Title
Business Communication 2.0
Financial Statement Analysis
Labour Economics
Project Management
Investments and Valuation of
Firms
Financial Markets
Spanish Economy
Tutor
Bonsón, Enrique
bonson@uhu.es 959218013
Bonson, Enrique
bonson@uhu.es 959218013
Miedes Blanca
miedes@uhu.es 959219689
Mena, Ángel
mena@uhu.es 959217444
Garcia Machado, Juan José
machado@uhu.es
959217857
Garcia Machado, Juan José
machado@uhu.es 959217857
Simarro Garcia, Juan Miguel
juan.simarro@dege.uhu.es 959
217887
Code
S
ECTS
Campus
Time and place
Wednesday 17.30-19.30
900530055
1 or 2
7.5
M
900530032
1 or 2
6
M
Monday 16.00-18.00
Wednesday 16.00-17.30
Aula 1.2
900530033
2
6
M
Wednesday 9.00-11.00
7
900530036
2
6
M
Tuesday 19.00-21.00
8
530099051
1
9
M
Monday 18.00-19.30
Aula 1.1
10
530099046
2
9
M
Monday 18.00-19.30
Aula 1.1
12
Sin código
1 or 2
6
M
Wednesday 19:30-21:00
Aula 1.2
14
Business Sociology
Rizo López, Ana rizo@uhu.es
959219657
530099031
1
4.5
M
Tuesday and Thursday
16:00-17:30
Aula 1.2
Tourism Practicum
Jiménez Toribio, Ramón
toribio@uhu.es
Carvajal, Elena
carvajal.trujillo@dem.uhu.es
959217921
Sin código
1 or 2
6-11
M
Wednesday 6th October
12.30 seminario 35
Environmental Economic
Policy
Correa Tierra, Irene
irene@uhu.es
9592182281
C
Tuesday 12-13:30
Sala Común 2 cuarta planta
de la Facultad de CC.
Experimentales
Sin código
1 or 2
6
Pag
4
6
15
16
S1: Monday 18:00 - 19:30
Wednesday 17:30 a 19:30
Strategic Management and
Business Policy
Vargas, Alfonso
vargas@uhu.es 959217845
530099028
1 and 2
12
M
Aula 1.2
S2: Monday 18:00 - 19:30
Wednesday 17:30 - 19:30
Aula 1.2
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 - HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email:
serv.lenguas.mod@uhu.es
1
Title
Effects of Global Changes
on Natural Ecosystems
Tutor
Hidalgo Fernández, Pablo
pablo.hidalgo@dbasp.uhu.es
959219886
Code
Sin código
S
ECTS
Campus
Time and place
1 or 2
6
C
Wednesday 17:00-19:00
(provisional- contact tutor)
17
18
Environmental Economic
Policy
Correa Tierra, Irene
irene@uhu.es 9592182281
Sin código
1 or 2
6
C
Tuesday 12-13:30
Sala Común 2 cuarta planta
de la Facultad de CC.
Experimentales
Project Management
Carvajal, Domingo
djcarvaj@uhu.es 959217614
900530036
1
6
C
Tuesday 19.00-21.00
Renewable Energies
Gil Carvajal, Nuria
carvajal@uhu.es
959217352
Sin código
1
6
C
Environmental Science and
Techniques
Domingo, Juan
juan.domingo@uhu.es
959217517
900530058
2
6
C/R
Aguado Casas, Juan Luis
aguado@uhu.es
606556819
Sin código
2
6
C
Thursday: 18:00-20:30
Starts: March 10th 2011
Experimental Physics
Pag
Mondays 10:00-11:30
Start October 4th 2010
Sala Común 1 cuarta planta
de la Facultad de CC.
Experimentales
El Carmen, room G.2.5:
Thursday: 15.00-17.00.
Whole semester
La Rábida (room not
assigned): Monday: 16.0018.00. Just 4 Mondays:
March 28tth, April 4th, May
9th and 16th.
Free Software tools in
Science: application to
Molecular Physics
Perez-Bernal, Francisco
francisco.perez@dfaie.uhu.es
959219789
Sin código
1 or 2
6
C
Wednesday and Thursday
11.00-12.30 Seminar room
Applied Physics Dept. (4th
floor Fac. CC.
Experimentales)
Start Date: October 6th
Industrial Automation
Fernando Gómez, Bravo
fernando.gomez@diesia.uhu.es
959217638
900530039
1
6
R
Wednesday 10.30-13.30
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 - HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email:
serv.lenguas.mod@uhu.es
19
20
21
23
2
Title
Cultural Bases of Education
General Didactics
Curriculum Making:
Innovation and Development
History of Physical Education
and Sport
Sport Psychology
Teacher Practicum
Diagnosis in Education
Theory of Education and
Contemporary Institutions of
Education
Tutor
Jiménez Vicioso, Juan Ramón
jjimenez@uhu.es
9592192886
Bautista Vallejo, José Manuel
bautista@uhu.es
959212436
Bautista Vallejo, José Manuel
bautista@uhu.es
959212436
Tamayo Fajardo, Javier Antonio
tamayo@uhu.es
959219274
Pulgarín Medina, Mª Carmen
carmen.pulgarin@dpsi.uhu.es
959219206
Garcia Rodriguez Pilar
mpgarcia@dedu.uhu.es
Carrasco Macías, Mª José
mjcarra@uhu.es
959219233
Alonso, Pilar
pilar.alonso@dpsi.uhu.es
959219212
Hermosín Manuel
manuel.hermosin@dedu.uhu.es
959262019
Code
S
Campus
Time and place
Pag
900530042
1 or 2
6
C
Sin código
1 or 2
6
C
Sin código
1 or 2
6
C
Sin código
1
6
C
Sin código
2
6
C
S1: Monday 11.30-13.30
S2. Wednesday 11.30-13.30
Start date 4th Oct
Aula 3.b.2: Facultad de
Ciencias de la Educación,
pabellón b, aula 2.
Contact tutor. The room
assigned is his office, Faculty
of Education.
Contact tutor. The room
assigned is his office, Faculty
of Education.
Thursday 12:30-14:30
Aula B.4 Edif. Pérez Quintero
Starts 7th October 2010
Wednesday 17:30-19:30
Start date: February 23rd
900530044
1or 2
6
C
Contact tutor
32
900530056
2
6
C
Tuesday 13:00-14.30
Start date first week of March
33
6
C
Monday 19:00 a 20:30
Aula de software libre
(pabellón 6, Fac. CC
Educación)
35
6
C
Contact tutor
37
6
C
Wednesday 11.30-14.30
School of Social Work
Sin código
1
González Faraco, Juan Carlos
faraco@uhu.es
900530041
2
959219238
Escrivá Chorda, Angela
Intro Latin American Society
angeles.escriva@dstso.uhu.es
900530052
2
and Politics
959219572
Semester 1(S1): 27th September to 17th February, Semester 2 (S2): 18th February to 30th June
Social Education Practicum
ECTS
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 - HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email:
serv.lenguas.mod@uhu.es
26
27
28
29
31
3
C= El Carmen; M= la Merced; R= La Rábida
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 - HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email:
serv.lenguas.mod@uhu.es
4
Subjects in English
TITLE: BUSINESS COMMUNICATION 2.0
Enrique Bonsón
Francisco Flores
7.5 ECTS per semester. Available twice a year, 1st or 2nd semester
Timetable: Wednesdays 17:30-19,30, Facultad de Ciencias Empresariales, La Merced
Description
Social media are becoming ever more popular, and recent studies demonstrate their importance
as platforms capable of contributing to the increased corporate transparency of international
companies, which is now accepted to be one of the key factors for future economic stability. So,
a general understanding of the main functionalities of social media and how they can be used
from the point of view of an international company has become a necessity not only for students
of business and law but other disciplines too. The module is divided into two interconnected
sections which include social media functionalities and social media strategies for marketing
and corporate dialogue, and the use of the most relevant Internet standards to support data and
interactions between users, both internal and external to a company or organization.
 The main objective is to enable students to explore two main mechanisms by which
international companies and organizations can improve current levels of corporate
transparency and interaction. These are:
 The latest Internet platforms. Firstly, improved corporate websites, whose quality is
analyzed in a structured way; and secondly, social media, which are popular emerging
platforms in which global conversations are now taking place. These two media forms
are increasingly referred to as Web 1.0 and Web 2.0, respectively.
 The most robust and best-developed standards for expressing structured information
(text as well as figures) digitally: firstly, XBRL, or eXtensible Business Reporting
Language, and secondly, OWL, or Web Ontology Language. These in turn are known
as Web 3.0 or the semantic Web.
Aims

To give students the basic skills to select and utilise one or more social media
platforms, according to the needs of an organization;
 To illustrate how the main social media platforms are currently used by leading
companies;
 To enhance students’ self learning abilities and group cooperation and competition
skills;
 To improve additional social and communication skills particular to the business
world.
