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The article aims to identify whether the expression of senior adolescents’ national identity at the cognitive, emotional and connotative levels, as well as its formation, is dependent on gender. Seeking to reveal the possible influence of gender on the national identity, the significance of the contemporary social gender theory, when gender depends on the subjective choice of an individual, as well as the relevance of theories that do not question biological, psychological, and social gender differences, are highlighted. The data obtained during the conducted research allow stating that the expression of the national identity of adolescents differs between the genders at the cognitive, emotional, and connotative levels, and the factors that contribute to building up of the national identity to a large extent do not differ from one gender to the other.

The cognitive level of students in practical subjects is influenced by various external and internal factors. Cognitive is one of the important elements for students towards the achievement of better skills. The need to strengthen the cognitive level among TVET students has become a priority in the field of education. Effective pedagogical approach should focus on increasing culinary students’ understanding of plating technique. Therefore, the objective of this study is to identify culinary student’s experience using digital platform for plating technique activities, to identify cognitive level of students to understand plating techniques through digital menu design and identify the suitability of culinary students to learn plating techniques digitally. The 63 students from the culinary program who enrolled in practical course. The survey design applied to conduct the research and set of questionnaires as instrument for data collection. The dimension measures are student’s experience, student’s cognitive level and suitability of learning with digital platform. The results of this study show that teaching using digital design for practical classes is an effective teaching that is expected to improve students' cognitive levels and indirectly improve student achievement. Hence, the digital menu design concept perhaps could be applied in other learning content and alternative teaching method in culinary program.

In antiquity, gold was perceived as an important medication with various  favorable health effects. In an important book of Tao entitled Bauputz, the  author, Hung Kir (283–363 ad) stated: “ingest gold to live a gold-like  longevity”. These days, gold leaf, flake, or dust can be found adorning or  being added to a variety of dishes and drinks. However, its sole function is  that of a decorative accent. Gold, in all of its various medicinal forms, is  considered to be the most potent component of many distinct herbo-mineral  combinations in Ayurveda medicine. In pediatric populations, the usage of  gold is recommended right from birth, in conjunction with honey and ghee;  this process is known as Jatakarma in Ayurveda, while in the neonate and  above age group, to promote health, strength, longevity, etc., Lehana is  advised. Suvarnprashan is the name given to the practice of ingesting Suvarn  Bhasma together with a mixture of Rasyana and Balya medicines on a regular  basis for an extended period of time. Regular use of Suvarnprashan fosters  the child's overall growth. In addition to preventing infections, illnesses, and  allergic reactions, it has a good influence on the child's immune system.  Suvarnprashan may accelerate the development of the brain, the central  nervous system, and the generation of high-quality neurons, so that the future  cognitive abilities of the child will be exceptional.&nbsp

El estudio analiza si existen diferencias en los niveles de creatividad de los adolescentes en función del género, del nivel cognitivo y del curso académico respectivamente. La muestra se compone de 670 adolescentes (edades entre 12 y 16 años). El análisis factorial de la variable creatividad de los datos reportó dos factores diferenciados: pensamiento divergente (aglutina los componentes creativos de fluidez, flexibilidad y originalidad) y elaboración. En la variable aptitud intelectual se establecieron tres grupos de inteligencia (baja, media y alta). En relación a los resultados, no se encontraron diferencias estadísticamente significativas entre géneros para el pensamiento divergente pero sí en el factor elaboración a favor de las chicas lo que indicaría nivel sensiblemente mayor de desarrollo, complejidad y detalle de una producción o idea. No se hallaron diferencias en función del nivel intelectual para el factor de pensamiento divergente y sí en el factor de elaboración a favor de los grupos de mayor capacidad intelectiva, lo que apoyaría en parte la independencia de los constructos de creatividad e inteligencia. Por último, la variable de curso nos muestra un decrecimiento del pensamiento divergente y la elaboración conforme se avanza en la ESO, salvo que este último factor presentará un cénit en el último curso de la enseñanza obligatoria., The study analyzes whether there are differences in the levels of creativity of adolescents according to gender, cognitive level and academic course respectively. The sample consists of 670 adolescents (ages 12 to 16). The factorial analysis of the variable creativity reported two differentiated factors: divergent thinking (fluency, flexibility and originality components) and elaboration. In the intellectual aptitude variable, three intelligence groups were established (low, medium and high). In relation to the results, no statistically significant differences were found between genders for divergent thinking but in the elaboration factor in favor of the girls, which would indicate a significantly higher level of development, complexity and detail of a production or idea. No differences were found depending on the intellectual level for the divergent thinking factor. In the elaboration factor were found differences in favor of groups with greater intellectual capacity, which would partly support the independence of the constructs of creativity and intelligence. Lastly, the course variable shows a decrease in divergent thinking and the elaboration of progress in ESO, except that this last factor will present a zenith in the last year of ESO.

