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Growing evidence suggests that the physical properties of the cellular microenvironment influence cell migration. However, it is not currently understood how active physical remodelling by cells affects migration dynamics. Here we report that cell clusters seeded on deformable collagen-I networks display persistent collective migration despite not showing any apparent intrinsic polarity. Clusters generate transient gradients in collagen density and alignment due to viscoelastic relaxation of the collagen networks. Combining theory and experiments, we show that crosslinking collagen networks or reducing cell cluster size results in reduced network deformation, shorter viscoelastic relaxation time and smaller gradients, leading to lower migration persistence. Traction force and Brillouin microscopy reveal asymmetries in force distributions and collagen stiffness during migration, providing evidence of mechanical cross-talk between cells and their substrate during migration. This physical model provides a mechanism for self-generated directional migration on viscoelastic substrates in the absence of internal biochemical polarity cues.

Morphogenesis and cell state transitions must be coordinated in time and space to produce a functional tissue. An excellent paradigm to understand the coupling of these processes is mammalian hair follicle development, initiated by the formation of an epithelial invagination - termed placode – that coincides with the emergence of a designated hair follicle stem cell population. The mechanisms directing the deformation of the epithelium, cell state transitions, and physical compartmentalization of the placode are unknown. Here, we identify a key role for coordinated mechanical forces stemming from contractile, proliferative, and proteolytic activities across the epithelial and mesenchymal compartments in generating the placode structure. A ring of fibroblast cells gradually wraps around the placode cells to generate centripetal contractile forces, which in collaboration with polarized epithelial myosin activity promote elongation and local tissue thickening. These mechanical stresses further enhance and compartmentalize Sox9 expression to promote stem cell positioning. Subsequently, proteolytic remodeling locally softens the basement membrane to facilitate release of pressure on the placode, enabling localized cell divisions, tissue fluidification, and epithelial invagination into the underlying mesenchyme. Together, our experiments and modeling identify dynamic cell shape transformations and tissue-scale mechanical co-operation as key factors for orchestrating organ formation.

Centrosome amplification, the presence of more than two centrosomes in a cell is a common feature of most human cancer cell lines. However, little is known about centrosome numbers in human cancers and whether amplification or other numerical aberrations are frequently present. To address this question, we have analyzed a large cohort of primary human epithelial ovarian cancers (EOCs) from 100 patients. We found that rigorous quantitation of centrosome number in tumor samples was extremely challenging due to tumor heterogeneity and extensive tissue disorganization. Interestingly, even if centrosome clusters could be identified, the incidence of centrosome amplification was not comparable to what has been described in cultured cancer cells. Surprisingly, centrosome loss events where a few or many nuclei were not associated with centrosomes were clearly noticed and overall more frequent than centrosome amplification. Our findings highlight the difficulty of characterizing centrosome numbers in human tumors, while revealing a novel paradigm of centrosome number defects in EOCs.

Intestinal organoids capture essential features of the intestinal epithelium such as crypt folding, cellular compartmentalization and collective movements. Each of these processes and their coordination require patterned forces that are at present unknown. Here we map three-dimensional cellular forces in mouse intestinal organoids grown on soft hydrogels. We show that these organoids exhibit a non-monotonic stress distribution that defines mechanical and functional compartments. The stem cell compartment pushes the extracellular matrix and folds through apical constriction, whereas the transit amplifying zone pulls the extracellular matrix and elongates through basal constriction. The size of the stem cell compartment depends on the extracellular-matrix stiffness and endogenous cellular forces. Computational modelling reveals that crypt shape and force distribution rely on cell surface tensions following cortical actomyosin density. Finally, cells are pulled out of the crypt along a gradient of increasing tension. Our study unveils how patterned forces enable compartmentalization, folding and collective migration in the intestinal epithelium.

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence (trait EI). Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire (TEIQue-SF) datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% from Chile (120), 28% from Peru (150), and 49% from Spain (258). The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling (to test measurement invariance) and analysis of covariance (ANCOVA). Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education (i.e., strong invariance), although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy.

Several investigations state the low participation of women in the world of STEM. This fact implies a lack of feminine perspective in the solution to different problems. The school must provide teaching / learning strategies for the integration, empowerment, and active participation from early ages to work performance in STEM. This paper exposes two unplugged activities taken from a series of activities implemented with elementary students and families in Madrid, Spain. The general objectives are: To introduce and motivate interest from an early age in computer programming and the development of gender dynamics that educate about gender equity to strengthen female empowerment in this context.

