De las tabletas a los MOOC en la LIJ 2.0 y la didáctica de lengua y literatura

Según los Informes Horizon 2013 y 2014 para la educación superior y para la etapa escolar, la programación en la nube, los cursos masivos abiertos en línea y el trabajo con tabletas y aplicaciones móviles serán las tendencias principales de los próximos años en tecnología educativa. Las tabletas y sus aplicaciones han entrado en todos los niveles educativos y ya es habitual verlas en cualquier clase por lo que es imprescindible conocer sus posibilidades para sacarles el máximo rendimiento. Además la Universidad de Alicante se ha convertido en referente en el diseño de MOOC con Unimooc como modelo pionero y XarxaMOOC como buque insignia en el ámbito lingüístico. Desde el área de didáctica de la lengua y la literatura y para reforzar el concepto LIJ 2.0 (lectura y literatura infantil y juvenil en la web social) queremos profundizar en ambos conceptos, presentar una breve panorámica y hacer un resumido estudio de casos para proponer una serie de ejemplos y herramientas que nos sean útiles en el futuro.

Literatura infantil y juvenil en Internet. De la Cervantes Virtual a la LIJ 2.0. Herramientas y espacios para su estudio y difusión

Internet se ha convertido en un espacio central para el estudio y la difusión de la Literatura Infantil y Juvenil (LIJ). En la red encontramos dos modelos distintos, la sección de LIJ (BLIJ) de la Biblioteca Virtual Miguel de Cervantes y los espacios de la Web Social, como los blogs, los wikis o las redes sociales, englobados en el concepto LIJ 2.0 (Literatura y Lectura Infantil y Juvenil). En esta investigación se hace un análisis de ambos modelos planteando distintas maneras de integración y de explotación didáctica.

Redes sociales de lectura: del libro de caras a la LIJ 2.0

Entre las múltiples posibilidades que nos ofrecen los distintos servicios de redes sociales y microblogging, algunos objetivos fundamentales para su uso didáctico pueden ser el fomento de la lectura y el desarrollo de la competencia lectoliteraria. Contrariamente a lo que muchas voces plantean, que las ven como una distracción frente a la lectura tradicional, las redes sociales son un espacio de conversación y lectura donde, con dinámicas adecuadas, se puede trabajar la comprensión lectora desde muy distintas perspectivas, siendo un espacio central de lo que se ha definido como LIJ 2.0 (Literatura y Lectura Infantil y Juvenil en la Web Social).

Uso de las TIC/TAC en el Aula de Lengua y Literatura. Líneas de investigación en LIJ 2.0

La red de investigación en docencia universitaria “De las tabletas a los MOOC en la LIJ 2.0 y la didáctica de lengua y literatura” (Modalidad II. Código 2962 http://web.ua.es/es/ice/redes/2014/proyectos-modalidad-ii-2013-2014.html) ha continuado las principales líneas de trabajo desarrolladas por las anteriores redes del área de didáctica de la lengua y la literatura de la Universidad de Alicante (Mula et alii 2011, Llorens et alii 2012, Rovira et alii, 2013 http://web.ua.es/es/ice/redes/proyectos-cursos-anteriores.html). La integración de las Tecnologías de la Información y la Comunicación (TIC) o las Tecnologías del Aprendizaje y el Conocimiento (TAC) en el aula de lengua y literatura española es una realidad que presenta múltiples formas según el nivel, los equipos y herramientas disponibles o las metodologías utilizadas. Se han planteado dos líneas principales, recogidas en el título de la red: el estudio de las posibilidades didácticas de las tabletas y aplicaciones móviles, coordinado por Pedro Mendiola y la introducción a los MOOC Massive Online Open Course (Cursos Masivos, Abiertos y En línea) dirigida por Arantxa Martín Martín. Además, se han planteado otra serie de actuaciones como el uso del Moodle o la introducción al formato de los Book-tráilers como herramienta de animación lectora para seguir analizando las posibilidades de Internet para la didáctica de la lengua y la literatura.

