bluuebunny/crossref_metadata_2025_split huggingface dataset:
Observable indicators and behaviors for the identification of problem gamblers in venue environments
Authors: Delfabbro Paul , Thomas Anna , Armstrong Andrew 
Published: September 2016

Background and aims
In many jurisdictions, where gambling services are provided, regulatory codes require gambling operators to apply a duty of care toward patrons. A common feature of these provisions is some expectation that venue staff identify and assist patrons who might be experiencing problems with their gambling. The effectiveness of such measures is, however, predicated on the assumption that there are reliable and observable indicators that might be used to allow problem gamblers to be distinguished from other gamblers.

Methods
In this study, we consolidate the findings from two large Australian studies (n = 505 and n = 680) of regular gamblers that were designed to identify reliable and useful indicators for identifying problem gambling in venues.

Results
It was found that problem gamblers are much more likely to report potentially visible emotional reactions, unusual social behaviors, and very intense or frenetic gambling behavior.

Discussion and conclusions
This study shows that there are a range of indicators that could potentially be used to identify people experiencing problems in venues, but that decisions are most likely to be accurate if based on an accumulation of a diverse range of indicators.
ONE-TO-ONE NONLINEAR TRANSFORMATION OF THE SPACE WITH IDENTITY PLANE
Authors: Malyi A. D. , Ulchenko T. V. , Shcherbak A. S. , Popudniak Yu. Ya. , Starosolskaya T. V. 
Published: September 2016

Purpose. Study of geometric transformations. We will consider the so-called point transformations of space. Methodology. The most important are one-to-one transformations. They allow exploring and studying the properties of the transformed object using the properties of the original object (line, surface and figure) and the properties of the transformation. Cremona transformations occupy a special place in the set of one-to-one nonlinear transformations. Construction of one-parameter (stratifiable) transformations is carried out as one-parameter set of plane transformations, both linear and non-linear ones. The plane, in which the specific transformation is prescribed, moves in space by a certain law forming a one-parameter set of planes. The set of such plane transformations makes up the space transformation. Findings. The designed graphics algorithms and the established transformation equations allow building the visual images of transformed surfaces and conducting their research by analytical geometry methods. Originality. By completing elementary algebraic transformations of this equation, we obtain the cissoids equation. If the plane is continuously moved parallel to itself, it results in occurrence of surface, whose carcass will be the set of cissoids and the set of front-projecting lines. Practical value. The considered set of stratifiable algebraic transformations gives an effective means for exploring new curves and surfaces obtained by transforming the known algebraic lines and surfaces. These graphic algorithms allow graphically depicting the transformed lines and surfaces. The considered procedure of drawing up analytical formulas of specific transformations allows us to study the transformed surfaces and lines using the methods of analytic geometry. The above transformations can be of arbitrary high order, which is especially important during the design of complex technical surfaces such as aircraft components, parts of water and gas turbines, supports of the structures subject to strong flow of liquid, etc. Space modelling issues, including the building of graphic plane models of space, are relevant both in theoretical terms and in terms of application of the non-linear surfaces investigated on their basis for constructing the technical forms of parts and aggregates of construction machine movable elements, the middle surfaces of shells, the surfaces of turbulent blade, etc.
ACTIVIDADES ARTÍSTICAS COMO ESTRATEGIA PARA LA E-A DE MATEMÁTICAS EN PRIMARIA
Authors: Peña Campos Mario Alberto , Trejo Pérez Romina 
Published: September 2016

