Analizar epistemológicamente los problemas de salud requiere incorporar la epistemología a los programas de posgrado en ciencias de la salud. Con el propósito de caracterizar los campos problemáticos que fundamenten el diseño de un programa académico para el curso de epistemología en ciencias de la salud se realizó un estudio con el enfoque de la hermenéutica gadameriana en tres etapas. El punto de partida expone la concepción de hombre, conocimiento y epistemología. El horizonte de comprensión se elaboró con tendencias epistemológicas (...) hegemónicas. La fusión de horizontes integró las características de los siguientes campos problemáticos: epistemología de las ciencias de la salud, lógica de las ciencias de la salud, tendencias epistemológicas en ciencias de la salud, problemas epistemológicos de las ciencias de la salud. Se concluye que los campos problemáticos descritos introducen al estudiante a la reflexión de su práctica científica mediante el análisis racional, axiológico y crítico. Analyzing health problems from an epistemological point of view requires epistemology to be included on health sciences postgraduate courses programs. Aimed at characterizing the problematic fields used as basis for the design of a health sciences epistemology academic program, a study with an approach to Gadamer hermeneutics in three stages was carried out. The starting point shows man, knowledge and epistemology conceptions. The comprehension horizon was made with epistemological-dominant trends. The horizons merge included characteristics from the following problematic fields: health sciences epistemology, health sciences logic, epistemological trends in health sciences, health sciences epistemological problems. It was reached the conclusion that the described problematic fields introduce students to their scientific practice reflection through a rational, axiological and critical analysis. (shrink)

