bluuebunny/crossref_metadata_2025_split huggingface dataset:
System Identification of a Base-Isolated Bridge by Ambient and Forced Vibration Tests
Authors: Ozcelik O. , Amaddeo C. 
Published: January 2017

Abstract
Sciarapotamo Bridge, located in Reggio Calabria Province, Italy, has been recently retrofitted by replacing its deteriorated concrete bridge deck with a composite steel- concrete deck, and isolating the new deck with eight high damping rubber, and four multi-directional sliding bearings. Full-scale ambient and forced vibration dynamic commissioning tests were performed on the bridge just before the bridge has become operational. Three different output-only system identification methods with ambient vibration measurements were used for modal parameter identification, namely: (1) multiple reference natural excitation technique in conjunction with eigen-system realization algorithm, (2) enhanced frequency domain decomposition, and (3) data driven stochastic subspace identification methods. Modal parameter estimation results using different output-only identification methods were presented and compared within the paper. In addition, relatively higher level forced vibration test data was used for estimating frequency response functions, identifying isolated natural frequencies, and damping ratios of the retrofitted bridge in as-built condition. Estimated damping coefficients under different excitation levels are of great value, showing the total damping in the system at low level ambient and relatively higher level forced vibration tests. Experimentally obtained modal parameters of the bridge set the undamaged benchmark state of the bridge for future potential condition assessment studies.
Study on Gamma-Ray Shielding Characteristics of Lead Oxide, Barite, and Boron Ores Using MCNP-4C Monte Carlo Code and Experimental Data
Authors: Bagheri R. , Shirmardi S. P. , Adeli R. 
Published: January 2017

Abstract
Linear and mass attenuation coefficients, effective atomic number and electron densities, mean free paths and half-value layer (HVL), and tenth-value layer (TVL) values of PbO, barite, colemanite, tincal, and ulexite were obtained for 80.1, 302.9, 356.0, 661.7, and 1250.0 keV gamma-ray energies, respectively, using MCNP-4C and the WinXCom program and compared with available experimental data. The relative deviation (RD) values range from −11.61 % to 18.16 % and −7.83 % to 18.51 % for MCNP and WinXCom results for all samples. Only tincal boron ore showed an unexpected RD value of up to 19 %. MCNP-4C results showed better agreement with experimental data in comparison with the WinXCom program.
El infinitivo personal de las oraciones adverbiales en el español de Centroamérica (The Personal Infinitive in Adverbial Clauses in Central American Spanish)
Authors: Herrera Morera Gisselle 
Published: January 2017

En este trabajo se describen y analizan desde una perspectiva tipológico-funcional las estructuras de infinitivo personal en las oraciones adverbiales introducidas por una preposición + sujeto pronominal + infinitivo [PSpI] en el español de Centroamérica. Se concluye que no hay una tendencia al empleo de tal estructura en esta variedad, aunque se manifiesta como un fenómeno incipiente que podría acentuarse. This paper describes and analyzes, from a typological-functional perspective, personal infinitive structures in adverbial clauses introduced by a preposition + pronoun subject + infinitive [PSpI] in Central American Spanish to show that although there is not a trend to use this structure in this variety, it is an emerging phenomenon that could increase.
The Mediterranean Diet and ADHD in Children and Adolescents
Authors: Ríos-Hernández Alejandra , Alda José A. , Farran-Codina Andreu , Ferreira-García Estrella , Izquierdo-Pulido Maria 
Published: January 2017

OBJECTIVES:
Although attention-deficit/hyperactivity disorder (ADHD) has been related to nutrient deficiencies and “unhealthy” diets, to date there are no studies that examined the relationship between the Mediterranean diet and ADHD. We hypothesized that a low adherence to a Mediterranean diet would be positively associated with an increase in ADHD diagnosis.

