Search results for: Itziar Egües

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Egües</title> <meta name="description" content="Search results for: Itziar Egües"> <meta name="keywords" content="Itziar Egües"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler 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id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="Itziar Egües"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 3</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: Itziar Egües</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">3</span> Collaborative Learning Strategies in Engineering Tuition Focused on Students’ Engagement</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Maria%20Gonzalez%20Alriols">Maria Gonzalez Alriols</a>, <a href="https://publications.waset.org/abstracts/search?q=Itziar%20Egues"> Itziar Egues</a>, <a href="https://publications.waset.org/abstracts/search?q=Maria%20A.%20Andres"> Maria A. Andres</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirari%20Antxustegi"> Mirari Antxustegi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Peer to peer learning is an educational tool very useful to enhance teamwork and reinforce cooperation between mates. It is particularly successful to work with students of different level of previous knowledge, as it often happens among pupils of subjects in the first course of science and engineering studies. Depending on the performed pre-university academic itinerary, the acquired knowledge in disciplines as mathematics, physics, or chemistry may be quite different. This fact is an added difficulty to the tuition of first-course basic science subjects of engineering degrees, with inexperienced students that do not know each other. In this context, peer to peer learning applied in small groups facilitates the communication between mates and makes it easier for the students with low level to be helped by the ones with better prior knowledge. In this work, several collaborative learning strategies were designed to be applied in the tuition of the subject 'chemistry', which is imparted in the first course of an engineering degree. Students were organized in groups combining mates with different level of prior knowledge. The teaching role was offered to the more experienced students who were responsible for designing learning pills to help the other mates in their group. This workload was rewarded with an extra mark, and more extra points were offered to all the group mates if every student in the group reached a determined level at the end of the semester. It was very important to start these activities from the beginning of the semester in order to avoid absenteeism. The obtained results were positive as a higher percentage of mates signed up and passed the final exam, the obtained final marks were higher, and a much better atmosphere was observed in the class. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=peer%20to%20peer%20tuition" title="peer to peer tuition">peer to peer tuition</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title=" collaborative learning"> collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20instruction" title=" engineering instruction"> engineering instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a> </p> <a href="https://publications.waset.org/abstracts/107077/collaborative-learning-strategies-in-engineering-tuition-focused-on-students-engagement" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107077.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">140</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">2</span> Federal Center for Technological Education of Minas Gerais (CEFET-MG)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20Gonz%C3%A1lez%20Alriols">María González Alriols</a>, <a href="https://publications.waset.org/abstracts/search?q=Itziar%20Eg%C3%BCes"> Itziar Egües</a>, <a href="https://publications.waset.org/abstracts/search?q=Mar%C3%ADa%20A.%20Andr%C3%A9s"> María A. Andrés</a>, <a href="https://publications.waset.org/abstracts/search?q=Mirari%20Antxustegi"> Mirari Antxustegi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Several collaborative learning proposals were prepared to be applied in the laboratory sessions of chemistry in the first course of engineering studies. The aim was to engage the students from the beginning and to avoid absenteeism as well as to reach a more homogeneous level in the class. The students, divided into small groups of four or five mates, were asked to do an exercise before having the practical session in the lab. Precisely, each one of the groups was asked to study the theoretical fundamentals and the practical aspects of one lab session and to prepare a didactical video with this content, including the materials, equipment and reactants required, and the detailed experimental procedure. Furthermore, they should include the performance of the experiment step by step, indicating the faced difficulties and the obtained results and conclusions. After watching the video of this precise activity, the other groups of students would go to the lab to put into practice the session following the commands explained in the video. The evaluation of the video activity that is worth the 50% of the total mark of the laboratory sessions, is done depending on the success that the other groups of students had while doing the practical session that was explained in the video. This means that the successful transmission of knowledge to the rest of the mates in the class through the video was compulsory to pass the practical sessions and the subject. The other 50% of the mark depended on the understanding of the other students’ explanations and the success in the corresponding practical sessions. The experience was found to be very positive, as the engagement level was considerably higher, the absenteeism lower and the attitude in the laboratory much more responsible. The materials, reactants and equipment were used carefully, and no incidents were registered. Furthermore, the fact of having peer experts was useful to encourage critical thinking in a more relaxed way, with the teacher figure in a secondary position. Finally, the academic achievements were satisfactory as well, with a high percentage of students over the level required for passing the subject. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=collaborative%20learning" title="collaborative learning">collaborative learning</a>, <a href="https://publications.waset.org/abstracts/search?q=engineering%20instruction" title=" engineering instruction"> engineering instruction</a>, <a href="https://publications.waset.org/abstracts/search?q=chemistry" title=" chemistry"> chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=laboratory%20sessions" title=" laboratory sessions"> laboratory sessions</a> </p> <a href="https://publications.waset.org/abstracts/107087/federal-center-for-technological-education-of-minas-gerais-cefet-mg" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/107087.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">166</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">1</span> Acoustic Blood Plasmapheresis in Polymeric Resonators </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Itziar%20Gonzalez">Itziar Gonzalez</a>, <a href="https://publications.waset.org/abstracts/search?q=Pilar%20Carreras"> Pilar Carreras</a>, <a href="https://publications.waset.org/abstracts/search?q=Alberto%20Pinto"> Alberto Pinto</a>, <a href="https://publications.waset.org/abstracts/search?q=Roque%20Ruben%20Andres"> Roque Ruben Andres</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Acoustophoretic separation of plasma from blood is based on a collection process of the blood cells, driven by an acoustic radiation force. The number of cells, their concentration, and the sample hydrodynamics are involved in these processes. However, their influence on the acoustic blood response has not yet been reported in the literature. Addressing it, this paper presents an experimental study of blood samples exposed to ultrasonic standing waves at different hematocrit levels and hydrodynamic conditions. The experiments were performed in a glass capillary (700µm-square cross section) actuated by a piezoelectric ceramic at 1MHz, hosting 2D orthogonal half-wavelength resonances transverse to the channel length, with a single-pressure-node along its central axis where cells collected driven by the acoustic radiation force. Four blood dilutions in PBS of 1:20, 1:10, 1:5, and 1:2 were tested at eight flow rate conditions Q=0:120µL/min. The 1:5 dilution (H=9%) demonstrated to be optimal for the plasmapheresis at any of the flow rates analyzed, requiring the shortest times to achieve plasma free of cells. The study opens new possibilities to optimize processes of plasmapheresis processes by ultrasounds at different hematocrit conditions in future personalized diagnoses/treatments involving blood samples. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ultrasounds" title="ultrasounds">ultrasounds</a>, <a href="https://publications.waset.org/abstracts/search?q=microfluidics" title=" microfluidics"> microfluidics</a>, <a href="https://publications.waset.org/abstracts/search?q=flow%20rate" title=" flow rate"> flow rate</a>, <a href="https://publications.waset.org/abstracts/search?q=acoustophoresis" title=" acoustophoresis"> acoustophoresis</a>, <a href="https://publications.waset.org/abstracts/search?q=polymeric%20resonators" title=" polymeric resonators"> polymeric resonators</a> </p> <a href="https://publications.waset.org/abstracts/125002/acoustic-blood-plasmapheresis-in-polymeric-resonators" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/125002.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">136</span> </span> </div> </div> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); 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Search results for: Itziar Egües