DIGITUM Repositorio Institucional de la Universidad de Murcia
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Continuous specimen cooling during slicing and thickness measurement contributes to improved accuracy in image analysis of pathologic specimens
Get PDFWe measured section thickness (ST) after slicing using a film thickness meter and investigated the relationship between ST and the percent area of positive staining using computer-assisted image analysis. Methods: Sections were prepared from a paraffin-only block and formalin-fixed paraffin-embedded (FFPE) blocks containing fish sausage and human liver specimens. The ST was compared between the sections prepared with cooling using an ice pack (IP) or a continuous cooling device (CCD) paired with a sliding microtome set at an ST of 4 μm. The sections were stained with eosin or aniline blue, and the association between the percent area of positive staining and ST was determined using computer-aided analysis of images captured with a whole slide scanner. Results: The average STs of the paraffin-only block sections measured by four practitioners were 5.01-5.41 and 4.09-4.33 μm in samples prepared using an IP and a CCD, respectively. Therefore, subsequent analyses included sections prepared using the CCD. The ST of the tissue surface was significantly thinner than that of the paraffin surrounding the tissue section. Furthermore, the percent areas of positive staining for eosin and aniline blue were significantly correlated with ST in both the fish sausage and liver sections. The analysis of the ST and percent area of positive staining in 60 sections of the same block, which were categorized into quantiles based on ST, revealed a significant difference in the percent area of positive staining between the thicker and thinner sections. Discussion: Specimen sectioning should be performed with a CCD, ST should be measured before the staining of pathologic specimens prepared for quantitative analysis, and histologic examination should be performed using specimens with uniform ST
Sobre la intencionalidad de la vergüenza y el orgullo
Get PDFThis paper argues against the widely held view according to which the main differ-ence between shame and pride, and the rest of our emotions — such as fear, hate, surprise, joy or jealousy — is that the former are necessarily directed at the self as the intentional object of the emotion while the latter are typically oriented towards objects in the world other than the self. I examine three arguments in favour of this view and claim that further arguments should be pro-vided in order to show that shame and pride are necessarily directed at oneself — the doer — rather than at an object different from the self — the deed.Este artículo cuestiona la concepción ampliamente aceptada según la cual la principal diferencia entre la vergüenza y el orgullo, y el resto de nuestras emociones —miedo, odio, sor-presa, alegría o celos— es que las primeras se dirigen necesariamente al yo como objeto intencional de la emoción, mientras que las segundas se encuentran típicamente orientadas hacia objetos del mundo distintos del yo. Examino tres argumentos a favor de esta concepción y sostengo que el defensor de la misma debería aportar nuevos argumentos que muestren que la vergüenza y el orgullo se dirigen necesariamente a uno mismo —el agente— y no a un objeto distinto del yo —el acto
The dynamics of collective intentionality and its foundation in the second person perspective as extended body: Husserl revisited
Get PDFLos enfoques fenomenológicos de la intersubjetividad permiten reconocer que los individuos resultan tanto “constituyentes” como “constituidos” por su reconocimiento mutuo como agentes intencionales, dando lugar a la capacidad de integrar una intencionalidad colectiva. Revisiones del aporte husserliano en el marco de estudios contemporáneos de ontología social han puesto de manifiesto la contribución novedosa de su descripción multicapa de la comunalización para explicar la integración social de los individuos. Partiendo de esta dinámica, el presente artículo se propone, por un lado, mostrar la perspectiva de segunda persona como posibilitadora de una autoconciencia interpersonal que da origen a un cuerpo extendido, a partir del cual puede comprenderse el sentido de la peculiar perspectividad de una intencionalidad colectiva. Por otro lado, se propone indagar, consecuentemente, si es posible reconocer un sentido de propiedad y de agencia colectivoPhenomenological approaches to intersubjectivity show that individuals are both “constituent” and “constituted” by their mutual recognition as intentional agents, giving rise to the ability to integrate a collective intentional-ity. Reviews of the Husserlian contribution in the context of contemporary studies of social ontol-ogy have revealed the newfangled input of his multi-layered description of communalization to explain the social integration of individuals. Start-ing from this dynamic, this article aims, on the one hand, to show the second-person perspective as enabling an interpersonal self-awareness that gives rise to an extended body, from which the sense of the peculiar perspectivity of a collective intentionality can be understood. On the other hand, it aims to investigate, consequently, if it is possible to recognize a collective sense of owner-ship and agency
