27,408 research outputs found

    Balancing the urban stomach: public health, food selling and consumption in London, c. 1558-1640

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    Until recently, public health histories have been predominantly shaped by medical and scientific perspectives, to the neglect of their wider social, economic and political contexts. These medically-minded studies have tended to present broad, sweeping narratives of health policy's explicit successes or failures, often focusing on extraordinary periods of epidemic disease viewed from a national context. This approach is problematic, particularly in studies of public health practice prior to 1800. Before the rise of modern scientific medicine, public health policies were more often influenced by shared social, cultural, economic and religious values which favoured maintaining hierarchy, stability and concern for 'the common good'. These values have frequently been overlooked by modern researchers. This has yielded pessimistic assessments of contemporary sanitation, implying that local authorities did not care about or prioritise the health of populations. Overly medicalised perspectives have further restricted historians' investigation and use of source material, their interpretation of multifaceted and sometimes contested cultural practices such as fasting, and their examination of habitual - and not just extraordinary - health actions. These perspectives have encouraged a focus on reactive - rather than preventative - measures. This thesis contributes to a growing body of research that expands our restrictive understandings of pre-modern public health. It focuses on how public health practices were regulated, monitored and expanded in later Tudor and early Stuart London, with a particular focus on consumption and food-selling. Acknowledging the fundamental public health value of maintaining urban foodways, it investigates how contemporaries sought to manage consumption, food production waste, and vending practices in the early modern City's wards and parishes. It delineates the practical and political distinctions between food and medicine, broadly investigates the activities, reputations of and correlations between London's guild and itinerant food vendors and licensed and irregular medical practitioners, traces the directions in which different kinds of public health policy filtered up or down, and explores how policies were enacted at a national and local level. Finally, it compares and contrasts habitual and extraordinary public health regulations, with a particular focus on how perceptions of and actual food shortages, paired with the omnipresent threat of disease, impacted broader aspects of civic life