Learning outcomes
By the end of the module students should be able to:
 To demonstrate a profound knowledge of the functionalities of the social media
 To use international information sources such as the webpages of the main Internet
consortia
 To use a structured analysis procedure and advanced metrics to evaluate the social
media performance
 To understand the meaning of the main Internet markup languages and how to use
them to express information
 To clearly communicate their conclusions to third parties
Syllabus indicative content
Part 1: Social media
1. Web 2.0 concepts
2. The main social media platforms today
3. Uses of the main social media for international companies and organizations: corporate
dialog
4. Social media strategies and metrics
Part 2: Open data
5. Web 3.0 concepts
6. W3C Consortium initiatives
7. Open Data initiatives in UK and USA: Open Government
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
5
8. XBRL and general applications: corporate social responsibility
9. The Semantic Web, future perspectives
¡
Assessment
The final grade for this course will be determined as follows:
Class attendance and active participation
20%
Teamwork 1
20%
Teamwork 2
30%
Individual assignment
30%
Reading list
Bonsón, E. and Flores, F. (2010), “Social media and and corporate dialog: the response of the
global financial institutions”, Online Information Review, Vol. 34, No. 5, in press.
Bonsón, E., Escobar, T. and Flores, F. (2008), “Navigation quality as a key value for the
webpage of a financial entity”, Online Information Review, Vol. 32, No, 5, pp. 623-634.
O´Reilly, T. (2005), “What is Web 2.0: Design patterns and business models for the next
generation of software”. http://oreilly.com Accessed on January 2010.
Postman, J. (2009), “”SocialCorp: Social media goes corporate”. New Riders. Berkeley.
XBRL consortium www.xbrl.org
W3C consortium www.w3.org
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
6
Subjects in English 2010-11
Title: FINANCIAL STATEMENT ANALYSIS
ECTS: 6 Timetable:
Group A (1st Semester) Monday 16:00-18.00 and Wednesday: 16:00-17.30
Group B (2nd Semester) Monday 16:00-18.00 and Wednesday: 16:00-17.30
Tutor: Prof. Enrique Bonson bonson@uhu.es
Description
The module is divided into two interconnected sections which include accounting information for
decision making purposes in the field of financial analysis and financial statement analysis
techniques and tools for investment and risk analyses.
Aims
The aim of this module is to:
 give students the basic skills to select and aggregate accounting information for
decision making
 illustrate how liquidity, solvency and profitability analysis tasks are currently developed
 enhance students self learning abilities
 improve social and communication skills also needed in the business world
Learning outcomes
By the end of the module students should be able to:
 demonstrate a profound knowledge of the basis of financial statement analysis
 use international accounting statements and financial information sources
 use a structured analysis procedure
 understand financial variables under analysis judgments and how to calculate them
 clearly communicate their conclusions to third parties
Syllabus indicative content
Financial Statements
 Business Analysis and Valuation Using Financial Statements
 An International Perspective
 Basic Financial Statements
 Cash Flow Statement and notes
 Segment and Interim Reporting
Financial Statement Analysis
 Basics of Analysis
 Liquidity and Solvency Analysis
 Profitability Analysis
 Credit Analysis
 Financial Analysis and New Technologies
Assessment
The final grade for this course will be determined as follows:
Portfolio, class attendance and active participation
20%
Individual essay and short presentation
20%
Group essay
30%
Final exam
30%
Reading list
Bernstein, Leopold and Wild, John (1998): Financial Statement Analysis. Theory,
Application and Interpretation. Irwin, McGraw-Hill, Boston, Massachussets.
Gibson, Charles (2001): Financial Reporting and Analysis. Using Financial Accounting
Information. Thomson Learning. South-Western College Publishing, Cincinnati, Ohio.
International Accounting Standards Committee (2000): International Accounting Standards
Explained. John Wiley & Sons, Ltd. New York.
Palepu, Krishna, Healy, Paul and Bernard, Victor (2000): Business Analysis & Valuation.
Thomson Learning. South-Western College Publishing, Cincinnati, Ohio.
Walton, Peter (2000): Financial Statement Analysis: An International Perspective. Thomson
Learning Business Press, London.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
7
Subjects in English 2010-11
Title: LABOUR ECONOMICS
E ECTS: 6 Timetable: 2nd Semester, Wednesdays 9:00-11:00 Facultad Ciencias del
Trabajo (Classroom IB1)
Tutor: Dr. Blanca Miedes Ugarte miedes@uhu.es
Description
This module will focus on providing the student with an advanced knowledge of labour markets
at world-wide, European, Spanish, regional and local levels.
Aims
Main aims of this module are to:
 enhance students’ analytical skills whilst encouraging them to form their own critical
view on the functioning of labour markets in an academic and well-versed way. A
general review of classic research papers on general topics in this field is provided.
 provide training in localization, handling and use of the main statistical and
documentary sources engaged in the analysis of the labour market.
Learning outcomes
By the end of the module students should be able to:
 Demonstrate an understanding of labour market functioning.
 Identify main labour market structuring processes.
 Calculate main statistical labour indicators.
 Locate, understand and analyse main international, national and regional labour
statistics.
 Identify and compare problems affecting actual labour markets.
Syllabus indicative content
 UNIT 1: GLOBAL LABOUR MARKET
 UNIT 2: MAIN FEATURES OF EUROPEAN LABOUR MARKET.
 UNIT 3: GENERAL FEATURES OF SPANISH LABOUR MARKET.
 UNIT 4: LABOUR MARKETS FROM A TERRITORIAL APPROACH.
 UNIT 5: RESEARCHING IN LABOUR MARKETS STRUCTURES.
Assessment
During the course students will be required to submit exercises, oral presentations and
practical assignments. Types of activities, number and deadlines will be discussed with the
students the first week of the course. The final grade will be a pondered average of all the
student’s previous scores (50%), course attendance (30%) and class participation (20%).
Reading list
During the course some papers and articles referring to current labour market analysis will be
selected from those published on several international specialized web sites:
- EUROSTAT : http://europa.eu.int/comm/eurostat/
- OECD - Organisation for Economic Cooperation and Development: http://www.oecd.org
- International Labour Office: www.ilo.org/public/english/employment/strat/kilm/indicats.htm
- European Commission V D.G (Employment and Social Affaires):
http://europa.eu.int/comm/employment_social/index_es.html
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
8
Subjects in English 2010-11
Title: PROJECT MANAGEMENT
E ECTS: 6
Timetable: 2nd Semester,
Tutor: Angel Mena
Description
The subject provides an overview of the project management processes, including how to
initiate and plan a project, the steps used in executing, monitoring and controlling a project, and
the components of closing a project. Also the students learn what the project life cycle is, the
five project management process groups and the nine areas of expertise needed to manage
projects. The approach taken is very practical.
Aims
Students should receive a training that enables them to know, apply and understand a
methodology for planning, scheduling, initiating, organizing, executing, monitoring and
controlling a project.
Learning outcomes
By the end of the module students should be able to:
 Identify the impact of the environment on a project. Identify the key formal stakeholders
for every project. Match the types of organizational structures with their descriptions.
Identify the goals of project management. Identify the five project management process
groups.
 Select the responsibilities of a project manager when planning a project. Identify skills
necessary for a project manager. Identify pitfalls of managing projects.
 Understand the project management process. Sequence the steps in the project
planning process.
 Initiate and plan projects, Sequence the steps of the executing process group. Monitor
and control a project. Close a project. Identify the elements of a final report.
Syllabus indicative content
 Chapter 0. Introduction to the Project Management Body of Knowledge.
International Standards.
 Chapter 1. The Project Management Framework. What is a Project?. What is Project
Management?.Areas of Expertise. Project Management Context.
 Chapter 2. Project Life Cycle and Organization. The Project Life Cycle. Project
Stakeholders.
 Organizational Influences
 Chapter 3. The Standard for Project Management of a Project: Project
Management Processes for a Project. Project Management Processes. The Plan-DoCheck-Act Cycle. Project Management Process Groups. Process Interactions.
Examples. Project Management Process Mapping.
 Chapter 4. The Project Management Knowledge Areas. Project Integration and
Scope Management. Project Time and Cost Management. Project Quality and Human
Resource Management. Project
 Communications, Risk and Procurement Management.
 Chapter 5. Project Management Competencies. Professional Certification. IPMA and
other EU models.
 Practical Work: Planning and scheduling a project. Students have to do the project´s
work breakdown structure, identify the main activities, sequenzing them and estimate
their duration. Finally, they Hill calculate the critical time, the project critical path and will
draw the project Gantt Diagram using Microsoft Project or other Project Management
Software.
Assessment System
The final grade for this course will be determined as follows:

Coursework, assignments, readings, debates, attendance and active participation:
50%
 Essay and project management plan presentation in group: 50%.
Only to those students whose coursework would be low quality, final written exam, consist
of short open questions and/or multiples choice questions,
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
9
Reading list
Project Management Institute: A Guide to the Project Management Body of Knowledge
(PMBOK Guide), Third Edition. PMI. Newtown Square, PA. EE.UU., 2004.
International Project Management Association. IPMA Competence Baseline (ICB) Version 3,
2006.
Fleming, Quentin W. & Koppleman, Joel M. Earned Value Project Management, 2nd Edition,
Project Management Institute, 2000
Turner, J. Rodney. The Handbook of Project-based Management. Leading Strategic Change in
Organizations, 3rd ed. New York: McGraw-Hill, 2008.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
10
Subjects in English 2010-11
TITLE: INVESTMENTS AND VALUATION OF FIRMS
Tutor: Prof. Juan José García Machado machado@uhu.es
ECTS: 9 Semester 1
Description
This is a 4th year subject of the Degree in Business Administration (LADE). The main objective
of this course is to provide students with an adequate knowledge of the theory and practice of
different methods for analysis, investments valuation and measuring the value of companies,
from an internal and external point of view.