Resonance in Hartmut Rosa’s critical theory: A response to practical limits of discourse ethics for accelerated societies
Get PDFEn aras del universalismo y en contra del totalitarismo, la ética discursiva ha mostrado con Jürgen Habermas un déficit práctico al negar a la filosofía moral la posibilidad de reflexionar sobre las condiciones alienantes del diálogo desde un ethos concreto. Este artículo analiza el modo en que la teoría de la resonancia formulada por Hartmut Rosa permite revitalizar el debate sobre las condiciones que pueden minar las bases para el diálogo en las sociedades aceleradas sin apoyarse en el concepto de ethos, sino en el de modo de relacionarse con el mundo [Modus derWelt-beziehung].For the sake of universalism and against totalitarianism, discursive ethics, as artic-ulated by Jürgen Habermas, has demonstrated a practical deficit by excluding moral philosophy from reflecting on the alienating conditions of dialogue grounded in a specific ethos. This article examines how Hartmut Rosa’s theory of reso-nance revitalises the debate on the conditions that undermine the basis for dialogue in accelerated societies, focusing not on the concept of ethos but on the mode of world-relationship [Modus der Weltbeziehung]
SOTO CARRASCO, David. (2023). Filosofía, política y ética. Claves conceptuales para comprender el presente. Valencia: Tirant Lo Blanch : reseña bibliográfica
No full textTeachers' perception of quality and inclusive education in vocational education and training
Get PDFEn el siguiente artículo se presenta una investigación en la que se estudió si había una percepción positiva del profesorado sobre la actual Formación Profesional, y específicamente en su modalidad Dual, en cuanto a la calidad educativa y la mayor inclusión social de este nivel formativo. Para ello se implementó un enfoque descriptivo de tipo cuantitativo, con un diseño de investigación no experimental, utilizando el cuestionario como instrumento de recogida de datos. Participaron 211 docentes de Formación Profesional de centros públicos y privados de la Comunidad Autónoma de la Región de Murcia. Como resultados destacados, hay que señalar la alta valoración sobre la calidad de las enseñanzas y las grandes posibilidades de inclusión social de la FP, paliando sobremanera los índices negativos de abandono y fracaso escolar, enfatizando igualmente, la importancia de la orientación sociolaboral y el papel de las tutorías. Esta percepción se amplía en elThis article presents a study that explores whether there is a positive perception among teachers regarding the current Vocational Education and Training (VET) system, particularly in its Dual modality, with respect to educational quality and enhanced social inclusion at this level of education. A descriptive, quantitative approach was employed, with a non-experimental research design, using a questionnaire as the primary data collection tool. The study involved 211 VET teachers from state and private schools within the Autonomous Community of the Region of Murcia. Key findingshighlight the high assessment of the quality of education and the significant potential of VET to foster social inclusion, notably addressing high dropout and school failure rates. Additionally, the study emphasizes the importance of socio-occupational guidance and the role of tutoring. This positive perception is even stronger in the case of Dual VET, due to its close relationship with businesses and its potential to enhance employability. However, certain areas for improvement were identified, including expanding the range of offerings, increasing flexibility in transitions between educational levels, and placing greater emphasis on guidance services
Teachingin times of crisis. Towards teachers’ perceptions and actions from a gender perspective
