Dots i llegats dels Baldrich de Valls (1768-1863)

Aquest article presenta les dificultats que van haver d���afrontar entre 1768 i 1863 els hereus de la casa Baldrich de Valls per liquidar els dots i les deixes testament��ries. Anton Baldrich Janer va nomenar hereu el fill gran del primer matrimoni amb l���obligaci�� de pagar als seus germans i especialment als seus germanastres unes quantitats molt elevades de diners atorgats en un moment de grans expectatives econ��miques, gr��cies al comer�� amb Am��rica i el nord d���Europa. Durant la primera meitat del segle XIX, alguns anys de males collites, les cont��nues guerres i la independ��ncia de les col��nies americanes feren minvar els recursos i van afeblir la hisenda familiar. Els successius hereus maldaven per pagar les cont��nues reclamacions dels cabalers i les cabaleres de les diferents generacions, fet que els impedia invertir en noves empreses per tal d���ampliar i modernitzar els seus negocis. L���any 1863, el darrer hereu Baldrich va morir sense descend��ncia, havent pagat els darrers deutes familiars per�� sense haver creat nous horitzons per als seus successors.

Les mestresses Baldrich a trav��s dels cap��tols matrimonials (segles XVII-XIX)

L���evoluci�� d���una fam��lia burgesa benestant al llarg d���un per��ode s���acostuma a estudiar a trav��s dels canvis en el patrimoni, de les estrat��gies matrimonials o del nivell cultural, ��s a dir, del conjunt de totes les decisions relacionades amb la fam��lia que tenien repercussi�� en els afers de la casa. Les iniciatives del propietari, els casaments dels hereus i de les cabaleres, els destins dels fadristerns, les aliances que es derivaven dels casaments o l���import dels dots i lleg��times pactades generaci�� rere generaci��, impactaven en el calaix de la casa mare i afectaven l���esdevenir de tota la comunitat.1 Aquests estudis s���acostumen a centrar en els caps de fam��lia perqu�� en una societat dirigida pels homes, eren els que gaudien de la capacitat legal i del prestigi social per comprar i vendre, i obrir o tancar negocis. Tamb�� decidien sobre l���educaci�� i el futur dels fills i filles, podien ostentar c��rrecs p��blics o participar en la vida cultural. Tanmateix, en el proc��s d���evoluci�� dels patrimonis familiars, les dones que es van unir amb els hereus van tenir un gran protagonisme. El casament de l���hereu constitu��a un afer familiar de primer ordre, ja que havia de donar resposta als interessos estrat��gics del conjunt de la casa. Calia considerar el nivell social i econ��mic de la fam��lia de la candidata i, per tant, el dot que podia aportar i les inversions que permetria aquesta entrada de recursos, per�� tamb�� el lloc de proced��ncia i els avantatges que podia comportar tenir nous contactes en altres localitats. A m��s, s���havia de valorar la font d���ingressos de la futura fam��lia i preveure com podia incidir la nova alian��a en el desenvolupament del negoci propi. Aix�� doncs, s���havien de d���avaluar un seguit de factors abans de prendre la decisi�� final. En aquest article ens proposem estudiar les raons dels diferents enlla��os i la rellev��ncia que van tenir les mullers dels successius hereus en el patrimoni Baldrich. Es tracta de les tretze mestresses corresponents a set hereus, que abracen des de la segona meitat del segle xvii fins al 1835, any de la mort de la darrera mestressa Baldrich, un per��ode del qual es conserva, a m��s de documentaci�� notarial, correspond��ncia de la casa. La difer��ncia entre el nombre d���homes i de dones es deu al fet que un dels hereus es va casar quatre vegades, i de la resta, quatre ho van fer dues vegades, un altre una vegada, i el darrer rest�� solter.

Barnbyn Sk�� (Sk��, la vila dels infants) 1947-1972: L���experi��ncia terap��utica de Gustav Jonsson amb infants ��irrecuperables��

The article presents the trajectory of the Swedish psychiatrist Gustav Jonsson (1907-1994) who, in the 1940s, revolutionised the therapeutic and educational treatment of children and young people, considered irreclaimable from the social point of view, who were committed to educational institutions. It analyses the social development of the Welfare State in Sweden, the legal framework of child protection, as well as the context of Swedish residential care centres for children and young people in the first half of the 20th century in order to go further into the psychological and educational work conducted with the Barnbyn Sk�� group. Jonsson redirected the analysis of violent behaviours that were manifest in these children and young people which made them intractable from the educational point of view and established elements of psychoanalytical understanding, based on a systemic approach in which the family context became essential in order to understand the children���s difficulties. Barnbyn Sk�� was the centre which, under the guidance of Jonsson, developed this new therapeutic and pedagogic approach. The educational work carried out there exceeded the traditional model in terms of control and surveillance. The methods were considered radical from within pedagogy and caused great controversy which led the centre to continuous investigations on behalf of the Social Services of Stockholm between 1960 and 1970. For several decades Barnbyn Sk�� has been considered a pioneering experience in the field of Scandinavian child psychiatry.

