"¿Es necesario un Código Ético de la Comunidad Universitaria?"

Voy a plantear una serie de preguntas sencillas y claras, e intentaré proporcionar las respuestas que considero que pueden sernos útiles en este momento. No voy a navegar por lugares muy altos de la ética, ni de la filosofía, porque en este caso entiendo que mi aportación consiste en proporcionar una posible manera de abordar un conflicto, es decir una pauta.Voy a tratar de analizar las cuestiones que seplantean y cómo podemos enfocarlas.

"¿Es necesario un Código Ético de la Comunidad Universitaria?"

Voy a plantear una serie de preguntas sencillas y claras, e intentaré proporcionar las respuestas que considero que pueden sernos útiles en este momento. No voy a navegar por lugares muy altos de la ética, ni de la filosofía, porque en este caso entiendo que mi aportación consiste en proporcionar una posible manera de abordar un conflicto, es decir una pauta.Voy a tratar de analizar las cuestiones que seplantean y cómo podemos enfocarlas.

¿Cómo los académicos españoles se enfrentan con el cambio? respuesta desde una investigación de historias de vida profesionales

[spa] Este documento forma parte de la investigación, Los efectos de los cambios sociales en el trabajo y la vida profesional de los docentes universitarios, parcialmente financiado por el Ministerio de Ciencia e Innovación (SEJ2006-01876), en el que hemos explorado los cambios en la legislación, la organización, los contextos de la investigación y la docencia, etc., en los últimos treinta años. El principal objetivo de este documento es profundizar en nuestra comprensión sobre el impacto del cambio económico, social, cultural, tecnológico y laboral que están experimentando las universidades españolas en la vida y la identidad profesional del personal docente e investigador, teniendo en cuenta el contexto nacional y europeo. Este trabajo recoge parte de los resultados obtenidos en el proyecto, siendo su principal objetivo contribuir a mejorar el conocimiento basado en la investigación sobre el saber profesional y la experiencia laboral en las universidades españolas, y en consecuencia, favorecer nuestra comprensión sobre cómo los académicos se están enfrentando con los cambios actuales.

How are Spanish academics coping with changes? Responses from a life histories research.

[eng] This report is part of the research project, The effects of social changes in work and professional life of Spanish academics, partially financed by the Spanish Ministry of Science and Innovation (SEJ2006-01876), that has explored change in legislation, organisation, research schemes and so on, in the last thirty years. The main aim of this project is deepening our understanding of the impact of undergoing economic, social, cultural, technological and labour change in Spanish universities in the life and professional identity of the teaching and research staff, taking into account the national and european context. This paper gathers part of the results gained from the project, being its primary objective to contribute to an improved knowledge-base on professional knowledge and work experience in higher education institutions in Spain and, as a consequence, to understand how Spanish academics are coping with current changes.

Trayectorias docentes e investigadoras en la universidad. 24 historias de vida profesional. Los efectos de los cambios en el trabajo y la vida profesional de los docentes universitarios

[spa] Este texto forma parte de un proyecto de investigación Los efectos de los cambios sociales en el trabajo y la vida profesional de los docentes universitarios, parcialmente financiado por el Ministerio de Ciencia e Innovación (SEJ2006-01876), en el que nos planteamos explorar los cambios los ámbitos de la legislación, laorganización institucional, la investigación, la gestión y la docencia en los últimos treinta años. El principal objetivo del estudio era profundizar en nuestra comprensión sobre el impacto del cambio económico, social, cultural, tecnológico y laboral que están experimentando las universidades españolas en la vida y la identidad profesional del personal docente e investigador, teniendo en cuenta el contexto nacional y europeo. Estapublicación recoge la 24 historias de vida profesional realizas con o sobre otros tantos docentes universitarios. Sus relatos analizados y contextualizados, significan una contribución significativa al conocimiento basado en la investigación sobre el saber profesional y la experiencia laboral en las universidades españolas, y en consecuencia, a nuestra comprensión sobre cómo los académicos se están enfrentando con los cambios actuales.