    Metodología de intervención para trabajar ODS. Educación a través de las artes

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    La Agenda 2030 presenta 17 Objetivos de Desarrollo Sostenible (ODS), con sus metas e indicadores universales que los países miembros de la ONU emplean para enmarcar sus políticas. Entre las metas del ODS 4 “educación de calidad” encontramos: “asegurar que todos los alumnos adquieran los conocimientos teóricos y prácticos necesarios para promover el desarrollo sostenible, entre otras cosas mediante la educación para el desarrollo sostenible y los estilos de vida sostenibles, los derechos humanos, la igualdad de género, la promoción de una cultura de paz y no violencia, la ciudadanía mundial y la valoración de la diversidad cultural y la contribución de la cultura al desarrollo sostenible”. La educación, se considera el motor de la Agenda 2030 porque, además de representar el centro del ODS 4, desempeña también un papel notable en la implementación de los demás, mejorando su alcance y efectividad. Así pues, entre las disciplinas que sustentan este trabajo se escogió la Educación para el Desarrollo Sostenible y la Ciudadanía Global como marco de acción y punto de partida en la formación de los ciudadanos de un futuro viable, equitativo y habitable. Se continuó investigando las oportunidades del desarrollo de la Competencia Intercultural en las relaciones humanas, aquello que diferencia a unas personas de otras puede aportar al conjunto de la sociedad y cómo la educación permitiría su aprovechamiento. Con todo ello, se planteó el marco didáctico de interacción en el cual se implementó la interculturalidad en el ejercicio educativo. Se estudió así el poder de las artes como medio de motivación e inspiración a la hora de transmitir de la manera más eficaz posible los valores considerados más arriba. El objetivo del presente estudio se centra en demostrar el potencial de las artes para fomentar las competencias comunicativas, sociales, interculturales, emocionales, de ciudadanía y sostenibilidad. Para ello, se ha realizado una investigación aplicada que deriva en una propuesta concreta de intervención con un programa educativo destinado a la enseñanza de lenguas, tanto primera como extranjera, en distintos niveles de la educación formal en Mali y en España, aplicando un método holístico basado en el paradigma interpretativo. A través de la pintura, la literatura y el cine, se plantean una serie de actividades ideadas para crear un entorno educativo integrador, favorecer el empoderamiento del alumnado y promover el pensamiento crítico, la empatía, la resiliencia, la comunicación, la cooperación y la educación intercultural, como competencias esenciales para la consecución de los 17 ODS, la construcción de un mundo transcultural sostenible y el desarrollo de una ciudadanía global preparada para los retos del siglo XXI. En la metodología de este proceso educativo innovador, multidisciplinar, flexible y adaptable, se ha empleado un análisis del proceso de investigación para monitorizarlo adecuadamente (DAFO). Cada una de las propuestas presenta una recogida de datos cualitativos (observación, rúbricas) y cuantitativos (encuestas, entrevistas) y se ofrece un análisis de contraste de los resultados finales. Con todo, se espera facilitar la exigente tarea que supone hacer consciente a la sociedad de base (desde la misma infancia; desde los niveles más bajos de la misma y en todos los niveles de la educación formal) de en qué consisten los ODS y su relevancia para hacer de todas las personas corresponsables directas en su consecución para garantizar un futuro sostenible para toda la ciudadanía global.The 2030 Agenda presents 17 Sustainable Development Goals (SDGs), with their universal targets and indicators that UN member countries use to frame their policies. Among the targets of SDG 4 “quality education,” we find the one that seeks: “to ensure that all students acquire the theoretical and practical knowledge necessary to promote sustainable development, among other things through education for sustainable development and sustainable lifestyles, human rights, gender equality, the promotion of a culture of peace and non-violence, world citizenship and the appreciation of cultural diversity and the contribution of culture to sustainable development”. Education is considered the engine of the 2030 Agenda because, in addition to representing the centre of SDG 4, it also plays a notable role in the implementation of the others, improving their scope and effectiveness. Among the disciplines that support this research, Education for Sustainable Development and Global Citizenship sets the framework for action and represents a starting point in the formation of citizens for a viable, equitable and habitable future. Global citizenship implies human relations and those and intrinsically shaped by culture. Intercultural Education and, more specifically, the development of Intercultural Competence needed to be considered. What differentiates some people from others can contribute to society as a whole and education is the means to explore and understand. For the design of a didactic framework of interaction, the power of the arts was studied as a means of motivation and inspiration when transmitting the values considered above in the most effective way possible. The objective of this study focuses on proving the potential of the arts to promote communicative, social, intercultural, emotional, citizenship and sustainability skills. For this, the theoretical research derived in a concrete intervention proposal with an educational program in language teaching, both first and foreign languages, at different levels of formal education in Mali and Spain, applying a holistic method based on the interpretive paradigm. Through painting, literature and cinema, a series of activities were designed to create an inclusive educational environment, favour the empowerment of students and promote critical thinking, empathy, resilience, communication, cooperation and intercultural education, as essential skills for the achievement of the 17 SDGs, the construction of a sustainable transcultural world and the development of global citizenship prepared for the challenges of the 21st century. In the methodology of this innovative, multidisciplinary, flexible and adaptable educational process, an analysis of the research process has been used to adequately monitor it (SWOT). Each of the proposals presents a collection of qualitative data (observation, rubrics) and quantitative data (surveys, interviews) and contrast analysis of the final results is offered. All in all, it is expected to facilitate the demanding task of making basic society aware (from childhood itself, from its lowest levels and at all levels of formal education) of what the SDGs consist of and their relevance to make all people directly co-responsible in its achievement to guarantee a sustainable future for all global citizens

    Sentiment analysis in non-fixed length audios using a Fully Convolutional Neural Network

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    .In this work, a sentiment analysis method that is capable of accepting audio of any length, without being fixed a priori, is proposed. Mel spectrogram and Mel Frequency Cepstral Coefficients are used as audio description methods and a Fully Convolutional Neural Network architecture is proposed as a classifier. The results have been validated using three well known datasets: EMODB, RAVDESS and TESS. The results obtained were promising, outperforming the state-of–the-art methods. Also, thanks to the fact that the proposed method admits audios of any size, it allows a sentiment analysis to be made in near real time, which is very interesting for a wide range of fields such as call centers, medical consultations or financial brokers.S

    Towards a New Canon: Ensayo sobre la literatura inglesa (1881) and the Reception of English Literature in Spain in the Nineteenth Century

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    Este artículo analiza Ensayo sobre la literatura inglesa, obra de Joaquín Henrich y Girona publicada en 1881 que puede considerarse la primera historia completa de la literatura inglesa escrita en español. Su publicación se enmarca en una fase de la recepción de la literatura inglesa en España en la que crece el conocimiento y el interés por esta literatura y, como consecuencia, se configura un nuevo canon literario inglés

    Los géneros discursivos prototípicos de la Licenciatura en Administración de Empresas : conformación de un corpus textual con fines pedagógicos

