This article systematises and analyses the successive Catalan nationalist governments’ main media policy strategies in the years of the so-called ‘pro-independence process’, which began with a massive separatist demonstration in September 2012 and has since been eclipsed by the COVID-19 pandemic. It highlights four main lines of action: the instrumentalisation of regional public media; the granting of broadcast licences to private firms sympathetic to the cause; clientelism in the transfer of public funds to those private firms; and the mechanisms for (...) pressurising and seducing foreign journalists. All of the above can be understood as an acceleration of the project to articulate an own media system, which had begun in the 1980s, for the purpose of furthering Catalonia’s nation-building process. (shrink)

Los derechos de la infancia son de formulación reciente, y hasta el siglo XX no surgen los primeros intentos de reconocerlos y regularlos. Además de revisar los textos jurídicos que formulan y protegen esos derechos a nivel mundial, este estudio promueve una lectura filosófica de los derechos de la infancia y del papel de las familias con respecto a esos derechos. La ética del cuidado proporciona un marco de reflexión muy oportuno para plantear la responsabilidad ética que las familias, y (...) la sociedad en general, tienen hacia los niños y niñas, que son los miembros más vulnerables de la sociedad y los que padecen con mayor crudeza las consecuencias de la pobreza, la migración o los desastres naturales. Este estudio lleva a cabo una revisión crítica sobre los derechos de la infancia y los principales intentos de reconocer y garantizar jurídicamente esos derechos a nivel internacional. Explora también la situación actual de la infancia a nivel mundial, enfatizando las consecuencias negativas de la pandemia de COVID-19 en ese sector vulnerable de la población. Por último, se adopta la perspectiva de la ética del cuidado para analizar las responsabilidades de las familias y el papel de las instituciones y de la sociedad en general hacia la protección de la infancia. (shrink)

Background: Serious games have shown positive results in increasing motivation, adherence to treatment and strengthening the therapeutic alliance in multiple psychiatric disorders. In particular, patients with impulse control disorders and other disorders in which the patient suffers from inhibitory control deficits have been shown to benefit from serious games.Aim: The aim of this study was to describe the characteristics and to evaluate the usability of a new serious videogame, e-Estesia. This serious videogame was designed to improve emotion regulation in patients (...) with gambling disorder. Preliminary results from a pilot sample are also reported.Method: A pilot sample of 26 patients undergoing treatment for GD was recruited. Participants used e-Estesia on a tablet, which was connected to a thoracic band that sent heart rate and heart rate variability data to the videogame platform in order to provide biofeedback. The System Usability Scale was completed by patients to determine the usability of e-Estesia.Results and Discussion: e-Estesia performed comparatively well for all the explored groups. Around 84.6% of the patients endorsed that it was easy to use. Female patients with GD presented higher HRV during the use of the serious videogame compared to men. (shrink)

Despite recent efforts by the Artificial Intelligence (AI) community to move towards standardised procedures for documenting models, methods, systems or datasets, there is currently no methodology focused on use cases aligned with the risk-based approach of the European AI Act (AI Act). In this paper, we propose a new framework for the documentation of use cases that we call use case cards, based on the use case modelling included in the Unified Markup Language (UML) standard. Unlike other documentation methodologies, we (...) focus on the intended purpose and operational use of an AI system. It consists of two main parts: firstly, a UML-based template, tailored to allow implicitly assessing the risk level of the AI system and defining relevant requirements, and secondly, a supporting UML diagram designed to provide information about the system-user interactions and relationships. The proposed framework is the result of a co-design process involving a relevant team of EU policy experts and scientists. We have validated our proposal with 11 experts with different backgrounds and a reasonable knowledge of the AI Act as a prerequisite. We provide the 5 use case cards used in the co-design and validation process. Use case cards allows framing and contextualising use cases in an effective way, and we hope this methodology can be a useful tool for policy makers and providers for documenting use cases, assessing the risk level, adapting the different requirements and building a catalogue of existing usages of AI. (shrink)

