32 research outputs found

    La crisis china

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    Crime and Prejudice: Ming Criminal Justice as Seen in 16th Century Spanish Sources

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    胡安•冈萨雷斯•德•门多萨于1585年出版的 《中华大帝国史》第一次以西班牙语和葡萄 牙语全面整理了有关中国的记述。该书正面 记录了中国明朝司法制度,并探讨了这些司 法制度与当代西班牙和墨西哥司法制度之间 的巨大差别。其中包括对法律和公共框架的 曲解,公众对证人的质疑,多层面不同形式 的惩罚,经济上的惩罚以及死刑的场景。作 者在书中强调通过奖励和惩罚双重方式对各 级官员、下属大臣进行严格控制,以保证对 各级官员的选拔任用标准,这一点也曾在蒙 田对明代官员的评价中得到过体现。此外, 胡安•冈萨雷斯•德•门多萨还十分崇敬守护印 第安人的拉斯卡萨斯,他决定从他的文献中 删掉那些为对抗中国而向强硬派提供的所谓 正当权利的论辩,如洛阿尔卡所目睹的邪恶 和杜拉埃尼亚所描述的死刑等。 González de Mendoza’s book on China, published in 1585, compiled all the first narratives about China, both Portuguese and Spanish. It contains a highly positive account of Ming criminal justice in which he emphasizes those elements of Chinese justice that deeply contrasts with Spanish and Mexican practices: the legal and public frame of torture, the public questioning of witnesses, the multilayered revisions of penalties, the public placing of the monetary fines, and the mise en scène of the death penalty. He insistently highlights the strict control upon every layer of officers and inferior ministers through a double procedure of rewards and punishments that guarantees the high standing of Chinese officials, an appraisal that Montaigne would pick up in his extremely rare allusions to China. At the same time, González de Mendoza, a thorough admirer of father Las Casas, the defender of Indians, decided to omit from his sources those elements that could provide the hardliners with arguments, the just title, to confront China, such as the nefandous sin witnessed by Loarca and the death by a thousand cuts described by Dueñas

    Martín de Rada’s Book Collection

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    本文对16世纪定居马尼拉的圣奥古斯汀 教派中最重要的神职人员著名宇宙学家、数 学家和天文学家马丁·德·拉达及其图书收 藏进行探究。马丁·德·拉达在墨西哥和菲 律宾度过了15年之后,他在1575年跟随西班 牙考察队前往中国,并撰写了极具影响力的 Relación 来记录此次旅行。从其目前仅存的14封 马尼拉、墨西哥和西班牙发现的其同时代的 通信中谈到拉达的信件中,以及从其同伴米 格尔·德·罗亚卡对 Relación 的描述中,我们 可以发现拉达的知识兴趣所在以及其图书收 藏的内容:他在书中谈到墨西哥和亚洲;他 随身带到亚洲的科学类书籍;在前往中国之 前以及其后他所绘制的地图;他在中国所购 买的书籍及其用途;以及在其去世之前仍在 筹备的作品。所有这些都使拉达具有强大的 知识分子形象。这也使其完全可以与同时期 的耶稣会成员利玛窦进行比较。 This article will explore the library of the most important of the 16th century Manila based Augustinians, fray Martin de Rada, a well known cosmographer, mathematician and astronomer. After spending more than five years in Mexico, and ten in the Philippines, in 1575 he was assigned to the first Spanish expedition to China and wrote a highly influential Relación about it. From his own letters —14 of them extant—, the letters of his contemporaries about Rada —from Manila, Mexico and Spain—, and the Relación of his fellow traveler to China, Miguel de Loarca, we are able to disentangle his main intellectual interests and the contents of his library: what he wrote —both in Mexico and Asia—, the significance of the scientific works that he took with him to Asia, the importance of the Chinese maps with which he worked while in Manila —before and after his travel to China—, what books he bought in China and what use did he make of them, and the last works in which he was working before his death. This gives Rada a strong intellectual profile that has to be compared with that of his contemporary, the Jesuit Matteo Ricci

    Electricitat i magnetisme

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    Proposem diferents activitats que posen de manifest la relació entre electricitat i magnetisme

