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    Between deference and power: a study of directive acts in private correspondence in classical Spanish

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    Vol. 103 (2025): Monográfico: Neología y terminología en ciencias de la salud: variación y análisis multidimensional del discurso biomédico. Aplicación al ámbito de la Salud Reproductiva para la alfabetización en salud y la igualdad de géneroEl presente estudio analiza la evolución de los mecanismos pragmalingüísticos utilizados para formular actos de habla directivos en el español de los siglos xvi y xvii, centrándose en un género discursivo en particular: la correspondencia privada. A través de un corpus especializado de 300 cartas, se han examinado 1378 muestras de actos directivos, destacando la prevalencia de construcciones directas como los enunciados imperativos y las expresiones realizativas. Los resultados obtenidos confirman que la cortesía en esta época se sustentaba en la noción de jerarquía social y, desde el punto de vista lingüístico, dependía de la combinación de los mecanismos pragmalingüísticos con las formas de tratamiento. Así, la presencia o ausencia de estas últimas constituía uno de los ejes centrales de la cortesía clásica.This paper analyses the evolution of the pragmalinguistic mechanisms used to formulate directive speech acts in sixteenth- and seventeenth-century Spanish, focusing on a particular discursive genre: private correspondence. Through a specialised corpus of 300 letters, 1378 samples of directive acts have been examined, highlighting the prevalence of direct constructions such as imperative utterances and realizative expressions. The results obtained confirm that politeness in this period was based on the notion of social hierarchy and, from a linguistic point of view, depended on the combination of pragmalinguistic mechanisms with forms of address. Therefore, the presence or absence of the latter constituted one of the central axes of classical politenessUCM-Grupo Santander (PR87/19-2254)Unidad Dptal. de Lengua Española y Teoría de la Literatura y Literatura ComparadaFac. de Ciencias de la InformaciónInstituto Universitario Menéndez PidalTRUEpu

    Plurality and identity: on the educational relations between chemistry and physics

