Suchergebnisse

Organic Law 2/2006 of 3 May on Education (LOE) is amended by Organic Law 8/2013 of 9 December on the improvement of the quality of education (LOMCE), and the latter is repealed by the so-called LOMLOE (Organic Law 3/2020 of 29 December amending Organic Law 2/2006 of 3 May on Education), which is published on 30 December 2020 in the Official State Gazette. The formal education institution should introduce educational measures linked to the environment and educational professionals of organisations in the context; the amended text of the LOE (LOMLOE) sets out the educational principles and purposes that need to be educated today and need the support of the education community in order to be able to enter into a broad context while having a local impact. ; La Ley Orgánica 2/2006, de 3 de mayo, de Educación (LOE), se modifica por la Ley Orgánica 8/2013, de 9 de diciembre, para la mejora de la calidad educativa (LOMCE), y se deroga esta última por la llamada LOMLOE (Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de 3 de mayo, de Educación), que se publica el 30 de diciembre de 2020 en el Boletín Oficial del Estado. La institución educativa formal ha de introducir medidas educativas vinculadas con el entorno y con profesionales de la educación de organizaciones del contexto; en el texto modificado de la LOE (LOMLOE) se recogen los principios y fines educativos que son necesarios educar en la actualidad y que necesitan del apoyo de la comunidad educativa para poder introducirse en un contexto amplio al mismo tiempo que incida en lo local.

The commemorative opportunity is only a circumstance that prompts to investigate the General Education Act (LGE) of 1970 fifty years after its approval. Another more essential reason invites its study: to investigate with new analyzes and new perspectives on what the LGE meant for the modernization of the country and for the transition between Franco's education and constitutional education. This requires examining the precedents of the 1970 Law and paying attention to the place that the LGE has occupied in educational historiography, in which an evolution towards current historiographic trends is visible. In these highlights the study of international influences in the process of educational modernization, the different iconographic discourses with which the LGE is represented, the protagonism of some of its traditional actors, the rereading of timeless themes present in the Law, and the debates that this generates in the collective memory. These questions are addressed here from the historian's workshop, which are enriched on this occasion with testimonies of individual memories, protagonists in the gestation, development and application of the 1970 Law.

The new scenario of the knowledge society and the learning challenges that the education is facing nowadays have been determined by the transformation of the world in the economic, politic and cultural areas. In this article we analyze the processes of interaction and socialization that are taking place in learning environments when technologies are an opportunity to achieve deep changes that contribute to improve teaching-learning processes from a new pedagogical and curricular approach. All this involves a reorganization of the education centers, the training and updating of the teachers and the collaboration of the families. Teachers have the challenge of taking care about the relationships and the contexts that make them possible. This work is linked to the Project Escuel@ Digit@l which is being developed in the field of Educational Technology and specifically is working on the policies and practices about the Information and communication Technology innovation and integration in the education system. The observation and the interviews that have been done as a part of the project show that the replacement of one type of technology for another one does not transform neither the form to teach, nor the processes to learn in the society of the XXI century. The development and transfer of abilities, skills, knowledge and attitudes is carried out from the dialogue in interactions between teachers and students which means a universe of full meanings. El nuevo escenario de la sociedad del co-nocimiento y los desafíos de aprendizaje que debe enfrentar la educación en este milenio han sido determinados por la transformación del mundo en las esferas económicas, políticas y culturales.En este artículo analizamos los procesos de interacción que se producen en los contextos educativos cuando las tecnolo-gías son una oportunidad para lograr cam-bios profundos que contribuyan a mejorar los procesos de enseñanza aprendizaje desde nuevos planteamientos pedagógi-cos y curriculares. Todo ello conlleva una reorganización de los ...

[spa] En la presente investigación se analiza la posibilidad de incorporar el procedimiento de mediación como medio de gestión de los conflictos interpersonales que nacen de forma inherente a la condición humana y se producen de una forma inevitable entre el personal de una misma organización. A través de un análisis jurídico, legislativo y jurisprudencial desde la óptica del derecho del trabajo, por ser la principal disciplina jurídica que detenta la protección integral de todo tipo de personal, tanto en el ámbito laboral como en el ámbito público, y el estudio de todas aquellas disciplinas afines, se pretende establecer los principios, la metodología y la finalidad que debe regular este procedimiento. Para ello, se ha elegido como modelo de análisis el personal de la Universidad de Barcelona, organización que ya dispone de un Servicio de Mediación y cuyas intervenciones en los últimos siete años han sido dirigidas y realizadas por el mismo autor de esta obra. La universidad pública es un modelo ideal de organización compleja, debido a que incorpora una alta diversidad funcional y estructural mediante los órganos que la componen, así como una alta heterogeneidad de sus elementos humanos. El personal docente e investigador y el personal de administración y servicios trabajan y conviven con una misma finalidad, la de ofrecer un servicio de calidad en el marco de una educación superior, dirigida a formar a los futuros ciudadanos. Al mismo tiempo, el alumnado, como colectivo, también participa de esa convivencia, produciéndose una multiplicidad de