La corrupción de la conciencia como un nuevo nihilismo: raíces nietzscheanas sobre la decadencia y el abuso

This article explores the concept of corruption following the Nietzschean category of decadence in the religious, moral, metaphysical and epistemic realms in the horizon of nihilism. The focus was the constant presence of decadence as a defining element in our Western culture according to the Nietzschean genealogical diagnosis. Based on the hermeneutic analysis of Nietzsche's works, it is demonstrated that corruption not only breaks down trust as a pillar of anthropology and politics, but it also breaks promise as a theological and philosophical basis and replaces the ethos of cohabitation with the pathos of suspicion. It is concluded that this quality of man's corruptibility arises as a causal condition in the architecture of abuse and for the decisive growth of a new type of nihilism: the nihilism of consciousness.Este artículo explora el concepto de corrupción siguiendo la categoría nietzscheana de decadencia en los ámbitos religiosos, morales, metafísicos y epistémicos en el horizonte del nihilismo. El campo de interés estuvo centrado en la constante presencia de la decadencia como elemento definitorio de nuestra cultura occidental según el diagnóstico genealógico nietzscheano. Sobre la base del análisis hermenéutico de las obras de Nietzsche, se evidenció que la corrupción no solo rompe la confianza como pilar antropológico y político, sino que quiebra la promesa como fundamento teológico  y filosófico, y reemplaza el ethos de convivencia por el pathos de la sospecha. Se concluye que esta cualidad de corruptibilidad del hombre surge en la actualidad como una condición causal en la arquitectónica del abuso y para el crecimiento decisivo de un nuevo tipo de nihilismo: el nihilismo de la consciencia.

The solution of the equation AX+BX*=0

We give a complete solution of the matrix equation AX+BX=0, where A, B ∈ C^mxn are two given matrices, X ∈ C^mxn is an unknown matrix, and denotes the transpose or the conjugate transpose. We provide a closed formula for the dimension of the solution space of the equation in terms of the Kronecker canonical form of the matrix pencil A+B, and we also provide an expression for the solution X in terms of this canonical form, together with two invertible matrices leading A+B to the canonical form by strict equivalence.This work was partially supported by the Ministerio de Ciencia e Innovación of Spain through grant MTM-2009-09281Publicad

Sociohermenéutica de la modernidad e interculturalidad dialógica. Co(i)mplicación conceptual

12 p.Este artículo tiene como finalidad presentar la conexión teórica entre la modernidad, la interculturalidad y el diálogo en el horizonte de la hermenéutica filosófica contemporánea. La situación de la cultura latinoamericana se ha visto silenciada por el así llamado progreso que resulta de la racionalidad instrumental, pues esta enmudece a los protagonistas de la construcción del sentido y la comprensión; y solo el diálogo dignificante del reconocimiento rescata los esfuerzos realizados en la creación de dichas construcciones.Este artigo tem como objetivo apresentar a conexão teórica entre a modernidade, a interculturalidade e o diálogo no âmbito da hermenêutica filosófica contemporânea. A situação da cultura latino-americana tem sido vista silenciada pelo assim chamado progresso que resulta da racionalidade instrumental, já que esta cala os protagonistas da construção do sentido e da compreensão. O diálogo dignificante do reconhecimento será a ferramenta a utilizar para resgatar os esforços realizados na criação dessas construções.Carácter hermenéutico de la interculturalidad El horizonte hermenéutico de la interculturalidad Sociohermenéutica y modernidad Hermenéutica intercultural y diálogo Conclusione

Elementos hermenéutico-dialógicos para una formación universitaria eco-relacional