The study analyzes whether there are differences in the levels of creativity of adolescents according to gender, cognitive level and academic course respectively. The sample consists of 670 adolescents (ages 12 to 16). The factorial analysis of the variable creativity reported two differentiated factors: divergent thinking (fluency, flexibility and originality components) and elaboration. In the intellectual aptitude variable, three intelligence groups were established (low, medium and high). In relation to the results, no statistically significant differences were found between genders for divergent thinking but in the elaboration factor in favor of the girls, which would indicate a significantly higher level of development, complexity and detail of a production or idea. No differences were found depending on the intellectual level for the divergent thinking factor. In the elaboration factor were found differences in favor of groups with greater intellectual capacity, which would partly support the independence of the constructs of creativity and intelligence. Lastly, the course variable shows a decrease in divergent thinking and the elaboration of progress in ESO, except that this last factor will present a zenith in the last year of ESO., El estudio analiza si existen diferencias en los niveles de creatividad de los adolescentes en función del género, del nivel cognitivo y del curso académico respectivamente. La muestra se compone de 670 adolescentes (edades entre 12 y 16 años). El análisis factorial de la variable creatividad de los datos reportó dos factores diferenciados: pensamiento divergente (aglutina los componentes creativos de fluidez, flexibilidad y originalidad) y elaboración. En la variable aptitud intelectual se establecieron tres grupos de inteligencia (baja, media y alta). En relación a los resultados, no se encontraron diferencias estadísticamente significativas entre géneros para el pensamiento divergente pero sí en el factor elaboración a favor de las chicas lo que indicaría nivel sensiblemente mayor de desarrollo, complejidad y detalle de una producción o idea. No se hallaron diferencias en función del nivel intelectual para el factor de pensamiento divergente y sí en el factor de elaboración a favor de los grupos de mayor capacidad intelectiva, lo que apoyaría en parte la independencia de los constructos de creatividad e inteligencia. Por último, la variable de curso nos muestra un decrecimiento del pensamiento divergente y la elaboración conforme se avanza en la ESO, salvo que este último factor presentará un cénit en el último curso de la enseñanza obligatoria.

El estudio analiza si existen diferencias en los niveles de creatividad de los adolescentes en función del género, del nivel cognitivo y del curso académico respectivamente. La muestra se compone de 670 adolescentes (edades entre 12 y 16 años). El análisis factorial de la variable creatividad de los datos reportó dos factores diferenciados: pensamiento divergente (aglutina los componentes creativos de fluidez, flexibilidad y originalidad) y elaboración. En la variable aptitud intelectual se establecieron tres grupos de inteligencia (baja, media y alta). En relación a los resultados, no se encontraron diferencias estadísticamente significativas entre géneros para el pensamiento divergente pero sí en el factor elaboración a favor de las chicas lo que indicaría nivel sensiblemente mayor de desarrollo, complejidad y detalle de una producción o idea. No se hallaron diferencias en función del nivel intelectual para el factor de pensamiento divergente y sí en el factor de elaboración a favor de los grupos de mayor capacidad intelectiva, lo que apoyaría en parte la independencia de los constructos de creatividad e inteligencia. Por último, la variable de curso nos muestra un decrecimiento del pensamiento divergente y la elaboración conforme se avanza en la ESO, salvo que este último factor presentará un cénit en el último curso de la enseñanza obligatoria., The study analyzes whether there are differences in the levels of creativity of adolescents according to gender, cognitive level and academic course respectively. The sample consists of 670 adolescents (ages 12 to 16). The factorial analysis of the variable creativity reported two differentiated factors: divergent thinking (fluency, flexibility and originality components) and elaboration. In the intellectual aptitude variable, three intelligence groups were established (low, medium and high). In relation to the results, no statistically significant differences were found between genders for divergent thinking but in the elaboration factor in favor of the girls, which would indicate a significantly higher level of development, complexity and detail of a production or idea. No differences were found depending on the intellectual level for the divergent thinking factor. In the elaboration factor were found differences in favor of groups with greater intellectual capacity, which would partly support the independence of the constructs of creativity and intelligence. Lastly, the course variable shows a decrease in divergent thinking and the elaboration of progress in ESO, except that this last factor will present a zenith in the last year of ESO.

