Realidad jurídico-laboral en el aula. Guías de trabajo autónomo con medios audiovisuales

This article wants to show an innovative project in the teaching of legal subjects in their side of formal proceedings, so the students could practise using their knowledge of the substantive law, a completed diagnosis of a case, and be able to provide adequate legal guidance to the legal practice. The objective is inter relation they theoretic knowledge that they have learned in the classroom with their effective implementation at the practical reality, pursuing convergence with the European Higher Education Area. Help to promote self-employment and student self-learning, including the strengthening and updating the necessary innovation in teaching and learning methodologies, using new information technologies and communication applied to teaching, consisting of actual recordings of subjects in relation to the course that we have begun to apply the labour process.Este artículo pretende mostrar un proyecto innovador en la enseñanza de asignaturas jurídicas, en su vertiente procesal o de carácter formal, para que el alumno pueda realizar, una vez que conoce el derecho sustantivo, un completo diagnóstico de un caso concreto, y ser capaz de dar la orientación jurídica adecuada a la práctica jurídica. El objetivo es que interrelacionen los conocimientos teóricos que van adquiriendo en el aula con su aplicación efectiva a la realidad práctica, persiguiéndose la convergencia con el Espacio Europeo de Educación Superior. Contribuye a la promoción del trabajo autónomo y autoaprendizaje del alumno, fortaleciendo además la necesaria innovación y actualización en metodologías de enseñanza-aprendizaje, utilizando las nuevas tecnologías de la información y la comunicación aplicadas a la docencia, consistentes en grabaciones reales de materias en relación a la asignatura a la que lo hemos empezado a aplicar, el Proceso Laboral

La escuela rural y la política educativa española. Diferencias entre comunidades autónomas.

La educación en contextos rurales es un ámbito que requiere de un tratamiento acorde con su potencial social y productivo, mediante un diálogo permanente entre la identidad que caracteriza la ruralidad y la cultura actual, globalizante y procedente de diferentes medios; además implica el desarrollo de componentes culturales, científico-tecnológicos y productivos que posibiliten un aprendizaje que permita a las personas construir y reconstruir su entorno. En este sentido el trabajo realiza un análisis de la política educacional desarrollada en aquellas Comunidades Autónomas del Estado español en las que desde el año 2010 se está desarrollando el proyecto EDU2009-134607 sobre eficacia y calidad en la escuela rural. Este análisis surge de la necesidad de perfilar una identidad respecto al desarrollo de su territorio-tanto urbano como rural-, asumiendo la diversidad para conseguir una construcción cultural abierta y dialogante. Nuestro referente, la publicación de la Constitución de 1978 como punto de partida del Estado de las Autonomías y sus implicaciones en el diseño de las políticas educativas relacionadas con la educación en contextos rurales; y todo ello teniendo en cuenta que la ruralidad es un signo destacado de la estructura social, económica, territorial, administrativa y escolar de todo el Estado Español y que, por tanto, la escuela rural puede ser considerada como un subsistema educativo específico. De este modo pretendemos poner de manifiesto el sentido y significado del traspaso de competencias a algunas Comunidades Autónomas en materia de educación no universitaria, con especial énfasis en las diferencias desarrolladas en materia de política educativa referida a la escuela rural y en su relación con otras políticas de descentralización. Education in rural contexts requires an approach that recognises the social and productive potential of this type of schooling. It should involve a dialogue between an implicit rural identity and today's cultures, and it implies developing cultural, technologic-scientific and productive components that foster learning in a way that allows people to build and rebuild their surroundings. This paper analyses Spanish educational policy that affects rural education in those Autonomous Communities of the Spanish State in which since 2010 is being developed EDU2009-13460 project on efficiency and quality in the rural school. This analysis arises from the need to define an identity on the development of its territory, both urban and rural, providing diversity for an open dialogue and cultural construction. Our benchmark, the publication of the 1978 Constitution as the starting point of the State of Autonomies and its implications for the design of educational policies related to education in rural contexts, and considering all that rurality is a prominent sign social, economic, territorial, administrative and academic structure of the whole Spanish State and therefore the rural school can be considered as a specific educational subsystem. Thus we try to show the meaning and significance of devolution to some Autonomous Communities in non-university education, with special emphasis on developing differences on education policy relating to rural school and its relationship with other policies decentralization

Compilation of parameterized seismogenic sources in Iberia for the SHARE European-scale seismic source model.