Abstract:ART ACTIVITIES AS STRATEGY FOR THE TEACHING-LEARNING OF MATH IN ELEMENTARY EDUCATIONThe following research has the purpose to implicate artistic activities in the process of teachinglearning of math in children of fifth grade of elementary school, base on a constructivist paradigm. The methodology used was a multimodal focus with two stages; the reach is explicative to describe why does this phenomenon occurred and in what type of conditions it manifests. We selected as analysis categories: traditional pedagogical practice develop by teachers and the work with artistic activities in the city of Pachuca Mexico. The instruments employed for the recollection of data are diagnostic test, test after the application of the variable, interview, observation and notes. The application phase or the variable ended with highly positive results for the teaching-learning of math. In consequence with the students it produced a highly positive attitude in the learning of this discipline in a dynamic way. And in relation with the teachers it offers new tools of creative participation where the equity of protagonist exists.Key words: Teaching-Learning, Constructivism, Math, Artistic Activities, Multimodal Focus.Resumen:Este trabajo de investigación tiene como propósito implementar actividades artísticas en el proceso de enseñanza-aprendizaje (e-a) de las matemáticas en niños de 5° año de primaria, basándose en el paradigma constructivista. La metodología utilizada es un enfoque multimodal con un diseño de dos etapas; el alcance es de tipo explicativo para describir porque ocurre dicho fenómeno y en qué condiciones se manifiesta. Se seleccionaron como categorías de análisis: la práctica pedagógica tradicional desarrollada por la maestra, y la implementación de actividades artísticas, en una escuela de la Ciudad de Pachuca, Hidalgo, México. Los instrumentos utilizados para la recolección de datos son el test diagnóstico, el test posterior a la aplicación de la variable (re test), entrevistas, observación y notas de campo. La fase de aplicación de la variable culminó con resultados altamente positivos para la enseñanza-aprendizaje de las matemáticas. En cuanto a los alumnos se produjo una actitud positiva hacia el aprendizaje de esta disciplina de una manera lúdica y dinámica. Y en relación con la maestra se brindaron nuevas herramientas de participación creativa en donde exista equidad de protagonismo.Palabras clave: Enseñanza-Aprendizaje (e-a), Constructivismo, Matemáticas, Actividades Artísticas, Enfoque Multimodal.
DISEÑO DE UN PROGRAMA DE MOTIVACIÓN DE LOGRO DESDE EL ÁMBITO DE LA EDUCACIÓN SUPERIOR
Authors: López Moya Manuel , Morán Astorga Consuelo 
Published: September 2016

Abstract:The aim of this work was to increase achievement motivation in university students through introducing some changes in our teaching procedure. These changes were proposed in the TARGET system, and they are like that: a) Enrichment of tasks, looking to be attractive for learning; b) to provide opportunities for students to take responsibility for their learning; c) implement assessment systems varied and continuous, and d) make work groups that stimulate collaboration. To assess achievement motivation was applied the Questionnaire Academic Achievement Goal (CM- LA) to 94 students in the start the course. At final the course was applied again to 91 of the 94 initial. The results showed a significantly increased to outcomes motivation, but the increase was not significant in achievement motivation. We can conclude that they are two types of goals in student, and the high is the achievement motivation. And that changing teaching methodology, something changes in students, although the achievement motivation is stronger to change, for what is need to investigate further in this direction.Key Words: achievement motivation, teaching methodology, student, EEESResumen:El objetivo de este trabajo de innovación docente fue aumentar la motivación de logro en los estudiantes universitarios a través de introducir algunos cambios en nuestra actividad educativa. Esos cambios en la metodología docente lo fueron en el sentido propuesto por el Sistema TARGET: a) Enriquecimiento de las tareas, buscando que fueran atractivas para el aprendizaje; b) dar oportunidades a los alumnos de responsabilizarse de su aprendizaje; c) implementar sistemas de evaluación variados y continuos; y d) estructurar grupos de trabajo que estimularan la colaboración. Para evaluar la motivación de logro se aplicó el Cuestionario de Metas de Logro Académico (CM-LA) a 94 estudiantes universitarios al comenzar el curso. Al finalizar el curso se aplicó otra vez a 91 sujetos de los 94 iniciales. Los resultados mostraron que se había incrementado significativamente la motivación de resultados, aunque el incremento en logro no fue significativo. Podemos concluir que en los universitarios se dan dos tipos de motivación y que la más elevada es la de logro. Que modificando la metodología docente, algo cambia en los estudiantes, aunque la motivación de logro es más resistente por lo que se ve necesario seguir investigando en este sentido.Palabras clave: motivación de logro, metodología docente, estudiantes universitarios, EEES.
FOMENTO DE LA CALIDAD EN LA COMPOSICIÓN ESCRITA
Authors: Canedo García Alejandro , García Sánchez Jesús Nicasio , Pacheco Sanz Deilis Ivonne 
Published: September 2016

