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The General e grand estoria (GGE), a universal history commissioned by King Alfonso X in the 13th century, is a uniquely vast and rich resource, bringing together Christian, Muslim, and Jewish sources, as well as apocryphal and Classical ones, translated into the newly-evolving Castilian language. We maintain that only a wide-ranging, international and interdisciplinary team can unlock the complexities of this enormous, multicultural text, and that digital tools are essential for managing this collaborative work. “The Confluence of Religious Cultures in Medieval History” is a collaborative project to digitize, edit, annotate, and translate the text. We set out how the project offers a new partnership model, suite of digital tools, and experiential learning opportunities for emerging digital humanists and scholars of Spanish, English, French, Arabic, and Hebrew, and explore the possibilities opened by the digital to advance a coordinated global program of training and knowledge mobilization.

The Alliance of Antifascists Intellectuals for the Defense of Culture represents one of the most important institutions for the understanding the antisfacist discourse during the Spanish Civil War. This paper explores the position of women in the group and her image in the group’s magazine: El Mono Azul. A journey through the idea of the feminine in the first women’s groups of the 20th century is traced to finish with a study of the texts published in the aforementioned magazine, in connection with the other antifascist magazines such as Hora de España or Mujeres Libres.

El colectivo de personas mayores es uno de los más afectados por esta pandemia. Es considerado grupo de riesgo y la edad es un factor relevante en la respuesta que da el organismo frente a la Covid-19. Para afrontar esta situación y esta enfermedad es importante que las personas se cuiden a nivel biopsicosocial. El presente trabajo tiene como fin exponer un programa de autocuidado y de activación psicológica: “Vacuna Emocional para la COVID-19”. Dirigido a personas mayores sin o con deterioro cognitivo leve, de manera individual o grupal, en diferentes entornos: residencial, domiciliario, centro de día, etc., valorando el efecto de este programa en la mejora de su calidad de vida, distinguiendo entre contextos rurales y urbanos. El programa consta de 10 sesiones de una hora y media de duración aplicándose dos sesiones semanales. En cada sesión se trabaja una pauta de autocuidado a través de un mensaje con forma de refrán que facilita la activación mnésica. Desde la Terapia de Aceptación y Compromiso y siguiendo el paradigma de la Atención Centrada en lo Importante para la Persona, se aborda la gestión emocional, la estimulación cognitiva y la activación conductual de manera que se produzca un mejor afrontamiento de la situación actual. Se enfatiza el proyecto de vida de cada participante a través de la orientación en valores. Utilizando un diseño cuasiexperimental pre-post con grupo control, se emplean los instrumentos: registros conductuales, escalas y cuestionarios que midan calidad de vida, ansiedad, depresión y evitación experiencial. Se espera una mejora en la salud y bienestar a través de la activación psicológica en la muestra diana respecto al grupo control. Se destaca la necesidad de este tipo de intervención psicológica en el ámbito gerontológico por su viabilidad, eficacia y demanda social.

Birley, A. R. (ed.), Select Correspondence of Ronald Syme, 1927-1939 [History of Classical Scholarship, Supplementary Volume 1], Newcastle Upon Tyne-Venezia, 2020, 211 págs., ISBN 9781838001803 [Reseña]

This paper has the triple purpose of compiling the knowledge of a specific period of the recent Spanish History, learning in a methodological way how to conduct an historic research and using the Oral History as a technic of qualitative investigation. In other words, the purpose is to teach History, to teach how to «construct» History and, finally, to teach the basics of the methodology of the Oral Sources. So that, through a brief didactic experience, the students can be the protagonists in reconstructing the History of the recent past period of our country. This period of the History is part of the fourth year of the Secondary Education Curriculum.

El presente artículo pretende rastrear los caminos por los que la noción de belleza ha transitado durante el pensamiento medieval, identificando dos grandes líneas de pensamiento: la belleza ontológica y la belleza formal. Ambos vienen a coincidir en la reflexión de Tomás de Aquino, cuya mirada abrirá el camino hacia una reflexión más autónoma del arte.

