Escuela Universitaria de Magisterio Begoñako Andra Mari

In this paper, we study the phenomenon of linguistic mudes or transformations in linguistic practices, in the case of highly proficient speakers of Irish, Basque and Catalan and we investigate the extent to which speakers in the three contexts share ideologies and experiences related to the process. Such an investigation will deepen understanding of the triggers behind the mudes and what it means to successfully become a new speaker of Irish, Basque or Catalan. This is necessary in order to develop a better understanding of how new speakers respond to the linguistic repertoires that they encounter in the various social milieus in which they navigate. The study relates to broader questions of policy towards the three languages in question: as all are operating within a revitalisation framework it is essential to understand the experiences of new speakers who have adopted the languages in order to guide future policy development.

In this study we aimed to examine the relationship between PMS and some mental health variables (anxiety, depression, neuroticism) and coping strategies. We analyzed their predictive value by assessing 55 women's symptoms. We found that all the studied health variables and coping strategies were significantly correlated with reported PMS's Negative Symptomatology scores in the premenstrual phase. Interdisciplinary training programs on instrumental coping strategies might be carried out. In future studies researchers might examine how severe Depression would impact on PMS, and which specific intervention strategies would diminish PMS's distressing effects on women's quality of life worldwide.

Eucalypt leaves are an organic matter source of poor quality, and therefore, extensive eucalypt plantations can affect stream ecology. Nevertheless, it is difficult to discern the effects of altered inputs from other impacts of plantations, such as increased erosion from periodic clearcuttings. To assess the effects of eucalypt inputs on organic matter decomposition in streams, we manipulated litter inputs in two headwater streams in the north of the Iberian Peninsula. Three contiguous 50‐m long reaches were selected per stream: the upstream reference reach was left unaltered, while the others were covered and separated by mesh to prevent inputs from the surrounding vegetation, and via downstream transport. Regularly, we provided the covered sites with either native deciduous (middle reach) or eucalypt (lower reach) leaf litter, mimicking the amount and seasonality of inputs from the respective forest types. Two decomposition experiments with alder and eucalypt leaves were performed half a year and 1 year after the beginning of the exclusion of natural inputs. Decomposition for both species was lower in sites receiving eucalypt leaf litter, corresponding with the lower density of shredders in these sites. Moreover, higher alder:eucalypt macroinvertebrate density and biomass ratios in sites receiving eucalypt inputs suggest that invertebrates concentrated on the higher quality alder leaves in those sites. Our study shows that eucalypt inputs can impair stream ecosystem processes in a short time span and suggests that maintaining native leaf litter inputs into streams by intact riparian corridors could help to mitigate the effect of eucalypt plantations on streams.

This article discusses the effectiveness of Participatory Action Research-PAR to foster linguistic mudas, transformative processes among young new speakers of Basque leading to linguistic mudas (Pujolar and Gonzàlez. 2013. “Linguistic Mudes and the Deethnicization of Language Choice in Catalonia.” International Journal of Bilingual Education and Bilingualism 16 (2): 138–152) in favour of the minority language. Taking into account the three principles of PAR –research, participation, and action–, and using an ethnographic action-based approach, participants in the research project were agents of their own linguistic change by becoming co-researchers, who observed their own behaviour and set themselves personal challenges for increasing their everyday use of Basque. We describe how participants engaged in a process of self-awareness and reflective thinking in which teamwork, cooperative discussion of ideas and experiences, and relations of accompaniment (Bucholtz, Casillas, and Lee. 2016. “Beyond Empowerment: Accompaniment and Sociolinguistic Justice in a Youth Research Program.” In Sociolinguistic Research: Application and Impact, edited by R. Lawson, and D. Sayers. Routledge) proved crucial to find strategies for increasing new speakers’ control and agency (Ahearn 2001. “Language and Agency”. Annual Review of Anthropology 30: 109–137.), in order to enact the changes they desired. The article shows PAR methodology to be effective to bring about a change in participants’ subjectivities and linguistic practices, as well as to understand the complexities of muda processes among Basque new speakers in dominantly Spanish-speaking sociolinguistic contexts.