METHODS:
A total of 120 children and adolescents (60 with newly diagnosed ADHD and 60 controls) were studied in a sex- and age-matched case-control study. ADHD diagnosis was made according to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision. Energy, dietary intake, adherence to a Mediterranean diet, and familial background were measured. Logistic regression was used to determine associations between the adherence to a Mediterranean diet and ADHD.

RESULTS:
Lower adherence to a Mediterranean diet was associated with ADHD diagnosis (odds ratio: 7.07; 95% confidence interval: 2.65–18.84; relative risk: 2.80; 95% confidence interval: 1.54–5.25). Both remained significant after adjusting for potential confounders. Lower frequency of consuming fruit, vegetables, pasta, and rice and higher frequency of skipping breakfast and eating at fast-food restaurants were associated with ADHD diagnosis (P &lt; .05). High consumption of sugar, candy, cola beverages, and noncola soft drinks (P &lt; .01) and low consumption of fatty fish (P &lt; .05) were also associated with a higher prevalence of ADHD diagnosis.

CONCLUSIONS:
Although these cross-sectional associations do not establish causality, they raise the question of whether low adherence to a Mediterranean diet might play a role in ADHD development. Our data support the notion that not only “specific nutrients” but also the “whole diet” should be considered in ADHD.
Формування стратегії сталого розвитку туризму
Authors: Zaitseva V.M. 
Published: January 2017

Перехід до ринкових відносин викликав глибокі перетворення у сфері туризму.В результаті скасовано централізовану систему управління туризмом, державну фінансову підтримку розвитку регіональних туристичних центрів, порушено основи взаємодії різних регіонів у створенні і просуванні на споживчий ринок туристичного продукту. Показники динаміки росту прибутковості туризму значно випереджають показники динаміки росту прибутковості інших галузей економіки.
Hubungan antara Social Support dan Self-Efficacy dengan Stress pada Ibu Rumah Tangga yang Berpendidikan Tinggi
Authors: Sari Syarifah Mustika , Lestari Yuliana Intan , Yulianti Alma Yulianti 
Published: January 2017

This research aims to study about relationship between social support, self-efficacy and stress among housewives who have high education. Daily routine can lead stress on housewives. Social cognitive factors like social support and self-efficacy effect stress experience. Samples are 200 high educated housewives who don’t have a job. This research is having incidental sampling technique and using some scales for collecting data such as social support scale, self-efficacy scale, and stress scale. Data were analyzed using Multiple Regression Analysis. The results showed that there is a significant correlation between social support, self- efficacy and stress among high educated housewives with F = 2.197 and 0.00 significance (p <0.01). It means that the hypothesis proposed by the researchers that there is a correlation between social support, self-efficacy and stress are accepted.
Daya Juang Mahasiswa Asing
Authors: Wardani Wiwit Salindri Kusuma , Saidiyah Satih 
Published: January 2017

This research aims to describe adversity quotient and its supporting factor among foreign students. Subjects are students from Thailand studying at State Islamic University Sunan Kalijaga Yogyakarta. This research applied qualitative approach using phenomenology in order to obtain the meaning of adversity quotient. The result shows some themes which are (1) controlling the problems by following many organizations, association, and remembering the struggles of parents, (2) being responsible for completing assignment, (3) being capable to limit the issue so that will not interfere other activities, and (4 ) being able to survive by having principle that there always be an easiness for every difficulties. Factors influencing the adversity quotient are self-motivation and support from surrounding especially parents, confidence to finish college well, and individual characters. Characters like quiet, shy and not confidence inhibiting adversity quotient while friendly and easy going supporting the adversity quotient.
LAS METÁFORAS EN LAS DIFICULTADES DE APRENDIZAJE
Authors: Serra Sala Mireia , Timoneda Gallart Carme 
Published: January 2017

