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Primero actualizamos los repositorios, para ello abrimos un terminal y escribimos el siguiente comando:.
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Con git config —global -l podemos ver estos valores:. Estos datos se pueden sobrescribir volviendo a ejecutar los comandos anteriores. Vamos a crear un proyecto web, para ello creamos una carpeta en el lugar que prefiramos dentro en nuestro equipo y le llamamos por ejemplo proyectoGit1 :. Entramos dentro de la carpeta que acabamos de crear y creamos un archivo que en un alarde de originalidad le vamos a llamar holamundo.
Editamos nuestro archivo holamundo. Ahora vamos a la consola de comandos y navegamos hasta la carpeta proyectoGit1 que acabamos de crear. Una vez dentro de la carpeta proyectoGit1 vamos a crear un repositorio local con el siguiente comando:. Las carpetas que empiezan por un punto se consideran ocultas y algunos sistemas operativos no las muestran.
Desde consola podemos ver los archivos y carpetas ocultos con el comando ls -a. Si queremos dejar de utilizar git en nuestro proyecto solamente tenemos que eliminar la carpeta. Para conocer el estado de nuestros archivos utilizamos el siguiente comando:. Si ejecutamos este comando en estos momentos obtendremos lo siguiente:. Vemos en rojo holamundo. Git tiene dos procesos para gestionar nuestros archivos. Para confirmar estos archivos y que pasen al repositorio final utilizamos en siguiente comando:. Para guardar el mensaje que escribamos pulsamos la tecla escape y escribimos :wq.
Si volvemos a ejecutar el comando git status obtendremos este mensaje:. Esto significa que no hay nada para confirmar, es decir que todos los archivos se encuentran ya en el repositorio.
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Si nos hemos equivocado al escribir el mensaje al hacer el commit podemos rectificar utilizando el parametro —amend de la siguiente manera:. Una de las grandes ventajas de utilizar git es que podemos volver a un estado anterior. Al ejecutar el checkout comprobaremos como nuestro archivo holamundo.
Como comentaba cuando llevas tiempo con tu blog gratuito en wordpress. En posts anteriores hemos aprendido a crear nuestras apps multiplataforma con Ionic. Sin embargo hay momentos que puede interesarnos crear nuestros propios componentes personalizados. Un componente es simplemente algo que podemos mostrar las veces que queramos en la pantalla, como si fuese una etiqueta html, solo que a su vez un componente puede estar formado por etiquetas html y otros componentes. Para ver mejor como podemos crear nuestro propios componentes personalizados en Ionic vamos a crear un proyecto de prueba al que vamos a llamar miComponente :.
Si observamos lo que contiene el archivo saluda. Para poderlo utilizar tenemos que importar y declarar el componente en app. Por ejemplo podemos pasarle un atributo que se llame nombre de esta manera:. Eso eso es porque estamos accediendo a la variable this. Ahora en home. Espero que estos sencillos ejemplos sirvan para comprender como crear componentes personalizados en Ionic. Con this. Vamos a modificar home. Electron utiliza Node.
Si no tenemos instalado Node. Una vez que tengamos node. En este momento nuestra carpeta holamundo tienes estos tres archivos: Editamos index. Me gusta: Me gusta Cargando Una vez confirmada tu cuenta ya podemos empezar. Al logearte en GitLab la primera vez veremos una pantalla como esta: Podemos crear un proyecto, explorar proyectos publicos al igual que en GitHub y crear un grupo para gestionar un proyecto colaborativo.
Vamos a crear un nuevo proyecto, por lo tanto seleccionamos Create a proyect : Al proyecto le vamos a llamar holamundo para no perder las buenas costumbres. At the present time, Perone and Spencer have put forward a mechanism of neuro-development for visual discrimination based on simulations using fields of dynamic neurons. We call this a cognitive tug , in order to refer to the process through which the situation of stability or harmony reached in a specific state becomes unstable, prompting change as a consequence of the dynamics established between the activity of the subject and the conditions under which it takes place.
The visualization of this mechanism requires a flat spatial representation with three dimensions: the level, the stage and then harmony of the graphic profile Figure 1. The cognitive tug uses the force of disharmony to attract the system towards a new and following state of harmony, that is, in order to make a change of stage.
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From the disorder of a stage first is born the order which raises the development towards a second stage, and so on successively. This mechanism can be expressed in three phases. In each phase, the abscissa represents the different aspects of development Table 1 and the ordinate represents the temporal dimension Table 2. In phase 1 of stage 1 Phase 1. Subsequently, the system tends to balance itself out Phase 1.
