CREATIVITY AND INNOVATION IN UNIVERSITIES
COORDINATED BY
Drs. José Díaz Cuesta and Carmen Gaona Pisonero
COLLECTION: ‘THE INNOVATION IN EDUCATION SERIES’
EDITED BY THE JOURNAL OF ALTERNATIVE PERSPECTIVES IN THE SOCIAL SCIENCES Dr. Otto F. von Feigenblatt, Count of Kobryn, EDITOR IN CHIEF & Dr. David Caldevilla Domínguez, Universidad Complutense (Madrid, Spain)
Journal of Alternative Perspectives in the Social Sciences Press (JAPSS Press) Palm Beach -Florida- (USA)
JOURNAL OF ALTERNATIVE PERSPECTIVES IN THE SOCIAL SCIENCES PRESS Palm Beach, Bangkok, San Jose
JAPSS Press Drs. von Feigenblatt & Associates, 515 N. Flagler Drive Suite P-300 West Palm Beach, FL 33401United States
[email protected] 561-672-4042 Published in the United States by JAPSS Press, West Palm Beach, Florida www.japss.org Series information: http://www.japss.org/Innovation-in-Education-Book-S.html © Journal of Alternative Perspectives in the Social Sciences 2014 This publication is protected by the pertinent intellectual property laws. Any unauthorized use of part or all of the contents of the present publication will be prosecuted. Written permission from JAPSS should be requested in order to reproduce any of the contents. First published 2014 Printed in the United States ISBN: 978-1-312-18816-7 Series edited by the Journal of Alternative Perspectives in the Social Sciences Editor in Chief: Dr. Otto F. von Feigenblatt, Count of Kobryn
“My words fly up, my thoughts remain below: Words without thoughts never to heaven go.” -William Shakespeare, Hamlet. Act III. Sc. 3
INTRODUCTION
This book, Creativity and Innovation in Universities, aims to show to the Academy original research in the field of teaching, research and innovation, applied mainly to the fields of Communication, Sociology, Audiovisual Technology and Communication. To this end, three publishers, Vision Books (Spain), Media XXI (Portugal) and Journal of alternative Perspectives in the Social Sciences (USA) have decided to join forces and edited in three languages chapters that help give a body to the new landscape Communication and Classrooms in the XXI century. The following chapters are the results of new contributions within the American collection 'Educational innovations in higher education' so that they are exposed through its dissemination to the scientific community specializing in the subject area of educational innovation and new teaching spaces. Also, this project consciously makes a scientific effort to provide an updated, critical and evaluative study from specialized sources of information and analysis training of subject area in order to develop the present study. Requirements for compliance with quality criteria with the necessary zeal, it was found that the chapters presented have not been previously published in full, and are therefore original, the result of research and / or self-reflection (for type essay) and that have never been nominated for other publications of whatever type. It also notes that its publication has received the consent of all the authors and the responsible authorities (implicitly or explicitly) the research ones that some chapters are based. In order to maintain a very high level of demand in terms of quality of content, always from the approach of scientific rigor in the U.S. or Edit (like their Spanish and Portuguese counterparts) of this Collection-university scientific and professional verifies that the manuscript review process has been done under the principle of arbitral review by categorical pairs, with two blind reports (and a deciding third for discrepancies between both), external to the editorial’s three reviewers is (Vision Books, Media XXI, and the Journal of Alternative Perspectives in the Social Sciences) and belonging to the International Academic Community.
The coordinator of these three collections and each Editor verifies that the job done by reviewers is assigned to the proper scholars in its arbitration work. Reviewers have evaluated the following aspects: a) Originality of the manuscript; b) Methodology employed; c) Quality of the results and conclusions as well as consistency with the goals outlined in the book and in the Collection 'Educational innovations in higher education', 'and d) Quality of the consulted references. All this effort for excellence in reporting on formal plans and content is reflected in the following pages, which combine innovation in teaching, leading to new curricular challenges, with the classic university tradition of the learnerteacher relationship. Drs. David Caldevilla Dominguez and Otto F. von Feigenblatt Complutense University of Madrid (Spain) and Northwood University (Florida, USA) Collection Coordinators of 'Educational innovations in Higher Education
PROLOGUE The Cutting Edge of Communication
If there is a keyword that combines the efforts in the fields of research and teaching in the university environment, that word might as well be "innovation", a concept that becomes a reality in university classrooms every day thanks to the effort, training, and creativity of teachers. The book that the reader has in his hands unifies innovative research and teaching innovations from a multidisciplinary approach to the field of Geography, Engineering, Mathematics, Communication and other disciplines. We will not break down in this introductory chapter which constitutes the core of each of the chapters that follow, but now proceed to group the contributions in relation to the specific topic they address. The book respects the alphabetical order of authors, without a grouping, seeking greater flexibility in locating content based on who created them. Focusing more on proposals dedicated exclusively to communication, the chapters have signed jointly by Mª Belén Andueza López and Rosa Pérez Arozamena, so as the one by Pilar Antolínez Merchán and Ángel Rivero Recuenco, the chapter by Mª Victoria Carrillo Durán, Ana Castillo Díaz and Tania Blanco Sánchez, the one from Marián de la Morena Taboada and Fray Lina Rodríguez de la Cruz, the chapter from María Josefa Establé Heras, the chapter from Óscar R. Lozano and Jordi Solbes, from Mª de las Mercedes Zamarra López, and the chapter from Jessica Fernández Vázquez centered image retrieval system, the chapter on the dissemination of scientific activity in the informative agendas of Carmen Marta-lazo, Ana Segura Anaya and Juan Carlos Martin, and finally the Maria Isabel Cardenas Carlos Alberto Zapata Galvis Ortiz. Its contents range from television news and online journalism proximity to cell phone use, Twitter or brands online. The digital divide in Colombia, focusing on digital books, new professional profiles of journalists. And also critical proposals focused reflection of the educational usefulness and disseminator of certain television programs in science appears wrapped in a halo of showmanship, according to the entertainment television brings. Other contributions to this community work revolve around innovation in the teaching / learning, both in communication and in other disciplines. In this group
we frame the chapters in Czech Miriam Romero, Jeremias Dias Furtado, M. Antonia García Cabrera and M. Gracia Garcia Soto, Jose Francisco Duran Medina, Victor Iribarren Echarri, Gonzalez and Antonio Galiano Garrigós Avilés, Javier Fombona , Antonio Luis García Ruiz, Gijón Veronica Jimenez, Pedro Gil Madrona, Manuel Moreno Linde, José Ángel Olaz Captain Antonia García Ramírez, Paula Renés Arellano and Natalia González Fernández, Mª José Sánchez Leyva, and Carlos Manuel Santos Plaza. Their proposals include teacher training, training objectives in emerging economies, innovation patent student-teacher, formative powers in the model of scientific-educational principles, educational possibilities of mobile devices, the use of literature travel as a teaching tool, the "Mixed Methods Research" in intercultural education, the relationship of Information Technology and Communication in the Works Final Project, the valuation of work Master's Thesis, including new techniques doctoral theses, the importance of highlighting and promoting subjects such as information theory to be a critical discipline that enable and provide tools for thinking this and propose new and fair discursive forms of social articulation, and as a last thematic section of this group, the analysis of media competition, without neglecting the inclusion, with a chapter devoted to the reader optimization students with low vision. Also in this work are amazing contributions as chapter of Javier Peralta, from whose hand we travel through the history of mathematics in the context of cultural and scientific development of mankind. Another chapter also allows us to move not other times, but other landscapes, is to María del Carmen Cobo Muro, who presents an innovative educational initiative, in which GIS Innovation are incorporated in the practical training of students in Environmental Science. As a third traveling proposal, highlight the chapter Ignacio López-Forniés and Luis Berges Wall as a real journey into the future in the hands of bio-inspired design, presented as a prospective conceptual design that appears when a future opportunity of application of a particular generated solution of nature to different technical and engineering objectives. No less numerous are less important chapters on communications for the use of languages. On the one hand contributes Camilo Andres Carvajal Bonilla, and on the other, Ana Gregorio Cano, the first focusing on how they can recover lexicon learners Spanish as a foreign language, and the second revealing key strategic competitor when translated. A final group consists of those chapters that go beyond communication, exploring the world of management and business (we must not forget that the environment of the Communication is often dominated by enterprise net). Contribute to this field María Teresa López Felipe, Miguel Angel Perez and
Omar Jair Benedito Purata Sifuentes. The first focusing on the provision of organizational culture in the company, the second place value on the benefits of mustidisciplinar in accounting analysis and the latter including a graphic process descriptor standardized management systems. All this has been possible because there are public and private, Spanish and foreign universities that support innovation and research in land tours for our taxpayers, from the universities of Alicante, Cape Verde, Cantabria, Castilla-La Mancha, Córdoba (Spain), Extremadura, Granada (Spain), Guanajuato (Mexico), Las Palmas, Malaga, Medellín, Murcia, Oviedo and Valencia, until Nebrija universities, Camilo José Cela, Complutense of Madrid and the University Foundation Unipanamericana (Colombia). Finally, we write this introduction in La Rioja (Spain), where one cannot but acknowledge the contributions made by researchers and institutions for the sake of innovation in communication. José Díaz-Cuesta (Universidad de La Rioja - Spain -) Carmen Gaona Pisonero (Universidad Rey Juan Carlos - Spain -)
TABLE OF CONTENTS
I.
INNOVATION IN LEADING ANALYSIS OF CONTENT AND FORM OF SIGNS OF SUMMARIES OF INFORMATIONAL TV ......................................... 12 Mª Belén Andueza López ........................................................................................... 12 Rosa Pérez Arozamena .............................................................................................. 12 1. Introduction ......................................................................................................... 12 2. Justification of the Topic .................................................................................... 13 3. Objectives and Hypotheses .................................................................................. 15 4. Methodology ....................................................................................................... 17 5. Conclusions ......................................................................................................... 21 6. Bibliography ....................................................................................................... 23
II.
VALUES OF TECHNOLOGY: SETTINGS DISCURSIVE GENERATION AND CONFLICTS IN THE USE OF MOBILE PHONES. A CASE STUDY ............... 26 Pilar Antolínez Merchán............................................................................................ 26 Ángel Rivero Recuenco .............................................................................................. 26 1. Introduction ......................................................................................................... 26 2. Use of Mobile: Motivation and Resistance ......................................................... 27 3. Rules Governing the Use of Mobile ................................................................... 29 4. Conflict ................................................................................................................ 33 5. Conclusions ......................................................................................................... 36 6. Bibliography ....................................................................................................... 39
III.
RECODING IDEOLECTAL SEMANTIC FIELDS FOR STRATEGY FOR RECOVERY IN LEXICAL LEARNERS OF SPANISH AS A FOREIGN LANGUAGE ............................................................................................................... 40 Camilo Andrés Bonilla Carvajal ............................................................................... 40 1. Introduction ......................................................................................................... 40 2. Theoretical Foundations...................................................................................... 41 3. Research Objectives ............................................................................................ 41 4. Research Questions ............................................................................................. 42 5. Research Design.................................................................................................. 42
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6. Results ................................................................................................................. 46 7. Discussion ........................................................................................................... 50 8. Conclusions ......................................................................................................... 51 9. Bibliography ....................................................................................................... 52 IV.
THE SPANISH PUBLIC UNIVERSITIES: HOW TO MANAGE YOUR COMMUNICATION ONLINE BRANDING .......................................................... 54 Mª Victoria Carrillo Durán ....................................................................................... 54 Ana Castillo Díaz ........................................................................................................ 54 Tania Blanco Sánchez ................................................................................................ 54 1. Introduction ......................................................................................................... 54 2. Objectives ........................................................................................................... 54 3. State of the art ..................................................................................................... 55 4. Methodology ....................................................................................................... 59 5. Results ................................................................................................................. 60 6. Conclusions ......................................................................................................... 64 7. Bibliography ....................................................................................................... 67
V.
REFLECTIVE PRACTICE BETWEEN TEACHERS COLLEGE: METHODOLOGICAL INNOVATIONS IN TEACHER TRAINING .................. 70 Mirian Checa Romero (Universidad de Alcalá, Madrid -Spain-) .......................... 70 1. Introduction ......................................................................................................... 70 2. Justification of Work in Triads: Developing Reflective Practice ....................... 71 3. Innovative Methodological Strategies in University Classrooms ....................... 73 4. Conclusions .......................................................................................................... 81 5. Bibliography ....................................................................................................... 82
VI.
PROFESSIONAL TRAINING STUDENT SURVEYS IN ECOLOGICAL AND ENVIRONMENTAL IMPACT: APPLICATION OF TRUE STORIES ON WORKS AND USE GVSIG....................................................................................... 86 María del Carmen Cobo Muro (Universidad de Jaén -Spain-) ............................. 86 1. Introduction .......................................................................................................... 86 2. Justification .......................................................................................................... 87 3. Objectives ............................................................................................................ 88 4. Methodology and Teaching Resources ................................................................ 89 5. Steps for Implementation ..................................................................................... 90
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6. Contents .............................................................................................................. 91 7. Evaluation of Innovation..................................................................................... 99 8. Impact and Projection ........................................................................................ 100 9. Bibliography ...................................................................................................... 101 VII.
CYBERJOURNALISM PROXIMITY IN TIMES OF CRISIS: A CASE STUDY OF THE PROVINCE OF GUADALAJARA (SPAIN) ......................................... 103 María Josefa Establés Heras (Universidad de Alcalá -Spain-)............................. 103
1.
Cybermedia Proximity and Journalism ............................................................. 104
2.
Methodology of Analysis .................................................................................. 106
3.
State of the Art .................................................................................................. 107
4.
Journalists take Control of the New Online Media ........................................... 107
5. Traditional Means adapted to Changing Times ................................................. 112
6. Conclusions ........................................................................................................ 114 7. VIII.
Bibliography ..................................................................................................... 115
BRAND MANAGEMENT AND NETWORKS: ANALYSIS AND MONITORINGRENFE TWITTER ACCOUNT ...................................................118 Marián de la Morena Taboada ............................................................................... 118 Fray Lina Rodriguez de la Cruz ............................................................................. 118 1. Introduction ....................................................................................................... 118 2. Objectives and Methodology ............................................................................ 119 3. Twitter ................................................................................................................ 120 4. Penetration Twitter............................................................................................. 121 5. Brand Value ...................................................................................................... 123 6. Performance Monitoring Application Tweetreach ........................................... 126 7. Data Analysis .................................................................................................... 128 8. Conclusions ....................................................................................................... 135 9. Bibliography ..................................................................................................... 136
IX.
TRANSDISCIPLINARY EXPERIENCES IN VENEZUELA: A VALUATION RESULTS .................................................................................................................. 140
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Maria Elena Del Valle Mejias ................................................................................. 140 Ernesto de la Cruz .................................................................................................... 140 Albino Rojas .............................................................................................................. 140 Jenny Fraile............................................................................................................... 140 René Delgado ............................................................................................................ 140 Introduction ............................................................................................................ 140 1. Food and Nutrition Education in Venezuela: An Interdisciplinary Perspective 141 2. Affective Comprehensive Sexuality Education in Venezuela: An Alternative Approach to Transdisciplinary .......................................................................... 141 3. Latin America: Fire, Mango and Corn, a Transdisciplinary Approach ............ 143 4. History as Pretext: A Transdisciplinary Approach ........................................... 145 5. Under the Integrative Teaching Transdisciplinary Approach ........................... 147 6. Bibliography ..................................................................................................... 151 X.
COGNITIVE AND ENTREPRENEURIAL INTENTION QUALITIES IN EMERGING ECONOMIES: IDENTIFYING TRAINING OBJECTIVES ...... 154 Jeremias Dias Furtado ............................................................................................. 154 Antonia Mª. García Cabrera ................................................................................... 154 Mª Gracia García Soto ............................................................................................. 154 1. Introduction ....................................................................................................... 154 2. Theoretical Foundations.................................................................................... 155 3. Methodology ..................................................................................................... 157 4. Analysis of Results ........................................................................................... 160 5. Discussion and Conclusions ............................................................................. 162 6. Bibliography ..................................................................................................... 164
XI.
ICT AND TFG .......................................................................................................... 168 José Francisco Durán Medina ................................................................................. 168 1. Design and implementation of an Educational Project with integration of ICT in a classroom Childhood Education ....................................................................... 169 2. Personal Learning Environments in Training Future Teachers ........................ 170 3. Virtual Communities in Response to a Non-Formal Learning in Teacher Training. A Case Study ..................................................................................... 170
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4. Delphos Dads in School Organization and Communication with the Family Environment: Analysis of a Concrete Experience ............................................ 171 5. The Interactive Whiteboard as a Motivation Enhancer Resource ..................... 172 6. The Integration of ICT in the College of Education and Elementary: a Feasibility Study ................................................................................................................. 173 7. Educational Implications of Social Networks in a College of Education and Primary .............................................................................................................. 174 8. The Use of the Interactive Whiteboard in the Classroom Childhood Education ........................................................................................................................... 175 9. Improving Reading Comprehension through ICT in the Three to Eight ........... 175 10. The 3rd Blog of a College of Education and Elementary ............................... 177 11. Experimental Study on the Descriptive Analysis of a Causal Network to evaluate the Influence of Digital Literacy in Education Policies ..................... 177 12. Educational Virtual Platforms and Its Influence on the Teaching Methodology ........................................................................................................................... 178 13. Conclusion ...................................................................................................... 179 14. Bibliography ................................................................................................... 180 XII.
TEACHING, INVENTION, AND INNOVATION: PATENT DEVELOPMENT STUDENT-TEACHER IN THE CHAIR CERAMIC ALICANTE ..................... 182 Víctor Echarri Iribarren.......................................................................................... 182 Angel González Avilés .............................................................................................. 182 Antonio Galiano Garrigós ....................................................................................... 182 Introduction ............................................................................................................ 182 1. Workshop on Ceramics Research Projects ........................................................ 183 2. Technical Lectures by ITC................................................................................. 186 3. Searches in Patent Databases ............................................................................ 186 4. The Technical Services and Supervision of Tests in Research Projects ............ 187 5. The Role of the TTO: First Advice ................................................................... 188 6. Writing Patents: Teamwork Teacher-Students .................................................. 189 7. Final Draft by the Inventors and the TTO ........................................................ 190 8. Dissemination of Results between Companies ASCER ................................... 196 9. Bibliography ...................................................................................................... 197
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XIII.
PHOTOGRAPHY IN SPANISH PRESS IMAGES WHAT WERE PUBLISHED AFTER THE DEATH OF NELSON MANDELA? ............................................... 200 Jessica Fernández Vázquez (Universidad de Vigo -Spain-).................................. 200 1. Introduction ....................................................................................................... 200 2. Objective and Methodology.............................................................................. 201 3. The Photograph in the Press ............................................................................. 202 4. Research Findings ............................................................................................. 204 5. Conclusions ....................................................................................................... 211 6. Bibliography ...................................................................................................... 213
XIV.
TRAITS OF EDUCATIONAL MOBILE DEVICES ............................................ 216 Javier Fombona (Universidad de Oviedo -Spain-) ................................................ 216 1. Introduction ....................................................................................................... 216 2. New Technologies as Tools, Objectives or Content ......................................... 218 3. Types of Mobile Devices .................................................................................. 219 4. Methodology and Research Objectives ............................................................ 220 5. Results ............................................................................................................... 221 6. Conclusions ........................................................................................................ 228 7. Bibliography ..................................................................................................... 230
XV.
SKILLS FORMATION OF GEOGRAPHY AND HISTORY IN THE MODEL OF SCIENTIFIC TEACHING PRINCIPLES ...................................................... 232 Antonio Luis García Ruiz (Universidad de Granada -Spain-)............................. 232 1. Introduction ....................................................................................................... 232 2. School Failure in the Teaching of Geography and History .............................. 233 3. Model for Scientific-Didactic Principles (PCD) ............................................... 235 4. Training Skills of Geography and History ........................................................ 237 5. Conclusions ....................................................................................................... 242 6. Bibliography ..................................................................................................... 243
XVI.
TEACHING OF ART HISTORY THROUGH LITERATURE TRAVEL .......... 246 Verónica Gijón Jiménez (Universidad de Castilla-La Mancha -Spain-) ............. 246 1. Travel Books as a Form of Knowledge ............................................................. 246 2. Travel Literature as a Source for Researching the History of Art .................... 249 3. Travel Stories and Teaching of Art History...................................................... 251 4. Conclusions ....................................................................................................... 253
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5. Bibliography ..................................................................................................... 254 XVII.
“MIXED METHODS RESEARCH” AND ITS RELEVANCE IN A CROSSCULTURAL AND SPORTS PHYSICAL EDUCATION ...................................... 258 Pedro Gil Madrona (Universidad de Castilla La Mancha -Spain-) ..................... 258 1. Introduction ....................................................................................................... 258 2. The Need to use the Paradigm of Mixed Methods Research in Physical Education and Sport Intercultural ...................................................................................... 261 3. Mixed Media Types that fit Research in Physical Education and Sport Intercultural ....................................................................................................... 263 4. Process Designs in Mixed Methods Research in Physical Education and Sport Intercultural ....................................................................................................... 265 5. Bibliography ..................................................................................................... 268
XVIII. ANALOGIES IN NATURAL PRODUCT INNOVATION ................................... 270 Ignacio López-Forniés .............................................................................................. 270 Luis Berges Muro ..................................................................................................... 270 1. Introduction ....................................................................................................... 271 2. Model of the Creative Process Based on the Nature......................................... 272 3. Tests and Discussion ......................................................................................... 279 4. Conclusions ....................................................................................................... 284 5. Bibliography ..................................................................................................... 285 XIX.
HOW TO CONTRIBUTE THE ORGANIZATIONAL CULTURE SURVIVAL OF FIRMS IN THE GLOBAL / INTERNATIONAL ENVIRONMENT? ......... 288 María Teresa López Felipe (Universidad de Murcia -Spain-) .............................. 288 1. Introduction ....................................................................................................... 288 2. Methodology ..................................................................................................... 289 3. Conclusions ....................................................................................................... 294 4. Bibliography ..................................................................................................... 301
XX.
DISCLOSURE OR SCIENCE RECREATIONAL ENTERTAINMENT TELEVISION IN SPACE? ...................................................................................... 304 Oscar R. Lozano ....................................................................................................... 304 Jordi Solbes ............................................................................................................... 304 1. Introduction ....................................................................................................... 304 2. Material and Methods ....................................................................................... 309
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3. Results ............................................................................................................... 309 4. Conclusions ....................................................................................................... 318 5. Bibliography ..................................................................................................... 318 XXI.
NEW RESEARCH TECHNIQUES APPLIED TO THE CONDUCT OF THESIS RULED ON LEGAL ISSUES AND PRACTICAL: IN PARTICULAR, THESIS ON URBAN LAW ..................................................................................................... 322 Manuel Moreno Linde (Universidad de Málaga -Spain-) .................................... 322 1. Objective ........................................................................................................... 322 2. The Starting Point: the Problem ........................................................................ 322 3. Sources of Information ..................................................................................... 324 4. Professional Experience as a Premise and as a Contribution to the Work of Legal Research ............................................................................................................ 331 5. The Construction of Discourse ......................................................................... 332 6. PhD Theses in Urban Law ................................................................................ 333 7. Bibliography ..................................................................................................... 334
XXII.
A PROPOSED MODEL OF QUANTITATIVE ASSESSMENT OF COMPETENCE PARALINGUISTIC EXPOSURE IN DEFENSE OF THE END OF MASTER ............................................................................................................ 336 Ángel José Olaz Capitán (Universidad de Murcia -Spain-) ................................. 336 1. Introduction ....................................................................................................... 336 2. A First Approach to Term Competition ............................................................ 337 3. Skills and Qualifications ................................................................................... 340 4. Communication Scenarios ................................................................................. 342 5. Positive and Negative Aspects of the Rapporteur............................................. 344 6. What are the Communicative Variables? ......................................................... 345 7. The Design of a System of Headings ................................................................ 346 8. A Scoring System Factors ................................................................................. 347 9. Best Practices .................................................................................................... 349 10. Conclusions ..................................................................................................... 350 11. Bibliography ................................................................................................... 350
XXIII. LEARNING AND PATENTS FOR PHARMACEUTICAL ANALYSIS OF PATENTS .................................................................................................................. 354 Patricia Parra Cervantes ......................................................................................... 354
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Paulina Bermejo Benito ........................................................................................... 354 Mª Carmen Martín Gómez ...................................................................................... 354 Ramón Soto Vázquez ............................................................................................... 354 Mª Esther Gil Alegre ................................................................................................ 354 1. Introduction ....................................................................................................... 354 2. Objective ........................................................................................................... 359 3. Materials and Methods ...................................................................................... 360 4. Results ............................................................................................................... 361 5. Conclusions ....................................................................................................... 369 6. Bibliography ..................................................................................................... 369 XXIV.
INTRODUCING THE CURRENT SYSTEM OF NUMBERING IN THE WEST AND THE AWAKENING OF MEDIEVAL MATH WORK FIBONACCI ........ 372 Javier Peralta (U. Autónoma de Madrid -Spain-) ................................................. 372 1. Introduction: The Appearance of the First Number Systems ........................... 372 2. On the Mathematics in Medieval India and Arab Countries ............................ 373 3. The Last Centuries of the Middle Ages ............................................................ 374 4. Figure Fibonacci ............................................................................................... 374 5. Liber Abaci ....................................................................................................... 375 6. Other Works of Fibonacci ................................................................................. 378 7. The Fibonacci.................................................................................................... 379 8. The Fibonacci Sequence and the Golden Ratio ................................................ 381 9. Summary and Conclusions ............................................................................... 383 10. Bibliography ................................................................................................... 383
XXV.
MULTIDISCIPLINARY ANALYSIS IN ACCOUNTING: THE RADIO CHARTS AND STRATEGIC ANALYSIS .............................................................................. 386 Miguel Ángel Pérez Benedito (Universidad de Valencia -Spain-) ........................ 386 1. Introduction ....................................................................................................... 386 2. The Business Dynamics .................................................................................... 387 3. Management Conditions .................................................................................... 390 4. Management Control ........................................................................................ 395 5. Analysis by Image............................................................................................. 397 6. Conclusions ....................................................................................................... 398
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7. Bibliography ..................................................................................................... 398 XXVI. IMPLEMENTATION OF A GRAPHIC DESCRIPTION OF PROCESS AS A TOOL IN THE MANAGEMENT SYSTEM INTEGRATION STANDARD ..... 400 Omar Jair Purata Sifuentes (Universidad de Guanajuato -Mexico-).................. 400 1. Introduction ....................................................................................................... 400 2. The Integrated Management Systems ............................................................... 403 3. Graphical Description with OSSAD ................................................................. 405 4. OSSAD as a Tool for the Integration of Management Systems ....................... 407 5. Practical Applications ....................................................................................... 410 6. Conclusions ....................................................................................................... 415 7. Bibliography ..................................................................................................... 416 XXVII. NATIONAL CURRICULUM ANALYSIS OF COMPETITION AND MEDIA AREA KNOWLEDGE OF PRIMARY EDUCATION ......................................... 418 Antonia Ramírez García .......................................................................................... 418 Paula Renés Arellano ............................................................................................... 418 Natalia Fernández González.................................................................................... 418 1. Introduction ....................................................................................................... 418 2. Media Competence in the Area of Environmental Awareness ......................... 419 3. Methodological Approach ................................................................................ 421 4. Results ............................................................................................................... 423 5. Discussion of Results and Conclusions ............................................................ 430 6. Bibliography ..................................................................................................... 431 XXVIII. READING THE EFFICIENCY OF STUDENTS WITH LOW VISION: EFILECT, OPTIMIZATION PROGRAM IN SIGHT READING ..................... 434 Carlos Manuel Santos Plaza (U. Camilo José Cela de Madrid -Spain-) ............. 434 1. Introduction ...................................................................................................... 434 2. Method .............................................................................................................. 437 3. Results ............................................................................................................... 440 4. Discussion / Conclusions .................................................................................. 442 5. Bibliography ..................................................................................................... 444 XXIX. THE APPS IN THE NEW PARADIGM OF COMMUNICATION UNIVERSITY: CASE STUDY OF APPS OF THE UNIVERSITY OF CADIZ ............................ 448 Esther González Simancas ....................................................................................... 448
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María García García ................................................................................................ 448 1. College and Communication in the Twenty-First Century ............................... 449 2. Mobile Devices ................................................................................................. 451 3. Apps ................................................................................................................... 452 4. Objectives ......................................................................................................... 453 5. Methodology ..................................................................................................... 453 6. Results:.............................................................................................................. 455 7. Conclusions ....................................................................................................... 457 8. Bibliography ..................................................................................................... 459 XXX.
FUNCTIONS AND FEATURES OF NEW PROFILES OF JOURNALISTS .... 464 Mª de las Mercedes Zamarra López (U. Complutense de Madrid -Spain-) ....... 464 1. Portal Manager and Content Editor .................................................................. 465 2. Marketing Coordinator....................................................................................... 470 3. Manager Online Communities .......................................................................... 474 4. Conclusions ....................................................................................................... 481 5. Bibliography ..................................................................................................... 481
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I. INNOVATION IN LEADING ANALYSIS OF CONTENT AND FORM OF SIGNS OF SUMMARIES OF INFORMATIONAL TV Mª Belén Andueza López (U. Antonio de Nebrija de Madrid -Spain-) Rosa Pérez Arozamena (U. Antonio de Nebrija de Madrid -Spain-)
1. Introduction Research in Communication is an ongoing challenge for those rushing the study. Researchers face a changing landscape, with an object of analysis that never stops evolving and whose reality unfolds every day thanks to the interplay of all elements operating in the communication scheme. Also, if we add to all this a crisis like the one we live today, the need for innovation becomes, if anything, even more pressing. The thesis that the authors of this notice are respectively director and author, attempts to address the issues presented. Entitled The labels of summaries of television news in Spanish generalist in a crisis: an analysis of content and form; this doctoral work draws this picture of crisis, both economic, political and social level and in the Spanish television field. Regional approaches an object of study in itself changing and continuous renewal, television, and in particular to the news of the Spanish general channels, which have become the flagship of these companies. Within these particular television programs, which combine entertainment and information, the researchers focus on an element often maligned and forgotten: the labels inserted during the broadcast of the summaries. Thus, due to the same study, innovation stands out as one of the pillars of the Doctoral Thesis. It is for this reason that the usual way of doing own research in communication, characterized by collecting all information about the subject, other techniques come together as in-depth interviews or focus groups. 12
Displaying the current Spanish context, the university has to establish itself as the generator body changes with the ultimate goal to rescue the situation we live. If we understand this institution as a research school, taking up the ideas of Karl Jaspers, which delves into infinity, where they are, question, and finally, discuss the diversity of ideas, that investigations are at the cutting edge techniques and content, it is not only necessary but just. 2. Justification of the Topic A thesis on communication in a crisis context is broader than others in the same area, as researchers try to also understand some specific aspects of the crisis, which is that-the researcher "as a subject of your time will want to understand what happens around " (Merodio 2006: 21). In this sense, Umberto Eco said "the media can be informative as dealing with the facts, but not with respect to the concepts or interpretations of events" (2004: 158). This statement reflects the need to research like the present one, as the Italian author inserted it in his article on University and mass media, which supports the implementation of this type of study. An analysis of the current Spanish television context, characterized by a high consumption, mergers between groups, government changes and a strong journalistic and economic crisis, it can be very complicated, because researchers lack-physical distance or temporarily necessary to set us "solely on account of the contents studied in the middle" (Merodio 2006: 21). No clutch, we believe it is precisely where one of the biggest attractions of these studies lies, and to try to understand our reality is one of the needs of the research today. Moreover, the wealth of existing information is another problem with which we shall find in the preparation of this thesis. But understand this challenge as an attraction, because we can go directly to the sources of information analyzed, holding interviews with them, which will bring a great value to doctoral work to which we refer. Thus, we can better understand the role of labels of summaries: its value, its meaning, its preparation ... And all this with first hand thanks to publishers, filmmakers and presenters of current television news. Also, these interviews, a bonus per se, give this research a certain particularity. The above thesis is not just a collection of statements that other researchers have poured onto the field, even it is only the learning process that will lead to meeting the goals that we set for processing, even more, is that these meetings with professionals make 13
this information, a job with a strong appeal to those who come to him to learn first hand the reality of the journalist in the current crisis. It may well be an interesting read in itself, outside the communications field and outside the circle who make the researchers in this area. However, in-depth interviews will not be the only technical research outside the academic orthodoxy that we will use during the course of our work. Due to the nature of one of the research questions that will guide us along the path of research need to make a discussion group, as a qualitative technique. Maria Paz Sandín defined as follows: "Activity-oriented systematic in-depth understanding of educational and social phenomenon, the transformation of practices and socio scenarios, decision-making and also made the discovery and development of an organized body of knowledge." (2003: 128) Another reason that led us to select the theme of this research is the media impact. The media appeal of the current crisis is undeniable, press, radio, television and Internet related news feed on this subject. Much has been written and also has been said about the internal crisis of journalism and the structural changes that have led to the groups that operate nationally. So well, thanks to this thesis we make a scientific and rigorous study of its impact on the information that comes into our homes daily. Last but not least, we have selected the topic at hand, due to the lack of studies on the television labeling, especially, and the news in general, "systematic study in Spanish universities has been little and lacking in depth perceived in other levels" (Moncliis and Vicente 2008: 1). During the process of gathering information we have not found any other thesis be on the same theme. Similarly, in books on communication, information on labels and concerning summaries of information is really sparse and appears just like brushstrokes in works on very specific information on television. Just this fact escapes of Professor Miquel Peralta, whose research is the theoretical basis on which we sustain in several sections. This was very surprising to us and we believe that this thesis represents a novelty in the field of communication.
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Through the study of hazard summaries of television news, by adhering to this crisis context, we will write a doctoral thesis that not only will be a learning goal of every thesis for PhD and for those who own the same approach, but is presented as a new, unheard and unknown to many study. Obtain finally a research that can be applied in future work, and that the topic is an explanatory work "the explanation is to show the essence of the object of study in research" (del Río and Velázquez 2005: 54 ). All this in a particularly interesting context and with a very attractive element and somewhat away from the traditional scholarship, as are interviews with professionals in the field outside of academia. 3. Objectives and Hypotheses The information processing in today's television has been, and is, widely questioned by academics, researchers, professionals, entrepreneurs, government agencies, lawmakers, target audience and society in general. Indeed, it was the research team who own the need and urgency to see how this new way of doing and understanding television news was affecting the general content in their news channels were raised. We wanted to see how all the new trends affecting a particular element of television news: the labels of summaries and the relationship in reverse. So good, and seeing that it is an issue that, as mentioned, a significant spectrum interests in society believed in the relevance of this work, we have delimited an overarching goal: Measure the presence of strategies Current TV, understood in a context of crisis, to capture the audience, reflected in a particular element of TV spectrum, labels summaries of television news. This final object can be divided into two broad research questions that will help us in achieving our overall goal: ● How does the new televised address labels to summaries of the news affects? Similarly, this question must be answered in reverse: the discourse itself is affected by the labels? ● Moreover, it is important to know what effect these strategies have on the audience to whom they are intended, and the second research question would be formulated as follows how labels affect perception
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summaries of information viewers? For what it is necessary to establish a discussion group, the planning will discuss in the next section. Thus, we will analyze and study the characteristics of the visual language of signs as a particular form of expression within the television universe. So well, we can say that the purpose of this research is to demonstrate that the labels of summaries of television news have created their own, far to the traditional journalistic style, in which puns, idioms and language assessing aseptically in prejudice of information plays an important role. This new language is no more than a reflection of the current spectacle of television information and a form in which the medium's own ideology is reflected in a specific item of information on television such as signs summaries. While this analysis could be performed to study the pieces that make the news, we look at interesting summaries for this paper as holders played. As noted by José Manuel Zorrilla in his doctoral thesis The headline of the story holders are paramount, and although it was headline news in his case, we believe that his words are extrapolated to the case of television news: "The vast majority of newspaper readers are actually readers only headlines and repair in the body of information if they feel sufficiently attracted header elements. And two, that the greatest effort and care of those responsible for the drafting of a newspaper is dedicated to putting the newspaper articles headlines that have developed because journalists, largely of them depend the degree of gain readers. Both phenomena have resulted in a peculiar adaptation of language to meet the one hand, the need to attract and even seduce the reader and, secondly, the need to effectively communicate information through newspaper headlines" (Zorrilla 1996.: 8) We continue to achieve the desired objective must work on a number of assumptions to reach resolution of the problem and research questions. At the time of writing these hypotheses, we have taken into account that "a hypothesis is developed as a construction course, premise or starting point of an argument" (del Río and Velázquez 2005: 56). Thus, as a starting point and we are also aware of the possible change along the research process, too, and as beginning work on the following configurations raised earlier, as we did with the objectives as questions:
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● ● ● ●
Do the signs summaries its own visual language? Does the ideological middle Reflected on their labels? Are the labels as hooks are used for hearing? Do they influence the labels in the perception of the audience?
4. Methodology The labels of summaries of television news in Spanish generalist in a crisis: an analysis of content and form, is a thesis that has been shaped by several methodologies, each necessary without which this work does not understand. To carry out this research, we have to set the objects of study, as once they are established we will have to develop a methodological strategy for each: ● The current audiovisual context. ● The signs TV summaries, which appear in the TV news of the Spanish general channels: BBC 1, Antena 3, Cuatro, Telecinco and La Sexta. In our case, we chose the news of the time slot of prime time hours (20: 30-22: 30). We choose this strip by, among other things: "The importance of prime time as prime programming block, its weight in terms of audience, has made very often decides the overall running of the chain." (Contreras and Hall, 2001: 139). "The second edition enables a more thoughtful and elaborate informative. Obviously the last few hours but usually send the information volume is lower, so you can bet for expanding (...). There is more time to look formal aspects as assembly or post-production." (Adrover, and SánchezBernaola Chiquito 2011: 46) For the first object we conducted a desk research, reading the literature published in the past about 25 years is about the topic in question. Due to its interdisciplinarity, we had to resort to very different types of sources, which will group in response to the following classification: a) Literary sources. b) Information in the press. c) Press unskilled. 17
With regard to television news themselves, the methodology will be applied content analysis. But we must not overlook the sources used for this particular analysis as part of this methodology, written with a strong educational and practical encouragement to those who approach this work for academic purposes. It is also one of this section to give this work a strong appeal for its innovativeness over other more theoretical work based solely on literature. a)
b)
Interviews. We thought vital to obtain first-hand information of those responsible for the drafting and preparation of own labels, first because it is privileged information to anyone not mediate between them and the researchers themselves and secondly by the scarce literature in this regard . Clearly, the reliability of such sources is always compromised, form respondents of the news organization itself over which they were questioned, having to preserve the image of the chain even at the risk of being able to distort reality for their own benefit . These sources of authority have been being and interviews during the months of February and March 2014, and although some are more aware, we emphasize its role by giving their names: I. Jose Antonio Garcia Molina. Coordinator realization of the news programs of the 1. II. Alejandro Dueñas. News Director 2 Antena 3. III. Vicente Vallés. Director and presenter of Antena 3 News 1. IV. Luis Fraga. Editor of international weekend of Antena 3 Noticias. V. Hilario Pino. Director and Four News presenter noon. VI. Lillo Diego. Four News Editor noon. VII. Agustín Hernández. Director Telecinco 15 hours. Audiovisual material. Knowing that is not very common to use television as a documentary source, in our case it is primary to have
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c)
the information, since that form the specimen itself. We shall see in more detail the selected sample. Discussion groups. Whose preparation is performed as directed by a research group at the Autonomous University of Madrid, collected in a communication1.
This methodology tried, in the first instance, to demonstrate what the status of the issue and know the theoretical background on the visual language and the context in particular television universe of media and current economic crisis, all as a starting point for our study. This form of undertaking research enables us to develop an analytical method extrapolated to any sample of television news, and well, this thesis is but an analysis of the labels of summaries of daily news programs of today which includes the identification and quantification the presence of new audiovisual language strategies. Needless to say, the researchers do not position ourselves in front of this spectacular way to understand the information in the time slots, just want to see how it occurs, what it means and what its implications are. Having been established objectives, reflected in research questions and hypotheses of the study, the next step within this methodological explanation, is to define the universe of analysis of this thesis. Within the universe of sample analysis which is defined, in turn, the unit of study with which these researchers have worked is limited. This study considers the universe as daily news reports from the time slot currently the prime time evening Spanish generalist channels: BBC1, Antena 3, Cuatro, Telecinco and La Sexta, issued during the week of 16 to 22 December 2013 these chains were chosen to be the national level; to have different
1
http://www.uam.es/personal_pdi/stmaria/jmurillo/InvestigacionEE/Presentaciones/Curso_10/Gr upDiscusion_trabajo.pdf
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ownership, both public and private; because they are leading the fight for audience in Spain, competing with each other; and its general nature. Continuing, will delimit our sample, which is composed of all the summaries of opening each of the selected information and finally we set the unit of study will be issued for each label summaries. The choice of the week was completely random manner, so that the analysis can move to all the media environment. In the words of Riffe, Lacy and Fico in his Analyzing media messages: "When the sample is drawn from the population based on chance (probabilistic sampling) the researcher may make valid inferences from the sample to the population, since in this case each element of the population have the same probability of being chosen; and therefore, they can generalize the results of the sample to the population" (2005: 96) Reason which adds to the idea of research to select the week of the year 2013 closer to the presentation and publication of this work. Aware that held the week of 16 to 22 is not the last of the year, yes we consider, a priori, the last real newsworthy is that once started for the holiday Christmas period, information is transformed. And as the "success of a content analysis depends largely on the correct design of the protocol data dump" (Monoclús and Vicente 2008: 3), we paid special attention to the realization of what will be our data analysis. This was made just after reading a published literature and the construction of the theoretical framework. Thus, we ensure their reliability and validity, because the categories measured our data analysis have been previously used and measured by various authors (Ferrer 2011, Teso and Eagle 2011, Moncliis and Vicente 2008, López 2006 Grifeu 2006, Igartua and Muñiz 2004 Humanes 2001, Grabe 2001, among others). Through this analytical part we'll see what they say, how and how events are presented. In our data analysis we have set different categories, which are also consistent with our hypothesis. Firstly textual categories: tenses, sentences order, punctuation, editorializing, puns ... And secondly, how: typography, topography, color, and opacity effects. Retmando the words of Laurence Bardin "categories there is no 20
need to use them, but it is convenient" (Bardin 1986: 90). And Bardin was not the first to review the importance of categorization as a step in the analytical process. Störig reminds us that Aristotle outlined and its importance: "Aristotle's 10 categories are: substance, quantity, quality, relation, place, time, position, possession, action and passion. In other subsequent enumerations, Aristotle still eliminated some categories. Nor do they all have the same value for him. The first four are the most important, among them substance" (Störig 1995: 210) And this is what this research team has tried to get along with this work: remove the substance labels summaries, for, in this way, knowing the reality that we see and that concerns us as spectators. 5. Conclusions After an orderly presentation of what will be the doctoral work of Labels summaries of television news in Spanish generalist in a crisis: an analysis of content and form, the authorship and address correspond to Rosa Perez and Belen Andujar - respectively, both signatories of the present communication, we expose important, in conclusion, the theoretical foundations that explain our research and we hold on us. First, it is necessary to clarify that our investigative spirit connects with the philosophy of Karl Jaspers (1883-1969). This German thinker "whose path leads through the philosophy of science" (Horn 1993: 769), published in 1946 The idea of the university, a key work in its production, which lays the foundation for what these authors must be the university spirit. A spirit that must be removed from the utilitarianism that is given today to know. So well, we understand the university as a research school where academics find their greatest expression results in the formation of the student and the teacher, therefore; long as we understand from a
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Socratic teaching perspective2. Or in other words, the college is nothing more than an institution whose significance is based on research, with the ultimate goal of seeking the truth, with the primary objective of understanding the reality around us, for, thus acquiring self-awareness and critical thinking. Summarized by Jaspers as follows: "A committed, therefore, to be understood as research, such as education and training (education)". (Jaspers 2013: 67) Thus, our doctoral thesis seeks only new ways of understanding and building the changing reality of the Spanish general television in a context of crisis, through a concrete element of television information: labels summaries opening news daily. And all this through research as a method to know, is that "the original desire to know is the dominant stimulus of college life for students and teachers" (Jaspers 2013: 72). Guided by the teacher through teaching, but from a learning perspective, where the student is not indoctrinated, but grows as a human being and as a future professional and educational research. Innovation has to be in order and a half of university research. The PhD student will be guided by the teacher, will participate in the learning process, but as a guide and companion in this vital effort to innovate and seek the truth. The research, which is per se a dedicated, rigorous and methodical, has to go, inevitably, one step ahead, as the vanguard of society. A society for the University, teachers and students work, collaborate and create knowledge and understanding. And with the critical, investigative spirit and training acquired by both authors during this process, we asked about the role of university teachers. The teacher, holder of certain content and tools, must be willing to socialize from research exercises to stimulate knowledge, thus acquiring an active role in the society. This
2
"Teacher and student at the same level [...] So, personal responsibility is carried to the extreme and nowhere is relieved. Education is a Mayéutica, ie, help the student forces to give birth, they wake him possibilities without being forced from outside "(Jaspers 2013: 86).
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reality is plagued by the current social crisis, which affects both the economy as one's values on which our society has grown. Each time seems to come more sense than we are in full "crisis of modernity", at which point the search for alternatives must fall in college, always going on and just, for the renewal of the spirit of the institution itself. 6. Bibliography Paper or electronic books, reports and theses: o ADROVER, Miguel, BERNAOLA, Itziar y SÁNCHEZ-CHIQUITO, José María (2011): Programas informativos y de opinión en televisión. Editorial Síntesis. Madrid. o BARDIN, Laurence (1986): El análisis del contenido. Akal. Madrid. o BERGANZA, Mª Rosa y RUIZ, José Antonio (2005): Investigar en comunicación. Mc-Graw Hill. Madrid. o CONTRERAS, José Miguel y PALACIO, Miguel. (2001): La programación en televisión. Editorial Síntesis. Madrid. o JASPERS, Karl (2013): La idea de la universidad. Ediciones Universidad de Navarra. Pamplona. o MERODIO URBANEJA, Iker (2010): Análisis de editoriales e informaciones sobre el Plan Ibarretxe en la prensa generalista española de 2001 a 2006. Universidad del País Vasco. Bilbao. o RIFFE, Daniel, LACY, Stephen y FICO, Frederick. (2005): Analyzing media messages: Using quantitative content analysis in research. Lawrence Erlbaum Associates Publishers. New Jersey. o STÖRIG, Hans Joachim (1995): Historia universal de la filosofía. Tecnos. Madrid. o ZORRILA, José Manuel (1996): El titular de la noticia. Estudio de los titulares informativos en los diarios de difusión nacional. UCM. Madrid. Chapters in books, reports and articles in newspapers or magazines on paper: o DEL RÍO, Olga y VELÁZQUEZ, Teresa (2005): “Planificación de la investigación en Comunicación: fases del proceso” en Berganza Conde, Ma.
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R. y Ruiz San Román, J. A., Investigar en comunicación. Mc Graw Hill. Madrid. o ECO, Umberto (2004): “Universidad y mass media”, en Cuadernos de Información y Comunicación, vol. 9. UCM. Madrid. o HORN, Herman (1993): “Karl Jaspers”, en Perspectivas: revista trimestral de educación comparada, vol. XXIII, nº 3-4, págs. 769-788. UNESCO. París. o MONCLÚS, Belén y VICENTE, Miguel (2008): “Analizando noticiarios televisivos: revisión y propuesta metodológica”, en Investigar la Comunicación. Actas del Congreso Internacional Fundacional de la Asociación Española de Investigación en Comunicación. Santiago de Compostela. Disponible en: http://www.griss.org/curriculums/monclus/publicaciones/aeic_monclus_vicent e.pdf. Consultado el 7 de abril de 2014. Articles, blogs or web publications records: o MUÑOZ, Diego Alejandro (2005): “De cómo la idea de universidad de Karl Jaspers preexistía en la América Latina del siglo XIX y principios del XX”, en Uni-pluri/versidad, Vol. 5 Nº 2. Disponible en: http://aprendeenlinea.udea.edu.co/revistas/index.php/unip/article/view/12149/ 11030. Consultado el 7 de abril de 2014. o SANDÍN, Mª Paz (2003): Investigación cualitativa en educación. Fundamentos y tradiciones. Disponible en: http://www.postgrado.unesr.edu.ve/acontece/es/todosnumeros/num09/02_05/c apitulo_7_de_sandin.pdf. Consultado el 7 de abril de 2014.
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II. VALUES OF TECHNOLOGY: SETTINGS DISCURSIVE GENERATION AND CONFLICTS IN THE USE OF MOBILE PHONES. A CASE STUDY Pilar Antolínez Merchán (U. Camilo José Cela de Madrid –Spain-) Ángel Rivero Recuenco (Universidad de Alcalá –Spain-)
1. Introduction Studies focusing on the use of ICT by children and adolescents are discussed from different approaches, but with particular emphasis on the levels of penetration of these technologies, consumption patterns (use preferences) and risks that its use can result in minors. Most of the studies performed, to jointly address different technologies and age groups, provide very heterogeneous information. In this sense, it is difficult to identify complete and accurate on the relationship of children and preadolescents with mobile phone assessments, the symbolic value attributed by them to the object in question and the impact of this technology in their personal and family life. These factors are precisely the foci of inquiry in which research results are presented, which also explores the normative field configuration uses mobile phone within the family and the conflicting dimension object is built around . As we understand it can be a significant contribution to the knowledge of the implementation of mobile telephony in children and adolescents, both as an instrumental and symbolic social-cultural perspective. The research whose results are the subject of this paper was carried out by means of a strategy of methodological triangulation (D'Ancona, 1998). Under such a triangulation method, uses and representations of mobile telephony have been observed by applying various techniques of qualitative and quantitative research, in order to carry out a cross-validation of the data obtained. 26
Furthermore, research is in the proper sense a case study, since the implementation of the triangulation strategy has focused intensively on a particular social and institutional environment (a school in the west of Madrid), on which have projected the following methods and techniques for gathering information: Analysis of secondary sources. Review of various baseline studies and the most relevant to the problem addressed in our research statistical sources. Discussion Groups. A total of four groups with children mobile phone users (with mobile itself) aged between 8 and 15 years, made in groups of 8 subjects were performed. Open semi-directive interviews. We interviewed 14 mothers or fathers with children between 10 and 15 years with own mobile phone. Survey. The survey was conducted on all students in the courses to 3rd grade 4th ESO school selected as a case study. After debugging cases incomplete or inconsistent responses, 397 valid cases were. The main empirical findings are presented below. 2. Use of Mobile: Motivation and Resistance The reasons that motivate children and youth, with the cooperation of their parents needed to acquire and own a mobile phone, also vary by age. In general, younger children playful motivations are predominantly among children 8 and 9 years old want to have a mobile to play. Mobile is thus perceived more as a toy, much less as a telecommunication device. After 10 years, what motivates the acquisition and use of the mobile phone is the ability to speak freely with peers, being able to establish contact at any time with friends (a motivation that appears earlier among girls, who are also more early in the use and possession of cell phones). From this time, achieving greater personal autonomy and social emulation become major motivators for owning a mobile phone. "- You feel CONTROLLED BY PHONE? - No, better, freer. - You can go to more places with mobile. - In my earlier not let me out and when I had another mobile. GD3 (Boys and girls between 12 and 13 years). 27
The mobile phone is imposed families from this social pressure, which is nothing but the manifestation of the general dynamics of the consumer society. For most children and pre-adolescents interviewed-as well as for their parents, the mobile is given as an inexorable fact whose possession operates consequently the coercive force of a social fact: not having a phone Mobile is no longer an option for younger respondents. And their parents, while recognizing that before there was such a need are not strangers to the inevitability of social object. "At the age of my daughter and then, today, it is a bit necessary because the mobile has become imperative ... we already. I do not know, is a very useful thing, but actually many years ago lived and lived well without moving, then now we really have a mobile unit in that myself now if my daughter has to be home at ten are five past ten and has not come, and I will directly call phone before because I would have to wait and neither was wrong." E5 (Mother, girl 13). For parents, beyond the undeniable effect of this social ownership of the mobile factor is motivated by a reason which rests on the functionality of the object itself: the security is expected to provide it. The mobile phone is perceived as well as a device for "remote control" or as some authors have come to be called a "digital leash" (Ling, 2002), since it allows an immediate and continuous contact between children and parents, at a time when the field of spatial and social interaction of children expands. "At 15, already have all mobile; such as leaves, as parents also cause you to have phones, because it is very comfortable. You can call the phone and that you can easily locate or feel that you can call and soon you're located (...)". E10 (Mother, girl 11). Notwithstanding the foregoing, for parents, children-Mobile relationship is something that arouses fears and resistances. Speaking of parents about results, input, an opponent to the mobile positioning. This position is based, first, on the attribution of a superfluous, unnecessary, an object whose acquisition, therefore, is to be achieved by overcoming the initial resistance from parents.
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"I do not like to have mobile being so small, and I like it now. I think the mobile is a gadget to have them located when they leave, when they start out and are older ones, but they are talking to their friends on the phone, and photos, videos, text messages take away ... long time. " E6 (Mother, girl 14). Other resistance or objections raised by parents at the use of mobiles by children are derivations of the argument innecesariedad: spending would not be justified by any real need (economic argument), and even less in the case of younger children (argument of the age). Also, in the speech of parents appear fears about the economic risks, the dependence can lead use in children, the fear of communicating with strangers and disturbances such use may introduce personal communication "I do not say that mobile is good or bad, yes, at this age, in addition to being an expense, children do not need to have this element of communication." E6 (Mother, girl 14). 3. Rules Governing the Use of Mobile Since mobile is an object that raises fears and resistance in the parents, they will regulate their use, determining ownership of the device respect to a set of rules (applied with greater intensity in the case of girls). Figure 1: Parental Control
Source: Survey. Answer to Question # 42: "Did your parents control mobile phone?"
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The rules governing the use of mobiles by children project basically on time use and can be classified into two types: Standards relating to controlling spending Standards referred to moments of Use There are other aspects under control, but are less frequent and less explicitfor more discreet: the content of the communication, sending and receiving messages. Parents reveal, with certain reserves-the exercise of this type of control (who they talk to their children, who sent them messages, etc.), as it is situated in the area of privacy of the child. Control of mobile usage and the penalties involved, however, have a limit on the dependence of this device has generated at parents, particularly with regard to security is supposed to provide the object in question: the withdrawal Mobile finally can not be very long, since parents were "accustomed" to monitor your child through this device. All children are aware of this weakness used to their advantage: "My mother, when I spent the hundred euros it off me, but I had to return because they did not know where he was. I returned it the next day." GD4 (Child between 10 and 11 years). 3.1. The rules to control spending Since the economic environment is clearly within the scope of the parent domain, expenditure restraint will be the only effective form of control that can be applied in fact parents. Thus, cost control becomes the most widespread means of limiting the use of mobile.
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Figure 2: Type of parental control
Source: Survey. Answer to Question # 43: "How do you control the mobile phone?"
This type of control is formally accepted by children who generally understand the meaning of cost control criteria established by parents. Since the latter are paid, children realize they have every right to monitor the costs of mobile phone use. It is a rule of the game perfectly assimilated, at least on a formal level, as they will try to avoid compliance. This seems indicative of a kind of socialization of children in a consumer culture, values and eminently governed by economic interactions ("the one who pays"): "-DO YOU ACCEPT YOUR PARENTS TO IMPOSE THE RULES? 'I understand because if you do they are the ones putting the balance? - They have no obligation to give us a phone and as we give. - If we were the ones who have to pay ... but they are. - We have to take into account their opinion. " GD4 (Boys and girls between 14 and 15 years). In this sense, it would seem that as part of their socialization as consumers, children are generally aware of the cost of calls on the different types of mobile phone use. Which is expressive of the importance of regulating the output standard established by parents. A rule that they have capacity to implement, given the obvious economic dependency of children. Consequently, children will learn quickly to quantify the costs associated with moving (to a greater extent even than parents):
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"You know perfectly well, indeed, when the phone call to her, she tells the other girl, the call to the fixed costs that much cheaper." E12 (Mother, girl 14). 3.2. Standards moments of Use Besides the control of expenditure between the standards or rules that parents try to instill in their children include those relating to use cell phones (rules prohibiting their use in certain locations, or which relate to the proper time of use): "- HOW IS YOUR MOBILE ACTIVITY WHEN YOU ARE WITH YOUR PARENTS OR DINING? - My parents do let me use it because it's rude. - I have it off and when I finish ... - I leave it on and I remove the volume to receive missed calls and then return calls ". GD1 (Boys and girls between 8 and 9 years). On other areas (mainly referring to the times of use) the parental control is more difficult (and the truth is that children, especially as they grow older, they develop strategies to escape such control): "At first I hid when she went up to his room because we let him do homework with music, but once I fixed that I have it on, but it has quietly so sure that messages will arrive." E7 (Father, Child 15). The (quantitative) usage time is also a significant source of arguments between parents and children. The excessive use of mobile is considered harmful by parents: an unnecessary and irresponsible use, compulsive when it also be a symptom of dependence (addiction) mobile. Thus, the excessive use of the object is seen by parents as a sort of "pathology of consumption" "One of the first things you do when you get home is turn on the phone and usually just get a call from a colleague what had homework to do. And now themed girls, things like that. " E9 (Father, Child 12).
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4. Conflict The fact that the use of mobile constitutes a field being a relatively strong correlation relative adjustment refers conflict almost necessary. The mobile is the subject of family disputes, it is configured as a conflicting object. Figure 3: Discussions
Source: Survey. Responses to Question # 40: "Do you discuss with your parents for the use of mobile phone?"
In mobile usage is at stake maintaining certain patterns of communication and family life that can be disrupted when the use is immoderate. Overuse reflecting the adoption of children by some irresponsible consumption modes considered by parents. As we shall see, more than the expenditure itself, which looks more like a monetary indicator of excessive use, are the stability of family life-such as assumed was developed before the mobile masses burst phenomenon and as a socialization adequate consumption which seems to be involved in the discussions that take place around the use of mobile. The usage time is also a significant source of discussions. The excessive use of mobile is considered harmful by parents. This overuse quantitatively fits the paradigm of the unnecessary, yet is meant as a mobile unit. What sets the use of the object in the semantic field of pathologies consumption: mobile lends an irresponsible consumption, manifested almost like an addiction:
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"Because we saw that it was really not very dependent and depended on him by necessity, but by that sense of security and romp, those two things, neither one nor the other." E10 (Mother, girl 11). Note that no identified conflicts seem to be experienced by parents and children as particularly dramatic or intense. However, their frequency is relatively high, predominantly those relating to the immoderate use of the apparatus qualitatively: motivated by the use of mobile deemed inappropriate at times (family meals, study time, the dedicated night rest ...) conflicts use the device to disrupt patterns of parents about behavior in the home and family communication. In this sense, the mobile is perceived by parents as a technology "invasive", a device that "breaks" in homes and interferes in certain areas of activity that should be free from external interference. Conflicts over spending, too frequent, are closely linked to the above. Indeed, as already noted, expenditure and time use variables are correlated, roughly equivalent to the expenditure can be interpreted as an indicator of the time of use, translated into monetary cost. However, while the emphasis on cost control could be explained in purely economic terms, the mean of the parents seems to indicate that what matters is, ultimately, pathological and irresponsible dimension that involves excessive use of mobile. The lack of response of the children to call parents when they want to communicate with them by phone, is another source of conflict. In this case, which violates the expectations of family control and parent contact (transgression all the more important given that such expectations are those that justify the acquisition of the mobile by the parents). The relative importance of these sources of conflict varies with sex and age: Conflicts generally occur more frequently in the case of girls. In these, also becomes more important as a source of conflict overspending.
