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Artificial Intelligence (AI) brings enormous opportunities into learning, teaching, and assessment processes. Among them, it is convenient to explore its ability to channel students' creativity, which is described as a basic competence in the training of people with both the OECD and the recent Spanish LOMLOE law pointing to the need to foster it in educational settings. In this context, the objective of this research is to explore the creative potential of prospective elementary school teachers related to storytelling, via a project including the rational use of AI generative tools. A combination of qualitative and quantitative instruments was used to get insight on the implications of those AI tools in the creative process and to gain understanding on the concerns of prospective teachers about AI at both their training and future teaching practice. The results show the potential of AI from an educational point of view, specially in self-assessment and co-evaluation processes, since it allows confronting not only the result of the creative task, but also the process itself by reflecting on the asked questions. Finally, the importance of continuing research on the ability to ask questions (a creative skill in itself) in the new context of AI is discussed.

From the theoretical basis of the ecology of learning and inclusive pedagogy, this article explores the activities, resources and interactions practised by 25 Spanish teachers in compulsory secondary education. This qualitative study involved semi-structured and individual interviews. A progressive analysis of the data was carried out using an inductive system of categories and codes. The results show that the activities were varied and all of them put students at the centre of the teaching-learning process. The resources that stood out were technologies and peer support. Interactions were characterised by the need to nurture affection and get to know and motivate students. This paper concludes that these practices can help other teachers, school management teams, counsellors and teacher training centres to rethink the meaning of "diversification of learning" and to transform the curriculum from a more just, democratic and inclusive perspective.

This paper explores the experiences of 14 inclusive STEM faculty members from five Spanish universities who taught students with disabilities. Their students with disabilities nominated them for having contributed to their success in their degrees. The article presents part of a larger qualitative study comprising individual interviews with faculty members. Data were analysed through an inductive system of categories and codes. The results show what the faculty did when they knew they had students with disabilities studying their subjects, how they valued their experiences with disability and what recommendations they would make to other colleagues regarding how to be more inclusive. The conclusions suggest that, in order to respond to diversity, faculty must be well-informed and well-trained, contact the disability office and plan the lectures in a proactive and accessible way, making reasonable adjustments. The experiences of these inclusive professionals can help other members of the university community to perceive disability as an opportunity to improve teaching practices, learn how to help their students with disabilities and design educational practices for all.

Discussions on the educational potential of school football range from its social acceptance to the pedagogically desirable lessons that can be drawn from it. The aim is to understand the process of institutionalisation in school football and the main formative challenges it entails. An ethnographic multiple case study is presented. The sample consists of 101 schoolchildren of ages six and seven in the autonomous community of La Rioja, Spain. Participant observation, over the course of one academic year, is supplemented by images, interviews and digital social networks to incorporate 21 teachers, 10 coaches and families. The results reveal the construction of an allegorical field among children as they embark upon their path of institutionalisation, with the naivety of their spontaneous play giving way to a form of regulated execution. Institutionalised play exceeds children's developmental resources. The study promotes an effective adaptation of the game, as well as the prioritisation of pedagogical actions that are complementary to school.

Through the voices of 100 Spanish teachers from Early Childhood, Primary, Secondary and Higher Education who carry out inclusive practices, this study explores the recommendations of these professionals for other colleagues to be inclusive. We conducted a qualitative multicase study using semi-structured interviews. The data were analysed through an inductive category and coding system. The findings are presented based on four topics: teacher planning, methodologies, ethical and emotional competences, and training. The results show similarities and differences between the guidelines given at different educational levels. This research provides practical lessons and it highlights that it is possible to be inclusive at any educational stage.

This article explores the beliefs of 25 Spanish primary education teachers who develop inclusive pedagogy when planning and implementing actions for all students. We used a qualitative methodology and the data were gathered through semi-structured and in-depth interviews. We analysed the data using an inductive coding system. The results revealed the beliefs of the participants about diversity and inclusive education, their professional self-concept, how they understood learning and their beliefs about their self-efficacy as teachers. These teachers showed a humanistic perspective that welcomes diversity and they felt responsible for the presence, learning, happiness and success of all their students.

