Contribution of historical Spanish inventions to the knowledge of olive oil industrial heritage

This article presents new research, which has the objective of quantifying the knowledge produced by historical technological innovations in the field of olive oil industrial heritage. It studies inventions related to the mechanical processes of the extraction of olive oil between 1826 and 1966, which are recorded in the Historical Archive of the Spanish Patent and Trademark Office. It uses a new adaptation of the methodology of knowledge management (KM) defined by Nonaka and Takeuchi. We have obtained the knowledge value of each innovation according to the level of technological knowledge registered at the time, while distinguishing between the historical evolution of inventions relating to milling and those relating to pressing. In the first analysis, the results show a recession in the quantitative level of knowledge in the olive oil sector with respect to the technological potential of the time. However, when contrasted with the events relating to industrial heritage at the time, it is possible to account for this technological evolution and prove the validity of the methodology used. The results show that general evolution of the knowledge generated has decreased, particularly in the pressing process, although this is not the case in the milling process.     

Foot strike pattern in preschool children during running: sex and shod–unshod differences

Purpose: This study aims to determine the foot strike patterns (FSPs) and neutral support (no inversion [INV]/eversion [EVE] and no foot rotation) in preschool children, as well as to determine the influence of shod/unshod conditions and sex. Methods: A total of 1356 children aged 3–6 years (673 boys and 683 girls) participated in this study. A sagittal and frontal-plane video (240?Hz) was recorded using a high-speed camcorder to record the following variables: rearfoot strike (RFS), midfoot strike (MFS), forefoot strike (FFS), inversion/ eversion (INV/EVE) and foot rotation on initial contact. Results: There were no between-sex significant differences in both shod and unshod conditions in RFS. In the unshod condition, there was a significant reduction (p?Conclusion: In preschool children, no between-sex differences were found in relation to prevalence of RFS and neutral support (no INV/EVE). Shod running alters FSP of running barefoot, producing a significant increase of RFS prevalence.     

Microaggressions in graduate students’ lives: How they are encountered and their consequences

This article explores the experiences of teaching assistants from nonmainstream backgrounds in a predominantly white institution (PWI) of U.S. education. We focus on how such teaching assistants experience and respond to “microaggressions” or subtle challenges to their teaching based on race and ethnicity. We also explore the consequences of microaggressions for teaching assistants’ future career plans. Analyses of life history interviews show how processes of microaggressions permeated teaching assistants’ relationships with white prospective and cooperating teachers. The authors suggest ways to interrupt these in teacher education programs.     

Curricular change and educational quality / Cambio de plan y calidad educativa

There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.     

Situated cognition and learning environments: implications for teachers on- and offline in the new digital media age

John Seely Brown suggested that learning environments should be spaces in which all work is public, is subject to iterative critique by instructors and peers, and in which social interaction is primary. In such spaces, students and teachers engage in a situated cognition approach to teaching and learning where “cognitive accomplishments rely in part on structures and processes outside the individual”. Here we describe a qualitative analysis of a socially situated learning setting that aimed to develop children who can design, analyze, critique, and transform media, subjecting existing social media, their designs, and their peers’ designs to public and iterative critique. In this setting, adult mentors supported children’s self-expression, self-reflection, and skillbuilding through authentic, socially situated reading, writing, and discussion, and media production. Creating and leveraging such spaces is essential for preparing all children for successful experiences in the new knowledge economy in formal and informal educational settings.     

Didactic Problems in the Concept of Electric Potential Difference and an Analysis of its Philogenesis

This paper makes an analysis of the different didactic problems to come from the fact that electric charge is inseparable from the mass, the impossibility of its direct observation (only its effects) and the meaning associated with the basic concepts of electricity, like electric potential or electric potential difference.In order to know the origin of the different meaning found in textbooks of the concept of electric potential difference, we have made an analysis of the relevant historical milestones. In this review, it is seen that the content assigned to it is taken from the mathematical formalism of field theory, which causes problems in its structure and its logico-formal communication as well as teaching problems.