Maria Rodriguez

In a variety of synaesthesia, photisms result from affect-laden stimuli as emotional words, or faces of familiar people. For R, who participated in this study, the sight of a familiar person triggers a mental image of "a human silhouette filled with colour". Subjective descriptions of synaesthetic experiences induced by the visual perception of people's figures and faces show similarities with the reports of those who claim to possess the ability to see the aura. It has been proposed that the purported auric perception may be easily explained by the presence of a specific subtype of cross-modal perception. We analyse the subjective reports of four synaesthetes who experience colours in response to human faces and figures. These reports are compared with descriptions of alleged auric phenomena found in the literature and with claims made by experts in esoteric spheres. The discrepancies found suggest that both phenomena are phenomenologically and behaviourally dissimilar

In this research, we present two 1D Convolutional Neural Network (CNN) models that were trained, validated and tested using simulated light curves designed to mimic those expected from the Kepler Space Telescope during its extended mission (K2). We also tested them on real K2 data. Our light curve simulator considers different stellar variability phenomena, such as rotations, pulsations and flares, which along with the stellar noise expected for K2 data, hinders the transit signal detection, as in real data. The first model effectively identifies transit-like signals in light curves, classifying them based on the presence or absence of such signals. Furthermore, the second model not only phase-folds the light curves but also eliminates stellar noise, a crucial step when fitting transits to the Mandel and Agol theoretical transit shape. The obtained results include an accuracy of $\sim 99\%$ when classifying the light curves based on the presence or absence of transit-like signals, and $MAPE\sim 6\%$ regarding to the transits’ depth and duration when phase folding the light curves, showing the great capabilities of 1D-CNN for automatizing the transit search in light curves, both on simulated and real data.

Considering racism as an object of knowledge and reflection generally stems from the need to argue for or against this phenomenon; however, approaching it from the perspective of Philosophy for Children involves assuming an intellectual heritage that requires addressing this issue from a higher and more demanding starting point. Researchers such as Jonathan Wurtz, Darren Chetty, Melissa Fitzpatrick, and Amy Reed-Sandoval have created a space for study and reflection that shifts attention to problems on another level, challenging scholars and practitioners of early philosophy education to raise their gaze beyond the well-founded rejection of any idea or action of a racist nature. This discussion area generates a different and exciting starting point, which encourages work on the web of epistemological, ethical, and pedagogical issues involved in the problems and challenges of doing philosophy for/with children in a world of institutionalized racism. That is why this article discusses how vulnerable the Community of Philosophical Inquiry can be in the face of the epistemological power that racism has achieved, and how the philosophical and pedagogical resources that Socratic dialogue can provide can help to exacerbate the problem of racism. Finally, the philosophical and pedagogical importance of aporia is highlighted as a tool capable of undermining the paradigmatic force of White Ignorance. This is within the framework of Sustainable Development Goals related to the need to reduce inequalities and build more just and inclusive societies.

Osteosarcoma is the most common primary bone cancer. According to medical and biological studies, it has a high genetic complexity, thus, to differentiate the mechanisms of appearance and evolution of this disease is a difficult task. In this paper, we use three simplest and well known mathematical models to describe the behavior of several cell lines of osteosarcoma. First, we use a potential law to describe the tumor growth in immunosuppressed mice; with it we show that the variation of tumor growth has a sublinear behavior without the blow-up phenomenon. Second, the logistic model is used to obtain a good aproximation to the rates of proliferation in cell confluency in in vitro experiments. Third, we use a linear reaction-diffusion model; with it, we describe the diffusion behavior for some cell lines. These three models allow us to give a classification of cell lines according to the rates of tumor growth and proliferation and to the diffusion coefficient. A relationship is found between the rates of the tumor growth, the diffusion coefficient and tumorigenicity. Experimental data are extracted from Lauvrak et al. (British Journal of Cancer 109(8):2228–2236, 2013).

The purpose of this study was to investigate students’ perceptions of their learning experience through engagement in an active learning strategy termed "deliberative activity," designed to foster the development of moral reasoning. This strategy was implemented in an elective ethics course within a higher education setting. To evaluate the experience, we conducted a pilot case study using two qualitative analysis instruments: an individual survey and a focus group to capture students' perspectives. The qualitative analysis identified three key themes: (1) Pedagogical Design; (2) Application of Ethics to Real-Life Contexts; and (3) Openness to Dialogue. The findings suggest that the proposed strategy could serve as an effective pedagogical tool for incorporating applied ethics into the higher education curriculum, especially in interdisciplinary contexts. Additionally, the results indicate that further research should focus on specific disciplinary contexts and emphasize the need to improve feedback practices during the development of the deliberative activity. This improvement could be achieved by adopting an assessment-for-learning approach, allowing for ongoing feedback throughout the learning process.