This article discusses/elaborates the hermeneutic-dialogic elements of an hermeneutic pedagogy applied to “university teaching”, for an eco-relational education since where there are relations, there are contradictions; where there are contradictions, there is context; where there is context, there is dialogue; where there is dialogue, there is education; where there is education, there is history to interpret; where there is history; there is learning and understanding. We approach to university teaching from the perspective of Gadamerian philosophical hermeneutics in order to assume dialogue as a source of permanent humanization, of overcoming of differences and approaching to truth. From this standpoint, we propose a dialogic-eco-relational model, which axis is language for an inter-humane understanding of humanizing education spawned by the intersection of theoretical elements coming from philosophical hermeneutics, critical pedagogies and the demands of university teaching as a community of meaning. The objective of this article is oriented towards the deepening of knowledge and the construction of a theoretical proposal through the hermeneutic dialogue of understanding in order to know and improve the training practice for deep human understanding in the university environment. As a problem, a kind of “monologization” of the formative practice is assumed as an expression of the current neoliberal market education. To do this, we explore Gadamer’s hermeneutic coordinates to shape an eco-relational formation in the context of late modernity and its instrumental r(el)ationality. The phenomenological-hermeneutical method, in its integrating capacity, poses a unique harmony from the ontological and epistemological point of view, by constituting itself as an interpretive-ontological approach, which simultaneously assumes existing, being and being in the world expressed linguistically. We conclude that current and future university education is played out in the exchange between subjectivities and alterities where dialogue is the mediator between the concept and the educational experience, since the ethos of education is dialogue as, in turn, the thelos of education is interhuman understandingEste artículo desarrolla algunos elementos hermenéutico-dialógicos de la pedagogía hermenéutica aplicada a la “formación universitaria” para una educación eco-relacional, pues donde hay relaciones, hay contradicciones; donde hay contradicciones, hay contexto; donde hay contexto; hay diálogo; donde hay diálogo, hay educación; donde hay educación, hay historia que interpretar; donde hay historia, hay aprendizaje y comprensión. Nos aproximamos a la formación universitaria desde la hermenéutica filosófica gadameriana para asumir al diálogo como fuente permanente de humanización, de superación de diferencias y de aproximación a la verdad, desde el cual proponemos un modelo dialógico eco-relacional cuyo eje es el lenguaje para la comprensión interhumana de una educación humanizadora fruto del cruce entre los elementos teóricos provenientes la hermenéutica filosófica, de las pedagogías críticas y de los requerimientos de la formación universitaria como comunidad de sentido. El objetivo de este artículo se orienta hacia la profundización en el conocimiento y construcción de una propuesta teórica mediante el diálogo hermenéutico de la comprensión con el fin de conocer y mejorar la práctica formativa para la comprensión humana profunda en el ámbito universitario. Como problema se asume una suerte de “monologización” de la praxis formativa como expresión propia de la educación de mercado neoliberal actual. Para ello, exploramos las coordenadas hermenéuticas de Gadamer para darle forma a una formación eco-relacional en el contexto de la tardía y su r(el)acionalidad instrumental. El método fenomenológico-hermenéutico en su capacidad integradora, plantea una singular sintonía desde el punto de vista ontológico y epistemológico, al constituirse como un enfoque interpretativo-ontológico, que asume simultáneamente el existir, el ser y el estar en mundo expresados lingüísticamente. Concluimos que la formación universitaria actual y futura se juega en el intercambio entre subjetividades y alteridades donde el diálogo es el mediador entre el concepto y la experiencia educativa, pues el ethos de la educación es el diálogo como, a su vez, el thelos de la educación es la comprensión interhumana.Este artigo desenvolve os elementos hermenêutico-dialógicos da pedagogia hermenêutica aplicada à "educação universitária" para uma educação eco-relacional, pois onde há relações, há contradições; onde há contradições, há contexto; onde há contexto; diálogo de feno; onde há diálogo, há educação; onde há educação, há história para interpretar; onde há história, há aprendizado e compreensão. Abordamos a educação universitária a partir da hermenêutica filosófica gadameriana para assumir o diálogo como fonte permanente de humanização, superando as diferenças e nos aproximando da verdade, a partir da qual propomos um modelo dialógico eco-relacional cujo eixo é a linguagem para a compreensão da interumanidade de uma educação humanizadora fruto da cruzamento entre os elementos teóricos oriundos da hermenêutica filosófica, das pedagogias críticas e das exigências da educação universitária como comunidade de sentido

A new catalogue of XCS sources in the DES-Y3 region and its application to test gravity models using galaxy cluster profiles

Galaxy clusters are the largest gravitationally collapsed structures in the Universe. X-ray observations of clusters provide information on dark matter and the structure formation in the Universe over cosmological time. This can be used to constrain cosmological parameters that are complementary to other cosmological probes. Taking advantage of the potential galaxy clusters have, in combination with the most recent astronomical surveys for cluster finding, allows us to produce leading constraints on cosmological models. The XCSDR2-DESY3 cluster catalogue, a subset of the XMM Cluster Survey (XCS) Data Release 2 within the Dark Energy Survey (DES) Year 3 footprint, constitutes approximately 722 optically-confirmed clusters. Most of these clusters have associated spectroscopic or photometric redshifts, reliable X-ray bolometric luminosities, and X-ray temperatures. The catalogue is split into samples for different research areas; e.g. high redshift clusters for galaxy evolution; clusters with spectroscopic redshifts for scaling relations and cosmology; and high temperature clusters for combined multi-wavelength studies. The aim of building this sample is to lay the groundwork for the next generation of wide-area and deep joint optical and X-ray galaxy cluster datasets. Since gravity has a central role in galaxy cluster formation, clusters act as astrophysical laboratories to test modified theories of gravity models in the outskirts of galaxy clusters. By comparing X-ray and weak lensing profiles, it is possible to put constrains on such models, particularly those which rely on screening mechanisms or those that postulate an emergent gravity in the outskirts of clusters to substitute dark matter. By combining detected X-ray clusters with weak lensing data from DES,we were able to place constraints on these type of models. The results are found to be consistent with general relativity,i.e. they do not require gravity to be modified, and are in the same level of confidence as previous studies

