OER Development and Promotion. Outcomes of an International Research Project on the OpenCourseWare Model

In this paper, we describe the successful results of an international research project focused on the use of Web technology in the educational context. The article explains how this international project, funded by public organizations and developed over the last two academic years, focuses on the area of open educational resources (OER) and particularly the educational content of the OpenCourseWare (OCW) model. This initiative has been developed by a research group composed of researchers from three countries. The project was enabled by the Universidad Politécnica de Madrid OCW Office�s leadership of the Consortium of Latin American Universities and the distance education know-how of the Universidad Técnica Particular de Loja (UTPL, Ecuador). We give a full account of the project, methodology, main outcomes and validation. The project results have further consolidated the group, and increased the maturity of group members and networking with other groups in the area. The group is now participating in other research projects that continue the lines developed here

Cross-analysis of Transversal Competences in Project Management

This paper presents a framework for project management competence assessment based on participant’s performance and contribution in a simulated environment. The proposed framework considers competence assessment through evidences and the participation of different roles. The system enforces the assessment of individual competences by means of a set of performance indicators. A specific case study is presented and the relationship between exhibited transversal competences and project quality is analysed.

Gene disruptions using P transposable elements: an integral component of the Drosophila genome project.

Biologists require genetic as well as molecular tools to decipher genomic information and ultimately to understand gene function. The Berkeley Drosophila Genome Project is addressing these needs with a massive gene disruption project that uses individual, genetically engineered P transposable elements to target open reading frames throughout the Drosophila genome. DNA flanking the insertions is sequenced, thereby placing an extensive series of genetic markers on the physical genomic map and associating insertions with specific open reading frames and genes. Insertions from the collection now lie within or near most Drosophila genes, greatly reducing the time required to identify new mutations and analyze gene functions. Information revealed from these studies about P element site specificity is being used to target the remaining open reading frames.

The Summary of a Course of Experimental Philosophical Lectures, 1746-1747

Leather hardcover notebook containing a handwritten copy of John Winthrop's course of experimental and philosophical lectures presented between March 10, 1746 and June 16, 1746. The first one-hundred pages of the volume are divided into twenty chapters which were presented in thirty-three lectures. The chapters contain text and diagrams on mechanical powers, the lever, the pulley, the axis in peritrochio, the inclined plane, the wedge, the screw, compound engines, the laws of motion, gravity, attraction of cohesion, the power of repulsion, magnetism, fluids, electricity, opticks, and astronomy. There is a five-page addenda to the course summary added in 1747, and a sixty-page text titled "The Method of Astronomical calculations" containing thirteen problems related to calculating distances with a list of astronomical characters, and followed with charts related to the eclipse of Jupiter's satellites.

The summary of a course of experimental lectures in natural philosophy by Dr. John Winthrop (manuscript copy), 1772-1774

Notebook with a handwritten copy of lecture summaries for a physics course given by Harvard Professor John Winthrop. The notes were made by Timothy Foster in 1772 and 1773. The volume contains twenty-five lectures with some diagrams.

Giovani e formazione nelle normative europee: l'apprendistato [Training of the Young in European apprenticeship]. WP C.S.D.L.E. “Massimo D’Antona”.INT – 90/2012

This contribution starts with the examination of the recent Italian Law on Apprenticeship (Decree n° 167 of 2011) in the light of the European regulation, namely that one coming from EU. Then, the European regulations of Apprenticeship - that is to say the regulations in some EU Member States - are analysed. Those rules shows some unexpected similarities among the different legal systems, which suggest the proposal of a new EU Directive that could regulate some issues of Apprenticeship.