Las naciones y pueblos indígenas presentan preocupantes índices respecto a la salud, así como otras carencias como la pérdida de sus tierras, la alimentación, la educación y, en general, el ejercicio de sus derechos, consagrados por organizaciones internacionales como la ONU y la OMS-OPS. En Ecuador, de acuerdo con el orden jurídico constitucional, se han instrumentado políticas de salud que incluyen el lineamiento general de un enfoque intercultural de la atenciónprimaria que incorpora los saberes y prácticas ancestrales. Mediante una revisión (...) documental se examina la situación actual de la salud y la atención primaria entre las etnias indígenas del Ecuador. De este análisis se desprenden consideraciones para las políticas públicas de salud, la formación intercultural de los profesionales de los equipos de salud y, en especial, la articulación de las creencias, saberes y prácticas de la cultura de las etnias para la atención primaria de salud. Palabras Clave: Etnia, nacionalidad indígena, pueblo indígena, derecho a la salud, atención primaria. Referencias [1]Asamblea General de la Organización de las Naciones Unidas, «Resolución 48/134 de la Asamblea General de las Naciones Unidas sobre los Derechos de los pueblos y naciones indígenas,» de Asamblea General Resolución 48/134, New York, 2009. [2]Organización Panamericana de la Salud, «Derechos Humanos y Salud de los pueblos indígenas,» Organización Panamericana de la Salud, New York, 2008. [3]Alto Comisionado para los Derechos Humanos de la Organización de las Naciones Unidas, Declaración de las Naciones Unidas sobre los derechos de los pueblos indígenas. Manual para las instituciones nacionales de Derechos Humanos, Nueva York: Alto Comisionado de los Derechos Humanos de la Organización de las Naciones Unidas, 2013. [4]C. Torres Parodi y M. Bolis, «Evolución del concepto etnia/raza y su impacto en la formulación de políticas públicas para la equidad,» Revista Panamericana de Salud Pública, vol. 22, nº 3, pp. 405-414, 2007. [5]IIDH-OPS, «Salud indígena y derechos humanos,» OPS, Quito, 2006. [6]Organización Panamericana de la Salud, «Iniciativa de la Salud para los Pueblos Indígenas. Lineamientos estratégicos. Plan de acción 2003-2007,» Organización Mundial de la Salud, Quito, 2003. [7]Consejo Mundial de las Iglesias, «Segunda Asamblea Mundial de la Salud de los Pueblos,» Consejo Mundial de las Iglesias, Quito, 2005. [8]Grupo Internacional de Trabajo sobre asuntos indígenas, Instituto de Promoción de Estudios Sociales, Fundación Diversidad, «El Derecho a la Salud de los pueblos indígenas en aislamiento y en contacto inicial,» Grupo Internacional de Trabajo sobre Asuntos Indígenas, Quito, 2007. [9]Organización Panamericana de la Salud, «Salud de los pueblos indígenas de las Américas,» OPS, Quito, 1998. [10]Organización Inernacional del Trabajo, «Convenio número 169 de la OIT. sobre pueblos indígenas y tribales: hacia un futuro inclusivo, sostenible y justo.,» OIT, New York, 2019. [11]L. Almeida Vera, «Fundamentación del modelo de gestión intercultural ecuatoriana en la atención primaria desalud,» Medisam, vol. 8, nº 18, pp. 46-61, 2014. [12]Organización Internacional del Trabajo, «Implementación del Convenio núm 169 de la OIT sobre los pueblos indígenas y tribales: Hacia un futuro inclusivo, sostenible y justo,» OIT, New York, 2019. [13]C. Eysaguirre, Proceso de incorporación de la medicina tradicional, alternativa y complementaria en las prácticas oficiales de la salud. Tesis Magister Antropología, Lima: Universidad Nacional Mayor de San Marcos, 2016. [14]Organización de las Naciones Unidas para la Agricultura y la Alimentación, «Sobre la salud y la seguridad de los pueblos indígenas en riesgo debido al coronavirus,» FAO, New York, 2020. [15]Enlace Continental de Mujeres Indígenas de las Américas, Alianza de Mujeres Indígenas de Centroamérica y México, Red de Mujeres Indígenas Asiáticas, Organización de Mujeres Indígenas Africanas, «Llamado colectivo de las mujeres indógenas ante el COVID 19. Foro Internacional de Mujeres Indígenas,» ONU, New York, 2020. [16]Laboratorio de interculturalidad FLACSO Ecuador, Etnohistoria de los pueblos y nacionalidades originarias del Ecuador, Quito: FLACSO Ecuador, 2015. [17]UNICEF, Nacionalidades y pueblos indígenas. Políticas interculturales en Ecuador, Quito: UNICEF, 2009. [18]República del Ecuador, «Constitución de la República del Ecuador,» de 2008, Quito, 2008. [19]S. Ramírez Hita, «Políticas de salud basadas en el concepto de multiculturalidad: los centros de salud intercultural en el altiplano boliviano,» Avá Revista de Antropología, vol. 14, nº 2, pp. 1-28, 2009. [20]E. Arteaga, M. San Sebastián y A. Amores, «Construcción participativa de indicadores de la implementación del modelo de salud intercultural en el cantón Loreto, Ecuador,» Saúde em Debate, vol. 36, nº 94, pp. 402-413, 2012. [21]L. Véliz Rojas, A. Bianchetti Saavedra y M. Silva Fernández, «Competencias interculturales en la atención primaria de salud: un desafío para la educación superior frente a contextos de diversidad cultural,» Cuadernos de Saúde Pública, vol. 35, nº 1, pp. 62-71, 2019. [22]C. Walsh, Interculturalidad: Estado, sociedad: luchas decoloniales de nuestra época, Quito: Abya Yala UASB, 2015. [23]E. Ortiz Prado y G. Ceballos Serra, «Marco estratégico para la protección de los pueblos indígenas en aislamiento voluntario y contacto inicial. Consultoría sobre situación de salud de los pueblos indígenas en aislamiento y contacto inicial en el Ecuador,» Organización del Tratado de Cooperación Amazónica, Quito, 2014. [24]J. Betancurt, A. Green, J. Carrillo y Anane-Firempong, «Defining Cultural competence: a practical framework for adressing racial/ethnic disparities in health and health care,» Public Health, vol. 118, nº 2, pp. 293-302, 2016. [25]R. Ceballos, A. Amores y R. Rojas, Prestación de servicios de salud en zonas con pueblos indígenas, Quito: Programa Regional de Salud de los Pueblos Indígenas, 2009. [26]L. Pereira de Melo, «A contemporaneidade da teoría do cuidado cultural de Madeleine Leininger: una perspectiva geohistórica,» Ensaios e Ciencia: ciencias biológicas, agrarias e da Saúde, vol. 14, nº 2, pp. 21-32, 2010. [27]C. Rohrbach-Viadas, «Introducción a la teoría de los cuidados culturales enfermeros de la diversidad y la universalidad de Madeleine Leininger,» Revista Cultura del cuidado, vol. 2, nº 3, pp. 32-46, 1998. [28]O. Aguilar Guzmán, I. Carrasco González, M. García Piña, A. Saldívar y R. Ostiguín Meléndez, «Madeleine Leininger: análisis de sus fundamentos teóricos,» Revista de Enfermería Universitaria, vol. 4, nº 2, pp. 26-32, 2007. (shrink)