La import��ncia de l���operativitat dels plans d���autoprotecci��

Els ciutadans i ciutadanes tenen dreta ��sser informats dels riscs col��lectius greus que els poden afectar i de les mesures p��bliques per a afrontar-los. Les persones que es poden veure afectades per situacions de risc greu han de rebre informaci��i instruccions de manera ��mplia, precisa i efica��sobre les mesures de seguretat a prendre i la conducta a seguir en cas d'emerg��ncia.

L���impacte social dels plans i dels projectes territorials. El cas de Catalunya

L���article analitza l���impacte social dels plans i dels projectes territorials ent��s com la percepci�� que una societat local t�� de les conseq����ncies que comportar�� una intervenci�� determinada sobre el territori. La configuraci�� d���un quart poder territorial format per moviments socials i la crisi del sistema de representaci�� ciutadana han refermat la import��ncia de l���impacte social, el qual t�� una incid��ncia notable en les intervencions que afecten el territori, i aix�� en provoca ben sovint la paralitzaci�� o la modificaci��. Calen mecanismes per incorporar l���impacte social des que es comen��a a plantejar un projecte per evitar situacions d���estancament, per estudiar alternatives m��s ��ptimes i per recon��ixer els valors territorials tal com s��n percebuts per la societat local

Primers resultats dels estudis dels elements marmoris del jaciment de l'antiguitat tardana del Pla de Ses Figueres de l'illa de Cabrera

El Pla de ses Figueres ��s un jaciment que es troba a la riba del port de Cabrera, una petita illa de 1.836 ha. situada en el sud de les illes Balears. Diversos treballs de prospecci�� i d���excavaci�� han donat a con��ixer una important ocupaci�� humana del lloc centrada en els segles V a VII dC. A les zones intervingudes s���han identificat una factoria de salaons, un possible taller de producci�� de porpra i una necr��poli. En el present treball s���exposaran set peces de marbre localitzades en dit jaciment dintre del projecte ���Recuperaci��, consolidaci�� i muse��tzaci�� del monestir bizant�� de l���illa de Cabrera���, el qual ja fa dotze anys que finan��a ininterrompudament l���Ajuntament de Palma.

Ensenyament presencial a l'aula. An��lisi metodol��gica i avaluaci�� dels coneixements adquirits

El treball que es presenta gira a l'entorn de la classe te��rica presencial, dissenyada segons les possibilitats d'aquesta classe quan es planteja per a un nombre elevat d'alumnes i es pret��n la m��xima implicaci�� de l'estudiant. Analitza l'assist��ncia a classe, el tipus de classe te��rica que s'imparteix i els resultats de les iniciatives preses per incentivar la participació activa. Els resultats demostren que els plantejaments did��ctics s��n globalment adients en aquest context, fet que es reflecteix en la bona acceptaci�� per part de l'alumne de les iniciatives proposades i en la millora notable del rendiment acad��mic, objectiu primordial del projecte REDICE-06 titulat Deconstrucci��/construcci�� de l'ensenyament presencial, del qual forma part.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Facebook: usos i motivacions de la creaci�� i el consum de continguts per part dels estudiants de segon cicle d���ESO de Barcelona

L�����s que fan els estudiants de segon cicle d���ESO de la ciutat de Barcelona de les diferents eines de Facebook, per a crear i consumir continguts generats per peers. Quines motivacions hi ha rere l�����s de cada eina i les relacions entre l�����s d���unes determinades eines per part dels usuaris i la concepci�� que tenen d���ells mateixos pel qu�� fa a la seva popularitat.

Estudi de la inserci�� laboral dels titulats de la Facultat d���Economia i Empresa, 2011

Una de les principals preocupacions de tots els agents implicats en el m��n universitari, estudiants, fam��lies, professors, equips directius, consells socials, administracions p��bliques i societat en general, ��s el nivell d���inserci�� dels titulats. Aquest ��s un dels possibles indicadors, entre d���altres, que ens pot ajudar a valorar la qualitat de la formaci�� que ofereix la Facultat d���Economia i Empresa de la Universitat de Barcelona. I recull, tamb��, un dels aspectes de la necess��ria relaci�� entre universitat i la resta de la societat.En concret, l���estudi d���inserci�� laboral, m��s enll�� d���informar la societat sobre el grau en qu�� les persones amb educaci�� superior universit��ria s���insereixen i en quines condicions, pret��n que la informaci�� obtinguda sigui ��til per al disseny de les titulacions que s���ofereixen, tot apropant-les a la realitat professional dels seus graduats i oferint-los la valoraci�� d���aquests professionals sobre la formaci�� rebuda...