Abstract.What happens in the brain when we learn? This question will guide any cognitive intervention. What we know is that learning involves connecting neurons, as a kind of building road network, highways, freeways and shortcuts so that the movement as smooth as possible. Knit this network is not easy and requires work and effort regularly, along the development and schooling, we ask our children and adolescents. In this case it’s important that the teacher becomes the mediator between knowledge and students, so that involved in what they learn. But to engage the student must develop strategies that enable children are found willing and motivated to learn. In this sense, the metaphor can be considered a resource to support meaningful learning. In which create new networks and synchronicities, the brain, the process by which knowledge is connected and updated.Keywords: metaphor, learning difficulties, cognitive and emotional processes, inductive learning, meaningful learningResumen.¿Qué ocurre en el cerebro cuando aprendemos? Esta pregunta orientará cualquier intervención cognitiva. Lo que sabemos es que aprender implica conectar neuronas, construir como una especie de red viaria con caminos, carreteras, autopistas y atajos de manera que la circulación sea lo más fluida posible. Tejer esta red no es tarea fácil y requiere de un trabajo y esfuerzo que, de manera habitual, a lo largo del desarrollo y la escolarización, pedimos a nuestros niños y adolescentes. En este caso es importante que el profesor se convierta en el mediador entre los conocimientos y los alumnos, de tal modo que estos últimos participan en lo que aprenden. Pero para lograr la participación del alumno se deben crear estrategias que permitan que los niños se hallen dispuestos y motivados para aprender. En este sentido, la metáfora puede considerarse un recurso de apoyo para el aprendizaje significativo, en el que se crean nuevas redes y sincronías, a nivel cerebral, proceso por el cual se conectan los conocimientos y se actualizan.Palabras clave: metáfora, dificultades de aprendizaje, procesos cognitivos y emocionales, aprendizaje inductivo, aprendizaje significativo
¿ES POSIBLE LA INCLUSIVIDAD EN EL SISTEMA EDUCATIVO ACTUAL?
Authors: Grau Company Salvador , Álvarez Teruel José Daniel , Tortosa Ybáñez Mª Teresa 
Published: January 2017

Abstract.IS INCLUSIVENESS POSSIBLE IN THE CURRENT EDUCATIONAL SYSTEM?In this communication we will analyze the beginning and evolution of the inclusive education, the concepts and basic aims, synthesizing his legislative aspects. Secondly, we will raise the determining ones that reorientate the current Law of Improvement of the Educational Quality (LOMCE) towards educational parameters of conservative and neoliberal trend, Y finally, the conclusions will be reorientated to the need to unite the efforts of the educational community in continuing advancing towards the real inclusiveness.Keywords: Inclusive school, educational reforms, legislation.Resumen.En esta comunicación analizaremos el inicio y evolución de la educación inclusiva, los conceptos y objetivos básicos, sintetizando sus aspectos legislativos. En segundo lugar, plantearemos los condicionantes que reorientan la actual Ley de Mejora de la Calidad Educativa (LOMCE) hacia parámetros educativos de tendencia conservadora y neoliberal. Y por último, las conclusiones estarán reorientadas a la necesidad de aunar los esfuerzos de la comunidad educativa en seguir avanzando hacia la verdadera inclusividad.Palabras clave: Escuela inclusiva, reformas educativas, legislación.
CONSTRUCCIÓN NARRATIVA DE LAS IDENTIDADES DEL PROFESORADO
Authors: Prados Gallardo M. Mar 
Published: January 2017