En este artículo se reconocen los aportes de la flosofía de las prácticas experimentales en torno al debate teoría – práctica y se destaca su infuencia en el papel del experimento en la enseñanza de las ciencias, particularmente en el uso por parte de los libros de texto, tomando como ejemplo un caso en electricidad.

ArgumentThis paper analyzes the research strategies of three different cases in the study of human genetics in Mexico – the work of Rubén Lisker in the 1960s, INMEGEN's mapping of Mexican genomic diversity between 2004 and 2009, and the analysis of Native American variation by Andrés Moreno and his colleagues in contemporary research. We make a distinction between an approach that incorporates multiple disciplinary resources into sampling design and interpretation (unpacking), from one that privileges pragmatic considerations over more robust multidisciplinary (...) analysis (flattening). These choices have consequences for social, demographic, and biomedical practices, and also for accounts of genetic variation in human populations. While the former strategyunpacksfine-grained genetic variation – favoring precision and realism, the latter tends toflattenindividual differences and historical depth in lieu of generalization. (shrink)

The present article, more than to deepen in the polemic classic Popper - Kuhn regarding the progress of the science, seeks to indicate some fundamental pillars that should be kept in mind as possibility for the elaboration of a curriculum in the teaching of the sciences. It is rescued of this discus..

Bullying of people with Special Educational Needs with or without disabilities is a reality, being one of the most affected groups. This study presents the data obtained in a European Erasmus+ project in which 96 young people and adults with SEN/D from four countries participated: Ireland, Spain, Italy, and Portugal. Firstly, a questionnaire was passed to see the general knowledge of these people in relation to bullying. Then a training program was carried out and finally the questionnaire was passed again (...) to see if the data improved. From the data it appears that people with SEN/D lack skills, knowledge, and resources to deal with bullying. After the completion of the training program the data obtained from the questionnaire improved in many respects. Sometimes people with SEN/D are not aware that they are suffering from this type of situation due to lack of knowledge, so it is necessary to continue implementing training programs to help improve this situation. (shrink)

The main thesis of this dissertation is set out in its very title, and to prove it will be necessary to eliminate the usual negative or melodramatic meaning of the two concepts that appear there and take them rather as the two extremes of the dialectical process of redefining the sociopersonal consciousness. In accordance with this, any catastrophe implies the violent breakup of the normal conditions of existence due to a natural or human factor whose direct consequences each one must (...) understand and overcome on the triple ontological, social, and psychological determinations of the self. For its part, tragedy stands for the phase of critical and reflective integration that follows the catastrophe, which goes a lot beyond the sheer negativity of sorrow and even death, since even if the person or the people carried away by the catastrophe die, others will be able to make the most of that and the sociopersonal consciousness will be rearticulated. Of course, this implies that the self at issue is not only the individual one, so that other members of the lifeworld must be considered for the phenomenon to reveal a new or critical sense of existence beyond any previous approach to it. Thus, although there is an undeniably negativity throughout, it aims at a deeper level of comprehension of existence, which finally implicates that catastrophe is contextualized in a concrete cultural framework and not only as a sudden unsettlement and that tragedy is accordingly conceived as a philosophical tool more than as a literary genre that deals with the cruelty of fate. To get its aims, the dissertation will be divided into three sections of variable length: in the first one it will be analysed the experience and sense of catastrophe; in the second one, that of tragedy; in the third one, it will briefly be shown why understanding the nexus of both phenomena is axial for the current intellectual dynamics. (shrink)

The phenotype of some spontaneous mutations in Drosophila can be modified by mutations at unlinked loci. The affected alleles are caused by the insertion of retroviral transposable elements. The idiosyncratic functional and structural properties of these elements play a key role in determining the expression characteristics of the genes into which they are inserted. These phenotypes are reversed or intensified by the allelic state of suppressor and enhancer loci through changes in the transcriptional properties of the transposable elements.