interacciones humanas que se efectúan desde distintos grados de poder y bajo las que subyacen unas posiciones, unos intereses y unas necesidades diferentes que deben ser cubiertas. De entre las distintas escuelas o estilos de negociación, la transformativa se ha alzado como un método ideal que permite la gestión de aquellos conflictos que afectan a la convivencia, dado que prioriza la transformación de la relación entre los afectados y su relación posterior, a la obtención de acuerdos en el marco de un procedimiento de mediación. Esta gestión de la convivencia queda incluida dentro del poder de dirección del empresario, a quien, independientemente de su naturaleza pública o privada, se le pueden imputar responsabilidades por la omisión en su gestión. ; [cat] A la present investigació s'analitza la possibilitat d'incorporar el procediment de mediació com a mitjà de gestió dels conflictes interpersonals que neixen d'una manera inherent a la condició humana y es produeixen inevitablement entre el personal d'una mateixa organització. A través d'un anàlisis jurídic, legislatiu i jurisprudencial des de l'òptica del dret del treball, per ser la principal disciplina jurídica que ostenta la protecció integral de tot tipus de personal, tant en l'àmbit laboral com en l'àmbit públic, i el estudi de totes aquelles disciplines afins, es pretén establir els principis, la metodologia i la finalitat que ha de regular aquest procediment. Per aquesta raó, s'ha escollit com a model d'anàlisi el personal de la Universitat de Barcelona, organització que ja disposa d'un Servei de Mediació i les intervencions del qual han estat dirigides i realitzades en els últims set anys per el mateix autor d'aquesta obra. La universitat pública es un model ideal d'organització complexa, donat que incorpora una alta diversitat funcional i estructural a través dels òrgans que la componen, així com una alta heterogeneïtat dels seus elements humans. El personal docent i investigador i el personal d'administració i serveis treballen i conviuen amb una mateixa finalitat, la d'oferir un servei de qualitat en el marc d'una educació superior, dirigida a formar als futurs ciutadans. Al mateix temps, l'alumnat, com a col·lectiu, també participa d'aquesta convivència, produint-se una multiplicitat d'interaccions humanes que s'efectuen des de diferents graus de poder i sota la que subjauen unes posicions, uns interessos i unes necessitats diferents que han de ser cobertes. D'entre les distintes escoles o estils de negociació, la transformativa s'alça com un mètode ideal que permet la gestió d'aquells conflictes que afecten a la convivència, donat que prioritza la transformació de la relació entre els afectats i la seva relació posterior, a l'obtenció d'acords en el marc d'un procediment de mediació. Aquesta gestió de la convivència queda inclosa dintre del poder de direcció de l'empresari, a qui, independentment de la seva naturalesa pública o privada, se li poden imputar responsabilitats per l'omissió en la seva gestió. ; [eng] This research analyzes the possibility of incorporating the mediation procedure as a means of managing interpersonal conflicts that arises inherently to be the human condition and inevitably occurs among the personnel of the same organization. Through a legal, legislative and jurisprudential analysis form the labor law perspective, as it is the main legal discipline that provides comprehensive protection for all types of personnel, both in the workplace and in the public sphere, and the study of all those related disciplines, it is intended to establish the principles, the methodology and the purpose that this procedure should regulate. For this, the staff of the University of Barcelona has been chosen as the analysis model, an organization that already has a Mediation Service and whose interventions in the last seven years have been directed and carried out by the same author of this work. The public university is an ideal model of complex organization, because it incorporates a high functional and structural diversity through the organs that compose it, as well as a high heterogeneity of its human elements. The teaching and the research staff and the service administration staff works and coexist with the same purpose, that of offering a quality service within the framework of higher education, aimed at training future citizens. At the same time, the students, as a group, also participate in this coexistence, producing a multiplicity of human interactions that are carried out from different degrees of power and under which there are different positions, interests and needs that must be covered. Among the different schools or styles of negotiation, the transformative one as an ideal method that allows the management of those conflicts that affect coexistence, since it prioritizes the transformation of the relationship between those affected and their subsequent relationship, to the obtaining agreements in the framework of a mediation procedure. This management of coexistence is included within the managerial power of the employer, who, regardless of its public or private nature, can be held responsible for the omission in its management.

PUBLISHED ; BACKGROUND: Alzheimer's disease is a common debilitating dementia with known heritability, for which 20 late onset susceptibility loci have been identified, but more remain to be discovered. This study sought to identify new susceptibility genes, using an alternative gene-wide analytical approach which tests for patterns of association within genes, in the powerful genome-wide association dataset of the International Genomics of Alzheimer's Project Consortium, comprising over 7 m genotypes from 25,580 Alzheimer's cases and 48,466 controls. PRINCIPAL FINDINGS: In addition to earlier reported genes, we detected genome-wide significant loci on chromosomes 8 (TP53INP1, p?=?1.4?10-6) and 14 (IGHV1-67 p?