The geography of innovation: the effects of university research

Applied studies on the relationship between geography and technological innovation for United States, Germany, France and Italy have shown the positive effects that academic research exerts on the innovate output of firms at spatial level. The purpose of this paper is to look for new evidence on the possible effects of the university research for the case of Spain. To do so, within the framework of a Griliches-Jaffe knowledge production function, and using panel data and count models, the relationship between innovate inputs and patents, in the case of the Spanish regions is explored

The geography of innovation: the effects of university research

Applied studies on the relationship between geography and technological innovation for United States, Germany, France and Italy have shown the positive effects that academic research exerts on the innovate output of firms at spatial level. The purpose of this paper is to look for new evidence on the possible effects of the university research for the case of Spain. To do so, within the framework of a Griliches-Jaffe knowledge production function, and using panel data and count models, the relationship between innovate inputs and patents, in the case of the Spanish regions is explored

The geography of innovation: the effects of university research

Applied studies on the relationship between geography and technological innovation for United States, Germany, France and Italy have shown the positive effects that academic research exerts on the innovate output of firms at spatial level. The purpose of this paper is to look for new evidence on the possible effects of the university research for the case of Spain. To do so, within the framework of a Griliches-Jaffe knowledge production function, and using panel data and count models, the relationship between innovate inputs and patents, in the case of the Spanish regions is explored

Psychometric properties of the french translation of the constructive thinking inventory in a sample of adolescents and young adults

The Constructive Thinking Inventory (CTI) measures cognitive coping strategies used in everyday problem solving. The main objective of this study was to assess the factorial structure, the internal consistency, the correspondence with the American normative values, and the discriminant validity of the French translation. A community sample of 777 students aged 12 to 26 years, recruited from schools, colleges and universities, answered the 108item selfreport CTI questionnaire during a class period. A sample of 60 male adolescent offenders aged 13 to 18 years, recruited from two institutions for juvenile offenders, answered the CTI during an individual interview. Results show that the French translation of the CTI follows an identical factorial structure as the Epstein's American version in both adolescents and young adults, and that its internal consistency is satisfactory. Differences in Constructive Thinking profiles according to gender and age and between Swiss and American samples, are discussed. Juvenile offenders differed from community youths on most of the scales, speaking for a good discriminant validity of the CTI. In conclusion, the French translation of the CTI appears to preserve the original version's psychometric properties. The present study provides normative values from a community sample of Swiss adolescents and young adults.

Integration of teacher education into the Swiss higher education system

The integration of specific institutions for teacher education into the higher education system represents a milestone in the Swiss educational policy and has broad implications. This thesis explores organizational and institutional change resulting from this policy reform, and attempts to assess structural change in terms of differentiation and convergence within the system of higher education. Key issues that are dealt with are, on the one hand, the adoption of a research function by the newly conceptualized institutions of teacher education, and on the other, the positioning of the new institutions within the higher education system. Drawing on actor-centred approaches to differentiation, this dissertation discusses system-level specificities of tertiarized teacher education and asks how this affects institutional configurations and actor constellations. On the basis of qualitative and quantitative empirical data, a comparative analysis has been carried out including case studies of four universities of teacher education as well as multivariate regression analysis of micro-level data on students' educational choices. The study finds that the process of system integration and adaption to the research function by the various institutions have unfolded differently depending on the institutional setting and the specific actor constellations. The new institutions have clearly made a strong push to position themselves as a new institutional type and to find their identity beyond the traditional binary divide which assigns the universities of teacher education to the college sector. Potential conflicts have been identified in divergent cognitive normative orientations and perceptions of researchers, teacher educators, policy-makers, teachers, and students as to the mission and role of the new type of higher education institution. - L'intégration dans le système d'enseignement supérieur d'institutions qui ont pour tâche spécifique de former des enseignants peut être considérée comme un événement majeur dans la politique éducative suisse, qui se trouve avoir des conséquences importantes à plusieurs niveaux. Cette thèse explore les changements organisationnels et institutionnels résultant de cette réforme politique, et elle se propose d'évaluer en termes de différentiation et de convergence les changements structurels intervenus dans le système d'éducation tertiaire. Les principaux aspects traités sont d'une part la nouvelle mission de recherche attribuée à ces institutions de formation pédagogique, et de l'autre la place par rapport aux autres institutions du système d'éducation tertiaire. Recourant à une approche centrée sur les acteurs pour étudier les processus de différen-tiation, la thèse met en lumière et en discussion les spécificités inhérentes au système tertiaire au sein duquel se joue la formation des enseignants nouvellement conçue et soulève la question des effets de cette nouvelle façon de former les enseignants sur les configurations institutionnelles et les constellations d'acteurs. Une analyse comparative a été réalisée sur la base de données qualitatives et quantitatives issues de quatre études de cas de hautes écoles pédagogiques et d'analyses de régression multiple de données de niveau micro concernant les choix de carrière des étudiants. Les résultats montrent à quel point le processus d'intégration dans le système et la nouvelle mission de recherche peuvent apparaître de manière différente selon le cadre institutionnel d'une école et la constellation spécifique des acteurs influents. A pu clairement être observée une forte aspiration des hautes écoles pédagogiques à se créer une identité au-delà de la structure binaire du système qui assigne la formation des enseignants au secteur des hautes écoles spéciali-sées. Des divergences apparaissent dans les conceptions et perceptions cognitives et normatives des cher-cheurs, formateurs, politiciens, enseignants et étudiants quant à la mission et au rôle de ce nouveau type de haute école. - Die Integration spezieller Institutionen für die Lehrerbildung ins Hochschulsystem stellt einen bedeutsamen Schritt mit weitreichenden Folgen in der Entwicklung des schweizerischen Bildungswesens dar. Diese Dissertation untersucht die mit der Neuerung verbundenen Veränderungen auf organisatorischer und institutioneller Ebene und versucht, die strukturelle Entwicklung unter den Gesichtspunkten von Differenzierung und Konvergenz innerhalb des tertiären Bildungssystems einzuordnen. Zentrale Themen sind dabei zum einen die Einführung von Forschung und Entwicklung als zusätzlichem Leistungsauftrag in der Lehrerbildung und zum andern die Positionierung der pädagogischen Hochschulen innerhalb des Hochschulsystems. Anhand akteurzentrierter Ansätze zur Differenzierung werden die Besonderheiten einer tertiarisierten Lehrerbildung hinsichtlich der Systemebenen diskutiert und Antworten auf die Frage gesucht, wie die Reform die institutionellen Konfigurationen und die Akteurkonstellationen beeinflusst. Auf der Grundlage qualitativer und quantitativer Daten wurde eine vergleichende Analyse durchgeführt, welche Fallstudien zu vier pädagogischen Hochschulen umfasst sowie Regressionsanalysen von Mikrodaten zur Studienwahl von Maturanden. Die Ergebnisse machen deutlich, dass sich der Prozess der Systemintegration und die Einführung von Forschung in die Lehrerbildung in Abhängigkeit von institutionellen Ordnungen und der jeweiligen Akteurkonstellation unterschiedlich gestalten. Es lässt sich bei den neu gegründeten pädagogischen Hochschulen ein starkes Bestreben feststellen, sich als neuen Hochschultypus zu positionieren und sich eine Identität zu schaffen jenseits der herkömmlichen binären Struktur, welche die pädagogischen Hochschulen dem Fachhochschul-Sektor zuordnet. Potentielle Konflikte zeichnen sich ab in den divergierenden kognitiven und normativen Orientierungen und Wahrnehmungen von Forschern, Ausbildern, Bildungspolitikern, Lehrern und Studierenden hinsichtlich des Auftrags und der Rolle dieses neuen Typs Hochschule.

