69 research outputs found
Intuición y «analogia entis» en Edith Stein. Moderando el diálogo entre fenomenólogos y escolásticos
No full textThe objective of this article is to offer Edith Stein\u27s reflections on intuition and on the analogia entis, elaborated by the author after her reading of Thomas Aquinas’ De veritate and in the context of the fundamental purpose of Steinian philosophy after her conversion to the Catholic Church on January 1st, 1922: the dialogue between phenomenology and scholasticism. We conclude by showing, first of all, that for Stein the phenomenological and scholastic sense of "intuition" are very similar. Secondly, we find that in Stein there is an ascending use of the analogy of proportionality, which places it in the Thomistic line of interpretation of the analogia entis. This use, however, has a pedagogical style that has modern interlocutors in mind and that is a reflection of the writer\u27s intention: to moderate the dialogue between scholastics and moderns.Objetivo del presente artículo es ofrecer las reflexiones de Edith Stein sobre la intuición y sobre la analogia entis, elaboradas por la autora tras su lectura de De veritate de Tomás de Aquino y en el contexto del propósito fundamental de la filosofía steiniana posterior a su conversión a la Iglesia católica el 1 de enero de 1922: el diálogo entre fenomenología y escolástica. Concluimos mostrando, primeramente que, para Stein, el sentido fenomenológico y el escolástico de «intuición» son muy semejantes. En segundo lugar, constatamos que en Stein hay un uso ascendente de la analogía de la proporcionalidad, que la sitúa en la línea tomista de intepretación de la analogia entis. Dicho uso, sin embargo, tiene un estilo pedagógico que tiene presente a los interlocutores modernos y que es reflejo de la intención de la escritora: moderar el diálogo entre escolásticos y modernos
Congreso Internacional de Bioeconomía Circular - Fase III 3/3
No full textModerador: Dr. José de Jesús Brambila (COLPOS)
Dr. Salvador Peniche Camps,
Lic. Diana Stefania García Valadez, U. de G.
Mtra. Carmen Girón Domínguez, Fundación CTA, España
Dr. Jorge H. Siller Cepeda, Simplicidad y Enfoque Sostenible
Dra. Magdalena Rojas Rojas, UACH
Dra. Karina Valencia Sandoval, UAEH
Dra. Alejandra Corichi García, UAEH
Mtra. Ana Karen Miranda, UACH
Dr. Enrique Mendoza Tello, Síntesis AC
Mtra Ina Daniela Maza Villalobos
Dr. Salvador Arturo Velázquez Crôtte, U. de G.-CUCEA México
Moderador: Dr. Mario del Roble Pensado Leglise, IPN CIIEMAD
Dra. Miriam Edith García Salazar, Cátedras CONACYT
Dr. Sergio Gabriel Ceballos Pérez, COLPOS
Psnt. Edgar Corona Zamora, UNAM
Psnt. Cristal Antúnez, UNAM
Dra. María del Rosario Reyes, ECOSUR
Dr. Carlos R. Menéndez G. IICA México
M.C. Verónica Estela Ruiz, UACH Ciencias Agrarias
Mtra. Nelly López Azuz, IIA - UNAM / México
M.C. Carlos Mallén Rivera, INIFAP/México
Dr. Pedro Gutiérrez Yurrita, Profepa/MéxicoTemas a tratar: Los senderos de la bioeconomía, logros y retos científicos, institucionales y de gobernanza
Phenomenology of Language as Praeambula Fidei: A Study Based on Edith Stein
No full textThe 20th century “linguistic turn” seems to have established itself as one of the main defining aspects of contemporary philosophy. This is especially visible in analytic philosophy’s emphasis on the study of language, ultimately disconnecting and isolating it from its deep connection to the person. Without denying the validity and meaning of this type of approach, the aim of this article is to highlight that, in Edith Stein’s work, it is possible to find a phenomenology of language, in which the connection with the totality of the person, with its spiritual dimension, is essential. Although it is true that none of the works by this author systematically deal with questions related to language as such, both in her more strictly phenomenological works as well as in those that are also inspired in the philosophy of Aquinas, we find thought-provoking reflections on the question of language. Once the philosophy of language becomes re-connected to philosophical anthropology, it is transformed by Stein into the praeambula fidei, which enables dialogue with theology, especially with the theology of the body and what Vatican II calls the “ecclesiology of the sign”
Growth of pejerrey, Odontesthes bonariensis (Valenciennes, 1835), in culture and in wild populations: a meta-analysis
