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This work is based on phenomenological perspective of Merleau-Ponty, to substantiate the evidence of an interrelation between the under construction, culture, and the subject of perception, pointing, thus, the evidence of an educational foundation designed to put the body in harmony with the notion of subjectivity. The goal is to defend the idea of the body itself as educational principle, intending to establish a study about how the body makes us essentially beings of relationship with the world and with each other. We thought enlightenment, to identify elements of a design designers of physical education from the relationship between the intellect, morality and the physical body. The intention was to conduct a mapping of thinking education body in the 18th century, through the analysis of pedagogical conceptions of Locke, Rousseau and Kant, seeking to prove the idea of body educated and therefore prepared for the autonomy and morality. The intention was to conduct a mapping of thinking education body in the 18th century, through the analysis of pedagogical conceptions of Locke, Rousseau and Kant, seeking to prove the idea of body educated and therefore prepared for the autonomy and morality. The need to educate the body was adopted in the scenario of modern pedagogy, and despite advances brought by this project, as regards the revaluation of the body under educational, we find the proposal for a body instrument. On the philosophical perspective of Merleau-Ponty, the body is not a thing nor an abstract idea, it is sensitive and intentional presence, which makes the subject a perceptual consciousness incarnated in the world, capable of reaprendê him constantly. This process, however, is not spontaneous; It requires learning and training, since the provisions do not sprout from a metaphysical basis. This body subject, which manifests itself through its drive, displays appropriate codes and beliefs that were due to a particular cultural pattern produced and inherited by perceived context. The body that Merleau-Ponty presents us with is the one we experienced while conducting our intentions, desires and projects. In this sense, we realized the body itself as a principle that enables us to relearn the world. It is in this sense, that the pedagogical practice needs to be guided by a principle of education, we encourage to meditate and reflect on the consequences of the facts, of own shares, and feel. / Este trabajo se basa en la perspectiva fenomenológica de Merleau-Ponty, para corroborar la evidencia de una interrelación entre el bajo construcción, cultura y sujeto de percepción, señalando, por lo tanto, la evidencia de una fundación educativa para poner el cuerpo en consonancia con la noción de subjetividad. El objetivo es defender la idea del propio cuerpo como un principio educativo, con la intención de establecer un estudio acerca de cómo el cuerpo nos hace esencialmente seres de relación con el mundo y entre el outro. Asumimos de la ilustración, para identificar los elementos de un diseñadores de diseño de educación física de la relación entre el intelecto, la moral y el cuerpo físico. La intención era hacer un mapeo de la educación de cuerpo de pensamiento en el siglo XVIII, a través del análisis de las concepciones pedagógicas de Locke, Rousseau y Kant, tratando de probar la idea de cuerpo educado y por lo tanto, preparado para la autonomía y la moralidad. La necesidad de educar el cuerpo fue adoptada en el escenario de la pedagogía moderna, y a pesar de los avances llevados por este proyecto, en cuanto a la revalorización del cuerpo bajo educativo, encontramos incluso el instrumento propuesto cuerpo. En la perspectiva filosófica de Merleau-Ponty, el cuerpo no es uno ni una idea abstracta, es sensible y presencia intencional, lo que hace el sujeto una conciencia perceptual encarnado en el mundo, capaz de reaprendê le constantemente. Este proceso, sin embargo, no es espontáneo; Él necesita de aprendizaje y capacitación, ya que las disposiciones no brotan de una base metafísica. Este tema de cuerpo, que se manifiesta a través de su unidad, muestra códigos adecuados y creencias que eran debido a un determinado patrón cultural producido y heredado por contexto percibido. El cuerpo que Merleau-Ponty nos presenta con es el que experimentamos mientras realizaba nuestras intenciones, deseos y proyectos. En este sentido, nos dimos cuenta el propio cuerpo como un principio que nos permite a reaprender el mundo. Es en este sentido que la práctica pedagógica debe ser impulsado por un principio educativo, que nos anima a meditar y reflexionar sobre las consecuencias de los hechos, las acciones propias y sentir / O presente trabalho baseia-se na perspectiva fenomenológica de Merleau-Ponty para fundamentar as evidências de uma interrelação entre a corporeidade, cultura e o sujeito da percepção, apontando, assim, os indícios de um fundamento educativo destinada a pôr o corpo em sintonia com a noção de subjetividade. O objetivo é defender a ideia de Corpo Próprio como princípio educativo, pretendendo estabelecer um estudo acerca de como o corpo nos faz essencialmente seres de relação com o mundo e com os outros. Partimos do pensamento iluminista, para identificar os elementos estruturadores de uma concepção de Educação Física, a partir da relação entre o intelecto, a moralidade e o corpo físico. A intenção foi realizar um mapeamento da forma de pensar a educação do corpo no século XVIII, através da análise das concepções pedagógicas de Locke, Rousseau e Kant, buscando revelar a ideia de corpo educado e, portanto, preparado para a autonomia e a moralidade. A necessidade de educar o corpo foi adotada no cenário da pedagogia moderna, e apesar dos avanços trazidos pela perspectiva iluminista, no que diz respeito à revalorização do corpo no âmbito educacional, encontramos ainda a proposta de um corpo instrumento. Na perspectiva filosófica de Merleau-Ponty, o corpo não é uma coisa nem uma ideia abstrata, ele é presença sensível e intencional, que faz do sujeito perceptivo uma consciência encarnada no mundo, capaz de reaprendê-lo constantemente. Esse processo, no entanto, não é espontâneo; ele necessita de aprendizagem e treino, já que as disposições não brotam de um fundamento metafísico. Este Corpo Próprio, que se manifesta por meio da sua motricidade, apresenta códigos e crenças que foram apropriados em virtude de um determinado padrão cultural produzido e herdado pelo contexto percebido. O corpo que Merleau-Ponty nos apresenta é aquele vivenciado por nós como realização de nossas intenções, desejos e projetos. Neste sentido, percebemos o Corpo Próprio como um princípio que nos possibilita reaprender o mundo. É nesse sentido, que a prática pedagógica precisa ser orientada por um princípio educativo, que nos incentive a meditar e a refletir sobre as conseqüências dos fatos, das próprias ações, e do sentir

