Educate to innovate: innovation as culture. Youth, proactivity, creativity, participation and shared vision about the future

Tenemos en España un déficit cultural grave que afecta a nuestra capacidad innovadora y, por tanto, a la capacidad productiva y la competitividad de nuestro capital humano y nuestras empresas e instituciones; en consecuencia, también a nuestras posibilidades como país. El futuro de los jóvenes españoles –en el contexto actual– pasa inexorablemente por una reforma estructural profunda basada en el diseño de un sistema educativo. Y este sistema educativo ha de estar integrado en un sistema nacional de innovación que sirva de framework, de marco de referencia, para la toma de decisiones en el corto, medio y largo plazo. Este sistema educativo ha de ser el epicentro de la recuperación del país, y ha de estar totalmente volcado en maximizar el potencial competitivo de los jóvenes, generando una cultura de la innovación –inexistente hoy día– que tenga sus raíces en las edades más tempranas y un desarrollo completo en la educación superior. Una cultura de la innovación que imprima un nuevo sistema de valores en los jóvenes basado en una ética del trabajo fundamentada en el esfuerzo, la corresponsabilidad, la proactividad, la colaboración, la creatividad, la capacidad empática y la participación activa. Para fomentar la generación de una verdadera cultura de la innovación en los jóvenes, la educación superior española habría de cumplir –al menos– cinco condiciones, que a su vez están interconectadas: pragmatismo (que el diseño curricular este centrado en la resolución practica de problemas y no en una ideología), contextualización (que este fundamentado en las necesidades del entorno socioeconómico y conectado a él de forma activa y no sólo simbólica), sostenibilidad (que este diseñado para sobrevivir a los coyunturales cambios políticos), visión global (que esté atento, conectado e integrado a experiencias y centros de excelencia internacionales) y visión estratégica (que tenga unos objetivos claros y concretos en el largo plazo, anclados en una visión de futuro compartida –consensuada– por la comunidad). Existen experiencias que pueden servir de referente (aquí mencionamos el caso finlandés): construir una cultura de la innovación puede llevar una generación (15 años hasta que se empiecen a ver efectos) y pasa indefectiblemente por que el diseño de sistema educativo y sistema de innovación estén integrados y tengan un fuerte apoyo de la sociedad civil. Pero para eso es necesario desarrollar mecanismos y espacios de participación que permitan un mejor aprovechamiento de nuestro capital humano y potenciar una serie de skills –habilidades– tanto a nivel individual como organizacional, entre los que podría estar los 10 que aquí se proponen.Spain has a serious cultural deficit which affects our innovative capacity and, therefore, our productive capacity and the competitiveness of our human capital and our enterprises and institutions; and ultimately, our possibilities as a country too. The future of Spanish young people –in the present-day context– must necessarily include a deep structural reform based on the design of an educational system. And this educational system needs to be integrated into a national innovation system which can serve as a framework for decision-making in the short, medium, and long term. This educational system must become the epicentre for the country’s recovery and has to be completely focused on maximising the competitive potential of young people, generating an innovation culture –non-existent to date– which has its roots in the earliest ages and a complete development in higher education. An innovation culture which can instil a new system of values into youngsters underpinned by a work ethics based on effort, co-responsibility, proactivity, collaboration, creativity, empathetic capacity and active participation. If it really seeks to generate a true innovation culture among young people, Spanish higher education should meet –at least– five conditions which are in turn interconnected: pragmatism (i.e. the curriculum design must be focused on the practical resolution of problems and not on an ideology); contextualisation (it needs to be based on the needs of the socio-economic environment and connected to it actively, and not only symbolically); sustainability (it has to be designed so that it can survive transitory political changes); an overall vision (it must pay attention and remain connected and integrated into international experiences and excellence centres) and a strategic vision (it needs to have clear and specific long-term aims, anchored in a shared vision about the future –on which the community has reached a consensus). Some experiences can serve as a reference (the Finnish case is mentioned here): building an innovation culture may take one generation (15 years until the effects start to be seen) and must inevitably include achieving not only an integration between the educational system and the innovation system but also a strong support for that integration from civil society. However, that requires the development of mechanisms and participation spaces which make possible a better use of our human capital and the improvement of several skills both individually and on an organisational level, among which could be the 10 skills proposed in the present paper