The game is one of the methodological principles that is identified with theories related to the constructivist current, founded by authors such as Vygotsky, Ausubel or Piaget, and which guides and frames project work. The game allows the child to act naturally, spontaneously, freely, safely, relaxedly, with possibilities for error and without criticism. Furthermore, it is a fundamental element of individual and progressive identity as it allows you to express and share ideas, contrast and test knowledge of yourself and your environment, being able to develop and consolidate them progressively. Being the gamethe methodological principleand the basis of thelearning processthat guides the teaching practice of the author of this work in Early Childhood Education, the modification of the play corner of the house, which until now existed, wascarried outand planning and launch arestaurantcorner. Theexperience was carried out with a group of 14 students or 4-year-old children from a fishing village on the ntabrian coast. The learning situations that occurred in the classroom were very diverse, having the child as the central axis and main protagonist, to guarantee their educational success. The role play that involves the organization of a restaurant corner in the class, led the children to have an ever deeper and more complete knowledge of themselves, to promote their personal autonomy, in addition to having a greater knowledge of the close environment and actively participate in it. Another result of the practice carried out was the development of different types of languages to express feelings, ideas, thoughts, etc., leading to reaching the final objective that was intended with the project.

Since the origin of Project Work dates back to 1577, it is now when it is being implemented within classrooms, completely changing the way of teaching and, therefore, of education. In it, the child acquires a series of skills that are not offered by traditional teaching: he is the protagonist, while enjoying autonomy, initiative and security. After having investigated the origins, characteristics and typologies of Project Work, the evaluation of its practical application is proposed based on a project carried out in the educational environment of a school in the city of Palencia-Spain, based on a real experience occurred during the Practicum III of the University of Valladolid, in an Early Infant Education classroom, with 25 students of 4 years. From this perspective, one responds to the approach: was project work really applied in the classroom, object of research? For the evaluation of the experience obtained, the criteria proposed by Jato (2015) are taken into consideration, which are based on the methodological principles of project work. The results indicate that the high motivating component of the tasks requested within this methodology, makes the students stay interested, active, critical and creative, while assuming responsibilities and roles with which to work cooperatively with others. people involved in the project. However, there is a great difference between the theoretical postulates and the observed practice, which leads to rethinking the need for a change in the teaching process, as well as a renewal of knowledge by teachers in order to adapt to the changes that suppose this new way of conceiving education.

Although for years ago, pedagogues and teachers have advocated more innovative methodologies than those that were being developed in schools, it is, at this moment, when most fervently, something is being removed in a large part of the teachers that are leading to wanting to change the current teaching-learning processes, wanting to innovate and trying new pedagogical approaches. Project work (PW) is a clear example of these new pedagogical perspectives that are increasingly being implemented in classrooms. Give theoretical foundation to this active and innovative methodology, theoretically support the teaching practice around project work and propose an intervention model based on the methodological principles that support it, are the general objectives or results expected at the end of the review process of the available evidence, on the relationship between the methodological principles that guideteaching practicefor the development of Project Work(construction ofsignificant learning, learning functionality, ability to learn to learn, modification of the knowledge schemes that the student already has intense activity on the part of the student -observation, experimentation, research-, individualization, socialization, positive self-concept, motivation, play, globalization) and the success of the teaching learning process. The search was concentrated on articles published between 1998 and 2017, which are synthesized in a table that examines interventions that have been carried out with the aim of promoting PW with the subsequent aim that it improves the teaching process- learning. The body of evidence reviewed yields results of interventions that have been proven to be effective in promoting PW within the curriculum of any educational level / modality, suggestingthat there is a causal relationship where PW predicts the success of the educational process (Funds were received from the MOBILITY RESEARCHERS UVa BANCO SANTANDER 2020).

Educating in values and providing primaryschoolstudents with skillsisan unavoidable educational duty. The aim of this paper is to create a programme for the conveyance of values and the acquisition of skills through theatre. The purpose will be to help teachers and tutors to introduce and develop the values and competencies proposed in the current legislation with a highly motivating activity increasingly recognized within the field of active methodologies. For this reason, we legally and theoretically justify the elements that define the Education in values; seek arguments and evidence that justify the use of the theatre as an introductory tool to the value-based teaching and learning process; and prove that the theatre is a highly motivating and unifying tool for the entire educational community throughout the the development of a proposal. In general terms, it can be observed that this activity makes students feel like protagonists, establishing and complying with rules and commitments that they themselves have set, improving the classroom climate.

