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GECEM Project (ERC-Starting Grant), ref. 679371, under the European Union's Horizon 2020 Research and Innovation Programme, www.gecem.eu., One of the sources that allow us to analyse certain consumption patterns are trade balances. These documents are especially relevant in the case of island colonies, such as Cuba, that depended on the outside world for many kinds of supplies, not just the basic ones. Despite their limitations, data on imported goods from Havana's balance of trade at the dawn of the nineteenth century allow us to examine the consumer goods that were most in demand in Cuba at that time. This essay uses that information to emphasise the relationship between colony and metropole in terms of material culture, with a particular focus on the core items of food, clothing and household goods. Overall, patterns of consumption reflect patterns of production and imports., GECEM Project (ERC-Starting Grant), ref. 679371, Horizon 2020, project hosted at UPO

Tackling the new teaching and learning paradigms in education, especially at university level, CIVIS proposes an innovative approach to the design and implementation of modern educational activities. Digitally enhanced mobility - CIVIS Handbook on Virtual Mobility offers a detailed exploration of the digitally enhanced (virtual) mobility and educational technology tools that can be used in higher education. The handbook thereby aims to offer support and guidelines for those managing educational activities accompanied by virtual mobility components, whether in fully virtual learning environments or in a blended format. The handbook comprises a complex analysis of the current status and impact of virtual mobility in the educational sector, as well as a variety of distance or blended learning best practices from CIVIS member universities. The handbook envisions the transformations produced by some of the most recent developments in ICT (Information and Communication Technologies) in education and the adaptations that emerged during the pandemic context. The CIVIS Handbook on Virtual Mobility promotes various virtual mobility concepts, identifying different types of virtual mobility practices and formats, as part of the building blocks for a more complex construct, the European degree and the design pathways for connecting universities across Europe in this transformative process. The handbook continues the work and endeavours carried out by the CIVIS Work Package 7 “Teaching Excellence” team, for increasing students' mobility and innovating learning opportunities in the alliance, in a wider European educational context, offering them access to modern and innovative learning opportunities and environments, enhancing cultural exchanges, European citizenship, and active engagement in societal challenges. The handbook offers an adequate place for considering and analyzing the entire virtual mobility ecosystem and its dimensions, such as: pedagogical (course design and curriculum development), technical (tools and innovations to support content creation, course delivery, communication and interaction tools), and administrative (learning pathways, ECTS credit points guidelines, recognition principles and tools). We consider this handbook as a valuable resource for academics, experts, policymakers, stakeholders, and students, as an integrative support document for designing, managing, and delivering teaching and learning in a virtual mobility environment. Considering aspects such as modularisation (as CIVIS’ response to the European approach to micro-credentials), stackability of learning, flexible learning pathways, small units of learning that lead to larger educational components (building blocks), recognition of learning based on ECTS credit points, and a curricular framework that paves the ways for European degrees, the CIVIS Handbook on Virtual Mobility provides a practical perspective on designing and implementing innovative learning activities in the context of a European University Alliance, tackling sustainable and transformative approaches for the future of higher education., {"references":["Altbach, P.G.& Knight, J.(2007) TheInternationalization of Higher Education: motivations and realities, Journal of Studies in International Education, 11(3-4), 290- 305. http://dx.doi.org/10.1177/1028315307303542","Attwell, Graham. (2007). The Personal Learning Environments – the future of eLearning?. eLearning Papers, 2(1).","Barrioluengo, S. M., & Flisi, S. (2017). Student mobility in tertiary education: institutional factors and regional attractiveness. Luxembourg: Publications Office of the European Union. DOI: 10.2760/675338.JRC108895.","Bates, A. W., & Poole, G. (2003). Effective Teaching with Technology in Higher Education: Foundations for Success. San Francisco: Jossey- Bass Inc.","Berge, Z. L. (2013). Barriers to communication in distance education. Turkish Online Journal of Distance Education – TOJDE, 14(1), 374-388.","Bijnens, H., et al (eds). (2006). European Cooperation in Education through Virtual Mobility: A Best-Practice Manual. Heverlee: EUROPACE IVZW.","Bruhn-Zass, E. (2017). Towards A Framework For Virtual Internationalization. International Journal of E-Learning & Distance Education.","Ciolan, L., Iucu, R., Nedelcu, A., Mironov, C., & Carțiș, A. (2021). Innovative Pedagogies: ways into the Process of Learning Transformation. CIVIS. https://civis.eu/storage/files/innovativepedagogies- ways-into-the-process-of-learningtransformation. pdf","Commission of the European Communities. Green Paper: Promoting the learning mobility of young people. Brussels: COM(2009). Available at: https://eur-lex.europa.eu/LexUriServ/ LexUriServ.do?uri=COM:2009:0329:FIN:EN:PDF","European Commission, EACEA, & Eurydice. (2018). The European Higher Education Area in 2018: Bologna Process Implementation Report. Publications Office of the European Union.","European Commission. (2015). ECTS Users' Guide 2015. Publications Office of the European Union. https://doi.org/10.2766/87192.","Gea, M. & Arenas, B. & Montes, R. & Luigi Di Stasi, L. (2009). Web 2.0 for Mobile Students: Informal Learning through Storytelling Approaches. EDULEARN'09: the International Conference on Education and New Learning Technologies. Barcelona 2009.","Kompen, R.T., Edirisingha, P., Canaleta, X., Alsina, M. and Monguet, J.M., Personal learning environments based on Web 2.0 services in higher education. Telematics and Informatics., 38, 194-206 (2019).","Marek, T., Karwowski, W., Frankowicz, M., Kantola, J., & Zgaga, P. (eds.). (2014). Human Factors at a Global Society: A System of Systems Perspective. New York: CRC Press – Francis & Taylor Group.","O'Dowd, Robert. (2017). Virtual Exchange and internationalising the classroom. Training Language and Culture. 1. 8-24. 10.29366/2017tlc.1.4.1.","Reese, S. (2015). Online learning environments in higher education: connectivism vs. dissociation. Education Information Technology, 20(3), 579- 588. DOI: 10.1007/s10639-013-9303-7.","Sahasradubhe, S., Shaikh, N., & Kasat, K. (2020). Internationalisation of higher education – Necessity to adapt to new forms of engagement for ensuring sustainability?. Journal of Statistics and Management Systems, 23(2), 431- 444. https://doi.org/10.1080/09720510.2020.1736328","Sancho, T. & de Vries, F. (2013) Virtual Learning Environments, Social Media and MOOCs: key elements in the conceptualisation of new scenarios in higher education. Special Issue: Opening Up Education: the challenges for institutions offering online and blended learning. Research Papers from the EADTU conference 2013. Open Learning, 28(3), 166-170.","Starke-Meyerring, D., & Wilson, M. (2008). Learning environments for a globally networked world: Emerging visions. Designing globally networked learning environments: Visionary partnerships, policies, and pedagogies, 1-17.","Tadeusz, M., Waldemar, K., Marek F., Jussi K., Pavel Z. (ed.) (2014). Human Factors of a Global Society: A System of Systems Perspectives, New York: CRC Press Taylor & Francis Group.","Trondal, J. (2010). Two worlds of change: On the internationalisation of universities. Globalisation, Societies & Education, 8(3), 351-368. doi: 10.1080/14767724.","Ubachs, G., & Henderikx, P. (2018). EADTU Mobility Matrix, (pp. 26). Maastricht, NL: EADTU. Retrieved from https://tinyurl.com/EADTUmobility- matrix","Vassiliou, A. (2012) The Role of Open and Flexible Education in European Higher Education Systems for 2020: new models, new markets, new media. Paper presented at EADTU 25th anniversary conference, 27 September, in Paphos, Cyprus. http://europa.eu/rapid/pressrelease_ SPEECH-12-658_en.htm"]}

