Capítulos de libros

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Browsing Capítulos de libros by browse.metadata.fuente "Scopus"

Now showing 1 - 14 of 14
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    Extinction
    (De Gruyter, 2023) Ríos, Valeria de los
    El artículo estudia el papel que jugó Euse-bio de Cesarea en las discusiones teológicas del sínodo de Nicea. Para ello, examina la condena de Eusebio de Cesarea en el sínodo de Antioquía (325) y su relación con el sínodo de Nicea. Una vez aclarado que Nicea actuó como tribunal de apelación para Eusebio, se analizan los relatos de los principales testigos ocula-res de las discusiones teológicas del sínodo. Se trata de dos documentos casi contemporáneos a la asam-blea, a saber, la carta de Eusebio a su iglesia (Urk. 22) y un fragmento de Eustacio de Antioquía (fr. 79), y de los relatos retrospectivos que Atanasio escribió varias décadas después de la asamblea nicena (decr. 19-20). Finalmente, el artículo ofrece una reconstrucción de las deliberaciones teológicas del sínodo de Nicea
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    Extinction
    (De Gruyter, 2023) Ríos, Valeria de los
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    Glomus Tumor
    (Springer London, 2021) Morales Diaz, Sergio Luis
    Glomus tumor is an infrequent benign tumor usually located on subungueal tissue on the distal phalanx of hands. Pain with temperature changes and pressure on the fingertips make the diagnoses.
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    Imagination and mind wandering: Two sides of the same coin? A brain dynamics perspective
    (Elsevier, 2020) Villena-González M.; Cosmelli D.
    © 2020 Elsevier Inc. All rights reserved.The renewed interest in mind wandering has produced a wealth of knowledge about brain mechanisms underlying the generation of spontaneous thoughts and stimulus-independent cognition. However, how this phenomenon relates to the more classically defined imagination, with which it shares several key phenomenological and psychological features, remains largely unexplored. Here, we discuss whether and how imagination relates to mind wandering and whether they depend on similar brain mechanisms. We pay particular attention to the spontaneous/deliberate contrast in both these phenomena and the importance of considering thought contents, modality, temporality, and emotional valence when studying stimulus-independent cognition. We draw from recent advances in brain connectivity studies to analyze the role that the brain’s default mode network (DMN) might have in articulating these two pervasive aspects of human mental life. It appears that such an integrative process is likely to depend on a highly dynamical DMN, one that cannot be reduced simply to a resting state or self-related network. Ultimately, this challenges the idea that mind wandering and imagination are substantially different processes and suggests that it might be worth looking at them as part of the same type of self-generated mental activity.
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    Introduction: A World of Cities and Urban Problems in the Twenty-First Century
    (Wiley, 2021) Ruiz-Tagle Venero, Javier Ignacio; Orum, Anthony; Vicari Haddock, Serena
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    Junaeb’s School Feeding Programs in Chile; Innovations for Threats to Food Security
    (Nova Science Publishers, Inc., 2021) Fellenberg A.; Cobo N.
    © 2021 by Nova Science Publishers, Inc.Among the Chilean government’s measures to deal with malnutrition diseases caused by over eating, the school feeding programs stand out. The JUNAEB1, with private providers’ participation, has developed innovations to improve the students’ acceptability of food, aimed at making such programs more attractive and improving nutritional quality.
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    Moving Beyond Vocabulary: EFL Preservice Teachers’ Challenges Integrating Content and Language
    (Springer Science and Business Media B.V., 2024) Barahona M.; Hao Jing
    © The Author(s), under exclusive license to Springer Nature Switzerland AG 2024.This chapter reports on a study that explored how a group of EFL preservice teachers integrated content and language as they planned a Content and Language Integrated Learning (CLIL) unit designed for young learners. This classroom-based study was designed in an initial English language teacher education programme in Chile and was offered in a didactics course. In this course, a range of teaching strategies were taught—including CLIL and Reading to Learn (R2L)—to prepare preservice teachers to integrate content and language into their classrooms. Specifically, in this chapter we analyse five unit plans designed by 15 Chilean preservice teachers and their associated reflections on the challenges they faced planning the integration of content and language. Results of the research suggested that although participants attempted to integrate content and language in a balanced way, units tended to be content-focused, and the language elements were largely limited to vocabulary teaching. Therefore, the integration was not necessarily pedagogically effective in its guiding ambition. Yet, there were some well-intentioned efforts to integrate language and content as participants designed reading and writing activities which encouraged the use of vocabulary in a meaningful way, with some evidence of the implementation of some R2L principles. Given this context, the chapter seeks to further understand how EFL preservice teachers learn to teach CLIL, as well as providing several recommendations on how to assist future teachers move most effectively beyond vocabulary teaching when integrating content and language in EFL teaching context.
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    Striving for excellence in the age of rankings: Insights from two leading research universities in Latin America
    (Edward Elgar Publishing Ltd., 2021) Bernasconi A.; Knobel M.
