Web 2

The Web of Data is an open environment consisting of a great number of large inter-linked RDF datasets from various do-mains. In this environment, organizations and companies adopt the Linked Data practices utilizing Semantic Web (SW) tech-nologies, in order to publish their data and offer SPARQL endpoints (i.e., SPARQL-based search services). On the other hand, the dominant standard for information exchange in the Web today is XML. Additionally, many international standards (e.g., Dublin Core, MPEG-7, METS, TEI, IEEE LOM) in several domains (e.g., Digital Libraries, GIS, Multimedia, e-Learning) have been expressed in XML Schema. The aforementioned have led to an increasing emphasis on XML data, accessed using the XQuery query language. The SW and XML worlds and their developed infrastructures are based on different data models, semantics and query languages. Thus, it is crucial to develop interoperability mechanisms that allow the Web of Data users to access XML datasets, using SPARQL, from their own working environments. It is unrealistic to expect that all the existing legacy data (e.g., Relational, XML, etc.) will be transformed into SW data. Therefore, publishing legacy data as Linked Data and providing SPARQL endpoints over them has become a major research challenge. In this direction, we introduce the SPARQL2XQuery Framework which creates an interoperable environment, where SPARQL queries are automatically translated to XQuery queries, in order to access XML data across the Web. The SPARQL2XQuery Framework provides a mapping model for the expression of OWL–RDF/S to XML Schema mappings as well as a method for SPARQL to XQuery translation. To this end, our Framework supports both manual and automatic mapping specification between ontologies and XML Schemas. In the automatic mapping specification scenario, the SPARQL2XQuery exploits the XS2OWL component which transforms XML Sche-mas into OWL ontologies. Finally, extensive experiments have been conducted in order to evaluate the schema transfor-mation, mapping generation, query translation and query evaluation efficiency, using both real and synthetic datasets.

Data exploration and visualization systems are of great importance in the Big Data era, in which the volume and
heterogeneity of available information make it difficult for humans to manually explore and analyse data. Most traditional systems
operate in an offline way, limited to accessing preprocessed (static) sets of data. They also restrict themselves to dealing
with small dataset sizes, which can be easily handled with conventional techniques. However, the Big Data era has realized the
availability of a great amount and variety of big datasets that are dynamic in nature; most of them offer API or query endpoints
for online access, or the data is received in a stream fashion. Therefore, modern systems must address the challenge of on-the-fly
scalable visualizations over large dynamic sets of data, offering efficient exploration techniques, as well as mechanisms for
information abstraction and summarization. Further, they must take into account different user-defined exploration scenarios
and user preferences. In this work, we present a generic model for personalized multilevel exploration and analysis over large
dynamic sets of numeric and temporal data. Our model is built on top of a lightweight tree-based structure which can be efficiently
constructed on-the-fly for a given set of data. This tree structure aggregates input objects into a hierarchical multiscale
model. We define two versions of this structure, that adopt different data organization approaches, well-suited to exploration and
analysis context. In the proposed structure, statistical computations can be efficiently performed on-the-fly. Considering different
exploration scenarios over large datasets, the proposed model enables efficient multilevel exploration, offering incremental construction
and prefetching via user interaction, and dynamic adaptation of the hierarchies based on user preferences. A thorough
theoretical analysis is presented, illustrating the efficiency of the proposed model. The proposed model is realized in a web-based
prototype tool, called SynopsViz that offers multilevel visual exploration and analysis over Linked Data datasets. Finally, we
provide a performance evaluation and a empirical user study employing real datasets.

The protein heterogeneity of fractions isolated by immunoanity chromatography on anti-apolipoprotein A-I and anti-apolipoprotein A-I1 affinity columns was analyzed by high resolution two-dimensional gel electrophoresis. The two-dimensional gel electrophoresis profiles of the fractions were analyzed and automatically compared by the computer system MELANIE.

"In the context of the emergent Web of Data, a large number of organizations, institutes and companies (e.g., DBpedia, Geonames, PubMed ACM, IEEE, NASA, BBC) adopt the Linked Data practices and publish their data utilizing Semantic Web (SW) technologies. On the other hand, the dominant standard for information exchange in the Web today is XML. Many international standards (e.g., Dublin Core, MPEG-7, METS, TEI, IEEE LOM) have been expressed in XML Schema resulting to a large number of XML datasets. The SW and XML worlds and their developed infrastructures are based on different data models, semantics and query languages. Thus, it is crucial to provide interoperability and integration mechanisms to bridge the gap between the SW and XML worlds.
In this chapter, we give an overview and a comparison of the technologies and the standards adopted by the XML and SW worlds. In addition, we outline the latest efforts from the W3C groups, including the latest working drafts and recommendations (e.g., OWL 2, SPARQL 1.1, XML Schema 1.1). Moreover, we present a survey of the research approaches which aim to provide interoperability and integration between the XML and SW worlds. Finally, we present the SPARQL2XQuery and XS2OWL Frameworks, which bridge the gap and create an interoperable environment between the two worlds. These Frameworks provide mechanisms for: (a) Query translation (SPARQL to XQuery translation); (b) Mapping specification and generation (Ontology to XML Schema mapping); and (c) Schema transformation (XML Schema to OWL transformation)."