This work proposes a line of innovation to implement possible uses for the e-portfolio in higher education. We present an initial framework for analysis with attention to three main arguments: the validity of the interest of the e-portfolio for higher education in light of the current challenges posed by the knowledge society; the relevance of complex change management within organisations such as universities; and the identification of critical elements in the relevant literature concerning experiences similar to the case analysed here. The milestones for the line of innovation include six projects and three teacher training courses. Once data had been gathered in the respective assessment phases for each milestone by means of document analysis techniques (e-portfolios, teaching materials, usage statistics), questionnaires, discussion groups, in-depth interviews, and self-assessments (responsible academics, teachers, and students), a global analysis of the whole line was conducted from a complex approach to the problems of teaching change and innovation. A technological, political and cultural reading of innovation reveals emerging problems to reconsider: the attainment of deep learning; the standardisation of academic tutoring; the formation of learning and practice communities; the reconceptualisation of the e-portfolio as a personal learning environment; and the transformation of the university institution as a learning organisation. The premature condition of higher education to deal with the change in the teaching paradigm and the urgency to revisit its innovation policies to overcome it stand out among the critical conclusions of this study.

The number of people with disabilities who study at university is rising. Previous studies have revealed that it is not enough simply to provide these students with access to university, it is also important to guarantee their retention and success. This article explores participants' actions and their appraisals of their teaching practice in relation to disability in campus-based education. The study was conducted with 19 Spanish faculty members from the Health Sciences who were nominated by their students with disabilities for having contributed to their inclusion. We carried out a qualitative study based on individual, in-depth, semi-structured interviews. We analysed the data progressively, using a system of categories and codes. The results section outlines the actions taken by faculty members upon learning that they were going to be teaching a student with disabilities, analysing what specific measures they took in accordance with the type of disability in question, and what they found most rewarding and most difficult or unpleasant about their experience with these students in the classroom. The study concludes that the voices of these faculty members may encourage other colleagues to rethink their actions in the classroom and engage in more inclusive practices.

This article describes the beliefs, knowledge, designs and actions of primary education teachers who carry out inclusive pedagogy. We gathered the data using two semi-structured interviews. Twenty-five primary education teachers participated in the study, from eleven Spanish urban public schools. The results covered four topics: beliefs, knowledge, designs and actions for the learning of all students. We observed that teachers who apply inclusive pedagogy believe in the richness of diversity, use a student-centred learning approach, consider the affective and emotional aspects of learning, and base their teaching on active methodologies. This study provides examples of "good teachers" who may inspire others.

Background: There is a growing interest in investigating attitudes towards science and views of Nature of Science among elementary grade students in terms of gender, cultural backgrounds, and grade level variables. Purpose: The purpose of this study is to examine the attitudes toward science and views of Nature of Science among Spanish students, Spanish students of gypsy ethnicity and second-generation Spanish students with east-European heritage, and to determine if their attitudes are related to their views of Nature of Science. Sample: Data for this study was gathered from seven elementary schools in Spain, forming a convenience sample of 149 students enrolled from 2nd to 5th grade. Design and Methods: The Nature of Science Instrument (NOSI) and an adaptation of the Test of Science Related Attitudes scale (TOSRA) were used. Follow-up structured interviews were performed with 15 participants. Results: Regarding gender, boys had better attitudes toward Science than girls but more naïve views of the empirical Nature of Science. In relation to cultural background, second generation Spanish students with east-European heritage reported significantly better attitudes toward Science than Spanish students and Spanish students of gypsy ethnicity. No differences in Nature of Science views were found. Concerning grade level, third graders had more positive attitudes toward Science than fifth and sixth graders and more informed views of the tentative Nature of Science. Finally, no relation between Nature of Science views and attitudes towards Science were identified. Conclusion: This study stress the need to address the steady decline in positive attitude toward Science and to improve students' views of Nature of Science from early elementary grades, and to use gender and culturally inclusive science teaching strategies.