In Chapter 4, Making up people. A project of more than three decades, I present the notions Ian Hacking uses to work in the human sciences. Hacking defines himself as a dynamic nominalist, insofar as he is interested in the interaction between classification and the classified individuals, and he vindicates Michel Foucault as antecedent of this nominalism, being interested in the essential role of history in the constitution of its objects, people and forms of behavior. Hence his idea of historical ontology, which deals with the ways in which the possibilities of choice and of being emerge from history and from making up people, that is to say, the ways in which a new scientific classification can make a new kind of people emerge. This interaction between classification and the classified individual results in what Hacking calls the looping effect of human kinds. But making up people, besides, takes place within an ecological niche. Given that in the kinds of the human sciences the aforementioned loop effect presents itself, Hacking proposes the existence of different classes of kinds. In order to illustrate this, I recuperate Hacking’s work process on this matter, departing from his original question about whether kinds of people are natural kinds.

Chapter On Foucault’s Shoulders, starts by proposing that the subject that awarded Ian Hacking more visibility and consideration, dealt with in Representing and Intervening, is not the one that he has been most interested in nor the one to which he has devoted more time and publications. I show that when one analyzes his corpus as a whole, a very different image emerges from the one that appears if one focuses its study only on this area of his work. This analysis, decentered from the axis around which the work of Hacking has traditionally been understood, is the basis of my proposal for this book. To defend it, I articulate the items dealt with in previous chapters and I close the circle I open in the first chapter, going back to the proposal of a reticular structure in Hacking’s work and the place Michel Foucault occupies in this web, which I define as the texture, the always underlying thread that runs across in the loom where the cloth is woven. I claim that it is the notion of conditions of possibility for the emergence of concepts and scientific objects, inherited and at the same time different from Foucault’s, what impregnates Hacking’s whole corpus.

Even though Ian Hacking vindicates in general the influence of Michel Foucault’s the archaeological stage on his own thought, I posit that in many aspects of his proposal for the human sciences there is an imprint of the genealogical stage of the French philosopher—although Hacking does not deal with power, one of the concepts that characterize Foucault’s genealogy, at least not in a systematic and explicit way. In this chapter, Hacking and Foucault. Classifications, looping effect and power, I discuss the fundamental role of power in relation with the notions of classification, looping effect, and making up people that Hacking proposes for the human sciences. To this end, I start with a brief outline of the idea of power in Foucault, in order to show how the elements he takes as essential in a power relation can be clearly identified in the looping effect. I illustrate how power is imbricated in Hacking’s proposal, resorting to several of the examples he himself has used to develop the notions mentioned in the title of this chapter.

In this chapter, Styles of scientific thinking & doing. A genealogy of scientific reason, I work on the “style of scientific reasoning”, later called “style of scientific thinking & doing”. I deal with this node in the first place because I visualize it as basal, both because it is a condition of possibility for the emergence of objects and concepts that appear in other nodes, and because one way or another all the others are related to it. At the beginning of the chapter I deal with the antecedents, differences and convergences that Ian Hacking’s notion of style of scientific reasoning has with meta-concepts proposed by other philosophers and historians of science. I show how already in 1979, in an article where Hacking offers his interpretation of Michel Foucault’s thinking, he discusses some of what will later be characteristic of his own notion of style. I deal in particular with the notion of style of scientific thinking of Alistair Crombie, which Hacking considers an immediate antecedent of his notion of style of scientific reasoning. I continue by going deeper into the notion of style of scientific reasoning by means of an analysis of its particular features, as well as their relation to notions proposed by Foucault.

In this chapter, Taking a look at Ian Hacking’s work, I present a novel perspective on Ian Hacking’s oeuvre, developing a systematic and structured outline of the author’s main works. The purpose of this chapter is twofold: to offer a general overview of Hacking’s work by means of a systematization of his bibliography, departing from the lesser-known axles of his work. Secondly, to look for an underlying texture in Hacking’s work, departing from his interest in the historical and situated conditions of possibility of the emergence of concepts and objects scientific, and explore how Michel Foucault’s thought works as a thread that runs across this web. Based on a wide review and critical analysis of his bibliography, I aim to organize Hacking’s work around four nodes: styles of scientific thinking & doing; probability; making up people and experimentation and scientific realism. I show the internal structure of each node, I review the most representative texts and I present the main notions with each one. The chapter explores a series of relations between the nodes which, besides showing the reticular structure of Hacking’s work, justify the order in which they are presented.

