Escuela De Research Articles

A photovoltaic light electric vehicle for project-based education in engineering

This article presents a project for the design, manufacture and evaluation of a light electric vehicle prototype whose only source of energy comes from a photovoltaic generator integrated in it, that is, it does not have batteries for energy storage. In its approach and development, a project-based learning model (PBL) has been followed, for which a group of students from different degrees of the Escuela de Ingenierías of the Universidad de Málaga has been formed, who have developed all the tasks involved in the realization of the prototype. The purpose of this prototype is to serve as a model for defining a new concept of student races on energy efficiency in mobility. To evaluate the performance of the prototype, tests have been carried out to characterize the energy consumption in different drive cycles and irradiance conditions and to obtain characteristics as limits of speed, acceleration and rising slope. Another long-term objective and, therefore, not included in this article is the evaluation of the technical training and complementary skills acquired by the students.

Rethinking the School of Salamanca - Reviewed: The School of Salamanca: A Case of Global Knowledge Production. Edited by Thomas Duve, José Luis Egío, and Christiane Birr. Leiden: Brill, 2021. Pp. 430. $172.00 (cloth); Open Access (digital). ISBN: 9789004449732. - ¿Qué es la Escuela de Salamanca? [What is the School of Salamanca?] Edited by Simona Langella and Rafael Ramis-Barceló. Madrid,

AbstractThe history and influence of the School of Salamanca is attracting the attention of researchers from very different branches of knowledge and from a very wide variety of countries around the world. Broaching this subject invites one to reflect on both the unity of knowledge and the important role that theology plays in a secularized world. In this short essay, I discuss four recently published works that show the global scope of interest in Spanish Scholasticism in general and the School of Salamanca in particular. The first, The School of Salamanca: A Case of Global Knowledge, was edited by Thomas Duve, Jose Luis Egío, and Christiane Birr in coordination of the Max Planck Institute (2021). The second work, ¿Qué es la Escuela de Salamanca?, was edited by Simona Langella and Rafael Ramis-Barceló (2021). The third work is a recent thematic compendium on Spanish Scholasticism edited by Harald E. Braun, Erik De Bom, and Paolo Astorri (2022). Finally, I discuss David Lantigua’s monograph, Infidels and Empires in a New World Order: Early Modern Spanish Contributions to International Legal Thought (2020).

The beginnings of Leonidas Proano’s pastoral work in the diocese of Riobamba in Ecuador: indigenous peasants, popular organization, and conservative opposition, 1954–1964

This essay is a study of the beginnings of Leonidas Proaño’s non-conservative pastoral work in the Central Andes of Ecuador from 1954 to 1964, which focused on the indigenous peasants and favored the formation and strengthening of popular organizations through the five projects: Centro de Estudios y Acción Social, Escuelas Radiófoncas Populares del Ecuador, Cooperativa San Juan, Granja de Tepeyac, and Escuela de formación de lideres Indígenas. This paper argues that Proaño´s new type of pastoral work that began earlier before the Vatican Council II identified the critical problems of the Diocese of Riobamba, namely, illiteracy, poverty, landlessness, and lack of local leaders. These received local support and rejection for the powerful landowners and a section of the Church. We conclude that his efforts to liberate the poor indigenous from a new pastoral perspective achieved their goals.

The last Qur’an from al-Andalus?

The aim of this paper is to improve upon the description of MS 2 of the Escuela de Estudios Árabes de Granada, and to propose a new dating based on the material analysis of the document carried out by Sonsoles González in 2014 and my subsequent rereading and translation of its colophon. If one accepts my proposed revised dating, this manuscript would be the last known Qur’an from the Iberian peninsula, copied as late as the late seventeenth or early eighteenth century, in the city of Cordova. Moreover, this copy is heir to an Andalusian tradition stretching back to the theoretical treatises of Abū ʿAmr ʿUthmān al-Dānī, transmitted faithfully from generation to generation through the Andalusi, Mudejar, and Morisco periods, down to the period of this manuscript. Lastly, it contains marginal notes with chapter numbers, and Latin translations of sura titles, which are clear evidence of its later use among Christian intellectual circles.