At the end of stage 1, in the third phase Phase 1. At that moment, the qualitative jump which will carry the system into stage 2 is produced. The cognitive tug represented by an ascending arrow in Figure 1 again destabilizes the system Phase 2. The tonic-motor relations and the communicative, personal and social functions, have to respond to the new demands of perception, accompanied by neuropsychological maturity. In this second phase Phase 2. Finally, in the third phase Phase 2. It will be then that the qualitative jump which will take the system into stage 3 will occur.
And so on, successively. In short, the representation of the mechanism in the graph shows that each rebalancing is produced by gaining quantitative levels in each new qualitative stage, through the system's responding with developmental attainments in the rest of the functions to the demands of perception -which shows new possibilities and generates new needs-. To sum up, the system scales levels, propelled by a cognitive mechanism which is cause and effect of the intra-individual variability harmony-disharmony variable.
In order to obtain a detailed analysis of the processes involved in each area psychomotor activity; aptitudes, abilities and academic performance; neurocognitive development; linguistic and oral development; personal development and social adaptation , and to group together the interests of the different disciplines which are involved in development and its alterations, we have subdivided them into other functions and have developed a construct definition for each one of them see Table 1. Thus, the motor area is made up of three dimensions: tone, coordination and precision , the perception-cognitive area by internal perception, and external and modulation perception; the area of language by expression and comprehension , and, finally, the area of adaptive difference between identity and integration.
We consider development from a temporal perspective using a double scale: chronological age as a quantitative scale, and developmental stage as a qualitative scale. The quantitative scale describes the first six months, dividing them into four periods each of one and a half months in length; it divides the following six months up until the first year of life into three periods of two months.
The second year is studied in two periods of six months, and the remaining years in periods of twelve months. For its part, the qualitative scale reflects the seven stages which represent the attractor states, though not states strictly speaking, which attempt to gather together the fundamental aspects of other classifications Table 2. Each stage, as an attractor state, claims to respond to a particular form of organization of the functions. For their part, the levels respond to the quantitative aspects, which would indicate to what extent the functional requirements of the stage have been achieved or will be achieved.
We believe that the denomination of each of these stages responds to what is considered to be its central developmental task see description in Table 3 , although not only. These stages must, nevertheless, be submitted in the future to the demands of psychometric methods in order to accept them definitively as attractor states.
The description of each of the stages corresponds to the dominant developmental task which gives it sense: bonding with the environment, movement which multiplies experiences, the conceptual benefits of exploration of the surroundings, the deployment of the capacity of communication which facilitates socialization , and access to cultural contents which can be seen to increase in schooling until childhood leads into puberty , as the beginning of adolescence.
The combination of the areas and functions designed with the levels and stages of development consist of what is termed Scale of Harmonic Development SHD , Abellan, The SHD has a bi-dimensional structure, also known as the developmental matrix Annex 1 , in which the ordinate presents chronological age in each level of development, and where the ten functional areas of the assessment of development are presented in the abscissa.
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Each area combines the representative items of each of the 20 age levels. The developmental targets items which simultaneously correspond to each age and each function are included in the intersection of lines and columns. This is an ordered description of development, expressed by the aforementioned targets, over which the developmental profile can be traced, the average age of development obtained, warning signs detected, and programs of stimulation planned. By keeping the number of items constant, the calculation of results is simplified and homogeneous information is obtained throughout the whole period of measurement.
Each of the items is catalogued and described in its corresponding file. As an example, file appears in Table 4. The same method is used to assess development during the whole period range years, thereby allowing us to assess the child from birth to the start of adolescence, without changing the tool used.
Thus, the procedures of analysis and the information obtained sustain continuity which facilitates their use and understanding throughout childhood. Based on the concept of development we propose, a control parameter which explains stability and developmental change is needed. In this sense, the SHD incorporates a new value, the Index of Harmony IH, situated between 0 and , referring to variability, easily calculable using the dispersion of data within the individual file of the child.
If an adequately broad period of time is taken into account - which is possible, as the same assessment instrument is available from birth to puberty-, the IH allows the individual dynamics of adjustments and readjustments amongst the ten functions described in each individual case to be observed and assessed. The points of greatest disharmony, in this type of profile, will signal a moment of change. This idea is fundamental to give independence to the comparison of individual development in relation to statistical norms, since it permits each case to be contrasted with itself over and over, without taking chronological age into account.
