Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

La financiación ha sido tradicionalmente uno de los principales focos de delincuencia en el seno de los partidos, yendo asociada en numerosas ocasiones a sonados escándalos de corrupción. En cambio, hubo que esperar a la reforma del Código Penal operada por la LO 1/2015, de 30 de marzo, para que el legislador español creara ex novo los arts. 304 bis y 304 ter (relativos a la financiación ilegal de partidos políticos). No obstante, y a pesar de la corta vida de estos preceptos, pronto se generaría en el poder legislativo el debate acerca de la conveniencia de modificar dichos artículos. De forma que, constituye el objeto principal de este trabajo analizar las recientes propuestas de reforma de los delitos de financiación ilegal planteadas por los distintos grupos parlamentarios, para contraponerlas con la que a nuestro juicio debiera ser la modificación que algún día debiera emprender el legislador español.

La Ley 4/2015, de 27 de abril, del Estatuto de la Víctima del Delito ha supuesto un gran avance en el reconocimiento y protección de los derechos de la víctima del delito, antes de que se inicie el proceso penal, garantizando su derecho a la información y a denunciar, y, también, durante la tramitación del mismo, mediante la adopción de medidas de protección que se pueden acordar tanto en la fase de investigación como en la fase de enjuiciamiento y que tienen especial importancia durante la declaración de la víctima como testigo.

Character development requires not only high-quality curriculums, but also educators who are able to adapt programs to learners’ needs and context and staff development strategies. Big data and learning analytics strategies may improve youth character development especially in developing countries facilitating educators’ development and practical wisdom, as well as curriculum implementation’s effectiveness in countries with less knowhow in the issue. This study presents a systematic mapping literature review on the models and methods of learning analytics applied in the improvement of youth character education. Based on the literature review results, the research provides insights for future research and implementation of character education programs, and proposes a revised participatory knowledge management data-driven procedure that may facilitate educators to identify and undertake the best character formation actions in specific situations.

This article presents a subject, still scarcely investigated in our context: the influence of truly passionate teacher on his students. In the first part, we highlight the figure of the passionate teacher and its effect on children-youngsters whom he teaches-educates. Second, we show a research carried out on this topic, whose objective is twofold: to ratify the characteristics of every passionate teacher and to explore-illustrate their influence on the academic improvement and the personal development of these students. To do this, we applied interviews to a selected purposive sample of 30 Student teachers, after ensuring that they had had one very passionate teacher before their university admittance. The results of such study confirm the initial assumptions: thanks to having had a passionate teacher, every participant showed, effectively, a greater and more motivating learning, as well as a more optimal development in central dimensions of their personality. After analysing the data, we present nuanced conclusions correlated with the objective of this article. Finally, we suggest an invitation to students and teachers in training to welcome the urgent call present in this article: to aspire to be passionate teachers to leave an indelible mark on so many students who are waiting for them.