Advanced training and international educational exchange: learning, overcoming and experiences

to report my experiences as a researcher during the course of advanced post-doctoral training abroad. theoretical and methodological option for Max van Manen's phenomenology of practice. The activities were developed in the Health Sciences Research Unit: Nursing, in Portugal, Université Catholique de Louvain, in Belgium, and in Escuela de Enfermería y Fisioterapia de la Universidad de Castilla-La Mancha, in Spain. participating in a multicenter international research project enabled the acquisition of new scientific knowledge, personal and cultural gains. From a broader perspective, the international graduate and undergraduate nursing networks were strengthened through the mobility of researchers, and overcoming of the "status quo" by the formation of a critical mass environment indispensable for scientific advancement. sharing the experience that you appropriate is about the power of grasping possibilities of a practical experience, in the context of the world, and going through it, motivated by the desire to make internationalization feasible.

Generative pedagogies from and for the social production of habitat: Learning from HIC-AL School of grassroots urbanism

Re-thinking dominant epistemological assumptions of the urban in the global South implies recognising the role of grassroots networks in challenging epistemic injustices through the coproduction of multiple saberes and haceres for more just and inclusive cities. This paper examines the pedagogies of such networks by focusing on the experiences nurtured within Habitat International Coalition in Latin America (HIC-AL), identified as a ‘School of Grassroots Urbanism’ (Escuela de Urbanismo Popular). Although HIC-AL follows foremost activist rather than educational objectives, members of HIC-AL identify and value their practices as a ‘School’, whose diverse pedagogic logics and epistemological arguments are examined in this paper. The analysis builds upon a series of in-depth interviews, document reviews and participant observation with HIC-AL member organisations and allied grassroots networks. The discussion explores how the values and principles emanating from a long history of popular education and popular urbanism in the region are articulated through situated pedagogies of resistance and transformation, which in turn enable generative learning from and for the social production of habitat.

La gestación del concepto humanismo en la primera década del siglo XX en México

As it is conceived nowadays, the concept of humanism appears for the first time in Mexican intellectual circles in the speech delivered by Pedro Henríquez Ureña at the beginning of classes in 1914, at Escuela de Altos Estudios. Proceeding from this fact, the article seeks to explore under what conditions its emergence takes place, from understanding what is there, in 1900, in the place of humanism. Is it a void? Is it something designated by another name and then called 'humanism'? To this end, the correspondence between Alfonso Reyes and Pedro Henríquez Ureña is reviewed, as well as the discourses surrounding the process of creation of the Universidad Nacional, to show how, in the face of political regime change due to the fall of the Porfiriato, the university project fails to define the nature of the university student, a void that Henríquez Ureña’s humanism, formed from the Germanic and Anglo-Saxon tradition, will occupy.

Scholia Latina, Arabica et in uulgari lingua ad Alphurcanum Mahumedis

Abstract The Cod. arab. 7 in the Bayerische Staatsbibliothek in Munich, which contains a large number of glosses in Latin and Romance, is important because it is, together with the Qurʾān in Ms. BNF arabe 384 and Ms. A-5-2 in the Escuela de Estudios Árabes in Granada, one of the only three known copies of the Qurʾān in Arabic that also contains numerous Latin glosses. The Paris manuscript has a large corpus of Latin glosses, signed by Riccoldo de Montecroce, made with the help of a second Latin translation of the Qurʾān by Mark of Toledo in 1210. In addition, the Arabic Qurʾān in Ms. A-5-2, probably elaborated in Algeciras in al-Andalus in 1599, gives the names of the Suras 1–19 in Latin.

Architecture between heteronomy and self-generation

Architecture between heteronomy and self-generation

The Organizational Pattern of Theses for Graduates in B.A. in English Language Teaching

Research is a fundamental factor for the development and improvement of any area of study, however, the English Language Teaching (ELT) undergraduate programs in Mexico usually fail to promote research in their schools. This is the case of the ELT the undergraduate program of the Escuela de Lenguas, Campus Tapachula in the Autonomous University of Chiapas (UNACH as for its initials in Spanish), where little is known by the school about the organizational pattern of the submitted theses by trainees. This is a descriptive study that seeks out to reveal how these are structured in the Escuela de Lenguas, Campus Tapachula. This research is going to be carried out by applying questionnaires to trainees, graduates, thesis-supervisors, and members of the reading committee and conducting a documentary analysis of the theses submitted from 2012 to 2019 to detail how they are structured. It was discovered that most of the theses are composed of four chapters, yet most of the participants agree on the theses of five chapters. According to the results obtained, two different outlines were designed varying in the number of chapters and the elements included in each one.

