Search

Introduction: In Chile the first case of COVID-19 was diagnosed on March 3, 2020 and on the eighteenth of the same month the president decreed state of catastrophe, so that classes at school and university level went from the presence to the virtuality. The present study aims to know the level of satisfaction of the virtual classes of the students of Physical Education. Methodology: Quantitative, non experimental, transversal. The sample consisted of 542 students of Physical Education from different study houses in Chile. The Satisfaction scale online classes was adapted and validated. Results: there are significant differences comparing theoretical and practical subjects, with theoretical chairs being better valued. Differences were also found by sex, where males have a more negative perception about virtual classes and when comparing by course, freshmen have a more positive perception about virtual classes in relation to higher courses. Conclusions: there is a resistance on the part of students to virtual classes in Physical Education, because, although significant differences were found between the theoretical and practical subjects, values were always around 3 on a scale of 1 to 5. Future research with other variables such as physical activity, stress levels and strategies for the teaching of Virtual Physical Education are necessary. (English) [ABSTRACT FROM AUTHOR], Introducción: En Chile el primer caso de COVID-19 fue diagnosticado el tres de marzo del 2020 y el día dieciocho del mismo mes el presidente decreto estado de catástrofe, por lo que las clases a nivel escolar y universitario pasaron de la presencialidad a la virtualidad. El presente estudio tiene como objetivo conocer el nivel de satisfacción de las clases virtuales de los estudiantes de Educación Física. Metodología: Cuantitativa, no experimental, transversal. La muestra estuvo constituida por 542 alumnos de Educación Física de diferentes casas de estudio de Chile. Se adaptó y validó la escala Satisfacción clases online. Resultados: existen diferencias significativas comparando las asignaturas teóricas y prácticas, siendo mejor valoradas las cátedras teóricas. También se encontraron diferencias por sexo, donde los varones poseen una percepción más negativa sobre las clases virtuales y al comparar por curso, los alumnos de primer año poseen una percepción más positiva sobre las clases virtuales en relación con los cursos superiores. Conclusiones: existe una resistencia por parte de los alumnos a las clases virtuales en la Educación Física, pues, si bien se encontraron diferencias significativas entre las asignaturas teóricas y prácticas, los valores siempre estuvieron alrededor de 3 en una escala de 1 a 5. Se hacen necesarias futuras investigaciones con otras variables como actividad física, niveles de estrés y estrategias para la enseñanza de la Educación Física virtual.

El objetivo de la presente investigación fue conocer el nivel de satisfacción de las clases online de los estudiantes de Pedagogía en Educación Física de una Universidad privada de Santiago de Chile en el contexto de pandemia y comparar dichos niveles según sexo y año en curso de la carrera. Para ello se aplicó una adaptación del cuestionario de Satisfacción de Recio y Cabero a 216 estudiantes (43,1% de damas y 56,9% de varones). Los resultados mostraron mayores porcentajes de satisfacción en las asignaturas teóricas en comparación con las asignaturas prácticas. Al comparar por sexos sólo se observaron diferencias significativas en un ítem relacionado con las fechas de entregas de trabajos en asignaturas teóricas, donde los varones mostraron mayores niveles de satisfacción. Al comparar por cursos, los estudiantes de 4° y 5° año presentaron niveles de satisfacción más bajos que los estudiantes de primer año, situación que se dan en las asignaturas teóricas y prácticas. Se concluye que las asignaturas online practicas presentan niveles de satisfacción menores que las teóricas y los estudiantes de primeros años están más satisfechos con las clases online en relación con los estudiantes de últimos años de la carrera.

