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URI permanente para esta colecciónhttps://hdl.handle.net/10953/817

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Librería RTE-UJA para facilitar uso del RTE de SCORM
(2016-07) Ruano Ruano, Ildefonso
Fichero comprimido UJA-RTE-SCORM.zip que incluye la librería RTE.js desarrollada como ayuda para desarrollar laboratorios online que se integran en Sistemas de Gestión de aprendizaje (LMS, Learning Management System) basados en módulos SCORM. Fruto de los trabajos que dieron lugar a la tesis ''Integración de laboratorios online de automática y telecomunicación en los sistemas de gestión de aprendizaje mediante SCORM'. Cita: Ruano-Ruano, Ildefonso. Integración de laboratorios online de automática y telecomunicación en los sistemas de gestión de aprendizaje mediante SCORM. 206, 328 p. [http://hdl.handle.net/10953/797]
Andalusian university students’ perception of their European identity: international orientation and experiences
(2019) Méndez García, María del Carmen; Cores-Bilbao, Esther
Multicultural European societies increasingly demand internationally oriented citizens, who are willing to actively participate in civic life and able to successfully access the labour market. The European dimension in education supposedly endows youngsters with civic values, multiculturalist attitudes and plurilingual competences which ultimately lead to raising awareness of their Europeanness. Formative years at university, pivotal to students’ individual life course and projects, are a decisive stage in the development of supranational, collective identityformation. Similarly, pan-European study programmes are aimed at inspiring a sense of European citizenship and identity, the most renowned of which within the Higher Education context is Erasmus+. By conducting focus group interviews, this paper probes Andalusian university students’ understanding of their European identity and verifies the causal dynamics between European identity-taking and foreign country sojourns, comparing the perceptions expressed by returnees to those by students who have not had the opportunity to participate in international study programmes (ISP) at higher education yet. Results evidence students’ apparent supranational orientation, general awareness of commonalities across Europe and utilitarian outlooks on the EU, although not a clear discernment of its institutions or a marked European identity.
University students’ representations of Europe and self-identification as Europeans: a synthesis of qualitative evidence for future policy formulation
(2020) Méndez García, María del Carmen; Cores-Bilbao, Esther; Fonseca-Mora, M. Carmen
The current European context is characterised by the emergence of socio-political tensions that threaten to derail the cohesion objectives traditionally promoted by the authorities of the European Union. With EU citizenship in the shadow of Brexit, the fear of dismemberment of the current Europe of the 28 looms over a renewed debate on concepts like European identity, European citizenship or EU legitimacy and the involvement of its constituents in European affairs, as well as the role of education for promoting democratic awareness among young Europeans. This work aims to collect, appraise and synthesise qualitative evidence obtained in primary research exploring the perceptions of European university students about their civic and cultural identity. This systematic analysis sets out to identify predictors of positive self-identification with the EU and its institutions, focusing on the impact that different educational interventions have had on the attitudes and perceptions expressed by university students, and the importance of foreign language learning in the results obtained. The authors report their assessment of quality of the findings in a Cochrane-style qualitative evidence synthesis (QES), based on the GRADE-CERQual (Confidence in Evidence from Reviews of Qualitative research) method.
Researching English as a Medium of Instruction in university lecturers' teaching methodology: A proposal for in-service training
(2020) Méndez García, María del Carmen; Luque Agulló, Gloria
There has recently been an increase in English as a medium of instruction (EMI) in higher education (HE). The growth of EMI has led to a proliferation of descriptive research on teachers’ linguistic competence, learners’ and teachers’ perceptions of and attitudes toward EMI, the methodology implemented in English as a medium of instruction, and the support and training provided to EMI teaching staff. However, to date, this rise in EMI has not been accompanied by a plethora of research on pedagogical and linguistic considerations. This chapter sheds light on some of these factors, with a focus on lecturers’ teaching methodology. Focus group interviews and case study analyses were conducted involving EMI lecturers from a university in southern Spain. The data obtained in this study have been used to establish a pedagogical proposal for in-service EMI teacher training.