In this chapter Experimentation and Scientific Realism. A Return to Francis Bacon, mainly based on Representing and Intervening, I present Ian Hacking’s critique of representation, of the theory and the realisms based on them. For Hacking, insofar as debates between realism and antirealism take place in terms of representation and theory, realism will not be capable of facing the challenges of antirealism. To correct this, he suggests shifting the discussion from realism to a different realm, experimentation, where—in his opinion—scientific realism is irresistible. I continue by presenting his defense of entity realism. The central notion in Hacking’s argument for scientific realism is not reference but manipulation. In this sense, I analyze the two fundamental arguments on which Hacking bases his defense of scientific realism -intervention and coincidence—as well as his best-known examples, electrons and microscopes, respectively. Hacking’s incursion in the realist debates of the 80s is a strategy to draw attention towards experimental scientific activity, to defend the vital and preeminent role of experimentation, and more precisely, the creation of phenomena in natural sciences.

In this chapter, Probability. Books that smell of other books, I deal with the node of Probability by means of an analysis of two of Ian Hacking’s most representative texts. Regarding The Emergence of Probability, I show that Hacking not only uses the Foucauldian archaeological method, but he practically paraphrases its characteristics when explaining the methodology he uses in this book. I also show that while Michel Foucault analyzed the historical conditions of possibility of knowledge for each one of the historical periods he deals with in The Order of Things, Hacking tries to show which are the historical conditions that make the emergence of probability possible. In The Taming of Chance, Hacking aims to show that analytic philosophy does not need to be the antithesis of historical sensibility and even though he uses the same archaeological methodology, he goes beyond it to reflect the influence of Foucault’s genealogical works. This can be seen in what could be called an incursion into Foucauldian biopolitics. Following Foucault’s line called “history of the present”, in this text Hacking aims to understand how we think and why we seem to be compelled to think in a certain way.

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.

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.

El presente artículo estudia el patrimonio arquitectónico agrario en ruina de Andalucía, las causas de su deterioro, como la industrialización agrícola, y algunas de sus consecuencias, como el éxodo rural. Parte de los resultados se muestran en una pieza audiovisual montada a partir de ocho pinturas que ilustran la degeneración del paisaje y de las construcciones rurales, hasta que estas se convierten en ruina y se integran en el suelo. Como conclusiones se evidencia la necesidad de cambiar los modelos de producción y preservar las ruinas agrarias como parte de la cultura.

The purpose of this study was to investigate students’ perceptions of their learning experience through engagement in an active learning strategy termed "deliberative activity," designed to foster the development of moral reasoning. This strategy was implemented in an elective ethics course within a higher education setting. To evaluate the experience, we conducted a pilot case study using two qualitative analysis instruments: an individual survey and a focus group to capture students' perspectives. The qualitative analysis identified three key themes: (1) Pedagogical Design; (2) Application of Ethics to Real-Life Contexts; and (3) Openness to Dialogue. The findings suggest that the proposed strategy could serve as an effective pedagogical tool for incorporating applied ethics into the higher education curriculum, especially in interdisciplinary contexts. Additionally, the results indicate that further research should focus on specific disciplinary contexts and emphasize the need to improve feedback practices during the development of the deliberative activity. This improvement could be achieved by adopting an assessment-for-learning approach, allowing for ongoing feedback throughout the learning process.

This paper is situated within the framework of Corporate Social Responsibility (CSR) and addresses how women in organizational spaces with strongly values-driven practices can contribute to a more sustainable development in the implementation of a Circular Bioeconomy. Companies aligned with this model have a special responsibility to orient their practices towards comprehensive and fair sustainability if they want to align themselves with the policy frameworks of ecological transition. The article asks whether there is a harmonization of the environmental and social dimensions of practices in companies aligned with the circular bioeconomy and how the participation of women in management positions (in this case, white women, college-educated and non-disabled women) can promote transformative organizational change. Based on the theories of CSR practices, critical feminist perspectives, and social practices theory, a comparative ethnographic approach is used, applying a multi-method (participant observation, interviews, and documents) and multi-site analysis with four companies. The study extends the empirical evidence aimed at favoring the adoption of integrated sustainable practices in organizations. Future research could investigate broader intersectional dynamics to provide more detail on the heterogeneity of the experiences and practices of women or feminist actors and their influence on organizations.

