Gestor de incidencias: Domestic Appliance

Proyecto realizado para la empresa de reparación de aparatos eléctricos Domestic Appliance con el que se se pretende facilitar y mejorar el proceso de gestión de todas las reparaciones que se realizan mediante una aplicación web. A nivel de Pyme, se trata de un sistema básico de CRM (Customer Relationship Management) y de un gestor de incidencias con el que los empleados de la empresa Domestic Appliance podrán mantener un mejor seguimiento de todos los casos abiertos, ver estadísticas y obtener información de todos los clientes. El sistema se completa con la gestión de un correo interno dónde los usuarios se podrán enviar información confidencial entre ellos, actuando como un correo interno.

R&D cooperation between Spanish firms and scientific partners: what is the role of tertiary education?

This paper explores the factors that determine firm’s R&D cooperation with different partners, paying special attention on the role of tertiary education (degree and PhDs level) in facilitating the connection between the firms and the to scientific bodies (technology centres, public research centres and universities). Here, we attempt to answer two questions. First, are innovative firms that carry out internal and external R&D activities more likely to cooperate on R&D projects with other partners? Second, do Spanish innovative firms with a high participation of researchers with degrees or PhDs tend to cooperate more with scientific partners? To answer both questions we apply a three-dimensional approach on a firm level Panel Data with a sample of 4.998 manufacturing and services Spanish firms. First, we run a complementary test between external R&D acquisition and skilled research workers and find that firms which carry out external R&D activities obtain a greater return on R&D cooperation when they have skilled workers in R&D, especially in high-tech manufactures and KIS services. Second, we carry out a 2-step tobit model to estimate, in the first stage, the determinants that explain whether Spanish innovative firms cooperate or not; and in the second stage the factors that affect the choice of partners. And third, we apply an ordered probit model to test the marginal effects of explanatory variables on the different partners. Here we contrast some of the most interesting empirical hypotheses of previous studies, and which emphasize the role of employees with degrees and PhDs in facilitating cooperative R&D between firms and scientific partners. JEL classification: O31, O33, O38. Key words: Determinants R&D cooperation, industry-university flows, PhD research workers.

Deciding where to belong: gender differences in educational trajectories and migration in a rural Spanish town

From an anthropological perspective, formal post-secondary schooling is not an abstractentity with an intrinsic value that everyone finds desirable, but rather one alternative among many that young people evaluate from their different positions in the social field. The problem discussed in this paper is the diverging life trajectories that young men and women in a concrete rural context, at the end of the 20th century, shape for themselves at the ages of 14-16, a moment of decision created by national legislation regarding mandatory education (LGE, 1970, General Education Law, and LOGSE, 1990, General Organic Law of the Education System). Despite a strong cultural norm of equal inheritance divided among all children, male and female, and despite the equal educational opportunities provided by the Spanish State, different meanings of possession and use-rights over land and the resulting culturally accepted gendered division of work converge to orient men and women differently towards post-secondary schooling. Observation of the age, gender, and civil status structure of the population led to the preliminary query: Why do men and women, in this town, behave differently with respect to migration and marriage? The main hypothesis was that women’s longer school trajectories and resulting migration and men’s anchoring in the town and their higher rates of celibacy were not drastic changes in values, in the positional-relational sense of Bourdieu (1988, 2002), but the current outcome of previously existing dissimilar relations to property that produce dissimilar mobility. Through their schooling and work choices, young men and women, at very early ages, locate themselves in, or decide to belong to, different contexts that later reveal very different possibilities of finding marriage partners. This paper is based on an ethnographic study of a small rural town (302 inhabitants in 1950; 193 in 2000) near Leon. Although this paper deals with the situation in the final decades of the 20th century, we must also consider the first half of the century, where some elements that shape this situation have their roots. Fieldwork was carried out between 1988 and 2001, in periods of differing length and intensity. The social subjects discussed here are the domestic unit and its component members. They were studied in conjunction, analyzing the life-trajectory decisions of specific persons in the framework of the domestic unit and the relations among people and property which comprise it. The tried-and-true methods of ethnographic research –participant observation, interviews, and life-histories, etc.- were employed. Archival research was also important for producing demographic data. Demographic analysis, the analysis of the composition and transformation of domestic units, and the creation of life trajectories were among the principal techniques used. The theoretical analysis was oriented by Bourdieu’s (2002) framework of the social field, habitus, and difference.