Forging Political Cadres for Re-Peasantization: Escuela de Acción Campesina (Spain)

Bolstering the political formation of agrarian organizations has become a priority for La Vía Campesina and the Food Sovereignty Movement. This paper addresses the Spanish case study of the Escuela de Acción Campesina (EAC)—(Peasant Action School), which is a tool for political formation in the Global North in which the philosophical and pedagogical principles of the “peasant pedagogies” of the Training Schools proposed by La Vía Campesina are put into practice within an agrarian organization in Spain and in alliance with the rest of the Spanish Food Sovereignty Movement. The study was carried out over the course of the 10 years of activist research, spanning the entire process for the construction and development of the EAC. Employing an ethnographic methodology, information was collected through participant observation, ethnographic interviews, a participatory workshop, and reviews of internal documents. The paper presents the context in which the EAC arose, its pedagogical dynamics, the structure and the ideological contents implemented for the training of new cadres, and how there are three key areas in the training process: (1) the strengthening of collective union and peasant identity, (2) training in the “peasant” ideological proposal, and (3) the integration of students as new cadres into the organizations’ structures. It is concluded that the EAC is a useful tool in the ideological re-peasantization process of these organizations.

¿Quién tiene derecho a recordar? Las disputas por la memoria durante los gobiernos kirchneristas (Argentina, 2003-2015)

El artículo se propone abordar las principales disputas que tuvieron lugar en Argentina frente al involucramiento del Estado en la formulación de “políticas de memoria” durante los gobiernos de Néstor Kirchner y Cristina Fernández de Kirchner (2003-2015). Para ello, nos detendremos en las discusiones que tuvieron lugar en el Congreso Nacional en ocasión de la construcción de un Museo en el ex Centro Clandestino de Detención ESMA. Analizaremos las principales críticas formuladas por la oposición partidaria en clave de “ilegitimidad”, “apropiación” y “banalización” de la memoria. La reconstrucción de estos argumentos y las respuestas esgrimidas por el oficialismo nos permitirán dar cuenta de los términos en que se desarrolló la disputa política por el pasado e introducir algunas consideraciones en torno del papel otorgado al “consenso” como modo de legitimación de la acción estatal en la materia.¿Who is entitled to remember? Memory conflicts during Kirchner and Fernández de Kirchner’s administrations in Argentina (2003-2015).The articleanalyses the main memory conflicts that took place in Argentina vis- à-vis the State involvement in memory politics during Néstor Kirchner and Fernández de Kirchner’s administrations (2003-2015). To this effect, it examines some of the debates held in the national parliament concerning the construction of a museum at the ex- clandestine detention center ESMA. It goes over the main critiques made by the political opposition (expressed in terms of “illegitimacy”, “appropriation” and “trivialization of memories”) and the responses held by the government. Altogether, this analysis will show the way in which the political arena dealt with the past in contemporary Argentina and will allow us to introduce some consideration Key words: Memory politics, Kirchnerism, State, ESMA

Current JJ Checklist (139)

