570 research outputs found
La configuració de la xarxa de transports urbans a Barcelona: societat, tecnologia i política
Volunteer participation in citizen science projects
The purpose of this research is to assess the current state of citizen science projects and reveal the role of volunteers in the research process. This is achieved by performing a literature review and content analysis of three international and one state-owned citizen science platforms (Wikipedia, SciStarter, CitSci and Precipita) that contain more than 800 research projects. Projects have been analyzed according to four categories: the academic disciplines, the way the project is designed, the phases of the research in which volunteers participate, and the tasks they perform. The results show that projects in the arts, humanities, and social sciences disciplines are almost non-existent. In addition, in the field of natural and physical sciences, projects are fostered with a top-down approach and volunteers participate primarily in the data collection phase in order to obtain a large volume of data, thereby receiving more financing from the European Union
El sistema educatiu de la U.R.S.S.
Abordar el tema de la educación en la U.R.S.S. desde una perspectiva objetiva es realmente difícil debido a un conjunto de factores exógenos al sistema que lo hacen peculiar con respecto a otros países. En este contexto es preciso delimitar con la mayor claridad posible lo que es la "versión oficial" de la U.R.S.S. de las realidades subyacentes que persisten y se fomentan en el sistema. En ocasiones, estas realidades llegan a contradecirse con los objetivos fundamentales de la educación en el país, mientras que en estos casos son el resultado de una interpretación propia de determinados planteamientos. Conceptos como, por ejemplo, "la moral humana", "el amor a la Patria", o "el internacionalismo" adquieren un carácter diferente en el contexto de la U.R.S.S. Es preciso, por tanto, clarificar el contenido de algunos conceptos. La dirección de la educación en la U.R.S.S. está, primordialmente, controlada e impulsada por dos Ministerios y un Comité Estatal, fuertemente influenciados en sus estamentos por las normas dictadas por el P.C.U.S. Como en casi todos los países autoritarios, una fuerte centralización y burocratización son instrumentos imprescindibles en el desarrollo de su política y administración educativa. Los niveles del sistema educativo responden, en general, a los planteamientos asumidos en otros países, aunque con algunas características de funcionamiento y contenido diferentes. Entre otras, su financiación, selección de alumnos, especialidades (sobretodo en Educación Secundaria), etc. Por último, la orientación que seguir6 la educación en la U.R.S.S. viene marcada principalmente por la extensión de la red de centros preescolares, el aumento de recursos para las modalidades y por correspondencia, la mejora de las organizaciones que llevan a cabo actividades extraescolares, y la implantación progresiva de la "escuela de jornada completa".To approach the subject of education in the U.S.S.R. from an objective viewpoint is really difficult owing to a combination of factors exogenous to the system that makes it peculiar with respect to other countries. In this context it is necessary to outline with the greatest possible clarity what is the "official version" of the U.S.S.R. of the underlying realities that are persistent and which are promoted in the system. At times these are contradictory to the fundamental objectives of education in the country, while in other cases they are the result of a more exact interpretation of definite planning. Concepts such as, for example, "human morality", "the love of the Native land" or "internationalism" aquire a different character in the U.S.S.R. It is therefore necessary to clarify the content of some concepts. The management of education in the U.S.S.R. is primarily controlled and directed by two Ministries and a State Committee, strongly influenced in its decisions by the norms dictated by the P.C.U.S. Like almost all authoritarian countries a strong centralization and bureaucracy are indespensible instruments in the development of its Educational and Administrative Policy. The levels of the education systems correspond, in general, to those adopted in other countries, although with some different ways of functioning and different contents. Among others, its financing, selection of students, specialisations (especially in secondary education), etc. Finally, the direction of education followed in the U.S.S.R. is distinguished chiefly by the extension of the net of pre-school centres, the increase of resources through night schools and correspondence, the improvement of the organisations that carry out extracurriculum activities and the progressive introduction of the "school of the full working day
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