Artículos y papers

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Mostrando 1 - 8 de 8

Augmented anthropology. Interstitial anthropology in the limits of humanity
(IOS Press, 2024-03-07) Luna, Cristina; Balasescu, Alec
This paper introduces augmented anthropology, a new field of research that combines machine anthropology and conventional anthropology. Augmented anthropology uses robots as avatars, AI, and 3D virtual spaces to create an interactive environment to study and understand human behaviour. By leveraging technology, augmented anthropology is able to study humans and nonhumans in a more detailed and precise manner than traditional anthropological methods. This paper will discuss the advantages and potential applications of augmented anthropology, as well as the ethical considerations relating to authorship that must be taken into account. Furthermore, it will outline the potential for augmented anthropology to revolutionise the field of anthropology and to provide new insights into the complexities of what it is to be human.
Care During Pandemic Times: Digital Ethnography with Mental Health Professionals in Equatorial Guinea
(American Anthropological Association, 2022-08-01) Nvé Díaz San Francisco, Carolina
This article discusses how the COVID- 19 pandemic impacted my anthropological research inquiry of care among mental health professionals at a community shelter and a psychiatric hospital in Equatorial Guinea. The rapidly evolving changes required the methods of digital anthropology, which allowed an understanding of embodiments of care. Under volatile conditions and intersections between the personal and the public, mental health professionals carried and invested care in communities and (re)discovered new challenges and vulnerabilities. Medical agencies revealed symbolic roles, meanings, and qualities of care. This article proposes opportunities for the discipline of public anthropology to serve as a medium for the engagement of collective solutions. [anthropology, mental health care, Equatorial Guinea, COVID- 19]
Didactic Strategies for the Education of Computational Thinking from a Gender Perspective: A Systematic Review
(Wiley, 2024-03-13) Torres Torres, Yucnary-Daitiana; Román González, Marcos; Pérez González, Juan Carlos
Computational Thinking (CT) is crucial for the advancement of the STEM field, where there continues to be a lack of female representation. Teaching and learning (T/L) of CT should incorporate didactic strategies that aim to eliminate gender biases and integrate girls/women into this context. In response to the question, “What didactic strategies have been implemented in the T/L of CT in primary and secondary education?”. A systematic review was conducted following a PRISMA protocol specifically designed for this review. The study analysed Didactic Strategies (DS) and examined whether they incorporated the so-called “minimum actions” (MA) proposed in this article as a strategy to integrate females into CT. The findings revealed a limited number of studies that implemented these actions. In conclusion, there is an urgent need to continue developing DS that incorporate these MA to effectively integrate girls and women into CT, allowing them to play a central role in its advancement and development.
Gender disparities in the severity of car accidents: empirical evidence for Spain
(Elsevier, 2025-06-11) Moreno González, Javier; Labeaga Azcona, José María
In this paper, we examine the relationship between sex and injury severity in car accidents in Spain from 2014 to 2021 using discrete choice models. We differentiate between no injuries, minor injuries, severe injuries, and fatalities, finding significant gender differences. These results hold even after controlling for vehicle dimensions. We extend the model to account for physical and biological factors, isolating their effects and highlighting gender disparities. This study, the first of its kind in Spain, demonstrates the importance of considering gender differences in automobile safety and accident outcomes.
Secondary Education: parallels between the "Institución Libre de Enseñanza" and the new bill of education in Spain
(Universidad Autónoma de Madrid (UAM), 2021-01-01) Gutiérrez Palomino, José Patricio
La Institución Libre de Enseñanza quiso redefinir la razón de ser de la segunda enseñanza. Con la llegada de la guerra civil desaparece la Institución y, con ella, todas las innovaciones pedagógicas que se implementaron. La reinstauración de la democracia trae consigo la aprobación de sucesivas leyes educativas que tratan de adaptar el sistema educativo español a cada situación social concreta. El propósito de este ensayo radica en contribuir a definir el ser de la segunda enseñanza en el ámbito educativo español, apoyándonos en los principios pedagógicos que guiaron la labor educativa de la Institución Libre de Enseñanza y tratando de establecer paralelismos con los fundamentos del nuevo proyecto de ley de educación que actualmente se encuentra en tramitación parlamentaria en España.
Signar en nombre del Rey: accesibilidad a la judicatura de las personas con discapacidad auditiva
(UNED - Universidad Nacional de Educación a Distancia, 2023) Pérez Villar, Fernando
El presente artículo aborda algunos contenidos puntuales de entre los tratados en la tesis doctoral «La participación accesible de las personas con discapacidad auditiva en la Administración de Justicia», en los que, partiendo de una somera referencia a los más relevantes paradigmas o modelos de percepción y valoración del hecho de la discapacidad, se analizan los artículos de la CE que amparan tal derecho, centrándose posteriormente en el estudio acerca de si tal participación es actualmente considerable inclusiva e integradora, y si ofrece igualdad de oportunidades en lo que respecta a la posible opción de llevar a cabo tal participación a través del concreto rol de jueces encuadrados en la carrera judicial, para finalmente indagar en los motivos o variables que obstaculizan o favorecen que así sea, y concluyendo con una valoración final de todo ello, tras un conciso análisis de los mismos bajo la estructura de la herramienta DAFO.
Were You Joking? Interpreting and Responding to Hostile Messages among Spanish Adolescents
(Sage, 2024-12-09) Tasero, Guillermo; Quintanilla Cobián, María Laura
This study aims to investigate whether the socio-emotional contextualization of envy influences the interpretation of and reaction to hostile messages on WhatsApp among Spanish adolescents. A total of 190 high school students participated. Participants read two stories containing a hostile message. In one condition, the hostile message preceded by a situation of envy, in the other it was not. We asked participants to attribute emotions and rate whether the message was offensive or funny, the intention of the message, and the relative status of the characters. The results showed that participants identified shame and sadness in the victim, but girls were better than boys at identifying envy in the aggressor. In addition, more girls disapproved of the hostile message than boys in the envy condition. On the other hand, girls perceived the hostile message as more offensive and understood it as teasing, whereas boys interpreted it as funnier and understood it as a joke. Finally, participants understood that the aggressor felt more inferior to his victim in the envy situation than in the non-envy situation. The discussion addresses the implications of these findings for the socio-emotional contextualization of cyber aggression and highlights the importance of evaluating hostile messages, presumably more prevalent during adolescence than other types of cyber aggression.
Why your pussy looks ugly to you. An unsightly approach
(Universidad de Jaen, 2022-04-13) Luna, Cristina
Este documento recoge un análisis sobre el tabú en nuestra sociedad, y cómo este afecta a la percepción estética que tenemos, en primer lugar, de nuestros cuerpos, siguiendo por el desnudo humano y llevándola a otros ámbitos. En este trabajo se parte de plantear qué es el tabú, su origen y los campos principales en los que se desarrolla, para llevarlo a la estética filosófica, a nuestro sentido cultural de lo “bello”, y a nuestra percepción de la identidad y la belleza. El tabú tiene un fuerte componente sociocultural, como agente y producto de la cultura. La estética, a su vez, está estrechamente ligada a la cultura, y por ende, al tabú, y no se puede analizar, de una forma holística, sin tener en cuenta el contexto que sustenta esa percepción.

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