The aim of the research was to know the perception of high-level volleyball players of the changes produced in the efficiency of the training process, after a match analysis intervention program based on the Constraint-led Approach. The sample consisted of 11 players from a women's volleyball team. The protocol of the intervention program consisted of providing objective, contextualised and systematic information to the coach that would allow understanding the different real game contexts. We used semi-structured interviews to assess players' perceptions. (...) The athletes perceived changes in training, both in their preparation and development, specifically in greater involvement and organisation in preparing the training; in an increase in the specificity and suitability of training tasks according to individual needs; in the representativeness of the restrictions of the game; in a more tactical approach; in the variability of task and in the accountability to achieve the objective proposed. In addition, in the preparation and development for competition, the players detected more game planning; a deeper analysis of the opponents; an objective selection of the most relevant data, an increase in the depth of match analysis and the inclusion of the weekly meeting with the use of video compared to the previous season. These results expose the benefits of coaches incorporate programmes to obtain objective information about the game in their training process. (shrink)

Congenital amusia in its most common form is a disorder characterized by a musical pitch processing deficit. Although pitch is involved in conveying emotion in music, the implications for pitch deficits on musical emotion judgements is still under debate. Relatedly, both limited and spared musical emotion recognition was reported in amusia in conditions where emotion cues were not determined by musical mode or dissonance. Additionally, assumed links between musical abilities and visuo-spatial attention processes need further investigation in congenital amusics. Hence, (...) we here test to what extent musical emotions can influence attentional performance. Fifteen congenital amusic adults and fifteen healthy controls matched for age and education were assessed in three attentional conditions: executive control, alerting, and orienting while music expressing either joy, tenderness, sadness, or tension was presented. Visual target detection was in the normal range for both accuracy and response times in the amusic relative to the control participants. Moreover, in both groups, music exposure produced facilitating effects on selective attention that appeared to be driven by the arousal dimension of musical emotional content, with faster correct target detection during joyful compared to sad music. These findings corroborate the idea that pitch processing deficits related to congenital amusia do not impede other cognitive domains, particularly visual attention. Furthermore, our study uncovers an intact influence of music and its emotional content on the attentional abilities of amusic individuals. The results highlight the domain-selectivity of the pitch disorder in congenital amusia, which largely spares the development of visual attention and affective systems. (shrink)

AimThe Coronavirus 2019 pandemic represents one of the most catastrophic events of recent times. Due to the hospitals’ emergency situation, the population of healthcare workers was the most affected. Healthcare workers who were exposed to COVID-19 patients are most likely to develop psychological distress and post-traumatic stress disorder. The present study aimed at investigating PTSD in a sample of Italian healthcare workers during this outbreak and to evaluate the effectiveness of the Eye Movement Desensitization and Reprocessing Therapy with this population.MethodsA (...) total of 744 healthcare workers were included. 587 healthcare workers were treated with EMDR, while the other 157 were not treated. Participants were asked to provide sociodemographic information; the post-traumatic symptomatology was evaluated through Impact of Event Scale-Revised and to investigate the level of intensity of emotional activation was used The Emotion Thermometer at two time points.ResultsThe results obtained between EMDR treatment and non-EMDR treatment were evaluated on only 2 hospitals. Treatment group n = 68 vs. waitlist non-treatment group n = 157. All scores pre- and post-EMDR decreased significantly showing an evident effect of EMDR. The differences between pre- and post-treatment of the IES-R scores of subjects in which EMDR was performed as compared to the scores pre- and post-12 weeks of waiting list subjects in which it was not performed were significantly different.LimitationThe emergency situation did not provide an opportunity to explore further aspects that would have been important for research. One limitation is the use and analysis of only two standardized tests. In addition, other psychopathologies were not investigated as outcome measures. A limitation is the comparison of subjects treated online and de visu. Although the protocol used was the same, the mode of intervention may have influenced the results. In addition, the effectiveness of EMDR treatment was only evaluated at two time points with no possibility of follow-up and the lack of a control group.Discussion/conclusionThe findings of the present study suggest that healthcare workers were at high risk of developing PTSD when confronted with COVID-19 outbreak and suggest the importance of psychological support during this humanitarian emergency. (shrink)

