Maria Rodriguez

El trabajo constituye un homenaje a Leopoldo Zea, preparado a instancias de su colega y amigo Arturo Roig, con el propósito de resaltar la metodología y hábitos de trabajo de Leopoldo, relacionando su labor intelectual con su vida cotidiana. En este sentido se destacan su memoria prodigiosa y el hecho de que su trabajo estuviera condicionado por su personalidad. Era un intelectual intuitivo, con gran capacidad de síntesis e ingeniosa réplica para contestar en las numerosas polémicas en que participó. A través de sus libros y de una intensa actividad desplegada en numerosísimos viajes, logró que el interés por América Latina se extendiera por todo el mundo. Siguiendo a Gaos y a Ortega y Gasset, consideraba que es a partir de la propia circunstancia que se puede dar la tarea de entender al mundo. Comprender y comunicar son según Zea, las dos acepciones del término logos, que sirven de fundamento a la filosofía.This work is homage to Leopoldo Zea and was written at the request of his friend and colleague, Arturo Roig, with the purpose of emphasizing Leopoldo's methodology and work habits as an intellectual as well as in his daily life. We can point out his prodigious memory and the consistency of his work with his personality. He was an intuitive intellectual, with a great ability to synthesize and a talent for the witty reply in the numerous debates he took part in. Through his books and travels he extended the interest in Latin America all over the world. Following Gaos and Ortega y Gasset, he believed that understanding one's own circumstances enabled one to understand the world. To understand and to communicate were, according to Zea, the two meanings of logos that serve as a foundation to Philosophy

Lorraine Daston has underscored the influence that Ian Hacking's The Emergence of Probability has had on her intellectual trajectory and on her choice of the label historical epistemology to describe her work. Hacking, for his part, has responded to these remarks that, firstly, Daston and her colleagues do not do epistemology, but rather study epistemological concepts as objects that evolve and mutate. Secondly, that not only his work on probability is not historical epistemology but also it is what he calls historical meta-epistemology or better yet, historical ontology. In this paper, I analyze how Daston and Hacking understand the type of research that they respectively call historical epistemology and historical meta-epistemology, and I explore their convergences and divergences in order to establish possible shared relations, interests and antecedents. Finally, I argue that Hacking's work can be visualized as a result of investigations of the type that characterize historical epistemology, as a consequence of his interest, encouraged by Michel Foucault´s reading, in the analysis of the historical conditions of possibility for the emergence of scientific concepts and objects.

As development of research ethics competencies is in the focus in higher education institutions, it is crucial to understand how to support the learning process during such training. While there is plenty of research on how to scaffold children’s learning of cognitive skills, there is limited knowledge on how to enhance collaborative case-based learning of research ethics competencies in HE contexts. Our aim was to identify whether, how and when scaffolding is needed with various expertise levels to support development of ethics competencies. To identify and evaluate scaffolding during collaborative case-based ethics training we synthesised a scaffolding framework consisting of three levels: techniques, mechanisms and process. We organised 5 training sessions where 46 participants were involved. Data was collected as part of action research from group-work recordings and transcribed verbatim. Deductive qualitative analysis was implemented on transcripts based on the scaffolding framework. Our analysis revealed that structural scaffolding alone is not always efficient with bachelor level students, they also require oral scaffolding when the need becomes apparent. Master’s level students benefited most from wording the issues they needed to focus on. Doctoral students and senior academics needed scaffolding to maintain goal orientation. We end our article with some recommendations for facilitators of ethics education, and encourage using the scaffolding framework also in complex problem-solving beyond ethics training.

While research ethics and developing respective competencies is gaining prominence in higher education institutions, there is limited knowledge about the learning process and scaffolding during such training. The global health crisis has made the need for facilitator-independent training materials with sufficient support even more pronounced. To understand how knowledge building takes place and how computer-supported collaborative learning supports research ethics learning, we analysed: 1) how the participants’ understanding was displayed during the collaborative learning process utilising the developed ethics resource; and 2) whether the scaffolding provided by the resource supported the learning process. Epistemic evidence was collected during design-based research involving 36 PhD students and researchers with supervisory experience divided into 11 groups. Data was analysed qualitatively utilising the SOLO taxonomy. The results revealed that: 1) participants displayed high levels of understanding and the need for the facilitator support decreased with the use of the online ethics resource; 2) the learners were able to evaluate their learning outcomes with satisfactory accuracy; 3) when used linearly, the online ethics resource helped learners to achieve high levels of understanding even when the scaffolding gradually faded. Based on the lessons learnt, design principles were extracted to develop research ethics competencies in higher education, and also recommendations for research ethics training were outlined.