Aims
The participants will develop basic skills for their professional career in this field as well as
completing their training in this branch of Finance. In particular, the course gives a practical
insight into the use of valuation methods (static and dynamic models, Capital Asset Pricing
Model –CAPM-, relative valuation models, discounted cash flows, etc.). It presents the basic
tools needed for valuation, the fundamental principles of value creation and how market risk is
measured and rewarded. It also provides a framework for comparative analysis across the
models.
Learning outcomes
By the end of the module students should be able to:
 Understand the operation and application of different investments and company
valuation techniques.
 Know and differentiate between static value vs. dynamic value, internal valuation vs.
external valuation, and fundamental analysis vs. technical analysis.
 Pose and solve problems about the valuation of companies in different situations, such
as minority stockholders, mergers and buy-outs, privatizations, etc.
 Recognize and understand those factors which affect company value and know the
measures of shareholder value creation.
 Know the new technologies to measure the market risk and valuation of non-current
assets and intangibles assets.
Syllabus indicative content
 Generalities about company valuation, static and dynamic value, fundamental and
technical analysis, and goodwill-based methods.
 Shareholder return and risk measurement, market efficiency, portfolio theory, Capital
asset pricing model (CAPM), and stock-exchange valuation.
 Relative valuation models, discounted cash flow valuation, and new economy
companies valuation.
 Measures of shareholder value creation, volatility, and market risk.
 Applications of market models to company valuation.
 Floatings, privatizations, public offerings, takeover bids, mergers and buy-outs.
Assessment
 The course assessment will be determined by the scores obtained by the students in
the assignments, participation and exams.


Assignments and participation are an important part of student assessment (between
60% and 70% of the final grade). The professor may propose that the student make a
short presentation of their work in class.
The rest of the final grade will be obtained from the students’ scores in written exams.
Each exam might consist in a theoretical or practical part or both of them. The
theoretical part combines multiple choice test and short answers. The objective is not
only to assess the specific knowledge the student has acquired but also to assess their
ability to synthesize and express themselves (the language they use, etc.).
Reading list


COPELAND, T.; KOLLER, T. & MURRIN, J. [2000]: Valuation: Measuring and
Managing the Value of Companies. 3th Edition. John Wiley & Sons. New York.
DAMODARAN, A. [1996]: Investments Valuation. John Wiley & Sons. Nueva York.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
11



DAMODARAN, A. [2001]: The Dark Side of Valuation: Valuing old Tech, new Tech, and
new Economy Companies. Prentice Hall. New York.
FOERSTER, S. R. [2006]: Valuing Wal-Mart Stock. Case Studies. Ivey Publishing.
Toronto.
SHARPE, W. F.; ALESANDER, G. J. & BAILEY, J. V. [1995]: Investments. 5th Edition.
Prentice Hall. New Jersey.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
12
Subjects in English 2010-11
TITLE: FINANCIAL MARKETS
Tutor: Juan José García Machado machado@uhu.es
ECTS: 9 Semester 2
Description
This is a 4th year subject of the Degree in Business Administration (LADE). The main objective
of this course is to provide the students with an adequate knowledge of the theory and practice
of the financial markets.
Aims
The participants will develop basic skills for their professional career in this field and at the
same time will complete their training in this branch of Finance. In particular, the course gives a
practical insight into the markets of financial instruments, including derivatives and foreign
currencies, with direct reference to the Spanish markets. A detailed analysis and description of
the main contracts, concepts and generalities, origins, market structures, functioning
mechanism and strategies will be performed. In addition, specific software will be used to learn
hedge, arbitrage, and speculation strategies.
Learning outcomes
By the end of the module students should be able to:
 Know the Spanish Financial System as well as the different elements by which it is
comprisedt: financial assets, mediators and financial intermediaries, and financial
markets.
 Understand the functioning mechanism which guides the different financial markets.
 Know the theory of investment systems.
 Pose and solve problems on financial mathematics, as well as apply fundamental
and technical analysis.
 Recognize and understand those factors which affect stock-exchange behaviour.
 Know the ways to access to stock-exchange investment.
 Learn to value and use financial derivatives as futures, options and warrants.
Syllabus indicative content
 Description, evolution, organization and composition of the Spanish Financial
System and the role of financial institutions: European Central Bank, Bank of Spain,
the banking system and other financial intermediaries.
 Description and characteristics of financial markets, monetary market and capital
market.
 Theory and investment systems, variable and fixed yield investment, fundamental
and technical analysis.
 Collective investment institutions and types of investment funds.
 Temporary structure of interest rates and OTC markets.
 Financial futures and options markets.
 International Monetary System, foreign exchange markets, the European Monetary
Union and the Euro.
Assessment
The course assessment will be determined by the scores obtained by the students in the
assignments, participation and exams.


Assignments and participation are an important part of student assessment
(between 60% and 70% of the final grade). The professor may propose that the
student make a short presentation of his work in class.
The rest of the final grade will be obtained from the students’ scores in written
exams. Each exam might consist in a theoretical or practical part or both of them.
The theoretical part combines multiple choice test and short answers. The objective
is not only to assess the specific knowledge the student has acquired but also to
assess their ability to synthesize and express themselves (the language they use,
etc.).
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
13
Reading list





CECHETTI [2007]: Money, Banking and Financial Markets. 2th Edition. McGraw-Hill.
Massachussets.
CONKLIN, D. W. & CADIEUX, D. [2008]: The 2007-2008 Financial Crisis: Causes,
Impacts and the Need for New Regulations. Case Studies. Ivey Publishing. Toronto.
DE JONG, F. & RINDI, B. [2009]: The Microstructure of Financial Markets.
Cambridge University Press. London.
KOLB, R. W. & RODRÍGUEZ, R. J. [1996]: Financial Markets. McGraw-Hill.
Massachussets.
SCOTT, W. L. [1999]: Markets and Institutions. A Contemporary Introduction to
Financial Services. McGraw Hill. Cincinnati.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
14
Subjects in English 2010-11
TITLE: SPANISH ECONOMY
Tutor: Dr. Juan Miguel Simarro García juan.simarro@dege.uhu.es
Credits: 6, 2nd Semester
Description
This module covers the basic features of Spanish institutions and the sectoral and territorial
analysis of the national economy.
Aims
The aim of this module is to provide the student with the economic terms to analyse the current
situation and the basis of the Spanish productive model.
Learning outcomes
By the end of the module students should be able to:
 appreciate what is the current economic situation in Spain
 use economic concepts in multidisciplinary areas of knowledge
 understand the Spanish role in the EU
Syllabus indicative content
 Conceptual introduction and fundaments of economics
 Recent History of the Spanish Economy
 Sectoral analysis
 Spatial analysis
Assessment
Assessment will be based on the active participation of the student in class and tutorial activities
and the final exam.
Reading list
 García Delgado, J. L. (2007): Lecciones de Economía Española, Cívitas, Madrid.
 Keith G. Salmon (1995) The Modern Spanish Economy. Thomson Learning
 http://europa.eu/index_es.htm
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
15
Subjects in English
TITLE: BUSINESS SOCIOLOGY
Tutor: Ana Esmeralda Rizo López
ECTS: 4.5, Semester 1
Description
This course provides an applied sociological analysis of the major trends shaping current and
future business worldwide. We explore the nature of business organization and management: at
the micro level in its institutional forms and the business and management environment; and at
the macro level as it operates within economic and cultural systems, and within a global context.
Aims
The aim of this module is to provide the student with a critical understanding of the theoretical,
conceptual and methodological options available for sociological analysis and an advanced
level of knowledge of business sociology
Learning outcomes
By the end of the module students should be able to:
 analyze and evaluate different theories in order to apply knowledge;
 demonstrate an understanding of current trends;
 articulate a knowledge of main fields inside Business Sociology;
 identify and compare key thinkers in the field.
Syllabus indicative content
1. The Global Business Context
2. Organizations
3. Management
4. Information
5. Customers:
6. Leadership:
¡
Assessment
Coursework (weighting) 60%; Exam; Extended essay; Participation
Reading list
 Drucker, Management Challenges for the 21st Century
 Hammer and Champy, Reengineering the Corporation
 Hatch, Organization Theory: Modern, Symbolic, and Post-Modern Perspectives
 Heifetz, Leadership Without Easy Answers
 Morgan, Images of Organization
 Thurow, The Future of Capitalism
 Martin, Sociolgy for Business: a practical approach
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
16
Subjects in English 2010-11
TITLE: ENVIRONMENTAL ECONOMIC POLICY
Tutor: Irene Correa Tierra irene@uhu.es
ECTS: 6 1st or 2nd Semester
Description
The key theme is how economic policy can be applied to the environment in order to foster
sustainable development. The module is divided into two sections: the first introduces the
students to the basic concepts of economics policies, and the second examines economic
policy that can be applied to the environment in order to change the current situation. This is
studied at international, national, and local levels.
