This article, grounded in an empirical study carried out in the Tarragona petrochemical complex (Spain), explores how key actors operating in this specific social and organizational context perceive petrochemical communication activities. Data compiled from a set of interviews with
stakeholders and focus group discussions with citizens were analysed from an interpretative perspective in an effort to capture underlying situationally specific logics. The results enabled us to discuss the advantages and limitations of different theoretical models of petrochemical communication,
providing elements for a critique of overly simplistic normative models of risk communication. We highlight the potential contribution of interpretative research to the social perception of petrochemical risk and its implication in petrochemical communication processes.
In the recent years, most academic literature of Game-Based Learning (GBL) has provided in-depth knowledge of the characteristics of games that foster participative learning and that increase the level of motivation of students. In addition, most of these studies have focused on videogames. Consequently, few academic research has centred in the potentialities of noneducational board games as teaching methodologies. The current paper intends to contribute to filling this gap with an exploratory investigation with a two-stage process. The first involved three experimental interventions in six bachelor degree courses for Communication and Biochemistry studies (n=196 students). In these interventions, teachers introduced commercial board games that were related to the content of the courses and aimed students to play. The second stage gathered data-driven results from an online survey among the students who had participated in the GBL interventions (n=87). The study analyses the perceptions of students in relation to their preferences in teaching methodologies, the suitability of board games in class, their reasons for feeling motivated while playing and the skills experienced during the GBL sessions. Results reveal that the sessions generated high perception levels of engagement and motivation as well as the development of transversal skills such as teamwork and communication.Juegos de mesa no educativos en la universidad. Percepciones de los estudiantes sobre su experiencia con metodologías de aprendizaje basado en juegos Resumen: En los últimos años, la literatura académica sobre el aprendizaje basado en juegos (ABJ) ha centrado sus investigaciones en las características de los juegos que fomentan el aprendizaje participativo y que aumentan el nivel de motivación de los estudiantes. Además, muchos de estos estudios se focalizan en el uso de los videojuegos como elementos docentes. No obstante, existen pocas investigaciones científicas que evalúen las potencialidades de los juegos de mesa no educativos como métodos docentes. Este artículo pretende contribuir a llenar ese vacío con una investigación exploratoria realizada en dos fases. En la primera, se desarrollaron tres intervenciones experimentales en seis asignaturas de los grados universitarios de los estudios de Comunicación y Bioquímica (n= 196 estudiantes). En estas intervenciones, los profesores trajeron juegos de mesa comerciales relacionados con el contenido de las asignaturas e hicieron jugar a los estudiantes. En la segunda fase del estudio, se realizó una encuesta online a los participantes de las intervenciones (n= 87). Esta procuraba obtener información sobre las preferencias de los estudiantes en cuanto a metodologías de aprendizaje, sus percepciones sobre la idoneidad del uso de los juegos de mesa en las aulas universitarias, sus razonamientos sobre qué les había motivado al jugar y las habilidades trabajadas durante las sesiones de ABJ. Los resultados muestran que los participantes se sintieron altamente motivados con las sesiones y que consideran...
The population of "temporarily captured asteroids" offers attractive candidates for asteroid retrieval missions. Once naturally captured, these asteroids have lifetimes ranging from a few months up to several years in the vicinity of the Earth. One could potentially extend the duration of such temporary capture phases by acting upon the asteroid with slow deflection techniques that conveniently modify their trajectories, allowing for an affordable access and in situ study. In this paper, a case study on asteroid 2006 RH 12 o is presented, which was temporarily captured during 2006-2007 and is the single known member of this category to date. Simulations estimate that deflecting the asteroid with 0.27 N for less than six months and a change of velocity, AV of barely 32 m/s would have sufficed to extend the capture for over five additional years. The study is extended to another nine virtual asteroids, showing that low-AF (less than 15 m/s) and low-thrust (less than 1N) deflections initiated a few years in advance may extend their capture phase for several years, and even decades.
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