Artículo Editorial, This Special Issue was completed with the main support of the Research Group Recognized in Didactics of History and Social Sciences (DHISO) (cod. 137), and the Group for Educational Innovation in Didactics of Social Sciences, Languages, and Literatures in Initial Teacher Training of Early Childhood Education and Primary Education (DiCSOL), both directed by Delfín Ortega-Sánchez (University of Burgos, Spain). Likewise, it has also been carried out within the framework of the projects ‘Teach and learn to interpret contemporary problems and conflicts. What do social sciences contribute to the formation of a critical global citizenship?’ (EDU2016-80145-P), financed by the Ministry of Economy and Competitiveness (Spanish Government), and ‘Future Education and Democratic Hope. Rethinking Social Studies Education in changing times’ (PID2019-107383RB-I00), financed by the Ministry of Science and Innovation (Spanish Government).

El estudio, descriptivo-correlacional, evalúa la competencia emocional de docentes de Infantil y Primaria y de estudiantes universitarios de los Grados de Educación Infantil y Primaria. Se contó con una submuestra de 92 docentes y otra de 290 estudiantes. La competencia emocional se defi nió operacionalmente a partir de dos indicadores: meta- estados de ánimo y empatía cognitiva-afectiva. Los resultados revelan que el nivel de desarrollo en la mayoría de los componentes de la competencia emocional estudiados son superiores en quienes tienen mayor experiencia (docentes vs. estudiantes) y poseen algún grado de formación emocional, lo que indirectamente avala la modifi cabilidad de la competencia emocional.

Topics and metaphors within the system of classical rhetoric served as store-houses at times, to express ideas from the most general to the most particular, passing through an infinite number of th...

Few studies have analyzed emotional educational experiences through physical education interventions. The objective of this study was to evaluate the effects on socio-emotional competencies of a physical education intervention (i.e., the MooN program) based on the instructional model known as the sports education model (SEM), compared to a physical education intervention based on the traditional model of direct instruction (TM-DI) in preadolescents. The sample consisted of 170 students between 10 and 13 years old (mean age: M = 10.76, standard deviation: SD = 0.73). Participants were randomly assigned to the experimental group (SEM, n = 87) and the active control group (TM-DI, n = 83). In the experimental group, the SEM-based intervention was applied, while in the active control group, an intervention based on the TM-DI was developed. A quasi-experimental design with repeated pre-test and post-test measures and an active control group was used. The self-efficacy inventory for multiple intelligences (IAMI-40) was used to assess the children’s socio-emotional competencies. The child perfectionism inventory was applied to evaluate the self-demand perfectionist efforts. The results confirmed that the MooN program (SEM intervention) promoted significant improvements in socio-emotional competencies. These findings support the potential of this physical education instructional model as an emotional education pathway for the socio-emotional improvement of preadolescent students.

The dizzying life of the homeostatic intestinal epithelium is governed by a complex interplay between fate, form, force and function. This interplay is beginning to be elucidated thanks to advances in intravital and ex vivo imaging, organoid culture, and biomechanical measurements. Recent discoveries have untangled the intricate organization of the forces that fold the monolayer into crypts and villi, compartmentalize cell types, direct cell migration, and regulate cell identity, proliferation and death. These findings revealed that the dynamic equilibrium of the healthy intestinal epithelium relies on its ability to precisely coordinate tractions and tensions in space and time. In this review, we discuss recent findings in intestinal mechanobiology, and highlight some of the many fascinating questions that remain to be addressed in this emerging field.

Intestinal organoids capture essential features of the intestinal epithelium such as folding of the crypt, spatial compartmentalization of different cell types, and cellular movements from crypt to villus-like domains. Each of these processes and their coordination in time and space requires patterned physical forces that are currently unknown. Here we map the three-dimensional cell-ECM and cell-cell forces in mouse intestinal organoids grown on soft hydrogels. We show that these organoids exhibit a non-monotonic stress distribution that defines mechanical and functional compartments. The stem cell compartment pushes the ECM and folds through apical constriction, whereas the transit amplifying zone pulls the ECM and elongates through basal constriction. Tension measurements establish that the transit amplifying zone isolates mechanically the stem cell compartment and the villus-like domain. A 3D vertex model shows that the shape and force distribution of the crypt can be largely explained by cell surface tensions following the measured apical and basal actomyosin density. Finally, we show that cells are pulled out of the crypt along a gradient of increasing tension, rather than pushed by a compressive stress downstream of mitotic pressure as previously assumed. Our study unveils how patterned forces enable folding and collective migration in the intestinal crypt.