This paper describes GoNTogle, a framework for document annotation and retrieval, built on top of Semantic Web and IR technologies. GoNTogle supports ontology-based annotation for documents of several formats, in a fully collaborative environment. It provides both manual and automatic annotation mechanisms. Automatic annotation is based on a learning method that exploits user annotation history and textual information to automatically suggest annotations for new documents. GoNTogle also provides search facilities beyond the traditional keyword-based search. A flexible combination of keyword-based and semantic-based search over documents is proposed in conjunction with advanced ontology-based search operations. The proposed methods are implemented in a fully functional tool and their effectiveness is experimentally validated.

The structural and situational crisis suffered by the Media in the past three years could have bottomed out in 2010 and started to recover through a profound industrial restructuring, innovation on business models, segmentation and optimisation of the different channels and market segments, digital convergence, development of new diffusion channels and content value engineering based on the strength, reputation and credibility of editorial companies. This study is based on direct observation of trends in the sector and quantitative and qualitative data from statistical surveys and financial results of the main industry players. The main sources of information used are: the worldwide association of newspapers (WAN), the IFRA professional association, diffusion and audiometric measurement, observed trends and market prospects. ABSTRACT SUMARIO: 1. Introducción. 2. Modelos y cambios mediáticos. 3. Ciclos de vida y reconversión. 4. Factores de crisis y cambio. 5. Conclusiones. 6. Referencias.

African scholarly research is relatively invisible globally because even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. Many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars’ work.

To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

SCAP found that scholars:
• carry heavy teaching and administrative loads which hinder their research productivity
• remain unconvinced by open access dissemination
• find it easier to collaborate with scholars in the global North than in the rest of Africa
• rarely communicate their research with government
• engage in small, locally-based research projects that are either unfunded or funded by their universities
• produce outputs that are often interpretive, derivative or applied due, in part, to institutional rewards structures and funding challenges
• do not utilize social media technologies to disseminate their work or seek new collaborative opportunities.

All of these factors impact Africa’s research in/visibility at a time when scholarly communication is going through dramatic technical, legal, social and ethical changes.

“Seeking Impact and Visibility” shares the results of SCAP’s research and advocacy efforts. It not only analyses these four universities’ scholarly communication ecosystems, but illuminates the opportunities available for raising the visibility of their scholarship. It concludes with a series of recommendations that would enhance the communicative and developmental potential of African research.

This study will be of interest for scholars of African higher education, academically linked civil society organizations, educationally affiliated government personnel and university researchers and managers.

Obiettivo di questo lavoro è un inquadramento sia del nuovo rapporto fra il museo partecipativo e l’utenza che delle forme di partecipazione dell’utenza alla produzione culturale e alla creazione di valore culturale, alla luce delle potenzialità offerte dalle ICT, soprattutto dal web e dai vari social media. Questo nuovo rapporto, che ha le sue radici più profonde proprio nell’ampia adozione di tutte le piattaforme tecnologiche oggi in uso, consente anche una reinterpretazione del significato stesso di cultural value. Il quadro, che viene qui delineato ed arricchito da numerosi esempi soprattutto stranieri, chiarisce anche quanto l’aspetto partecipativo e l’utilizzo di tags, folksonomie e user generated contents possano incidere sulla fidelizzazione dell’utenza. Infine, in una tabella presentata a fine del contributo, si evidenziano le maggiori componenti che caratterizzano il definitivo passaggio dalla fase Museo 1.0 alla fase Museo 2.0.

The aim of this paper is a framework both of the new relationship between the participatory museum and the audience and a framework of multiple forms of audience participation in cultural production and in the creation of cultural value, given the potential offered by ICTs, especially the web and various social media. This new relationship, which has its deepest roots just in the adoption of all technology platforms in use today, also allows for a reinterpretation of the meaning of cultural value. The framework, outlined here and enriched by numerous examples especially foreigners, also makes clear that participation and use of tags, folksonomies and user-generated contents may have an impact on users loyalty. Finally, presented in a table at the end of the paper, we highlight the most important features characterizing the transition from the Museum 1.0 phase to the Museum 2.0 one.

