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class="social-profile-avatar-container"><img class="profile-avatar u-positionAbsolute" alt="Glòria Munilla" border="0" onerror="if (this.src != '//a.academia-assets.com/images/s200_no_pic.png') this.src = '//a.academia-assets.com/images/s200_no_pic.png';" width="200" height="200" src="https://0.academia-photos.com/5534942/2425834/14551367/s200_gl_ria.munilla.jpg" /></div><div class="title-container"><h1 class="ds2-5-heading-sans-serif-sm">Glòria Munilla</h1><div class="affiliations-container fake-truncate js-profile-affiliations"><div><a class="u-tcGrayDarker" href="https://uoc.academia.edu/">Universitat Oberta de Catalunya</a>, <a class="u-tcGrayDarker" href="https://uoc.academia.edu/Departments/Arts_and_Humanities/Documents">Arts and Humanities</a>, <span class="u-tcGrayDarker">Faculty Member</span></div></div></div></div><div class="sidebar-cta-container"><button class="ds2-5-button hidden profile-cta-button grow js-profile-follow-button" 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href="https://www.academia.edu/64646257/El_voluntariado_cient%C3%ADfico_y_cultural_la_experiencia_de_Cortes_de_Navarra_Espa%C3%B1a_">El voluntariado científico y cultural: la experiencia de Cortes de Navarra (España)</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Contexto teórico El presente artículo revisa la experiencia de formación de voluntarios en el yac...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Contexto teórico El presente artículo revisa la experiencia de formación de voluntarios en el yacimiento del Alto de la Cruz de Cortes de Navarra (norte de España), asentamiento del primer milenio a.C. (antes de Cristo), enmarcado en la actividad de miles de europeos que cada más vez ejercen una práctica de compromiso con sus comunidades. Se establece un contexto teórico de la figura del voluntario y del voluntario cultural y sobre su formación, que es el objeto del artículo y de la experiencia de Cortes</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="0b7006b021d0037ce0c7d6221c5d1ebb" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":76584888,"asset_id":64646257,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/76584888/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64646257"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64646257"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64646257; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64646257]").text(description); $(".js-view-count[data-work-id=64646257]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64646257; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64646257']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 64646257, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "0b7006b021d0037ce0c7d6221c5d1ebb" } } $('.js-work-strip[data-work-id=64646257]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64646257,"title":"El voluntariado científico y cultural: la experiencia de Cortes de Navarra (España)","translated_title":"","metadata":{"abstract":"Contexto teórico El presente artículo revisa la experiencia de formación de voluntarios en el yacimiento del Alto de la Cruz de Cortes de Navarra (norte de España), asentamiento del primer milenio a.C. 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Milers de recursos a disposicio de l’alumne a tant sols un clic formulen una nova realitat del coneixement. A nivell docent, aixo comporta un repte, ja que en molts casos el resultat de l’aprenentatge ja no pot estar definit per continguts de caire generic, que son a l’abast a la web, sino dels mecanismes de gestio d’aquests continguts, i de les formes d’obtencio, manipulacio, gestio i transformacio d’aquests coneixements. El problema, que afecta a totes les branques de la docencia, es intens en l’ambit dels estudis sobre l’Antiguitat, que inclouen la Historia Antiga, la Filologia Classica o la Arqueologia, entre d’altres, i mes encara, en un nivell formatiu mes especialitzat com es el de Master. Arran de la experiencia en la formulacio del nou Master de la Mediterrania Antiga (UOC-UAB), volem exposar els parametres de base i els mecanismes que es vertebren per gestar les noves real...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64646102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64646102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64646102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64646102]").text(description); $(".js-view-count[data-work-id=64646102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64646102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64646102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 64646102, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64646102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64646102,"title":"e-Humanitats i el món clàssic","translated_title":"","metadata":{"abstract":"El sorgiment de la societat 2.0 ha tingut un important impacte en la forma d’entendre l’aprenentatge. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49602877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49602877/BOLET%C3%8DN_DEL_MUSEO_ARQUEOL%C3%93GICO_NACIONAL"><img alt="Research paper thumbnail of BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL" class="work-thumbnail" src="https://attachments.academia-assets.com/67919854/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49602877/BOLET%C3%8DN_DEL_MUSEO_ARQUEOL%C3%93GICO_NACIONAL">BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL, 40</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló dur...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló durante el período final del reinado de Isabel II una labor de difusión de la investigación arqueológica<br />como forma de competir en influencia con la Real Academia de la Historia, institución que definíala estructura del discurso narrativo de la Historia de España en unión con la Escuela Superior de Diplomática a partir de los principios de la unidad territorial, política y lingüística de España desde la Edad Media, ideas a las que se sumaba el peso del cristianismo en el desarrollo y prestigio social de la monarquía española. La RAAGPA, con una amplia influencia en la Corte, desarrollará también una importante actividad política basada en la definición del papel de la Iglesia católica como apoyo de la reina tras los acuerdos recogidos en el Concordato de 1851, y en un período de convulsiones políticas entre conservadores y liberales que desembocarán en la Revolución de 1868.<br />En enero de 1867, dos años después del fallecimiento del cardenal Nicholas Wiseman, José Pulido y Espinosa, profesor de Arqueología Sagrada en la RAAGPA, pronunció en su honor un discurso en el que empleó la figura y los logros de Wiseman no para explicar su vinculación con la investigación arqueológica, sino para remarcar la importancia del conservadurismo en la religión católica como un elemento esencial para la estabilidad del sistema político basado en los valores tradicionales, constituyendo una clara declaración de apoyo al reinado de Isabel II.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="935555a7befd1ce62ae08d94a1d42ab0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67919854,"asset_id":49602877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67919854/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49602877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49602877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49602877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49602877]").text(description); $(".js-view-count[data-work-id=49602877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49602877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49602877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49602877, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "935555a7befd1ce62ae08d94a1d42ab0" } } $('.js-work-strip[data-work-id=49602877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49602877,"title":"BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL","translated_title":"","metadata":{"abstract":"Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló durante el período final del reinado de Isabel II una labor de difusión de la investigación arqueológica\ncomo forma de competir en influencia con la Real Academia de la Historia, institución que definíala estructura del discurso narrativo de la Historia de España en unión con la Escuela Superior de Diplomática a partir de los principios de la unidad territorial, política y lingüística de España desde la Edad Media, ideas a las que se sumaba el peso del cristianismo en el desarrollo y prestigio social de la monarquía española. 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LA GENERALITAT DE CATALUNYA Y LA DESTRUCCIÓN DEL PATRIMONIO ARTÍSTICO DURANTE LA GUERRA CIVIL, pp. 457-486" class="work-thumbnail" src="https://attachments.academia-assets.com/56886080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36935862/EL_SERVICIO_DE_RECEPCI%C3%93N_Y_CLASIFICACI%C3%93N_DE_METALES_LA_GENERALITAT_DE_CATALUNYA_Y_LA_DESTRUCCI%C3%93N_DEL_PATRIMONIO_ART%C3%8DSTICO_DURANTE_LA_GUERRA_CIVIL_pp_457_486">EL SERVICIO DE RECEPCIÓN Y CLASIFICACIÓN DE METALES. LA GENERALITAT DE CATALUNYA Y LA DESTRUCCIÓN DEL PATRIMONIO ARTÍSTICO DURANTE LA GUERRA CIVIL, pp. 457-486</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>PATRIMONIO CULTURAL, GUERRA CIVIL Y POSGUERRA. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30829082"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30829082/AMPURIAS_Y_LOS_OR%C3%8DGENES_DEL_TURISMO_ARQUEOL%C3%93GICO_EN_CATALU%C3%91A"><img alt="Research paper thumbnail of AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA." class="work-thumbnail" src="https://attachments.academia-assets.com/51261302/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30829082/AMPURIAS_Y_LOS_OR%C3%8DGENES_DEL_TURISMO_ARQUEOL%C3%93GICO_EN_CATALU%C3%91A">AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. Along with the newspapers and public conferences, mass archaeological tourism will be the means used to publicize the site as much as the political interpretation that was made of it.