There is growing evidence that the physical properties of the cellular environment can impact cell migration. However, it is not currently understood how active physical remodeling of the network by cells affects their migration dynamics. Here, we study collective migration of small clusters of cells on deformable collagen-1 networks. Combining theory and experiments, we find that cell clusters, despite displaying no apparent internal polarity, migrate persistently and generate asymmetric collagen gradients during migration. We find that persistent migration can arise from viscoelastic relaxation of collagen networks, and reducing the viscoelastic relaxation time by chemical crosslinking leads to a reduction in migration persistence. Single cells produce only short range network deformations that relax on shorter timescales, which leads to lower migration persistence. This physical model provides a mechanism for self-generated directional migration on viscoelastic substrates in the absence of internal biochemical cues.

The purpose of this research is, on the one hand, to analyze the self-perception of future teachers of childhood education and primary education, and those studying for a master&rsquo, s degree in secondary education teacher training on their Teacher Digital Competence (TDC), as well as the potential influence of gender, country and university institution of origin in their representations. On the other hand, it seeks to analyze the perception of future teachers on the TDC of their university trainers (formative perception). In accordance with these aims, a quantitative methodology of a non-experimental nature and of a prospective cross-sectional ex post facto approach has been used. A total of 428 students from two Spanish universities and from a French university agreed to participate in the research. The results report a positive and differential self-perception by gender of the TDC acquired and unfavorable perceptions of the digital competences of their teachers. These results confirm the need to improve the technological-manipulative and didactic training of university teachers, and to adapt the teaching competences to the demands of the Information and Communication Society (ICS) and to the guidelines of the Common Digital Competence Framework.

Computational thinking (CT) is arising as a set of problem-solving skills that must be acquired by the new generations of students to fully understand and participate in our computer-based world. However, from a psychometric approach, we are still at an early stage regarding the definition and assessment of CT as a psychological variable. One way to advance in this area is to investigate whether ‘computationally talented’ students (i.e., ‘computational top thinkers’) can be detected even before learning to code; and, if so, how to teach them properly to fully develop their high-computational ability. This paper presents several empirical concatenated studies about the predictive validity of the Computational Thinking Test (CTt), which is administered on a sample of 314 middle school Spanish students ( n = 314 ). We report the predictive validity of the CTt, conducted at the beginning of the quarter, with respect to academic performance (Informatics, Mathematics, and Language) and learning analytics in a Code.org course collected at the end of the quarter. We also analyze the predictive validity of the CTt to early distinguish between ‘computational regular thinkers’ and ‘computational top thinkers’ (i.e., those who spontaneously accelerated from the ‘block-based’ programming environment of Code.org to the ‘text-based’ one of Khan Academy). Finally, we perform a case study over two of the students categorized as ‘computational top thinkers’, in which one of their coding products written in Processing JavaScript is described. Our results demonstrate that ‘computationally talented’ students can be detected in middle school, and that these subjects have the ability to accelerate in the Computer Science Education standards between 1 and 2 years compared to the regular learners. This could have major implications on the emerging computing curricula, which should take into account these individual differences in computational ability and ‘learning-how-to-code’ speed to ensure an appropriate progression for every student.

Emotional intelligence (EI) may promote wellbeing through facilitation of adaptive attentional processing patterns. In the current study, a total of 54 adults (43 females, mean age = 25 years, SD = 10 years) completed a Trait Emotional Intelligence (TEI) scale and took part in three eye-tracking tasks, where they viewed (1) faces with different emotions (happy, angry, fearful, neutral), (2) 16-face crowds with varying ratios of happy to angry faces, and (3) 4 visual scenes (physical threat, social threat, positive social, neutral). Findings showed that higher TEI was associated with more attention to positive emotional stimuli (happy faces, positive social scenes), relative to negative and neutral stimuli. An attentional preference for positive rather than negative emotional stimuli may be one way that TEI affords protection from stressors to promote mental health.

Computational thinking (CT) is being consolidated as a key set of problem-solving skills that must be developed by the students to excel in our software-driven society. However, in psychological terms, CT is still a poorly defined construct, given that its nomological network has not been established yet. In a previous paper, we started to address this issue studying the correlations between CT and some fundamental cognitive variables, such as primary mental abilities and problem-solving ability. The current work deepens in the same direction as it aims to extend the nomological network of CT with non-cognitive factors, through the study of the correlations between CT, self-efficacy and the several dimensions from the ‘Big Five’ model of human personality: Openness to Experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and some additional self-efficacy items are administered on a sample of 1251 Spanish students from 5th to 10th grade (N = 1251), and the Big Five Questionnaire-Children version (BFQ-C) is also taken by a subsample from the above (n = 99). Results show statistically significant correlations between CT and self-efficacy perception relative to CT performance (rs = 0.41), in which gender differences in favor of males are found (d = 0.42). Moreover, results show statistically significant correlations between CT and: Openness to Experience (r = 0.41), Extraversion (r = 0.30), and Conscientiousness (r = 0.27). These findings are consistent with the existing literature except for the unexpected correlation between CT and the Extraversion factor of personality, which is consequently discussed in detail. Overall, our findings corroborate the existence of a non-cognitive side of CT that should be taken into account by educational policies and interventions aimed at fostering CT. As a final contribution, the extended nomological network of CT integrating cognitive and non-cognitive variables is depicted.

