizens and to strengthen its democratic legitimacy. This article aims to investigate this issue by assessing the transparency and citizen participation on the websites of the lower houses of national parliaments in Latin America to determine whether they are limited to complying with the requirements of the regulations or whether they go further and, therefore, move towards a true culture of open parliament. To address this question, an analytical framework has been generated that is composed of four dimensions (widely recognised in the academic literature) to which a series of indicators are linked: information about parliament (19 indicators); information about parliamentary organisation, functioning and activity (19 indicators); economic and contractual information (17 indicators); and communication and relationship with citizens (30 indicators). In short, the results of the research will provide a diagnosis of the situation that will help to verify that an open parliamentary style has not yet been fully established in Latin America, and also to make a series of reasonable recommendations for developing this new model of lower house. [ABSTRACT FROM AUTHOR]

Cow-calf systems are at the core of Argentina´s significant national beef industry. The objectives were: i) to characterize the productive state of traditional cow-calf systems, named BASE, from the northern region of Santa Fe province, ii) to identify technologies for the productive improvement of the BASE system, and iii) to quantify the productive and economic impact of the adoption of the identified technologies. To characterize the BASE system, the available published data were systematized and validated in a workshop with leading regional experts in the field. To identify the technologies for improvement, a survey was conducted among regional farm advisors. Finally, to quantify the impact of adopting improvements in the BASE system, a modelling study was conducted. The results showed that traditional cow-calf systems have low productive and reproductive efficiency (45 kg LW ha-1 year-1 and 48% weaning rate) and little adoption of herd management and forage production technologies. The technologies identified were grazing management, training of farmers and farm staff, and seasonal mating. The modelling study showed that improvements in the production and use of forage and herd management practices would increase beef production and the gross margin of the BASE system by 70% and 96%, respectively. [ABSTRACT FROM AUTHOR]

The development of computational thinking has become one of the educational priorities in several countries around the world. In this article, two experiences are described in which two block programming tools are used. The first experience only used BlocksCAD, while the second added the use of Blockly and the work on some mathematical algorithms in a maths classroom. The number of participants in the experience was twenty-eight in the group that only used Blocky and thirteen in the group that combined the use of both tools, all of them of the third year of secondary education (between 14 and 15 years old) in a school in Spain. The results show that, although the use of Blocks-CAD alone allows an increase in the development of CT, if other resources such as Blockly are also used in the mathematics classroom, the effect is multiplied. In addition, considering the satisfaction results of the participants in the experience, together with the possibility of printing their own creations through 3D modelling (a fact claimed by the students themselves), this encourages us to continue using both tools and even to try to combine them with other tools and to design experiences that encompass entire academic courses or, at least, entire trimesters. [ABSTRACT FROM AUTHOR]

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