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d768481bb78c203ce03342d248d80e95" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51261302,"asset_id":30829082,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51261302/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30829082"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30829082"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30829082; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30829082]").text(description); $(".js-view-count[data-work-id=30829082]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30829082; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30829082']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30829082, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d768481bb78c203ce03342d248d80e95" } } $('.js-work-strip[data-work-id=30829082]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30829082,"title":"AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA.","translated_title":"","metadata":{"abstract":"Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. Along with the newspapers and public conferences, mass archaeological tourism will be the means used to publicize the site as much as the political interpretation that was made of it.","location":"Madrid","journal_name":"BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL, 34 (2016), pp. 383-404."},"translated_abstract":"Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. 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Preliminary study in two museums in Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/47555609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27297263/Immigrants_and_science_museums_in_times_of_crisis_Preliminary_study_in_two_museums_in_Barcelona">Immigrants and science museums in times of crisis. Preliminary study in two museums in Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JanineSpr%C3%BCnker">Janine Sprünker</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">s Introduction: Access to knowledge generates inequalities. The gap between those who are scienti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">s Introduction: Access to knowledge generates inequalities. The gap between those who are scientifically literate and those who are not can become a source of exclusion. In Spain, the relationship between science museums and vulnerable communities, in this case the immigrant population, has been little studied, and we are therefore seeking to build on research developed in other countries. Methodology: The study used surveys to gain an understanding of interviewees' socio-demographic profile, how immigrants relate to museums and the relationship between the museum and identity in two museums in Barcelona. Results: The women consulted stated that they felt comfortable in the museum and found the display formats in the museum to be similar to those in their own countries. It must be borne in mind that this is a preliminary study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="732c784d6954f571118314683cec122b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47555609,"asset_id":27297263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47555609/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27297263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27297263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27297263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27297263]").text(description); $(".js-view-count[data-work-id=27297263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27297263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27297263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 27297263, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "732c784d6954f571118314683cec122b" } } $('.js-work-strip[data-work-id=27297263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27297263,"title":"Immigrants and science museums in times of crisis. 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Intervenciones 1997-1999</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/DavidGarciaiRubert">David Garcia i Rubert</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>Actes de les V Jornades d’Arqueologia de les comarques de Girona: 60-67.</span><span>, 2000</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="55c99180add9301fcdb48d3d3ed317f1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":37643154,"asset_id":3878910,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/37643154/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3878910"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3878910"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3878910; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=3878910]").text(description); $(".js-view-count[data-work-id=3878910]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 3878910; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='3878910']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 3878910, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "55c99180add9301fcdb48d3d3ed317f1" } } $('.js-work-strip[data-work-id=3878910]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":3878910,"title":"Puig de Sant Andreu (Ullastret, Girona). 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Balance de la investigación 1985-1997</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/DavidGarciaiRubert">David Garcia i Rubert</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>Actes del XXII Col•loque pour l’étude de l’Age du fer, Girona, 1998. 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A case study based on two" class="work-thumbnail" src="https://attachments.academia-assets.com/34200786/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7664494/Migrants_and_science_museums_in_times_of_crisis_A_case_study_based_on_two">Migrants and science museums in times of crisis. A case study based on two</a></div><div class="wp-workCard_item"><span>C I M U S E T 2014. ICOM</span><span>, Jul 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"This paper presents preliminary results of the research “Science and social inclusion in museums...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"This paper presents preliminary results of the research “Science and social inclusion in museums and the science centre environment. Migrants and science museums” carried out at <br />two science museums in Barcelona during 2013-2014. <br />The research studies the relationship between migrants and science museums, or museums with scientific content, in this case, <br />Cosmocaixa (La Caixa Foundation) and the Museu Marítim (Barcelona City Council). <br />This subject has not been researched before in Spain. <br />The study takes into account the increasing rate of immigration to Spain in the last decade. Times of crisis have arrived, and we need to examine the social function of science museums in <br />relation to the immigrant group. <br />We used qualitative and quantitative methods, through subjective and self-report measures."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d344c7fb83d2debe1daf9a1683a4310" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34200786,"asset_id":7664494,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34200786/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7664494"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7664494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7664494; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7664494]").text(description); $(".js-view-count[data-work-id=7664494]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7664494; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7664494']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7664494, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d344c7fb83d2debe1daf9a1683a4310" } } $('.js-work-strip[data-work-id=7664494]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7664494,"title":"Migrants and science museums in times of crisis. A case study based on two","translated_title":"","metadata":{"abstract":"\"This paper presents preliminary results of the research “Science and social inclusion in museums and the science centre environment. Migrants and science museums” carried out at\r\ntwo science museums in Barcelona during 2013-2014. \r\nThe research studies the relationship between migrants and science museums, or museums with scientific content, in this case,\r\nCosmocaixa (La Caixa Foundation) and the Museu Marítim (Barcelona City Council).\r\nThis subject has not been researched before in Spain.\r\nThe study takes into account the increasing rate of immigration to Spain in the last decade. Times of crisis have arrived, and we need to examine the social function of science museums in\r\nrelation to the immigrant group.\r\nWe used qualitative and quantitative methods, through subjective and self-report measures.\"","more_info":"Authors: Castellanos, P. ; Munilla, G. ","publication_date":{"day":1,"month":7,"year":2014,"errors":{}},"publication_name":"C I M U S E T 2014. ICOM"},"translated_abstract":"\"This paper presents preliminary results of the research “Science and social inclusion in museums and the science centre environment. Migrants and science museums” carried out at\r\ntwo science museums in Barcelona during 2013-2014. \r\nThe research studies the relationship between migrants and science museums, or museums with scientific content, in this case,\r\nCosmocaixa (La Caixa Foundation) and the Museu Marítim (Barcelona City Council).\r\nThis subject has not been researched before in Spain.\r\nThe study takes into account the increasing rate of immigration to Spain in the last decade. Times of crisis have arrived, and we need to examine the social function of science museums in\r\nrelation to the immigrant group.