=?7.9?10-8) which indexed novel susceptibility loci. SIGNIFICANCE: The additional genes identified in this study, have an array of functions previously implicated in Alzheimer's disease, including aspects of energy metabolism, protein degradation and the immune system and add further weight to these pathways as potential therapeutic targets in Alzheimer's disease. ; The i-Select chips was funded by the French National Foundation on Alzheimer?s disease and related disorders. The French National Fondation on Alzheimer?s disease and related disorders supported several I-GAP meetings and communications. Data management involved the Centre National de Ge ? notypage,and was supported by the Institut Pasteur de Lille, Inserm, FRC (fondation pour la recherche sur le cerveau) and Rotary. This work has been developed and supported by the LABEX (laboratory of excellence program investment for the future) DISTALZ grant (Development of Innovative Strateg ies for a Transdisciplinary approach to ALZheimer?s disease) and by the LABEX GENMED grant (Medical Genomics). The French National Foundation on Alzheimer? s disease and related disorders and the Alzheimer?s Association (Chicago, Illinois) grant supported IGAP in-person meetings, communication and the Alzheim er?s Association (Chicago, Illinois) grant provided some funds to each consortium for analyses. EADI The authors thank Dr. Anne Boland (CNG) for her techn ical help in preparing the DNA samples for analyses. This work was supported by the National Foundation for Alzheimer?s disease and related disorders, the Instit ut Pasteur de Lille and the Centre National de Ge ? notypage. The Three-City Study was performed as part of a collaboration between the Institut National de la Sante ? et de la Recherche Me ? dicale (Inserm), the Victor Segalen Bordeaux II University and Sanofi-Synthe ? labo. The Fondation pour la Recherche Me ? dicale funded the preparation and initiation of the study. The 3C Study was also funded by the Caisse Nationale Maladie des Travailleurs Salarie ? s, Direction Ge ? ne ? rale de la Sante ? , MGEN, Institut de la Longe ? vite ? , Agence Franc ?aise de Se ? curite ? Sanitaire des Produits de Sante ? , the Aquitaine and Bourgogne Regional Councils, Agence Nationale de la Recherche, ANR supported the COGINUT and COVADIS projects. Fondation de France and the joint French Ministry of Research/INSERM ?Cohortes et collec tions de donne ? es biologiques? programme. Lille Ge ? nopo ? le received an unconditional grant from Eisai. The Three-city biological bank was developed and maintained by the laboratory for genomic analysis LAG-BRC - Institut Pasteur de Lille. Belgium sample collection: The patients were clinically and pathologica l characterized by the neurologists Sebastiaan Engelborghs, Rik Vandenberghe and Peter P. De Deyn, and in part genetically by Caroline Van Cauwenberghe, Karolien Be ttens and Kristel Sleegers. Research at the Antwerp site is funded in part by the Belgian Science Policy Office Interuniversity Attraction Poles program, t he Foundation Alzheimer Research (SAO-FRA), the Flemish Government initiated Methusalem Excellence Program, the Research Foundation Flanders (FWO) and the Uni versity of Antwerp Research Fund, Belgium. Karolien Bettens is a postdoctoral fellow of the FWO. The Antwerp site authors thank the personnel of the VIB Genetic S ervice Facility, the Biobank of the Institute Born-Bunge and the Departments of Neurology and Memory Clinics at the Hospital Network Antwerp and the Univers ity Hospitals Leuven. Finish sample collection: Financial support for this project was provided by the Health Research Council of the Academy of Finland , EVO grant 5772708 of Kuopio University Hospital, and the Nordic Centre of Excellence in Neurodegeneration. Italian sample collections: the Bologna site (FL) obtained funds from the Italian Ministry of research and University as well as Carimonte Foundation. The Florence site was supported by grant RF-2010-2319722, gran t from the the Cassa di Risparmio di Pistoia e Pescia (Grant 2012) and the Cassa di Risparmio di Firenze (Grant 2010 ?fondazione Monzino?. The authors thank the expert contribution of Mr. Carmelo Romano. The Roma site received financial support from Italian Minist ry of Health, Grant RF07-08 and RC08-09-10-11-12. The Pisa site is grateful to Dr. Annalisa LoGerfo for her technical assistance in the DNA purification st udies. Spanish sample collection: the Madrid site (MB) was supported by grants of the Ministerio de Educacio ? n y Ciencia and the Ministerio de Sanidad y Consumo (Instituto de Salud Carlos III), and an institutional grant of the Fundacio ? n Ramo ? n Areces to the CBMSO. The authors thank I. Sastre and Dr. A. Mart? ? nez-Garc? ? afor the preparation and control of the DNA collection, and Drs. P. Gil and P. Coria for their cooperation in the cases/controls recruitment. The authors ar e grateful to the Asociacio ? n de Familiares de Alzheimer de Madrid (AFAL) for continuous encouragement and help. Swedish sample collection: Financially supported in part by the Swedish Brain Power network, the Marianne and Marcus Wallenberg Foundation, the Swedish Research Council (521-2010-3134), the King Gust af V and Queen Victoria?s Foundation of Freemasons, the Regional Agreement on Medical Training and Clinical Research (ALF) between Stockholm County Cou ncil and the Karolinska Institutet, the Swedish Brain Foundation and the Swedish Alzheimer Foundation. CHARGE AGES: The AGES-Reykjavik Study is funded b y National Institutes of Health (NIH) contract N01-AG-12100 (National Institute on Aging (NIA) with contributions from the National Eye Institute, N ational Institute on Deafness and Other Communication Disorders and National Heart, Lung, and Blood Institute (NHLBI)), the NIA Intramural Research Progra m, Hjartavernd (the Icelandic Heart Association), and the Althingi (the Icelandic Parliament). ASPS/PRODEM: The Austrian Stroke Prevention Study an d The Prospective Dementia Register of the Austrian Alzheimer Society was supported by The Austrian Science Fond (FWF) grant number P20545-P05 (H. Schmid t) and P13180; The Austrian Alzheimer Society; The Medical University of Graz. Cardiovascular Health Study (CHS): This CHS research was supported by NH LBI contracts HHSN268201200036C, HHSN268200800007C, N01HC55222, N01HC85079, N01HC85080, N01HC85081, N01HC85082, N01HC85083, N01HC85086, and HHSN268200960009C; and NHLBI grants HL080295, HL087652, HL105756 with additional contribution from the National Institute of Neurological Disor ders and Stroke (NINDS). Additional support was provided through AG023629, AG15928, AG20098, AG027058 and AG033193 (Seshadri) from the NIA. A full list of CH S investigators and institutions can be found at http://www.chs-nhlbi.org/pi. The provision of