Land use change and nutrient pollution are two pervasive stressors that can modify carbon cycling, as they influence the inputs and the transformation of detritus. Understanding their impact on stream food webs and on diversity is particularly pressing, as streams are largely fuelled by detrital material received from the adjacent riparian environment. Here we assess how a switch from native deciduous forest to Eucalyptus plantations and nutrient enrichment alter the size distribution of stream detritivore communities and decomposition rates of detritus. As expected, more detritus resulted in higher size-independent, or overall, abundance (i.e. higher intercept of size spectra). This change in overall abundance was mainly driven by a change of the relative contribution of large taxa (Amphipoda and Trichoptera), which changed from an average relative abundance of 55.5 to 77.2 % between the sites compared for resource quantity differences in our study. In contrast, detritus quality modified the relative abundance of large vs small individuals (i.e. size spectra slopes), with shallow slopes of size spectra (proportionately more large individuals) associated with sites with nutrient-richer waters and steeper slopes (proportionately fewer large individuals) associated with sites draining Eucalyptus plantations. Decomposition rates of alder leaves due to macroinvertebrates increased from 0.0003 to 0.0142 when relative contribution of large organisms increased (modelled slopes of size spectra: -1.00 and - 0.33, respectively), highlighting the importance of large sized individuals for ecosystem functioning. Our study reveals that land use change and nutrient pollution can greatly impair the transfer of energy through the detrital or 'brown' food web by means of intra- and inter-specific responses to quality and quantity of the detritus. These responses enable linking land use change and nutrient pollution to ecosystem productivity and carbon cycling.

Resumen:La competencia evaluativa docente destaca por su incidencia en la enseñanza, el aprendizaje y el desarrollo institucional. Su relevancia se hace especialmente manifiesta en la formación básica de maestras/os, donde el alumnado configura buena parte de las representaciones evaluativas que reproducirá al desempeñar el rol docente. El presente trabajo analiza la visión de una muestra de 704 estudiantes de los Grados de Educación Infantil y Primaria sobre la competencia evaluativa del profesorado. La recogida de información se ha realizado por medio de un cuestionario que capta el cumplimiento percibido en cinco factores vinculados a la evaluación: Diseño, Implementación, Control, Resultados y Revisión. El análisis estadístico ofrece una descripción general de la competencia evaluativa advertida por las/os estudiantes y la contrasta en función del grado de competencia docente que subjetivamente atribuyen al profesorado (poco competente, competente o muy competente en su labor docente) competencia docente que subjetivamente atribuyen al profesorado (poco competente, competente o muy competente en su labor docente). Los resultados revelan percepciones significativamente diferentes sobre la práctica evaluativa desarrollada en los tres grupos docentes. La magnitud de tales diferencias es grande en el Diseño evaluativo y el Control técnico, y media para la Implementación, los Resultados y la Revisión. En todas ellas, los promedios que indican una mayor percepción de cumplimiento recaen sobre el profesorado considerado muy competente en la labor docente. Incluso en este caso, el alumnado percibe un amplio margen de mejora en el ejercicio de la competencia evaluativa. La Revisión de la evaluación y el feedback y la proacción a partir de los Resultados representan, a su juicio, los factores menos desarrollados.

El objetivo principal de esta investigación fue analizar los efectos de una intervención basada en el aprendizaje cooperativo sobre el autoconcepto físico de futuros y futuras docentes de Educación Física. Se utilizó un diseño cuasi-experimental y longitudinal donde se llevó a cabo una intervención durante cuatro meses (46 sesiones de hora y media) en el 3ºcurso del Grado de Magisterio Educación Primaria (mención de Educación Física). Participaron de manera voluntaria 53 estudiantes (41 chicos y 12 chicas con un promedio de edad de 20.9 años). Para valorar el autoconcepto físico de los participantes se les administró el Cuestionario de Autoconcepto Físico (CAF) antes y después de la intervención. El análisis de los datos obtenidos muestra que después de la intervención mejoraron las puntuaciones en todas las escalas del autoconcepto físico. Además, y en consonancia con la literatura científica existente, se encuentran diferencias estadísticamente significativas dependiendo del género, siendo las chicas las que consiguieron puntuaciones más bajas, tanto pre- como post-intervención. Los resultados obtenidos indican que metodologías activas, como el aprendizaje cooperativo, pueden repercutir de manera positiva en el autoconcepto físico de futuros y futuras docentes de Educación Física, pero teniendo en cuenta el tamaño de la muestra y la no presencia de un grupo control, se aconseja prudencia a la hora de establecer relaciones causa-efecto. Abstract. The main purpose of this research was to analyse the effects of a cooperative learning based intervention on the physical self-concept of pre-service Physical Education teachers. 53 third year-students (average age 20.9) minoring in Physical Education (Primary Education Degree) volunteered to participate in this study. The intervention was carried out over four months (46 1.5 h-long sessions). In order to assess the physical self-concept of the participants Physical Self-concept Questionnaire (CAF) was administered before and after the intervention. Data analysis showed that the intervention improved all measured physical self-concept scales. Moreover, there were gender related differences for physical self-concept, with females scoring lower in both pre- and post-intervention questionnaires. These results suggest that active learning methodologies such as cooperative learning could have a positive impact on physical self-concept of pre-service Physical Education teachers.

