Suchergebnisse

La importancia de la Educación Física como ciencia social, tanto en cuanto es una materia que se dedica, entre otros asuntos, a la socialización del alumnado a través del ejercicio físico. Además la Educación Física ha estado presente desde el comienzo de la humanidad y sujeta a los cambios, sociales, educativos, políticos, culturales, económicos y religiosos en todos los pueblos y civilizaciones. La Educación Física no se ha ocupado solamente de los aspectos técnicos o prácticos sino también de una formación humanista y pedagógica de sus profesionales, por lo tanto, la Educación Física además del adiestramiento físico ha participado a lo largo de la historia en todos sus avatares. En el Currículo de Educación Primaria para Extremadura, también recoge las Competencias Básicas en el Anexo I como marca la LOE. En este contexto se establecen las ocho competencias básicas propuestas por la U. E. Vemos que las Competencias Básicas son algo más que, solamente, el dominio de unos conocimientos, siendo éstos importante, sino que suponen una combinación de habilidades prácticas, motivaciones, valores, actitudes etc. Considero que la Educación Física puede contribuir de manera directa al desarrollo de las ocho competencias antes relacionadas, teniendo presente que hay un "olvido" en las competencias referidas a la Educación Física, en un mundo donde la salud y todo lo que tenga que ver con una buena preparación física es cada vez más importante para una mayoría de ciudadanos. Incluso en el mismo Currículo extremeño se hace hincapié, desde su introducción hasta los criterios de evaluación, la importancia de esta enseñanza. ; The importance of physical education as a social science, insofar as it is a matter that is dedicated, among other things, to the socialization of students through physical activity. Physical Education also has been present since the beginning of humanity and subject to social, educational, political, cultural, economic and religious groups in all peoples and civilizations. Physical Education had not addressed only the technical or practical aspects but also a humanist and pedagogical training of its professionals, pos therefore, Physical Education physical training in addition to what has been involved throughout history in all its avatars. In the Primary School Curriculum for Extremadura, also incorporates the Basic Skills in Annex I, as indicated in LOE. In this context, establishing the eight core competencies proposed by the European Union. We see that basic skills are more than just the domain of expertise, the latter being important, but involving a combination of practical skills, motivations, values, attitudes etc. I believe that Physical Education can contribute directly to the development of the eight races before related, bearing in mind that there is a "forgotten" in the powers relating to physical education in a world where health and everything to do with a good physical preparation is increasingly important for most citizens. Even in the same curriculum emphasizes extremeño since its introduction to the evaluation criteria, the importance of his teaching. ; peerReviewed

We analyze the topical question of how the compensation of elected politicians affects the set of citizens choosing to run. To this end, we develop a sparse and tractable citizen-candidate model of representative democracy with ability differences, informative campaigning and political parties. Our results suggest that primaries, campaign costs and rewards have previously overlooked interactions that should be studied in a unified framework. Surprisingly, increasing the reward may lower the average candidate quality when the campaigning costs are sufficiently high. The model accommodates a variety of extensions of which we study costly primaries, two-stage signalling, and ideological differences.

El present article se centra en l'estudi i anàlisi dels diferents models i estratègies que la Unió Europea (UE) ha desenvolupat en l'última dècada amb l'objectiu d'adaptar-se a la nova i canviant conjuntura comunicativa i social. Amb l'objectiu d'establir com la UE s'ha adaptat a aquest nou panorama, s'identifiquen i descriuen els principals models d'alfabetització (des de la digital fins a la mediàtica) aplicats en els últims deu anys. ; This research focuses on models and strategies the EU has developed over the last decade in order to deal with these new and changing conditions. This is an important fact due to these strategies also have guided the actions of the European Union in promoting digital and media literacy. In order to understand how it has got to the current position in Europe, we identify and describe the models of literacy (digital and its gradual transformation in media literacy) that have emerged along more than a decade. ; El presente artículo se centra en el estudio y análisis de los diferentes modelos y estrategias que la Unión Europea (UE) ha desarrollado en la última década con el objetivo de adaptarse a la nueva y cambiante coyuntura comunicativa y social. Con el objetivo de establecer cómo la UE se ha adaptado a este nuevo panorama, se identifican y describen los principales modelos de alfabetización (desde la digital hasta la mediática) aplicados en los últimos diez años.

