NEETs in Spain: an analysis in a context of economic crisis

This article presents the research results from a study that was conducted on Spanish youths aged 25–29 years who are neither in employment nor education and training (NEET). Their characteristics were analysed as well as the differential aspects in relation to people who are in employment, education or training. A typology of NEETs was also established based on their availability for and attitude towards employment, and the similarities and differences between the diverse subgroups were analysed. A mixed methodology was used: a quantitative perspective, which enabled a statistical and regression analysis using data that were obtained through questionnaires, and a qualitative perspective based on a biographical interview, which made it possible to focus on perceptions and processes. The results enable us to identify the common characteristics of the NEET population as well as the perceptions and determining factors of the three typologies.     

Technology‐enhanced learning in higher education: How to enhance student engagement through blended learning

Blended learning has risen in popularity in the last two decades as it has been shown to be an effective approach for accommodating an increasingly diverse student population in higher education and enriching the learning environment by incorporating online teaching resources. Blending significant elements of the learning environment such as face‐to‐face, online and self‐paced learning leads to better student experiences and outcomes and more efficient teaching and course management practices if combined appropriately. Hence, an appropriate systematic and dynamic approach of blended learning design is crucial for a positive outcome, starting with planning for integrating blended elements into a course and creating blended activities and implementing them. Evaluating their effectiveness and knowing in which environments they work better and improving the blended activities designed from both the student’s and instructor’s perspective are critical for the next delivery of the course. This article aims to increase awareness of higher education educators about how traditional face‐to‐face learning can be transformed into blended courses so as to develop student engagement with both in‐class and online approaches, whilst being time effective for the instructor.     

Planning and Doing in Professional Teaching Practice. A Study with Early Childhood Education Teachers Working with ICT (3–6 years)

Planning is one of the professional tasks teachers have to carry out before their direct action in the classrooms. This planning is closely interrelated to the way teachers teach. The question about how and why teachers reach their decisions in their pre-class planning is a classical one in the research into curricular design and development. The aim of this paper will therefore be to establish whether there is a relationship between curricular planning and curricular practices, studying how nine early childhood education teachers using an ICT resource plan their actions and execute them. For the research, we obtained video recordings of classroom practices and interviewed the teachers just before they went into class. By applying qualitative data analysis, we have been able to identify the elements taken into consideration when the teachers make decisions in lesson, their conceptions about ICT, and the types of activity that are held in all the classes. The results confirm the conclusions reached by previous studies on the relationships between planning and doing, in the sense that the activities, understood to be teaching strategies, are the ones that link the design of what is to be done and direct action. Likewise, the results ratify prior research on the role of materials and resources as aspects that teachers can rely on for support in the management and presentation of classroom tasks and content. The introduction of ICT does not modify the teachers’ curricular planning and development.     

Development of a spatially uniform low-temperature hydrogen combustor

Examples of the use of additive manufacturing and rapid prototyping in a range of applications are of great interest in order to emphasize their role in development and production technology. In this study, a catalytic low temperature burner for H₂ on a lab scale with an integrated flow distributor was designed, manufactured, and tested for functionality. Based on a theoretical approach, a flow distributor for the burner was designed and a prototype was built using fused deposition modeling (FDM). Based on test results, an optimized version of the burner was then designed and manufactured using selective laser melting (SLM). The functionality of the designed catalytic burner was proven. Several advantages were found in comparison to conventional non-catalytic burners. In particular, flameless uniform low temperature heat generation with temperatures of about 200 °C could be realized. This contribution highlights the potential of additive manufacturing in chemical engineering. Not only was the final product built using SLM, but also during the development process, FDM was used for rapid prototyping.     

