Mujeres empresarias en el uso de la web 2.0: discursos de un preludio

Este trabajo presenta los principales resultados de una investigación cuya finalidad es conocer la adopción de las redes sociales on-line en las pymes dirigidas por mujeres. Se parte de la base de que el uso de redes, como elemento estratégico de comunicación, se encuentra todavía en una fase incipiente de desarrollo, lejos aún de ser una práctica consolidada. Nuestro interés en este trabajo es conocer la predisposición y motivaciones de las empresarias hacia el uso estas redes, así como las utilidades y dificultades a las que han de enfrentarse. Nos interesa visibilizar el cambio actitudinal y competencial que las empresarias están imprimiendo en sus empresas dentro del marco competitivo en el que se encuentran. En definitiva, nos interesa estudiar la percepción que tienen las empresarias sobre el uso de las redes sociales online en la medida en que están insertas, como una herramienta más de gestión empresarial. Nos situamos ante un nuevo ámbito de conocimiento sobre el que apenas existen referencias bibliográficas ni se ha realizado apenas investigación; de ahí que la investigación tenga una finalidad fundamentalmente exploratoria y de carácter cualitativo. Para la obtención de la información se realizaron catorce entrevistas semi-estructuradas entre empresarias andaluzas de distintos sectores de actividad. Entre los principales resultados encontramos que algo menos de la mitad de ellas las utilizan, o están implantadas en sus empresas, como herramientas de comunicación. El resto, y relacionado con el tamaño de sus negocios, las utilizan como una prolongación del uso personal en el que se iniciaron.

La empresa social en España y en Italia durante la crisis ¿un laboratorio de innovación económica y social?

En este artículo analizamos el desarrollo de empresa social en España e Italia en el marco de la crisis económica y social, en términos de difusión y marco jurídico. De esta manera, definimos los confines del “ecosistema” de la empresa social en los dos países e identificamos elementos comunes y especifidades. La hipótesis es que la empresa social representa una herramienta de generación de respuestas proactivas a la crisis, impulsando trayectorias de innovación económica y social, y contribuyendo a un modelo de desarrollo económica y socialmente sostenible. La innovación surge de la capacidad de las empresas sociales de generar respuestas innovativas a demandas emergentes, de su capacidad de crear al mismo tiempo valor social y económico, de satisfacer necesidades individuales y colectivas, de activar dinámicas de cambio de medio y largo plazo, de estimular dinámicas de emprendimiento, de empoderamiento y de valorización en el territorio. Sin embargo, el carácter innovador de la empresa social no surge simplemente de una empresarializacción del Tercer Sector tradicional, y mucho menos como consecuencia de la transferencia de servicios fundamentales del estado a asociaciones, cooperativas y empresas sociales, si con eso se persigue el simple objetivo de reducción de los gastos públicos. Al contrario, detrás de la retórica de la innovación social se puedan esconder proyectos de reducción de los gastos de servicios a través de la reducción de los salarios y de la cualidad de los servicios. El artículo, a partir de la comparación de la difusión del fenómeno y de las perspectivas de desarrollo en España y en Italia, termina con una reflexión crítica sobre las luces y sombras, los riesgos y las oportunidades, relacionados con la difusión de la empresa social, o sea, de la integración de la acción solidaria y la acción económica en prácticas que son al mismo tiempo empresariales y con finalidades sociales.

An Architecture by means of Anthropology. Beyond learning the tools of social science

Los arquitectos y urbanistas tienen una larga tradición en el aprendizaje de las herramientas de las ciencias sociales, especialmente las que les permiten analizar y describir mejor los entornos y las personas para las que trabajan. Esto ha llevado a los arquitectos a desarrollar mejores herramientas de observación y descripción del ámbito social y no sólo el material. Sin embargo, la mayoría de las veces este acercamiento interdisciplinar ha identificado las ciencias sociales, especialmente la antropología, con la etnografía. Este artículo parte de la crítica a esta identificación hecha por el antropólogo Tim Ingold y se centra en lo que él propone como el método central de la antropología, la observación participante. Para después revisar varias propuestas actuales de científicos sociales que tratan de desarrollar una disciplina no representacional y orientada al futuro, un objetivo más cercano al de la arquitectura. El artículo intenta imaginar cómo esta práctica transdisciplinar podría desarrollarse.

The importance of promoting multimodal teaching in the foreign language classroom for the acquisition of social competences: practical examples

This article analyses the way in which the subject English Language V of the degree English Studies (English Language and Literature) combines the development of the five skills (listening, speaking, reading, writing and interacting) with the use of multimodal activities and resources in the teaching-learning process so that students increase their motivation and acquire different social competences that will be useful for the labour market such as communication, cooperation, leadership or conflict management. This study highlights the use of multimodal materials (texts, videos, etc.) on social topics to introduce cultural aspects in a language subject and to deepen into the different social competences university students can acquire when they work with them. The study was guided by the following research questions: how can multimodal texts and resources contribute to the development of the five skills in a foreign language classroom? What are the main social competences that students acquire when the teaching-learning process is multimodal? The results of a survey prepared at the end of the academic year 2015-2016 point out the main competences that university students develop thanks to multimodal teaching. For its framework of analysis, the study draws on the main principles of visual grammar (Kress & van Leeuwen, 2006) where students learn how to analyse the main aspects in multimodal texts. The analysis of the different multimodal activities described in the article and the survey reveal that multimodality is useful for developing critical thinking, for bringing cultural aspects into the classroom and for working on social competences. This article will explain the successes and challenges of using multimodal texts with social content so that students can acquire social competences while learning content. Moreover, the implications of using multimodal resources in a language classroom to develop multiliteracies will be observed.