No full textEl cultivo de pejerrey, Odontesthes bonariensis (Valenciennes, 1835), desarrollado en Argentina, permite la obtención de huevos y larvas provenientes de reproductores criados en tanques. No obstante, su acuicultura masiva aún no se ha consolidado, entre otras cosas, por el crecimiento lento de la especie. El objetivo de este trabajo es comparar mediante meta-análisis, el crecimiento de O. bonariensis en acuicultura intensiva con el de poblaciones silvestres para conocer en qué medida la especie expresa su potencial en cautiverio. Los datos de longitud estándar por edad, compilados de publicaciones sobre crecimiento en cultivo y en ambientes naturales, fueron ajustados al modelo de crecimiento de von Bertalanffy y convertidos a peso promedio en gramos (W) utilizando la ecuación de peso estándar del pejerrey. Se calcularon los incrementos anuales en W (IW) y la ganancia anual de peso (SAIW) como la diferencia entre los IW en años sucesivos. En el cultivo, el crecimiento en talla y peso por edad se ubicó por encima de la media registrada para los ambientes naturales. Tanto en cultivo como en ambientes naturales, la SAIW presentó valores negativos a partir del tercer año y la máxima ganancia se obtuvo entre el primer y segundo año. Si bien el crecimiento en cautiverio fue superior al de la mayoría de los ambientes considerados, la existencia de valores de tallas superiores por edad en algunas poblaciones silvestres sugiere la posibilidad de alcanzar mejoras en el crecimiento en cultivo.The culture of pejerrey, Odontesthes bonariensis (Valenciennes, 1835), developed in Argentina, allows the obtaining of eggs and larvae from adults reared in tanks. However, its massive aquaculture is still delayed, among other things, by the species slow growth. The aim of this study is to compare, through meta-analysis, the growth of O. bonariensis in intensive aquaculture with that of wild populations to determine the extent this species expresses its potential growth in captivity. Standard length data at age, compilated from publications of in culture and in natural environments, were fitted to the von Bertalanffy growth model and converted to average weight in grams (W) using the standard silverside weight equation. Annual increases in W (IW) and annual weight gain (SAIW) were calculated as the difference between successive IW years. In culture, growth in size and weight per age were above the average recorded among natural environments. Both in cultivation and in natural environments, the SAIW began to present negative values from the third year and the maximum gain was obtained between the first and second year. Although growth in captivity was higher to that in most of the environments considered, the existence of higher size values per age in some wild populations suggest that improvements in growth in culture could potentially be achieved.Fil: Berasain, Gustavo E.. Estacion Hidrobiológica de Chascomús; ArgentinaFil: Maroñas, Miriam Edith. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Limnología "Dr. Raúl A. Ringuelet". Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Instituto de Limnología; ArgentinaFil: Velasco, Cam. Estación Hidrobiológica de Chascomús; ArgentinaFil: Padín, Damián Alberto. Estación Hidrobiológica de Chascomús; ArgentinaFil: Mir, Fernando Carlos. Estación Hidrobiológica de Chascomús; ArgentinaFil: Miranda, Leandro Andres. Universidad Nacional de San Martin. Instituto Tecnologico de Chascomus. - Consejo Nacional de Investigaciones Cientificas y Tecnicas. Centro Cientifico Tecnologico Conicet - la Plata. Instituto Tecnologico de Chascomus.; ArgentinaFil: Colautti, Dario César. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Limnología "Dr. Raúl A. Ringuelet". Universidad Nacional de La Plata. Facultad de Ciencias Naturales y Museo. Instituto de Limnología; Argentin
Educar en derechos humanos : un espacio para el juego
No full textProyecto Aula Activa: Juegos Cooperativos para la educación para la paz
Guía didáctica
Colección: Jugando para la paz
Material didáctico gratuito
Editora Evelyn Cerdas AgüeroEsta guía didáctica titulada “Educar en derechos humanos un espacio para el juego” forma parte del proyecto Aula activa: juegos educativos para la educación para la paz del Instituto de Estudios Latinoamericanos (IDELA). Este proyecto busca fomentar en el estudiantado un proceso de cambio en la aprehensión y vivencia de los derechos humanos de manera que logren reconstruir actitudes, aprender valores y desarrollar habilidades susceptibles de ejercitarse en su interacción diaria, por medio de conductas y actitudes coherentes con el respeto de los derechos humanos y la construcción de una cultura de paz. En este participan estudiantes del curso Espacios Lúdicos para la Educación en Derechos Humanos del Instituto de Estudios Latinoamericanos.