We investigated possible pathways into mental illness via the combined effects of trait emotional intelligence (trait EI), mindfulness, and irrational beliefs. The sample comprised 121 psychiatric outpatients (64.5% males, mean age = 38.8 years) with a variety of formal clinical diagnoses. Psychopathology was operationalized by means of 3 distinct indicators from the Millon Clinical Multi-Axial Inventory (mild pathology, severe pathology, and clinical symptomatology). A structural equation model confirmed significant direct trait EI and mindfulness effects on irrational beliefs and psychopathology. Trait EI also had a significant indirect effect on psychopathology via mindfulness. Together, the 3 constructs accounted for 44% of the variance in psychopathology. A series of hierarchical regressions demonstrated that trait EI is a stronger predictor of psychopathology than mindfulness and irrational beliefs combined. We conclude that the identified pathways can provide the basis for the development of safe and effective responses to the ongoing mental health and overmedication crises. Key Practitioners Messages Self-perception constructs concerning one's beliefs about oneself have a major impact on the likelihood of developing psychopathological symptoms. Emotional perceptions captured by trait emotional intelligence were stronger predictors of psychopathology than either or both mindfulness and irrational beliefs in a clinical sample of adults. If the seed factors of psychopathology are mainly psychological, rather than mainly biological, and given that psychological constructs, like trait emotional intelligence, mindfulness, and irrational beliefs, are amenable to training and optimization, the findings herein provide the impetus for a much needed shift of emphasis from pharmacological to psychological treatments.

The aim of this study was to unravel the interrelated effects of trait emotional intelligence (Trait EI), mindfulness, and irrational beliefs on adolescent mental health. A random sample of students from three secondary schools in Spain and eight secondary schools in Portugal was recruited. We conducted four-step hierarchical regression analyses. We also conducted regression analyses to examine the role of mindfulness skills and catastrophizing as mediators of the link between emotional intelligence and psychosocial problems. Finally, the SPSS PROCESS computing tool was used to perform conditional process analysis (model 6). A total of 1370 adolescents from Spain (n = 591) and Portugal (n = 779) participated in this study (mean age = 14.97, SD = 1.50, range = 12&ndash, 18). The mediation analyses confirmed that adolescent mental health was determined by Trait EI directly, and by mindfulness skills and catastrophizing thoughts in an indirect way. Together, the four variables explained 44% of psychopathology, with EI being the most powerful predictor, which ratify the robust buffer role and incremental validity of Trait EI against youth mental health. The identified pathways provide keys for emotional education interventions aimed at promoting adolescent mental health.

The participation of girls and women is fundamental in solving problems that the society demands. Currently, the figures indicate a deficit of female presence in the STEM context, which implies the loss of the talent of the female collective. The school, as the transforming axis of society, must generate actions that motivate, involve and generate commitment in girls and women, enhancing their engagement in the STEM context. This paper shows two unplugged activities taken from a serial of activities implemented with elementary students and families in a digital cultural center in Madrid-Spain. The implementation is based on general objectives such as 1. To introduce and motivate interest since an early age in computer programming, 2. To develop gender dynamics that educate on gender equity to strengthen female empowerment in the STEM area. Performing the example in the roles of female gender in science, as well as transforming stereotypes with the purpose of motivate girls and adult women, without excluding the male group. The activities also seek to train Computational Thinking skills, to introduce basic computer programming concepts as well as showing that unplugged activities are important in teaching computer programming, and integrate women into the STEM area, as an important tool to reduce gender gaps. Based on our informal observations, some results were: involvement of the female collective in the construction of codes, improvement in the dynamics of gender equity in each activity and that the girls created more complex codes than males.