genotyping data was supported in part by the National Center for Advancing Translational Sciences, CTSI grant UL1TR000124, and the National Institute of Diabetes and Digestive and Kidney Disease Diabetes Resear ch Center (DRC) grant DK063491 to the Southern California Diabetes Endocrinology Research Center. Framingham Heart Study (FHS): This work was supported by th e National Heart, Lung and Blood Institute?s Framingham Heart Study (Contract No. N01-HC-25195) and its contract with A_ymetrix, Inc for genotyping s ervices (Contract No. N02-HL-6-4278). A portion of this research utilized the Linux Cluster for Genetic Analysis (LinGA-II) funded by the Robert Dawson Evan s Endowment of the Department of Medicine at Boston University School of Medicine and Boston Medical Center. This study as also supported by grants from the National Institute on Aging: AG08122 and AG033193 (Seshadri). Drs. Seshadri and DeStefano were also supported by additional grants from the Nati onal Institute on Aging: (R01 AG16495; AG031287, AG033040), the National Institute of Neurological Disorders and Stroke (R01 NS17950), and the National Heart, Lung and Blood Institute (U01 HL096917, HL093029 and K24HL038444, RC2-HL102419 and UC2 HL103010. Fundacio ? ACE would like to thank patients and controls who participated in this project. This work has been funded by the Fundacio ? n Alzheimur (Murcia), the Ministerio de Educacio ? n y Ciencia (PCT-010000- 2007-18), (DEX-580000-2008-4), (Gobierno de Espan ? a), Corporacio ? n Tecnolo ? gica de Andaluc? ? a (08/211) and Agencia IDEA (841318) (Consejer? ? a de Innovacio ? n, Junta de Andaluc? ? a). The authors thank to Ms. Trinitat Port-Carbo ? and her family for their generous support of Fundacio ? ACE research programs. The Rotterdam Study: The Rotterdam Study was funded by Erasmus Medical Center and Erasmus University, Rotterdam; the Netherlands Organization for Health Researc h and Development; the Research Institute for Diseases in the Elderly; the Ministry of Education, Culture and Science; the Ministry for Health, Welfare an d Sports; the European Commission;and the Municipality of Rotterdam; by grants from the Research Institute for Diseases in the Elderly (014-93-015; RIDE2), Inte rnationale Stichting Alzheimer Onderzoek, Hersenstichting Nederland, the Netherlands Genomics Initiative?Netherlands Organization for Scientific Resea rch (Center for Medical Systems Biology and the Netherlands Consortium for Healthy Aging), the Seventh Framework Program (FP7/2007-2013), the ENGAGE project (gra nt agreement HEALTH-F4-2007-201413), MRACE-grant from the Erasmus Medical Center, the Netherlands Organization for Health Research and Developmen t (ZonMW Veni-grant no. 916.13.054). ARIC: The Atherosclerosis Risk in Communities Study (ARIC) is carried out as a collaborative study supported by N ational Heart, Lung, and Blood Institute contracts N01-HC-55015, N01-HC-55016, N01-HC-55018, N01- HC-55019, N01-HC-55020, N01-HC-55021, N01-HC-55022 and grants R01-HL087641, RC2-HL102419 (Boerwinkle, CHARGE-S), UC2 HL103010, U01-HL096917 (Mosley) and R01-HL093029; NHGRI contract U01- HG004402; and NIH contract HHSN268200625226C and NIA: R01 AG033193 (Seshadri). Infrastructure was partly supported by Grant Number UL1RR025005, a component of the National Institutes of Health and NIH Roadmap for Medical Research. GERAD Cardiff University was supported by the Wellcome Trust, Medical Resear ch Council (MRC), Alzheimer?s Research United Kingdom (ARUK) and the Welsh Government. ARUK supported sample collections at the Kings College London, the South West Dementia Bank, Universities of Cambridge, Nottingham, Manchester and Belfast. The Belfast group acknowledges support from the Alzheime r?s Society, Ulster Garden Villages, N. Ireland R & D Office and the Royal College of Physicians/Dunhill Medical Trust. The MRC and Mercer?s Institute for Research on Ageing supported the Trinity College group. DCR is a Wellcome Trust Principal Research fellow. The South West Dementia Brain Bank acknowledges suppo rt from Bristol Research into Alzheimer?s and Care of the Elderly. The Charles Wolfson Charitable Trust supported the OPTIMA group. Washington Univers ity was funded by NIH grants, Barnes Jewish Foundation and the Charles and Joanne Knight Alzheimer?s Research Initiative. Patient recruitment for the MRC Pr ion Unit/ UCL Department of Neurodegenerative Disease collection was supported by the UCLH/UCL Biomedical Centre and their work was supported by the NIHR Queen Square Dementia BRU. LASER-AD was funded by Lundbeck SA. The Bonn group would like to thank Dr. Heike Koelsch for her scientific support. The Bonn group was funded by the German Federal Ministry of Education and Research (BMBF): Competence Network Dementia (CND) grant number 01GI0102, 01GI0711, 01GI0420. The AgeCoDe study group was supported by the German Federal Ministry for Education and Research grants 01 GI 0710, 01 GI 0712, 01 GI 0713, 01 GI 0714, 01 GI 0715, 01 GI 0716, 01 GI 0717. The Homburg group was funded by the German Federal Ministry of Education and Research (BMBF): German National Genome Research Network (NGFN); Alzheimer?s disease Integrated Genome Research Network; AD-IG: 01GS0465. Genotyping of the Bonn case-control sample was funded by the German centre for Neurodegenerative Diseases (DZNE), Germany. The GERAD Consortium also used samples ascertained by the NIMH AD Genetics Initiative. Harald Hampel was supported by a grant of the Katharina-Hardt-Foundation, Bad Homburg vor der Ho ? he, Germany. The KORA F4 studies were financed by Helmholtz Zentrum Mu ? nchen; German Research Center for Environmental Health; BMBF; German National Genome Research Network and the Munich Center of Health Sciences. The Heinz Nixdorf Recall cohort was funded by the Heinz Nixdorf Foundation (Dr. Jur. G.Schmidt, Chairman) and BMBF. Coriell Cell Repositories is supported by NINDS and the Intramural Research Program of the National Institute on Agin g. The authors acknowledge use of genotype data from the 1958 Birth Cohort collection, funded by the MRC and the Wellcome Trust which was genotyped by the Wellcome Trust Case Control Consortium and the Type-1 Diabetes Genetics Consortium, sponsored by the National Institute of Diabetes and Digestive a nd Kidney Diseases, National Institute of Allergy and Infectious Diseases, National