Redes sociales de lectura y otras herramientas de la LIJ 2.0 en asignaturas de didáctica de la lengua y la literatura de la Universidad de Alicante

Nuestra red continúa el trabajo de cursos anteriores profundizando en el concepto de LIJ 2.0 (Literatura y Lectura Infantil y Juvenil en la web social) para mostrarnos las últimas novedades que nos ofrece Internet y los nuevos dispositivos para el acceso a la literatura. En este caso nos centramos en dos herramientas que gracias a la generalización de las tabletas y los teléfonos inteligentes han recibido mucha atención y nos permiten acceder a muchos elementos de la lectura social en cualquier lugar y en cualquier momento. Estamos hablando de las aplicaciones y las redes sociales de lectura. En nuestra aportación a las jornadas de redes (Rovira et alii 2015) ya se hizo un recorrido por distintas herramientas y sus principales posibilidades. Ante un panorama tan amplio, la red ha querido centrar esta memoria en las prácticas realizadas a través de la herramienta más conocida, Facebook y mostrando las posibilidades para la didáctica de la lengua y la literatura y para la LIJ 2.0.

Quality Measurement of Business Web Application

With the development of the Internet culture applications are becoming simpler and simpler, users need less IT knowledge than earlier; from the ‘reader’ status they have reached that of the content creator and editor. In our days, the effects of the web are becoming stronger and stronger— computer-aided work is conventional almost everywhere. The spread of the Internet applications has several reasons: first of all, their accessibility is widespread; second, their use is not limited to only one computer or network on which they have been installed. Also, the quantity of accessible information now and earlier is not even comparable. Not counting the applications which need high broadband or high counting capacity (for example video editing), Internet applications are reaching the functionality of the thick clients associates. The most serious disadvantage of Internet applications – for security reasons — is that the resources of the client computer are not fully accessible or accessible only to a restricted extent. Still thick clients do have some advantages: better multimedia perdormance with more flexibility due to local resources and the possibility for offline working.

Education 2.0: Exploring the challenges of Corvinus University in the long tail economy of global higher education

Our basic storyline is how the business and economics higher education landscape has changed with the introduction of the Bologna programs. We borrowed the fashionable long tail concept from e-business, and used it for modeling the new landscape of internationalization of universities. Internationalization, mobility, and the appearance of the internet generation at the gates of our universities in our opinion has brought us to a new e-era which, appropriately to our web analogies we might as well call Education 2.0.In our paper first we show the characteristics of the long tail model of the Bologna-based European higher education and potential messages for strategy making in this environment. We illustrate that benchmarking university strategies situated in the head of the long tail model will not always provide strategic guidance for universities sitting in the tail. For underlining some key concerns in the Hungarian niche, we used Corvinus University as a case study to illustrate some untapped challenges of the Hungarian Bologna reform. We explored three areas which are crucial elements of the “tail” strategy in our opinion: a) the influence of state regulation, b) social situations and impacts and c) internal university capabilities.

A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.

Capital 2.0 capital formation and legal risk in a new global economic order from fiat to exit: including case studies of the proposed transatlantic trade and investment partnership between the United States and the European Union and the financing relation between the United States and the People’s Republic of China