The variability of corneal and anterior segment parameters in keratoconus

Purpose: To analyse, describe and test diverse corneal and anterior segment parameters in normal and keratoconic eyes to better understand the geometry of the keratoconic cornea. Method: 44 eyes from 44 keratoconic patients and 44 eyes from 44 healthy patients were included in the study. The Pentacam System was used for the analysis of the anterior segment parameters. New ad-hoc parameters were defined by measuring the distances on the Scheimpflug image at the horizontal diameter, with chamber depth now comprising of two distinctive distances: corneal sagittal depth and the distance from the endpoint of this segment to the anterior surface of the lens (DL). Results: Statistically significant differences (p<0.05) between normal and keratoconic eyes were found in all of the analysed corneal parameters. Anterior chamber depth presented statistical differences between normal and keratoconic eyes (3.06 ± 0.43 mm versus 3.34 ± 0.45 mm, respectively; p = 0.004). This difference was found to originate in an increase of the DL distance (0.40 ± 0.33 mm in normal eyes against 0.61 ± 0.45 mm in keratoconic eyes; p = 0.014), rather than in the changes in corneal sagittal depth. Conclusion: These findings indicate that keratoconus results in central and peripheral corneal manifestations, as well as changes in the shape of the scleral limbus. The DL parameter was useful in describing the forward elongation and advance of the scleral tissue in keratoconic eyes. This finding may help in the monitoring of disease progression and contact lens design and fitting.Preprin

Evaluación a medio plazo del efecto de waterboxx sobre la supervivencia y el incremento de biomasa en repoblación forestal

Se planteó un estudio en zonas de la Comunidad Valenciana para evaluar la posible respuesta al uso de WB en dos especies forestales con comportamiento ecofisiológico muy diferente frente al establecimiento, el pino carrasco (Pinus halepensis) y la carrasca (Quercus ilex subs.rotundifola) , comúnmente empleadas en progra mas de reforestación en la zona levantina. Se plantearon los siguientes objetivos: 1. Evaluar la supervivencia de los plantones forestales de pino carrasco y carrasca, durante el segundo año de repoblación en condiciones contrastadas de sitio (zona adversa y muy adversa). Esta evaluación es muy importante pues se realiza una vez ha pasado un año de la retirada del WB. 2. Evaluar el incremento de la Biomasa de las diferentes partes de las plantas, según especies, tratamientos y zona; al finalizar el año de la plantación y por tanto, al fin del tratamiento del WB.Bas Pla, E. (2014). Evaluación a medio plazo del efecto de waterboxx sobre la supervivencia y el incremento de biomasa en repoblación forestal. Universitat Politècnica de València. http://hdl.handle.net/10251/35707Archivo delegad

Comparative analysis of peripheral corneal geometry in health and Keratoconus

OBJECTIVES:: To describe and compare corneal peripheral angles in normal and keratoconic eyes, to gain a better understanding of the topography of the periphery of the cornea in keratoconus and assist practitioners in the selection and fitting of large diameter contact lenses. METHODS:: Eighty-eight eyes were included in the study, divided into three groups: healthy (A0, 28 eyes), keratoconus at stage I according to the Amsler-Krumeich classification (AI, 33 eyes) and keratoconus at stages II to IV (AII, 27 eyes). The Pentacam Scheimpflug system was used to manually measure the corneal peripheral angles corresponding to a chord length range between 8.6 and 12.6 mm at 8 different peripheral locations. RESULTS:: The peripheral angle was influenced by ocular condition and by the peripheral location, with no interaction effect between both factors. Statistically significant differences were found in mean corneal peripheral angles between groups A0 (30.84°±2.33°) and AI (31.63°±2.02°) (P=0.001) and between A0 and AII (31.37°±2.11°) (P=0.030). The differences between AI and AII were not significant. In all eyes, the largest and smallest peripheral angles were found at the temporal inferior and temporal superior locations, respectively, with a mean difference between largest and smallest of 3.37°±1.42° in healthy eyes and 2.96°±1.54° in keratoconus (AI+AII). CONCLUSION:: Clinically insignificant differences were found in peripheral angles between keratoconus and healthy eyes, giving support to the use of large diameter, intralimbal contact lenses with peripheral designs, and resting on the same corneal region, as those fitted on normal corneas.Preprin

Anterior chamber parameters in early and advanced keratoconus. A meridian by meridian analysis

Purpose: To explore anterior segment changes with keratoconus onset and progression to determine whether structural changes are predominantly corneal, limbal or both. To investigate these changes in different corneal meridians. Method: Eighty-four eyes with keratoconus and 49 healthy eyes were included in the study. Eyes with keratoconus were divided in two groups according to the Amsler-Krumeich classification: stage I and stages II-IV. Scheimpflug images at three different meridians were used to evaluate the following parameters: anterior chamber depth from the endothelium (ACD_end) and corneal thickness (CT) (software provided), anterior chamber depth (ACD) and sagittal depth (SAGT) from the epithelium, and distance from the end point of SAGT to the anterior surface of the lens (DL) (measured manually), and [ACD – CT] and [SAGT – CT] (calculated). Changes in these parameters with ocular condition and meridian were analysed. Results: Statistically significant larger values were found of ACD (p=0.012) and DL (p=0.016) with keratoconus onset and progression, with no differences in SAGT values. Besides, [ACD – CT] and [SAGT – CT] were significantly larger in keratoconus eyes (p<0.001 and p=0.003, respectively). Significant differences (all p<0.001) were found in SAGT, [SAGT – CT] and DL among meridians. Changes in these parameters with keratoconus onset and progression were similar in all meridians. Conclusion: Considering the results from the three meridians under investigation, it may be concluded that keratoconus onset has an impact on the anterior segment as a whole and not only on corneal structures. The DL distance is a useful parameter to describe limbal changes in keratoconus.Postprint (author's final draft