Autores:
Chacón Campos Stephanie
González Camacho Ana Lucía
Loría Cubillo Marco
Oconitrillo Arce Yuliana
Quesada Sancho Fabiola
Adrián Barrantes Aguilar
Karina Díaz Monge
Edith Jiménez Venegas
Valeria Moya Pereira
Nicolás Salas Ruíz
Ericka Sánchez Morera
Raúl Hidalgo Perez
Stephen Mekbel
Ashley Pereira
Mónica Cordero Ramírez
Jennifer Matarrita Corrales
Pamela Brenes Navarro
Elvira Mena Brenes
Daniela Murillo Orozco
Susan Solano Monge
Francisco Suarez Pérez
Carlos González Leandro
Priscilla López Rojas.
Carolina Montero
Iyara Vargas Lobo
Evelyn Figueroa Elizondo
Anne Hübner
Jacqueline Valencia González
Miriam Lizbeth Velázquez Ávila
Valerie Calderón
Jennifer Campos
Jessica Ochoa
Monserrath Navarro
Ericka Lewis
Carolina Rojas
Jazmín Arroyo Calderón
Melany Arroyo Calderón
Mónica Brenes Luna
María Sofía Haug Cordero
María José Redondo Ríos
Ayleen Cascante Zúñiga
Marta Azofeifa Matamoros
Melanie Guillén Miranda
Scarleth Luca Brenes
David Valverde Murillo
María Castro Arce
Natalia Chacón Muñoz
Hazel Campos Hernández
María José Garita Barahona
Raquel González Hernández
Laura Ramos Solórzano
Gisselle Porras Víquez
Pedro ChaverríThis didactic guide entitled "Educating in human rights, a space for play" is part of the project Active Classroom: educational games for peace education of the Institute of Latin American Studies (IDELA). This project seeks to foster in students a process of change in the understanding and experience of human rights so that they can rebuild attitudes, learn values and develop skills that can be exercised in their daily interaction, through behaviors and attitudes consistent with respect for human rights and the construction of a culture of peace. Students from the course Playful Spaces for Human Rights Education of the Institute of Latin American Studies participate in this one.
Authors:
Chacón Campos Stephanie
González Camacho Ana Lucía
Loría Cubillo Marco
Oconitrillo Arce Yuliana
Quesada Sancho Fabiola
Adrian Barrantes Aguilar
Karina Díaz Monge
Edith Jimenez Venegas
Valeria Moya Pereira
Nicolás Salas Ruíz
Ericka Sánchez Morera
Raúl Hidalgo Perez
Stephen Mekbel
Ashley Pereira
Mónica Cordero Ramírez
Jennifer Matarrita Corrales
Pamela Brenes Navarro
Elvira Mena Brenes
Daniela Murillo Orozco
Susan Solano Monge
Francisco Suarez Perez
Carlos González Leandro
Priscilla Lopez Rojas
Carolina Montero
Iyara Vargas Lobo
Evelyn Figueroa Elizondo
Anne Hübner
Jacqueline Valencia González
Miriam Lizbeth Velázquez Ávila
Valerie Calderon
Jennifer Campos
Jessica Ochoa
Monserrath Navarro
Ericka Lewis
Carolina Rojas
Jazmin Arroyo Calderon
Melany Arroyo Calderon
Mónica Brenes Luna
María Sofía Haug Cordero
María José Redondo Ríos
Ayleen Cascante Zúñiga
Marta Azofeifa Matamoros
Melanie Guillén Miranda
Scarleth Luca Brenes
David Valverde Murillo
María Castro Arce
Natalia Chacón Muñoz
Hazel Campos Hernández
María José Garita Barahona
Raquel González Hernández
Laura Ramos Solórzano
Gisselle Porras Víquez
Pedro ChaverríInstituto de Estudios Latinoamericano
Correr o risco : o desenho em campo expandido a partir de um projeto educativo do PIBID Artes Visuais
No full textEste trabalho de conclusão de curso, no campo da Licenciatura em Artes Visuais, aborda concepções de desenho e suas ampliações a partir de um projeto educativo desenvolvido por intermédio do PIBID Artes Visuais da Universidade Federal do Rio Grande do Sul, no ano de 2017, em articulação com o curso de extensão Os Contos de Fadas na Cultura Midiática: Ética, Estética e Poética, ministrado pela Prof.ª Dr.