RESUMO Com base na noção de currículo como uma arena de embates discursivos, este artigo tem por objetivo principal analisar de que modo a Base Nacional Comum Curricular de Língua Portuguesa e Literaturas compreende os conceitos de fruição e de leitor-fruidor. Com efeito, é nossa intenção compreender como a ideia de leitura literária é proposta por esse documento oficial curricular. Para tanto, as habilidades e conteúdos indicados pela Base Nacional Comum Curricular foram analisados a partir de uma perspectiva metodológica interpretativista (...) e sob a perspectiva dialógica de análise do discurso desenvolvida pelo Círculo de Bakhtin. ABSTRACT Based on the notion of curriculum as an arena of discursive clashes, this paper aims at verifying how the Base Nacional Comum Curricular [Common Core] for Portuguese Language and Literature understands the concepts of fruition and reader-in-fruition. Indeed, it is our intention to understand the very idea of literary reading proposed by this official curriculum document. For this purpose, the skills and contents indicated by BNCC were analyzed from an interpretive research methodology view and under the dialogic perspective for discourse analysis developed by the Bakhtin Circle. (shrink)

BackgroundPreprint usage is growing rapidly in the life sciences; however, questions remain on the relative quality of preprints when compared to published articles. An objective dimension of quality that is readily measurable is completeness of reporting, as transparency can improve the reader’s ability to independently interpret data and reproduce findings.MethodsIn this observational study, we initially compared independent samples of articles published in bioRxiv and in PubMed-indexed journals in 2016 using a quality of reporting questionnaire. After that, we performed paired comparisons (...) between preprints from bioRxiv to their own peer-reviewed versions in journals.ResultsPeer-reviewed articles had, on average, higher quality of reporting than preprints, although the difference was small, with absolute differences of 5.0% [95% CI 1.4, 8.6] and 4.7% [95% CI 2.4, 7.0] of reported items in the independent samples and paired sample comparison, respectively. There were larger differences favoring peer-reviewed articles in subjective ratings of how clearly titles and abstracts presented the main findings and how easy it was to locate relevant reporting information. Changes in reporting from preprints to peer-reviewed versions did not correlate with the impact factor of the publication venue or with the time lag from bioRxiv to journal publication.ConclusionsOur results suggest that, on average, publication in a peer-reviewed journal is associated with improvement in quality of reporting. They also show that quality of reporting in preprints in the life sciences is within a similar range as that of peer-reviewed articles, albeit slightly lower on average, supporting the idea that preprints should be considered valid scientific contributions. (shrink)

The Creative Citizenship project was founded to promote critical, ethical, and creative thinking in early childhood, and to recognize and encourage children as social actors and peacebuilders. In concert with the methodology of North American philosopher Matthew Lipman's Philosophy for Children (P4C), Creative Citizenship seeks to promote in children the ability to think critically, ethically, and creatively in and from their own realities, and to exercise multidimensional thinking skills in the various areas of their daily lives. The research documented here (...) adopted a qualitative approach in so far as it sought to inquire about the character of those relationships, particularly among boys and girls, that promote their identity as social agents. As such, it examined training processes and generated theoretical perspectives in the interest of promoting social transformation through the empowerment of multidimensional thinking. The article begins with a review of the concept of Creative Citizenship and ends with that of Peacebuilding. Three theoretical categories have been applied in order to situate the inquiry within the framework of the realities of childhood, and to chart the pedagogical interventions by adults that occurred throughout the implementation of the project. The first focuses on the development of children’s thinking per se, the second on children's capacities for creative problem-solving in social environments, and the third on the concept of peacebuilding as a commitment to practicing philosophical dialogue among children, which is understood as a form of discourse that builds the capacities of citizens to undertake individual and collective actions that allow them, in turn, to create and re-create scenarios of peaceful coexistence. (shrink)