Parks and town squares can play an important role by offering spaces for cognitive restorativeness in urban contexts. Therefore, it is important that these spaces be designed in a way that encourages restorativeness. Indeed, their perceived quality should motivate users to stay and take advantage of them. Yet, it is not clear whether perceptions as to the quality of these spaces is relevant in promoting restorativeness. Thus, the aim of this study is to analyze whether elements of environmental quality perceived by users of public spaces favor restorativeness both in parks and squares. Environmental and social aspects are taken into consideration, since restorative experiences involve cognitive and physiological recovery, as well as a component of interaction with the environment. In this research, 519 users of 32 urban public spaces—town squares and parks—on the island of Tenerife participated. Participants evaluated these spaces using four dimensions that focused on spaces’ perceived environmental quality: design of spaces, care of spaces, social interaction, and presence of sensorial elements. Additionally, we evaluated the perceived restorativeness of each space. The results showed that the design of spaces, care of the spaces, social interaction, and presence of sensorial elements explain the variance in perceived restorativeness, although with different weights for parks and squares. We found that perceived quality of a space is a key predictor of its restorativeness. This means that maintaining parks and town squares is a relevant task given that they contribute to reducing cognitive overload, increasing sustainability, and facilitating health care in urban settings.

The relationship between descriptive representation and substantive representation is an issue that has been widely discussed by women’s studies scholars. In general, it is assumed that there exists a positive relationship between the two, but the literature and empirical analysis show that substantive representation also depends on the action of other critical actors, such as gender agencies and the women’s social movement. Comparative research has shown the existence of a common pattern in post-industrial democracies: the development of women-friendly policies depends on the existence of coalitions between these critical actors. However, the analysis usually focuses on the national or regional level, and there is very little analysis at the local level, despite this being a political arena in which these processes can be developed. The aim of this article is to analyse the effect of coalitions of critical actors on the responsiveness to the demands of women’s groups in the case of Spanish municipalities using a representative survey. The objective, therefore, is to apply advances in the women’s substantive representation literature to the local level in Spain. Main results show that responsiveness is higher in municipalities where women’s coalitions exist.

La generación del 98 surgió como consecuencia de una compleja situación económica, social, cultural y política sufrida por nuestro país. La derrota en la Guerra de Cuba y las consecuentes pérdidas coloniales fueron el detonante más inmediato que culmina-ron en un ánimo enrarecido y con aires decadentes. Fruto de este angosto clima surgió una nueva visión de la filosofía y la novela, esto es, una perspectiva hermenéutica diferente de la realidad del momento. En este sentido, haremos mención a cuatro de las obras principales que contribuyeron a dicha construcción teórica, al tiempo que desgranaremos su vertiente filosófica y la incidencia de las mismas en el conocido como problema de España. Pero, ¿qué ocurre con la visión femenina? ¿Cómo fueron las representaciones de las mujeres en estas obras? ¿qué tenían que decir las mujeres de esta generación? Para repensar las humanidades en la actualidad, es pertinente y esencial revisar los cimientos más inmediatos de nuestra filosofía y nuestra literatura, a la par que se torna crucial revisar la perspectiva femenina pues, solo de este modo, podremos tener una visión integradora de la importancia y la actualidad de las humanidades

Este artículo analiza una variedad de aspectos que aportan luz sobre la peculiaridad de John L. Austin y su filosofía, así como sobre el rechazo que se generó hacia ella. De entre todas estas facetas, este trabajo destaca las estilísticas y discursivas, especialmente el papel de la retórica, con el fin de mostrar cómo este autor crea una prosa performativa en perfecta consonancia con su contenido intelectual. De este modo, Austin dota a su obra de una excepcional coherencia entre contenido y forma.

Mitigation is a pragmatic-linguistic category traditionally related to the theory of verbal politeness. Previous work on this issue has shown that conversational hedging is largely conditioned by the speaker’s identity (Albelda 2012, Cestero 2011, Samper 2017), that is why a deeper understanding of attenuating phenomena requires close attention to the social context underpinning communicative interactions. This paper advances some preliminary results from the ongoing research on discursive mitigation in the Malaga-PRESEEA spoken corpus. The analysis is centered on the underlying mitigating functions in the speech performance of a group of speakers with university education. Since one of our main objectives is contrastive, and previous solid research on attenuation has been carried out within the PRESEEA context, its methodological basis has been assumed (Albelda 2012, Cestero 2011, Samper 2017). Results of multifactorial logistic regression analysis from our data are partially similar to those obtained in previous studies: mitigation formulas are frequent among the well-educated speakers we have studied, especially those related to self-protection functions. Women—more than men—, and younger speakers—more than every other age-group—, tend to lead this use.

