Sobre la base de resaltar la vivencia ilustrada de una competencia internacional por la ciencia, se aplica el esquema de Marcel Mauss para las sociedades del Pacífico (Columbia Británica y Polinesia) a las expediciones de Cook y Malaspina. De este modo, destaca la interrelación que Cook estableció con otros viajeros europeos contemporáneos en términos de prestigio nacional y personal, y la sentida por Malaspina hacia el propio Cook.

Malasana is an old neighbourhood of Madrid, a quarter with character, though with many denominations. To most Madrilenians, as well as to the hipsters who live there and to tourists, the quarter is known as Malasana. For older, retired residents of modest means it is Maravillas. Yet, its official, and least known, name is Universidad. Whatever its name, this neighbourhood is not just home to a large variety of small shops, old and new, traditional and hipster, to mainstream franchises on its fringes and small, specialized commercial spaces, old bars many without charm and innovative ones in old buildings; Malasana is what Jane Jacobs (1961) would call an Urban Village. This article has two main goals: to show how, while maintaining some old charms, the urban village of Malasana has been reconfigured by the new micro cultures of alternative groups, creative classes, hipsters and visiting suburbanites. It also intends to show how this bottom-up transformation connects with global trends found elsewhere. There are two major dynamic drives in this neighbourhood; one from within the traditional, old quarter with a distinctive mix of population, the other from without - the transient (but key) inhabitants of the current service-oriented urban realm, mostly youth from other areas of the city and the suburbs and tourists. As a metropolis, Madrid is a good example of emergent practices related to the social, cultural and economic dimensions that reshape a vital, singular place of the old city. It is also a good case study in dealing with the global and local processes that shape the contemporary city.

In this article we examine the UNED Virtual Mobility Campus. Net Program. The program, which was designed and implemented by UNED in 2012, also received the collaboration of European and Latin American universities. In this paper, there is a description of the way the program was developed and information about its implementation. It focuses on the detail of the program's objectives, the participating institutions, the procedures, the required documentation and the evaluation process. Equal opportunities are a priority objective for UNED, which is why we are committed to offering key educational experiences to our students. These include: the opportunity to undertake studies at other international universities and implementing mobility by means of a blended-learning model. The diversity of the students' individual situations likewise requires studying formats which- apart from traditional onsite modalities of training such as the Erasmus Program- use virtual resources that guarantee students the experience of sharing and living in an academic environment different than one's own, i.e. an international environment. Virtual mobility in this case is interpreted as the possibility of studying a pertinent undergraduate or postgraduate degree program at the local, national or international level through the virtual or distance modality. It also includes the possibility of studying specific topics or a pre-determined number of credits or courses. Academic recognition of the studies that are undertaken is organized by the student's home university. We believe that virtual mobility is a modality of study that is appropriate for any university institution- e.g. either as the only unique format of study, or as one that can be used in conjunction with onsite and blended-learning proposals. We hope that the UNED Campus. Net Program will be of interest to readers and that we can incorporate new partners into the project over the next few years.

In this article we present the UNED Campus Net Program of virtual mobility designed and implemented by UNED together with european and latin american universities since 2012. We describe both the program development process as its implementation, explaining in detail the aims, institutions, participants, procedures, documents and evaluation. The equality of opportunities is a main objective for UNED which commits us to offer the students all the typical educational experiences of the university. Among other, the opportunity of study in international universities and to practice the mobility using the blended-learning model. The diversity of personal situations of the students requires formulas that, along with the traditional classroom (Erasmus Program), use the virtual resources to guarantee to all the students the experience of sharing, of living in an academic environment different of theirs and make this in an international environment. The virtual mobility is understood as the possibility of study an undergraduate or postgraduate program at local, national or international level, related to the own studies of the students, using virtual or distance methodology; also the possibility to study specific topics or a defined number of credits or disciplines. The academic recognition in the courses studied is performed by the own university of the student. We believe that the virtual mobility is a proper formula for any university institution, as unique formula or together with classroom and blended-learning proposals. We hope that the UNED Campus Net Program be of interest for the readers and that we can incorporate new partners to the proyect during the next years.

We present the UNED Virtual Mobility Campus Net Program, implemented since 2012 in collaboration with European and Latin American universities. Program's objectives, participating institutions, procedures, and evaluation are exposed. Virtual mobility is understood as a meaningful strategy for intercultural learning by studying an undergraduate or postgraduate degree program at the local, national or international level, in relation to the student's own studies, utilizing virtual or distance methodology; virtual mobility is also the possibility of studying specific topics or a determinate number of credits or courses. The equality of opportunity is a priority objective for UNED. The diversity of students' personal situations necessitates formulas that, along with traditional in-person mobility (e.g., Erasmus Program), utilize virtual resources to guarantee for all the students the intercultural experience of living in an academic environment different than one's own. We hope that the UNED Campus Net Program is of interest to readers and that we can incorporate new partners into the project over the next few years.The article deals with three main dimensions of the UNED Campus Net: objectives, implementation process and participants' evaluation. We aspire to discuss and improve this experience in cooperation with other institutions interested in implementing virtual mobility in higher education.

This chapter discusses author's fieldwork experience, where observation, open interviews and research in archives and libraries intermingle, with the aim of providing an example of methodological connections between field material and theory. Renovated waterfronts encapsulate many of the problems and ideas about how to modify the old cities in new, urbanized world. It took a long time to realize that in the waterfront he could address the relationship between the functional tenets of port and city infrastructures with the cultural and social dimensions. The case of the illegal street vendors in Barcelona, and other phenomena we can observe as long as we carry out our fieldwork with open eyes, bring to light new forms of citizenship. The edges of the cities, the new waterfronts are particularly good spaces in which to study such processes, no matter how privatized the public space is. These new identities and the disturbances that the insurgent citizenship generates in the city should be analyzed carefully.