Resumen: La televisión pública en Europa pierde peso e influencia en las políticas de comunicación de esta segunda década del siglo XXI, en sus propios medios de financiación, en la lucha por las audiencias y en los sistemas tecnológicos de difusión frente a los nuevos modelos híbridos y convergentes abanderados por los operadores de cable, de satélite y de la distribución por Internet (IPTV). Frente a la fragmentación de audiencias y al debilitamiento de los modelos de financiación tradicionales (publicidad, canon, subvención), las televisiones concentran sus estrategias de difusión en las economías de escala y de club a través de duopolios o plataformas integradas de mercado.

"""Las realizaciones de las ingenierías pedagógica y documental han impulsado el aprendizaje y la enseñanza a distancia. Scenari
–y su modelo Opale para formación– es un software libre para la gestión de una cadena editorial produciendo y publicando
materiales educativos digitales. Permite aplicar nuevos enfoques a la enseñanza que son clave para definir nuevos
modelos de formación, información y colaboración."""

Los medios de comunicación digitales inician una etapa de exploración y ensayo de nuevos tipos de negocio de pago una vez comprobada la relativa deficiencia del modelo gratuito mediante financiación publicitaria. La carencia de un sistema de comercialización sostenible provoca, asimismo, una constante revisión y análisis de las estrategias corporativas adoptadas por los competidores. La presente comunicación tiene como objetivo general analizar las primeras experiencias mundiales de prensa online de pago con el fin de comprobar cuáles son las principales estrategias corporativas respecto a los diferentes modelos de negocio adoptados por cada cabecera. Asimismo se analizan las diferentes ofertas o tarifas de subscripción y el soporte tecnológico que da acceso al contenido.

African scholarly research is relatively invisible globally because, even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. And many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars’ work.

To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

In the University of Namibia’s Faculty of Humanities and Social Sciences, SCAP found that scholars:
• carry heavy teaching and administrative loads which hinder their research productivity
• remain unconvinced by open access dissemination
• find it easier to collaborate with scholars in the global North than in the rest of Africa
• rarely communicate their research with government
• engage in small, locally-based research projects that are either unfunded or funded by the university
• produce outputs that are often interpretive, derivative or applied due, in part, to institutional rewards structures and funding challenges
• do not utilise social media technologies to disseminate their work or seek new collaborative opportunities.

All of these factors impact UNAM’s research in/visibility at a time when scholarly communication is going through dramatic technical, legal, social and ethical changes.

“Scholarly Communication at the University of Namibia” shares the results of SCAP’s research and advocacy efforts at UNAM’s Faculty of Humanities and Social Sciences. It not only analyses the faculty’s scholarly communication ecosystem, but illuminates the opportunities available for raising the visibility of its scholarship. It concludes with a series of recommendations that would enhance the communicative and developmental potential of the university’s research as a whole.

This study will be of interest for scholars of African higher education, academically linked civil society organisations, educationally affiliated government personnel and university researchers and managers.

Resumen-Abstract

A partir del análisis de los problemas epistemológicos y estéticos que plantea el diseño de lo que se ha dado en llamar Hipertexto me  aproximaré a las nuevas retóricas con que la postmodernidad crea y deconstruye sus objetos e instituciones. Aquí atenderé al proceso de descentramiento o dislocación que se produce al moverse por una red de textos, desplazando constantemente el centro, es decir con un centro de atención provisional, un conjunto de cuerpos de textos conectados, aunque sin eje primario de organización. Estas nuevas articulaciones discursivas, propias de la digitalización de la escritura -que se pueden recorrer en diversas direcciones- no sólo sucesivas sino simultáneas, no admiten una sola categorización, sino las más variadas: antinovela, antipoesía, escritura automática, parodia literaria, reflexión filosófica, meditación esotérica, interpretación talmúdica. Cuestionando así las nociones tradicionales de narrativa, univocidad y linealidad vigentes desde los tipos móviles de Gutenberg.
Dr. Adolfo Vásquez Rocca

Internet ha pasado de ser un objeto de estudio para algunos antropólogos a convertirse en un instrumento para el trabajo de campo de otros, a partir de dos aproximaciones distintas: la primera concibe Internet como una herramienta de investigación para aplicar determinadas técnicas (entrevistas, cuestionarios, etc.); la segunda plantea Internet como un campo de estudio. En ambos casos, la mediación tecnológica en el trabajo de campo antropológico abre numerosas posibilidades y plantea otras tantas cuestiones metodológicas, parecidas a las que ya ha enfrentado la antropología visual en relación con el uso de las tecnologías audiovisuales. Este artículo pretende en primer lugar, explicitar problemáticas metodológicas comunes y reflexiones compartidas entre los etnógrafos de Internet y los antropólogos visuales; y en segundo lugar, discutir las oportunidades que Internet representa para la investigación de la cultura visual.