This study analyzed the internal structure of the Runco Ideational Behavior Scale (RIBS) in a sample of 116 Spanish-speaking individuals. The characteristics of the items and the structural relationship with the construct were analyzed. The results supported a 2-factor model and showed good discrimination. The reliability of the scores was satisfactory for group and individual descriptive purposes. The application of hierarchical modeling seemed to justify a second order dimension, but showed little variance. The results obtained are discussed and an interpretation of the findings is proposed. The RIBS can be an adequate and relevant instrument in Spanish sample to measure creativity.

In the last few years, in an attempt to further motivate students to learn a foreign language, there has been an increasing interest in task-based teaching techniques, which emphasize communication and the practical use of language, thus moving away from the repetitive grammar-translation methods. Within this approach, the significance of situating foreign language learners in scenarios where they can meaningfully learn has become a major priority for many educators. This approach is particularly relevant in the context of teaching foreign languages to young children, who need to be introduced to a new language by means of very concrete vocabulary, which is facilitated by the use of objects that they can handle and see. In this study, we investigate the benefits of using wearable and Internet-of-Things (IoT) technologies in streamlining the creation of such realistic task-based language learning scenarios. We show that the use of these technologies will prove beneficial by freeing the instructors of having to keep records of the tasks performed by each student during the class session. Instead, instructors can focus their efforts on creating a friendly environment and encouraging students to participate. Our study sets up a basis for showing the great benefits of using wearable and IoT technologies in streamlining 1) the creation of realistic scenarios in which young foreign language learners can feel comfortable engaging in chat and becoming better prepared for social interaction in a foreign language, and 2) the acquisition and processing of performance metrics.

Schools the world over are being transformed by growing numbers of immigrant-origin children. As schools face the challenge of educating linguistically, culturally, and racially diverse students, globalization imposes yet another set of demands on education. In this article we examine the varied pathways taken by immigrant-origin children. We outline some of the most critical contributors shaping their transition to new countries with a specific focus on education and schooling and explore some promising practices in a variety of national contexts and domains of immigrant life. (Contains 1 figure, 3 tables and 1 footnote.)

Summary: We used a large population-based health care database to determine the impact of common co-morbidities on hip fracture risk amongst elderly men. We demonstrated that diabetes, chronic obstructive pulmonary disease, renal failure, HIV infection, dementia, and cerebrovascular disease are independent predictors of hip fracture, as is a Charlson score of ≥3. Introduction: Risk factors for hip fractures in men are still unclear. We aimed to identify common co-morbidities (amongst those in the Charlson index) that confer an increased risk of hip fracture amongst elderly men. Methods: We conducted a population-based cohort study using data from the SIDIAP database. SIDIAP contains primary care and hospital inpatient records of a representative 30 % of the population of Catalonia, Spain (>2 million people). All men aged ≥65 years registered on 1 January 2007 were followed up until 31 December 2009. Both exposure (co-morbidities in the Charlson index) and outcome (incident hip fractures) were ascertained using ICD codes. Poisson regression models were fitted to estimate the effect of (1) each individual co-morbidity and (2) the composite Charlson index score, on hip fracture risk, after adjustment for age, body mass index, smoking, alcohol drinking, and use of oral glucocorticoids. Results: We observed 186,171 men for a median (inter-quartile range) of 2.99 (2.37-2.99) years. In this time, 1,718 (0.92 %) participants had a hip fracture. The following co-morbidities were independently associated with hip fractures: diabetes mellitus, chronic obstructive pulmonary disease (COPD), renal failure, HIV infection, dementia, and cerebrovascular disease. A Charlson score of ≥3 conferred an increased hip fracture risk. Conclusion: Common co-morbidities including diabetes, COPD, cerebrovascular disease, renal failure, and HIV infection are independently associated with an increased risk of hip fracture in elderly men. A Charlson score of 3 or more is associated with a 50 % higher risk of hip fracture in this population. [ABSTRACT FROM AUTHOR]

