Madian Martinez

Gottfried Wilhelm Leibniz is the self-proclaimed inventor of the binary system and is considered as such by most historians of mathematics and/or mathematicians. Really though, we owe the groundwork of today’s computing not to Leibniz but to the Englishman Thomas Harriot and the Spaniard Juan Caramuel de Lobkowitz, whom Leibniz plagiarized. This plagiarism has been identified on the basis of several facts: Caramuel’s work on the binary system is earlier than Leibniz’s, Leibniz was acquainted—both directly and indirectly—with Caramuel’s work and Leibniz had a natural tendency to plagiarize scientific works.

Very few scientists today question the fact that information, together with matter and energy, is one of the three constructs forming the ontology of the universe. However, there is still a long way to go before in order to establish the interrelations between information and energy and information and matter, as Einstein did between matter and energy. In this paper, after introducing the energy, matter, information model, which covers the three constructs and their relationships, we illustrate real examples—two qualitative and two quantitative—of the interrelations between energy and information. This closes the open question with respect to the interrelationship between energy and information.

Previous research has focused on the relation between social class and prosocial behavior. However, this relation is yet unclear. In this work, we shed light on this issue by considering the effect of the level of empathy and the social class of the recipient of help on two types of prosociality, namely helping and caring. In one experimental study, we found that for high-class participants, empathy had a positive effect on helping, regardless of the recipient’s social class. However, empathy had no effect for low-class participants. When it comes to caring, empathy had a positive effect for both high and low-class participants, but only when the recipient of help belonged to the same social class. This highlights that empathy by itself is not sufficient to promote cooperative relations and that the social class of the recipient of help should be taken into account to shed light on this issue.

La idea de «naturaleza humana» que Ortega y Gasset defiende es tan novedosa como opuesta a lo que habitualmente se entiende. Estamos en un error si el punto de partida es concebir al hombre como un ser vivo entre otros. Ni la ciencia ni la filosofía, mientras se mantenga en la tradición eleática, pueden dar una explicación clara. La ciencia, porque si contemplamos al hombre, tal y como se nos presenta, es imposible distinguir en él lo material de lo espiritual, su cuerpo y su psique. La filosofía, porque el concepto de «naturaleza humana» es una invención de nuestra razón, una fantasía. No existe tal naturaleza porque el ser del hombre es de tal modo extraño y diferente al resto de seres que su «consistencia» está precisamente en ir siendo lo que nunca acaba de ser. Por tanto, es un acontecer, un camino, una historia que se va ejecutando en una circunstancia. Esto es, mi vida, la de cada cual.

A partir de una encuesta por correo electrónico a estudiantes de Ingeniería en el SAI de la UAMA en un contexto de enseñanza remota forzado por la pandemia, se caracteriza la gestión de la docencia, desde la visión de los estudiantes, se realiza un diagnóstico de los aspectos relacionados. Es un estudio transversal con un análisis cualitativo y descriptivo de las respuestas. La gestión docente se ve afectada por factores inherentes al proceso, así como también por factores externos. Los resultados obtenidos muestran que fue impactada fuertemente al realizarse el proceso totalmente vía remota especialmente, la comunicación e interacción alumno-profesor.