In this way, individual development is understood as a non-linear course, and as the result of multiple variables, from which there emerges an outcome which is not forecast either by genetic inheritance or finalism. Based on the developmental profile reflected in the matrix of items for each case, it is possible to calculate the average level of development which relates to any given moment.
Given that this level is the equivalent of a particular age of development, we can establish the Co-efficient of Average Development CAD based on the well-known formula which expresses the proportion between the age of development and chronological age. The SHD allows development to be tackled from different fields of diagnostic interest. On the one hand, the clinical diagnosis of development and, as a result, the referring of the child to the most appropriate specialist.
This is possible to the extent that, based on its basic indicators -the Coefficient of Average Development and the Index of Harmony- the matrix itself displays the functions where problems can be found. Thus, for example, a low score in tonic-motor functions linked to high general disharmony may be an indicator of the presence of some type of neurological damage. In this sense, a tree of gnoseological criteria is in the process of development.
On the other hand, by providing information not only on the targets reached or not, but also on the moment of acquisition, our scale facilitates the planning of intervention in the field of education, in the shape of stimulation or rehabilitation within a harmonized strategy.
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A strategy which should be characterized by its respect of the internal logic of the attractor states, without contravening the natural sequence of acquisition. The contrary approach could, subsequently, become a paradoxical result in the course of the development. The SHD is designed as a tool to follow the course of development during the whole childhood, for which we have suggested three types of graphs which help to illustrate diagnostic assessment.
With the graphs referring to level, position and tendency of development, our scale aspires to position itself amongst the variables which influence that development, by understanding and explaining it, so as to help with suitable decision making. There follows an example which shows the tracking of a child with Down's syndrome on three occasions in a year:. The profile of the level of evolution Figure 2 , represented by the union of the average ages of each function is useful in comparing the child with herself on different dates according to her disharmonies it can be seen that the Muscle Tone function remains low during the whole period , or, for the purpose of research, in comparing the characteristic profiles of individuals with the same pathology.
The graph of the point of development Figure 3 shows the trajectory of the child's global development over the year, compared with the development one might expect according to her chronological age with no genetic influence. In this personal curve of development her epigenetic individuality is confirmed. The contrasting evolution between both variables can be useful in making preventive decisions, by showing their joint tendency in relation to a line used as a graphic means of comparison. There follows the tracking of the evolution of a healthy female child of 2 years 2 months Maria who was assessed on three occasions.
The data is presented in the type of report which reflects the data obtained with the SHD:. Maria Date of birth: Latest date of examination: Chronological age: 2 years 2 months. Level of development Figure 5 : The profile graph of shows the level of development achieved by Maria and her chronological age CA of 2 years 2 months.
Warning functions. Table 5 displays the coefficient of development CD of each of the assessed functions. Development Tendency Figure 6 : In the trend graph, one can see the joint evolution of the CAD and IH in relation to a trend line, something which eases the graphic perception of her evolution. It is clear how the progressive increase of the percentage of development carries with it, in this case, a reduction of the harmony of the development itself. Position of development Figure 7 : The position of current development corresponds to 2.
Developmental diagnosis. Moreover, it presents an IH of 52 points out of This can be confirmed in subsequent following. We have proposed a new scale, intending to integrate into our model of assessment an interpretation of development in terms of self-organizing dynamic systems.
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The contributions and limitations of the SHD will be reviewed so as to confirm to what extent they give answers to the proposed objective. Our scale studies development by levels, ordered according to their evolution, in such a way that the age variable is not fundamental, rather it is the succession of plans of harmony which characterize natural development, though at no point the possibility of a return to previous states of behavior is excluded.
What is important here is the sequence of development and the profile which that represents, not so much the age at which the transitions from one level to another take place, or the transition from one attractor state to another Mareschal et al. For that reason, although changes tend to be observed at particular ages, that actual chronological age cannot be seen to be understood to be the motor of change. Thus, age becomes relative, and, thanks to this, the scale and the decisions which are derived from it will respect each child's individual tempo.
In addition, the profile of level diagnosis clearly displays the disharmonies which need to be assessed in depth, in order to determine which should be the objectives of the programs of stimulation and rehabilitation. In practice, whether clinical, socio-sanitary or educational, taking decisions over priorities and strategies to plan the intervention is of exceeding concern. The SHD contributes objective criteria -which will be priorities for our research in the future- to help coordinate inter-disciplinarian treatments. The IH by itself, the CAD, and the connection between them, are a rich source of very useful information, which aid understanding of how to stimulate each individual child.