Prospectiva y cultura de la innovación

La Prospectiva es una herramienta para la transformación social, que se diferencia de otras formas de predicción por su carácter emancipatorio (el futuro no esta predeterminado, y es un espacio abierto que puede ser construido) y proactivo (puede ser construido a conveniencia: la acción como innovación). Aquí se trata de diferenciar la visión Prospectiva, vinculándola con la gestión estratégica del cambio, e integrándola como eje vertebrador de un conjunto de 7 claves que se proponen como requisitos para desarrollar una Cultura de la Innovación (que sustituya a la tradicional aproximación de «Gestión de la Innovación») en organizaciones y/o comunidades. Finalmente, y en virtud de experiencias previas en diversos programas regionales, nacionales e internacionales de I+D+i y de cooperación al desarrollo, se desgranan una serie de reflexiones en torno a la capacidad de transformación de la Prospectiva (que se sintetizan en un decálogo final), reivindicando la «apropiación» como una fórmula mucho más adecuada que la mera adaptación al cambio, a la hora de alcanzar un futuro deseable.Prospektiba gizarte-transformaziorako tresna da, eta beste iragarpen-mota batzuengandik ezberdintzen da emantzipa daitekeelako (etorkizuna ez dago aurretik erabakita, eta eraiki daitekeen espazio irekia da) eta proaktiboa delako (egokitasunaren arabera eraiki daiteke: ekintza elementu berritzaile gisa). Ikuspegi prospektiboa bereizi nahi izan da hemen, aldaketaren kudeaketa estrategikoarekin lotuta, eta erakunde edota erkidegoetan Berrikuntzaren Kultura («Berrikuntzaren Kudeaketaren» ohiko hurbilketa ordeztuko duena) garatzeko baldintzatzat proposatu diren 7 giltzarriko multzoaren ardatz egituratzaile gisa integratuz. Azkenik, I+G+b eta garapenerako lankidetzaren eskualdeko, nazioko eta nazioarteko hainbat programatan aurretiaz eskuratutako esperientziei jarraituz, zenbait hausnarketa zerrendatu dira Prospektibaren transformazio-gaitasunari buruz (azken dekalogo batean laburbildu dira), etorkizun desiragarria lortzeko orduan «jabekuntza» aldaketarako egokitzapen hutsa baino askoz formula egokiagoa dela aldarrikatuz.Forecasting is a tool for social transformation that differs from other types of prediction due to its emancipated character (the future isn’t predetermined and it’s an open space that can be built on) and proactive (it can be built at convenience: the action as innovation). Here it’s about trying to differentiate the forecast vision, linking it with strategic change management and integrating it as an axis support of a collection of 7 points which have been put forward as requirements in order to develop an Innovation Culture (that substitutes the traditional approach of “Innovation Management” in organizations and/or in communities. Finally, in light of previous experience, different regional, national and international programs of investigation, development and innovation and cooperation to development, a series of reflections have been drawn up around the transformation capacity of the Forecast (that is summarized in a Decalogue) claiming the appropriation as a more adequate formula than the mere adaptation to change, when reaching a desired future

Setting Research Priorities for Effective Climate Change Management and Policymaking: A Delphi Study in Bolivia and Paraguay

Over the last few years, increased research has been carried out on climate change. Part of this research has been based on foresight methodologies to gain time in the fight against climate change and identify planning and development policies that may be effective in the future. However, more research is needed, and it is essential to continue working to determine the appropriate strategies to chart the right path in the fight against climate change. Particularly scarce attention has been given to Latin American countries and, more specifically, to collaboration between countries in identifying priority research lines in this area. In this context, this study is innovative in presenting an articulated and cooperative work between Bolivia and Paraguay in identifying strategic lines of investigation linked to the Sustainable Development Goals (SDGs) that might have a more significant impact on climate change management. The application of the Delphi technique within a group of experts allowed the consolidation of different perspectives and knowledge on climate change and allowed us to identify, within the SDGs, the priority lines that should be addressed to manage climate change impacts. The results identify specific priority research lines for Bolivia and Paraguay related to the genetic diversity of food crops (SDG 2), new or reemerging human viruses (SDG 3), sustainable freshwater extraction and supply (SDG 6), cleaner fossil fuel technology (SDG 7), sustainable transport (SDG 9), local impact of climate-related hazards and disasters (SDG 13), and terrestrial biodiversity (SDG 15). These research lines should not be seen as exclusive but as the priority research lines that might have the most significant impact and should be addressed in the short term.This project was funded with support from the European Commission under the project EU Erasmus + INNOVA “PromotINg research MaNagement at Higher EducatiOn Institutions in Bolivia and Paraguay” (619084-EPP-1-2020-1-BO-EPPKA2-CBHE-SP)