The objective of this study was to analyze appropriation of science and, based on this, to propose the design of contextualized didactic units through problem-based learning (PBL). This work is part of a qualitative research through a case study design carried out from the analysis of the classroom context, with a self-evaluation exercise performed with 32 eleventh grade students from a public education institution in the Colombian Caribbean, in addition to interviews with eight of their natural science teachers. The findings of this research show that most of the students are unaware of the importance of scientific competences, which is evidenced in a low level of appropriation when learning the concept of ‘human influence on the dynamics of ecological populations’. Similarly, teachers declare little use of teaching methodologies and strategies that favor the learning and development of scientific competencies. Therefore, the implementation of a didactic proposal related to the design of didactic units under the PBL approach is suggested for the teaching of natural sciences., El objetivo del presente estudio fue analizar la apropiación de la ciencia y con base a ello proponer el diseño de unidades didácticas contextualizadas mediante el aprendizaje basado en problemas (ABP). Este trabajo se enmarca en un tipo de investigación cualitativa, mediante un diseño de estudio de caso, realizado a partir del análisis del contexto del aula, con un ejercicio de autoevaluación de 32 estudiantes del grado undécimo de una institución educativa pública del Caribe colombiano, además de entrevistas a ocho docentes de Ciencias Naturales de esta institución educativa. Los hallazgos de esta investigación muestran que la mayor parte de los estudiantes desconoce la importancia de las competencias científicas, lo cual se evidencia en un bajo nivel de apropiación del aprendizaje del concepto de “influencia humana sobre la dinámica de las poblaciones ecológicas”. De igual forma, los docentes declaran poco manejo de metodologías y estrategias didácticas que favorezcan el aprendizaje y el desarrollo de competencias científicas. Por lo tanto, se sugiere la implementación de una propuesta didáctica relacionada con el diseño de unidades didácticas bajo el enfoque ABP para la enseñanza de las Ciencias Naturales.

Because of climate change, wildfire events have increased in the semi-arid ecosystems of the world. In this context, it is necessary to count with efficient tools for the rehabilitation or restoration of those systems. Plant propagation is crucial to obtain plants for rehabilitation programs, and it becomes a limiting factor in the success of those initiatives. For this, it is necessary to know how relevant factors affect seed germination in plants of interest. Peumus boldus is a dominant plant species of the Mediterranean area of Chile that has been severely affected by wildfire events. Consequently, in this investigation, the joint effect of pre-germination treatments such as epicarp and mesocarp removal with the use of gibberellic acid on the germination of semimature fruits of P. boldus was studied. The results show that only the removal of the epicarp and the mesocarp had a significant effect on seed germination, reaching a proportion of 51.4%, which is the highest value reported so far in a published study with a controlled setting for P. boldus. Therefore, to obtain a high proportion of P. boldus plantlets for use in rehabilitation programs; seeds should be collected in December and exposed to the pre-germination treatment of pericarp and mesocarp removal without using gibberellic acid in doses lower than or equal to 10 g L-1.

Text in computer readable format of the 7 books of the volume dedicated to the province of Burgos of the Monumental Catalogue of Spain written by Narciso Sentenach (1927).Using Transkribus, specific Handwriting Text Recognition models have been trained to recognize this author's spelling and are available on the online platform (Sentenach_v3). After automatic transcription, the text was manually revised.The transcriptions were carried out by Raquel Liceras-Garrido, Alba Comino and Patricia Murrieta-Flores under the project “Goodbye reading glasses: a Machine Learning experiment on handwriting documents”, funded by the Faculty of Arts and Social Sciences and the Digital Humanities Hub of Lancaster University (UK).

Text in computer readable format of the 8 books of the volume dedicated to the province of Soria of the Monumental Catalogue of Spain written by Juan Cabré (1916-1917).Using Transkribus, specific Handwriting Text Recognition models have been trained to recognize this author's spelling and are available on the online platform (Cabre_v3). After automatic transcription, the text was manually revised.The transcriptions were carried out by Raquel Liceras-Garrido, Alba Comino and Patricia Murrieta-Flores under the project “Goodbye reading glasses: a Machine Learning experiment on handwriting documents”, funded by the Faculty of Arts and Social Sciences and the Digital Humanities Hub of Lancaster University (UK).

Text in computer readable format of the 2 books of the volume dedicated to the province of Avila of the Monumental Catalogue of Spain written by Manuel Gómez-Moreno (1900-1901).Using Transkribus, specific Handwriting Text Recognition models have been trained to recognize this author's spelling and are available on the online platform (Gomez-Moreno_v1). After automatic transcription, the text was manually revised.The transcriptions were carried out by Raquel Liceras-Garrido, Alba Comino and Patricia Murrieta-Flores under the project “Goodbye reading glasses: a Machine Learning experiment on handwriting documents”, funded by the Faculty of Arts and Social Sciences and the Digital Humanities Hub of Lancaster University (UK).