    Scientific literature on higher education rankings: a systematic review

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    [ES] Presentamos una revisión sistemática de la literatura científica sobre rankings universitarios. En concreto, hemos indagado sobre la existencia de tendencias  en los métodos utilizados en los estudios publicados en artículos de revistas especializadas.La muestra de artículos seleccionados de acuerdo a los criterios de búsqueda planteados ha sido de 28 artículos. Las fuentes de datos provienen de las bases de datos ISI y SCOPUS on-line utilizando las palabras clave “rankings”, “higher education” y “universidad” en ciencias sociales y humanidades en el período 2000 a 2012.Los resultados de la revisión sistemática nos muestran  que los artículos publicados  tienen una orientación más cuantitativa (N=22) que cualitativa (N=6), con enfoques más generalistas (N=21) que específicos (N=7), con pretensión generalizadora (N=24) frente  (N=4) a los de alcance local y que la mayor concentración de las referencias que incluyen los artículos analizados han estado publicados entre los años 2005-2010.[EN] A systematic review of scientific literature on university rankings is presented. This research has focused on the methodology used for the investigators in the reported publications. According to the search criteria 28 articles were included, from social and humanities ISI and Scopus database during the 2000-2012 period. The keywords used were: “rankings”, “higher education” and “university”. The focus of the analysis was the following criteria:  keywords, publication year, citation references, the subject area, met criteria, geographical scope, research methodology and methods impact of results, language of publication, citation index, impact and assessment of the rankings. The results of the systematic review show that the publications have a more quantitative than qualitative orientation (n=22 vs.  n=6), the approaches are more general than specific (n=21 vs. n=7) and the impact is more generalized than local (n=24 vs. n=4). Moreover, the highest number of the references were publiTomàs-Folch, M.; Feixas, M.; Bernabeu, MD.; Ruíz, JM. (2015). La literatura científica sobre rankings universitarios: una revisión sistemática. REDU. Revista de Docencia Universitaria. 13(3):33-54. https://doi.org/10.4995/redu.2015.5418OJS3354133Altbach, P. G. (2006). The dilemmas of ranking, International Higher Education, 42, Winter. Recuperado de: http://ostaustria.org/bridges-magazine/volume-12-december-14-2006/item/1669-the-dilemmas-of-rankingAbdul Malek Bin A. Tambi, A.M.B.A; Maznah Che Ghazali, M.C. & Yahya, N. B. (2008). The ranking of higher education institutions: A deduction or delusion? Total Quality Management & Business Excellence, 19 (10), 997-1011. http://dx.doi.org/10.1080/14783360802264046AAVV (2006). Berlin Principles on Ranking of Higher Education Institutions. Recuperado de: http://www.che.de/downloads/Berlin_Principles_IREG_534.pdfBillaut, C. D., Bouysso, D. & Vincke, P. (2009). Should you believe in the Shanghai ranking? An MCDM view. HAL Articles on line. Recuperado de: https://akkrt.metapress.com/content/06140311317202u1/resource-secured/?target=fulltext.pdf&sid=rnz3ddqoeps4j1ctz2tzjwlz&sh=www.akademiai.comBookstein, F. L., Seidler, H., Fieder, M., & Winckler, G. (2010). Too much noise in the Times Higher Education rankings, Scientometrics, 85, 295-299. http://dx.doi.org/10.1007/s11192-010-0189-5Booth, A. (2001). Cochrane or cock-eyed? How should we conduct systematic reviews of qualitative research?. Paper presented at the Qualitative Evidence-based Practice Conference "Taking a Critical Stance", University of Coventry, 14-16 May.Boulton, G. (2011). University rankings: Diversity, excellence and the European Initiative, Procedia Social and Behavioral Sciences, 13, 74-82. http://dx.doi.org/10.1016/j.sbspro.2011.03.006Buela-Casal, G., Bermúdez, M.P., Sierra J.C., Quevedo-Blasco, R., Castro, A., & Guillén-Riquelme, A. (2012). Ranking de 2011 en producción y productividad en investigación de las universidades públicas españolas. Psichotema 24, 505-515.Carey, K. (2006). Collage rankings reformed: the case for a new order in Higher Education. Education Sector Reports, 19. Recuperado de: http://www.educationsector.org/usr_doc/CollegeRankingsReformed.pdfDe Miguel, J. M., Vaquera, E. & Sánchez, J. D.