Following the intrinsically linked balance sheets in his Capital Formation Life Cycle, Lukas M. Stahl explains with his Triple A Model of Accounting, Allocation and Accountability the stages of the Capital Formation process from FIAT to EXIT. Based on the theoretical foundations of legal risk laid by the International Bar Association with the help of Roger McCormick and legal scholars such as Joanna Benjamin, Matthew Whalley and Tobias Mahler, and founded on the basis of Wesley Hohfeld’s category theory of jural relations, Stahl develops his mutually exclusive Four Determinants of Legal Risk of Law, Lack of Right, Liability and Limitation. Those Four Determinants of Legal Risk allow us to apply, assess, and precisely describe the respective legal risk at all stages of the Capital Formation Life Cycle as demonstrated in case studies of nine industry verticals of the proposed and currently negotiated Transatlantic Trade and Investment Partnership between the United States of America and the European Union, TTIP, as well as in the case of the often cited financing relation between the United States and the People’s Republic of China. Having established the Four Determinants of Legal Risk and its application to the Capital Formation Life Cycle, Stahl then explores the theoretical foundations of capital formation, their historical basis in classical and neo-classical economics and its forefathers such as The Austrians around Eugen von Boehm-Bawerk, Ludwig von Mises and Friedrich von Hayek and most notably and controversial, Karl Marx, and their impact on today’s exponential expansion of capital formation. Starting off with the first pillar of his Triple A Model, Accounting, Stahl then moves on to explain the Three Factors of Capital Formation, Man, Machines and Money and shows how “value-added” is created with respect to the non-monetary capital factors of human resources and industrial production. Followed by a detailed analysis discussing the roles of the Three Actors of Monetary Capital Formation, Central Banks, Commercial Banks and Citizens Stahl readily dismisses a number of myths regarding the creation of money providing in-depth insight into the workings of monetary policy makers, their institutions and ultimate beneficiaries, the corporate and consumer citizens. In his second pillar, Allocation, Stahl continues his analysis of the balance sheets of the Capital Formation Life Cycle by discussing the role of The Five Key Accounts of Monetary Capital Formation, the Sovereign, Financial, Corporate, Private and International account of Monetary Capital Formation and the associated legal risks in the allocation of capital pursuant to his Four Determinants of Legal Risk. In his third pillar, Accountability, Stahl discusses the ever recurring Crisis-Reaction-Acceleration-Sequence-History, in short: CRASH, since the beginning of the millennium starting with the dot-com crash at the turn of the millennium, followed seven years later by the financial crisis of 2008 and the dislocations in the global economy we are facing another seven years later today in 2015 with several sordid debt restructurings under way and hundred thousands of refugees on the way caused by war and increasing inequality. Together with the regulatory reactions they have caused in the form of so-called landmark legislation such as the Sarbanes-Oxley Act of 2002, the Dodd-Frank Act of 2010, the JOBS Act of 2012 or the introduction of the Basel Accords, Basel II in 2004 and III in 2010, the European Financial Stability Facility of 2010, the European Stability Mechanism of 2012 and the European Banking Union of 2013, Stahl analyses the acceleration in size and scope of crises that appears to find often seemingly helpless bureaucratic responses, the inherent legal risks and the complete lack of accountability on part of those responsible. Stahl argues that the order of the day requires to address the root cause of the problems in the form of two fundamental design defects of our Global Economic Order, namely our monetary and judicial order. Inspired by a 1933 plan of nine University of Chicago economists abolishing the fractional reserve system, he proposes the introduction of Sovereign Money as a prerequisite to void misallocations by way of judicial order in the course of domestic and transnational insolvency proceedings including the restructuring of sovereign debt throughout the entire monetary system back to its origin without causing domino effects of banking collapses and failed financial institutions. In recognizing Austrian-American economist Schumpeter’s Concept of Creative Destruction, as a process of industrial mutation that incessantly revolutionizes the economic structure from within, incessantly destroying the old one, incessantly creating a new one, Stahl responds to Schumpeter’s economic chemotherapy with his Concept of Equitable Default mimicking an immunotherapy that strengthens the corpus economicus own immune system by providing for the judicial authority to terminate precisely those misallocations that have proven malignant causing default perusing the century old common law concept of equity that allows for the equitable reformation, rescission or restitution of contract by way of judicial order. Following a review of the proposed mechanisms of transnational dispute resolution and current court systems with transnational jurisdiction, Stahl advocates as a first step in order to complete the Capital Formation Life Cycle from FIAT, the creation of money by way of credit, to EXIT, the termination of money by way of judicial order, the institution of a Transatlantic Trade and Investment Court constituted by a panel of judges from the U.S. Court of International Trade and the European Court of Justice by following the model of the EFTA Court of the European Free Trade Association. Since the first time his proposal has been made public in June of 2014 after being discussed in academic circles since 2011, his or similar proposals have found numerous public supporters. Most notably, the former Vice President of the European Parliament, David Martin, has tabled an amendment in June 2015 in the course of the negotiations on TTIP calling for an independent judicial body and the Member of the European Commission, Cecilia Malmström, has presented her proposal of an International Investment Court on September 16, 2015. Stahl concludes, that for the first time in the history of our generation it appears that there is a real opportunity for reform of our Global Economic Order by curing the two fundamental design defects of our monetary order and judicial order with the abolition of the fractional reserve system and the introduction of Sovereign Money and the institution of a democratically elected Transatlantic Trade and Investment Court that commensurate with its jurisdiction extending to cases concerning the Transatlantic Trade and Investment Partnership may complete the Capital Formation Life Cycle resolving cases of default with the transnational judicial authority for terminal resolution of misallocations in a New Global Economic Order without the ensuing dangers of systemic collapse from FIAT to EXIT.

