From Rome’s Light to Florence’s Gold. Light and Historical Legitimacy in the Italian Humanists

Durante el Renacimiento, desde sus inicios hasta su consolidación, los humanistas utilizaron la contraposición entre luz y oscuridad para legitimar, frente a la medieval, su nueva visión del mundo. En el presente artículo analizaremos el significado concreto con que se dota a la luz en dicha contraposición, así como las diferentes modulaciones que adquiere, dentro de lo que hemos llamado la Edad de la luz.In Renaissance, from its beginning to its consolidation, humanists used the light/darkness opposition to legitimate, in front of the medieval one, their new world vision. In this paper we’ll analyze the specific meaning with light is provided with in that opposition, as well as the different modulations that this light acquires, in what we have named the Light’s Age

Model-driven Enterprise Systems Configuration

Enterprise Systems potentially lead to significant efficiency gains but require a well-conducted configuration process. A promising idea to manage and simplify the configuration process is based on the premise of using reference models for this task. Our paper continues along this idea and delivers a two-fold contribution: first, we present a generic process for the task of model-driven Enterprise Systems configuration including the steps of (a) Specification of configurable reference models, (b) Configuration of configurable reference models, (c) Transformation of configured reference models to regular build time models, (d) Deployment of the generated build time models, (e) Controlling of implementation models to provide input to the configuration, and (f) Consolidation of implementation models to provide input to reference model specification. We discuss inputs and outputs as well as the involvement of different roles and validation mechanisms. Second, we present an instantiation case of this generic process for Enterprise Systems configuration based on Configurable EPCs

Estrategia para mejorar la difusión de los resultados de investigación con la Web 2.0.

Scientific communication is being enriched by the introduction of new ways of storage, publication and dissemination of the results. These include the services of the Web 2.0 which are still largely unknown to researchers. In this context the objective of this paper is to illustrate how we can strategically use Web Services 2.0 to disseminate and give greater visibility to scientific publications. To this end we present a series of services of interest to scientific communication (Blogger, Twitter, Facebook, Slideshare y E-Lis) and explain the role they can play in communicating scientific results. It also shows how these services should be logically interrelated, which we call the strategic dissemination cycle. In the last section, the authors collected a set of webmetric indicators classified into three groups (social influence, use, recognition) to evaluate the success of the dissemination strategy and the visibility of a work in the Web 2.0

El fraude en la ciencia: reflexiones a partir del caso Hwang

In 2006 Hwang's fraudulent papers published in Science on stem cell research re-opened the debate on scientific misconduct. Taking this as a starting point, some reflections are put forward on the dimension of fraud in science. The singularity of Hwang's case, due to its scientific, social and media impact, is examined as a consequence of the persuasion mechanisms systematised in the so-called Routes of Scholarly Lying. Furthermore, the reasons for publishing fraudulent research, the inefficiency of peer review for detecting it, and the various mechanisms for managing and eradicating it, are presented

Análisis métrico de los blogs españoles de Biblioteconomía y Documentación (2006-2007)

This paper analyses several indicators of production and participation in spanish library and information science blogs. We selected a sample of 46 personal and corporative weblogs, taking those 12 blogs with the higher number of incoming links. These blogs get more than 70% of the total number of links received by the whole group. Our results detect an important decline in production along the period, keeping constant the comments per post indicator. More than 50% of comments are written by the library blogs authors. 4 blogs show higher than average indicators of production and participation. These are Deakialli, Catorze, Documentalista Enredado and Véase Además

Efecto de la agregación de universidades españolas en el Ranking de Shanghai (ARWU): caso de las comunidades autónomas y los campus de excelencia

The Academic Ranking of World Universities (ARWU) or Shanghai Ranking is a de facto standard to determine the position of universities worldwide. Improving ranking positions has become the goal of universities and governments. No wonder therefore that the aggregation of universities in Spain is nowadays suggested as a means to raise the international profile of our university system. In this context, the goal of this study was to test two potential groupings, universities belonging to the same Autonomous Community and campuses of international excellence (CEIs), to determine the ARWU placement that would result. To compute the ARWU indicators of these possible groupings, we used the methodology developed in Docampo (2012b). The results of our analysis clearly show the difficulty of improving ranking positions by calculating the sum of aggregated institutions. As a matter of fact, the only way to place a university cluster from Spain in the top 100 would be to treat all of the Catalan universities as a single institution. The next best ranking for Spain would be achieved by the Habitat 5U (universities of Comunidad Valenciana), BKC (Barcelona and Politècnica de Catalunya) and VLC/Campus (Valencia and Politécnica de Valencia), CEIs which would lie in the 150-200 range

Método POGIL para el Aprendizaje Cooperativo en Ciencias: Aplicación a la asignatura “Oceanografía Química”

Se muestra un método de aprendizaje cooperativo para una asignatura del Grado de Ciencias del Mar donde se aplica el método POGIL (Process-Oriented Guided Inquiry Learning). Los estudiantes aprenden los temas del curso siguiendo el ciclo del aprendizaje. En cada actividad se muestra un experimento o caso de estudio y se realizan preguntas para guiar a la comprensión del fenómeno observado. Tras la discusión y adquisición de los nuevos conceptos se formulan ejercicios para la aplicación de los mismos. Los grupos aprenden de forma autónoma pero el diseño de la actividad, menos libre que en métodos de aprendizaje similares (como el Aprendizaje Basado en Problemas) asegura la consecución de las competencias de conocimiento al final de la actividad. Se desarrollan además competencias genéricas: trabajo en equipo, comunicación efectiva y aprendizaje autónomo, entre otras. Se muestra un ejemplo de asignatura casi completamente desarrollada con este formato durante los 3 últimos cursos académicos. Se han realizado encuestas entre los alumnos con el fin de valorar el método educativo observándose que los alumnos se sienten más comprometidos con la asignatura y que tienen una mejor compresión de conceptos de química con este método que con clases tradicionales