(2005). Spanish Universities and the Ranking 2005 Initiative, Higher Education in Europe, 30 (2), 199-215 http://dx.doi.org/10.1080/03797720500260256Dill, D. & Soo, M. (2005). Academic quality, league tables, and public policy: A Cross-national analysis of university ranking systems. Higher Education, 49(4), 495-534. http://dx.doi.org/10.1007/s10734-004-1746-8Docampo, D. (2008). Rankings internacionales y calidad de los sistemas universitarios. Revista de Educación, número extraordinario, 149- 176.Evans, J. & Benefield, P. (2001). Systematic reviews of educational research: does the medical model fit? British Educational Research Journal, 27(5), 527-41. http://dx.doi.org/10.1080/01411920120095717Guarino, C., Ridgeway, G., Chun, M. & Buddin, R. (2005). Latent variable analysis: A new approach to university ranking, Higher Education in Europe, 30 (2), 147-165. http://dx.doi.org/10.1080/03797720500260033Hazelkorn, E. (2009). Theimpact of global rankings on higher education research and the production of knowledge. UNESCO Forum on Higher Education, Research and Knowledge Occasional Paper N°16.Hazelkorn, E., (2009). Rankings and the battle for world-class excellence: institutional strategies and policy choices, Higher Education Management and Policy, 21, 1-22. http://dx.doi.org/10.1787/hemp-v21-art4-enHemsley-Brown, J. V. & Sharp, C. (2004). The use of research to improve professional practice: a systematic review of the literature, Oxford Review of Education, 40. Recuperado de: http://epubs.surrey.ac.uk/479/Harvey, L. (2008). Ranking of higher education institutions: A critical review!. Quality in Higher Education, 14(3), 187-207. http://dx.doi.org/10.1080/13538320802507711Hunt, M. (1997). How science takes stock: The story of meta-analysis. Nueva York: Russell Sage Foundation.Krüger, K. & Molas, A. (2010). Rankings mundiales de universidades: objetivos y calidad. Ar@cne. Revista Eléctronica de Recursos en Internet sobre Geografía y Ciencias Sociales. Recuperado de: http://www.ub.es/geocrit/aracne/aracne-129.htmSánchez-Meca, J. (2010). Cómo realizar una revisión sistemática y un meta-análisis. Aula Abierta, 38, (2), 53-64.Liu, N. C. & Cheng, Y. (2005). The academic ranking of world universities, Higher Education in Europe, 30 (2), 127-136.López, A. M. & Pérez-Esparrells, C. (2007) Los rankings universitarios: estado de la cuestión y posibles aplicaciones al caso español. Investigaciones de Economía de la Educación, 2, 109-119.Flórez-Parra, J. M., López Pérez, M. V., López Hernández, A. M. (2014). El gobierno corporativo en el ámbito de las universidades: Una aproximación a través de las 100 primeras Universidades del ranking de Shanghái. Revista de Educación, 364, 14, en prensa, DOI: 10.4438/1988-592X-RE-2014-364-259.Merisotis, J. & Sadlak, J. (2005). Higher education rankings: Evolution, acceptance and dialogue, Higher Education in Europe, 30 (2), 97-101. http://dx.doi.org/10.1080/03797720500260124Pérez-Esparrells, C. & López, A. M. (2009). Estado de la cuestión de los rankings universitarios nacionales e internacionales. Documento UNIVNOVA, DU04, marzo.Pérez-Esparrells, C. & Salinas, J. (1998). El uso de los indicadores de gestión en la evaluación de la calidad universitaria. Hacienda Pública Española, Monográfico Educación y Economía, 157-167Sheldon, T. & Chalmers, I. (1994). The UK Cochrane Centre and the NHS Centre for Reviews and Dissemination: respective roles within the Information Systems Strategy of the NHS R&D Programme, coordination and principles underlying collaboration, Health Economics, 3, 201-203. http://dx.doi.org/10.1002/hec.4730030308Thakur, M. (2007). The impact of ranking systems on Higher Education and its stakeholders. Journal of Institutional Research, 13(1), 83-96.Tranfield, D., Denyer. D. & Smart, P. (2003). Towards a methodology for developing evidence-based management by means of systematic review, British Journal of Management, 14, 207-222. http://dx.doi.org/10.1111/1467-8551.00375Usher, A., & Savino, M. (2007). A Global Survey of University Ranking and League Tables. Higher Education in Europe, 32(1), 5-15. http://dx.doi.org/10.1080/03797720701618831Van Dyke, N. (2005). Twenty Years of University Report Cards, Higher Education in Europe, 30(2), 103-125. http://dx.doi.org/10.1080/0379772050026017