espanolDebido al interes que la literatura cientifica ha mostrado en la inteligencia emocional y los beneficios que esta parece aportar sobre diferentes areas de la persona, el presente trabajo realiza una recopilacion y analisis de los diferentes instrumentos de evaluacion de la inteligencia emocional capacidad hallados tras una revision selectiva de la literatura. Se analizan las propiedades psicometricas y las caracteristicas distintivas de cada uno de los instrumentos localizados teniendo en cuenta su adecuacion a la m edicion del constructo. Se concluye que, a pesar de la aparente diversidad de pruebas, el desarrollo de instrumentos de evaluacion de la inteligencia emocional capacidad con garantias psicometricas se encuentra aun en un periodo inicial. EnglishDue to the interest that the scientific literature has shown in emotional intelligence and the benefits that it seems to produce in different vital areas , this work compiles and analyses the different instruments for measuring the ability emotional intelligence found after a selective review of the literature. The psychometric properties and the distinctive features of each one of the found instruments are analysed ta king into account their adequacy to the assessment of the construct. It is concluded that, despite the apparent diversity of instruments, the development of ability emotional intelligence assessment instruments with psychometric guarantees is still in an initial period.

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.

Cell function depends on tissue rigidity, which cells probe by applying and transmitting forces to their extracellular matrix, and then transducing them into biochemical signals. Here we show that in response to matrix rigidity and density, force transmission and transduction are explained by the mechanical properties of the actin-talin-integrin-fibronectin clutch. We demonstrate that force transmission is regulated by a dynamic clutch mechanism, which unveils its fundamental biphasic force/rigidity relationship on talin depletion. Force transduction is triggered by talin unfolding above a stiffness threshold. Below this threshold, integrins unbind and release force before talin can unfold. Above the threshold, talin unfolds and binds to vinculin, leading to adhesion growth and YAP nuclear translocation. Matrix density, myosin contractility, integrin ligation and talin mechanical stability differently and nonlinearly regulate both force transmission and the transduction threshold. In all cases, coupling of talin unfolding dynamics to a theoretical clutch model quantitatively predicts cell response.

In this study, the authors analyzed the relationship between emotions and the construction of identities, particularly national identity. We reviewed the current debate on the role of emotions and feelings in people’s actions and in the configuration of their worldviews and practical actions. The world is witnessing a revival of ideologies that seemed to have been definitively banished from human thought and political action in the 20th century; however, it is being proved not only that they have survived and grown, but that they are also widely disseminated through networks and have come to shape the thinking of the many people who use them when deciding the future of their societies and how they want them to be governed. The growth of populism is based on emotions and on the most extremely nationalistic discourses. We analyzed, first of all, the influence of emotions on the perception of social reality and on the construction of historical and social knowledge. Next, we focused on the implications that emotions have had on the teaching of history and on the results of an international exploratory selection of particularly relevant research. Finally, as a conclusion, we suggest some ideas for the search of a balance that considers the weight of reason and emotion in the teaching and learning of history.

Vertebrates have evolved the most sophisticated nervous systems we know. These differ from the nervous systems of invertebrates in several ways, including the evolution of new cell types, and the emergence and elaboration of patterning mechanisms to organise cells in time and space. Vertebrates also generally have many more cells in their central nervous systems than invertebrates, and an increase in neural cell number may have contributed to the sophisticated anatomy of the brain and spinal cord. Here we study how increased cell number evolved in the vertebrate central nervous system, investigating the regulation of cell proliferation in lampreys as basally-diverging vertebrate, and focusing on the spinal cord because of its relatively simple anatomy. Markers of proliferating cells show that a medial proliferative progenitor zone is found throughout the lamprey spinal cord. We show that inhibition of Notch signalling disrupts the maintenance of this proliferative zone. When Notch signalling is blocked progenitor cells differentiate precociously, the proliferative medial zone is lost, and differentiation markers activate throughout the medial-lateral axis of the spinal cord. Comparison to other chordates suggests that the emergence of a persistent Notch-regulated proliferative progenitor zone in the medial spinal cord of vertebrate ancestors was a critical step for the evolution of the vertebrate spinal cord and its complexity.Summary statementVertebrates develop nervous systems with numerous cells. Study of cell proliferation in the lamprey nervous system links this to a medial proliferation zone regulated by Notch signalling, a vertebrate innovation.