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Bajo el concepto común de gamificación existe un complejo mundo dentro del cual existen distintas opciones, cada una con su denominación, que para quien se adentra por primera vez en él pueden generar confusión. Cada una de ellas goza de características, funciones y elementos metodológicos propios. ¿Gamificación? ¿Juegos serios? ¿Aprendizaje Basado en Juegos? Ante esta amalgama de posibilidades, las siguientes líneas se presentan a modo de hoja de ruta que ayude a transitar por la senda del juego educativo, para lo (...) que, a su vez, se acompaña esta fundamentación teórica con un ejemplo didáctico de ABJ -editado como juego de mesa bajo la denominación “Catedral 1221”- concebido y diseñado con la finalidad de promover y facilitar el estudio de la Edad Media en la Educación Secundaria Obligatoria. Su aplicación con éxito en las aulas permite aportar orientaciones didácticas al respecto y extraer conclusiones relativas a la conveniencia y validez académica del juego en el marco de la enseñanza reglada. (shrink)

Recent neuroscientific evidence brings into question the conclusion that all aspects of consciousness are gone in patients who have descended into a persistent vegetative state (PVS). Here we summarize the evidence from human brain imaging as well as neurological damage in animals and humans suggesting that some form of consciousness can survive brain damage that commonly causes PVS. We also raise the issue that neuroscientific evidence indicates that raw emotional feelings (primary-process affects) can exist without any cognitive awareness of those (...) feelings. Likewise, the basic brain mechanisms for thirst and hunger exist in brain regions typically not damaged by PVS. If affective feelings can exist without cognitive awareness of those feelings, then it is possible that the instinctual emotional actions and pain "reflexes" often exhibited by PVS patients may indicate some level of mentality remaining in PVS patients. Indeed, it is possible such raw affective feelings are intensified when PVS patients are removed from life-supports. They may still experience a variety of primary-process affective states that could constitute forms of suffering. If so, withdrawal of life-support may violate the principle of nonmaleficence and be tantamount to inflicting inadvertent "cruel and unusual punishment" on patients whose potential distress, during the process of dying, needs to be considered in ethical decision-making about how such individuals should be treated, especially when their lives are ended by termination of life-supports. Medical wisdom may dictate the use of more rapid pharmacological forms of euthanasia that minimize distress than the de facto euthanasia of life-support termination that may lead to excruciating feelings of pure thirst and other negative affective feelings in the absence of any reflective awareness. (shrink)

Crisis requires society to renew itself, albeit in a disruptive way. The current Covid-19 pandemic is transforming ways of working, living, and relating to each other on a global level, suddenly and dramatically. This paper focuses on the field of education to show how higher education institutions are undergoing radical transformations driven by the need to digitalize education and training processes in record time with academics who lack innate technological capabilities for online teaching. The university system must strive to overcome (...) this situation to be competitive and provide high-quality education in a scenario of digital transformation, disruptive technological innovations, and accelerated change. To achieve these goals, this paper explains some barriers and challenges that universities encounter, as well as technological resources and methodologies they have used in the current scenario to transform higher education to face Covid-19 disruption. The discussion and conclusion synthesize significant insights that can be applied to the digitalization of education in the foreseeable future. (shrink)

University students will be our future business leaders, and will have to address social problems caused by business by implementing solutions such as social entrepreneurship ventures. In order to facilitate the learning process that will foster social entrepreneurship, however, a more holistic pedagogy is needed. Based on learning theory, we propose that students’ social entrepreneurship actions will depend on their learning about CSR and their absorptive capacity. We propose that instructors and higher education institutions can enhance this absorptive capacity by (...) exploiting Web 2.0 technologies. We tested our proposition with a sample of 425 university students using structural equation modeling and found support for the proposed relationships. (shrink)