From knowledge building to intercultural development of American mobile students in Spain
(2020-06) Méndez García, María del Carmen
This paper looks into the intercultural development of a cohort of 26 American students in Spain. Spain constitutes the third preferred world destination of American sojourners. Starting from an analysis of students’ knowledge areas about the host culture, this study explores the relationship between intercultural knowledge and other dimensions of intercultural competence through students’ journals. Results indicate that sojourners increase their knowledge of 13 areas of the host culture, especially of issues related to food and drink, daily life, house, and institutions and services. Data also reveals that the acquisition of and reflection on culture-specific knowledge instigates intercultural development by honing awareness of intercultural verbal and non-verbal communication and the processes inherent in adjustment to life in the host country, learning from experience, and critical stances. The paper concludes that informed and critical reflection on sojourners’ experiences of otherness during study abroad, facilitated by an intercultural orientation program, favors positive attitudes towards the outgroup and enhances the intercultural attitudes of empathy, curiosity or willingness to adjust, along with the intercultural skills of communicative awareness, cultural awareness, awareness of the self and the other, action-taking, or suspending judgement.
Promoting intercultural and visual media competence in the foreign language classroom with the Autobiography of Intercultural Encounters through Visual Media
(2021) Méndez García, María del Carmen; Lindner, Rachel
“It is because pictures say nothing in words that so much can be said in words about them.” This quote from the introduction to The Mind’s Eye: Using Pictures Creatively in Language Learning (Maley, Duff, & Grellet, 1980) neatly summarizes why communicative approaches to foreign language education (FLE) have a history of using visual aids in the classroom. Beyond the common use of images as prompts for language production or to support reading and listening in the second language, educationalists in the field (e.g., Goldstein, 2008; Hecke & Surkamp, 2010) have more recently seen a role for FLE in fostering visual media literacy,1 which, according to Averginou and Ericson (1997), Eilam (2012), and Stokes (2002), involves developing in students the cognitive skills needed to engage criticallywith the myriad of print and digital images from all over the world with which they are confronted daily. In view of the encounters with otherness that take place through these globally transmitted images, the authors of this chapter propose that language learners need not only visual media literacy but also intercultural competence to engage with images and articulate their reactions to them. Specifically, the authors of this chapter report on insights for teaching gained from using the Council of Europe’s Images of Others: An Autobiography of Intercultural Encounters Through Visual Media (AIEVM) (Barrett, Byram, Ipgrave, & Seurrat, 2013a) in an online intercultural exchange (OIE) that was conducted between preservice teachers of English at Dortmund University (Germany) and Jaén University (Spain). In this exchange, the AIEVM served as the central instrument around which activities were developed to help students reflect on the way cultural “otherness” is represented in and interpreted through images. An analysis of students’ work during the exchange and post-exchange feedback suggests that the OIE learning environment enriched the experience of working with the AIEVM and helped in particular to heighten critical cultural awareness of visual media. The chapter opens with a brief overview of the role of visual media literacy in education, then considers more specifically the use of visuals in FLE. It is argued that, although visuals are widely used in FLE teaching materials today, visual media literacy generally and intercultural and visual media competence in particular are rarely promoted. The chapter then presents the AIEVM and the theoretical framework that underpins it. It shows how this educational tool is designed to encourage structured reflection on intercultural encounters through image, which in turn can activate intercultural and visual media competence to help users deconstruct images of “others” and “otherness” in relation to their own sociocultural context(s) (Barrett et al., 2013a; Barrett, Byram, Ipgrave, & Seurrat, 2013b). The chapter explains the rationale for using the AIEVM in the FLE classroom and in language teacher training and then goes on to outline how it was implemented in the online exchange mentioned above. In the discussion of this learning scenario, excerpts from students’ work and feedback are included to illustrate the learning opportunities afforded by the AIEVM in a multiliteracies approach to FLE.