Vulcanus 2.0: A Recommender System for Accessibility

Even though the use of recommender systems is already widely spread in several application areas, there is still a lack of studies for accessibility research field. One of these attempts to use recommender system benefits for accessibility needs is Vulcanus. The Vulcanus recommender system uses similarity analysis to compare user’s trails. In this way, it is possible to take advantage of the user’s past behavior and distribute personalized content and services. The Vulcanus combined concepts from ubiquitous computing, such as user profiles, context awareness, trails management, and similarity analysis. It uses two different approaches for trails similarity analysis: resources patterns and categories patterns. In this work we performed an asymptotic analysis, identifying Vulcanus’ algorithm complexity. Furthermore we also propose improvements achieved by dynamic programming technique, so the ordinary case is improved by using a bottom-up approach. With that approach, many unnecessary comparisons can be skipped and now Vulcanus 2.0 is presented with improvements in its average case scenario.

The 2.0 angstrom crystal structure of a pocilloporin at pH 3.5: The structural basis for the linkage between color transition and halide binding

The pocilloporin Rtms5 and an engineered variant Rtms5(H146S) undergo distinct color transitions (from blue to red to yellow to colorless) in a pH-dependent manner. pK(a) values of 4.1 and 3.2 were determined for the blue (absorption lambda(max), 590 nm) to yellow (absorption lambda(max), similar to 453 nm) transitions of Rtms5 and Rtms5H(146). The pK(a) for the blue-yellow transition of Rtms5H(146S) increased by 1.4 U in the presence of 0.1 M KI, whereas the pK(a) for the same transition of Rtms5 was relatively insensitive to added halides. To understand the structural basis for these observations, we have determined to 2.0 A resolution the crystal structure of a yellow form of Rtms5(H146S) at pH 3.5 in the presence of iodide. Iodide was found occupying a pocket in the structure with a pH of 3.5, forming van der Waals contacts with the tyrosyl moiety of the chromophore. Elsewhere, it was determined that this pocket is occupied by a water molecule in the Rtms5(H141S) structure (pH 8.0) and by the side chain of histidine 146 in the wild-type Rtms5 structure. Collectively, our data provide an explanation for the observed linkage between color transitions for Rtms5(H146S) and binding to halides.

