Evaluation templates and fulfillment of the university formative objectives: diversification and transverselity of criteria in subjects of Spanish Language and Theory of Literature

In the different projects boarded in these last years by our group from educational innovation, attention to two lines of work has been lent that, applied to subjects integrated in the scopes of the study of the Spanish language and of the theory of Literature, were in our opinion essential to approach the new educative space in which we were immersed. In one first stage, it was fundamental the elaboration of educational materials and the use of heterogenous tools that allowed the student to make a pursuit of the subject in which the knowledge was acquired progressively. The space of the Virtual Campus thus becomes a valid platform for the development and design of different types from activities and exercises by means of which complementary tasks to actual teaching are approached. However, this development raises in one second phase –in which we were now– and almost simultaneously, the necessity to analyze the evaluation methods. Once established the continuous evaluation like fundamental criterion in the development of the subject, it is precise to establish general frames that allow at the same time student’s precise pursuit and transverselity between criteria of evaluation shared by several subjects. From these budgets, our work is centered in the creation of templates or model-cards model that identifie so much the evaluation criteria as the aptitudes that the students must surpass, to the object of which can serve as guide in their application to different disciplines. Therefore, on starting from the exercises designed in the first stage of the project, evaluative models are developed that allow to value the degree of assimilation and execution of the different objectives and contents.Example: Work in group and later exposition and discussions by the students: - Consisting of the putting in common of the results derived from the work in group or other individual derivatives of the theoretical and literary text commentary. - Cooperative learning: works in equipment, inside and outside the classroom. Objectives: to favor the doubt and exchange of information on the subjects debate object, besides to foment initiatives and the critical attitude of the students. - Justification: this type of exercises favors the formation of the student in two-way traffic. First, in as much it must construct his own speech, organize it, structure it and argue it for his putting in common before his companions. It facilitates the personal learning and the development of skills related to the construction, elaboration and written expression of different types from speech. The second, the exposition helps to develop skills and comunicative strategies, contributing to improve the oral expression. Finally, the coordination of the work of group causes a greater implication of the students in the process of elaboration and the final results, as much of the work written as of the oral presentation, without forgetting that the use of other resources (presentations, videos... etc.) by the students facilitates his familiarisation with educational and expositive techniques nearer the present contextInted2009 Proceedings C

Human Gene Patents and the Question of Liberal Morality

Since the establishment of the Human Genome Project and the identification of genes in human DNA that play a role in human diseases and disorders, a long, moral and political, battle has began over the extension of IPRs to information contained in human genetic material. According to the Nuffield Council on Bioethics, over the past 20 years, large numbers of human genes have been the subject of thousands of patent applications. This paper examines whether human gene patents can be justified in terms of liberal theories of morality such as natural law, personality development, just reward and social utility. It is argued that human gene patents are in conflict with fundamental principles of liberal morality and justice because they result in “genetic information feudalism”

Varieties of Mathematics in Economics- A Partial View

Real analysis, founded on the Zermelo-Fraenkel axioms, buttressed by the axiom of choice, is the dominant variety of mathematics utilized in the formalization of economic theory. The accident of history that led to this dominance is not inevitable, especially in an age when the digital computer seems to be ubiquitous in research, teaching and learning. At least three other varieties of mathematics, each underpinned by its own mathematical logic, have come to be used in the formalization of mathematics in more recent years. To set theory, model theory, proof theory and recursion theory correspond, roughly speaking, real analysis, non-standard analysis, constructive analysis and computable analysis. These other varieties, we claim, are more consistent with the intrinsic nature and ontology of economic concepts. In this paper we discuss aspects of the way real analysis dominates the mathematical formalization of economic theory and the prospects for overcoming this dominance.

Description's Objects: Austrian Variations

What did Wittgenstein take description to involve ? What are the objects of his descriptions ? What did he think he was doing in and by describing what he described ? In order to answer these three questions it will be useful to appeal to an object of comparison. But which ? First we need an answer to another question

Some returns on scholarship

An address before the Rice Institute Chapter of the Phi Beta Kappa Society, March 10, 1937

Environmental justice in agricultural systems. An evaluation of success factors and barriers by the example of the Philippine farmer network MASIPAG

A twofold challenge arises from the normative aim of environmental justice to the management of agricultural systems: (1) the improvement of food security and livelihood of the rural poor today; (2) the sustenance and enhancement of the long-term productivity and resilience of agricultural systems to future generations. The paper analyzes the success factors and barriers of the Philippine farmer network MASIPAG in simultaneously realizing both objectives - based philosophically on Rawls’ “A Theory of Justice” (1971), conceptually on specific determinants of the relationship between the objectives, and empirically on the results of a comprehensive evaluation of the MASIPAG network.environmental justice, ecosystem services, agriculture, agrobiodiversity, Philippines