Promoting intercultural and visual media competence in the foreign language classroom with the Autobiography of Intercultural Encounters through Visual Media
(M.D. López Jiménez, y J. Sanchez Torres, 2021) Méndez-García, María-del-Carmen; Rachel Lindner
Beyond the common use of images as prompts for language production or to support reading and listening in the second language, educationalists in the field (e.g. Goldstein, 2008; Hecke & Surkamp, 2010) have more recently seen a role for FLE in fostering visual media literacy , which, according to Averginou and Ericson (1997), Eilam (2012) and Stokes (2002), involves developing in students the cognitive skills needed to engage critically with the myriad of print and digital images from all over the world with which they are confronted daily. In view of the encounters with otherness that take place through these globally transmitted images, the authors of this chapter propose that language learners need not only visual media literacy but also intercultural competence to engage with images and articulate their reactions to them. Specifically, the authors of this chapter report on insights for teaching gained from using the Council of Europe’s Images of Others: An Autobiography of Intercultural Encounters through Visual Media (henceforth AIEVM) (Barrett, Byram, Ipgrave & Seurrat, 2013a) in an online intercultural exchange (OIE) that was conducted between pre-service teachers of English at Dortmund University (Germany) and Jaén University (Spain). In this exchange, the AIEVM served as the central instrument around which activities were developed to help students reflect on the way cultural ‘otherness’ is represented in and interpreted through images. An analysis of students’ work during the exchange and post-exchange feedback suggests that the OIE learning environment enriched the experience of working with the AIEVM and helped in particular to heighten critical cultural awareness of visual media and interculturality.? The chapter opens with a brief overview of the role of visual media literacy in education, then considers more specifically the use of visuals in FLE. It is argued that, although visuals are widely used in FLE teaching materials today, visual media literacy generally, and intercultural and visual media competence in particular, are rarely promoted. The chapter then presents the AIEVM and the theoretical framework that underpins it. It shows how this educational tool is designed to encourage structured reflection on intercultural encounters through image, which in turn can activate intercultural and visual media competence to help users deconstruct images of ‘others’ and ‘otherness’ in relation to their own sociocultural context(s) (Barrett et al., 2013a; Barrett, Byram, Ipgrave & Seurrat, 2013b). The chapter explains the rationale for using the AIEVM in the FLE classroom and in language teacher training, then goes on to outline how it was implemented in the online exchange mentioned above. In the discussion of this learning scenario, excerpts from students’ work and feedback are included to illustrate the learning opportunities afforded by the AIEVM in a multiliteracies approach to FLE.
Datos del artículo "How do sentiments affect virality on Twitter?"
(2021-05-11) Jiménez-Zafra, Salud M.; Sáez-Castillo, Antonio J.; Conde-Sánchez, Antonio; Martín-Valdivia, María Teresa
his corpus consists of 46,962 tweets related to the Catalan referendum, a very controversial topic in Spain due to it was an independence referendum called by the Catalan regional government and suspended by the Constitutional Court of Spain after a request from the Spanish government. All the tweets were downloaded on October 1, 2017 with the hashtags #CatalanReferendum or #ReferendumCatalan. Later, we collected features of these tweets on October 31, 2017 in order to analyze their virality. Each item in this collection is made up of the features we used from each tweet to perform the virality analysis: lang: Tweet language. retweet_count: Total number of retweets recorded for a given tweet. favourite_count: Total number of favourites recorded for a given tweet. is_quote_status: Whether a tweet includes a quote of another tweet. num_hashtags: Total number of hashtags in the tweet. num_urls: Total number of URLs in the tweet. num_mentions: Total number of users mentioned in the tweet. interval_time: Interval of the day on which the tweet was published (morning (06:00-12:00), afternoon (12:00-18:00), evening (18:00-00:00) or night (00:00-06:00)). positive_words_iSOL: Total number of positive words found in the tweet using iSOL lexicon. negative_words_iSOL: Total number of negative words found in the tweet using iSOL lexicon. positive_words_NRC: Total number of positive words found in the tweet using NRC lexicon. negative_words_NRC: Total number of negative words found in the tweet using NRC lexicon. positive_words_mlSenticon: Total number of positive words found in the tweet using ML-SentiCon lexicon. negative_words_mlSenticon: Total number of negative words found in the tweet using ML-SentiCon lexicon. verified_user: Whether the tweet is from a verified user. followers_count_user: Total number of users who follow the author of a tweet. friends_count_user: Total number of friends that the author is following. listed_count_user: Total number of lists that include the author of a tweet. favourites_count_user: Total number of favourited tweets by a user. statuses_count_user: Total number of tweets made by the author since the creation of the account.
The FGLOCTweet Corpus
(2022) Fernández-Martínez, Nicolás José
Nursing students' attitudes towards climate change and sustainability: A cross-sectional multisite study.