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Figure 4: Reasons for discussion by sex
Source: Survey. Responses to Question # 41: "Why do you argue with your parents reasons?"
In younger children (8 and 9) conflicts over use and excessive spending (quantitative time and costs) predominate. Conflicts over time of use (quality time) at early ages are less frequent. As children grow, conflicts also increase for this reason. Parents gradually lose control over the time when the mobile is used (cost control, the most feasible for parents, is insufficient for this). Figure 5. Subjects of discussion by Age
Source: Survey. Responses to Question # 41: "Why do you argue with your parents reasons?"
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5. Conclusions The analysis of the motivations and resistance to mobile, and their conflicting correlates, shows that the discourse about the object is displayed by setting different meanings in parents and children (for some and for others, the mobile unit is associated with the par-autonomy but the meaning of these terms is different in children and parents). You could say that, in a sense, give rise to representations symmetrically opposite (freedom for children, parents fear ...). The most repeated and provided significant force more discursive parents rank mobile usage on the axis necessary to preclude unnecessary. In his speeches, plays the consubstantial to the consumer society of the opposition between necessity (natural) and desire (as artificially induced aspiration) problem. For parents there is a consumer need (responsible) and unnecessary consumption (irresponsible). Cell phone use is associated with risk of irresponsible drinking, compulsive and irrational use, assimilate it to an addiction. Speaking of parents about the mobile terminal to enroll in the semantic field of drug addiction. Consequently, for parents interviewed mobile appears primarily as a negatively connoted subject: sign of a threat to the health of children, constitutes a potential danger to its proper constitution as mature people (although never reported risks are recognized within their own families, but on the other). Moreover, as we have said already, for them, the value and the sense of security that is attributable to the mobile is oscillating: provides opportunity for contact with children (a kind of counterpart to the social autonomy gained by them in their evolutionary process) but at the same time use creates insecurity (for the mobile also opens the way to other contacts that are out of control by parents). The mobile appears in this respect, for parents, as an object whose meaning is, at best, ambivalent producer security, mobile is both producer risks. The truth is that parents have not been able to escape the argument, which acts as a powerful factor of persuasion fáctica- that "all my colleagues already have mobile". All children have it, indeed, and mobile has become a social phenomenon whose strength is revealed precisely in the difficulty to resist its power of coercion (a topical pressure of the consumer society, ultimately).
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But as mobile arouses fear and resistance, as on it values and negative emotions are projected, the assignment to the demands of the children must be justified. And the justification is the only positive value attached to it: the mobile provides opportunity for contact with children, establishes a virtual line of communication with them, and control over their inevitable journeys outside the family nest. The children are aware of the value that parents attach to mobile. And here you will find the item you found the covenant to justify possession of the mobile element on which to perform the (inter) transaction enabling their acquisition and use: Mobile in exchange for security, opportunity for control. Hence some of the most significant conflicts generated when the children are not responding to calls (control) that emit their parents. Therefore, in mobile usage is unequivocally expresses an intergenerational conflict. What is at stake in this conflict stems from the foregoing. For parents, obviously, is at stake the safety of children, for mobile, as we have shown, it exposes children to risks (self-produced) of the Information Society (potentially infinite openness of contacts and relationships). On the other hand, it concerns the maintenance of certain communication patterns and family life that can be disrupted by an immoderate use of mobile. Use to reflect the adoption of children of irresponsible consumption habits considered by parents. Rather than spending itself, which seems rather a monetary indicator of excessive-use are the stability of family life-such as assumed was developed before the burst as a phenomenon of mobile masses and proper socialization in consumption, which is perceived as threatened by the irrational use of the object in question. In the limit, the irresponsible consumption linked to mobile is represented by parents in pathological terms as an addiction, as a sort of addiction. Therefore, what is at stake is the health of children. The discourses about mobile and its uses reflect, as we have tried to show, the specific dimension of conflict. This allows to understand the intent of what was said (pragmatic discourse in its own right) by parents and children interviewed. 37
Thus, the speech of the parents could be described as a discourse retreating, defensive, and finally a justificatory capitulation to pressure from children and, in a broader sense, the expansive dynamic consumption of mobile telephony itself (a they themselves, as adults, have also given above). However, it is a discourse that even justifying the purchase mobile for children, shown tough, critical use. In this sense, evoking an earlier time when the phones did not exist "and nothing happened," is a discourse that holds some conservative orientation of the past. However, it is no longer a present time which seeks to conserve or reproduce, since mobile penetration in households and among children is already a widespread phenomenon-at least in the social strata of belonging. There is no actually anything to preserve and not anything that can be recovered (is a somewhat fatalistic). At best, it is something that evoke, perhaps more as a retrospective illusion than a certain past. Therefore it is a resignation speech, defeated, it retreats. Arguably, in the discourse of parental threats from increased contingency risks (self-produced) and the own risk of modernity are expressed as the recent sociology has developed (Beck, Baumann, Luhmann, Giddens ...). Thus, as Ulrich Beck (1996) has argued, the problem of coexistence of expansion options and risks is manifested, among other things, the transformation of the nuclear family. That in this case leads us primarily to late-modern positional assignments of old patents restructuring early demand for autonomy of children (impostada autonomy, perhaps, but felt as such to the end of the day). The implied narrative is set parents in this regard as a weak counter-but conservative court. Speaking of parents about the relationship of the children with mobile phones expressed, ultimately, the fear of the uncertainty of an open, indeterminate, infinite in its possibilities and studded with threats to family stability time. Perhaps that is why the representation of parents of children-Mobile this relationship is based on binary and elemental appeal ethically connoted, reduction of contingency (Beriain, 1996) formulas: Required: Unnecessary:: Rational: Irrational :: Autonomy: Unit ... None of this is found in the speech of children. Theirs is a rampant, yes, free speech of all distress. Conscious of his victory speech on parents. More than a discourse that seeks to generate innovation instituting effect is a discourse in which 38
the factual consolidation of a change, and the transformation that has taken place in the family is found. It is, therefore, an advocacy speech yes but achieving a claim. A speech in which he also expressed the late-modern identity I hypostasis specific. 6. Bibliography Books: o CEA D´ANCONA, Mª Ángeles, (1998): Metodología cuantitativa. Estrategias y técnicas de investigación social. Editorial Síntesis. Madrid Chapters or articles from books or magazines on paper o BECK, Ulrich. (1996): Teoría de la modernidad reflexiva, en GIDDENS, Anthony, BAUMAN, Zigmunt, LUHMANN, Niklas, BECK Ulrich, Las consecuencias perversas de la modernidad. Editorial Antrophos. Madrid. o BERIAIN, Josetxo (1996): Prólogo. El doble sentido de las consecuencias perversas de la modernidad, en GIDDENS, Anthony., BAUMAN, Zigmunt, LUHMANN, Niklas, BECK, Ulrich., Las consecuencias perversas de la modernidad. Editorial Antrophos. o LING, Richard (2002): Chicas adolescentes y jóvenes adultos varones: dos subculturas del teléfono móvil, en Revista de Estudios de Juventud nº 57 (monográfico)
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III. RECODING IDEOLECTAL SEMANTIC FIELDS FOR STRATEGY FOR RECOVERY IN LEXICAL LEARNERS OF SPANISH AS A FOREIGN LANGUAGE Camilo Andrés Bonilla Carvajal (Fundación Universitaria Unipanamericana -Colombia-)
1. Introduction Throughout the development of language teaching have arisen multiple views on the nature of their learning whose influence in educational dynamics and curriculum design are undeniable. To illustrate, the linear approach to learning and teaching of grammar has been continuously reconsidered since it implies a linear sequence of linguistic elements, "... a decontextualized view of grammar Persists in the popular imagination, in many textbooks and in a great deal of pedagogical practice" (Nunan, 1996, p. 65). In other words, the teaching of languages seems to still follow a linear order of acquisition-structured modus operandi does not represent the coding and production of learners of a foreign language. This research stems from a different premise curricular design is to understand the manipulation of circumstances that ensure an efficient lexical retrieval in remote foreign language before presenting sequentially linguistic, structural randomness emulates the presentation and use of these elements in immersive environments. In order to release the cognitive potential to retrieve lexical items for a later spontaneous conversation, the key element will therefore be dependent thematic circumstances of verbal context, as they are the ones that can be coded and stored in the mental lexicon lexical items. Thus, this research compares the odds of verbal production of a group of learners of Spanish as a foreign language with a group of
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native speakers (n = 5 in each group) after using a protocol for recoding idiolectal metrically lexicon. 2. Theoretical Foundations This study expands and deepens the principles proposed in The Individual Grammar Approach to Foreign Language Learning: An idiolect-Driven Syllabus for Independent Language Learners (Bonilla Carvajal, 2011). The whole task of foreign language acquisition may be explained briefly as a self-reinforcing process in constructing own idiolect in a different linguistic code. The basic assertion of Individual Grammar theory is that rapid fluency in a foreign language can be achieved when the learner focuses on translating the vocabulary and constructions of their mother tongue in spontaneous speech. Needless to say that within the interlanguage continuum called the L1 plays a crucial role in learning and acquisition of LE in the choice of words, intonation patterns, discursive strategies, and forms of treatment (Nitschke, Kidd and Serratrice, 2010 Page . 94). Now if lexical accessibility is an important area of study for psycholinguistics given its crucial link with verbal production, this study is particularly fruitful to explore it as a means to consolidate the previous basic research (Bonilla Carvajal, 2011) established as curriculum internal or driven program idiolect (idiolect-driven syllabus). As such, no studies to date, at least in the relevant literature in the field, to examine the feasibility of implementing the mental lexicon of learners (their verbal repertoire or idiolect) scheme as a basis for program design. This research adds to the literature a solid basis for recognizing the importance of translating spontaneous speech of the mother tongue into a foreign language in order to stimulate the lexical accessibility in spontaneous verbal production. Test the effects of this assumption will be invaluable for teachers, curriculum developers and foreign language learners, since it proposes a technique aimed at increasing word count in spontaneous speech (LE) via a protocol that stimulates the memory thematic lexical fields; in other words, a protocol that leverages semantic cohorts present in the L1 of the speakers as a tool for linguistic competence in LE. 3. Research Objectives You check what relationship exists between the learning process of lexical units when it was deliberately limited to those belonging to the semantic field in 41
mother tongue and foreign language oral performance during spontaneous speech (in the same semantic field). 4. Research Questions Compared to the verbal behavior of native Spanish speakers what degree of lexical complexity LE facilitates the translation of monologues dependent semantic fields in L1. In terms of proportion wpm what effect does the Alpha Protocol (dependent translation monologues thematic contexts in L1) on the lexical accessibility in LE? 5. Research Design The study uses catch (recordings) of spontaneous verbal production of the reference group of native speakers of Spanish (n = 5) and the experimental group of native speakers of English learners of Spanish as a foreign language (n = 5). Interest here obtain objective verbal output of both groups for mutual contrast log scale using the following criteria: 1. Time 2. Average words per second 3. Flesch Kincaid Grade complexity 4. Number of sentences 5. Number of complex words 6. Percent of complex words 7. Average words per sentence 8. Average syllables per word 9. Number of words 10. Percent of lexical innovation With the experimental group learners of Spanish, for every answer to the questions in the battery, the fifth recoding meet in the final step of Alpha Protocol (see below interventional procedure), was recorded and transcribed. The text of this transcript is subjected to analysis by manual calculation using the program matches TextStat for finding repeated words, and average number of words per second (dividing by the number of seconds it takes for the recording), number of 42
sentences, number of complex words, percentage of complex words, average words per sentence, average number of syllables per word, Flesch Kincaid complexity (for a description of this approach see Farr, Jenkins and Paterson, 1951) and percentage of innovation lexical, that is, the number of non-repeated words (type in the Type-Token ratio) of the response. 5.1 Procedure intervention As a mechanism of stimulation of verbal behavior in L1, we designed a battery of five general knowledge questions open: 1. Why are you interested in learning Spanish? 2. What do you like most about this city? 3. Describe how the routine was a typical day in his life before coming here. 4. What will you do in the next vacation? 5. What if a million dollars is found? You will be issued to each participant learner of Spanish as a foreign language the five questions and five native speakers of Spanish3. The questions are designed to elicit a response using absolute times (questions 1 and 2 present, past question 3, question 4 future) and a relative hypothetical (question 5 potential). The group of experimental subjects (learners of Spanish) answered each question through the following phases of Alpha Protocol: 1. Capture spontaneous speech: Participants answer the question in your native language; thus they are induced to a verbal episode within the scope of a defined thematic stimulus (lexical field). These responses are recorded.
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With the sole exception that the third question was modified for this group, the option Describe how the routine was a typical day in your life five years ago, because they are still in their home country.
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2. Sequential Interpretation (consecutive interpreting short): The verbal learner production (recordings) playing so that he hears, recording pauses in each sentence approximately--from two to four words and asked to translate what hearing in a foreign language (Spanish). As expected, this translation exercise they have the help of a consultant idiolectal recoding4. Participants can also take note of all new unfamiliar expressions, especially those representing the difficulty of encoding (learning) while these notes are kept in a notebook. Each set of words or expressions with their equivalents are noted under question stimulus, so that it is easier to check the expressions associated with a subject field (activated to ask the question). Pausing the recording continues to give the participant time to think the translation of each phrase, write it down or if heard from your consultant. Finally translates orally entire response native language foreign language. 3. Resources and materials: Since participants do not yet have a verbal repertoire in Spanish to be translated which effectively allowed the search for equivalences of words or expressions to ignore in an online dictionary, translation memory, or ask the consultant. Additionally, for recording a digital voice recorder Sony ICD-PX333D was employed. 4. Simultaneous Interpretation: Once he finished translating, pausing, all the answer the participant gave the mother tongue was played a second time recording to translate it again, this time without pause. While sounding recording was played simultaneously, however, when necessary, recording pausaba mother tongue if the participant spoke too fast or if needed to check some notebook annotated equivalence.
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Spanish native who also knows English and assists with pouring his sentences from English into Spanish speaker. Their work is not exactly the teacher, but to offer consultancy in reconstructing the idiolect through translation.
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5. Semi-free Answer: Having translated orally twice the same answer from mother tongue to foreign language, asked the question again, this time in a foreign language and is made without relying on any recording the participant recovered and lexical equivalences constructs used in their native language. This is due not only to the fact that just translate recent and were in their working memory (residual lexical activation), but because to answer the question the participant attends the same information (knowledge) that is stored and he used to answer in their mother tongue. Such information requires a lexical field was newly translated, hence the stimulated recall in lexical fields function as an element of primacy to facilitate foreign language lexical retrieval.
Complete cycle of Alpha Protocol idiolectal Recoding. Source: Prepared
Note that the group of native Spanish speakers answered the same questions in the same order, but without re-encoding, ie without translating from one language to another.
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5.2 Participant Group The complete cycle of idiolectal recoding was applied and evaluated using the following experimental subjects for five individual sessions per question. The selection criteria for the study sample were: All participants are adults whose age exceeds 18 years. Interest speak Spanish. No previous knowledge of Spanish. In other words, the required level is below the A1 (access or beginner) according to the illustrative descriptors of oral performance in the Common European Framework of Reference (vid. Council of Europe, 2001). In short, participants are not yet able to communicate or exchange information in Spanish, even in a simple way. 5.3 Group of native speakers This group functioned as a mere comparative approach, hence they are the same questions that learners continue without intervention procedure described as Alpha Protocol idiolectal recoding. Participants can individually answer all questions in one session simply by using their knowledge and competence in the Spanish language. The criteria for choosing this population are: All participants are adults whose age exceeds 18 years. They are orally proficient in Spanish, which is obtained by selecting a voluntary population born in Colombia native speakers who have lived most of his life in this country. 6. Results 6.1 Average time and words per second The time each participant in both groups took to answer questions has little difference as its extension is controlled by indicating that respond within 50-70 seconds. This criterion therefore did not have much relevance, it is nevertheless useful to count the average number of words presented as variations between the two samples. 46
The average number of words per second is the total number of words divided by the total number of seconds. This lets us know the speed with which words can occur, which is directly related to the lexical accessibility. While our group of native speakers of Spanish has more than 20 years of exposure to the language, training and tuning of the proprioceptive system, synchronization thoughts with correct diction, prosody, rhythm, intonation, and tonal curves to issue them is important to note how, after six hours of involvement limited, the distance between each joint velocity is not very pronounced words. Thus we begin by identifying the lowest average in the experimental group being the fourth question Grup. Ex. P. 15 vs. Grup. With P. (0.74 words per second. P / sd). Against 1.84 p / sd.de Grup. Con. P. 3 in the same question. The average difference between the two is 1.10 p / sd., And dispersion curve data on the number of other experimental group averages. Similarly, it is interesting to find in the first question of the experimental group Grup. Ex. P. 4 1.78 1.36 Grup beating. Con. P. 1 1.4 Grup. Con. P. 3 and 1.48 Grup. Con. P. 4 in the same question. This not only balances the balance between the two groups, that is, that which was initially a distance of 1.10 w / sd. Is now 0.38 p / sd. Favor of the experimental group, but clearly indicates a natural fluctuation in spontaneous speech that varies even in the same speaker when a theme change. Note for example in contrast to Grup group. Con. P. 3 with a first question from 1.4 p / sd., And reporting the same question but in the fifth with 2.15 p / sd. This natural variance dependent on the subject and the ideological richness of a speaker (can not speak with the same speed and certainty of our profession on a subject in which we are neophytes as they do not handle the same concepts or ideas) is present in both groups (vid. Grup. Ex. P.1 0.74 vs. Grup fourth question. Ex. P.1 second question 1.23 p / sd. Grup. Centre. P. 2 third question 1.48 p / sd. vs. Grup. Centre. P. 2 first question 2.2 p / sd.) Thus, we find on one side than the present fluctuation native speakers is recorded equally in the experimental group,
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From now on the abbreviations used for Experimental Participant 1, 2, 3 Group, is: Grup. . P. Ex 1, 2, 3, and Control Group Participant 1, 2, 3, is: Grup. Con. P. 1, 2, 3.
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which leads to think that they never give answers that have been restricted by their lexical knowledge (in which case the difference between people with 20 years of residence in a Spanish-speaking community and people with just three weeks in a Spanish speaking country would be considerable) but has been defined by their conceptual knowledge or ideological wealth. In other words, they have said what they needed to say; nothing more nothing less. With this important fact believe this is viable to explore the semantic cohort LM empowers learners to go further in a LE response to words they know, but they have ideas, just as native speakers. 6.2 Complexity Level Flesch Kincaid At the lexical level fluctuation complexity are again within the group of contrast, again attributable to the natural variance ideology, also identifiable in the experimental group. The criterion says that the lower the higher average textual complexity, so the first question we have to Grup. Con. P. 3 with just 27.5 while Grup. Ex. P. 3 That exceeds -1.5. In the second question Grup. Ex. P. 4 beats Grup. Con. P. 4, the first with 7.7 and the second with 54.4. The results are consistent trend trend without revealing patterns of varying complexity in any of the two groups. 6.3 Number of sentences The number of sentences gives a picture of how many ideas can be chained together when answering the same question stimulus. Again, the trend is similar in both groups. In the first question we can speak of equivalence (Grup. Ex. P. February 1, Grup. Centre. P. February 1), but also to excel (same question Grup. Exp. P. 3, 5 and Grup. Centre . P. 5, 3). Equivalence is also recorded within the same group (Grup fourth question. Ex. P. 1 and Grup. Ex. P. 2, 4 sentences, while the third question of the contrast group Grup. Centre. P. 1 and Grup . Centre. P. 2 also have 4 sentences each). Back issues mix to allow participants in both groups and at the level of sentence generation, textual complexity and fluidity (as speed of recovery), a significant change among participants not detect.
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6.4 Average words per sentence While they have the same number of sentences, the average number of words in each sentence. Grup. Ex. P. 3 and Grup. Ex. P. 4 on the first question is 35.00 and 20.75 respectively, while Grup. Con. P. 3 and Grup. Con. P. 4 just 19.83 and 18.83 each. Even if you could get to think that this difference is that, to decant the features of the quality of native speakers of a language to another with the assistance of translation, and that, perhaps, is typical of the rhetorical strategies and stylistic introduce a language other words within a sentence (where our test would have validity), notice how Grup. Con. P. 2 outperforms Grup. Ex. P. 2 (fifth question, 25.00 words) and Grup. Con. P. 1 Grup. Ex. P. 1 (first question, 15.00). Conversely Grup. Ex. P. 1 can also overtake Grup. Con. P. 1 (46.00 to 29.67 second question) and Grup. Ex. P. 2 Grup. Con. P. 2 (33.50 to 21.50 third question). Again we see how the border and recovery performance in lexical complexity among novice learners of Spanish as a foreign language and native speakers is clouded when the first resort to protocol. 6.5 Percentage of complex words This percentage has multisyllabic words present in each response. This allows us to determine whether, according to general belief, the words difficult morphology cost more time to learn and use while, being difficult to code, avoidance behavior leads instinctively that learners choose cognates or monosyllabic words. Contradicting this view again have low percentages in the contrast group (Grup. Centre. P. 2 fifth question 16.13%) among its members and compared to the experimental group (Grup. Ex. P. 2 fifth question 21 , 21%), just as this phenomenon in the experimental group compared to the contrast group is recorded. 6.6 Number of non-repeated words (lexical innovation) Reappear the same fluctuating numbers and generalized variance to implement the Protocol. Equivalence (Grup. Ex. P. 2 Grup 36 and fourth questions. Centre. P. 2 third question 36), improvement in contrast group (Grup. Centre. P. January 60 Grup fifth question. Ex. P. March 23 third question) and improvement 49
in experimental group (Grup. Ex. P. 3 Grup 59 fourth question. Centre. P. 5, 36 first question). The numbers suggest so far that the only variable that could potentially be assigned control of factors fluctuation and intra and inter-group variance would be the ideological richness (conceptual or thematic domain) as observed even within the group numbers contrast. 7. Discussion The present study was guided by the research questions: Compared to the verbal behavior of native speakers of Spanish, how to facilitate translation of monologues dependent semantic fields L1 lexical retrieval in LE? In terms of proportion wpm what effect does the Alpha Protocol (dependent translation monologues thematic contexts in L1) on the lexical accessibility in LE? To answer, we must first clarify that, if we can not well ignore the fact that in a comparison between the quality of performance of both groups (experimental and contrast) there are noticeable differences in phonetic-phonological, pragmatic and discourse and I phraseological use of last-that since the expressions or vocabulary of their native language were translated into Spanish standard registration; logically a native speaker has a greater repertoire of nuances in the registry which (still) is not available to our group aprendientes- comparative data on the average words per second and lexical complexity, it is clear that what we have defined as a natural fluctuation variance or inter and intra group gives us the measure of naturalness and reach the desired performance of the experimental group. Therefore feasible to infer a direct relationship between the accessibility and lexical Alpha Protocol idiolectal recoding to reduce lexical units that are taught only those present in the semantic field idiolectal mother tongue. In other words, the finiteness of the idiolect of this study-theoretical -sustento focus becomes viable learning vocabulary suggesting that the mother tongue, to speak on the same topic.
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Regarding the first question, the criterion level of complexity Flesch Kincaid (Farr, Jenkins and Paterson, 1951) projects greater homogeneity between the two groups. The fact that the use of complex words is dictated by the necessary choice of vocabulary to exhaust a idiolectal semantic field in mother tongue, makes the natural tendency of learners to be deleted to make use of cognates and easier monosyllabic ways of encoding and re-. Limiting ourselves to the aspects analyzed in this research, the results are generalizable to other criteria. The number of sentences also introduces jitter, equivalent number, or even overcoming the experimental group on the contrast group. The percentage of complex words and the number of repeated words (lexical innovation) robustecen our claim that Alpha Protocol -understood their few requirements for the learner in terms of resources, and time is a very viable course of action to achieve a rate of lexical retrieval and similar to native speakers three cycles of recoding the same question in complexity. Finally, compared to the verbal behavior of native speakers of Spanish, the degree of recovery and lexical complexity LE facilitated by the translation dependent monologues semantic fields in L1 is high, it can achieve statistically (in the plane syntactic lexicon) A rate similar performance in certain cases, in others superior, to that of native speakers in the same subject field. In terms of words per minute ratio, the effect of Alpha Protocol on lexical accessibility LE is also significant, since prior knowledge and training through short sequential interpretation of syntactic lexical units needed stimulus to answer a question in a foreign language reduces the time required to recover those units; Proof of this is the ability of Spanish learners achieve speeds up to 1.79 words per second with a high lexical innovation (more than 50% of non-repeated words) and complex words (average 59.00) in verbal production semiespontánea . 8. Conclusions Throughout this research have implemented the principles of Alpha Protocol idiolectal recoding to measure the role of both the idiolect and translation and thematic delimitation of semantic fields to accelerate production verbal foreign language. It can be concluded from the results that the previous tools operate on the specific type of starting material that emits the participant from his own idiolect. 51
We affirm, therefore, that the results answer the initial research questions as, being the central objective to propose a selection of lexical syntactic content restricted to lexical items from the idiolect of each apprentice, shares recovery during the empirical experiment tested partially that translation dependent monologues thematic contexts in L1 has a facilitatory effect on lexical semantic accessibility with the same cohort LE, by taking measurement criterion interlengua--in a continuum of the current state of performance of learners with been advanced native speakers. 9. Bibliography Paper books and theses: o BONILLA CARVAJAL, Camilo Andrés (2011): The Individual Grammar approach to foreign language learning: an idiolect-driven syllabus for independent language learners. [tesis de grado]. Universidad Distrital Francisco José de Caldas. Bogotá. o COUNCIL OF EUROPE (2001): Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press. Cambridge. Items: o FARR, James; JENKINS, James y PATERSON, Donald (1951): Simplification of Flesch Reading Ease Formula. En Journal of Applied Psychology. Vol. 35 N° 5., pp. 333–337. o NITSCHKE, Sanjo; KIDDAB, Evan y SERRATRICEA, Ludovica (2010): First language transfer and long-term structural priming in comprehension. En: Language and cognitive processes, n.° 25, vol. 1, pp. 94–114. o NUNAN, David (1996): An organic approach to the teaching of grammar. Journal of applied linguistics, pp. 65- 86, vol. 1.
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IV. THE SPANISH PUBLIC UNIVERSITIES: HOW TO MANAGE YOUR COMMUNICATION ONLINE BRANDING Mª Victoria Carrillo Durán (U. de Extremadura –Spain-) Ana Castillo Díaz (U. de Extremadura -Spain-) Tania Blanco Sánchez (U. de Extremadura -Spain-)
This work is the result in part of the financing obtained by the Government of Extremadura and Feder.UE Funds.
1. Introduction Public universities include the largest number of universities, 48 of the 77 existing in the Spanish university system. This group of universities looking through online communication to attract the largest number of public (students, companies, institutions, etc.) and try to survive in this highly adverse context, given the cuts in public funding, increased competition , integration into the European Higher Education Area (EHEA) and the dropout students by the lack of economic resources. On the other hand, the web sites of the universities have become the calling card of these, since they are often the first contact they have with the public. Such contact can help differentiate public universities and give them a distinctive value against the competition. 2. Objectives 2.1. General objectives The overall objective of this study is to examine the management of online communication marks the Spanish public universities through their web sites. 54
2.2. Specific Objectives In terms of specific objectives, this research aims to achieve the following purposes: ● Determine what are the successes and failures in communication online brand of Spanish public universities. ● Conduct a series of recommendations from the results to improve the communication of brand websites online headquarters of the Spanish public universities. 3. State of the art 3.1. The concept of online communication From two related elements such as internet communication and the concept of network communication and online communication arises. Communicating online brand is based on the same parameters as run offline brand communication. This communication online brand should offer the promise that the organization holds itself, strengthening and increasing it with the tools and resources at your fingertips on the network. However, a common mistake in the way of understanding the online internet communication is considered as a means rather than as an interactive website. To avoid such error would conceive right internet as the place where the communication is built through messages and interactivity. Today, the online communication is also crucial the Web. In this context the different users (consumers, investors, online press, competitors, suppliers, former employees, etc.) can generate messages and interact. Thus, the traditional ways of online communication (access page, email, file transfer, thematic distribution list, newsgroups, links) are added new forms of communication across platforms that emit messages and multiply interaction. Some examples of this paper are related to web 2.0 such as: social networking, microblogging, chat, forums, virtual communities, RSS, search engines and aggregators, blogs, photos, or videos shared. With these new forms of online communication users have become issuers unlimited messages without restrictions of time or physical space. 55
The online brand communication despite being a term of relatively recent creation, like offline brand communication, and has a history that has evolved over time. In this regard, Burgess and Cooper (2005) explain the steps of the evolutionary process of online communication venues websites. This process consists of a number of levels: 1. Level promotion. It consists of static information that serves to promote and publish business offers. Within this stage, a first level basic company information is presented, such as address, contact information and general information about products and services offered. At a second level a rich information, including grade are email and more information on activities of the organization is presented. 2. Level 2 provision. The website becomes a dynamic information system. Within this stage there are three levels. The first is low interactivity with online catalogs and links to detailed information. The second half is more interactivity with complete product catalogs, online help for users, and value added. The third and last is highly interactive and includes chat, discussion forums, multimedia and email newsletters. 3. Level 3 processing. This last phase is achieved when the website reaches functional maturity that allows you to make online transactions. This phase requires the identification of the user and a higher level of security than in previous phases. At this stage, users can purchase products and services through the web and maintain a personal profile. These are the steps you take any communicative web site over time. 3.2. Communication college and university online communication Universities are complex systems involving interdependence of its elements, and communication is the factor that integrates its components, so it is essential for universities. Through university communication define, establish, share and feed the mission, vision, values, programs, plans and projects, strategies, objectives, policies, standards, rules, activities and results. The communication is based on university institutional communication and this has served to guide the university to adapt to society. The first step of universities regarding communication professionalized was the creation of press 56
offices. At first, the traditional character of universities was a brake on the development of communicative processes of the institution. The communication model of universities was unidirectional and vertical. But eventually they expanded their activities to the internal and external communication, until recent years bidirectional communication and circulate, and this is a clear reflection of this new form of conversational communication that must maintain their public universities. Today the university communication has reached a high level of institutionalization and specialization as a result of globalization, increased competition, economic crisis, different stakeholders with different needs and expectations, the EHEA and new communication technologies. So that "the management of communication in universities has become a strategic factor of vital importance" (Palencia-Lefler, 2008 p. 277). Manage strategic communication at the University means that their public receive and emit all the information needed for its operation. It also involves improving relations with the environment and the people who are, whether students, faculty, staff, etc. In this sense, Herranz (2009) notes that the pursuit of shared spaces between the university and the surrounding environment is the best way for communication strategies are effective. Therefore, the communication management in universities can no longer be reduced to the mere appearance in media, but also as an active participation to enhance the image. Thus, the universities use information and communication technologies (Koslowski and Stashevsky, 2005) to influence the behavior and better performance (Trahant, 2006). The ultimate goal of communication management in college is that "the university community knows what the institution and what their projects and results; seeks to achieve a climate of involvement and integration among members and increase motivation and participation" (Cuena, 2005 p. 114). In this sense, De Aguilera (2010) explains that the objectives of university communication and institutional communication university system should be focused towards managing for:
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● Facilitate the development of multiple expressions of knowledge. ● Define and implement the institutional image to project academic work, with the participation of the different stakeholders in its production. ● Foster a culture of corporate communication as articulating activity that promotes the implementation of processes and their respective media. ● Establish conditions that enable media recorded in depth academic work, and its impact on the institutional and regional development. ● Establish an open space that will enable the university bodies and external stakeholders can participate in communication skills. ● Establish plans, programs, projects, events and activities of mutual recognition of the different faculties and departments of the university. To achieve these goals, a few years ago, universities employing traditional communication tools such as the intranet, email, paper documents, the bulletin board, telephone, formal events and informal methods, such as meetings and . But today rely primarily on Internet and more specifically in the institutional web sites, where the range of possibilities is much greater. 3.3. The web sites of the Spanish public universities The web sites have become the backbone of communication in universities, even for public universities. Is strategic means to communicate and disseminate information, be accessible to users at any time and from anywhere. Therefore, all Spanish public universities have web based. They can observe the same tendency, such as the realization of corporate communication programs, the importance of communicating the rectory, the presence of particles of communication faculties, development of interpersonal communication, the presence of intranet and cabinets online communication. Moreover, after observing the natural evolution of the web sites public university, can decipher the steps that have conducted these universities when it comes to managing their online brand communication. So, at first universities focused on displaying information about the university. In a second phase, universities added added value to their headquarters sites, including translation into other languages. In the third and final phase (in which they are currently) universities manage knowledge and try to please their audiences with the tools provided by the web 2.0. 58
4. Methodology To study the management of online communication performed by public universities in their web sites, we have used a qualitative and quantitative scientific methodology, based on content analysis and analysis of the data statistically. This methodology is intended to identify key elements of the brand communication online websites headquarters of the Spanish public universities. To do this we used the communication model of the Spanish online university brands at their headquarters sites (Carrillo et. Al, 2013) which are decoded which variables and basic items that help build and enhance brand communication are Spanish universities. This model establishes a set of parameters that apply in developing the content analysis. These are: ● Study variables: students, curriculum, teaching, research, economic and financial management, resources and equipment, innovation, internationalization, prestige, University Social Responsibility (USR), employability city relationships with companies and self-assessment. ● Unit of analysis. In this research the unit of analysis are the web sites of the Spanish public universities. ● Indicators. These are the elements that develop each of the variables set for analysis. In this work, the indicators are: existence of message, location, adapting messages to stakeholders, translation, reinforcement of content (data and audio). ● Rules numbering. Is measuring and weighting to each variable depending on the score given in the investigation. Each of these parameters (variables, units of analysis, indicators and numbering rules) have been applied to each of the 48 Spanish public universities
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analyzed6. Thus, the combination of indicators and 14 variables defined how the communication management online brand of Spanish public universities in their web portals. From the observation of the websites of public universities have been existing messages from each of the 14 variables. Below are rated such messages by following the model established and performed weighting the variables7. Finally, we have obtained a final value which results in the compliance model of online communication in Spanish public universities in their web sites. 5. Results In applying the model to study the online communication of Spanish universities that make up the 14 variables, the web sites of the Spanish public universities have obtained the following results.
6
Information obtained from the Ministry of Education, Culture and Sports: http://www.mecd.gob.es/prensa-mecd/dms/mecd/prensamecd/actualidad/2013/01/20130118-datos-univer/2012-2013-datos-cifras.pdf 7 The goal is to weigh the results to identify the specific value of each variable since not all have the same weight in importance within the model. The rule for determining the weighting of variables is based on the opinion reached by the experts in the Delphi questionnaire was made previously for this purpose (Carrillo et. Al, 2013). 60
Graphic Scores Obtained by the Variables of 10 10 9 8 7 6 5 4 3 2 1 0
5.606 5.426 5.415
4.902 4.902 4.902 4.671 4.491 4.462 4.38 4.135
3.9 2.761 2.309
Graph of the scores obtained by the variables on 10 Source: Authors.
The variables that best grading points are: resources, students, curriculum, MSW, research, employability and internationalization and worst scores were achieved were: teaching, innovation, city, prestige, economic and financial management, relationship with enterprise and self-assessment. The results of the application of the model show that the communication management carried out by the Spanish public universities is far from ideal8. The classification obtained from the score assigned in the content analysis of the web sites of public universities reveals that none of the 48 universities has reached 6 marks. Thus, it can be noted that no public university manages its online communication correctly on your web host.
8
The ideal situation would have obtained a score of 10 in each of the variables.
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Scorecard of 10 Obtained by Public Universities in Communication Management of Online Branding University Rate out of 10 Universitat Autónoma de Barcelona 5.908 Universidad de Alcalá 5.668 Universitat de Barcelona 5.470 Universidad Carlos III de Madrid 5.299 Universitat Pompeu Fabra 5.269 Universitat Rovira i Virgili 5.258 Universidad de A Coruña 5.257 Universitat Politécnica de Catalunya 5.256 Universidad de Santiago de Compostela 5.238 Universidad de Zaragoza 5.216 Universidad de Alicante 5.210 Universidad de Granada 5.186 Universidad de Cantabria 5.121 Universitat de les Illes Balears 5.117 Universidad de Oviedo 5.116 Universidad de Las Palmas de Gran 5.115 Canaria Universidad Complutense de Madrid 5.108 Universitat de Girona 5.106 Universidad Pablo de Olavide 5.077 Universidad de Salamanca 5.048 Universidad de Cádiz 4.997 Universidad Pública de Navarra 4.996 Universidad de Sevilla 4.935 Universidad de Almería 4.933 Universitat de Lleida 4.894 Universidad Miguel Hernández de Elche 4.874 Universidad de Burgos 4.869 Universidad de Málaga 4.842 Universitat de València 4.835 Universidad de La Laguna 4.821 Universidad Jaume I de Castellón 4.809 Universidad Politécnica de Madrid 4.801 Universidad Politécnica de Valencia 4.787
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Universidad de Jaén Universidad de Córdoba Universidad del País Vasco/Euskal Herriko Universidad Autónoma de Madrid Nacional de Educación a Distancia Universidad de Valladolid Universidad de Huelva Universidad de La Rioja Universidad Rey Juan Carlos Universidad Politécnica de Cartagena Universidad de Castilla-La Mancha Universidad de León Universidad de Murcia Universidad de Extremadura Universidad de Vigo
4.759 4.747 4.718 4.708 4.706 4.698 4.656 4.612 4.572 4.571 4.557 4.53 4.476 4.448 4.326
Scorecard of 10 obtained by the public universities in managing online brand communication. Source: Authors.
Only 20 universities (41.66%) have managed to get a 5, ie they have reached half the possible perfect score. While 28 universities (58.34%) poorly manage their online communication, achieving a score less than 5 However, the average score for the management of online communication on the web sites of public universities is 4,948 a score very close to 5 out of 10 points. As for the indicators, they have obtained an uneven score, as seen in the chart below.
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Score Chart Indicators of a Total of 10 Points 10 9 8 7 6 5 4 3 2 1 0
0,008 0,005
0,004
0,005
0,004
0,003
Graph of score indicators on a total of 10 points. Source: Prepared
The existence of messages in the 14 variables in the model projection ideal online brand of public universities have achieved the highest score reaching almost 8 On the other hand, the location of such messages could be considered correct because it has achieved 5,348 on a total of 10 points. Regarding the adaptation of messages to stakeholders little interest from colleges that barely achieves 4 average score is observed. Insufficient message translation to get a low score 4.66 was also detected. Regarding the strengthening of communicative messages of web sites with pictures or text, public universities reinforce their messages with data and audiovisual elements, with 4,308 and 3,398 respectively for a total of 10 points. 6. Conclusions The results reveal that the Spanish public universities manage their online communication differently, depending on the variable to which it relates. Therefore, not all variables are handled identically and universities, more importance to some (resources, students, curriculum, MSW, research, employability and internationalization) than others (teaching, innovation, city, prestige, management economic and financial relationship with the company and self). Study of content analysis is drawn that there is great variability in how to communicate brand college through the web sites, ranging from the simple 64
management of information generated by the university through the press offices to management professional intangible assets. Despite this range of possibilities when it comes to managing communication have identified some common features in all of them. These features combine the strengths and weaknesses of public universities. The main successes of the Spanish public universities in managing of brand communication at their headquarters sites are: ● They have realized the importance of employability (inter alia due to high unemployment) and almost all universities have their headquarters in webs employment counseling or job placement. ● It gives special relevance to university social responsibility, especially equal opportunities between men and women. ● They tend to devote a specific section to foreign students that condenses all the information of interest to the public (housing, Castilian classes, etc.). Well all give a greater emphasis on internationalism, which has grown thanks to the EHEA and mobility grants. ● Almost all colleges link their web sites with spaces in social networks and other web 2.0 resources. Thus, they tend to direct their actions and communication structures as a strategic element cross, making roads leading to their public and promoting regular dialogue. On the opposite side the weaknesses of Spanish public universities are situated when managing brand communication on their web sites, which would result in the line to follow on possible recommendations for universities. These are: ● a lack of homogeneity is appreciated on different pages, ie that there is poor coordination between the pages that make up the web sites. Therefore, all pages of the web sites of a university should follow the same line that reflects a unique visual and corporate identity. ● The information published on the web sites insufficiently reinforcing data and multimedia resources. Most are related to communicative reinforcements corporate manuals, strategic plans, facts and figures of the university, who are in files to be downloaded in pdf. Public universities should focus more on the new forms of communication
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●
●
●
● ●
through video, graphics, sound, etc. because these messages are easier to memorize and create better emotional bond with their audiences. Poor adaptation of messages is made public. Public universities primarily focused on internal, students and public PDI. So much so that even ignoring other stakeholders, such as companies or alumni. In this sense, it is advisable that public universities will create a communication strategy that contemplase tailor information to each stakeholder according to their characteristics and interests. There is limited outreach due to poor translation of the messages of the web sites. So much so that if for example, the University of Extremadura, does not translate your message into any other language is given. There are also three other public universities (University of Santiago de Compostela, University of Lleida and Girona University) insufficiently translating their messages to the Castilian. Apart from the lack of translations into other languages have identified a number of errors: difficulty finding access to foreign language versions, bad translations with grammatical and syntactical errors, partial translations of the web sites and lack of data translation , video and download files. These issues should be dealt with so that public universities have a greater international presence. Paradoxically, communicative teaching has little impact on the web sites, despite being one of the quintessential functions of the university. This lack of attention from universities may be because today's students valued other variables such as employability (due to the economic crisis). However, universities could improve this variable showing the excellence of its teaching and research sites at their headquarters through prizes won, patents, scientific discoveries, among other examples. There are few economic-financial data about colleges. Although some universities post on their web sites their budgets, a lack of transparency in economic and financial management is detected. Almost no messages have been observed concerning the self. The little communicative significance given to this variable should change because through it we can show the benefits of universities and possible improvements detected.
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● There is little analyzed relationship between universities and businesses. Although universities are overturned on employability, not just connecting with companies. The low priority provides companies may be due to lack of awareness of their importance. Until recently only universities had agreements with other organizations to develop joint projects. This point should be strengthened today as stakeholders of universities are attracted by universities that have contact with companies. This is because the contact with the different corporations lead to business and labor research projects that facilitate the PDI and the insertion of students in the labor market. The recommendations are made on the weaknesses that have public universities in managing their online brand communication aims at these universities can improve their online brand management and communicate more efficiently with their audiences through their web sites. Finally, one could surmise that the Spanish public universities have structures and communication strategies defined in managing their brand at their headquarters sites, trying to meet the demands and needs of its public and adapt to the environment in which they are though not always succeed.
7. Bibliography Paper or electronic books, reports and theses: o BURGESS, Lois y COOPER, Joan (2005): To what extent are Chilean Regional Tourism Organizations (RTOs) leveraging web technologies to promote regional tourism. Proceedings of Collaborative Electronic Commerce
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Technology and Research (CollECTeR LatAm 2005). Talca, Chile. Octubre. 3-5. o MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE (2013): Datos y cifras del Sistema Universitario Español. Disponible en: http://www.mecd.gob.es/prensa-mecd/dms/mecd/prensamecd/actualidad/2013/01/20130118-datos-univer/2012-2013-datos-cifras.pdf. Consultado el 19 de enero de 2014. Chapters or articles in books or magazines on paper: o CARRILLO, María Victoria; CASTILLO, Ana y CHAPLEO, Chris (2011): Do UK universities communicate their brands effectively through their websites?, en Journal of Marketing for Higher Education, 21:1, pp. 25-46. o CUENA, Pilar. (2005): La dirección de comunicación en el ámbito universitario: comunicación interna y comunicación externa, en MARÍN et al.: Mass Media y Universidad. El reto de la comunicación en las universidades, pp. 111-135. Granada. Diálogo Iberoamericano. o DE AGUILERA, Miguel. (2010): La comunicación universitaria. Modelos, tendencias y herramientas para una nueva relación con sus públicos, en Revista Icono 14, A8/V2, pp. 90-124. Julio. Madrid. o HERRANZ, José María et al. (2009): La comunicación interna en la universidad. Investigar para conocer a nuestros públicos, en Revista Latina de Comunicación Social, 64, pp. 262-274. o KOSLOWSKY, Meni y STASHEVSKY, Shmuel (2005): Organizational values and social power, en International Journal of Manpower, 26(1), pp. 2334. o PALENCIA-LEFLER, Manuel. (2008), La incomunicación interna en la Universidad española, en Revista Latina de Comunicación Social, 63, pp. 277286. La Laguna. Tenerife. o TRAHANT, Bill. (2006): Communication: The Key to Sustainable Government Transformation, en Public Mannager, 35(3), pp. 13-19. Articles, blogs or web publications records: o CARRILLO, María Victoria; CASTILLO, Ana y BLANCO, Tania (2013): La transmisión de marca de las Universidades españolas, en Historia y Comunicación Social Vol. 18. Nº Esp. Octubre. Disponible en: 68
http://dx.doi.org/10.5209/rev_HICS.2013.v18.43959. Consultado el 1 de febrero de 2013. o GONZÁLEZ, Mercedes; MUÑOZ, Pablo y MUÑOZ, Miguel (2008): Análisis de las web específicas sobre EEES de las universidades españolas red, en Revista de Educación a Distancia, número 19. Disponible en: http://www.um.es/ead/red/19. Consultado el 12 de febrero de 2014.
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V. REFLECTIVE PRACTICE BETWEEN TEACHERS COLLEGE: METHODOLOGICAL INNOVATIONS IN TEACHER TRAINING Mirian Checa Romero (Universidad de Alcalá, Madrid -Spain-)
1. Introduction The society in which we live can be described as a learning society, because the key to success is knowledge. It is a society characterized by the flow of information and the learning is not an isolated and lonely process. This is not foreign to the teaching profession. Learning to teach is a process that lasts a lifetime begins with the vocation for teaching and culminates when confronted for the first time to their students. Seen this way, learning to teach, points to dynamic changes in the educational practices of teachers. Transformations that must respond to the particular concerns of each and only comes into question the practice itself, reflecting from it. In education, the proposed reflection on practice is associated to the currents of the active and sustained education by Dewey (1989) who established the differences between routine action, founded on tradition and external authority, and reflexive action is active, persistent and careful consideration. In this sense, teachers who take thoughtful action, understand the dynamic nature of education dependent on the context and the circumstances in which it is given and, in turn, face educational problems seeking solutions and taking action to solve them. This article comes from work in triads consisting in the development of an innovation project Labour Master Thesis Master in Higher Education at the University of Alcalá.
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Presenter, observer and facilitator dependiedo the degree of involvement with the students: For the development of the triad three roles were established. The presenter is the person responsible for carrying out innovation, design it, develop it and implement it with students. The observer is the person who will reflect on the issues that will develop on innovation. Finally, the facilitator is the person valuing the joint process between the presenter and the viewer and generate a higher level of analysis and reflection. In this case, we focus on the reflections of the host, ie, the head and representative of the innovation project in Classroom Teaching of Early Childhood Education, in 2nd Grade, with 149 students. 2. Justification of Work in Triads: Developing Reflective Practice We must remember that the ultimate purpose of this innovation is to improve the training of future teachers, who must teach many different learners in different contexts and in social and institutional conditions also changing. As Palacios (1998) says is needed to train teachers dominate the processes of reflection and learning. How to become a reflective practitioner? What time of its formation is considered the exercise of reflection? This is the justification that promotes this work, train reflective teachers encouraging reflective practice from the university teachers. The space of continuous professional practice favors the exercise of teaching and reflective practice as embodied in a spiral of action-reflection-action, offering the opportunity to develop the ability to question the knowledge of students to look at themselves and interrogated teachers about their thoughts and actions (Tallaferro 2006). There are several denominations and professional approaches to promoting reflective practice: The teacher as "critical intellectual" (Giroux 1992), as "reflective practitioner" (Shön 1983) as "research professor" (Stenhouse 1984), as "practical reflective "(Elliot, 1993). We identify with the proposal because Shön constitutes a direct understanding of the practice and the use of reflection in the development of professional approach.
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Brockbank (2002) considers a reflective teaching allows continuity in terms of the redefinition of teaching practice and the desire of its ongoing transformation, not only for the present but with a prospective sense. In this sense, we want the teacher to reflect on the actions taken, what results you get, how it benefits you continuously raise the adequacy or otherwise of its activities, in short, that his approach is always towards an attitude of improvement. Addressing teaching practices from the reflective perspective is primarily a hermeneutic exercise: the teacher, with help from others trying to figure con-texts: institutions offering the school culture and their own practice. This is the potential of triads work as professionals in the same field (in this case three university professors in the Department of Educational Sciences of the University of Alcalá) may arise and reflect on teaching practice, which aspects are susceptible critical, improvement, change, etc. From this perspective, the conditions must exist for you to be reflection. This should be given time and institutional spaces for this to be possible. To promote them, some of them may be in different threads innovation groups, area meetings, department, academic committees or even the Master himself in University Teaching. In this sense, reflective practice also involves a political practice: Living Democracy (Avalos and Maya, 2010). Thus, under the current reflective university teaching, to speak and the construction of collective spaces have among its purposes the construction of pedagogical knowledge in institutional contexts that maintain their position in the global reality. The reflection is possible to build knowledge, from experience, but also of institutionalized knowledge, and therefore are likely to enter the field of science education. This makes the reflective university instructor in a training where, first, the boundary between theory and practice is erased, but where it is possible to generate relevant knowledge (Avalos and Maya, 2010). In order to facilitate the learning of students, university teachers have to develop two key aspects to improve their teaching: first, the ability to engage in reflective practice and, second, facilitation skills necessary to promote participation of others in reflective practice, peer. These aspects are key to promote effective student learning (Brockbank & McGill, 2002) and they are based on the present work. 72
In this sense, as earlier, Van Manen (1997) suggested a hierarchical mode of reflexivity levels of teachers. He argues that reflective practice has three different levels that may correspond, at least theoretically, with the growth of teachers from beginner to expert teacher or guide. We describe below the characteristics of each of the levels: Reflective teaching practice and levels of reflexivity Level 1
Level 2 Level 3
Effective Classroom application of skills and expertise. The reflection is applied to the proper selection and use of teaching strategies that will be used in the classroom. Reflecting on the implicit assumptions in the specific classroom practices. Reflection on the consequences of certain strategies, curricula, etc. Implementation of educational standards to teaching practice for making pedagogical decisions contextualized. The three levels of teacher reflection. Source: Van Manen, 1997.
The basic characteristics of these three levels of reflexivity posed Van Manen are also shared by other authors on the subject experts that are located basically in the same conceptualization. This is the case of authors like Gregory Bateson (1973), or the contribution of the reflectivity which provides Belenky (1986). As we can see in Table 1, which will characterize the last level, corresponding to an expert faculty, is the degree of reflection and questioning of the different activities, content, teaching strategies, teaching and even ethical criteria. As a result, the contents to be taught are important, but we can not stay at that level only, but to ask ourselves critically and continued our daily work as teachers, will mean improved student learning. 3. Innovative Methodological Strategies in University Classrooms Among the different issues on which we can reflect on our teaching practice, we focus on the good choice and the correct use of the approaches developed in the classroom of Psychology and Educational Contexts of Teaching degree in Early Childhood Education course.
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The selection of methodological strategies is not an easy task and should be improvised. As teachers, we must consider some aspects that influence the choice of strategies as our own teaching styles, objectives or educational purpose, learning content, learning styles of the student or the availability of resources, among others. The methodological articulation consisted resume dialogue between partners by organizing work in triads, as a strategy to establish learning communities (Flores, 2006). The members of the triad adopted reflective teaching positions for the partners succeed in "discover, uncover and articulate their performance with the view of learning ... that reflection" (Brockbank 2002: 88). The members resorted to writing (a reflective journal recording all threads produced by all members of the triad) as a recovery strategy to reveal situated practices and conceptions of teaching and learning, with the observation device, the design of instructional and teaching practice sequences (Pérez 2006, Miranda 2007, Vázquez 2008). Choosing to undertake this reflective process posing a teaching innovation focused on the development of methodological strategies pursued the challenge of changing and improving innovative teachers, methods consistent with a conception of teaching and student-centered learning, with the aim of promoting greater autonomy in learning (Echke and Kezar, 2003). These strategies allow students pose real or simulated but interesting and significant cases for them. Further increase motivation, arouse curiosity, develop critical thinking and favor interaction and group communication. Its qualities are necessary to promote the kind of learning that we have raised. This innovation took place in the subject of Psychology and Educational Contexts, trunk character of the second semester of the Degree in Early Childhood Education Teacher. It is a subject of 6 ECTS credits where it is intended that the student reflect on the processes related to family context of reality as socialization and human development. It is the first time that this subject is taught, as it is a subject of 2nd Grade, so there are no references from previous courses. This has some disadvantages: First, there are no previous references on which to make innovations. On the other hand, 74
in the teaching guide for the course were not covered such innovations as the embodiment thereof was not done by the teacher who finally conducted the course. This was a reworking of the same and subsequent adaptation, especially in regard to the assessment. For the above reasons, the evaluation criteria proposed in the teaching guide were very open, always taking into account following a continuous formative assessment. The assessment is divided into: ● The active participation of the student in relation to small groups and large group class. Special interest in how it facilitates the learning of their peers. ● Performing tasks proposed in class or performed on its own initiative: text comments, reflections on the issues presented, contribution of original material, etc ... ● Assessment and Intervention on cases proposed along the course. ● Self-Assessment. Each student based on a set of criteria chosen, justify note who believes they have obtained in the course, from his effort, understanding, domain, evolution and learning arising during delivery. The proposed innovation is to raise, from the beginning, the planning of the course in order to try to avoid or at least minimize some of the problems. It is not therefore a timely change, but to address a comprehensive new approach to a subject of new implementation. Besides overcome these deficiencies, we have detected the possibility that the proposed innovation involves other skills, by the nature of it and the methodology employed. Based on these difficulties and to search out solution, the following objectives are considered in the proposed innovation. ● Reduce the number of lectures ● Involve students in the research, design and development of content critically. ● Foster teamwork and collaboration among students. ● Organize the work in the form of methodological strategy Jury 13, aimed at students integrate the theoretical and practical content and allowing students to experience first-hand the chosen cases. 75
● Make a proposal where the student learns the behavior of a working group, assuming different roles, coordinating with peers, accepting other assessments and solutions, defending different positions. Similarly, it is intended to implement this innovation for the student is able to analyze critical nature of problems results from real trials, flashy cases and how they are evaluated by the company, the teacher and their peers. ● The student begins to develop the critical thinking involved in evaluating the work of their peers. The methodological strategy specific proposal for this innovation is called Jury 13 It's a good strategy for the approach of problematic issues that support the divergence of views. Contributes to group work on values and attitudes. Everyday issues, citizen participation, historical issues and the social sciences in general can be developed. The objectives underlying this strategy are: ● Analyze a given problem exercising the merits of the arguments. ● Develop the ability to analyze and synthesize and respect the diversity of opinions and ideas. ● Delve into a topic and assess mastery of the subject in the whole group. The development of this strategy follows the same steps as a real trial and perform the same roles. That is, we need the roles of judge, jury, witnesses, prosecutor, defense counsel and defendant are distributed. In this case, the defendant is not an individual, but the problem is going to judge. First, and before, of all the Indictment which asks what and why is judging will be developed. Then the roles are distributed among the participants. The judge shall exercise the functions of coordination, assign turns to speak, will prevent the issue, and deviate conduct a final synthesis. Two secretaries will take notes of the key arguments that allow aid in drawing conclusions. Depending on the size of the group will be divided into several teams: juries give their verdict basing it on the conclusions; defense team and prosecution team. These teams have to deal with looking for evidence, witnesses and prepare pleadings and appoint a spokesperson to exercise defense attorney or prosecutor.
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Each group will have a long time to prepare and propose the various issues of trials related to the content of the course time. The trial ended with a verdict that should trigger a discussion among the students about the arrivals conclusions. The impact of our proposal will be relevant if the end experience this innovation has not declined to identify which things have changed but also to inquire about the things we learned in this process, what has changed our teaching and what changes have caused in our students. 3.1 Development of Innovation We are concerned with how it performs trabjo in triads, where they would set all mechanisms of reflective practice between partners and what generates the trabjo this innovation. The innovation was developed in three phases. First, an initial workshop where the presenter suggested the goals and objectives of the methodological strategy chosen and the observer suggested new approaches to carry out improvement proposal arose. In the second stage, is llavaba out commissioning of the methodological strategy with students in the classroom, with the presence of the observer. Finally, a final seminar where the scope of the proposal and potential areas for improvement are valued occurred. For the evaluation of innovation, in addition to the teacher, it was suggested that students, through an assessment rubric, assess the strengths and weaknesses of each of the groups aspects anonymously. Then we will see each of these phases in detail to analyze the development of innovation. 3.1.1 Initial Seminar The initial workshop was held after the submission and communicated to the student groups initiative and much of practical sessions have been conducted, so the students were ready to participate actively in this proposal. This session raised by the presenter working scenarios and the first proposals for innovation of the course is conducted.
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During the exposure the observer was stressing through a constructive dialogue on various aspects which might cause difficulties or could be improved. Thanks to the contributions of the observer are revealed certain issues that seem simple in principle for the hostess, which are considered in this seminar: ● Warns of the possible existence of conflicts when the rubrics were anonymous, since there may be differences between students and therefore it is better to be custom if there is a major dissonance BE ABLE citing an interview and and explain the reasons for your rating. ● The critical attitude as a particularly interesting competition is emphasized. Having to represent roles and get the perspective of others, can make face even a contrary view to yours. The approach to these concerns, problems and uncertainties in this initial seminar allowed us to anticipate and resolve before the launch, some issues that could jeopardize the smooth running of the session. 3.1.2 Implementation in the Classroom The session was divided into three distinct parts: Explanation of how to assess innovation. The presenter gives an introduction justifies why the assessment rubric will not be anonymous, as previously agreed. Implementation of innovation. Begin the development of trials. Students have made special efforts in the characterization of the characters, and both spaces as characters are very careful. After each trial, the teacher congratulates students highlighting aspects such as the choice of the theme of judgment, connecting with the theoretical content of the course or present evidence of psychology nature and invites members to participate in the subsequent reflection.
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The methodological strategy Jury 13
To end the session, the presenter asks about the usefulness of the trial and whether they considered that the trials could connect well with the contents of the subject. Students explain that the objectives have been met, which has integrated theory and practice and his interest has been higher because cases have been chosen according to their interests. The teacher returns to congratulate them on their motivation and participation and the session is closed.