Some research analyzing interaction in the classroom identifies the cognitive level of questions, because it is one of the main strategies implemented by teachers in the classroom for constructing knowledge. This research was aimed to evaluate if the content type (theoretical and experimental) in the generated discourse at four courses from the Psychology mayor had an influence on the questions asked by teachers, as well as on their cognitive. The results show differences in the cognitive level of questions, as analysis related question are used in greater proportion at courses with a social studies approach., Algunas investigaciones que analizan la interacción en el salón de clases, identifican el nivel cognitivo de las preguntas, debido a que es una de las principales estrategias implementadas por los profesores durante las clases para la construcción del conocimiento. Esta investigación tuvo como propósito evaluar si el tipo de contenido (social y experimental) en el discurso generado en cuatro materias de la carrera de Psicología influye en las preguntas realizadas por alumnos y profesores, así como el nivel cognitivo de éstas. Los resultados ponen en evidencia diferencias en cuanto al nivel cognitivo de las preguntas ya que en las clases de contenido social se utilizan en mayor proporción las preguntas de análisis

Bazex-Dupré-Christol syndrome (BDCS) [OMIM 301845] is an X-linked dominant disorder of the hair follicle characterized by multiple basal cell carcinomas, follicular atrophoderma, congenital hypotrichosis, and hypohidrosis. Additional features include multiple milia, trichoepitheliomas, and axillary hidradenitis suppurativa as well as a variety of other symptoms. Some patients with a diagnosis of BDCS have had poor school performance. But no other associated psychopathological disorders have been described in the literature. We describe the neuropsychological characteristics and the co-occurring psychopathological disorders in an Italian family (brother and sister, and their mother) affected by BDCS. The BDCS phenotype in this family was characterized by hypotrichosis, atrophoderma follicularis, milia, and trichoepitheliomas. No basal cell carcinomas were documented. At neuropsychological assessment the three affected family members all had a borderline cognitive level. Other identified psychopathological disorders included attention deficit hyperactivity disorder, executive deficits, academic difficulties, deficits in lexical skills, and internalizing problems. The presence of cognitive impairment in the three family members affected by BDCS suggests that cognitive impairment may be associated with the syndrome. It may be useful to assess neuropsychological performance in patients with BDCS to identify possible associated neuropsychological disorders.

The competition between objects that roll on a ramp is an activity used frequently in the basic levels to challenge students' previous ideas. From the perspective of the study of the dynamics of rotating objects, this is to show to the students the effect of the distribution of mass on their movement in order that the students infer or discover that an object with lower rotational energy will win the race. On the other hand, it is to highlight that the acceleration of rolling objects does not depend on their radios and their masses. In this work, a critique of the approach the textbooks have on this problem is presented and the ideas, students revealed as predictions in an activity of Predict - Observe - Explain, are reported. Students only made use of their previous ideas related to friction, mass and weight. They were essentially unable to identify the distribution of mass as a decisive cause in the movement of different rolling objects (inserted rings competing with another parallel ring and a ring with an inserted cylinder)., La competencia entre objetos que ruedan por una rampa es una actividad usada frecuentemente en los niveles básicos para desafiar las ideas previas de los estudiantes. Desde la perspectiva del estudio de la dinámica de rotación de objetos, se trata de hacer evidente a los estudiantes el efecto de la distribución de la masa en su movimiento y que los estudiantes infieran o descubran que el objeto con menor energía rotacional ganará la carrera. Por otra parte, se trata de evidenciar que la aceleración de objetos rodantes no depende de sus radios y sus masas. En este trabajo, se hace una crítica sobre el planteamiento del problema en los libros de textos y se reportan las ideas que los estudiantes formulan como sus predicciones en una actividad tipo Predecir - Observar - Explicar. Los estudiantes sólo hicieron uso de sus ideas previas relacionadas con fricción, masa y peso. Fundamentalmente, ellos no fueron capaces de identificar la distribución de la masa como causa determinante en el movimiento de diferentes objetos rodantes (los aros insertados compitiendo con otro aro paralelo y un aro llevando un cilindro).

The competition between objects that roll on a ramp is an activity used frequently in the basic levels to challenge students' previous ideas. From the perspective of the study of the dynamics of rotating objects, this is to show to the students the effect of the distribution of mass on their movement in order that the students infer or discover that an object with lower rotational energy will win the race. On the other hand, it is to highlight that the acceleration of rolling objects does not depend on their radios and their masses. In this work, a critique of the approach the textbooks have on this problem is presented and the ideas, students revealed as predictions in an activity of Predict - Observe - Explain, are reported. Students only made use of their previous ideas related to friction, mass and weight. They were essentially unable to identify the distribution of mass as a decisive cause in the movement of different rolling objects (inserted rings competing with another parallel ring and a ring with an inserted cylinder)., La competencia entre objetos que ruedan por una rampa es una actividad usada frecuentemente en los niveles básicos para desafiar las ideas previas de los estudiantes. Desde la perspectiva del estudio de la dinámica de rotación de objetos, se trata de hacer evidente a los estudiantes el efecto de la distribución de la masa en su movimiento y que los estudiantes infieran o descubran que el objeto con menor energía rotacional ganará la carrera. Por otra parte, se trata de evidenciar que la aceleración de objetos rodantes no depende de sus radios y sus masas. En este trabajo, se hace una crítica sobre el planteamiento del problema en los libros de textos y se reportan las ideas que los estudiantes formulan como sus predicciones en una actividad tipo Predecir - Observar - Explicar. Los estudiantes sólo hicieron uso de sus ideas previas relacionadas con fricción, masa y peso. Fundamentalmente, ellos no fueron capaces de identificar la distribución de la masa como causa determinante en el movimiento de diferentes objetos rodantes (los aros insertados compitiendo con otro aro paralelo y un aro llevando un cilindro).