Human Genome Research Institute, National Institute of Child Hea lth and Human Development and Juvenile Diabetes Research Foundation International. The Nottingham Group (KM) are supported by the Big Lottery. MRC CFAS is part of the consortium and data will be included in future analyses. ADGC The National Institutes of Health, National Institute on Aging (NIH-NIA) supported thi s work through the following grants: ADGC, U01 AG032984, RC2 AG036528; NACC, U01 AG016976; NCRAD, U24 AG021886; NIA LOAD, U24 AG026395, R01 AG041797; MIRAGE R01 AG025259; Banner Sun Health Research Institute P30 AG019610; Boston University, P30 AG013846, U01 AG10483, R01 CA129769, R01 MH080295, R01 AG017173, R01AG33193; Columbia University, P50 AG008702, R37 AG015473; Duke University, P30 AG028377, AG05128; Emory University, AG025688; Group Health Research Institute, UO1 AG06781, UO1 HG004610; Indiana University, P30 AG10133; Johns Hopkins University, P50 AG005146, R01 AG020688 ; Massachusetts General Hospital, P50 AG005134; Mayo Clinic, P50 AG016574; Mount Sinai School of Medicine, P50 AG005138, P01 AG002219; New York University, P30 AG08051, MO1RR00096, and UL1 RR029893; Northwestern University, P30 AG013854; Oregon Health & Science University, P30 AG008017, R 01 AG026916; Rush University, P30 AG010161, R01 AG019085, R01 AG15819, R01 AG17917, R01 AG30146; TGen, R01 NS059873; University of Alabama at Birmingham, P50 AG016582, UL1RR02777; University of Arizona, R01 AG031581; University of California, Davis, P30 AG010129; University of Californ ia, Irvine, P50 AG016573, P50, P50 AG016575, P50 AG016576, P50 AG016577; University of California, Los Angeles, P50 AG016570; University of California, San Die go, P50 AG005131; University of California, San Francisco, P50 AG023501, P01 AG019724; University of Kentucky, P30 AG028383; University of Michigan, P50 A G008671; University of Pennsylvania, P30 AG010124; University of Pittsburgh, P50 AG005133, AG030653, AG041718; University of Southern California, P50 AG0 05142; University of Texas Southwestern, P30 AG012300; University of Miami, R01 AG027944, AG010491, AG027944, AG021547, AG019757; University of Washing ton, P50 AG005136; Vanderbilt University, R01 AG019085; and Washington University, P50 AG005681, P01 AG03991. The Kathleen Price Bryan Brain Bank at Duk e University Medical Center is funded by NINDS grant # NS39764, NIMH MH60451 and by Glaxo Smith Kline. Genotyping of the TGEN2 cohort was supported by Kronos Science. The TGen series was also funded by NIA grant AG034504 to AJM, The Banner Alzheimer?s Foundation, The Johnnie B. Byrd Sr. Alzheimer?s Institute, the Medical Research Council, and the state of Arizona and also includes samples from the following sites: Newcastle Brain Tissue Resourc e (funding via the Medical Research Council, local NHS trusts and Newcastle University), MRC London Brain Bank for Neurodegenerative Diseases (funding via the Medical Research Council), South West Dementia Brain Bank (funding via numerous sources including the Higher Education Funding Council for England (HEFCE) , Alzheimer?s Research Trust (ART), BRACE as well as North Bristol NHS Trust Research and Innovation Department and DeNDRoN), The Netherlands Brain Bank (funding via numerous sources including Stichting MS Research, Brain Net Europe, Hersenstichting Nederland Breinbrekend Werk, International Par kinson Fonds, Internationale Stiching Alzheimer Onderzoek), Institut de Neuropatologia, Servei Anatomia Patologica, Universitat de Barcelona. Marcel le Morrison- Bogorad, PhD., Tony Phelps, PhD and Walter Kukull PhD are thanked for helping to co-ordinate this collection. ADNI Funding for ADNI is through the Nort hern California Institute for Research and Education by grants from Abbott, AstraZeneca AB, Bayer Schering Pharma AG, Bristol-Myers Squibb, Eisai Globa l Clinical Development, Elan Corporation, Genentech, GE Healthcare, Glaxo-SmithKline, Innogenetics, Johnson and Johnson, Eli Lilly and Co., Medpace, Inc., Merck and Co., Inc., Novartis AG, Pfizer Inc, F. Hoffman-La Roche, Schering-Plough, Synarc, Inc., Alzheimer?s Association, Alzheimer?s Drug Discovery Foun dation, the Dana Foundation, and by the National Institute of Biomedical Imaging and Bioengineering and NIA grants U01 AG024904, RC2 AG036535, K01 AG030514. Data collection and sharing for this project was funded by the ADNI (National Institutes of Health Grant U01 AG024904). ADNI is funded by the National Insti tute on Aging, the National Institute of Biomedical Imaging and Bioengineering, and through generous contributions from the following: Alzheimer?s Assoc iation; Alzheimer?s Drug Discovery Foundation; BioClinica, Inc.; Biogen Idec Inc.; Bristol-Myers Squibb Company; Eisai Inc.; Elan Pharmaceuticals, Inc. ; Eli Lilly and Company; F. Hoffmann-La Roche Ltd and its affiliated company Genentech, Inc.; GE Healthcare; Innogenetics, N.V.; IXICO Ltd.; Janssen Alzheimer Immunotherapy Research & Development, LLC.; Johnson & Johnson Pharmaceutical Research & Development LLC.; Medpace, Inc.; Merck & Co., Inc.; Meso Sc ale Diagnostics, LLC.; NeuroRx Research; Novartis Pharmaceuticals Corporation; Pfizer Inc.; Piramal Imaging; Servier; Synarc Inc.; and Takeda Pharm aceutical Company. The Canadian Institutes of Health Research is providing funds to support ADNI clinical sites in Canada. Private sector contributions are fa cilitated by the Foundation for the National Institutes of Health (www.fnih.org). The grantee organization is the Northern California Institute for Research an d Education, and the study is coordinated by the Alzheimer?s Disease Cooperative Study at the University of California, San Diego. ADNI data are disseminated by th e Laboratory for Neuro Imaging at the University of California, Los Angeles. This research was also supported by NIH grants P30 AG010129 and K01 AG03051 4. The authors thank Drs. D. Stephen Snyder and Marilyn Miller from NIA who are ex-o_cio ADGC members. Support was also from the Alzheimer?s Association (LAF, IIRG-08-89720; MP-V, IIRG-05-14147) and the United States Department of Veterans Affairs Administration, Office of Research and Developmen t, Biomedical Laboratory Research Program. Peter St George-Hyslop is supported by Wellcome Trust, Howard Hughes Medical Institute, and the Canadian Institute of Health. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.