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    This work has been supported by the Spanish Agency for Research (AEI) projects PGC2018-099423-B-100 and PID2021-126416NB-I00. Referencias bibliográficas: • Abrahams I., (2009). Does Practical Work Really Motivate? A study of the affective value of practical work in secondary school science, Int. J. Sci. Educ., 31(17), 2335–2353, DOI: 10.1080/09500690802342836. • Barradas-Solas F. and Sánchez Gómez P. J., (2014), Orbitals in chemical education. An analysis through their graphical representations, Chem. Educ. Res. Practice, 15, 311–319, DOI: 10.1039/C4RP00023D. • Brown C., (2022), Narrow Mental Content, in Zalta E. N. (ed.), The Stanford Encyclopaedia of Philosophy, URL https://plato.stanford.edu/archives/sum2022/entries/content-narrow/ . • Brown T. L., LeMay Jr. H. E., (2017), Chemistry: The Central Science, 14th edn, New York: Pearson. • Carlone H. B. and Johnson A., (2007), Understanding the science experiences of women of color: science identity as an analytic lens, J. Res. Sci. Teach., 44(8), 1187–1218, DOI: 10.1002/tea.20237. • Chen S. and Wei B., (2022), Development and validation of an instrument to measure high school students’ science identity in science learning, Res. Sci. Educ., 52, 111–126, DOI: 10.1007/s11165-020-09932-y. • Dreier O., (2000), Psychotherapy in clients’ trajectories across contexts, in Mattingly C. and L. Garro (ed.), Narrative and the cultural construction of illness and healing, Berkeley: University of California Press, pp. 237–258. • Fraser B., (1978), Development of a test of science-related attitudes, Sci. Educ., 62(4), 509–515, DOI: 10.1002/ sce.3730620411. • Fraser B., (1981), Test of Science Related Attitudes, Melbourne: Australian Council for Educational Research. • Frigg R. and Nguyen J., (2021), Scientific Representation, in Zalta E. N. (ed.) The Stanford Encyclopedia of Philosophy, URL https://plato.stanford.edu/archives/win2021/entries/scientific-representation/ • Galbraith J. M., Shaik S., Danovich D., Braïda B., Wu W., Hiberty P., Dooper D. L., Karadakov P. B., and Dunning Jr T. H., (2021), Valence Bond and Molecular Orbital: Two Powerful Theories that Nicely Complement One Another, J. Chem. Educ., 98, 3617–3620, DOI: 10.1021/ acs.jchemed.1c00919. • Gallegos M., Vassilev-Galindo V., Poltavsky I., Martín Pendás A. and Tkatchenko A., (2024), Explainable chemical artificial intelligence from accurate machine learning of real-space chemical descriptors, Nat. Commun., 15, 4345, DOI: 10.1038/ s41467-024-48567-9. • Godwin A. and Potvin G., (2013), Chemical Engineering Students: A Distinct Group among Engineers, Chem. Eng. Educ., 47, 145–153. • Hazari Z., Sonnert G., Sadler P. M. and Shanahan M.-C., (2010), Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: a gender study, J. Res. Sci. Teach., 47(8), 978–1003. • Hirschi J. S., Bashirova D. and Zuehlsdorff T. J., (2023), Opening the Density Functional Theory Black Box: A Collection of Pedagogic Jupyter Notebooks, J. Chem. Educ., 100(11), 4496–4503, DOI: 10.1021/acs.jchemed.3c00535. • Hosbein K. N. and Barbera J., (2020a), Alignment of theoretically grounded constructs for the measurement of science and chemistry identity, Chem. Educ. Res. Pract., 21, 371–386. • Hosbein K. N. and Barbera J., (2020b), Alignment of theoretically grounded constructs for the measurement of science and chemistry identity, Chem. Educ. Res. Pract., 21, 852–877. • Hyland K., (2012), Disciplinary Identities: Individuality and Community in Academic Discourse (Cambridge Applied Linguistics), Cambridge: Cambridge University Press, DOI: 10.1017/ 9781009406512. • Kier M. W., Blanchard M. R., Osborne J. W. and Albert J. L. (2014), The development of the STEM career interest survey (STEM-CIS), Res. Sci. Educ., 44, 461–481. • Kiernan N. A., Manches A. and Seery M. K., (2021), The role of visuospatial thinking in students’ predictions of molecular geometry, Chem. Educ. Res. Pract., 22, 626–639, DOI: 10.1039/ D0RP00354A. • Klein D. J. and Trinajstic N., (1990), Valence-bond theory and chemical structure, J. Chem. Educ., 67(8), 633–637, DOI: 10.1021/ed067p633. • Lave J. and Wenger E., (1991), Situated learning: Legitimate peripheral participation, New York: Cambridge University Press. • Lemke J. L., (2000), Across scales of time: artifacts, activities, and meanings in ecosocial systems, Mind Cult. Activity. 