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TFM 2018/19. Máster en Investigación e Innovación en Tecnologías de la Información y las Comunicaciones
No full textTrabajos de Fin de Máster en Investigación e Innovación en Tecnologías de la Información y las Comunicaciones
TFM 2018/19. Máster en Calidad y Mejora de la Educación
No full textTrabajos de Fin de Máster en Calidad y Mejora de la Educación
TFM 2018/19. Máster en Didácticas Específicas en el Aula, Museos y Espacios Naturales
No full textTrabajos de Fin de Máster en Didácticas Específicas en el Aula, Museos y Espacios Naturales
TFM 2018/19 (MESOB) Especialidad de Geografía e Historia
No full textTrabajos de Fin de Máster de Geografía e Historia (MESOB)
TFM 2018/19 (MESOB) Especialidad de Música
No full textTrabajo de Fin de Máster de Especialidad de Música (MESOB)
TFM 2018/19. Máster en Metodología de las Ciencias del Comportamiento y de la Salud
No full textTrabajos de Fin de Máster en Metodología de las Ciencias del Comportamiento y de la Salud
Historia en fragmentos: Estudios en homenaje a Pablo Fernández Albadalejo
No full textHomenaje a Pablo Fernández Albaladejo, profesor de historia moderna de la Universidad Autónoma de Madrid desde su momento fundacional, de la mano de Miguel Artola.
Manual de los patrones macroscópicos y cuticulares del pelo en mamíferos de la península ibérica
No full textLa presencia de pelo epidérmico es una sinapomorfía (característica evolutiva exclusiva) de los mamíferos apareciendo en todos los grupos al menos en alguna etapa de su desarrollo. En la mayoría de los mamíferos es un rasgo común presente durante toda la vida, pero existen excepciones ya que en algunos casos lo han perdido posteriormente en el curso de la evolución, o por ejemplo los cetáceos sólo presentan pelo a modo de cerdas durante el estado fetal y en algunas especies lo conservan en estado adulto al presentar barbas en la zona de la boca.DOI: 10.15366/9788483447611.id.
Erasmus Skills: Guide for Practitioners
No full textStudents participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution »“ higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes »“ see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students»™ professional and personal development.Students participating in mobility experiences need to constantly adapt to new circumstances, not only during the experience itself, but also before leaving and after returning to their home country. They change their lifestyle, get acquainted with other cultural forms and, in some cases, they even change habits and attitudes to adapt to the new host culture. In this scenario, the different sources of support for students are of great added-value, e.g. family, friends, classmates, as well as the receiving institution »“ higher education institutions (HEIs) in our case. The supporting role of HEIs in the process of sending students abroad could go beyond the administrative dimension of it. A way of doing that is by offering a provision of support services on the acknowledgment and maximisation of their learning process and acquired competences (understood as a combination of knowledge, skills and attitudes »“ see Boyatzis, 1982; or Council of Europe, 2018) gained during their adaptation to a new international context. In this way, HEIs could increase the impact of such mobility experiences on students»™ professional and personal development