18 páginas ; La Policía Nacional de Colombia, es una institución que ha estado a la vanguardia de muchos cuerpos de Policía del mundo. Su desarrollo se deriva de los múltiples retos que ha tenido que asumir, para garantizar su responsabilidad constitucional y la necesidad de neutralizar la amenaza, cada día más creciente, contra la vida y la seguridad de los habitantes del territorio Nacional. Por tal razón la Aviación Policial, se ajusta a los cambios que implementa la Institución como consecuencia de la diversificación, e incremento de los fenómenos que afectan la seguridad y convivencia ciudadana, Priorizando las diversos procesos de paz que se vienen en camino y el pos conflicto, teniendo que adaptarse a su renovación logística, aeronáutica y tecnológica, para no quedarse rezagada frente a las necesidades misionales de la Institución Policial. En base a lo anterior, la Policía Nacional y principalmente el Área de Aviación por el rol que ocupa con la comunidad y el buen impacto que ha ocasionado en ella, requiere de aportes de entes particulares para incrementar la seguridad en tierra y aire, para que de esta manera pueda sostenerse y se pueda beneficiar no solamente la Institución sino todo el territorio Nacional. Siendo de una manera u otra auto sostenible. Por consiguiente, se puede decir que los proyectos que tiene la Aviación Policial aportaran a las mejoras y adquisición de tecnologías y un sinnúmero de servicios que beneficiaran al cuerpo armado, los servidores de entes públicos y a toda la comunidad en general. Y ayudada a todo el personal que se encuentre en territorio alejado para su desplazamiento. Así mismo la capacitación optima del talento humano. ; The Colombian National Police, is an institution that has been at the forefront of many police corps in the world. Its development derives from the many challenges it has had to assume in order to guarantee its constitutional responsibility and the need to neutralize the increasingly growing threat to the life and safety of the inhabitants of the national territory. For this reason the Police Aviation is adjusted to the changes implemented by the Institution as a result of the diversification and increase of the phenomena that affect the security and citizen coexistence, Prioritizing the various peace processes that are coming and post conflict, having That adapt to its logistical, aeronautical and technological renewal, so as not to be left behind in the missionary needs of the Police Institution. Based on the above, the National Police and mainly the Aviation Area for the role it occupies with the community and the good impact it has caused in it, requires contributions from private entities to increase security on land and air, so that This way can be sustained and can benefit not only the Institution but the entire national territory. Being one way or another sustainable self. There before, it can be said that the projects that the Police Aviation has contributed to the improvements and acquisition of technologies and a number of services that benefit the armed body, public servants and the community as a whole. And it helps all the personnel that are in distant territory for its displacement. Also the optimal training of human talent.

Este artículo presenta una revisión de la fundamentación teórica, la implementación y la evaluación de propuestas de aprendizaje crítico basado en valores de paz, igualdad y justicia social global. Para ello, este trabajo aborda el caso de la Comunicación transgresora de Cambio Social en la educación superior por medio de metodologías participativas y cooperativas para la adquisición de competencias comunicativas y digitales orientadas a los Objetivos de Desarrollo Sostenible. Además, se plantean los principales retos educativos en el espacio universitario, teniendo en cuenta el papel que desempeñan las redes sociales digitales en los procesos de aprendizaje y en la construcción de identidades. En concreto, analizamos dos asignaturas de la Universitat Jaume I de Castellón (España): "Comunicación para la igualdad", del Grado en Publicidad y Relaciones Públicas, y "Comunicación para la paz", en el Máster Universitario en Estudios de Paz, Conflictos y Desarrollo. Los planteamientos que aquí se recogen están fundamentados en una concepción de la enseñanza superior como una comunidad de aprendizaje para una ciudadanía crítica y activa capaz de localizar las raíces de la violencia cultural para imaginar y promover otras realidades, mediante la creación de nuevos relatos. Basándonos en la tradición de una pedagogía crítica y de una comunicación de cambio social, nos centramos en detectar discursos transformadores exitosos para aprender a construir otras opciones políticas a través de la comunicación. ; This paper presents a revision of the theoretical grounding, implementation and evaluation of a proposal of critical learning based on values of peace, equality and global social justice. The article addresses the case of transgressive communication of social change in higher education through participatory and cooperative methodologies to acquire communicative and digital competences in the context of the Sustainable Development Goals. In addition, we address the main educational challenges in the university context considering the role played by the digital social media in the learning process and the configuration of identities. Specifically, we analyse two courses of the Universitat Jaume I of Castellón (Spain): "Communication towards equality", in the undergraduate in Advertising and Public Relations, and "Communication for peace", of the Master in International Studies in Peace, Conflict and Development. These proposals are grounded on a conception of higher education as a learning and communicative community as critical and active citizens able to trace the root causes of cultural violence in order to imagine and promote other realities, by creating alternative discourses. We rely on critical pedagogy and transgressive communication of social change to focus on detect successful transformative discourses to learn how to build other political options through communication.