The term Big Data is being used widely by companies and researchers who consider your relevant functionalities or applications to create value and business innovation. However, some questions arise about what is this phenomenon and, more precisely, how it occurs and under what conditions it can create value and innovation in business. In our view, the lack of depth related to the principles involved in Big Data and the very absence of a conceptual definition, made it difficult to answer these questions that have been the basis for our research. To answer these questions we did a bibliometric study and extensive literature review. The bibliometric studies were realized based in articles and citation of Web of Knowledge database. The main result of our research is the providing a conceptual definition for the term Big Data. Also, we propose which principles discovered can contribute with other researches that intend value creation by Big Data. Finally we propose see the value creation through Big Data using the Resource Based View as the main theory used for discuss that theme.

Modern underground space planning knowledge sharing no longer depends on face-to-face meetings, lectures or phone calls only. The conventional read-only Web 1.0 was designed by HTML helps us in knowing about the World wide underground space planning. Nevertheless, during the era of Web 1.0, online users can only read but cannot add anything new or express their ideas. The current change to Web 2.0 has been regarded as an evolution of World Wide Web from a static to a dynamic concept. Rapid and dynamic cross border knowledge sharing among planners become possible with the help of Web 2.0. The use of Web 2.0 as a knowledge sharing method, however, is still not very common nowadays among urban planners. In this paper, it reviews Web 2.0 tools available for underground space planners, their motivations on knowledge sharing via Game Theory.

1. Introducción: el conectivismo D esde siempre, en el campo de la psicología educativa y del aprendizaje se ha pretendido dar sentido al modo en que los seres humanos cambian, evolucionan, mediante la transmisión y adquisición de información. El modelo teórico-explicativo más reciente al respecto, y que va cobrando cada vez más fuerza, es el conectivismo.

Este artículo hace la propuesta del concepto “brecha didáctica”, como término unificador de los modos de acercar las formas de saber y las formas de acceder a ese saber en la sociedad de la información y del conocimiento. Parte del resultado de investigaciones y aproximaciones teóricas en los campos de la comunicación, la didáctica, el trabajo con tecnologías de la información y la comunicación y, una vez expuesto el concepto, finaliza con una segunda propuesta de integración de las tecnologías (lectura, escritura y oralidad) y la curación de contenidos como puente metodológico para superar las brechas didáctica y digital.

Palabras clave
didáctica; educación; brecha digital; transposición didáctica; tecnologías de la información y la comunicación (TIC)

ISSN: 0120-1700

At NSRRC, an electron accelerator with a beam current of 400 mA at 3 GeV and an emittance of 2 nm-rad is under planning. Four superconducting cavities are required to keep the electron energy in the storage ring and superconducting insertion magnets are used as the major devices providing the desired photon energy with high brilliance and flux. This paper shows the design features of the helium cryogenic system for superconducting devices. The cryogenic system consists of two cryogenic plants each with 450 W at 4.5 K for the cavities and one cryogenic plant with 600 W at 4.5 K for the magnets. Redundancy is achieved by switching valves and interconnection piping between the three cryogenic plants. Distribution of the liquid helium to the superconducting magnets is planned via two 250 m multichannel lines with up to 24 supplying ports for the candidate positions of superconducting magnets.

El presente artículo desarrolla la tesis de que el constructivismo sistémico se sostiene en operaciones reales de comunicación entre individuos reales. El resultado de esto es la emergencia de constelaciones simbólicas y sistemas sociales reales cuyas consecuencias son también reales para los mismos individuos.

""
RESUMEN
El proyecto uruguayo de nación se vinculó desde sus inicios, a un radical proceso de privatización de la diversidad religiosa y cultural produciendo a cambio, a partir del Estado, una religión civil que marcó su construcción identitaria. La mencionada religión civil, conformada desde mediados y finales del siglo XIX hasta aproximadamente la década de los ’30 del siglo XX, se basó en mitos y representaciones emblemáticas, cuya actualización puede en gran parte ser detectada hasta nuestros días.
>> Tesis
RESUMO
O projeto uruguaio de nação vinculou-se, desde seus inícios, diretamente a um radical processo de privatização da diversidade religiosa e cultural produzindo em troca, a partir do Estado, uma religião civil que marcou sua construção identitária. A mencionada religião civil, conformada desde meados e finais do século XIX até aproximadamente a década dos ’30 do século XX, baseou-se em mitos e representações emblemáticas, cuja atualização pode ser detectada em grande parte até os nossos dias.
Na medida em que a escola pública teve um papel fundamental na produção e na difusão da mencionada religião civil, analisamos os textos de leitura utilizados nas escolas uruguaias, desde 1877 até a década dos ’30, a fim de indagar os mitos e representações presentes nos textos, pedra fundamental da peculiar mito-práxis uruguaia e da “nação laica” uruguaia.
>> Tesis

