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Questo saggio presenta un'edizione critica e uno studio della traduzione spagnola anonima del De bello italico adversus Gothos (1441-1442) di Leonardo Bruni. La traduzione è indirizzata al nobile castigliano Fernando Álvarez de Toledo. Si studiano l'identità del destinatario e quella del traduttore, nonché la cronologia, il contesto storico e l'irradiazione di questo volgarizzamento. Sebbene il Libro de belo gótico sia stato quasi trascurato nella storia della letteratura, è la traduzione in spagnolo di Bruni ad avere il maggior numero di manoscritti conservati (sette). Per la prima volta, viene offerta un'edizione critica dei prologhi del traduttore e di Bruni, assieme a un'analisi che evidenzia le conseguenze ecdotiche e interpretative dell'esame della sua tradizione testuale.

Presentamos los trabajos del volumen colectivo: Conversos en la encrucijada, 1391-1492. Texto, exégesis, doctrina, historia e identidad

Higher education in general, and in engineering higher education in particular, is constantly under pressure to introduce reforms that improve the employability of graduates. Among the most common claims is the development of a more active and competency-based teaching oriented to the development of professional and personal skills. The university institution responds to these claims, sometimes in a timid way, but others by embarking on great transformation projects. A good example of this is the project to build the European Higher Education Area. However, the challenge of developing a more active and competency-based teaching faces numerous difficulties and barriers because many of the necessary changes are in sharp contrast with a status quo that has been consolidated over centuries. Difficulties and barriers include a lack of deep understanding (and even lack of acceptance) of some of the implications of the challenges we are facing, the learning of new techniques and tools that are not easy to use or unsuitable organizational structures. In this paper, we explore the nature of some of the challenges and review the difficulties and barriers most mentioned most often by those who dare to try. Anyone who wants to address the challenges or has a responsibility to facilitate changes should be aware of all these difficulties and barriers.

PURPOSEPediatric neuro-oncology resources are mostly unknown in Chile. We report the human and material resources available in Chilean hospitals providing pediatric neuro-oncology services.METHODSA cross-sectional survey was distributed to 17 hospitals providing pediatric neuro-oncology services (Programa Infantil Nacional de Drogas Antineoplásicas [PINDA] hospitals, 11; private, 6).RESULTSResponse rate was 71% (PINDA, 8; private, 4). Pediatric neuro-oncology services were mainly provided within general hospitals (67%). Registries for pediatric CNS tumors and chemotherapy-related toxicities were available in 100% and 67% of hospitals, respectively. CNS tumors were treated by pediatric oncologists in 92% of hospitals; none were formally trained in neuro-oncology. The most used treatment protocols were the national PINDA protocols. All WHO essential medicines for childhood cancer were available in more than 80% of the hospitals except for gemcitabine, oxaliplatin, paclitaxel, and procarbazine. The median number of pediatric neurosurgeons per hospital was two (range, 2-6). General neuroradiologists were available in 83% of the centers. Pathology specimens were sent to neuropathologists (58%), adult pathologists (25%), and pediatric pathologists (17%). Intensity-modulated radiotherapy, conformal radiotherapy, and cobalt radiotherapy were used by 67%, 58%, and 42% of hospitals, respectively. Only one private hospital performed autologous hematopoietic cell transplant for children with CNS tumors.CONCLUSIONA wide range of up-to-date treatment modalities are available for children with CNS tumors. Our survey highlights future directions to improve the pediatric neuro-oncology services available in Chile such as the expansion of multidisciplinary clinics, palliative care services, long-term cancer survivorship programs, dedicated clinical research support teams, establishing standardized mechanism for sending pathologic specimen for second opinion to international specialized centers, and establishing specialized neuro-oncology training program.

Introduction Cortisol, the hormonal endpoint of Hypothalamic Pituitary Adrenal (HPA) axis, coordinates the body response in front of daily stressful situations. Disturbances in cortisol circadian rhythm have been implicated in the pathophysiology of depression and neurodevelopment lasting consequences. Although pregnancy entails a progressively increase in cortisol levels, the consequences of subclinical depression traits during pregnancy in cortisol circadian rhythm remains unclear. Objectives To analyze the impact of prenatal subclinical depressive symptomatology in cortisol circadian rhythm through pregnancy and its relevance for postpartum depression risk. Methods A cohort of 112 healthy pregnant women (Mean age±SD=32.32±4.37) of the general population was followed throughout their first pregnancy and first two months of postpartum period. Diurnal salivary cortisol curve (four measures) was obtained for every trimester; the Area Under the Curve with respect to the ground (AUCg) and with respect to the increase (AUCi) were used as measures of basal HPA axis functioning. Depressive symptomatology was assessed every pregnancy trimester and postpartum period following EPDS criteria. All the analyses were adjusted for maternal age, weight, ethnicity and socioeconomic status and sample collection’s time. Results Prenatal subclinical depressive symptomatology (EPDS>10) was associated with a blunted cortisol rhythm during first trimester (F= 3.913,p=.011) but not during second (F=2.629, p=056) or third trimesters (F=.411,p=.724). Furthermore, a logistic regression model showed a positive association between Prenatal subclinical depressive symptomatology and the risk of postpartum depression (χ2=13.8, p