Diary of a Maasai Village: The Prophet's Village. Part 1

The Prophet's Village examines the problem of maintaining enough cattle to supply milk and meat versus selling off cattle to raise money for maize, antibiotics and pesticides; cash is also needed to pay for legal fees for Rerenko, the Laibon's son.

Payment order to the Harvard College Treasurer, 1715 September

This slip of paper contains a request from Harvard College President John Leverett to the College Treasurer John White to pay John Rogers for his work as library keeper, pursuant to a Harvard Corporation vote on September 27, 1714.

Payment order to the Harvard College Treasurer, 1721 August 15

This slip of paper contains a request from President John Leverett to the College Treasurer John White to pay William Cook for his work as library keeper, pursuant to a Harvard Corporation vote on June 28, 1720.

Petition to the General Court (photostat copy), 1662

Photostat copy of a petition from ferrymen Francis Hudson and John Burrage requesting the General Court coin twopenny and fourpenny pieces for change so the ferrymen could accommodate customers attempting to pay with larger currency denominations.

Letter from Artemas Ward to Benjamin Stone, 1787 July 18

Artemas Ward wrote this letter to Benjamin Stone on July 18, 1787, expressing his concern about the expense of his son, Henry Dana Ward's, imminent studies at Harvard. Ward complains to Stone about his own debts and the failure of the government to honor their financial obligations to him, and he also expresses hope that the President of Harvard will allow his son to spend part of his time "keeping a school" during his freshman and sophomore years, thus earning an income sufficient to pay for his studies. Ward also suggests that it might be preferable that his son board with a respectable family, rather than live at the College.

An act for granting to His Majesty the sum of fifty-five thousand pounds, and for striking the same in bills of credit, in the manner herein after directed..., 1764

Contains an act for collection of taxes to pay the debt by establishing a set fee of fifteen shillings per head and household.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to William Willard and Katherine Willard, Petersham, Massachusetts, April 4, 1801

Willard informs his parents of the death of Deacon Fairbank. He assures them that on his return to Cambridge, he was “received with great apparent cordiality both by the government + the president’s family.” He also reports on the health of President Willard, whose health has improved. Willard concludes the letter by asking for money to pay his expenses.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to Solomon Willard, Petersham, September 8, 1802

Willard reports that President Willard “has so far recovered,” and explains that he has changed his vacation plans from Lancaster to Cambridge “as it is excellent weather for studying.” He complains about shoes that were sent to him and also about having a lack of money, and requests that he be sent his woolen coats. He also informs his brother that he has been inducted into Phi Beta Kappa, and asks for money to pay the dues.

Letter from Samuel Willard, Harvard College, Cambridge, Massachusetts, to William Willard, Petersham, Massachusetts, November 30, 1802

Willard discusses President Willard’s son Sheafe, who he has been tutoring, explains his education and argues for well-rounded studies. He also mentions that Doctor Aaron Dexter, a lecturer on chemistry, gave him a recipe for paint “which I enclose [separately] in this letter,” as well as a recipe for mortar. He explains that his vacation plans are to teach at a school in Groton for eighteen dollars a month, and asks for a loan from his parents to pay a bill.

Letters from Timothy Pickering to his brother and father, 1797-1798

These two handwritten letters by Timothy Pickering were written on February 14, 1797 and June 14, 1798 to his brother John Pickering and his father Timothy Pickering, respectively. The letter to his brother, John, discusses mutual friends, classmate Thomas Lee, and John’s recent attendance at a sermon by Dr. Joseph Priestley. The letter from Timothy to his father includes a discussion of Timothy’s expenses and the amount of money needed to pay his debts, a request for new shoes for commencement, the news of Timothy’s invitation to join honor society Phi Beta Kappa, and a few comments on his forensics course at Harvard.

Políticas europeas para la competitividad, salarios mìnimos y tutela del poder adquisitivo de las retribuciones en Italia tras el acuerdo de noviembre de 2012 [European Policies for competitiveness, minimum wages and purchasing power protection in Italy after the November 2012 agreement]. WP C.S.D.L.E. “Massimo D’Antona”.INT – 99/2013

On the floor of the Global Wage Report 2012/2013 by ILO, entitled Wages and equitable growth, the A. thinks that the wage regulation has to take into account competitiveness without compressing global aggregate demand. Therefore, International and European rules are necessary to avoid the spiral towards the wages dampen, which is bad for the economic development. The rules in action at the different levels are inadequate. The A. proposes an interpretation of Article 153 and Article 155 TFEU that is more suitable for a European regulation promoting better minimum wages and more coherent with the current legal framework of the right to pay, which can be considered, even if partially, as a social right.