Aims
The aim of this module is to provide the student with economic terms, environmental ideas, and
the sustainable concepts to analyse the current situation, and to achieve an advanced level of
knowledge of international environmental policies, like for example the Kyoto Protocol.
Learning outcomes
By the end of the module students should be able to:
 appreciate the state of the current climate situation
 use economic concepts in multidisciplinary areas of knowledge
 analyze the positive aspects for the environment which can be derived from the
application of economic policies.
 develop a strategic position to combat climate change and achieve sustainable
development from global to local levels.
 demonstrate an understanding of what can be achieved through the application of
traditional economic tools.
 articulate a multidisciplinary knowledge of sustainable development.
Syllabus indicative content
 Conceptual introduction and fundamentals of economic policy
 New model: sustainable development
 Environmental Economic Policy
Assessment
Student participation
Tutorial activities
End of semester exam
Reading list
Barbier, E. (1987): “The concept of sustainable economic development”, Environmental
Conservation, vol. 14, nº 2, pp. 101-110.
Costanza, R. (1989): “What is ecological economics?”, Ecological Economics, vol. 1, nº 1, pp.
1-7.
Daly, H.E. (1990): “Toward Some operational Principles of Sustainable Development”,
Ecological Economics, vol. 2, nº 1, pp. 1-6.
Evans, B.; y Theobald, K. (2002): “Local Agenda 21 and the European Experience”, Sostenible,
vol. 4, nº 1, pp. 43-58.
O´Riordan, T.; y Voisey, H. (1997): “The political economy of sustainable development”,
Environmental Politics, nº 6, vol. 1, pp. 1-23.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
17
Subjects in English 2010-11
TITLE: Effects of Global Changes on Natural Ecosystems
Tutor: Pablo Hidalgo Fernández
ECTS: 6 1st semester
Description
This module focuses on the effects of global changes on natural ecosystems. Nowadays,
species and their ecosystems are seriously affected by these changes. Among the most
important changes affecting the biosphere are: global warming, ozone depletion and acid rain.
Aims
The aim of this module is to provide the student with some notions of the main environmental
problems and their effects on natural ecosystems.
Learning outcomes
By the end of the module students should:
 Be able to appreciate the incalculable value of the natural environment.
 Know the most important global changes affecting natural ecosystems.
 Be able to analyze the main environmental problems causes by global changes.
 Understand and promote the possibility of the sustainable use of the natural
resources.
 Have developed an aptitude for managing different types of ecosystems under
different degrees of human intervention.
Syllabus indicative content
 Introduction to global process.
 Natural origin of global changes.
 Climate change: the effect of global warming and climate change on species and
ecosystems.
 Ozone depletion: UV radiation and the protective ozone layer. The effect of UV
radiation on species and ecosystems.
 Acid rain: The origin and consequences of acid rain on aquatic and terrestrial
ecosystems.
Assessment
Coursework (weighting): 60%
Exam: 30%
Other activities (visit to research centres, practices, etc.): 10%
Reading list
 Canadell, Josep G., Diane E. Pataki, Louis F. Pitelka. 2007. Terrestrial ecosystems in a
changing world. 336 p. Springer, Berlin
 Dolman A.J., A. Verhagen, C.A. Rovers. 2003. Global environmental change and land
use. 210 p. Kluwer Academic Publishers, Boston.
 Jacobson Michael C. [et al.]. 2003. Earth system science: from biogeochemical cycles
to global change. 523 p. Academic Press, San Diego.
 Global Change Biology. Journal of Wiley-Blackwell.
 Culver Stephen J. and Peter F. Rawson. 2000. Biotic response to global: the last 145
million years. 501 p. Cambridge University Press, New York.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
18
Subjects in English 2010-11
TITLE: ENVIRONMENTAL ECONOMIC POLICY
Tutor: Irene Correa Tierra irene@uhu.es
ECTS: 6 1st or 2nd Semester
Description
The key theme is how economic policy can be applied to the environment in order to foster
sustainable development. The module is divided into two sections: the first introduces the
students to the basic concepts of economics policies, and the second examines economic
policy that can be applied to the environment in order to change the current situation. This is
studied at international, national, and local levels.
Aims
The aim of this module is to provide the student with economic terms, environmental ideas, and
the sustainable concepts to analyse the current situation, and to achieve an advanced level of
knowledge of international environmental policies, like for example the Kyoto Protocol.
Learning outcomes
By the end of the module students should be able to:
 appreciate the state of the current climate situation
 use economic concepts in multidisciplinary areas of knowledge
 analyze the positive aspects for the environment which can be derived from the
application of economic policies.
 develop a strategic position to combat climate change and achieve sustainable
development from global to local levels.
 demonstrate an understanding of what can be achieved through the application of
traditional economic tools.
 articulate a multidisciplinary knowledge of sustainable development.
Syllabus indicative content
 Conceptual introduction and fundamentals of economic policy
 New model: sustainable development
 Environmental Economic Policy
Assessment
Student participation
Tutorial activities
End of semester exam
Reading list
Barbier, E. (1987): “The concept of sustainable economic development”, Environmental
Conservation, vol. 14, nº 2, pp. 101-110.
Costanza, R. (1989): “What is ecological economics?”, Ecological Economics, vol. 1, nº 1, pp.
1-7.
Daly, H.E. (1990): “Toward Some operational Principles of Sustainable Development”,
Ecological Economics, vol. 2, nº 1, pp. 1-6.
Evans, B.; y Theobald, K. (2002): “Local Agenda 21 and the European Experience”, Sostenible,
vol. 4, nº 1, pp. 43-58.
O´Riordan, T.; y Voisey, H. (1997): “The political economy of sustainable development”,
Environmental Politics, nº 6, vol. 1, pp. 1-23.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
19
Subjects in English 2010-11
TITLE: RENEWABLE ENERGIES
Tutor: Nuria C. GIL CARVAJAL
ECTS: 6; 1st Semester
Description
Energy demand is expected to grow in the twenty-first century as more countries seek a better
quality of life for their citizens. Forecasts of the twenty-first century energy mix show a gradual
transition from the current dominance of fossil fuels to a more balanced distribution of energy
sources. Renewable energy is energy which comes from natural resources such as sunlight,
wind, rain, tides and geothermal heat which are naturally replenished. This module covers
energy generalities, solar, wind, biomass and synfuels, geothermal, hydraulic, oceanic and
nuclear fusion power plants.
Aims
The aim of this module is to provide the student with: an advanced level of knowledge of
renewable energies; a critical understanding of the theoretical, conceptual and methodological
options available for renewable energies; and skills to design, analyse, carry out, and produce a
report for a research project on one of the topics of the subject.
Learning outcomes
By the end of the module students should be able to:
Appreciate quality of life versus energy demand. Analyze, calculate and evaluate what
renewable energies provide for the transition from an energy portfolio dominated by fossil fuels
to an energy portfolio that includes a range of fuel types. Articulate knowledge of solar, wind,
biomass and synfuels, geothermal, hydraulic, oceanic and nuclear fusion power plants. Use,
conduct and develop skills in the oral exhibition of power point presentations related with the
topics of R.E. Critically engage with diverse opinions about climate change.
Syllabus indicative content
1. GENERALITIES. 2. SOLAR ENERGY. 3. WIND ENERGY. 4. BIOMASS AND SYNFUELS.
5. GEOTHERMAL ENERGY. 6. THE HYDRAULIC ENERGY. 7. OCEANIC ENERGY. 8.
HYDROGENE. 9. NUCLEAR FUSION. 10. ENERGY, ECONOMICS AND ENVIROMENT
Assessment
Course work and assignments (40%) Weekly delivery of the summaries of the topics of
the program (written by hand, with the name and the number of the lesson)
Project (60%) The exhibitions (Power Point presentations) will be 30 minutes long and
will assess the assimilation of the basic concepts of every topic and the oral and visual
presentation of the slides.
Participation: Attendance (maximum 3 absences to class without justification).
Exam (100%) For those who do not attend class or who fail to comply with continuous
assessment there is an examination on the total content of the program.
Extended essay: A bibliographical and individual report during the semester related to
any of the topics of the program (optional)
Reading list
FANCHI, J. R. (2004) “Energy. Technology and directions for the future”. Elsevier Academic
press. London. U.K.
Mutha, V. K. (2010). Handbook of bioenergy and biofuel. New Delhi: SBS Publishers &
Distributors
Khanna, M., Scheffran, J., & Zilberman, D. (2010). Handbook of bioenergy economics and
policy. New York: Springer.
Totten, G. E., & Negri, V. J. (2009). Handbook of hydraulic fluid technology. Boca Raton, Fla:
CRC.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
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Subjects in English 2010-11
TITLE: Environmental Science and Technology
Tutor: Dr. Juan M. Domingo Santos juan.domingo@uhu.es
ECTS: 6 Timetable: 2nd Semester
Theory: Wednesday 15:00-17:00 (Campus de El Carmen)
Practical sessions: Monday 16:00-18:00 (Campus La Rábida)
Description
This module covers the general procedures for Environmental Impact Assessment practice and
the main environmental aspects related to agricultural activities. These aspects will be analyzed
and corrective actions will be proposed.
The subject has a theoretical part which will be taught either in Spanish or English depending
on the students’ choice. For the practical part, some sessions will be developed in a computer
room.
We will also do a field trip to acquire on site information about environmental problems.
