Suchergebnisse

El proyecto Comunidad de Aprendizaje (CdA) supone una transformación social y cultural de centros educativos y su entorno, así como a la mejora de los resultados escolares y de la convivencia. Se han realizado seis trabajos, analizando los centros CdA de Andalucía, combinando el análisis cuantitativo con el cualitativo de los datos. Los instrumentos utilizados para recoger información han sido un cuestionario y una entrevista abierta, ambos elaborados ad hoc para la presente tesis. Como resultados, destaca que el profesorado percibe la influencia de CdA en la mejora de los rendimientos educativos del alumnado y en la convivencia de toda la comunidad; existe una influencia positiva en el ejercicio de la docencia; la dirección de estos centros ejerce un papel decisivo mediante un tipo de liderazgo pedagógico, democrático y distribuido. Por tanto, se mejora la participación, satisfacción y motivación de todos los miembros de la comunidad educativa en el centro. ; The Community of Learning (CdA) project involves a social and cultural transformation of educational centers and their environment, as well as the improvement of school results and coexistence. Six studies have been carried out, analyzing the Andalusian CdA centers, combining the quantitative and qualitative analysis of the data. The instruments used to collect information have been a questionnaire and an open interview, both elaborated ad hoc for the present thesis. The results show that teachers perceive the influence of CdA in improving the educational performance of students and in the coexistence of the whole community; There is a positive influence on the exercise of teaching; The leadership of these centers plays a decisive role through a type of pedagogical, democratic and distributed leadership. Therefore, the participation, satisfaction and motivation of all the members of the educational community in the center is improved. ; Tesis Univ. Jaén. Departamento de Pedagogía. Leída el 14 de septiembre de 2017.

Las tertulias musicales dialógicas (TMD), son parte de las actuaciones de éxito de una Comunidad de Aprendizaje (CdA). El objeto de este estudio se centra en una experiencia realizada en un centro educativo que realiza estas actuaciones con todos los miembros de la comunidad educativa. El CEIP Navas de Tolosa realiza TMD de forma semanal en todas las aulas del centro. El profesorado en general, no solo el de música, realiza esta actividad con el alumnado de forma sistemática, obteniendo grandes beneficios en todas las competencias básicas. La selección de las obras musicales contrastadas procedentes de los clásicos universales, ha sido programada por la dirección del centro, también especialista de música. El estudio analizado desde una mirada cualitativa bajo dos enfoques, la observación participante realizada por la propia docente e investigadora del aula y la moderación de grupos de discusión orientados a conocer la percepción de los discentes sobre el conjunto de actuaciones de éxito realizadas en el aula de música.Analysis of the influence on student learning after the organization of dialogical musical gatherings in an educational center.Dialogical musical gatherings (TMD) are part of the successful actions of a Learning Community (CdA). The object of this study is centered on an experience carried out in an educational center that performs these actions with all the members of the educational community. The CEIP Navas de Tolosa performs TMD on a weekly basis in all the classrooms of the center. The teachers in general, not only the music, perform this activity with the students in a systematic way, obtaining great benefits in all basic skills. The selection of the contrasted musical works from the universal classics has been programmed by the center's management, also a music specialist. The study analyzed from a qualitative perspective under two approaches, the participant observation made by the teacher and researcher of the classroom and the moderation of discussion groups aimed at knowing the perception of the students on the set of successful performances in the classroom of music.

