Valorizing Intercultural Teaching and Learning

[ES] A pesar del interés por la interculturalidad como una prioridad en la Unión Europea, el desarrollo de las competencias interculturales las y habilidades en los procesos de aprendizaje para toda la vida aún no se ha logrado. De acuerdo con un estudio de ERICarts, para avanzar hacia una estrategia para el diálogo intercultural, los principales cambios de paradigma todavían están por desarrollarse. Especialmente en el campo de la educación, es necesario pasar de los cánones tradicionales para abrir procesos de interacción creativa y construir puentes interculturales mediante el desarrollo de habilidades y competencias a través de programas educativos y canales tecnológicos relacionados con los medios sociales. El objetivo de este trabajo es identificar y valorizar las mejores prácticas de los dos proyectos del Programa LifeLongLearning de la Unión Europea (MIH y EHISTO) que se centraron en el desarrollo de habilidades y competencias en la educación intercultural. El equipo involucrado en este trabajo tiene el propósito de desarrollar una red autosostenible, en torno a un ecosistema tecnológico que apoye el fomento de la innovación metodológica, el conocimiento abierto y el intercambio de experiencias y buenas prácticas, tanto en el contexto del aula como en el de las políticas educativas, así como hasta tres iteraciones de un programa de aprendizaje intercultural, como parte de una estrategia de promoción del aprendizaje intercultural en la educación. Esto también incluye el diálogo político, encaminado a elevar el interés de las autoridades educativas y la promoción de su participación.[EN] Despite the interest of interculturality as a priority in the EU, the development of intercultural competences and skills on lifelong learning processes has yet to be achieved. According to an ERICarts study, to move towards a strategy for intercultural dialogue, main changes of paradigm still need to take place. Particularly in the field of education, it is necessary to move from traditional canons to open processes of creative interaction and build bridges by developing intercultural skills and competences through educational and media programmes. The aim of this paper is to identify and valorize the best practices of two LLP projects (MIH and EHISTO) that focused on the development of intercultural skills and competencies in education. The team involved in this paper will implement a self sustainable network, centred around a technological ecosystem that will support the promotion of methodological innovation, open knowledge and sharing of experiences and good practices, both in classroom and policy contexts, as so as three iterations of an intercultural learning programme, as part of a strategy of promoting intercultural learning in education. This will also include policy dialogues, aimed at raising the interest of educational authorities and promoting their involvement

Delphi study to identify the young people priorities about digital society

!is paper aims to present an advance of the results of the application of the Delphi technique, with the aim of gathering the opinion of experts or stakeholders on the topics of priority interest of young people in Europe, especially on the digital society. It is a work framed within the Horizon 2020 WYRED Project (netWorked Youth Research for Empowerment in the Digital Society). !e WYRED project, and in this specific case the Networking process, aims in bringing together children, young people, other stakeholders and policymakers around Europe. !e Delphi technique is one of the prospective methods that study the future, concerning the evolution of the factors of the technosocio- economic environment and the interactions between these factors. !e characteristics that define this technique are anonymity, iteration and controlled feedback, and presentation of group data in the statistical form. !e progress of the presented results allows us to corroborate the agreement of experts about the topics that have been raised. According to experts, the concern of youth towards issues related to the digital society does not appear among the first concerns of young people neither in Spain nor the rest of the countries surveyed

Learning European history and geography in a multicultural and ICT perspective

Despite official educational guidelines, improved linguistic skills have been limited in all partner countries due to cuts in their national budgets. As a consequence, fewer CLIL experiences have been supported, to the benefit of those involving English. Another reason for this project resides in the difficulty in modifying the guidelines of national programmes, which are often short-sighted as far as other cultures are concerned. Finally, all European reports point out the shortage of materials and ICT-based contents suitable for interdisciplinary and multicultural education at school. The Multicultural Interdisciplinary Handbook (MIH) project meets these needs by providing new tools that will help teachers and pupils to plunge deeper into the culture and the language of another nation via its history and its landscape/geography. Moreover, it intends to promote a common European identity, as it introduces a European perspective in the schools ’ History and Geography syllabuses, which are usually limited to national borders

Measurement of salinity distributions in salt‐stratified, double‐diffusive systems by optical deflectometry