The identification of students with characters
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3.1.3 Final Seminar In this session we try to close the triad from the observations of both the observer and the facilitator. It highlights the difficulties that still threaten innovation, notably those relating to the assessment and management of groups. The vision is complete with private conversations and exchange of questions, so thanks to the fruitfulness of the process facilitator of reflective dialogue between presenter and observer, the positive transfer between them and the usefulness of the findings are evidence that have been extracting as they have progressed sessions triads. From the conversation between presenter and observer can draw the following observations: ● To both it seems that students have taken the job seriously, not only at the level of representation but also have been able to link much theoretical content of the course in these representations. ● The presence of both the partners as recordings and photographs, not only did not mind, but some even incorporated cameras to make their own recordings. Therefore did not involve any element of distortion. ● Both believe that the objectives were achieved in most of the groups in both aspects of the strategy as to the subject. ● The difficulties lie in the large number of judgments represented by the large number of students per classroom. This meant that you could not make a reflection at the end after each trial. ● agree that one of the improvements for future occasions is that they could have a greater monitoring trial preparation having small tutorials with them, both for the preparation of the subject and for the foundation. 3.2 Work in triads The fact work together to launch various innovations has been an important support and challenge:
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● Support, as though in each scenario have assumed different roles, the feel the support of someone who will listen and give your opinion about our approach, lets you do it with greater security in knowing that you do not find alone and accounts with a second or even third opinion. ● Security was an innovation in a newly established course, which turned out to be somewhat ambitious and therefore generated some uncertainties, especially with regard to the results. However, the support of the partners has given the confidence to carry out innovation with conviction. ● Challenge, that in turn has meant an extra motivation to carry out the plans in a systematic, orderly and scheduled manner, which has not always been easy considering the need for coordination, listening and trust between all the constituent members triad. On the other hand, having to rotate and assume each of the roles defined in each scenario allows you to put in different situations and play more carefully the responsibilities of each role. Also conducted meetings provided many interesting points of view with which we are not accustomed to count. In any case, it should be noted the opportunity to share ideas, experiences and opinions of the two co-triad, articulated through reflective dialogue and journaling, sharing a number of common concerns with a favorable resolve environment. Also, perhaps because of the proximity of the disciplines of the members of the triad, the process has been very harmonious. Thus certain details have been better understood than if they had been more disparate disciplines. Everything has applied the results to be very satisfactory. 4. Conclusions After the development of innovation and the process of the triad can reach a number of conclusions can be summarized as follows. Carrying out an innovation provides a strong preparation work and preplanning. In this case the novelty of the subject and the limited teaching experience
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has also been a dual effort that could afford but could be improved on future occasions. As is evident throughout the entire process, the proposed innovation has not been static, but requiring some adjustment has been moved forward by the implantation. Therefore, the proposal has to be flexible and adapt to what is arising in the way. Supposed to carry out a major communication effort and constant attempts to engage students. It requires a high degree of commitment to both students and to teaching. The reverse process is also necessary, ie, that students acquire teaching and commitment that is involved in their own learning process. Coordination is very important, especially in the subjects, as in this case, where a high number of students and also with the rest of the subjects of the course and certification. Being in touch with other teachers who in turn are implementing innovations and be committed to teaching aid to successful innovation. Just the fact of sharing, expressing doubts, uncertainties, problems, etc. listen and receive support and encouragement, it is very comforting and helps to gain confidence and commitment in individual acts of teaching and learning. The proposal supports improvements and try to improve in the future. You need some time for reflection and future implementations that go by solving the potential weaknesses. The opinion of the students should always be considered. The rubrics, selfassessments, co-assessments, etc. are relevant and necessary if we want to know if the proposed changes are proving effective for improving the learning process of our students. 5. Bibliography Paper or electronic books, reports and theses:
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o AVALOS, A. & Maya, D (2010): Fundamentos de la docencia reflexiva. Elementos para su construcción. Mimeo. México. o BATESON, G. (1973): Steps to an Ecology of Mind. Paladin Books. Londres. o BELENKI, M. (1986): Women's ways of knowing. Basic Books. Nueva York. o DEWEY, J. Cómo pensamos. Cognición y desarrollo humano. Paidós. Barcelona. o ECHKER, P. & KEZAR, J. (2003): Taking the Reins, Institucional Transformation in Higher Education. Greenwood Publishing Group. Estados Unidos. o ELLIOT, J. (1993): El cambio educativo desde la investigación-acción. Morata. Madrid. o FINKEL, David (2008): Dar Clase con la boca cerrada. Publicaciones de la Universitat de Valencia. Valencia. o FLORES, S. (2006): La formación de formadores de adolescentes. El papel de la comunidad de aprendizaje en el aula. Documento para diploma de la EFDEN. ENSM. México. o GIROUX (1992): Teoría y Resistencia en educación. Siglo XXI. México. o MIRANDA, Y. (2007): Vinculación Reflexión-Observación-Práctica Docente a partir de la Homología Directa. Documento para diploma de la EFDEN. ENSM. México. o PÉREZ, M. (2006): El proceso reflexivo de la planeación en las jornadas de observación y práctica docente , con los alumnos de la especialidad de Historia de la Escuela Normal Superior de México, Documento para diploma de la EFDEN. ENSM. México. o SHÖN, D. (1983): The Reflective Practitioner, How professionals think in action, Temple Smith. Londres. o STENHOUSE, L. (1984): Investigación y desarrollo del currículo. Morata. Madrid. o VÁZQUEZ, A. (2008): Los mil y un incidentes críticos para reconstruir mi estilo docente. Documento para diploma de la EFDEN. ENSM. México. Chapters in books, reports and articles in newspapers or magazines on paper: o BROCKBANK, A. & I. McGILL, I (2002): Desarrollo de la práctica reflexiva: El diálogo reflexivo del docente con sus colegas, en 83
o o o o
BROCKBANK, A. & I. McGILL, I. : Aprendizaje reflexivo en la educación superior, Morata: Madrid, pp. 127–147. RODRÍGUEZ, R. (2003): Reaprender a enseñar: Una experiencia de formación para la mejora continua de la docencia universitaria. Revista Interuniversitaria de Formación del Prorfesorado, 17 (2), pp. 79-94. TALLAFERRO, D. (2006): La formación para la práctica reflexiva en las prácticas profesionales docentes, Educere, año 10, 2006, abril (33), pp. 269273. VAN MANEN, J. (1997): Linking ways of knowing with ways of being practical, Curriculum Inquiry, 6, pp. 205-208. ZABALZA, M. (2003): Innovación en la Enseñanza Universitaria. Contextos educativos, 6-7, pp. 113-136.
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VI. PROFESSIONAL TRAINING STUDENT SURVEYS IN ECOLOGICAL AND ENVIRONMENTAL IMPACT: APPLICATION OF TRUE STORIES ON WORKS AND USE GVSIG María del Carmen Cobo Muro (Universidad de Jaén -Spain-)
Teaching Innovation Project funded by the Secretariat of Innovation and Teacher Training of the Vice President for Teaching and Faculty of the University of Jaén
1. Introduction The project set out in this article responded to the need to bring the theoretical subject content of the Degree in Environmental Science involved with the reality of its practical performance in professional activities. Specifically, the subject "Environmental Impact Assessment" in the 4th year of the Degree in Environmental Science urgently required the incorporation of analysis of case studies of projects under construction and / or operation and use of Information Systems geographic specific in their practical program. The subject had no real applications that would imply to students in obtaining environmental information by collecting data in the field and through the management and use of Geographic Information Systems. The program of the subjects "Ecology I and II" and "Ecology" 3rd year Bachelor in Environmental Science and Biology, respectively, the use and application of such systems is also introduced, in order that the students were familiar with its use as a tool for obtaining information and mapped before any study or project of ecological or environmental area. 86
The importance of incorporating GIS in the practical training of students in the subjects of organic nature in the final year of the Degree in Environmental Science, responds to the need to put at their disposal a set of ways and means to enable them in their future professional / research activity to be able to store and use information independently and interactively with the help of computers and internet. Such training will be continued and developed in subsequent courses Undergraduate (4th year Bachelor in Biology; Subject: "Design and Implementation of Projects in Biology") and specialization Postgraduate (Master in "Management of Biological Resources in the Natural Environment "; Subject" data Collection Techniques "). 2. Justification This innovative project is justified considering that 80% of the investment of professional time in the preparation of an Environmental Impact corresponds to the use of Geographic Information Systems (GIS) for the collection and synthesis of information bases available data, as well as for analysis and integration across thematic mapping on the project or work whose impact on the environment is to be evaluated. These tasks are essential to the implementation of environmental impact studies and other ecological studies at present, since the GIS allows supply, store and treat not only the metric mapping (basic topographic or thematic), but also the statistical mapping, containing alphanumeric data represented on the plans within the limits of the territory to which they relate (municipality, county, province ...) by numbers, letters, patterns, colors, histograms ... the data come from sources as varied as census, property surveys, records, sampling ... still, in some cases, absolute values and in others, statistical estimates. The use of free software (GIS) allows students to have a tool at your fingertips without licensing requirements and use data bases localizable in the network, thus facilitating the deepening and broadening of knowledge in its application outside the classroom. 87
However, students have had to learn, in parallel, you can not do without the data collection in the field, basic task to complement the information obtained from GIS and proceed with the development of the early stages of any environmental project. Never the data and maps provided by GIS, however reliable and complete as they are, without allowing fieldwork, in which the evaluator student is immersed in the situation and is formed on the environmental performance criteria of the study area, their values, their fragility and their potential for the objectives of the project or study to evaluate. 3. Objectives The main objective of the project was to provide tools accessible enough students work to develop their professional work in the implementation of environmental impact studies and the development of other environmental documents. Proper handling of the tools described is essential, as it will serve the students to learn more about the location and status of ecosystem in the area of reference ecological or environmental impact studies factors, as well as available in an accessible and usable as evaluators. It aims in particular by using gvSIG by students: ● Know and use the main computer-making techniques and field data tools. ● Load, display, query and analyze different types of geographic information. ● Learn to generate thematic maps for project development and environmental documents. ● Understand the conceptual foundations of spatial data infrastructures. ● Knowing how to find and use the various existing mapping resources. This both works were selected in real execution, some even object associated research projects, visited in practical sessions guided by environmental technicians responsible environmental management, as fictitious works in real fields, field on which were performed various tasks specific to an Environmental Impact 88
Assessment, and students presented upon completion of the course. Exposure group work was proposed by oral / poster presentation during sessions like "workshop", in which students can assess each other.
Image 1: Getting to the mastery of basic techniques in gvSIG. Source: Authors.
4. Methodology and Teaching Resources ● Introduction to the world of GIS and field data collection. ● Work teams on three real case studies associated with the implementation of innovative environmental measures, some under investigation, to be visited on field post: (1): Construction of the section of the A-4 passing through Despenaperros (Santa Elena, Jaén); (2): Construction of the section of the A-316 as it passes through the Puente del Obispo (Baeza, Jaén); (3): Building the Dam Siles (Jaén). ● Guided qualified to works selected implementing technical staff visits.
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● Work on a team selected fictional case on a real field. ● Drafting and group analysis phase of an Environmental Impact on the fictional case previously selected. ● Presentation of technical paper derivative, with thematic maps included (evaluation). ● Oral presentation / poster, during sessions of type "workshop" (Evaluation).
Image 2: Bodies and Natural Monument Despenaperros Gorge, Santa Elena (Jaén). Source: Collection.
5. Steps for Implementation First year (academic year 2012-13): ● Theoretical and practical introductory seminar on the need for management of GIS. ● Visit to three works in progress accompanied by a qualified technician. ● Drafting and analysis phases of an Environmental Impact Study on a fictitious case previously selected. ● Teacher training: Training Course specific gvSIG. ● Design of practical sessions 2013/2014.
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Second year (2013/14 academic year): ● Theoretical and practical introductory seminar on the need for management of GIS. ● Implementation of design practices 2013/2014. ● Work teams on three real case studies, which later field visit. ● Visit to the three works in progress accompanied by a qualified technician. ● Drafting and group analysis phase of an Environmental Impact, about a fictional case previously selected. ● Presentation of technical paper derivative, with thematic maps included (evaluation). ● Oral presentation / poster, during sessions of type "workshop" (Evaluation). ● Participation in conferences Teaching Innovation by teachers.
Figure 3: Construction of Dam Siles (Jaén). Source: Collection.
6. Contents The practices of the subject of Environmental Impact Assessment (2.8 ECTS) reorganized (two / three field trips and other classroom computer) to accommodate the new content. 91
Figure 4: Generation and evaluation of alternatives with gvSIG. Source: Authors.
Computer Room Practice: Practice 1: Introduction to plan practices and gvSIG software to use. Practice 2: Getting to know the basic techniques in handling gvSIG. Practice 3: Generation of alternatives with gvSIG. Practice 4: Models for evaluating alternatives. Practice 5: Assessment of alternatives with gvSIG. Practice 6: Assessment of environmental factors in gvSIG regular units in the different phases through the project. Practice 7: Qualitative assessment of impacts. Calculation of significance values. Practice 8: Design and use of transformation functions. Practice 9: Magnitude values and quantitative assessment of impacts. Practice 10: Development of corrective measures and final impact assessment.
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Picture 5: Assessment of environmental factors in regular units with gvSIG. Source: Authors.
Field Trips: Tour 1: Morning Session field (A-4 motorway passing Despenaperros, Santa Elena-Jaén; Despenaperros Natural Park).
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Tour 2: Morning Session field (Highway A-316 as it passes through the Puente del Obispo, Baeza-Jaén. Tour 3: Full Day Session field (Obra Dam Siles-Jaén, Natural Park of Cazorla, Segura and Las Villas). Contents of Excursions: Tour 1: Morning Session field (A-4 motorway passing through Despenaperros, Santa Elena-Jaén; Despenaperros Natural Park).
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Figure 6: View of the work of the A-4 passing through Despenaperros from the Cerro del Castillo. Southbound. Source: Collection.
While every work must be submitted for prior to their execution of the procedure EIA, many companies charge works well integrate an Environmental Management System, in order to better organize and control actions to mitigate the effects of their activity on the environment. Some of these measures are required by the methods of prevention and environmental impact assessment established by the regulations in force at regional, national or European level. Other special or additional measures can be integrated into the Environmental Management Plan specific to each work. In the construction of the A-4 passing through Despenaperros stand Preventive Measures (to avoid or minimize the impacts of the work), the creation of temporary sedimentation basins; Corrective measures (which seek full or partial recovery of the pre-work conditions), including the establishment of a wildlife passage on the link Aldeaquemada, restoring the material storage areas (in the link dump Aldeaquemada and Santa Elena) , sowing and planting (rosemary, lavender, broom, pine, oak ...); and Countervailing Measures (a must run in a declared Special Conservation within the European Natura 2000 area), the recovery of the river and the Arroyo Despenaperros Cuchareros (with riparian species as tamujo, blackberry, rose, oleander, ash, alder , sauce ...), removal of debris and garbage vehicles, returning the old topographical layout from the link Aldeaquemada to Santa Elena, encouraging the population of wild rabbits (breeding enclosures, artificial warrens for reproduction lattices for
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shelter, planting and pasture improvement, drinkers, restocking ...), and increasing populations of threatened flora and interest.
Figure 7: Sowing and planting. Recovery Despenaperros Cuchareros River and Arroyo. Source: Collection.
Tour 2: Morning Session field (Highway A-316 as it passes through the Puente del Obispo, Baeza-Jaén.
Figure 8: Construction of the A-4 passing through Despenaperros from the Cerro del Castillo. Address Madrid. Source: Collection.
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During the visit to the site of the A-316 near Baeza (Subsection: link to North West Baeza link Puente del Obispo), treated apart Safety Standards, Quality System, the Specific Plan Environmental Management Artwork and Waste Management Plan (including measures to prevent noise and emissions, cross drainage works to ensure the water flow -Cross eg the slaughterhouse and longitudinal stream to channeling toward points of discharge;. landscape restoration with leftover materials from alpechín- -balsa eg, preservation of topsoil for restoration covered by plantations and hydroseeding, underpasses and structures of escape for wildlife fencing, replacement of the Cañada del Viejo Camino Real Jaen ...) ; place in this parallel plotting an environmental project linked to the implementation of the road was addressed: "Research Project I + D: Stabilizations friendly alternatives to Environment for improving the properties of the soils used in landfills. "This project undertakes the treatment of marginal soils for stabilization using products from other industries that generate less environmental impact and a big cost savings. Techniques used include marl treatment reducing the use of cement or aggregates washing residues in mines, using lime with different types of ash (or biomass power plant) to stabilize; planting seeds in specialized loamy slopes; alpechín reuse as mulch; Ramon utilization of olive upholstery embankments and landfills, or as biomass for combustion; extraction and transplantation feet olive; and application of techniques for the preservation of archaeological remains (an aqueduct from Roman times).
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Figure 9: Movement and ground stabilization. Management topsoil. Works Dam Siles (Jaén). Source: Collection.
Tour 3: Full Day Session field (Obra Dam Siles-Jaén, Natural Park of Cazorla, Segura and Las Villas).
Figure 10: Arroyo de Los Molinos, Mill Nicholas and artificial lagoon for breeding amphibians. Works Dam Siles (Jaén). Source: Collection.
The Quality System of a work establishes minimum criteria to be met to design and control its execution. Following that, a Quality Plan, which is in charge of the Project Manager is drawn. As is the case with an Environmental 97
Management System, where an inspection is not as specified, non-compliance should be documented and addressed. In the Works Dam Siles besides be the Quality System, Safety (Basic when running, and where the need for such largescale hydraulic works, which will prevent flooding downstream is based), the procedure Environmental Impact Assessment and Environmental Management Plan specific Artwork, aspects of the structure and materials (particularly because it is an earth dam materials) and construction phases of the same are described. Measures such as exclusionary zoning for the location of facilities were highlighted, especially by the execution of the work within the river network and recharge areas of a protected natural area and affecting riparian vegetation and wildlife, and even historic sites (Mill Nicholas in possible use from the fourteenth century). Longitudinal drainage works were also treated to modify the water flow or channel water to points of discharge, even exploited to create a point (artificial lake) for the reproduction of amphibians; proper management of the soil, which eventually spreads on the altered surfaces with controlled slopes for restoration and reforestation with native species (rosemary, lavender, broom, oak ...); the landscape restoration project, which includes, apart from the recovery of the vegetation cover, landscape integration of dumping areas of land and infrastructure; encouraging the population of wild rabbits (artificial warrens for reproduction, stocking ...) and the problem associated increase in fox populations.
Figure 11: Artificial breeding and reintroduction to the wild rabbit Vivares. Works Dam Siles (Jaén). Source: Collection.
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7. Evaluation of Innovation With this project we have tried to evaluate the acquisition of positive attitudes and skills by students, that is, the successful introduction of innovative aspects in the assimilation of the main subject matter hereof, Environmental Impact Assessment for 4th year degree in Environmental Sciences. They noted an improvement in student attitudes against the subject, as well as increased attention, participation and degree of assimilation of the contents, which were far more practical than theoretical and practical-applied. First call January 2013, presented practices 88% of students and presented to theory exam 64%, passing 100% of those presented. In January 2014, the practice had 96.4% of students and presented a theory exam 64.3%%, 88.9% passing from those presented. The rate of passing the subject in July 2013 was 100% of the students submitted. Hopefully, the perception by students that the tools introduced new practices will enable them to access the labor market, are increasing their motivation. Following Villar Angulo (2004), assessment techniques have included such progress, ALUMNI regarding: • Formative and summative evaluation. Was assessed continuously the degree of acquisition of skills by students, apart from assessing merely obtaining a sum of ratings. • Measurement of learning tasks. We assess the level of ambition in the work proposals selected by the students, cooperation and division of labor in a group, the style of oral presentation and written reports, the ability of imagination and synthesis, the numerical treatment and linguistic, etc. 99
and, by the TEACHER: • Verification of the validity of the assessment tests. Has been verified to fit between the imparted knowledge and assimilation. • Use and offering feedback to the student. It has encouraged flexibility and exchange of opinions teacher-student. • Self-assessment. There has been a periodic self-reflection on the success of the triple role of the teacher as instructor-researcher-tutor, and the degree of personal transmission, manifested in student motivation. 8. Impact and Projection The work will help very significantly to the employment of students form as an important contribution to their training to meet soon a competitive labor situation, which require them to use the tools proposed in this project. Based again on Villar Angulo (2004): Impact: (i) Increased student approach the status of agent or professional reflective quality; (ii) Increased motivation and creating positive attitudes; (iii) Increased training of students to solve problems; (iv) Higher reserve time for cooperative learning among students; (v) Increased reserve free curriculum time and open learning tasks; (vi) Increased use of documentary sources classified; (vi) Further development of meta-cognitive skills in students: ● Estimate the time you can bring a certain task. ● Know the repertoire of strategies available to them and use them properly. ● Identify and define problems. ● To plan and sequence actions for resolution. ● Supervise, check, review and evaluate the progress of the plans and their effectiveness.
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Projection: (i) Higher particularized attention to student diversity; (ii) Increased curricular coordination with colleagues in the Department; (iii) Improved quality, breadth and balance in the curriculum content; (iv) Greater coherence, progression and differentiation in academic guides.
Figure 12: Light snowfall in the Sierra de Segura and Alcaraz from the front of the dam work Siles (Jaén). Source: Collection.
9. Bibliography Paper or electronic books, reports and theses: o ARNALICH, S. y TON-THAT, T. (2010): gvSIG y Cooperación. Cómo construir e incorporar un Sistema de Información Geográfica a tu proyecto. Editorial Arnalich. Water and Habitat. Almería. 165 pp. o CANTER, L.W. (1998): Manual de Evaluación de Impacto Ambiental. Técnicas para la elaboración de los estudios de impacto. Editorial McGraw-Hill/Interamericana de España, S.A.U. Madrid. 833 pp. o CARRASCO GARCÍA, M.J. y ENRÍQUEZ DE SALAMANCA SÁNCHEZ-CÁMARA, A. (2010): Evaluación de impacto ambiental de infraestructuras. Redacción y tramitación de documentos. Edita AENOR (Asociación Española de Normalización y Certificación). Madrid. 286 pp.
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o CONESA FERNÁNDEZ – VÍTORA, V. (2009): Guía Metodológica para la Evaluación del Impacto Ambiental. Ediciones Mundi-Prensa. Madrid. 864 pp. o GARMENDIA SALVADOR, A. et al. (2005): Evaluación de Impacto Ambiental. Editorial Pearson Educación, S.A. Madrid. 398 pp. o GÓMEZ OREA, D. (1998): Evaluación de Impacto Ambiental. Editorial Agrícola Española, S.A. Madrid. 260 pp. o GÓMEZ OREA, D. (2002): Evaluación de Impacto Ambiental. Ediciones Mundi-Prensa. Madrid. 749 pp. o GÓMEZ OREA, D. y GÓMEZ VILLARINO, M. (2007): Consultoría e Ingeniería Ambiental. Planes, Programas, Proyectos, Estudios, Instrumentos de Control Ambiental, Dirección y Ejecución Ambiental de Obra, Gestión Ambiental de Actividades. Ediciones Mundi-Prensa. Madrid. 696 pp. o GRANERO CASTRO, J. et al. (2010): Evaluación de Impacto Ambiental. Fundación Confemetal Editorial. Madrid. 447 pp. o VILLAR ANGULO, L.M. (Coord.) (2004): Programa para la Mejora de la Docencia Universitaria. Editorial Pearson Educación S.A. Madrid. 601 pp.
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VII. CYBERJOURNALISM PROXIMITY IN TIMES OF CRISIS: A CASE STUDY OF THE PROVINCE OF GUADALAJARA (SPAIN) María Josefa Establés Heras (Universidad de Alcalá -Spain-)
Cyberjournalism proximity is constantly evolving for several years due, among other causes, to rapid technical improvements, use of new devices, the nature of new media own situation arise or journalists who are submerged in this new labor maelstrom. In this article I will focus on the case study of the situation of local journalism in the province of Guadalajara, due to the special characteristics that have defined the past 15 years. In this sense, since the beginning of the century, this Spanish province has gradually seen an increase in the number of media. Thus, the heat of the improvement of the economic situation that took place in those years, they grew the number of newspapers, radio, television and digital media in the province. Specifically, in this article I will focus on the digital press exists in two categories: exprofeso created as digital media, or that it is an evolution of traditional media to digital format. The first native of the province of Guadalajara digital media came up with the cronic @ Guadalajara (http://www.lacronica.net). Its director is the journalist Augusto González Pradillo, launches October 9, 1999, as he felt that digital media could be accommodated in Guadalajara, because of early number of digital readers through Internet (VVAA, 2012: 235). This online media takes its name from the former head Chronicle Guadalajara, seminar published in 1883, which are available from their web digitized this digital newspaper numbers. The next born was Henares cybermedium Day (http://www.henaresaldia.com). This average was linked to a paper free publication which is also distributed in Guadalajara (VVAA, 2012: 236). The following online newspapers that emerged were intimately linked to their paper counterparts: Two Thousand Guadalajara, La Tribuna de Guadalajara, Guadalajara News, The Dean of Guadalajara and New Alcarria. Except for the latter, all the others have gone 103
both in paper and digital format. Exist only on paper now and Guadanews New Alcarria. The disappearance of the media and others in the province due to the economic crisis that started in 2008 has led to the creation of new online media. Layoffs of information professionals due to the closure of the media, have resulted in some journalists have decided to create their own media. In 2009 comes the first, Guadaqué, which have followed The Herald Henares, an online TV, Channel 19 2.0 (closed June 2013), online newspapers Culture in Guada, Guadalajara Journal, Guetaimé (closed in October 2012), the Comunidad.info9 (closed on December 30, 2013) and the sports daily paper Guadasport (closed in August 2012). In addition to the written press, the advent of internet has led to other media such as radio and television have created several virtual channels to deliver news and content. So, have online presence (website, social media profiles or both) the Cadena SER radio Guadalajara, Guadalajara Cope, Onda Deportiva EsRadio Guadalajara and Guadalajara (sports program of the station Onda Cero Guadalajara) in addition to local television Popular TV television Guadalajara and Guadalajara. 1. Cybermedia Proximity and Journalism The 'local' concept has always been associated with journalism, as it is present from its very inception (López, 2008: 7), as news that are located on a certain time and place, more or less close to the receiver are counted. However, the online media are changing our understanding of what is local.
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Members of The Comunidad.info left the following message of farewell on the website of your media: http://www.lacomunidad.info/index.php/actualidad/item/3284-lacomunidad-info-sedespide-con-el-2013.html
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" he emergence of online media in the last decade, and contribute to T expanding the news offering proximity and establish avenues for citizen participation, has opened new horizons for local journalism. The global spread of the online media has meant not only the breaking of a barrier in the dissemination and distribution of products, but has forced us to revise our thinking about what is meant by premises in a society where communication also trend to local, also shows another simultaneous trend to global. Now local is still the next, but there are new fields instead of relationship with their environment to keep in mind when measuring the-each party or units-of nearness of an event items." (López, 2008: 8) In this sense, Caldevilla (2013) notes that, paradoxically, Internet, through global, helps develop local journalism. However, it emphasizes the need to define the new role to be played online journalism proximity. Thus, according Caldevilla these are the main features: ● The local online journalism is that which is different journalistic issues from the viewpoint of the proximity to the city, whatever the origin of the information. ● Drafting a digital media may not be a particular physical space, but can be distributed in different places, as the place of events itself. Moreover, the online media, focusing on both the local and broader in another, have another feature in common: their business model. López (2012) notes that one of the weaknesses of the online media are insufficient revenue through digital advertising (in the case of the online media media coming on paper, can not compensate for losses in traditional advertising revenues ) to which must be added the greater impact of digital news offering, which does not guarantee financial prosperity. Also, Lopez (2011) and Scolari (2013) reflect on the importance that is gaining the reader-user / prosumer in the field of online media with the advance of digital tools. The so-called participatory or citizen journalism has emerged in recent years to the detriment of passive and unidirectional model traditionally employed by the media. While the discussion of this phenomenon is due to open what figure is presented to citizens journalist reporting on some facts (Establés,
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2013), in Guadalajara proximity ciberperiodismo see some cibermedios they invite their readers, users of its news, with the aim of expanding some information. The use of digital technology is bringing different models of journalism to understand the narrative level. If in the 70s, Tom Wolfe (1973) and Gay Talese laid the foundations for narrative journalism, the so-called New Journalism, the use of internet and digital tools are developing transmedia narrative nonfiction (Scolari, 2013) in many cibermedios even some attempts ciberperiodismo level proximity. Moreover, this technology is revolutionizing media through these other forms of journalism such as, for example, journalism data visualization. All these developments are merely examples of journalism in general and journalism in particular proximity are trying to provide new insights and products to readersusers of new media. 2. Methodology of Analysis To study the state of the proximity cibermedios I proceeded to make two types of in-depth interviews people in charge of the dissemination of media content over the Internet. We have developed two different questionnaires, since one has focused on the traditional media that have adapted to journalism, and on the other side, the other has gone to the online media created by journalists in the period of economic crisis (2008-2013). Both questionnaires have consisted of a total of 13 questions. So, note the following: ● In the study participated five cibermedios created by journalists during the years of economic crisis in Spain. In the case of these online media, they all meet the following characteristics: were created by provincial journalists from Guadalajara; all these journalists in turn worked in other media in this province and all have electronic journal format. ● The questionnaire has also been made to the persons responsible for digital content of various traditional media. However, some media have declined to participate in this study. They have participated two newspapers and a radio station. There are seven media who participated in the study. ● In addition to the interviews, I conducted a content analysis of the media in Guadalajara with a presence on the Internet using a descriptive method (Díaz Noci, 2009). 106
3. State of the Art The economic crisis of 2008 was the beginning of the closure of media in the province of Guadalajara. According to the figures from the Crisis of the Federation of Association of Journalists of Spain, a total of 148 information professionals (journalists, layout, audio technicians and photographers) lost their jobs between January 2009 and December 2013 in this province10. In relation to the number of journalists, according to data released by the Association of Journalists of Guadalajara (APG), the increase in unemployment in the group has grown significantly in recent years, although in 2013 has begun to decline. Thus, to date April 24, 2010 the register of members of the APG had 147 members, 23 being unemployed (15.6%), while as of December 2013, of 146 members, of which 44 were unemployed (30.1%). In this period, according to APG in 2012 was exceeded in some months 40% unemployment in the group of journalists associated in the province of Guadalajara. At this juncture, some of these journalists (several of them who were dismissed during that period of time due to close in the media in performing their informative work) decided to create new cibermedios proximity in Guadalajara, while others chose to other media as a local television or newspaper on paper. 4. Journalists take Control of the New Online Media The desire to remain local journalists and inform the population, is the main reason for the information professionals who have embarked on various media projects, all thanks to the opportunity that has offered internet (low cost, easy
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This report echoes the situation of the media in Guadalajara is due to the economic crisislocal-and-finanzas/2571 http://vozpopuli.com/economia-the-journalism-this-disappearing-inlondon
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dissemination of their content with your readers feedback, etc.). It is then further analyzed these means: Guadaqué, El Heraldo del Henares, Culture in Guada, Journal LaComunidad.info and Guadalajara. 4.1. Guadaqué The first born cybermedium run by journalists, was Guadaqué (http://www.guadaque.com) on 24 January 2009 This media was created by its director, Blanca Corrales, and its chief editor, Laura Rincon. In its five years of existence, this medium has seen increased the number of its staff to a total of five people. Guadaqué arose due to their need to continue to be journalists, as they were fired weeks before a provincial biweekly, Guadalajara Two Thousand. Guadaqué is a provincial general online media, as well as information on the city of Guadalajara, this means focusing on the information of the people of the province. "People need their information being divulged and are not given as much attention as they should, so our vocation was quite rural," says Rincon. For this reason, the section that is news is the Province, although you will also pay close attention to the sections of Society, Culture and Sports. Here, have a strong presence in Guadaqué reporting and interviews, which are exclusive and original songs. On the technology side, this online media tries to adapt to the latest web technologies available. Thus, in these five years their website has received the highest rating in accessibility. In the last months of 2013 we proceeded to last technological change, as the site has become through a responsive HTML5 design, thus adapting to all mobile devices and platforms. This online media also has a presence in three social networks: Twitter, Facebook and Google+. For the first two are updated every day, while the latter is more sporadically updated. The feedback from readers-users of these networks is especially high in the case of Twitter, and lowest in Facebook, and Google+ practically nil. Laura Rincon users report notes that many journalists in this online media through Twitter, as well as the number of visits to the web is increased when the news was announced through these social networks.
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The average number of daily visitors is around 18,000 unique visitors by the end of 2013, while at the end of the first year of this newspaper this number was about 1,000 unique visitors, representing a 1,800% increase in almost five. The business model is based on Guadaqué free information funded digital advertising, although this fact now works as book publishing, graphic design, posters, magazines and photographic assignments. It also has some special Guadaqué paper editions as fairs Fitur 2013 and 2014, the Pastrana Beekeeping Fair of 2013 and the Fair Guadalajara 2013 In fact, Laura Rincon emphasizes that these publications have been very successful because they have exhausted all editions. 4.2. The Herald Henares In 2009, as Guadaqué, journalist Roberto creates Mangas The Herald Henares. It is a digital diary provincial general information but focuses in particular on the Opinion section. It counts with more than 30 columnists of all kinds: politics, society, cinema, literature, humor, graphology, theater, architecture, engineering or science fiction. The business model is based on a small business that has the support of editors for different sections of the online medium. Besides the web, has a presence in social networks Facebook and Twitter, where content published on the website are bounced. As a future project, from the direction of this means the creation of a radio station arises. 4.3. Culture in Guada Culture in Guada (http://www.culturaenguada.es) was born in July 2012 at the hands of three journalists, who had already worked on provincial newspapers in Guadalajara before. At the end of 2013 only two journalists working in the online media, although several contributors write on the website. This journalistic project arises for the following reasons: ● Arises the idea of creating a specialized online media in the cultural sphere and in which journalistic interests to take precedence.
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● The creators environmental journalists have more time to create this project, and who had recently been fired from the newspaper where they worked previously. In fact these reporters also wanted to prove that they could be able to create an online media themselves, without being managed by third parties. Due to the specialized nature of this medium, there are some sections that exist only in the online media, such as ProyectArte section: it is a space where artists can promote the province of Guadalajara. Also, this commitment cybermedium creating own stories related to the field of culture and preventing the spread of the typical press releases from the press offices, as well as a differentiation between the different arts, which gives its name to the different sections of the media. Social media, especially Twitter and Facebook, are widely used digital tools in this online medium. Through them, journalists reveal their content, at the same time encourage debates on the virtual public sphere that will help create, in turn, new contents and news in the online medium itself, as underscores Rubén Madrid, this reporter medium. Even this newspaper has begun to spread information through the transmedia narrative11. The business model of the online medium is based on the free distribution of digital content through its website, funded with digital advertising. Also, this company offers informative press office. Moreover, Guada Culture provides a quarterly hard copy format with cultural content related to the province of Guadalajara. Each publication has a circulation of 5,000 copies. As for Guadaqué,
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The debate emerged about whether Marathon Tales Guadalajara should not be retransmitted or video transcended raised several information platforms which were fed back by readers-users: http://culturaenguada.es/maraton-stories-el marathon / 1494-is-the-meaning-of-storiescibermaraton http://tierraoral.blogspot.com.es/2013/06/un-marathon-of-video.html and https://www.facebook.com / groups / 248737515228854 / permalink / 341594749276463 /? qa_ref = pp
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the main purpose of these papers, which are published in the special events is the demand that still have the print media in the province, both advertising and informational level. 4.4. The Comunidad.info The Comunidad.info (http://www.lacomunidad.info) is another cybermedium born in Guadalajara in the period of crisis. He began to publish officially on 8 September 2012 the four journalists who founded this medium had previous experience in Guadalajara media (press, television and / or radio). A date of December 30, 2013, the day ended the business of this online medium, the template was four people, three journalists and an intern. The project was one of the journalists who was contacting others, with the aim of partnering and creating this new medium. The Comunidad.info was an online media provincial level, although more focused on news about the city of Guadalajara. The three main sections were News, Sports and Leisure. The most popular by readers-users were content-related events and sports. The business model is based on offering all content for free, basing digital advertising revenues both institutional and private. Since the beginning of the activity, this media company offered its prospects a section of communication services, such as financing alternative. 4.5. Guadalajara Journal The latest online media that has been created by a journalist has been Guadalajara Journal (http://www.guadalajaradiario.com). This online journal was created in February 2013 by the journalist and his partner Santiago Barra. Until the end of 2013 this online medium has two people on staff (editorial director and commercial director) and eight staff. The project idea arose because both partners were currently unemployed and decided to create a new means of communication. Both knew the provincial journalism because of their work experience, one in journalism and one in the commercial.
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Guadalajara Journal is a general cybermedium local and provincial levels, with attention to the Castilla-La Mancha if the news influences Guadalajara. The eight blogs are there in the online media have a local and provincial issues. The business model of this media is to offer news for free while revenues are obtained through digital advertising. Also, this company also has information services an advertising agency. 4.6. The Cronic @ Guadalajara As I mentioned above, The Cronic @ Guadalajara native was the first digital newspaper in the province. Although this medium was not born in the years of the economic crisis, which was founded by a journalist. Its business model is based on offering free content and access to funding through advertising on the web. The reports focus on the local, provincial and regional level with general content. Explains its director, Augusto González Pradillo, The Cronic @ attaches great importance to the participation of readers through the comments made in the news. This cybermedium also features profiles on social networks Twitter and Facebook. In the case of Twitter, both online newspaper content and other web pages, and interact with users are replicated. 5. Traditional Means adapted to Changing Times The advancement of technology has made it possible for traditional media also start offering their content through the Internet. The crisis in the advertising model, particularly the print media, has opened the door to these new business models across Spain. 5.1. New Alcarria New Alcarria is one of the historical capitals of the province. This newspaper was set up on July 19, 1939, and currently is a bi-weekly newspaper that features a daily digital edition. Its business model is based on mixed and newspapers newsstand sales, subscriptions and advertising. The kind of journalism that is local and provincial average. In the paper, both professionals on staff as collaborators in different locations, are responsible for 112
analyzing, processing and disseminating news today from the city of Guadalajara and its province, with special dedication to the people through a network of fixed correspondents that provide insight into the hyperlocal site now each municipality or county. Explains the section Local journalist and coordinator of the web and social networks, Beatriz Pariente, we can distinguish three stages in the adaptation of this internet newspaper. In the first, in 2004, climbed PDF files edition paper with several days of delay to the web. In the second stage, from 2006, began with the realization of a digital diary with a similar format to that currently has the newspaper, turning similar to those of the newspaper content. The third stage, which is still the newspaper, started in 2008. Since then, the newspaper staff is involved in the development of the website with their own content. Besides the Web, New Alcarria has a presence in social networks Twitter (two profiles, one general and other sports) and Facebook, where only the most important news is published at the discretion of the newspaper's management, in addition to the news provided with photo gallery. However, in the case of Twitter, web content will bounce, while informing readers some live events and news reporters covering the newsroom. It also has an account on the video site YouTube. Also, Pariente stresses that the website is a space that fits almost everything. "The advantage of this format over paper is that it has limited space, so that the website publishes news more often and at greater length. Against the web is the fact that published data are less elaborate "qualifies this journalist. It should be noted that in the web edition, non-exclusive outcome of the investigation or seeking news reporters are published. "Rarely features, stories or interviews are published. This type of content made with analytical skills and dedication are reserved for editing the paper," said Pariente. 5.2. Cadena SER Guadalajara Radio stations have also given their jump internet. Some output from this platform, in addition to the waves, while others open new channels through websites or social networks. For BE Guadalajara, this station was born October 28, 1982, to provide local and provincial information. It is part of the conglomerate
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station Cadena SER. This station broadcasts on the Internet, but has no own website, but features profiles on social networks Twitter and Facebook. The use of the Internet as a distribution channel started four years ago through the online issue and subsequently through smartphone applications. Podcasts of programs can also be heard through social networks. Explains Alberto Girón, this radio journalist, journalists use social networks to disseminate content to be aired on radio, as well as others not covered in the news. He also notes that photographs are published, which is technically impossible through traditional radio broadcast. 6. Conclusions The economic crisis has brought about many changes in the media landscape of this province, including the closure of media, which has resulted in 148 layoffs between January 2009 and December 2013 This has caused some journalists have decided to create their own media companies, in most cases, creating small online media in digital format newspaper. Such means, some of which have already had to close due to lack of financial viability of their projects, they have several common elements: ● Its creators are journalists and reporters had previous experience in local and provincial media Guadalajara. ● Have previously been dismissed from other media companies drove them to create a pre-journalism project. ● Internet as a less expensive platform other is the channel in which your messages are transmitted (through websites, social networks, etc.) ● The format chosen business is based on the free distribution of content and funding is obtained through digital advertising and / or other services (press office, graphic design, photo assignments, publications, etc.) One aspect that works against this new type of journalism projects is their lack of stability and financial viability difficult due to the characteristics of their business models. Furthermore, according to the type of media companies that exist today in this province, the future medium and long term suggests that some new 114
journalistic project, managed by information professionals may arise although there will not be many new media more scale. The main reason is that the old firms that invested in the shareholding of various media were closely linked to the construction sector, which has suffered severely also the effects of the crisis. Finally, in this future medium and long term it does seem that it will remain a trend is the use of internet at the expense of the paper format in newspapers. At present there are only two newspapers in paper format, in addition to the supply of newly minted online media and other traditional media. It is significant that despite the increased presence of traditional media online, some online media as Guadaqué and Culture in Guada continue betting, albeit sporadically, in paper format. 7. Bibliography Paper or electronic books, reports and theses: o DÍAZ NOCI, Javier et al. (2009) : Ciberperiodismo : métodos de investigación. Una aproximación multidisciplinar en perspectiva comparada. Universidad del País Vasco. Bilbao. o LÓPEZ GARCÍA, Xoel (2008) : Ciberperiodismo en la proximidad. Comunicación Social Ediciones y Publicaciones. Sevilla. o SCOLARI, Carlos A. (2013): Narrativas transmedia. Cuando todos los medios cuentan. Deusto. Barcelona. o WOLFE, Tom (1973): El nuevo periodismo. Editorial Anagrama S.A. Chapters in books, reports and articles in newspapers or magazines on paper: o ESTABLÉS Heras, María Josefa (2013) : Nuevos formatos, nuevas oportunidades, en VV.AA., Anuario 2013 de Guadalajara. Asociación de la Prensa de Guadalajara. Guadalajara. o JARABA PLAZA, Emma, JODRA VIEJO, Sonia (2012): ’Nueva Alcarria’ : 70 años de prensa local en Guadalajara (1939 – 2009), en VV. AA., Prensa y Periodismo Especializado 5. Asociación de la Prensa de Guadalajara. Jaén. Articles, blogs or web publications records:
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o CALDEVILLA, David (2013): Nuevas fórmulas de periodismo : Periodismo de proximidad 2.0, en CIC Cuadernos de Información y Comunicación, vol. 18, páginas 165 a 176. Disponible en : http://dx.doi.org/10.5209/rev_CIYC.2013.v18.417222 Consultado el 20 de noviembre de 2013. o LÓPEZ GARCÍA, Xoel (2011): Rasgos de la estrategia de los cibermedios gallegos en su empeño por promover la experimentación para el cambio de modelo periodístico, en Estudios del Mensaje Periodístico, vol 17, número 1, páginas de la 81 a la 93. Disponible en: https://revistas.ucm.es/index.php/ESMP/article/view/36947 Consultado el 27 de noviembre de 2013. o LÓPEZ GARCÍA, Xoel (2012): Cibermedios locales: en la encrucijada por la indefinición de modelos para tiempos convulsos, en Ámbitos, nº 21 A, páginas 9 a 20. Disponible en: http://ambitoscomunicacion.com/tag/numero-21/ Consultado el 22 de noviembre de 2013.
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VIII. BRAND MANAGEMENT AND NETWORKS: ANALYSIS AND MONITORINGRENFE TWITTER ACCOUNT Marián de la Morena Taboada (U. Camilo José Cela de Madrid -Spain-) Fray Lina Rodriguez de la Cruz (U. Camilo José Cela de Madrid -Spain-)
1. Introduction Sociology and anthropology teach us that man is born with the need to communicate and live in society, thus creating family networks of friends or work and other types or interests. With information technologies (ICT) have mutated these to the already famous online social networks (RSD) increased its scope and size, but the essence remains the same, establish communication links. ICTs have facilitated our lives are every day more interconnected, this has meant a profound change in the lifestyle of all and therefore in the way we communicate with people but also with brands. One of the sectors most affected by this revolution has been the communication therefore brands have been gradually entering the game of social media (RS). First they started with a strategy similar to traditional communication media, soon realized that not only was a medium change was necessary to change the rhetoric of language. Brands begin to understand what this is, first begin to listen, then speak the same language as his followers, establishing a horizontal communication that collapses all fees stated above. By the authority vested in the masses and help to generate more open and horizontal communications RS are considered the most revolutionary applications of the Web, this form of communication is making us change the way we interact and our philosophy of perceiving our lifestyle. Never before have people had the power to communicate, to express their ideas and demand their rights (Pérez Sánchez, 2011). 118
2. Objectives and Methodology Twitter is one of the most revolutionary applications of the network, is not limited to a theme so it converge a range of ideas and approaches is an inexhaustible source of information on virtually public, making it an essential tool study to determine various elements of brand value. It is also a point of reference and inspiration for the work of marketing and communication strategy of the companies. Pay careful attention to the update since one of the advantages is that the average premium "notion of real time" so the response must be rapid (García de la Morena and Melendo, 2012). This study aims to analyze the value of brand under the premise that what is said of a brand on a social network constantly growing and valued social acceptance, such as Twitter, should be the subject of academic study, not only about the goals marketing but also to understand its functioning and social importance and to develop future approaches. To track the information about the brand there is essential to use monitoring systems and management, offering endless opportunities not only for data collection but also for the understanding of them, as in this chapter indicate. It is part of the following objectives: Demonstrate that the analysis through monitoring tools constitute a valuable source of current and direct information about a brand on Twitter Verify Scope that can have posted comments about a brand Contrastar The degree of interactivity of Twitter users in relation to a brand and the impact of such communication Provide Theoretical basis in relation to new concepts that arise from the continued success of Twitter, a social network that is distinguished by its own jargon and constantly changing environment To achieve these objectives, the Spanish brandRenfe be analyzed (National Railway Company) in 2011 created his Twitter account framed within the business challenge of innovating in the channels of interaction with customers.
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We proceed to collect data using tweetreach.com application that provides a timeline of tweets, replies and impressions that arise about the brand, the observation is made for two months identifying the following: Level of interaction and the number of impressions (number of times a tweet through the timeline of Twitter users) to assess the reputation of the brand on Twitter. Quantity and frequency of retweets classified by type of issues Tweets, retweets and replies Brand Users that generate the maximum and retweets that achieve greater reach with their tweets. To achieve the purposes set forth, we chose a quantitative methodological perspective, by applying observation and content analysis to address the hypothesis that contains the phenomenon under investigation. The chosen approach is descriptive following a meticulous process of breakdown and interpretation of data to determine the status of the matter. 3. Twitter Now more than ever Twitter has gained prominence in all sectors of society, has gone from being the social network of a few to become a powerful communication tool, primarily for advertising and marketing and in general all the lines of the social communication. But what is it really Twitter? its creator Jack Dorsey, defines it as a way to communicate very accessible and portable that allows you to control what accounts and what you get. Though not considered a social network, but a tool, a communication platform. Twitter is a flexible and decentralized network detector trends and is also a giant study of real-time market, millions of people sharing opinions about everything. It consists of a virtual market place where consumers talk to each other and with brands a customer channel and a great platform for marketing and branding. (Colliva Orihuela, 2011).
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This simple, fresh and dynamic nature of Twitter is its main attraction, allows users to ask without intermediaries and enrich the interactions of other users. For Brands possibilities multiply: customized market segmentation, current users and their opportunity to analyze these data information. This analysis can uncover trends and improve or change its communication strategy, minorizando the failure rate for new initiatives. 4. Penetration Twitter 4.1. Global Reach According to the latest report "Social Media arround the World" prepared by the consulting firm InSites Consulting Belgian social networks are stable over the world because Facebook is known 100%, Twitter 80% and 70% Google+. Twitter in particular is fourth in preference when contacting brands or share content and that 46% of its users have relationships with brands. In another report from Digital Insights 2013 reflecting strong growth of Twitter as the following image shows:
Image 1: Growth of Twitter in the world. Source: Prepared
Speaking of Spain, according to the results of the 5th wave of the Observatory of Social Networks (2013) performing The Cocktail Analysis Twitter has become 121
one of the fastest growing social networks, since 42% of Internet users use Twitter. It has established itself as a tool to make contact with the marks, 56% of users reported having had communication with any brand or company. According to this report the user has changed their perception of the appearance of the brands on Twitter before I saw them as intruders, now accepted because it has been understood that can capitalize, it has been learned visualize opportunities. The creators of the study summarizes the benefits of Twitter for brands:
Engagement with the platforms Personalized Advertising control sensation Versatility Discover
While Facebook is still the leader in number of users growing brand value of Twitter is more an air of positivity, satisfaction and belonging to a social network that is changing the way communication throughout society perceives . Why brands should be on Twitter? According to the Spanish Association of Digital (adigital) Economics in its latest report: 90% of Twitter users follow a brand. At 68% of users liked Twitter to find companies you trust. Only 5.6% of users rejects this idea. 86.3% of users are willing / yy receive at least 1 tweet a day that promotes some benefit, 64.2%, 2 or more tweets. Only 9.9% of users do not want to see tweets from companies they trust Input brands on Twitter is viewed positively by 60.5% of users 63.4% of users recommended products and / or services and 61.9% complaints.
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5. Brand Value According to Farquhar (1989) brand equity from the consumer perspective is the added value that gives the brand a product, before the revolution of Social Media this definition was complete, however, we must now add that the relationship holding the brand with its consumers via social media such as Twitter, an essential part of brand value, because these fans or followers are able to: To influence their own network of friends or acquaintances Their interactions are an endless source of ideas for improvements The nature of these media is so complex and yet so rich that it is capable of generating trends around the brand There are two approaches to brand equity, first from a financial perspective, focusing on the benefits or monetary results that the brand can bring to organizations as active companies with potential to affect cash flows, the value of the shares or the sale price in case of acquisition, absorption or fusion (Rio, Vazquez and Iglesias, 2002). The second is where we will put more emphasis as it is better suited to our approach indicates that brand equity resides in the minds of consumers (Leone, Rao, Keller, Luo, McAlister and Srivastava, 2006). This approach gives priority to the consumer as measuring element and utilizes different variables related to perceptions, preferences and behaviors of consumers, presenting, in most cases, the advantage of information that companies can use later in developing their strategies (Christodoulides and Chernatony, 2004). Although there are many variables that can determine the brand equity we will focus on those proposed by Aaker (1991, 1996) and Keller (1993) for being the most used, are based on five components: loyalty to the brand, the reputation, the perceived quality, brand associations and other assets related to the brand, such as patents. However, this last dimension we will consider not considering that is unrelated to the consumer.
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5.1. Twitter brand value based on the concepts of Aaker (1991) Then has become a development typical of variables based on multidimensional approach proposed by Aaker and developed by other scholars who have followed their approaches brand equity. We have used this design adapted to the nature of Twitter, which forces us to reinvent ourselves to consider new formulas for measuring brand equity.
Image 2 brand value based on Aaker Twitter. Source: Prepared
The notoriety. According to literary sources the visibility is measured by the ability to recall from consumers about the brand, but Twitter is evident this fact because it is the consumer or prospective consumer who begins to follow the brand, however this does not imply a notoriety or proximity brand with your followers. To determine the notoriety he has to measure the communication of the brand and its followers, what is the degree of interaction?, what amount of tweets generate followers retweeted ?, how? What is the extent of tweets? The brand loyalty. To Aaker is the extent of the link between the customer and the brand, a relationship that can be improved horizontal communication, thanks to the current social media like Twitter. In this sense, it is not only to evaluate the follower of the brand but also their relationship today is necessary to foster communication based on the loyalty of both parties. Assessing indicators such as number of tweets and retweets, both supporters and brand, classified by
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topics of interest will have a panoramic allowing us to reflect on the nature of the tweets on topics of concern to the fans and what impact of brand messages. The perceived quality. It is defined as the judgment makes the consumer about the superiority and quality of a product or service (Zeithaml, 1988). This perception can be influenced strongly by the action of the brand in such an open and social network such as Twitter. Although the volume of generated content on the web makes the process of analysis has made an effort to collect more tweets retwiteados and once organized into topics to evaluate the impact of those about incidents and complaints or inquiries. 5.2. The brand associations The brand associations are the memories that keep the consumer associated with a brand, can be visual, verbal or sensory and emotional aspects (Supphellen, 2000), which eventually build a strong brand perception in the consumer's memory. Chen (2001) states that brand association is the core to build a strong brand equity and is what most influences the brand idea of consumers. There are many ways in which the brand association can generate value to a brand: to help generate feedback or noise and process that information, create differentiation factors, generated reason to buy, have a positive attitude and provide the basis for maintaining this attitude (Chen, 2001). Following a brand followers add value to it to share photos, videos and comments about their experiences. Promote this expression is a key feature of social networks. Here, we analyze the positive tweets for brand character, which we have named as "nod to the brand." The amount of these tweets and the times have been retwiteados are a pulse to assess the feelings, memories and experiences that awakened his mark on their followers. To achieve this project we have chosen the Spanish National Railways company Renfe, then a summary of the nature of the brand is presented and its beginnings in the Web 2.0. and therefore on Twitter.
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Image 3 Renfe in 2.0 and Twitter. Source: Prepared
6. Performance Monitoring Application Tweetreach Data collection for the study has been done through the Tweetreach tool. It is an online program that provides the opportunity to track and analyze any Twitter account, whether it's a brand, a specific topic (hashtag) or personal brand. His system is based on the analysis of tweets generated on Twitter at any given time. You can track the tweets, retweets and replies of brand followers and collaborators (for this study are those who write the brand but not necessarily follow), but also those generated by the brand itself. With the help of this tool you can set approximating the impact of messages around the brand, in addition to locating the types of issues that most successful or most concern to users. Another possibility is to develop a profile of the most active users and generate greater level of impact by number of followers.
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In the following graphics can distinguish the main elements of the application: Estimated reach (impacted users), impressions, Most retweeted users with greater influence, among others.
Figure 4. Tweetreach Infographic elements. Source: Prepared
6.1. Analysis of tweets, replies and retweets The report that has been used for this project is the same as shown in the chart above. It consists in evaluating the last 50 tweets regarding the brand have been made in a given time, is a panoramic photograph of the brand on Twitter. In our case it took two samples per day for a total of 100 tweets. The program divides the 50 tweets, replies and retweets so for example, greater tweets can estimate that followers are more active in the creation of content (photos, video, queries, complaints, etc.), also the number of retweets is an indicator of the success of a message. 127
6.2. Prints and impact of tweets By measuring the scope of a message can determine many things, including understanding how relevant is an issue around a brand, also to calculate the distance between the creator (s) and the limit of the population. So you can know how many started a tweet and how many received. Impressions are a measure of dimension, for example, if you generate around 15,075 tweets in 18 hours with a hashtag X, in the same period reached 151,635 impressions. Then the original 18 thousand messages pass 151 million times against Twitter users. This does not mean that the message came to this number people, only means that progressively mentioned in that amount of times. (Rattinger, 2013). Difference between unique users impacted and impressions
Figure 5. difference between shocked and impressed user. Source: Prepared
7. Data Analysis Before data analysis, take note: All the activity that occurs on Twitter is public domain, in addition to impact fans can reach many users 128
Whosoever can talk about the brand, followers and non followers, the latter may even impact a large mass of users especially if they have many followers. Hence in our analysis we can say that 500K users have been impacted by a message. The data presented below have been possible by observation and data organization for two months, tracking information will be made twice a day, once in morning and once in the afternoon using Tweetreach application. Interactivity aroundRenfe
Figure 6. Interactivity aroundRenfe. Source Prepared
Image 7 Interactivity aroundRenfe. Source Prepared
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Observations An average of 25 to 34 tweets a day = Active Users The average 43 and 37 retweets per day = Normal by the nature of Twitter Y = 30 and 28 replies high degree of interaction between users and between users and the brand The tweets ofRenfe retwiteados. February and March
Image 8 ofRenfe retwiteados Topics more. Source: Prepared
Observations The brand gets positive presence with contests Though the incidents on the website are the biggest problem for users any popular tweet is recorded on the subject Topics of the two retwiteados tweets by followers and colleagues (talk about the brand but do not follow in February and March.
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Picture 9 more Topics retwiteadosRenfe followers and collaborators. Source: Prepared
Observations There is a critical mass that exposes dissatisfaction with the service and the website, obtaining a positive impact The tweets retwiteados other brands aroundRenfe. February and March
Imagen10. Most other brands retwiteadosRenfe issues. Source: Prepared
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Observations 'The other brands echoed the complaints are made but also have shown complicity with the wink. 'The newspapers and online journals have high impact and almost always tweet news Scope of tweets per day. February
Image 11 Reach 100 tweetsRenfe. Source: Prepared
Unique users impacted: number of users who have been impacted by day Impressions: The number of times a tweet through the timeline of Twitter users
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Users impacted accumulated
Image 12 Reach 100 tweetsRenfe. Source: Prepared
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Cumulative 2 tweets with higher printing. February and March
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Image13. Scope of tweets more impressions Source: Prepared
Picture 14 Top Print
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Note: A high level of tweets does not necessarily mean a high degree of impressions, will be determined by the number of followers you have people posting that tweet, and the impact on those followers who often retwitearán adding impacted by this to the figure total message source.
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Observations The fact that a song like "nod to the brand" has received a large number of tweets does not mean the print level is higher, since it depends on users to post such tweets. A greater number of fans is higher printing.
Imagen15. Scope of tweetsRenfe more impressed. Source: Prepared
Observations Knowing the audience retwiteados partners provides an idea of the impact generated on Twitter and this will help develop marketing activities more effectively. 8. Conclusions This paper analyzes the state of the accountRenfe highlighting the importance of the social network Twitter as engine interaction as a communication channel and a space for feedback and inspiration. Factors involved in this network and through detailed observation which is explained its operation are identified. It is found that having many followers does not ensure a broad scope of tweets, it is necessary to know the degree of interaction of the agents involved around the brand and is essential to know the users and opinion leaders know what they say about the brand . For the brand value is interesting to use existing monitoring systems because they are able to process large amounts of information and organize it so that
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potential improvements can be assessed and conduct communication strategies effectively. Whether adapting an existing literature on brand value is a contribution to the literary development of this social network, but has a great acceptance finishes not convince the academic world, as Keen raises. "Web 2.0 is leading to a superficial observation of reality rather than deep analysis, shrill opinion a trial rather than quality." (Andrew Keen, 2007 p. 16). This paper attempts to bring new perspectives to this approach, providing empirically tested the effectiveness of Twitter arguments. Possible avenues of research are set to work with various concepts such as Twitter tweets, retweets, impressions, the profile of employees and other elements, in addition to contend description of concepts widely used in the jargon of the social network but not have sufficient theoretical basis. In future research it would be interesting to examine issues such as the influence of lead users on other Twitter users. Another possibility would be to design an online marketing action on a brand x based solely on a previous survey data via Twitter using monitoring software such as has been done in this study. 9. Bibliography Books: o AAKER, David (1994): Gestión del valor de la marca: capitalizar el valor de la marca. Díaz de Santos, D.L. Madrid. o KEEN, Andrew (2007): The cult of amateur. How today’s Internet is killing our culture and assaulting our economy. Nicholas Brealey Publishing. London. o MASUDA, Yoneji (1984): La Sociedad informatizada como sociedad Postindustrial. FUNDESCO Editorial Tecnos, S.A. O’Donnell, Madrid. o O´REILLY, Tim y MILSTEIN, Sarah (2012): Twitter, Anaya Multimedia. Madrid. o ORIHUELA COLLIVA, José Luis (2011): Mundo Twitter, 3ª ed. Alienta Editorial. Barcelona.