This study examines the role of the stress state dimensions of Engagement, Distress, and Worry before and during a divergent thinking (DT) task, while controlling for trait emotional intelligence (trait EI). The sample consisted of 175 university students in Technical and Natural Sciences, Social Sciences and Arts. Trait EI factors (Wellbeing, Emotionality, Sociability, and Self-control) correlated positively with Engagement (pre- and within-task), and negatively with Distress (pre- and within-task) and Worry (pre-task). Regression of DT scores showed incremental validity of post-task stress state dimensions over trait EI and pre-task stress state dimensions, whereby the individual predictors were Distress (negative) and Engagement (marginal and positive). Finally, ANOVAs revealed that within-task Distress scores were associated with high DT in the Arts group, but low DT in the other groups. From the results, a possible task-to-state as well as state-to-performance relationship is inferred, and the domain specificity of the affect-creativity relationship is discussed. Implications for the educational settings and the study and assessment of these two constructs are presented.

El Carro de combate(CC.) Leopardo 2E, es el principal vehículo de las unidades acorazadas del ejército español. Este vehículo, cuyo precio ronda los 11 millones de euros, requiere de una gran preparación por parte de las tripulaciones para que estas saquen el máximo provecho de sus capacidades. La tripulación de un CC. se compone de un jefe de vehículo (Oficial o Suboficial), un conductor, un tirador y un cargador, provenientes de Tropa. Mediante ejercicios de tiro, de simulación y actividades de Instrucción y Adiestramiento, estas tripulaciones pueden ir adquiriendo niveles que certifiquen su experiencia operando el carro de combate. Además, los niveles de preparación se adquieren tanto de forma individual como conjunta sin que estos tengan por qué ser los mismos, es decir, el nivel de la tripulación puede ser básico, pero individualmente un tirador puede estar certificado como tirador avanzado. En la actualidad, existen dos sistemas diferentes de adiestramiento de tripulaciones de CC., uno proveniente de MADOC (Mando de Adiestramiento y Doctrina) y otro creado por FUTER (Fuerza Terrestre). Mediante un estudio del sistema actual de certificación de niveles de las tripulaciones de los CC. Leopardo 2E y su posterior evaluación, se propondrán modificaciones del mismo que mejoren las características del propio sistema mediante dos caminos: solucionando las carencias más relevantes que este pueda mostrar, como la duplicidad que presenta el sistema y proponiendo otras adicionales para mejorar la eficiencia a la hora de certificar al personal.

This study tested whether trait emotional intelligence (TEI) measures of narrow bandwidth predict perception of facial emotion, using two tasks: identification of microexpressions of emotion and controlled visual search for target emotions. A total of 129 undergraduates completed multiple scales for TEI, as well as cognitive ability, personality, and stress measures. TEI was associated with a reduced stress response, but failed to predict performance on either task, contrary to the initial hypothesis. However, performance related significantly to higher cognitive intelligence, subjective task engagement, and use of task-focused coping. Individual differences in attentional resources may support processing of both emotive and non-emotive stimuli.

This paper investigates the relationship between trait emotional intelligence (trait EI) and the Big Five factors, the Big Two and the Big One (i.e., General Factor of Personality; GFP). Comprehensive measures of trait EI (TEIQue) and the Big Five (NEO-PI-R) were applied to a sample of 289 university students (170 female). As expected by the trait EI theory, part of the construct’s variance was explained by a linear combination of the Big Five, while a distinct oblique trait EI factor was isolated in the Big Five factor space, in line with previous research. Trait EI positively correlated with the Big Two, namely Alpha/Stability and Beta/Plasticity. Finally, correlations between trait EI and the GFP were higher than those between GFP and the Big Five factors from which it was extracted. In addition, when GFP was extracted from the joint data set combining the Big Five factors of the NEO-PI-R and the dimensions (factors or facets) of the TEIQue, the highest loadings came from the latter, not from the former. Findings support the view that trait EI is a broad personality trait integrated into multi-level personality hierarchies and the idea that trait EI can be considered as a proxy of the GFP.

Computational thinking (CT) is being considered as a key set of problem-solving skills to be acquired by the new generations of digital citizens and workers in order to thrive in a computer-based world. However, from a psychometric point of view, CT is still a poorly defined psychological construct: there is no full consensus on a formal definition of CT or how to measure it; and its correlations with other psychological constructs, whether cognitive or non-cognitive, have not been completely established. In response to the latter, this paper aims to study specifically the correlations between CT and the several dimensions from the 'Big Five' model of human personality: Conscientiousness, Openness to Experience, Extraversion, Agreeableness, and Neuroticism. To do so, the Computational Thinking Test (CTt) and the Big Five Questionnaire-Children version (BFQ-C) are administered on a sample (n = 99) of Spanish students from 5th to 10th grade. Results show statistically significant correlations between CT and: Openness to Experience (r = 0.41), Extraversion (r = 0.30), and Conscientiousness (r = 0.27). These results are partially consistent with the literature about the links between cognitive and personality variables, and corroborate the existence of a non-cognitive side of CT. Hence, educational interventions aimed at fostering CT should take into account these non-cognitive issues in order to be comprehensive and successful.