The main goal of the study is to analyze the metric goodness of the Spanish version of the Adult Prosocialness Scale (Caprara, Steca, Zelli, & Capanna, 2005). Analysis of construct and concurrent validity in two similar samples of young adults, a Spanish sample (target of the adaptation) and an Italian sample (source language), revealed the adequacy of the Spanish version of instrument, with adequate fit of the model in the Spanish group, χ2(96) = 405.28, p = .001, RMSEA = .071, CFI = .94, GFI = .93, and the Italian group χ2(97) = 224.5, p = .001, RMSEA = .075, CFI = .91, GFI = .90. The results also replicated the adequacy of the instrument found in the Italian sample, as the configural and metric invariance was verified in both groups. Analyses of benevolent and power values related to prosociality and differences between genders supported the validity of the scale. In short, the present study confirms the adequacy and sensitivity of the instrument to study prosociality in young adults in a Spanish sample.

Abstract We discuss the suitability of several sampling methods in terms of effort, efficiency, accuracy, obtained data, and the degree of disturbance in the endangered crayfish Austropotamobius pallipes (Lereboullet, 1858) and its habitat. Not all sampling strategies can be undertaken in headwater streams, and it is difficult to reach and work in remote areas. We compared three different sampling methods for five years at five sites in two small headwater streams in the Basque Country (Euskadi), northern Iberian Peninsula. We used night viewing from the river bank, hand searching during one removal pass, and the removal method by hand searching (abundance estimates) to determine their accuracy, efficiency, effort, and the disruption of crayfish and their habitat. Comparison of data between both relative abundance estimates, evaluated as captures per unit effort, were not significantly different between the estimates but they both differed significantly from the abundance estimates. Night hand searching or night viewing from the river bank required a longer surveying time and even some risk due to night work. Daylight manual searching could be consequently suitable if management of the species is supported by presence/absence data. The removal method is otherwise recommended when population estimates are required, even if it implies greater disturbance and effort from surveyors.

El objetivo de esta investigación fue comprobar la incidencia del aprendizaje cooperativo (AC) en la competencia social en función de los tipos de agrupamiento del alumnado. Participaron 53 estudiantes de tercer curso del Grado de Magisterio Educación Primaria de la mención de Educación Física (EF). Se utilizó un diseño cuasi-experimental donde se implementó una intervención durante cuatro meses con medidas pre-test y post-test a través de un cuestionario sociométrico. El tratamiento de datos se realizó mediante el software Sociomet. Los resultados obtenidos indican que los seminarios que han utilizado agrupamientos libres y heterogéneos han obtenidos mejores puntuaciones de percepción de competencia social que el seminario organizado en subgrupos homogéneos. Así pues, se considera que el criterio de homogeneidad debe ser descartado a la hora de implementar el AC en EF.

OBJECTIVE: The present study focuses on the impact of emotion regulation on the establishment of the therapeutic alliance in a context of post-divorce group intervention. METHOD: The study involved 177 divorced parents and 60 therapists and was developed through multilevel path analysis. RESULTS: The data showed an association between emotion regulation and therapeutic alliance across the difficulties of adaptation to divorce, although the results were different from the perspective of the participant and of the therapist and between the individual and the group level. CONCLUSION: The study highlights the relevant role of emotion regulation in post-divorce adaptation and in the success of the establishment of the therapeutic alliance, while clarifying the formation of the alliance from the viewpoints of the individual and the therapist. The study also highlights the need to understand the alliance at both the individual and the group level, in order to design therapeutic interventions.

