Debating as a classroom tool for adapting learning outcomes to the European higher education area

The creation of the European Higher Education Area has meant a number of significant changes to the educational structures of the university community. In particular, the new system of European credits has generated the need for innovation in the design of curricula and teaching methods. In this paper, we propose debating as a classroom tool that can help fulfill these objectives by promoting an active student role in learning. To demonstrate the potential of this tool, a classroom experiment was conducted in a bachelor’s degree course in Industrial Economics -Regulation and Competition-, involving a case study in competition policy and incorporating the techniques of a conventional debate -presentation of standpoints, turns, right to reply and summing up-. The experiment yielded gains in student attainment and positive assessments of the subject. In conclusion, the incorporation of debating activities helps students to acquire the skills, be they general or specific, required to graduate successfully in Economics.

Potential Microbiological Effects of Higher Dosing of Echinocandins.

The antifungal "paradoxical effect" has been described as the reversal of growth inhibition at high doses of echinocandins, most usually caspofungin. This microbiological effect appears to be a cellular compensatory response to cell wall damage, resulting in alteration of cell wall content and structure as well as fungal morphology and growth. In vitro studies demonstrate this reproducible effect in a certain percentage of fungal isolates, but animal model and clinical studies are less consistent. The calcineurin and Hsp90 cell signaling pathways appear to play a major role in regulating these cellular and structural changes. Regardless of the clinical relevance of this paradoxical growth effect, understanding the specific actions of echinocandins is paramount to optimizing their use at either standard or higher dosing schemes, as well as developing future improvements in our antifungal arsenal.

Sur le théorème locale des cycles invariants

Si on considère une famille de variétés projectives complexes non singulières, c"est un fait aujourd'hui bien connu que les possibles variétés singulières vers lesquelles peut dégénerer cette famille doivent vérifier certaines contraintes, parmi lesquelles une importante relation entre la cohomologie de la fibre singulière, la cohomologie de la fibre générique et la monodromie de la famille, qui est precise par le théorème local des cycles invariants prouvé par Clemens, Deligne et Steenbrink ([1], [4], [13]) : tous les cocycles de la fibre générique qui sont invariants par la monodromie autour d¡une fibre singulière proviennent par spécialisation de la cohomologie de cette fibre singulière.

CRM and higher education : developing a monitoring system to improve relationships in e-learning environments

Peer-reviewed

Broadening the CRM domain of application to higher educational (e-learning) environments

In this paper, we reflect about the broadening of the field of application of CRM from the business domain to a wider context of relationships in which the inclusion of non-profit making organizations seems natural. In particular, we focus on analyzing the suitability of adopting CRM processes by universities and higher educational institutions dedicated to e-learning. This is an issue that, in our opinion, has much potential but has received little attention in research so far.

Online Learning and Teaching in Higher Education, a book review

Peer-reviewed

Metadata for describing learning scenarios under European Higher Education Area paradigm

In this paper we identify the requirements for creating formal descriptions of learning scenarios designed under the European HigherEducation Area paradigm, using competences and learning activities as the basic pieces of the learning process, instead of contents and learning resources, pursuing personalization. Classical arrangements of content based courses are no longer enough to describe all the richness of this new learning process, where user profiles, competences and complex hierarchical itineraries need to be properly combined. We study the intersection with the current IMS Learning Design specification and theadditional metadata required for describing such learning scenarios. This new approach involves the use of case based learning and collaborativelearning in order to acquire and develop competences, following adaptive learning paths in two structured levels.

New compositions of fluoroindate glasses with higher chemical resistance

In this paper, glasses in the systems In-Ba-Mg and In-Ba-Zn-Sr-Mg were water leachead at 80ºC showing surface degradation after 72 hours of leaching. The extent of such degradation is determined by the solubility and the concentration of the elemental fluorides that constitute the glasses. The formation of a layer of crystallized phases on the surface of the samples was observed. Small weight losses were registered and the absence of water on the glass matrix after the attack suggested that the use of MgF2 in the systems studied can lead to better results against moisture corrosion when compared to other fluoride glasses such as the fluorozirconates.

Reflective Learning in Higher Education: A Comparative Analysis

A descriptive, exploratory study is presented based on a questionnaire regarding the following aspects of reflective learning: a) self-knowledge, b) relating experience to knowledge, c) self-reflection, and d) self-regulation of the learning processes. The questionnaire was completed by students studying four different degree courses (social education, environmental sciences, nursing, and psychology). Specifically, the objectives of a self-reported reflective learning questionnaire are: i) to determine students’ appraisal of reflective learning methodology with regard to their reflective learning processes, ii) to obtain evidence of the main difficulties encountered by students in integrating reflective learning methodologies into their reflective learning processes, and iii) to collect students’ perceptions regarding the main contributions of the reflective learning processes they have experienced

Wikipedia in Higher Education: An Empirical Study on Faculty Perceptions and Practices

Peer-reviewed

Coming from outside the Academy. Values of 2.0 culture in higher education

This article reflects on how some values, interests, and particularities of 2.0 culture enter on higher and postgraduate education institutions. Through theidentification of the features of 2.0, this document visualizes some of the resistances, obstacles, possibilities, and opportunities detected in these institutions, many of them focusing on the core of the higher education and postgraduate institutions (i.e. strategic vision, methodology, role of teachers and students, relation between formal and informal learning, contents and assessment). Responsibility in the training and updating of current and future professionals places these institutions under the discussion and decision-making process related to the role that 2.0 tools should play. We wonder if it implies a crossroad which affects the whole set of attitudes and values on the role of training institutions in the context of the construction of socialized knowledge.

Scale-up model obtained from the rheological analysis of highly concentrated emulsions prepared at three scales

We examine the scale invariants in the preparation of highly concentrated w/o emulsions at different scales and in varying conditions. The emulsions are characterized using rheological parameters, owing to their highly elastic behavior. We first construct and validate empirical models to describe the rheological properties. These models yield a reasonable prediction of experimental data. We then build an empirical scale-up model, to predict the preparation and composition conditions that have to be kept constant at each scale to prepare the same emulsion. For this purpose, three preparation scales with geometric similarity are used. The parameter N¿D^α, as a function of the stirring rate N, the scale (D, impeller diameter) and the exponent α (calculated empirically from the regression of all the experiments in the three scales), is defined as the scale invariant that needs to be optimized, once the dispersed phase of the emulsion, the surfactant concentration, and the dispersed phase addition time are set. As far as we know, no other study has obtained a scale invariant factor N¿Dα for the preparation of highly concentrated emulsions prepared at three different scales, which covers all three scales, different addition times and surfactant concentrations. The power law exponent obtained seems to indicate that the scale-up criterion for this system is the power input per unit volume (P/V).