ABSTRACT
The Uruguayan project of nation, was directly linked since its beginning to a radical process of privatisation of the cultural and religious diversity; instead, a civil religion was produced by the state, upon which the national identity itself was built. This civil religion was formed during the second half of the XIX century until the1930s, based on emblematic myths and representations, part of which can still be detected up to these days, in certain updated forms.
As the public school played an essential role in the production and circulation of the civil religion mentioned before, we have studied the reading texts used in the Uruguayan schools from 1877 to the 1930s, to investigate those myths and representations, foundation of the peculiar Uruguayan myth-praxis and of the Uruguayan “laic nation”.
>> Tesis


""

This article shows how some conceptual instruments and perspectives given by the new ecological, chaological, holistic or complexity paradigms may support research in Linguistics and Communication Sciences and/or may support on a scientific basis certain routes already initiated within the discipline. Therefore, we propose an integrated research program that may construct the discipline, not so much from form but from meaning – the other side of the saussurean token. We should then start from the cognitive whole in a socio-mental frame, and from there see how they are implicitly or eco-co-dependently contained into the form and the included communicants in the various levels of the system. This perspective implies a multidimensional transversalization and an ecologization of the focus of the researches.

Objetivo: Gestionar el conocimiento para asegurar la identificación, recojo y transferencia de las buenas prácticas en VIH/SIDA de las instituciones integrantes de la Red contribuyendo a la política nacional de modernización de la gestión pública en salud.

Los Cuatro Pilares de la Educación han determinado los fundamentos de la educación en las últimas décadas y han influido en la educación intercultural y en el desarrollo de las competencias básicas en los sistemas educativos, de manera que se hace necesario desarrollar actividades para trabajar en las aulas a partir de estas concepciones. Por ello proponemos una intervención que desarrolla los Cuatro Pilares de la Educación desde una metodología activa y cooperativa, de carácter inclusivo, a partir del análisis de imágenes y de música.

Palabras clave: Educación, interculturalidad, actividades, metodología educativa, trabajo cooperativo.

The Pillars of Education and Interculturality.
A practical application for work intercultural education from images and music.

Abstract:
The Four Pillars of Education have determined the bases of education in the last few decades and have influenced the intercultural education and development of basic competencies in the education systems, so that it is necessary to develop activities to work in the classrooms from these conceptions. We therefore propose an intervention that develops the four pillars of education from a methodology active and cooperative, inclusive, on the basis of the analysis of images and music.

Key words:
Education, interculturality, activities, educational methodology, cooperative work.

El texto es un apoyo para quienes se ven enfrentados día a día a la construcción del conocimiento, refuerza la importancia de trabajar en equipos de aprendizaje en instituciones educativas tanto superior, media y elemental como en la educación no formal e informal.

Es un escrito sencillo, con gran profundidad científica y suficiencia investigadora, en el cual el autor nos cuenta cómo desde los principios sistémicos de interrelación, interafectación, interdependencia y emergencia, los postulados de los paradigmas que entienden el lenguaje como generador de mundos y las emociones como motores de la acción humana, es posible transformar las relaciones, la cultura y la sociedad. Para aproximar al lector a la aplicación de la propuesta de trabajo en equipo, el texto construye explicaciones cuya didáctica facilita la comprensión histórica y conceptual de los citados paradigmas.

Elucida sobre qué es aprender, cómo se aprende, cómo se lleva a la práctica el aprender, introduciendo al lector en construcciones teóricas fundamentales para transformar el proceso de enseñanza-aprendizaje. El texto culmina reflexionando sobre cómo trabajar a partir de talleres. En tal sentido propone una metodología que hace fácil su aplicación, la cual ilustra con un buen número de ejemplos basados en el concepto de aula dinámica.

Biomimicry means the imitation of life. The term arises from the combination of the Greek roots bios, life, with mimikos, imitation. Biomimicry is a new science and design discipline that studies nature’s models and then emulates these forms, process, systems, and strategies to solve the problems of our time. The core idea is that nature is creative and sustainable by necessity and it can be used as an ecological standard to judge the sustainability of our innovations. After 3.8 billion years of evolution and bottom-up design brilliance, Nature has the key to solve many of the problems we are grappling with because it has learned what works and what lasts.
This research is about the scientific understanding of the concept of "life" in urban space and its main purpose is to explain the underlying order that is present in self-organized structures. Until now architecture has been especially interested in models of pure rationally; informal cities were without any interest. Today this perspective is changing as we look more deeply into Nature.
We realize that more our built environment functions like the natural world, more sustainable it is. Therefore, this paper intends to speculate about the existence of patterns of self-organization in nature and in cities. The methodology adopted is the process of abduction or hypothesis, which is a kind of scientific inference not purely abstract or inductive. It is above all a process that involves an aesthetic and holistic vision of the world which allows applying a certain knowledge domain into another different domain. It is a mere suggestion of something that can be explained by the assumption that there are some general rules which govern the entire universe.