We believe that the structure of the SHD corresponds to the initial idea of development, as stated in Figure 8. Self-organization, parameters of order and of control, and attractor states come together to provide an explanation of the course of individual development. In the scale of development, self-organization takes place through the internal interaction of the ten interdependent functions over the range of the twenty age levels, and through the external interaction with its surroundings represented by the eight hundred targets gathered together in the developmental matrix.
The state of development reached at any given time is reflected in the numeric proportion of the CAD -as a parameter of order- and in the graphic profile. Moreover, the IH -as a control parameter- summarizes, in a single piece of data, the graphic information contained in the profile, thus indicating the degree of imbalance between the various functions and predicting the changes in the system when it assumes critical values.
Lastly, the system prefers to converge on attractor states, which we have distinguished as stages. The possibility assessing development over the whole course of infancy and childhood, without having to change scale, provides additional advantages which we believe make it interesting as a tool to support research. As it is possible to follow the development of the same functions from the first assessment to the last, we can be in a position to respond to an incalculable number of questions which help us better understand child development: is there, perhaps, an interdependence between parallel processes, which would indicate an internal logic to the attractor states or developmental stages with their own meaning?
Let us look closely at development and observe part of its complexity with the same tools, it can help us understand an extensive period, as a global reality within which everything can be connected in a way which we may possibly come to resolve. Traditionally, longitudinal research has required years before the information which allows us to correlate prediction with the criterion is available, but, with the information provided by the CAD and the IH, we think it possible to anticipate a much earlier approximation.
If we consider the CAD and the IH as variables of prediction, the interaction between them marks the future development trend. The trend profile represents this relationship on a particular date. Let us imagine that, if the value of the IH remains low for that particular date, the trend of the lines will clearly predict the future evolution of the profiles, since both the course of development and its internal consistency undergo alterations.
Our clinical and educational decisions will, therefore, be derived from these prognoses, and we will probably manage to make them sooner than normally expected. It is our opinion that the usefulness of the SHD opens up diverse lines for future investigation. For example, just as typical courses of development are identified, the level, position and trend graphs can be distinguished in longitudinal research focused on specific alterations.
Using this data as a basis, it would be possible to design and test specific stimulation programs, adjusted to the profiles and in line with a strategy directed towards compensating and harmonizing development.
Subsequently, it would be possible to compare this type of strategy with those that focus, on the other hand, on the early acquisition of developmental targets. Other research could be directed towards the identification of critical values of the Index of Harmony which provide information about the greater or lesser independence of the functions and their repercussions for specific development pathologies.
All of this, of course, must be considered without forgetting that this is an instrument of assessment with a practical purpose, and not a suggested method of tackling developmental change. As we pointed out in the introduction, after recognizing that the Dynamic Systems theory constituted a radical contribution to understanding the mechanisms of human development, discussion on the issue has not been exhausted and, in recent years, threats which encourage theoreticians and researchers to continue making progress have started to appear Witherington, In the same way, if we propose a renewal of the tools used in the assessment of development in order to align them more closely with the new theoretical positions, we must concede that this is but a first attempt and, therefore, our assessment model needs to continue to evolve.
Many fronts remain open, and we shall mention a few of them. The SHD, for the time being, should be classified as a screening tool which cannot be used to complete etiological diagnoses. Anyone using the scale in a traditional format would find the task extremely complex, as much because of its size as because of the procedures applied to gather numeric and graphic results. It does not provide scales for instant comparison of individual results, nor does it allow simultaneous access to the files of items.
By contrast, as it is a digital tool, it is easy to handle and can be used by parents and professionals, since its operations are automatic.
In this respect, we must provide adequate controls so as to guarantee its proper use and to avoid undesirable consequences. A particular problem becomes evident when deciding which functions and criteria should be considered warnings which put into motion specific protocols for intervention. Should it be a value of deviation based on a normal distribution? Should the decisions be left to the good judgment of the clinic? When is the best time to decide whether a warning is valid? These are questions which, as yet, do not have an answer.
On the other hand, our reference to a cognitive tug or stages remains hypothetical. It still needs to be shown that, first of all, the perceptive-cognitive functions described are, indeed, at the forefront of the jump between stages, and, then, that it is, in fact, the stages proposed, or others, perhaps, which become attractor states with their own meaning in development. We also raise the issue of whether to use the tendency line as a simple visual resource, or whether to attribute an objective value towards which to direct development, and whether, in this case, it should be professionals who determine the clinical strategies.
From the outset, this graphic resource has generated doubts, including over its relevance, as initial values to underpin it are not stipulated. Future research could provide information about the trends of each kind of disorder.