The studies of training for teaching, in Primary Education and Early Childhood Education, have allowed to know different methodologies and educational models, as well as the learning of professional skills, attitudes and competences that are required to practice teaching. In the case of Project Work methodology, despite having its origin several centuries ago, it is currently booming in Spain, being implemented especially in Early Childhood education classrooms, so it has been decided to expand the information on this methodology. For this reason, it has been necessary to resort to the review of various studies and examples of practical applications, carried out in some educational centers. The selection criteria of the school selected for this study, was framed within the context of the choice of centers for the development of Practicum IIIat the University of Valladolid,after prior investigation of thosecenters wherethis methodology was worked and carried out. This is how the choice of school allowed both direct observation of teaching practice in an Early Childhood classroom with 22 4-year-old students, as well as an evaluation of the practical application of the Project Work Methodology, under the focus of the following approach: are the criteria that this methodology follows being met? During the observed practice, data were obtained and 8 criteria were constructed to assess the observed practice. Likewise, a proposal for improvement has been made based on what the author of this work has contrasted with the methodological principles for the application of Project Work, following a logical order according to the proposed evaluation criteria and responding to: What says the theory?, What was observed in the real practice of the classroom? and ‘the improvement proposal: What would I do?

El objetivo de este trabajo es estudiar la relación entre J. César y D. Bruto en relación con los idus de marzo en la obra de R. Syme, así como la recepción de la visión del historiador oxoniense en esta materia. A tal fin, comenzaremos realizando una contextualización del tema sobre el que versa el escrito acusando la existencia de un cambio ostensible en el interés de Syme sobre César a partir de 1960. Seguidamente, efectuaremos un análisis de los trabajos del investigador neozelandés en los que se interesó por la cuestión César-Décimo. Y, en fin, estudiaremos los principales estudios que, tras Syme, han retomado el aspecto de la relación entre el dictador y Décimo. Syme reivindica un mayor peso en el cometido de Décimo en la trama criminal de los idus de marzo, y, a su juicio, la hipótesis de atribuir la paternidad de Décimo a César explica mejor el favor que aquel disfruto por parte de este durante toda su carrera. Las contribuciones de Syme allanarán el camino a futuras investigaciones, ora para suscribir sus tesis, ora para discrepar de ellas.

En la presente investigación se examinarán las relaciones entre la Perspectiva temporal futura y las Metas de vida en adolescentes estudiantes de nivel medio. Se trabajó con 110 estudiantes de escuelas secundarias de la Provincia de Buenos Aires. Se utilizó para la recolección de datos una encuesta de datos sociodemográficos, la adaptación local del inventario de Perspectiva Temporal de Zimbardo realizada por Galarraga y Stover (2016) y la escala de Metas de Vida de Cattaneo & Schmidt (2014). Los resultados indican que las personas que se orientan al presente hedonista disfrutan del momento presente, evitan responsabilidades y presentan aspiraciones de tipo solidarias,entre otras metas. En laactitud negativa haciael presentelosadolescentestienden aconformarse, pero esto no sucedería con aquellos que se orientan negativamente hacia el pasado. Además, en ambas orientaciones temporales no se evidencian metas que impliquen una planificación real hacia el futuro. En la orientación al futuro capacitarse para los adolescentes no constituirá un medio para lograr metas. Con relación a la edad se hallaron diferencias significativas, los de menor edad presentan metas afectivas y se orientaron al presente hedonista y fatalista. Los futuros egresados en electromecánica a diferencia de los futuros maestros mayores de obra estiman obtener un trabajo bien remunerado a partir del título obtenido. Se concluye que las metas establecidas por los adolescentes varían en función de la orientación temporal que prevalezca sobre ellos.