Abstract Detritivores are pivotal in forest streams as they process detritus and promote secondary production. Many studies have addressed the preference of freshwater detritivores towards materials of differing quality. Nevertheless, few studies compare the resource preferences in the laboratory with the availability in the field. In the present study, feeding preferences of two stream detritivores (the caddisfly Sericostoma pyrenaicum and the amphipod Echinogammarus tarragonensis ) , over three native leaf species (alder, chestnut and oak) and an exotic species (eucalypt) were quantified in the laboratory. Preference for eucalypt leaves conditioned for 1, 2 and 3 weeks was also described. We then contrasted the preference patterns in the laboratory feeding experiments with a 15-month-long benthic standing stock time series of a stream below a native deciduous forest and another below a eucalypt plantation. Both detritivores preferred consuming alder leaves and more conditioned eucalypt leaves, although the amphipod was more selective than the caddisfly. The consumption preference in the laboratory was unmatched by the availability in the field, especially under eucalypt plantations and for the amphipod. Our results show that the strength of the preference for high-quality resources can differ among different taxa, which can modulate their response to land use changes.

Abstract We make two claims regarding weather expressions in Basque: first, based on Eriksen et al.’s (2010) typology, we show that Basque tends towards the argument type (and less frequently so to the predicate-argument type) when coding dynamic (precipitation or other) events and to both the argument and the predicate type when coding static events; Basque often has transitive structures (i.e. both transitive predicate and argument transitive types), apparently a rare typological feature. Second, with respect to two key issues in the study of weather predicates within Generative Grammar, we claim (a) that Basque supports the view that both lexicalizations of weather verbs (unaccusative and unergative/transitive) are possible across languages, as argued by Bleotu (2015) and Levin & Krejci (2019) ; and (b) that the empty pro subject of Basque transitive weather constructions is closer to a quasi-argument ( Chomsky 1981 ; Levin & Krejci 2019 ) rather than to a true expletive.

Biodiversity loss is one of the key issues affecting global change. Although the questions related to the problems associated with alien species are at the root of this problem, this topic does not seem to be sufficiently taken on by society. The objective of this study is to find out the level of incidence of this issue at the school, and whether there is a gap in the education system. A survey conducted among secondary education and high school students and teachers, revealed the presence of difficulties in dealing with the issue in the classroom, particularly those related to the level of knowledge and the lack of interest.

Los orígenes y la relación que las personas adoptadas han tenido y tienen con estos son elementos centrales en sus vidas. Por tanto, el tratamiento que se hace de los orígenes en el entorno de las personas adoptadas tiene un impacto directo en la vivencia que tienen de sus orígenes. Así, esta investigación pretende explorar la vivencia única y subjetiva que tienen personas que fueron adoptadas en España en la década de los 70 en cuanto a sus orígenes. Tres adultos adoptados en dicha década participaron, una mujer y dos hombres. Se llevaron a cabo entrevistas con el fin de recoger la vivencia de los participantes, las cuales fueron analizadas siguiendo un método de análisis “Interpretative Phenomenological Analysis” (IPA). Los resultados mostraron cómo el tabú que los participantes habían vivido en el seno familiar en al abordaje de sus orígenes, ha influido en cómo se han relacionado con sus orígenes y la forma en que han encarado la búsqueda de estos. También apuntaban a una evolución hacia la libertad en esta vivencia de sus orígenes. Teniendo en cuenta estos resultados, sería interesante que futuros estudios incluyesen una mirada multiperspectiva, en la que diferentes agentes intervinientes puedan compartir su vivencia, de forma que los resultados recojan con mayor amplitud el foco de estudio.

