The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

Understanding the functional connectivity of the brain has become a major goal of neuroscience. In many situations the relative phase difference, together with coherence patterns, has been employed to infer the direction of the information flow. However, it has been recently shown in local field potential data from monkeys the existence of a synchronized regime in which unidirectionally coupled areas can present both positive and negative phase differences. During the counterintuitive regime, called anticipated synchronization (AS), the phase difference does not reflect the causality. Here we investigate coherence and causality at the alpha frequency band ($f\sim 10$ Hz) between pairs of electroencephalogram (EEG) electrodes in humans during a GO/NO-GO task. We show that human EEG signals can exhibit anticipated synchronization, which is characterized by a unidirectional influence from an electrode A to an electrode B, but the electrode B leads the electrode A in time. To the best of our knowledge, this is the first verification of AS in EEG signals and in the human brain. The usual delayed synchronization (DS) regime is also present between many pairs. DS is characterized by a unidirectional influence from an electrode A to an electrode B and a positive phase difference between A and B which indicates that the electrode A leads the electrode B in time. Moreover we show that EEG signals exhibit diversity in the phase relations: the pairs of electrodes can present in-phase, antiphase, or out-of-phase synchronization with a similar distribution of positive and negative phase differences.

Introducción: La universidad es el lugar de formación de los futuros profesionales de los ámbitos educativo, sanitario y social. La implementación de programas de formación, prevención de adicciones y promoción de la salud con universitarios provoca un doble impacto, sobre el propio individuo y, dado su papel mediador, sobre la comunidad universitaria en general. El objetivo del trabajo es, partiendo de un proyecto piloto de investigación-acción, establecer un marco de promoción de la salud en contraposición al consumo dual de cannabis y tabaco en el contexto universitario, involucrando a la comunidad universitaria como agente de cambio. Metodología: Estudio descriptivo de la implementación, cobertura y resultados preliminares del Proyecto piloto ÉVICT-Universidad. Resultados: Entre el 2018 y el 2020 se implementó el Proyecto ÉVICT-Universidad en 11 universidades. Se formó a estudiantes universitarios como mediadores y se realizaron actividades comunitarias de sensibilización e información orientadas a la promoción de la salud y la prevención del uso de cannabis y tabaco, con especial foco en el consumo dual de estas sustancias, alcanzando a un total de 1471 beneficiarios en los tres años de implementación. Conclusiones: La experiencia piloto permite detectar fortalezas, aspectos de mejora y resultados prometedores sobre el nivel de conocimientos, contribuyendo a la adopción de estilos de vida saludables en el ámbito universitario. En especial, se destaca la contribución a la formación como agentes promotores de salud de estudiantes y, por tanto, el empoderamiento en salud desde la propia comunidad universitaria.

The overall purpose of this research was to test the possible psychological effects of the practice of Pilates and, in particular, the effect on the degree of anxiety experienced. This is a method of physical training aimed at improving postural hygiene and psychological well-being, highly recommended today by health professionals, both for people with diagnosed diseases and for preventive level. So far, the physical and psychological benefits associated with regular physical activity practice have already been demonstrated. However, only a few studies have investigated the specific effects of the Pilates Method. This paper examined the anxiety (state and trait) in a sedentary group and in another group of usual practitioners of this method (staff, students, and users of sports facilities at the University of Murcia, Spain). The State-Trait Anxiety Inventory (STAI) of Spielberger, Gorsuch and Lushene (2002) was used to assess anxiety. The implications that the results of this work can have from the perspective of health promotion in the university are discussed, as well as its contribution to public health.

The aim of this paper is to contribute to the body of knowledge about Project-Based Learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N=347; 74.8%) and Murcia (N= 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring General, Specific and Transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.