7(4), 273–290. • Levine I. N., (2000), Quantum Chemistry, 5th edn, New Jersey: Prentice Hall. • McCall G. J. and Simmons J. L., (1978), Identities and Interactions, New York: Free Press. • Murphy C., (2022), Vygotsky and Science Education, New York: Springer-Verlag, DOI: 10.1007/978-3-031-05244-6. • Navarro M., Förster C., González C. and González-Pose P., (2016), Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms, Int. J. Sci. Educ., 38(9), 1459–1482, DOI: 10.1080/09500693.2016.1195521. • Polman J. L., (2006), Mastery and appropriation as means to understand the interplay of history learning and identity trajectories, J. Learn. Sci., 15(2), 221–259, DOI: 10.1207/ s15327809jls1502_3. • Polman J. L., (2010), The zone of proximal identity development in apprenticeship learning. Revista de Educación, 353, 129–155. • Sánchez Gómez P. J., (2023), Scientific representation and science identity: the case of chemistry, Found. Chem., 25, 381–391, DOI: 10.1007/s10698-023-09481-y. • Shaik S., Danovich D., Hiberty P. C., (2021), Valence Bond Theory—its birth, struggles with molecular orbital theory, its present state and future prospects, Molecules, 26, 1624, DOI: 10.3390/molecules26061624. • Simm G. N., Vaucher A. C. and Reiher M., (2019), Exploration of Reaction Pathways and Chemical Transformation Networks, J. Phys. Chem. A, 123(2), 385–399. • Spencer J. N., Bodner G. M., Rickard L. H., (2011), Chemistry: Structure and Dynamics, 5th edn, Hoboken, New Jersey: John Wiley & Sons. • Stets J. E. and Burke P. J., (2000), Identity Theory and Social Identity Theory, Soc. Psychol. Quarterly, 63, 224–237, DOI: 10.2307/2695870. • Stryker S. and Serpe R. T., (1982), Commitment, Identity Salience, and Role Behavior: A Theory and Research Example. in Ickes W. and Knowles E. S. (ed.), Personality, Roles, and Social Behavior, New York: Springer-Verlag, pp. 199–218. • Suárez M., (2004), An inferential conception of scientific representation, Philosophy Sci., 71(5), 767–779, DOI: 10.1086/ 421415. • Suárez, M., (2024), Inference and Representation. A Study in Modelling Science, Chicago and London: The University of Chicago Press. • Suárez M. and Pero F., (2019), The representational semantic conception, Philosophy Sci., 86(2), 344–365. • Tajfel H. and Turner J. C., (1979), An integrative theory of intergroup conflict, in Austin W. G. and Worchel S. (ed.), The social psychology of intergroup relations, Monterey: Brooks/Cole, pp. 33–47. • Tajfel H. and Turner J. C., (1986), The social identity theory of intergroup behaviour, in Worchel S. and Austin W. G. (ed.), Psychology of Intergroup Relations, Chicago: Nelson-Hall, pp. 7–24. • Thoits P. A., (1995), Social Psychology: The Interplay between Sociology and Psychology, Social Forces, 73(4), 1231–1243, DOI: 10.2307/2580444. • Tro N. J., (2018), Chemistry: Structure and Properties, 2nd edn, New York: Pearson. • Turner J. C., Hogg M. A., Oakes P. J., Reicher S. D. and Wetherell M. S., (1987), Rediscovering the social group: A self-categorization theory, Basil Blackwell. • Vincent-Ruz P. and Schunn C. D., (2018), The nature of science identity and its role as the driver of student choices, Int. J. STEM Educ., 5, 48, DOI: 10.1186/s40594-018-0140-5. • Vygotsky L. S., (1978), Mind in society: The development of higher psychological processes, Cambridge: Harvard University Press. • Wenger E., (1998), Communities of practice: Learning, meaning, and identity, New York: Cambridge University Press. • Winther R. G., (2021), The Structure of Scientific Theories, in Zalta E. N. (ed.), The Stanford Encyclopedia of Philosophy, URL https://plato.stanford.edu/archives/spr2021/entries/structure-scientific-theories/ • Wortham S., (2006), Learning identity: The joint emergence of social identification and academic learning, New York: Cambridge University Press. • Wu H.-K. and Shah P., (2004), Exploring visuospatial thinking in chemistry learning, Sci. Educ., 88(3), 465–492, DOI: 10.1002/sce.10126. • Wu W., Su P., Shaik S. and Hiberty P. C., (2011), Classical Valence Bond Approach by Modern Methods, Chem. Rev., 111(11), 7557–7593, DOI: 10.1021/cr100228rWe present an approach to the question of the educational relations between chemistry and physics based on the one hand, on an inferentialist account of scientific representation (Suárez M., (2024), Inference and Representation. A Study in Modelling Science, Chicago and London: The University of Chicago Press). On the other, we have drawn on the notion of science identities, as is currently used in science education. We argue that the representational practices of chemistry are the key competencies for the development of a chemistry identity. We extrapolate this conclusion to physics. The problem of representational plurality, that is, that some objects can be represented divergently in these sciences is thus linked to that of identity plurality, to the question of whether it is possible for a person to simultaneously hold a chemistry and a physics identity. We study the educational implications of this situation within the framework of Lev Vygotsky’s sociocultural pedagogy to conclude that the difficulties inherent to representational plurality in chemistry and physics are sociological: university degrees are built around a single, well-defined, identity, thus tending to exclude any form of plurality that compromises this uniformity. As an application of these conclusions, we have studied the question of the introduction of the quantum description of molecules in chemistry education at an undergraduate level. We conclude that this introduction should not be based on the molecular orbitals approach but, instead, on the valence bond method.Agencia Española de InvestigaciónDepto. de Didáctica de las Ciencias Experimentales , Sociales y MatemáticasFac. de EducaciónTRUEpu