Current JJ Checklist (139) William S. Brockman Our thanks to contributors to this number of the "Current Checklist": Sabrina Alonso, Ronan Crowley, Richard Gerber, Lea Pao, Friedhelm Rathjen, and Fritz Senn. The entire retrospective James Joyce Checklist, hosted since 2008 by the Harry Ransom Center at the University of Texas at Austin, compiles citations from earlier issues of the JJQ and provides extensive coverage of editions, criticism, and research dating back to Joyce's lifetime. This resource is available at https://norman.hrc.utexas.edu/jamesjoycechecklist/. Please send contributions or suggestions to your bibliographer at w.s.brockman@gmail.com. JJ WORKS Exiles. Ed. Keri Walsh. Oxford World's Classics. Oxford: Oxford University Press, 2021. li, 127 pp. ISBN 978-0-19-880006-4. [Includes "Ibsen's New Drama" and "The Day of the Rabblement."] Finnegans Wake by a Thread. Ed. Dirce Waltrick do Amarante. São Paulo: Iluminuras, 2021. ISBN 978-6-555-19077-9. http://online.pubhtml5.com/opbz/jbxm/#p=1. [Abridgement with notes.] SECONDARY SOURCES AL-KHAYYAT, Amal, and Yousef Awad. "Alameddine's Appropriation of Joyce's A Portrait of the Artist as a Young Man." Forum for World Literature Studies 12, i (March 2020): 144-57. http://www.fwls.org/. AMARAL, Vitor Alevato do. "Abahia se revém: Considerações sobre a tradução de Finnegans Wake." Revista Da Anpoll 1, no. 50 (Sep-Dec): 152-64. HTTP://DX.DOI.ORG/10.18309/ANP.V1I50.1332. AMARAL, Vitor Alevato do. "Finnegans Wake is Now 80: Can We Finally Read it?" Ideas: Revista de la Escuela de Lenguas Modernas 6, vi (2020): 1-7. https://p3.usal.edu.ar/index.php/ideas/article/download/5265/7032. AMARAL, Vitor Alevato do, Elis Maria Cogo, and Eloisa Dall'Bello. "As nove vidas de um conto: as traduções de 'Os mortos,' de James Joyce, em português brasileiro (1942-2018)." Gragoatá 24, no. 49 (May-August 2019): 483-512. [End Page 355] AUTIERI, Arianna. "La 'verbal music' di James Joyce in traduzione." Ticontre: Teoria Testo Traduzione no. 11 (2019): 407-29. http://www.ticontre.org/ojs/index.php/t3/article/view/275/271. AYUK, Athanasius A. "Identity and Dissent in James Joyce's A Portrait of the Artist as a Young Man and D. H. Lawrence's The Rainbow." International Journal of English Literature and Social Sciences 6, i (January-February 2021): 163-76. https://dx.doi.org/10.22161/ijels.61.19. AZEREDO, Genilda, and Bernardo L. A. Soares. "Eveline e Elvira: subjetividades femininas em diálogo intertextual." Revista Ártemis 29, i (January-June 2020): 316-25. https://periodicos.ufpb.br/ojs2/index.php/artemis/article/view/52034/30926. BEARD, Lauren. The Aesthetics of Nachträglichkeit: Traumatic Temporality and the First World War in Proust, Joyce, and Mann. Ph.D. diss. University of Toronto, 2020. 237 pp. BILAL, Muhammad, Naseem Ullah Khan, and Syed Qasim Shah. "Freedom and Desire: A Quest for Spiritual Journey in James Joyce's Novel Ulysses/A Portrait of the Artist as a Young Man." Research Journal of Social Sciences & Economics Review 2, i (January-March 2021): 71-78. https://doi.org/10.36902/rjsser-vol2-iss1-2021(71-78). BIRGY, Philippe. "The Challenge of Taking Sides: Virtue as Corruption in Joyce's Ulysses." Miranda 21 (2020): 1-21. http://journals.openedition.org/miranda/28067. BONFIGLIO, Richard. "Semicolonial Masculinity and Synchronic Narration in 'Araby.'" Studies in Modern Fiction 27, i (2020): 153-77. BOYSEN, Benjamin. "A War in Words: James Joyce's Last Comedy (Finnegans Wake)." The Rhetoric of Topics and Forms. Ed. Gianna Zocco. Collected Papers of the 21st Congress of the ICLA, 4. Berlin: Walter de Gruyter, 2021. 403-13. ISBN 978-3-11-064148-6. https://doi.org/10.1515/9783110642032-032. CEPACH, Riccardo. "Every Picture Tells a Story: When Joyce and Svevo Played Bowls." TLS no. 6146 (15 January 2021): 13. [1908 photograph from Trieste. Translated by Carmine Di Biase.] CHOI, Seokmoo. "Joyce's Representation of Ireland as a Partner in the British Empire." Wenshan Review of Literature and Culture 12, ii (June 2019): 139-63. https://www.wreview.org/index.php/archive/55-vol-12-no-2.html. COELHO, Daniella Paez, and Vera Lucia Lenz Vianna. "The Condition...

Barreiras à institucionalização da extensão universitária: Experiência da Universidad Nacional, Costa Rica

The current challenges demand that the statutory social mission of public universities be strengthened, where the university extension stands out as key. The incoherence of academic management in many universities restricts this integration due to conceptual, methodological and operational gaps present in the extension process. The present article shows the results of a qualitative research, Rica, through the study of case, carried out in Escuela de Planificación y Promoción Social of the Universidad Nacional de Costa Rica, with the objective of exploring the university barriers that disturb the contribution of higher education to the fourth United Nations Sustainable Development Goal: to achieve quality, inclusive, and equitable education with expanded opportunities for more people.

Importancia de las competencias digitales en los alumnos de nivel medio superior

Digital skills are of great importance in the development of individuals to face the technological challenges that arise every day. With the confinement of students in their homes due to the emergence of COVID-19, is important the need to apply the digital skills of both students and teachers, to continue the educational process. There are five fundamental areas of digital competences according to the European Framework of Digital Competences, developed by the Joint Research Centre (JRC), which include 21 competencies that individuals must develop with respect to the use of information and communication technologies (Tics). A questionnaire was applied to high school students from the Escuela de Bachilleres Diurna de Pánuco, Veracruz, to identify the level of digital skills that students have, which would allow support in the development of their online classes. This article describes the results of the instrument applied in each of the areas where digital skills are classified.