Aquest número comença amb l´article de Mireia Alcón i José Luis Menéndez sobre el paradigma de l´avaluació autèntica i la contribució específica de les rúbriques al disseny i implantació de sistemes d´avaluació coherents amb el paradigma esmentat. La literatura especialitzada ha insistit en la vinculació de l´avaluació autèntica amb la idea d´una avaluació posada al servei de l´aprenentatge. Així ho demostra l´èmfasi en que l´avaluació se centri en l´acompliment dels estudiants respecte de problemes rellevants en entorns socials i professionals. També, l´èmfasi en que l´avaluació estigui alineat amb els altres components del context educatiu donat que, sense aquesta coherència, és impossible aconseguir els aprenentatges que suposa una educació basada en competències. Tanmateix, hom ha insistit menys en el potencial que té l´avaluació autèntica per reorganitzar l´activitat docent del professorat i per a la millora dels currículums. Aquest model requereix una reflexió compartida del professorat sobre l´àmbit professional i la pròpia cultura acadèmica de la disciplina, sobre el perfil del titulat, sobre els objectius d´aprenentatge i llur integració coherent en el pla d´estudis, i sobre els entorns didàctics més adequats per tal que l´estudiant assoleixi els resultats previstos. Perquè només des d´aquesta perspectiva pot implantar-se una avaluació autèntica. En l´article, els autors insisteixen en una idea similar en relació amb les rúbriques. A banda d´ésser instruments d´avaluació, aquestes han d´ésser considerades també recursos educatius que permetin a l´estudiant enjudiciar i resoldre problemes importants del seu àmbit disciplinari en diàleg constant amb els seus companys i professors. Pel professorat, el disseny i la utilització de rúbriques són un motiu d´anàlisi i discussió concret, però activen simultàniament una consciència més profunda i una major responsabilitat sobre la seva pràctica professional. L´autenticitat segueix present en l´article d´Eva Gregori sobre la validesa d´un model de carpeta d´aprenentatge utilitzat en el grau de Belles Arts. La validesa no és una condició suficient per afirmar l´autenticitat d´un sistema d´avaluació, però sí que en constitueix una de les seves condicions necessàries. Un sistema d´avaluació pot ésser perfectament vàlid perquè les inferències que genera respecte els aprenentatges dels estudiants són adequades i útils per aconseguir aquests aprenentatges. No obstant, aquest sistema d´avaluació pot valorar resultats d´aprenentatge que no són rellevats en contextos socioprofessionals reals. De fet, la transferència i generalització dels judicis vàlids sobre l´aprenentatge dels estudiants depèn de la pertinença, importància, amplitud i profunditat dels citats aprenentatges, cosa que confereix interès a aquells judicis vàlids en contextos educatius més amplis. L´autora aborda l´assumpte des de la perspectiva contrària: d´acord amb la literatura especialitzada, reconeix l´autenticitat de la carpeta per ser un recurs en el que l´estudiant justifica i exemplifica el seu procés i resultats d´aprenentatge per, acte seguit, demostrar la validesa del model de carpeta emprat. L`anàlisi inclou un examen dels constructes en els quals es va organitzar la carpeta i de la seva consistència interna, per demostrar la coherència amb els objectius d´aprenentatge i la seva adequació al context educatiu. Un examen de la càrrega de treball dels estudiants en llur elaboració i de les qualificacions obtingudes li serveixen per justificar la seva adequació al perfil de l´estudiant de nou ingrés en la titulació analitzada. L´assumpte de l´avaluació autèntica està també implícit en l´article de María Isabel Arbesú i Leticia Reyes sobre l´eficàcia docent. Per bé que l´article se circumscriu a un estudi de la percepció que tenen estudiants de grau i postgrau de ciències i arts per al disseny, aquest estudi forma part d´una investigació més àmplia que involucra altres actors del sistema educatiu. Investigacions d´aquesta mena són encara més importants en l´actualitat, quan la literatura especialitzada ha plantejat seriosos dubtes sobre la validesa i fiabilitat de les enquestes habituals sobre la qualitat docent, i quan hom reafirma la tendència a descarregar exclusivament en les espatlles del professorat la responsabilitat d´uns resultats educatius insuficients. És significatiu que l´anàlisi no versi sobre l´eficiència del professor sinó sobre l´eficàcia; és a dir, l´adequació dels resultats de l´activitat del professorat al paper que han de jugar en la institució educativa, i que no és altre que el de generar oportunitats d´aprenentatge pels seus estudiants. En aquest sentit, és de particular interès que els propis estudiants identifiquin dimensions d´avaluació que no acostumen a recollir-se en els qüestionaris. De confirmar-se això, aquests resultats subratllarien un cop més el risc cert d´incórrer en insuficiències que posarien en entredit la validesa d´aquests instruments. D´aquesta manera, hom posa de manifest com els problemes de validesa menyscaben l´autenticitat del sistema avaluador. Els dos darrers articles provenen de l´àmbit de la Teoria de l´Art. El signat per Bibiana Crespo realitza un decurs històric del concepte de dibuix des de l´antiguitat greco-romana fins a les avantguardes històriques. No s´ha de cercar una anàlisi exhaustiva de les reflexions d´artistes i teòrics sobre el tema, cosa impossible en un article; l´autora es basa en una selecció de textos de diferents èpoques per a demostrar la presència d´un fil condcutor en la idea de dibuix com activitat intel•lectual i com aquesta idea va evolucionant en els diferents períodes de la història de l´art. Sobre aquesta base, s´afirma el valor específic del dibuix com a art, però també el seu paper rellevant com activitat artística i, en aquest sentit, la seva contribució a la resta de les arts plàstiques. En l´article s´observen les relacions canviants entre els diferents aspectes del dibuix segons hom consideri la seva relació amb la naturalesa; la seva relació amb les altres arts plàstiques; amb la pròpia activitat mental de l´artista i el seu correlat amb el procés d´ideació, d´una banda, i amb el d´execució de l´altra; amb el seu vincle amb diferents facultats mentals –sigui l´intel•lecte, la intuïció, la imaginació, l´enginy o el sentiment–; o amb la seva pròpia naturalesa lingüística que esdevé motiu central de reflexió en el tram final de la modernitat. L´article de Ricard Ramon adopta l´enfocament més sociològic dels estudis de cultura visual per examinar el paper desenvolupat per l´art i el discurs artístic en les estratègies de legitimació i en les campanyes publicitàries de les principals empreses i corporacions. L´autor presenta el cas de l´empresa de ceràmica Lladró per a plantejar l´existència de relacions entre la seva activitat industrial i comercial, el seu interès en el col•leccionisme d´obres d´art, la col•laboració amb reconeguts especialistes del camp de la història de l´art i la creació del propi museu Lladró. L´interès de l´article rau en que el seu objecte d´estudi està molt poc tractat en el camp de la Història de l´Art perquè, des d´una concepció tradicional de la disciplina, aquest objecte queda fora del seu àmbit. És innegable que una de les funcions que l´art ha exercit històricament és ser mitjà de representació i legitimació pública dels valors i grups de poder dominants. Tanmateix, en les societats democràtiques avançades, concorren aspectes nous que suposen un salt qualitatiu. La qüestió rau en el procés d´acceleració històrica, les conseqüències de la naturalesa tecnològica de la societat de la informació i comunicació, i la crisi d´altres metarelats que fan de contrapès als arguments exclusivament econòmics. Tot plegat explica la proliferació de les interferències entre els discursos i fenòmens artístics, aquells altres que es desenvolupen en el disseny i la publicitat, i els interessos comercials i financers del món dels negocis. Aquest fet dóna especial rellevància al debat sobre els límits i les juxtaposicions entre