Aims
The aim of this module is to provide the student with skills to carry out a full procedure of
Environmental Impact Assessment and with an understanding of the main environmental
problems related to farming activities and land use.
Once the food supply is guaranteed in the EU countries other important questions arise: Are the
agriculture and livestock products safe? Are they produced in an environmentally friendly and
sustainable way? How responsible is agriculture for pollution? Is it possible to point out
solutions to global carbon cycles from agriculture?
Learning outcomes
By the end of the module students should be able to:
 Analyze a farming project in order to highlight environmentally significant actions.
 Evaluate for a given location the suitability for farming developments in
environmental terms.
 Identify and appraise the main environmental effects of given actions, related to
farming activities.
 Develop a set of corrective actions to environmental impacts in order to make them
bearable.
 Demonstrate an understanding of the main ecological processes related to
environmental impacts.
Syllabus indicative content
 Unit 1: Introduction to environmental problems and their main relationships to
agriculture.
 Unit 2: Environmental policies in the EU. The Environmental Impact Assessment
process.
 Unit 3: Environmental problems and agriculture: soil erosion; rural landscape; water
pollution; environmental management schemes.
Assessment
Students taking the English option will be appraised on the following items:
 Coursework: participation and attendance, including the field trip, 25%
 Exams: two or three basic knowledge tests, 25%
 Assignments: presentation of proposed exercises and some small research
exercises on topics of the module, 25%
 Extended essay: one paper on a selected topic presented in the class, 25%
Reading list
MORRIS, P. Y THÉRIVEL, R. (EDS.), 2001. Methods of environmental impact assessment. 2nd.
Edition. Spon Press. London. 492 pp.
MORGAN, R.K. 1998. Environmental impact assessment :a methodological perspective. Kluwer
Academic Publishers. Dordrecht.
MARRRIOT, B.B., 1997. Practical guide to environmental impact assessment. McGraw-Hill. New
York.
VAN-CAMP. L., BUJARRABAL, B., GENTILE, A-R., JONES, R.J.A., MONTANARELLA, L., OLAZABAL, C.
AND SELVARADJOU, S-K. (2004). Reports of the Technical Working Groups Established
under the Thematic Strategy for Soil Protection. EUR 21319 EN/1, 872 PP. Office for
Official Publications of the European Communities, Luxembourg.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
21
Subjects in English 2010-11
TITLE: EXPERIMENTAL PHYSICS
Tutor: Dr. Juan L. Aguado
ECTS: 6, 2nd Semester
Description
This module explores the practical demonstration of several phenomena. Experimental classes
in the laboratory will lead to verifying interesting laws of mechanics, fluids, waves,
thermodynamics, electromagnetic field, radioactivity, etc.
Aims
The aim of this module is to provide the student with the basic tools of scientific methodology to
explore the laws of physics.
Learning outcomes
By the end of the module students should be able to:
 Analyze physical data
 Calculate phenomenological laws
 Demonstrate physical laws
 Evaluate uncertainties for physical measurements
 Understand the parameters that rules physical measurements
Syllabus indicative content
 Laboratory measurements
 Uncertainty calculations
 Law demonstration
Assessment
Exam (weighting) 60%
Participation (weighting) 40%
Reading list
- Sears and Zemansky's University Physics (10th Edition) (Hardcover)
- Physics for Scientists and Engineers by Paul A. Tipler and Gene Mosca (Hardcover)
- Physics for Scientists and Engineers, Chapters 1-39 by Raymond A. Serway and John
W. Jewett (Hardcover)
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
22
Subjects in English 2010-11
TITLE: COMPUTER ARCHITECTURE II
ECTS: 6 Semester: 2
Tutor: Francisca Segura Manzano
Description
The module is divided into five interconnected sections.
- Section 1 examines representation system useful on information handling by computer
systems: Hexadecimal, binary, decimal code, IEEE P754 standard, etc.
- Section 2 explores information storage techniques based on cache and virtual memory.
- Section 3 is focused on binary data operations as addition, subtraction, multiplication, division,
multiple precision and proposes some integrated circuit to carry out these operations.
- Section 4 studies the control unit on two address computer: microinstructions, programmed
control unit, wired control unit.
- Section 5 goes through external communications: priorities management, interruptions and
Direct Access Memory.
Aims
The aim of this module is the student will be able to specify, design build, verify, test and
manage
hardware computer systems according to user needs.
Moreover, at the end of the module, the student can assume responsibility task and technical
issues on organizations.
Learning outcomes
 By the end of the module students should be able to:
 Have knowledge of technology products and technology trends associated with the market
segment, systems integration and hardware technology.
 Understand and evaluate internal and external specifications, Methodologies configuration,
Methods and tools for the design and development of computer-based systems.
 Demonstrate a commercial and business vision.
Syllabus indicative content
1. REPRESENTATION OF INFORMATION.
Information representation systems. Nonnumerical representations. Numerical representations. Redundant representations.
Representations of data structures. Graphical Representations.
2. STORAGE OF INFORMATION.
Memory hierarchy and internal memory of the computer. Resources for improving the
performance of main memory.
3. OPERATIONS WITH THE DATA.
Operating Unit. Transfer and logical operations. Arithmetic operations.
Integrated circuits for the design of operational units.
4. THE CONTROL UNIT.
Addressing modes and instruction set. The control unit. Sequencing of the instructions.
5. COMMUNICATION WITH THE OUTSIDE.
Units of input/output. Overview priorities. Interruptions. Selection of the treatment routine of the
interruption. Organization of operations I/O. Channels of I/O, processor I/O (IOP) or peripheral
processing unit (PPU). Waveform Generation by program. I/O and operating system. Structure
of the management system I/O. Design integrated circuits for I/O.
Assessment
Assessment
Coursework (weighting): 50%
Project (weighting): 20%
Assignments (weighting): 20%
Participation (weighting): 10%
Reading list
Computer Architecture: A Quantitative Approach, John L. Hennessy and David A.
Patterson.
Solutions to Selected Exercises in Computer Architecture a Quantitative Approach, Thomas
E. Willis and Allan D. Knies.
Computer Organization and Architecture, William Stallings.
Computer Architecture: From Microprocessors to Supercomputers, Behrooz Parhami.
Computer Organization and Architecture: Designing for Performance, William Stallings.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
23
Subjects in English 2010-11
TITLE: Industrial Automation
ECTS: 6 Timetable: 1st Semester, Wednesday 10:30-13:30
Laboratorio de Automatización y Robótica (DIESIA) EPS La Rábida
Tutor: Dr. Fernando Gómez Bravo fernando.gomez@diesia.uhu.es
Description
This module will focus on the industrial automation process involving control of industrial
systems. The scope of the subject includes: control of discrete event systems and industrial
robotics. The module is a practical approach to these engineering techniques.
Aims
The aim of this module is to introduce the student, in a practical way, to automatic control
systems theory, providing a critical understanding of the hardware, software and basic control
architecture applied in industrial contexts
Learning outcomes
By the end of the module students should be able to:
 Analyze and understand the structure of an Industrial Control System
 Use and program a PLC controller.
 Understand the structure of industrial robot applications.
Syllabus indicative content
1.- Introduction to automation and Control Technologies
2.- Control of Discrete Event System
A discrete event system is a dynamic system that evolves in accordance with the abrupt
occurrence, at possibly unknown irregular intervals, of physical events. Such systems arise
in a wide variety of industrial contexts. A control theory based on Automaton description and
Petry nets will be presented in this module.
3.- Industrial robotics
In this module the basis of the industrial mechanical arm and its applications, are presented.
Assessment
Coursework weighting: 50%
Project weighting : 20%
Assignments weighting :20%_
Participation weighting:10%
Program
A.- AUTOMATION
1.- INTRODUCTION TO INDUSTRIAL AUTOMATION
1.1. INTRODUCTION
1.2. BASIS OF CONTROL TECHNIQUES.
1.3. AUTOMATICS CONTROL ESTARTEGIES.
1.4. INDUSTRIAL AUTOMATION.
2.- CONTROL SYSTEM COMPONENTS
2.1.- SENSORS
2.1.1 LINEAR AND ANGULAR DISPLACEMENT MEASUREMENT.
2.1.2. PROXIMITY AND RANGE SENSORS.
2.2.- ACTUATORS
2.2.1 ELECTRIC ENGINES.
2.2.2. PNEUMATICS AND HIDRAULIC ACTUATORS.
3.- INDUSTRIAL CONTROLLER
3.1. PROGRAMMABLE LOGIC CONTROLLER (PLC)).
3.2. LADDER LOGIC DIAGRAMS.
4.- DISCRETE EVENTS PROCESS CONTROL
4.1. STATE MACHINE
4.2. BASIS OF STATE MACHINE THEORY.
4.3. IMPLEMENTING STATE MACHINES AT PLC.
4.4. BASIS OF PETRY NETS.
4.5. TOKEN EVOLUTION RULES.
4.6. BASIC STRUCTURES
4.7. PETRI NETS VS. STATE MACHINE
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
24
B.-INDUSTRIAL ROBOTICS
4.-INDUSTRIAL ARM
4.1.- ROBOT ANATOMY AND RELATED ATTRIBUTES
4.2.- KINEMATICS AN DYNAMIC PROBLEMS
4.3.- INDUSTRIAL APLICATION OF ROBOTICS ARM
Reading list
[1].- Modern Control System. Richadr C. Dorf and Robert H. Bishop. Pearsomn Education
(2000).