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o PÉREZ SÁNCHEZ, Lourdes (2011): La web 2.0 y las redes sociales. Innovación y Cualificación, S.L. Málaga. Scientific articles published on the web: o BUIL, Isabel; MARTÍNEZ, Eva y DE CHERNATONY, Leslie (2010): Medición del valor de marca desde un enfoque formativo, en Cuadernos de Gestión, Vol. 10, nº especial, pp. 167-196. Disponible en http://www.redalyc.org/pdf/2743/274320134008.pdf . Consultado el 5 de enero de 2014. o CHENG‐HSUI CHEN, Arthur (2001): Using free association to xamine the relationship between the characteristics of brand associations and brand equity, en Journal of Product & Brand Management, Vol. 10 n°7, pp 439-451. Disponible en http://www.deepdyve.com/lp/emerald-publishing/using-freeassociation-to-examine-the-relationship-between-the-bfa1FU80FL/9. Consultado el 5 de enero de 2014. o CHRISTODOULIDES, George y DE CHERNATONY, Leslie (2004): Dimensionalising On- and Offline Brands’ Composite Equity, en Journal of Product and Brand Management, Vol. 13, No. 3, pp. 168-179 Disponible en http://www.emeraldinsight.com/journals.htm?articleid=1509230 Consultado el 12 de noviembre de 2013. o DEL RÍO LANZA, Ana; VÁZQUEZ CASIELLES, Rodolfo e IGLESIAS ARGÜELLES, Víctor (2002): El valor de marca: perspectivas de análisis y criterios de estimación, en Cuadernos de Gestión Vol. 1, No. 2, pp. 87-102. Disponible en http://www.ehu.es/cuadernosdegestion/revista/index.php/numeros?a=da&y=2 001&v=1&n=2&o=5 Consultado el 13 de febrero de 2014. o FARQUHAR, Peter (1989): Managing brand equity, en Marketing Research, vol. 1, Septiembre Issue 3, pp 24-33. Disponible en: http://web.a.ebscohost.com/abstract?direct=true&profile=ehost&scope=site&a uthtype=crawler&jrnl=10408460&AN=6896052&h=JfWv5HKECB0dMy1W MkhSRNR3dQSAGVlDPMGFT%2fBRkR88w9p98Jj%2b3ncwqzRO%2b8c T0V2AhTO3fnAwW%2bG4%2bsMvKg%3d%3d&crl=c Consultado el 13 de febrero de 2014. o GARCÍA MONTERO, Eva; DE LA MORENA TABOADA, Marián y MELENDO RODRÍGUEZ-CARMONA, Laura (2012): Análisis del valor 137
o o o
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comunicativo de las redes sociales en el ámbito universitario: estudio de los usos de Twitter en el aula, en Estudios sobre el Mensaje Periodístico, vol. 18, núm. especial octubre, pp 393-403. Disponible en: http://revistas.ucm.es/index.php/ESMP/article/viewFile/40994/39244. Consultado el 13 de enero de 2014. LEONE, Robert; RAO, Vithala; KELLER, Kevin; LUO, Anita; MCALISTER, Leigh, y SRIVASTAVA, Rajendra (2006): Linking Brand Equity to Customer Equity, en Journal of Service Research, Vol. 9, No. 2, pp. 125-138. Disponible en http://jsr.sagepub.com/content/9/2/125.abstract#aff-3 Consultado el 20 de diciembre de 2013. ZEITHAML, Valarie (1988): Consumer Perceptions of Price, Quality and Value: A Means-end Model and Synthesis of Evidence, en Journal of Marketing, Vol. 52, julio, pp. 2-22. Disponible en: http://areas.kenanflagler.unc.edu/Marketing/FacultyStaff/zeithaml/Selected%20Publications/Co nsumer%20Perceptions%20of%20Price,%20Quality,%20and%20Value%20A%20MeansEnd%20Model%20and%20Snthesis%20of%20Evidence.pdf Consultado el 8 de diciembre de 2013.
Articles published on websites o ASOCIACIÓN ESPAÑOLA DE LA ECONOMÍA DIGITAL (2012): Uso de Twitter en España. Disponible en: o http://www.slideshare.net/adigitalorg/adigital-estudiousotwitterenespaa2012def Consultado el 15 de enero de 2014. o INSITES CONSULTING (2012): Social Media around the World. Disponible en: http://www.slideshare.net/InSitesConsulting/social-media-around-theworld-2012-by-insites-consulting Consultado el 11 de octubre 2012. o MUÑOZ, Ramón y RIVEIRO, Aitor (2009): "Twitter no es una red social sino una herramienta de comunicación". Artículo publicado el 25 de marzo en el diario EL País. Disponible en: o http://tecnologia.elpais.com/tecnologia/2009/03/25/actualidad/1237973279_8 50215.html Consultado el 8 marzo de 2013. o RATTINGER, Álvaro (2013): Qué son las impresiones de Twitter y por qué son importantes. Disponible en http://www.merca20.com/que-son-las-
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impresiones-de-twitter-y-porque-son-importantes/ Consultado el 15 de diciembre de 2013. o THE COCKTAIL ANALYSIS y ZENITH (2013): V Oleada del Observatorio de Redes Sociales. Disponible en: o http://www.slideshare.net/TCAnalysis/5-oleada-observatorio-redes-sociales Consultado el 26 de enero de 2014. o TWEETREACH (2014): Aplicación de monitoreo de Twitter. Disponible en: http://tweetreach.com/ Consultado el 1 de enero de 2014.
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IX. TRANSDISCIPLINARY EXPERIENCES IN VENEZUELA: A VALUATION RESULTS Maria Elena Del Valle Mejias (U. Metropolitan-Venezuela) Ernesto de la Cruz (UPEL-Venezuela) Albino Rojas (UPEL-Venezuela) Jenny Fraile (UPEL-Venezuela) René Delgado (UPEL-Venezuela)
"Each area of knowledge brings a fragment as a word, have a meaning, a function but it is not enough to fill the lines of knowledge needed for all areas to play each other, communicate and fall in a rhythmic achievement, a balance to be showing every part of what we want to know. " (Torres, J. -2011)
Introduction The following article is intended to compile a set of ideas and projects generated by a group of researchers from the transdisciplinary approach and construct each in their area of knowledge. Thus, over the last five years have generated successful experiences in the area of food, social, historical and cultural implications, sexuality, gastronomy and cultural practice, educational practices and approach to the study of history from multiple aspects, all previous conducted systematically through a solid theoretical foundation. The activity of researchers has created a series of products ranging from academic presentations at conferences, articles in journals specialized research in the area, publication of books, theses, doctoral, job promotion, among others. Finally, a secondary aim of the researchers is to achieve thanks to the visibility of their work, the creation of new research networks and interagency partnerships. 140
1. Food and Nutrition Education in Venezuela: An Interdisciplinary Perspective The exercise of health-related disciplines face new horizons that require open other perspectives, allowing health professionals and education to grasp the relativity of understanding health and disease as the result of multiple factors that are not only to do with the organic (Silva, 2012). Linked to this, the Nutrition can be understood as a state of subjective wellbeing and integral produced by a sufficient intake of biological, emotional, social, economic and cognitive convivial nutrients, which are an expression of socioeconomic, cultural and socio affective the environment in which one lives (De Tejada Lagonell, 2013, p. 117). In the context of education and teacher training is urgently needed, question the educational event from an analysis that incorporates notions, concepts and categories with which to teach good eating habits, express or characterized by nurturing relationships, discursive nuances and social repercussions, this constituting a level of analysis required to delineate certain socio-educational school than in the field of new food and nutrition education (De La Cruz, 2008) keys. The Nutrition Education has to overcome the reduced vision of nutritional compensation, food availability, opening questions and reflections on the same development culture, the culture of production and consumer culture, the nonnegotiable for global society / Local is always based on the analysis of these dimensions, not individually but collectively (Villalba and Del Valle De La Cruz, 2011). 2. Affective Comprehensive Sexuality Education in Venezuela: An Alternative Approach to Transdisciplinary Venezuela ranks first in Latin America teen pregnancy. With regard to this type of gestation the World Health Organization (WHO, 2005) considered risk pregnancy that occurs in women under age 20 because it is the leading cause of death for young people between 15 and 19 years.
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The onset of sexual activity without proper sexual education and services without proper guidance and support of health for this population group, encourages risky behavior that can lead to unwanted pregnancies. UNFPA (2008) identifies four aspects that express the impact of early childbearing: Risk of death and disease: especially for girls 10 to 14 years old, who are five times more likely to die in pregnancy or childbirth than women aged 20 to 24 years11. Missed opportunities: Teen mothers are more likely to leave high school, More children: Early onset of motherhood increases the probability of having more children than women who begin childbearing later. More abortions: Globally, at least one in ten abortions occur among 15 to 19 years old. Under this view Comprehensive Sexuality Education Affective presented as an alternative solution to the increase of early pregnancy in the country. It rests on a conception omnidimensional by Rosario González (2007), which states that the human being is composed of four components, namely: Biological, Psychological, Social and Spiritual. In each of these areas the pursuit of knowledge involves combining different areas of knowledge, to approaches and conceptions proper to each. Contrary to what one might think, at present the study and considerations regarding human sexuality goes beyond a dual vision: the existence of sexual diversity is accepted. It is, in addition to basic heterosexuality presented as female pattern for biological species, homosexuality, male or transsexuality, bisexuality and transgenderism The question of the sexual diversity can be done from the economy, politics, psychoanalysis, literary criticism, sociology, anthropology, education, medicine and law. The borders between the interests, objects of study and theories of each discipline are becoming less rigid time.
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A political and in the framework of human rights level arises the need to ensure the full development of the individual personality, with its strengths and weaknesses and their tastes and preferences. 3. Latin America: Fire, Mango and Corn, a Transdisciplinary Approach Latin America has been characterized by stand before the world with a clear plurality of customs, behaviors, because this would be safe to say that there is a unity, or a single American identity, however, there are traits, habits and language surpassing religion, unifying the plurality and make us be twinned and identified with pain and laughter of each Latin American people. From Mexico to Patagonia differences were found among the inhabitants. This diversity is unified on issues such as the birth of the republic after independence processes, succession of dictatorial governments or as indicated Echeverría (op.cit) "this process of standardization in the minimum level of the human Western affecting Latin America, as well through the economic policy implemented modernization projects" (p. 198). The thesis Echeverría (op.cit) in relation to the identity of Latin America and its behavior is: In formal terms, this peculiar behavior of the Latin American population should be the fact that there has been an election in the practical, everyday, deep acting, which has possible alternative against apartheid, in fact preferred as a method of living with the other, as a means of rebuilding one's identity, miscegenation: the intervention in each other and openness to the other. (p.199) That is, for Echeverría American identity is given by the mixing, not just races but customs, forms of modernity and we incorporate the culinary mix. It's not just a language won (we have left to limit our native languages), a religion, a political forms to take modernity (modernity or demodernization) but beat the wheat, beef, olives, grapes ... In relation to culture suggests that: The culture would be like playing a certain uniqueness, identity, or sameness, a process that occurs daily practice as well as in the production and consumption of things, the "worldly goods" in discourse. The same to 143
produce that we talk a certain way to do it; the process of cultivating that way, that would be precisely the culture. (p.200) But before you travel 1492 there was already a process that unified ways of being, doing and knowing the world, given this form by mythical thought. In a third of Levi-Strauss makes the comparison of the myths presented from the selection of the senses, yet another interesting element related to the culinary done and use the dead wood to make fire arises, an emerging contrast wood livingdead wood leading to rethink fresh and rotten. "There's more: civilized life requires not only the fire but also of plants cultivated that same fire can cook." (P.153) Consider proposals for other indigenous groups not only in Brazil but in California that match only dead wood is used for firewood, "violating this requirement would be an act of cannibalism to the plant world" (p.153), as green would burn as consuming meat from the same species. In reviewing this interesting work, we feel the need to include in this dissertation some myths Venezuelan ethnic groups playing the same thematic and include the same elements, assumptions with variations that could well be determined by geographic region or by language region or simply attributable to the translator. We fought for our independence from Spanish, we complained about the Eurocentric vision and yet we find a reflection and is based on a supposed patriotic symbol represents us, identifies us and see it featured all the elements that represent abundance, victory, the ferocity of our land, with fruit and plant originating from Europe. Despite this national slip, Lovera (op.cit) speaks of a Caribbean culinary unit represented morrocoy consumption, yams and okra (though they came from Africa, the idea emerged of mestizaje identity is then renewed) and appetizing recipe cheese filling, very popular in the West Indies, Guyana and Veracruz. We can conclude that there is certainly a vast culinary tradition throughout Latin America, with their differences, but more common elements that give us unity, and give rise to generate an identity in Latin America served on plates the same clay silver wordy but who hold pride in our corn, our cassava, potatoes, peppers, and Creole milky handle. 144
4. History as Pretext: A Transdisciplinary Approach The history of humanity is one of those niches of knowledge that is defined (not always an attractive way) by the way it is approached. Thus we can get to hear and read that their study is tedious, predictable and even useless. Within this group of researchers, each one in your area (as has become evident) has been close to their area of knowledge and linking knowledge from other disciplines cognitive structures, this is no exception. Addressing History, in this case the Modern History throws to embrace transdisciplinarity as teaching philosophy, many possibilities. The experience described in this case is: For the Modern History The use of a list of artworks in which the iconographic discourse encourages an author contextual cues. What is the student was assigned to carry out the performance of a particular, limited and original character of research (consisting, in the critical analysis of a picture, using the criteria of the thematic units developed in the course) Modern Civilization. In this regard it is reviewing what is known illustrator Decalogue Peter Burke (2005): 1. Find out if a given image comes from direct observation or other image. 2. Place the images in their own cultural tradition, with its conventions or rules of representation. 3. Depth look at the level of detail. 4. Studying the reception and reuse of pictures to show their past uses. 5. Be aware of the possibility of manipulation. (From the author and uses image) 6. Consider the mediator. (The possible intention of the author) 7. Two or more pictures better than one. (Similar images which are analyzed in the same time or by the same author) 8. Consider the context or contexts of images. 9. Keep track of the relationships in which the image could participate. 10. The last rule is that there are no rules. (These are not a straitjacket, iconography is not an exact science, but it is pure speculation with no evidence)
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Then he turned to the following instructions: Once assigned the work of art with which you work must proceed to: a) IDENTIFICATION OF WORK Id painter and work: information about the author that are relevant in terms of work, location of work in time (execution date, historical period) and space (the place for which it was created and current place of conservation), formal description of the work (action, art, etc.) Origin of the work: description of the process of creating the work, determining whether an order was made and by whom, for example. b) BASIC ANALYSIS ICONOGRAPHIC First you must prepare a description of the iconographic elements that are part of the play (characters, landscapes, animals, plants, objects, etc.), together with its basic iconographic significance. For the assessment of the meanings of the constituent elements of the work you must use dictionaries of meanings found in the course page. (Signs and Symbols / Miranda Bruce-Mitford, 1997 Dictionary of Symbols by Juan Eduardo Cirlot, 1992). Note that the meanings of an object, for example, can vary depending on the context in which it is located, so to establish an appropriate and consonant meaning must consider not only the rest of the objects, characters, etc. accompanying him, but the historical and cultural context of the work. Secondly you should opt for a specific issue arising from the central theme of the work and of the abovementioned iconographic interpretation, which will focus its analysis and for the same bibliographic tonnage of critical nature to enable understanding should be developed item selected for analysis. The results of this exercise was the innovative approach to topics such as conception of women, family, heaven, hell, the city authority among others, using the findings as primary source encapsulated in the work of art. The product of this exercise were presented at conferences and published in research journals not only give visibility to exercise but also experience in areas of research students.
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5. Under the Integrative Teaching Transdisciplinary Approach Approach to Teaching a Concept of Integrative Integrative teaching organized educational activity matching the form and content with the nature and needs of the individual trainee under the context where it is located and the processes that characterizes psycho; to integrate the theoretical with the practical; globalized approaches to employment (interdisciplinarity and transdisciplinarity) and complementary methods (scientific, teaching general and / or specific); for the consideration of development dimensions (cognitive intellectual, attitudinal - evaluative, psycho - motor, social skills, communication and technical). Presenting historical context, global and recurring problems, taking into consideration the causes, consequences and determinants - a notion also different integrative strategy that can be used various experiential situations with high social content is assumed. These problems can be transformed into scientific content, academic and / or teaching, in order to construct and reconstruct knowledge, seek alternative solutions, reflect on complex situations exemplify global realities and assume various forms of life, analyze a particular reality to find arguments for situational contrast to invite conscious reflection, showing the roots of culture, causes and consequences of collective decisions determinants, conditions, particular contexts, implications, magnitudes, social meanings, among others. What is intended is to overcome the disciplinary isolation logic to make way for real linkages between knowledge and constructive forms of socio-cultural knowledge. It is hoped that they can be amalgamated with the knowledge of the various areas; understood as knowledge are part of a coherent whole, a system of interdependent relationships (networks) with dimensions and shared and connections are established multireferential way with frames that are configured and, in turn, are configured properties. Overcoming this logic implies leaving the square of the dominant instrumental logic; expand the horizon of thought; seek strategic alliances between areas of knowledge; unifying science; find new meanings, languages and employ socially accepted common terms; do cooperative and collaborative research. In this sense, it
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is necessary to break surface structured low limits that encapsulate some understandings of reality for a small number of people schemes. Arguments for an Integrated Curriculum for Teacher Education Transdisciplinarity as epistemic structure and space for theoretical, methodological and teleological confluence between different fields of knowledge originating considers the relationships and dynamics between the parties, between the parts and the whole, the whole and the environment. Even so, in the educational environment requires the implementation of an integrated curriculum (Torres, 2000, pp 113-124), as an academic option, based on the following arguments: (1) Epistemological and methodological arguments: all sciences have two structures, conceptual (substantive) and methodological (syntactic), which can be used for research in a different field. The teaching of integrated science is used to analyze the problems from the point of view of different areas of knowledge (Torres, op. Cit.). (2) Psychological Arguments: related cognitive maturity and the needs and interests of all students, the role of experience and prior knowledge that the affected individual and the processes of reflection and awareness of the responsibility for their own learning. The importance of the complex processes in the primary professionalized learning is framed as: organize information, make decisions, analyze variables, contrast, compare, analyze, synthesize, evaluate, including the ability to process and apply knowledge, to estimate their limitations and develop the means to overcome them. (3) Sociological arguments: we can mention three important reasons for an integrated curriculum. (a) The need to humanize knowledge; (b) integration promotes visions of reality in which people appear as subjects of history allowing stimulate engagement with reality and forcing a more active, responsible, critical and effective participation; (c) human experience is holistic, the student group must learn to analyze and deal with it, knowing that their decisions can be conditioned for many reasons, their judgments and actions of influence will be mediated by the characteristics of comprehensiveness of human experience
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(Torres, op. cit.). Additionally, you can mention the totality of knowledge and its social relevance to the application context. (4) Instructional Topics: referred to education projects and teaching strategies, assessment and learning are implemented for the particular and contextual study of phenomena and problems of everyday life, using research and other scientific methodologies; reading and writing high-level production as favoring primary techniques professionalized learning. Added to this, the use of integrative strategies (Film Forum, fieldwork, theater production, reading novels with social content, among others) and experience that contributes to the understanding of the conceptual structures; relationships between academics and social circumstances; the construction of knowledge by means of practical exercises (modeling, experimentation, modeling, demonstration), and reconstruction contrasting theoretical praxis (action and reflection conscious); the development of critical reflective thinking through the use of the question, the tactics of verbal interaction, feedback; sensitivity to situations that compromise life and compassion for others as human values; awareness of the existence of the human race, its history and culture; among others. Network for Transdisciplinary Knowledge and Conceptual nodules: an integrated approach According to Delgado (op. Cit.), The Conceptual Node can be defined as a set of related and integrated knowledge in which knowledge converge and diversified establishing a reticular network connections. From a curricular perspective, amounts to a voluminous realization characterized by a network of conceptual content which conducts an "anastomosis" of procedural content. Each node sets its conceptual relationships with other nodes constituting, in turn, a network of concept nodes in one or more fields of knowledge in response to the criteria of interaction, permeability and integrity. The properties of any part of the network properties arise from other parts and the overall balance of their interrelationships determined the structure of the entire network. The author mentions that in the transition from the relationship each grid connection can establish a point of intersection or crossover called Node or Node, which makes a network.
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It is argued that the principle of oneness is integral to the natural set of such content. Therefore, the original idea of Delgado (op. Cit.) That the properties of any part of the network properties emerge elsewhere and the overall balance of their interrelations determines the structure of the whole of the network is accepted. The procedural content allow interlocking of these three reasons: (a) be general and applicable to any discipline, (b) require the processing of a previous content of the other, or (c) be a prior content. The intention is to move to real linkages between knowledge and its construction with cultural knowledge. The construction process of the network is characterized by the following phases: selection, association, organization, implementation and integration logic. The construction is made by branch content, beginning with the identification and characterization of the phenomenon. Then of epistemic connection - structural and all those other content partners that are related to the events, objects, concepts are incorporated, etc. These are located in the same branch or in another organized by hierarchical affinity of dependence and / or membership. Consequential, including and / or complementarity - then new content is added affinity causation. This can give rise to several branches that are linked interdependently inside out. Finally, connections are reviewed under the principle of natural logic, considering the levels of importance, sequencing, breadth and depth of content of all branches and connections and its real purpose of the integration project. The academic work done from the network of transdisciplinary knowledge, invites the use of a developer democratic and systemic evaluation on sound principles that allow the development of the necessary programming in relation to the tasks set as horizons of the educational process, the diagnosis initial and the use of integrative strategies guided by the training process which consents to the gradual transfer of responsibility to the student for their own learning. In short, every social and natural phenomenon and problem to be studied and understood as a whole that requires the integration of several disciplines. The complexity sues rational efforts of multiple perspectives concentrated in a space for dialogue with diversity criteria theoretical - conceptual, teleological, methodological and praxiological, fusion of knowledge, languages and ways of interpreting reality and self-innovation approaches more appropriate to the current world order.
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6. Bibliography o BELSUÉ GUILLORME, K (2011). Sexo, género y transexualidad: de los desafíos teóricos a las debilidades de la legislación española, En Acciones e Investigaciones Sociales, 29 (julio 2011), pp. 7-32, ISSN: 1132-192X O BURKE, P (2005): Visto y no visto. Biblioteca de Bolsillo. Madrid. España o CENAMEC-Fundación CAVENDES- Instituto Nacional de NutriciónMinisterio de Educación (1998). Las guías de alimentación, Ciencias Sociales, 7°- 8° y 9° Grado de Educación Básica. Ediciones CENAMECFundación CAVENDES, Caracas. o CENAMEC-Fundación CAVENDES-Ministerio de Educación-Instituto Nacional de Nutrición (1995). Las guías de alimentación en la escuela. Vol I. de 1° a 3° y Vol. II de 4° a 6° Grados. Ediciones CENAMEC-Fundación CAVENDES, Caracas. o CENTRO LATINOAMERICANO DE DEMOGRAFÍA. Agenda Salud Nº 9/1998. Chile. o CORDÓN, F. (1979). Cocinar hizo al hombre. España: Editorial Tusquets, 3era. Edición. o DE ARMELLADA, C Y BENTIVENGA, C. (1991). Literaturas indígenas venezolanas. Venezuela: 4ta. Edic., Monte Ávila Editores. o DE LA CRUZ SÁNCHEZ, E (2008): La Alimentación. Un acto por Repensar Reflexionar y Redefinir desde la Perspectiva Educativa. Integración Universitaria. 8 (2), 23-40. julio 2008. o DE LA CRUZ SÁNCHEZ, E (2012): Modelo teórico “Cristal de agua” para el abordaje de la Educación Alimentaria y Nutricional en Educación Inicial. Revista de Investigación. 77(36).Sep-Dic. 2012. p.11-33. Disponible: www.scielo.org.ve/scielo.php?script=sci_arttext&pid=S101029142012000300002&Ing=es&nrm=iso ISSN 1010-2914. o DE LA CRUZ SÁNCHEZ, E (2013): Modelo didáctico basado en la creatividad y orientado al abordaje de la educación alimentaria y nutricional, en el nivel de Educación Inicial. CONHISREMI. 1 (9), p. 37-62. Disponible: conhisremi.iuttol.edu.ve/articles.php?code=PUBL000023. o DE TEJADA LAGONELL, M (2013): Un nuevo concepto para la Nutrición Humana. En De Tejada y Col. Educación Nutricional para un Desarrollo Sustentable. FEDEUPEL. Venezuela.
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o DEL VALLE DE VILLALBA, M Y DE LA CRUZ SÁNCHEZ E (2011): De la Inter a la Transdiciplinariedad en el abordaje del hecho alimentario. Una reflexión para compartir desde la Educación. Anales Venezolanos de Nutrición. Volumen 24. N° 1, Año. 2011. 34-41. o DELGADO, R. (2009). La integración de los saberes bajo el enfoque dialéctico globalizador: la interdisciplinariedad y transdisciplinariedad en educación, en Revista Investigación y Postgrado, Vol. 24 nº 3. 2009 (pp. 1144). o ECHEVERRÍA, B. (2006). Vuelta al siglo. México: Ediciones Era. o FONDO DE POBLACIÓN DE LA NACIONES UNIDAS (UNFPA-2008): Diagnóstico de la Situación del Embarazo en la Adolescencia. Chile. o FUNDACIÓN BENGOA (2009): Especialistas venezolanos opinan sobre prioridades en nutrición. Anales Venezolanos de Nutrición; Vol. 22 (1): 4146. o GARCÍA, R. (2000). El conocimiento en construcción. De las formulaciones de Jean Piaget a la teoría de sistemas complejos. Gedisa. Barcelona. o GIMENO SACRISTÁN, J. (1999). Poderes inestables de la educación. Morata. Madrid. o GUITIAN AYNETO, C. (2011). Disciplinariedad, transdisciplinariedad e integración en el currículo: aportaciones desde la didáctica de las ciencias sociales. La geografía. Universidad de las Palmas de Gran Canaria. Documento en pdf. Disponible en: o http://dialnet.unirioja.es/servlet/fichero_articulo?codigo=564914&orden. 29jul-2011 o www.fundacionbengoa.org/anales_2009_22_1/pdf/art6.pdf. o www.scielo.org.ve/scielo.php?pid=S131564112006000300008&script=sci_arttext o INSTITUTO INTERNACIONAL PARA EL PENSAMIENTO COMPLEJO DE LA UNIVERSIDAD DEL SALVADOR (IIPC, 1997). ¿Qué es el pensamiento complejo y la complejidad?”. (Documento en Línea consultado el 17/09/2006). Disponible en http://www.complejidad.org/penscompl.htm o INSTITUTO NACIONAL DE NUTRICIÓN (2011). Colección Nutriendo Consciencias. Caracas. ISSN 1315-6411 versión impresa. o KOZAK ROVERO, G. ¿Estudios sobre diversidad sexual, estudios sobre minorías sexuales? En: Revista Venezolana de Economía y Ciencias Sociales. 152
o LABORATORIO QUÍMICO DE PRODUCTOS NATURALES. (1991). Origen del maíz. México: publicado en “La importancia bilógica de iones orgánicos” editado por la Universidad Michoacana. Disponible en: http/farma.qfb.umich.mx/origmaiz.html. Consultado el: 20 de febrero de 2013. o LANDAETA-JIMÉNEZ, M (2013): Apuntes para la historia de la Educación en Nutrición en Venezuela. En De Tejada y Col. Educación Nutricional para un Desarrollo Sustentable. FEDEUPEL. Venezuela. o LÉVI-STRAUSS, C. (1968). Antorpología Estructural. Argentina: Ed. Universitaria de Buenos Aires. (p. 183-210) o LÉVI-STRAUSS, C. (1996). Mitologías. Lo crudo y lo cocido. México: Fondo de Cultura Económica. o MORÍN, E. (2001). Los Siete Saberes Necesarios para la Educación del Futuro. Buenos Aires: UNESCO- Nueva Visión. o LOVERA. JR. (2006). Gastronáuticas. Ensayos sobre temas gastronómicos. Venezuela: Fundación Bigott. o OJER, P. (1991). Sancinenea, introductor del mango en Venezuela. El Diario de Caracas. o ORGANIZACIÓN MUNDIAL DE LA SALUD. (2007): Promoción de la Salud sexual. Recomendaciones para la acción. Febrero Antigua. (Documento en línea). Disponible en: www.Oms.org. o PLIEGO, E. (2011). El maíz, su origen, historia y expansión. Disponible en http: el maíz, su origen, historia.suite101.net. Consultado: 20 de febrero 2013. o ROJAS PIÑANGO, A (2013): La Educación Nutricional en el Currículo Básico Nacional y la Propuesta de Currículo Bolivariano. En De Tejada y Col. Educación Nutricional para un Desarrollo Sustentable. FEDEUPEL. Venezuela. o SCHÖN, D. (1987). La formación de profesionales reflexivos. Hacia un nuevo diseño de la enseñanza y el aprendizaje en las profesiones. Paidós. Barcelona. o SILVA, R (2012): Transcomplejidad y salud comunitaria. En Shavino y col. La Transcomplejidad. Una nueva visión del conocimiento. REDIT (Red de Investigadores de la Transcomplejidad. San Juan de los Morros. Venezuela. o TORRES S., J. (2000). Globalización e interdisciplinariedad: el currículum integrado. España: Ediciones Morata, S. L. 153
X. COGNITIVE AND ENTREPRENEURIAL INTENTION QUALITIES IN EMERGING ECONOMIES: IDENTIFYING TRAINING OBJECTIVES Jeremias Dias Furtado (U. de Cabo Verde –Cabo Verde–) Antonia Mª. García Cabrera (U. de Las Palmas de Gran Canaria -Spain-) Mª Gracia García Soto (U. de Las Palmas de Gran Canaria -Spain-)
1. Introduction Much of the literature on entrepreneurship has been aimed at identifying the personal qualities of the individual that influence their entrepreneurial intention in developed economies (eg, Crant, 1996; Davidsson, 1995, Lee et al 2011). The relevance of this work is justified by the need to encourage such intent as a prerequisite to encourage entrepreneurship (Ajzen, 1991, Krueger, 2005;) and, therefore, the economic development of a territory (Valliere and Peterson, 2009). Given its positive effect on entrepreneurship, identifying and understanding such qualities is even more relevant in emerging economies, where there is a clear need to boost economic growth through the creation of new companies (Tracey and Phillips, 2011). However, extrapolation of the findings found in studies conducted in developed to emerging economies should not be done automatically, because many social, political and economic aspects in which both types of economies differ (Valliere and Peterson economies 2009). Specifically, there are strong emerging regulatory, cultural and social constraints that work as obstacles to development (Tracey and Phillips, 2011). Of particular interest to this research is the inadequate knowledge among the public about how to leverage new business opportunities or the competition in the market for a particular business, given the lack of available information (Acs et al., 2008). 154
In general, the level of human capital in these countries is low by having only a small part of their workforce with relatively high levels of training; other studies and has low is basically considered by the elite classes as a productive factor low cost (Ferreira et al., 2011). This low level of training is compounded by the low cultural level, so that the majority of individuals have no formal training or informal knowledge in business matters or information on possible legislative measures in place to foster entrepreneurship-eg, incentives prosecutors. Therefore, further studies should be conducted in these economies in order to clarify what those critical qualities that should be encouraged in individuals through training programs offered in classrooms to encourage their entrepreneurial intention. This research aspires. In this regard, personal qualities must be understood as a multidimensional construct that encompasses different knowledge, skills and attitudes of the individual reviews-eg, vision, know-how relational. Based on this broad conceptualization, and focusing our interest in those qualities can be improved through training programs, this research relies on the work of Man and Lau (2000), Man et al. (2002) and Baron and Markman (2003), among others, to analyze such variables involved in the formation of entrepreneurial intentions in the case of an emerging economy. To this end, we conducted an empirical study in the Republic of Cape Verde and evidence taken from a sample consisting of 237 individuals. The obtained results may be useful for the effective promotion of entrepreneurial intention through training programs in these economies. 2. Theoretical Foundations Entrepreneurship refers to the action of creating a new company (Low and MacMillan, 1988), that is, the process by which an individual accesses a business idea and organizes resources to take advantage of in order to make profit. However, the entrepreneurial attitude and intention precede such action of the individual (Ajzen, 1991). Specifically, the entrepreneurial attitude is when it has a positive motivation for entrepreneurship (Krueger, 2005). Entrepreneurial intention, meanwhile, is a progress toward entrepreneurial behavior while individuals who have it have developed the desire to exploit a specific business opportunity in the near future, although they have not yet advanced enough in the process to make possible the implementation of the company (Krueger, 2005). Entrepreneurial intention, therefore, is associated with the development of a 155
growing commitment to the activities to be undertaken to establish the business (Zampetakis et al., 2009). Finally, entrepreneurial behavior occurs when the individual believes the company, being relevant for this final action the existence of an environment that supports the implementation of the same-eg, public subsidies, favorable tax rates, lower bureaucracy to the high business - (Schumpeter, 1934). Given these characteristics of the environment, are the individual qualities of a cognitive nature which largely determine the development of entrepreneurial attitude and intention (Davidsson, 1995). The relevance of such qualities as authors carried Naktiyok et al. (2010) state that the variables that distinguish those with entrepreneurial intention of the voiceless are individual in nature. 2.1. Entrepreneurial intention and cognitive qualities in emerging economies By choosing the cognitive qualities of the entrepreneur as an object of our research, the literature supports the work is mainly based on psychological theories. These theories focus on identifying the individual characteristics of the entrepreneur (Brockhaus, 1982) that differ from those that are not. The main attributes discussed in relation to this approach, with the exception of gender and age-are creativity, risk appetite, the need for achievement and locus of control (eg, McClelland, 1961; Zakarevičius and Župerka, 2010). However, it has questioned the validity of these demographic factors and personality to define the profile of entrepreneurs because of the conflicting findings in empirical studies and the relatively static nature of personality characteristics (Naktiyok et al., 2010). Against this, a more comprehensive approach that includes knowledge, skills and attitudes of the person could approach the knowledge of the profile of those who develop entrepreneurial intention (and O'Cinneide Garavan, 1994). Furthermore, these qualities of the individual are full incremental in the short term as a result of the training, so it has a greater interest study for the purposes of this research. With this approach, this research relies on the work of Man and Lau (2000), Man et al. (2002) and Baron and Markman (2003), among others, to identify the cognitive qualities of the individual involved in the formation of entrepreneurial intentions. Specifically, the following are identified:
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1. Conceptual, ie on the knowledge and skills attained by the individual. Training increases the probability of the individual to perceive the various existing business opportunities in the environment (Mitchell et al., 2000) since the higher its knowledge base, the more easily will perform critical analyzes (Basu, 1998) and therefore recognize a business opportunity. 2. Recognition of business or business opportunity alert. The alert is the predisposition of the individual to realize spontaneously without it being voluntary information seeking environment, specializing sensitivity to unmet needs (Kirzner, 1993), so it is important to recognize the business opportunity (Baron, 2006) and, therefore, affects the development of entrepreneurial intention. 3. Relational, such as being sociable and easygoing. Given that entrepreneurship is a fundamentally social activity (Zampetakis et al., 2009) because the individual must interact with their environment to make possible the production and distribution of a product or service, relational qualities needed to interact effectively with others may be key for them to develop the confidence to progress to entrepreneurial intention (García Cabrera et al., 2013). 4. Strategic, such as possessing vision for evaluating and designing business strategies (Ahmad et al., 2010) that allow you to move forward in the process of realization of the business idea for enabling an early start up the business. 5. Organizational, concerning his leadership skills to coordinate and run the various company resources-eg, human, financial-efficiently (Ahmad et al., 2010). 6. Commitment, that is, related to the tenacity and perseverance to maintain its commitment to the development and consolidation of their business idea (Ahmad et al., 2010). 3. Methodology 3.1. Context of study: Republic of Cape Verde Cape Verde is a country consisting of ten islands and eight islets that form part of the Macaronesian region. Geographical and socio-economic characteristics make him deserve the status of small island developing economy (SIDS). Cape 157
Verde is a democratic and politically stable country that has experienced tremendous growth after liberalizing its economy in the 90s. This liberalization was conducted by reforms to establish a democracy, privatize public enterprises or encourage the creation of companies (Rosário, 2011). The country has been considered one of the top ten reformers in the West African sub-region in 2010. Cape Verde is part of the group of the 5 most successful countries in Africa. This documentation is supported by the reduction of unemployment, income growth and real per capita real GDP growth above 5 percent in the past five years. However, despite these advances, Cape Verde faces challenges in terms of unemployment, poverty-eg, one in four individuals is poorly or lack of economic infrastructure. Specifically, the qualification of human resources, transportation, electricity, access to credit or the existence of unregulated competition among business challenges identified in 2011 by the UCRE (Coordination Unit State Reform). 3.2. Population and sample The study population corresponds to individuals resident in Cape Verde with an age over 15 years. On this basis, the study universe amounts to 491,875 people in 2010 (INE, 2011) and after the completion of fieldwork in June 2012, 237 valid surveys completed (error rate of 4.59%) was obtained. The study was performed in 6 of the 10 islands that make up the Archipelago (Boavista, Maio and Sal, Sao Vicente Santiago Fogo). Structured and written in Portuguese was duly pretestado questionnaire was used for collecting information. Stratified with proportional allocation for concelho criteria of residence, gender, age and educational level was used as the sampling method. The profile of the participants noted that they are men at 50.2 percent of cases and have an average age of 34 years (minimum 16 and maximum 64). Moreover, 6.3 percent have no education and only 36.7 primary character, followed by 44.3 percent who have secondary education and 12.2 percent with a college degree. 3.3. Measured variables Dependent variable. Entrepreneurial intention was measured by a dichotomous variable taking the value "0" when the individual declares that having a business does not fit in their plans, they would have one but rejected the idea 158
because it lacks personal or financial resources to do so, or because they do not have business ideas. The variable takes the value 1 when the individual states or want to have your own business and has already taken the appropriate steps to narrow your specific idea or has been launched. Independent variables. For information on individual cognitive performance four variables with a Likert scale of 5 positions, where the highest value indicates the amount agreed with the statement were used. These variables were related to the following individual cognitive qualities: commitment (being tenacious and constant), strategic (having a vision), organizational (have leadership qualities) and relational (being sociable and easygoing / relationship). The conceptual cognitive qualities were measured by educational level ("1" uneducated, "2" primary, "3" high school and "4" university studies) and recognition of the opportunity by a scale of 10 items extracted of Kaish and Gilad (1991) which allowed to assess their entrepreneurial alertness (eg, I hold conversations with suppliers, consumers needs in the market, seeking experiences of companies for their key success factors). The principal components factor analysis with varimax rotation confirmed the homogeneity of the scale (KMO = 0.784; *** χ2 = 281.242; variance explained = 64.607%), with a Cronbach's alpha of 0.815. Control variables. Were introduced as control variables gender, age and number of dependents of the individual (family members who are financially dependent on him). Entrepreneurial intention is mainly associated with male individuals (Crant, 1996; Davidsson., 1995; Lee et al, 2011) and older because it incorporates the positive effect of experience (Lee et al., 2011). The largest number of dependents can lead to both lower entrepreneurial intention to meet the responsibilities of caring for the family as, alternately, to develop a business as a source of income for the family (Rouse and Kitching, 2006). 3.4. Data Analysis Conducted an analysis of correlations between the independent variables to detect the possible existence of multicollinearity. To test the research hypotheses are made use of binary logistic regression analysis, as the dichotomous dependent variable. Finally, this research is cross-sectional and uses a single source of data, 159
which could lead to common method variance. To minimize this risk, anonymity was guaranteed to respondents, the questionnaire was pretext and Harman test, as recommended by previous authors was performed (see Li et al., 2007). 4. Analysis of Results Table 1 shows the correlations between the independent variables and control that allow multicollinearity test data. The general rule is that the correlation should not exceed 0.75 and, in our sample, the highest rate was observed between the quality of quality and organizational commitment (r = 0.443). These results suggest the absence of collinearity. Moreover, the test conducted Harman suggests that there is no common method variance by identifying three factors with eigenvalues greater than 1, whether a factor analysis unrotated principal component (explained variance = 58.07%) is performed with varimax rotation (explained variance = 58.07%) or an analysis of principal axis factoring with varimax rotation (explained variance = 41.29%). The first factor from each of these analysis explains 29.59 percent, 26.51 percent and 21.72 percent of the total variance, respectively. Table 1 Correlations, means and standard deviations 1 2 1. Genre 1 2. Age -0,112† 1 3. Number of -0,170* 0,276*** dependents 4. Organizational 0,025 0,057 5. commitment -0,056 0,057 6 Relational 0,049 0,039 7. Strategic 0,024 -0,089 8.Conceptual 8 -0,087 -0,006 9. Recognition of 0,076 0,137* the opportunity Media 1,50 33,96 Standard 0,50 11,63 deviation Minimum 1 16 Maximum 2 64 †p < 0,1, *p < 0,05, ***p < 0,001.
3
4
5
6
7
8
9
1 -0,055 0,080 0,103 0,009 -0,117
1 0,443*** 1 0,363*** 0,230*** 1 0,350*** 0,154* 0,315*** 1 -0,069 0,008 -0,054 -0,024
-0,091 0,237*** 0,149*
1
0,097
0,093 0,018
1
2,73
3,80
3,91
4,27
3,81
2,63
0,00
1,78
0,83
0,84
0,71
0,85
0,78
1,00
0 12
1 5
1 5
1 5
1 5
1 4
-3,22 1,94
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Table 2 shows the binary logistic regression to analyze the effect of cognitive performance on individual entrepreneurial intention. Here the chi-square and Hosmer and Lemeshow goodness of fit show the estimated model, while the estimated coefficients and beta tested from Wald statistic, allow to find significant effects of the independent variables on entrepreneurial intention. Table 2 Results of the estimated models Variables
Entrepreneurial Intention β Wald
Control Variables Genre Age Number of dependents Qualities cognitive Conceptual Opportunity recognition Relational Strategic Organizational Engagement Nagelkerke Pseudo R2 Chi-Square Model Hosmer-Lemeshow Test Sensitivity % Correct predicted † p >
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The result of a project based on the articulation of grasshoppers and as abstraction of this natural solution derived by analogy in applications where multiple objects is presented in Figure 6.
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4. Conclusions The analogy is a creative method that allows the designer to observe nature and to perform translations of their strategies to implement innovative solutions for products. Relate analogy with functional analysis improves the conceptual design within the same environment, this relationship is enhanced to use nature as a source area because it generates a large number of original and creative ideas applicable in technology.
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It is necessary to define the biological principle successfully to that analogy can be translated appropriately in engineering. The degree of relationship we mark the potential to translate the natural solution to overcome a technical problem. Tendency to simplify the biological principle is observed, and the engineering principle loses quality in technical detail or definition, characteristics and sometimes obviate transformations not sufficiently related to recognize the biological principle are made. The model can generate diverse solutions through biodiversity and plurality of individuals who meet the same function. It also generates a variety of applications since a particular solution of an individual can be applied to various objects. 5. Bibliography Paper or electronic books, reports and theses: o ALCAIDE MARZAL, J. et alt. (2001): Diseño de producto: métodos y técnicas, Universidad Politécnica de Valencia, [Valencia]. o DYM, C.L. (2004): Engineering design: a project-based introduction, John Wiley, New York. o OTTO, K.N. & WOOD, K.L. (2001); Product design: techniques in reverse engineering and new product development, Prentice Hall, Upper Saddle River, NJ. o PAHL, G. et alt. (1995): Engineering design: a systematic approach, Springer, London. o REYES, F. (2008): Nature: Inspiración para el arte y el diseño, Monsa, Barcelona. o ULRICH, K.T. & EPPINGER, S.D. (2000); Product design and development, Irwin/McGraw-Hill, Boston. o VOGEL, S. (2003): Comparative biomechanics: life's physical world, Princeton University Press, Princeton; Oxford. o VOSNIADOU, S. & ORTONY, A. (1989): Similarity and analogical reasoning. Cambridge University Press, Cambridge; New York. o WOOD, J.G., (1999): Revelaciones de la naturaleza, Alta Fulla, Barcelona.
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Chapters in books, reports and articles in newspapers or magazines on paper: o BAR-COHEN, Y. (2006): Biomimetics - Using nature to inspire human innovation, Bioinspiration and Biomimetics, vol. 1, no. 1, pp. P1-P12. o BRYANT, C.R. et alt. (2005): A computational technique for concept generation, Proceedings of the ASME International Design Engineering Technical Conferences and Computers and Information in Engineering Conference - DETC2005, pp. 267. o CHAKRABARTI, A. & BLIGH, T.P. (1996): An approach to functional synthesis of mechanical design concepts: Theory, applications, and emerging research issues, Artificial Intelligence for Engineering Design, Analysis and Manufacturing: AIEDAM, vol. 10, no. 4, pp. 313-331. o GENTNER, D. (1986): Evidence for a structure-mapping theory of analogy and metaphor, Dept. of Computer Science, University of Illinois at UrbanaChampaign, Urbana, Ill. o LOPEZ-FORNIES, I & BERGES-MURO, L. (2012): Diseño conceptual de productos. Un enfoque biomimético para la mejora de funciones. DYNA INGENIERIA E INDUSTRIA. 87. o SELIGER, G. (2001): Product Innovation – Industrial Approach. CIRP Annals - Manufacturing Technology, vol. 50, no. 2, pp. 425-443. o SHU, L.H. (2010): A natural-language approach to biomimetic design. Artificial Intelligence for Engineering Design, Analysis and Manufacturing: AIEDAM, vol. 24, no. 4, pp. 507-519. o VINCENT J. F. V. (2001): Stealing Ideas from Nature. Chapter 3 in Deployable structures. Springer-Verlag. Vienna.
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XIX. HOW TO CONTRIBUTE THE ORGANIZATIONAL CULTURE SURVIVAL OF FIRMS IN THE GLOBAL / INTERNATIONAL ENVIRONMENT? María Teresa López Felipe (Universidad de Murcia -Spain-)
1. Introduction Knowledge of organizations facilitates their survival in a globalized environment, whose dynamics the challenge daily. The internationalization of economies, the incorporation of new technologies, especially those related to information and greater competition between companies require quick and effective response in the market, enhancing those aspects that place them in a better position to adapt to the needs the global environment. These dynamics are imperative adaptation must be part of its business strategy to survive and strengthen its capacity expansion. The assessment of the conditions of adaptability requires a thorough knowledge of both material factors and one of the most important competitive assets, corporate culture. The need for tools that reveal the adaptive potential of organizations, in the interest of full competitiveness, strengthens the differential role of organizational culture as a strategic resource to perform the task of adapting to the environment and integration of the necessary changes, and impart an inimitable identity that differentiate. Under these assumptions, the research analyzes the process by which organizations adapt to the global environment and integrate changes in a manner consistent with their culture. The objectives have been to generate theory around this process and know: the mechanisms of external adaptation and internal integration involved in it, their evolution, the relationships established between them and the phases in which they 288
were produced, the content of cultural, strategic and resulting structural components, cultural, strategic and structural profile of the organization and the degree of consistency between culture, strategy and the resulting structure. The approach assumes systemic aspects, quotas and the "organizational alignment" based on General Systems Theory and the Complexity Paradigm. The analytical perspective integrates the contributions of anthropology, sociology and Business Administration in the field of organizational culture, empirically analyzing the logic of organizational adaptation and integration with the simultaneous consideration of the three systemic aspects (culture, strategy and structure), overcoming therefore the partial relationship between them. 2. Methodology The methodology used is the case study. His election as a methodological tool responds to the claims and features of the research. These conform to the conditions and procedures laid down by the experts, because: ● Empirically analyzes the process of adaptation and internal integration environment developed by the organizational culture in its real context, the company, without the factors involved can be controlled; ● The phenomenon studied is contemporary and allows key participants reporting significant changes, being its registered effects on the dynamics of the current "adaptive-integrative" process of the companies studied; ● Elaborates on analysis considering all or most of the elements and variables involved, adopting a holistic and non-reductionist conception of it; ● Aims to generate theory about how the environment adaptation and internal integration in organizations through their culture, reflecting on generic research question referred to the "how" of this process occurs; ● Multiple sources of qualitative and quantitative evidence to generate theory about organizational side of intangible and dynamic, entrepreneurial culture character is used. 2.1. Research design: stages and components 289
2.1.1. Purpose of the study and theoretical review The methodology begins with determining the purpose and ultimate goals under study. The attempt to explore and describe the functionality of the organizational culture in the process of adaptation and internal integration environment has determined the focus of the study, perpetuated in generic research question: How is the process of adaptation to the environment and integration internally in organizations? The study was delimited by sub-questions that make operational the above generic question, and they are: ● How does organizational culture plays the role of environmental adaptation and internal integration? ● What mechanisms involved adaptive-integration? What components of the strategy driving the adaptation to the new environment? What structural components trigger internal integration? What cultural elements directly evolve? ● How do they evolve? Under what trend? ● How do they each do they have the same relevance and are involved in the same order? ● What is organizational culture? What is the strategy? How is the structure? Are they consistent with each other? The theoretical review, that in cases of an explanatory nature and driving brand research design (Yin, 2012) and that even in exploratory studies such as this, a minimum theoretical development is necessary to define subsequently occurs what is being explored. Here, the applied framework comprises: ● The approaches of management thinking on the search for organizational success, linked to the type of organization and originated over time culture, emphasized by the standards of success: task, structure, people, environment and intangible resources; ● Nuclear issues in the study of organizational culture: perspectives approach, definition, functionality, components, levels, determinants, types and models of cultural change;
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● Work around partial and concurrent relationships between strategy, structure and organizational culture. 2.1.2. Identification of the unit of analysis This has been covered defining the unit of analysis as the process of external adaptation and internal integration in the business, analyzed in the context of a holistic study of multiple cases by type of Yin (2012). The integrated four cases, an appropriate number to approximate the unit of analysis to the desired depth, given the exploratory nature of the study, while noting the recommendations of Eisenhardt (1989) manage a number of not less than four cases. The choice of cases reflects a logical and theoretical sampling, which seeks replication logic and analytical generalization versus statistical generalization. Your choice pursues the greatest opportunity for learning and informational intensity with which contribute to the theoretical development of the functionality of culture in the adaptive process of the company in changing environments. On this basis, it was considered appropriate to analyze this process in companies that: ● Compete internationally, as globalization and internationalization require continuous adaptation and consequent organizational integration; ● Have an established track record in order to obtain more information on variables that are developing over time, as the organizational culture; ● Differ in size, since the globalization and internationalization are becoming a strategy of long-term survival of small, medium and large businesses; ● Operating in different sectors of activity, seeking greater robustness of the findings and greater applicability of the resulting theory, since they are extrapolated if similar results are achieved in different contexts (Leonard-Barton, 1990). Therefore, the selected cases are SMEs and large enterprises in the Region of Murcia, internationalized, older than twenty years old, belonging to different sectors. 291
2.1.3. Developing protocols and instruments The preparation of the collection of evidence involves the design of instruments and protocols for obtaining information. It is an action plan to follow the design contains the logical sequence that connects the empirical data to be collected with the initial issue under discussion data and, ultimately, the findings (Yin, 2014). The case protocol gives validity and reliability of data collection and implementation is imperative in multiple case studies, like the present. Thus, the protocol has developed: the research questions that guide the design; aspects to investigate the cultural, strategic and structural aspects, specifying the variables on which to gather information; measuring instruments, sources of evidence and key informants; theoretical models applied; techniques of data analysis and criteria for final reporting. Also, for the reliability of the study, it has created a database containing the empirical evidence found on which to base its conclusions (Yin, 2012). The data collection instruments were developed by using different sources of evidence under the standard of "triangulation", which gives external and construct validity. Following this principle, information on the determinants and cultural components has been obtained by personal interview for managers, document analysis and direct observation; relative to the cultural orientation has been collected by applied to all members of the organization questionnaire; the data on the structure and strategy were obtained through questionnaire addressed to the head of each organization, considering key informant in these areas; information about changes and improvements cultural, strategic and structural performed has been collected by questionnaire and interview managers, and documentary analysis; and relative to the phases of the same has been obtained by questionnaire and interview directed to the head of each organization. 2.1.4. Collection of information At this stage we have developed a business census of Murcia meeting the selection criteria set using information from various sources (SABI, INFO, Chamber of Commerce of Murcia). 292
Upon confirmation of the organizations, the research was conducted in two large companies in the food sector and transport medium in the plastics sector and a small plant belonging to the sector. As progress has been made in collecting information, data were recorded in the database of each case and any attachments that show the results of the document analysis, direct observation, interviews and questionnaires to directors of each company. Furthermore, the data were examined, categorized and weighted according to the research questions, which has facilitated both the individual analysis of cases such as benchmarking. 2.1.5. Analysis of evidence The data collected have been three types of analysis: the process leading to the cultural, structural and strategic definition of each organization; based on the individual description of the cases analyzed (Eisenhardt, 1989); and comparative nature, "intra" and "inter-group" for obtaining a common pattern of behavior deriving the conclusions of the study (Yin, 2014; Eisenhardt, 1989). Characterization of culture was carried out using a factorial analysis with which we have studied the relationship between variables, observing the model Cameron and Quinn (1999). The characterization of the structure of the company is carried out according to the questionnaire results to management, based on the model of Burns and Stalker (1968), and strategic orientation is determined according to the typology of Miles and Snow (1978), used the method of paragraph (Snow and Hrebiniak, 1980). The general strategy of analysis was the individual description of the cases and a comparative analysis of them, in which the categories considered to form clusters of cases have been the strategic orientation and organizational culture by matching pairs.
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3. Conclusions The findings are linked to the objectives of the research were compared with the "favorable" literature and "conflictive" (Eisenhardt, 1989) and criterion validity20. With regards to the mechanisms involved in the process of "adaptationintegration", evolution, relationships and phases is concluded that: In the initial stages of the process, the "germinal stage" triggers are cultural elements, namely, the perception of the direction of the ambient conditions, beliefs, driving the definition and approach new challenges, expanding the vision to the proposed strategic environment, resulting departmental restructuring that supports the strategy by creating a section dedicated to international operations. Also in this first phase, new values are implemented, those imposed by the environment itself and organizationally deemed necessary to achieve the objectives, including: commitment to the project, determination, enthusiasm, communication, responsibility, unconditional and openness, while enhance other already in place, such as quality, flexibility and efficiency. Together with the assumption of these principles, leadership evolves toward delegation, participation, communication, closeness and dialogue, which is structurally reflected in the "development phase" with the decentralization of decision making, empowerment teamwork, improved communication flows, especially the horizontal, and the opening of new channels of information. It tends, therefore, referred to the Full Range Leadership, which integrates behaviors "transactional leadership" and "transformational" (Bass & Riggio, 2006). Also in the "development phase" for the sake of the objectives, and the unsaturated values of existing investments in new products, services, processes, management systems and technology which produces a constant update is
20
See López Felipe (2013 p. 513-549).
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performed and modernization to the needs of markets and of environmental turbulence. The acquisition of latest technology optimizes processes, improving competitiveness, efficiency and quality, as well as information and management systems, systems that affect planning and control. Furthermore, standardization of processes, the application of the required standards, on which depends the obtaining certifications, formalization increases and affects management systems, resulting in quality and a more thorough inspection. Similarly, the achievement of the challenges (innovation, development, quality, consolidation) involves structural accommodation of jobs whose redesign tends towards specialization, with a greater need for staff training, which takes on a planned basis and continuous. This affects the structure through processes and design work. The visible elements of culture (norms, symbols, signs, rituals) appear at different stages of the process, both in the "development phase" and in the later stage of "development", being able to observe an evolutionary relationship between standards of behavior and trend of specialization derived redesigning jobs, seeking staff awareness under a scheme of conduct in accordance with the requirements set forth in the performance of their business and achieving new challenges. Also, the rigor required openness to international level is recorded in an increased formalization of planning and control at the structural level, and is also reflected in the symbolic aspects and image, which are refined and updated under double trend: the opening image and movement, and by simplifying seriousness. Added to this is the integration in certain elements, such as web and packaging, the symbology on the certificates evidencing the application of the required standards in terms of quality and / or environment, and incorporating languages. Also, symbolic and image aspects evolve recruitment criteria of human resources, being able to establish that the main criterion is training, technical capacity and the value of human resources is an asset in the discourse of the organizations communication with the outside. This confirms the role of external communication in building corporate image and public expression of corporate identity (Lucas Marin, 2001). Other visible aspects of culture, such as rituals, are linked to the business meetings to promote communication and strengthen the process control and management systems. Also the rituals associated with reward systems and incentives that takes place staff recognition through honors, awards ... There are 295
related staff recruitment rituals with which the "socialization" begins the individual in the organization, as the host, which includes important manifestations of culture in staff management (recruitment, induction and training). In short, these "cultural productions" (Schein, 1988) evolve in stages of "development" and "improvement" of the process, once the fundamental strategic and structural performances addressed, although the rituals of work is mainly purify the stage of "development." The stages described are comparable with the proposals on the "strategy of self-design" conducive to transformational change in organizations, given the elements involved in each of them and their overlap, even when described separately (Cummings and Worley, 2007); and confirm various aspects of the "organizational alignment", modeled on Semler (1997), The Dynamic Relationship Model of Alignment. As to its nature, the process of "adaptation-integration" is dual, harmonizes the rigor imposed by the international environment with a higher degree of adaptability and flexibility in responding organizations. The major requirements of formalization, planning and control of standardization, efficiency and quality combined with improved communication, teamwork, decentralized decisionmaking, staff awareness, motivation and training, leadership, innovation and modernization , new technologies, better reception and ritual work and image enhancements in the symbolic dimension (logo and website), resulting in organizational flexibility and adaptability.