    How to measure transfer of training in Higher Education: the questionnaire of transfer factors

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    [ES] Este artículo tiene por objetivo presentar los principales resultados de una investigación acerca de los factores que influyen en la transferencia de la formación docente del profesorado universitario. Basádose en un estudio previo (Feixas y Zellweger, 2010), se diseña el Cuestionario de Factores de Transferencia Docente y se analizan e interpretan los resultados tras su aplicación en contextos de desarrollo docente del profesorado universitario. Complementariamente, se realiza un análisis de las acciones formativas de dichas universidades y se llevan a cabo tres grupos de discusión con expertos en planificación y desarrollo de estas acciones formativas. La aplicación del instrumento a 18 universidades (n=1.026) y el correspondiente análisis factorial exploratorio que nos ha permitido examinar la validez de constructo del modelo (alpha de Cronbach: .91), han dado como resultado la emergencia de ocho factores que inciden en la transferencia: factores de la formación (el diseño de la formación y aprendizaje realizado), factores del entorno (apoyo del responsable docente, predisposición al cambio, recursos del entorno, feedback del estudiante, reconocimiento institucional, cultura docente del equipo de trabajo) y factores del individuo (organización personal del trabajo). El análisis de las acciones formativas nos arroja una tendencia predominantemente técnica, prescriptiva y concebida para el desarrollo puntual de habilidades.[EN] This article aims to present the main outcomes of a research about the factors influencing the transfer potential of university teachers’ training into the daily practice. Based on a previous study (Feixas and Zellweger, 2010), a Questionnaire on Factors Conditioning Learning Transfer of Teacher’s Training has been designed and applied to participants of academic development activities of Spanish universities. Additionally, an analysis of the training activities of Spanish universities and three focus groups with experts, trainers and participants have been conducted. The application of the instrument to 18 universities (n=1.026) and the corresponding exploratory factor analysis allowed us to examine the model’s construct validity (Cronbach’s alpha: .91) and have resulted in the emergence of eight factors that affect learning transfer: factors related to the training design (training design and learning achieved), environmental factors (support of the study program’s coordinator, readiness to change, environment resources, student feedback , institutional recognition, teaching culture of the teachers’ team) and individual factor (personal organization of the work). The analysis of the training designs informs us of a trend predominantly technical and prescriptive which is conceived for the punctual development of skills.Feixas, M.; Duran, MDM.; Fernández, I.; Fernández, A.; Garcia San Pedro, MJ.; Márquez, MD.; Pineda, P.... (2013). ¿Cómo medir la transferencia de la formación en Educación Superior?: el Cuestionario de Factores de Transferencia. REDU. Revista de Docencia Universitaria. 11(3):219-248. https://doi.org/10.4995/redu.2013.5527OJS219248113Baldwin, T. T. & Ford, J. K. (1988). Transfer of training: A review and directions for future research. Personnel Psychology, 41 (1), 63-105.Blume, B. D., Ford, J. K., Baldwin, T. T. & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105.Burke, L. A. & Hutchins, H. M. (2008). A study of Best Practices in Training Transfer and Proponed Model of Transfer. Human Resource Development Quarterly, 19 (2), 107-128.Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.De Rijdt, C.; Stes, A.; Van der Vleuten, C. & Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: research review. Educational Research Review, 8, 48-74.Dearn, J., Fraser, K. & Ryan, Y. (2002). Investigation into the provision of professional development for university teaching in Australia: A discussion paper. A DEST commissioned project funded through the HEIP program. www.dest.gov.au/NR/rdonlyres/D8BDFC55-1608-4845-B172- 3C2B14E79435/935/uni_teaching.pdf.EU High Level Group (2013). Improving the quality of teaching and learning in Europe's higher education institutions. Report to the European Commission. Junio 2013. http://ec.europa.eu/education/higher-education/doc/modernisation_en.pd. Consultado el 