\r\nWe used qualitative and quantitative methods, through subjective and self-report 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and Identity","url":"https://www.academia.edu/Documents/in/Museums_and_Identity"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7691099"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7691099/Educaci%C3%B3n_patrimonial_en_l%C3%ADnea_patrimonio_accesible_inclusi%C3%B3n_intelectual_y_social_del_alumnado_de_secundaria_obligatoria"><img alt="Research paper thumbnail of Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria" class="work-thumbnail" src="https://attachments.academia-assets.com/34221121/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7691099/Educaci%C3%B3n_patrimonial_en_l%C3%ADnea_patrimonio_accesible_inclusi%C3%B3n_intelectual_y_social_del_alumnado_de_secundaria_obligatoria">Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JanineSpr%C3%BCnker">Janine Sprünker</a></span></div><div class="wp-workCard_item"><span>II Congreso Internacional en Educación y Accesibilidad</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"In this paper we present the main results obtained in relation to one case of Action Research pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009). <br /> <br />The teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. These teaching and learning processes, that have as objectives the use and creation of digital objects with cultural heritage content, not only contribute to the intellectual inclusion of students, but  also promote social inclusion of problematic students or students that have learning dificulties students from and in the classroom. <br /> <br />Keywords: heritage education, social inclusion, intellectual inclusion <br />"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6fc0ecda2454012622e5069de7f1f0e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34221121,"asset_id":7691099,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34221121/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7691099"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7691099"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7691099; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7691099]").text(description); $(".js-view-count[data-work-id=7691099]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7691099; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7691099']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7691099, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6fc0ecda2454012622e5069de7f1f0e" } } $('.js-work-strip[data-work-id=7691099]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7691099,"title":"Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria","translated_title":"","metadata":{"abstract":"\"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009).\r\n\r\nThe teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. These teaching and learning processes, that have as objectives the use and creation of digital objects with cultural heritage content, not only contribute to the intellectual inclusion of students, but also promote social inclusion of problematic students or students that have learning dificulties students from and in the classroom.\r\n\r\nKeywords: heritage education, social inclusion, intellectual inclusion\r\n\"","location":"Huesca (Spain)","more_info":"Co-author with Janine Sprünker and Patricia Castellanos","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"II Congreso Internacional en Educación y Accesibilidad"},"translated_abstract":"\"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009).\r\n\r\nThe teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7741219"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7741219/THE_INFLUENCE_OF_NATIONALISM_IN_THE_ORIGINS_OF_CLASSICAL_ARCHAEOLOGY_IN_CATALONIA_1875_1907_IN_PRINT_"><img alt="Research paper thumbnail of THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7741219/THE_INFLUENCE_OF_NATIONALISM_IN_THE_ORIGINS_OF_CLASSICAL_ARCHAEOLOGY_IN_CATALONIA_1875_1907_IN_PRINT_">THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)</a></div><div class="wp-workCard_item"><span>Ulf R. Hansson (Ed.): CLASSICAL ARCHAEOLOGY IN THE LATE NINETEENTH CENTURY</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741219]").text(description); $(".js-view-count[data-work-id=7741219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741219']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741219, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7741219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741219,"title":"THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)","translated_title":"","metadata":{"more_info":"Co-author with Francisco Gracia Alonso","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Ulf R. 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Por lo tanto, la funció...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departamento de Educación, 2007f). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción "3c4learning" en el cual  participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivo fue definir los criterios de calidad de una educación patrimonial, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales, a través del uso de internet. Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. Los proyectos de educación patrimonial de calidad, desarrollan las competencias básicas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d9c86914efee2f2cbaf6c2f9041d9769" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34261976,"asset_id":7741591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34261976/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741591]").text(description); $(".js-view-count[data-work-id=7741591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d9c86914efee2f2cbaf6c2f9041d9769" } } $('.js-work-strip[data-work-id=7741591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741591,"title":"\u0001\u0002\u0003\u0004\u0005\u0004\u0006\u0007\bEducación patrimonial de calidad para promover un aprendizaje a lo largo de la vida\t\u0001\u0002\u0003\u0004\u0005","translated_title":"","metadata":{"abstract":"Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departamento de Educación, 2007f). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción \"3c4learning\" en el cual participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivo fue definir los criterios de calidad de una educación patrimonial, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales, a través del uso de internet. Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. Los proyectos de educación patrimonial de calidad, desarrollan las competencias básicas.\r\n \r\n\r\n","location":"Zagreb (Croatia)","more_info":"Co-author with Janine Sprünker","publisher":"ICOM-CECA Annual Conference 2011","publication_date":{"day":21,"month":9,"year":2011,"errors":{}},"publication_name":"ICOM-CECA 2011"},"translated_abstract":"Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departamento de Educación, 2007f). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción \"3c4learning\" en el cual participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivo fue definir los criterios de calidad de una educación patrimonial, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales, a través del uso de internet. Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. 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Un intento fallido de reorganización de la protección y estudio del patrimonio arqueológico en 1938 " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7679494/El_Instituto_Arqueol%C3%B3gico_Nacional_Un_intento_fallido_de_reorganizaci%C3%B3n_de_la_protecci%C3%B3n_y_estudio_del_patrimonio_arqueol%C3%B3gico_en_1938">El Instituto Arqueológico Nacional. 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La protecció del patrimoni documental en temps de crisi." class="work-thumbnail" src="https://attachments.academia-assets.com/34212198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7679401/Agust%C3%AD_Dur%C3%A1n_i_Sanpere_La_protecci%C3%B3_del_patrimoni_documental_en_temps_de_crisi">Agustí Durán i Sanpere. La protecció del patrimoni documental en temps de crisi.</a></div><div class="wp-workCard_item"><span>Anuari d'arqueologia i patrimoni de Barcelona 2010 / Museu d'Història de Barcelona (MUHBA)</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ae5afa771929212ac2502fc75a5dea1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34212198,"asset_id":7679401,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34212198/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7679401"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7679401"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7679401; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7679401]").text(description); $(".js-view-count[data-work-id=7679401]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7679401; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7679401']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7679401, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5ae5afa771929212ac2502fc75a5dea1" } } $('.js-work-strip[data-work-id=7679401]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7679401,"title":"Agustí Durán i Sanpere. 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Its framework goal is to extend the relationship between industrial heritage, memory and ICTs, placing special emphasis on formal and non-formal education, teaching and learning, and in particular the potential of ICTs. Specifically, the project has as its main goals preserving the industrial heritage of Catalonia; the use of industrial heritage as a learning goal; and the development of virtual (on-line/on site) resources for industrial heritage management, documentation and dissemination. <br /> <br />Complementary goals are to analyse virtual resources and tools that can be used in transversal areas of knowledge like heritage; and to investigate the design of learning activities that use these resources. From this perspective, we consider it essential to conduct a theoretical and methodological review of the current state of knowledge in this area, and the development of case studies and specific products, including an evaluation process.  