The competition between objects that roll on a ramp is an activity used frequently in the basic levels to challenge students' previous ideas. From the perspective of the study of the dynamics of rotating objects, this is to show to the students the effect of the distribution of mass on their movement in order that the students infer or discover that an object with lower rotational energy will win the race. On the other hand, it is to highlight that the acceleration of rolling objects does not depend on their radios and their masses. In this work, a critique of the approach the textbooks have on this problem is presented and the ideas, students revealed as predictions in an activity of Predict - Observe - Explain, are reported. Students only made use of their previous ideas related to friction, mass and weight. They were essentially unable to identify the distribution of mass as a decisive cause in the movement of different rolling objects (inserted rings competing with another parallel ring and a ring with an inserted cylinder)., La competencia entre objetos que ruedan por una rampa es una actividad usada frecuentemente en los niveles básicos para desafiar las ideas previas de los estudiantes. Desde la perspectiva del estudio de la dinámica de rotación de objetos, se trata de hacer evidente a los estudiantes el efecto de la distribución de la masa en su movimiento y que los estudiantes infieran o descubran que el objeto con menor energía rotacional ganará la carrera. Por otra parte, se trata de evidenciar que la aceleración de objetos rodantes no depende de sus radios y sus masas. En este trabajo, se hace una crítica sobre el planteamiento del problema en los libros de textos y se reportan las ideas que los estudiantes formulan como sus predicciones en una actividad tipo Predecir - Observar - Explicar. Los estudiantes sólo hicieron uso de sus ideas previas relacionadas con fricción, masa y peso. Fundamentalmente, ellos no fueron capaces de identificar la distribución de la masa como causa determinante en el movimiento de diferentes objetos rodantes (los aros insertados compitiendo con otro aro paralelo y un aro llevando un cilindro).

Certaines recherches récentes sur l’universalité morale partent de l’idée que nos jugements moraux sont composés d’intuitions morales (réactions immédiates, non réfléchies) et de rationalisations morales (constructions intellectuelles destinées à donner des justifications socialement acceptables à nos actions). Elles aboutissent à la conclusion que l’universalité morale existe seulement au niveau intuitif. Dans cet article, L’objectif est de montrer que cette hypothèse n’est pas justifiée, en concentrant mon attention sur le problème des intuitions relatives à l’extension du domaine de l’éthique. Dans l’état présent du débat, il n’y a aucun argument décisif en faveur de l’universalité de ces intuitions morales, ni même en faveur de la distinction entre intuitions et rationalisations morales qui est à la base de ces analyses empiriques de l’universalité morale. En conclusion, l’universalité morale n’est pas empirique mais normative., Recent research on universal morality starts from the idea that our moral judgments are made of moral intuitions (immediate, non reflexive, reactions) and moral rationalizations (intellectual constructs built in order to produce socially acceptable justifications for our actions). They end up claiming that universal morality exists only at the intuitive level. In this paper, my aim is to show that this assumption is not grounded, by focusing on the problem of our intuitions concerning the extension of the ethical domain. In the present state of the debate, there are no good reasons to believe that these intuitions are universal. Even the dichotomy between moral intuitions and rationalizations, which grounds these empirical analyses of universal morality, might be questioned. My general conclusion is that moral universality is normative, not empirical., Algunas investigaciones recientes sobre la universalidad moral parten de la idea que nuestros juicios morales están compuestos por intuiciones morales (reacciones inmediatas, sin reflexionar) y de racionalizaciones morales (construcciones intelectuales que ofrecen justificaciones socialmente aceptables de nuestras acciones). Dichas investigaciones llegan a la conclusión de que la universalidad moral existe solamente a un nivel intuitivo. En este artículo, nuestro objetivo es mostrar que ésta hipótesis no se justifica, y concentramos nuestra atención en el problema de las intuiciones relacionadas con la ampliación del campo de ética. En el estado actual del debate, no hay ningún argumento decisivo en favor de la universalidad de esas intuiciones morales, ni siquiera en favor de la distinción entre intuiciones y racionalizaciones morales, que constituye la base de los análisis empíricos de la universalidad moral. Nuestra conclusión general es que la universalidad moral no es empírica sino normativa.