(2022-01) Álvarez-Nieto, Carmen; Richardson, Janet; Navarro-Perán, María Ángeles; Tuttici, Naomi; Huss, Norma May; Elf, Marie; Anåker, Anna; Aronsson, Jennie; Baid, Heather; López-Medina, Isabel María
Background: Education is a social tipping intervention necessary for stabilising the earth's climate by 2050. Integrating sustainable healthcare into healthcare professions curricula is a key action to raise awareness. Objectives: This study aimed to: i) investigate nursing students' attitudes towards and awareness of climate change and sustainability issues and its inclusion in nurse education, ii) explore differences across a range of countries, and iii) compare attitudes in 2019 with those of a similar sample in 2014. Design: A cross-sectional multicentre study. Data were collected through the Sustainability Attitudes in Nursing Survey (SANS_2) questionnaire. Settings: Seven different universities and schools of nursing in five countries (UK, Spain, Germany, Sweden, and Australia). Participants: A convenience sample of first-year undergraduate nursing students. Methods: The SANS_2 questionnaire was self-administered by nursing students at the seven participating universities at the start of their undergraduate degree, between September 2019 and February 2020. Results: Participants from all seven universities (N = 846) consistently showed awareness and held positive attitudes towards the inclusion of climate change and sustainability issues in the nursing curriculum (M = 5.472; SD: 1.05; min-max 1-6). The relevance of climate change and sustainability to nursing were the highest scored items. Esslingen-Tübingen students scored the highest in the 'inclusion of climate change and sustainability in the nursing curricula'. Students at all universities applied the principles of sustainability to a significant extent at home. Nursing students' attitudes towards climate change and sustainability showed significantly higher values in 2019 (Universities of Plymouth, Brighton, Esslingen-Tübingen, Jaen, Murcia, Dalarna, and Queensland) than in 2014 (universities of Plymouth, Jaen, Esslingen, and Switzerland). Conclusions: Nursing students have increasingly positive attitudes towards the inclusion of sustainability and climate change in their nursing curriculum. They also recognise the importance of education regarding sustainability and the impact of climate change on health, supporting formal preparation for environmental literacy. It is time to act on this positive trend in nursing students' attitudes by integrating these competencies into nursing curricula.
PRY084_19_140622_V0
(2022-06-22) Elipe, P.; Del Rey, R.
Base de datos ( PRY084_19_140622_V0) en formato .sav (SPSS IBM Statistics v.26). Estos datos han sido obtenidos en el marco del proyecto “Acoso LGBTQ+fóbico en adolescentes andaluces: una realidad invisibilizada” (PRY084/19) financiado por la Fundación Pública Andaluza Centro de Estudios Andaluces.
Base de datos artículo-Perceptions and concerns about sustainable healthcare of nursing students trained in sustainability and health: A cohort study.
(2022-07) Álvarez-Nieto, Carmen; López-Medina, Isabel María; Álvarez-Nieto, Carmen
“I would like to complain”: A study of the moves and strategies employed by Spanish EFL learners in formal complaint e-mails
(2023) Méndez-García, María-del-Carmen; Maíz-Arévalo, Carmen
Complaining constitutes a face-threatening and intricate speech act for native and non-native speakers of a language. Complaining implies reacting with discontentment to an act performed by the complainee, who is often urged to redress the predicament. In this context, pragmatic skills are vital because, unless endowed with an appropriate pragmatic repertoire and the corresponding language adequacy, speakers may jeopardize the communication process. Written complaints by non-native students have attracted scholarly attention in different contexts. However, written complaints by Spanish EFL students have been mostly neglected to date. Likewise, the influence of the writer’s gender on how complaints are performed has rendered some remarkable albeit scant studies. This study addresses the moves, strategies and substrategies deployed by Spanish EFL students in their emails of complaint, specifically looking into how the variable of gender influences their formulation of emails of complaint. For this purpose, emails of complaint of 90 L2 Spanish students with a certified C1 level were analyzed. Results show that students often transfer substrategies from their L1 and tend to delay the statement of the complaint in favor of lengthy openers, in contrast to native speakers. Furthermore, this preference for over-mitigation and over-politeness is especially employed by female students.
What do I need to know about ‘quality’ and ‘equity’ in education?