Taking as a base the different experiences carried out in this area, we intend to confirm that the ICT resources in the Broadcasting and Didactics of Heritage can become an essential factor for formal education. Bearing in mind the above, this proposed project relates to the research, analysis and design of tools channeled particularly to promote this new interdisciplinary area of knowledge. <br /> <br /> <br />Read more: Archives & Museum Informatics: Museums and the Web 2007: Papers: Munilla,G., and L. 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Milers de recursos a disposicio de l’alumne a tant sols un clic formulen una nova realitat del coneixement. A nivell docent, aixo comporta un repte, ja que en molts casos el resultat de l’aprenentatge ja no pot estar definit per continguts de caire generic, que son a l’abast a la web, sino dels mecanismes de gestio d’aquests continguts, i de les formes d’obtencio, manipulacio, gestio i transformacio d’aquests coneixements. El problema, que afecta a totes les branques de la docencia, es intens en l’ambit dels estudis sobre l’Antiguitat, que inclouen la Historia Antiga, la Filologia Classica o la Arqueologia, entre d’altres, i mes encara, en un nivell formatiu mes especialitzat com es el de Master. Arran de la experiencia en la formulacio del nou Master de la Mediterrania Antiga (UOC-UAB), volem exposar els parametres de base i els mecanismes que es vertebren per gestar les noves real...</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="64646102"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="64646102"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 64646102; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=64646102]").text(description); $(".js-view-count[data-work-id=64646102]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 64646102; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='64646102']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 64646102, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=64646102]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":64646102,"title":"e-Humanitats i el món clàssic","translated_title":"","metadata":{"abstract":"El sorgiment de la societat 2.0 ha tingut un important impacte en la forma d’entendre l’aprenentatge. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="49602877"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/49602877/BOLET%C3%8DN_DEL_MUSEO_ARQUEOL%C3%93GICO_NACIONAL"><img alt="Research paper thumbnail of BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL" class="work-thumbnail" src="https://attachments.academia-assets.com/67919854/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/49602877/BOLET%C3%8DN_DEL_MUSEO_ARQUEOL%C3%93GICO_NACIONAL">BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL, 40</span><span>, 2021</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló dur...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló durante el período final del reinado de Isabel II una labor de difusión de la investigación arqueológica<br />como forma de competir en influencia con la Real Academia de la Historia, institución que definíala estructura del discurso narrativo de la Historia de España en unión con la Escuela Superior de Diplomática a partir de los principios de la unidad territorial, política y lingüística de España desde la Edad Media, ideas a las que se sumaba el peso del cristianismo en el desarrollo y prestigio social de la monarquía española. La RAAGPA, con una amplia influencia en la Corte, desarrollará también una importante actividad política basada en la definición del papel de la Iglesia católica como apoyo de la reina tras los acuerdos recogidos en el Concordato de 1851, y en un período de convulsiones políticas entre conservadores y liberales que desembocarán en la Revolución de 1868.<br />En enero de 1867, dos años después del fallecimiento del cardenal Nicholas Wiseman, José Pulido y Espinosa, profesor de Arqueología Sagrada en la RAAGPA, pronunció en su honor un discurso en el que empleó la figura y los logros de Wiseman no para explicar su vinculación con la investigación arqueológica, sino para remarcar la importancia del conservadurismo en la religión católica como un elemento esencial para la estabilidad del sistema político basado en los valores tradicionales, constituyendo una clara declaración de apoyo al reinado de Isabel II.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="935555a7befd1ce62ae08d94a1d42ab0" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":67919854,"asset_id":49602877,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/67919854/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="49602877"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="49602877"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 49602877; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=49602877]").text(description); $(".js-view-count[data-work-id=49602877]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 49602877; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='49602877']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 49602877, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "935555a7befd1ce62ae08d94a1d42ab0" } } $('.js-work-strip[data-work-id=49602877]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":49602877,"title":"BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL","translated_title":"","metadata":{"abstract":"Resumen: La Real Academia de Arqueología y Geografía del Príncipe Alfonso (RAAGPA) desarrolló durante el período final del reinado de Isabel II una labor de difusión de la investigación arqueológica\ncomo forma de competir en influencia con la Real Academia de la Historia, institución que definíala estructura del discurso narrativo de la Historia de España en unión con la Escuela Superior de Diplomática a partir de los principios de la unidad territorial, política y lingüística de España desde la Edad Media, ideas a las que se sumaba el peso del cristianismo en el desarrollo y prestigio social de la monarquía española. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="36935862"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/36935862/EL_SERVICIO_DE_RECEPCI%C3%93N_Y_CLASIFICACI%C3%93N_DE_METALES_LA_GENERALITAT_DE_CATALUNYA_Y_LA_DESTRUCCI%C3%93N_DEL_PATRIMONIO_ART%C3%8DSTICO_DURANTE_LA_GUERRA_CIVIL_pp_457_486"><img alt="Research paper thumbnail of EL SERVICIO DE RECEPCIÓN Y CLASIFICACIÓN DE METALES. LA GENERALITAT DE CATALUNYA Y LA DESTRUCCIÓN DEL PATRIMONIO ARTÍSTICO DURANTE LA GUERRA CIVIL, pp. 457-486" class="work-thumbnail" src="https://attachments.academia-assets.com/56886080/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/36935862/EL_SERVICIO_DE_RECEPCI%C3%93N_Y_CLASIFICACI%C3%93N_DE_METALES_LA_GENERALITAT_DE_CATALUNYA_Y_LA_DESTRUCCI%C3%93N_DEL_PATRIMONIO_ART%C3%8DSTICO_DURANTE_LA_GUERRA_CIVIL_pp_457_486">EL SERVICIO DE RECEPCIÓN Y CLASIFICACIÓN DE METALES. LA GENERALITAT DE CATALUNYA Y LA DESTRUCCIÓN DEL PATRIMONIO ARTÍSTICO DURANTE LA GUERRA CIVIL, pp. 457-486</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span>PATRIMONIO CULTURAL, GUERRA CIVIL Y POSGUERRA. Arturo Colorado Castellary (Ed.)</span><span>, 2018</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="088fe863b822eaabc1f891d5c69fda40" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":56886080,"asset_id":36935862,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/56886080/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="36935862"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="36935862"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 36935862; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=36935862]").text(description); $(".js-view-count[data-work-id=36935862]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 36935862; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='36935862']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 36935862, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "088fe863b822eaabc1f891d5c69fda40" } } $('.js-work-strip[data-work-id=36935862]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":36935862,"title":"EL SERVICIO DE RECEPCIÓN Y CLASIFICACIÓN DE METALES. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="30829082"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/30829082/AMPURIAS_Y_LOS_OR%C3%8DGENES_DEL_TURISMO_ARQUEOL%C3%93GICO_EN_CATALU%C3%91A"><img alt="Research paper thumbnail of AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA." class="work-thumbnail" src="https://attachments.academia-assets.com/51261302/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/30829082/AMPURIAS_Y_LOS_OR%C3%8DGENES_DEL_TURISMO_ARQUEOL%C3%93GICO_EN_CATALU%C3%91A">AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA.</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://ub.academia.edu/FRANCISCOGRACIAALONSO">FRANCISCO GRACIA-ALONSO</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del ...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. Along with the newspapers and public conferences, mass archaeological tourism will be the means used to publicize the site as much as the political interpretation that was made of it.