20-7-2013.Feixas, M. & Euler, D. (2013). Academics as teachers: New approaches to teaching and learning and implications for professional development programmes. International HETL Review, Volume 2, Article 12, http://hetl.org/allcategories/academics-as-teachers-new-approaches-to-teaching-and-learning.Feixas, M. & Zellweger, F. (2010). Faculty development in context: changing learning cultures in higher education. En Ehlers, U. & Schneckenberg, D. (Eds.) Changing cultures in higher education- moving ahead to future learning. A Handbook for strategic change. Netherlands: Springer.Fernández, I.; Gisasola, J.; Garmendia, M.; Alkorta, I. & Madinabeitia, A. (2013). ¿Puede la formación tener efectos globales en la universidad? Desarrollo docente, metodologías activas y curriculum híbrido. Infancia y aprendizaje, 36 (3), 387- 400.Gibbs, G., Habeshaw, T. & Yorke, M. (2000) Institutional Learning and Teaching Strategies in English Higher Education. Higher Education. 40 (3), 351-372.GIFD - Grup Interuniversitari de Formació Docent (2011). Memoria del Proyecto: Identificación, desarrollo y evaluación de competencias docentes en la aplicación de planes de formación dirigidos a profesorado universitario (EA2010-0099). Programa estudios y análisis destinado a la mejora de la calidad de la enseñanza superior y de la actividad del profesorado universitario, Ministerio de Educación, España.Gilbert, A. & Gibbs, G. (1999). A proposal for an international collaborative research programme to identify the impact of initial training on university teachers. Research and Development in Higher Education. 21, 131-143.Guskey, T. (2002). Does it make a difference? Evaluating professional development. Educational Leadership, 59 (6), 45-51.Hicks, M., Smigiel, H., Wilson, G. & Luzeckyj, A. (2010). Preparing academics to teach in higher education: final report. Australian Learning and Teaching Council, Sydney, NSW.Hicks, O. (1999). Integration of central and departmental development - reflections from Australian universities. International Journal for Academic Development, 4,1, 43-51.Holton, E. F. III, Bates R. A. & Ruona, W. E. A. (2000). Development of a generalized learning transfer system inventory. Human Resource Development Quarterly, 11(4), 333-360.Kirkpatrick D. L. (1998). Evaluating training programs. The four levels. (2nd edition). San Francisco: Berrett-Koehler Publishers, Inc.Kreber, C. & Brook, P. (2001). Impact evaluation of educational development programmes. International Journal for Academic Development, 6 (2), 96-108.McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors' teaching and students' learning. Instructional Science, 28, 363-385.Olsen, J. H. (1998). The evaluation and enhancement of training transfer. International Journal of Training and Development, 2 (1), 61-75.Parsons, D.J., Hill, I., Holland, J. & Willis, D. (2012). Impact of teaching development programmes in higher education. The Higher Education Academy. HEA research series.Pineda, P.; Quesada, C. & Ciraso, M. (2011). Evaluating training effectiveness: results of the FET model in the public administration in Spain. The 7th International Conference on Researching Work and Learning. Shanghai, China.Stefani, L. (Ed.) (2011). Evaluating the effectiveness of academic development: Principles and practice. New York: Routledge.Stes, A., Min-Leliveld M., Gijbels, D. & Van Petegem, P. (2010). The impact of instructional development in Higher Education: The state-of-the-art of the research. Educational Research Review. 5, 25-49.Viskovic, A. (2006). Becoming a tertiary teacher: learning in communities of practice. Higher Education Research & Development, 25 (4), 323-339.Zabalza, M.A. (2011). Evaluación de los planes de formación docente de las universidades. Educar, 47, 181-197

    Preferències dels estudiants en relació al tema d’estudi del TFG de Farmàcia (UB)

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    Podeu consultar la Vuitena trobada de professorat de Ciències de la Salut completa a: http://hdl.handle.net/2445/66524El TFG del grau de farmàcia UB es porta a terme en el marc d’un àmbit docent principal i integra coneixements de com a mínim, dos àmbits docents addicionals atès la seva funció integradora. En el moment de definir les directrius i organització de l’assignatura, es van establir a la Facultat de Farmàcia 27 àmbits docents. Tanmateix, les característiques del TFG quan a tipus de projectes o estudis es van establir inicialment en base a tres opcions..