Although subsistence hunting is cross-culturally an activity led and practiced mostly by men, a rich body of literature shows that in many small-scale societies women also engage in hunting in varied and often inconspicuous ways. Using data collected among two contemporary forager-horticulturalist societies facing rapid change, we compare the technological and social characteristics of hunting trips led by women and men and analyze the specific socioeconomic characteristics that facilitate or constrain women’s engagement in hunting. Results from interviews on daily activities (...) with 121 Tsimane’ and 159 Baka show that Tsimane’ and Baka women participate in subsistence hunting, albeit using different techniques and in different social contexts than men. We also found differences in the individual and household socioeconomic profiles of Tsimane’ and Baka women who hunt and those who do not hunt. Moreover, the characteristics that differentiate hunter and non-hunter women vary from one society to the other, suggesting that gender roles in relation to hunting are fluid and likely to change, not only across societies, but also as societies change. (shrink)

Ante la diversidad y complejidad que vivimos en las aulas se proponen tareas interesantes que involucren a los discentes en la importancia del trabajo diario y el compromiso personal para aprender los contenidos de la asignatura. El presente texto nace en el marco de un proyecto más amplio que indaga sobre el análisis de situaciones de aula en Formación Profesional (FP) desde un enfoque de investigación cualitativa. Esta experiencia se vincula con la teoría sociocultural de la enseñanza y siguiendo los (...) planteamientos de Freire toma como referente la reflexión y acción de las personas sobre el mundo para transformarlo. (shrink)

Recent research has shown that cultural, linguistic, and sociodemographic peculiarities influence the measurement of trait emotional intelligence. Assessing trait EI in different populations fosters cross-cultural research and expands the construct’s nomological network. In mental health, the trait EI of clinical populations has been scarcely researched. Accordingly, the present study examined the relationship between trait EI and key sociodemographic variables on Trait Emotional Intelligence Questionnaire datasets with mental healthcare patients from three different Spanish-speaking countries. Collectively, these datasets comprised 528 participants, 23% (...) from Chile, 28% from Peru, and 49% from Spain. The sociodemographic variables we used for trait EI comparisons were gender, age, educational level, civil status, and occupational status. Analyses involved Multigroup Exploratory Structural Equation Modelling and analysis of covariance. Our results revealed significant between-country differences in trait EI across the studied sociodemographic variables and interactions between these variables. Measurement invariance across the datasets was attained up to the scalar level regarding gender and education, although analyses on age, civil status, and occupation displayed non-invariance. The resultant psychometric evidence supports the suitability of the TEIQue-SF for the accurate cross-cultural assessment of trait EI in mental health settings. It also highlights the importance of incorporating trait EI into extant psychotherapeutic frameworks to enhance non-pharmacological treatment efficacy. (shrink)

The informed consent is an ethical and legal requirement for potential participants to enroll in a study. There is ample of evidence that understanding consent information and enrollment is challenging for participants in clinical trials. On the other hand, the reasoning process behind decision-making in HIV clinical trials remains mostly unexplored. This study aims to examine the decision-making process of people living with HIV currently participating in antiretroviral clinical trials and their understanding of informed consent. We conducted a qualitative socio-constructivist (...) study using semi-structured interviews. Eleven participants were selected by purposive sampling in Argentina until data saturation was reached. A content analysis was performed. The findings highlight the fact that some participants decided to enroll on the spot, while others made the decision a few days later. In all cases, the decision was based on different aspects of trust (in doctors, in the clinical research site, in the clinical trials system) but also on emotions associated with HIV and/or treatment. Moreover, while people living with HIV felt truly informed after the consent dialogue with a researcher, consent forms were unintelligible and unfriendly. The immediacy of patient decision-making has rarely been described before. Enrollment in an HIV clinical trial is mainly a trust-based decision but this does not contradict the ethical values of autonomy, voluntariness, non-manipulation, and non‐exploitation. Thus, trust is a key issue to be included in reshaping professional practices to ensure the integrity of the informed consent process. (shrink)