Matematika DBH2 ikasmateriala DBHko bigarren mailan matematikarako konpetentzia lantzeko dagodiseinatuta Ikasmaterial hau Sigma proiektuaren zati bat da, hain zuzen ere, DBHko etapa osoan zehar Ma-tematikarako konpetentziak mailaz maila eta modu progresiboan eskuratzeko diseinatutako ikasmateria-len proiektuaren parte Horrenbestez, lau mailen artean lotura koherentea duen planteamendua aurkeztendugu; problemen ebazpena hartzen du oinarri eta Matematikarako konpetentzia lantzeko indarrean denlegediaren araberako curriculumean proposatutako lau eduki multzo nagusiak garatzen ditu, modu pro-gresibo eta osagarrian (zenbakikuntza eta aljebra, funtzioak eta grafikoak, estatistika eta probabilitatea etageometria eta neurria) Gainerako diziplina konpetentzien garapen-mailarekin bateratuta dago (etengabe-ko loturak ezarriz) eta zehar-konpetentziei egiten zaien ekarpena ere hartzen da kontuanProblemen ebazpena hartzen du oinarri ikasmaterial honek, izan ere, problemen ebazpenean gauzatzenbaita Matematikarako konpetentzia bere osotasunean Arazo bati konponbide egokia emateko mobilizatueta egituratzen dira beharrezko jakintzak eta abileziak, eta horrela sortu eta aplikatzen dira ideia berriakProblemen ebazpenak ahalbidetzen du diziplinartekotasuna, proiektuen bidez lan egitea, ikerketa propo-samenak egitea eta konpetentzietan oinarritutako ikasketa esanguratsua lantzea, bakarka zein taldean

Ikasmaterial hauek Derrigorrezko Bigarren Hezkuntzako Matematikarako konpetentziaren garapenean trebatzeko dago planteatuta, indarrean dagoen 236/2015 dekretuaren arabera.Horrekin batera, aipatzekoa da ikasmaterial honen diseinuan oso kontuan hartu dela, (1) zehar-konpetentzien garapena eta (2) arloen arteko lotura gainontzeko diziplina konpetentzien garapena sustatzeko. Ikasmaterial honek bere baitan hartzen du zeregin hori eta gainontzeko arloekiko loturak egiteko proposamenak jasotzen ditu unitate guztietan. Ikasmaterialak eskaintzen dituen baliabideak:Ikaslearentzako:–Testuliburua: Ikaslearen ikasmateriala, unitate didaktikoetan antolatuta eta horietako bakoitza autoebaluaziorako baliabideekin.–Plataforma digitala: trebakuntza jarduera gehigarriak eta ebaluazio jarduerak.Irakaslearentzako:Gidaliburua:Unitate bakoitzaren edukien eta lorpen adierazleen zehazpenarekin, iradokizun metodologikoekin, programazio proposamenekin, baliabide gehigarriekin eta jardueren soluzioarekin.Plataforma digitala:–Eskola saioetarako baliabide gehigarriak.–Ebaluazio baliabide gehigarriak.–Ikaslearen liburua eta bertan agertzen diren jardueren soluzioak, taldeko lana erraztu eta zuzenketak bizkorrago egiteko.–Indarrean dagoen dekretu kurrikularrak zehazten dituen zeharkako eta berariazko konpetentziekin (Matematikarakoaz gain) ikaslearen liburuko jarduerek duten lotura. Ezaugarri nabarmenenak:–Problemen ebazpenean dago oinarrituta, horietatik abiatuta eraikitzen da ikasketa prozesua eta horien bidez gauzatzen da matematikarako konpetentziaren lorpena.–Problema egoera horiek ikaslearen esperientzia eta bere testuinguru hurbila erabiltzen ditu jarduera iturri moduan.–Modu orekatuan lantzen dira matematikarako konpetentziaren osagai desberdinak diren etapa honetarako eduki multzoak: zenbakikuntza eta aljebra, funtzioak, geometria eta neurriak, eta estatistika eta probabilitatea.–Ikasgelarako eta ikasgelatik kanpo lan egiteko materiala eskaintzen du testu-liburu eta plataforma digitalaren bidez.–Matematikarako konpetentziaren garapenak baliabide teknologikoen erabilera eskatu eta ahalbidetu behar du, prozedurak errazteko eta hausnarketa eta ideien garapenerako bideak zabalduz.–Problemen ebazpena problema egoera moduan aurkeztutako proiektu txikien bidez lantzerakoan, talde lana eta honi lotutako zehar-konpetentziak garatzeko testuinguru egokia sortzen da.

