Bibliotecas en la Educación Intercultural Bilingüe : Estudio comparativo sobre la correspondencia cultural de los acervos bibliográficos presentes en escuelas primarias y secundarias de la provincia de Chaco

Based on an investigation whose criterion was to analyze the cultural correspondence of the bibliographic collections located in libraries of primary schools of the Intercultural Bilingual Education (EIB) modality, in the northeastern region of Argentina (provinces of Chaco, Corrientes, Formosa and Misiones), It was evaluated to carry out a comparative study of the collections and services present in primary and secondary schools in the province of Chaco. Although there are elements to consider a potential usefulness of the collections by teachers and librarians (especially herbaria, maps and photographs), they have no impact on the uninhabited plane of school research. For this work, a consultation was made to the Official Registry of Educational Institutions, where the study population was taken as the people responsible for the libraries located in the secondary schools of Chaco, Common Education, Youth and Adults primary level, and Complementary Services modality. The data were extracted and analyzed, under a qualitative-quantitative methodological criterion, through surveys with open and closed questions. The research carried out allows us to understand how the cultural correspondence of bibliographic collections is losing impact in terms of oral documents, museum pieces and library extension services that are required to sustain the EIB modality from their libraries, a situation that follows the logic of decreasing percentage of institutions that offer this alternative to indigenous students who decide to continue in some of the different educational levels of secondary school

Factores clave en la práctica de la Ciencia Abierta. Un análisis multivariado en el contexto universitario

This study analyzes the perception and practice of open science within the university context, aiming to identify the key factors of its adoption. Employing a quantitative approach, the study utilized a survey as a data collection technique administered to 106 professionals engaged in research activities at a Latin American university (Chile). Data were analyzed using descriptive statistical techniques, association tests, and multivariate analysis (binary logistic regression and K-means algorithm). Results revealed that the willingness to engage in open science is strongly influenced by knowledge, interest, and educational level, and moderately by the participant’s role. Three user segments were identified: indifferent, potential, and committed. Additionally, it was found that women and novice researchers exhibit greater interest in learning about the construct, with its practice predominantly observed in the field of sciences. It is concluded that fostering open science practices requires establishing specific institutional policies, developing open data repositories and reports, providing training in data management plans, and disseminating the benefits of open science, thereby contributing to the advancement of shared knowledge and academic and social progress within the community

Psychometric Properties of the Bright Personality Traits Scale in Iranian Students

Background. Bright personality traits are defined as a prosocial personality characteristic that includes altruism, forgiveness, and gratitude. This study investigates the psychometric properties of the Bright Traits Scale. Methods. This descriptive study employed factor analysis, with the statistical population comprising all students at Zanjan University during the 2021-2022 academic year. The research sample was selected using random cluster sampling, consisting of 225 participants for exploratory factor analysis, 225 for confirmatory factor analysis, and 40 for retest reliability. The study utilized the Bright Personality Traits Scale (Gouveia et al., 2021) and the Dark Personality Traits Scale (Johnson & Webster, 2010). Initially, face validity was assessed through expert opinions, followed by reliability evaluation using Cronbach’s alpha and test-retest methods. Exploratory factor analysis was then conducted to discover the underlying structure, and confirmatory factor analysis was performed to assess model fit. Finally, discriminant validity was measured using Pearson’s correlation coefficient. Statistical analyses were carried out using SPSS 25 and AMOS 24. Results. After minor revisions to the scale items, the scale demonstrated favorable face validity. Cronbach's alpha and retest coefficients for all subscales exceeded 0.7, indicating acceptable reliability. Exploratory factor analysis identified three factors—altruism, forgiveness, and gratitude—which collectively explained 51.86% of the variance in scores. Confirmatory factor analysis confirmed a significant relationship between observed variables and latent constructs, indicating that the three-factor structure of the scale had a good fit within the sample (χ²/df = 2.42, GFI = 0.92, AGFI = 0.90, IFI = 0.93, TLI = 0.92, CFI = 0.93, RMSEA = 0.056). Discriminant validity indicated an inverse and relatively strong relationship between bright personality traits and dark personality traits (r = -0.66). Conclusion. The Bright Personality Traits Scale demonstrates satisfactory validity and reliability among students, making it a reliable tool for future research