A comparison of the processes of institutionalisation of political economy in Spain and Italy (1860-1900)

[spa] El estudio de los procesos a través de los cuales la economía política se ha transformado en una disciplina académica es un área de creciente interés en la historia del pensamiento económico. Dicho estudio se ha abordado a través del análisis de la importancia de la economía política en un conjunto de instituciones, consideradas clave en la expansión de la economía en las sociedades occidentales en la segunda mitad del siglo XIX y primeras décadas del XX: universidades, sociedades económicas, publicaciones periódicas de contenido económico y los parlamentos nacionales. Este papel presenta una comparación entre los desarrollos del proceso de institutionalización de la economía política en España e Italia, a través del estudio de la presencia de esta disciplina en las instituciones mencionadas para el periodo 1860-1900. El objetivo es medir la posible existencia de una vía común en la institucionalización de la economía política en ambos países, como un primer paso hacia la elaboración de un modelo supranacional de institucionalización de la economía en este periodo.

Modelagem da curva de retenção de água de Latossolos utilizando a Equação Duplo Van Genuchten

Os Latossolos da região do Cerrado brasileiro, em função da mineralogia da fração argila e estrutura granular, apresentam elevado volume de poros grandes e de poros extremamente pequenos, não mostrando significativo volume de poros intermediários, o que faz com que neles a disponibilidade de água para as plantas seja baixa. Este trabalho objetivou caracterizar e modelar o comportamento da retenção de água em Latossolos oxídicos da região do Cerrado, pertencentes a diferentes classes texturais. Foram coletadas amostras do horizonte Bw de 10 Latossolos oxídicos sob vegetação nativa. A retenção de água nos potenciais matriciais de 1, 2, 4, 6, 8 e 10 kPa foi obtida em unidade de sucção nos potenciais de 33, 60, 100, 500 e 1.500 kPa no extrator de Richards, e a água retida sob potenciais de 1.500 a 300.000 kPa foi quantificada utilizando o psicrômetro de termopar WP4-T. O modelo duplo van Genuchten foi proposto para ajustar os dados experimentais de retenção de água por meio de procedimentos de ajuste de modelos não lineares do software R 2.10.1; também foi avaliada a relação entre as estimativas dos parâmetros do modelo, bem como a inclinação do ponto de inflexão com as propriedades texturais dos solos, aplicando o teste de correlação de Pearson. Os resultados mostraram o bom ajuste do modelo e alto poder de predição, sendo observada correlação do conteúdo de argila do solo com os parâmetros da equação (Usat, Upmp, Ures), assim como, com a inclinação do segundo ponto de inflexão (Itex). A textura dos Latossolos influenciou o comportamento das curvas de retenção de água. As curvas de retenção de água dos Latossolos em estudo apresentaram comportamento bimodal no intervalo de potencial matricial estudado.