BackgroundPsychological support was provided by the Eye Movement Desensitization and Reprocessing Integrative Group Treatment Protocol within the hospitals in the Northern Italy in favor of healthcare workers during the COVID-19 pandemic. This study aimed at evaluating the effectiveness of treatment in terms of symptomatology reduction related to peri- and post-traumatic stress; clinical improvement over time; and the maintenance of the achieved outcome over time.MethodsThe population was composed of healthcare workers who spontaneously requested psychological intervention in both the first and the (...) second emergency waves. Statistical analyses were carried out to highlight the differences in Impact of Event-Revised and Post-Traumatic Growth Inventory before and after the group intervention.ResultsIn both the first and the second waves, pre-treatment values are higher than post-treatment values for all dimensions of the IES-R. The results show that there are no significant differences between the first and the second wave with regard to the treatment effect. Healthcare workers maintained positive changes over time despite their prolonged exposure to an emergency and the possibility of retraumatization at the onset of a new emergency phase, irrespective of their working place. Healthcare workers who were treated in the first wave showed at the beginning of the second emergency wave less vulnerability and more resilience than those who were treated only in the second wave.Pre-treatment scores of healthcare workers affected by COVID-19 are discussed.ConclusionCOVID-19 had a significant impact on the well-being of healthcare workers who were working in hospitals. Psychological support in case of emergency is needed. (shrink)

Ante la gravedad de la mentira, causante de todos los males, difundida desde hace muchas décadas en el Mundo Hispánico, este libro, con la fuerza del conocimiento de la verdad, pretende orientar a ese mismo mundo hacia su estabilidad, su concordia y su libertad, puestas hoy en peligro por tantas falsedades. Lo hace principalmente mostrando cómo la Corona Española, desde 1493, ordenaba tratar "muy bien y amorosamente a los indios", los cuales siempre encontraron en ella su principal bienhechora y, por (...) ello, en el siglo XIX, prefirieron seguir vinculados a ella frente a los descendientes de los encomenderos independentistas. Índice: PREFACIO DE DON JUAN DE BORBÓN INTRODUCCIÓN SIGLAS Y ABREVIATURAS I. APROXIMACIÓN A LA REINA ISABEL I II. REINA HUMANISTA III. HUMANISMO FRENTE A ESCLAVITUD IV. «QUE TODOS TRATEN MUY BIEN Y AMOROSAMENTEA LOS INDIOS» V. «¿QUÉ PODER TIENE MÍO EL ALMIRANTE PARA DARA NADIE MIS VASALLOS?» VI. «CON MUCHO AMOR» VII. LOS ÚLTIMOS DOCE AÑOS DE LA REINA ISABEL VIII. LAS CASAS Y EL REY FERNANDO IX. LA UNIVERSITAS CHRISTIANA DE CARLOS V X. LA INCORPORACIÓN DE LAS INDIAS A LACORONA DE CASTILLA Y LEÓN XI. LA ENCOMIENDA Y LA ESCLAVITUD NATURAL XII. CARLOS V Y LOS DERECHOS DE LOS INDIOS XIII. LA JUNTA CONVOCADA POR EL EMPERADOR EN 1550 XIV. FILOSOFÍA POLÍTICA DE VITORIA Y LA ESCUELA DE SALAMANCA XV. LA RECOPILACIÓN DE LEYES DE LOS REINOS DELAS INDIAS XVI. LA MONARQUÍA A PARTIR DEL SIGLOXVIII XVII. LA FUNCIÓN DE LA CORONA EN HISPANOAMÉRICA BIBLIOGRAFÍA. (shrink)