Students' engagement of Social Networking Sites (SNS) has substantially influenced their social, personal, and academic lives. However whether students in Pakistani universities are aware of its roles and its respective influence has rarely been investigated. The aim of this study is to evaluate students' behavioral attitude (perceptions, gratification, awareness, usage patterns etc.) towards SNS. Using self-administered survey questionnaires, data were collected from a sample of postgraduate students at the University of Peshawar, Pakistan. The findings revealed a significant level of awareness of the role of SNS, of which YouTube, Facebook, and Flicker are widely used sites by the study participants. However, generalized use of SNS specifically, Wiki, RSS, Twitter, and MySpace is not considered academic or for research purposes, but for sheer gratification, and sociability. Further, laptops and smartphones were found to be the primary tools of access to SNS at university and/or homes. Additionally, entertainment and friendship were specified as the foremost prompts for using SNS. A primary obstacle indicated by participants is power failure. This study has manifold implications such as: a) social implications-parents and teachers should educate students about the inventive, academic, and safe use of SNS. This will impede the ills of SNS that have resulted in the reduction of learning and research capabilities; b) practical implications-authorities should make more precise PAKISTAN JOURNAL OF INFORMATION MANAGEMENT & LIBRARIES (PJIM&L) 13

"African scholarly research is relatively invisible globally because, even though research production on the continent is growing in absolute terms, it is falling in comparative terms. In addition, traditional metrics of visibility, such as the Impact Factor, fail to make legible all African scholarly production. And many African universities also do not take a strategic approach to scholarly communication to broaden the reach of their scholars’ work.

To address this challenge, the Scholarly Communication in Africa Programme (SCAP) was established to help raise the visibility of African scholarship by mapping current research and communication practices in Southern African universities and by recommending and piloting technical and administrative innovations based on open access dissemination principles. To do this, SCAP conducted extensive research in four faculties at the Universities of Botswana, Cape Town, Mauritius and Namibia.

In the University of Mauritius Faculty of Science, SCAP found that scholars:
• carry heavy teaching and administrative loads which hinder their research productivity
• feel positive about the merits of open access communication, but neither they nor the university has an OA dissemination strategy that would capitalize on this sentiment
• find it easier to collaborate with scholars in the global North than in the rest of Africa
• rarely communicate their research with government
• tend to engage in small, locally-based research projects that are either unfunded or funded by the university
• do not utilize social media technologies to disseminate their work or seek new collaborative opportunities.

All of these factors impact UoM’s research in/visibility at a time when scholarly communication is going through dramatic technical, legal, social and ethical changes.

“Scholarly Communication at the University of Mauritius” shares the results of SCAP’s research and advocacy efforts at UoM’s Faculty of Science. It not only analyses the faculty’s scholarly communication ecosystem, but illuminates the opportunities available for raising the visibility of its scholarship. It concludes with a series of recommendations that would enhance the communicative and developmental potential of the university’s research as a whole.

This study will be of interest for scholars of African higher education, academically linked civil society organizations, educationally affiliated government personnel and university researchers and managers."

¿Qué pasa en la clase de filosofía?: Introducción. c) La cultura docente de especialista. Amparado en la reivindicación de la "libertad de cátedra", y en la importancia de la formación especializada llevada a cabo por licenciados universitarios, los estudios secundarios, a diferencia de los primarios, se han sostenido sobre una cultura docente que prima la función del especialista. Este rasgo de la cultura institucional del bachillerato incluye dinámicas individualistas, en las que la clase es un dominio cerrado del profesor de la materia, y excluye de la práctica

"Existe una concordancia entre diversos investigadores en defender que la comunicación emocional se da tanto en la relación presencial como en la Comunicación Mediada por Ordenador (CMO), de la misma manera en que están de acuerdo en afirmar que esta comunicación se produce con características distintas en ambas situaciones. Los estudios que analizan estas diferencias en el entorno investigador español son pocos y muy recientes, pero ya apuntan una serie de singularidades. En este estudio, se ha planteado analizar la expresión de las emociones en la CMO a partir de una encuesta realizada entre universitarios nativos digitales, que producen su comunicación emocional de un modo natural tanto de forma presencial como a través del ordenador".

El artículo está compuesto por Beatriz Peña Acuña y Mónica Rubio Vega.
El artículo se encuentra compilado en la Biblioteca de la Universidad de Harvard  y la Universidad de Cambridge.