Resumen tomado de la publicación En este estudio se investiga la opinión del profesorado sobre la importancia que concede a la formación docente en atención a la diversidad y sobre el grado en el que desearía contar con una mejor formación en atención a la diversidad. Para ello, cuenta con una muestra incidental de 181 docentes de Infantil y Primaria (44 son hombres y 137 mujeres) con una edad media de 38,78 (DT= 8.97). Mediante una escala diseñada ad hoc (ENFAD) se evaluó, por un lado, la importancia concedida a diferentes temas de formación sobre atención a la diversidad; y por otro, el grado de necesidad de formación percibida sobre cada uno de estos temas. También se evaluó el nivel de inteligencia emocional (IE) del profesorado mediante el cuestionario TEIQue-SF. En cuanto a resultados, los docentes consideraron de alta importancia todos los temas de formación en atención a la diversidad y reconocieron una moderada necesidad de formación en los mismos. Los docentes de Primaria expresaron mayores valoraciones en necesidades de formación que los docentes de Infantil. Los docentes con alta IE mostraron un mayor reconocimiento de la importancia de la formación en atención a la diversidad que sus colegas con niveles bajos de IE. Por último, este estudio replica parcialmente otros previos con muestra a nivel nacional, al tiempo que extiende la investigación al explorar por primera vez las relaciones entre la IE del profesorado y su valoración de la importancia de la formación en atención a la diversidad y de sus necesidades de formación al respecto. Madrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; SRPPIDE@madrid.org ESP

This study investigated the association between two creativity indicators: Divergent Thinking (DT) and Creative Personality (CP), and key aspects of cognitive ability, personality (Big Five), and trait emotional intelligence (trait EI or trait emotional self-efficacy). The sample consisted of 175 Spanish undergraduates and recent graduates from three university subject domains: Technical & Natural Sciences, Social Sciences, and Arts. Cognitive ability was found to bear little relationship to either index of creativity. In contrast, strong relationships were demonstrated between personality traits, including trait EI, and creativity, some of which varied significantly across subject domains. Results suggest that future research will have to pay particular attention to individual differences in the affective parts of the personality realm that are comprehensively captured by the construct of trait EI.

El artículo pretende analizar la discutida transposición en la Comunidad Autónoma de Galicia de la Directiva 2006/123/CE (DS), a través de la Ley nº 7/2009, de 22 de diciembre, de modificación de la Ley nº 10/1988, de 20 de julio, de ordenación del comercio interior de Galicia, cuyo art. 6º exige para la apertura de cualquier establecimiento “comercial” licencia de apertura o actividad, con independencia de sus dimensiones, características, producto y/o carácter “inocuo” de la actividad comercial, situación que no ha sido enmendada por la reciente Ley 1/2010, de 11 de febrero, ómnibus de Galicia; contraviniendo el carácter excepcional de la “autorización previa”, determinado por la citada DS y por la legislación básica estatal de transposición (Leyes nº 17 y 25/2009). Realiza, asimismo, un breve estudio comparado sobre la normativa de transposición por parte de las diversas Comunidades Autónomas, efectuando una mayor referencia a Cataluña, al haber dictado distintas medidas “liberalizadoras” en la apertura de establecimientos comerciales.

This study investigated the trait emotional intelligence (trait EI or trait emotional self-efficacy) profiles of 512 students from five university faculties: technical studies, natural sciences, social sciences, arts, and humanities. Using the Trait Emotional Intelligence Questionnaire, it was hypothesised that (a) social sciences would score higher than technical studies in Emotionality, (b) arts would score higher than technical studies in Emotionality, (c) arts would score lower than technical studies in Self-control, and (d) there would be an interaction between gender and faculty, whereby female students would score higher than male students within the social sciences only. Several other exploratory comparisons were also performed. Results supported hypotheses (a), (b), and (d), but not hypothesis (c), although the differences were in the predicted direction.

Emotional intelligence (EI) refers to competencies in processing and managing emotion that may be important in security settings; facial emotions may betray criminals and terrorists. This study tested the hypothesis that high EI relates to superior detection and processing of facial emotion, in relation to two tasks: controlled visual search for designated facial emotions, and identification of micro-expressions of emotion. Participants completed scales for EI, as well as cognitive intelligence, personality, and coping. EI failed to predict performance on either task, contrary to the initial hypothesis. However, performance related to higher cognitive intelligence, the personality trait of openness, and use of task-focused coping. These measures related to faster visual search, and to greater accuracy in detecting facial micro-expressions. Practical considerations suggest selecting security agents who are high in conventional rather than emotional intelligence, and training use of task-focused coping. However, EI may be useful for selecting stress-tolerant agents.