El alumnado de las Escuelas de Ingeniería de Tecnologías de la Información y las Comunicaciones (TIC) presenta una dispersión de la atención muy grande por vivir hiperconectados y por tener una sobrecarga de información a la hora de realizar sus tareas. En la Universidad Politécnica de Madrid (UPM) nos hemos preocupado de elaborar las asignaturas de humanidades y ciencias sociales presentes en su currículum con una variedad de metodologías. De esta manera, se consigue retener la atención de los estudiantes, se fomenta la participación, se cambia de ritmo en el aula y se facilita el aprendizaje activo y relevante. Las metodologías utilizadas son consensuadas por un equipo multidisciplinar de profesores e incluyen, entre otras: estudio de casos; aprendizaje por retos basados en su entorno; puzle de trabajo cooperativo de Aronson; lectura diaria de prensa; debates; lectura de libros clásicos; visionado de fragmentos de documentales. Algunos de los temas que se trabajan en estas asignaturas son Objetivos de Desarrollo Sostenible, las revoluciones tecnológicas, ética y derechos humanos, privacidad, neutralidad de la red, brecha digital de género.

El objetivo del presente artículo es trazar un recorrido por las principales líneas de la cosmología de Filón de Alejandría tal y como ésta se manifiesta en su obra De Opificio Mundi. Dicha obra es exponente de la síntesis que lleva a cabo el autor entre judaísmo alejandrino y algunas corrientes filosóficas del helenismo tardío. Por eso, estudiar la concepción que de la creación del mundo tiene Filón es estudiar sus influencias filosóficas y religiosas, pero es asimismo estudiar las innovaciones que el alejandrino propone en sus escritos y que suponen un importante paso hacia delante en el camino hacia la formulación de la doctrina de la creatio ex nihilo.

Este trabajo explora las posibilidades que el concepto del testimonio ético, vinculado al teatro documento como forma específica de dramaturgia política, muestra para desestabilizar el discurso hegemónico sobre la violencia de género. Para ello, analizamos el texto y la puesta en escena de la obra de teatro documental, Jauría, escrita por Jordi Casanovas y dirigida por Miguel del Arco, que presenta directamente al público los hechos ocurridos en el caso de la llamada Manada, a través de las transcripciones del juicio que tuvo lugar en 2018 en el Tribunal Superior de Justicia de Navarra. La operacionalización de las cuatro dimensiones del testimonio ético nos servirá para indagar en los modos en los que Jauría se construye como narración ética de la violencia mediante, entre otros, el relato directo de los hechos y los mecanismos discursivos de la persuasión, específicamente vinculada a una forma de poder. Finalmente, concluimos que la narración de la violencia sexual situada en el paradigma del testimonio ético contribuye a desafiar el relato dominante sobre la violencia activando una respuesta política orientada a la transformación social.

O presente trabalho tem como objetivo descrever duas práticas sequenciais de negociação, utilizadas por um inspetor de polícia nos interrogatórios policiais da Delegacia de Repressão a Crimes Contra a Mulher (DRCCM): (i) sequências de encaminhamento para apresentação de solução pelas partes; e (ii) sequências de apresentação de solução pelo inspetor. Utiliza-se como referencial teórico-metodológico a Análise da Conversa Etnometodológica para o estudo de práticas sociais construídas localmente nas interações. Esse estudo é de natureza aplicada e mostra que os policiais fazem negociação nos interrogatórios. Espera-se que este material possa servir de base para a reflexão profissional de policiais para melhor atenderem à população.

The dispute on mongrelization starts to play a fundamental role in Latin America inside the modernist debates about the national unity between the end of the XIX century and the beginning of the XX century, to later acquire an unprecedented global diffusion in the eighties and the nineties of the last century. Using the writings of the Bolivian sociologist Silvia River Cusicanqui and of the Argentinian anthropologist, who has long since been active in Brazil, Rita Segato, the essay reconstructs the historic and political happening of metissage in Latin America. The authors show that it is an historical concept which worked as an instance of legitimation both in the period of colonial oppression and later in the epoch of republican modernization. It represents the instrument to hide – if not to delete – the original character of modern State; for this reason it has been able to play a fundamental role in the epoch of liberalism as much as in the neoliberal one. However in mongrelization what is also at stake is that it can express the radically de-colonizing impulse of the differences as forms of litigation which inhabit the complex contemporary Latin American territories.