Aula de mayores universidad de murcia

University of Murcia

The origins of the University of Murcia have always been sought in various medieval educational institutions that were founded after the conquest of Murcia, such as the School of Murcia, a studium arabicum directed by Al-Ricotí founded by Alfonso X of Castile in 1269, or the solemn studium of the Dominicans, a convent school that was applied to the study of oriental languages, scriptures and theology after the foundation of the Convent of Santo Domingo in 1272, which is considered the antecedent of a studium generale.[6]

Subsequently, the most important educational institutions of the city and the Kingdom of Murcia would be the College of San Esteban (founded in 1555 by Bishop Esteban de Almeyda) and the Seminario Mayor de San Fulgencio founded in 1592 by Bishop Sancho Dávila Toledo, where important personalities such as the Count of Floridablanca or Diego Clemencín studied. In addition, outstanding scholars such as Salvador Jacinto Polo de Medina and Francisco Cascales became professors. This institution, during the episcopate of Rubín de Celis (1773-1784) obtained from the state the privilege of granting higher degrees based on the non-existence of a University in the kingdom of Murcia and thus opened it to the laity.[7] The University of Murcia was founded in the year 1773.

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ciento veinte mujeres mayores realizaron la prueba de elevación de piernas rectas con ambas piernas y la prueba de sentarse y alcanzar (SR) en un orden aleatorio. En la prueba de sentarse y alcanzar, se midió la puntuación y la postura lumbo-sacra en flexión (ángulo lumbo-horizontal, L-Hfx).

Los valores medios de la elevación de la pierna recta en la pierna izquierda y derecha fueron de 81,70 ± 13,83º y 82,10 ± 14,36º, respectivamente. El valor medio de la RPE de ambas piernas fue de 81,90 ± 12,70º. Los valores medios de la puntuación SR y L-Hfx fueron -1,54 ± 8,09 cm y 91,08º ± 9,32º, respectivamente. Los valores de correlación entre la media de la prueba de elevación de la pierna recta con respecto a la postura lumbo-sacra y la puntuación de SR fueron moderados (L-Hfx: r = -0,72, p < 0,01; SR: r = 0,70, p < 0,01). Ambas variables explicaron de forma independiente alrededor del 50% de la varianza (L-Hfx: R2 = 0,52, p < 0,001; SR: R2 = 0,49, p < 0,001).

Ucam

Bastiaens, T. y Zwaneveld, B. (2010). Competencias TIC del profesor: Sobre el apoyo a los procesos de aprendizaje y enseñanza con el uso de las TIC. IFIP International Federation for Information Processing, 1.

Bates, A.W. (2001). Cómo gestionar el cambio tecnológico. Estrategias para los responsables de centros universitarios. Barcelona: Gedisa/EDIUOC. Recuperado de: http://www.uoc.edu/web/esp/art/uoc/bates1101/bates1101.html

BECTA [Agencia Británica de Comunicaciones y Tecnología Educativa] (2004). A Review of the Research Literature on Barriers to the Uptake of ICT by Teachers. Informe. Recuperado de: http://dera.ioe.ac.uk/1603/1/becta_2004_barrierstouptake_litrev.pdf

Flores, O. y Del Arco, I. (2013). Nativos digitales, inmigrantes digitales: rompiendo mitos. Un estudio sobre el dominio de las TIC en profesorado y estudiantado de la Universidad de Lleida. Bordón, 65(2), 59-74. ISSN: 0210-5934.

Kalembera, L. y Majawa, F. (2015). La integración de las TIC en las actividades de aprendizaje de los estudiantes de pregrado de la Facultad de Medicina. Actas de la Conferencia IST-Africa 2015 (pp. 1-10). IIMC Gestión Internacional de la Información. ISBN: 978-1-905824-51-9

Aula de mayores universidad de murcia 2022

In the current (4th) edition of this ranking, 1,406 universities from 106 countries/regions participated, compared to 1,118 from 94 countries/regions in the previous edition. In other words, participation has increased by 288 additional higher education institutions.

The University of Burgos has been included among the 2,202 universities from 96 countries participating in U-MULTIRANK 2022. In this edition, the Burgos institution improves its results with respect to the 2021 edition and now has 5 indicators of maximum performance compared to the 4 indicators of the previous edition. The University of Burgos obtains good results in the parameters of gender equality, programs for underrepresented student groups, interdisciplinary publications, percentage of female authors and income from regional sources.

The University of Burgos appears, for the first time, in the Shanghai ranking in position 201-300 in the subject of Food Science and Technology. The subject ranking analyzes scientific publications, during the period 2015-2019, collecting bibliometric data collected in Web of Science and InCites. This position is a reflection of the good research and dissemination work in publications of international importance carried out by the PDI of the Department of Food Science and Technology of the University of Burgos. For more information you can consult RANKING SHANGAI