Desarrollo de habilidades blandas en el estudiantado mediante la actividad académica procesos prácticos para la formación de docentes en educación comercial

The purpose of this study is to demonstrate the soft skills that students of Commercial Education’s major at Universidad Nacional (UNA) have developed,through their participation as practicing teachers in the Actividad Académcia Procesos Prácticos para la Formación de Docentes en Educación Comercial,at the Escuela de Secretariado Profesional (ESP) of the Facultad de Ciencias Sociales and División de Educología of the Centro de Investigación y Docencia.To achieve the proposal, a descriptive mixed investigation was carried out, with the participation of students who developed their teaching processesfrom 2016, 2017, 2018 to 2019. It was found out that more than 95 % of the population considers that the teaching practices allowed them to developor enhance various soft skills. The most determining factor for that personal growth, was having to work with populations of elderlies and young people at social risk; in addition, it was possible to highlight the main soft skills acquired by the practicing students. Among them, patience and understanding, problem solving, teamwork, flexibility and adaptability stand out. It was concluded that although the intention of the teaching practices is that the practitioners assume the role of planners and mediators of the teaching and learning process, they must also deal with situations and scenarios that foster an enrichment of the practitioners not only at the academic and didactic level, but also attitudinal.

Experiencia de la Escuela de Secretariado Profesional de la Universidad Nacional, Costa Rica en el Proceso de Certificación como Eco Oficinas. Periodo 2016-2017

The experience of Escuela de Secretariado of Universidad Nacional in the Process of Certifying as an Eco-Office deals with fostering awareness among the students, the administrative workers, and the teachers in the responsible use and consumption of resources such as energy, paper, and waste to generate a more efficient environmental management in the work and study spaces. The methodology used was to follow the steps suggested by the UNA-Sustainable Campus Program through which the School of Professional Secretariat obtained the Eco-Office certification. In addition, a survey was conducted among students, academics and administrative staff to measure, evaluate, and collect data for this research.As a result, it was found that in Escuela de Secretariado there is more awareness in the present in comparison with the past, about the environmental problem, and for this reason materials are rejected, reduced, reused and recycled when necessary, which brings positive implications not only for the Escuela but also for the University and the country.

Squatted and Self-Managed Social Centres in Mexico City: Four Case Studies from 1978-2020

A number of remarkable examples of self-managed social centres can be found among squatting and autonomous social movements in Mexico; despite sharing some of the traits found in European squatting movements, they also reflect the specificities and characteristics of the Latin American context. This paper aims to describe and compare four of these case studies in Mexico City: Biblioteca Social Reconstruir (BSR, Rebuild Social Library), Escuela de Cultura Popular Martires del 68 (ECPM 68, Martyrs of 68 Popular Culture School), Okupa Che and Chanti Ollin. By examining these four examples in terms of the politics of self-management, it is possible to evaluate the achievements and limitations of this type of urban commons in Mexico from a critical success/failure perspective. Moreover, the different chronology of the four cases allows for an analysis of different stages in the relationship between urban social movements and broad grassroots movements in the country. The methodological approach includes committed ethnography, participant observation and in-depth interviews.

Windows on Quantum Gravity

AbstractThese are notes for a graduate course in quantum gravity planned at IFT‐UAM/CSIC for the spring term of 2020, but delayed for an indefinite period of time (although a shortened version was given in the Escuela de Física (Institute of Physics) in the University of Costa Rica.). The aim of the course was to highlight the most important conceptual problems in the field and to summarize some of the most imaginative solutions to them that have been proposed in the literature. The course can best be characterized as idiosyncratic rather than encyclopedic.

La Partitura como Máscara: uma experiência em mascaramento espacial na Universidad de Costa Rica

Fruto da pesquisa de doutorado Mascaramento Espacial: um processo criativo envolvendo a espacialidade corporal do ator, o artigo apresenta as etapas de um processo de criação realizado na Escuela de Artes Dramáticas de la Universidade de Costa Rica (EAD-UCR), no qual a espacialidade corporal do ator serve de matriz principal para a constituição de seu discurso cênico. Os resultados apontam para procedimentos metodológicos baseados na maneira como a ambiência margeia um percurso que parte das dinâmicas e qualidades de movimento, e repercute, posteriormente, tanto na criação de ações cênicas quanto na organização dessas em partituras físicas.