Get PDFEste trabajo es parte de una investigación más amplia (INCLUEDUX) interesada por el impacto que la emergencia sanitaria y social de 2020ha tenido en las estrategias y prácticas educativas. El proyecto se focaliza en el trabajo desarrollado por los centros educativos que trabajan con alumnado de colectivos considerados especialmente vulnerables en tres comunidades autónomas-Cataluña, Aragón y Andalucía. En este artículo se abordan, desde una perspectiva de género, las percepciones y actuaciones del profesorado de estos centros. Se analizan los datos obtenidos del cuestionario realizado a una muestra de 318 docentes y profesionales de la educación -infantil, primaria y secundaria obligatoria-en la primera fase de la investigación. Se llevó a cabo un análisis descriptivo bivariado en función del género. Los resultados mostraron diferencias estadísticamente significativas (p < 0,05). Atendiendo a las percepciones e interpretaciones que expresan las y los docentes sobre cuestiones curriculares ya las actuaciones que realizaron, se identifican tendencias diferentes entre el profesorado: en el colectivo femenino se muestran, entre otras, posiciones en los campos, intereses y roles que les son atribuidos tradicionalmente -cuidado, personalización en las relaciones, interés hacia emociones y sentimientos, interrelaciones cooperativas. Diversas percepciones y acciones expresadas pueden relacionarse con postulados de las pedagogías feministas y de la educación inclusiva. Los resultados apuntan a la necesidad de incidir en la formación inicial y continua del profesorado, incorporando en mayor medida la perspectiva de género.This work is part of a broader research (INCLUEDUX) onthe impact that bothhealth and social emergenciesin 2020had on teaching methodsand practices. The project focusedon the work carried out by schoolswith students from socially vulnerablein three Spanish regions (comunidades autónomas)-Catalonia, Aragon and Andalusia. Through a gender perspective, this papermeetsthe perceptions and actions of teachersin these schools. The data analysed were obtained from aquestionnaire carried out on a sample of 318 teachers and professionals –pre-school, primary and lowersecondary education –in the first phase of the research. A bivariate descriptive analysis was carried outaccording to a genderperspective. The outputsshowed statistically significant differences (p < 0.05). Considering the perceptions and interpretations expressed by teachers on curricular issues andthe actions they carried out, different tendencies are identified among them: womenscored higher in issues, interests and roles that are traditionally attributed to them: care, personalization in relationships, awarenessonemotions and feelings, cooperative interactions. Some of thoseperceptions and actions can be related to principlesof feminist pedagogies and inclusive education. The outputspoint out to the need ofpayingattention to the initial and in-service teacher training, integrating a gender perspective in them
Phases of the effect of teacher knowledge on students' mathematical learning
Get PDFLas fracciones son comunes en la vida cotidiana y actúan como un predictor del aprendizaje del álgebra. Sin embargo, numerosos estudios revelan que tanto estudiantes como profesores enfrentan dificultades para comprenderlas por lo que siguen siendo un área de investigación desafiante. Este estudio tiene como objetivo examinar cómo el nivel del conocimiento de los docentes sobre las fracciones y su didáctica impacta en el avance del aprendizaje de los estudiantes. Esta investigación se desarrolló a partir de una metodología cuantitativa, y los instrumentos del estudio fueron pruebas estructuradas con preguntas cerradas aplicadas a 634 estudiantes de cuarto grado y 19 docentes de 19 escuelas. Los datos se analizaron utilizando un modelo predictivo Bayesiano. El principal hallazgo de este estudio fue que el efecto del conocimiento de los profesores en el avance del aprendizaje promedio de los estudiantes se manifiesta en tres fases. Es en la tercera fase queFractions are common in everyday life and act as a predictor of algebra learning. However, numerous studies reveal that both students and teachers face difficulties in understanding them, so they remain a challenging area of research. This study aims to examine how the level of teacher knowledge about fractions and their teaching impacts on the progress of students' learning. This research was developed from a quantitative methodology, and the study instruments were structured tests with closed questions applied to 634 fourth grade students and 19 teachers from 19 schools. The data were analyzed using a Bayesian predictive model. The main finding of this study was that the effect of teachers' knowledge on average student learning progress manifests itself in three phases. It is in the third phase that this effect becomes noticeable, with the best results observed in both students and teachers. This suggests that teachers who are well informed about fractions and their teaching can positively and substantially affect students' mathematics learnin