This is the published version. Copyright © 1986 American Institute of PhysicsReliable salinity measurements in double‐diffusive thermohaline solutions are necessary to understand relevant system behavior. An optical technique, which has previously been used to investigate solutediffusion in isothermal systems, is employed to measure the salinity distribution in a double‐diffusive thermohaline system. The technique is verified by comparison with independent salinity measurements, and its use in a double‐diffusive system reveals detailed salinity distribution information. When used with the shadowgraph method of flow visualization, the salinity measurement technique permits a more quantitative interpretation of the shadowgraphic results

The CMS Event Builder

The data acquisition system of the CMS experiment at the Large Hadron Collider will employ an event builder which will combine data from about 500 data sources into full events at an aggregate throughput of 100 GByte/s. Several architectures and switch technologies have been evaluated for the DAQ Technical Design Report by measurements with test benches and by simulation. This paper describes studies of an EVB test-bench based on 64 PCs acting as data sources and data consumers and employing both Gigabit Ethernet and Myrinet technologies as the interconnect. In the case of Ethernet, protocols based on Layer-2 frames and on TCP/IP are evaluated. Results from ongoing studies, including measurements on throughput and scaling are presented. The architecture of the baseline CMS event builder will be outlined. The event builder is organised into two stages with intelligent buffers in between. The first stage contains 64 switches performing a first level of data concentration by building super-fragments from fragments of 8 data sources. The second stage combines the 64 super-fragments into full events. This architecture allows installation of the second stage of the event builder in steps, with the overall throughput scaling linearly with the number of switches in the second stage. Possible implementations of the components of the event builder are discussed and the expected performance of the full event builder is outlined.Comment: Conference CHEP0

Расчет гашения обратного напряжения в импульсной схеме

Grid and e-science infrastructure interoperability is an increasing demand for Grid applications but interoperability based on common open standards adopted by Grid middle-wares are only starting to emerge on Grid infrastructures and are not broadly provided today. In earlier work we have shown how open standards can be improved by lessons learned from cross-Grid applications that require access to both, High Throughput Computing (HTC) resources as well as High Performance Computing (HPC) resources. This paper provides more insights in several concepts with a particular focus on effectively describing Grid job descriptions in order to satisfy the demands of e-scientists and their cross-Grid applications. Based on lessons learned over years gained with interoperability setups between production Grids such as EGEE, DEISA, and NorduGrid, we illustrate how common open Grid standards (i.e. JSDL and GLUE2) can take cross-Grid application experience into account

Using XDAQ in Application Scenarios of the CMS Experiment

XDAQ is a generic data acquisition software environment that emerged from a rich set of of use-cases encountered in the CMS experiment. They cover not the deployment for multiple sub-detectors and the operation of different processing and networking equipment as well as a distributed collaboration of users with different needs. The use of the software in various application scenarios demonstrated the viability of the approach. We discuss two applications, the tracker local DAQ system for front-end commissioning and the muon chamber validation system. The description is completed by a brief overview of XDAQ.Comment: Conference CHEP 2003 (Computing in High Energy and Nuclear Physics, La Jolla, CA

Molecular sexing in Kea Nestor notabilis

DNAによる性判別法のミヤマオウムへの利用を目的として､鳥類の性染色体上に存在するCHD(chromo-helicase-DNA binding protein)遺伝子を標的とする2種類のプライマーセットについて検討した。その結果､ミヤマオウムでは､2種類のプライマーセットでDNAの増幅が認められた。しかし､オウム､インコ類においで性判別の報告があるプライマーAの雌雄間で認められる型が異なること から判別ができなかった。一方､ワシ､タカ類のCHD-Wの配列を基に設計されたプライマーBを用いた方法では､ミヤマオウムのW染色体由来の増幅産物のみが検出されることから性判別が可能となった。また､対照として用いたヨウムは､2種類のプライマーセットで性判別が可能であったことから､プライマーBは､他の鳥種でも性判別のできる可能性が示唆された

Gaming for Social Inclusion and Civic Participation: the INGAME project

[EN] Throughout the European Union, there is a particular need for practices that would provide educators with the devices necessary to create civic engagement locally and supra-nationally responsive. The INGAME project focuses on enhancing the acquisition of social and civic competences, fostering knowledge, understanding and ownership of values and fundamental rights with a strong focus on online games and digital skills for the development of civic literacy and skills of young adults. It is placed under the Erasmus + KA3 Social inclusion and common values: the contribution in education and training