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                <text>Toda persona, toda empresa, y en general toda organización, está continuamente captando una serie de datos, gran parte de los cuales no tienen significación alguna para ella, pero en cambio existen otros datos que le sirven para conocer mejor el entorno que le rodea y también para conocerse mejor. Estos datos, que constituyen la llamada información, le van a permitir tomar decisiones más acertadas. Por ello, la información a tiempo y en la cantidad precisa es un factor clave para toda organización. En cualquier empresa, los directivos toman decisiones, preparan planes y controlan las actividades utilizando la información que pueden obtener, ya sea de fuentes formales o por medio de canales informales, tales como conversaciones cara a cara, llamadas telefónicas, contactos sociales, etc. Los directivos afrontan un entorno que se caracteriza por una creciente complejidad e incertidumbre. En estas circunstancias, y en teoría, el directivo debería ser capaz de definir el tipo de información que requiere y obtenerla. Sin embargo, en la práctica no ocurre de esta forma sino que los directivos realizan su labor en función de la información disponible y accesible. Así, la mayoría de decisiones son tomadas sin disponer de un conocimiento absoluto, ya sea porque la información no está disponible o porque supondría un coste muy elevado el adquirirla.</text>
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                <text>España: Universitat Jaume</text>
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                <text>Based upon the research project Access to and Knowledge and Use of the Internet in the University of Antioquia, this paper presents a model that will enable any university to diagnose and analyze its situation relative to the utilization of the Internet as a support medium for instruction, research, extension and administrative management and, consequently, to determine the possible actions that would be necessary in order for the Internet to become a "digital opportunity" in every university. This model would also enable each university to address the four great threats or limitations to which universities are often exposed: the digital divide, information and digital illiteracy, the poor quality of the digital information that is so often used (information asymmetry), and information overload (infoxication). The methodology utilized in this study included the following steps: creation of a matrix for the information compiled, definition of the macroconcepts-macrovariables of analysis, the state of the art on the subject, the contextualization of the situation of the university, the selection of the sample group, and, finally, the recommendations to the agencies. As a general conclusion, this study notes the urgent necessity for all of the universities to assume, as one of their principal strategies for action, the incorporation of the TIC and the Internet into their tools and services as well as their mission statements. This incorporation must include the integration of plans, programs, and projects and ongoing evaluation.</text>
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                <text>Este Manual se compone, en su cuerpo principal, de una sección denominada “Descripción de los Campos de Datos”, que explica la definición de cada campo y el modo de llenar los datos. Su objetivo es orientar el llenado de los campos de datos definidos en el formato LILACS. La estandarización de los elementos de datos sigue normas internacionalmente aceptadas.</text>
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                <text>Brasil: Centro Latinoamericano y del Caribe de Información en Ciencias de la Salud (BIREME)</text>
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                <text>Teaching via online platforms has provided the opportunity for universities to offer courses that overcome all physical obstacles, the so-called massive open online courses or MOOCs. This change from bricksand- mortar to virtual courses has occurred at a great rate in recent years thanks to the information and communications technologies (ICTs) and the global nature by the Internet. The audiovisual materials created have led to growing doubts over the protection of rights and pose a series of questions related to intellectual property not foreseen in the current legislation. This paper analyses intellectual property on the audiovisual material used in the MOOCs. We use the Technical University of Valencia (Universitat Politècnica de València) as a case study and aim to describe the different ways of assigning rights, to identify potential problems (e.g., plagiarism and the right to quote) and conflicts, and to propose solutions. We find there is a lack of rules setting down what may and may not be done with regard to audiovisual materials and their use on the Internet that requires reforming the intellectual property legislation to provide legal coverage to the works protected, their use and the restrictions on them in this area.</text>
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                <text>El estudio de los modelos de sistemas de información precisa incidir en el término información documental como una categoría específica de información término este último que ha ido adquiriendo significaciones muy variadas dependiendo del campo de investigación y estudio en el que sea abordado. Las distintas perspectivas dadas al término información vienen definidas desde los enfoques racionalista y humano y la reflexión de estos enfoques nos lleva a concluir que la información documental está justificada por la naturaleza del mensaje informativo transmitido en el proceso informativo es decir el documento, como mensaje informativo, transmitido por un documentalista a un usuario, y todo ello dentro del marco científico de la Documentación.</text>
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                <text>&amp;#091;2010-08-20&amp;#093;</text>
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                <text>España: Departamento de Biblioteconomía y Documentación Universidad Complutense de Madrid</text>
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