Matematika DBH1 ikasmateriala DBHko lehenengo mailan Matematikarako konpetentzia lantzekodago diseinatuta. Ikasmaterial hau Sigma proiektuaren parte da, hain zuzen ere, DBHko etapa osoanzehar Matematikarako konpetentzia mailaz maila eta modu progresiboan eskuratzeko diseinatutakoikasmaterialen proiektuaren parte. Horrenbestez, lau mailen artean lotura koherentea duen plantea-mendua aurkezten dugu; problemen ebazpena hartzen du oinarri eta Matematikarako konpetentzialantzeko indarrean den legediaren araberako curriculumean proposatutako lau eduki multzo nagusiakgaratzen ditu, modu progresibo eta osagarrian (zenbakikuntza eta aljebra, funtzioak eta grafikoak, es-tatistika eta probabilitatea eta geometria eta neurria). Gainerako diziplina konpetentzien garapen-mailarekin bateratuta dago (etengabeko loturak ezarriz) eta zehar-konpetentziei egiten zaien ekarpenaere hartzen da kontuan.Problemen ebazpena hartzen du oinarri ikasmaterial honek, izan ere, problemen ebazpenean gauzatzenbaita Matematikarako konpetentzia bere osotasunean. Arazo bati konponbide egokia emateko mobili-zatu eta egituratzen dira beharrezko jakintzak eta abileziak, eta horrela sortu eta aplikatzen dira ideiaberriak. Problemen ebazpenak ahalbidetzen du diziplinartekotasuna, proiektuen bidez lan egitea, iker-keta proposamenak egitea eta konpetentzietan oinarritutako ikasketa esanguratsua lantzea, bakarkazein taldean.

Matematika DBH2 ikasmateriala DBHko bigarren mailan matematikarako konpetentzia lantzeko dagodiseinatuta Ikasmaterial hau Sigma proiektuaren zati bat da, hain zuzen ere, DBHko etapa osoan zehar Ma-tematikarako konpetentziak mailaz maila eta modu progresiboan eskuratzeko diseinatutako ikasmateria-len proiektuaren parte Horrenbestez, lau mailen artean lotura koherentea duen planteamendua aurkeztendugu; problemen ebazpena hartzen du oinarri eta Matematikarako konpetentzia lantzeko indarrean denlegediaren araberako curriculumean proposatutako lau eduki multzo nagusiak garatzen ditu, modu pro-gresibo eta osagarrian (zenbakikuntza eta aljebra, funtzioak eta grafikoak, estatistika eta probabilitatea etageometria eta neurria) Gainerako diziplina konpetentzien garapen-mailarekin bateratuta dago (etengabe-ko loturak ezarriz) eta zehar-konpetentziei egiten zaien ekarpena ere hartzen da kontuanProblemen ebazpena hartzen du oinarri ikasmaterial honek, izan ere, problemen ebazpenean gauzatzenbaita Matematikarako konpetentzia bere osotasunean Arazo bati konponbide egokia emateko mobilizatueta egituratzen dira beharrezko jakintzak eta abileziak, eta horrela sortu eta aplikatzen dira ideia berriakProblemen ebazpenak ahalbidetzen du diziplinartekotasuna, proiektuen bidez lan egitea, ikerketa propo-samenak egitea eta konpetentzietan oinarritutako ikasketa esanguratsua lantzea, bakarka zein taldean

Cooperative Learning (CL) has been recognized as one of the most established pedagogical models in Physical Education. This study aimed to investigate the implementation of this methodology in PE lessons at the primary education level. Eight primary education teachers (four women and four men) from different Vizcaya (Spain) schools participated. Five of them had training in CL. A qualitative study was conducted through semi-structured interviews. Results show that although all teachers use CL, there are significant variations in its application frequency and focus. Teachers acknowledge the social benefits of CL, such as improved interpersonal relationships and group cohesion. However, they face significant barriers, including students' lack of social skills, resistance from some families, and a prevailing competitive culture. Additionally, effective implementation of CL is hindered by terminological confusion and inconsistency in applying specific techniques. It is concluded that for more effective implementation, teachers must follow structured proposals and receive continuous training and support from other colleagues.