Qué se puede hacer con lo audiovisual en la educación La imagen: un problema trivial con implicaciones básicas

Lo audiovisual está vinculado a dos grandes y graves problemas de la cultura y la educación actuales: la continua renovación en el proceso de estructurar los significados, y las nuevas vías que buscan niños y jóvenes para identificarse y situarse en el mundo, para construir el sentido. Se aboga desde ahí por una renovación profunda de toda la educación y no por la incorporación de un tópico más al diseño curricular.     

Proyecto Mercurio: un instrumento institucional para impulsar la introducción de los medios audiovisuales en el currículo

No basta regalar la caña para formar un pescador ni el lápiz para enseñar a escribir. La introducción de la tecnología audiovisual, basada en medios más aparatosos que la lectoescritura, ha podido confundir medios y sistemas de representación, instrumento y código. La información precisa y de primera mano sobre el proyecto Mercurio del M.E.C. que se da en este artículo define un programa que va mucho más allá de los tradicionales objetivos de enseñar a utilizar los aparatos.     

Definitions of bullying: a comparison of terms used,and age and gender differences,in a fourteen-country international comparison

The study of school bullying has recently assumed an international dimension, but is faced with difficulties in finding terms in different languages to correspond to the English word bullying. To investigate the meanings given to various terms, a set of 25 stick-figure cartoons was devised, covering a range of social situations between peers. These cartoons were shown to samples of 8- and 14-year-old pupils (N = 1,245; n = 604 at 8 years, n = 641 at 14 years) in schools in 14 different countries, who judged whether various native terms cognate to bullying, applied to them. Terms from 10 Indo-European languages and three Asian languages were sampled. Multidimensional scaling showed that 8-year-olds primarily discriminated nonaggressive and aggressive cartoon situations; however, 14-year-olds discriminated fighting from physical bullying, and also discriminated verbal bullying and social exclusion. Gender differences were less appreciable than age differences. Based on the 14-year-old data, profiles of 67 words were then constructed across the five major cartoon clusters. The main types of terms used fell into six groups: bullying (of all kinds), verbal plus physical bullying, solely verbal bullying, social exclusion, solely physical aggression, and mainly physical aggression. The findings are discussed in relation to developmental trends in how children understand bullying, the inferences that can be made from cross-national studies, and the design of such studies.     

Contributions of Learning Through Analogies to the Construction of Secondary Education Pupils’ Verbal Discourse about Chemical Change

This article analyzes the relationship between pupils’ level of understanding of the analogies proposed in class while working with a model of chemical change and their competence at constructing a coherent verbal discourse of that model in both its macroscopic and submicroscopic representations. The study participants were 35 pupils in their 3rd year of compulsory secondary education (14–15 years of age) who had been studying chemical change for several weeks in their subject of Physics and Chemistry. The results suggested that the pupils generally understood the proposed analogies quite well, and that a good proportion of them assimilated adequately the verbal discourse inherent in the proposed model of chemical change. There was also a statistically significant association between modeling and analogical thinking. In particular, the pupils with greater understanding of the analogies being considered were also those who tended to show a greater ability to verbalize the model of chemical change and reason with it when solving the tasks they had been set. These results concur with the literature by suggesting that a link exists between analogical thinking and modeling, and that learning with analogies has a positive influence on the construction of the chemical change model.     

The PCC ISNI Pilot: Exploring Identity Management on a Global,Collaborative Scale

Abstract

The Program for Cooperative Cataloging (PCC) conducted a multi-institution Pilot project to contribute metadata to the International Standard Name Identifier (ISNI) database. In addition to describing the goals, structure, and activities undertaken in the Pilot, this article examines some of the experiences of PCC metadata practitioners as they sought to incorporate ISNIs into their metadata workflows and pursue a wide range of ISNI use cases. Lastly, the article outlines next steps that flowed from the Pilot as the PCC has parlayed its newly developing identity management expertise into additional PCC program explorations.     

Louguan Resorts Refurbished to Promote Taoist Culture

2500 years ago,ancient Chinese philosopher Lao Zi wrote"Tao Te Ching",a Taoist canon reflecting wisdom of Oriental philosophy,in Louguan Terrace at the foot of the Qinling Mountain Range.Since then,Louguan Terrace has been admired as a Mecca for all who practice Taoism.In order to promote Taoist traditions, Xi’an Qujiang New Area and Zhouzhi County Government made joint investments to re-develop this historic heritage site.On March 2,2012,Louguan Taoist Resorts was completed and opened     

Analysis of doping control test results in individual and team sports from 2003 to 2015

Background:Determining the prevalence of doping in sport might be useful for anti-doping authorities to gauge the effectiveness of anti-doping policies implemented to prevent positive attitudes toward doping.Using questionnaires and personal interviews,previous investigations have found that the prevalence of doping might be different among different sports disciplines;however,there is no sport-specific information about the proportion of adverse and atypical findings(AAF) in samples used for doping control.The aim of the present investigation was to assess the differences in the frequency of adverse analytical and atypical findings among sports using the data made available by the World Anti-Doping Agency.Methods:The data included in this investigation were gathered from the Testing Figures Reports made available annually from 2003 to 2015 by the World Anti-Doping Agency.These Testing Figures Reports include information about the number of samples analyzed,the number of AAFs reported,and the most commonly found drugs in the urine and blood samples analyzed.A total of 1,347,213 samples were analyzed from the individual sports selected for this investigation,and 698,371 samples were analyzed for disciplines catalogued as team sports.Results:In individual sports,the highest proportions of AAF were 3.3%±1.0% in cycling,3.0%±0.6% in weightlifting,and 2.9%±0.6% in boxing.In team sports,the highest proportions of AAF were 2.2%±0.5% in ice hockey,2.0%±0.5% in rugby,and 2.0%±0.5% in basketball.Gymnastics and skating had the lowest proportions at(≤1.0%) for individual sports,and field hockey,volleyball and football had the lowest proportions for team sports(≤1.4%).Conclusion:As suggested by the analysis,the incidence of AAF was not uniform across all sports disciplines,with the different proportions pointing to an uneven use of banned substances depending on the sport.This information might be useful for increasing the strength and efficacy of anti-doping policies in those sports with the highest prevalence in the use of banned substances.     

Flattening generalization gradients, context, and perceptual learning

The present research investigated the effects of physical context change and perceptual learning on generalization. In a video game, participants learned to suppress their mouse-clicking behavior in the presence of one stimulus (AX). Generalization was observed between the AX stimulus and another stimulus (BX) that was designed to be similar. When testing was conducted in a context different from that in which AX was used in training, responding to AX was attenuated, and responding to BX was enhanced. That is, the generalization gradient flattened. The latter effect was only evident in groups for which generalization had been reduced through a preexposure manipulation believed to produce perceptual learning. Experiment 2 demonstrated that the increase in generalization observed in the first experiment was due to the context change between the preexposure and test rather than to a change between the conditioning and test contexts. Implications for flattening generalization gradients and mechanisms of perceptual learning are discussed.