Abstract:PROMOTING QUALITY IN WRITTEN COMPOSITIONIn this study we focused our efforts on trying to establish different strategies, instructional techniques and procedures effective and efficient in responding to each and every one of the processes involved in writing. We analyzed fifty empirical studies, recently published, where such strategies were used, as well as a set of virtual tools which, using the same techniques and procedures, provide answers to the different profiles of development and performance in written composition. As a result we could get an idea of the prevalence of strategies based on either typing indicator, and know which of these are being further enhanced through the tools of Web 2.0. During this study we received competitive funds from de MICINN project (EDU2010-19250, 2010-2013) awarded to Principal Researcher (J. N. García).Keywords: Writing skill, orchestration, writing process, textual product, modulation variables, 2.0 web, virtual tools.Resumen:En este estudio de revisión centramos nuestros esfuerzos en intentar establecer diferentes estrategias, técnicas y procedimientos de instrucción eficaces y eficientes a la hora de responder a todos y cada uno de los procesos implicados en la escritura. Para ello analizamos cincuenta estudios empíricos, de reciente publicación en revistas indexadas con alto índice de impacto, donde se emplearon dichas estrategias, así como herramientas virtuales que haciendo uso de esas mismas técnicas y procedimientos dan respuesta a los distintos perfiles de desarrollo y rendimiento en composición escrita. Como resultado pudimos hacernos una idea de la prevalencia de estrategias en base a uno u otro indicador de escritura, y conocer cuáles de estos están siendo más potenciados a través de las herramientas de la web 2.0. Durante la realización de este trabajo se recibieron ayudas competitivas del proyecto del MICINN (EDU2010-19250) para el trienio 2010-2013 concedido al IP/Director J. N. García.Palabras Clave: Competencia comunicativa escrita, orquestación, proceso escritor, producto textual, variables moduladoras, web 2.0, herramientas virtuales.
UN CAMINO PARA FACILITAR LAS TRANSICIONES EDUCATIVAS
Authors: Fluza Asorey María José , Sierra Martínez Silvia 
Published: September 2016

Abstract:A WAY TO FACILITATING EDUCATIONAL TRANSITIONSThis communication is based on the Research Project “Schools moving towards educational inclusion: working with the local community, students’ voices and educational support for promoting change”, developed in A Estrada (Pontevedra, Spain). The aim of this project is to promote inclusive educational processes, articulated on a gradual basis from the educational centres to the local community1. Development of the project is expected to progress in an inter-dependent manner, in three areas of action: intra-school, inter-schools and inter-services. In this work, we take a more indepth look at one of the studies initially conducted at inter-schools level. This is a participatory study on the Educational Transitions in A Estrada, carried out with the collaboration of teachers in Infants, Primary and Secondary Education besides students, families and the local community through different activities. Analysis is made of the information contributed by teachers at the nine educational centres regarding the different types of educational Transitions. Results are presented around three points of interest – concerns and fears expressed by the teaching staff in terms of the different educational transitions; actions to deal with these moments of change; and proposals for improvement put forward in order to facilitate such processes.Keywords: Inclusive education; Community-Oriented schools; Educational transition. Resumen:Esta comunicación está basada en el Proyecto de investigación “Escuelas que caminan hacia la inclusión educativa: trabajar con la comunidad local para promover el cambio” desarrollado en A Estrada (Pontevedra). El proyecto tiene como meta promover procesos educativos inclusivos, articulados de manera progresiva desde los centros educativos hasta la comunidad local.2En su desarrollo supone avanzar de forma interdependiente en tres ámbitos de intervención: intra-escuela, inter-centros e inter-servicios. En este trabajo, profundizamos en uno de los estudios realizado inicialmente en el nivel inter-centros. Se trata de un estudio participativo sobre las Transiciones educativas en A Estrada que contó con la colaboración de docentes de Educación Infantil, Primaria y Secundaria; alumnado; familias y comunidad local a través de diferentes actividades. Aquí se analiza la información aportada por los docentes de nueve centros sobre los diferentes tipos de Transiciones educativas. Los resultados se presentan en torno a tres focos de interés: preocupaciones y miedos manifestados por el profesorado ante las distintas transiciones educativas; actuaciones para afrontar esos momentos de cambio; y propuestas de mejora planteadas para facilitar dichos procesos.Palabras clave: Educación inclusiva; Escuelas con orientación comunitaria; Transiciones educativas.
A STUDY ON THE RELATIONSHIP BETWEEN TEACHERS AND STUDENTS WITH SPECIAL NEEDS
Authors: Prino Laura Elvira , Pasta Tiziana , Maria Gastaidi Francesca Giovanna , Longobardi Claudio 
Published: September 2016