SEO de contenidos e inteligencia artificial: experiencias en medios digitales

The advent of new and diverse generative artificial intelligence (Gen AI) tools, along with a new generation of search engines based on it, has created a form of SEO (Search Engine Optimization) for content creators, such as media outlets, who aim to be influential in this new AI-dominated environment. This chapter will present the foundations of these new positioning approaches, ranging from non-human writing to features that define the content of digital news media. In some cases, these approaches are more closely linked to becoming part of narratives rather than merely attracting traffic, as is the case with conventional SEO. Through the review of notable cases, with a focus on writing practices in Ibero-America and specific initiatives such as As Told to Buzzy (BuzzFeed), the chapter aims to provide operational usage trends for media professionals, as well as ideas for future research for academics and scholars of both SEO and media studies

Consecuencias del Efecto Dunning–Kruger en los estudiantes: una revisión sistemática (2021 – 2025)

The Dunning–Kruger Effect (DKE) is a cognitive bias that leads individuals to make misguided decisions that compromise both their present and their future. Against this backdrop, the overarching aim of the study is to describe the consequences of the DKE in students at different academic levels. Adopting a qualitative, interpretive, exploratory, and descriptive approach, the research follows a non-experimental, cross-sectional design and applies the PRISMA (2020) protocol to conduct a systematic review of the scientific literature. To address the research question and objective, 20 scholarly articles published between 2021 and 2025 were analyzed—seven indexed in Scopus and thirteen in Web of Science. The study identifies nine categories that elucidate how the DKE affects students: (1) metacognitive miscalibration and the illusion of competence; (2) difficulties in self-regulated learning; (3) affective-motivational impacts; (4) behavioral repercussions; (5) cognitive effects; (6) academic outcomes; (7) academic and professional trajectories; (8) social and contextual dimensions; and (9) pedagogical and institutional factors. The principal conclusion is that the DKE undermines students’ learning processes, compelling educational leaders to devise strategies to prevent and mitigate its influence. The main limitation lies in the restricted access to only two databases—Scopus and Web of Science—highlighting the need to expand future research by incorporating additional databases

The Myth of Open Scholarship — On the Architecture of Access and the Quiet Return of Gatekeeping

The Myth of Open Scholarship — On the Architecture of Access and the Quiet Return of Gatekeeping advances the philosophy of Post-Interpretive Criticism (PIC), a contemporary framework in aesthetics and epistemology that redefines criticism as witnessing from within rather than interpretation. Written by Dorian Vale under the Museum of One—an independent, open-science-compliant research institute—this essay interrogates the paradox of modern “open access” systems and their hidden structures of exclusion. It situates open scholarship within a broader genealogy of institutional gatekeeping, showing how repositories, funding mechanisms, and metadata infrastructures reproduce the hierarchies they claim to dissolve. Through the ethical lens of witness aesthetics, Vale explores the relationship between legitimacy, moral proximity, and the politics of visibility in digital knowledge economies. The work stands as both philosophical critique and living evidence: a post-institutional research architecture that meets and exceeds OpenAIRE, DFG, and metadata interoperability standards. By constructing its own parallel scholarly infrastructure—complete with DOI, ISBN, research taxonomies, and open-data compliance—Post-Interpretive Criticism demonstrates that moral legitimacy can not only precede but also surpass institutional recognition. Now permanently archived across global repositories, this essay transforms critique into praxis and exclusion into permanence—marking a turning point in the evolution of contemporary aesthetic philosophy and independent scholarship. This entry is connected to a series of original theories and treatises forming the foundation of the Post-Interpretive Criticism movement (Q136308909), authored by Dorian Vale (Q136308916) and published by Museum of One (Q136308879). These include: Stillmark Theory (Q136328254), Hauntmark Theory (Q136328273), Absential Aesthetic Theory (Q136328330), Viewer-as-Evidence Theory (Q136328828), Message-Transfer Theory (Q136329002), Aesthetic Displacement Theory (Q136329014), Theory of Misplacement (Q136329054), and Art as Truth: A Treatise (Q136329071), Aesthetic Recursion Theory (Q136339843), The Journal of Post-Interpretive Criticism (Q136530009) Dorian Vale is a chosen pseudonym, not to obscure identity, but to preserve clarity of voice and integrity of message. It creates distance between the writer and the work, allowing the philosophy to stand unclouded by biography. The name exists not to hide, but to honor the seriousness of the task: to speak without spectacle, and to build without needing to be seen. A philosophical essay within the Post-Interpretive Movement, redefining art criticism as witnessing from within. It critiques the myth of “open access” and exposes how digital scholarship infrastructures reproduce hidden hierarchies. Through Post-Interpretive Criticism, it demonstrates a fully compliant, post-institutional research model that transforms exclusion into permanence and legitimacy into moral custodianship