Ante la gravedad de la mentira, causante de todos los males, difundida desde hace muchas décadas en el Mundo Hispánico, este libro, con la fuerza del conocimiento de la verdad, pretende orientar a ese mismo mundo hacia su estabilidad, su concordia y su libertad, puestas hoy en peligro por tantas falsedades. Lo hace principalmente mostrando cómo la Corona Española, desde 1493, ordenaba tratar "muy bien y amorosamente a los indios", los cuales siempre encontraron en ella su principal bienhechora y, por (...) ello, en el siglo XIX, prefirieron seguir vinculados a ella frente a los descendientes de los encomenderos independentistas. Índice: PREFACIO DE DON JUAN DE BORBÓN INTRODUCCIÓN SIGLAS Y ABREVIATURAS -/- I. APROXIMACIÓN A LA REINA ISABEL I -/- II. REINA HUMANISTA -/- III. HUMANISMO FRENTE A ESCLAVITUD -/- IV. «QUE TODOS TRATEN MUY BIEN Y AMOROSAMENTEA LOS INDIOS» -/- V. «¿QUÉ PODER TIENE MÍO EL ALMIRANTE PARA DARA NADIE MIS VASALLOS?» -/- VI. «CON MUCHO AMOR» -/- VII. LOS ÚLTIMOS DOCE AÑOS DE LA REINA ISABEL -/- VIII. LAS CASAS Y EL REY FERNANDO -/- IX. LA UNIVERSITAS CHRISTIANA DE CARLOS V -/- X. LA INCORPORACIÓN DE LAS INDIAS A LACORONA DE CASTILLA Y LEÓN -/- XI. LA ENCOMIENDA Y LA ESCLAVITUD NATURAL -/- XII. CARLOS V Y LOS DERECHOS DE LOS INDIOS -/- XIII. LA JUNTA CONVOCADA POR EL EMPERADOR EN 1550 -/- XIV. FILOSOFÍA POLÍTICA DE VITORIA Y LA ESCUELA DE SALAMANCA -/- XV. LA RECOPILACIÓN DE LEYES DE LOS REINOS DELAS INDIAS -/- XVI. LA MONARQUÍA A PARTIR DEL SIGLOXVIII -/- XVII. LA FUNCIÓN DE LA CORONA EN HISPANOAMÉRICA -/- BIBLIOGRAFÍA. (shrink)