En el presente trabajo se pretende problematizar la noción de universalidad en sus sentidos filosóficos, políticos y culturales, contrastándola con la lectura que puede realizarse de dicha noción en el ámbito multicultural de la Universidad Nacional de Salta como espacio en cuya discusión académica y epistemológica prima el universalismo moderno eurocéntrico. En este contexto, trataremos de poner en cuestión si hay una aplicación de la verdad, la validez y la rectitud que pueda considerarse universal. Por lo tanto, no hay pretensión alguna de generalización sino, por el contrario, intención de producir conocimiento situado.En el presente trabajo se pretende problematizar la noción de universalidad en sus sentidos filosóficos, políticos y culturales, contrastándola con la lectura que puede realizarse de dicha noción en el ámbito multicultural de la Universidad Nacional de Salta como espacio en cuya discusión académica y epistemológica prima el universalismo moderno eurocéntrico. En este contexto, trataremos de poner en cuestión si hay una aplicación de la verdad, la validez y la rectitud que pueda considerarse universal. Por lo tanto, no hay pretensión alguna de generalización sino, por el contrario, intención de producir conocimiento situado. Con este fin, retomaremos, en primer lugar, la problemática del lenguaje en relación con la universalidad de los conceptos. Seguidamente, abordaremos la universalidad en la modernidad intentando hacer evidente su componente netamente eurocéntrico. En un tercer momento, analizaremos cómo se articulan todos estos conceptos en América Latina, para luego referirnos al papel de la educación en esos procesos. Todo este desarrollo servirá para analizar finalmente el contexto de la educación argentina en general, las universidades y la Universidad Nacional de Salta en particular. El eje alrededor del cual se harán todos los análisis precedentemente enumerados será el de los Pueblos Originarios y su carácter de actores sociales negado por el criterio universalista. ; In the present work we problematize the notion of universality in its philosophical, political and cultural senses, contrasting it with the reading that can be done of this notion in the multicultural environment of National University of Salta as a space where modern Eurocentric universalism prevails in academic and epistemological discussion. In this context, we will question whether there is an application of truth, validity and rectitude that can be considered universal. Therefore, there is no pretense of generalization but, on the contrary, intention to produce situated knowledge. To this end, in the first place we will examine the problem of language in relation to the universality of concepts. Next, we will address universality in modernity, trying to make evident its clear Eurocentric component. In a third moment, we will analyze how all these concepts are articulated in Latin America, and then we will refer to the role of education in those processes. All this development will be finally used for analyzing the context of Argentine education in general, and universities and the National University of Salta in particular. The axis around which all these analyzes will be made will be the Original Peoples and their character as social actors denied by the universalist criterion. ; Fil: Rodríguez, Nuria Macarena. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Salta. Instituto de Investigaciones en Ciencias Sociales y Humanidades. Universidad Nacional de Salta. Facultad de Humanidades. Instituto de Investigaciones en Ciencias Sociales y Humanidades; Argentina

Fallece el gran filósofo español Jesús Mosterín, el 4 de octubre de 2017, coincidiendo con el Día Mundial de los Animales. Casualidad o no, lo cierto es que su legado y obra son esenciales para las bases del pensamiento en defensa de los derechos de los animales. Su rigor científico constituye un argumentario sólido y sin ambages en favor del respeto debido y de la empatía hacia los demás seres vivos con los que compartimos el planeta. Su mensaje es siempre directo y seguro de que la defensa de los demás animales era y es uno de los grandes temas pendientes en la evolución social, política y cultural de nuestro país. Su obra nos allana el camino. ; The great Spanish philosopher Jesús Mosterín died on October 4, 2017, on World Animal Day. Coincidence or not, the truth is that his legacy and work are essential for the defense of animal rights. Its scientific rigor constitutes a solid and unambiguous argument in favor of due respect and empathy towards the other living beings with whom we share the planet. His message is always direct and makes clear that the defense of other animals was and still is one of the great pending issues in the social, political and cultural evolution of our country. His work paves the way for us.

La autora analiza el tratamiento legal que se da actualmente a los abusos sexuales a los animales en los ordenamientos jurídicos de otros países, para mostrar a continuación qué uso hace el Código Penal vigente del término "explotación sexual" referido a los seres humanos y, por último, evaluar la conveniencia de la solución dada por el legislador español al problema de la utilización de los animales como objetos sexuales, a través de la reciente reforma introducida por la L.O. 1/2015, de 30 de marzo. ; The author analyzes the current legal treatment of sexual abuse of animals in the legal systems of other countries. She also explains which use does the existing Criminal Code give to the term "sexual exploitation" referring to humans, and, finally, she assess the appropriateness of the solution given by the Spanish legislature to the problem of using animals as sexual objects , through the recent amendment introduced by the LO 1/2015, of 30th of March.