This article reports on the 4th ACM SIGSPATIAL Workshop on Geospatial Humanities, held in conjunction with the 28th ACM SIGSPATIAL International Conference on Advances in Geographic Information Systems. The article outlines the objectives of the workshop, and briefly describes the technical program.

This article reports on the 3rd ACM SIGSPATIAL Workshop on Geospatial Humanities, held in conjunction with the 27th ACM SIGSPATIAL International Conference on Advances in Geographic Information Systems. The article outlines the objectives of the workshop, and briefly describes the technical program.

The DECM Historical Gazetteer is a digital gazetteer of historical places in Mexico available in different formats and built from detailed research. This includes a 16th century version (The DECM 16th Century Gazetteer) with the toponyms mentioned in primary sources including the Relaciones Geográficas (1577-1585) and the Suma de Visitas de los Pueblos de la Nueva España (1548-1550), as well as information on the political, religious and administrative units of the Viceroyalty of New Spain. The gazetteer is composed of 71 main files with geographic information of colonial provinces, alcaldias, corregimientos, diocesis, among many others, as well as thousands of historical cities, towns, villages, and other places. This is integrated in an interoperable model containing thousands of historical locations with alternative spelling place-name variations. The dataset also includes 30 tables with additional historical information related to toponyms, languages, repositories, maps, etc.There are two versions of the DECM Historical Gazetteer: 1) The DECM Gazetteer, and 2) The DECM_16thC_Gazetteer.This is the 16th Century DECM Gazetteer. This version constitutes a subset of the main DECM Historical Gazetteer, including only the toponyms that were mentioned in the the Suma de Visita de los Pueblos and the RG reports, providing a precise window into the period when these were recorded (1548-1550/1577-1585). This dataset contains: the toponyms with coordinates, mentioned and disambiguated for each RG volume and the Suma; plus, the 30 geographical layers and 32 tables as explained above, as well as the DECM Gazetteer Registry.Content:1. DECM_16thCentury_Gazetteer_RGs: Contains 11 shapefiles (points) with historical geographies. They have been created identifying all the toponyms mentioned in the historical documents within the edited volumes of the Relaciones Geográficas de la Nueva España and Yucatán published by Acuña, De la Garza, and the Suma de Visita de los Pueblos by Del

The DECM Corpus is a digital corpus of the texts of Relaciones Geográficas de Nueva España (the Geographic Reports of New Spain) with different versions, including a machine ready version, a gold standard annotated dataset, and an automatically annotated version ready for text mining and machine learning experiments.

The DECM Corpus is a digital corpus of the texts of Relaciones Geográficas de Nueva España (the Geographic Reports of New Spain) with different versions, including a machine ready version, a gold standard annotated dataset, and an automatically annotated version ready for text mining and machine learning experiments.This version contains a sample of the RGs manually annotated by multiple researchers with the software of our industry partner, Tagtog. This corpus has been used to carry out the NLP and ML experiments and the files are available in JSON and TSV format. These files are composed by texts and annotations. This is also accompanied by the DECM ontology which provides an explanation of the entities and labels produced. This corpus can be used for further experimentation with Artificial Intelligence methods.

This article introduces an ongoing Digital Humanities project aimed at leveraging the benefits of Natural Language Processing, Corpus Linguistics, Machine Learning, and Spatial Analysis for advancing the computational analysis of vast historical corpora. As a case study, the project concentrates on the Relaciones Geográficas de la Nueva España (1577–1585), one of the key corpora for understanding the early colonial period of Mexico. Using a computer–assisted methodology called Geographical Text Analysis (GTA), the project offers automatic means for parsing historical texts and the markup of words referring both to place names (toponyms) and analytical concepts that are then linked to their geographic locations. Adding geospatial intelligence to the parsing of texts allows exploring hidden geographies and narratives in the historic corpus. The article provides a general overview of the corpus, describes the GTA methodology step by step, and reports on the progress achieved so far.