La educación, que abarca un segmento importante en cualquier cultura, es un fenómeno complejo. En este sentido, incluye atributos muy variados, por lo que puede ser comprendida de maneras diversas. Desde la complejidad, el problema educativo conduce necesariamente al tema de educación bajo la luz tecnológica. El enfoque tecnológico permite poner énfasis en la creatividad, cultura, productividad más que en la enseñanza-aprendizaje como tal. Cualquier tecnología es más que una herramienta de apoyo utilizado con fines educativos. Esta idea se relaciona directamente con la famosa tesis mcluhaniana: "el medio es el mensaje". Sin embargo, surgen preguntas: ¿de qué manera influye cada propuesta tecnológica sucesiva? y ¿en qué sentido puede ser considerada innovadora? Las indagaciones de esta índole es lo que configura el tema de este trabajo que se refiere a los problemas relacionados con la tecnología cibernética puesta al servicio de la escuela superior. Su propósito es exponer algunas prácticas pedagógicas, asimismo presentar brevemente algunas características de las plataformas educativas virtuales para evaluar las ventajas y desventajas de éstas durante el proceso educativo. Otro propósito es compartir algunos hallazgos importantes que fueron hechos de las clases impartidas en forma mixta o híbrida: presencial y virtual, que transforman la manera de concebir y ejercer la docencia. Las conclusiones se refieren a las tesis siguientes: la tecnología educativa es provechosa siempre y cuando los docentes la conozcan desde un marco conceptual y la utilicen adecuadamente, es decir, acorde a las exigencias del propio medio; asimismo la herramienta nueva siempre incita a buscar y experimentar la didáctica y los métodos nuevos en el campo educativo. Ello, a su vez, conduce a los cambios teóri cos respecto a la tecnología al igual que a la revisión del propio concepto de educación.

The following work is part of an experience of the use of Web 2.0 in an Introduction to Computing at the University Simon Bolivar. The subject of Introduction to Computing is issued in compliance with theoretical and practical components concerning basic concepts of computing. The Simon Bolivar University in 1999 suffered a landslide that caused the loss of much of its infrastructure coupled with this, the students of the course with the arrival of the rainy season have difficulty making physical presence in the University, because heavy rains and fears of a possible re-release of what was experienced in 1999. Professor of the subject has had to make use of the services offered by Web 2.0 in order to continue with the course of the subject, knowledge construction and facilitation of content without the students and teacher do physical presence in the classroom .

A lo largo de la historia de la educación a distancia, se ha buscado comprender y expresar el significado y la importancia de una gran variedad de experiencias, situaciones, creencias, reglas, procedimientos o criterios que forman una visión del mundo académico en un determinado periodo histórico. Cada visión se instaura tras aportar respuestas a los enigmas que no podían resolverse en el anterior. La consecuencia es un cambio total de la percepción del mundo y, por lo tanto, viene acompañado de un cambio paradigmático que incide significativamente en el proceso de enseñanza -aprendizaje del estudiante y, por ende, en su educación. La gestión del conocimiento es un producto eminentemente social, que se genera y surge con la finalidad de mejorar, aumentar y hacer más accesible el conocimiento. No obstante, a pesar de que en la literatura sobre los modelos de gestión del conocimiento (GC) se hace abundante referencia al aprendizaje organizacional, existen pocos intentos por vincular teóricamente la metodología que en ellos se emplea, con los métodos aplicados en la educación a distancia a través de los entornos virtuales de aprendizaje. De esto se desprende, que el presente trabajo tiene como objetivo identificar, dentro de algunos modelos de la GC, una serie de axiomas que subyacen al mismo tiempo en este tipo de praxis educativa, en donde lo importante no sea el dominar determinados saberes, sino qué conocimientos y cómo acceder a estos en el momento requerido con el apoyo de las tecnologías de la información y la comunicación (TIC), con el fin de relacionar los procesos teórico-prácticos que surgen de ambas y así transitar hacia un modelo educativo que busque la gestión y no la transmisión del conocimiento logrando que los saberes generados contribuyan al desarrollo sustentable en los ámbitos científico, tecnológico, académico, cultural, social y económico de una localidad, región y país.

The purpose of this research was to describe the views of students, teachers and school officials from high school, a private school in the municipality of Tizimin, with respect to ICT and their use in the teaching-learning process. About the characteristics of this study is considered a qualitative descriptive study.
To collect the data, used a focus group for the opinions of students and teachers of the school authorities were semistructured interviews. For the data analysis was to make a affinity diagram or categorization.
Among the most important is that in the opinion of students, they felt that ICT use by teachers dis not maximize their learning. Teachers felt that they needed training and infrastructure to adequately implement ICTs. And school officials added that it is even necessary to adapt the regulatory aspects that are related to ICT.