El presente artículo, de carácter inédito, fue originalmente una conferencia dictada el 19 de julio de 2007 en Salvador de Bahía, Brasil, en el marco de las “Conferencias Juan César García”, máxima distinción de los congresos de la Asociación Latinoamericana de Medicina Social. En él, se analiza las corrientes de pensamiento que han impregnado las acciones en salud de las comunidades académicas latinoamericanas durante los siglos XX y XXI, desde el enfoque del derecho a la salud. El papel jugado por organismos de Naciones Unidas, particularmente las agencias especializadas en Salud, en especial la Organización Panamericana de la Salud (OPS) y la Organización Mundial de la Salud (OMS), merece ser estudiado. El análisis de los campos de conocimiento responsables del tratamiento de la problemática de salud en nuestra región, de la conformación del campo de la salud internacional y de las grandes desigualdades en el mundo actual y su impacto en salud dan cuenta de la necesidad urgente de incorporar una nueva visión de salud internacional. Es preciso romper con los criterios de ayuda paternalista y dependiente, que no contribuyen al desarrollo de las potencialidades de los países en desarrollo, con el objetivo de colocarlos en condiciones de contribuir a la construcción de un mundo mejor, saludable y seguro.

La obra de Antonio Machado muestra una conocida amplitud temática que se manifiesta, además de en su poética, en sus aportaciones a la filosofía. El presente artículo pretende acercarse a su figura desde la conjunción entre la poética y la filosofía en base a un concepto fundamental en su obra: la alteridad. Como consecuencia de la quiebra de la razón moderna, el solipsismo de corte cartesiano quedó en suspenso. Es en este momento en el que tanto en Europa como en la España de finales del siglo XIX surge una tendencia hacia la alteridad o reconocimiento del otro, tal y como veremos en la obra de Machado y en personajes esenciales de su producción como Juan de Mairena así como, también, en otros autores de la generación del 98.

El Grado en Ingeniería Agraria por la Universidad de León (España) habilita el ejercicio profesional de Ingeniero Técnico Agrícola. Durante la formación es necesario desarrollar habilidades técnicas (duras) -algunas económicas y empresariales- y habilidades sociales (blandas). Con el fin de mejorar la adquisición de estas competencias, se aplicaron las metodologías de Aprendizaje Basado en Retos y Lean Startup en la asignatura de Principios de Economía y Administración de Empresas Agrarias. Los estudiantes se mostraron satisfechos con la experiencia y presentaron nueve prototipos para ofrecer soluciones sobre digitalización, comercio electrónico, bioeconomía, sostenibilidad y medio ambiente. Además, se registró una mejora en la intención emprendedora de los estudiantes.

La transgresión que supone la asociación de la violencia con las mujeres se revela en el tratamiento político y mediático que han recibido las mujeres de ETA, frecuentemente asociadas con una feminidad pervertida. Este artículo analiza la identificación del cuerpo de la mujer de ETA con la sexualidad desviada de los modelos normativos nacionalistas, explora las conflictivas relaciones de las mujeres con la violencia y se detiene en las figuras políticas y el liderazgo de Yoyes y de Idoia López Riaño. En el primer caso se analiza la transgresión representada por la presencia inasimilable de una líder de ETA tras su abandono de la actividad terrorista y tras su maternidad. En el segundo se explora su representación y la negociación política y mediática de su identidad. Si Yoyes ocupa un espacio simbólico en el imaginario político vasco, López Riaño constituye un testimonio vivo en el proceso de esta militancia femenina en ETA.

The aim of the present study is to analyze individual differences in academic self-efficacy within a population of Unaccompanied Foreign Minors from the European cities of Ceuta and Melilla. Variables describing educational level and length of stay were considered in a sample of 377 individuals being cared for in different youth centers. Of these, 63.4% belonged to the group who had stayed at the center for less than 9 months and 36.6% reported a length of stay of more than 9 months. The age of participants ranged between 8 and 17 years old. Once the quality parameters of the instrument were elaborated, reliability and validity was confirmed through Confirmatory Factor Analysis using Structural Equation Modeling methodology. Data collection was then initiated. The results overall indicate that 87.6% of those who completed the questionnaire reported a higher level of self-efficacy with regards to working with any classmate, whilst at the same time seeing themselves as capable of achieving good marks. ANOVA results indicated significant differences with respect to educational level and length of stay. In this regard, students who had received professional training and had been at the Center for more than 9 months, were the ones who developed greater academic self-efficacy for spending more time working when tasks were judged to be difficult. The results obtained demonstrate that any intervention will be positive as long as it promotes different institutions to develop strategies that cater to a length of stay of more than 9 months and target education, academic self-efficacy, socialization and strengthening the future workforce. Such interventions can be directed through new European, Spanish or local level policies. It is clear that institutions still have a lot of work left to do.