Abstract:The impact of the teacher-student relationship on the child’s development proves to be particularly important in the first years of scholarization. Such impact is even higher in students with atypical development. Despite the clear relevance of the teacher-student relationship, researches have rarely encompassed subjects with special education requirements. The objective of this project, therefore, is to focus on the characteristics perceived by the teacher in the relationship with students with different educational needs. In particular, we describe the results achieved with different groups of children with special education needs, i.e. autism spectrum disorders (14) and Down’s syndrome (18), learning disorders (38) and attention-deficit and hyperactivity disorders (72). To measure the teacher’s perception of the quality of the relation with the pupil we have used the Italian version of the Student-Teacher Relationship Scale (STRS; Pianta, 2001) as developed by Fraire and colleagues (2013). The social bonds with children with difficulties differ for at least one relational aspect from those with children from the Control Group, the sole exception being children with Down’s syndrome. The Closeness dimension is hampered only in the case of the bonds with children affected by an autism spectrum disorder. On the contrary, relationships with children affected by frequent distraction and hyperactivism-related disorders are characterized by a higher level of Conflict and Dependency. Both dimensions increase in presence of high levels of pupil distraction, whereas only Conflict is at stake in presence of hyperactivity. As to children with learning disorders, only a difference in the Dependency dimension has been registered. These children, in fact, are seen by the teacher as being less autonomous than their classmates and thus requiring more frequent support and assistance.Keywords: student-teacher relationship, pupils with special needs, autism spectrum disorders, Down’s syndrome, learning disorders, attention-deficit and hyperactivity disorders
CICLO FORMATIVO SUPERIOR DE INTERPRETACIÓN DE LENGUA DE SIGNOS ESPAÑOLA: ANÁLISIS SOCIODEMOGRÁFICOS DE SUS EGRESADOS 1998-2012
Authors: Sánchez Casado Inmaculada , Benítez Merino José Miguel 
Published: September 2016

Abstract:In this paper aims to study the figure of ILSE (Interpreter Spanish Sign Language) not only as a potential resource that promotes inclusion of students with hearing disabilities in the school setting (Sánchez Casado & Merino Benítez, 2009) but trying to reflect on their socio-labor situation today, after more than a decade of implementation in Spain as Higher Level Training Programme for Vocational Training, with a duration of 2000 hours, inside the professional family of “Socio-cultural Services and the Community”. This will make a brief historical foundation of her nature, an analysis of the competence profile and sociodemographic initial comparison of enrolled students from the first class nationally, 1998 to 2012, where the evolution of those 12 will be checked promotions analyzed as the total number of graduates of the training cycle and promotion, sex, level of previous studies and the age of completion of Higher Training Programme in order to assess their potential employability in today’s job market. These first results will make an initial proposal to improve the recruitment of new students who choose a superior and professional training on “Interpretation LSE“ according to the actual demand that occurred during these academic courses in Extremadura.Key Words : Professional Training. Sign Languages. Interpretation. Graduate Students. Extremadura. Resumen:En esta comunicación se pretende estudiar la figura del ILSE (Intérprete de Lengua de Signos Española) no sólo como un potencial recurso que favorece la inclusión de los alumnos con discapacidad auditiva dentro del entorno escolar (Sánchez Casado & Benítez Merino, 2009) sino tratando de reflexionar sobre su situación socio-laboral a día de hoy, después de más de una década de implantación en España como Ciclo Formativo de Grado Superior de Formación Profesional, con una duración de 2000 horas, dentro de la familia profesional de “Servicios Socio-culturales y a la Comunidad”. Para ello realizaremos una breve fundamentación histórica de su naturaleza, un análisis del perfil competencial inicial y una comparación sociodemográfica de los estudiantes matriculados desde la primera promoción a nivel nacional, 1998, hasta 2012, donde se comprobará la evolución de esas 13 promociones analizadas en cuanto al nº de egresados totales del Ciclo Formativo, nº por promoción, sexo, nivel de estudios previos y edad de finalización de Ciclo Formativo Superior con el fin de valorar su posible empleabilidad en el actual mercado laboral. Estos primeros resultados permitirán realizar una primera propuesta para mejorar la captación de nuevos estudiantes que eligen una formación profesional superior y específica en “Interpretación LSE” de acuerdo a la demanda real que se ha producido durante estos cursos académicos en Extremadura.Palabras Clave: Formación Profesional. Lengua De Signos. Interpretación. Estudiantes Egresados. Extremadura.
PREDICTORES DEL RENDIMIENTO ARITMÉTICO EN 4º DE EDUCACIÓN PRIMARIA
Authors: Iglesias-Sarmiento Valentin , Alfonso Gil Sonia , Conde Rodríguez Ángeles , Deaño Deaño Manuel 
Published: September 2016