Este artículo presenta una revisión de la fundamentación teórica, la implementación y la evaluación de propuestas de aprendizaje crítico basado en valores de paz, igualdad y justicia social global. Para ello, este trabajo aborda el caso de la Comunicación transgresora de Cambio Social en la educación superior por medio de metodologías participativas y cooperativas para la adquisición de competencias comunicativas y digitales orientadas a los Objetivos de Desarrollo Sostenible. Además, se plantean los principales retos educativos en el espacio universitario, teniendo en cuenta el papel que desempeñan las redes sociales digitales en los procesos de aprendizaje y en la construcción de identidades. En concreto, analizamos dos asignaturas de la Universitat Jaume I de Castellón (España): "Comunicación para la igualdad", del Grado en Publicidad y Relaciones Públicas, y "Comunicación para la paz", en el Máster Universitario en Estudios de Paz, Conflictos y Desarrollo. Los planteamientos que aquí se recogen están fundamentados en una concepción de la enseñanza superior como una comunidad de aprendizaje para una ciudadanía crítica y activa capaz de localizar las raíces de la violencia cultural para imaginar y promover otras realidades, mediante la creación de nuevos relatos. Basándonos en la tradición de una pedagogía crítica y de una comunicación de cambio social, nos centramos en detectar discursos transformadores exitosos para aprender a construir otras opciones políticas a través de la comunicación ; This paper presents a revision of the theoretical grounding, implementation and evaluation of a proposal of critical learning based on values of peace, equality and global social justice. The article addresses the case of transgressive communication of social change in higher education through participatory and cooperative methodologies to acquire communicative and digital competences in the context of the Sustainable Development Goals. In addition, we address the main educational challenges in the university context considering the role played by the digital social media in the learning process and the configuration of identities. Specifically, we analyse two courses of the Universitat Jaume I of Castellón (Spain): "Communication towards equality", in the undergraduate in Advertising and Public Relations, and "Communication for peace", of the Master in International Studies in Peace, Conflict and Development. These proposals are grounded on a conception of higher education as a learning and communicative community as critical and active citizens able to trace the root causes of cultural violence in order to imagine and promote other realities, by creating alternative discourses. We rely on critical pedagogy and transgressive communication of social change to focus on detect successful transformative discourses to learn how to build other political options through communication

Why individuals identify with Europe? In the absence of direct personal experiences with the EU and with people of other member states, how can the identification with the European project be developed? Despite the great number of EU competences, legislation and policy programmes, they are mostly implemented by member states. Are these EU policies amplifying citizens' exposure to the idea of the EU? And finally, are citizens aware of the aims and perceive the benefits of the Cohesion Policy? If so, does it contribute to strengthen the shared political values under the European Social Model and, consequently, is it a driver of the identification with Europe? Giving answer to these questions is the main objective of this deliverable.

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Entrepreneurship, as one of today's most relevant competences, is widely discussed in the public space. Conditional novelty and popularity of the phenomenon is intriguing and engaging. Discussions regarding the content of the concept of entrepreneurship are carried out regularly at different levels, despite the fact that the definition of the said phenomenon is provided in general documents of the European Union. In the last decade, according to various laws and regulations, as well as scientific publications, entrepreneurship is considered as "general competence or competence relevant to all citizens of the rapidly developing countries and related to creativity, ingenuity, new ideas and their implementation; therefore, entrepreneurial education becomes particularly important in terms of implementation of social, technological and economic changes of various countries". The Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning17 sets out eight key competences important to the EU citizens (communication in the mother tongue; communication in foreign languages; mathematical competence and basic competences in science and technology; digital competence; learning to learn; social and civic competences; sense of initiative and entrepreneurship; cultural awareness and expression), and entrepreneurship is one of them. Entrepreneurial education is particularly topical in the implementation of the Lisbon Strategy. [.]

Competitive elections create a relationship of formal accountability between policy makers and citizens. Recent theoretical work suggests that there are limits on how well this formal accountability links policy decisions to citizen preferences. In particular, incumbents' incentives are driven not by the voters' evaluation of the normative desirability of outcomes but by the outcome's information about the incumbent's type (e.g., competence or ideology). This review surveys both this body of theory and the robust empirical literature it has spawned. It concludes with a short discussion of ongoing work that attempts to integrate this theoretical perspective with a richer view of policy-making institutions. Adapted from the source document.

Summary
This article aims to assess which subjects could offer diplomatic protection in third countries to European citizens and/or European Union legal persons on the basis of eu law. The absence of a common standard of assistance and the lack of specific agreements with third states has de facto excluded the diplomatic protection ex Article 23 of the Treaty on the Functioning of the European Union (tfeu, formerly the tec or Treaty establishing the European Community). Yet the practice shows cases in which the European Commission claimed the infringement of the rights of eu citizens and eu corporations in cases of violation of an international agreement concluded by the Union, or in cases of a breach of general international law in a matter of eu exclusive competence. These evidences indicate that the eu could play an effective role in ensuring the protection of European citizens in third countries in situations in which the eu member states have transferred their competences to the European Union. However, these actions remain discretional, since the 'duty to protect' is far from achieved both in eu and in international law.