Thinking like a lawyer: experiencias didácticas en el aula para fortalecer la formación de un abogado

The formation of a lawyer has been traditionally based on the management of a wealth of information from doctrinal texts, with little or no connection with the real situations that a lawyer will have to deal with in his or her professional life, such as discussing problems face to face with clients or working in the court. Directly related to this type of training we find that the way in which law has been taught has a marked emphasis on lecture‟s contents rather than using that content in real situations associated with what actually a lawyer does at work.Considering the above, the purpose of this article is to analyze the importance of teaching law in a dynamic and proactive way. It also presents classroom learning experiences that contribute to enhance lawyer‟s formation, from the perspective of a focused learning methodology. Thus, we describe and analyze evidence of the use of Problem Based Learning (PBL), Question Method and Case Method, applied to real situations that arise in practice as a lawyer.La formación del abogado por tradición se ha basado en la manejo de un importante caudal de información de textos doctrinales, con poca o casi ninguna vinculación frente a las situaciones reales que un abogado tendrá que abordar con sus clientes o enfrentar en tribunales. En directa relación con este tipo de formación se encuentra la manera en que se ha enseñado el Derecho, cuyo acento se ubica en la clase magistral de contenidos más que en reflexiones y prácticas que involucren a dichos contenidos en situaciones reales asociadas a aquello que efectivamente realiza un abogado. Al considerar lo señalado, el propósito de este artículo es analizar la importancia de una enseñanza del Derecho más proactiva y dinámica y, además, presentar ex periencias didácticas en el aula que contribuyan a potenciar la formación de un abogado, desde la perspectiva de una metodología centrada en el aprendizaje. Es así que se describen y analizan evidencias del uso de Aprendizaje Basado en Problemas (ABP), del Método de la Pregunta y del Método del Caso, aplicado a situaciones reales que se presentan en el ejercicio de la profesión de un abogado

Language engineering for mobile software

Mobile systems offer the possibility of delivering software services that tightly match user needs,thanks to their availability right at the moment and place where they are needed, and their ability to take advantage of local resources and self-adapt to their environment of use. Alas, writing software for mobile systems is not an easy endeavour. Mobile software construction imposes a number challenges that render existing programming technology insufficient to write such software conveniently. To improve this situation, we have taken a language engineering approach. In this chapter we identify the main challenges encountered in mobile software construction and the requirements they rise in the design of programming languages. By way of illustration, we present the result of our language engineering experiments —four programming models to ease the construction of software that can cope gracefully with the challenges brought about by mobility

PALTA : peer-to-peer adaptabLe topology for ambient intelligence

Many Ambient Intelligence (AmI) scenarios fit perfectly for auto-generated distributed networks, but they assume the existence of good enough network topology organizing the connected devices. AmI scenarios need to handle an unanticipated number of participants and inappropriate distributed network topologies can affect the network=s efficiency by making it unstable and hard to manage. This paper introduces PALTA, a self-adapting hybrid topology capable of dynamically adjusting its configuration by using a combination of existing topologies. PALTA allows the incremental construction of self-maintained distributed networks which take advantage of the current network stat