aquests discursos i interessos, sobre llurs diferències i finalitats respectives, i sobre les repercussions recíproques que tindran en cadascun d´aquests àmbits. ; This issue begins with an article by Mireia Alcón and Jose Luis Menendez on the paradigm of authentic assessment and the specific contribution of rubrics to the design and implementation of assessment systems within this paradigm. The specialist literature strongly advocates the linking of authentic assessment with the idea of assessment at the service of learning. For example, it emphasizes the fact that assessment should focus on students' performance with respect to relevant problems in social and professional settings, and also that assessment should be closely aligned with the other components of the educational context because otherwise it is impossible to achieve the learning that a competency-based education requires. However, less attention has been paid to the potential of authentic assessment to reorganize teaching activities and improve curricula. A model of this requires a shared reflection of teachers on their professional environment and the academic culture of the discipline, on the graduate profile, on learning objectives and their integration into the curriculum, and on the learning environments that can help students to obtain the desired results. Only from this perspective can an authentic assessment be put in place. In the article, the authors put forward a similar idea in relation to rubrics. Besides being assessment tools, rubrics should be considered as educational resources that allow students to tackle important problems in their discipline, in constant dialogue with peers and teachers. For teachers, the design and use of rubrics is a source of analysis and discussion, but simultaneously activates a deeper awareness and a greater collective responsibility for their professional practice. The question of authenticity is also present in the article by Eva Gregori on the validity of a learning portfolio model used in the degree of Fine Arts. Validity is not a sufficient condition to affirm the authenticity of an assessment system, but it is a necessary component. An assessment system can be perfectly valid because the inferences it generates regarding students' learning are appropriate and useful for this learning; however, it may evaluate learning outcomes that are not relevant to real socioprofessional contexts. The transfer and generalization of valid judgments on students' learning depends on the relevance, breadth and depth of this learning. The author addresses the issue from the opposite perspective: in accordance with the specialist literature, she recognizes the authenticity of the portfolio as a resource in which students justify and exemplify the learning process and results, and then demonstrates the validity of the portfolio model used. The analysis includes an examination of the constructs in which the portfolio was organized and its internal consistency in order to demonstrate its suitability with regard to the learning objectives and its relevance in the educational context. On the basis of a review of students' workload in the preparation of the portfolio and of the test scores obtained, the author concludes that the portfolio is a highly useful instrument for students in the first years of the Fine Arts degree. The issue of authentic assessment is also implicit in the article by Maria Isabel Arbesú and Leticia Reyes on teacher effectiveness. Although the article is limited to a study of the perceptions of science and fine arts undergraduates and graduates, the study is part of a wider investigation involving other actors in the education system. Investigations of this type are particularly important today, at a time when the specialist literature has raised serious questions about the validity and reliability of the surveys currently used to assess teaching quality, and when there is a tendency to lay all the responsibility for poor educational outcomes at the door of the teachers. Significantly, the analysis does not focus on teachers' efficiency but on their effectiveness; that is, the relevance of the results of their activity to the role they should play in the school, that is, to generate learning opportunities for their students. In this context, it is particularly important that the students themselves identify dimensions of assessment which are not usually included in questionnaires. If confirmed, these results underline once again the risk of certain deficiencies that call into question the validity of these instruments. Thus, it becomes clear how problems of validity undermine the authenticity of the assessment system. The last two articles are from the field of art theory. The piece by Bibiana Crespo takes a historical view of the concept of drawing, from the Graeco-Roman world until the early-20th-century avant-garde movement. An exhaustive analysis of the reflections of artists and theorists on the subject would be beyond the scope of the article; the author bases her contribution on a selection of texts from different periods to demonstrate the presence of an underlying thread in the idea of drawing as an intellectual activity and to trace the evolution of this in different periods of art history. On this basis, she affirms the specific value of drawing as art, but also stresses its important role as an artistic activity and, in this respect, its contribution to the rest of the Fine Arts. The article reflects the changing relationships between different aspects of drawing according to a consideration of their relationship with nature; its relationship with the other arts; its relationship with the artist's mental activity and its correlation with the process of ideation on the one hand and with the process of execution on the other; its link with various mental faculties such as the intellect, intuition, imagination, ingenuity or feeling; and with its own linguistic nature which becomes the central cause for reflection in the final stage of modernity. Ricard Ramon article adopts a more sociological approach to the studies of visual culture to examine the role of art and artistic discourse in the strategies of legitimation and advertising campaigns of major companies and corporations. The author presents the case of Lladró, the ceramics company, to exemplify the existence of relations between its industrial and commercial activities, its interest in collecting works of art and in collaborating with renowned experts in the field of art history, and the creation of the Lladró museum. The article is important because its subject lies outside the scope of the traditional conception of art history and has been largely neglected inside the discipline. It is undeniable that one of art's historical functions has been as a means of representation and public legitimation of the dominant values and power groups inside a community. However, in advanced democratic societies, new aspects come together that represent a qualitative leap forward. The key lies in the process of historical acceleration, the consequences of the technological nature of the information and communication society, and the crisis of other metanarratives that act as a counterweight to the purely economic arguments. All this explains the proliferation of interferences between artistic discourses and phenomena, other discourses that are at work in design and advertising, and the commercial and financial interests of the business world. This confers special relevance on the debate about the limits and juxtapositions between these discourses and interests, their differences and their respective aims, and on the reciprocal repercussions that they have in each of these areas. ; Este número comienza con el artículo de Mireia Alcón y José Luis Menéndez sobre el paradigma de la evaluación auténtica y la contribución específica de las rúbricas al diseño e implantación de sistemas de evaluación coherentes con dicho paradigma. La literatura especializada ha insistido