Limitations on the human capital transferability of adult migrants in Spain: Incentive or barrier for a new investment in education?     

Jacobo Muñoz-Comet  María Miyar-Busto 《European Journal of Education》2018,53(4):586-599

Many empirical studies on immigrant integration document the benefits of an education acquired in the country of destination. In this article; we study how the degree of human capital transferability affects an immigrant's chances of studying in Spain. We used data from the Spanish Labour Force Survey (2008–2015) for a sample of adults aged 18–55 who had left the educational system. The main findings show that natives are the ethnic group with the highest likelihood of re-enrolling in education. Amongst immigrants, those with fewer limitations on human capital transferability also invest more. These results question the predictions of the Immigrant Human Capital Investment model which expect that immigrants whose human capital depreciates upon arrival and those who can obtain a higher return on a new investment in education are therefore more likely to study. Moreover, the effect of skill transferability differs depending on the type of obstacle and the kind of education. Immigrants with less linguistic and cultural familiarity with the host country are less likely to undertake non-formal education than formal education. However, when the transferability obstacles are related to administrative requirements and legal restrictions, the probability of investing in non-formal education is higher. We conclude that immigrants with low skill transferability are not only less well integrated in the labour market upon arrival, but are also less able to redress that disadvantage through a new investment in education.  相似文献   

Media Accountability and Journalists: To Whom Do Spanish Professionals Feel Responsible?     

María-Ángeles Chaparro-Domínguez  Juan-Carlos Suárez-Villegas  Ruth Rodríguez-Martínez 《Journalism Practice》2020,14(7):812-829

ABSTRACT

This paper analyses to whom Spanish journalists feel responsible. To achieve this objective, we sent out a survey to Spanish journalists to ascertain their opinion on this question. The journalists’ point of view was then compared with that of the general public though six focus groups consisting of Spanish citizens from six cities in Spain (Barcelona, Castellón, Madrid, Sevilla, Mondragón and Santiago de Compostela). Lastly, five in-depth interviews were conducted with journalism experts (e.g., directors of professional journalist associations). The main results show that the journalists feel particularly responsible to their conscience, the journalism code of ethics and their sources. The citizens, in contrast, believe that journalists should be responsible to the audience. We contextualised the Spanish finding in the European context by comparing our results with those derived from a study among European journalists.  相似文献   

Blind spot detection using vision for automotive applications     

José BARRIGA 《浙江大学学报(A卷英文版)》2008,9(10):1369-1372

This paper describes a vision-based system for blind spot detection （BSD） in intelligent vehicle applications. A camera is mounted in the lateral mirror of a car with the intention of visually detecting cars that are located in the so-called blind spot and cannot be perceived by the vehicle driver. The detection of cars in the blind spot is carried out using computer vision techniques, based on optical flow and a double-stage data clustering technique for robust vehicle detection.  相似文献   

Guest Editorial     

Keith Jones  Ángel Gutiérrez  Maria Alessandra Mariotti 《Educational Studies in Mathematics》2000,44(1-3):1-3

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Going to action? A literature review on educational proposals in formal Environmental Education     

Mercedes Varela-Losada  Pedro Vega-Marcote  Uxío Pérez-Rodríguez  María Álvarez-Lires 《Environmental Education Research》2016,22(3):390-421

The current state of the planet’s environmental deterioration calls for formal educational contexts to implement effective environmental proposals which nurture action competence. The aim of this paper is to examine the educational proposals in formal contexts that have been published in the two research journals of greatest impact on Environmental Education during the period 2008–2013, and to analyse how they contribute to the development of action competence. Special attention is paid to research (i) based on real participation by students; (ii) promotes reflection on the complexity of environmental issues; (iii) facilitates critical thinking; (iv) encourages autonomous and responsible decision-making and (v) involves communities. Our results show that these approaches can help improve the development of action-focused environmental education and bring to light a series of challenges for future research.  相似文献   

Spain: The decision-making process in educational reform     

Álvaro Marchesi 《Prospects》1997,27(4):549-558

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User's Approaches to Information Gathering and Processing     

MAREK CIGÁNIK 《European Journal of Engineering Education》1987,12(2):189-194

The paper explains how the engineer may process effectively the information flows coming to him from many sources. The contribution is a prerequisite for building personalised and field-oriented intelligent database mediators. The technique used is based on a particular attitude closed to the natural language structure and called the orientation semantics. According to this attitude, the natural text has an implicit faced structure recognisable by a metaknowledge processor. According to this technique the engineer may measure his knowledge enrichment.  相似文献   

Validating the Narrative Reflection Assessment Rubric (NARRA) for reflective narratives in higher education     

Ángel Alsina  Jordi Colomer 《Assessment & Evaluation in Higher Education》2019,44(1):155-168

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Hard Cash and Soft Skills: Experimental Evidence on Combining Scholarships and Mentoring in Argentina     

Alejandro Ganimian  Felipe Barrera-Osorio  María Loreto Biehl  María Ángela Cortelezzi 《Journal of research on educational effectiveness》2020,13(2):380-400

Abstract

We evaluate a long-standing program run by one of the largest education foundations in Argentina that offers scholarships and nonacademic mentoring to secondary school students. We randomly assigned 408 grade 6 students within 10 public schools in the Province of Buenos Aires to either receive the program throughout secondary school or not to receive it. After three years, the program improved students’ academic behaviors (e.g., studying before an exam or catching up on missed work), but we find little evidence that these changes translated into broader improvements in students’ academic mindsets (e.g., self-beliefs about performance and efficacy), perseverance (e.g., grit), or learning strategies (e.g., metacognition). The program also improved students’ performance in school during the first year (e.g., grades, attendance, and passing rates), but we do not find similar gains in subsequent years. This may be due to a large share of treatment students being expelled from the program for not meeting its requirements. The program did not improve student learning or personality traits (e.g., conscientiousness). Finally, we find some heterogeneous effects for female students and students from low-income families.  相似文献   

Salamanca 1994-2019: there is still a long way to Latin America     

Álvaro Marchesi 《International Journal of Inclusive Education》2019,23(7-8):841-848

ABSTRACT

This article analyses the progresses and challenges in education in Latin America since the Salamanca World Conference on Special Needs Education. The main advances have been in the access to education of a greater number of students derived from a higher public expenditure. The challenges that still exist can be summed up through insufficient educational quality, especially with regard to the situation of teachers and the infrastructure of schools. It’s difficult to collect appropriate, rigorous and accurate data for special needs education. The article concludes by pointing out the importance of rebuilding three bridges to move faster in the inclusive process: first, a political bridge to agree on the improvement of the educational budget during the next decade; a social and cultural bridge that supports attitudes of citizens in favour of diversity and inclusion; and finally, an educational bridge with two fundamental pillars: education of infant and young children and training and professional development for teachers.  相似文献