Sumario

El propósito del presente trabajo de investigación fue describir la opinión de los alumnos, docentes y autoridades escolares del nivel medio superior, una escuela particular, en el municipio de Tizimín, con respecto a las NTIC y su utilización en el proceso de enseñanza aprendizaje. Dadas las características del presente estudio se considera como un estudio cualitativo descriptivo.
Para recabar los datos se utilizó un focus group para las opiniones de los estudiantes y para el de los profesores de las autoridades escolares res realizaron entrevistas semiestructuradas. Para el análisis de los datos se realizó un diagrama de afinidad o categorización.
Entre los resultados más importantes se encuentra que en opinión de los alumnos, los docentes están implementando las NTIC de tal manera que impacta poco en su aprendizaje. Los docentes opinaron que les hace falta capacitación e infraestructura para poder implementas adecuadamente las NTIC. Y las autoridades escolares añadieron que incluso es necesario adecuar los aspectos normativos que tienen que ver con las NTIC.

María Celina Chavarría González (2003) Instituto de Investigaciones Psicológicas "Lo que los estudiantes aprenden del contenido formalmente sancionado es mucho menos importante que lo que aprenden de los supuestos ideológicos encarnados en los tres sistemas comunicativos de la escuela: el sistema curricular, el sistema de estilos pedagógicos de controlar la clase, y el sistema evaluativo." (Henry Giroux, 1990:72) RESUMEN: Desde la pedagogía crítica, dialéctica y transaccional, y el paradigma de aprendizaje contextuado e histórico-cultural de raíces Vygotskianas, se enfatiza que una visión que hace hincapié en el aprendizaje como transformación conjunta de las formas de participación nos instaría a poner nuestra mira más bien en los problemas de enseñanza, en nuestros diseños curriculares, en nuestra responsabilidad conjunta en la co-creación del desempoderamiento y apatía de los educandos ante las tareas de aprendizaje escolar. Se examina el mundo que ponemos a disposición de nuestros niños y niñas, al tratarlos como seres fragmentados, alienados y con un concepto de sí mismo a la vez vacío y consumidor, conceptos que desde la psicología social iluminarían la incidencia de nuestra programación curricular tanto en el etiquetamiento de dificultades de aprendizaje como de la co-creación de síndromes como el déficit atencional.

El fenómeno de la globalización y las recientes mutaciones estructurales del crecimiento económico derivados del desarrollo de las nuevas tecnologías han transformado el papel tradicional de la universidad. En este artículo proponemos entender a la nueva universidad como un sistema complejo en evolución. Este nuevo paradigma estratégico modela a la universidad como una estructura emergente de la sociedad a través de la interacción no-lineal entre los agentes del sistema. Utilizaremos este modelo para analizar los riesgos inherentes al carácter no-lineal de la competencia entre universidad presencial y universidad virtual.

A lo largo de la tradición de la teoría social el concepto de territorio ha sido ampliamente utilizado pero escasamente sistematizado. Es generalmente empleado en un sentido objetivo como contenedor de relaciones sociales y fuente de eficacia causal sobre la producción de lo social. Por el contrario, en una aproximación sistémica, este artículo sostiene la hipótesis que el territorio es una construcción significativa producida en la dimensión social y temporal del sentido que, a la vez, refleja la operación de la dimensión objetual en términos de posiciones, distancias y límites. Para plausibilizar tal hipótesis se revisan teorías antropológicas, sociológicas y políticas que han hecho uso del concepto; se exponen sus limitaciones y se extraen algunos elementos teóricos para identificar el sentido y función del territorio en la sociedad moderna.

La diferenciación funcional de la sociedad moderna indica la autonomía y clausura operativa de sistemas sociales. Esta condición es compensada por mecanismos de acoplamiento estructural entre sistemas que permiten una coordinación social relativamente integrada. No obstante, ni conflictos, intervenciones o desdiferenciaciones sistémicas, como tampoco rendimientos sistémicos que afecten el entorno social como el riesgo ecológico o la pobreza son inusuales en la sociedad moderna. La pregunta de este artículo es bajo qué condiciones es posible la regulación sistémica para abrir vías de solución a estos problemas sin que ello implique una intervención autoritativa de sistemas sociales. Se explican e ilustran los principios de una intervención sistémica contextual como coordinación pragmática de intransparencias. La función de esta estrategia consiste en incrementar la contingencia del sistema a regular con ofertas comunicativas en el lenguaje del sistema; su prestación reside en el tratamiento social de los problemas diagnosticados.

Ciberespacio, memoria y tradición. ABSTRACT We intend to point out some of the characteristics of the cyberspace dimensions within contemporaneity. These dimensions cannot obliterate their necessary relation with the imaginary, memories and traditions that deepen other temporalities, combining themselves with the finitude of the time marked by the technification and virtualization of the world.