Surnames were obtained for the second half of the 20th century from civil and religious marriage registers on fifteen Provençal-Italian and five Italian villages of Cuneo Province, Italy. To insert in the analysis an outward comparison, surnames from two Italian villages of Turin Province, one parish of Turin, one village of Alessandria Province and one village of Asti Province were also collected. Ethnicity does not seem to be the main factor affecting the present genetic structure of the Provençal-Italians. They are (...) an open community, and evidence the end of the genetic isolation of the alpine populations. (shrink)

Psychosocial work factors are implicated in the development of stress and job satisfaction. This relationship has been scarcely studied in so-called singular activities, as is the case of professional drivers. This cross-sectional study of 601 professional drivers assesses psychosocial risks and job satisfaction using Copenhagen Psychosocial Questionnaire and Overall Job Satisfaction questionnaire models. The values of the psychosocial scales of professional drivers were compared with thresholds values of the Spanish working population. The relationships of the psychosocial scales with the level (...) of job satisfaction were examined using logistic regression models, adjusted for age, gender, length of driving license and years of experience. In general, professional drivers have an unfavorable psychosocial environment compared to the average Spanish workers. The relationship between psychosocial scales and job satisfaction is observed, with the most influential variables being the meaning and development of work, integration in the company, social relations, esteem and level of psychological demands. (shrink)

La experiencia hermenéutica, para Gadamer, posee tres momentos fundamentales en los que se reúnen el componente empírico, histórico y el lingüístico. El objetivo general de este escrito es ver cómo se da este fenómeno en el caso de la experiencia estética. Para ello, en una primera parte, desarrollaremos el modelo del encuentro con otro que se comporta como un tú, es decir, que interpela e interroga, con lo que expondremos un aspecto esencial del carácter lingüístico de toda experiencia. En una (...) segunda parte nos preguntaremos si este modelo del ‘tú’ es extensible a la experiencia estética. En función de esto veremos los llamados tres momentos de la experiencia según Gadamer en el modo en que se dan tanto en el caso del encuentro con otro, que se comporta como un tú, y en el caso de la experiencia estética; destacando tangencialmente, en ambos casos, las vertientes kantianas de la exposición de Gadamer. Understanding and beauty: parallels between hermeneutic and aesthetic experience, according to Hans-Georg Gadamer According to Hans-Georg Gadamer the hermeneutical experience has three fundamental moments in which the empirical, historical and linguistic components meet. The overall objective of this paper is to see how this phenomenon occurs in the case of aesthetic experience. For this purpose, in the first part we will develop the model wherein one experiences an encounter with another who behaves like oneself, that is to say, who challenges and questions. This will expose an essential aspect of all linguistic experience. In the second part, we will inquiry if this model of the other being “you” can be extended to the aesthetic experience. On this basis we see the so-called three moments of the experience according to Gadamer, in the way they are displayed both for the encounter with another who behaves as a “ you” , and in the case of the aesthetic experience. For both cases, we will tangentially highlight the Kantian aspects of Gadamer’s explanation. (shrink)

Lain (antropölogo, filösofo e historiador de la medicina) define como relaciön amistosa una serie de actividades que en esencia son: desear el bien del amigo por el amigo mismo, igualdad entre los amigos, comunalidad y comunicaciön entre los amigos y consideraciön de una relaciön entre personas. De la misma forma establece que una vez producido el encuentro, para que exista la amistad, deben cumplirse una serie de reglas, tales como el respeto, la liberalidad, la franqueza, la imaginaciön y el discernimiento (...) afectivo. Entre las patologias de la amistad se encuentran: la consideraciön del otro como objeto, alteraciones derivadas de la relaciön (estatus o niveles sociales), alteraciones entre los fines, los grados de amistad y de las propiedades de la relaciön amistosa, y que habitualmente se manifiestan como alteraciones en el respeto, la igualdad, la confidencia y la convivencia. Las alteraciones producidas en la relaciön amistosa pueden superarse si existe respeto, igualdad, franqueza, consideraciön de ambos como personas, liberalidad,... Todos los fenömenos que se han presentado en esta comunicaciön tienen como caracteristicas la alteraciön de alguna de estas reglas de mantenimiento de la amistad. (shrink)