ª Paula Mastroberti, na UFRGS, no mesmo ano. A ação foi proposta a duas turmas do primeiro ano do Ensino Médio da Escola Estadual de Ensino Básico Monsenhor Leopoldo Hoff, situada no município de Porto Alegre. Nessa experiência foram desenvolvidas seis aulas que inter-relacionaram teoria e prática, visando estabelecer novas visões e vivências com o desenho por meio do projeto, cujo título, Desenho em Campo Expandido: desconstruindo, ressignificando e ultrapassando o belo e o feio é autoexplicativo. Primeiramente, nesta pesquisa, são escolhidos referenciais teóricos que elucidam questões históricas do desenho e suas possibilidades contemporâneas como Susan Woodford (1982), Lincoln Guimarães Dias (2011), Miriam Celeste Ferreira Dias Martins (1992) e Marcia Tiburi e Fernando Chuí (2010). Após, os autores que fundamentam minha reflexão sobre a educação em Artes Visuais, que são Ana Amália Barbosa (2010), Ana Mae Barbosa (2012), Marcia Tiburi e Fernando Chuí (2010), Miriam Celeste Ferreira Dias Martins (1992), Edith Derdyk (2010), Fernando Hernández (2000) e Gilberto Icle (2012). Em seguida, a questão relativa ao projeto educativo do PIBID Artes Visuais é baseada, principalmente, em Paula Mastroberti (2017), Marcel Duchamp (1942), Edith Derdyk (2008), Teresa Poester (2013), Adolfo Sánches Vázquez (1999) e Lucius Apuleius (2009). Por fim, as visões e vozes dos alunos, que fazem reflexões a respeito das aulas, são elaboradas por eles próprios, resultantes de um questionário desenvolvido pela autora. Assim, juntamente aos alunos, foi possível experienciar na prática e na teoria as distintas concepções de desenho, abrindo espaços para os adolescentes também construírem suas próprias reflexões sobre a experiência.This course conclusion work, in the field of Visual Arts graduation as teacher, approaches conceptions of drawing and its extensions from an educational project developed through PIBID Visual Arts of the Federal University of Rio Grande do Sul, in the year 2017, in articulation with the extension course The fairy tales in the media culture: ethics, aesthetics and poetry, taught by professor Paula Mastroberti, UFRGS, in the same year. The action was proposed to two classes of the first year of Secondary School at the State School of Basic Education Monsignor Leopoldo Hoff, located in the city of Porto Alegre. In this experiment, six classes that interrelated theory and practice, aiming to establish new visions and experiences with the design through the project, whose title is self-explanatory and is Expanded Field Design: deconstructing, resignifying and surpassing the beautiful and the ugly, were developed. Firstly, in this research, theoretical references that elucidate historical issues of the drawing and its contemporary possibilities like Susan Woodford (1982), Lincoln Guimarães Dias (2011), Miriam Celeste Ferreira Dias Martins (1992) and Marcia Tiburi and Fernando Chuí (2010) are chosen. Following, the authors who base my reflection on education in Visual Arts are Ana Amália Barbosa (2010), Ana Mae Barbosa (2012), Marcia Tiburi and Fernando Chuí (2010), Miriam Celeste Ferreira Dias Martins (1992), Edith Derdyk (2010), Fernando Hernández (2000) and Gilberto Icle (2012). Then, the question about the educational project of PIBID Visual Arts is based mainly on Paula Mastroberti (2017), Marcel Duchamp (1942), Edith Derdyk (2008), Teresa Poester (2013), Adolfo Sánches Vázquez (1999) and Lucius Apuleius (2009). Finally, the students' visions and voices, with reflections on the lessons, are elaborated by themselves, resulting from a questionnaire developed by the author. Thus, with the students, it has been possible to experience in practice and in theory the different conceptions of drawing, opening spaces for the teenagers also to build up their own reflections on the experience
El acceso al sistema de salud de la población originaria. Una mirada de enfermeros wichís