This paper presents a comprehensive investigation of the criterion and incremental validity of trait emotional intelligence (trait EI or trait emotional self-efficacy), which is defined as a constellation of emotion-related self-perceptions and dispositions located at the lower levels of personality hierarchies (Petrides & Furnham, 2001). In Studies 1 and 2 (N � /166 and 354, respectively) trait EI is shown to be related to measures of rumination, life satisfaction, depression, dysfunctional attitudes, and coping. Most relationships remained statistically significant even after controlling for Big Five variance. In Study 3 (N � /212) trait EI is shown to be related to depression and nine distinct personality disorders. Most relationships remained significant, even after controlling for positive and negative affectivity (mood). It is concluded that trait EI has a role to play in personality, clinical, and social psychology, often with effects that are incremental over the basic dimensions of personality and mood.

A general trait of cell monolayers is their ability to exert contractile stresses on their surroundings. The scaling laws that link such contractile stresses with the size and geometry of constituent cells remain largely unknown. In this Letter, we show that the active tension of an epithelial monolayer scales linearly with the size of the constituent cells, a surprisingly simple relationship. The slope of this relationship defines an active tensile modulus, which depends on the concentration of myosin and spans more than 2 orders of magnitude across cell types and molecular perturbations.

Este trabajo presenta la adaptación y validación española del Cuestionario Sociométrico Guess Who 4 (GW4) (Mavroveli, Petrides, Sangareau, & Furnham, 2009), que evalúa la reputación social en el contexto del grupo-aula, fundamentado en la técnica de evaluación por pares de Coie & Dodge (1988). La muestra se compone de 668 alumnos de tercero a sexto de Educación Primaria, y edades comprendidas entre 7-13 años (M= 9.6, DT= 1.11). Se analizan las correlaciones del GW4 con problemas emocionales y de conducta infantil, y rendimiento académico, en función del sexo. Los resultados avalan la fiabilidad y validez criterial del instrumento para la evaluación breve de la competencia social, con fines de investigación o de aplicación en la práctica de la evaluación psicoeducativa y la orientación psicopedagógica.

Introduccion. Recientemente se ha advertido que los ninos con trastorno por deficit de atencion/hiperactividad (TDAH) muestran algun deficit en su competencia o inteligencia emocional, en concreto, en su capacidad de reconocimiento emocional. Pacientes y metodos. Se presenta una revision sistematica de la literatura cientifica referente al reconocimiento emocional de expresiones faciales en ninos con TDAH con el objeto de establecer o descartar la existencia de deficits emocionales como disfunciones primarias en dicho trastorno y, en su caso, el tamano del efecto de las diferencias con ninos de desarrollo normal o neurotipico. Resultados. Los resultados desvelan lo reciente del interes sobre el asunto y la limitada informacion al respecto. A pesar de que no hay acuerdo total, la mayor parte de los estudios evidencia que el reconocimiento emocional de expresiones faciales esta afectado en los ninos con TDAH, y estos se muestran significativamente menos precisos que ninos pertenecientes a grupos control en el reconocimiento de emociones comunicadas a traves de expresiones faciales. Una parte de estos estudios realiza comparaciones en el reconocimiento de diferentes emociones discretas, y se observa en los ninos con TDAH una tendencia a la mayor dificultad para el reconocimiento de emociones negativas, principalmente ira, miedo y asco. Conclusiones. Estos resultados tienen implicaciones directas para el diagnostico educativo y clinico del TDAH, y para la intervencion educativa con ninos con TDAH, a quienes la educacion emocional podria suponerles una ventajosa ayuda.

In this investigation we studied the criterion validity of 3 competing measures of emotional intelligence (EI) through two studies using data from two independent samples of 120 and 250 High School students. Criterion variable was previous academic performance (AP) at the end of Primary Education as well as in the 3rd course of Secondary Education. The pattern of results was pretty similar in Studies 1 and 2. Both Ability EI and Trait EI showed positive and significant correlations with AP across the most of the subjects. Both predictors explained around 10% of the variance in previous AP. In Study 2, the STEU-ASF showed stronger convergent validity than the MSCEIT concerning cognitive intelligence (Gf and Gc), and the TEIQue-ASF showed incremental validity over and above cognitive intelligence in the prediction of AP in Language and Foreign Language, but not in the prediction of Maths.