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d768481bb78c203ce03342d248d80e95" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":51261302,"asset_id":30829082,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/51261302/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="30829082"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="30829082"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 30829082; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=30829082]").text(description); $(".js-view-count[data-work-id=30829082]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 30829082; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='30829082']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 30829082, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d768481bb78c203ce03342d248d80e95" } } $('.js-work-strip[data-work-id=30829082]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":30829082,"title":"AMPURIAS Y LOS ORÍGENES DEL TURISMO ARQUEOLÓGICO EN CATALUÑA.","translated_title":"","metadata":{"abstract":"Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. Along with the newspapers and public conferences, mass archaeological tourism will be the means used to publicize the site as much as the political interpretation that was made of it.","location":"Madrid","journal_name":"BOLETÍN DEL MUSEO ARQUEOLÓGICO NACIONAL, 34 (2016), pp. 383-404."},"translated_abstract":"Resumen: Las excavaciones arqueológicas en Ampurias, iniciadas en 1908, fueron el resul-tado del interés del dirigente de la Lliga Regionalista Enric Prat de la Riba por configurar un discurso político de carácter nacionalista que sirviera para aumentar la base popular de las reivindicaciones promovidas durante la Renaixença y el Noucentisme. Culminada con éxito la primera fase de las intervenciones, la definición de un pasado griego en el origen de la Cataluña histórica y su vinculación con la cultura clásica precisaba de un programa de difu-sión. Junto a los medios de comunicación, el turismo arqueológico masivo será el medio empleado para dar a conocer tanto el yacimiento como la lectura política que se hacía del mismo. Abstract: Archaeological excavations in Ampurias, started in 1908, were the result of the interest of the leader of the Regionalist League Enric Prat de la Riba by setting up a nationalist political discourse serves to increase popular basis of the claims promoted during the Renaissance and Noucentisme cultural movements. Successfully culminated the first phase of fieldworks, the definition of a Greek past at the origin of the historical Catalonia and its relationship to classical culture needed a diffusion program. 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Preliminary study in two museums in Barcelona" class="work-thumbnail" src="https://attachments.academia-assets.com/47555609/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/27297263/Immigrants_and_science_museums_in_times_of_crisis_Preliminary_study_in_two_museums_in_Barcelona">Immigrants and science museums in times of crisis. Preliminary study in two museums in Barcelona</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JanineSpr%C3%BCnker">Janine Sprünker</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">s Introduction: Access to knowledge generates inequalities. The gap between those who are scienti...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">s Introduction: Access to knowledge generates inequalities. The gap between those who are scientifically literate and those who are not can become a source of exclusion. In Spain, the relationship between science museums and vulnerable communities, in this case the immigrant population, has been little studied, and we are therefore seeking to build on research developed in other countries. Methodology: The study used surveys to gain an understanding of interviewees' socio-demographic profile, how immigrants relate to museums and the relationship between the museum and identity in two museums in Barcelona. Results: The women consulted stated that they felt comfortable in the museum and found the display formats in the museum to be similar to those in their own countries. It must be borne in mind that this is a preliminary study.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="732c784d6954f571118314683cec122b" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":47555609,"asset_id":27297263,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/47555609/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="27297263"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="27297263"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 27297263; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=27297263]").text(description); $(".js-view-count[data-work-id=27297263]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 27297263; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='27297263']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 27297263, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "732c784d6954f571118314683cec122b" } } $('.js-work-strip[data-work-id=27297263]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":27297263,"title":"Immigrants and science museums in times of crisis. 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A case study based on two" class="work-thumbnail" src="https://attachments.academia-assets.com/34200786/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7664494/Migrants_and_science_museums_in_times_of_crisis_A_case_study_based_on_two">Migrants and science museums in times of crisis. A case study based on two</a></div><div class="wp-workCard_item"><span>C I M U S E T 2014. ICOM</span><span>, Jul 1, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"This paper presents preliminary results of the research “Science and social inclusion in museums...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"This paper presents preliminary results of the research “Science and social inclusion in museums and the science centre environment. Migrants and science museums” carried out at <br />two science museums in Barcelona during 2013-2014. <br />The research studies the relationship between migrants and science museums, or museums with scientific content, in this case, <br />Cosmocaixa (La Caixa Foundation) and the Museu Marítim (Barcelona City Council). <br />This subject has not been researched before in Spain. <br />The study takes into account the increasing rate of immigration to Spain in the last decade. Times of crisis have arrived, and we need to examine the social function of science museums in <br />relation to the immigrant group. <br />We used qualitative and quantitative methods, through subjective and self-report measures."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5d344c7fb83d2debe1daf9a1683a4310" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34200786,"asset_id":7664494,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34200786/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7664494"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7664494"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7664494; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7664494]").text(description); $(".js-view-count[data-work-id=7664494]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7664494; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7664494']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7664494, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5d344c7fb83d2debe1daf9a1683a4310" } } $('.js-work-strip[data-work-id=7664494]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7664494,"title":"Migrants and science museums in times of crisis. 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and Identity","url":"https://www.academia.edu/Documents/in/Museums_and_Identity"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7691099"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7691099/Educaci%C3%B3n_patrimonial_en_l%C3%ADnea_patrimonio_accesible_inclusi%C3%B3n_intelectual_y_social_del_alumnado_de_secundaria_obligatoria"><img alt="Research paper thumbnail of Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria" class="work-thumbnail" src="https://attachments.academia-assets.com/34221121/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7691099/Educaci%C3%B3n_patrimonial_en_l%C3%ADnea_patrimonio_accesible_inclusi%C3%B3n_intelectual_y_social_del_alumnado_de_secundaria_obligatoria">Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://independent.academia.edu/JanineSpr%C3%BCnker">Janine Sprünker</a></span></div><div class="wp-workCard_item"><span>II Congreso Internacional en Educación y Accesibilidad</span><span>, 2014</span></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"In this paper we present the main results obtained in relation to one case of Action Research pr...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009). <br /> <br />The teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. These teaching and learning processes, that have as objectives the use and creation of digital objects with cultural heritage content, not only contribute to the intellectual inclusion of students, but  also promote social inclusion of problematic students or students that have learning dificulties students from and in the classroom. <br /> <br />Keywords: heritage education, social inclusion, intellectual inclusion <br />"</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="b6fc0ecda2454012622e5069de7f1f0e" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34221121,"asset_id":7691099,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34221121/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7691099"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7691099"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7691099; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7691099]").text(description); $(".js-view-count[data-work-id=7691099]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7691099; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7691099']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7691099, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "b6fc0ecda2454012622e5069de7f1f0e" } } $('.js-work-strip[data-work-id=7691099]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7691099,"title":"Educación patrimonial en línea: patrimonio accesible, inclusión intelectual y social del alumnado de secundaria obligatoria","translated_title":"","metadata":{"abstract":"\"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009).