<p>Abstract</p><p>Entrepreneurship has become an important issue in the modern society where the business landscape consists of many small and medium sized firms. These firms have all been started by an entrepreneur who has identified and business idea and developed that idea into a new venture. We therefore see the idea identification and idea development process as a central part of the creation of a new firm.</p><p>A concept that has become popular in the discussion about entrepreneurship is the cluster concept and dynamic business settings. These concepts are based on the fact that in some geographical regions more firms are started than in other geographical locations. These firms are often started in the same field or industry which has lead to theories that the environment supports and stimulates entrepreneurship. The studies about clusters have often been conducted with an organizational perspective and studied formal contacts within clusters. Therefore we in this study want to study how cluster environments support entrepreneurs in their idea identification and idea development process with the perspective of the individual entrepreneur.</p><p>The study is based on a theoretical framework built around the cluster theories develop by Michael Porter who is considered to be the father to this concept. In addition to this we also present theories about the importance of untraded interdependencies, the triple helix, spin-offs and entrepreneurs as organizational products.</p><p>The empirical material for this study has been collected through interviews with five entrepreneurs in Sweden’s famous ICT cluster Kista Science City just outside Stockholm. These interviews are later presented as five individual cases which describe the idea identification and development process. The results from these interview shows that the cluster environment can support the entrepreneurs in several ways. The support we have found in this study could be linked to the existence of untraded interdependencies that provided the entrepreneurs with access to information, knowledge and experts through networks. These factors were useful both in the idea identification and the idea development process.</p>

Abstract Entrepreneurship has become an important issue in the modern society where the business landscape consists of many small and medium sized firms. These firms have all been started by an entrepreneur who has identified and business idea and developed that idea into a new venture. We therefore see the idea identification and idea development process as a central part of the creation of a new firm. A concept that has become popular in the discussion about entrepreneurship is the cluster concept and dynamic business settings. These concepts are based on the fact that in some geographical regions more firms are started than in other geographical locations. These firms are often started in the same field or industry which has lead to theories that the environment supports and stimulates entrepreneurship. The studies about clusters have often been conducted with an organizational perspective and studied formal contacts within clusters. Therefore we in this study want to study how cluster environments support entrepreneurs in their idea identification and idea development process with the perspective of the individual entrepreneur. The study is based on a theoretical framework built around the cluster theories develop by Michael Porter who is considered to be the father to this concept. In addition to this we also present theories about the importance of untraded interdependencies, the triple helix, spin-offs and entrepreneurs as organizational products. The empirical material for this study has been collected through interviews with five entrepreneurs in Sweden’s famous ICT cluster Kista Science City just outside Stockholm. These interviews are later presented as five individual cases which describe the idea identification and development process. The results from these interview shows that the cluster environment can support the entrepreneurs in several ways. The support we have found in this study could be linked to the existence of untraded interdependencies that provided the entrepreneurs with access to information, knowledge and experts through networks. These factors were useful both in the idea identification and the idea development process.