(2023) Méndez García, María del Carmen; Fleming, Mike
The aim of this chapter is to focus more specifically on the implications of these concepts for schools, other educational institutions and for teaching. It is fairly easy to recognise that the concepts of equality and equity are highly relevant to education policy at a national and regional level. For example, in order to ensure the right to education it is important that there is adequate provision, that resources are distributed fairly, that admission policies are administered justly, and so on. It is perhaps less obvious how the concepts of ‘quality’ and ‘equity’ are of relevance to everyday practice at the institution and classroom level. Injustices that may prevent access to quality education can all too easily be concealed or remain unnoticed, particularly when it comes to matters related to language and how it impacts on teaching and learning.
Formación de nanofases minerales en ambientes lacustres y fluviales salinos. Mecanismos de fijación y efecto ambiental sobre la movilidad de contaminantes
(2023) Jiménez Espinosa, Jiménez Millán, Juan Rosario; Jiménez Espinosa, Jiménez Millán, Juan Rosario
El presente proyecto pretende estudiar los mecanismos de fijación y movilidad de los elementos, algunos de ellos tóxicos, en medios acuáticos continentales salinos a través de la formación y agregación de nanofases minerales. Se plantea como hipótesis de partida del proyecto que la permanencia en la columna de agua o la acumulación de distintos tipos de metales en diferentes compartimentos de los humedales dependerá de su afinidad por algunos ligandos y las condiciones ambientales (pH, gradientes redox, salinidad, contenido en materia orgánica, actividad de microrganismos). Con el fin de dilucidar la validez de dicha hipótesis, se examinarán sedimentos lacustres y fluviales salinos ricos en materia orgánica de dos regiones sometidas a intensas actividades contaminantes: el olivar mediterráneo andaluz y una cuenca fluvial de un país emergente con escasa regulación en el uso de productos fitosanitarios agrícolas y afectada por la contaminación de una fundición, el río Chicamocha en Colombia. Así mismo, se realizará una evaluación experimental del comportamiento de los elementos en mesocosmos que reproduzcan los compartimentos ambientales de los humedales salinos (columna de agua, sedimentos sumergidos con interfase agua-sedimento, suelos y sedimentos emergidos y periódicamente sumergidos). Se llevará a cabo un enfoque novedoso centrado en el análisis de la estabilidad de las fases a nivel de nanoescala que integre la caracterización mineral mediante técnicas de alta resolución (FIB, HRTEM) y la determinación precisa de las propiedades ambientales de las aguas y sedimentos (pH, condiciones redox, materia orgánica, actividad de microorganismos, …)
Deliberate training and incidental learning through the Autobiography of Intercultural Encounters through Visual Media: Capitalising on a European tool to enhance visual literacy and intercultural dialogue globally
(2023) Méndez García, María del Carmen; Cores-Bilbao, Esther
This article addresses visual literacy as a crucial competence for fostering intercultural literacy and intercultural dialogue. Visual literacy has been defined as a combination of skills needed to interpret the meaning of images, latent reasons behind their making and their impact on audiences. Individuals need to develop such skills to critically read the ‘vocabulary’ (content) and ‘grammar’ (composition) of images they are constantly flooded with to fully understand and appreciate the underlying meaning of visual representations of their own culture and other cultures, as well as the people belonging to different cultural groups. The Council of Europe’s Autobiography of Intercultural Encounters through Visual Media (AIEVM) has been designed to promote interculturality through the reflection on the other, as portrayed in visuals. By analysing AIEVMs produced by 18 adult learners of English in two contexts – featuring explicit intercultural training prior to AIEVM completion vs. its application without such previous input – the present study examines the impact of pertinent training in visual and intercultural competence development. The data suggest heightened levels of metacognition and critical thinking in the former context. Results for both groups also disclose the development of a powerful sense of self-discovery and empathy toward alterity, induced by the commonalities detected between the respondents themselves and the depicted. Overall, implementing the AIEVM seems to narrow the gap between the intercultural awareness discerned in both contexts, yet the dissimilar depth of the narratives produced corroborates the value of prior intercultural learning. The article concludes with a critical overview of the potential of the AIEVM, comprising prospective courses of action to supplement this instrument to sharpen users’ visual literacy and boost deeper intercultural reflection.
