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21.
Almerich Gonzalo Suárez-Rodríguez Jesús Díaz-García Isabel Orellana Natividad 《Education and Information Technologies》2021,26(4):3845-3869
Education and Information Technologies - University students have to master new competences to be able to completely form part of Knowledge Society, which are known as 21st-century competences.... 相似文献
22.
Silvia Cobo Serrano Rosario Arquero Avilés Gonzalo Marco Cuenca Brenda Siso Calvo 《The Journal of Academic Librarianship》2019,45(1):58-65
Currently, libraries and other information services are facing new professional challenges in relation to digitization policies and orphan works after the publication of European Directive 2012/28/EU on certain permitted uses of orphan works and Spanish Royal Decree 224/2016. This paper aims to analyse how Spanish library and information centres specialising in theatre and performing arts meet users' textual and non-textual information needs, by respecting copyright issues and being involved in a dynamic and digital environment. For this purpose, an online questionnaire, which was used as a methodological tool, was sent to library directors in February 2018. At the same time, some research questions based on orphan works and digitisation approaches are discussed in the paper, specifically in reference to graphic and audiovisual materials. 相似文献
23.
Conception, development and implementation of an e-Government maturity model in public agencies 总被引：1，自引：0，他引：1
Gonzalo ValdésAuthor Vitae Mauricio SolarAuthor VitaeHernán AstudilloAuthor Vitae Marcelo IribarrenAuthor VitaeGastón ConchaAuthor Vitae Marcello ViscontiAuthor Vitae 《Government Information Quarterly》2011,28(2):176-187
Governments worldwide are encouraging public agencies to join e-Government initiatives in order to provide better services to their citizens and businesses; hence, methods of evaluating the readiness of individual public agencies to execute specific e-Government programs and directives are a key ingredient in the successful expansion of e-Government. To satisfy this need, a model called the eGovernment Maturity Model (eGov-MM) was developed, integrating the assessment of technological, organizational, operational, and human capital capabilities, under a multi-dimensional, holistic, and evolutionary approach. The model is strongly supported by international best practices, and provides tuning mechanisms to enable its alignment with nation-wide directives on e-Government. This article describes how the model was conceived, designed, developed, field tested by expert public officials from several government agencies, and finally applied to a selection of 30 public agencies in Chile, generating the first formal measurements, assessments, and rankings of their readiness for e-Government. The implementation of the model also provided several recommendations to policymakers at the national and agency levels. 相似文献
24.
The authors in this article argue that the Francisco Maestas et al vs. George H. Shone et al (1914) case is one of the earliest Mexican American challenges to school segregation in the United States. Unidentified for over a century, the lawsuit took place in southern Colorado, a region of the nation where Mexican Americans have deep historical roots. This case was unique because the racial background and linguistic needs of Mexican American children were contested. First, plaintiffs (Mexican Americans) argued their children were racially distinct as Mexicans and used the Colorado Constitution to challenge segregation because the state prohibited public schools from classifying and distinguishing children based on color and race. Defendants (school board members and the superintendent) countered that Mexican American children were Caucasian and claimed they were no different from other White children in the school district. Second, school district officials maintained that non-English speaking Mexican American children were placed in a separate school in order to serve their linguistic needs. The district court judge discovered that school officials had created a policy that sent all Mexican American children to the separate school. To the extent that many Mexican American children were English speaking, the district court judge ruled in favor of Francisco Maestas on the grounds that school officials could not prevent English-speaking Mexican American children from attending schools of their choice in general and schools that were closer to their homes in particular. 相似文献
25.
Nieves R. Brisaboa Antonio Fari?a Susana Ladra Gonzalo Navarro 《Information Retrieval》2012,15(6):527-557
Word-based byte-oriented compression has succeeded on large natural language text databases, by providing competitive compression ratios, fast random access, and direct sequential searching. We show that by just rearranging the target symbols of the compressed text into a tree-shaped structure, and using negligible additional space, we obtain a new implicitly indexed representation of the compressed text, where search times are drastically improved. The occurrences of a word can be listed directly, without any text scanning, and in general any inverted-index-like capability, such as efficient phrase searches, can be emulated without storing any inverted list information. We experimentally show that our proposal performs not only much more efficiently than sequential searches over compressed text, but also than explicit inverted indexes and other types of indexes, when using little extra space. Our representation is especially successful when searching for single words and short phrases. 相似文献
26.