\r\n\r\nThe teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. These teaching and learning processes, that have as objectives the use and creation of digital objects with cultural heritage content, not only contribute to the intellectual inclusion of students, but also promote social inclusion of problematic students or students that have learning dificulties students from and in the classroom.\r\n\r\nKeywords: heritage education, social inclusion, intellectual inclusion\r\n\"","location":"Huesca (Spain)","more_info":"Co-author with Janine Sprünker and Patricia Castellanos","publication_date":{"day":null,"month":null,"year":2014,"errors":{}},"publication_name":"II Congreso Internacional en Educación y Accesibilidad"},"translated_abstract":"\"In this paper we present the main results obtained in relation to one case of Action Research project and its objectives, analyze the processes of teaching and learning that establish learning network (Harasim, Hiltz, Turoff, Teles, 2000) formed by cultural manager, teacher and students of secondary compulsory education and where there were use and creation processes (Simon, 2010) of digital objects (UNESCO, 2003) or educational online resources with cultural heritage content (Sprünker; Munilla, 2009).\r\n\r\nThe teaching and learning processes that are created during the heritage education project through internet allow students of compulsory secondary education to access and acquire knowledge that saves a cultural institution. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7741219"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7741219/THE_INFLUENCE_OF_NATIONALISM_IN_THE_ORIGINS_OF_CLASSICAL_ARCHAEOLOGY_IN_CATALONIA_1875_1907_IN_PRINT_"><img alt="Research paper thumbnail of THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7741219/THE_INFLUENCE_OF_NATIONALISM_IN_THE_ORIGINS_OF_CLASSICAL_ARCHAEOLOGY_IN_CATALONIA_1875_1907_IN_PRINT_">THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)</a></div><div class="wp-workCard_item"><span>Ulf R. Hansson (Ed.): CLASSICAL ARCHAEOLOGY IN THE LATE NINETEENTH CENTURY</span><span>, 2013</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741219"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741219"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741219; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741219]").text(description); $(".js-view-count[data-work-id=7741219]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741219; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741219']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741219, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7741219]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741219,"title":"THE INFLUENCE OF NATIONALISM IN THE ORIGINS OF CLASSICAL ARCHAEOLOGY IN CATALONIA (1875-1907) (IN PRINT)","translated_title":"","metadata":{"more_info":"Co-author with Francisco Gracia Alonso","publication_date":{"day":null,"month":null,"year":2013,"errors":{}},"publication_name":"Ulf R. 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Por lo tanto, la funció...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departamento de Educación, 2007f). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción "3c4learning" en el cual  participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivo fue definir los criterios de calidad de una educación patrimonial, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales, a través del uso de internet. Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. Los proyectos de educación patrimonial de calidad, desarrollan las competencias básicas.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="d9c86914efee2f2cbaf6c2f9041d9769" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34261976,"asset_id":7741591,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34261976/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741591"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741591"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741591; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741591]").text(description); $(".js-view-count[data-work-id=7741591]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741591; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741591']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741591, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "d9c86914efee2f2cbaf6c2f9041d9769" } } $('.js-work-strip[data-work-id=7741591]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741591,"title":"\u0001\u0002\u0003\u0004\u0005\u0004\u0006\u0007\bEducación patrimonial de calidad para promover un aprendizaje a lo largo de la vida\t\u0001\u0002\u0003\u0004\u0005","translated_title":"","metadata":{"abstract":"Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). Por lo tanto, la función educativa del museo debe apoyar esa finalidad, la cual coincide con la finalidad que tiene la educación formal (Departamento de Educación, 2007f). Sin embargo, para asegurar el desarrollo personal y social de las personas (Silverman, 2010), y en nuestro caso, del alumnado de la educación secundaria obligatoria, debemos tener en cuenta determinados elementos que proporcionarán una mayor calidad a la educación patrimonial. La presente comunicación presenta algunos resultados obtenidos del proyecto de investigación-acción \"3c4learning\" en el cual participaron dos museos, una institución cultural y tres institutos de secundaria de Cataluña. Uno de los objetivo fue definir los criterios de calidad de una educación patrimonial, cuando esta tiene lugar a partir de la colaboración entre el profesorado y los gestores culturales, a través del uso de internet. Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. Los proyectos de educación patrimonial de calidad, desarrollan las competencias básicas.\r\n \r\n\r\n","location":"Zagreb (Croatia)","more_info":"Co-author with Janine Sprünker","publisher":"ICOM-CECA Annual Conference 2011","publication_date":{"day":21,"month":9,"year":2011,"errors":{}},"publication_name":"ICOM-CECA 2011"},"translated_abstract":"Un museo está al servicio de la sociedad y de su desarrollo (ICOM, 2007). 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Los criterios comprenden la fase de planificación, ejecución del proceso de enseñanza y aprendizaje y la evaluación. No establecer colaboración limita la calidad de la educación patrimonial porque, entre otros aspectos, se deben encajar los requisitos curriculares y los recursos disponibles, en el contexto socioeconómico del centro educativo, para aprovechar todas las potencialidades del contexto, de los recursos, de los profesionales y responder a las necesidades educativas específicas del alumnado determinado. 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Un intento fallido de reorganización de la protección y estudio del patrimonio arqueológico en 1938 " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7679494/El_Instituto_Arqueol%C3%B3gico_Nacional_Un_intento_fallido_de_reorganizaci%C3%B3n_de_la_protecci%C3%B3n_y_estudio_del_patrimonio_arqueol%C3%B3gico_en_1938">El Instituto Arqueológico Nacional. 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La protecció del patrimoni documental en temps de crisi." class="work-thumbnail" src="https://attachments.academia-assets.com/34212198/thumbnails/1.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7679401/Agust%C3%AD_Dur%C3%A1n_i_Sanpere_La_protecci%C3%B3_del_patrimoni_documental_en_temps_de_crisi">Agustí Durán i Sanpere. La protecció del patrimoni documental en temps de crisi.</a></div><div class="wp-workCard_item"><span>Anuari d'arqueologia i patrimoni de Barcelona 2010 / Museu d'Història de Barcelona (MUHBA)</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><a id="5ae5afa771929212ac2502fc75a5dea1" class="wp-workCard--action" rel="nofollow" data-click-track="profile-work-strip-download" data-download="{"attachment_id":34212198,"asset_id":7679401,"asset_type":"Work","button_location":"profile"}" href="https://www.academia.edu/attachments/34212198/download_file?st=MTczMzI3NDgzOCw4LjIyMi4yMDguMTQ2&s=profile"><span><i class="fa fa-arrow-down"></i></span><span>Download</span></a><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7679401"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7679401"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7679401; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7679401]").text(description); $(".js-view-count[data-work-id=7679401]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7679401; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7679401']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7679401, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (true){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "5ae5afa771929212ac2502fc75a5dea1" } } $('.js-work-strip[data-work-id=7679401]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7679401,"title":"Agustí Durán i Sanpere. 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Its framework goal is to extend the relationship between industrial heritage, memory and ICTs, placing special emphasis on formal and non-formal education, teaching and learning, and in particular the potential of ICTs. Specifically, the project has as its main goals preserving the industrial heritage of Catalonia; the use of industrial heritage as a learning goal; and the development of virtual (on-line/on site) resources for industrial heritage management, documentation and dissemination. <br /> <br />Complementary goals are to analyse virtual resources and tools that can be used in transversal areas of knowledge like heritage; and to investigate the design of learning activities that use these resources. From this perspective, we consider it essential to conduct a theoretical and methodological review of the current state of knowledge in this area, and the development of case studies and specific products, including an evaluation process.  