Análisis de cuatro variables del profesor universitario, en la Politécnica de Alicante. CUED_MISE_Aparicio (2012)

El grupo de redes LinDU_2013, se propone analizar e interpretar cuatro variables de un cuestionario realizado en la Escuela Politécnica de la Universidad de Alicante, denominado CUED_MISE_Aparicio (2012), desde las dimensiones del profesorado. Las variables estudiadas, corresponden a los siguientes ítems del cuestionario mencionado: (1) ¿El profesorado transmite los objetivos de la asignatura?, (2) ¿El profesorado demuestra conocimientos en su materia?, (3) ¿El profesorado tiene un trato igualitario con todos sus alumnos? (4) ¿El profesorado capta la diversidad del alumnado? Para realizar este estudio, se ha seguido un proceso metodológico consistente en: analizar el comportamiento de sus variables, obtenidas a través del programa SPSS del cuestionario universitario de la Politécnica de evaluación docente denominado CUED_MISE_Aparicio (2012). Se han estudiado los resultados de los descriptivos generales y específicos, respecto a las medidas de: centralización, dispersión y distribución. Finalmente se discuten las dimensiones a las que pertenecen dichas variables según el contexto de la matriz rotada obtenida, finalizando con unas conclusiones

El clima/ambiente en el aula Escuela Politécnica Superior de la Universidad de Alicante

El grupo de redes LinDU_2013, propone analizar la dimensión del ambiente en el aula. Para ello, utilizará el cuestionario realizado en la Escuela Politécnica de la Universidad de Alicante, denominado CUED_MISE_Aparicio (2012), sirviendo de soporte el modelo instruccional de (Rivas 2003), donde la relación profesor – estudiante, radica en la edad y madurez del estudiante, dentro del contexto sociocultural de la comunidad universitaria. Los ítems a estudiar son ¿En general, puedo afirmar que en las clases de esta asignatura hay buen ambiente de colaboración entre los compañeros? ¿El profesor/a valora y estimula la participación de los estudiantes en la clase? ¿El profesor/a conoce el nombre del estudiante? ¿El profesor/a ha captado la diversidad del alumnado y ha respondido adecuadamente? ¿La relación entre los profesores y los alumnos/as ha sido adecuada, estando siempre accesible para aclaraciones, tutorías, reclamaciones, etc.? ¿El alumno/a ha aprovechado la asignatura? A continuación se realiza el proceso metodológico con el tratamiento estadístico SPSS con sus descriptivos de centralización, dispersión y distribución, para pasar posteriormente, a la discusión y sus conclusiones

Discovery and characterisation of detached M-dwarf eclipsing binaries in the WFCAM Transit Survey

We report the discovery of 16 detached M-dwarf eclipsing binaries with J<16 mag and provide a detailed characterisation of three of them, using high-precision infrared light curves from the WFCAM Transit Survey (WTS). Such systems provide the most accurate and model-independent method for measuring the fundamental parameters of these poorly understood yet numerous stars, which currently lack sufficient observations to precisely calibrate stellar evolution models. We fully solve for the masses and radii of three of the systems, finding orbital periods in the range 1.5<P<4.9 days, with masses spanning 0.35-0.50 Msun and radii between 0.38-0.50 Rsun, with uncertainties of ~3.5-6.4% in mass and ~2.7-5.5% in radius. Close-companions in short-period binaries are expected to be tidally-locked into fast rotational velocities, resulting in high levels of magnetic activity. This is predicted to inflate their radii by inhibiting convective flow and increasing star spot coverage. The radii of the WTS systems are inflated above model predictions by ~3-12%, in agreement with the observed trend, despite an expected lower systematic contribution from star spots signals at infrared wavelengths. We searched for correlation between the orbital period and radius inflation by combining our results with all existing M-dwarf radius measurements of comparable precision, but we found no statistically significant evidence for a decrease in radius inflation for longer period, less active systems. Radius inflation continues to exists in non-synchronised systems indicating that the problem remains even for very low activity M-dwarfs. Resolving this issue is vital not only for understanding the most populous stars in the Universe, but also for characterising their planetary companions, which hold the best prospects for finding Earth-like planets in the traditional habitable zone.Comment: 30 pages, 14 figures, 16 tables, Accepted for publication in MNRA