A Geometric Description of the Sets of Palindromic and Alternating Matrix Pencils with Bounded Rank

The sets of n x n T-palindromic, T-antipalindromic, T-even, and T-odd matrix pencils with rank at most r < n are algebraic subsets of the set of n x n matrix pencils. In this paper, we determine their dimension and we prove that they are all irreducible. This is in contrast with the nonstructured case, since it is known that the set of n x matrix pencils with rank at most r< n is an algebraic set with r + 1 irreducible components. We also show that these sets of structured pencils with bounded rank are the closure of the congruence orbit of a certain structured pencil given in canonical form. This allows us to determine the generic canonical form of a structured n x n matrix pencil with rank at most r, for any of the previous structures

Pintura flamenca

Contiene: Madrid, capital de la pintura flamenca (pp. 15-16).--Entrevista con Alejandro Vergara, Jefe de Conservación de Pintura Flamenca y Escuelas del Norte del Museo Nacional del Prado. Profesor del Curso de Estudios Hispánicos de la UC3M (pp. 18-19).-- Entrevista con Fernando Checa, Asesor Científico del Museo Carlos de Amberes de Madrid (pp. 20-21

Innovation in manufacturing industries in the Colombian Caribbean Region

Este documento analiza los principales determinantes del desempeño innovador en las firmas manufactureras de la Región Caribe colombiana. Se construye un modelo de regresión a tres niveles que relaciona variables a nivel firma, sector y región. La hipótesis central es que algunos de los determinantes específicos de la innovación que propone la literatura internacional aplican y se comprueban para el caso de la Región Caribe colombiana. El análisis se basa principalmente en datos de la Cuarta Encuesta de Innovación y Desarrollo Tecnológico (edit iv), que incluye información para 404 empresas manufactureras regionales. Finalmente, con base en los resultados, se hacen recomendaciones para impulsar la innovación regionalThis paper examines the determinants of innovation in manufacturing firms of the Colombian Caribbean region. We use a regression model that relates firm, sectors and region level variables and show the benefits derived from regional and business environments in explaining innovative performance. We show that some of the specific determinants of innovation mentioned in the international literature on the subject apply to the case of the Colombian Caribbean. We use data from the Fourth Survey of Innovation and Technological Development (edit iv), which includes information from more than 404 manufacturing firms. Finally, we present some suggestions for promoting innovation in the regio

Teacher`s pedagogical beliefs and quality of their perceived teacher-student relationship

El presente estudio examina la posible asociación entre las creencias pedagógicas de las docentes y la cercanía en relación percibida con sus estudiantes. En el estudio se incluyeron 100 profesoras cada una calificó su relación con un niño o niña. Las creencias de las profesoras se exploraron por medio del Teacher Belief Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta & LaParo, 2006) y la calidad de relación percibida se examinó usando la escala de relación docente-estudiante (Pianta, 2001). Los resultados cuantitativos del análisis de regresiones simultánea múltiples revelaron que las creencias sobre los estudiantes se relacionan con los niveles de cercanía en la relación docente-estudiante. Se discuten los resultados e implicaciones para futuras investigacionesThe present study examined the possible association between teachers' beliefs and closeness in the teacher-student relationship. The study included 100 teachers, each of whom described their relationship with one children. Teacher’s beliefs were explored through the Teacher Belief Q-Sort (Rimm-Kaufman, Storm, Sawyer, Pianta & Laparo, 2006) and the perceived relationship quality was examined using the scale of student-teacher relationship (Pianta, 2001) The analysis of simultaneous multiple regressions showed that beliefs about children are related to levels of closeness in the teacher-student relationship. Results and implications for future research are discusse

A note on generalized companion pencils in the monomial basis

In this paper, we introduce a new notion of generalized companion pencils for scalar polynomials over an arbitrary field expressed in the monomial basis. Our definition is quite general and extends the notions of companion pencil in De Terán et al. (Linear Algebra Appl 459:264&-333, 2014), generalized companion matrix in Garnett et al. (Linear Algebra Appl 498:360&-365, 2016), and Ma&-Zhan companion matrices in Ma and Zhan (Linear Algebra Appl 438: 621&-625, 2013), as well as the class of quasi-sparse companion pencils introduced in De Terán and Hernando (INdAM Series, Springer, Berlin, pp 157&-179, 2019). We analyze some algebraic properties of generalized companion pencils. We determine their Smith canonical form and we prove that they are all nonderogatory. In the last part of the work we will pay attention to the sparsity of these constructions. In particular, by imposing some natural conditions on its entries, we determine the smallest number of nonzero entries of a generalized companion pencilThis work has been partially supported by the Ministerio de Economía y Competitividad of Spain through Grants MTM2017-90682-REDT and MTM2015-65798-P