Taking as a base the different experiences carried out in this area, we intend to confirm that the ICT resources in the Broadcasting and Didactics of Heritage can become an essential factor for formal education. Bearing in mind the above, this proposed project relates to the research, analysis and design of tools channeled particularly to promote this new interdisciplinary area of knowledge. <br /> <br /> <br />Read more: Archives & Museum Informatics: Museums and the Web 2007: Papers: Munilla,G., and L. Solanilla, Industrial Heritage, Memory Preservation and ICTs <a href="http://www.archimuse.com/mw2007/papers/munilla/munilla.html#ixzz386DYuVvm" rel="nofollow">http://www.archimuse.com/mw2007/papers/munilla/munilla.html#ixzz386DYuVvm</a> <br />Under Creative Commons License: Attribution Non-Commercial No Derivatives</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7728691"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7728691"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7728691; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7728691]").text(description); $(".js-view-count[data-work-id=7728691]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7728691; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7728691']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7728691, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7728691]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7728691,"title":"Industrial Heritage, Memory Preservation and ICTs ","translated_title":"","metadata":{"abstract":"This project is conceived as an interdisciplinary project, to be developed in three years and involving different museums and heritage institutions. 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$a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7693647"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7693647/Patrimonio_digital_E_PUB_"><img alt="Research paper thumbnail of Patrimonio digital (E-PUB) " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7693647/Patrimonio_digital_E_PUB_">Patrimonio digital (E-PUB) </a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">"In the world of cultural heritage, the introduction of technology is a recent development, and t...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">"In the world of cultural heritage, the introduction of technology is a recent development, and therefore learning becomes more necessary. Many cultural institutions are still unaware of the potential that information technology and communication (ICT) can make to the conservation, presentation and communication of their collections, and they think the economic and human cost is an insurmountable barrier. For this reason, it is essential to spread as far as possible, those technological successful applications in the field of cultural heritage that can generate fears that the introduction of technologies fade. This book, the result of the research group Òliba (<a href="http://oliba.uoc.edu" rel="nofollow">http://oliba.uoc.edu</a>) of the Open University of Catalunya, aims to introduce the reader to those innovations that ICT can provide the world's heritage. <br /> <br />En el mundo del patrimonio cultural, la incorporación de la tecnología es un hecho reciente, y por lo tanto su aprendizaje resulta más necesario si cabe. Numerosas instituciones culturales desconocen todavía el potencial que las tecnologías de la información y comunicación (TIC) pueden aportar a la conservación, revalorización y comunicación de sus colecciones, y piensan que el coste económico y humano es una barrera infranqueable. Por esta razón, resulta indispensable difundir, en la medida de lo posible, aquellas aplicaciones tecnológicas con éxito en el ámbito del patrimonio cultural, para que se desvanezcan los temores que pueden generar la introducción de las tecnologías. Este libro, fruto de la investigación del grupo Òliba (<a href="http://oliba.uoc.edu" rel="nofollow">http://oliba.uoc.edu</a>) de la Universitat Oberta de Catalunya, pretende introducir al lector en aquellas novedades que las TIC pueden proporcionar al mundo del patrimonio."</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7693647"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7693647"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7693647; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7693647]").text(description); $(".js-view-count[data-work-id=7693647]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7693647; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7693647']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7693647, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7693647]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7693647,"title":"Patrimonio digital (E-PUB) ","translated_title":"","metadata":{"abstract":"\"In the world of cultural heritage, the introduction of technology is a recent development, and therefore learning becomes more necessary. Many cultural institutions are still unaware of the potential that information technology and communication (ICT) can make to the conservation, presentation and communication of their collections, and they think the economic and human cost is an insurmountable barrier. For this reason, it is essential to spread as far as possible, those technological successful applications in the field of cultural heritage that can generate fears that the introduction of technologies fade. This book, the result of the research group Òliba (http://oliba.uoc.edu) of the Open University of Catalunya, aims to introduce the reader to those innovations that ICT can provide the world's heritage.\r\n\r\nEn el mundo del patrimonio cultural, la incorporación de la tecnología es un hecho reciente, y por lo tanto su aprendizaje resulta más necesario si cabe. Numerosas instituciones culturales desconocen todavía el potencial que las tecnologías de la información y comunicación (TIC) pueden aportar a la conservación, revalorización y comunicación de sus colecciones, y piensan que el coste económico y humano es una barrera infranqueable. Por esta razón, resulta indispensable difundir, en la medida de lo posible, aquellas aplicaciones tecnológicas con éxito en el ámbito del patrimonio cultural, para que se desvanezcan los temores que pueden generar la introducción de las tecnologías. Este libro, fruto de la investigación del grupo Òliba (http://oliba.uoc.edu) de la Universitat Oberta de Catalunya, pretende introducir al lector en aquellas novedades que las TIC pueden proporcionar al mundo del patrimonio.\"","more_info":"Co-author with Cèsar Carreras","publisher":"Editorial UOC","publication_date":{"day":null,"month":6,"year":2014,"errors":{}}},"translated_abstract":"\"In the world of cultural heritage, the introduction of technology is a recent development, and therefore learning becomes more necessary. Many cultural institutions are still unaware of the potential that information technology and communication (ICT) can make to the conservation, presentation and communication of their collections, and they think the economic and human cost is an insurmountable barrier. For this reason, it is essential to spread as far as possible, those technological successful applications in the field of cultural heritage that can generate fears that the introduction of technologies fade. This book, the result of the research group Òliba (http://oliba.uoc.edu) of the Open University of Catalunya, aims to introduce the reader to those innovations that ICT can provide the world's heritage.\r\n\r\nEn el mundo del patrimonio cultural, la incorporación de la tecnología es un hecho reciente, y por lo tanto su aprendizaje resulta más necesario si cabe. Numerosas instituciones culturales desconocen todavía el potencial que las tecnologías de la información y comunicación (TIC) pueden aportar a la conservación, revalorización y comunicación de sus colecciones, y piensan que el coste económico y humano es una barrera infranqueable. Por esta razón, resulta indispensable difundir, en la medida de lo posible, aquellas aplicaciones tecnológicas con éxito en el ámbito del patrimonio cultural, para que se desvanezcan los temores que pueden generar la introducción de las tecnologías. 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LA PROTECCIÓN Y EL EXPOLIO DEL PATRIMONIO HISTÓRICO-ARQUEOLÓGICO DURANTE LA GUERRA CIVIL " class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7688188/EL_TESORO_DEL_VITA_LA_PROTECCI%C3%93N_Y_EL_EXPOLIO_DEL_PATRIMONIO_HIST%C3%93RICO_ARQUEOL%C3%93GICO_DURANTE_LA_GUERRA_CIVIL">EL TESORO DEL VITA. LA PROTECCIÓN Y EL EXPOLIO DEL PATRIMONIO HISTÓRICO-ARQUEOLÓGICO DURANTE LA GUERRA CIVIL </a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7688188"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7688188"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7688188; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7688188]").text(description); $(".js-view-count[data-work-id=7688188]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7688188; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7688188']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7688188, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7688188]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7688188,"title":"EL TESORO DEL VITA. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7688205"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7688205/SALVEM_LART_LA_PROTECCI%C3%93_DEL_PATRIMONI_CULTURAL_CATAL%C3%80_DURANT_LA_GUERRA_CIVIL"><img alt="Research paper thumbnail of SALVEM L'ART¡ LA PROTECCIÓ DEL PATRIMONI CULTURAL CATALÀ DURANT LA GUERRA CIVIL" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7688205/SALVEM_LART_LA_PROTECCI%C3%93_DEL_PATRIMONI_CULTURAL_CATAL%C3%80_DURANT_LA_GUERRA_CIVIL">SALVEM L'ART¡ LA PROTECCIÓ DEL PATRIMONI CULTURAL CATALÀ DURANT LA GUERRA CIVIL</a></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7688205"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7688205"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7688205; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7688205]").text(description); $(".js-view-count[data-work-id=7688205]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7688205; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7688205']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7688205, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7688205]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7688205,"title":"SALVEM L'ART¡ LA PROTECCIÓ DEL PATRIMONI CULTURAL CATALÀ DURANT LA GUERRA CIVIL","translated_title":"","metadata":{"more_info":"Co-author with Francisco Gracia Alonso","publisher":"RBA-LA MAGRANA","publication_date":{"day":null,"month":null,"year":2011,"errors":{}}},"translated_abstract":null,"internal_url":"https://www.academia.edu/7688205/SALVEM_LART_LA_PROTECCI%C3%93_DEL_PATRIMONI_CULTURAL_CATAL%C3%80_DURANT_LA_GUERRA_CIVIL","translated_internal_url":"","created_at":"2014-07-16T15:19:57.623-07:00","preview_url":null,"current_user_can_edit":null,"current_user_is_owner":null,"owner_id":5534942,"coauthors_can_edit":true,"document_type":"book","co_author_tags":[],"downloadable_attachments":[],"slug":"SALVEM_LART_LA_PROTECCIÓ_DEL_PATRIMONI_CULTURAL_CATALÀ_DURANT_LA_GUERRA_CIVIL","translated_slug":"","page_count":null,"language":"en","content_type":"Work","owner":{"id":5534942,"first_name":"Glòria","middle_initials":null,"last_name":"Munilla","page_name":"GlòriaMunilla","domain_name":"uoc","created_at":"2013-09-13T01:20:00.662-07:00","display_name":"Glòria Munilla","url":"https://uoc.academia.edu/Gl%C3%B2riaMunilla"},"attachments":[],"research_interests":[{"id":1173,"name":"Catalan Studies","url":"https://www.academia.edu/Documents/in/Catalan_Studies"},{"id":1657,"name":"Museum Studies","url":"https://www.academia.edu/Documents/in/Museum_Studies"},{"id":2132,"name":"Cultural Heritage","url":"https://www.academia.edu/Documents/in/Cultural_Heritage"},{"id":1451830,"name":"Archaeology of Spanisch Civil War","url":"https://www.academia.edu/Documents/in/Archaeology_of_Spanisch_Civil_War"}],"urls":[]}, dispatcherData: dispatcherData }); $(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> <div class="js-work-strip profile--work_container" data-work-id="7693570"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/7693570/Educaci%C3%B3_museus_i_TIC"><img alt="Research paper thumbnail of Educació, museus i TIC" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/7693570/Educaci%C3%B3_museus_i_TIC">Educació, museus i TIC</a></div><div class="wp-workCard_item"><span class="js-work-more-abstract-truncated">In this issue we propose a heritage education through educational resources online content assets...</span><a class="js-work-more-abstract" data-broccoli-component="work_strip.more_abstract" data-click-track="profile-work-strip-more-abstract" href="javascript:;"><span> more </span><span><i class="fa fa-caret-down"></i></span></a><span class="js-work-more-abstract-untruncated hidden">In this issue we propose a heritage education through educational resources online content assets, which can be divided into materials and activities accessible web portals such as schools, museums and other heritage institutions. Not only do we want to approach teachers, but also administrators and asset managers in the educational possibilities offered by new technologies and merging assets. Introduce materials and activities in line with heritage content in teaching and learning enables learning content from different transverse areas and promotes the acquisition of basic skills in practical situations and real students. <br /> <br />En el present dossier proposem una educació patrimonial mitjançant recursos educatius en línia de contingut de patrimoni, els quals es poden dividir en materials i activitats accessibles des de pàgines web com per exemple portals educatius, museus i altres institucions de patrimoni. No només volem apropar a mestres i professors, sinó que també gestors i gestores de patrimoni a les possibilitats educatives que ofereix la fusió de noves tecnologies i el patrimoni. 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CATÀLEG D'ESCULTURA I COL.LECCIONS DEL MÓN ANTIC, pp. 103-177.</span><span>, 2010</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741369"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741369"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741369; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741369]").text(description); $(".js-view-count[data-work-id=7741369]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741369; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741369']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741369, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7741369]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741369,"title":"EXVOTS IBÈRICS","translated_title":"","metadata":{"more_info":"Co-author with Francisco Gracia \u0026 Camila González","publication_date":{"day":null,"month":null,"year":2010,"errors":{}},"publication_name":"FONS DEL MUSEU FREDERIC MARÈS,5. 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El 4 de septiembre de 1936 Juan Negrín fue nombrado ministro de Hacienda en el gabinete de Largo Caballero. Su principal objetivo será conseguir y ejecutar todos los recursos económicos necesarios para asegurar la disponibilidad de fondos para sostener la guerra. Por ello prohibirá la exportación de moneda y lingotes de oro y plata para impedir el empobrecimiento del Tesoro Nacional. Pero era evidente que el mantenimiento de un conflicto que se preveía largo y duro no podía sustentarse tan solo en las reservas existentes, sino que había que pensar en emplear todos los recursos que pudieran obtenerse.</span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="7741448"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="7741448"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 7741448; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=7741448]").text(description); $(".js-view-count[data-work-id=7741448]").attr('title', description).tooltip(); }); });</script></span></span><span><span class="percentile-widget hidden"><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 7741448; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-work-strip[data-work-id='7741448']"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></span><span><script>$(function() { new Works.PaperRankView({ workId: 7741448, container: "", }); });</script></span></div><div id="work-strip-premium-row-container"></div></div></div><script> require.config({ waitSeconds: 90 })(["https://a.academia-assets.com/assets/wow_profile-f77ea15d77ce96025a6048a514272ad8becbad23c641fc2b3bd6e24ca6ff1932.js","https://a.academia-assets.com/assets/work_edit-ad038b8c047c1a8d4fa01b402d530ff93c45fee2137a149a4a5398bc8ad67560.js"], function() { // from javascript_helper.rb var dispatcherData = {} if (false){ window.WowProfile.dispatcher = window.WowProfile.dispatcher || _.clone(Backbone.Events); dispatcherData = { dispatcher: window.WowProfile.dispatcher, downloadLinkId: "-1" } } $('.js-work-strip[data-work-id=7741448]').each(function() { if (!$(this).data('initialized')) { new WowProfile.WorkStripView({ el: this, workJSON: {"id":7741448,"title":"El frente del arte","translated_title":"","metadata":{"abstract":"Tras el fracaso de la sublevación militar en Madrid, el Gobierno de la República reaccionó con rapidez y, el 23 de julio, creó una Junta con el objetivo de “incautar todos los objetos de arte o históricos que se encuentren en los palacios ocupados” para trasladarlos a centros oficiales. 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Su principal objetivo será conseguir y ejecutar todos los recursos económicos necesarios para asegurar la disponibilidad de fondos para sostener la guerra. Por ello prohibirá la exportación de moneda y lingotes de oro y plata para impedir el empobrecimiento del Tesoro Nacional. 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$(this).data('initialized', true); } }); $a.trackClickSource(".js-work-strip-work-link", "profile_work_strip") }); </script> </div><div class="profile--tab_content_container js-tab-pane tab-pane" data-section-id="2273553" id="talks"><div class="js-work-strip profile--work_container" data-work-id="3076508"><div class="profile--work_thumbnail hidden-xs"><a class="js-work-strip-work-link" data-click-track="profile-work-strip-thumbnail" href="https://www.academia.edu/3076508/Recursos_digitals_per_la_Hist%C3%B2ria_Antiga"><img alt="Research paper thumbnail of Recursos digitals per la Història Antiga" class="work-thumbnail" src="https://a.academia-assets.com/images/blank-paper.jpg" /></a></div><div class="wp-workCard wp-workCard_itemContainer"><div class="wp-workCard_item wp-workCard--title"><a class="js-work-strip-work-link text-gray-darker" data-click-track="profile-work-strip-title" href="https://www.academia.edu/3076508/Recursos_digitals_per_la_Hist%C3%B2ria_Antiga">Recursos digitals per la Història Antiga</a></div><div class="wp-workCard_item wp-workCard--coauthors"><span>by </span><span><a class="" data-click-track="profile-work-strip-authors" href="https://uab.academia.edu/BorjaAntelaBernardez">Borja Antela-Bernardez</a> and <a class="" data-click-track="profile-work-strip-authors" href="https://uoc.academia.edu/Gl%C3%B2riaMunilla">Glòria Munilla</a></span></div><div class="wp-workCard_item wp-workCard--actions"><span class="work-strip-bookmark-button-container"></span><span class="wp-workCard--action visible-if-viewed-by-owner inline-block" style="display: none;"><span class="js-profile-work-strip-edit-button-wrapper profile-work-strip-edit-button-wrapper" data-work-id="3076508"><a class="js-profile-work-strip-edit-button" tabindex="0"><span><i class="fa fa-pencil"></i></span><span>Edit</span></a></span></span><span id="work-strip-rankings-button-container"></span></div><div class="wp-workCard_item wp-workCard--stats"><span><span><span class="js-view-count view-count u-mr2x" data-work-id="3076508"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 3076508; 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