Nuestro proyecto busca desarrollar una idea de negocio a partir de un problema que hemos detectado en la sociedad actual. Este proyecto se divide en dos etapas; la primera narrará la búsqueda y validación del problema en cuestión y la segunda se concentrará en el desarrollo de la idea de negocio. Sabemos que en la actualidad, aún existen muchos tabúes acerca de la sexualidad que aún no son normalizados, es por ello que aún existe el sentimiento de vergüenza al comprar productos sexuales en tiendas físicas. Es así que, My Sextery Box se crea para poder confrontar estos tabúes y promover experiencias sexuales divertidas, seguras y distintas. En la primera etapa, se realizaron entrevistas al público objetivo y expertos en el tema, para poder obtener información acerca del problema. Es así que, se entrevistaron a una sexóloga, ginecóloga, urólogo, trabajador del Ministerio de Salud y un vendedor de una sex shop. En la segunda etapa, se determinaron los pasos a seguir para desarrollar una empresa a partir de una idea de negocio. Dentro del análisis desarrollado, se destaca la importancia de las operaciones y marketing implementado. Nuestro diferencial es el factor sorpresa y personalización del kit. Las proyecciones indican bajo una tasa de descuento de 15.56%, lograremos un VAN de S/. 8,964.68 soles, con una tasa interna de retorno de 35.7% en un periodo de recupero de la inversión de 2.88 años. Con estos números nuestro proyecto representa una gran oportunidad de inversión. / Our project has as main objective to develop a business idea based on a current problem in our society. This project is splitted in two stages; the first will narrate the research and validation of the problem and the second one will focus on the development of the business idea. We know that nowadays, there are still many taboos about sexuality that are no yet normalized. That is why there is still a feeling of shame when people buy sexual products in physical stores. Mysextery box is created to confront these taboos and to promote fun, safety and different sexual experiences. In the first stage, we interviewed our target audience and experts to obtain information about the problem. A sexologist, gynecologist, urologist, Ministry of Health worker, and a vendor from a sex shop were interviewed. In the second stage, we determined the steps to follow to develop a company from a business idea. Within the analysis, it highlights the importance of the operations and marketing. Our differential is the surprise factor and the personalization of the kits. Projections indicate that, under a discount rate of 15.56%, we will achieve a NPV of S/. 8,964.68 soles with an internal rate of return of 35.7% with a payback of 2.88 years. With these numbers, our project represents a great investment opportunity. / Trabajo de investigación

En la actualidad, la educación en el mundo viene viviendo un continuo desarrollo y cada vez nos presenta mayores opciones que satisfacen las necesidades de los usuarios. Una de estas necesidades es la adquisición de juegos educativos de calidad. Son los niños los que llevan a cabo uno de los aprendizajes más destacables. Es en esta etapa cuando se ven grandes progresos en el desarrollo psicomotriz, por lo que para facilitarles el desarrollo de estas habilidades es recomendable brindarles juguetes que les motiven a poner en práctica lo aprendido en el colegio. El objetivo de este proyecto es proveer en el mercado limeño una opción válida de compra y reparto juegos educativos en el canal presencial y canal digital. Con ello les presentamos un formato didáctico para comprar un juego educativo de calidad y además ofrecer al usuario la opción de que la entrega sea a domicilio. Para la sustentación de este proyecto se han realizado múltiples experimentos. En primer lugar, se ha logrado validar que de verdad existe la necesidad antes comentada. Luego, se validó las posibles soluciones y el plan concierge del proyecto. Finalmente, lo que nos resultó más importante fue validar el canal de atención y comunicación con nuestros clientes; al igual que validar las intenciones de compra. Con lo descrito líneas atrás, ponemos a disposición de los lectores tomar como ejemplo nuestro proyecto para futuras ideas de negocio que puedan ser sostenibles en el tiempo y que sean innovadoras en todo sentido. / Today, education in the world has been undergoing continuous development and presents us with ever-greater options that meet the needs of users. One of these needs is the acquisition of quality educational games. The children carry out one of the most remarkable learnings. It is at this stage that great progress is seen in psychomotor development, so to facilitate the development of these skills it is advisable to provide them with toys that motivate them to put into practice what they have learned at school. The objective of this project is to provide the Lima market with a valid option to buy and I hand out educational games on the face-to-face channel and the digital channel. With this, we present a didactic format to buy a quality educational game and offer the user the option of home delivery. Many experiments have been carried out to support this project. First In this place, it has been possible to validate that the need mentioned above really exists. Then it was validated the possible solutions and the concierge plan of the project. Finally, what we found most It was important to validate the channel of attention and communication with our clients; as well as to validate the purchase intentions. With what is described above, we offer readers to take our example project for future business ideas that can be sustainable over time and that are innovative in every way. / Trabajo de investigación

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La teoría de lo grotesco propone la historia de la idea estética de lo grotesco en cinco grandes etapas: en su imposibilidad en las poéticas y tratados de la Clasicidad, en la polémica de la tragicomedia del Barroco del Siglo de Oro, en el advenimiento de la Estética y la Crítica del siglo de las Luces y en las tres irrupciones que sitúan lo grotesco en el primer plano de la teoría en los siglos XIX y en los siglos XX y XXI. La evolución de lo grotesco se estudia principalmente en los teóricos de referencia de cada etapa en los cuales influye poderosamente aunque no haya expresión directa de su idea sino reformulaciones entreveradas bajo la designación de otros términos en cada una de las etapas estudiadas. De entre todos los términos bajo los que se oculta el influjo de lo grotesco destaca el de lo barroco como idea constante omnipresente en todas las épocas y sobre todo en los límites de transición de una a otra cuando estalla la querelle entre antiguos y modernos.

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