[2].- Introduction to Robotics: Mechanics and Control. John J. Craigh. Addison-Wesley
(1995).
[3].- Robot Analysis. Lung-Wen Tsai. Wiley-Intercience. (1999)
[4].- Modelling with Differential and Difference Equations. G. Fuldford, P. Forrester ans A.
Jones. Cambridge U. Press. (1997)
[5].- Dynamic System. Theory,Models and Applicatios. David G. Luenberg. John Wiley &
Son. (1999)
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
25
Subjects in English 2010-11
Title: Lifelong Learning
ECTS 6, 2nd Semester
Tutor: Mª del Rocío Cruz Díaz rocio@uhu.es
Description
This module covers the basic concepts in Lifelong Learning: adult education, educational
theories and social intervention; educational intervention environments: formal education, non
formal and informal; new educational movements: education for the health, education in media;
pedagogy in Europe. Changing social order requires constant attention to formative and
educational needs. Lifelong Learning is inspired by the principle of education along a lifetime.
The contents are divided into a theoretical part and a practical part with two core themes: I.
Adult Learning: identities in Europe. II. Lifelong Learning and cultural diversity: European
perspectives; Literacies
Aims
The aim of this module is to:
Provide students with the basic concepts of lifelong learning and the tools for them to appreciate
the socio-cultural differences as enriching elements of their own experience. Familiarize the
student with the array of information sources and learning modes through research, cooperation
and creativity.
Learning outcomes
By the end of this module the student should: be able to obtain, analyze and synthesize
information using diverse sources; have acquired team work and interpersonal relationship skills
and; the capacity to establish relationships between theory and practice; the capacity to
investigate and to learn in an autonomous way.
Syllabus indicative content
 Adult Learning and social diversity;
 Diverse Lives,
 Cultures,
 Literacies
 Identities;
 Europe, active citizenship and perspectives
 Adult learning and social division;
 Adult participation in Europe.
Assessment
Coursework (Weighting) 50%; Exam 20%; Extended essay 20%; Participation 10%
Reading list
FOGARTY, Robin, J. & PETE, Brian, M. (2004): The Adult Learner. Some Things We Know.
California: Corwin Press. ASAGE Publications Company.
SARGANT, Naomi & ALDRIDGE, Fiona (2003): Adult Learning and Social Division: a persistent
pattern. England and Wales: National Institute of Adult Continuing Education.
WILDEMEERSCH, Daniel; STROOBANTS, Veerle & Bron, Michal J. (eds.) (2005): Active
Citizenship and Multiple Identities in Europe. A learning Outlook. Frankfurt: PETER LANG
GmbH.
WEST, Linden; ALHEIT, Peter; SIIG ANDERSEN, Anders & MERRILL, Barbara (eds.) (2005):
Using and Life History Approaches in the Study of Adult and Lifelong Learning: European
Perspectives. Frankfurt: PETER LANG GmbH.
LUCIO-VILLEGAS, Emilio & MARTÍNEZ, Mª Carmen (eds.) (2007): Adult Learning and the
challenges of social and cultural diversity: Diverse Lives, Cultures, Learnings and Literacies.
Xativa: DIALOGOS.RED.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
26
Subjects in English 2010-11
TITLE: Cultural Bases of Education
Tutor: Dr. Juan Ramón Jiménez Vicioso jjimenez@uhu.es
ECTS 6
Group A: 1st Semester Monday: 12:00-14:00
Group B: 2nd Semester Thursday: 12:00-14:00
Description
This module covers the following key concepts: acculturation, common culture, consumer
culture, cultural identity, cultural studies, family, globalization, innovation, language, politics,
post modernization, racism, sexism, theory, values, and youth cultures.
Aims
The aim of this module is to provide the student with an articulate knowledge of the theoretical
markers that relate culture and education as well sources for the study of cultural aspects of
education and to foment their critical analysis. It is hoped that the students will develop an
individual, open and tolerant attitude to the cultural processes of contemporary society.
Learning outcomes
By the end of the module students should be able to:
 conduct a theoretical-historical study and ethnographic investigation of
contemporary culture and education
 carry out an anthropological analysis of education.
 elaborate conceptual "maps"
 present concrete experiences of socio-educative intervention in our community.
 critically engage with the subject matter in groups
Syllabus indicative content
 Nature and culture
 Education and culture
 The cultural transmission
 Culture, education and society
Assessment
 Portfolio of assignments
 Contribution to class seminars
 Periodic tests
Reading list
BARKER, C (2002): Cultural Studies. Theory and Practice. London. SAGE Publications.
BARKER, C. (2002): Making Sense of Cultural Studies. London. SAGE Publications.
FETTERMAN, D. M. (1998): Ethnography. Step by Step. London. SAGE. Publications.
KINCHELOE, J. L. AND STEINBERG, S. R. (1997): Changing Multiculturalism. Philadelphia.
Open University Press.
SPINDLER, G.D. (1963): Education and Culture. New York, Holt, Richard & Winston.
SPINDLER, G.D. (1965): Education and Anthropology. Stanford University Press.
WOLCOTT, H. F. (1999): Ethnography. A way of seeing. London. AltaMira Press.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
27
Subjects in English 2010-11
TITLE: GENERAL DIDACTICS
Tutor: Dr. José Manuel Bautista Vallejo
ECTS: 6, Semester 1 or 2
Description
This module includes contents about teaching methodology and educational organisation, which
cover the following curricula elements: objectives, contents, methodology, and evaluation for
quality assurance.
Aims
The aim of this module is to provide the student with a critical understanding of the theoretical,
conceptual and methodological options available for the methodology of teaching, research,
design, and analyses; it also aims to impart an advanced level of knowledge of the instructional
process.
Learning outcomes
By the end of the module students should:
 have acquired a solid conceptual knowledge base allowing them to interpret and
value as much the curricular theory as the didactic processes of intervention in the
classroom, from the view point of the future professional of Primary Education.
 have obtained knowledge, strategies and methods that allows them to develop
reflection processes and investigation in teaching.
 have developed the necessary and basic skills of teaching, and to be able to design
and implement curricular units.
Syllabus indicative content
1: Models of teaching and learning
2: The curriculum as a way of understanding and developing practice
3: Planning of the curriculum in Europe, Spain and Andalusia
4: Objectives and contents in the curriculum
5: Methodological proposals of teaching
6: Learning activities
7: Organization of the classroom
8: Methodology of the evaluation
9: Implementation of teaching units
Assessment

Conceptual maps (weighting) 60%
 Extended essay 30%
 Participation 10%
Reading list
Hargreaves, A.; Lieberman, A.; Fullan, M. & Hopkins, D. (2005). International Handbook of
Educational Change. Dordrecht, Kluwer Academic Publishers.
Kellough, R. (1991). A resource guide for teaching. New York: Mc Millan Publishing Company.
Sikula, J.; Buttery, T. y Guyton, E. (1996). Handbook of Research on Teacher Education. New
York, Macmillan Library Reference USA.
http://www.edu.uwo.ca/jcs/catalogue.html
http://www.joci.ecu.edu/index.php/JoCI
http://education.qld.gov.au/library/resource/currtopics/asia-ja.html
http://journalseek.net/cgi-bin/journalseek/journalsearch.cgi?field=issn&query=0022-0272
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
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Subjects in English 2010-11
TITLE: Curriculum making: Innovation and Development
Tutor: Dr. José Manuel Bautista Vallejo bautista@uhu.es
ECTS: 6, Semesters 1 or 2
Description
This module examines the practices of curriculum making, in order to compare and contrast
approaches across organisations and subject areas. This will illuminate the factors and their
interrelationships within cultures of curriculum making and the experience of students at a time
when reform of the curriculum and qualifications is high on the political agenda. Initiatives, such
as A Curriculum for Excellence, Assessment is for Learning, and the review of several national
curricula have placed a greater emphasis on issues surrounding curriculum and pedagogy.
Aims
The aim of this module is to provide the student with a critical understanding of the nature of the
curriculum, its design, development and innovation as the central instrument of the educational
system.
it also aims to impart an advanced level of knowledge about the obstacles to educational
innovation, as well as explore a range of international examples of curriculum innovation and
their problems.
Learning outcomes
By the end of the module students should:
 have acquired a solid knowledge of curriculum making.
 have acquired knowledge about the innovative capacity of educational institutions.
 have acquired knowledge about the obstacles to educational innovation and
curriculum making.
 have acquired knowledge about specific examples of design, development and
innovation of the curriculum and teaching at international level.
Syllabus indicative content
1. Meanings of curriculum.
2. Types of curriculum.
3. Cultural, political and other influences on the curriculum.
4. Participation and change in curriculum.
5. Curriculum innovation.
Assessment
Conceptual maps (weighting) 30%
Extended essay 60%
Participation 10%
Reading list
Reading list
Hargreaves, A.; Lieberman, A.; Fullan, M. & Hopkins, D. (2005). International Handbook of
Educational Change. Dordrecht, Kluwer Academic Publishers.
