Suchergebnisse

Como es bien sabido, en los últimos tiempos el BCE ha asumido
nuevos poderes en materia de supervisión prudencial de las entidades de crédito.
Este hecho ha supuesto, probablemente, un impacto más directo sobre los particulares
respecto de la clásica función monetaria. Desde la lógica democrática,
y considerando el elevado grado de independencia de la institución, las nuevas
funciones como supervisor bancario deben ir acompañadas de mecanismos de
control democráticos que permitan responsabilizar al BCE de sus actuaciones, explicando
a qué responden sus actividades o en base a qué argumentos toma sus
decisiones.
Jakina denez, azken boladan EBZk ahalmen gehiago bereganatu
ditu kreditu-entitateak badaezpada ikuskatzeko. Aldaketa horrek, ziurrenik, inpaktu
zuzenekoagoa eragin die partikularrei, funtzio monetario klasikoaren aldean. Logika
demokratikoaren ikuspuntutik, eta erakundeak independentzia maila altua
duela kontuan hartuta, bankuen ikuskari gisa izango dituen zeregin berri horiek
kontrol demokratikoko mekanismoak ere behar dituzte, EBZ bere egintzen arduradun
eginarazteko, alegia, bere jarduerak zertatik datozen edo erabakiak hartzeko
zer argudio lantzen dituen azaldu beharra izango du.
As is well known, during last times the ECB has undertook new
powers in terms of a prudential supervision upon credit institutions. This has
meant, probably, a more direct impact on particulars regarding the classic monetary
function. From the democratic logic, and considering the high level of independence
by the institution, the new functions as banking supervisor are to be accompanied
with democratic supervisory mechanisms that let BCE to be accountable for its
actions, explaining the reasons for its activities or the grounds upon which its
decisions are adopted.

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in the teaching-learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits that Italian students of licei classici have in order to face these new formative contexts that are coming. For this purpose, two quantitative instruments (one referring to digital attitudes and skills and the other corresponding to transmedia attitudes) were administered to 400 students. The results obtained show that the majority of young people have access to devices and that they prefer mobile phones. Furthermore, although they are inclined towards transmedia practices, they have certain difficulties in becoming the creative part that collaborates in a digital citizenship ; The publication itself has been funded by the Agència de Gestió d'Ajuts Universitaris i Recerca of the Generalitat de Catalunya (Spain), AGAUR, [grant number 2018 DI 96]

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship.

In recent years, the integration of new media literacies and, consequently, strategies such as transmedia learning in teaching–learning processes has been a topic of interest among various types of national and international institutions and governments. In this sense, the current article deals with the abilities and habits of Italian students of licei classici (Italian classical high schools) to cope with these new formative contexts that are arising. For this purpose, different quantitative instruments (from the field of attitudes, digital skills and multitasking, and corresponding to the transmedia sphere) were administered to 400 students (N = 400). The results show that most young people have access to devices and that they prefer the mobile ones when consuming or creating content on the net. Moreover, although they are inclined towards transmedia practices, they have some difficulties in becoming creative agents collaborating and fully participating in digital citizenship ; This research was funded by Ministero dell'Istruzione, Ministero dell'Università e della Ricerca (Italy), with a PhD grant and by the Agència de Gestió d'Ajuts Universitaris i Recerca of the Generalitat de Catalunya (Spain), within an industrial PhD grant (AGAUR, grant number 2018DI 96)