en la vinculación de la evaluación auténtica con la idea de una evaluación puesta al servicio del aprendizaje. Así lo demuestra el énfasis en que la evaluación se centre en el desempeño de los estudiantes respecto de problemas relevantes en entornos sociales y profesionales. También, el énfasis en que la evaluación esté alineada con los otros componentes del contexto educativo puesto que, sin esta coherencia, es imposible alcanzar los aprendizajes que supone una educación basada en competencias. Sin embargo, se ha insistido menos en el potencial que tiene la evaluación auténtica para reorganizar la actividad docente del profesorado y para la mejora de los currículos. Dicho modelo requiere una reflexión compartida del profesorado sobre el ámbito profesional y la propia cultura académica de la disciplina, sobre el perfil del egresado, sobre los objetivos de aprendizaje y su integración coherente en el plan de estudios, y sobre los entornos didácticos más adecuados para que el estudiante alcance los resultados previstos. Porque solo desde esta perspectiva puede implantarse una evaluación auténtica. En el artículo, los autores insisten en una idea similar en relación con las rúbricas. Además de ser instrumentos de evaluación, estas deben ser consideradas también recursos educativos que permitan al estudiante enjuiciar y resolver problemas importantes de su ámbito disciplinario en diálogo constante con sus compañeros y profesores. Para el profesorado, el diseño y la utilización de rúbricas son un motivo de análisis y discusión concreto, pero activan simultáneamente una conciencia más profunda y una mayor responsabilidad colectiva sobre su práctica profesional. La autenticidad sigue presente en el artículo de Eva Gregori sobre la validez de un modelo de carpeta de aprendizaje utilizado en el grado de Bellas Artes. La validez no es una condición suficiente para afirmar la autenticidad de un sistema de evaluación, pero sí que constituye una de sus condiciones necesarias. Un sistema de evaluación puede ser perfectamente válido porque las inferencias que genera respecto de los aprendizajes de los estudiantes son adecuadas y útiles para conseguir tales aprendizajes. Sin embargo, ese sistema de evaluación puede valorar resultados de aprendizaje que no son relevantes en contextos socioprofesionales reales. De hecho, la transferencia y generalización de los juicios válidos sobre el aprendizaje de los estudiantes depende de la pertinencia, importancia, amplitud y profundidad de tales aprendizajes, lo que confiere interés a aquellos juicios válidos en contextos educativos más amplios. La autora aborda el asunto desde la perspectiva contraria: de acuerdo con la literatura especializada, reconoce la autenticidad de la carpeta por ser un recurso en el que estudiante justifica y ejemplifica su proceso y resultados de aprendizaje para, a continuación, demostrar la validez del modelo de carpeta empleado. El análisis incluye un examen de los constructos en que se organizó la carpeta y de su consistencia interna, para demostrar su coherencia con los objetivos de aprendizaje y su adecuación al contexto educativo. Un examen de la carga de trabajo de los estudiantes en su elaboración y de las calificaciones obtenidas le sirven para justificar su adecuación al perfil del estudiante de reciente ingreso en la titulación analizada. El asunto de la evaluación auténtica está también implícito en el artículo de María Isabel Arbesú y Leticia Reyes sobre la eficacia docente. Aunque el artículo se circunscribe a un estudio de la percepción que tienen estudiantes de grado y posgrado de ciencias y artes para el diseño, dicho estudio forma parte de una investigación más amplia que involucra otros actores del sistema educativo. Investigaciones de este tipo son aun más importantes en la actualidad, cuando la literatura especializada ha planteado serias dudas sobre la validez y fiabilidad de las encuestas al uso sobre la calidad docente, y cuando se reafirma la tendencia de descargar exclusivamente en los hombros del profesorado la responsabilidad de unos resultados educativos insuficientes. Es significativo que el análisis no verse sobre la eficiencia del profesor sino sobre la eficacia; esto es, la adecuación de los resultados de la actividad del profesorado al papel que deben desempeñar en la institución educativa, y que no es otro que generar oportunidades de aprendizaje para sus estudiantes. En este sentido, es de particular interés que los propios estudiantes identifiquen dimensiones de evaluación que no acostumbran a estar recogidas en los cuestionarios. De confirmarse, estos resultados subrayarían una vez más el riesgo cierto de incurrir en insuficiencias que pondrían en entredicho la validez de estos instrumentos. De este modo, se pone de manifiesto cómo los problemas de validez menoscaban la autenticidad del sistema evaluador. Los dos últimos artículos provienen del ámbito de la Teoría del Arte. El firmado por Bibiana Crespo realiza un decurso histórico del concepto del dibujo desde la antigüedad greco-romana hasta las vanguardias históricas. No hay que buscar un análisis exhaustivo de las reflexiones de artistas y teóricos sobre el tema, cosa imposible en un artículo; la autora se basa en una selección de textos de diferentes épocas para demostrar la presencia de un hilo conductor en la idea de dibujo como actividad intelectual y como esta idea va evolucionando en los diferentes períodos de la historia del arte. Sobre esta base, se afirma el valor específico del dibujo como arte, pero también su papel relevante como actividad artística y, en este sentido, su contribución al resto de las artes plásticas. En el artículo se observan las relaciones cambiantes entre los diferentes aspectos del dibujo según se considere su relación con la naturaleza; su relación con las otras artes plásticas; con la propia actividad mental del artista y su correlato con el proceso de ideación, por un lado, y con el de ejecución por el otro; con su vínculo con diferentes facultades mentales –sea el intelecto, la intuición, la imaginación, el ingenio o el sentimiento–; o con su propia naturaleza lingüística que pasa a ser motivo central de reflexión en el tramo final de la modernidad. El artículo de Ricard Ramon adopta el enfoque más sociológico de los estudios de cultura visual para examinar el papel desempeñado por el arte y el discurso artístico en las estrategias de legitimación y en las campañas publicitarias de las principales empresas y corporaciones. El autor presenta el caso de la empresa de cerámica Lladró para plantear la existencia de relaciones entre su actividad industrial y comercial, su interés en el coleccionismo de obras de arte, la colaboración con reconocidos especialistas del campo de la historia del arte y la creación del propio museo Lladró. El interés del artículo radica en que su objeto de estudio está muy poco tratado en el campo de la Historia del Arte porque, desde una concepción tradicional de la disciplina, dicho objeto queda fuera de su ámbito. Es innegable que una de las funciones que el arte ha desempeñado históricamente es ser medio de representación y legitimación pública de los valores y grupos de poder dominantes. Sin embargo, en las sociedades democráticas avanzadas, concurren aspectos nuevos que suponen un salto cualitativo. La clave radica en el proceso de aceleración histórica, las consecuencias de la naturaleza tecnológica de la sociedad de la información y comunicación, y la crisis de otros metarrelatos que actúan de contrapeso ante los argumentos exclusivamente económicos. Todo ello explica la proliferación de las interferencias entre los discursos y fenómenos artísticos, aquellos otros que se desarrollan en el diseño y la publicidad, y los intereses comerciales y financieros del mundo de los negocios. Este hecho confiere especial relevancia al debate sobre los límites y las yuxtaposiciones entre estos discursos e intereses, sobre sus diferencias y fines respectivos, y sobre las repercusiones recíprocas que tendrán en cada uno de estos ámbitos.