Search

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.

Consuelo Naranjo. En el camino hacia una nación soberana: cultura e identidad en Cuba, 1898-1920 Oscar Zanetti. Cuba, 1899-1922: iniciación republicana y discurso histórico nacional José M. Manzano. La entronización de la literatura en la construcción de la "cultura cubana", 1823-1845 Amparo Sánchez Cobos. Nuevas opciones, viejos dilemas: el conflicto social en los primeros años de la República en Cuba Javier Laviña. Las visiones de los esclavos Michael Zeuske. Legados de la esclavitud en Cuba Mercedes García. La fuerza de trabajo en los ingenios cubanos Nadia Fernández de Pinedo. Islas azucareras en el siglo XIX: Cuba, Java y Archipiélago Filipino Antonio Santamaría García. La economía de Cuba al final del régimen colonial y en el inicio de la república, 1861-1913 José A. Piqueras. El período interventor y la dolarización de Cuba Imilcy Balboa. Cesión, usurpación y límites en conflicto: Oriente y la lucha por la propiedad de la tierra en las postrimerías del siglo XIX Alejandro de la Fuente; María de los Ángeles Meriño. "Vigilar las tierras del Estado": el Realengo 18 y la cuestión agraria en la República Reinaldo Funes. El boom azucarero durante la Primera Guerra Mundial y su impacto sobre zonas boscosas de Cuba Ana M. Cervantes. Migración y transnacionalismo entre España y las Américas durante finales del siglo XIX y principios del siglo XX: la conexión cubana Martín Rodrigo. Cuba, una particular tierra de promisión Lluis Costa. La difícil construcción de un proyecto periodístico catalán en la Cuba del siglo XIX Josep Pich. Francisco Pi y Margall y el problema cubano Christopher Schmidt-Nowara. Repensando "redescubrir América": Cuba y la conquista en las historias nacionales españolas

Consuelo Naranjo. En el camino hacia una nación soberana: cultura e identidad en Cuba, 1898-1920 Oscar Zanetti. Cuba, 1899-1922: iniciación republicana y discurso histórico nacional José M. Manzano. La entronización de la literatura en la construcción de la "cultura cubana", 1823-1845 Amparo Sánchez Cobos. Nuevas opciones, viejos dilemas: el conflicto social en los primeros años de la República en Cuba Javier Laviña. Las visiones de los esclavos Michael Zeuske. Legados de la esclavitud en Cuba Mercedes García. La fuerza de trabajo en los ingenios cubanos Nadia Fernández de Pinedo. Islas azucareras en el siglo XIX: Cuba, Java y Archipiélago Filipino Antonio Santamaría García. La economía de Cuba al final del régimen colonial y en el inicio de la república, 1861-1913 José A. Piqueras. El período interventor y la dolarización de Cuba Imilcy Balboa. Cesión, usurpación y límites en conflicto: Oriente y la lucha por la propiedad de la tierra en las postrimerías del siglo XIX Alejandro de la Fuente; María de los Ángeles Meriño. "Vigilar las tierras del Estado": el Realengo 18 y la cuestión agraria en la República Reinaldo Funes. El boom azucarero durante la Primera Guerra Mundial y su impacto sobre zonas boscosas de Cuba Ana M. Cervantes. Migración y transnacionalismo entre España y las Américas durante finales del siglo XIX y principios del siglo XX: la conexión cubana Martín Rodrigo. Cuba, una particular tierra de promisión Lluis Costa. La difícil construcción de un proyecto periodístico catalán en la Cuba del siglo XIX Josep Pich. Francisco Pi y Margall y el problema cubano Christopher Schmidt-Nowara. Repensando "redescubrir América": Cuba y la conquista en las historias nacionales españolas