    Retiplus: Augmented Reality Rehabilitation System to Enhance Autonomy and Quality of Life in Individuals with Low Vision

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    Augmented reality features, such as overlaying information in real time, modifying the projected scene, or dynamically adjusting parameters like contrast, zoom, and brightness, show promise in addressing the specific challenges faced by people with low vision. These tailored solutions enhance their visual experiences. When combined with mobile technology, these features significantly improve the personalization of visual aids and the monitoring of patients with low vision. Retiplus emerges as a personalized visual aid and rehabilitation system, utilizing smart glasses and augmented reality technology for visual aid functions, along with a mobile app for visual assessment, aid customization, and usage monitoring. This wearable system quickly assesses visual conditions, providing deep insights into the visual perception of patients with low vision. Designed to enhance autonomy and quality of life, Retiplus seamlessly integrates into indoor and outdoor environments, enabling the programming of rehabilitation exercises for both static and ambulatory activities at home. In collaboration with specialists, the system meticulously records patient interaction data for subsequent evaluation and feedback. A clinical study involving 30 patients with low vision assessed the effect of Retiplus, analyzing its impact on visual acuity, contrast sensitivity, visual field, and ambulation. The most notable finding was an average increase of 61% in visual field without compromising ambulation safety. Retiplus introduces a new user-centered approach that emphasizes collaboration among a multidisciplinary team for the customization of visual aids, thereby minimizing the gap between the perceptions of low vision specialists and technologists regarding user needs and the actual requirements of users.Depto. de Optometría y VisiónFac. de InformáticaTRUEpu

    IA Generativa Inclusiva (IAGI)

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    El proyecto IA Generativa Inclusiva (IAGI) ha tenido como objetivo principal el diseño y desarrollo de una herramienta accesible que sirva como puente entre las personas con discapacidad cognitiva y las tecnologías de Inteligencia Artificial Generativa (IAG). A través de una metodología de Aprendizaje-Servicio (ApS), estudiantes del Grado en Ingeniería Informática han trabajado en colaboración con usuarios del programa ACCEDE , quienes han participado activamente en el proceso de captura de requisitos de la herramienta. Durante el desarrollo del proyecto se llevaron a cabo entrevistas y talleres participativos que permitieron ajustar los requerimientos a las necesidades reales del colectivo destinatario. Los resultados más significativos incluyen: • El desarrollo de una herramienta digital personalizada y accesible, diseñada específicamente para personas con discapacidad cognitiva. • Una experiencia formativa de alto valor para los estudiantes, quienes han adquirido competencias técnicas, habilidades de trabajo colaborativo y sensibilidad hacia la accesibilidad y la diversidad funcional. • La publicación en acceso abierto del código y de la aplicación desarrollada, promoviendo la reutilización y el impacto a largo plazo. El proyecto ha contribuido además a la inclusión digital de colectivos vulnerables, promoviendo una tecnología más justa y accesible.Depto. de Ingeniería de Software e Inteligencia Artificial (ISIA)Fac. de InformáticaTRUEsubmitte

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    "De la ensoñación imperial al plan Bidagor, Madrid 1939-1953"

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    El capítulo 10 con el título “De la ensoñación imperial al Plan Bidagor, 1939-1953”, Otero Carvajal, Luis Enrique y Claret Miranda, Jaume (eds.), El gran retroceso. El primer franquismo, 1939-1953. Madrid: Catarata, 2025, pp. 227-266, analiza el desarrollo urbano de Madrid entre 1939 y 1953 desde el fracaso de las propuestas de convertir Madrid en la capital imperial de inspiración herreriana a la aprobación del conocido Plan Bidagor, que retomaba los planteamientos de expansión urbana diseñados desde los años veinte para una ciudad que avanzaba en el proceso de metropolización; plan cuyo diseño urbano quedó mediatizado por la especulación, a la vez que la población alojada en la periferia urbana y metropolitana se vió abocada a residir precariamente en chabolas en la periferia y en los espacios intersticiales de la metrópolis madrileña con graves déficits infraestructurales (abastecimiento de agua, alcantarillado, transporte, escuelas, centros de salud, comercio...), una realidad que se convirtió en una constante durante la dictadura franquista.Ministerio de Ciencia e InnovaciónUnión Europea. Fondos FEDERDepto. de Historia Moderna y ContemporáneaFac. de Geografía e HistoriaTRUEpu

