Suchergebnisse

La infografía digital ha aparecido a finales del pasado siglo XX, en el contexto del desarrollo de tecnologías de la comunicación, para instalarse como una de las más importantes formas de presentación informativa y documental. El vertiginoso salto comunicativo que han supuesto los cibermedios, no ha sido menor en uno de sus productos estrella que mejor les representa, como es la infografía digital.
Sin embargo, en momentos de transición no puede desarrollarse bien, pues no se le reconoce lo suficiente, ni se le elabora con criterios comunicativos, ni los lectores acceden fácilmente a ella, ni se le da un papel protagónico en las informaciones o los medios.
Los profesionales de la infografía digital, formados a menudo en las escuelas de arte, se encuentran en el dilema de elaborar productos comunicativos precisos, sacrificando la belleza u otras formas de expresión estética. Por ello su tarea de formación es múltiple pues se han situado en una profesión muy compleja.
La infografía digital, precisamente por sus posibilidades cinéticas, puede presentarse como una de las mejores formas de mostrar o relatar la actualidad. Así permite presentaciones temáticas descriptivas, narrativas e incluso interpretativas sin más limitaciones que las propias de los grandes medios audiovisuales.
Todo parece indicar que no le ha llegado todavía su mayoría de edad y, pese a su juventud, se encuentra en el camino de constituirse en una importante forma de presentación, e incluso un género informativo de características propias, reconocidas por los lectores.

Introducción. Con los nuevos documentos visuales existe una cierta tendencia a utilizar los conjuntos ingentes de datos con los que construir documentos útiles en diversos sentidos. Para ello se elaboran de forma gráfica presentaciones basadas en sus fuentes y así se pretende resaltar contenidos lo más cercanos, significativos y didácticos para que los intérpretes los puedan comprender. Metodología. Este documento pretende poner un cierto orden a la polisemia o sinonimia de términos que se suelen emplear en el ámbito de las rutinas de producción y al mismo tiempo elaborar un cierto análisis prototípico de los diversos documentos presentados en las llamadas visualizaciones de datos. Resultados y conclusiones. La clasificación taxonómica evidencia que hay una contribución a los estudios de comunicación visual y un cierto interés por este tipo de presentaciones de fácil interpretación, rápida producción y bajo coste cuando la programación tecnológica se reutiliza para otro tipo de contenido.

PDF document, 5 pages. Work document proyect "Scientific literacy at the school: improving strategies and building new practices of science teaching in early years education" financied by Erasmus Plus Program. European Union. ; [EN] The overall objective of these pages is to think over the evolution of the concepts of scientific literacy of the society since the mid-twentieth century to the present day. In this period, the meaning of the expression has undergone certain changes, that can be divided into three periods: a first stage characterized by the elaboration of benchmarks, a second period centered in the Nature of the Scientific Research (NSR) and, finally, a third stage devoted to the so-called vision of the nature of science (VNOS). On the same footing as the science learning and according to the guidelines of the European H2020, we should also consider the removal of existing barriers that generate discrimination against women in scientific careers. ; No

Aryl hydrocarbon receptor (AhR) deficiency alters tissue homeostasis. However, how AhR regulates organ maturation and differentiation remains mostly unknown. Liver differentiation entails a polyploidization process fundamental for cell growth, metabolism, and stress responses. Here, we report that AhR regulates polyploidization during the preweaning-to-adult mouse liver maturation. Preweaning AhR-null (AhR / ) livers had smaller hepatocytes, hypercellularity, altered cell cycle regulation, and enhanced proliferation. Those phenotypes persisted in adult AhR / mice and correlated with compromised polyploidy, predominance of diploid hepatocytes, and enlarged centrosomes. Phosphatidylinositol-3-phosphate kinase (PI3K), extracellular signal-regulated kinase (ERK), and Wnt/b-catenin signaling remained upregulated from preweaning to adult AhR-null liver, likely increasing mammalian target of rapamycin (mTOR) activation. Metabolomics revealed the deregulation of mitochondrial oxidative phosphorylation intermediates succinate and fumarate in AhR / liver. Consistently, PI3K, ERK, and Wnt/b-catenin inhibition partially rescued polyploidy in AhR / mice. Thus, AhR may integrate survival, proliferation, and metabolism for liver polyploidization. Since tumor cells tend to be polyploid, AhR modulation could have therapeutic value in the liver ; This work was supported by grants to P.M.F.-S. from the Spanish Ministry of Economy and Competitiveness (SAF2014-51813-R and SAF2017-82597-R) and from the Junta de Extremadura (GR15008 and IB160210). Research at the laboratory of P.M.F.-S. was also funded by the Red Tema´tica de Investigacio´ n Cooperativa en Ca´ ncer (RTICC), Carlos III Institute, and Spanish Ministry of Economy and Competitiveness (RD12/0036/ 0032). N.M.-M. was supported by the Ministerio de Economı´a y Competitividad. All Spanish funding is cosponsored by the European Union FEDER Program ; Peer reviewed

This work is the result of a close collaboration between the eight partners of this program, from five European countries, with their different values and cultures, working methods, needs, etc. This plurality reinforces what unites scientists and teachers: the love for knowledge, that both groups create and transmit in a common intellectual space that exceeds any type of borders. PROJECT: Scientific literacy at the school: improving strategies and building new practices of science teaching in early years education (SciLit). ERASMUS+ PROGRAMME OF THE EUROPEAN UNION. 75 pages PDF document ; [EN] The document has been structured into four parts. The first part presents "A New Concept of Scientific Literacy", considering the challenge of new technologies and their influence at school. The second part, "Scientific Competence of Teachers in the Countries of the Project", analyzes the different educational systems of these countries in relation to the scientific competence of their pre-service and in-service teacher, in account of the initial training of the educators and the subsequent continuous training they receive. The third part, "A Proposal to Improve the Learning of Science in Early Stages", presents a historical introduction of the methods of teaching science used in the near past, as well as the description of the new methodology with which the CSIC at School has trained teachers for many years. The fourth point, "Recommendations to Improve Scientific Learning at a Young Age", contains a final analysis and a meditation with suggestions and recommendations to Improving the Teaching of Science in School, considering it as a real ingredient of the common European Cultural Heritage. ; European Commission 2016 -1- ES01- KA201- 025282 ; No

Guía con el Título "Scientific literacy at the school. An inquiry about What is the world made of?" producto del proyecto "Scientific literacy at the school: Improving strategies and building new practices of science teaching in early years education (SciLit)" financiado mpor la Comisión Europea y coordinado por "El CSIC en la Escuela". PDF de 125 páginas. ; [EN] This teaching guide has come out of the joint work of CSIC scientists and educators from Estonia, Lithuania, Poland, Italy, and Spain, which established a network of constant communication in order to implement innovative practices in science teaching for early educational stages. It is likely that the success of this collaboration is due to the way human beings are attracted to the processes of discovery and exhibiting their new knowledge, as well as learning and teaching what they have found out: this is the essence of our nature, particularly in childhood. Indeed, teachers and scientists feel this attraction most strongly, and we are lucky to have them aboard in this project. We have been able to investigate the capacity of children to visualise the world they cannot see with their eyes, so all the activities described below deal with the difference between the macroscopic and microscopic worlds. In the research the students do, they find out what water is made of, what forces act when a drop sticks to another substance, what happens during evaporation, and how a paper clip can be supported by water. ; European Commission 2016 -1- ES01- KA201- 025282 ; No