MarÍa Rodríguez

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.

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.

Attitudes toward physician-assisted death among medical students differ between populations. The aim of this study was to explore attitudes towards euthanasia and physician-assisted suicide among Spanish university students. A cross-sectional survey was conducted by asking undergraduate students of the University of Santiago de Compostela to complete an anonymous 17-item questionnaire. Most participants exhibited a positive attitude towards physician-assisted suicide and euthanasia, as well as towards their legalization. Attitudes were consistent with the underlying ethical reasoning, with no differences in terms of age, gender or academic degree. In addition, consistency was found between attitudes and willingness to participate in physician-assisted suicide and euthanasia, should they be legal. The results showed that the attitudes of medical students towards euthanasia and physician-assisted suicide were positive and similar to non-medical students.

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