En este artículo se analizan las características de la tradición textual y editorial del Oracional (ca. 1454). Este tratado, compuesto por Alfonso de Cartagena, obispo de Burgos, a petición del noble Fernán Pérez de Guzmán, expone el sentido y las formas de la oración cristiana. La difusión y recepción del Oracional parece limitada a la segunda mitad del siglo XV y al ámbito castellano. Sin embargo, su huella espiritual es decisiva. Se estudia el significado del título del libro, su origen y su lugar entre otras obras de Cartagena. El Oracional asume el esquema de la quaestio escolástica, pero adapta su formato a una exposición doctrinal de carácter abierto, asimilada en parte de otro sistema discursivo como el de la epístola. El libro de Cartagena, perfectamente anclado en la ortodoxia, es un precursor de la devotio moderna, en el que la espiritualidad externa y la personal pueden convivir en el marco social de referencia de la nobleza castellana, a la que se muestra un modelo concorde de república cristiana. En este modelo la mujer y la institución del matrimonio tienen un papel relevante.

El objetivo del presente artículo será analizar y revisar el actual Programa de Educación Religiosa Escolar Católica (EREC). Esta nueva perspectiva plantea trasladar al Programa EREC desde una ubicación centrada en la asignatura de Religión a una postura vinculada al medio, integral y dialogante con los distintos sectores de aprendizaje. Lo anterior se concreta con la incorporación del trabajo interdisciplinario y se propone complementarlo con el uso de Trayectorias de Aprendizaje. Estas últimas permiten trazar un desarrollo gradual de los contenidos de la asignatura de Religión evitando que los estudiantes experimenten contradicciones y colisiones con otros sectores de aprendizaje. Además, se propone el esbozo de un modelo para desarrollar de forma eficaz un contenido programático. Metodológicamente, esta será una investigación bibliográfica referida especialmente a documentos ministeriales, complementados con otros autores.

Prefacio al número. Alfonso de Cartagena, tradiciones y contextos

While full-physics fire models continue to be unsuitable for wildfire emergency situations, the so-called operational fire spread simulators are incapable of providing accurate estimations of the macroscopic fire behavior while quickly reacting to a change of governing spread mechanisms. A promising approach to overcome these limitations are data-driven simulators, which assimilate observed data with the aim of improving their forecast with affordable computation times. Although preliminary results obtained by several data-driven simulators are promising, this scheme needs intensive validation. Detailed studies of the particular aspects related to data assimilation are essential to gain insight about the applicability of this approach to operational wildfire simulation. This paper presents the validation of the simulator presented in Rios et al. (2014b, 2016, 2018) with a large scenario of real complexity with intricate terrain. The study case corresponds to a wildfire of significant repercussions occurred in Catalonia in March 2014. We employed as reference data the event reconstruction performed by the Catalan Fire Service and validated with operational observations. Detailed information about fuel and meteorology was collected by the fire brigades and allowed reconstructing the fire development with Farsite, a widely employed simulator. Subsequently, our simulator was tested without a detailed description of the fuel and wind parameters, i.e., imitating its intended deployment conditions. It proved capable of automatically estimating them and correctly simulating the fire spread. Additionally, the effect of the assimilation window on the forecast accuracy was analyzed. These results showed that the simulator is able to correctly handle complex terrain and wind situations to successfully deliver a short-term fire-front forecast in those real and complex scenarios.

En este trabajo se pretende revaluar y contextualizar la historia impresa de Séneca en España a partir de tres versiones que gozaron de fortuna en el entramado editorial castellano hasta aproximadamente 1550: los Proverbios de Séneca, con la glosa de Pero Díaz de Toledo, Los cinco libros de Séneca, en versión de Alfonso de Cartagena, y las Epístolas de Séneca vinculadas a la figura de Fernán Pérez de Guzmán. En relación a estos textos ha sido parcialmente estudiada su tradición manuscrita, pero se ha prestado poca atención a los rasgos específicos de su tradición impresa. A través del estudio de elementos textuales, culturales y editoriales se pretende trazar una aproximación a este corpus paradigmático.

Jet fires, often originated by the ignition of hydrocarbon sonic jets, are characterized by a high momentum jet flame lifted from the outlet orifice. The high thermal flux released, especially if there is flames impingement on a given equipment, can lead to a domino effect. Therefore, predicting its size and shape is quite interesting in order to foresee the possibility of this effect on a given equipment. Several mathematical models have been proposed to predict jet fires main features, some of them based on experimental data. However, the analysis of jet flames can be sometimes difficult. In this communication, an in-house infrared imaging software for jet fire analysis is presented, which allows the calculation of different flame-geometry descriptors. A set of capabilities are included in a graphical user-friendly interface that can help users to easily obtain fire metrics. The tool also provides options to export the results for a post-processing analysis useful for risk prevention, such as preventive design and calculation, and emergency protocols design.