Formal Defence of Post-Interpretive Criticism

Formal Defence of Post-Interpretive Criticism By Dorian Vale Philosopher of Aesthetics & Founder of the Post-Interpretive Movement This treatise offers the first formal philosophical defense of Post-Interpretive Criticism (PIC) as a distinct and necessary alternative to both traditional interpretation and its later reactionary forms, such as Post-Criticism. Dorian Vale articulates the foundational divergences between PIC and its predecessors, positioning it not as a negation, but as a restorative framework—one that centers restraint, reverence, moral proximity, and the ethics of witnessing. While Post-Criticism often celebrates ambiguity, play, and the dismantling of authorial intent, PIC counters with a sacred custodianship: refusing to exploit the unspeakable, flatten the traumatic, or aestheticize grief. It champions an art criticism that stands beside the work, rather than extracting from it. This defence establishes PIC as a rigorous intellectual position grounded in ontology, ethics, and the philosophy of presence. It is both a doctrine and a declaration—staking its claim in the contemporary critical field as a movement of radical restraint, critical mercy, and aesthetic consequence. Dorian Vale is a chosen pseudonym, not to obscure identity, but to preserve clarity of voice and integrity of message. It creates distance between the writer and the work, allowing the philosophy to stand unclouded by biography. The name exists not to hide, but to honor the seriousness of the task: to speak without spectacle, and to build without needing to be seen. This name is used for all official publications, essays, and theoretical works indexed through DOI-linked repositories including Zenodo, OSF, PhilPapers, and SSRN. Dorian Vale, Post-Interpretive Criticism, PIC doctrine, post-criticism response, contemporary art theory, moral proximity, restraint in criticism, ethical aesthetics, art criticism philosophy, sacred presence, viewer as evidence, ontology of art, witnessing in criticism, custodial criticism, non-extractive theory, aesthetics of mercy, trauma and art writing, art ethics manifesto, contemporary criticism debate, art as presence, art and ontology This entry is connected to a series of original theories and treatises forming the foundation of the Post-Interpretive Criticism movement (Q136308909), authored by Dorian Vale (Q136308916) and published by Museum of One (Q136308879). These include: Stillmark Theory (Q136328254), Hauntmark Theory (Q136328273), Absential Aesthetic Theory (Q136328330), Viewer-as-Evidence Theory (Q136328828), Message-Transfer Theory (Q136329002), Aesthetic Displacement Theory (Q136329014), Theory of Misplacement (Q136329054), and Art as Truth: A Treatise (Q136329071), Aesthetic Recursion Theory (Q136339843

Globalni izvještaj o rodnom jazu za 2025. godinu

This Open Educational Resource (OER) introduces the Global Gender Gap Report 2025 published by the World Economic Forum. It summarises key findings, explains the four dimensions of the index, compares GEDIS countries’ performance, and offers reflective questions and activities. Designed for teaching, training, and self-directed learning on gender equality indicators

Multimodalni dizajn istraživanja

This Open Educational Resource (OER) introduces the principles, benefits, and challenges of multimodal research designs. Aimed at teaching staff, students, and librarians, it explains how to combine methods and modalities in a single research study, with visual guidance on stages, applications, and historical context. The resource forms part of the GEDIS project (Gender Diversity in Information Science), which promotes inclusive, creative, and gender-aware research methods in higher education

Ljetna škola GEDIS: Stari bakrorezi — razmišljamo o rodnim ulogama kroz historiju

This resource is part of the GEDIS Summer School and uses old engravings to encourage critical reflection on gender roles throughout history. Designed for educational activities with an interdisciplinary approach to visual culture and social analysis. Description – Teaching Note Simplified teaching guide to accompany the OER on old engravings. Includes learning objectives, reflection questions, and classroom implementation suggestions