Studies demonstrating the benefits of ethical behavior at an individual level are scarce. The business ethics literature centers its analysis on unethical behaviors and their consequences, rather than ethical behaviors and their benefits. There is now considerable debate on the role of auditors in society and the function of accounting firms in the free market capitalist system. Specifically, the eminently ethical nature of the auditor’s work has been highlighted. Therefore, the aim of our paper is to show the impact of auditors’ sustained ethical behavior: the trust it generates. This trust results in considerable benefits for the firm due to a reduction in the costs of the partner’s supervision of the auditor. The methodology chosen to validate these claims is a survey of partner of the audit firm in auditing companies. The results of this research confirm the hypotheses raised in the theoretical model.

This book offers a systematized overview of Ian Hacking's work. It presents Hacking’s oeuvre as a network made up of four interconnected key nodes: styles of scientific thinking & doing, probability, making up people, and experimentation and scientific realism. Its central claim is that Michel Foucault’s influence is the underlying thread that runs across the Canadian philosopher’s oeuvre. Foucault’s imprint on Hacking’s work is usually mentioned in relation to styles of scientific reasoning and the human sciences. This research shows that Foucault’s influence can in fact be extended beyond these fields, insofar the underlying interest to the whole corpus of Hacking’s works, namely the analysis of conditions of possibility, is stimulated by the work of the French philosopher. Displacing scientific realism as the central focus of Ian Hacking’s oeuvre opens up a very different landscape, showing, behind the apparent dispersion of his works, the far-reaching interest that amalgamates them: to reveal the historical and situated conditions of possibility for the emergence of scientific objects and concepts. This book shows how Hacking’s deployment concepts such as looping effect, making up people, and interactive kinds, can complement Foucauldian analyses, offering an overarching perspective that can provide a better explanation of the objects of the human sciences and their behaviors.

Aberrations introduced by the atmospheric turbulence in large telescopes are compensated using adaptive optics systems, where the use of deformable mirrors and multiple sensors relies on complex control systems. Recently, the development of larger scales of telescopes as the E-ELT or TMT has created a computational challenge due to the increasing complexity of the new adaptive optics systems. The Complex Atmospheric Reconstructor based on Machine Learning is an algorithm based on artificial neural networks, designed to compensate the atmospheric turbulence. During recent years, the use of GPUs has been proved to be a great solution to speed up the learning process of neural networks, and different frameworks have been created to ease their development. The implementation of CARMEN in different Multi-GPU frameworks is presented in this paper, along with its development in a language originally developed for GPU, like CUDA. This implementation offers the best response for all the presented cases, although its advantage of using more than one GPU occurs only in large networks.

Se estudia la percepción que tienen las personas que visitan Andalucía de patrimonio distinguido por Unesco en esta comunidad (grado de conocimiento que tienen las personas visitantes de dicho patrimonio, el medio por el cual lo han conocido, su interés en visitarlo y la valoración que otorgan a dicho patrimonio), descubriendo la imagen que tienen los y las visitantes a la comunidad autónoma andaluza de este patrimonio. La técnica de investigación ha sido la encuesta, con un total de 385. Hay que destacar que todos los bienes superan la nota de 3,44 sobre 5 respecto a valoración.

After compulsory secondary education; many teenagers face the process of choosing a university degree. This process involves uncertainties referred to their personal abilities, interests, social expectations and professional future. The present work is aimed at determining whether the reasons behind the selection of a particular university degree differ depending on the chosen degree. Another objective is determining whether these reasons differ significantly according to gender. The sample comprises 983 students belonging to the area of social and legal sciences at the University of Seville. The obtained results reveal the existence of four main reasons behind the selection of university degrees for which significant gender-related differences were observed: easy degree, job opportunities, high wages and provision of social services. Besides, these seven reasons are observed to differ widely in six of the considered degrees

The increasing concern about ethics and integrity in research communities has brought attention to how students and junior academics can be trained on this regard. Moreover, it is known that ethical behaviour and integrity not only involve individual but also group norms and considerations. Thus, through action research and participant observation, this research investigates the learning processes through which 64 students collaboratively develop research ethics and integrity competencies. The aim was to understand how bachelor, master and PhD students approach ethical dilemma cases through a collaborative process. The data consisted of recorded group work on ethics cases, student group reports, and post-training questionnaires. Later, the analyses considered groups as the unit of analysis. These data were analysed through content analysis utilizing the SOLO taxonomy to identify levels of understanding and assess evolvement of ethical sensitivity during a case-based training session. The results show that all groups reached the level of understanding where the groups demonstrated that concepts had been understood appropriately, but occasionally struggled to make connections between them. Students perceived working collaboratively as beneficial. The results help teachers of research ethics and integrity to make pedagogically justified choices in their teaching. Drawing on the results of this study, we propose a tool for the formative assessment of student learning of research ethics and integrity.