The objective of this research work was to determine what are the factors that condition the labor insertion of graduates of the 14 Study Programs of the Faculty of Technology, in the Technical Variant Educational Institutions, the Productive Technical Centers and in the Higher Institutions. Technological, in the year 2023, with its two dimensions of employability and occupancy; The methodology applied was quantitative, type of applied research, non-experimental research method, simple descriptive design, 13 questions were prepared for the employability dimension and 12 questions for the employability dimension, this questionnaire was developed through Google form and It was applied through virtual social networks to graduates who obtained their degrees in the years 2019, 2020 and 2021. The sample consisted of 160 graduates. The statistical process of reliability and validity of the instruments was carried out using the SPSS V-27 statistical package, the following result was reached, of the 160 respondents, 16.88 % indicate that insertion is low, another 28.75 % respond which is medium and 54.37 %, which is equivalent to 87 graduates surveyed, specify that it is high.

Con una indagación cualitativa se intenta averiguar si el método de palabras generatrices de Paulo Freire presenta ventajas para la enseñanza-aprendizaje de la lengua escrita castellana en la edad infantil. Se extraen los datos de la experiencia práctica acumulada por profesorado que lo ha aplicado en el segundo ciclo. Cinco maestras aportan informes escritos individuales y dos equipos docentes se constituyen en grupos de discusión. Tras la categorización y análisis de los datos, se concluye que el método tiene muchas ventajas. Entre las ventajas de tipo didáctico cabe resaltar el respeto al protagonismo del alumnado y a su pensamiento sincrético, ser muy motivador, conseguir la comprensión lectora desde el principio, desarrollar simultáneamente las conciencias léxica, silábica y fonológica; enriquecer el vocabulario, fijar una ortografía correcta, integrar todos los ámbitos de conocimiento, y desarrollar la capacidad simbólica y la creatividad. Como ventajas de tipo pedagógico: considerar los efectos de tipo actitudinal que actúan sobre los procesos cognoscitivos, adaptarse a los contextos, permitir al profesorado conocer mejor a su alumnado, propiciar el desarrollo de la dimensión afectivo-emocional, favorecer la socialización por trabajarse siempre en grupo y la ayuda entre iguales, el buen clima de aprendizaje y la colaboración familiar.

¿Puede la desobediencia civil justificarse moralmente? Este trabajo intenta dar una respuesta afirmativa a esta pregunta. Para dar cuenta de por qué la desobediencia civil es moralmente justificable, primero se describen algunos rasgos esenciales de la desobediencia civil. Después se explica la manera en la que tensión entre el poder civil y el poder del individuo –tensión que se asume como la fuente de la desobediencia civil–, bajo la consideración de algunos pasajes de la Fundamentación metafísica de las costumbres, resulta sólo aparente. Una vez disuelta la tensión se defiende que las fuentes normativas individuales y sociales no sólo no se contraponen, sino que su complementariedad es necesaria para justificar la desobediencia civil. Aunque suene paradójico: sólo se puede abrir espacio a la desobediencia a partir de resaltar la importancia de la obediencia y de la ley.

El objetivo es explorar la relación entre el nivel silábico de escritura y la Conciencia Fonológica en niños hispanohablantes. La CF tiene un desarrollo estrechamente ligado al conocimiento del sistema de escritura; las hipótesis principales del presente trabajo son: a) la presencia de estímulos escritos en la tarea de omisión favorece su resolución correcta; b) el orden de presentación de las tareas favorece una mejor realización de CF. Se entrevistó a 40 niños de tercer año de preescolar de escuelas públicas. La investigación hace aportes para el análisis de los procesos por los que atraviesan los niños en el proceso dealfabetización inicial y, por lo tanto, su impacto trasciende al sistema de educación básica para desarrollar situaciones y métodos educativos que contribuyan en la creación de una propuesta didáctica para la alfabetización inicial.The main objective is to explore the relation between the syllabic writing level and phonological awareness in Spanish-speaking children. Phonological awareness has a development very closeto the writing knowledge; the mains hypotheses are: a) the physical presence of writing stimulus favors the construction of better answers; b) the order in which the omission tasks were presented was also shown to be an important factor insolving the phonological awareness task. We interviewed 40 pre-school kids from public system. This research contributes to the analyses the way children learn the alphabetic principle, hence it findings can help to propose didactic situations in early alphabetization