Abstract:PREDICTORS OF ARITHMETICAL ACHIEVEMENT IN PRIMARY EDUCATION 4TH-GRADERSIn this investigation, the cognitive mechanisms underlying arithmetical achievement in Primary Education 4th-graders were analyzed. For this purpose, using the Digit Span test of the WISC-R and the scales from the batteries D.N:CAS and BANEVHAR, the performance in verbal memory, processing speed, planning, simultaneous and successive processing, attention, and numeric competence was assessed in 74 students. The correlational analyses showed that, except for planning, all the variables selected were significantly related to arithmetical achievement. Simultaneous and number processing emerged as predictors of arithmetical performance in the hierarchical regression analysis carried out.Keywords: arithmetical achievement; Primary Education; cognitive processes.Resumen:Esta investigación analizó los mecanismos cognitivos subyacentes al rendimiento aritmético en el 4º curso de Educación Primaria. Con este fin se evaluó, a través de las pruebas de dígitos del WISC-R, y de las escalas correspondientes de las baterías D.N:CAS y BANEVHAR, el rendimiento en memoria verbal, velocidad de procesamiento, planificación, atención, procesamiento simultáneo y sucesivo y competencia numérica de 74 alumnos. Los análisis correlacionales mostraron que todas las variables seleccionadas, salvo la planificación, se relacionaron significativamente con el rendimiento aritmético. El simultáneo y el procesamiento numérico emergieron, en el análisis de regresión jerárquico realizado, como predictores del rendimiento aritmético.Palabras clave: rendimiento aritmético; Educación Primaria; procesos cognitivos.
PRECISIÓN LECTORA Y NIVEL LECTOR INICIAL EN NIÑOS DE EDUCACIÓN PRIMARIA
Authors: González Mª José , Díaz-Giráldez Félix , Martín Isaías , Delgado Myriam , Trianes Mª Victoria 
Published: September 2016

Abstract:The aim of this study is to analyze if reading efficiency is modified by initial reading level, type of school and sex, in students who start Elementary Education. In this transversal study, accuracy reading processes and initial reading level were studied in a group of 111 students of Elementary Education from two different schools, a private/state-subsidized school and a state one. After compared average and variance analysis, results indicated significant differences in accuracy reading with respect to initial reading level, but not differences in accuracy reading with respect type of school and sex. The importance of initial reading level in Primary Education was highlighted as well as the effects of initial reading level in Preschool in school and home education.Keywords: accuracy reading, initial reading levelResumen:El objetivo de este estudio es analizar si existen diferencias en precisión lectora en cuanto al nivel de lectura inicial, sexo y tipo de colegio, en el inicio de la Educación Primaria. La muestra esta formada por 111 alumnos de Educación primaria, pertenecientes a dos centros escolares, uno privado/concertado y otro público. El diseño de este trabajo es transversal, evaluándose el rendimiento lector (precisión lectora) y el nivel de lectura inicial en Educación Infantil, de manera individual. Los resultados obtenidos con el análisis de comparación de medias muestran diferencias significativas en la precisión lectora con respecto al nivel de lectura inicial, pero no en cuanto al tipo de colegio y el sexo. Se resalta la importancia en Educación Primaria del nivel de lectura inicial alcanzado en la educación infantil en el ámbito escolar y familiar.Palabras claves: exactitud lectora, nivel de lectura inicial.