Abstract.The notions of I-positions and voices are proposed as analytical tools for studying how two university teachers use both of these narrative resources to construct and negotiate possible professional identities. We develop a conception of identity as a continuous and evolving narrative in which the self is constituted as a multiple, dynamic and constantly in negotiation reality from which individuals define who they are. We present some example of the analyzes performed through semistructured interviews autobiographical to university teachers and through discussion groups developed by teachers from secondary education. Finally, both benefits and limitations of the current investigation are discussed with regard to possible future studies.Resumen.En este trabajo se proponen las nociones de posiciones del yo y de voces como herramientas analíticas para estudiar las posibles identidades profesionales del profesorado a través de sus narrativas. Se desarrolla una concepción de la identidad como un continuo y cambiante relato (narrativa) en el que el yo se constituye en una realidad múltiple, cambiante y constantemente negociada, y a partir de la que los individuos establecen quiénes son en su relación con otros y con los contextos en los que participan. Se presentan, a modo de ejemplo, algunos de los análisis realizados a través de entrevistas semiestructuradas de carácter autobiográfico a profesores y profesoras universitarios y a través de grupos de discusión desarrollados por profesores y profesoras de educación secundaria. Finalmente, se plantean conclusiones y algunos alcances y limitaciones con vistas a futuros estudios.
LA IDENTIDAD PROFESIONAL DOCENTE EN ENTORNOS VIRTUALES: UNA PROPUESTA DE ANÁLISIS
Authors: González Londra Mª Fernanda 
Published: January 2017

Abstract.In our work we have studied the construction of identity in a group of students. They are teachers who are doing their studies in virtual environments. We have studied the discoursive exchange in a forum -on the Moodle platform- in a course of Psychology and School (Portuguese Language Degree). This paper mainly introduce the analysis strategy that has been followed to study discourses exchanges . We performed three types of analysis. The first seeks to identify tematic content the Burkean pentad as organizar. The second and third were directed to identify the types and dynamics of exchange in the forum. The converging results of these analyzes suggest that the meaning of “being a teacher “ is dialogically constructed in discursive exchanges and focus on the teacher as an agent and as a mediator in the transmission of knowledge . Also appearing meanings about being good or bad teacher.Keywords: Professional Identity. Teacher Education. Virtual Training Environments.Resumen.En nuestro trabajo hemos estudiado la construcción identitaria que acontece durante la formación docente universitaria en entornos virtuales. Para ello investigado los intercambios discursivos de 32 alumnos y un tutor, en un foro de la plataforma Moodle en la asignatura de Psicología y Escuela, de la Licenciatura en Letras Portuguesas, en la UNB (Brasil). En esta ponencia presentaremos sobre todo la estrategia de análisis que se ha seguido para estudiar los intercambios. Realizamos tres tipos de análisis, el primero busca identificar los contenidos temáticos usando la péntada burkeana como organizador, los otros dos buscan situar los tipos y las dinámicas de los intercambios en el foro. Los resultados convergentes de estos análisis sugieren que los significados sobre “ser profesor” se construyen dialógicamente en los intercambios discursivos y se centran en el profesor como agente y como mediador en la transmisión de conocimientos. También aparecen significados sobre ser buen o mal profesor.Palabras-clave: Identidad Profesional. Formación Docente. Entornos Formativos Virtuales.
SISTEMAS DE APOYO EN LA ESCUELA PARA EL DESARROLLO DE LA CONVIVENCIA Y LA PREVENCIÓN DE LA VIOLENCIA ESCOLAR
Authors: Avilés Martínez José Mª , Alonso Elvira Natividad 
Published: January 2017

Abstract.An overview is done on the systems of peer support (support teams, peer mediation, cybermentors) that are built in schools to provide prevention and intervention in these situations. It points out the characteristics of each one and the best-known ways that have been adopted. It also reflects on the conditions of implementation and development of these measures in schools.Keywords: Living together in school, Peer support, Cyberbullying, Support teams, Peer mediation, CyberMentors, BullyingResumen.Se hace un repaso sobre los sistemas de apoyo entre iguales que se construyen en los centros educativos para dar respuestas preventivas y de intervención sobre situaciones de conflicto y bullying. Señala sus características y sus formas más conocidas. También reflexiona sobre las condiciones de implantación y desarrollo en los centros educativos.Palabras clave: convivencia escolar, apoyo entre iguales, cyberbullying, equipos de ayuda, mediación, cybermentores, bullying.
PROXIMITY AND INTIMACY WITH HOMOSEXUALS: WHAT (DIS)EMBARRASSMENT?
Authors: Meireles Cardeira Hélder , Dos Santos Mendes Monico Lisete 
Published: January 2017