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Mechanisms "adaptation-integration" and the nature of the process. Source: Prepared
As for the orientation, content and consistency of the strategy, structure and process resulting in the "adaptation-integration" culture it is concluded that: SMEs and large enterprises competing in a tested, uncertain, dynamic and complex, turbulent environment through innovation, quality, service and price, as pillars on which its strategic vision is articulated. Both organizations "exploratory" orientation as "analyzer" (Miles and Snow, 1978) hold a strong technological position against rival firms and activities outweigh innovation in products, services, processes, management systems and new technologies (ICT), enhancing their internal and external competitiveness. 297
Perform a thorough monitoring of the demands of customers, respond quickly to emerging needs and trends, and meet established standards, particularly around the quality and the environment, with obtaining the appropriate certification. Organizational differentiation also link to a technically trained and with an attitude of wholeness to meet other staff cultural parameters. In the management of human resources continues to prevail and planned training, performance appraisal systems and variable remuneration and the predominantly internal recruitment. The strategic factors described are consistent with key environmental factors that manifest the forces of change for the Spanish company XXI Century (Zornoza nightgown and Lucio Fernandez, 2010). The structure reflects the needs of flexibility and control characteristics of organizational adaptation and integration, being able to establish a preponderance of the elements of "organic" nature versus "mechanical" (Burns and Stalker, 1968). The components that streamline the process and more flexible the structure are: the technical system, mutual adjustment, the use of ICT and information content; against the leadership, planning, controlling, complexity and decentralization, which confer a potential means of flexibility, with the formalization less organic structural component. These results correspond to the concept of "hypertext organization" approach, bureaucracy and organically as complementary, in the interests of the strategic intent of the firm (Nonaka and Takeuchi, 1995). The resulting organizational culture also supports the need for adaptable and flexible organizations, yet stable and controlled. The dichotomy "flexibility-control" process results in mixed organizational cultures, the elements interact in a general framework of stability and control, associated processes, productivity and competitiveness, typical of the "market culture" and of discretion and flexibility associated with change and adaptability, which are derived from the dimension of "adhocracy" or "clan" of culture (Cameron and Quinn, 1999).
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Leaders are visionaries, entrepreneurs, and cutting-edge, enhance competitiveness and achieving goals, promoting a work environment active, creative, team with a staff trained and committed to innovation, continuous change and taking on new challenges whose value is an integrative and differentiating asset. As for the cultural elements, rules of behavior are they linked to the standards of work systems and the prevailing values are: commitment, team spirit, efficiency, results, evolution and continuous improvement, professionalism, discipline, effort and seriousness. In the unconscious level of culture, basic assumptions, organizations believe to be important to society to contribute to their welfare through their goods and services and jobs created. They are affected by short-term market fluctuations, particularly currency fluctuations. They operate in mature, highly competitive environment, with a very aggressive competition that makes them to be very alert to the market and whose strategy leads them to respond quickly with hardly imitable or high quality products. They are especially sensitive to changes in sector increasingly restrictive regulation and also to fluctuations in prices of raw materials. Looking profitability, sustainable growth, continuous reinvestment, purchases and optimization in production and maximum linkage with the company staff. The service provided, speed and customer responsiveness are strong points near the strategic importance of providing adequate value persecuted for reasons of profitability. Goodwill's apart from the competition and gives them a very important sales force with a highly recognized brand in the market. "The green" and possession of certifications is a distinction that opens new markets. The technological environment is paramount and access to the latest technology without difficulty constantly modernize and become more competitive. They offer security and stability in employment and care about the problems of staff, which has to show a willingness to work together and be committed to the project and the organization. The basis of success is the entrepreneur by his success in the address. These are beliefs of organizations whose management the concept of Corporate Social Responsibility (Garmendia Martinez, 2010) is implicit. On the expressive side, the symbolism is basically associated with the website logo as imaging tools and media, along with other aspects such as dress, reception and telephone answering with a formal and elaborate face abroad, while 299
domestically a recurring sign is décor alluding to the founders. These are the protagonists of the stories, legends and myths, and there are memorable characters who have "done business". Meanwhile, the most common rituals are working, host recognition and degradation, and more about the first incident. The resulting organizational culture in the process of "adaptation-integration" in the international arena is a "culture of communication / information, quality, innovation, participation, qualification / training and equipment." This sets the stage for the accumulation and management of knowledge with which to enforce the continuous updating of the organizations to external environmental forces, learning to continually change in the economic model of globalization and internationalization, and ability to stay within the same. Finally, the process has resulted in inconsistent configurations of culture, strategy and structure, leading to "aligned" organizations (Semler, 1997), which have a harmonious combination of systemic aspects involved. This means that the strategy, culture and structure are consistent with each other and cooperate to achieve the strategic objectives, simultaneously responding to the needs of flexibility and control that guide this process. Systemic coherence is expressed on the basis of a culture called "culture trainer" in this research, which integrates the binomial "flexibility-control" holistic and synergistically. This exceeds the condition flexible culture, operating in a coherent framework of "organizational alignment" with some attributes (information-communication, quality, innovation, participation, skills-training, equipment) that strengthen the mission / business vision. This culture acts structures "hypertext" balancing the binomial "bureaucracy-adhocracy" dynamic synthesis of stability / dynamism and efficiency / effectiveness, respectively, in order to achieve the strategic objectives of innovation, quality, efficiency, growth and consolidation in line with the demands of global / international environment.
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Systemic coherence in the process of "adaptation-integration." Source: Prepared
4. Bibliography Paper or electronic books, reports and theses: o BASS, Bernard y RIGGIO, Ronald (2006): Transformational leadership. Mahwah. Laurence Erlbaum. Nueva Jersey. o BURNS, Tom y STALKER, G.M. [1968 (1961)]: The management of innovation. Tavistock. Londres. o CAMERON, Kim y QUINN, Robert (1999): Diagnosing and changing organizational culture. Based on the competing values framework. AddisonWesley. Massachusetts. o CUMMINGS, Thomas y WORLEY, Christopher (2007): Desarrollo Organizacional y Cambio (8ª ed.). Thomson Editores. México.
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o LÓPEZ FELIPE, María Teresa (2013): La cultura organizativa como herramienta de gestión interna y de adaptación al entorno. Un estudio de casos múltiple en empresas murcianas. Disponible en: o http://digitum.um.es/xmlui/handle/10201/30644. Consultado el 7 de abril de 2014. o MILES, Raymond y SNOW, Charles (1978): Organizational strategy, structure and process. McGraw-Hill. Nueva York. o NONAKA, Ikujiro y TAKEUCHI, Hirotaka (1995): The knowledge creating company: how Japanese companies create the dynamics of innovations. Oxford University Press. o SCHEIN, Edgar (1988): La cultura empresarial y el liderazgo. Plaza & Janés. Barcelona. o YIN, Robert [2014 (1989)]: Case Study Research. Design and Methods. 5ª ed. Applied Social Research Methods Series, vol. 5. Sage Publications. Londres. o YIN, Robert [2012 (1993)]: Applications of case study research. 3ª ed. Sage Publications. Londres. Chapters in books, reports and articles in newspapers or magazines on paper: o CAMISÓN ZORNOZA, César y DE LUCIO FERNÁNDEZ, Juan (2010): “La competitividad de las PYMES españolas ante el reto de la globalización”. Artículo publicado en el primer trimestre en la revista Economía Industrial. o EISENHARDT, Kathleen (1989): “Building Theories from Case Study Research”. Artículo publicado el 1 de octubre en la revista Academy of Management Review. o GARMENDIA MARTÍNEZ, José Antonio (2010): “Responsabilidad social corporativa: una nueva cultura para la excelencia”. Artículo publicado el 30 de junio en la revista Sociedad y Utopía. o LEONARD-BARTON, Dorothy (1990): “A Dual Methodology for Case Studies: Synergetic Use of Longitudinal Single Site with Replicated Multiple Sites”. Artículo publicado el 1 de agosto en la revista Organization Science. o LUCAS MARÍN, Antonio (2001): La comunicación en las organizaciones, en MARTÍNEZ QUINTANA, Violante y LUCAS MARÍN, Antonio (coord.): La construcción de las organizaciones. UNED. Madrid.
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o SEMLER, Steven (1997): “Systematic agreement: a theory of organizational alignment”. Artículo publicado en primavera en la revista Human Resource Development Quarterly. o SNOW, Charles y HREBINIAK, Lawrence (1980): “Strategy, Distinctive Competence and Organizational Performance”. Artículo publicado en junio en la revista Administrative Science Quarterly.
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XX. DISCLOSURE OR SCIENCE RECREATIONAL ENTERTAINMENT TELEVISION IN SPACE? Oscar R. Lozano (Universidad de Valencia -Spain-) Jordi Solbes (Universidad de Valencia -Spain-) 1. Introduction The main objective of this paper is a critical analysis of the educational usefulness and disclosing of certain television programs in which science appears wrapped in a halo of showmanship, according to entertainment that television provides. The fact that an activity is, or is not entertaining, depends on both the context and the goal of your accomplishment. For example, commenting that the Helium chemical element, atomic number 2, has an atomic mass of 4.0026 and is generally in the form of extremely light gas (0.1785 kg / m3) seems to make too much fun, however, inhaling the gas from a balloon and pronounce words with a ridiculous high pitch, usually produces laughter in all who are around. The way information is, in an experiment or a scientific concept is presented, determines its classification as recreational. Currently usual conducting science fairs or similar events, where recreational science is everywhere and where the public enjoys a pleasant entertainment. This apparently novel approach to scientific knowledge in our society, is rooted in an earlier era. During the eighteenth century, before the phase separation between academic science and popular that took place in the nineteenth, the science exhibits were lavished in which entertainment and instruction mingled in motley environments, from academic spaces or rooms deprived of nobles and potentates, a popular fairs, shops and even street performers (Bensaude-Vincent, 2008). Several publications whose titles appeared recreational word or next terms (Tissandier, 1887; Tit, 1890; Estalella, 1918) collected these peculiar activities. Along the s. XX, we have witnessed a paradigm shift in this direction, losing the 304
charm of entertainment through science except for a few remarkable titles (Perelman, 1971). 1.1. Science on television: The science The role of science on television has been addressed in scientific journals. Television is a medium close to the citizen owns a major extent, with an almost universal impact. So, we can consider the statement still valid Hernandez and Robles (1995) that "statistics show irrefutably that television is the preferred medium for the general public", despite the spectacular progress of the Internet in recent years (Ezquerra & Polo, 2010). That mass distribution makes television an excellent support for science (Martinez, Bautista & Pine, 2005). Unlike museums or magazines, television "serves no public volunteers almost entirely" (Sierra, 2011), becoming one of the main avenues that connect the progress and everyday applications of science to the public. (Olmedo, 2011). This universality allows connecting with one of the main objectives of the educational community, the scientific literacy (King, 2000). Although a retrospective view of science (Ortega and Albertos, 1998) leaves us good memories, like the Cosmos series and The Man and the Earth, we can say that the relationship between science and television has always been an issue thorny. Gardner & Young (1981) and requested a new approach to the presentation of science on television apparently has not occurred and it is clear that science has failed to reach the public in this way. Perhaps the explanation can be attributed to "the simple reason that journalists and scientists understand many difficulties" (Dominguez, 2002). Programming for science, nature and health ranges between 1 and 5% of the total time of the public broadcasters, and is generally relegated to low hearing schedules. However, these chains include in their programs grills parapsychology, ufology, millenarianism, etc, (Tello, 2005). The case is especially bleeding if we focus on the children and young people whose slots are covered with cartoons, fiction series, competitions, etc. To find spaces at reasonable times science is necessary to delve into pay television companies, said moving away from the ideal of a "science for all" (GutierrezLozano, 2002).
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For Martinez et al, (2005) this intention should insist on the moral dimension of science, science reflect economy-society links, criticizing pseudoscience, responding to the demands of school learning and avoid caricature of science. Regarding this last point, it is obvious that the power of television confers great responsibility in the way that people form their opinions toward science and scientists. Perhaps many of the stereotypical and erroneous images of science and scientists (Garcia-Borras, 2008; Petit & Solbes, 2012) come provided by the television version that has been given them. As for the educational function related to the curriculum, the TV has a crucial role, since it allows to bring the world into the classroom (King, 2000), especially in regard to situations that would be impossible to address (microscopic images, volcanism, observations astronomy, etc.). In any case, the use of these materials is mediated by the teacher, and should be aimed at enhancing reflection and raise problematic situations suitable for classroom work (Aguaded, 2002). In this line, Pardo (2004) distinguishes various levels of disciplinary use of the media: "the object or field of study, curriculum and teaching resource and as facilitators of working." 1.2. Other shows In addition to informative programs, which are often used in the classroom, there is a cross-media character popularizer. Any program, from advertising to information, through fiction series or contests, hosts regular science-related content. The advertising uses arguments based on an alleged sale quality proven by science, but responds to a manipulation of the advertiser to influence the willingness of potential customers who do not have the knowledge to compare the exposed arguments (Bell et al. 2001; McSharry, 2002). Ignoring these side approaches to science, we will address two types of spaces that are of relevance itself, divulgativamente talking: informational and fictional series. 1.2.1. Informative The television should account for the most significant discoveries or advances produced in the scientific, objective and impartial manner. Furthermore, such information should be abundant and likely to arouse interest and critical thinking viewer. But as Francescutti (2010) says: "Science is not interested in the TV, unless 306
it offers something spectacular: colorful rocket, astronauts floating in weightlessness, eclipses, asteroids, sympathetic or attractive images that reflect very little amplitude the scientific spectrum to television ... especially interested science news with potential infotainment." In its report, it appears that only 1.1% of all the news are related to science. 1.2.2. The space weather information They are perhaps the only science programs which have a respectable audience, are valued by the public, and offered in all brands and existing slots. It's funny how meteorologists are the only scientists who regularly appear on screen, but the population does not perceive them as such (Ezquerra & Pro, 2006). 1.2.3. Fiction series Paradoxically, fiction series are presented as a great ally in the field of television science. They are a common type of program all channels and enjoys privileged slots. Increasingly, we see series where the characters and the plot itself oscillate about science or scientific research. Apart from the possible makeup of the reality of scientific tests, the series contribute positively in some of the ideal targets proposed by Martinez et al (1995) as they tend to: contextualize science and relate it to everyday situations, change the distorted view toward scientists, zoom and reporting procedures, equipment or new techniques showing its usefulness, etc. First came the medical series like ER or House continuing the trend in shows like CSI (Ezquerra & Polo, 2010), Bones, Eleven Hours or Numbers. The latter, with little success in Spain, was an agreement between CBS, the company Texas Instruments and the National Council of Teachers of Mathematics to "promote the use of mathematics and enhance their teaching." Weeks before the issue, teachers collaborating with the project received the script for the chapter to develop a tutorial class and work associated contents. In Spain, apart from a couple of articles (Sawing & al., 2009) chain station did not report the existence of such guides that had proved profitable for math teachers. But if we have to choose a number, we are left with The Big Bang Theory with its seven seasons and extremely high viewing figures, we flooded, humorous, with numerous scientific references (assisted by a team of physicists) because
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protagonists are an engineer, an astrophysicist, an experimental physicist, a theoretical physicist, neurobiologist and one microbiologist. 1.3. Recreational science: disclosure spectacular and informative show According to Gardner and Young (1981), the science on TV requires a different approach. The series above is an example of innovation in this regard, but perhaps do need more. Innovative programs such as Science Club (BBC) propose a different format: relying on interviews and information that the presenter gives a talk show with famous guests is generated in a club, with science students and public. Ferres (1995) argued that "in a society that turns everything into a spectacle, can not train as had been educated so far." Suggests a possible mistake in trying to understand the television from their own school settings. His proposal is not limited to education for the show but also from the show. Considering the importance of motivation and attracting attention, suggests "introduce less didactic images, most spectacular, most impressive" to "disturb and not to numb, to be challenged and not to alienate, to encourage and not to entertain "attributing the teacher's ability trocar those images into useful teaching materials. Besides watching television, young people "talk about it", constituting a useful pretext communication as relational database (Pindado, 1996). Any teacher may find that when dealing with issues that the media has focused attention on "the response of the students is often highly positive" (Pro & Ezquerra 2005). Not go unnoticed the total correlation between what students want and the media. In this sense, the results obtained in previous research on series of scientific content or programs that students have seen on TV (Petit and Solbes, 2012) found that 204 responses, 311 correspond to a series of doctors and police investigation and CSI or House. De Moya Guirao and Garcia-Molina (2013) recently conducted an analysis of student reactions and implications for their attitudes to display one of these programs. Linking these facts with the beginning of this study, perhaps the spectacular, fun, recreational aspects of science are adequate approach to science on television. Apparently, this has been understood for some chains, but the development of this idea is quite different between them, as discussed in the results. 308
2. Material and Methods To test that there are other ways to popularize science, regardless of documentaries, series or specific information, has performed a search and selection of spectacular outreach programs and informative show, terms will be described in detail later. To evaluate the educational usefulness and promoter of the past, a video summary fourteen minutes in the 2-3 minute excerpts from five different programs were included was prepared. In all of these experiences were shown chemistry. Were used in videos available on the Internet site Youtube subtitulándose the Ellen DeGeneres for ease of understanding. As the study was conducted in the communities of the Balearic Islands and Valencia translation of the excerpt from The Club (TV3) was not necessary. A questionnaire of five questions to be answered after the Summary display with six possible responses without central value Likert and open-ended questions, the results will be analyzed qualitatively designed. Both elements, video and questionnaire were sent to a sample of active secondary teachers (N = 64), Biology and Geology, Physics and Chemistry, and Technology. The video is offered as a private Youtube link or a link to a Google-Drive application, both seeking their nonbroadcast to avoid conflicts of Copyright. Similarly, the questionnaire was sent as a text document to be completed and forwarded, or online form prepared by the same application as the video (Google-Drive). The charters results statistically analyzed using SPSS (v.19) program, taking the pertinent comparisons to check for possible significant differences by analysis of variance (ANOVA). To establish partnerships post-hoc tests were used, showing significant subgroups affinities statistics generated according to Tukey's HSD. 3. Results 3.1. Search results of programs A first group, where spaces focus on disclosure and worth the show to attract the attention of the viewer: In the analysis below, two styles differ. Programs are usually aimed at children or young audience staying in morning slots and specific channels. The second group consists spaces or sections of short duration, inserted into entertainment programs that take advantage of the colorful scientific experiments to complete its range of content and where a prime opportunity for the 309
dissemination of science is presented, given the high bands audience that usually occupy. The informative nature of the first is obvious. In the second group is not so clear its intention and will, therefore, the principal object of study. 3.1.1. The dramatic disclosure The world Beackman. It began broadcasting in 1992 (The Learning Channel and later CBS). It only lasted five seasons, but its spread came about 90 countries. In Spain, was issued by local channels in 90 and later reissued by Four. The protagonist, Beackman, a stereotypical scientist (robe, disheveled and confused, played by actor Paul Zaloom) answered questions from the audience using analogies, examples, and simple experiments. Bill Nye The Science Guy. Program produced by Buena Vista TV in partnership with the National Science Foundation for Disney and KCTS and delivered in the USA between 1992 and 1998 were 100 programs, each devoted to a topic / concept scientist from buoyancy or the electrostatic dinosaurs. Nye offers almost everything desirable in a program of this type: not respond to the distorted image of the mad scientist (Dhingra, 2003), program partners are children of different ethnicities showing simple and colorful experience, playable by viewers (science for Everyone) in addition to more sophisticated productions presented during the program. Messages that science is exciting, fun, etc., are constantly present (Appelbaum & Clark, 2001). A fantastic program, as well as guarantee the awards received (19 Emmy). Brainiac: Science Abuse. He issued by Sky in the UK and four in Spain, covered the first decade of the XXI century in countless countries. Presented by famous actors in the English version (less known actors in Spain) scientifically checking urban legends, through spectacular experiments. Initially issued in prime time, then was relegated to morning slots. The experiments were not reproducible by the audience, giving precedence overly dramatic appearance (numerous explosions and destruction). Generally provides a good approximation to the true experimental design associated with scientific demonstrations. Mythbusters. Similar to the previous program, broadcast during the morning by Discovery Channel since 2003, where special effects experts Savage and Hyneman, with many spectacular scenes media and analyze the veracity of popular 310
beliefs following the scientific method quite rigorously (measurements, statistical analysis, reproducibility, etc.). Scope. Australian program aimed at children and teenagers. Issued by Channel Ten (Australia) since 2005, always in morning slot. The show starts from the premise that science is everywhere. A central issue is tackled from many perspectives. Elements in common with known (ala "as is" Discovery) program, offers an extensive amount of information. Experiments are performed with household materials presenters providing an atmosphere of fun and entertainment. It is presented as an educational program and "the program World's Funniest science." Two presenters (Dr. Rob Bell and Julia Cleghorn) have scientific training. The third (Ted Petrie) is a known actor. 3.1.2. The informative show TV night-Dr. Killer. Section dedicated to experiments in the program showy large audience of Mexican television, led by "Coque" Muñiz. Broadcasting since 2007 on Channel 4, and subsequently through Galavision. Typical nightly family entertainment program, with many sections and collaborators. Recreational science, presents Dr.Killer, played by famous comedian JJ (Juan Jose Mendoza) conducting scientific experiments, usually with household materials. The character inserted during the experiments jokes and jokes, perhaps more so than scientific information. The Club-Dani Jimenez. TV3 program led by Albert Om. During the broadcast the same (2004-2009) Jimenez, a physicist by training, presented a section of experiments within the entertainment program. Take advantage of the medium of television to present science in a fun, dramatic way, but without losing the scientific rigor and offering explanations enlightening way (some of the proposed experiments were easy to perform at home, others only possible under the circumstances). Jimenez and was devoted to science before going on television, and continues through talks, sessions in schools and in various publications. The Ellen DeGeneres Show-Steve Spangler. Common character in many American television programs, with hundreds of appearances in various shows. Currently has a section in the program led by actress Ellen DeGeneres. The program is broadcast since 2003 and is distributed by Warner Bros. Television. It 311
consists of an entertainment program with interviews, monologues, musical numbers, etc. Spangler has served as a science teacher, and currently directs the National Hands-on Science Institute dedicated to training teachers and students. He advises public schools, a manufacturer of scientific toys, author of several books and runs her own channel on YouTube, although it is recognized worldwide for the reaction of Menthos with Coca-Cola. His TV appearances are spectacular and the explanations offered are concrete, concise and effective. A perfect-world Etchenique and Euge Roberto Lopez. Dr. in Chemistry and biologist respectively, form the duo responsible for section playing with chemistry, space within the late Argentine show broadcast between 2009 and 2011 and led by American TV presenter Roberto Pettinato. The show combines various types of contents, including the above mentioned sporadically space science. Etchenique (professor at the UBA) and his partner, colorful experiments performed to the delight of the audience. El Hormiguero-Flippy. Characters played by actor Enrique Perez has led a section of experiments (currently hosted by actor George Brown) in Antena 3 program known section presents both easy reproducibility experiments at home, as impossible to do without other means a television production company. The character represented the distorted vision of the mad scientist. If a classroom experience that has previously been held at the mound, several students will record this fact is proposed. 3.2. Results of the evaluation of programs To perform the statistical analysis of the results, has been assigned numerical values to the Likert scale adopted is convertible into an easily recognizable scale: zero to ten points. The questionnaire, with the average values obtained after the above conversion, and their corresponding graphs, can be seen below (Table 1 and following).
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Table 1 Questionnaire and averages of the responses (N = 64) in Question 1. Answer the following questions by filling in the blanks with: Strong Agree (10); Somewhat Disagree (8); Agree (6); Disagree (4); Somewhat disagree (2); Strong agree (0) AVERAGE PROGRAMS VALUES (sub) C1. The driver of The Ellen 1,88 the recreational Degeneres Show (SG-1) science section (USA) responds to the El Hormiguero 8,19 stereotypical (ESP) (SG-2) image of a A Perfect World 4,94 scientist (robe, (ARG) (SG-3) disheveled, TV Night (MEX) 9,00 confused, etc.) (SG-2) The Club (ESP1,63 CAT) (SG-1) 10 9 8
MEDIA
7 6 5 4 3 2 1 0
Ellen de Generes
El Hormiguero
Un Mundo Perfecto
TV de noche
El Club
PROGRAMS
Fig. 1 subgroup means and values. Item 1
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Table 2 Mean values of responses (N=64). Item 2 PROGRAMS The Ellen Degeneres Show (USA) El Hormiguero (ESP) A Perfect World (ARG) TV Night (MEX) The Club (ESPCAT)
AVERAGE VALUES (sub) 5,88 (SG-1) 4,31 (SG-2) 5,25 (SG-1/2) 2,06 (SG-3) 7,13 (SG-4)
C2. The driver section has a high recreational science disclosing capacity (scientific)
10
9
8
MEDIA
7
6
5
4
3
2
1
0
Ellen de Generes
El Hormiguero
Un Mundo Perfecto
TV de noche
El Club
PROGRAMS
Fig. 2. Mean values and subgroups. Item 2
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Table 3 Table 3 Average values of the responses (N=64). Item 3 AVERAGE PROGRAMS VALUES (sub) The Ellen Degeneres 6,63 C3. The display Show (USA) (SG-1) of the science El Hormiguero 6,38 section of this (ESP) (SG-1) program can be A Perfect World 6,13 motivating for (ARG) (SG-1) students) TV Night (MEX) 3,88 (SG-2) The Club (ESP7,94 CAT) (SG-3) 10
9
8
MEDIA
7
6
5
4
3
2
1
0
Ellen de Generes
El Hormiguero
Un Mundo Perfecto
TV de noche
El Club
PROGRAMAS
Fig. 3 subgroups means and values. Item 3
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Table 4. Mean values of responses (N=64). Item 4 PROGRAMS The Ellen Degeneres Show (USA) El Hormiguero (ESP) A Perfect World (ARG) TV Night (MEX) The Club (ESP-CAT)
AVERAGE VALUES (sub) 6,44 (SG-1/2) 5,63 (SG-2) 5,94 (SG-2) 3,69 (SG-3) 7,25 (SG-1)
C4. The section devoted to the science of this program can be a useful educational resource applicable to classroom
10
9
8
MEDIA
7
6
5
4
3
2
1
0
Ellen de Generes
El Hormiguero
Un Mundo Perfecto
TV de noche
El Club
PROGRAMS
Fig. 4 subgroups means and values. Item 4
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Table 5. average responses (N=64) values. Item 5 PROGRAMAS The Ellen Degeneres Show (USA) El Hormiguero (ESP) A Perfect World (ARG) TV Night (MEX) The Club (ESPCAT)
AVERAGE VALUES (sub) 6,94 (SG-1) 6,50 (SG-1) 6,63 (SG-1) 6,94 (SG-1) 6,13 (SG-1)
C5. The science section is displayed for an audience primarily "no student"
Answers, but in all of them, more or less a clear allusion to the ultimate objective of such programs: entertainment and entertainment. However, several teachers confirmed that students have recognized for explanations of any class of experiments offered by these programs. Similarly, opinions converge on that curiosity and interest that these programs can allow the teacher to awaken "bring water to his mill" and draw any useful conclusion. Depending on the questions of the five programs groupings observed in 3 or 4 groups in which, sometimes, the same program is part of two groups. In graphic successive has been observed that programs whose presenters are actors, not scientists (TV Night and The Ant) usually get the most adverse outcomes while programs where the presenters of the section itself are scientific graduates, get the more favorable results. The results are consistent with the fact that both Jimenez (The Club) and Spangler (Ellen De G.) hold or have held a more informative activity Etchnique (A Perfect World) more focused on academics. The latter program serves as hinge group generating affinity subgroups in one direction or another.
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Finally, teachers agree to note that these programs are not designed to be aimed at a student audience. Thus, we can see some parallels and differences in the programs presented. Going the Distance live programs and impose a limited time, clearly distinguish two modes: the one performed by real scientists or actors performing. First, have an undeniable conceptual domain of the expressing. It seems clear who know what they say, do not interpret a script, but that report. They tend to move away from the distorted image of the usual mad scientist on actors, generated by these, perhaps, to give credibility to the role they represent. Similarly, real scientists often work in educational programs, publishing books, guide, advise and develop materials for teachers, participate, ultimately, of a scientific culture from a disclosure perspective. 4. Conclusions In short, we have seen that there are other ways of disseminating science outside the documentary and specific information, more in keeping with the tradition of centuries ago and today lives a considerable rise. Also teachers perceive scientific level in the spaces presented by scientists and valued more as a motivator and effective in science education resource. Perhaps television producers should take note of the educational and cultural benefits to be gained by putting a professional with scientific training base in front of these spaces. However, any contribution is welcome, anyway, can increase motivation and interest of students towards science subjects. Finally, teachers should be aware that there are not only fun in these spaces, and to filter and refine the information provided, adapted to the conditions of an academic context. 5. Bibliography Books o BENSAUDE-VINCENT Bernadette y BLONDEL, Christine [eds.] (2008): Science and Spectacle in the European Enlightenment. Ashgate.Aldershot.
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o ESTALELLA, José (1918): Ciencia recreativa. Enigmas y problemas, observaciones y experimentos, trabajos de habilidad y paciencia. Gustavo Gili. Barcelona. o PERELMAN Yakov. (1971): Física Recreativa. Martínez Roca. Barcelona. o TIT, Tom (1890): La science amusante. Larousse. París o TISSANDIER, Gaston (1887): Recreaciones científicas. La física y la química sin aparatos ni laboratorio y sólo por los juegos de la infancia. Alta Fulla (Facsímile 2003). Barcelona. Paper journals o AGUADED, S. (2002): La divulgación científica y ambiental en la televisión. Comunicar, 19, 67-70 o APPELBAUM, P., CLAK, S. (2001): Science! Fun? A critical analysis of design/content/evaluation. Journal of curriculum Studies, 33(5) 583-600 DOI:10.1080/00220270010023812 o CAMPANARIO, J.M., MOYA, A., OTERO, J. (2001): Invocaciones y usos inadecuados de la ciencia en la publicidad. Enseñanza de las Ciencias, 19(1) 45-56. o DHINGRA, K. (2003): Thinking about Television Science: How Students Understand the Nature of Science from Different Program Genres. Journal of Research in Science Teaching 40(2), 234-256 DOI:10.1002/tea.10074 o DOMÍNGUEZ, M. (2002): Divulgar la investigación con revistas científicas: el caso de Mètode. Comunicar, 19, 49-53 o EZQUERRA, A., PRO, A. (2006): Posibles usos didácticos de los espacios meteorológicos de la televisión. Revista Electrónica de Enseñanza de las Ciencias 5(1), 114-135 o FERRÉS, J. (1995): Televisión espectáculo y educación. Comunicar, 4, 37-41 o FRANCESCUTTI, L.P. (2010): La información científica en los telediarios españoles. Cuadernos de la Fundación Dr. Antonio Esteve, n.21 o GUTIÉRREZ-LOZANO, J.F. (2002): La divulgación científica en la programación de las televisiones generalistas. Comunicar, 19, 43-48 o HERNÁNDEZ, M., ROBLES, M.A. (1995): Televisión y cultura. Comunicar, 4, 95-98 o KING, K.P. (2000): Educational Television: ‘‘Let’s Explore Science’’. Journal of Science Education and Technology, 9(3), 227-246 319
o MCSAHRRY, G. (2002): Television programming and advertisements: help or hindrance to effective science education?. International Journal of Science Education, 24(5), 487-497 o MARTÍNEZ, F.J., BAUTISTA, M.M., DEL PINO, J.R. (2005): Educación científica, sociedad y televisión. Comunicar, 25. o ORTEGA, M.L., ALBERTOS, A. (1998): La ciencia en Televisión Española: primeros acercamientos a la divulgación. Secuencias, 8, 61-74 o PARDO, V. (1994): Medios de comunicación en las Ciencias Naturales. Comunicar, 2, 43-49 o PETIT, M.F., SOLBES, J. (2012): La ciencia ficción y la enseñanza de las ciencias. Enseñanza de las ciencias. 30(2), 69-86. o PINDADO, J. (1996): Adolescentes y televisión, la pantalla amiga. Comunicar, 6, 22-28 o PRO, A., EZQUERRA, A. (2005): ¿Qué ciencia ve nuestra sociedad? Alambique, 43, 37-48 o SIERRA, P. (2011): Televisión y Ciencia. C+TEC. Divulgar para transformar, n.6 o TELLO, J. (2005): Educación científica en el medio televisivo. Comunicar, 25 Articles on web publishing o DE MOYA-GUIRAO, E., GARCÍA-MOLINA, R. (2013): ¿Hay correlación entre el interés por los programas televisivos con contenido científico y la actitud hacia la Física y Química de los estudiantes de 4º de ESO?: el caso de El Hormiguero (espacio de Flipy). Revista Eureka sobre Enseñanza y Divulgación de las Ciencias 10(2), 182-197. o EZQUERRA, A., POLO, A.M. (2010): Una exploración sobre la televisión y la ciencia que ve el alumnado. Revista Electrónica de Enseñanza de las Ciencias, 9(3), 696-715 o GARCÍA-BORRÁS, F.J. (2008). House: otra forma de acercar el trabajo científico a nuestros alumnos. Rev. Eureka Enseñ.Divul.Cien, 5(2), 212-228 o GARDNER, C., YOUNG R. (1981). Science on TV:A critique. En Popular television and films. Bennet et al.eds. London. (http://www.psychoanalysisand-therapy.com) (28/08/2013) o OLMEDO, J.C. (2011): Educación y Divulgación de la Ciencia: Tendiendo puentes hacia la alfabetización científica. Rev. Eureka Enseñ.Divul.Cien 8(2), 137-148 DOI:10498/10849 320
o SERRADO, A., AZCÁRETE, P. , CARDEÑOSO, J.M. (2009): Numbers: Zona Cero(II): Entorno de aprendizaje profesional. Rev. Eureka Enseñ.Divul.Cien. 9(2), 287-301
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XXI. NEW RESEARCH TECHNIQUES APPLIED TO THE CONDUCT OF THESIS RULED ON LEGAL ISSUES AND PRACTICAL: IN PARTICULAR, THESIS ON URBAN LAW Manuel Moreno Linde (Universidad de Málaga -Spain-)
1. Objective The primary purpose of this paper is simply to expose a series of considerations about resources and research techniques used in conducting research - particularly doctoral thesis - on legal issues, with special emphasis on those concerning matters legal-urban nature. Traditionally, doctoral theses have been made in law characterized by presenting an essentially theoretical content, especially when have focused on the more traditional legal institutions. We believe, however, that the development of legal dissertations must now adopt a different, more practical perspective: analysis of legal institutions must begin with the realization of the problems posed its existence and application in the real world, so that the research carried conclusions can be drawn that facilitate achieving concrete and real solutions to such problems. Logically, this new perspective entails the need for more resources and to use other investigative techniques beyond the traditional. 2. The Starting Point: the Problem The starting point of the investigation is to be, in our view, the detection of a legal problem they try to give a solution. The problem and its resolution seeking to be the thread to guide the preparation of the thesis in all its phases.
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In this regard, it has been noted that in the field of law, the contradictions posed problems can be found in several cases, among which should be noted: "1. When the rule of law does not match a necessity according to the assessment we make of it; 2 When two or more legal rules or legal bodies are incompatible; 3 When there is an incompatibility between two or more positions of the doctrine."21 In our view, the problems of those who leave the investigation will be found always associated with the application of a rule or set of rules or lack of regulation of a substantial conflict in society that demand regulatory intervention. Obviously, to find a legal problem, it is necessary first of all being willing to reach him, you can suspect its existence. Stated more clearly, it is necessary that some knowledge about the discipline is held in this legal case, which will be framed research work. It should be noted, however, that the demarcation problem has not always been the source or starting point for any work of legal research. In this sense, it is usual to initiate a legal investigation has been to select a specific institution, for example, administrative disciplinary action, adverse possession of personal property, etc. to study them in depth. It is true that during the comprehensive study of institutions is possible to address and find solutions to problems that are linked to their performance, but not that be the ultimate objective of the research. The methodology described here is different aims, in a reverse of the traditional sense: it first locates and defines a problem, and from there the study of institutions and legal concepts related to it is addressed. That is, from this point of view will also be analyzed in detail the legal institutions, but always in connection with a previously defined problem. This is an instrumental analysis of the ultimate objective of the research is to propose solutions to this problem, thread of all the work develops.
21
AZÚA REYES, Sergio T. (1990): Methodology and techniques of legal research. Editorial Porrúa. Mexico, D.F. Page. 8.
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This raises the need different perspective, as seen below, to make use of new sources and various traditional resources. Obviously, the latter will also be recourse is, but always from the perspective of the problem in respect of which aims to propose a solution. 3. Sources of Information The research work is developed in several stages, among which is called phase heuristic, which refers to the consistent efforts in collecting and organizing information required to achieve the necessary level of knowledge on a given subject, allowing the development and reflection on the subject of the doctoral thesis and obtain the appropriate conclusions. Normally we would, once the initial work plan layout, go initially to more general sources of information, once achieved the most basic skills, pass on more specific sources from which information is extracted truly useful development of the subject on which the thesis be. Nevertheless, depending on the degree of prior knowledge we have about the subject under study, it is possible to dispense with those more general sources and focus early on in the particular or concrete. The sources of information or knowledge of traditionally nurtured legal research are the rules, scientific doctrine and jurisprudence. We will refer to them first. 3.1 Sources traditional information: rules, doctrine, and jurisprudence The rules are the first and most important source for legal research. Understood as prescriptive proposition aimed at ordering human behavior, the norm - or, if applicable, its absence - is the capital of the research object. Are the rules that determine, being endowed with strength to force the existence of conflicts, the problems it has to face the researcher. Such conflicts can come motivated by different reasons. Thus, for a deficiency of the legal standard itself, which can be referred to the same content of her or the technique used in its drafting. Similarly, legal disputes may originate in the application of it to come by the competent bodies for it - or even derogation application - based on giving the interpretation to come to it. And even the problems may be caused by the lack of a
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standard to regulate social conflict that demands regulation. What is clear is that the center, the germ of a legal problem is always the legal rule or its absence. Thus, any legal research must be based essentially on the legal rules, subject to resort to other sources - that will be the reference - essential for a serious and rigorous work. The law is essentially content standards and why they are the most important source for legal research. From the point of view of legal research methodology, standards are considered formal sources, to the extent that, as noted, come with a binding force mandated by a constitutional-legal system22. From the standpoint of technical documentation, regulatory information sources fall into two categories: 1 primary policy documents, which are essentially transmitting original information. It is official bulletins and newspapers. 2 secondary policy documents, which are sources of information derived from primary or describe them. Are the codes on paper or automated support, publishing original documents either by reference or in full23. In connection with these documentary sources, it should be a number of clarifications. The publication of the legal rules in the official journals, besides being a necessary for them to begin to deploy their effects requirement is a source of knowledge of the rules for the general public and legal practitioners in particular. However, the latter task is also fulfilled, and more effectively, by codes and regulations compilations. Resorting to either source document can be indifferent if the research focuses on one or a few well-identified standards. But if instead the research work requires consultation of a multiplicity of standards, then it is advisable to use the codes or
22
AZÚA REYES, Sergio T. (1990): Methodology ... cit. Page. 31st. MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information and administrative documentation. Tecnos. Madrid. Page. 149. 23
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regulations compilations, being especially useful for this purpose the normative databases, which greatly facilitate locating standards by using many different criteria. It should be noted, in this regard, as the embodiment of some legal work of scientists is relatively unfamiliar with the rules to be used. That is, it is not and that access to certain standards can be difficult, but it is common that these, when you start the research work, have not even been identified by the author. In this case, it is necessary to develop a job search with the rules involved in the issues that will be addressed, so it is essential for the use of databases. It should be noted that the digital editions of newsletters and incorporate digital databases to search for the acts they publish, including rules, of course. However, these bases tend to be poorer, as to the inclusion of a variety of search criteria, to those produced by private publishers such as Aranzadi - Westlaw - Law or Digital. Moreover, the need to have alluded to making a work of search and identification of the rules involved in the issues under analysis is particularly important when the research work is developed from the identification of a problem. Indeed, if the study focuses on a specific legal institution will be normal that the legislation that regulates bounded certainly be found; and identification and access to it, consequently, will be easier if, however, research has its origin in the detection problem. In the latter case may be various institutions connected with it and, therefore, the greater the number of rules to be analyzed. This reinforces the need to make use of legal databases for, by using multiple search criteria to locate all relevant for the purposes of the research work rules. Another key sources for research in law is the legal doctrine, understood as a set of opinions, theories and speculations of science legal experts on legal standards and their implementation. The legal doctrine plays a significant role in the formation of the new law, and being that the creation of new rules is often based on the views expressed by the experts of the various legal disciplines. And also, considerations of the authors are certainly taken into consideration when doubts about the interpretation and application of the standards are raised. But in any case, the doctrine has no legally binding force and is therefore a direct source of law.
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The views and considerations of the doctrine that are collected in written media dissemination integrate legal literature. This primarily consists of books, law review articles, theses and other research24. Regarding books, can differentiate between manual and monographs. The first would be "didactic documents containing the essential concepts of a science, art or art."25 In law, the manuals are especially abundant. As for the papers, they have been defined as "the specific study of a particular topic within a discipline or subject, which depletes the item itself, ie, it has no purpose then and printed in one or a few volumes"26 it is, therefore, correspond to much more specific than the topics covered in the manual. The law review is "a serial publication generally about one or more specific areas and contains general information or scientific and technical information"27 Magazines are in themselves an object of preferred documentation, legal documentation and also in this sense the content of scientific journals are considered as the main source of primary information in a matter of science. It should be noted that the location of all this documentation to that just referred has been greatly facilitated by databases of scientific journals and documents prepared by public institutions - so, for example, Dialnet - or private. Within the latter can find yourself a good number of specialized databases in the legal field, such as law or Iustel Digital.
24
MACIÁ, Matthew (editor) (1998): Manual of legal documentation. Editorial Summaries. Madrid. Page. 191. 25 MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information ... cit. Page. 71. 26 MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information ... cit. Page. 65. 27 MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information ... cit. Page. 65.
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The doctrine contained in the legal literature has been and remains an essential source of information for legal research. All scientific and legal work that seeks a minimum level of quality should be well supported, now as before, in the existing legal literature on the subject under investigation, as the foregoing reviews and author of the law are those that enable in largely self-reflection and the consequent deduction of ideas, solutions and conclusions provided by the scientific work. Third, it must be referred to the Court as a source of information for legal research. The Court, defined in the broadest terms, is nothing but the doctrine established by bodies exercising judicial functions through its resolutions. Regarding the role the Court plays in the scheme of sources of law of the Spanish legal system, be noted that in accordance with Article 1.1 of the Civil Code, the Court is not a source of law. This does not mean, however, that does not meet a major complementadota work system, as provided established in paragraph 6 of the precept that "the law will complement the legal system with the doctrine that also consistently set the Court Supreme interpreting and applying the law, custom and general principles of law." Anyway, for purposes relevant here, the Court plays a crucial role as a source of information for legal research. If the introduction noted that legal research, from the perspective that we believe need to be addressed, must face and try to solve the real problems of law, it is clear that the weight should be the researcher's Jurisprudence, as noted in the paragraph quoted above preamble 1836/1974 Decree is the result or consequence of contacting the law with reality. The Court created by our courts is being collected in the repertoires Law specialist publishers have been publishing many years ago. Some of these publishers - Aranzadi, for example - have developed data bases jurisprudence that greatly facilitate the location of judgments. 3.2 Other sources of information In addition to the common or traditional sources of legal information, must be borne in mind others can be considered novel for its content or format broadcast. In this regard, the emergence of the Internet has facilitated access to documentary sources that previously were very difficult - if not impossible - to arrive.
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So, he made mention of what has been called "gray literature". Under this concept have been bringing together a number of documents which are characterized in terms of their contents, by not having popularization, turning to a specialized audience, and as for publication and dissemination, by the fact of not being acquired through the usual channels of selling books and are difficult to locate and obtain. Among others, these include gray literature as some documents when they are disseminated through traditional channels become part of the legal literature, such as unpublished conference papers in proceedings and dissertations. Besides these, they have considered other documents such as reports, technical specifications etc28. Internet has revolutionized large extent this concept, so that today is meant by gray literature any document is produced in government, academic, commercial, business and industrial areas, in print or electronically but are not controlled by commercial publishers. And so, accordingly, it is understood that with the above items comprise the gray literature videotaping of scientific, electronic documents without copyright, papers deposited on websites, etc. This broader concept of gray literature covers a huge variety of documents of undoubted interest to the researcher of law. So are some especially relevant documents on the websites of government agencies. These may consist of preliminary or pre-writing standards or instruments incorporating criteria for interpretation studies. Also, are usually published on the websites of these institutions descriptive strategic plans or public policies or programs, in general, incorporating the criteria that the action of the public authorities in the most varied subjects. These documents are located halfway between the normative and the gray literature. Finally, public entities disseminated
28
MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information ... cit. Page. 67 et seq.
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through reports or reports on the activities and actions in the fields of its competence network. Many of these documents form the so-called soft law - law "soft" - term for a number of instruments is identified, usually Community law International law - or have their origin in these - which are characterized by some influence on the legislative and executive powers of public policy, yet have no binding force. It is, in short documents that are no more than mere recommendations or contain nonmandatory guidelines, but which are recognized any legal significance from the time that influences the action of public bodies. On the other hand, must also be considered gray literature documents published on the websites of private institutions - NGOs, foundations - consisting of studies that address problems which are not strictly legal, they may have a legal dimension - so, for example, studies on the state of the environment published by Greenpeace -. All these documentary sources, as mentioned above, may be useful for the legal researcher, first, facilitate the understanding of the state of a particular issue and thus the delimitation of problems to be addressed. And secondly, through these instruments is possible to know what are the guidelines of the legislative policy of the centers of production rules and criteria that guide the actions of public authorities aimed confront those problems. Finally, statistical information, defined as "the set of information contained in a quantified and measurable number of different aspects of the economy and society valuation is" also a resource to be taken into consideration by the researcher Right. It is not, it, of course, a source of new information, but certainly
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its application to legal research has been limited until now, despite the utility that can report29. In this sense, the statistical documentation - the set of documents that contain the statistical information produced by official and non-official statistical bodies is an invaluable resource to define problems from the start to work of legal research. In this respect, statistical data, among other uses, can identify, for example, the degree of application of a rule or whether it is achieving the objectives pursued enactment. Not only that, it is also possible, through such data geographically locate the problem or achieve it in a particular social group - age, income level, etc. - In short, isolate the problem to search the Law appropriate solutions. In conclusion, along with traditional sources of legal information, may be taken into account other that contribute to enrich the research, allowing, from a better understanding of reality, proposals and more accurate and appropriate to the truth of solutions the problems addressed. 4. Professional Experience as a Premise and as a Contribution to the Work of Legal Research Regardless of the sources of information that go over the heuristic stage of the investigation, the lawyer intending to carry out scientific work offers a valuable resource to apply to the research work: his own experience in the field on which see the job in question. Indeed, the professional dedication to a branch or discipline of law implies an approach to the reality of the application of the rules; a reality that usually involves a number of features that are not noticeable from a mere reading of regulatory
29
MUNDET CRUZ, Jose R. and Mikelarena PEÑA, Fernando (2006): Information ... cit. Page. 121.
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requirements or legal literature. This circumstance allows the adoption of different perspectives, both in the identification and assessment of problems, such as identification or construction of their solutions. Moreover, for certain conflicts or problems, previous professional experience in a particular area of law stands as an essential requirement for detection. In this regard, due to their complexity or depth, only certain legal problems may be advised if the circumstances of a particular case have led to legal professional to them. In this context, the jurist issues that can be a spur to the development of scientific research work in the idea that the conclusions derived from this research must be original, in that it referred to a problem that probably no raises been addressed before by other researchers, or will have been rarely. In short, previous professional experience in a field of law is a resource that provides a research - particularly to a doctoral thesis - notes of originality that enrich the end result. It can even be the determining factor in the development of scientific work if the problem to be treated according to their specificity, could only be known through the experience. 5. The Construction of Discourse After the heuristic stage of the investigation, it should proceed to organize the data collected to construct, from these and the skills acquired through professional experience, the speech you want translated into the work, this is why the thoughts aroused by the study in connection with the problem being addressed. As indicated at the beginning of this paper, the problem and finding its solution constitute the leitmotif of the research. If this is so in relation to the stage of searching for information and organization of the data collected, it is also, of course, in the translation of written ideas and considerations may have. First, at the beginning of the thesis will be to express clearly what the problem is analyzed and compared to that generally seeks to provide solutions. Thus, it must be explained what is the genesis of the problem and the reasons that make it worthy of scrutiny. Second, the problem must also be addressed guideline to consider to define the structure of the individual chapters and sections in the exhibition is divided. 332
And also, the reference to establish its contents. This does not mean they can not devote paragraphs and even entire chapters to specific legal institutions that are linked with the problem, but the analysis of these institutions must always be in connection with it, because what justifies this study is its potential contribution to clarification of the problem or find solutions for the same. Finally, the thesis will include a concluding chapter in which, from the considerations made in the body of work, neat and precise proposals for solutions as tight as possible to the reality of the problem that has given rise are formulated research. 6. PhD Theses in Urban Law To conclude this paper, they are going to make some considerations, taking into account the discussion in previous sections, on the development of doctoral thesis in Urban Law. As a starting point it must be noted that the Planning Law is a legal discipline is inextricably linked to a physical reality: the urban space. From here it is easy to understand that the approach to this area of law will present some peculiarities that must be taken into consideration when conducting an investigation to be on planning matters. Thus, any work of this nature, particularly doctoral thesis, has necessarily to take a practical perspective, for what urban concepts become truly intelligible when applied to reality on that project: the floor. That said, they have to be made the following observations. First, with respect to the use of information sources, in addition to traditional it should be used in any case - is important to manage a number of specific documentary sources that are particularly useful in this area. First, a set of documents pseudonormativa nature - soft law - made by public bodies, mainly from the European Union (also national and regional bodies) that establish a pattern of land use related to the principle of sustainable development. These documents are very important to know the guidelines that they currently follow all the public policies that affect the region. Moreover, the instruments of planning and urban management. Plans and urban projects are the tools through which the urban concepts apply to reality, soil. 333
Hence the need to know and know how to interpret this respect, in this kind of legal and non-legal documents concepts that are not always easy to assimilate intermingle. Secondly, professional experience in the urban area becomes very relevant as a resource to apply to research. In this sense, it just indicated that the study of the legal and urban issues must adopt a practical perspective, to the extent that the concepts that make up this discipline become understandable when applied to reality on that project. It is evident, therefore, that the lawyer who regularly operates with such concepts and knows the real consequences of its application is in an advantageous position to meet the challenges posed by urban law and better able to propose solutions to them. Finally, in regard to the construction of discourse, the researcher intends to capture in a thesis or other scientific work reflections that raises legal-urban question, pay particular care to the editor. This, to the extent that the Planning Law, as indicated, using concepts that can be difficult to understand who does not know the reality of their application. Precisely for this reason, it may be desirable, in addition to writing the considerations made in the clearest possible case examples refer to facilitate the reader's understanding of what is presented. 7. Bibliography Paper or electronic books, reports and theses: o AZÚA REYES, Sergio T. (1990): Metodología y técnicas de la investigación jurídica. Editorial Porrúa. México, D.F. o CRUZ MUNDET, José R. y MIKALARENA PEÑA, Fernando (2006): Información y documentación administrativa. Tecnos. Madrid. o MACIÁ, Mateo (editor) (1998): Manual de documentación jurídica. Editorial Síntesis. Madrid.
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XXII. A PROPOSED MODEL OF QUANTITATIVE ASSESSMENT OF COMPETENCE PARALINGUISTIC EXPOSURE IN DEFENSE OF THE END OF MASTER Ángel José Olaz Capitán (Universidad de Murcia -Spain-)
1. Introduction As a result of the implementation and further development of the Bologna Process, in the framework of the European Higher Education Area, the presence of masters as possible then to graduate studies are present, almost without exception, in all the universities in our area. The importance of professionalizing element as master of students in search of a sector and / or functional specialization, often contributes to begin doctoral studies. Somehow the master play that transitional role between the undergraduate and the most advanced university-level training offer. In other words, the master becomes the prelude to the research work which is one of the purposes of the doctorate. The master professionalizing content requires the student with a Master's Thesis (TFM) project to be performed with a high range of demand and, if the term, professionalism in the broadest sense of the expression is allowed, ie, commitment, consistency and results orientation. This involves acquiring the essential skills that prove the required threshold for obtaining the degree, but also emphasize other elements - also competence - rooted to the exposition and defense of the project. It is therefore to combine the knowledge of issues or "what is said" next to "how to say". Understandably understand that the staging is important because beyond the script, scenic resources of the student in his defense contribute to a better 336
understanding and appreciation by the court, regardless of recording instruments exists to assess the resources communicative. This work aims to fill this small gap, proposing a system of quantitative assessment of paralinguistic skills in presentation and defense of the TFM court constituted for the purpose. 1393/2007 Royal Decree of 29 October, on the organization of official university studies, indicates that to obtain any Bachelor degree students must prepare and defend a Final year project, aimed at evaluation of skills associated with the degree. It also states that the official teachings of Master conclude with the preparation and defense of a TFM, without on the other hand has more references to the subject matter of this project. In order to contribute to a better understanding of the work, it begins with a brief reference to how to understand the concept of competition and, more specifically, the connection between skills and qualifications. Then the communication scenarios, including paralinguistic resources are analyzing and after this first approach, the positive and negative aspects to consider will be stated in the presentation and defense of the Master from the perspective of this paper and who represent, seeking a better realization, to study which variables are communicative. These variables serve as a reference to the creation of a system of headings in order to graduate the intensity of these variables in the scheme of a scoring system factors. With all this and before final conclusions, based on the experience accumulated over several years, a set of good practices will be proposed if they could thus contribute to add value and better visibility to the exposition and defense of the TFM. 2. A First Approach to Term Competition The European Higher Education, skills become a key backbone of a process where teachers and students are represented. The student begins to become familiar from the outset with the skills in the teaching guide, which articulate each of the modules of the course, and acquires meaning prior to their development requirements, methodology, practices, evaluation system, etc.
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One of these skills often -a significada- grouping is the paralinguistic elements, fundamental nature, the weight that these have on the student, to the exposition and defense of his TFM. Then a brief tour beginning with the genesis of the concept of competition and subsequent reinterpretations performed for more evidence the weight representing the educational learning system is proposed. Thus, he will be able to understand that there are a number of skills related to communication, and more specifically, the paralinguistic. McClelland (1973) initially defined the term competence as what actually causes superior performance on the job, putting their meaning and dimension to the educational approach and connecting to alternative elements such as gender, ethnicity or social class, in order to measure the work performance of the individual in the organizational context. Since then there have been many subsequent developments made from this first definition. Almost shape matching in time Bloom (1975) refers to skills from the educational perspective, mentioning that "competency-based education", sits on five major assumptions: 1) All learning is essentially individual; 2) The individual, like any system, is geared towards achieving a set of goals to achieve; 3) The learning process is easier when the individual knows exactly what is expected of him; 4) The precise knowledge of the results helps to 5 facilitates learning process) is more likely that a student does what is expected of him and what he wants, you have the responsibility of learning tasks. These principles are then converted into time reference from which the models of education and competency-based training in the United States and Britain were built. It was in the latter country, where the model was accepted, consolidating until today. The competition was understood as the necessary result of the formation (Tuxworth, 1989). According to Boyatzis (1982) defines the term competency as an underlying characteristic of a person, causally related to a benchmark of successful performance on the job or in another similar situation. This causes at least three key aspects to notice: 1) underlying feature, means that part of the personality and can predict a variety of behaviors both at work and in personal life; 2) causally 338
related because it is the cause of something or predicted behavior; 3) Baseline explains that successful performance of the tasks may predict how a performance will be held (good - bad - Regular, better - worse) from a standardized criteria. These aspects make a differentiation glimpse of skills in two groups, the differentiating competencies distinguish characterized by superior performance of an average or standard threshold or performance and essential skills related to achieving an average or minimally adequate performance. Thus, the skills may include: 1) Reasons, understood as a necessity associated with a mindset that drives, directs and selects the behavior of a person (eg the need for achievement); 2) character traits or general predisposition to behave or react in a certain way (eg the self-confidence, self-control, resistance to stress or frustration, 3) concept of self or what you think, what you value and / or which are interested in making, guiding the pattern of individual behavior; 4) Knowledge or what is known about a technique, science and / or ability, determining the capacity for action and thus determining the behavior; 5) cognitive and behavioral capacities, whether hidden (eg deductive reasoning) or observable (eg active listening). In our country, the work done by Pereda and Berrocal (2001) inspired by the ideas of Le Boterf, Barzucchetti and Vincent (1993) describe five items that, in his opinion, help to define the nature of competition. These elements would correspond to five types of knowledge: 1) Know or knowledge possessed person and that will allow you to perform the behaviors within the jurisdiction; 2) Knowhow or the ability of that person to apply that knowledge aimed at solving problems or conflicts; 3) Etiquette or performing those behaviors according to the procedures of the organization; 4) Wanting to do or want to undertake behaviors that articulate the competition, which directly refers to the individual's motivation and finally; 5) Be able to make or organization features that allow the individual to have the relevant tools and resources needed to develop their competence. More recent in time, are epistemo nature studies - methodological De Haro (2004), in an attempt to classify the myriad of explanatory models, as competition understood as dependent or independent variable.
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It is in this second case, to be characterized as an independent variable, competition is viewed as a cause or source of performance or results. In turn, causes that determine the effective and efficient performance of workers are of several types: based on the features, behaviors or a combination of both. Thus, the skills that the student has developed during the conduct of the master empower you - precisely why - to be competent in the exposition and defense of the TFM, not only from the point of knowledge or, if the expression is allowed the "what" should explain, but also the "how" to use certain communication skills to reach a more appropriate way to court. It becomes therefore evident competencialmente measure "what" and "how" communicates. 3. Skills and Qualifications In view of the above aspects, one wonders if eventually a relationship between the concept of competence and qualification can be established. Although intuitively this apparent conflict can be resolved, it is worth reviewing some of the theories, different authors, especially from the 90s of the last century have made. Alex (1991) explores this by noting that if the qualification responds to a personal dimension, competition is part of it (the qualification) and responds to a social dimension connection. In the same vein Alaluf and Stroobants (1994) point as competition is part of the qualification and how it serves to demonstrate or test it. In this sense, the reflections are essential Stroobants (1991) performed when delves into the undeniable social construction of qualification These issues lead us to reflect on the static or dynamic nature of both concepts. Thus, authors such as Jacinto and Gallart (1996) and later Stroobants (1999) agree in indicating a stable or static character for the qualification and more variable or dynamic competition. Colardyn (1996) emphasized especially unique nuances, which lead him to set the stage for the formal qualification with while the jurisdictional with no "formal" or, if preferred, with the "informal" (See Table 1).
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QUALIFICATIONS
SKILLS
Skills acquired and recognized by the education system
Skills acquired through life experience (personal and professional life) Focused on producing results, connected to a greater or lesser extent a personal context and / or professional concrete The place of education are often life circumstances Learning is independent of its duration It has a single dimension such figures is not representative in the collective agreement as
Focused on subject knowledge and / or disciplines Clearly identifiable schools The learning time is preset Has a collective dimension to the pro ranks
Table 1: Qualifications / Skills Source: Adapted from (Colardyn, 1996: 54) "Qualifications and skills."