Coping with cultural dissonance in study abroad: affective reactions and intercultural development
(2023-03) Méndez-García, María del Carmen
This paper investigates feelings and emotions in intercultural development through an analysis of students’ journals. It looks into the affective reactions to life in Spain and how these relate to the intercultural development of a cohort of 26 American students participating in a calendar year study abroad programme (SAP) in a Spanish university, a pertinent study given that Spain, which hosts 9.5% of total American students abroad, has become the third preferred destination of American university students (Institute of International Education, 2019). Although the literature on cultural dissonance highlights the prevalence of feelings of distress when sojourners are removed from their social support systems, findings divulge a myriad of feelings classified into 9 areas that show a balance between uncertainty and stress of study abroad (SA), and excitement and feelings of well-being. Departing from affective reactions, analysis has likewise been conducted on how students come to terms with a different reality. Data evince that understanding new meanings and symbols is done through a comparative/contrastive problematising orientation through which SA is presented as challenge rather than as threat. The paper concludes that SA and reflection upon it contribute to reassess and shift frames of reference, influencing intercultural development and personal growth.
EXPLORACIÓN DE VARIABLES PSICOSOCIALES EN POBLACIÓN GENERAL EXPUESTA AL CONFINAMIENTO POR LA PANDEMIA DE LA COVID-19
(UJA, 2023-06-10) LORABI, SOUHIB; Robles Bello, María Auxiliadora; Sánchez Teruel, David
The COVID-19 pandemic has had a significant impact on the mental health of individuals worldwide, with specific implications for the general population and specific groups such as university medical students. This Doctoral Thesis aims to analyse the risk and protective factors associated with depression and anxiety among Spanish medical students, as well as in the general population, during two different times of the pandemic. A longitudinal design was employed and psychosocial measures were administered to a total of 472 medical students during the first and second waves of the COVID-19 infection. The results obtained support the hypothesised models, indicating the influence of protective factors on states of anxiety and depression. Furthermore, there are positive and significant correlations between resilience and several psychosocial variables, in particular between self-efficacy, dispositional optimism and emotional intelligence, but inverse relationships with anxiety and depression. A clarifying view is offered on the negative effects of the COVID-19 pandemic on health care students and applied intervention strategies. In particular, self-efficacy, dispositional optimism and emotional intelligence are key protective factors, and educators and policy makers should develop upstream interventions and support mechanisms to safeguard students' mental well-being in these high-adversity situations. Additionally, the general Spanish population exposed to mandatory confinement as pandemic prevention (699 people, mostly women) demonstrate the predictive power of socio-demographic risk factors like gender and living with COVID-19 patients, as well as protective factors like self-efficacy and hope, on their mental health. Furthermore, our study demonstrates that self-efficacy and hope work as anxiety-reducing elements, particularly in the case of people living with people who use essential services. In the case of depression, hope appears to be the most important protective factor for those who live with COVID-19 patients. This work advances our understanding of the sociodemographic and psychological determinants impacting mental health outcomes during the COVID-19 pandemic, offering significant insights into a Spanish sample exposed to the SARS-CoV-2 spillover effects. Overall, all of these findings have implications for health professionals, policy makers and educators, who can use this knowledge to develop specific interventions and support systems to address the mental health challenges faced by students and the general population in times of upcoming crises.
Dataset of "Can statistical methods optimize complex multicomponent mixtures for sintering ceramic granular materials? A case of success with synthetic aggregates"
(2023-07-15) Moreno-Maroto, José Manuel; Cobo-Ceacero, Carlos Javier; Martínez-Rodríguez, Ana María; Conde-Sánchez, Antonio; González-Corrochano, Beatriz; Alonso-Azcárate, Jacinto; Uceda, Manuel; López-García, Ana Belén; Martínez-García, Carmen; Cotes, Teresa
Dataset of "Analyzing the Role of Fe0 and Fe3+ in the Formation of Expanded Clay Aggregates"
(2023-08-14) Moreno-Maroto, José Manuel; González-Corrochano, Beatriz; Martínez-Rodríguez, Ana María; Conde-Sánchez, Antonio; Cobo-Ceacero, Carlos Javier; Alonso-Azcárate, Jacinto; Uceda, Manuel; López-García, Ana Belén; Martínez-García, Carmen; Cotes, Teresa

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