The current times call for reforms in educational processes. The Covid-19 pandemic had an unforeseen impact on the educational system in all countries. This need for change requires new pedagogies and new methods for teaching and learning. Understanding the need for change is essential for the formulation of adaptive proposals, as well as for the generation of training activities to complement the teaching curriculum. New educational practices lead to a vision of educational quality, with new approaches that allow the continuous (...) integration of knowledge and permanent interaction with the student. This paper presents an analysis of the new teaching methodologies in times of confinement due to the pandemic caused by Covid-19. Keywords: Teaching methodologies, educational system, learning process. References [1]É. Tremblay-Wragg, C. Raby, L. Ménard y I. Plante, «El uso de estrategias didácticas diversificadas por cuatro profesores universitarios: ¿qué contribución a la motivación de aprendizaje de sus alumnos?,» Docencia en educación superior, vol. 26, nº 21, 2021. [2]L. Czerniewicz, R. Mogliacci, S. Walji, A. Cliff, B. Swinnerton y N. Morris, «Enseñanza y aprendizaje académico en el nexo: desagregación, mercantilización y digitalización en la educación superior,» Teaching in Higher Education, vol. 26, nº 2021, p. 16, 2021. [3]S. Dogan y A. Adam, «Aumentar el efecto del desarrollo profesional en la instrucción efectiva a través de comunidades profesionales,» Docentes y docencia: teoría y práctica, vol. 26, nº 3-4, pp. 326-349, 2020. [4]I. M. Torres Salas, «La enseñanza tradicional de las ciencias versus las nuevas tendencias educativas,» Educare, vol. 14, nº 1, pp. 131-142, 2010. [5]B. Fabio, J. Antonio Palomino y J. González Henríquez, «Evaluación y contraste de los métodos de enseñanza tradicional y lúdico,» Revista de Educación física y deportes, vol. 13, nº 94, pp. 29-36, 2008. [6]Y. Benítez y C. Mora, «Enseñanza tradicional vs aprendizaje activo,» Revista Cubana de Física, vol. 27, nº 2A, pp. 175-179, 2010. [7]P. Morales Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [8]R. Gil-Galván, I. Martín-Espinosa y F. Gil-Galván, «University student perceptions of competences acquired through problem-based learning,» Educación XXI, vol. 24, nº 1, pp. 271-295, 2020. [9]E. Ortiz Cermeño, «El aprendizaje basado en problemas,» Perfiles Educativos, vol. 41, nº 164, pp. 208-213, 2019. [10]E. Araos-Baeriswyl, C. Moll-Manzur, Á. Paredes y J. Landeros, «Aprendizaje invertido: un enfoque pedagógico en tiempos de pandemia,» Rev. Atención Primaria, vol. 53, nº 1, p. 117, 2021. [11]V. León-Carrascosa, M. Belando-Montoro y S. Sánchez-Serrano, «Design and validation of a questionnaire to evaluate the service-learning methodology,» Rev.Estudios sobre educación, vol. 39, nº 1, pp. 247-266, 2020. [12]J. Collado-Ruano, M. Ojeda, M. Malo y D. Amino, «Educación, arte e interculturalidad: El cine documental como lenguaje comunicativo y tecnología innovadora para el aprendizaje de la metodología I + D + I,» Rev. Texto livre, vol. 13, nº 3, pp. 376-393, 2020. [13]P. M. Bueno y V. Landa Fitzgerald, «Aprendizaje basado en problemas,» Theoria, vol. 13, nº 1, pp. 145-157, 2004. [14]J. A. Martí, M. Heydrich, M. Rojas y A. Hernández, «Aprendizaje basado en proyectos: Una experiencia de innovación docente,» Universidad EAFIT, vol. 46, nº 158, pp. 11-21, 2010. [15]L. Rojas y N. M. Jaimes, «Canvas LMS y el trabajo colaborativo como metodología de aprendizaje en entornos virtuales,» de Congreso Ibérico de Sistemas y Tecnologías de la Información, CISTI, Bogotá, Colombia, 2020. [16]B. Bordel y P. Mareca, «Results and Trends in educational MOOCs in the engineering area with MIRIADAX platform. A case study,» de 15th Iberian Conference on Information Systems and Technologies, CISTI 2020; Seville; Sevilla, España, 2020. [17]K. Vermeir y G. Kelchtermans, «Innovative practice as interpretative negotiation.A case-study on the kamishibai in Kindergarten.,» Teachers and Teaching: Theory and Practice, vol. 26, nº 3-4, pp. 248-263, 2020. [18]B. Tucker, «The Flipped Classroom: Online instruction at home frees class time for learning,» Education Next, vol. 1, nº 1, pp. 82-84, 2012. [19]M. V. Ledo, N. R. Michelena, N. N. Cao, I. d. R. M. Suárez y M. N. Vialart Vidal, « Aula invertida, nueva estrategia didáctica,» Educación Médica Superior, vol. 30, nº 3, pp. 678-688, 2016. [20]Metodologías activas por medio de las TIC, [Online]. Available: https://www.campuseducacion.com/blog/recursos/articulos-campuseducacion metodologias-activas-por-medio-de-las-tic/?cn-reloaded=1. [Last access: February 14, 2021]. (shrink)