145 páginas, Se presentan los resultados de la encuesta 'Cultura Científica Empresarial en España 2016' (Cultura científica, percepción y actitudes ante la ciencia y la innovación en el sector empresarial español), realizada a un conjunto de informantes constituido por empresarios/as y personas con cargos directivos en una muestra representativa de las empresas españolas. Partiendo de la hipótesis de que la percepción de la ciencia y la innovación, y la cultura científica empresarial en general, pueden influir de manera determinante en comportamientos clave de la empresa, relacionados con sus actividades innovadoras, el proyecto ‘Cultura Científica Empresarial tiene como objetivo examinar aquellas variables subjetivas y culturales que influyen en las actividades del sector empresarial en materia de I+D e innovación y en su comportamiento innovador. Se pretende estudiar cuál es la percepción de la ciencia, la tecnología y la innovación en el sector empresarial y cuáles son las actitudes y motivaciones de las empresas españolas hacia la financiación y ejecución de la I+D y la innovación (tanto interna como en cooperación con el sector público) así como los principales obstáculos para la apropiación de conocimiento científico. El proyecto parte de la constatación de los límites de los enfoques economicistas –desconsideración de variables contextuales e históricas, racionalización excesiva de los procesos de transferencia de conocimiento– que ponen de manifiesto la necesidad de estudiar el vínculo ciencia-empresa como relación social. Se propone una posible complementariedad teórica con el enfoque de los estudios de percepción pública de la ciencia, capaz de solucionar dichas carencias mediante la atención a aspectos tales como factores culturales, valores políticos y sociales, la confianza institucional o la percepción del riesgo., Estudio financiado por el Ministerio de Economía y Competitividad. Plan Estatal de Investigación Científica y Técnica y de Innovación. Proyecto CSO2014-53293-R

Thanks to the conservation of the expense accounting of the Royal House of Isabel I of Castile (1492-1504), it is possible to analyze the consumption of silk, wool and linen fabrics (excluding fabric with metal threads) by class status from the time of the discovery of America to the death of the queen. The most frequently used fabrics by quantity was linen, followed by wool and silk. By cost, however, silk reached 60 % of expenses, followed by wool (31 %) and linen (8 %). As the accounts move down the social ladder, silk disappears altogether, while wool and linen remain. Attending to the colour, black was the most commonly used dye for silk fabrics and red was the most common dye for wool Graças à preservação das contas de despesa da Casa Real da Rainha Isabel I de Castela (1492-1504), é possível analisar o consumo de tecidos em seda, lã e linho (com excepção de tecidos com fios metálicos) por estatuto social desde o ano do descobrimento da América até à morte da rainha. O tecido mais usado em quantidade era o linho, seguido da lã e da seda. Em termos de valor monetário, contudo, a seda alcançava 60 % das despesas, seguida da lã (31 %) e do linho (8 %). Assim que as contas descem na escala social, a seda desaparece completamente, enquanto que a lã e o linho se mantêm. Em relação à cor, o negro era o corante mais usado em tecidos de seda, e o vermelho, o mais comum em lãs We acknowledge research funding from Ministerio de Economía, Industria y Competitividad (Agencia Estatal de Investigación)/Fondo Europeo de Desarrollo Regional (FEDER), HAR 2016-78026-P.