No full textOBJETIVO: Conocer las limitaciones que se presentan en el Sistema de Salud permite interpretar, predecir y reorientar los cuidados considerando la cosmovisión del sujeto de atención. Indagar las oportunidades y amenazas en la interacción comunidad - sistema sanitario.METODOLOGÍA: Cualitativo, exploratorio y descriptivoRESULTADOS: Se entrevistaron a enfermeros wichís de Tartagal, donde la diversidad cultural y la accesibilidad geográfica al sistema de salud en algunas comunidades originarias son condicionantes. ¿Qué rol asume enfermería frente a éstas situaciones? En los contextos donde los profesionales de la salud ejercen, se identificaron obstáculos como: distancia, auto ritarismo, frialdad, ambigüedad; razón por la cual la comunicación médico-paciente, queda totalmente desvinculada; siendo el enfermero el nexo entre ellos ya sea como mediador o como traductor. Encontrarse fuera de su lugar, en una institución donde la espera para la atención es extensa y desconocer el funcionamiento administrativo, son dificultades muy sentidas en la población originaria. El lenguaje es otro condicionante ya que, las actitudes, silencios, posturas, miradas, movimientos, gestos, también comunican al interlocutor lo que pensamos y sentimos.CONCLUSIONES: Las dificultades identificadas fueron: diomática-lingüísticas, distancia geográfica, factores propios de los establecimientos de Salud, infraestructura, discriminación y estigma, rechazo y mal trato
Ictiólogos de la Argentina: Lauce Rubén Freyre.
No full textThis series will include all those people who, by means of their contributions, great and small, played a part in the consolidation of ichthyology in Argentina.
The general plan of this work consists of individual factsheets containing a list of
works by each author, along with reference bibliography and, whenever possible,
personal pictures and additional material.
The datasheets will be published primarily in chronological order, although this is subject to change by the availability of materials for successive editions.
This work represents another approach for the recovery and revalorization of those who set the foundations of Argentine ichthyology while in diverse historical
circumstances.
I expect this to be the beginning of a major work that achieves the description of such a significant part of the history of natural sciences in Argentina
ChemInform Abstract: A Tandem Carbonylation/Cyclization Radical Process of 1-(2-Iodoethyl)indoles and Pyrrole.
No full textUNESCO Global Geoparks 22 Years after Their Creation: Analysis of Scientific Production
No full textGeoparks are unique geographical areas whose geological significance is worthy of UNESCO designation as a Global Geopark. As of 2022, 177 geoparks located in 46 countries have this designation. The aim of this paper is to identify and analyse the worldwide scientific production published in the Web of Sciences database in the context of Geoparks. The methodology used was bibliometric analysis, which allows for the rigorous exploration and analysis of large volumes of data. To this end, descriptive and relational indicators were obtained for the field of study; performance analysis, scientific mapping, and network analysis. A total of 324 articles were identified, the first of which was from 1999 by Wolfgang Eder, in which he presented the UNESCO initiative on the creation of geoparks as a tool to promote a better understanding of the geological heritage and the rational use of the Earth’s crust; the rest of the articles were written after the programme was launched (2001). Few authors work on the subject continuously, the author with the highest number of publications has six, and most of the authors with a single authorship are transient. The countries with the highest number of publications are China, followed by Spain, Portugal, Brazil and Italy, where scientific production is concentrated; the high rate of transience indicates that many countries have only one publication. Most publications are concentrated in two journals: geoheritage and geosciences. In the early years (1999–2003), publications were associated with two research areas, geology and palaeontology, and it is in the last five years (2019–2002) that the areas of knowledge showing interest in the subject have diversified
- …