Stochastic processes induced by dichotomous markov noise: Some exact dynamical results

Stochastic processes defined by a general Langevin equation of motion where the noise is the non-Gaussian dichotomous Markov noise are studied. A non-FokkerPlanck master differential equation is deduced for the probability density of these processes. Two different models are exactly solved. In the second one, a nonequilibrium bimodal distribution induced by the noise is observed for a critical value of its correlation time. Critical slowing down does not appear in this point but in another one.

Chemoendocrine compared with endocrine adjuvant therapies for node-negative breast cancer: predictive value of centrally reviewed expression of estrogen and progesterone receptors--International Breast Cancer Study Group.

PURPOSE: To centrally assess estrogen receptor (ER) and progesterone receptor (PgR) levels by immunohistochemistry and investigate their predictive value for benefit of chemo-endocrine compared with endocrine adjuvant therapy alone in two randomized clinical trials for node-negative breast cancer. PATIENTS AND METHODS: International Breast Cancer Study Group Trial VIII compared cyclophosphamide, methotrexate, and fluorouracil (CMF) chemotherapy for 6 cycles followed by endocrine therapy with goserelin with either modality alone in pre- and perimenopausal patients. Trial IX compared three cycles of CMF followed by tamoxifen for 5 years versus tamoxifen alone in postmenopausal patients. Central Pathology Office reviewed 883 (83%) of 1,063 patients on Trial VIII and 1,365 (82%) of 1,669 on Trial IX and determined ER and PgR by immunohistochemistry. Disease-free survival (DFS) was compared across the spectrum of expression of each receptor using the Subpopulation Treatment Effect Pattern Plot methodology. RESULTS: Both receptors displayed a bimodal distribution, with substantial proportions showing no staining (receptor absent) and most of the remainder showing a high percentage of stained cells. Chemo-endocrine therapy yielded DFS superior to endocrine therapy alone for patients with receptor-absent tumors, and in some cases also for those with low levels of receptor expression. Among patients with ER-expressing tumors, additional prediction of benefit was suggested in absent or low PgR in Trial VIII but not in Trial IX. CONCLUSION: Low levels of ER and PgR are predictive of the benefit of adding chemotherapy to endocrine therapy. Low PgR may add further prediction among pre- and perimenopausal but not postmenopausal patients whose tumors express ER.

Pedotransfer functions to estimate water retention parameters of soils in northeastern Brazil

Pedotransfer functions (PTF) were developed to estimate the parameters (α, n, θr and θs) of the van Genuchten model (1980) to describe soil water retention curves. The data came from various sources, mainly from studies conducted by universities in Northeast Brazil, by the Brazilian Agricultural Research Corporation (Embrapa) and by a corporation for the development of the São Francisco and Parnaíba river basins (Codevasf), totaling 786 retention curves, which were divided into two data sets: 85 % for the development of PTFs, and 15 % for testing and validation, considered independent data. Aside from the development of general PTFs for all soils together, specific PTFs were developed for the soil classes Ultisols, Oxisols, Entisols, and Alfisols by multiple regression techniques, using a stepwise procedure (forward and backward) to select the best predictors. Two types of PTFs were developed: the first included all predictors (soil density, proportions of sand, silt, clay, and organic matter), and the second only the proportions of sand, silt and clay. The evaluation of adequacy of the PTFs was based on the correlation coefficient (R) and Willmott index (d). To evaluate the PTF for the moisture content at specific pressure heads, we used the root mean square error (RMSE). The PTF-predicted retention curve is relatively poor, except for the residual water content. The inclusion of organic matter as a PTF predictor improved the prediction of parameter a of van Genuchten. The performance of soil-class-specific PTFs was not better than of the general PTF. Except for the water content of saturated soil estimated by particle size distribution, the tested models for water content prediction at specific pressure heads proved satisfactory. Predictions of water content at pressure heads more negative than -0.6 m, using a PTF considering particle size distribution, are only slightly lower than those obtained by PTFs including bulk density and organic matter content.