Abstract.This study aims to analyze the embarrassment degree due to the proximity and intimacy with people with a homosexual orientation. We conducted a study with a non-probabilistic sample, through an online questionnaire involving 695 subjects, 215 males and 477 females, aged 17 to 60 years. We applied the Rejection at Proximity/Intimacy Scale [30], and we also collected information about beliefs in God, religiousness level and a several sociodemographic variables. The results show that the biggest source of embarrassment is due to the possibility of having a homosexual son/daughter. Men have higher levels than women, and age has a little influence on levels of embarrassment with proximity/intimacy with homosexuals. The religion showed to have a significant weight in the embarrassment levels, evidencing Catholics and individuals from minority religions with higher levels, as opposed to atheists. The embarrassment levels showed themselves positively associated to belief in God and the religiousness level in people.Keywords: Homosexuality; Embarrassment, Prejudice; Homossexuals.Resumo.O presente estudo pretende analisar o grau de constrangimento face à proximidade e à intimidade com pessoas com orientação homossexual. We conducted a study with a non-probability sample, through an online questionnaire involving 695 subjects, 215 males and 477 females, aged 17 to 60 years. Aplicámos a Escala de Rejeição à Proximidade/Intimidade (Pettigrew & Meertens, 1995), e recolhemos informação sobre a crença em Deus, o grau de religiosidade e um conjunto de variáveis sociodemográficas. Os resultados indicam que a maior fonte de constrangimento prende-se com a possibilidade de ter um filho(a) homossexual. Os homens apresentam níveis de superiores aos das mulheres e a idade mostrou ter pouca influência aos níveis de constrangimento com a proximidade/intimidade com homossexuais. A religião mostrou ter um peso significativo nos níveis de constrangimento, evidenciando- se os católicos e os indivíduos de religiões minoritárias mais constrangidos, por oposição aos ateus e aos indivíduos sem religião. Os níveis de constrangimento mostraram-se ainda positivamente associados à crença em Deus e ao grau de religiosidade das pessoas.Palavras-chave: Homossexualidade; Constrangimento, Preconceito; Homossexuais.
POTENCIAR LA CALIDAD DE LAS RELACIONES: MEDIACIÓN CON ALUMNADO ASPERGER Y TDAH
Authors: Rodríguez Bravo Josefina , Mondragón Lasagabaster Jasone 
Published: January 2017

Rresumen.La existencia del Servicio de Mediación en un centro escolar permite que el alumnado disponga de la oportunidad de poder expresar los pensamientos y las emociones que más les pueden avergonzar, enfadar o presionar con respecto a las relaciones que mantienen con los compañeros y compañeras. La experiencia llevada a cabo durante los dos últimos años desde el Servicio de Mediación nos ha permitido comprobar que cada vez son más las mediaciones donde los alumnos y alumnas comparten experiencias de marginación y exclusión hacia compañeros, bien sea por la apariencia física, por la diversidad cultural, por necesidades educativas especiales, o por cuestiones de clase social y económica, pero de manera muy distinta a como lo expresan en otros contextos que no son los que fomenta el espacio de la Mediación. La primera realidad por la que es preciso iniciar esta comunicación es que, durante los dos últimos cursos y en especial en el 2011-2012 y 2012- 2013, se puede constatar que hay mayor población escolar con dificultades en habilidades sociales en los centros y colegios. De hecho surgen muchos conflictos relacionados con estos alumnos, en especial aquellos que tienen TDA-H (Desorden del desarrollo de atención e hiperactividad) y alumnos con Asperger. Para dichos alumnos el contacto con los iguales supone un gran esfuerzo y no siempre lleva consigo la recompensa de poder hacerse entender o lograr que les comprendan, lo cual siempre lleva parejo algún conflicto a nivel personal y cierta incidencia en el clima social de relaciones y en la convivencia.