Le Boterf (2000), in a more strategic vision addresses the necessary mix of skills and qualifications and to facilitate social inequality and the opportunity to contribute in a certain way to the employability of the system. From our particular point of view, skills - in connection with the qualification - becomes the means or instrument through which provided an improvement in academic skills of students. So from this perspective and in a hypothetical function [y = f (x)] qualification [(y)] be the dependent variable of another independent competition called [(x)]. Apart from these considerations always subject to critical review, the truth is that regardless of the nuances that can always occur when establishing a possible connection, competencies must attempt to improvement in academic skills of students not being more enhancer elements that qualification. In our case - always from our particular point of view - that is, the university, the competencies are set 341
or should put to use the skills of the students. In other words, the skills and the aggregation of these can be, in itself no longer aids the training of the individual. For these reasons, it is questionable to what extent the choice of skills, both in quantity and quality, allow weigh the qualifications of students. Communication scenarios.e staging resulting in the presentation and defense of a TFM is important not only the "what" is said, also has a significant part "how" things are expressed. In this representation, the construction of the haracter (Stanislavski, 1975) to be transmitted to the audience - in this case court scompetencylementsnd resources. 4. Communication Scenarios In the staging resulting in the presentation and defense of a TFM is important not only the "what" is said, also has a significant part "how" things are expressed. In this representation, the construction of the character (Stanislavski, 1975) to be transmitted to the audience - in this case court - requires competency elements and resources. Table I may be seen that, depending on the combination or absence of sound and the use or disposal of words, different communication models are contextualized. Of all these communication models, based on the so-called nonverbal communication, are the least taken into consideration and possibly more effects can cause among the members of a court of TFM in appreciation of the work presented.
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Figure 1: Types of Communicative Spaces.
SOUNDS
VERBAL ORAL
W O R D S
YES
PARALINGÜISTICA
YES
NO
VERBAL ESCRITA
GESTUAL
NO
I SAY COMMUNICATION VERBAL
AS I SAY COMMUNICATION NO VERBAL
Source: Prepared
Next to the "what" is the "how", or in other words, gestures and paralanguage. The latter refers to one communication model developed in the presence and absence of sounds of words. This helps to explain the way in which we express when we talk and, more specifically, the use of different elements such as speed, emphasis, vocalization, volume and tone, with silences. Clearly each of these resources, in perspective, may help improve the ability of the student stage during the presentation and defense of the TFM and as the power objectified, valued and part of the final evaluation of the presentation. 343
5. Positive and Negative Aspects of the Rapporteur The following lines are intended to represent, albeit in a schematic way, the characteristics that could help to characterize good and bad draftsman for the purposes of presentation in the TFM (They see Table 2) are the following: Table 2: Characterization of Ponente (1-2) GOOD SPEAKER
WRONG PATIENT
1.
Dominant dignity matter generating a good sense of professionalism.
Know the contents of which he speaks, falling into vagueness and ambiguity.
2.
Accept the Court's suggestions and support elements for improvement with humility
Is inflexible and rigorous assessments with few make them the Court, understanding them as a form of aggression.
3.
No bypasses the complicated questions or objections raised by the Court.
He is adept at not finish answering the questions that arise in the work you are defending.
4.
Respect the time. Adapt the time allotted to the subject.
Miscalculates the time available, may be exceeded or is not able to adjust the matter while it has been granted.
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GOOD SPEAKER
MAL SPEAKER
1.
Have the necessary skills to generate interest, provoke reactions and convey emotions.
It is monotonous and feels that likes to hear himself.
2.
Plans and organizes the material to be developed.
No matter prepared and improvise more than you should.
3.
It includes tools such as audiovisual presentations, movies, etc.
Pronounce great rants and the best dedicated reading transparencies without giving any added value to their intervention.
4.
However experienced you are possessing "fluttering butterflies in the stomach".
He has lost the excitement and magic that has to persuade, seduce and make the audience think about the topics discussed. Reminds talking machines
Table 2: Characterization of Ponente (2-2) Source: Own elaboration.
However, elements that could attend, reasonably believed these variables as representative elements. After this brief description it is time to analyze in more detail what are the key variables that articulate paralinguistic resources. 6. What are the Communicative Variables? There are several variables through which it is possible to qualify the competency resources paralinguistic matter and should be of particular relevance to both the student and that proper management will depend on better communication and evaluation, and for the Court that how much better can objectify the competency development of who is on the presentation and defense. The chosen are: 1) Speed: Time associated with the speed with which verbalizes speech orally; 2) Volume (measured in decibels): Hearing the voice intensity; 3) Tone (Tone): 345
Change in the voice. Even allowing simplification can speak of two types: acute or severe; 4) Vocal: Articulating clear and correct sound associated with it; 5) impost: Mode in which "sets" the voice optimally in the vocal organ; 6) Emphasis: Omission of sounds and more or less prolonged pauses: Form in which more or less dramatically certain syllables, words or phrases of a parliament and 7) Silence is accentuated. 7. The Design of a System of Headings The key question is how each of these variables can be interpreted, weighing, grading and quantify, ie design a system according to the proposed model rubrics. In the absence of further deepening and trying to promote a more intuitive understanding of the term, the heading can be understood as the manner or way in which the intensity of competition is graded by reference to their significant variables. From the typical ordinary system (1,2,3 ...) to one based in the representation of definitions, more or less complex process that allow anyone incrementally weigh the degree of participation in a competition, in a finite range, can serve as a reference to understand that competition can be measured in degrees. In Figure 2 this scheme headings weighted with weights of each of the variables is collected. Here are represented the constituent variables of para competition. Each of these has an explanatory and a basic weight within the range 1 to 3. An example will illustrate, for example, with reference to the tone variable (change the voice to find between its two ends timbres serious or high range) three degrees or incremental intensities are shown: a) The tone is monotone unregistered barely significant variables; b) the tone supports some variation on the previous position and c) the tone presents a significant variety of registers that can enhance the various messages. As a result of these weights and the intensity with which each variable is qualified, through a scoring system factors, it is possible to quantify the impact of paralinguistic presentation and defense of TFM more competition as other within the evaluation system. 346
8. A Scoring System Factors In view of the above, it is time to establish participatory weights of each of the communication variables on the total of these. It is therefore advisable to use the so-called Multi-Criteria Matrix (Olaz: 2011) and specifically define a scoring system factors. This is certainly an aspect that should be agreed between members of the Tribunal, if not previously come predefined. Through this commonly accepted criteria and apply to all students to submit their TFM homogeneity in the evaluation will be ensured. Additionally, it should be determined also what is the weight paralinguistic skills have on: 1) on the whole presentation that puts the content based on knowledge and 2) on the final grade for the course, which may encompass other elements such as attendance and participation in the classroom, conducting individual and group practices, previous examinations and preparing the project report among many other aspects that will be included in the Master Guide. With this system and by the system of headings the Court may finally quantify the observed variables and thus issue a note on the paralinguistic skills.
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348 Enfasis
Tono (Timbre)
Velocidad
Silencio
4.
5.
6.
7.
Vocalización
Volumen
2.
3.
Impostación
1.
Variable
OBTENIDA
Source: Own elaboration. 7
4
3
Variación en la voz. Aun admitiendo la simplificación se puede hablar de 2 tipos: el agudo o grave.
Tiempo asociado a la rapidez con la que se verbaliza oralmente el discurso
Omisión de sonidos y pausas más o menos prolongadas.
45
8
6
Forma en la que se acentúa más o menos dramáticamente determinadas silabras, palabras o frases de un parlamento.
Articulación clara y correcta de los sonidos asociados a la pronunciación.
5
Enfatiza aunque parcialmente aquellos aspectos que considera relevantes
#¡VALOR!
Desconoce las posibilidades de los Reconoce y utiliza aunque parcialmente los Explota adecuadamente los recursos silencios y pausas a la hora de representar silencios y pausas durante la representación comunicativos asociados a la verbalización el mensaje del mensaje del mensaje
#¡VALOR!
#¡VALOR!
#¡VALOR!
#¡VALOR!
#¡VALOR!
La velocidad admite en algun caso alguna La velocidad es variada según el momento e ligera variación en el conjunto del mensaje intencionalidad del mensaje
La velocidad es homogenea y no experimenta variación alguna
El tono presenta una variedad significativa de registros que permiten potenciar los diferentes mensajes
Emplea el énfasis de forma adecuada cuando requiere subrayar o potenciar el mensaje
Vocaliza aunque en determinados Vocaliza correctamente sin que haya moitivo momentos resulta poco claro entender para dejar de entender los vocablos que algunas palabras pronuncia
El tono es monocorde sin registrar apenas El tono admite algún tipo de variación sobre variaciones significativas la posición anterior
No presenta en modo alguno énfasis a la hora de verbalizar el mensaje
Apenas se vocaliza dificultando la comprensión de las palabras
El volumen de voz (por exceso o por defecto) El volumen de voz empleado resulta resulta poco ajustado a la sala y el auditorio adecuado a la sala y el auditorio
#¡VALOR!
CADA VARIABLE
El volumen de voz resulta proporcionado a la sala y el auditorio favoreciendo una mejora explicativa del discurso
3
Intensidad auditiva de la voz (se mide en decibelios)
2
#¡VALOR!
1
NOTA PARCIAL
La voz "se coloca" de un modo único en el La voz admite la posibilidad de emplear Existe un conjunto de variadas posibilidades 12 aparato fonador del ponente, sin admitir más otras localizaciones en el aparato fonador de situar de forma óptima el aparato fonador registros.
%
EVALUA DE 1 A 3
Modo en el que se "coloca" la voz de forma óptima en el órgano fonador.
Descripción
Rúbrica C1: Desarrollo de Recursos Paralingüísticos
Figure 2: Development of Rubrics
9. Best Practices Some issues are mentioned (see Table 3) than that recorded experience can help improve locution work and contribute to a better assessment by the Tribunal. Table 3: Best Practices in paralinguistic Variables. Source: Own elaboration.
COMMUNICATION VARIABLES paralinguistic
COMMENTS
SPEED
Preferably, slow or fast, but must be sufficiently alternating, to keep interest alive. If what you want is to highlight any idea ideally slow.
VOICE VOLUME
Neither too high nor too low, must conform to the room where the presentation was held. For example: A low volume and well combined with the tone creates the sensation of confidentiality to the participants.
TONE OF VOICE
If severe it is advisable to use a faster than normal speed to win in freshness. If, however, the tone is sharp is convenient to employ a slower rate of helping to maintain the concentration among attendees
VOCALIZATION
If overdone can be perceived by the audience as an offense (as if they lacked the understanding or natural understanding) Can serve to emphasize a message.
IMPOST
This resource requires a technique to locate or "drop" the voice of the appropriate way to achieve the desired effect.
EMPHASIS
It is a resource that allows our emotional stress in certain phrases, words or syllables. If the stress is accompanied by a higher volume of voice to amplify better intention.
SILENCE
It is preferable to use it before and after every important message, but trying not to abuse more than they should, because they can lose their effect.
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10. Conclusions The importance that T.F.M. have in the context of the Bologna Process, addresses the need to assess the maturity level of competence students has acquired and developed during the course grade and the subsequent development of postgraduate studies. The need to assess these criteria and work requires tools beyond the traditional level of knowledge, competence consider other resources related to capacidadades and communication skills of students. In other words, in addition to demonstrating that adequate to pass this test have knowledge and therefore can be established as expected in terms of knowledge, does not make it less important to consider other equally necessary resources related to speech communication. Always, verbal communication (oral and written) is a reference, more or less, taken into account, without thereby is specially assessed, in part because the attention has been focused towards the knowledge without more. In the current work context, however, communication skills are considered essential, why the Academy should make the effort required to implement this set of skills in the development of masters and therefore evaluate as a resource to market value. In this direction, plus gestural resources are paralinguistic. Some resources, the latter, which may go unnoticed, but resutan a great value in strengthening the discursive presentation of TFM. Responding to this purpose, this paper has realized a system of competence measurement where these elements can be quantified, because if important is knowing how to defend what is said, it is not least have resources to exploit how they to express the main backbones of speech. 11. Bibliography Paper or electronic books, reports and theses: o BLOOM, Benjamin (1975): Evaluación del aprendizaje. Troquel. Buenos Aires. o BOE (2007): RD 1393/2007 de 29 de octubre sobre ordenación de las enseñanzas universitarias oficiales. Disponible en: 350
o o o o o o o
http://www.boe.es/buscar/act.php?id=BOE-A-2007-18770. Consultado el 14 de febrero de 2014. BOYATZIS, Richard (1982): The competence manager. John Wiley & Sons. Nueva York. COLARDYN, Danièle (1996): La gestion des compétences. Perspectives internationales. Presses Universitaires de France. París. LE BOTERF, Guy (2000): Ingeniería de las competencias. Gestión 2000. Barcelona. LE BOTERF, Guy; VINCENT, Francine y BARZUCCHETTI, Serge (1993): Cómo gestionar la calidad de la formación. Gestión 2000. Barcelona. OLAZ, Angel. (2011): ¡EUREKA! Manual de Creatividad para el Gestor de Recursos Humanos (Veintitantas técnicas para solucionar situaciones críticas). Editum. Universidad de Murcia. Murcia. PEREDA, Santiago y BERROCAL, Francisca (2001): Gestión de recursos humanos por competencias. Centro de Estudios Ramón Areces. Madrid. STANISLAVSKI, Constantin. (1975): La construcción del personaje. Alianza. Madrid.
Chapters in books, reports and articles in newspapers or magazines on paper: o ALALUF, Mateo y STROOBANTS, Marcelle (1994): “¿Moviliza la competencia al obrero?” en Revista Europea de Formación Profesional, 1, 4655. o ALEX, Louis (1991): “Descripción y registro de las cualificaciones. El concepto de cualificación” en Formación Profesional, 2, 23-27. o GALLART, María y JACINTO, Claudia (1996): Adolescencia, pobreza, educación y formación para el trabajo, en Konterllnik, Irene. y JACINTO, Claudia: Adolescencia, Pobreza, Educación y Trabajo. UNICEF - Red Latinoamericana de Educación y Trabajo - Editorial Losada. Buenos Aires. o HARO (DE), José Manuel (2004): “¿Sabe alguien qué es una competencia?” en Dirigir personas, 30, 8-17. o MCCLELLAND, David (1973): “Testing for competence rather than for intelligence” en American Psychologist, 28 (1), 13-20. o STROOBANTS, Marcelle (1991): “Travail et competences: recapitulation critique des approches des savoirs au travail” en Formation / Emploi, 33, 3142. 351
o STROOBANTS, Marcelle (1999): “Autour des mots gestion et competence” en Recherche et formation, 30, 61-69. o TUXWORTH, Eric (1989): Competence Based Education and Training: Background and Origins, en Burke, John: Competency based education and training. The Falmer Press. Londres.
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XXIII. LEARNING AND PATENTS FOR PHARMACEUTICAL ANALYSIS OF PATENTS
Patricia Parra Cervantes (Universidad Nacional Autónoma de México Mexico-) Paulina Bermejo Benito (Universidad Complutense de Madrid -Spain-) Mª Carmen Martín Gómez (Universidad Complutense de Madrid -Spain-) Ramón Soto Vázquez (Universidad Nacional Autónoma de México-Mexico) Mª Esther Gil Alegre (Universidad Complutense de Madrid -Spain-)
1. Introduction 1.1. Intellectual property Creativity manifested as ideas become innovations or new technological developments, replace the money, land and raw materials as the new wealth of mankind. As far as money, lands and minerals, products of inventive activity are considered protected by a series of rights to property of the inventor; called intellectual property. Intellectual property has been a tool of technology policy that different countries have used to encourage or stifle competition, innovation and industrial development. Intellectual property covers industrial property and copyright, each with different types of protection. For example, industrial property includes patents, utility models, industrial designs, trade secrets, trademarks, trade names, collective marks, trade notices, designation of origin, design of integrated circuits and plant breeder. These figures are used as instruments of technology policy by the state, and their application in industrial competitiveness by firms. In terms of copyright 354
you have the following protection to works of musical type with or without lyrics, literary, dramatic, dance, painting or drawing, sculpture and plastic character, caricature and cartoon, architecture, film and other works audiovisual, radio and television, software, photography, works of applied art, including graphic design or textile compilation, consisting of collections of works, such as encyclopedias, anthologies, and other works or elements like databases, provided that such collections, by the selection or arrangement of their contents, or contents, constitute intellectual creations. The intellectual property of ideas contributed through various protection systems, to make life easier and more comfortable life. Such is the case all around us and we use daily. The pharmacist training includes academic actions that enable you to qualified practice of the profession by supporting access to employment, active participation in the social, cultural and economic life, and social cohesion. Information is one of the pillars of learning in any discipline and the pharmacy is not without it. 1.2. Patents Patents are perhaps one of the most important figures of industrial property. A patent is issued, upon request by a government office, which describes an invention and creates a legal privilege in a particular country, for a fixed term, which can be exploited by the owner or by a third party who is authorized to document and it expired end of the term happens to be in the public domain (Soto et al., 2001). This means that a patent provides protection for an invention to the option that someone exploited without permission of the owner. This protection is provided by a non-extendable period of 20 years from the filing date of the application. Once finished the time lapse of the patent, the invention enters the public domain so as not to stall the progress in the field where the invention has been developed. The patent is the figure of industrial property protection more important, among other reasons, because:
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Have international acceptance. Countries that have a patent system encourage innovation and economic growth of the country, by protecting creativity and return on investment in research and technological development, and the publication and dissemination of technical information relating to new inventions. Are the means of most current technological dissemination. One of the conditions for granting and validity is that it has not been released by any media or broadcast has given no hardware. If possible, it should be a secret until published in the patent document. This point is very important to support the novelty of the invention. The invention d or write clearly and completely. Technical knowledge protected in it is what it protects. A patent is a technical, real, useful and practical information, as between the requirements applicable to a patent application is industrial application. Patents describe concretely the state is the knowledge that protects the technological context, ie the state of the art defined as the set of skills that have been made public by a written or oral description, by exploitation or any other media or information, in the country or abroad, ensuring the novelty of the invention. Have accessibility. Patent documents are increasingly likely to be located. Most are available online. Today, patent offices offer their databases, enabling the location and retrieval of patent documents for easy, fast and free, including full records. It is easier to access a patent document to a scientific or technical journal otherwise. Uniformity or structural criteria document. Patent documents have the same data (name and address of the applicant, details inventor, ...) and the same structure. This marks a substantial difference from other information sources, especially those that are accessible via the Internet. They are strategic information from the commercial point of view. The management of information is accessible to a skilled person who can remove it easily. They are considered or in international treaties, and are respected by the countries in marketing and market. The International Patent Classification (IPC), attributed to patents with a classification key chords to the technical area to which it belongs, 356
allowing search and retrieval of documents belonging to a specific technological area within a huge volume of information. Patents protect inventions for a specific period of time, usually no more than 20 years, and only in one country or group of countries. Patents are published after a certain time, usually after 18 months of filing the application, and allow diffusion of the entire patent and technical details of the invention. It is important to note that patent protection is territorial, but the disclosure of information contained in a patent is universal or global. A patent consists of several sections that describe the invention in full, in Table 1, these components are briefly defined (Guide to Patents and Utility Models IMPI, 2013). Table 1 Components of a patent. Component Title or name
Description
claims
Summary drawings
Features It should be brief and must denote the nature of the invention. References indicating the background or field of the art which the invention applies. Must be sufficiently clear and complete to allow understanding and realization of the same by the best known method for practicing the invention. Determine the scope of protection granted and referring to the features for which protection is claimed Synthesis of the description, claims and drawings in the form of a short and concise statement indicating the technical field to which the invention pertains Describe the graphical features of the invention easier to understand
For example, in the pharmaceutical area, specifically in the production of medicines can be protected: active ingredients; drug combination (when the association does not exist in the prior art, is not obvious and can present 357
unexpected therapeutic synergy); Pharmaceutical compositions not contained in the prior art, such that the mixture of the components contribute to the product specific characteristics (flavor, bioavailability etc.); drug-excipients association; a new therapeutic use not obvious to a person skilled in the art, and is not expected product of clinical research; manufacturing process, not contained in the prior art, and to provide no obvious product specific features; when the association modifies the physicochemical behavior of the asset. In the pharmaceutical companies that research and development (R & D) of new drugs allocates approximately 20% of sales for the same is made. It has been considered that the average time from discovery of a new molecule until its release as a drug to market is 12 to 15 years, investments in billions of dollars already exceed 1,200 million and ten thousand molecules tested and tested only 10 or less may have specific therapeutic activity. The costs involved in developing new products make them particularly subject to intellectual property protection, particularly patents. When the patent expires (after 20 years), the original product sales starts to decline due to the appearance of generic drugs on the market competing with the innovator. From this it follows that a pharmaceutical product to which the patent has expired it is considered generic, ie it becomes public domain. And every company interested in producing it can, provided it meets the criteria of quality, efficacy and safety equivalent to the innovator. 1.3. Patents as a source of information Among the objectives of patent law is the caption that talks about promoting the disclosure and dissemination of technical knowledge, as a patent contains descriptions of scientific and technical and practical details of processes and equipment concepts. This current technological information is transmitted, also contains information that is not obtained from other sources to find information and other important data such as age of technology, inventors, research areas, among others. Consequently the query patent documents can boost research and development. In today's society, information and communications allow work quickly and virtually. Information is the "environment" resulting from the appropriation and 358
use of knowledge on a large scale. The so-called "information society" is the phenomenon that occurs simultaneously with the concept of globalization, "post industrial society" and is caused by the development of information technology and tele-informatics, ie, by the technologies of information and communication. Its effects reach across the whole social world, and today wealth is measured in terms of an intangible power "information." Information is today, the economic resource multiplier effect far superior to any other resource. It is a commodity, a product that does not wear its use and may be duplicated or transmitted anywhere with a relatively low cost. In other words, it is an ideal to be shared and bring the basis for development of geographic scale resource wished. Thus understood, knowledge is the result of the accumulation, organization and use of information. It is the basis for decision-making and an essential tool for the success of human activities. Today Patents are an important source of information for pharmaceutical researchers. It is said that more than 80 percent of information technology in the patent databases, which are an element in planning strategies for the short, medium and long term, the development of technology plans and source information of national and international competition in a specific area of knowledge. Patents contain (WIPO, 2014): Technical information from the description and drawings dela invention. Legal information from the claims of the patent in its scope, status or irrelevant in certain countries is defined. Commercial information obtained from the data of the inventor, the filing date, country of origin etc. Information relevant to public policy emanating from the analysis of developments in filing patent applications and can be used by policymakers as the industrial character in your country. 2. Objective For the above, this project aimed to not only use the information from those views but to establish a prospective methodology to help pharmacy student in their 359
learning, not only in finding information but in harnessing of the information contained in any of the purposes he requires, in addition to using and move all their cognitive resources to extract the information contained in a patent document. Patents as a source of technological information are key point of the analysis of trends. In turn the update in terms of pharmaceutical technology, seen by analyzing patents is a key point in the application of knowledge and technological development The objective became to determine the main trends of research and development in Pharmaceutical Technology, by designing a prospective methodology based on patent analysis, strengthen learning pharmacist. 3. Materials and Methods Patent databases, spreadsheets, calculating trends, strategies patent analysis as a source of information used. The methodology consists of several phases in which the student takes an active stance, through research, selection and analysis of information that will lead to the development of trends (using statistics as a tool), analysis of the patent and developing a future scenario in light of technological and strategic aspects contained in this document type (patent). Specifically, the phases are: 1. Search; strategies by using keywords in various databases of industrial property. 2. Development of trends; through individual and total numerals in each patent database patent offices, for a previously selected object of study and charting trends and behavior, using statistical tools. 3. Analysis of the patent based on different items or categories: Category a) Applicant. In this category are considered patent applicants of the various lines of research; Category b) Owner. Here regarded research centers and companies owning patents; Category c) Identification of research and development schools for the various courses of the investigation. 360
Category d) Identification of new dosage forms; Category e) Identification of new molecules; 4. Development of decision trees on technology study 5. Building a future trend scenario regarding new courses of pharmaceutical research and development 4. Results Trend graphs and maps with routes antihypertensive drugs research group of inhibitors of angiotensin II. The first step was the image of a concept map that includes antihypertensive and arm angiotensin II inhibitors. In this first step the student makes pharmacy store of knowledge in pharmacology, information search and knowledge of organic chemistry to find patent the active molecule. The image is drawn to Losartan U.S. Patent 5,138,069, and other molecules of the same therapeutic group.
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Figure 1. Conceptual map of antihypertensive drugs active patents
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4.1. Search Search various combinations were used in the various patent databases (USPTO SPTO IMPI, WIPO, Latipat30) for losartan, candesartan, irbesartan, valsartan. Example: candesartan; + candesartan composition; candesartan + + pharmaceutical composition; candesartan + polymorphs; + candesartan formulation; candesartan + + and pharmaceutical formulation. The search for the various combinations in the whole body of the patent and in vindicating section was also performed. At this point the student should be sensitive and bold in the search strategy
30
The patent database of the most important offices for short are: USPTO, patent base of the United States of America; America patent database administered by the European Patent Office and contains Latin American patents; WIPO, the PatentScope based World Intellectual Property Organization; IMPI to narrow patent database FOLLOW the Mexican Institute of Industrial Property.
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Table 2 Combinations and number of patents found in USPTO for candesartan (illustrative selection) Candesart án/ claims
No. patentes
Candesartan+pharmaceut ical/claims
No. patentes
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Total
1 0 7 2 9 3 4 5 1 2 5 7 15 15 8 3 87
1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 Total
1 0 5 2 9 3 4 3 1 2 5 7 14 14 8 3 81
4.2. Preparation of trends, with summaries for each of the molecules; combination and location on the body of the patent The trend was calculated under the model of moving average in order to visualize the behavior of the variable in a time horizon of 16 years. At this stage of the investigation the student applies knowledge of chemistry, physical chemistry, crystallography and instrumental, as patents reading should be sure that you are protecting the patent document is what you can see in the summary. It also uses mathematics, statistics and graphics. They have all the graphics for presentation purposes only took Candesartan. In both graphs (Figures 364
2 and 3) one can see that the Candesartan technology will increase both the search for better compositions as polymorphs, which may increase their bioavailability and therapeutic effect ACLM / Candesartan AND Pharmaceutical 300
No.Patentes
250 200 150 100 50 0 1990
2000
2010
2020
2030
2040
Year
Figure 2 Trend Graph for Candesartan in combination with the word pharmacist USPTO.
ACLM / Pharmaceutical Candesartan AND Polymorph No. Patentes
60 50 40 30 20 10 0 1990
2000
2010
2020
2030
2040
Year
Figure 3 Trend Graph for Candesartan in combination with polymorphous word USPTO.
4.3. Patent Analysis Comparing the technological behavior of the various strategies used can see the behavior in each of them. 365
In this phase students also use their tools to establish the best search strategy, plotted using statistical and critically to appreciate the behavior of the variable. For example in this case the cumulative frequency is taken to visualize (Figure 4). In the graph (Figure 4) it can be seen that the technology concerning polymorphs of Candesartan is not so great as are the development of formulations, compositions and pharmacological studies related to modifications to the molecule.
2500 Candesartan 2000 1500
Candesartan AND Pharmaceutical
1000
Candesartan AND Composition
500
Candesartan AND Formulation
0 1995
2000
2005
2010
2015
Candesartan AND Polymorph
Figure 4 Trend Graphs for Candesartan with different search strategies in patents.
4.4. Building a future trend scenario In the next phase, they can mobilize the elements related to the analysis of the patent where in addition to see how many have been developed, they can see what paths of research for this example (Table 3) are. In these examples you can see several things: Astra Zeneca Laboratories, Abbott and Merck Co. does not have the same research path Takeda, who was the innovator and the inventor of the molecule. Their studies and have a distance of 20 years from the date that invented and this line has a lot of work with them even though the patent has expired paradigm continues as seen in Figure 4.
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At this stage students should also know and understand another language, they must mobilize their knowledge to know the structure of the patent and know exactly what is protecting each, in addition to one point in the difference.
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Table 3. Owner
Takeda Chemical Industries
Takeda Chemical Industries
Abbot
Astra Zeneca
Patentes
Year
Resumen
1993
1- (Cyclohexyloxy Carbonyl Oxy) ethyl 2-ethoxy-1 - [[2 - (1Htetrazol-5-yl) biphenyl-4-yl] methyl] benzimidazole-7carboxylate or a pharmaceutically acceptable salt thereof has Potente angiotensin II antihypertensive activity, the copper being Windows as therapeutic agents for Treating Circulatory system diseases such as hypertensive diseases, heart diseases (eg hypercarbia, Heart Failure, Myocardial cardiac, etc.), gobind, cerebral apoplexy, nephritis, etc.
1993-2010
Modificaciones a molécula con sustituyentes que incrementan su poder framacológico, solubilidad, etc. Preparaciones siblingüales, sólidas recubiertas por mencionar algunas
2000
A combination of endothelin antagonists and RAS inhibitor is described. The combination is suitable for controlling disease
1
32
1
4
2002-2004
368
The Present inventions relates to compounds of formula (I) wherein variable groups are as Defined within; pharmaceutically acceptable Belts, solvates, solvates of such Belts and prodrugs thereof and artillery use as a rich Leal acid transport (BAT) inhibitors for the treatment of hyperlipidaemia. Processes for artillery Manufacture and pharmaceutical compositions containing them are also described to ## STR00001 ##
5. Conclusions Structurally the patent is a source of technological and strategic information of great relevance, since a patent contains descriptions of scientific and technical and practical details of processes and equipment concepts. This current technological information is transmitted, also contains information that is not obtained from other sources to find information and other important data such as age of technology, inventors, research areas, among others. Consequently the query patent documents can boost research and development, but in the case of this work proved an element that strengthens and stimulates learning in pharmacy students. As you can see the movement of resources needed to analyze a patent from its structure and content. 6. Bibliography Paper or electronic books, reports and theses o ASAMBLEA GENERAL DE LAS NACIONES UNIDAS ONU (1948): Declaración Universal de los Derechos humanos. Disponible en: www.un.org/spanish/aboutun/hrights.htm Consultado el 6 de marzo de 2007. o INSTITUTO MEXICANO DE LA PROPIEDAD INTELECTUAL (2013): Guía de Patentes y Modelos de Utilidad. Disponible en: www.impi.gob.mx. Consultado el 30 de enero de 2014. o MANRÍQUEZ H., Guadalupe (2003): Patentes Farmacéuticas: Estado del Arte, Tesis de licenciatura, Q.F.B. Facultad de Química UNAM, Director de tesis M en C. Ramón Soto Vázquez, México. o ASAMBLEA GENERAL DE LAS NACIONES UNIDAS (ONU). ALTO COMISIONADO DE LOS DERECHOS HUMANOS (1976): Pacto Internacional de Derechos Económicos, Sociales y Culturales. Disponible en: www.unhchr.ch/spanish/html/menu3/b/a_cescr_sp.htm Consultado el 6 de marzo de 2007. o PARRA C., Patricia (1997): Impacto de la Ley de Propiedad Industrial en la Industria Farmacéutica. Informe de investigación para obtener el grado de Maestría en Ciencias Químicas Gestión de Tecnología. Facultad de Química UNAM, Director de tesis Dr. José Luis Solleiro R. México. o TEDESCO, Juan (2000): Educar en la sociedad del conocimiento. Fondo de Cultura Económica. México. 369
Chapters in books, reports and articles in newspapers or magazines on paper o SOTO V., Ramón, CASSAIGNE H., Rocío, CÁRDENAS R., Rodrigo, PARRA C., Patricia (2001): Protección a la Inventiva Farmacéutica, Patentes un Elementos de Competitividad, en Revista Asociación Farmacéutica Mexicana, marzo de 2001. o SOTO V., Ramón, CASSAIGNE H., Rocío, CÁRDENAS R., Rodrigo, PARRA C., Patricia (2000): Propiedad Industrial en el Área Farmacéutica, en Revista Mexicana de Ciencias Farmacéuticas, Vol. 31 No. 4, pp 27-32. Articles, blogs or web publications records o HERRERA M., Alma (2012): Responsabilidad social e innovación crítica: ejes de transformación de la universidad pública latinoamericana. Disponible en: www.congresoulapsi2012.com/14.10.2012 Consultado el 30 de enero de 2014. o BASES DE DATOS DE LAS OFICINAS DE PATENTES: o Oficina de los Estados Unidos de Norteamérica. Disponible en:www.uspto.gov/patents/ Consultado el 30 de enero de 2014. o Oficina de patentes latinoamericanas en EP europea. Disponible en: http://lp.espacenet.com Consultado el 30 de enero de 2014. o Oficina de la World Intellectual Property Organization. Disponible en: www.wipo.int/patentscope/en/ Consultado el 30 de enero de 2014. o Instituto Mexicano de la Propiedad Industrial. Disponible en: www.impi.gob.mx Consultado el 30 de enero de 2014. o Oficina Española de Patentes y Marcas. Disponible en: www.oepm.es Consultado el 30 de enero de 2014.
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XXIV. INTRODUCING THE CURRENT SYSTEM OF NUMBERING IN THE WEST AND THE AWAKENING OF MEDIEVAL MATH WORK FIBONACCI Javier Peralta (U. Autónoma de Madrid -Spain-)
1. Introduction: The Appearance of the First Number Systems Already in prehistoric numbers to count cattle, various objects ... what are vestiges in incisions on sticks, bones, trees, etc arise .; stripes and markings on stones and clays ...; and also the first tests are written to record numbers. One of the best known examples is the bone Ishango (González Redondo and Silvan, 2004), about 20,000 BC, found near the headwaters of the Nile (between current Uganda and Republic of Congo). It is the bone of a baboon and grouped with carved notches, which indicate a counting method that suggests the existence of a primitive numbering system and the use of simple mathematical procedures. Another interesting, though much later, is the case of the Peruvian quipus, the oldest of which dates back about 3000 years. C. objects are consistent in a number of different colors hanging ropes tied to a principal (the colors indicate different materials or things to count), where each string is divided on separate nodes to indicate units, tens, hundreds and thousands areas (used, then, the decimal system). Authentic writing of numbers (their spelling) apparently does not start until the fourth millennium BC (dates not far away in the beginning of writing the letters). Initial systems were additive numbering: symbols for some numbers, which could be written in a group, and denoting the sum of the elements of the group are used. Probably the first example is the Babylonian positional notation (around 2000 BC.), Base 60, however, did not consider zero as a number, as we understand it today, but instead left a gap to indicate vacuum. 372
Zero also appears in some way other ancient civilizations, but with incomplete treatment. Here are some highlights of their history are summarized [can be extended, for example, (Ifrah, 1994)]. The Egyptians used a symbol (glyph) to zero, but only in two situations: in the pyramids, to indicate the line of zero floor level, and as a symbol in the remains of accounting bookkeeping (at the end of each month by subtracting expenses from income, the account was closed with a zero balance). The Chinese (s. V a.) Left an empty space for zero, but in some cases the astronomers used a special symbol for him, as also did the Greek astronomers. The Maya also used a symbol (the snail) to zero, but only for a sense of completeness or wholeness, as the beginning and end of a century etc. 2. On the Mathematics in Medieval India and Arab Countries During the Middle Ages a scientific stagnation occurs in Europe and the core of mathematical development moves to India, Arab countries and Central Asia. Now let us turn our attention to some aspects of the state of mathematics in the first two stages. About Hindu mathematics are poorly documented, partly because India was very common oral tradition. The most important mathematical lag between the V and XII, which is called age of poetry, because his works are written in verse and poetic ornate clothing. Its main characters are Aryabhata (ss. V-VI), Brahmagupta (ss. VI-VII) and Bhaskara (s. XII) and, with regard to this study, the most striking fact is that by the year 595 in a job Brahmagupta, first appears with zero use in arithmetic. Numbers are also presented in a positional base 10 system but unfortunately has not been preserved the original text, and shows it is up to the ninth century, in an inscription on a stone. For its part, the history of the Islamic Empire, as is known, begins with the life of Muhammad (ca. 570-632), and the religion he founded spans India, Persia, Middle East, North Africa and southern Spain and Italy. In his travels Islamic scientists eagerly assimilated the knowledge of the different civilizations with which they come in contact. Among the most important is the Hindu mathematics and decimal positional number system with zero, retouched by the Arabs, will lead to the numbering system Indo-Arabic, with figures very similar to those of today. 373
In particular, Al-Khwarizmi (s. IX), the most prominent Arab mathematician, and uses zero, whose name will evolve as Siphra or sirf, from which arise the Latin word zephirum. 3. The Last Centuries of the Middle Ages After the burning of the Library of Alexandria (641) and during the following centuries the Arab scientists are guardians of classical mathematics. But in the eleventh and twelfth centuries the decline of Arabic science in the East begins, while it reaches the height of its influence in Europe. One of the triggers of scientific revival that begins to warn the West in the centuries before the Renaissance is the knowledge that is given of Greek science, the most skilled; but generally its Arabic versions, because only a small part was translated into Latin in the time of ancient Rome. Thus begins the translation of Greek works into Latin (either directly or through its Arabic versions), as well as the original Arabic mathematical texts. Are conducted primarily from the midtwelfth century, particularly during the reign of Alfonso X the Wise, and especially, in the School of Translators of Toledo (where the works of Euclid, Ptolemy, Al-Khwarizmi will translate ...). During the thirteenth and fourteenth centuries and the first half of the XV takes a transition period to the Renaissance. As the works of Giotto (whose paintings begin to break the limitations of medieval art) or Dante's Divine Comedy (change theocentric to anthropocentric thinking) can be considered, respectively, of the Renaissance spirit backgrounds in the fields of painting and literature , Fibonacci math is the precursor of the new times ahead. 4. Figure Fibonacci Leonardo of Pisa or Fibonacci (a contraction of filius Bonacci) was born around 1175 in 1192 moved with his family to the port of Bugia (Algeria), where his father works in front of an office to Pisa traders operating in the area. There Leonardo begins in the commercial accounts under the direction of an Arabic teacher and travels through Egypt, Syria, Sicily (of Arab rule)...
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In Pisa he had learned Roman numerals, but during his stay in Algeria and his travels have occasion to know the system of Indo-Arabic positional numbering, base 10, and its advantages over the previous one; and on his return to Pisa (ca. 1200) report it to Europe. It also introduces the zero and, in some situation, negative numbers; also, it is because the so-called Fibonacci sequence. In the following pages these issues are properly developed, but get ahead now that Fibonacci was most responsible for out of the monasteries and the exclusive use of the knowledge learned persons of Greek mathematics, for dissemination among the merchants and traders. Also was the best mathematician and skilful and original of the Christian Middle Ages, although their jobs were too difficult to be understood by his contemporaries. Let's also say that by 1225 he was already known as one of the best mathematicians of that time and he was required assessments of different courts and shops. From 1240 until his death in 1250, the city of Pisa awarded him an annual salary in recognition and gratitude for his work. 5. Liber Abaci 5.1. Overview of the work When Fibonacci returned to Pisa wrote several mathematical works, the most important of these is Liber abaci, published in 1202 and with an extended review in 1228. This is a book that, although framed in the medieval mind, is the antecedent clearer scientific concern of the Renaissance. It is a very large specimen with fifteen chapters, full of interesting problems in arithmetic, algebra and algebraicgeometric issues, much of which he learned during his stay in Algeria and his travels. It consists of a compilation of the major contemporary Europeans, Arabs mainly arithmetic and mathematical skills and numerous personal contributions. The chapters are distributed as follows: in figures 1 and the reading and writing of numbers are displayed; the 2nd and 5th, the calculation with the fingers, the tables of addition and multiplication and divisibility criteria (up to 11); in fractions 6 and 7, the study of the least common multiple fractions and decay; 8th to 11th, applications and troubleshooting rules of three, commercial, ... Exchange; in the 12th and 13th chapters, progressions and linear systems of equations and is 375
where the problem occurs, then the talk, which leads to the Fibonacci sequence; the 14th, the extraction of square and cube roots and operations with expressions ; in 15th finally issues together to algebra and geometry. Leonardo the same account in the preface of the book that he was taught during his stay in Pisa and learned new tricks [figures] of Hindus. Then indicates that he wrote the book by adding to it various things about him and "some subtleties of Euclid" (Martin, 2000 p. 31), with the aim that "the Latino people are not excluded halle" (ibid.) Of these knowledge, as usual. 5.2. The most important The first paragraph of the work and is the entry on stage for the first time in the West, of the numbers as they are known today. Begin by saying what the Indian nine numbers (1 to 9), and explains how adding the zero mark, "quod arabice zephirum appellatur" (Smith and Karpinski, 2004, p. 57), we can write any number. This is without doubt the most important book, as well as its development and some other question, all of which are summarized below: ● Spread the figures and the numbering system Indo-Arabic and its advantages over Roman numerals. Although it would take a long time in their implementation, despite the supposed ease (most reluctance was for traders, who saw a danger in turning, for example, 30 to 300 simply by adding a zero, whereas with roman numerals I had to change XXX CCC). ● Enter zero in Europe. ● Includes the analysis with fingers (thanks to using the decimal system); The addition and multiplication tables showing utility calculating Arabic numerals with large numbers; and other arithmetic, algebraic and trade issues. 5.3. Some problems of Liber abaci To get an idea of the high level of the work for this time, some problems listed in the book are presented. The first two are taken from (Conde del Aguila, 2008) and the last two (Martin, 2000):
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If 30 men planted 1000 trees in 9 days, how many days can 36 men planting 4400 trees? It is a rule of 3 composite solved by the method of reduction to unity. The solution is 33 days. ● This is a man who enters a garden that has seven gates, at each of which there is a guard, and takes a number of apples. Leaving the garden gives the first guard half the apples wearing plus; the second guard, half of his remaining apples plus one; and does the same with the guards of each of the five doors missing. If you get out of the garden you have one apple, how many apples were taken in the first place? Resolved not to pose a very simple equation. If x is the number of blocks, the equation (x+2)/2 + (x+2)/4 + (x+2)/8 + (x+2)/16 + (x+2)/64 + (x+2)/128 + 1 = x, the solution is x = 382. ● Three people go to a show to buy a horse. Each carries a certain amount of money, but what is it does not suffice to cover the price of the horse. The first says that if each of the other gives you a third of what you have, then you can buy; the second explains that to buy enough for the other to lend him a quarter of what they have; and the last will be sufficient for each other to lend him a fifth of its capital. Are asked to find out how many ducats each wearing and what was the price of the horse. The problem leads to a linear system of three equations with four unknowns. If c is the price of the horse and x, y, z the take, respectively, each person, the solution is: x = 13c/25, y = 17c/25, z=19c/25. ● The last is the old problem of the wolf, sheep and cabbage. A man wants to cross a river with all three. On the shore there is a boat in which only fits, besides the man himself, or wolf, or a sheep or cabbage. But the wolf loves the sheep and the sheep sprouts, which can not be left alone at the side of the sheep and the wolf or the sheep and cabbage. How should make the move from one to the other shore? This Fibonacci anticipates publishing recreational mathematics problems. 377
6. Other Works of Fibonacci Leonardo also wrote four other books: Practice geometriae, Epistola ad Magistrum suprascripti Leonardo Theodorum phylosophum Imperatoris domini, Liber quadratorum and Flos. We will stop only in the last two, the most outstanding, written in 1225 [the remaining are discussed, for example, in (Rey Pastor and Babini, 1986)]. Liber quadratorum is an interesting work on number theory, in the line of Diophantus and Fermat -posteriormente-, where Fibonacci shows his great skill as estimator. Although we still seem more important Flos (short title Flos Super solutionibus quarundam quaestionum ad numerum et geometriam). Say before analyzing the latter's fame had reached the Fibonacci Emperor Frederick II, who to test their mettle ordered two philosophers of his entourage to organize a (common at the time) mathematical tournament. In it are raised to Leonardo three problems, which solved, and which are next to other Flos content. We describe below the two that we consider most interesting. One is the resolution of the equation x³+2x²+10x=20. This makes it one of the first known discussions about solvability of equations, in addition to calculating the real root (the other two are imaginary). It is an irrational number, which obtained a precise value to the ninth decimal place (ibid). No one knows how he did it, but it's more accurate following an irrational algebraic equation achieved until at least 300 years after approximation. The other problem we highlight (Moreno, 2007) is the story of four men who have the same initial amount of money d. A bag of coins and are making a deal such that the final amount of the former is double that won the second and third man in the division; the second is three times what they got the third and fourth man; the third has four times they got the fourth and the first; and the fourth has five times the sum of who won the first and second. We must determine how much money each had and has. Then arises a linear system of four equations and five unknowns, and in the course of its resolution reaches an equation that has no solution, unless you assume that the first man had a debt. - x1 Then replaced by x1 (xi is the number of coins 378
that touched him, i; i = 1, 2, 3, 4) and ends up solving the problem (the solution is es x1=-d/11, x2=4d/11, x3=d/11, x4=4d/11, and the entire simplest: -1, 4, 1, 4, para d=11). Thus introduced in the West, even just for debt problems, negative numbers. 7. The Fibonacci 7.1. Presentation Despite the historical significance of Fibonacci as a mathematician, and made manifest, usually more known for the sequence that bears his name. Surge in Liber abaci a root problem of finding out how many pairs of rabbits will be after one year, starting from a pair, if each month any pair begets another, which is reproduced in turn from the second month. As good merchant and financier, developed to solve a table that records the number of existing partners at the end of each month, reaching succession: 1, 1, 2, 3, 5, 8, 13, 21, 34, 55, 89, 144, 233, ... (*) (at the end of the year, therefore, there will be 144 pairs). Fibonacci not paid special attention to the succession, but did so very remarkable mathematical later. These include Kepler (1571-1630), Girard (15951632), Simpson (1710-1761) and Lagrange (1736-1813), although it is in the nineteenth and twentieth centuries when it became more concerned. It is noted that each term of the sequence is the sum of the previous two. Thus, if we denote by (fn) can be expressed by recurrence of the form: (fn) = (fn-1) + (fn-2) , f1 = f2 = 1 and the general term is: fn = Its calculation, together with many other properties of its terms, can be seen, for example, in (Moreno, 2007). 379
7.2. Connections and presence in other areas The Fibonacci sequence appears in various fields outside mathematics, such as botany: ● The number of petals of many flowers is usually a term of the sequence. It happens, for example, different types of margaritas, the number of petals is 21, 34, 55, 89 ... (Carlini, 2010). ● In phyllotaxis (leaf arrangement relative to a central axis). Thus, the American mathematician Alfred Brosseau in a study of 4290 California pine cones, found that over 98% spiral around the stem following the Fibonacci sequence. Also, the naturalist Karl Schimper crystallographer Auguste Bravais and noted the presence of consecutive numbers in spiral succession forming the scales of a pineapple around the vertex. etc. And also present in the various scenes. To mention just three of them: ● Music In the Fifth Symphony of Beethoven, for example, it is noted how the main theme included throughout the work is separated by a number of measures which are Fibonacci numbers. Something similar happens with several piano sonatas of Mozart, but on both occasions the composer created the work intuitively, using only aesthetic canons; later when it was found that nexus. Very different is the case of the composers Bela Bartok and Iannis Xenakis, which are based on the Fibonacci sequence to create music. Bartók, for example, uses the sequence for scaling (fibonacciana) incorporating their works Allegro barbaro; Music for Strings, Percussion and Celesta... ● Sculpture and Architecture The sequence is present in a fireplace in the Finnish city of Turkun; various sources created by Helaman Ferguson; sculptures of Andrew Rogers; in neon lights, tables, animals ... Mario Merz; etc.
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● Bag and Finance As example, we say that there is only based on the Fibonacci sequence to make the right decision to invest in the stock market, which makes accurate predictions even increase the number of successful determinations and reduces erroneous method. 8. The Fibonacci Sequence and the Golden Ratio 8.1. What is the golden ratio? In ancient Greece the problem of dividing a segment in extreme and mean ratio is raised, that is, into two parts such that the whole is at most as much is to lower; which is also called golden division segment. The solution (González Urbanski, 2001) is the ratio of the parts must be equal to /2, which is called the golden ratio or golden section, and is designated by the letter φ (referring to Phidias, builder of the Parthenon in Athens). It also states that /2 = 1,618033... is the golden ratio (irrational). On the other hand, it is known that the symbol of the Pythagorean school was called Mystic Pentagram (a regular pentagon with its diagonal), to exist in it numerous geometrical and numerical harmonies. Well, finding the ratio of the diagonal and the side of the pentagon obtained as a result the number φ, discovering (specifically the Pythagorean Hipaso Metaponto, s. V a.) Irrational numbers. From the golden ratio golden rectangle, a rectangle such that the ratio of the lengths of its sides is the golden ratio emerges. There have been numerous studies showing a crowd of people of different boxes different proportions, and it was found that considered more beautiful and harmonious to the eye is precisely the golden rectangle. 8.2. Presence of the golden ratio It is not difficult to prove that if a golden rectangle square suppresses the lower side other side is also golden rectangle is obtained, and the property is iterative. Here the construction of the spiral of Dürer (Peralta, 2008), which has 381
important mathematical properties (were specially studied by Jacques Bernoulli and was captivated to the point, who asked that his tomb was recorded in the drawing) is based. The spiral is present in ornamentation, and also appears in many places in nature: sea shells, botany (plants vines), spider webs, swirls... As for the golden rectangle, due to be aesthetically more satisfying, it applies to many everyday objects (ID, credit cards, books ...), and has been studied and used by different artists (and scientists) along the history, as Luca Pacioli, Leonardo da Vinci, Kepler ... appears in numerous paintings, monuments and works of various art. Among the former are the flogging or the Baptism of Christ, by Piero della Francesca; Las Meninas by Velázquez; etc. Of the many monuments that obey this proportion may be noted the facade of the Parthenon on the Acropolis of Athens, the cathedral of Notre Dame, the Church of Santa Maria Novella (Florence) and countless Gothic churches and Renaissance palaces; and is also present in modern architecture, such as the Crystal Palace (New York) and many other buildings due to Le Corbusier. It is also found in the most diverse scenarios in the history of art, as Corinthian capitals, Greek masks, tombs, sculptures... 8.2. Relationship of the golden ratio with the Fibonacci sequence Let us return to the Fibonacci sequence (fn), whose first terms are written in (*), and divide each by the above. Denote to the new series of ratios, ie = fn+1/fn , and calculate the first terms (rounded to six decimal places): =1/1=1 =2/1=2 =3/2=1,5 =5/3=1,666667 =8/5=1,6 =13/8=1,625 =21/13=1,615385 =34/21=1,619048 =55/34=1,617648 =89/55=1,618182 =144/89=1,617978 =233/144=1,618056 … It follows then that: 1..1. The sequence of odd terms: , , ,…... is monotone increasing and is bounded above by φ. 1..2. The sequence of even terms: , , ,… is monotonically decreasing and is bounded below by φ.
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Consequently, the sequence
converges to φ: =ϕ
[demonstration, although less intuitive methods, can be seen for example in (Peralta 1994)] 9. Summary and Conclusions In this journey through the history of mathematics in the context of cultural and scientific development of mankind, we have seen the following: ● The current numbering system arises from the Hindus, which is learned by the Arabs and gives rise to the Indo-Arabic number system. ● A late twelfth Fibonacci known him during his stay in Algeria and his travels in North Africa, and in 1202 it proclaimed throughout Europe in his Liber abaci. Also in Flos (1225) introduces negative numbers if only for debt problems. This, however, would take a long time to be implemented widely. ● In the Liber abaci a problem on playing rabbits, leading to the Fibonacci sequence, and will be studied centuries after it arises. Implications bag then appreciate, especially in botany, but also in music, sculpture, ... ● On the other hand, it has been brought to account the golden ratio. Emerged in Ancient Greece by strictly mathematical problems, happens to be the ratio aesthetically more satisfying to the eye, which is why it is present in many works of art. ● In the end, it comes down to the two mathematical objects analyzed independently: the Fibonacci sequence and the golden ratio are closely related. The connection between the first (especially related to nature) with the second (representing the proportion aesthetic par excellence) is undoubtedly one of the great surprises in store for us math ubiquitous. 10. Bibliography
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Books o CORBALÁN, Fernando (2010): La proporción áurea, el lenguaje matemático de la belleza. RBA. Barcelona. o GONZÁLEZ URBANEJA, Pedro Miguel (2001): Pitágoras, el filósofo del número. Nivola. Madrid. o IFRAH, Georges (1994): Historia universal de las cifras. Espasa Calpe. Madrid. o MARTÍN, Francisco (2000): Cardano y Tartaglia. Las matemáticas en el Renacimiento italiano. Nivola. Madrid. o MORENO, Ricardo (2007): Fibonacci. El primer matemático medieval. Nivola. Madrid. o REY PASTOR, Julio y BABINI, José (1986): Historia de la Matemática, vol. 1. Gedisa. Barcelona. o SMITH, David Eugene and KARPINSKI, Louis Charles (2004): The hinduarabic numerals. Dover, Phoenix. Londres. Chapters in books or magazine articles on paper o CONDE DEL ÁGUILA, Rodolfo (2008): “Grandes matemáticos: Leonardo Bonaccio (Fibonacci)”. Revista de Ciencias Básicas UJAT, 7(2), págs. 3-7. o ○ GONZÁLEZ REDONDO, Francisco A. y SILVÁN, Enrique (2004): “Pensamiento simbólico y matemático en el Paleolítico Superior”. Boletín de la Sociedad Puig Adam de Profesores de Matemáticas, 68, págs. 78-93. o PERALTA, Javier (1994): “Sobre la analogía observada entre ciertos procedimientos de obtención de los números áureo y ”. Boletín de la Sociedad Puig Adam de Profesores de Matemáticas, 36, págs. 35-46. o PERALTA, Javier (2008): “Las Matemáticas y las artes liberales”, en Dibujo Técnico y Matemáticas: una consideración interdisciplinar, págs. 91-118. Ministerio de Educación y Ciencia (Aulas de verano). Madrid.
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XXV. MULTIDISCIPLINARY ANALYSIS IN ACCOUNTING: THE RADIO CHARTS AND STRATEGIC ANALYSIS Miguel Ángel Pérez Benedito (Universidad de Valencia -Spain-)
1. Introduction Evaluate the business requires significant variables determine what will be used and what analytical tool will be applied to the information obtained from an economic subject. In the accounting analysis is used as explanatory variables accounts financial statements, combined in a certain way, allow the analyst to express an opinion. The financial crisis has shown that the indicators used to measure risk situations have not met the expectations of analysts. (ERA 2009 FIASEP, 2010 Ortega y Peñalosa, 2012, UN 2013). The economic and financial shocks serve to review our position on the validity of the variables used and the quality of the analytical tools applied in the analysis of economic situations, both prospective and retrospective sense. Consequently, in this article the explanatory power of a different methodology to assess the business is presented, considering the accounting knowledge and application of theories of cosine and sine, based on the principles of plane geometry. As we develop later, the indicators obtained are not subject to subjective considerations meter (objectives) are not affected by the criteria for measuring and assessing the accounting variables used in the measurement of the (independent) business activity and are obtained in a systematically from the principles of plane geometry (normalized). This paper presents the theoretical development of this methodology in the broadest possible sense. Thus, the conditions obtained to see if the result of doing business is associated with your financial situation, let us consider how corporate 386
governance is aimed at meeting the needs of all parties involved in the business, not just the shareholder interest. In other words, in our realistic epistemology (Bunge, 2002) pretending to ensure continuity of business by facilitating decision making to satisfy all parties involved in the business. 2. The Business Dynamics Define the behavior of bodies involved in building a laboratory to limit their responses to certain variables. Alteration of laboratory conditions possible cause responses of bodies or objects of study in different circumstances. Economic behavior is not subject to this type of assessment conditions but is not without analysis. In this sense, the choice of variables and analysis tools relevant. An average maturity period indicates how business is done. An average maturity period indicates the time it takes to put an asset involved in the commercial form of the entities in the economic and financial flows of the business. Given that the same activity can be done in different economic environments, it is possible to determine the behavior of firms according to their means maturity periods and identify the economic cultures of economic subjects in an economic environment or the different economic environments in which they operate the economic subjects. For an average maturity period is necessary to measure previously, the dynamics of the business through the concept of rotation. Turnover is the number of times an asset involved in the economic or financial flow. Accordingly, the transaction log can get your valuation on the balance sheet of the company, when a fiscal year concludes. In the business involved two kinds of currents: current economic and financial power. In picture 1 represents this relationship. According to the nature of the currents, economic currents (EC +/-) represent the relationship between the company and the goods market, where the company acquires the factors of production to their business, and places the well that forms the basis of its commercial form. Financial flows (CF * / -) act as consideration of economic trends on the principle of economic equivalence (PGC 2007).
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MERCADO DE BIENES CE (+)
CE (-) EMPRESA CF (+)
CF (-) MERCADO DE CAPITALES
Image 1: The economic and financial circulations
Figure 1 depicts the relationship between the company and the goods market and capital market analysis and business dynamics can be established through existing rotation coefficients in business, the general relationship is shown in expression 1.
ri
(1) i= v(sales); c(collection); p(surcharge).
The rotations are obtained by accounting relationship between variables involved in economic and financial flows of the company. The assessment of economic and financial flows in rotations is obtained from the profit and loss account and the accounts included in Operating Working Capital Company obtained the balance. The following expressions represent rotations obtained corresponding to commercial enterprises. (2) (3) (4)
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After obtaining the rotation coefficients of sale (rv), collection (rc) and payment (rp) can obtain the means maturity periods. A maturation period is the time it takes to rotate an element in working capital involved in their respective economic or financial flow occurs. This means maturing periods are obtained by the expression 5. (5) i=Sales (v), collection (c), surcharge (p). Obtaining maturation periods sale (pv), collection (pc) and payment (pp) are obtained from the information of the annual accounts, are not obtained as a result of a weighted average of the timing of the business. This definition is relevant, given that the financial position of the company determines the obtaining means periods of assessment and, in this sense, when average maturity periods are incorporated in a radar chart financial positions taken by the company as obtained consequence of their business. At each radius of a radial graph each of the periods of maturation media is placed and the different areas analyzed are obtained through a radial graph. The limit of each radio is 365 days, while it takes a company in the annual accounts. In each radio expression 6 obtained from the expression 5 is satisfied.
Thus, given meaning the degree of concentration of the radar charts through a comparative analysis. When a radial graph is more concentrated than the other indicates a more dynamic business. Similarly, when the sides of star graphs have different orientations, the shape of the radial graph indicates that the company responds differently over time, since radial graph is the result of corporate management.
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PV 150 100 50
TO
0
T1 T2
PP
PC
Figure 2. Radar Charts.