El manuscrito Add. 21245 de la British Library contiene el único testimonio de la Ilíada de Homero en castellano, según la versión parcial procedente de los textos latinos de Pier Candido Decembrio y Leonardo Bruni. La autoría (atribuida a Pedro González de Mendoza, hijo del Marqués de Santillana) y datación de esta traducción son controvertidas. Se discuten las dudosas certezas manejadas hasta la fecha. Las hipótesis más verosímiles se ponen en relación con el resto de los textos que forman el ms. Add. 21245. Se estudia su entronque con otros manuscritos (latinos) y su tradición textual. El objetivo de este artículo es ofrecer un contexto que ilustre la importancia y posición de la traducción parcial del Grammaticon de Decembrio, que se edita junto a uno de los testimonios del texto latino. Se subraya la importancia del vocabulario procedente del Grammaticon para la historia de la lexicografía española.

Alfonso de Cartagena translated and glossed Seneca's treatise De clementia at the beginning of the 1430s. This translation was incorporated into a larger corpus of vernacular versions of the work of Seneca (or attributed to Seneca) that Alfonso de Cartagena devoted to the king of Castile, Juan II. The textual tradition and the cultural significance of this corpus was outstanding. Texts such as the Libro de la clemençia opened new semantic fields where the Roman concept of clementia, for instance, was integrated into a new political, legal and ethical definition of the regal figure. Through the analysis of the use of the term clemencia in a selection of authors and texts, the conflict between theory and practice shows that the incorporation of technical vocabulary and philosophical traditions generated a collision with history.

Júlia, una alumna de la Escola d’Enginyeria de Telecomunicació i Aeroespacial de Castelldefels, acaba de superar la última de una cadena de cinco asignaturas consecutivas de diseño de aplicaciones informáticas, todas ellas organizadas bajo el modelo de aprendizaje basado en proyectos. En este artículo ella dialoga con uno de sus profesores (Miguel) sobre las virtudes, limitaciones e inconvenientes del aprendizaje basado en proyectos, de acuerdo con su experiencia a lo largo de esa cadena de asignaturas. Júlia aporta la visión fresca del alumno sobre las metodologías activas y, en particular, sobre aprendizaje basado en proyectos, visión ésta (la de los alumnos) no siempre suficientemente presente en el frecuente discurso sobre metodologías docentes. Júlia, además, habla desde la experiencia cosechada no en una asignatura puntual que encontró en su camino, sino de un proceso formativo de tres años en los que se ha insistido en una metodología y en unos criterios de funcionamiento que han pretendido dejar una huella más profunda en su formación. Júlia confirma, contradice y, en definitiva, aporta elementos de juicio que pueden ayudar a otros docentes a cuestionar su labor y, en todo caso, a otorgar el valor que merece lo que tenemos entre manos: la formación de nuestros alumnos.ABSTRACTSpeaking of project-based learning with Júlia.Júlia, a student at the Escola d’Enginyeria de Telecomunicació i Aeroespacial de Castelldefels, just passed the latest in a sequence of five consecutive subjects on designing computer applications, all of them organized according to the project‐based learning model. In this article Júlia talks with one of her teachers (Miguel) on the strengths, limitations and disadvantages of project‐based learning, according to their experience along this sequence of subjects. Júlia brings student's fresh insight on active methodologies and, in particular, on project‐based learning, enriching in this way the common discourse on teaching methodologies where student’s visions and opinions are not always present. Julia also speaks from the experience gained not in one punctual and isolated experience limited to a single subject, but a three‐year training process in which we insisted on a methodology and operational criteria aimed at leaving a deeper and different footprint in student higher education. Júlia confirms, questions, contradicts and ultimately provides evidence that can help other teachers to ask themselves about their work and, in any case, to give it the value it deserves.

Júlia, a student at the Escola d’Enginyeria de Telecomunicació i Aeroespacial de Castelldefels, just passed the latest in a sequence of five consecutive subjects on designing computer applications, all of them organized according to the project-based learning model. In this article Júlia talks with one of her teachers (Miguel) on the strengths, limitations and disadvantages of project‐based learning, according to their experience along this sequence of subjects. Júlia brings student's fresh insight on active methodologies and, in particular, on project-based learning, enriching in this way the common discourse on teaching methodologies where student's visions and opinions are not always present. Julia also speaks from the experience gained not in one punctual and isolated experience limited to a single subject, but a three-year training process in which we insisted on a methodology and operational criteria aimed at leaving a deeper and different footprint in student higher education. Júlia confirms, questions, contradicts and ultimately provides evidence that can help other teachers to ask themselves about their work and, in any case, to give it the value it deserves.

This essay is a critical analysis of the translation and ideas of Rossend Arques on Petrarca's 'Secretum'. An open dialogue is proposed on how can to contribute modern theories, such as Hermeneutics of Desire, to throw light upon the meaning of Petrarca's work, as well as how this lecture can be combined with others in contrast.