    © Ellen Hazelkorn and Georgiana Mihut 2021.The higher education sector’s main challenges in Latin America can be addressed with guidance from the few flagship universities of the region. However, these universities face both internal and external obstacles that hinder their full modernization, threatening their leadership. In this chapter, following the path of recent works analysing the impact of global rankings on universities’ strategies, missions, structures, and functions, we inquire about the extent to which global rankings have influence, or not, in the development strategies of two leading Latin American universities: Pontificia Universidad Católica de Chile (PUC-Chile) and Universidade Estadual de Campinas (Unicamp). Findings suggest that rankings are not just passively received by institutions but are instead leveraged for strategic advantage vis a vis internal constituencies or external stakeholders.
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    Sustainable transport and gender equity: Insights from Santiago, Chile
    (Emerald Group Holdings Ltd., 2020) Sagaris, Lake; Tiznado Aitken, Ignacio Andrés; CEDEUS (Chile)
    Sustainable transport is often defined according to energy efficiency and environmental impacts. With global approval during Habitat III, however, a set of Sustainable Development Goals have become the focus for human development until 2030, underlining the relevance of health, equity and other social issues. These goals raise the challenge of achieving significant progress towards ‘trans-port justice’ in diverse societies and contexts. While exclusion occurs for different reasons, discrimination, based on cultural roles, combines with sexual harassment and other mobility barriers to limit women’s mobility. This makes gender an area of particular interest and potential insight for considering equity within sustainability and its social components. Using data from Metropolitan Santiago to ground a conceptual exploration, this chapter examines the equity implications of women’s travel patterns and sustainable transport. Key findings underline the importance of considering non-work trip purposes and achieving better land-use combinations to accommodate care-oriented trips. Moreover, barriers linked to unsafe public transport environments limit women’s mobility and, therefore, their participation. Women account for a disproportionately high number of walking trips, a situation that can be interpreted as ‘greater sustainability’ in terms of energy use and emissions, but suggests significant inequalities in access. Environmental and economic sustainability gains may be achieved at a high social cost, unless specific measures are taken.
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    Transnational Connections in the Global South: A Reflection on this Book’s Reception
    (Channel View Publications, 2021) Ávila Reyes, Natalia
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    Transport phenomena models affecting microalgae growth
    (Elsevier, 2020) Rebolledo Oyarce, Jose Tomas; Saez Navarrete, Cesar Antonio; Rodriguez Cordova, Leonardo Andres
    For the optimization of microalgae culture processes and generating an adequate design of the growth environment of these organisms, it is essential to understand the physicochemical processes that affect the adequate growth of these microorganisms, and for this, powerful models have been developed to predict the behavior of these systems.
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    What do we know yet about public service motivation in Latin America? A review of the evolution of empirical research
    (Edward Elgar Publishing Ltd., 2022) Sanabria-Pulido P.; Pliscoff C.
    © Edmund C. Stazyk and Randall S. Davis 2022. All rights reservedIn this chapter we explore current Public Service Motivation (PSM) research in the Latin American public sector. While the countries in this region share key cultural, historical, and institutional development traits, they still exhibit differences in public administration development and institutional capacity, which lead to mixed effectiveness results within each country. Due to international institutions' influence, policy transfer, fiscal pressures, and other local dynamics, Latin America is a region where significant reforms have occurred. The comparatively unique mixture of factors makes the Latin America an interesting place to study the attitudes and behaviors of public servants. Our purpose in this chapter is to review recent empirical research that has applied the PSM construct in different Latin American countries. We will also compare how the research from this region differs or looks like other regions of the world.
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    What we can name in the classroom: A Chilean lexicon of middle-school mathematics teachers
    (Routledge, 2021) Calcagni García, María Elisa; Grau Cárdenas, Valeska Valentina; Cortez Quezada, Mónica Miroslava; Gomez D.
    This chapter introduces the process of creation of the Chilean Lexicon and its main features, locating them in the Chilean educational context. The lexicon was created by a team of researchers and teachers, undergoing several phases of refinement and validation. This included a consultation with the local educational community indicating that the terms are reasonably familiar to them. The lexicon contains 74 items, predominantly short phrases that are grouped in five categories: Subject-matter didactics (22 terms), General pedagogy (18 terms), Pedagogical interaction (16 terms), Classroom climate (9 terms), Structure/routine (12 terms), some terms belonging to more than one. Our lexicon’s focus is generic, with most of its terms being applicable to other subjects as well. This may relate to the fact that middle-school mathematics teachers hold generalist degrees and usually teach more than one subject, perhaps making general aspects of teaching more salient. Some of the terms relating to lesson structure and phases can be mapped onto the local Framework for Good Teaching that guides teachers’ professional activities. Furthermore, we documented agency connotations in the terms, finding that most terms refer to actions that are exclusive to teachers (37 terms). This apparent secondary role of students can be linked to classroom studies in the country, which show that teacher-led activities focused on transmitting information and practising skills are emphasised, with scarce opportunities for students’ contributions (Preiss et al., 2015, 2016). Implications of the lexicon for future research and professional development in Chile are discussed