Felipe Contreras-Briceño Maximiliano Espinosa-Ramirez Gonzalo Hevia Diego Llambias Miguel Carrasco Francisco Cerda 《Journal of sports sciences》2013,31(23):2653-2659
ABSTRACTThis study assessed the intra-individual reliability of oxygen saturation in intercostal muscles (SmO2-m.intercostales) during an incremental maximal treadmill exercise by using portable NIRS devices in a test-retest study. Fifteen marathon runners (age, 24.9 ± 2.0 years; body mass index, 21.6 ± 2.3 kg·m?2; V?O2-peak, 63.7 ± 5.9 mL·kg?1·min?1) were tested on two separate days, with a 7-day interval between the two measurements. Oxygen consumption (V?O2) was assessed using the breath-by-breath method during the V?O2-test, while SmO2 was determined using a portable commercial device, based in the near-infrared spectroscopy (NIRS) principle. The minute ventilation (VE), respiratory rate (RR), and tidal volume (Vt) were also monitored during the cardiopulmonary exercise test. For the SmO2-m.intercostales, the intraclass correlation coefficient (ICC) at rest, first (VT1) and second ventilatory (VT2) thresholds, and maximal stages were 0.90, 0.84, 0.92, and 0.93, respectively; the confidence intervals ranged from ?10.8% – +9.5% to ?15.3% – +12.5%. The reliability was good at low intensity (rest and VT1) and excellent at high intensity (VT2 and max). The Spearman correlation test revealed (p ≤ 0.001) an inverse association of SmO2-m.intercostales with V?O2 (ρ = ?0.64), VE (ρ = ?0.73), RR (ρ = ?0.70), and Vt (ρ = ?0.63). The relationship with the ventilatory variables showed that increased breathing effort during exercise could be registered adequately using a NIRS portable device. 相似文献
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Gonzalo del Moral Cristian Suárez Mª Elena Villarreal Gonzalo Musitu 《Infancia y Aprendizaje》2013,36(2):399-428
AbstractThe distinction between subtypes of passive and aggressive victims in studies of bullying has been a cornerstone of research in recent decades. However, some aspects of victimization still need further elaboration, such as the differentiation of subtypes of aggressive victims of bullying, the dynamics of the process of victimization, and the perceptions that participants have of their victimized classmates. The objective of this qualitative research is to distinguish between different types of aggressive victims, taking account of the testimonies of secondary school students. Focus groups and in-depth interviews have been conducted with 72 adolescents from the second, third and fourth years of Compulsory Secondary Education and the information has been analysed following the steps proposed by Grounded Theory; a systematic methodology involving the discovery of theory through the analysis of data. The results identify six types of aggressive victims: due to the accumulation of stress, provocative victims, victims through contagion, passive telltale victims, academically gifted victims protected by teachers, and finally, displaced aggression victims. 相似文献
28.
Bernardo Gargallo López Gonzalo Almerich Cerveró Jesús M. Suárez Rodríguez Eloïna García Félix Pedro R. Garfella Esteban 《European Journal of Psychology of Education - EJPE》2013,28(4):1361-1379
We assessed the learning approaches and learning styles of a sample of 148 excellent students selected from 11 degrees from nine centers of the Polytechnic University of Valencia (Spain), and we compared the results with those of a sample of 133 average students from the same centers. We found that excellent students took deeper approach than average students and that they preferred reflective and theoretical learning styles. Average students adopted a more surface approach, and they preferred active and pragmatic learning styles. Greater academic achievement was related to the deep approach and to the reflective and theoretical learning styles. Poorer academic achievement was related to the surface approach and an active style. University professors may reinforce the deep approach by placing high aims for students which go well beyond reproducing knowledge but use other complementary methods other than expository teaching: problem solving, case studies, designing projects, raising questions, discussion and negotiation in the classroom, etc. To accomplish this, teachers must encourage students to be committed, and these methods help do that. It also helps to introduce more demanding evaluation procedures which do not merely involve repeating what has been learnt, but include training guidance that offers students feedback. 相似文献
29.
Self-regulated learning is very important at university, since students must manage the strategies and abilities necessary to be autonomous and effective in their learning. The aim of this study was to analyse the effects of a course designed for this purpose on learning strategies and students’ achievement of first-year university students. A quasi-experimental pre-test/post-test design was used, with an experimental group and a control group, applying measurement instruments before starting and after finishing the course. The learning process was analysed on this course, with students being trained in the use of relevant learning strategies — metacognitive strategies, strategies for processing and using information and affective and motivational strategies. The sample consisted of 47 students, 23 of them belonging to the experimental group and 24 of them to the control group, from various degrees at the University of Valencia. The results confirmed significant improvements in the learning strategy scores of the experimental group compared to the control group. There was also an improvement in academic achievement, but in this case the differences were not statistically significant. 相似文献
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