You can analyze the business considering adopting a single position radial graph. To achieve this goal, it is important the orientation of each of the sides of the geometric figures, that in this method will call perimeter distances (DPk). However, the orientation of the perimeter distance is measured by the internal angular coefficients of each of the triangles formed with a radar chart and identify the geometrical position of each area. 3. Management Conditions The first step in measuring the business is obtaining perimeter distances. A perimeter distance represents the tension in an area of business management between two functional activities of the same, measured by means of the respective periods of maturation. A perimeter distance is obtained by applying the law of cosines for each of the triangles obtained in a radar chart. In the case of Figure 2 the value of the circumferential distance is provided in the expression 7. (7) K= 1 (sales area), 2 (the treasury function), 3 (shopping area) i≠j; i=j= v (sales), c (collection), p (surcharge)
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The perimeter distances (DPk) have a financial significance. The difference compared to the perimeter distances allows us to obtain sufficient funding in each area. Thus, the perimeter difference in the treasury area (d2) obtained by comparing the perimeter distance shopping (DP3) and sales (DP1) in the order presented, lets us know if the company gets financial sufficiency as a result of business management when the value of it is positive. The perimeter of the sales difference (d1) is obtained by comparing the perimeter distance of shopping area (DP3) and from the Treasury (DP2). Finally, differences perimeter shopping area (d3) is obtained as the difference between the distance all cash (DP2) and distance all sales (DP1). When the perimeter differences (dk) take positive values, they are indicating that there is sufficient funding each area. Thus, the circumferential distance d2 can be obtained as a linear combination of the other two peripheral differences. d3 = d1 + d2; d2 = (DP3-DP2) + (DP1-DP2) = DP3 - DP1
(8)
The expression 8 is telling us that the financial situation in the treasury area is obtained as a result of financial sufficiency in the other two areas. That is, there is a linear combination of perimeter differences indicates multidirectional linking areas represented in a radar chart and comparison between the perimeter distances allows us to obtain an explanatory table of the different financial situations that may occur in a business management . Table 1.-The financial situations of companies Positive financial slack Negative financial slack DP3 > DP1 DP1> DP3 ( a ) DP3>DP2>DP1 ( d ) DP1>DP2>DP3 ( b ) DP3>DP1>DP2 ( e ) DP1>DP3>DP2 ( c ) DP2>DP3>DP1 ( f ) DP2>DP1>DP3
The financial situation (a) of Table 1 is the best possible position to achieve by companies since the perimeter differences exceed the positive value. As noted in the analysis of the financial situation of companies is relevant orientation perimeter distances. From inequality (a) and by applying the law of sines, in each of the triangles represented in a radar chart, we can measure the financial sufficiency of each area must necessarily reach the same degree of significance 391
than that obtained through differences perimeter. The angular coefficients corresponding to the triangles generated in each management area are presented in Figure 3. α1
PV β3
150 100
VENTAS
COMPRAS
50
β1
0
α3 PP β2
PC
TESORERIA
α2
Image 3: the angular coefficients in the areas of management.
The expression of the law of sines for each area obey the following general expression 9, where the subscripts are the same meaning as that presented in the above expressions. (9) K= 1 (sales area), 2 (the treasury function), 3 (shopping area) i≠j; i=j= v (sales), c (collection), p (surcharge) According to the above, the comparison between the perimeter distances DP3 and DP1 and application of the law of sines in the triangle from the Treasury, will allow us to determine whether the company has obtained sufficient funding and whether it is a result of the liquidity obtained in the result of this management area. The result of the comparison between the obtained distances perimeter indicated below.
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By applying the law of sines in the treasury area we can obtain the following proportions.
Considering inequality DP3> DP1 in Table 1 and comparing the ratios having the same value of the measured period of maturation of sales (pv) obtain inequality 12.
Thus, sufficient funding in the area of cash will be obtained through the expression ratios obtained in 12 Furthermore, the application of the law of sines to determine whether in the area of cash management, financial sufficiency presented corresponds to the the result obtained in liquidity management. The latter is measured by comparing the proportions that have different values of the average maturity period by comparing the perimeter distances DP3 and DP1. 13 The term stable liquidity condition results in the area of treasury.
The liquidity of the result in the treasury area is measured by the expression 13 When conditions 12 and 13 are met in the area of cash it can be said that the company achieves financial capacity in accordance with the result obtained in the management carried out in that area. That is, the financial sufficiency in the treasury area not served by an alien at the same funding. 393
The financial adequacy and the liquidity of the result can be obtained in other management areas represented in a radar chart. In the shopping area (area 3) the indicated conditions are obtained from the perimeter distances compare with the perimeter distance DP2 DP1. In the sales area (area 1) the stated requirements will be obtained from the comparison between calving perimeter distances DP3 and DP1 distance all. Thus, in Table 2, the set of conditions occurring in the evaluation of business management are shown.
AREAS Sales Financial Shopping
Table 2.-The necessary and sufficient conditions NECSARIAS SUFFICIENCY LIQUIDITY OF CONDITIONS FINANCIAL RESULTS α1 ≤ 30 β1 > 30 α2/β3 > 1 1 > β2/α3 > CV/V α2 ≥ 30 β2 < 30 β1/α3 > 1 1 > α1/β3 > C/V α3 ≤ 30 β3 > 30 α1/β2 > 1 1 > β1/α2 > C/CV
Table 2 has included the necessary conditions. These conditions are necessarily generated by comparing the measured angular relationships with the financial sufficiency. The limitation of 30 degrees in each of angles due to the maximum value that can reach the interior angles attached to the perimeter distances in each of the triangles represented in a radar chart. These measures these radar chart associated with the image represented 3 Thus, Table 2 provides the optimum conditions for business management and the upper limit of the liquidity of the result is less than 1, since in any case, the different angular coefficients being compared can not reach while the value of 30 degrees, due to financial sufficiency conditions obtained. Once achieved the optimum conditions of corporate governance, we know that the company is financially self-sufficient if the result of their business meets the conditions of liquidity. This optimal position is obtained under market conditions that may be imposed by the company itself or the market in which the company operates. Consequently, a radar chart tells us something more than just a representation of the business dynamics. The conditions obtained act as true propositions in this methodology. According to the methodology presented decisions in one area have a multi effect. Also, presented as the financial positions of the company listed in the short term management with the result measured in each of the areas represented in a radar 394
chart, something that represents a methodological advance over the ratios obtained from the position representing a financial balance. This contrast has been obtained from the decision of inequality 13, were eliminated when the ratio of the mean values of customer balances (ClM) and suppliers (PrM) for a comparison of the angular relationship α1 / β3 with current results and measure their liquidity. Thus, the angular relationships measured in transverse direction the result of activity in a given year. 4. Management Control The management of the business is measured by indicators under the criteria of economy, efficiency and effectiveness. These criteria determine the choice of multiple indicators to be compensated in their results and obtain reasonable assurance of good management. In our case, we opted to declare optimum management which may be measured by criteria of economy, efficiency and effectiveness. The criteria of effectiveness and efficiency can be represented in a radar chart. However, the economy does not appear on a radar chart can not be represented and must be obtained as the ratio of accounts that assess economic magnitudes involved in the various areas represented in a radar chart: Compas (C), Sales (V) and Cost of Sales (CV). To achieve the optimal management of the company we need only represent the average periods of ripening in a radial graph. Also, the variables involved in obtaining the means maturity periods are obtained directly from the annual accounts. This situation indicates that the indicators obtained are objective, because the analyst does not intervene to set variables to be compared. Furthermore, the concept of optimal management is achieved without the intervention of the analyst in the measurement criteria already indicated that this criterion is derived by applying the principles of plane geometry. That is, the angular relationships of Table 2 also enjoy the status of independence. The ratios obtained in the tabal 2, also have the standardized nature of the indicators, as systematically obtained from the application of the theories of the cosine and sine of plane geometry. However, the consistency in obtaining the indicators resides from the normal condition, on the need to control the results of an evaluation process, regardless of management situations presented in Table 1.
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The expression that allows us to control the validity of the results is as follows.
Once the expression that controls the validity of the results obtained, it is possible to construct a single indicator to measure the optimal management of the company summarized from the liquidity management of the results obtained in Table 2, this indicator is constructed by following the process outlined below. According to the liquidity of the areas of sales and purchases of Table 2, the product of the angular relationships lead to the following expression.
Using the liquidity of the outcome in the area of treasury and substituting the ratio of the angular coefficients in the expression 15, we get the following transformation:
In order to enter the angular coefficients measuring liquidity result in the treasury area, in front of or behind the inequality 13, the liquidity of the result can be transformed as follows:
According to expression 16, it is possible to establish the inequality 17, wherein the ratio of the angular coefficients that determine liquidity condition result from the Treasury's previous inequality 15.
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Consequently, given the nature of the indicators and the ability to synthesis, methodology of star graphs does not prevent the indicators obtained can be used in transverse and longitudinal analyzes. 5. Analysis by Image The methodology has been developed is presented under a body of knowledge that has been generated through the application of the principles of plane geometry on some accounting knowledge. This aspect ratio in the interdisciplinary and multidisciplinary nature of the methodology. The interdisciplinary nature of this methodology is clearly due to the interaction of two sciences knowledge has generated new proposals to assess business management. The multidisciplinary nature is determined by the involvement of various disciplines in obtaining one of the same result. In this sense, the analysis performed from an independent accounting knowledge should provide the same results are presented through this methodology. The difference lies in the nature of the indicators. In an accounting analysis indicators independently analyze the financial position of the company and the economic performance of the activity to reach a final conclusion on the status of the entity. Sometimes weighs the subjective nature of the result obtained in the indicator value derived by the valuation given to the quantities involved in its preparation, is a consequence of the application of accounting policies. The methodological difference involves the application of the theorems of sine and cosine, based on the principles of plane geometry, allows for independent indicators, objectives and standardized, as already indicated. But also relates the financial position of the company management with the result, justifying if the result is consistent with the financial position of the entity. These aspects evaluated on management and facilitate decision making in a prospective sense more consistently by the nature of the angular coefficients. The methodology of star graphs acts, in respect of an accounting as a tool dedicated to the analysis through the image. A radiologist can make a diagnosis through the final result of a plate obtained from an X-ray or an MRI equipment. For a professional business administration, see a radar chart tells you which is the 397
financial solvency of the company, but needs additional indicators confirming the visual result of their activity, in the same way as a specialist in diagnostic imaging needs determinations to confirm their hypotheses of risk. 6. Conclusions The methodology presents a star graphs own proposals in the evaluation of the business. So that becomes an independent body scan every time you go through to apply, based on a knowledge of accounting, principles of plane geometry. The explanatory power of the economic and financial facts, based on the nature of the indicators, allows it to be applied by the researcher in different directions and in different areas, approaching the professional accountant to the effect of economic theories in business and justify the economic and financial nature of the information in the financial statements. Finally, there was obtained an optimum management. This optimum is not achieved uniformly, has multi-effects. That is, it is achieved through a combined action of all areas of business, considering these as complex entities, within the meaning of the concept of internal control in the COSO report. That is, you can not beat the market disruptions in one direction, support decision making on a particular area or on a class of indicators. Today we know that the solution is partial and that affects other areas not considered in decision making. 7. Bibliography o BUNGE, M. (2002): La Ciencia: su método y filosofía. http://www. philosophia.cl/. Escuela Filosofía Universidad ARCIS. Consultado 20 de febrero de 2014. o Fundación para la Formación e Investigación en Auditoría del Sector Público. FIASEP. (2010): Conclusiones en el IV Congreso de Auditoria del Sector Público.http://www.fundacionfiasep.org/bocms/sites/fiasep/pages/ Menu.jsp?mID=1003. Consultado el 20 de febrero 2014. o ORGANIZACIÓN DE NACIONES UNIDAS. ONU (2013): Statistics and indicators for the post-2015 development agenda. o https://www.un.org/en/development/desa/policy/untaskteam_undf/UNTT_Mo nitoringReport_WEB.pdf. Consultado el 20 de febrero de 2014.
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o ORTEGA, E. & PEÑALOSA, J. (2012): Claves de la crisis económica española y retos para crecer en la UEM. Documento ocasional 2012. Banco de España. file:///E:/0_%20A%20G%20E%20N%20D%20A/000_AGENDA%202014/S EECI/do1201%20(1).pdf. Consultado el 20 de febrero de 2014.
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XXVI. IMPLEMENTATION OF A GRAPHIC DESCRIPTION OF PROCESS AS A TOOL IN THE MANAGEMENT SYSTEM INTEGRATION STANDARD Omar Jair Purata Sifuentes (Universidad de Guanajuato -Mexico-)
The OSSAD (Office Support Systems Analysis and Design) proposes a disciplined approach to the design and analysis of an organization by defining its systems and process approach. OSSAD is the result of a research project in information technology by the European Community. This method shows the principles for the graphic description of an organization by using three levels of models: abstract, descriptive and prescriptive. Moreover, the integration of management systems for compliance with various standards (eg ISO 9001: 2008, ISO 14001: 2004 and OHSAS 18001: 2007), is a pressing need in sustainable and competitive market currently facing the companies worldwide. A real case of the integration of an environmental management system and a system for managing health and safety at work with a pre-existing system of quality management is presented, using as integration tool graphical process descriptions proposals the OSSAD methodology. 1. Introduction The evolution of management systems has been linked, at least conceptually, to the requirements of the various stakeholders involved in the business and service sectors. Since the launch of the series of standards ISO 9001-2-3-4 in 1987, the emphasis was heavily on the documentation to the working draft of what will be the ISO 9001: 2015, based on a high-level structure evolution is evident.
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The need to implement management systems to search effectively and efficiently meet the demands form a company, arises when taking into account, for example, the economic cost caused by increases in the risk premium resulting from industrial accidents; fines, penalties and bad image resulting from significant adverse environmental impacts, such as the voluminous release of a hazardous substance in the street; or the global market and high competition which are currently virtually all companies, regardless of size, rotation or location. The three mentioned situations which might well be applied to a single company point to the need to implement appropriate management systems that routed the requirements of the various stakeholders as to solve the problem. Even different models of excellence and national awards, only in its infancy related to quality, have become true drivers of the integration of a system of quality management systems, environmental, health and safety, social responsibility, business risk and information security, among others. In Mexico, two of the most popular guides for integrating management systems are: EN 66177: 2005 management systems. Guidelines for the integration of management systems (AENOR, 2005) of the Spanish Association for Standardization; and PAS 99: 2006 Specification of common management system requirements as a framework for integration (BSI, 2006) BSI, England. However, its use in our country is not yet widespread. UNE 66177: 2005 is structured under the known PDCA cycle (Plan-DoCheck-Act) and includes three stages: (P) Development of the integration plan, (H) Implementation of the integration plan and (V and A) Review and improving the integrated management system. The standard contains three integration methods, namely basic, advanced and expert, sequential and dependent on the level of maturity of the organization in process management are proposed. Moreover, PAS 99: 2006 is a specification that uses a guide based on ISO (International Organization for Standardization) for the development of standards that can be applied to virtually any system management framework. Like UNE 66177: 2005, the main structure is based on the PDCA cycle and accommodates therein the following six requirements: (P) policy management system; (P) Planning; (H) Application and operation; (V) Performance Evaluation; (A) Improvement and (A) Management Review. Unlike UNE 66177: 2005, PAS 99: 401
2006 is certifiable, but does not guarantee compliance of the rules supports the integrated management system. In both standards the importance of process management as crucial to successful integration of two or more management systems item is highlighted. It is a natural assumption, because if it is not clear how many and what are the processes involved in the systems of the organization are, you may have a failed, non-existent or at least ineffective integration. The supporting documentation and mapping of processes to use are the other key aspects of successful integration. Trying to integrate systems whose documentary structure consists of manuals, procedures and instructions consist of a continuous, tedious and interminable prose, is a cramped and inefficient task consumes resources in abundance and often results in duplicate, selflessness documents and apathy of the main actors processes. You can have, at best, management systems that exist in the organization, but not integrated management because of a bad merged documents (Miguel, 2012). The OSSAD methodology was developed after years of research and testing companies, laboratories and universities in Europe. It is a disciplined method for the analysis of an organization by defining its systems, processes, procedures and instructions, preserving the same holistic approach. OSSAD shows the principles necessary for the graphic description of a company's strategy by using an abstract model; the organization through a descriptive model; and operation using a prescriptive model (Berger and Guillard, 2000). The human brain is naturally holistic thinking, associations and general ideas, which eliminates what is not interested and / or deepens the attractive ideas at the time. The integration of two or more management systems are not a simple task and achieves OSSAD naturally represent complex systems. This methodology allows mapping systems precisely as does the brain's perception: allows easily delve from policy to an operational level, or navigate through the procedures of the organization, to receive an overview of it. In this paper the use of graphic description OSSAD methodology as a basic tool in the integration of three (might have been two or more) management systems are proposed. First we briefly review some of the proposed integration of 402
management systems approaches; immediately methodology described OSSAD graphic description, and then propose it as a valuable tool for the integration process. Quality, environment and health and safety at work: At the end, some examples of graphic description OSSAD used in an integrated management system that complies with three types of normalization are presented. The integrated system has already been certified by an international organization accredited to ema (Mexican Accreditation Entity, AC) and ANAB (ANSI-ASQ National Accreditation Board). 2. The Integrated Management Systems In various literature sources have listed the benefits of having an integrated management at companies of various sizes and / or market segments (Karapetrovic and Willborn, 1998, pp 204-213 system,. Pardy and Andrews, 2010; Asif and others, 2010, pp 648-669,. Beckmerhagen and others, 2003, pp 210-228,. Griffith and Bhutto, 2009, pp 566-580,. Pérez, 2010). Among the many benefits mentioned, include the following: ● Improved capacity to develop and transfer technology. ● The reduction in the number of audits to be performed in the same company. ● Increased customer confidence and positive image in the community and the market. ● Promoting teamwork with an integrated, goal-oriented and mutual benefits. ● Creating synergies by eliminating redundancies and the corresponding increase in effectiveness. ● Reduce risks by making decisions based on global data. ● Display of problems with focus all stakeholders (customer, employee, community, environment, shareholders, etc.) ● Avoid the "local" optimization, for example, improve quality at the cost of environmental degradation. In the related literature can be found several proposed methodologies for the integration of management systems. Asif (2010) found two types of integration strategies: the systems approach and technocentric approach and concludes that the effectiveness of a GIS is a function of both the perception of direction, and who 403
encourages integration, whether external agents or internal. Griffith and Bhutto (2009) propose a framework for integration based on project management, and including a strong component management system business. The framework is developed based on qualitative and quantitative data obtained through surveys of some of the top 100 UK construction companies. Karapetrovic conceptually has one of the most complete for the integration of management systems models. In particular it is illustrated for the integration of quality management systems and environment, but it extends further work management systems for health and safety and social responsibility (Karapetrovic and Willborn, 1998; Karapetrovic, 2002, pp 61-67.) . The primary focus is systemic and classifies the requirements of the relevant standards and cyclic three interacting areas: objectives (assessment and evaluation), processes (planning and design and implementation) and resources (acquisition and deployment). Moreover, they conform to the standards UNE 66177: 2005 and PAS 99: 2006 guidance documents (PAS 99: 2006 is certifiable) for the integration of management systems. UNE 66177: 2005 provides the main requirement in the item 5.2, the determination of the level of maturity and ability of the organization to process management, which can be Initial, Basic, Advanced, Expert or Award. Already known level domain process management, should evaluate current levels of complexity (needs and expectations of interested parties), Scope (extension systems management) and risk (for legal breaches or failure of the integration). Basic, Advanced or Expert: Then with the four assessments as inputs, the method of integration of the three sets the standard selected. PAS 99: 2006, in addition to the general requirements set out in item (4.1) provides the following six common requirements management systems are: 4.2 Policy Management System 4.3 Planning 4.4 Implementation and operation 4.5 Evaluation of performance 4.6 Upgrade 4.7 Management Review
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The central part of PAS 99: 2006 presents the framework of common requirements for Integrated Management Systems (GIS) and stated as own requirements of the standard. However, it is important to note that compliance with PAS 99: 2006 does not guarantee compliance with the rules that are being integrated, since only would address the common requirements of these and not your particular requirements. Annex A of PAS 99: 2006 provides: "If you were to take the approach to the process, the first step should be to identify processes and threads of the organization. If you have a diagram of the process can be very helpful to make it known throughout the organization for employees to check how they are contributing to the objectives [...] For each process must identify the elements of input and output, aspects and impacts associated with the process, the control measures [...] in an integrated system, all aspects can be considered both by the people actually involved in the process "(BSI, 2006). As we shall soon see, the graphic description with OSSAD is a tool that will facilitate our compliance with these premises, and the other already mentioned, which are essential for the successful integration of standardized management systems. 3. Graphical Description with OSSAD OSSAD is a structured approach to the design and analysis of organizations approach. This methodology has defined a comprehensive modeling strategy, which takes into account the non-material value of the company, ie its structure, people, business organization, technological support and the interactions between these (De Antonellis and Zonta, 1990, pp 822-828,. Berger and Guillard, 2000). The graphic modeling strategy is achieved with a set of models that are interdependent and that enable the designer or user to move from one level of analysis or detailed to another in a natural way, consistent with the human brain function. The first model is the Abstract Model (MA), which allows to represent the structure of the company or the system in general, the "aerial view": mission, vision, values, policies, objectives and goals, and their interrelationships, ie fixed part of the company, its justification for being. The second model is the Model Description (MD), which describes what is happening or might happen under MA, considering both people and the structure. At this level are clearly defined internal customer relationships - supplier and information exchange between the actors of 405
processes. Finally there is the Prescriptive Model (MP) representing the way things are done in the organization, ie, prescribe the basic tasks that an actor must do to perform an operation and associated controls and appropriate corrections (Berger and Guillard, 2000). As can be seen, the MA comes to represent the global system overview of all processes within the organization and their interrelationships. The MD represents each of the procedures that exist in each process, their interconnections and information exchanges, it's like seeing naked eye the organization. Finally, the MP shows us the work instructions, details of each of the instructions placed on procedures MD, that is, how does his job every major or critical actors. This is because the micro enterprise level. In summary, we have: ● ● ● ● ●
"A system is a set of processes. A process is a set of procedures. A procedure is a set of instructions. An instruction is a set of core activities" (Berger and Guillard, 2000).
It is easy to imagine that you can go from one model to the next as more details of the operation of the organization required. In that way you can have hierarchical navigation between models, that is, you can go from MA to MD and then the MP, then return to the MD and then to MA. It can also have a cross navigation ie example navigate past the MD standard procedures of a process to another process procedures. Likewise, in the MP level, you can navigate between the various work instructions of the same procedure. Finally, interactions with external information sources are also contemplated. Added to this, in the three models OSSAD are evident at a glance, client relations - supplier at all levels, that is, you can visually identify the process and process-customer-supplier-customer process and procedure -Provider or instruction and instruction-client-supplier. Similarly, the information needs to be exchanged between processes, procedures or instructions, is visually clarified. This is a key characteristic of a good process management: if any of the instructions, procedures or processes can not be mapped correctly to be difficult to establish their (s) input 406
(s) or outlet (s), then that element adds value to the system and should not be mapped! 4. OSSAD as a Tool for the Integration of Management Systems It has been established that one of the most important conditions for the integration of standardized management systems is the process approach. UNE 66177: 2005, PAS 99: 2006 and Karapetrovic model (1998) have both this requirement and the needs are clear interrelationships between the various processes of the organization. It has also seen the natural way OSSAD meets these requirements, so we can support the integration of standardized management systems with modeling strategy OSSAD. Then describe each of the models and how they apply OSSAD during the process of integration of management systems. The MA GIS allows us to show in general, showing the interrelationships, detailed or not as they choose, the different processes of a system, making clear the purpose of it, this is its reason for existence.
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Abstract pattern with detailed interrelationships. Source: Prepared
The MD shows through graphical procedures, the customer-supplier roles between different processes acting in relationships. A procedure contains instructions to be executed and each instruction is assigned to a role, which can be external (supplier, authority, client, etc.) or internal. The instructions are linked by the input-output information, allowing to make clear the added value that each of the first added to the process. It may further illustrate the documentary references (formats, records, rules, etc.) necessary to get things done or to use tools (software, hardware, machinery, equipment, etc.)
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Description Model: template for a procedure. Source: Prepared
At this level of modeling becomes clearer integration of different management systems standard stating, for example, that a particular statement is related (red circle with an "S") or risk a significant environmental aspect (green circle with "A"). If the graph descriptor OSSAD is implemented using a robust computing suite, you can link this statement with a matrix material respects, an array of occupational hazards, or a combined matrix, actively integrating living systems and quality management , environment and occupational health and safety. Finally, the MP allows us to accurately describe the basic operations performs a role when making a statement. This is basically a checklist and therefore you should always support your need according to organizational profiles as play that role. The MP has three columns, the first activities to be performed in the second or questions can be placed critical checkpoints are denoted, and third corrections or actions of self-run stand as the result of the second column.
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At this level it is possible to demonstrate the integration of management systems by using links in elementary column operations one or shares in column three. The need for tools or documentary references also is reflected visually in the instruction. Finally, since the MP's actions are made by a single role, it is not necessary to detail the information input / output of each basic operation. A more detailed description of the three models can be found at OSSAD Berger and Guillard (2000).
Prescriptive Model: template for Instruction. Source: Prepared
5. Practical Applications We start with an image that shows the abstract model of a GIS implemented under the proposed Karapetrovic (2002) scheme. In this model the interactions detailed organizational strategy is not very clear, the various integrated systems present and the stakeholders involved. It is important to note that the images were made with a special commercial software (Eurossad®) OSSAD to implement, but this is not a prerequisite for the successful application of a documentary project
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OSSAD, as shown in the bottom image on the next page made in Microsoft Power Point® software. We illustrate once a real case of the implementation of a graph in a GIS descriptor OSSAD certified under ISO 9001: 2008 (IMNC, 2008), ISO 14001: 2004 (IMNC, 2005) and OHSAS 18001: 2007 (IMNC, 2008) . Some changes to the graphics for confidentiality, without sacrificing the clarity of exposition were performed.
MA GIS. Source: Karapetrovic (2002)
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Elaborate procedure with no specialized software. Source: Prepared
The following figure shows a MA model with detailed accounts of the process of purchasing real GIS. Relationships with suppliers and the exchange of information necessary between processes and / or threads are presented.
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MA "Corporate Purchasing" with detailed interactions. Source: Prepared
The image below zooms to the thread (process) "Assessing New Suppliers" shown in the immediately preceding image in the process "Corporate Purchasing" (in the software used are linked the two documents, for easy navigation between them). This is a detail of the MD with inputs and outputs (trays) of each instruction (rectangles) held by a role (upper ovals). Documentary references needed (document icons) in each activity are also indicated. Note that the information flow is naturally downstream and is very clear "who does what", "who gives what to whom?" And "what is responsible?"
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MD "Evaluating new suppliers" Source: Prepared
Finally, the following image shows a real example of MP. In this case it is not continued with the zoom of any instructions from the immediate picture above ("Send evaluation result" for example) and that instruction is not currently modeled to a MP level. The instruction shown is purely operational and it can easily appreciate the existence of significant environmental aspects (operation "Purge XL") or risks (PPE use actions in the "Decision" column). It is clear that one of the rules is to always use OSSAD an infinitive for instructions or elementary operations, while verbs are not used in the trays of information, since it does not denote actions, but information or input-output.
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Operating MP (the header is omitted for confidentiality). Source: Prepared
6. Conclusions Described the way in which the OSSAD methodology can serve as a useful tool in the development, implementation, dissemination, training and operation of an integrated management system based on rules. The descriptive and prescriptive models OSSAD provide a visual and direct way to map the way in which the organization meets the requirements of the various stakeholders reflected in the abstract model of the organization. The common requirements are covered satisfactorily by using graphical models and specific requirements can be fully integrated into the standard GIS not only be referenced. OSSAD feature to capture at a glance the inter-phase between the actors (roles, processes, instructions, basic operations) is of particular importance during the construction of GIS. Using OSSAD during development of GIS are readily apparent steps that add no value, redundancies of systems and sub-optimizations are eliminated to avoid duplication (human, material and infrastructure) and
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resources to take Including commitments to different systems simultaneously and interdependent. The facility to indicate which instructions or basic operations are involved significant environmental issues and/or risks, and these instructions can link directly to the matrix of significant issues and risks, makes OSSAD graphic description with an invaluable tool in systems integration management of quality, environment and health and safety at work. 7. Bibliography Paper or electronic books, reports and theses: o AENOR (2005): UNE 66177:2005 Sistemas de Gestión – guía para la integración de los sistemas de gestión. AENOR. Madrid. o BERGER, C. y GUILLARD, S. (2000): Descripción gráfica de los procesos. AENOR. Madrid. o BSI (2006): PAS 99:2006 Especificación de los requisitos comunes del sistema de gestión como marco para la integración. BSI. Inglaterra. o IMNC (2005): ISO 14001:2004 Sistemas de gestión ambiental – Requisitos con orientación para su uso. IMNC. México, D.F. o IMNC (2008): ISO 9001:2008 Sistemas de gestión de la calidad - Requisitos. IMNC. México, D.F. o IMNC (2008): OHSAS 18001:2007 Sistemas de Gestión de Seguridad y Salud en el Trabajo - Requisitos. IMNC. México, D.F. o PARDY, W. y ANDREWS, T. (2010): Integrated management systems. Government Institutes. EUA. o PÉREZ FERNÁNDEZ DE VELASCO, José (2010): Gestión por procesos. Editorial ESIC. Madrid. Chapters in books, reports and articles in newspapers or magazines on paper: o ASIF, Olaf, FISSCHER, A., JOOST DE BRUJIN, Erik y PAGELL, Mark (2010): An examination of strategies employed for the integration of management systems, en The TQM Journal, Vol. 22, Issue 6.
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o BECKMERHAGEN, I. A., BERG, H. P., KARAPETROVIC, S. y WILLBORN, W. (2003): Integration of management systems: focus on safety in the nuclear industry, en International Journal of Quality & Reliability Management, Vol. 20, nº 2. o DE ANTONELLIS, V. y ZONTA, B. (1990): A Disciplined Approach to Office Analysis, en IEEE Transactions on Software Engineering, Vol. 16, nº 8. o GRIFFITH, A. y BHUTTO, K. (2009): Better environmental performance – A framework for integrated management systems (IMS), en Management of Environmental Quality: An International Journal, Vol. 20, nº 5. o KARAPETROVIC, S. (2002): Strategies for the integration of management systems and standards, en The TQM Magazine, Vol. 14, nº 1. o KARAPETROVIC, S. y WILLBORN, W. (1998): Integration of quality and environmental management systems, en The TQM Magazine, Vol. 10, nº 3. Articles, blogs or web publications records: o MIGUEL, J. L. (2012): “PAS 99: Especificación de los requisitos comunes del sistema de gestión como marco para la integración”. Disponible en: www.bsigroup.es/upload/NEWS/articulo%20PAS%2099%20p%C3%A1gina %20web.pdf. Consultado el 20 de enero de 2012.
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XXVII. NATIONAL CURRICULUM ANALYSIS OF COMPETITION AND MEDIA AREA KNOWLEDGE OF PRIMARY EDUCATION Antonia Ramírez García (Universidad de Córdoba -Spain-) Paula Renés Arellano (Universidad de Cantabria -Spain-) Natalia Fernández González (Universidad de Cantabria -Spain-)
I+D Project Compulsory education to competition in audiovisual communication in (EDU2010-21395-C03-03) digital environment
1. Introduction Today's society is constantly changing and its citizens access information from anywhere at any time, being able to communicate in different ways. The question raised by this scenario, especially in education revolves around whether curricular school or educational institution is prepared to be responsible to and for the media, and if education professionals mobilize capacities related to means of communication among learners (Garcia-Matilla, 2003, Pérez-Tornero, 2003). Children of generation "on-off" are familiar with the new technological environments and relationships and communications derivatives thereof (Gabelas and Lazo, 2008). From various institutions allusion to the need to incorporate media education in educational curricula, as European Media Literacy Education Study, EMEDUS project, through which a comparative analysis of media education is carried out in the national curricula is 27 countries of the European Union (2009).
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On the national scene 1513/2006 Royal Decree of 7 December (MEC, 2006a) regulates the curriculum of primary education stage and establishes the need to work the information technology and communication in the classroom. However, a closer look at the reading curriculum this stage gives us a pessimistic view regarding the treatment of the media, specifically in the area of knowledge of the environment. 2. Media Competence in the Area of Environmental Awareness 2.1. Core competencies and media In the past decade has seen education system has incorporated a new curricular element, core competencies. From the European Commission and through DeSeCo (2002) competencies that were considered essential for citizens to be integrated with guaranteed success in the XXI century settled. In this line, Coll and Martin (2006) have highlighted the functionality of powers and elements that promote knowledge and facilitate their application in different contexts. In Spain the Organic Law 2/2006, of 3 May, of Education (MEC, 2006b) proposed a curriculum underpinned by eight key competencies that students should acquire by the end of compulsory education to fully develop and provide active, satisfactory citizenship and being able to develop a continuous learning throughout life. Furthermore, the development of information technology and communication and the pervasiveness of the media in our society has become the term media competence, media competence or competence in communication and audiovisual competition in center interest of several studies and research, as reflected by authors like Bazalgette, Buckingham, Carlsson or Verniers (quoted in Aguaded, 2011 p. 19-20) indicating the need for it to become a core competency and therefore acquired by all people. Meanwhile, Ferres (2007 p. 10) describes media literacy as "the ability of an individual to interpret and analyze critical reflection images and audiovisual messages and to speak with a minor correction in the communication field. This competition is related to the knowledge of the media and the basic use of multimedia technologies needed to produce it." 419
Also, bearing in mind that in the media there are implicit and explicit messages, the European Commission (Györffi, 2013) suggests that media content and electronic environments are called online content (market for online content), media pluralism (pluralism in media), namely Internet plus (security tools displays), media literacy (media literacy), emphasizing the need to include in the school curriculum. Thus, although there is a link between media competition with certain basic skills such as linguistic communication or knowledge and interaction with the physical world, the competition most directly linked to the media would be the treatment of information and digital competence. Through it a person acquires the skills that allow you to search, obtain, process and communicate information to transform it into knowledge. And the key to this process of media literacy would be the domain of languages applied in different situations and contexts (Aparicio et al., 2010), ie, appropriate use of different languages and media for understanding, critical interpretation, communication and expression. 2.2. The area of knowledge of the natural, social and cultural environment and media competence The area of Environmental Awareness addresses the approximation of pupils in primary education the "average", which is defined by Royal Decree 1513-1506 of December 7 (MEC, 2006a) as "the set of phenomena that constitute the scenario of human existence, but also the interaction of humans with that set of phenomena "and is understood as" the set of elements, events, factors and various processes taking place in the environment of people and where, turn his life and action have meaning," while referring to " what the child or the child can learn better because it is the result of sensory, direct or indirect experiences, because it is familiar and because it is next in the time or in space, although the use of information technology and communication makes this proximity depends less and less on the physical distance." This area is characterized by its interdisciplinary nature in which different fields of knowledge-natural, social and cultural supporting each other and encouraging meaningful learning are integrated.
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The organization of the curriculum area is contextualized and integrated interactions individual / society, physical / social environment means or nature / culture in its spatial and temporal dimensions, which part of the direct or indirect experiences of students. Regarding the latter, it is essential to consider the great weight that, in the personal conception of the medium, both the school and those that do not originate in school experiences. "Therefore, especially in this area, consider the importance, the information children receive daily from audiovisual and technological means." In this scenario posed seems obvious highlight the need to integrate media literacy in the curriculum of primary education. Authors like Tucho (2008), Camps (2009) and Aparicio et al. (2010) highlight the scarcity of media literacy in the curriculum stage of compulsory education. In this study, therefore, the stated goal is to quantify the presence of media competence descriptors curricular elements in the area of Environmental Awareness in primary education in the curriculum of the 17 autonomous communities of Spain. 3. Methodological Approach 3.1. Method The research methodology followed in this study is qualitative descriptive developing a documentary analysis. Array analysis was set as follows: First, a recording unit basis consisting of grammatical sentences and paragraphs; second, a unit of context shaped by legal texts of all the regions of Spain and, thirdly, a unit collecting the existence of the categories are explained below and quantifying the presence of same. 3.2. Procedure The rules are extracted from the official websites of the 17 autonomous communities. The inclusion criteria were used: the nomenclature of primary education curriculum, the validity of the publication and its link to the Organic Law 2/2006, of 3 May, and Education (MEC, 2006b). The search date took place between February and March 2011.
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3.3. Analysis of information So prior to analysis of information encoding unit registration attending the autonomous region, the curricular element to which it referred and order number to be provided in the regulations (eg ANOB001) was performed. The next phase was the establishment of search indexes to differentiate curriculum elements that referred to the media competence of those who do not, reducing the registration units (media, communications, audio, video, newspaper, internet or web, etc.). Then a comparative analysis of curricular elements analyzed in each region in order to determine similarities between them and further reduce the registration units was made. This twin-three matrices were performed in columns indicated the autonomous communities and the rows the objectives, content and evaluation criteria respectively, in the presence of said intersection criterion is plucked in the community or corresponding regions. Once you log units reduced proceeded to recode considering the autonomous communities that incorporated the curricular element numbering analyzed and followed by the regulations (eg ANCANOB001_009). These recording units were introduced in ATLAS.ti and categorizing were based on 55 descriptors set by Ferres and Piscitelli (2012). This process was conducted independently by three members of the research project as recommended by Krippendorf 1997: 194-195) for a higher degree of reliability, it stood at 70% according to the percentage scale of Fox (1981). Regarding the validity of the study, content validity based on professional experience coders judges to the school curriculum and the proposal made by Ferres and Piscitelli (2012) (Fox, 1981) was established. Once this categorization established proceeded to check whether practicing teachers established a link between the selected curricular elements and descriptors of media competence, for it were presented to 10 participants the coding performed by a table that appeared four columns in the first element of the curriculum area (objective, content and evaluation criteria, as appropriate) in the second descriptor with coders judges had linked in the third the ability to mark yes or no is offered this relationship and the fourth was allowed to record an alternative option
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according to an annex in which were collected the 55 descriptors set for media competition. Treatment of this analysis was performed on a spreadsheet in which the frequency and percentage of relationship is consigned, discarding those results that did not reach 70% agreement. The whole process was carried out between April 2011 and October 2012. 4. Results The overview of research on media literacy in the educational context is characterized by an absence of the studies themselves and a low presence of media literacy in the curriculum, as mentioned above. However, it is necessary to quantify empirically. In this section the results linking or curricular elements Knowledge area of the medium with 55 descriptors that integrate media literacy are discussed. Table 1 linking the dimensions of the competition with curricular elements analyzed area is observed.
Table 1 Presence of aspects of media literacy curriculum elements in the area of Environmental Awareness. Source: Authors.
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Note that media competence objectives in the area of Environmental Awareness stand at 3.63%, while this increases to 23.63% in the contents of the second cycle and 20% in the evaluation criteria same. Regarding the distribution of this presence in the various dimensions of media competition, note that the curricular elements of the Environmental Awareness area are linked to all dimensions in the assessment criteria, but does not happen just in the objectives of area. On the other hand, in dimensions Languages, Technology and Processes of production and distribution processes of analysis and expression are identified, while in dimension and Ideology interaction processes and only processes values in the corresponding analysis and the Aesthetic expression only processes . Next, in Figure 1 the distribution of the presence of curricular elements Knowledge area across the domains and subdomains of media competence is presented.
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Figure 1 Distribution of the presence of the curricular elements of Knowledge area across the domains and subdomains of media competition. Source: Authors.
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Figure 1 (below). Distribution of the presence of the curricular elements of Knowledge area across the domains and subdomains of media competition. Source: Authors.
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Subsequently, these relationships are exemplified in the different curricular elements. Thus, with respect to the objectives set forth the following area: Using ICT as a tool for information to learn and share knowledge by maintaining a critical and reflective attitude towards their use and content, assessing their contribution to improving the lives of all people, as well as a responsible and creative use thereof (T1a). Identify, consider and resolve questions and problems related to significant elements of the environment, using search strategies and processing information, making conjectures, testing thereof, exploring alternative solutions and reflection on the learning process itself (V1a). With respect to content, the recorded examples are: Interpretation of reality through the media (L3a). Catalonia is the community that takes solo this content. Use of oral documents, written, visual, audio, pictures ... for historical or non-historical information and produce different works (reconstruction of the memory of last month) (L4a). Communities of Andalusia, Asturias, Cantabria, Castilla La Mancha, Catalonia, Galicia, Navarra, Basque Country and Murcia have linked the second cycle of primary education. Canary has complemented the need to classify the documents. The role of communications in the personal, economic and social activities (T1a). In this case, the regions that have taken the contents are: Canary Islands, Cantabria, Castilla y León, Galicia, the Balearic Islands, Madrid, Basque Country and Murcia. The media. Its evolution (T1a). Castilla y León, Balearic Islands, La Rioja, Madrid, Murcia and Valencia regions whose students develop this content. ICT, benefits and risks (T1a). The autonomous communities have included this content are Castilla y León, Galicia, La Rioja, Madrid and Valencia. Use and interpretation of representations of the same space through technological means (T2a). All regions except Canary Islands, Castilla 427
La Mancha, Balearic Islands, La Rioja and Navarre have included this content in the curriculum of the second cycle of primary education. Observation of living beings, landscapes, natural elements through audiovisual and technological means (T3a). Castilla La Mancha and Catalonia are the only regions that do not consider the content area knowledge of the medium. Need to control leisure, entertainment, ICT, television, video games, and its power of addiction (I1a). All regions except, Extremadura, Basque Country, Murcia and Valencia, have the explicit content in the curriculum of primary education. Analysis and users as consumers of advertising messages (I2a). Andalucia, Aragon, Asturias, Canary Islands, Navarra and the Basque Country have included in their legislation. Comprehension and production of oral, written and audiovisual messages (P1a). Use email, systems of simultaneous communication, chat, virtual environments for communication and Internet publishing documents (P1e). This content has been included in the rules of the communities of Asturias, Catalonia and Extremadura. Guided and Scheduled Finding information through ICT, evaluating the content (V1a). All regions except Extremadura and Murcia, have contemplated that content into the curriculum. Collecting information from local and external to the autonomous region to analyze different views in different situations (V1a) sources. The autonomous communities have seen fit to incorporate it into the official curriculum were Andalusia, Aragón, Canarias, Cantabria, Catalonia, Balearic Islands, Navarra and the Basque Country. Meanwhile, California has incorporated the same content the need for findings to the above analysis. Recognition and critical of the influence of advertising on consumption (V2a). Andalucía, Aragón, Canarias, Castilla y León, Balearic Islands, Navarra and the Basque Country assume as their own and Castilla La Mancha added to the content project development in this regard, while Catalonia highlights the need for responsible consumption. 428
With respect to the evaluation criteria, examples which may be mentioned are: Obtain information from blueprints, maps, charts, graphics and images; describe and explain the information contained (L1a). The autonomous communities that include this criterion in their curriculum are: Andalusia, Asturias, Castilla La Mancha, Galicia, Navarra and the Basque Country. Observation of the environment, directly or indirectly, by the use of different sources of information (including ICT), identifying different aspects of the same images (L3a). This criterion has been recorded in their regulations by communities of Asturias, Castilla La Mancha and the Basque Country. Use Images (hygiene, nutrition, exercise, rest, ...) format to develop different skills, interpret details (L1e). The communities of Asturias, Galicia and the Basque Country have taken this approach. Discover changes in communications and they, ICT, telecommunications and information technology have resulted in personal, economic and social activities (including leisure) (T1a). The autonomous communities that have not joined the official curriculum were Aragon, Cantabria, Catalonia, Galicia and Valencia. Ability to discern and promote activities that harm health: limited use of TV, video games, computer games (I1a). This approach has been embodied in the rules of the Canary Islands, Cantabria, Castilla La Mancha, Navarra and the Basque Country. Using ICT as a tool for communication and learning, email, chat, forums, ... with a responsible use (P1e). Cantabria is the only autonomous community which has incorporated into the curriculum. Submit a report, in print and digital, collecting information from different sources (Internet, books, direct), following a work plan and expressing conclusions. Removing images, graphics and statistical tables, web pages and understanding of symbols in a graphical representation (P2e). The autonomous communities have not included this criterion were Asturias, Castilla La Mancha, Extremadura, Balearic Islands, La Rioja, Murcia and Valencia. Search and collecting information from different sources to find, especially one that requires use of technological media, ICT, library, 429
media, documentaries, tutorials, species catalogs, brochures, pictures, etc. about animals, plants, rocks, facts or delimited phenomena, environment, health content, ... (V1a). Different communities Castilla y Leon, Catalonia, La Rioja and Navarre have not seen fit to integrate the approach within the curriculum. Communicate information orally and in writing, accompanied by pictures, charts, graphs or diagrams, establishing consistent conclusions, showing aesthetic sense in the presentation (E1e). The communities of Asturias, Balearic Islands and Madrid have included this criterion in its regulations. Also added thereto Basque utilization, oral, written and ICT-use -gráfico best method and the most convenient way to work it (mural, abstract, table). 5. Discussion of Results and Conclusions The complex system of relations between the media in which communication takes place today, demand subjects who develop the ability to analyze and reflect on the reality that access; which is not always identify with the everyday events, media and broadcast screens. Keep in mind that the media ecology media considers an ecosystem modeling perception and cognition of human beings. Therefore becomes paramount scope of personalities befor becoming "prosumers" (SánchezCarrero and Contreras, 2012), ie reflective and critical citizens develop a high level, not only of media competition, but "empowerment "To be able to acquire them. It is necessary, according to Aguaded (2012 p. 4) "knowledge and management of both concepts and procedures and attitudes related to the six basic dimensions" dimensions that previously had referred Ferres (2007) after he made a characterization of indicators and areas that make up the audiovisual competition ability is directly related to media that is based on the communicative competence. Develops the task, among others, the Audiovisual Council of Catalonia 'CAC' preceding research on Media Competition in which the degree of competence of citizens in Spain investigated stands. Precedent that justifies the emergence of studies like the one presented where is reflected the relationship between media literacy and the different areas of learning, namely the Knowledge of the environment in the area of primary education. In this case, all the dimensions defined by Ferres and Piscitelli (2012) are evident in this area, albeit with differences in the areas of analysis and expression. 430
Furthermore, the different Spanish Autonomous Communities have so considerably different objectives related media competence and area of Environmental Awareness. Similarly, the contents related to media literacy are also not included in the school curriculum in the same way in the various points of the Spanish geography. Finally, regarding the evaluation criteria are confirmed again that show differences convenience of a global education policy more homogeneous means not believe mutabilities provincial and enhance the development of media literacy in compulsory education. Development based on reflective processes guided by professionals competent education through the media, that encourage critical thinking ahead to be able to play an active role in democratic society, be prepared to communicate ideas, participate in elections, seizing opportunities is needed, ensure the proper rights, negotiate effectively and recognize both state actions, such as other actors of society. With the analysis in this paper a sharper perspective of the relationship between media literacy in the curriculum area of Environmental Awareness of Primary Education and the regulations shown. 6. Bibliography Books: o AGUADED, José Ignacio et al. (Invs.) (2011): El grado de competencia mediática en la ciudadanía andaluza. Huelva. Grupo Comunicar Ediciones/Grupo de Investigación Ágora. Universidad de Huelva. Huelva. o AGUADED, José Ignacio (2012): El grado de competencia mediática en la ciudadanía andaluza. Huelva, Grupo Comunicar Ediciones/Grupo de Investigación Ágora, Universidad de Huelva. Huelva. o APARICI, Roberto, CAMPUZANO, Antonio, FERRÉS, Joan y GARCÍAMATILLA, Agustín. (2010): La educación mediática en la escuela 2.0. Disponible en: http://ntic.educacion.es/w3/web_20/informes/educacion_mediatica_e20_julio 20010.pdf. Consultado el 1 de marzo de 2014. o CELOT, Paolo y PÉREZ-TORNERO, José Manuel (2009): Study on Assessment Criteria for Media Literacy Levels. European Commission. Bruselas.
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o COLL, César y MARTÍN Elena (2006): Vigencia del debate curricular. Aprendizajes básicos, competencias y estándares. II Reunión del Comité Intergubernamental del Proyecto Regional de Educación para América Latina y el Caribe (PRELAC). Santiago de Chile. 11-13 de mayo de 2006. Documento no publicado. Disponible en: http://www.ub.edu/grintie. Consultado el 1 de marzo de 2014. o FOX, David J. (1981): El proceso de investigación en educación. EUNSA. Pamplona. o GABELAS, José Antonio y LAZO, Carmen M. (2008): Consumos y mediaciones de familias y pantallas: nuevos modelos y propuestas de convivencia. Gobierno de Aragón. Zaragoza. o GARCÍA-MATILLA, Agustín (2003): Una televisión para la educación. Gedisa. Barcelona. o GYÖRFFI, Miklós (2013): Audiovisual and media policy. Comisión Europea. Disponible en: http://www.europarl.europa.eu/aboutparliament/en/displayFtu.html?ftuId=FT U_5.13.2.html. Consultado el 1 de marzo de 2014. o KRIPPENDORF, Klaus (1997): Metodología de análisis de contenido. Teoría y práctica. Paidós. Barcelona. o LEY ORGÁNICA 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado número 106, de 4 de mayo de 2006. o MEC (2006a): Real Decreto 1513/2006, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de la Educación Primaria. Boletín Oficial del Estado, 293. o MEC (2006b): Ley Orgánica 2/2006, de 3 de mayo, de Educación. Boletín Oficial del Estado, 106. o OCDE-DESECO (2002): Definition and Selection of Competencies: Theoretical and Conceptual Foundations. Disponible en: http://www.portalstat.admin.ch/deseco/index.htm. Consultado el 1 de marzo de 2014. o REAL DECRETO 1513/06, de 7 de diciembre, por el que se establecen las enseñanzas mínimas de educación primaria, Boletín Oficial del Estado número 293, de 8 de diciembre de 2006. Chapters or articles in books or magazines paper o CAMPS, Victoria (2009): La educación en medios, más allá de la escuela, en Comunicar, 32: 139-145. 432
o FERRÉS, Joan (2007): La competencia en comunicación audiovisual: dimensiones e indicadores. Comunicar, 29: 100-107. o FERRÉS, Joan y PISCITELLI, Alejandro (2012): La competencia en educación mediática: dimensiones e indicadores, en Comunicar, 38, 75-82. o PÉREZ-TORNERO, José Manuel (2003): Educación en medios: perspectivas y estrategias. En: Aguaded, José Ignacio (dir.) Luces en el laberinto audiovisual. Edu-comunicación en un mundo global. Huelva, Universidad de Huelva, p. 57-69. o TUCHO, Fernando (2008): La educación en comunicación en la LOE y sus decretos de Enseñanzas Mínimas, en Comunicar, 31: 547-553. Web articles: o AGUADED, José Ignacio (2012): El reto de la competencia mediática de la ciudadanía, en Icono 14, 1-7. Disponible en: o http://www.icono14.net/ojs/index.php/icono14/article/view/523/393. Consultado el 1 de marzo de 2014. o SÁNCHEZ-CARRERO, Jacqueline y CONTRERAS, Paloma. (2012): De cara al prosumidor: producción y consumo, empoderamiento a la ciudadanía 3.0. ICONO14, 10 (3): 62-84. Disponible en: o http://www.icono14.net/ojs/index.php/icono14/article/view/523/393. Consultado el 1 de marzo de 2014.
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XXVIII. READING THE EFFICIENCY OF STUDENTS WITH LOW VISION: EFILECT, OPTIMIZATION PROGRAM IN SIGHT READING Carlos Manuel Santos Plaza (U. Camilo José Cela de Madrid -Spain-)
1. Introduction The main objective of the educational intervention should be to facilitate the full participation and integration into society. Until recently visually impaired students were placed in special schools, now the integration is done in the vast majority of this population. You can define the concept of visual impairment as a significant visual impairment, loss of vision which prevents or significantly hinders access to information and / or cause any deficiencies in adaptive skills necessary for full integration into society. This definition makes special reference to the functional implications, which are those that define disability more than mere organ involvement delimit visual impairment (Santos Plaza, 2013). Disturbances of vision are very heterogeneous and their functional respercusiones show great variability not only depends on the organ involvement. Therefore it is necessary to know the visual functions and quantification, but it is imperative that these data be valued taking into account that what really matters is knowing the difficulties that produce sensory loss in the activities of each person, this requires a high degree of training professionals to adapt the strategies to each individual case. The current model of educational integration of blind and sighted students in Spain is definitely on the Support Team Specific its most characteristic and significant staple. Specific equipment, regional, provincial or local character, as 434
appropriate, are integrated by different professionals directly related to the process of educational integration of the blind or partially sighted student: psychologists, social workers, rehabilitation technicians, trainers and tiflotécnicos itinerant teachers (Martin Andrade, 2013). Students with visual impairments can use three channels (sight, touch and sound). Reading in sight when there is low vision often requires overcoming the difficulties caused by visual impairment. When read in ink vision plays a critical role in identifying skills and graphical representation of the words, if the visual input is seriously flawed these skills take on a key role in the processes of reading. The presence of low visual acuity, poor oculomotor control or significant visual field loss significantly affect reading (Martin Andrade and Santos Plaza, 2013). The acuity reserve, the reserve contrast, the field and the size of the central scotoma (Whittaker and Lovie-Kitchin: In a review of the visual requirements for reading four factors affecting specially the reading speed were found, 1993). There is little knowledge about patterns of reading in view students with visual impairment. There are some studies that analyze the capacity and how to decode these students, especially in English and Dutch, but language differences, as significant in a strong language component task like reading, especially necessary that such conduct is studies in Spanish (lexical access route to the word varies significantly between transparent languages such as Spanish, and other much more opaque, like English). Research on the visual patterns of reading sight of children with low vision is almost unheard of in Spain (Rodriguez, 2005). It is widely documented that low vision students underperform in word recognition than children without difficulty seeing their own age (Fellenius 1999,. Van Bon et al, 2000; Gompel et al, 2002;. Gompel et al. 2003). Reading tends to be slower and presents omissions, errors, regre¬siones, substitutions, line breaks ... aspects that greatly impede reading comprehension. Students with low vision do not read for pleasure at the same frequency with which they do their peers without visual deficit (Fellenius, 1999). There are significant differences by individual characteristics, but overall the visual difficulty seems to affect not only the quality but also the quantity of print which is accessed.
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Some authors consider that children with visual impairment include texts at least as well as children with normal vision despite the lower reading speed and the need to spend more time (Gompel et al., 2004). In other studies with visually impaired students get a score significantly below the scale established with students from their own academic courses (Adrian Santos Plaza and Field, 2008). The method of repeated readings is an ideal way to increase reading fluency of students with low vision strategy. If you find that students are able to read texts fluently albeit a level below their educational level linguistic difficulty these results can be generalized to their daily practice, improving their motivation for reading (Holbrook, Koenig and Rex, 2010). At present there are a number of software technologies that use dynamic text display in order to speed up the reading process. These methods are intended to optimize training patterns so that saccades are faster, accurate and versatile; for fixations are shorter to capture written material more quickly; see more extensive areas of writing in each setting, expand the field of fixation; reduce movements that prevent regression back exercises in the text; that eye movements return to line feed are performed quickly, safely and effectively. Despite the obvious need to improve reading efficiency of many students with low vision there is little specific material that allows professionals to approach this task with sufficient guarantees. The low incidence of visual impairment among school children may be one of the causes of the scant attention has been paid. For students with low vision to develop a series of visual skills through special training adapted to the individual characteristics of visual impairment can improve the use of vision in reading tasks (Mirror and Good, 2005). This is one of the main reasons why he decided to tackle a research on these issues. It began with a study on the incidence of nystagmus in speed and reading comprehension (Santos Plaza and al, 1997). More recently a study with a visually impaired girl from 5th grade, with bilateral heteronymous hemianopsia, which had a low reading level (Adrian Santos Plaza and Field, 2007) was performed. During 15 sessions training in visual skills visual optimization rest combined; a technique of repeated readings to improve reading fluency and strategy shared readings. The results showed a trend toward 436
increased speed and reading comprehension; an improvement in the recognition of words and the use of punctuation. Notwithstanding the significant improvements that were formulated in the hypotheses have failed. During surgery it was found that the characteristics of vision hindered their reading fluency over what had been considered. In the following study an approach profile student with low vision as working using code view literacy in Secondary Education (Santos and Field, 2008) was performed. The results indicated that the reading efficiency showed great heterogeneity, with a standard deviation much higher than students with normal vision; have a high percentage of difficulties in recognizing words; reading speed was very slow; reading comprehension was lower than average educational level. Research with people with visual impairment has certain peculiarities, methodological biases that must be taken into account. First we must mention the lack of homogeneous samples: the great heterogeneity of the etiology and functional implications of visual impairment causes is impossible to find two individuals with the same visual rest. Furthermore there is a large intragroup variability: given the low incidence of visual impairment is necessary to work with small samples, this variability may weaken the significance of the data. Finally the assessment tools are validated with samples with normal vision that may affect the interpretation of results and generalization thereof. 2. Method 2.1. Objectives The main objective of the project is to recognize the factors affecting access to low vision when reading, to implement strategies that optimize reading efficiency. 2.2. Displays The sample was selected among the visually impaired students of 5th and 6th Primary Education, Secondary Education (ESO) Bachillerato and studying at the Centro Escolar Antonio Vicente Musket ONCE and those found in colleges of 437
Madrid Team supported educational psychologists specific Sighted (Integrated Team). The criteria for selection of participants in research that can be used as an access code to view information, regardless of the use of other means. The total population that met these characteristics at the start of the investigation was 122 students. 2.3. Instrument Survey of Access to Information Students with Low Vision (developed for study). Procedure Reading Efficiency Rating in Students with Low Vision (developed for the study). Assessment Battery Readers Processes postgraduate students of Primary and Secondary Education, PROLEC SE, TEA editions (Cuetos and Ramos, 2003). Program optimization computer readable AceReader (AceReader Speed Reading & Reading Improvement Software, Inc. Copyright © 1996-2010 StepWare). Books and notebook questions "What a fun life!" Collection read to develop better reading comprehension, editorial ECE (e Higuero Monfort, 2000). Statistical analysis software SPSS 15.0 for Windows. 2.4. Procedure Questionnaire Information Access for Students with Low Vision students of 5th and 6th Primary Education, Secondary Education (ESO) Bachillerato and ran to detect the difficulties perceived both by themselves and by their teachers / professors. 53 questionnaires (22 of the School ONCE, Integrated Education 31) completed by 23 teachers were collected, representing 43.4% of the total population. The first version of the optimization program Reading Efficiency of students with low vision (EFILECT) was designed, proposing an intervention that is based on a combination of three methods: the method of "repeated reading" joint reading and techniques quick read. 20 working sessions lasting approximately one hour in 438
which a short narrative or expository text, 250 words, selected from the collection read to develop better reading comprehension, editorial ECE (Monfort repeatedly reads were designed and Higuero, 2000). We used the program to optimize the AceReader computer readable (AceReader Speed Reading & Reading Improvement Software; Copyright © 19962010 StepWare Inc.) in order to speed up the reading process by repeated readings of the text chosen in each work session gradually increasing the speed of presentation of the two technologies in dynamic text display, which features both the text continuously to the reader: the successive display fast (Serial visual Presentatio Rapad, RSVP) and the presentation of taquistocópico scroll (scroll Tachistoscopis Presentatio , TSP). For the evaluation of the cognitive processes involved in reading, and to assess the results of the application of the optimization program of reading efficiency in view of people with low vision (EFILECT), it has gone before the start of the intervention and the end of it the assessment Battery Readers Processes postgraduate students of Primary and Secondary Education, PROLEC SE, TEA editions (and Cuetos Ramos, 2003). In parallel to the data collection of the questionnaires to the researcher applied EFILECT 3 students in an initial pilot study to characterize the contents, help prove their effectiveness and identify the difficulties that could be found professionals EFILECT design was revised, and collaboration in project specialist teachers of the visually impaired intervening directly to select and implement the program for students with visual impairment to present a reading level below the educational level requirements requested . For two school years were eventually implemented EFILECT to 6 students and 5 students data were collected as a control group.