If we compare the Castilian fiscal system with English, French or Dutch, two basic differences are apparent: in one hand, in England, France and Holland the fiscal system was a mixture of indirect taxes and direct taxes and in the other hand, the financial revolution had been carried out in the 16th century in Castilia (central Spain), when for different reasons national short-term debt was turned into juros - or long-term debt. But the Dutch Republic in the 16th century and England by the end of 17th century and the beginning of 18th century were able to finance wars thanks to an efficient financial revolution. Traditionally, wars have been the excuse to impose new taxes or to reorganize public funds in order to obtain greater economic resources for financing the deficit originated by the war. Since most of the monarchies’ tax expenses stemmed from war, it is no surprise that the conflict known as the Jenkins´ Ear (1739) contributed to increase the deficit and fuelled a debate regarding a tax reform that would augment income and would be collected in a more egalitarian way. The Castilian tax system was based almost exclusively on indirect taxes. The taxation (alcabalas, millones, cientos, tobacco monopolies, customs…) of consumables ensured that whilst some taxes affected primarily rich consumers (for example tobacco), most taxes targeted the masses. Increasing the fiscal charge via indirect taxes seemed like an unfeasible and damaging option for trade and craftwork. This is the reason why there was an attempt to create a direct tax, similar to the Catalan cadastre. One of these attempts prior to the Marquis of the Ensenada’s cadastre was la décima. It was devised as a direct tax but its manner of collection ultimately depended on the willingness of the local cabildos.

La demanda de sacarosa incrementó paulatinamente a lo largo del siglo diecinueve determinada fundamentalmente por un incremento de la renta, de la población y por la sustitución de la miel por el azúcar. La producción de coloniales en el siglo XIX sustentó tanto en Java como en Cuba la administración colonial y los problemas de sus respectivas haciendas metropolitanas. Los productos coloniales estuvieron enfocados a la obtención de ingresos fiscales para la colonia: en Cuba a través de las aduanas y en Java vía el sistema de cultivo. De ahí la importancia del azúcar de caña como cultivo de exportación y su dependencia del mercado internacional. La necesidad de mano de obra abundante, en parte motivada por el uso de técnica rudimentaria hasta los años veinte del XIX, era fundamental en el cultivo de sacarosa. La zafra requiere una dotación considerable de brazos ya que se realiza manualmente con la ayuda de un machete, hasta que se transporta hasta la factoría o ingenio donde se procede a la elaboración del azúcar por métodos que requieren una mano de obra mucho menos numerosa y cualificada (maestro de azúcar). Cuba con una baja densidad de población solventó el problema gracias a la importación de esclavos africanos y Java utilizó, aprovechándose del sistema indígena de corvées, mano de obra indígena semi-forzosa. Las medidas europeas encaminadas hacia la abolición de la trata perjudicaron a Cuba y propiciaron toda una serie de medidas, sin gran éxito, encaminadas a favorecer la inmigración blanca y de colonos asiáticos. En Java, ante las quejas originadas en Holanda por el empleo de los trabajadores javaneses sin remuneración salarial, se fomentaron una serie de regulaciones y disposiciones con vistas a propiciar el trabajo asalariado voluntario. Sin embargo, tanto en una isla como en la otra, todos estos intentos no parecieron surtir demasiado efecto real en las plantaciones y hasta finales del siglo XIX se mantendría la mano de obra obligatoria y no remunerada. La demanda de azúcar en el siglo XIX era de tipo capitalista sin embargo, la oferta no era estrictamente capitalista (se produce con mano de obra no libre).

Commercial regulations of the Hispanic monarchy gave great importance to the relations between the metropolis and its colonies. In times of war, Spain was not able to supply her colonies by its own means. Her incapacity of maintaining the imperial communications forced Spanish government to open ports to the neutrals. When the war against Great Britain start in December of 1804 the Anglo-Americans didn't waste the opportunity and start to trade as neutrals according to a royal order dictated by the king. Thanks to the handwritten Balances of the port of Havana from 1803 to 1807 we can reconstruct Cuban commerce at the beginning of the XIXth Century and compare the volume of merchandises exported and imported from Havana in times of peace and war. This source also shows the importance of the North-Americans as intermediary and re-exporter. Trade links were intensifying in war times. Anglo-American trade with Cuba have been multiplied almost three times. Anglo-Americans followed the routes and guidelines that the British and the French had been practicing for years, but with different interests in commercial relations with Cuba