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This book constitutes revised selected papers from the 27th Argentine Congress on Computer Science, CACIC 2021, held in Salta, Argentina in October 2021. Due to the COVID-19 pandemic the conference was held in a virtual mode. The 18 full papers and 3 short papers presented in this volume were carefully reviewed and selected from a total of 130 submissions. They were organized in topical sections named: intelligent agents and systems; distributed and parallel processing; computer technology applied to education; graphic computation, images and visualization; software engineering; databases and data mining; hardware architectures, networks, and operating systems; innovation in software systems; signal processing and real-time systems; computer security; and digital governance and smart cities.
Based on twenty case studies of universities worldwide, and on a survey administered to leaders in 101 universities, this open access book shows that, amidst the significant challenges caused by the COVID-19 pandemic, universities found ways to engage with schools to support them in sustaining educational opportunity. In doing so, they generated considerable innovation, which reinforced the integration of the research and outreach functions of the university. The evidence suggests that universities are indeed open systems, in interaction with their environment, able to discover changes that can influence them and to change in response to those changes. They are also able, in the success of their efforts to mitigate the educational impact of the pandemic, to create better futures, as the result of the innovations they can generate. This challenges the view of universities as "ivory towers" being isolated from the surrounding environment and detached from local problems. As they reached out to schools, universities not only generated clear and valuable innovations to sustain educational opportunity and to improve it, this process also contributed to transform internal university processes in ways that enhanced their own ability to deliver on the third mission of outreach
A groundbreaking investigative work by a critically acclaimed sociologist on the corporate takeover of local news and what it means for all Americans For the residents of Minot, North Dakota, Clear Channel Communications is synonymous with disaster. Early in the morning of January 18, 2002, a train derailment sent a cloud of poisonous gas drifting toward the small town. Minot's fire and rescue departments attempted to reach Clear Channel, which owned and operated all six local commercial radio stations, to warn residents of the approaching threat. But in the age of canned programming and virtual DJs, there was no one in the conglomerate's studio to take the call. The people of Minot were taken unawares. The result: one death and more than a thousand injuries. Opening with the story of the Minot tragedy, Eric Klinenberg's Fighting for Air takes us into the world of preprogrammed radio shows, empty television news stations, and copycat newspapers to show how corporate ownership and control of local media has remade American political and cultural life. Klinenberg argues that the demise of truly local media stems from the federal government's malign neglect, as the agencies charged with ensuring diversity and open competition have ceded control to the very conglomerates that consistently undermine these values and goals. Such "big media" may not be here to stay, however. Eric Klineberg's Fighting for Air delivers a call to action, revealing a rising generation of new media activists and citizen journalists—a coalition of liberals and conservatives—who are demanding and even creating the local coverage they need and deserve.
With the publication of Theory-Driven Evaluations, Huey-Tsyh Chen has given us an ambitious volume. . . . Indeed, it is the aspiration of this book to provide a conceptual framework that integrates the diverse approaches and paradigms of evaluation. For those of us accustomed to the rhetoric of the paradigm wars that have been raging in recent years, it is refreshing to find a text that works so assiduously at reconciliation. . . . There is much that is useful in Chen′s analysis. He gives us a full and thoughtful book that attempts no less than the construction of a conceptual framework for all of program evaluation. . . . It provides an impressive compendium of source material and references spanning not only evaluation, but related work in economics and public policy (this alone is worth the price of the book). . . . Chen′s Theory-Driven Evaluations provides a stimulating, even heroic attempt to bring some conceptual integration to a field that has been too long dominated by methodological paradigms and procedural particulars. --a prepublication review for Evaluation and Program Planning "Generous use of examples which are well selected and lucidly summarized." --Contemporary Sociology "Chen introduces a new, comprehensive framework for program evaluation that is designed to bridge the gap between method and theory-oriented perspectives. . . . For program planners, decision makers, scholars, and students, this volume clarifies, illuminates and provides unique insights into the conception, construction and implementation of a wide range of programs. . . . The research examples used in the discussion draw upon various areas, such as education, welfare, health, criminal justice, job training [and] family construction to attract a wider audience." --Journal of Applied Rehabilitation Counseling Program evaluation has traditionally emphasized the application of social science research methods in evaluation activities. However, there is a growing awareness that program theory is vital for broadening the scope and enhancing the usefulness of program evaluation. In Theory-Driven Evaluations, Huey-Tsyh Chen introduces a new, comprehensive framework for program evaluation that is designed to bridge the gap between the method- and theory-oriented perspectives. He provides an intensive discussion of the nature and functions of program theory, approaches to constructing program theories, and the integration of program theory with evaluation processes. Specific types of theory-driven evaluations, as well as principles and guidelines for application are developed for meeting different policy purposes. Application of systematic strategies is illustrated by concrete examples from a variety of evaluation studies in different fields. The presentation of this new perspective directly addresses the needs and concerns in both the professional and applied areas of program evaluation. For program planners, decisionmakers, scholars and students, this volume will clarify, illuminate, and provide unique insights into the conception, construction, and implementation of a wide range of programs.
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
This new study reconciles cognitive metaphor theory with Critical Discourse Analysis to offer a fresh approach to the study of metaphor. In applying this framework to a substantial corpus of texts from business magazines, the author shows how metaphors of war, sports and evolutionary struggle are used to construct business as a masculinized social domain. In view of the subtle but pervasive socio-cognitive impact of these metaphors, the study raises the question of possible alternatives and the scope for change in business media discourse.
An inspiring and provocative exploration of an alternative to traditional religion Questions about the role of God and religion in today's world have never been more relevant or felt more powerfully. Many of us are searching for a place where we can find not only facts and scientific reason but also hope and moral courage. For some, answers are found in the divine. For others, including the New Atheists, religion is an "enemy." But in Good Without God, Greg Epstein presents another, more balanced and inclusive response: Humanism. He highlights humanity's potential for goodness and the ways in which Humanists lead lives of purpose and compassion. Humanism can offer the sense of community we want and often need in good times and bad—and it teaches us that we can lead good and moral lives without the supernatural, without higher powers . . . without God.
As the plugged-in presidential campaign has arguably reached maturity, Presidential Campaigning in the Internet Age challenges popular claims about the democratizing effect of Digital Communication Technologies (DCTs). Analyzing campaign strategies, structures, and tactics from the past six presidential election cycles, Stromer-Galley reveals how, for all their vaunted inclusivity and tantalizing promise of increased two-way communication between candidates and the individuals who support them, DCTs have done little to change the fundamental dynamics of campaigns. The expansion of new technologies has presented candidates with greater opportunities to micro-target potential voters, cheaper and easier ways to raise money, and faster and more innovative ways to respond to opponents. The need for communication control and management, however, has made campaigns slow and loathe to experiment with truly interactive internet communication technologies. Citizen involvement in the campaign historically has been and, as this book shows, continues to be a means to an end: winning the election for the candidate. For all the proliferation of apps to download, polls to click, videos to watch, and messages to forward, the decidedly undemocratic view of controlled interactivity is how most campaigns continue to operate. In the fully revised second edition, Presidential Campaigning in the Internet Age examines election cycles from 1996, when the World Wide Web was first used for presidential campaigning, through 2016 when campaigns had the full power of advertising on social media sites. As the book charts changes in internet communication technologies, it shows how, even as campaigns have moved from a mass mediated to a networked paradigm, the possibilities these shifts in interactivity seem to promise for citizen input and empowerment remain farther than a click away.