Higher education as formation of the self and citizenship: an ethnography of the University Students from Amman, Jordan

My interest in higher education and citizenship in the Middle East at large and in Jordan in particular is fostered by some of the reflections Eickelman proposed (1992). Being a quite recent phenomenon, intimately linked with the more general topic of state formation it seemed to me more suitable to study it in a little country with a recent history (a field study left almost unexplored until now as far as Jordan is concerned, to the best of my knowledge, since Antoun 1994 focuses on the migration as a quest for higher education). The process of state formation in Jordan is quite studied. I thus intended to study the higher education policies as an attempt both to create a national citizenry and more recently as a way of controlling the more problematic part of the population (youth, which constitutes more than the double of the population. See UNDP and Ministry of Planning 2000). How do the young students enter the university system, and in which way does this system work? How is this system designed, in order to retain social control of the students (since they are usually perceived to be a factor of social and political instability, as in Iran or in Egypt)? Is there any significant difference between different faculties? And if so, why? My conclusions at this stage are that the university system is an integral part of the survival of the regime. The system works quite well, and Jordan has one of the best educational position in the region. Yet there are important distinctions to be made: the access to the better faculties is socially selective while the less valued faculties are left to the poorer and less wealthy youth. This results in a different treatment of the students and of the courses that I analysed. In the better faculties the teaching standards are quite high, and the relationship between professors and students is almost on a same-level base, while in the less privileged faculties the opposite is true. Thus we can observe a concrete politics of divide et impera intended to split the youth in two. For the more privileged there are some freedoms, both within and outside classes, designed I guess at forging them as autonomous individuals. On the opposite the less privileged are kept under tight control, even if also these students are a privileged category among youth at large.

Proposing a 'Consent Commons' in open education - balancing the desire for openness with the rights of people to refuse or withdraw from participation

A new 'Consent Commons' licensing framework is proposed, complementing Creative Commons, to clarify the permissions given for using and reusing clinical and non-clinical digital recordings of people (patients and non-patients) for educational purposes. Consent Commons is a sophisticated expression of ethically based 'digital professionalism', which recognises the rights of patients, carers, their families, teachers, clinicians, students and members of the public to have some say in how their digital recordings are used (including refusing or withdrawing their consent), and is necessary in order to ensure the long term sustainability of teaching materials, including Open Educational Resources (OER). Consent Commons can ameliorate uncertainty about the status of educational resources depicting people, and protect institutions from legal risk by developing robust and sophisticated policies and promoting best practice in managing their information.

The relationships between technology and open education in the development of a resilient higher education

The place of technology in the development of coherent educational responses to environmental and socio-economic disruption is here placed under scrutiny. One emerging area of interest is the role of technology in addressing more complex learning futures, and more especially in facilitating individual and social resilience, or the ability to manage and overcome disruption. However, the extent to which higher education practitioners can utilise technology to this end is framed by their approaches to the curriculum, and the socio-cultural practices within which they are located. This paper discusses how open education might enable learners to engage with uncertainty through social action within a form of higher education that is more resilient to economic, environmental and energy-related disruption. It asks whether open higher education can be (re)claimed by users and communities within specific contexts and curricula, in order to engage with an uncertain world.

Opening Education Beyond the Property Relation: From Commons to Communism

Open Education, and specifically the OER movement, seeks to provide universal access to knowledge, undermining the historical enclosure and the increasing privatisation of the public education system. In this paper we examine this aspiration by submitting the implicit theoretical assumptions of Open Education to the test of critical political economy. We acknowledge the Open Education movement's revolutionary potential but outline the inherent limitations of its current focus on the commons (property relations) rather than the social relations of capitalist production (wage work, the company) and because of this, argue that it will only achieve limited, rather than revolutionary, impact.

What do academic libraries have to do with Open Educational Resources? Theme : Long term sustainability of open education projects first steps to start up

This paper will discuss the possible roles of academic libraries in promoting, supporting, and sustaining institutional Open Educational Resource initiatives. It will note areas in which libraries or librarians have skills and knowledge that intersect with some of the needs of academic staff and students as they use and release OERs. It will also present the results of a brief survey of the views of some OER initiatives on the current and potential role of academic libraries.

Criteria for ICT-supported Higher Education Teachers Training

Aquest document pretén recollir aportacions teòriques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal de definir els criteris per al disseny de la formació dels professors d'educació superior en les TIC.

Analysis of teachers training for ICT Higher Education

Aquest document pretén recollir aportacions teòriques i pràctiques sobre les pràctiques pedagògiques que incorporen i promouen l'ús de les TIC per tal d'aclarir, facilitar i fer coherent el disseny de la formació dels professors d'educació superior en les TIC. El seu propòsit és trobar alternatives de formació que compleixin amb les necessitats educatives del professor, així com per superar o atenuar les dificultats i/o la manca de voluntat a les quals s'enfronta en la pràctica educativa en introduir aplicacions de les TIC.