Bone repair in mandibular body osteotomy after using 2.0 miniplate system - histological and histometric analysis in dogs

The objective of this study was to evaluate the bone repair along a mandibular body osteotomy after using a 2.0 miniplate system. Nine adult mongrel dogs were subjected to unilateral continuous defect through an osteotomy between the mandibular 3rd and 4th premolars. Two four-hole miniplates were placed in accordance with the Arbeitgeimeinschaft fur Osteosynthesefragen Manual. Miniplates adapted to the alveolar processes were fixed monocortically with 6.0-mm-length titanium alloy self-tapping screws, whereas miniplates placed near the mandible bases were fixed bicortically. At 2, 6 and 12 weeks, three dogs were sacrificed per period, and the osteotomy sites were removed, divided into three thirds (Tension Third, TT; Intermediary Third, IT; Compression Third, CT) and prepared for conventional and polarized light microscopy. At 6 weeks, while the CT repaired faster and showed bone union by woven bone formation, the TT and IT exhibited a ligament-like fibrous connective tissue inserted in, and connecting, newly formed woven bone overlying the parent lamellar bone edges. At 12 weeks, bone repair took place at all thirds. Histometrically, proportions of newly formed bone did not alter at TT, IT and CT, whereas significantly enhanced bone formation was observed for the 12-week group, irrespective of the third. The results demonstrated that although the method used to stabilize the mandibular osteotomy allowed bone repair to occur, differences in the dynamics of bone healing may take place along the osteotomy site, depending on the action of tension and compression forces generated by masticatory muscles.

Experimental study of phase equilibria in the PbO-ZnO-"Fe2O3"-(CaO+SiO2) system in air for the lead and zinc blast furnace sinters (CaO/SiO2 weight ratio of 0.933 and PbO/(CaO+SiO2) ratios of 2.0 and 3.2)

Experimental studies on phase equilibria and liquidus in the multicomponent system PbO-ZnO-CaO-SiO2-FeO-Fe2O3 in air have been conducted over the temperature range between 1323 K (1050 degreesC) and 1623 K (1350 degreesC) to characterize the phase relations of the complex slag systems encountered in lead and zinc blast furnace sinters. The liquidus in two pseudoternary sections ZnO-Fe2O3-(PbO + CaO + SiO2) with the CaO/SiO2 weight ratio of 0.933 and PbO/(CaO + SiO2) weight ratios of 2.0 and 3.2 have been constructed.

Aplicação do sistema LiderA 2.0 de avaliação ambiental de edifícios ao Edifício Ferreira Cardoso do ISEL, no sentido do seu melhor desempenho ambiental

Esta dissertação aborda directamente o conceito de sustentabilidade de um edifício numa vertente prática, ou seja, explica o que são sistemas de avaliação de sustentabilidade de ambientes construídos, aplicando um dos sistemas, o LiderA 2.0®, a um edifício já construído. Pretende-se com este trabalho final de mestrado, explicar a importância da construção sustentável nos dias correntes, e, principalmente, o modo através do qual se pode avaliar a sustentabilidade de uma construção. Desta forma, é feita uma abordagem sucinta a alguns dos sistemas internacionais de avaliação de sustentabilidade que existem actualmente, aprofundando particularmente o sistema português, LiderA 2.0®. Foi escolhido um edifício já construído, o edifício Ferreira Cardoso do Instituto Superior de Engenharia de Lisboa (ISEL) onde é ministrado o curso de Engenharia Civil, por se tratar de um edifício que, em termos de sustentabilidade ou falta da mesma, seria interessante de estudar, pois, este apresenta várias patologias a nível de consumo de recursos que devem de ser alteradas. Com a aplicação do sistema LiderA 2.0® ao edifício Ferreira Cardoso, obtevese a classe actual de desempenho ambiental. Todavia, foram propostas soluções que levaram a um aumento do desempenho ambiental do edifício, conseguindo por isso uma classe superior à actual. Após a realização deste trabalho, tendo em conta as oportunidades de melhoria propostas, bem como a possível aplicação das mesmas, espera-se que o mesmo seja expandido a outros edifícios do ISEL e, no futuro, a todo o campus.

Vloguers brasileiros e portugueses: sobre o que vlogam as principais estrelas da internet

Dissertação apresentada à Escola Superior de Comunicação Social como parte dos requisitos para obtenção de grau de mestre em Audiovisual e Multimédia.