Jeffs, T. J. and Smith, M. K. (1999). Informal Education. Conversation, democracy and learning,
Ticknall, Education Now.
Kellough, R. (1991). A resource guide for teaching. New York: Mc Millan Publishing Company.
Kelly, A. V. (1983; 1999). The Curriculum. Theory and practice 4e. London, Paul Chapman.
Sikula, J.; Buttery, T. y Guyton, E. (1996). Handbook of Research on Teacher Education. New
York,
Macmillan Library Reference USA.
http://www.infed.org/biblio/b-curric.htm
http://www.queensu.ca/ctl/goodpractice/curriculumdevelopment/curriculum/development.html
http://www.coe.fau.edu/faculty/kizlik/f2003curr/curricref.htm
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
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Subjects in English 2010-11
TITLE SPORT PSYCHOLOGY
Tutor: Maria del Carmen Pulgarin Medina
ECTS: 6
Semester: 2nd
Description
This module takes a practical approach to sport psychology with a work and research focus on
the main current topics of interest to trainers, athletes and psychologist. The intention is to
combine theoretical knowledge of the main concepts used in sport psychology with practical
activities related to psychological training and personal reflection. This module will also focus on
understanding how motivation and emotion influence athletes, as well as attention,
concentration and arousal related to anxiety and stress in sportspersons. We will study the
literature on personality and leadership in sports and finally intervention techniques with
individual athletes and teams: relaxation, visualization, team communication, and selfconfidence.
The module is divided into four interconnected sections:
a) Basic processes in psychology: motivation, emotions and their influence in sports;
attention and concentration; arousal, anxiety and stress in sports
b) Personality, self-confidence and leadership for athletes and trainers
c) Teams and group-working techniques
d) Psychological training. Main techniques
and examines the importance of these for trainers and athletes: professionals, amateurs,
children and sportswomen.
Aims
The aim of this module is to provide the student with a basic knowledge the psychology of sport
and the psychological techniques applied to the field of sport and physical activity and to
recognize the psychological processes arising from psychological training of athletes in different
fields of application of sport psychology. Also, it is hoped to instil a critical understanding of the
theoretical, conceptual and methodological options available for sport psychology research,
design, and analysis; skills to design, analyse, carry out, and produce a report for a research
project in sport psychology with an advanced level of knowledge of techniques and topics used
in this field
Learning outcomes
By the end of the module students should be able to:
 appreciate the value of psychology as a part of athletes training
 use some techniques of Sport Psychological Training
 articulate a knowledge of the importance of psychology as a part of training in
sports
 understand the parameters and instruments used in scientific psychology
 Value the role of psychology in the daily work of trainers
Syllabus indicative content
 Motivation an emotional process in sports
 Psychological training
techniques and working methods used by trainers and coaches for improving the
results of athletes in competitions
 Leadership in sports
 Personality and self-confidence in sport
Assessment
Coursework
Exam: to answer some questions and develop it by explanations. 35%
Extended essay: a personal and practical report about one of the module sections. 35%
Participation in practical activities, with a personal dossier of activities: 30%
Reading list
 Harris, D.V.; Harris, B.L. (1984). The Athlete’s Guide to Sport Psychology. Mental
Skills for Physical People. New York, Leisure Press
 Roberts, G.C. (1992). Motivation in Sport and Exercise. Champaign, Illinois, Human
Kinetics.
 Weinberg, R. S., & Gould, D. (1999) Foundations of sport and exercise psychology.
Champaign, Illinois, Human Kinetics.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
30


Orlick, T. (1986). Psyching for Sport. Mental Training for Athletes and Coaches
Training Manual to Psyching for Sport. Champaign, Illinois, Human Kinetics.
Williams, J.M. (Ed.). Applied Sport Psychology. Personal Growth to Peak
Performance. Palo Alto, California, Mayfield Publishing Company.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
31
Subjects in English 2010-11
TITLE: HISTORY OF PHYSICAL EDUCATION AND SPORT
Tutor: Javier Antonio Tamayo Fajardo tamayo@uhu.es
ECTS: 6 (First Semester)
Description
This module is intended to give students an insight into the origin of physical education and
sport. In addition, through independent work and cooperative learning, students will explore
each historical period, and share their knowledge.
Aims
The aim of this subject is to provide the student with a critical understanding of the theories
about the origin of the sport and the principles of historical research. Furthermore, we aim to
help students acquire an interest in reading literary works of significance in the history of
physical education and sport, developing the capacity for teamwork and independent work.
Learning outcomes
By the end of the subject students should be able to:
 Appreciate the importance of the history of physical education and sport.
 Develop the capacity for teamwork.
 Critically analyze the main information about the history of physical education and
sport.
 Use the main resources for historical research.
Syllabus indicative content
 Primitive Community.
 Greece.
 Rome.
 The Middle Ages.
 The Modern Age.
 The Contemporary Age.
 The Olympic Games.
Assessment
 Participation: 20 %.
 Class tasks: 20%.
 Final project: 60 %.
Reading list
 Mandell, R. D. (1984). Sport, a Cultural History. New York: Columbia University
Press.
 Noverr, D. A. & Ziewacz, L. E. (1987). Sport History. New York: Markus Wiener
Publishing.
 Polley, M. (2006). Sports history: a practical guide. Basingstoke (UK): Palgrave
Macmillan.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
32
Subjects in English 2010-11
TITLE: TEACHER PRACTICUM
Tutor: Garcia Rodriguez, Mª del Pilar mpgarcia@dedu.uhu.es
ECTS: 6, 1st and 2nd Semesters
Description
The Practicum occupies a key position in the programme of teacher education. It is a
culminating experience in teacher preparation and provides opportunity to beginning teachers to
become socialized into the profession.
Aims
The aim of this module is
 To provide the prospective teachers with an opportunity of establishing an
appropriate teacher pupil relationship.
 To provide an opportunity for evaluating the student potential as a teacher and
suitability for the teaching profession.
 To develop personal relationship with others: administrators, teachers, parents and
students.
 To provide the future teacher with practical experience in school to overcome the
problems of discipline and enable him / her to develop method of control.
 To provide with an opportunity to put theories into practice and to develop a deeper
understanding of educational principles and their implication for learning.
 To enable the student teachers effectively to plan and prepare lessons.
 To develop skill in the use of fundamental procedures, techniques and methods of
teaching.
 To develop desirable professional interests, attitudes and ideas relative to teaching
profession.
 To enable student teachers to acquire desirable characteristics / traits of a teacher
and to display appropriate behaviour.
 To provide student teachers with an opportunity to have teaching evaluated and to
gain from the benefits of constructive criticism.
Learning Outcomes
After completing this module students should be able to:
 analyse and reflect on their teaching practice in the light of their personal
experience, the experience of peers and the literature.
 investigate their teaching and develop their teaching practice in a scholarly way (i.e.
through considering and reflecting on current thinking
 contrast and evaluate the relationship between the problems derived in the schools
and the theory received for its resolution.
 Integrate in school life.
 analyze and evaluate the Practicum.
Syllabus Indicative Content
During the teaching practice students will take on observation tasks in order to get to know the
school's surroundings and the activities that are normally performed in a school. Initially student
teachers visit the particular school, where they are going for practice teaching to see their
mentor, class teachers and school staff in order to acquire information about school and its
environment. Student teachers must observe the teaching methods of school, methods of
concerned class teacher, copies or notebooks of the students and their usual routine. Teaching
in the classroom is not only the objective of teaching practice, but also to provide training in all
activities / work which student teachers are going to perform in future during their job. How to
deal with students’ parents, officers of the school, school employees and guests are also the
part of teaching practice.
Assessment
A journal will be made of the aspects regarding the context of the school as well as those
referring to the classroom. The evaluation will take place based on the following instruments
and criteria:
 Analysis of the investigation documents and corresponding memories
 Consideration of the school tutor's report
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
33
Subjects in English 2010-11
TITLE: DIAGNOSTICS IN EDUCATION
ECTS:6
Timetable: 2nd Semester, Tuesdays 13:00 a 14:20
Tutor: Dr. Pilar Alonso Martín pilar.alonso@dpsi.uhu.es
Description
The subject “Diagnostics in Education” is a 4 th year core module from the Degree in Psycopedagogy taught by the Department of Psychology. The content is divided into theoretical and
practical sections: four credits are awarded for the theory and two for the practical.
This module covers the basic concepts of Diagnostics in Education:
 Principles of diagnostics in education,
 Variables of diagnostics in education
 Techniques and resources for diagnosis in education
Any process of diagnosis in education always has the aim of improving the personal
development process.This subject allows us to acquire a theoretical and practical base and the
necessary skills to evaluate educational needs and to make decisions regarding the planning
and development of the program of intervention. Specific skills are developed in the area of
psyco-pedagogical evolution such as defining and analyzing context and diagnosing needs, and
at the same time understanding and knowing how to select different instruments and techniques
correctly. It is also important to bear in mind professional ethics which include issues such as:
confidentiality, truthfulness, transparency and justice, as well as interpersonal abilities such as:
empathy, listening, fluid communication and permanent collaboration with others professionals.
The module is divided into two interconnected sections:
1. The process and the variables: Principles of diagnosis in education; Models of diagnosis
in education; People and systems implied in diagnosis in education; Elements of diagnosis
in education and technical basis of diagnosis in education.