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3. Results From the data obtained with the Questionnaire Information Access for Students with Low Vision is noteworthy that the majority of students with low vision manifested primarily use print and maximum speed in this medium, 88.7%. Table 1. Literacy Code
Ink Braille Ink-Braille Ink-Audio Ink-Braille-Audio Total
Frequency
Percentage
39 1 8 3 2 53
73.6 1.9 15.1 5.7 3.8 100.0
The majority of students, 90.6%, considered to have access to information efficient enough for your needs. Nearly half, 47.2%, believe they could improve with more practice. Table 2. Access is efficient? Student response
Valid
Lost
Frequenc y Yes, Adequate 25 If, improved with practice 23 No, improved with practice 2 Should not change mode 2 Total 52 System 1 Total 53
Percentage 47.2 43.4 3.8 3.8 98.1 1.9 100.0
Teachers feel more the number of students who have inadequate access, 24.5%. They believe that 66% could improve with practice and that 9.4% should change through access to information.
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Table 3. Is access efficient? Reply teachers
Valid
Lost
Yes, Adequate If, improved with practice No, improved with practice Should not change mode Total System Total
Frequency Percentage 11 20.8 27
50.9
8
15.1
5 51 2 53
9.4 96.2 3.8 100.0
84.9% of teachers considered the design and validation of a specific program Reading Efficiency Optimization of students with low vision useful. 3.8% believe they are sufficient available methods. The results of applying the three pupils EFILECT pilot study indicated a moderate improvement in reading processes. The results obtained from the 6 students who have applied the final version of EFILECT show improvement in all processes, superior to that obtained by 5 students with interventions and regular assessments were made over a similar time. In lexical processes shows that both students in the pilot group as the sample obtained a slight improvement in both word reading and pseudoword reading speed and the same. Students in the control group obtained very similar results and even decrease the accuracy in reading nonwords in the posttest. The text reading speed has improved moderately in the pilot group, from the average of 66-74 words per minute. In the control group the improvement was most notable, of 43 to 66 words per minute. Finally in the control group there was a slight improvement from 65 to 69 words per minute.
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Table 4. Result of pseudo reading and the reading speed.
Leading Group Sample Group Control Group
Reading Pretest Pseudopalab
Reading Pseusopalab Postest
Pretest Reading speed
Reading speed Postest
32.00
35.67
66.00
74.00
Std. típ. Media
6.557
3.786
25.159
24.269
33.33
35.50
43.50
66.33
Std. típ. Media Std. típ.
4.131 37.75 1.708
3.619 35.75 3.594
17.213 65.25 10.372
29.111 69.75 12.038
Media
In the semantic processes the improvement is much greater in the sample. In reading comprehension increased 41.9% on the students in the sample that has been applied EFILECT and no change in the control group. The results of total PROLEC also indicate a greater improvement in the sample group advancing 13.8% compared with 2.8% of students in the control group. Although in all cases the application of EFILECT program has been an increase in reading skills has affected different areas unevenly. In some cases it has significantly improved the reading speed and the use of punctuation, achieving a very efficient reading fluency. But in others, reading fluency has improved slightly and is in the syntactic and semantic processes where there has been a significant improvement. 4. Discussion / Conclusions The data indicate that a significant number of students with visual impairments have difficulty accessing written information. Although a large majority of students considered to have access to information efficient enough for your needs, this contrasts with the perception of their teachers, which corresponds to the data obtained in other studies (Santos and Field, 2008). The extent and characteristics of visual impairment have a significant impact, but often do not justify the results readers. The existence of major difficulties in 442
access to written material results in less practice and a lack of motivation that favors the development of reading skills. Teachers of students with visual disabilities are responsible for ensuring that students with low vision obtained reading strategies and writing skills necessary for learning, life and work. For this they have to develop a critical role in the education of lectoescritoras skills of students with low vision, adapting reading strategies to the individual characteristics of each student. This process should begin in early intervention and should continue throughout the school years. If it is not properly supported in learning reading skills, and assume that this process will occur naturally, students with low vision will be at risk of a developmental level marginal reader and have a significant disadvantage in school and in life (Holbrook, Koenig & Rex, 2010). But in the case of students with low vision who study in ink on most occasions teachers / professors of visual impairment specific teams only support the learning of reading in ink in the most severe cases, Due to the difficulties of conducting research in children with visual impairment can not establish causal relationships safely, even a significant correlation, indicating the greater effectiveness of EFILECT program. Despite these indicate that the use of EFILECT has had very superior to those obtained with the methods customarily practiced by teachers of students with visual impairment results. The analysis of individual cases shows that although the intervention has always been positive, individual differences have the effect that the results are very different in the different processes involved in reading. In some cases it is seen that after the intervention has achieved a good level of accuracy but to avoid making mistakes in word identification is still used much longer than normal which impacts negatively on reading fluency, the most important factor at low speed reading texts. Instead, Working memory and the use of appropriate strategies appear to be key factors that can overcome the difficulties of understanding a text with such a reduced speed. By contrast, in other cases it has achieved a very good reading fluency. A very significant event occurred in some cases in which a few months of performing surgery suffered a significant loss of vision, decreased visual acuity and increased nystagmus. After prescribing a lens with which to discriminate again a size 443
sufficient recovery letter reading fluency, acquired the allowed strategies adapt to the new situation and with less visual rest maintain an adequate level of reading efficiency. Use of EFILECT program was well received by teachers of students with visual impairment. Among the comments received has been reported that the program should be included in the sessions to support reading as a tool for working with students. It is considered important and relevant research in the design and validation of programs that implement strategies in order to optimize the reading efficiency of students with low vision and minimize the effort of learning. EFILECT has proved an effective program could and should take to improve practice, but have also been observed by other factors likely to have an impact on obtaining good reading skills by students with low vision. One factor to consider is self-efficacy. Therefore it is necessary to continue research and it is essential for greater involvement of the entities that have competencies in the Education of Students with Visual Functional Diversity. 5. Bibliography Paper or electronic books, reports and theses: o MONFORT, M. E HIGUERO, R. (2000): ¡Qué vida más divertida! Colección leer nº 1. Libro y Cuaderno de Preguntas. CEPE. Madrid. o RAMOS J. L., Y CUETOS, F. (2003): Batería de evaluación de los Procesos Lectores en los alumnos del tercer ciclo de Educación Primaria y Educación Secundaria Obligatoria, PROLEC SE. TEA Ediciones. Madrid. o RODRÍGUEZ FUENTES, A. (2005): ¿Cómo leen los niños con ceguera y baja visión? Aljibe. Archidona. Chapters in books, reports and articles in newspapers or magazines on paper: o FELLENIUS, K. (1999): Reading environment at home and at school of Swedish students with visual impairments. Journal of Visual Impairment & Blindness, 93, 211-224. 444
o GOMPEL, M., VAN BON, W. H. J., SCHREUDER, R. & ADRIAANSEN, J. J. M. (2002): Reading and spelling competence of Dutch children with low vision. Journal of Visual Impairment & Blindness, 96 (6), 435-447. o GOMPEL, M., JANSSEN, N. M., VAN BON, W. H . J. & SCHREUDER, R. (2003): Visual input and orthographic knowledge in word reading of children with low vision. Journal of Visual Impairment & Blindness, 97(5), 273-284. o HOLBROOK, M. C., KOENIG, A. J., & REX, E.J, (2010): Instruction of Literacy Skills to Children and Youths with Low Vision. En Foundations of Low Vision: Clinical and Functional Perspectives Second Edition. Corn, A. L. and Erin, J. N., Editors. American Foundation for the Blind. o MARTIN ANDRADE, P. (2013): La educación de los alumnos con ceguera y deficiencia visual. En SANTOS PLAZA, C.M. (ED). La discapacidad visual. Implicaciones en el desarrollo. El reto de la inclusión educativa. Madrid: Sanz y Torres. o MARTIN ANDRADE, P. y SANTOS PLAZA, C.M. (2013): Intervención en las diferentes etapas educativas. En SANTOS PLAZA, C.M. (ED). La discapacidad visual. Implicaciones en el desarrollo. El reto de la inclusión educativa. Madrid: Sanz y Torres. o SANTOS PLAZA, C.M., PRIETO, N., GARCÍA, A.M., ROA, A., PERAL, A. (1997): Incidencia del Nistagmus en la Velocidad y Comprensión Lectora de los Estudiantes Deficientes Visuales. Actas de la V Conferencia Internacional sobre Baja Visión. Visión´96. Vol. 1. 290-295. Madrid. ONCE. o SANTOS PLAZA, C.M. Y CAMPO ADRIÁN , M.E. DEL (2007). Programa para el incremento de la eficiencia lectora en un caso de Hemianopsia Heterónima Bilateral. Integración, 50, 7-18. o SANTOS PLAZA, C.M. Y CAMPO ADRIÁN , M.E. DEL (2008). Características diferenciales de la lectura en vista de los alumnos con baja visión de la Educación Secundaria Obligatoria. Integración. Revista sobre ceguera y deficiencia visual, 53, 7-24. o SANTOS PLAZA, C.M. (2013): La discapacidad visual. En SANTOS PLAZA, C.M. (Ed). La discapacidad visual. Implicaciones en el desarrollo. El reto de la inclusión educativa. Madrid: Sanz y Torres. o VAN BON, W. H. J., ADRIAANSEN, J. J. M., GOMPEL, M. & KOUWENBERG, I. (2000): The reading and spelling performance of visually impaired Dutch elementary schoolchildren. Visual Impairment Research, 2, 17-31. 445
o WHITTAKER, S. G. & LOVIE-KITCHIN, J. E. (1993): Visual requirements for reading. Optom Vis Sci. Vol: 70 54-65. Articles, blogs or web publications records: o ESPEJO DE LA FUENTE, B. Y BUENO MARTÍN, M. (2005): Importancia del aprovechamiento del resto visual para la autonomía personal. III Congreso Virtual INTEREDVISUAL sobre La Autonomía Personal de Personas con Ceguera o Deficiencia Visual. Málaga. Disponible en http://www.juntadeandalucia.es/averroes/caidv/interedvisual/iiicv/apuntes_ens _l_e_iapbv.pdf. Consultado el 12 de abril de 2014.
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XXIX. THE APPS IN THE NEW PARADIGM OF COMMUNICATION UNIVERSITY: CASE STUDY OF APPS OF THE UNIVERSITY OF CADIZ Esther González Simancas (UCA -Spain-) María García García (University of Cádiz -Spain-)
79% of users connect to the Internet through their mobile phone must be added to the grand launch of mobile devices (smartphones and 'tablets') that support Internet access to 30.7% Spanish users (AIMC, 2013). These data support the need for communication strategies in line with new guidelines for access to user content. But communicative activity, in their constant search for ever more efficient actions, you need to know in detail and explore these capabilities (Child and Guardia García, 2012). In a few years the mobile and portable devices have transformed the way in which users communicate, work or fun. The impact of mobile technology goes beyond the technology itself to impinge directly on communication in its most global sense. In this sense, the apps can be realized as a medium capable of providing effective solutions to current communication needs of organizations and institutions, offering the possibility of becoming a space for communication of the organization and its publics that implements key points that appear to be transforming communication: new modes of symbolic creation, new processes of production and distribution, and new social demands and uses. The university, as an institution that manages the process of media literacy of future professionals in the field of communication and as a hard core that supports research (Carrillo et al., 2014) can not and should stay out of these new forms of communication, especially considering the diversity of audiences to which it was addressed.
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The aim of this paper is therefore to know the use the University of Cádiz (UCA) makes mobile applications in relation to its overall communication strategy and knowing aspects as necessary as the audiences that accounts or the content it offers. The results indicate that this application is aimed primarily at younger audiences (students) and their orientation is eminently informative. 1. College and Communication in the Twenty-First Century The social, cultural, political and economic transformations that have been taking place since the second half of the twentieth century and have been accelerated with technological innovations, give special prominence to communication in today's society. The economic and cultural globalization, the gradual conversion of industrial production in a new economy that is built on the basis of information and knowledge (Castells, 2006), the dominant importance of communication and symbolic production in the construction and reproduction social (Krüger, 2006), the steady increase of emitters and sources and increasing demand for social participation are some of the constituent factors of the society in the twenty-first century. In this context essentially changing communications and the management of communication in organizations plays a crucial role and, of course, strategic (Capriotti, 2009) or because it offers the entities to be active social agents (Túñez, 2012) or because it is configured as a key tool for managing change (Villafane, 2008). The University, which is the present case is obviously no stranger to this situation, which questions, now more than ever, the same sense of the institution (De Aguilera, 2010). The debate becomes especially complex, taking into account the traditions and diversity of interests, and public, around this social organization, and on the basis that this change is critical to the survival of the same (Pedroza, 2009). How can then the traditional college becomes a university that will match the current and future circumstances? The answer is to adapt to the digital culture, this being essential for the implementation of new communication practices capable of 449
driving a university that is under a scenario of gathering and collective construction of multiple internal and external stakeholders of the institution (García, 2009; Tonon, 2012). That is, the new paradigm is based not only on a technological change, but especially in a new relationship with the public brought about, yes, by the so-called new technologies. San Millán, White and Arch (2008: 394) speak in this sense of University 2.0, stating that this "means adopting the parameters of collaborative web for a more social college which members can participate in the same openly." Although the university "has traditionally paid little attention to its communicative dimension" (Hernandez and Zamora, 2012 p. 386), it can be said that at present this asset enjoys a growing recognition within the institution, by being made increasingly important since the highest levels31. But is the type of communication model that is implemented and adapting their communications strategy digital ecosystem. Regarding the first point, are different voices (De Salas, I., Fernández, AB and Martinez, F., 2005, Herranz et al, 2009; Losada, A., Plaza, JF and Huerta, MA, 2006; Palencia -Lefler Ors, M., 2008) who criticize the state of the internal and external communication of the university, scoring even that solitary confinement is a historical problem that the institution fails to solve. Regarding the second point, it is argued that not sufficient the transfer of traditional information channels (Hidalgo and Rodriguez, 2013), since no one attends the inauguration of a new medium, but rather the development of a new communication system interactive character (and Contreras Romo González Espinosa, 2012). San Millán, White and Arch (2008) argue that while universities have incorporated social communication strategies, these have been carried out by activities or services and not through Inclusive plans. To the university can effectively exploit the opportunities the 2.0 environment should be promoted a change in the way in which organizational communication is conceived, implementing communication strategies and activities that are part of
31
It was found that all Spanish universities have a communications or Vice President to you.
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an overall plan that social and technological dimensions are integrated. Your image and reputation are increasingly dependent on the transparency of the organization, the accessibility of their content, and the degree of interaction with their audiences. In this regard, it is interesting to see what kind of apps are developing universities. Mobile phones and apps are tools that can greatly facilitate the communication work of these entities, as the medium is having more insight on users and to provide advantages such as ubiquity of digital communication, fully in line with the new objectives college communicative 2.0. 2. Mobile Devices When mobile devices are referred not only referring to the telephone terminals but also tablet computers, personal digital assistants or PDAs that are transforming the way we communicate and socialize us. These mobile devices have a high communicative power (and Boy Guardia García, 2014) and even changing the way the perception of own communication process (Gómez Tinoco, 2010). Few would today question the high degree of penetration, exposure and ubiquity of mobile phones. According to Annual Study V Spain IAB Mobile Marketing (2013) 80% of users surveyed have a smartphone and 43% of an electronic tablet. The development of mobile internet, with competitive rates and increased data wifi network, has made these devices are configured as an access platform to the basic Red. According to the AIMC (2014) 26.3% of users spend an average of between 15 and 30 minutes surfing the Internet via the mobile phone. The paradigm of mobile communication is more real every day. Its widespread use has made them essential tools that go with users everywhere to the point that 76% of university students believe that mobile devices are the most important technological equipment of their lives (Fundación Telefónica, 2012: 51). But "beyond his extraordinary introduction, convenience, personalization, ubiquity and connectivity are the main attraction of digital communication in the development of mobile devices" (Aguado and Martinez, 2010). This makes them an opportunity for universities and their communication strategies, they see in them the possibility of real-time dialogue with the public.
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Universities can not remain unaffected by this change in communication and moldings should encourage the development of strategies based on collaboration and community participation (De Aguilera Moyano et al., 2012). The mobile phone is quintessential "a useful tool for meeting social needs (customization and integration in the reference groups) and communication in all areas of interaction of the individual: social, personal and professional" (Aguado and Martinez, 2010) . Therefore, it is an excellent platform through which contact users but also offers reluctance by them. It is a very personal medium in which communication can produce unwanted backfire rejection. Organizations of all types must learn to integrate these tools to avoid generating rejection or unsatisfactory experience among users. 3. Apps In the context of mobile devices an app (abbreviation for application) is a software solution that can be installed on mobile devices in order to streamline navigation in these environments and facilitate the achievement of a task. The spectacular growth of the applications has emerged as the tool through which users access the contents on the mobile phone. According to data from the AIMC (2014) 60.2% of users access several times a day to the applications they have installed a mobile phone or electronic tablet and 33.3% have downloaded an application in the last week. Also, spend an average of 30 to 60 minutes using apps (MMA, 2013). The apps are digital solutions that facilitate communication between organizations and users, facilitating navigation through the convenience, simplicity and immediacy offered to users. It should be noted that the apps are tools that should be part of the communication strategy of the organizations and the user experience in mobile applications must complement and be consistent user experience through the use of other channels (González Romo and Espinosa Contreras, 2012). Universities have traditionally been pioneering institutions in the development of innovative applications and it is in this context that the development of mobile applications can enhance the services it delivers to the community by adding the 452
mobility component (Riva et al., 2012). In any case the development of a mobile application should be part of a comprehensive communications plan and brand management (Contreras González Romo and Espinosa, 2012). Mobile applications and their introduction in college beyond communication, as it also provides many benefits to the learning process. Allows student collaboration, finding information, creating knowledge and improving the interaction and communication between actors (Mobile Learning Guide. Telefónica Foundation, 2013). The integration of mobile applications in higher education is a complex and multifaceted process that would involve the integration of these devices into multiple processes taking place within the university. 4. Objectives Being young major users of new technologies, especially mobile technology, the university can not stand apart from them and must understand how to include new tools and media in their overall communications strategy. The purpose of this study is to conduct an analysis using the University of North Carolina makes mobile applications, from the point of view of communication with their audiences, not as a tool for learning. They are intended to approximate the university makes use of this tool as a means for the joint construction of his speech. The objectives of this research are: Understand the use of mobile applications that makes the University of Cadiz, the audiences you are targeting and the content they provide. Identify any weaknesses to make a proposal for improvements. 5. Methodology To achieve the objectives, this research has overcome two phases: a first theoretical approach to the object of study and a practical approach to reality addressed by combining two proprietary methodologies of the social sciences such as content analysis and study case. The theoretical approach allows the university context and mobile applications in the context of communication 2.0. 453
Fieldwork, meanwhile, has been marked by the novelty of the platform and the paucity of research focused on this type of tool. Based on the necessary methodological adaptation that requires the digital environment, has made an exploratory descriptive research, common in the case study (Yin, 1993: 12). This technique allows to analyze the phenomenon under study in its real context (Villarreal Landeta Larrinaga and Rodriguez, 2010) that can be isolated by their importance and is the most representative event a reality, so that through their study reach the objectives. Content analysis, meanwhile, is "objective, systematic and quantitative description of the manifest content of communication" (Berelson, 1952). Do not try to make statistical generalizations but to analyze the concrete reality of the UCA as part of an exploratory study as a basis for study in depth. The analysis card used (Table 1) is divided into 7 categories. In the last column of the table are included other authors who have used the indicators used here to approach the phenomenon of apps, thus demonstrating its validity in previous research.
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Category Public Services and Content Data News
Table 1: Analysis tab Authors who have Indicator previously used the indicator Students / Teachers Riva et al. (2012) library
Riva et al. (2012)
Virtual campus
Kuklinski (2009)
Location
Riva et al. (2012), Kuklinski (2009), AppsUGR (2013)
Identity Multimedia
Locations
Category Public
Last time
Services and Content
Corporate Visual Identity
Calendar of Events
Splash image Institution
Description of institution Data News
Riva et al. (2012), Kuklinski (2009)
Podscats, videos
Bernal Trivedi (2012), AppsUGR (2013) Riva et al. (2012)
Source: prepared
The study advocated in this article arises from the point of view of the user and the content. That is, that which is not explicitly communicated through the application be left out of this analysis. 6. Results: First it should be noted that the difference between applications offered by the University of Cádiz for operating systems: 1 for 6 for iOs and Android. For the system Android UCA offers users applications: Mobile Library, Mobile Sports, directory, WebMerlin, Budgets and Access UCA UCA. In iOS, the app is available UCA access. The diversity of platforms was one of the first findings of the investigation, as it involved an added difficulty to assess various applications with a single template analysis. 455
Note that the UCA applications for both iOS as Android system are free to use, any payment is not required, only from consumption of mobile Internet terminals according to contracts with mobile operators each user. The applications offered could be classified into two distinct groups (Table 2): Table 2: Classification of applications Category Application Utilities Overall General UCA access presentation of the institution Mobile Library, Mobile Sports, Specific services Services Board, WebMerlin, of the institution budgets UCA Source: prepared
Mainly oriented to external public and other internal audiences: According to this classification proposed two types of applications are observed. Students and teachers: A template analysis the possibility of the application were directed to one of the two major public universities (not the only) is contemplated. The content hosting service applications that could be relevant to any of the two segments. In none of these applications differs between students and teachers. Arguably internal target audiences in an undifferentiated way. The budget implementation has a marked economic and explanatory nature that may be of particular interest to other public organization such as companies or other institutions or media. As to classified as a general (UCA access) an obvious application guidance to potential audiences (high school students) is seen, as news content related mainly supply studies are offered. It is the most complete application and offers more options to users. Regarding access to other virtual platforms such as the library or the virtual campus, only the Library application provides the ability to browse the catalog. None of the applications of UCA allows access to the virtual campus despite being one of the main tools for virtual or distance learning and one of the leading online spaces to facilitate communication between students and teachers.
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The UCA seems to give more importance to the geodata in their applications. Thus, applications of Library, Sports and Access indicate the direction of the seats, although the location of these maps do so only by the Library and Access applications. Keep in mind that one of the distinguishing features of mobile web services are location-based (Kuklinski, 2009) so integrating this feature into mobile applications will be given a competitive advantage to the application over other forms of communication with the institution. In relation to the news, the immediacy of the mobile phone makes it ideal for announcements and the latest information tool. Only the sports application includes a news section that allows access to the latest information and other past but not accessed by the application itself, but a link to the web site of the university. Applied to web sites Nielsen (2008) indicates the need to offer an introductory section (about us) so that the organization is presented to its stakeholders. Extrapolating this need for self-introduction to the application of the University of Cádiz, in the library and sports application include a section where the address information and contact times indicated. Access application just shows the identity of the UCA explicitly in "about us". Design Guide for mobile applications at the University of Granada includes applications to the University should maintain a uniform aesthetic, so it must be included in the same display an image (or splash) of the University and the institutional logo. It is found that the UCA applications lack the institutional image presentation, but the distinctive logo of the UCA is present in all of them. The apps contain the UCA audiovisual resources, the text being the predominant element within them. 7. Conclusions The commitment of the University of Cadiz by mobile applications as a form of communication with their public is firm. This is demonstrated by the numerous applications available. According to AppsUgr (2013) many prestigious universities have a large collection of applications to support teaching and information on campus, so the UCA also seems inclined to this tendency to diversity.
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The use of UCA making location services for visitors (geodata) can be said to be only incipient but denoting an awareness of the importance of the same that should be strengthened by reinforcing location services with maps on all applications. The applications of UCA are eminently informative lectures and where the interaction between users and the institution is virtually nonexistent, and the interaction between the user community. Arguably user interactivity level is given only - machine where the application user is a visitor to the same as nothing can contribute to the construction of a speech together with the institution. The use to which it gives applications does not correspond to the implications of social interests that carry the University 2.0. As for the design of applications it becomes clear that they do not exploit the main advantages applications (comfort, simplicity, immediacy, etc.). Applications used repeatedly link to the web site, they are a mere tool to redirect visitors to the corporate Web site. While applications are a resource in themselves that can be enriched with information drawn from other sources (Merlo Vega, 2012), it seems essential to integrate the functionality needed to avoid having to resort to external aids such as the corporate website. After the literature review and made the approach to a case study from the University of Cádiz the need to develop models for analyzing corporate applications is evident. The literature refers to applications of a business nature that do not meet the needs of an institution such as college. This research aims to present an approach to the reality of the universities highlighting the need to address cross mobile communications and applications as tools for building a set speech in universities. To further explore this reality would be necessary to extend the sample to other universities.
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8. Bibliography Paper or electronic books, reports and theses: o AIMC (2014): Navegantes en la Red. Febrero 2014. Disponible en: http://download.aimc.es/aimc/J5d8yq/macro2013.pdf o APPSUGR (2013): Guía de diseño para las aplicaciones móviles en la Universidad de Granada. Disponible en: http://apps.ugr.es/guia_apps_ugr.pdf o BERELSON, Bernard (1952): Content Analysis in Comunication Research. Free Press. Glencoe o CAPRIOTTI, P. (2009): Branding corporativo. Fundamentos para la gestión estratégica de la identidad corporativa. Andros Impresores. Santiago de Chile. o CARRILLO M.V, ET AL. (2014): Cómo hacer investigación en comunicación. McGraw Hill. Madrid. o CASTELLS, M (2006): La sociedad red. Alianza. Madrid. o DE SALA NESTARES, I., FERNÁNDEZ SOUTO, A.B. Y MARTÍNEZ VALLVEY, F. (eds.) (2005): La universidad en la comunicación: la comunicación en la universidad. Edipo. Madrid. o FUNDACIÓN TELEFÓNICA (2012): La Sociedad de la Información en España 2011. Ariel, Fundación Telefónica. Madrid. o FUNDACIÓN TELEFÓNICA. (2013). Guía Mobile Learning Disponible en http://curalia.fundaciontelefoni-ca.com/wpcontent/uploads/2013/01/Guia_MobLearning.pdf o MOBILE MARKETING ASSOCIATIOIN (2013): Hábitos de consume en movilidad. Disponible en: http://mmaspain.com/adm/upload/doc/Habitos_Movilidad.pdf o RIVA, D. ET AL. (2012): Proyecto UniMóvil: una aplicación móvil para Universidades. XVIII Congreso Argentino de Ciencias de la Computación. Disponible en: http://sedici.unlp.edu.ar/handle/10915/23789 o TÚÑEZ, M. (2011): La gestión de la comunicación en las organizaciones. Comunicación Social. Zamora. o VILLAFAÑE, J. (2008): La gestión professional de la imagen corporativa. Pirámide. Madrid. o YIN, R. (1993): Applications of case study research, Newbury Park. Sage.
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Chapters in books, reports and articles in newspapers or magazines on paper: o GARCÍA, M. (2009): Desbordar la publicidad institucional hacia un nuevo modelo participativo JORGE, A. Y GARCÍA, M (coords.), Comunicación y poder. Fundación Unicaja. Málaga. o LOSADA VÁZQUEZ, A., PLAZA SÁNCHEZ, J.F. y HUERTA FLORIANO, M.A. (coords.) (2006): Comunicación, universidad y sociedad del conocimiento: Actas del IV Congreso Internacional. Servicio de publicaciones Universidad Pontificia de Salamanca. Salamanca. Articles, blogs or web publications records: o AGUADO TERRÓN, J.M. y MARTÍNEZ MARTÍNEZ, I. (2010): Construyendo la cuarta pantalla. Percepciones de los actores productivos del sector de las comunicaciones móviles, en Revista Telos, n.º 83. Disponible en: http://telos.fundaciontelefonica.com/DYC/TELOS/REVISTA/Dossier/Detalle ArtculoTELOS_83TELOS_DOSSIER3/seccion=1266&idioma=es_ES&id=2 010051211260001&activo=6.do o BERNAL-TRIVIÑO, A. I.(2012): Jóvenes, música y pantallas. Evolución formal y de contenido de los 40.com y adaptación a los dispositivos móviles. Pangea, 3, 5, 64-90. Disponible en: http://revistaraic.files.wordpress.com/2012/11/03-03-05-bernal-64-90.pdf o DE AGUILERA MOYANO, M., FARIAS BATLLE, P., y BARAYBAR FERNÁNDEZ, A. (2012): La comunicación universitaria. Modelos, tendencias y herramientas para una nueva relación con sus públicos. Revista ICONO14. Revista Científica De Comunicación y Tecnologías Emergentes, 8(2), 90-124. Disponible en: o http://www.icono14.net/ojs/index.php/icono14/article/view/248/125 o GÓMEZ TINOCO, A. (2010). El mobile marketing como estrategia de comunicación. Revista Icono14 [en línea] Nº 15. pp. 238-260. Disponible en: http://www.icono14.net/ojs/index.php/icono14/article/view/292 o GONZÁLEZ ROMO, Z. y CONTRERAS ESPINOSA, R. (2012): Apps como una posibilidad más de comunicación entre la marca y su público: un análisis basado en la valoración de los usuarios. Pensar La Publicidad. Revista Internacional De Investigaciones Publicitarias, 6(1), 81-100. Disponible en: http://revistas.ucm.es/index.php/PEPU/article/view/38657/37381 460
o HERNÁNDEZ GÓMEZ, F. y ZAMORA MEDINA, R. (2012): La triangulación interdisciplinar metodológica (TIM) como modelo para analizar la imagen de las instituciones universitarias, en VICENTE MARIÑO, M. et al.: II Congreso Nacional Métodos de Investigación en Comunicación. Segovia. Disponible en: http://uvadoc.uva.es/handle/10324/3042 o HERRANZ, J.M. et al. (2009): La comunicación interna en la universidad. Investigar para conocer a nuestros públicos. Revista Latina de Comunicación Social, 64, pp. 262-274. Universidad de la Laguna. Tenerife. Disponible en: http://www.revistalatinacs.org/09/art/23_822_30_Valladolid/Herranz_et_al.ht ml o HIDALGO, T. y RODRÍGUEZ, E. (2013): La tipología de los mensajes en el suplemento “Paraninfo” de la Universidad de Alicante: temáticas, públicos objetivos y finalidad de los mensajes, en Miguel Hernández Communication Journal, nº 4, pp. 31-64. Universidad Miguel Hernández. Disponible en: http://mhcj.es./index.php?journal=mhcj&page=article&op=view&path%5B% 5D=3 o PEDREÑO, A. (2009): Universidad 2.0, en Utopías y realidades: revista online de trabajos publicados. Disponible en o http://utopias-realidades.blogspot.com.es/2009/08/universidad-20.html o KRÜGER, K. (2006): El concepto de 'Sociedad del Conocimiento'. Revista Bibliográfica de Geografía y Ciencias Sociales, XI, 683. Disponible en: http://www.ub.edu/geocrit/b3w-683.htm o KUKLINSKI, H.P (2009): Campusmovil.net. La primera red social universitaria vía dispositivos móviles de Iberoamérica, Un estudio de caso. RIED, v. 12 (1), pp 21-32. Disponible en: o http://www.redalyc.org/articulo.oa?id=331427211003 o MERLO VEGA, J.A.(2012): Biblio USAL. La primera aplicación de bibliotecas nativa para dispositivos móviles realizada en España. Mi Biblioteca, 8 (29). Disponible en: o http://gredos.usal.es/jspui/bitstream/10366/115738/1/DBD_Merlo_BiblioUSA L.pdf o Nielsen, J. (2008): About Us Information on Websites. Jakob Nielsen's Alertbox, 29 septiembre. Disponible en: http://www.useit.com/alertbox/aboutus-pages.html
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o NIÑO, J.I. y GARCÍA GUARDIA (2012): Marketing Mobile. La importancia del modo de recepción de los mensajes publicitarios. Revista Icono14 [en línea], Vol. 1, pp. 230-247. Disponible en: o http://www.icono14.net/ojs/index.php/icono14/article/view/183 o PALENCIA-LEFLER ORS, M. (2008): “La incomunicación interna en la Universidad española”, en Revista Latina de Comunicación Social, 63, pp. 277-286. Universidad de la Laguna. Tenerife. Disponible en: http://www.ull.es/publicaciones/latina/_2008/22_36_UPF/Manel_Palencia.ht ml o SAN MILLÁN FERNÁNDEZ, E. ET AL. (2008): “Comunicación corporativa 2.0 en la Universidad Rey Juan Carlos”. En Universidad, Sociedad y Mercados Globales / coord. por Emilio José de Castro Silva, Francisco José Díaz de Castro, págs. 394-408. Disponible en: o http://dialnet.unirioja.es/servlet/articulo?codigo=2752466 o TONON, G. (2012): Las relaciones universidad-comunidad: un espacio de reconfiguración de lo público. Revista Polis [en línea], nº 32. Disponible en http://polis.revues.org/6691 o VILLARREAL LARRINAGA, O. y LANDETA RODRÍGUEZ, J. (2010): El estudio de casos como metodología de investigación científica en dirección y economía de la empresa. Una aplicación a la internacionalización. Investigaciones Europeas de Dirección y Economía de la Empresa, 16(3), 3152. Disponible en: o http://www.aedemvirtual.com/articulos/iedee/v16/163031.pdf
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XXX. FUNCTIONS AND FEATURES OF NEW PROFILES OF JOURNALISTS Mª de las Mercedes Zamarra López (U. Complutense de Madrid -Spain-)
The advent of the Internet in the nineties led to a technological revolution that is changing completely the processes of accessing, processing and dissemination of information. While the Internet has opened up new career paths and has substantially changed the way journalists work in mainstream media, there is a new time. Throughout the twentieth century is remembered how, on the birth of new media such as radio and television, also journalistic language and the profile of the communication had to be changed to suit the required transformations, not only by these new media, but also by society, witness and participant, as today, the process. And while it is true that journalism is being redefined, well before the abrupt changes generated by the web, it is clear, in any case, that the Internet is transforming not only how to access information, but also how to exercise journalism, digital journalism or online journalism called, is a term coined to describe the trend of journalism whose main area of Internet development and the constant flow of content, participatory born journalist par excellence and know how to use technology not only produces information, but also receives, causing the break with the linear and unidirectional communication. The traditional model of communication has been exceeded. Journalism, as conceived so far, is seeing the role changed all players: the information product, the roles of sender and receiver, media, audiences, academic training. The engine of change is simultaneously activated sources, media, journalists and audiences, but also is taking a redefinition of productive routines that drive business demand for a versatile profile journalists specializing in multimedia technology. This article reviews the most significant transformations that contemporary journalist has to face, trying to provide a realistic view of the professional scenario that is emerging.
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This paper will explain the functions of three new professionals who have carved a niche in the market for information. Further monitoring of these professionals in digital media has quite an impact in Spain, during the week 20 to May 26, 2013, results of the study of digital media performed as a member of the research group "Cybermedia II: Development and journalism innovations in social networks, the internet and mobile phones. Convergences, business models, service and training (REF. CSO2011-25235)" (National R + Di 2012-2014). 1. Portal Manager and Content Editor 1.1 The term CMS or information architect Content Management System, also called information architect, manager portals or content editor among other names, is, according to the deans of the faculties of Information and Communication of Spain, "one professional in drafting and execution of editing jobs for publishers in general or creators of cultural and informational productions. He specializes in the treatment, management and editing all types of content preferably by digital systems. 32" The term information architect was first used in 1976 by Richard Saul Wurman, who defined it as "the study of the organization of information in order to allow the user to find a waterway to the knowledge and understanding information.33" The term information architecture not only encompasses the activities of organizing information, but also the result of such activity. The information architecture of a web site as a result of the activity, comprising the organizational and structuring content, marking or labeling systems such content, and information retrieval systems and provide the site navigation web.
32
Report on the qualifications made by the deans of the faculties of Information Sciences / Spanish Communication. White Paper. Degrees in Communication Sciences pp 190-191. 33 Wurman, Richard (1996): Information architects. Michigan, Graphis Press Corp.
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Like any professional, the information manager must have some knowledge and some skills without which it would be impossible to do their jobs. 1.1.1. Knowledge The training is to receive the professional content management today is not easy to define. Among the knowledge to the content manager can be highlighted: a) Digital - Meet theory and methodology of interactive design. - Understand the theories of interactive digital media. - Meet investigation techniques and new forms of production, distribution and consumption. - Understand the features of the Information Society. - Understand the basic concepts of information technology, networks, and programming languages and different platforms. - Legislation. b) No digital - Knowledge of the theories and processes of communication. - Knowledge of the theory and methodology of communication research. - Knowledge of languages. - Knowledge of production processes. - Knowledge of legislation. - Knowledge of art, aesthetics and design. 1.1.2. Competencies a) Digital - Ability to adapt and update ICT and environment. - Design, production and evaluation of interactive multimedia projects for different platforms. - Ability to work with system environments. - Ability to use office software. 466
- Ability to search, select, compare, evaluate documentation and digital and traditional sources. - Skills infographic. b) No digital - Development of content for different media, media, genres and languages. - Planning communication strategies. - Ability to adapt to different jobs within the organization. - Domain of rhetoric and composition techniques. - Implementation of ethical foundations. - Ability to work in teams. 1.2 The content manager in various digital media Table 1. Architecture of the web
It finder
content
Public
Eldiario.es
Th efair
The Plural
The Confidential
Yes. Visible. Left of the page top. Use the Google engine. Home. Opinion. Internacional. Policy. Today. Spain. Money. Sciences. Cultures. Sports. Motor. Multimedia. Services. Housing. Andalusia.
Yes. Visible. Right of the page top. Use a separate motor.
Yes. Visible. Right of the page top. Use the Google engine.
Yes. Visible. Right of the page top. Use the Google engine.
Yes. Visible. Right of the page top. Use a separate motor
Opinion. The Chronicles. Press. Multimedia. Books. Leisure. Services. Hemeroteca.
Home. Policy. Economy. Andalusia. Company. Opinion. Communication. Supplement. Services.
Today. Opinion. Cotizalia (economy). Teknautas (technology). Sports. ACV (soul, heart, life). Culture. multimedia.
Today. Technology. Culture. Andalusia. Catalonia. Canaries. Euskadi. Galicia. Vertele. Blogs.
467
sections
main
No.
Yes
Yes
Yes. Using hyperlinks in Yes. certain words Using a box called the news and "more info". through a box called "related news”.
Yes. By two tables, called "related news" and "opinion."
Yes
Yes
Yes. Yes. Using hyperlinks in Using hyperlinks in certain words. certain words.
Includes keywords in your news
No.
No.
No.
No.
No.
Includes links to news
No.
Sí.
No.
Sí.
No.
Relatenothings
Yes. On Facebook, Myspace, Twitter, Digg and via email.
Yes. On Facebook, Twitter, Google Plus and Digg.
Yes. Yes. includes links Back of the page. Back of the page. Difficult to locate. Difficult to locate.
Yes. Yes. Yes. On Facebook, On Twitter, On Facebook, Twitter, Google Facebook, Google Twitter, Google Plus, Digg and via Plus, LinkedIn, Plus and InShare. email. Digg and via email. Yes. Right side of the page. Difficult to locate.
Yes. Top of the page. Easy to locate.
Yes. Top of the page. Easy to locate.
Source: Authors.
Table 2. News published May 20
Public
Eldiario.es
International 10 Spain 7 Money 13 Science 2 cultures 2 Sports 9 TV and people 1 Catalunya 3
News 16 Technology 7 Culture 5
The impartial
The Plural
National 10 Policy 7 Economics 5 Economy 9 International 6 Company 5 Culture 5 Opinion 4 Company 4 Communication 3 Sports 3 People 3 Communication 3
468
The Confidential News 8 opinion 6 Cotizalia 7 Teknautas 4 Sports 7 ACV 5 Culture 4
May 21
International 14 Spain 17 money 14 Cultures 11 Sports 3
News 31 Technology 2 Cultural 7
May 22
International 11 Spain 18 money 10 Science 2 cultures 2 Sports 9 TV and people 1 Catalunya 3 International 7 Spain 10 money 15 Science 2 Cultures 8 Sports 9 TV and people 5 Catalunya 2 International 9 Spain 7 Money 4 Science 1 Cultures 3 Sports 4 TV and people 2 Catalunya 1 International 14 Spain 9 Money 8 Science 3 Cultures 5 Sports 6 Television and six people Catalunya 3
News 19 Technology 4 culture 2
May 23
May 24
May 25
News12 technology 3 Cultural 7
News 15 Technology 1 Culture 3
News12 Technology 4 Culture 1
National 8 Economy 6 International 9 Culture 4 Sociedad 1 Sports 3 People 1 Communication 2 National 8 Economy 9 Internacional 4 Culture 8 Sociedad 2 Sports 5 People 2 Communication4 National 14 Economy 7 International 8 Culture 4 Company 4 Sports 6 People 3 Communication 3 National 10 Economy 8 International 5 Culture 4 Society 6 Sports 2 People 3 Paper 5 national 10 economy 12 International 7 Culture 2 Society 8 Sports 5 People 3 Paper 6
469
Policy 8 Pconomy 7 Society 3 Opinion 4 Communication 2
News 8 Opinion 6 Cotizalia 7 Teknautas 2 Sports 2 ACV 2 Culture 5
Policy 9 Economy 11 Company 5 Opinion 4 Communication 1
News 6 Opinion 6 Cotizalia 7 Teknautas 4 Sports 9 ACV 3 Culture 6
Policy 7 Economy 9 Society 3 Opinion 4 Communication 2
News 8 Opinion 6 Cotizalia 12 Teknautas 5 Sports 2 Culture 3
Policy 5 Economy 12 Society 6 Opinion 4 Communication 3
News 13 Opinion 6 Cotizalia 5 Teknautas 1 Sports 5 ACV 7 Culture 2
Policy 8 Economy 10 Society 9 Opinion 4 Paper 6
News 16 Opinion 6 Cotizalia 8 Teknautas 3 Sports 8 ACV 5 Culture 5
May 26
International 7 Spain 8 Money 9 Science 3 Cultures 7 Sports 7 TV and four people
Update 11 Technology 6 culture 3
National 7 Policy 5 Economy 11 Economy 10 International 9 Society 3 Culture 4 Opinion 4 Company 4 Communication 3 Sports 6 People 2 Communication 3
News 11 Opinion 6 Cotizalia 3 Teknautas 1 Sports 7 ACV 2 Culture 3
Source: Authors.
2. Marketing Coordinator Recent decades have brought tremendous development of their economic activity. Brands have been moving more and more to the buyer to know what he requested, and this line has worked over the years. It is a stark contrast to the initial trends in the twentieth century, betting on a product sell convincing the consumer of his virtues. Now he works for the user, and according to this, make a product almost as fits your needs. With this brief approach to marketing we can guess that this is a complex and constantly evolving field today. Knowing the customer has become the number one goal of large companies, because any strategy carries risk and, through information, diminishes. The huge investments that these companies, coupled with the development of marketing of competition play, force you to prioritize marketing to achieve desired results. In the strictly journalistic case, the product is information which the reporter obtained, processed and presented to the public, but for classic marketing, a product is a set of physical (tangible) and psychological (intangibles) features that the individual perceives and that supposedly can meet your wants and needs. Concept focused on the product itself (a set of physical characteristics) and consumer needs (to satisfy their desires and needs). It also has a number of attributes related to formal aspects or added. During the first decades of the twentieth century, with the incorporation of photography and film to the daily lives and, decades later, with the advent of radio and television, the world is filled with millions of visual and auditory images and audiovisual . From the 40s, the struggle for the conquest of space in the consumer's mind began. The products are rational, but brands are emotional. In fact, the 470
information often give something to come true only of a medium, without thinking to inquire whether it is true, or at other times, we read a report calling it one way or another just ahead of a particular medium (the image we have of such a medium). Positioning, this is one of the major goals of any marketing coordinator aims to achieve. It is another to get a reader to a listener or viewer remember your brand and the attributes associated with marketing expert has claimed from the beginning. Positioning is the place of a product or service in the minds of consumers, based on their most relevant attributes and is the result of a strategy specifically designed to project the image of that specific product, service, idea or brand with relation to competition. For example, Cope, for many, is positioned as "religious information" or Antena 3, as a "carca" channel, while La Sexta channel can be "left", although maybe not reality then that . The positioning is based on perception, and perception is the truth within the individual. Perceptions can be somewhat subjective (which depend on the particular instincts of the individual) as selective (who rely on their experiences, interests and attitudes). It involves a comparison between products or brands competing in the same market, and what we do to differentiate our product from others and associate with attributes desired by the consumer. This requires an investigation and get a real idea of what customers about the attributes of our product and they are looking into it or on competition are saying. A good positioning strategy focused on a very specific segment, is the key to success. New technologies have greatly developed the work of the marketing coordinator media. Internet has got to be the "ocean" which are all means and where users leave their trail, which has led to massive study by emerging brands. Social networking is the common point of all Internet. And not only with their peers, also with brands. On Facebook, Twitter, Flickr, Tuenti, users place all your data under the guise of free without fear of something that seems totally harmless. Later, reality ends prevail. The networks sell data users (who have agreed on the record) brands to pay for them. From there to the ads, even within Facebook, for example, are fully customized for each. With this example, the conclusion we can draw is that eventually, the largest management information provided by the Internet, will lead its bearer, and benefit the user in terms of customization of the product or idea that you want to sell.
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2.1. Journalism: data collection There is no data marketing or journalism without sources. At that point converge both the journalist and the marketer. The database is an essential part of the daily work of both salt and others. For all this, it has become imperative to 'scoring', 'use of the database client, which contains thousands of data, to identify the variables that allow us to define; who are our best customers; assign a mark (score) to each client and group them according to the likelihood that behave similarly. "Best practice indicates that the key is to know what value the customer and what value will generate in the future. The scoring value of the customer, trying to solve this problem. -
Usefulness of scoring: I Predict attitudes towards the product / service offered. Identifying potential customers / buyers. Predicting customer churn probability. Identify those less profitable customers, or even negative returns
2.2. The marketing coordinator in digital radios 2.2.1. Cadena SER Cadena SER has always been characterized by a wide range of leisure. Originally, when they could not report (reserved only National Radio right), the SER found in leisure, a market niche to occupy. As a result, today PRISA chain is long, the most listened radio in Spanish. Not surprisingly, it is the one that receives more advertising revenue and sales team is best34. Best radio marketers have almost always been among their ranks.
34
It was awarded in the third edition of Commercial and Advertising Forum, 2011 Available in http://www.puromarketing.com/53/8956/cadena-best-team-comercial.html
472
As for your website, the composition is very similar every day of the week studied. Advertising without being tiresome, populates every corner of the web, much more than in the past. Outside the framework in which the content is entered, it is used to put an ad background remains every day of the week. Within the framework, which is divided into three columns, advertising is always in the right, alternating banners with news and links to podcasts and other forms of internal advertising. Also, to distinguish sections, there is a horizontal banner advertising to the length of the three columns. To a lesser extent, some days, when entering the web, has come a pop-up advertising that lasts a few seconds. It was quite rare. As for social networking, advertising is nonexistent advertisers. 2.2.2. National Radio of Spain With the current rules, RTVE not allow external advertising financed. This also hits the web National Radio of Spain, whose third-party advertising absent. There are only banners of their own programming. In social networking, obviously nothing. 2.2.3. Onda Cero Radio Very similar to Cadena SER. The information is also divided into three columns, and advertising is introduced on the right, inserting it some in that column, the amount of advertising is higher than in the SER, but nevertheless, have advertising background, outside the frame. In the bottom of the web, Onda Cero has a section with products for sale of its programs and Antena 3 (as belonging to the same group). Know how many benefits this section will report to the group, but that little online shop is permanent. As for marketing on Twitter, Onda Cero not too network usage for promotions. The vast majority of 'tweets' are the news, and there is only one intended for a sweepstakes or promotion. 2.2.4. Cope It is one of the most experienced growth in recent years, mainly thanks to landing the team with Cadena SER led by Paco Gonzalez and Pepe Domingo 473
Castaño. As for your website, we see quite a few differences from their competitors in marketing. They have no online store. As earlier, the information is arranged in three columns. COPE, unlike BE or Onda Cero, banners embedded not only in the third column, but in the first and especially the second. Furthermore, there is an upper banner (as in its rivals) and many small in the first and second columns. In the third predominate larger banners. In its official Twitter channel no advertising, just news channels but some programs (eg, "The Party of 12") does some advertising publishing tweet. 2.2.5. EsRadio We have chosen to have their own web EsRadio as above, instead be integrated into a larger web (the former ABC Punto Radio, Radio Marca ...). Like the rest of the comparison, is willing to EsRadio three columns, distributing advertising between the third (mostly) and the second. They also have a top banner advertising, which is not always a single ad. The fund does not have advertising, unlike Cadena SER. The station uses Twitter to link your news, mostly, but also 'retweet' promotions of the accounts in the network of their own programs. 3. Manager Online Communities 3.1. Scope of the concept Figure Manager -COMMUNITY Manager- online communities to meet "the person in charge of sustaining a business relations with customers from the digital realm." Your post is a clear demand and companies, need to be counted in the forefront of technology as communication is concerned. Connie Besson35, defined
35
From: "The role of Community Manager" document prepared by AERCO (Spanish Association of Online Community).
474
it as "responsible for representing the voice of the company out door, and from client to external reality within the corporate structure." The community is therefore specializes in handling all areas of Web 2.0 and the use of media to carry out marketing strategies and advertising a business, whether or not informative. It is one of those most responsible for giving it its identity in the face of the public; fidelizarse to make to the environment, and serve the audience all the products you want. And captures all potential customers while meeting current real audience-the face of potentially. Connectivity, is closer to the visibility in the sense that should always be accessible to people, although this task is rather facilitated by the connectivity offered by various Internet platforms, either Youtube, Myspace, Facebook, Meneame, areas in which the interaction between actors allow unrestricted entry easily encouraged. The community manager must convey the way to understand and think the combination of disparate elements that make up the company agreed upon communication, divided in countless departments that carry every day, and every hour information to the reader. Under this prism brought transparency and communication, what you should do, is to distribute the content for the web in the best way, as effective as possible, ahead of the rest as the immediacy, has become the chimera of journalism. 3.2. The journalistic professional profile Community We left for the last part of the analysis, the professional profile of Community Manager within journalism as more reflective side. Clearly link the new journalism, since the structures of traditional journalism, unfortunately wobble. The fall in the number of copies sold and rolls, are a clear symptom. Also the crisis of advertisers, advertising space, more and costs less. But, in the end, leaving the crisis of journalism, you have to realize that all traditional journalism has turned more or less fruitfully, to the virtual world. However, we will focus on the exclusive analysis of new technologies, where operates a community manager, without looking at the actors themselves, as they may be in many different ways or in different kinds of media. Import action in the network, you must generate and edit content to exploit the interactive side of the Web. Within the viral fail to give an identity to the company on various platforms, 475
most notably the Blogginy the microbloggin, the latter with Twitter as a great bearer. In these communities need to survive and prevail in the hand of a community manager actor communication, highlights the case of the blog and exerted a strong influence on the public. His role in prescribing is of great importance for large companies. Close view seems the most valuable in certain cases. Well remember the 4 C Internet that lists Tim O'Reilly36: Share, Communicate, Share and Cooperate. Condenses there all the potential of the Internet, its essence, the environment in which a community is moving and what you should know to do. You must know the advertising, marketing, multiple knowledge that will lead to to be comfortable in a fast, huge environment without limit. It is an interactive marketing through the act of empathy, to meet using a custom language and to improve the economic situation of a medium. Because, after all, is to sell to live. They also provide key leadership and discretion at once. The flexibility and creativity to get attention amid the vastness, highlighting, but all through communication, which is increasingly dependent on new technologies. So much is changing the structures of society. Reporting should be in the forefront to safeguard their future and not lose tail trends your audience.
36
CASTELLÓ MARTÍNES, Araceli (2010) “Una nueva figura profesional: el Community Manager”.
476
3.3. The manager online web communities TV37 Table 3. La 1 LA 1 Community Manager: In social networks always try to anticipate what will come next day. For Wednesday, looser days, choose powers the end of "Tell Me", the program star. Hanging own links and mention or retweet, other accounts and content of strings of the same group. Monday It has the most watched "Red Eagle" 26% of the share. Also the most watched minute at 23:01 pm with 5.474 million viewers. "Gran Reserva. The origin "is second in the afternoon. In the morning lose "The Breakfast" and information are outweighed by Antena 3. It insists on the premiere of "Battleships", Carlos Latre program. Tuesday “Masterchef "consolidates at night (17%). In networks advertised from the start. Minute seen at 23:56 pm with 3.974 million viewers Wednesday Falls on Wednesday nights. The most watched program is "The Breakfast". Always look to "Tell Me". Thursday Movies are saved by "Rocky Balboa. '" Instead dominates "Salvame Deluxe". It is the day where the news have greater audience. Friday "Tell me" (25.5% share.) Fires ravaging his 14th season and overcoming the barrier of 5 million. Saturday The "Champions" is seen as the big gun. Destroys everything. Sunday They turn in cinema. Movie of the Week: "Invasion Night" and the rest during the day, in a day where La Sexta has no rival. Source: Authors.
37
All information of the hearings has been collected from the web www.vertele.com, leader in television content. Available at: http://www.vertele.com/audiencias-canales/analisis-espana/
477
Table 4. Antena 3 THREE Community Manager: In social networks continually updated, but not to interact. Only link to your own content, creating forums or other programs giving audience to the group. Hanging pictures and videos. They resort to outside content extols as the domain in certain bands. Monday
It is the second most watched channel on aggregate. His informative and "Wheel of Fortune" in the middle day is most frequented by the viewer.
Tuesday
It is the most watched throughout the day. The interview with Aznar was better than the previous Rubalcaba and Rajoy in other chains.
Wednesday It clings to the series "The Secret of Old Bridge" to stay behind Telecinco. Thursday
Tell dominates solvency, so The Wheel of Fortune is again the saving.
Friday
"Most Incredible" is the most watched, but again be relegated behind Telecinco.
Saturday
Opt for the awesome movie film or noon.
Sunday
Formula 1 is still leading the evening a bet. Source: Authors.
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Table 5. Antena 3 FOUR Community Manager: Occurs as Telecinco, feed the contents of all the Mediaset Group. They give the feeling of being closer and answering and publish other people's content. The selected interface is younger, less serious than the rest. Monday
Tuesday Wednesday Thursday
Just have a hearing. What is the most watched league match. Your little consequence, however, contrasts with the program that is the most-watched of the day. They approach the 2 with the "Elementary" series. But are still less seen. The "Homeland" series and the "I know you do not know" is the most watched, but always in the tail. The sports news with Manolos, is configured as a key program in the Thursday before the start of the game of the season.
Friday
"Street" and "I change Family" elevate them above the 2 and Sixth.
Saturday
Movies with "Con Air" and "Mowgli and Baloo" behind the Sixth. They have several programs to keep the average, although this is low. Remain at large.
Sunday
"A prince Corina" and "Fourth Millennium", at night, are the highlight. Source: Authors.
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Table 6. Telecinco FIFTH Community Manager: Create a web content with others and Twitter accounts and Facebook to continually supplies. Always updated, but with more emphasis on the grid when they have something that favors them over other brands. Monday
Reina entertainment with "Now I fall" and "Pasapalabra". Dominate with "Ana Rosa Programme" in the morning slot and informative. Mediaset's Day.
Tuesday
"Big Brother" keeps them on the third night after the interview Aznar.
Wednesday
"The AR Program" and "There's one thing I want to say" they rise to first place.
Thursday
"Save Me", "Women and Men", "Big Brother" appear in each strip as leaders.
Friday Saturday
"Save Me Deluxe" leads them to dominate Friday. The "Great Debate" can not football.
Sunday
Film series "The looming", "Knight Rider" ...
Source: Authors. Table 7. The Sixth SIXTH Community Manager: On Twitter work alongside their employees. Continuous program mentions and retweets and links that favor the image. Everything is very clear. Repescan content to generate a continuous motion. The other networks are most neglected. Monday The best program is "Intermediate" that keeps them fourth in the overall ranking. Tuesday The blockbuster appears to accompany Intermediate. Another film, "Praise", keeps them in the afternoon. "Taxi" and "Forensic Files" do not compete. Wednesday "Hot" competes in a day that prevails morning television. Thursday "Intermediate" and "Nightmare in the kitchen" keep them third in the late evening, behind Telecinco and La 1. Friday The "La Sesta Column" debate has not yet come to equal that of Telecinco. That day, in the afternoon, is even behind La 2. Saturday Sixth night and "Go home," morning, saving a day in the afternoon lost. Sunday It's your day, the impact of "Saved" is increasing. The Judge Bermúdez captures 16% of the share. Source: Authors.
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4. Conclusions The figure of the CMS, or information architect, is now essential in the labor market information due to rising players in content creation. A medium having hired a good content management system will have several advantages over one that does not have them. For starters, it appears earlier in the search engines, as the information architect well known indexing methods that will make the website appear half as high as possible by using a search engine like Google, Bing or Yahoo. In addition the reader will probably use this medium to inform, and thanks to the information content manager will be easy to find and have many references as hyperlinks to facilitate the deepening of the subject user. As the coordinator marketing strategies clearly can not be unique and general. Of course, each company will have a different competitive global strategy, but deeper, we find plans more precise and specific marketing. The reality is that the future Internet cup a booming field, which should be further developed to achieve ever more personal approach to the consumer of the future. Regarding the manager or community manager online communities, digital communication has brought a change in the mindset of values that can hardly fail to be studied for a better understanding of who we are. They then become, in the future, particular importance of contents and multiple web hosting accommodation entities willing to disclose. 5. Bibliography Books: o AERCO (2009): La función del Community Manager Disponible en: http://www.aercomunidad.org/2009/11/11/la-funcion-del-communitymanager-descargate-el-white-paper/. Consultado el 24 de enero de 2014 o ALMIRON, N.; JARQUE, J. M. (2008): El mito digital. Discursos hegemónicos sobre internet y periodismo. Anthropos Editorial. Barcelona o CEBRIÁN HERREROS, M. (dir.) (2010): Desarrollo de periodismo en internet. Comunicación Social. Zamora.
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o CEBRIÁN HERREROS, M. (dir.) (2013): Innovaciones periodísticas en las redes sociales. Servicio de publicaciones Universidad Complutense de Madrid. Madrid. o GARCÍA JIMÉNEZ, A.; RUPÉREZ RUBIO, P. (2007): Aproximaciones al periodismo digital. Servicio de publicaciones Universidad Rey Juan Carlos. Madrid. o Libro Blanco. Títulos de Grado en Ciencias de la Comunicación (2004). Disponible en: http://www.aneca.es/ Consultado el 12 de diciembre de 2013. o WURMAN, Richard Saul (1996): Information Architects. Graphis Press Corp. Michigan. Items: o CASTELLÓ MARTÍNES, Araceli (2010): Una nueva figura profesional: el Community Manager; en Pangea nº 1. Disponible en www.dialnet.com/UnaNuevaFiguraProfesionalElCommunityManager-340540.pdf. Consultado el 12 de enero de 2014. o MUÑIZ GONZÁLEZ, Rafael (2010): Marketing en el siglo XXI - 3ª Ed. Centro de Estudios Financieros. Madrid. Disponible en http://www.marketingxxi.com/marketing-operativo-en-la-re-513.htm. Consultado el 3 de diciembre de 2013. o MARTÍN FERNÁNDEZ, Francisco J.; HASSAN MONTERO, Y (2003): ¿Qué es la arquitectura de la información?, en NSU. Disponible en http://www.nosolousabilidad.com/articulos/ai.htm. Consultado el 24 de febrero de 2014.
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