Abstract: SHARE (Seismic Hazard Harmonization in Europe) is an EC-funded project (FP7) that aims to evaluate European seismic hazards using an integrated, standardized approach. In the context of SHARE, we are compiling a fully-parameterized active fault database for Iberia and the nearby offshore region. The principal goal of this initiative is for fault sources in the Iberian region to be represented in SHARE and incorporated into the source model that will be used to produce seismic hazard maps at the European scale. The SHARE project relies heavily on input from many regional experts throughout the Euro-Mediterranean region. At the SHARE regional meeting for Iberia, the 2010 Working Group on Iberian Seismogenic Sources (WGISS) was established; these researchers are contributing to this large effort by providing their data to the Iberian regional integrators in a standardized format. The development of the SHARE Iberian active fault database is occurring in parallel with IBERFAULT, another ongoing effort to compile a database of active faults in the Iberian region. The SHARE Iberian active fault database synthesizes a wide range of geological and geophysical observations on active seismogenic sources, and incorporates existing compilations (e.g., Cabral, 1995; Silva et al., 2008), original data contributed directly from researchers, data compiled from the literature, parameters estimated using empirical and analytical relationships, and, where necessary, parameters derived using expert judgment. The Iberian seismogenic source model derived for SHARE will be the first regional-scale source model for Iberia that includes fault data and follows an internationally standardized approach (Basili et al., 2008; 2009). This model can be used in both seismic hazard and risk analyses and will be appropriate for use in Iberian- and European-scale assessments

Understanding the cycle of matter in the universe

Chapter 6. -- Colección: CSIC Scientific challenges : towards 2030Peer reviewe

Physics demos for all UVEG degrees: a unique project in Spain

The Physics Demo Project at the University of Valencia (www.uv.es/fisicademos) has developed a collection of physics demonstrations to be used during lectures. It consists of more than 130 experimental demos about different physics topics. More than 30 professors borrow them whenever they lecture on physics in any of our 40 courses in 17 different science or technical degrees, involving 246 ECTS and more than 3500 students. Each demo kit with a simple experimental set displays a particular physics phenomenon. An on-line user guide highlights the main physics principles involved, instructions on how to use it and advices of how to link it to the theoretical concepts or to technical applications. Demo lectures (and collections) are a usual and widespread practice in many countries but not in Spain. This unique initiative aims at the recovery of this practice by involving a growing collaborative team of users and with the aid of educational innovation projects. Here we explain the project content, organization and recent developments. Our experience, together with the positive students comments, allows us to draw the following conclusions: demos introduce the real sensible world in the lecture hall, providing the necessary link between concepts and everyday life, and becoming, again, something more than "chalk and talk"

II Jornadas de la Sociedad Española para la Conservación y Estudio de Los Mamíferos (SECEM) Soria 7-9 diciembre 1995

Seguimiento de una reintroducción de corzo (Capreolus capreolus) en ambiente mediterráneo. Dispersión y área de campeoModelos de distribución de los insectívoros ern la Península IbéricaDieta anual del zorro, Vulpes vulpes, en dos hábitats del Parque Nacional de DoñanaDesarrollo juvenil del cráneo en las poblaciones ibéricas de gato montés, Felis silvestris Schreber, 1777Presencia y expansión del visón americano (Mustela vison) en las provincias de Teruel y Castellón (Este de España).Preferencias de hábitat invernal de la musaraña común (Crocidura russula) en un encinar fragmentado de la submeseta norteUso de cámaras automáticas para la recogida de información faunística.Dieta del lobo en dos zonas de Asturias (España) que difieren en carga ganadera.Consumo de frutos y dispersión de semillas de serbal (Sorbus aucuparia L.) por zorros y martas en la cordillera Cantábrica occidentalEvaluación de espermatozoides obtenidos postmorten en el ciervo.Frecuencia de aparición de diferentes restos de conejo en excrementos de lince y zorroAtlas preliminar de los mamíferos de Soria (España)Censo y distribución de la marmota alpina (Marmota marmota) en Navarra.Trampeo fotográfico del género Martes en el Parque Nacional de Aigüestortes i Estany de Sant Maurici (Lleida)Peer reviewe

Effectiveness of influenza vaccine against laboratory-confirmed influenza, in the late 2011-2012 season in Spain, among population targeted for vaccination

Background: In Spain, the influenza vaccine effectiveness (VE) was estimated in the last three seasons using the observational study cycEVA conducted in the frame of the existing Spanish Influenza Sentinel Surveillance System. The objective of the study was to estimate influenza vaccine effectiveness (VE) against medically attended, laboratory-confirmed influenza-like illness (ILI) among the target groups for vaccination in Spain in the 2011-2012 season. We also studied influenza VE in the early (weeks 52/2011-7/2012) and late (weeks 8-14/2012) phases of the epidemic and according to time since vaccination. Methods: Medically attended patients with ILI were systematically swabbed to collect information on exposure, laboratory outcome and confounding factors. Patients belonging to target groups for vaccination and who were swabbed 4 months, respectively, since vaccination. A decrease in VE with time since vaccination was only observed in individuals aged ≥ 65 years. Regarding the phase of the season, decreasing point estimates were only observed in the early phase, whereas very low or null estimates were obtained in the late phase for the shortest time interval. Conclusions: The 2011-2012 influenza vaccine showed a low-to-moderate protective effect against medically attended, laboratory-confirmed influenza in the target groups for vaccination, in a late season and with a limited match between the vaccine and circulating strains. The suggested decrease in influenza VE with time since vaccination was mostly observed in the elderly population. The decreasing protective effect of the vaccine in the late part of the season could be related to waning vaccine protection because no viral changes were identified throughout the season