The impact of stereoscopic imagery and motion on anatomical structure recognition and visual attention performance

Gross anatomy is located in a three‐dimensional space. Visualizing aspects of structures in gross anatomy education should aim to provide information that best resembles their original spatial proportions. Stereoscopic three‐dimensional imagery might offer possibilities to implement this aim, though some research has revealed potential impairments that may result from observing stereoscopic visualizations, such as discomfort. However, possible impairments of working memory such as decreased visual attention performance due to applying this technology in gross anatomy education have not yet been investigated. Similarly, in gross anatomy education the impact of stereoscopic imagery on learners’ recognition of anatomical‐spatial relationships and the impact of different presentation formats have only been investigated in a small number of studies. In this study, the performance of 171 teacher trainees working on the anatomy of hearing was examined, either with non‐stereoscopic or stereoscopic imagery. Static and dynamic picture presentations were applied. Overall, benefits for stereoscopic imagery on estimating anatomical‐spatial relations were found. The performance on a visual attention test indicates that the impact of stereoscopic visualizations on the human cognitive system varies more from person to person compared to non‐stereoscopic visualizations. In addition, combinations of temporarily moving pictures and stereoscopic imagery lead to decreased visual attention performance compared to combinations of moving pictures and non‐stereoscopic imagery. Anat Sci Educ 11: 15–24. © 2017 American Association of Anatomists.     

Lexical Semantic Field as One of the Keys to Second Language Teaching

The article is devoted to the problem of the development of skills connected with the acquisition of foreign lexis (Lexis = all possible words or phrases in a language) on the basis of semantic fields (Semantic field = a lexical set of related items, e.g., colour, red, green, blue). This becomes possible due to grouping well-known and unknown to the students lexical units to systemized semantic groups—semantic fields. Semantic fields can be useful for the quantitative and qualitative enrichment of the vocabulary; they serve to choose a lexical unit correctly, to collocate lexical units according to existing norms, to use the lexis of various semantic fields in different contexts without mistakes, to guarantee conscious, automatic language skills of the students and to increase their active vocabulary.     

Normalising: Children's activity to construct meanings for trend

This paper looks back over a number of exploratory studies which have researched young children's construction of meanings for graphs, produced from data entered in spreadsheets. In this paper we discuss children's use of normalising, an activity in which children correct data towards some perceived norm. Through normalising, children construct meanings for trend in data and in graphs. We discuss how particular aspects of the pedagogical setting including task design encourage the use of normalising.This revised version was published online in October 2005 with corrections to the Cover Date.     

Integration of an intelligent tutoring system in a course of computer network design

INTUITEL is a research project aiming to offer a personalized learning environment. The INTUITEL approach includes an Intelligent Tutoring System that gives students recommendations and feedback about what the best learning path is for them according to their profile, learning progress, context and environmental influences. INTUITEL combines efficient pedagogical-based recommendations with freedom of choice and it introduces this tutoring support in different Learning Management Systems. During the INTUITEL project various software and pedagogical testing procedures were defined to provide the development teams with feedback, both summative and formative. The current paper describes the initial user test, which was conducted at the University of Valladolid for the course “Network Design”. The experiment was focused on real learners’ reactions to INTUITEL recommendations received by an INTUITEL-enabled LMS. Nineteen students participated in a two phase testing procedure in order to analyze the learners’ behavior with INTUITEL, as well as obtaining information about how learners perceive the influence and usefulness of the tutoring system in online learning courses. Results show that students with INTUITEL follow learning paths that are more suitable for them. Besides, the general satisfaction level of participants is high. Most learners appreciate INTUITEL, would follow its recommendations and consider the messages shown by INTUITEL as useful and caring.     

Developing scientists in Hispanic substance use and health disparities research through the creation of a national mentoring network

Hispanics are disproportionately affected by substance use and related health harms yet remain underrepresented across scientific disciplines focused on researching and addressing these issues. An interdisciplinary network of scientists committed to fostering the development of social and biomedical researchers focused on Hispanic substance use and health disparities developed innovative mentoring and career development activities. We conducted a formative evaluation study using anonymous membership and conference feedback data to describe specific mentoring and career development activities developed within the national network. Successful mentoring initiatives and career development activities were infused with cultural and community values supportive of professional integration and persistence. Mentoring initially occurred within an annual national conference and was then sustained throughout the year through formal training programs and informal mentoring networks. Although rigorous evaluation is needed to determine the success of these strategies in fostering long-term career development among scientists conducting Hispanic health and substance use research, this innovative model may hold promise for other groups committed to promoting career development and professional integration and persistence for minority (and non-minority) scientists committed to addressing health disparities.