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    Especialización en Didáctica de la Lenguas ExtranjerasEn el contexto de enseñanza de lectura comprensiva en lengua extranjera en el nivel superior, la selección textual para conformar un corpus pedagógico representa un aspecto fundamental, dado que este constituye la base de los materiales didácticos con los que se organiza la enseñanza (Hurtado Albir, 2011). En este sentido, dicho corpus debería incluir géneros prototípicos de las comunidades disciplinares (Bhatia, 1993; Cassany, 2008; Hyland, 2002) sobre temáticas de interés para los estudiantes atendiendo también a la opinión de los especialistas del área disciplinar. El presente trabajo aborda la problemática del diseño de materiales de comprensión lectora en inglés en el ámbito universitario. En cuanto al propósito principal, este estudio procura contribuir al mejoramiento de las prácticas pedagógicas en dicho contexto, a través de la descripción de los géneros y temáticas afines a la disciplina para la conformación del corpus pedagógico del nuevo manual para Lengua Inglesa II de la Licenciatura en Administración de Empresas, UCC. La problemática planteada es abordada desde un enfoque teórico que articula el concepto de lectura comprensiva en el nivel superior y los aportes de la teoría del género, según la Escuela de Inglés con Fines Específicos, y de la lingüística textual de base germánica. La presente investigación de alcance descriptivo y con un enfoque predominantemente cualitativo se desarrolló entre el segundo semestre de 2018 y el primer semestre de 2019. El proceso metodológico se organizó en torno a tres instrumentos clave para la recolección de datos, a saber, la ficha bibliográfica, el cuestionario a estudiantes y el cuestionario a docentes. A su vez, la información recolectada a partir de estas herramientas permitió realizar la selección textual y el consiguiente análisis multinivel de los textos del corpus. Los resultados obtenidos han permitido sugerir no solo una propuesta de corpus ejemplar con fines pedagógicos para el contexto educativo mencionado, sino también algunos posibles lineamientos que podrían considerarse para conducir una futura ampliación del corpus ejemplar.Fil: Cardini, María Natalia. Universidad Nacional de Córdoba. Facultad de Lenguas; Argentina

    School Reintegration Following Hospital Treatment for an Eating Disorder; Two Case Studies with Multiple Perspectives on the Reintegration Process

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    School reintegration following hospitalisation has been explored for children and young people (CYP) with medical and mental health needs. No previous research was identified that specifically focused on the experiences of CYP who have returned to school following inpatient care for an eating disorder. A multiple case study design was used to retrospectively explore the experiences of two young people who successfully reintegrated to school following hospital support for an eating disorder. The study compromised of two case studies. The research focused on exploring ‘what went well’ and ‘what could have been even better’ during the school reintegration process. Semi-structured interviews were used in two case studies of a young person who had spent time at inpatient unit for over 6 months for support with anorexia nervosa before reintegrating into sixth form. Views were gathered from four participants in each case study: the young person, their parent, the young person's previous hospital school key teacher and the home school key person (who supported with the reintegration). The interviews were carried out remotely, via Microsoft Teams, due to the coronavirus pandemic. The dataset from each case study was analysed separately using thematic analysis and an overall thematic map was presented for the findings from each case study. Three themes were identified in Case Study One: young person’s strengths, preparation for young person’s return and supportive relationships and environment. Four themes were identified in Case Study Two: young person’s internal motivators and external motivators, preparing for school return, support systems, and sense of school belonging and connectedness. Findings are discussed in relation to previous research that has explored school reintegration following hospital support for mental health difficulties more broadly and psychological theory. Strengths, limitations and implications for schools, families and educational psychologists are highlighted. Recommendations for future research are also discussed

    Exploring the Impact of Living with Fanconi Anaemia & Diamond-Blackfan Anaemia: A Systemic Consideration

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    Aims: Amidst a growing body of medical research, little is yet known about the psychological impact of living with two rare life-limiting conditions, Fanconi Anaemia (FA) and Diamond Blackfan Anaemia (DBA). One might expect some level of impact on well-being as indicated by wider literature on other childhood illnesses. At present, understanding of this impact is limited in being generalised from other research, as therefore are the supports available. This research seeks to begin a consideration of the psychological impact, and to consider how support has been deemed. Method: Using semi-structured interviews, parents and individuals living with FA or DBA were interviewed regarding their experiences. Thematic analysis was used to achieve an overview of these experiences. Results: Themes identified for individuals included: 1. ‘Knowledge’, which outlined the impact of lack of knowledge and 2. ‘Illness Concept’ relating to one’s relationship to FA/DBA and how this is socially mediated. For parents, themes identified were: 1. ‘Knowledge’, which centered on uncertainty and 2. ‘Social Responses’ which related to areas of support and strain. These themes indicated an impact on individual well-being. Two joint themes were identified: 1. ‘Family Dynamics’ which outlined how relationships and family well-being may be impacted and 2. ‘Mental Health Care as Necessary but Inadequate’. Conclusion: There was a clear impact articulated regarding the well-being of family members, individually and collectively in concerns regarding relational dynamics. There was also clear demand for psychological support which, in its current form, was generally considered inadequate. Research must be responsive in furthering efforts to establish clear and adequate pathways and a standard of care for the well-being of all families living with FA/DBA
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