Transnational study of roles/functions and associated ICT competencies for Higher Education teachers

Aquest estudi forma part del projecte eLene-TLC1 Virtual Campus (2007-2008) recolzat pel programa eLearning de la Comissió Europea. L'objectiu d'aquest projecte és que els professors i els estudiants facin el millor ús possible de les TIC en l'educació superior, preparant als professors per als estudiants de la generació xarxa, permetent als estudiants a la transferència de coneixements i pràctiques de la vida quotidiana per al seu aprenentatge i estimular tant la integració plena de pràctiques innovadores d'ensenyament i d'aprenentatge possibilitades per un entorn tecnològic en constant evolució. Per tal de cobrir part d'aquest objectiu general, es va concebre un estudi per examinar les competències en TIC professors d'Educació Superior en entorns d'aprenentatge en línia.

Action Research : the first steps to start up a pilot experiment in heritage education

Peer-reviewed

Schooling in the Network Society : Internet in Primary and Secondary Education. Research report (synthesis document)

Aquest projecte té la intenció d'identificar i analitzar els efectes de la introducció d'Internet a les escoles catalanes (educació primària i secundària). L'objectiu és posar de manifest la manera com s'utilitza la xarxa en aquest àmbit i en quina mesura contribueix a l'aparició, en els centres educatius, d'una nova cultura adaptada a les necessitats de la societat xarxa. Amb aquest propòsit, aquest projecte desplega les seves línies d'anàlisi per a fer atenció al procés d'incorporació d'Internet, principalment, en tres direccions: la pràctica pedagògica, les formes d'organització i gestió dels centres educatius i la seva vinculació amb la comunitat i el territori. Aquesta investigació ha estat desenvolupada pel grup de recerca ENS (Education and Network Society). Amb una perspectiva comparativa, el treball d'aquest grup vol contribuir, sobre la base de dades empíriques, a interpretar la transformació de l'àmbit educatiu no universitari en els paràmetres que estableix, avui dia, la nostra societat.

Regional flows of domestic tourism in Spain = Flujos regionales del turismo doméstico en España

The paper analyses the regional flows of domestic tourism that took place in Spain in year 2000, contributing to the state of knowledge on tourism required by authorities and private firms when faced with decision making, for example, for regional infrastructure planning. Although tourism is one of the main income-generating economic activities in Spain, domestic tourism has received little attention in the literature compared to inbound tourism. The paper uses among others, gravitational model tools and concentration indices, to analyse regional concentration of both domestic demand and supply; tourism flows among regions, and the causes that may explain the observed flows and attractiveness between regions. Among the most remarkable results are the high regional concentration of demand and supply, and the role of population and regional income as explanatory variables. Also remarkable are the attractiveness of own region and neighbour ones, and that domestic tourism may be acting as a regional income redistributing activity

Efectos de los factores dietéticos sobre la conducta agresiva y otras patologías del comportamiento del perro

Studies show that feeding patterns, environmental conditions, and pet management mainly affect animal health, behavior and welfare. However, little epidemiologic data exist about pet dog feeding habits and management and canine behavior, especially aggression. Moreover, it is well known that serotonin is involved in aggression: a diet low in tryptophan (serotonin precursor) with high levels of neutral amino-acids could decrease the central levels of serotonin and increase the expression of aggression and impulsiveness in several domestic animals. oreover, brain levels of serotonin in humans and other species can be increased by physical activity. In this study we alysed the effects of diet management, supplementation and regular physical activity on oncentration of serotonin in a population of non aggressive dogs. The general aim of the study is to determine the effect of environmental factors on the dogs’ feeding habits as well as the relationship between the type of food provided and management and behavioral problems in dogs. The specific objectives were: characterization and comparison of different physiological and blood parameters between dogs with and without behavior pathologies. Observation of the impact of the diet and managment factors (exercise, education) on those parameters and on dog’s behavior, with particular attention to aggression. This study is divided into three phases, according with the objectives. Firstly, characterization of the dogs’ characteristics and serics profiles on the basis of the blood tests. Comparison between the values noticed on animals without any behavior pathology and animals with behavior disorder to point out the difference between the biochemical parameters of the two groups. Secondly, the purpose of the second phase is to verify whether a type of food is able to affect the biochemical paramenters of a population of non-aggressive dogs. Thirdly, the goal is to evaluate the effects of different diet factors, management and physical exercise on the canine aggression.