    Impacts of Use and Abuse of Nature in Catalonia with Proposals for Sustainable Management

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    This paper provides an overview of the last 40 years of use, and in many cases abuse, of the natural resources in Catalonia, a country that is representative of European countries in general, and especially those in the Mediterranean region. It analyses the use of natural resources made by mining, agriculture, livestock, logging, fishing, nature tourism, and energy production and consumption. This use results in an ecological footprint, i.e., the productive land and sea surface required to generate the consumed resources and absorb the resulting waste, which is about seven times the amount available, a very high number but very similar to other European countries. This overexploitation of natural resources has a huge impact on land and its different forms of cover, air, and water. For the last 25 years, forests and urban areas have each gained almost 3% more of the territory at the expense of agricultural land; those municipalities bordering the sea have increased their number of inhabitants and activity, and although they only occupy 6.7% of the total surface area, they account for 43.3% of the population; air quality has stabilized since the turn of the century, and there has been some improvement in the state of aquatic ecosystems, but still only 36% are in good condition, while the remainder have suffered morphological changes and different forms of nonpoint source pollution; meanwhile the biodiversity of flora and fauna remains still under threat. Environmental policies do not go far enough so there is a need for revision of the legislation related to environmental impact and the protection of natural areas, flora, and fauna. The promotion of environmental research must be accompanied by environmental education to foster a society which is Land 2021, 10, 144 3 of 53 more knowledgeable, has more control and influence over the decisions that deeply affect it. Indeed, nature conservation goes hand in hand with other social and economic challenges that require a more sustainable vision. Today’s problems with nature derive from the current economic model, which is environmentally unsustainable in that it does not take into account environmental impacts. Lastly, we propose a series of reasonable and feasible priority measures and actions related to each use made of the country’s natural resources, to the impacts they have had, and to their management, in the hope that these can contribute to improving the conservation and management of the environment and biodiversity and move towards sustainability.info:eu-repo/semantics/publishedVersio

    Biografía de Fray Martín de Rada

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    Intervención a la mesa redonda "Martín de Rada y su tiempo". I Congreso Internacional "Relaciones entre España y China (1575-2005)". Pamplona, 24-25 de noviembre de 2008

    La China de Eduard Toda

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    L’objectiu d’aquest article sobre Eduard Toda i la Xina és entendre què hi va veure i com el va impactar, quina idea se’n va fer i en què es va ocupar quan, de 1876 a 1882, sent molt jove, va passar sis anys a la Xina com a funcionari diplomàtic de l’Estat espanyol. Alhora, es persegueix explorar quina va ser la imatge de la Xina que va transmetre amb els seus articles, conferències i llibres en tornar a Catalunya el 1883. La figura d’Eduard Toda compta amb una amplíssima bibliografia, però no hi ha cap estudi centrat de forma global en la seva experiència xinesa.The objective of this article about Eduard Toda and China is to understand what he saw, how he experienced China and the country’s impact on him. Toda spent six years in China (from 1876 to 1882) as a young diplomatic officer of the Spanish State. This article further aims to examine Toda’s image of China as rendered in his articles, conferences and books upon his return to Catalonia in 1883. Eduard Toda wrote extensively on the topic, yet little critical attention has been given to his Chinese experience.El objetivo de este artículo sobre Eduard Toda y China es entender qué vio y cómo le impactó, qué idea global se formó y de qué se ocupó cuando, de 1876 a 1882, siendo muy joven, pasó seis años en China como funcionario diplomático del Estado español. Asimismo, se persigue explorar cuál fue la imagen de China que transmitió en sus artículos, conferencias y libros al regresar a Cataluña en 1883. La figura de Eduard Toda cuenta con una amplísima bibliografía, pero no hay ningún estudio centrado de forma global en su experiencia china
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