Estudi de la inserci�� laboral dels titulats de la Facultat d���Economia i Empresa, 2011

Una de les principals preocupacions de tots els agents implicats en el m��n universitari, estudiants, fam��lies, professors, equips directius, consells socials, administracions p��bliques i societat en general, ��s el nivell d���inserci�� dels titulats. Aquest ��s un dels possibles indicadors, entre d���altres, que ens pot ajudar a valorar la qualitat de la formaci�� que ofereix la Facultat d���Economia i Empresa de la Universitat de Barcelona. I recull, tamb��, un dels aspectes de la necess��ria relaci�� entre universitat i la resta de la societat.En concret, l���estudi d���inserci�� laboral, m��s enll�� d���informar la societat sobre el grau en qu�� les persones amb educaci�� superior universit��ria s���insereixen i en quines condicions, pret��n que la informaci�� obtinguda sigui ��til per al disseny de les titulacions que s���ofereixen, tot apropant-les a la realitat professional dels seus graduats i oferint-los la valoraci�� d���aquests professionals sobre la formaci�� rebuda...

Estudi de la inserci�� laboral dels titulats de la Facultat d���Economia i Empresa, 2011

Una de les principals preocupacions de tots els agents implicats en el m��n universitari, estudiants, fam��lies, professors, equips directius, consells socials, administracions p��bliques i societat en general, ��s el nivell d���inserci�� dels titulats. Aquest ��s un dels possibles indicadors, entre d���altres, que ens pot ajudar a valorar la qualitat de la formaci�� que ofereix la Facultat d���Economia i Empresa de la Universitat de Barcelona. I recull, tamb��, un dels aspectes de la necess��ria relaci�� entre universitat i la resta de la societat.En concret, l���estudi d���inserci�� laboral, m��s enll�� d���informar la societat sobre el grau en qu�� les persones amb educaci�� superior universit��ria s���insereixen i en quines condicions, pret��n que la informaci�� obtinguda sigui ��til per al disseny de les titulacions que s���ofereixen, tot apropant-les a la realitat professional dels seus graduats i oferint-los la valoraci�� d���aquests professionals sobre la formaci�� rebuda...

Estudi de la inserci�� laboral dels titulats de la Facultat d���Economia i Empresa, 2011

Una de les principals preocupacions de tots els agents implicats en el m��n universitari, estudiants, fam��lies, professors, equips directius, consells socials, administracions p��bliques i societat en general, ��s el nivell d���inserci�� dels titulats. Aquest ��s un dels possibles indicadors, entre d���altres, que ens pot ajudar a valorar la qualitat de la formaci�� que ofereix la Facultat d���Economia i Empresa de la Universitat de Barcelona. I recull, tamb��, un dels aspectes de la necess��ria relaci�� entre universitat i la resta de la societat.En concret, l���estudi d���inserci�� laboral, m��s enll�� d���informar la societat sobre el grau en qu�� les persones amb educaci�� superior universit��ria s���insereixen i en quines condicions, pret��n que la informaci�� obtinguda sigui ��til per al disseny de les titulacions que s���ofereixen, tot apropant-les a la realitat professional dels seus graduats i oferint-los la valoraci�� d���aquests professionals sobre la formaci�� rebuda...

Estudi de la inserci�� laboral dels titulats de la Facultat d���Economia i Empresa, 2011

Una de les principals preocupacions de tots els agents implicats en el m��n universitari, estudiants, fam��lies, professors, equips directius, consells socials, administracions p��bliques i societat en general, ��s el nivell d���inserci�� dels titulats. Aquest ��s un dels possibles indicadors, entre d���altres, que ens pot ajudar a valorar la qualitat de la formaci�� que ofereix la Facultat d���Economia i Empresa de la Universitat de Barcelona. I recull, tamb��, un dels aspectes de la necess��ria relaci�� entre universitat i la resta de la societat.En concret, l���estudi d���inserci�� laboral, m��s enll�� d���informar la societat sobre el grau en qu�� les persones amb educaci�� superior universit��ria s���insereixen i en quines condicions, pret��n que la informaci�� obtinguda sigui ��til per al disseny de les titulacions que s���ofereixen, tot apropant-les a la realitat professional dels seus graduats i oferint-los la valoraci�� d���aquests professionals sobre la formaci�� rebuda...