Copyright of Archivo de Prehistoria Levantina is the property of Museu de Prehistoria de Valencia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Avances en PsicologÍa Latinoamericana is the property of Colegio Mayor de Nuestra Senora del Rosario and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Cardiología (18855857) is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Cardiología (18855857) is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract: Spain, has a National Health System where Primary and Secondary (outpatient, hospital) care are accessible free of charge for all population. The prevalence of diabetes has risen from 6% in the 1990s to higher than 10% in 2007. In the 1990s, family physicians (FPs) have become the reference physician for diabetic patients. Each FP has on their patients list about 100–150 type 2 diabetic patients that are attended for routine care. In 2006 a National Strategy for Prevention, Diagnosis and Treatment of Diabetes has been initiated. In 2008 the programme will be evaluated. [Copyright &y& Elsevier]

In the context of economic crisis, it is necessary to drive changes in the productive model towards a smart society. Particularly in urban areas, the Smart City movement has become an agent for change to help fight the loss of competitiveness and unemployment. Literature review shows that there is little regarding the generation of knowledge and entrepreneurial activity in the context of a smart city and in Spain in particular. This study contributes to filling this gap. We start by identifying the potential sources of entrepreneurial opportunities that a medium-sized smart city may offer based on the Knowledge Spillover Theory of Entrepreneurship. We then provide empirical evidence that the Smart City label has positively influenced the effective creation of new businesses. To this end, we examine 44 Spanish Smart City initiatives included and classified in the Smart City Index according to their smartness level. Our results confirm the relation between the Smart City label and the entrepreneurship rate. Moreover, they allow us to present some relevant considerations and implications concerning the maturing process of Smart City initiatives. These considerations are of particular interest for those agents involved in the smart city entrepreneurial ecosystem. • The article discusses the role of Smart City as generator of new entrepreneurial initiatives. • We have analyzed forty-four Spanish cities which have the Smart City label. • Our results confirm the relationship between the Smart City label and the entrepreneurship rate. • From the results, a set of recommendations to local government are given. [ABSTRACT FROM AUTHOR]

We examined the serum concentrations of leptin in a homogeneous group of 52 postmenopausal Mediterranean women, calculating body fat mass distribution by waist-to-hip circumference ratio (WHR) and other anthropometric measurements. Significant correlations were found between leptin and weight (r=0.59), Body Mass Index (BMI) (r=0.56), Conicity Index (CI) (r=0.49) and all circumferences measured: chest (r=0.55), waist (0.61) and hip (r=0.65), but not between leptin and WHR. Leptin levels does not seem to be influenced by fat mass distribution (android or gynoid type) while weight gain over life appears to be related with the hormone concentration when menopausal status is well established.

Objectives: To know the percentage of patients with nonrheumatic atrial fibrillation treated with anticoagulants as an approach to the effectiveness of the prophylactic treatment of stroke., Design: Multicenter observational study., Setting: Six primary health centers from Barcelona., Participants: 465 patients with the diagnosed of AF were selected during the second semester of 1996. Patients that had suffered a hemorrhagic stroke, or with mitral stenosis, or with a prosthetic valve, or had hyperthyroidism, or receiving anticoagulant therapy were excluded., Measurements and Main Results: 299 patients (64%) were finally included for the analysis. 15.8% of the patients were treated with acenocoumarin, and 35.4% were treated with aspirin. The percentage of patients treated improved for high risk patients (higher than 50%)., Conclusions: The percentage of patients with nonrheumatic AF treated with acenocoumarin or aspirin is low, and physicians might be reluctant to use them because of bleeding complications, compliance with the treatment, or problems of accessibility.

The work factors involved in physicians' mental workload were analysed. The study settings were 116 physicians (general practitioners, paediatricians and residents in family programmes working in out-patient clinics) (Primary Health Care Centres) in Spain. The questionnaire used measured the mental workload and the work activity over a period of 5 days. The mental workload covered seven dimensions: mental effort, physical effort, difficulty, priority, modify standards of visit, overlap, and stress. Its Cronbach's alpha coefficient was 0.80. The mental workload correlated positively with all variables measuring the workload activity. However, when the multiple regression analysis (stepwise met) was assessed, only the number of room visits, the referrals by nurse to physician, the room emergencies, the level of administrative tasks, the patients with complex pathologies, and the workload adequacy remained significant. The physicians' years of experience did not correlate with mental workload. The influence of diverse work activities in each of the mental workload dimensions was investigated. We conclude that the number of patient visits and organizational factors determine physicians' mental workload.