2. Techniques and Procedures of Evaluation: Observation; interview; tests (perception,
attention, memory, learning styles, intelligence.); social abilities and the psyco-pedagogical
report.
Aims
The aim of this module is to provide the student with:
 The ability to obtain, analyze and synthesize information from different sources and
formats.
 Interpersonal skills for relationships and teamwork.
 The ability to establish relationships between theory and practice.
 The ability to investigate and to learn independently.
 The ability to apply ethical values to their professional career.
Learning outcomes
In this module the students should be able to
1. Analyze the conceptualization of psycho-pedagogical diagnostics in educational reality.
2. Meditate and develop attitudes that allow them to carry out diagnostic work alongside
professional deontology.
3. To know the different psycho-pedagogical techniques and develop the abilities to select
the appropriate techniques and resources in each situation, and critically interpret the
results from a global perspective.
4. Present a report which outlines a programme of intervention based on the evaluation. To
develop teamwork skills and cooperation in a professional environment.
5. To understand and evaluate the importance of our actions (elaborations, decisions,
evaluations...) as professionals when carrying out an educational diagnosis.
Syllabus indicative content
1. Principles of diagnosis in education: Historical approach to the concept of diagnostics in
education; Concept of diagnostics in education and Objectives of diagnosis in education.
2. Models of diagnosis in education: Models of traditional evaluation; Models of behavioural
evaluation; models of the Cognitive Psychology; the Interactionist Model and the Global
Model
3. The process and variables of diagnosis in education: people and systems implied in
diagnosis in education; characteristic of diagnosis in education; elements of diagnosis in
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
34
education; conditions and phases of diagnosis in education and the importance of the
systematizing of information and of a correct use of the written language.
4. Technical basis of diagnosis in education: observation; interview and tests
5. Techniques and resources for the diagnosis of different aptitudes
6. The psyco-pedagogical report: characteristics of the report; organization and
systematizing of the evaluation discoveries; report types; organization of the report;
adaptation of the language and implications of the ethical code.
Assessment
1. Coursework: 40%
a. To produce a summary and and critical essay of a selection of book chapters
and articles about the subject.
2. Final Project : 40%
a. Obligatory final project, including interviews and tests carried out (intelligence
and study habits).
3. Participation: 20%
a. To attend and participate actively in the class
Reading list
Hambleton, R.and Zaa J. (2000). Advances in educational and psychological testing :theory
and applications. Boston : Kluwer Academic.
Kamphaus, R. (2001). Clinical assessment of child and adolescent intelligence. Boston, MA :
Allyn and Bacon.
Kranzler, John H. (1998). Assessment of children and youth from culturally and linguistically
diverse backgrounds with mental chronometric techniques. Perceptual and motor skills, 86
(1), 321-322.
Macdonald, R. (2002). Academic and educational development : research, evaluation and
changing practice in higher education. London : Kogan.
Merrel, K. (2003). Behavioral, social, and emotional assessment of children and adolescents.
Mahwah, N.J.: Lawrence Erlbaum.
Nowakowski. J. (1985). A handbook of educational variables :a guide to evaluation. Boston:
Kluwer-Nijhoff.
Reynolds, C. and Kamphaus R. (2003). Handbook of psychological and educational
assessment of children : intelligence, aptitude, and achievement. New York : Guilford Press.
Rust, James O. (1997). Concurrent validity of the wechsler intelligence scale for children-third
edition the Kaufman assessment battery for children. Psychological reports, 80 (1), 89-90.
Sattler, J. (1992). Assessment of children . San Diego: J. Sattler, Publisher, Inc.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
35
Subjects in English 2010-11
Title: Theory of Education and Contemporary Institutions of Education
Tutor: Manuel Jesús Hermosín Mojeda manuel.hermosin@dedu.uyhhu.es
ECTS: 6 / Semester 1 or 2 Timetable: Monday 16:30-18:00
Campus de El Carmen
Description
This module covers the basic concepts of the theory of education and a short overview of
contemporary movements and theories of education through the study of authors and
institutions.
The module is divided into two interconnected sections: Theory of education (and new
challenges in education) and historic development of education knowledge in the contemporary
age.
Aims
The aim of this module is to provide the student with:
 a critical understanding of the theoretical and conceptual options available for
Theory of Education, researching paradigms in education and historic development
of education knowledge.
 skills to design, analyse, carry out, and produce a report for a research project in
Contemporary History of Education (make a wiki with a biography and an analysis
of a contemporary author of pedagogy).
 a capacity to obtain, analyze and synthesize information by using diverse sources.
 a capacity to research and learn in an autonomous way.
Learning outcomes
By the end of the module students should be able to:
 appreciate the importance of education in contemporary history, focusing especially
on Theory of Education and its paradigms.
 Analyze the new challenges in education: multiculturalism, attention to diversity,
teaching and learning in the knowledge society, and adopt a point of view about
these topics.
 Use different sources to achieve the basic knowledge in Theory of Education and
contemporary History of Pedagogy.
 Develop strategies to use a virtual platform (moodle) to follow the subject contents
and interact with it.
 Demonstrate an understanding about new challenges in education.
 Articulate a knowledge about the different topics dealt with the subject programme
 Critically engage with new paradigms in education research (action-research).
Syllabus indicative content
 Theory of education
 Education research paradigms (positivism, anti-positivism, critical theory)
 Historic movements in Pedagogy theories.
 Educational institutions and agents
 Historic evolution of scholar system
 Theory of the curriculum
 Educational research
 Formal, non-formal and informal education
Assessment
Coursework (weighting): 50 %
On line activities and essays: 30 %
Assignments: 15 % (create a wiki)
Participation: 5 %
Reading list
- CRUZ, R., HERMOSÍN, M. J., ALONSO, P., GONZÁLEZ, J. C. y JIMÉNEZ, J. R.
(2009): Thesaurus. (En prensa: Materiales para la docencia).
- EUROPEAN COMMISSION (2009): National Summary sheets on educational system in
Europe and ongoing reforms (Spain). Eurydice databases.
- HALLINAN, M. (ed.) (2000): Handbook of The Sociology of Education. New York :
Kluwer Academic/ Plenum Publishers.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
36
-
HARGREAVES, A. (2003): Teaching in the knowledge society: education in the age
of insecurity. Maidenhead: Open University Press.
HARGREAVES, A.; LIEBERMAN, A.; FULLAN, M. And HOPKINS, D. (Eds) (1998):
International handbook of educational change. Dordrecht : Kluwer Academic
Publishers
HARGREAVES, D. (1997): “A road to the learning society”. In: School leadership and
management, vol. 17, n. 1, pp 9-22.
POPKEWITZ, T. S.; FRANKLIN, B. M. And PEREYRA, M. A. (Eds) (2001): Cultural
history and education: critical essays on knowledge and schooling. New York:
Routledge Falmer.
TURNER, D. (2004): Theory of education. London/New York: Continuum.
UNESCO (2008): Quality education, equity and sustainable development; a holistic
vision through UNESCO’s four World Education Conferences 2008-209
USHER, R. And EDWARDS, R. (1994): Postmodernism and education. New York:
Routledge
http://www. Infed.org/biblio/b-nonfor.htm
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
37
Subjects in English 2010-11
Title: SOCIAL EDUCATION- PRACTICUM
ECTS: 6
Timetable: 2nd Semester, Contact Tutor:
Dr. Juan Carlos González Faraco faraco@dedu.uhu.es
Description
The objective of the “Practicum” is to help students of Social Education acquire a theoretical
and practical framework appropriate to work in various socioeducational fields, institutions and
contexts (e.g., youth, women, the elderly, the disabled, drug addicts, immigrants, etc.). All
activities are held in several social and educational institutions in the city of Huelva. The
schedule is flexible and adapted to the possibilities of students.
Aims
The principal objective of the practicum is that students gain knowledge of, and participate and
intervene in professional contexts related to Social Education. In this manner, they will acquire
both experience in, and a realistic vision of, their future professional practice.
Learning outcomes
By the end of the Practicum students should be able to:
 Utilize the methodological tools necessary for the professional exercise of Social Education
 Plan and develop programs of socio-educational intervention in real life situations
 Work as part of a team to resolve socio-educational problems
 Conceive of the professional development and practice of Social Education as an
emancipating, not merely a remedial, task
Syllabus content
 Action Research
 Participant Observation
 Planning and organization of socio-educational programs
 Evaluation of socio-educational programs
 Report Preparation
Assessment
Practicum assessments will be based on the following:
 Each student will write an ethnographic report for the Practicum (80%). These reports
will be assessed by the supervising Professor
 Other activities (readings, case study, focus groups,) (20%)
Reading list
BAUMAN, Ziygmunt (2000) Liquid Modernity. Cambridge (UK), Polity Press and Blackwell
Publishers.
BAUMAN, Zygmunt (2004) Wasted Lives. Cambridge (UK), Polity Press
BAUMAN, Zygmunt (2005) Liquid Life. Cambridge (UK), Polity Press.
Vicerrectorado de Relaciones Internacionales. Servicio de Lenguas Modernas. Pabellón 8–Campus El Carmen. 21071 HUELVA. Telef.: +34 959 218232 - Fax: +34 959 219334. email: serv.lenguas.mod@uhu.es
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