ABSTRACTThe management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center. ; RESUMEN La dirección de los centros docentes ha adquirido con la legislación actual nuevos retos, dotando de mayor responsabilidad al director. Por este motivo, el correcto funcionamiento y organización de los centros depende de la idiosincrasia del proyecto de dirección, ya que condiciona su proyecto educativo. En el presente estudio se han analizado 34 centros de Andalucía transformados en Comunidades de Aprendizaje (CdA) mediante la realización de entrevistas personales a cada director. Con tal fin, se ha seguido una metodología cualitativa, la cual, permite describir y comprender la realidad que estudia añadiendo aspectos sociales y culturales del contexto. Se ha utilizado el programa Nvivo 10 para describir las relaciones entre las distintas categorías según las referencias obtenidas por parte de los entrevistados. Se ha demostrado que el papel de la dirección influye decisivamente en los procesos de innovación pedagógica de estos centros y se han identificado las principales dificultades con las que se encuentra el director a lo largo de todo el proceso. Por otro lado, se ha observado que la satisfacción de éste condiciona el trabajo del profesorado, así como la mejora en la relación de los miembros de la comunidad educativa y de su propia percepción del centro escolar. Como conclusión, se puede asegurar que los directores de centros CdA necesitan llevar a cabo un liderazgo pedagógico, democrático y distribuido entre todos los miembros de la comunidad educativa para conseguir que el proyecto se implemente de forma eficaz, dando como resultado mejoras en el rendimiento y convivencia del centro. ABSTRACTThe management of the teaching centers has acquired new challenges with the current legislation, giving the director greater responsibility. For this reason, the proper functioning and organization of the centers depends on the idiosyncrasy of the management project, since it conditions their educational project. In this study we have analyzed 34 centers in Andalusia transformed into Learning Communities (CdA) by conducting personal interviews with each director. To this end, a qualitative methodology has been followed, which allows us to describe and understand the reality that is studied by adding social and cultural aspects of the context. The Nvivo 10 program has been used to describe the relationships between the different categories according to the references obtained by the interviewees. It has been shown that the role of management has a decisive influence on the pedagogical innovation processes of these centers and the main difficulties encountered by the director throughout the entire process have been identified. On the other hand, it has been observed that the satisfaction of the latter conditions the work of the teaching staff, as well as the improvement in the relationship of the members of the educational community and their own perception of the school. In conclusion, it can be assured that the directors of CdA centers need to carry out a pedagogical, democratic and distributed leadership among all the members of the educational community in order to get the project implemented efficiently, resulting in improvements in performance and coexistence of the center.

The aim of this study is to deepen our understanding of the practice of a lecturer in linear algebra by exploring the connections he makes between his content knowledge and his pedagogical content knowledge while working on the topic of matrices. Data were collected through video recordings of his classes and semi-structured interviews, and were analysed with the Mathematics Teacher's Specialised Knowledge model. Instances of classroom performance, supported by the teacher's own affirmations, provided evidence relating to the categories comprising the model, and enabled us to establish connections between the lecturer's knowledge, his understanding of his students' learning capabilities, and his knowledge of teaching mathematics, which together account for his classroom practice: the use of varied examples to introduce new content, the highlighting of the most salient aspects of the topic, and alerts about potential errors and difficulties. The contribution that these results could make to the training of university teachers, which would be done with the knowledge of the areas of difficulty shown by the teacher in mind, could be used to deepen other elements of their pedagogical content knowledge. The interconnections between areas of knowledge identified by the study also serve to validate the usefulness of a theoretical model for studying teachers' knowledge ; This research was financed by the COIDESO research centre at the University of Huelva, the Ministry of Science, Innovation and Universities of the Government of Spain (project: RTI2018- 096547-B-I00), and the research group DESYM (HUM-168)

PurposeThis study aims to examine the marketing/R&D relationship under different relative dependence situations. Specifically, its basic objective is to analyse if the effect that the climate between these departments exerts on new product development performance is moderated by the dependence perceived by these areas.Design/methodology/approachThe interfunctional climate was measured through six key variables of relationship marketing: cooperation, communication, trust, commitment, social satisfaction and conflict. To do this, the R&D directors of 178 Spanish innovative firms were surveyed. A sample of 345 products (177 successes and 168 failures) was been obtained.FindingsThe results derived from a multisample analysis allow the conclusion that in those situations of high dependence the creation of a satisfactory climate is specially important for the development of affective bonds, such as trust and commitment among the functional areas.Originality/valueThe novelty of the research lies in the use of the relationship marketing approach to investigate industrial intra‐functional relationships and their influence on a new product performance. Furthermore, the inclusion of dependence as a possible moderator of that influence represents an added value of the study.

A practical RhIII-catalyzed cascade olefination/annulation of picolinamides leading to pyrrolo[3,4-b]pyridines has been developed. The reaction shows wide scope, complete regiocontrol and excellent stereoselectivity ; We thank Spanish Government (MINECO, CTQ2012-35790) and Madrid regional government (AVANCAT, S2009/PPQ-1634) for financial support. N.R. thanks the MICINN for a Ramón y Cajal contract and the Marie Curie Foundation (CIG: CHAAS- 304085)

A practical Cu-catalyzed picolinamide-directed o-amination of anilines showing excellent mono-substitution selectivity and high functional group tolerance has been developed ; We thank the Spanish Government (MINECO, CTQ2012-35790) and the Madrid regional government (AVANCAT, S2009/PPQ-1634) for financial support. N.R. thanks the MICINN for a Ramon y Cajal contract and the Marie Curie Foundation (CIG: CHAAS-304085)

The work was supported by European Union H2020 Programme under grant agreement No. 637107, SYMBIO-TIC.