ResumenEl objetivo de este artículo es demostrar los efectos positivos de la implementación de un programa para desarrollar la competencia emocional en alumnos de primer curso de educación primaria. Para ello se ha tomado como población a alumnos de colegios públicos de la ciudad de Badajoz durante el curso 2012-2013, seleccionando una muestra de 78 alumnos de entre 5 y 7 años, divididos en grupo experimental y grupo control. El procedimiento metodológico seguido se centra en un enfoque cualitativo con dos técnicas de recogida de datos: test sociométrico de amistad y una Escala de Inteligencia Emocional. Se ha diseñado e implementado un programa de inteligencia emocional con los alumnos del grupo experimental, midiendo antes y después de la intervención el nivel de competencia emocional y las relaciones sociales del grupo-clase. Del mismo modo, se han tomado mediciones de la competencia emocional y grado de relaciones sociales de los alumnos del grupo control, que no participó de la intervención. Los resultados demuestran que el programa fue eficiente para incrementar la inteligencia emocional de los alumnos que componen el grupo experimental, mejorando con ésta el grado de amistad y las relaciones sociales del grupo-clase.Palabras clave: desarrollo emocional y afectivo, estudiantes, enseñanza primaria, inteligencia emocional Abstract The aim of this article is to demonstrate the positive effects of the implementation of a program to develop emotional competence in first year students of primary education. This population has been taking as public school students in the city of Badajoz during the course 2012-2013, selecting a sample of 78 pupils aged between 5 and 7 years, divided into experimental group and control group. The methodological procedure focuses on a descriptive-interpretative approach with two data collection techniques: sociometric test and test emotional intelligence. Designed and implemented a program of emotional intelligence with students in the experimental group, measured before and after the intervention the level of emotional competence and social relations of the class group. Similarly, measurements were taken of the degree of emotional competence and social relations of the students in the control group, which did not participate in the intervention. The results show that the program was effective to increase the emotional intelligence of students that make up the experimental group improved with it the degree of friendship and social relations of the class group.Keywords: emotional and affective development, students, primary education, emotional intelligence En el contexto escolar los alumnos se enfrentan diariamente a situaciones en la que tienen que recurrir al uso de las habilidades emocionales para adaptarse de forma adecuada a la escuela, así como para adaptarse al mundo cambiante en el que vivimos, no siendo suficiente con la información y la formación intelectual y en competencias

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Cloud computing systems are rapidly evolving toward multicloud architectures supported on heterogeneous hardware. Cloud service providers are widely offering different types of storage infrastructures and multi-NUMA architecture servers. Existing cloud resource allocation solutions do not comprehensively consider this heterogeneous infrastructure. In this study, we present a novel approach comprised of a hierarchical framework based on genetic programming to solve problems related to data placement and virtual machine allocation for analytics applications running on heterogeneous hardware with a variety of storage types and nonuniform memory access. Our approach optimizes data placement using the Hadoop File System on heterogeneous storage devices on multicloud systems. It guarantees the efficient allocation of virtual machines on physical machines with multiple NUMA (nonuniform memory access) domains by minimizing contention between workloads. We prove that our solutions for data placement and virtual machine allocation outperform other state-of-the-art approaches.

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