    Simulación de ensayos clínicos de deprescripción

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    Los ensayos clínicos aleatorizados sobre deprescripción son complejos de realizar por la heterogeneidad de las intervenciones, la inconsistencia en los resultados y la susceptibilidad al sesgo. Proponemos un marco basado en simulaciones para emular ensayos objetivo y evaluar los efectos de la deprescricpión. El enfoque integra tres componentes: (i) el diseño del ensayo objetivo, que define elegilibilidad, intervenciones, resultados y seguimiento según principios de inferencia causal; (ii) la generación de poblaciones sintéticas a partir de distribuciones multivariantes informadas por ensayos previos para preservar correlaciones empíricas; y (iii) la modelización del tiempo hasta el evento mediante modelos de supervivencia paramétricos en una estructura multi estado semi-Markov. Esto permite transiciones dinámicas entre deprescripción, eventos adversos y muerte. La evaluación metodológica reveló dos conclusiones clave. Primero, es esencial especificar los riesgos particulares de cada resultado. Segundo, la fiabilidad inferencial depende del tamaño de la muestra: una especificación correcta proporciona estimaciones estables en cohortes pequeñas, mientras que una espacificación errónea en cohortes grandes provoca un sesgo amplificado y una pérdida de cobertura. Este marco refuerza la inferencia causal basada en simulaciones y ofrece un enfoque reproducible y extensible para investigar deprescripción y otros contextos en los que los ensayos aleatorios no son viables.Randomized deprescribing trials are challenging due to heterogeneous interventions, inconsistent outcome definitions, and vulnerability to bias. We propose a simulation-based framework for emulating target trials to evaluate the effects of deprescribing. The framework integrates three key elements: (i) the target trial design, wich specifies eligilibility, interventions, outcomes, and follow-up to replicate causal inference principles; (ii) generation of synthetic population data from multivariate distributions informed by previous clinical essays to preserve empirical correlations; and (iii) time-to-event modelling with covariate-adjusted parametric survival models embedded in a semi-Markov multistate structure. This enables dynamic transitions between discontinuation, adverse events, and death, with event risks adapting to prior history. The methodological evaluation revealed two key findings. Firstly, outcome-specific hazard specification is essential. Gompertz models were more closely aligned with stroke and bleeding, whereas Weibull models better represented mortality. Secondly, inferential reliability depended on sample size; correct specification yielded stable estimates in small cohorts, whereas misspecification in large cohorts resulted in amplified bias and loss of coverage. This framework strengthens simulation-based causal inference by combining target trial emulation with flexible hazard modelling. It provides a reproducible, extensible approach for deprescribing research and other contexts where randomized trials are infeasible.Depto. de Estadística y Ciencia de los DatosFac. de Estudios EstadísticosTRUEunpu

    El paso del Manzanares del día 9 de noviembre: un franqueo de ida y vuelta

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    Ediciones ComplutenseEdiciones ComplutenseTRUEpu

    Versión Española de la Escala de Constant. Validación y Adaptación Transcultural. Establecimiento de los valores de referencia para la población Española

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    Tesis inédita de la Universidad Complutense de Madrid, Facultad de Medicina, leída el 22-04-2025El test de Constant-Murley (Constant-Murley Score, CMS), diseñado en 1987 para la población irlandesa, es una de las herramientas más empleadas por los cirujanos de hombro de todo el planeta para valorar la función del hombro y, sin embargo, su validación y adaptación transcultural al español no se han realizado. El proceso de validación de una escala implica algo más que la simple traducción del cuestionario. La ausencia de adaptación y validación a una población determinada implica asumir erróneamente una misma identidad cultural entre el país de origen de la escala de Constant-Murley y España. Adicionalmente, la adaptación transcultural no implica que podamos dar por hecho que las propiedades psicométricas de la escala adaptada sean las mismas que las de la escala original, por lo que la evaluación de las propiedades psicométricas de la versión adaptada es necesaria e imprescindible...The Constant-Murley Score (CMS), designed in 1987 for the English population, is one of the most widely used tools by shoulder surgeons around the world to assess shoulder function. However, its validation and cross-cultural adaptation into Spanish have not been performed. The validation process of a scale involves more than just the simple translation of the questionnaire.The lack of adaptation and validation to a specific population implies assuming a cultural identity that evidently does not exist between the country of origin of the Constant-Murley score and Spain. Additionally, cross-cultural adaptation does not imply that we can assume the psychometric properties of the adapted scale are the same as those of the original scale, so evaluating the psychometric properties of the adapted version is necessary and essential...Fac. de MedicinaTRUEunpu

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