Tailoring the morphological, chemical, and physical properties of vanadium oxides (VOx) is crucial to optimize their performance in current and future applications. The present contribution proposes a new route to obtain VOx nanofibers with different V 4+ /V 5+ ratios and crystallinity. The method involves the exclusive electrospinning of water-free NH 4 VO 3 -saturated solutions including a reductant. Subsequent air-annealing under suitable conditions yields vanadium oxide fibers of 20–90 nm diameter and 10–50 m 2 /g surface area. The presence of the reductant gives rise to VOx nanofibers with a considerable proportion of V 4+ . Then, the right choice of the calcination heating rate and temperature permits to modify the V 4+ /V 5+ ratio as well as the crystalline phase and crystallite size of the fibers. With the proposed methodology, long-range continuous single-phase orthorhombic V 2 O 5 and monoclinic V 3 O 7 nanofibers are obtained.
Educational and PsychologicalMeasurement 70(5) 808 -824 AbstractHope is a motivational/cognitive attribute that is theoretically necessary to initiate and sustain action toward goal attainment. The Herth Hope Scale (HHS) not only appears to tap into some of the same Agency and Pathways content of the commonly used Adult Hope Scale developed by Snyder et al. but also contains some more spiritual and social support-oriented content as well as more optimism content. The purpose of the current study was the development and initial psychometric evaluation of a Spanish-language version of the HHS, using a Latino sample. The study participants were 315 college students from a private university in Lima, Peru. Both first-order and a hierarchical, second-order factor analyses were conducted, yielding evidence of a theoretically salient four-factor structure similar to that found with the English version. Internal consistency of scores on the total and factor-analytically derived subscales were found to be satisfactory. It was concluded that the Spanish-language translation of the HHS appears to yield psychometrically sound scores and should have utility for studies of hope in Spanish-speaking samples.
ResumenEn este artículo se analizan algunos anclajes teóricos del Modelo para el Desarrollo y Evaluación de Competencias Académicas. Inicialmente se revisa el concepto de competencias y sus posibilidades de trasladarlo a momentos de práctica docente y de evaluación de competencias. Específicamente, se abordan conceptos relacionados con competencias y competencias docentes. De los dos dispositivos que el modelo integra, aquí se aborda el de evaluación de competencias docentes, concebido como un momento más de su desarrollo y se proponen estrategias e instrumentos centrados en la evaluación auténtica de competencias docentes que permitan evaluar profesores en procesos de formación centrados en sus producciones. Dentro del modelo, se destaca al portafolio docente como una estrategia para la formación y evaluación de profesores y como un dispositivo de práctica reflexiva que contribuye a los procesos de formación y evaluación de competencias docentes. Palabras clave: competencias, competencias docentes, evaluación de competencias docentes, portafolio docente. Assessment of Teaching Skills in the DECA Model: Theoretical Anchors AbstractThis article discusses some theoretical anchors of the Model for Development and Assessment of Academic Skills. It initially reviews the concept of skills and the possibility of going to moments of teaching practice and skill assessment. It specifically addresses concepts related to skills and teaching skills. We herein address one of the two devices included in the model: the assessment of teaching skills, conceived as one more moments of their development; strategies and tools are proposed focused on an authentic assessment of teaching skills to evaluate teachers in their training processes, focusing on their productions. Within this model, the Teaching Portfolio is stressed as a strategy to train and evaluate teachers.
A través del presente trabajo se dan a conocer los resultados parciales de una investigación realizada en Santiago de Chile, acerca de los cambios en los procesos pedagógicos, en un grupo de estudiantes de la Carrera de Pedagogía en Educación Básica de la Universidad Academia de Humanismo Cristiano. Esta investigación, financiada por Fondecyt, pretendía explorar tres aspectos fundamentales en los procesos de cambio de los docentes: la identidad del profesor/a, el aprender y enseñar y los procesos de comunicación.
Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.
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