Degrees of Epistemic Opacity

The paper analyses in some depth the distinction by Paul Humphreys between "epistemic opacity" —which I refer to as "weak epistemic opacity" here— and "essential epistemic opacity", and defends the idea that epistemic opacity in general can be made sense as coming in degrees. The idea of degrees of epistemic opacity is then exploited to show, in the context of computer simulations, the tight relation between the concept of epistemic opacity and actual scientific (modelling and simulation) practices. As a consequence, interesting questions arise in connection with the role of agents dealing with epistemically opaque processes such as computer simulations

Redes sociales: Instagram y la capcidad persuasiva de los influencers

Este Trabajo de Fin de Grado, que se presenta para la obtención del título de Publicidad y Relaciones Públicas por la Universidad de Sevilla, enmarcado en la línea: “Redes sociales: Instagram y la capacidad persuasiva de los influencers” desarrolla en su inicio una revisión bibliográfica desde el nacimiento de las redes sociales hasta el panorama digital actual, en el que la figura del influencer ha ganado una gran relevancia. A continuación, se realiza un análisis de contenido a través del estudio de los posts publicados por una serie de influencers durante el pasado año. El propósito de este proyecto es entender el actual modelo de negocio establecido en esta plataforma social y todo su funcionamiento.Universidad de Sevilla. Grado en Publicidad y Relaciones Pública

Gormaz, su historia, castillo y habitantes en el tiempo

En primer lugar, cabe señalar los objetivos que pretendemos conseguir con la elaboración de este trabajo y conocer los cambios en la enseñanza a lo largo de los años. Partiendo de los intereses actuales de los niños y los contenidos que debemos trabajar, hemos realizado una serie de actividades que permiten a los alumnos aprender y afianzar los contenidos aprendidos de una manera diferente a la que están acostumbrados. Esta intervención educativa se fundamenta en la idea de la pertinencia de la enseñanza de la historia y desde el conocimiento de su código epistemológico y de los beneficios que tiene la enseñanza de la historia como parte de los curricula. El aspecto central del trabajo se basa en una recreación histórica, como actividad para afianzar el aprendizaje de los contenidos trabajados, sobre la Fortaleza Califal de Gormaz. Esta recreación se basará en la elaboración y representación de una obra teatral teniendo en cuenta la vida de El Cid y sus hazañas. Para llevar a cabo correctamente las actividades hemos creado una página web que los alumnos pueden consultar en cualquier momento, un Site en Google para que los alumnos puedan ver las instrucciones acerca del desarrollo de las actividades y dos líneas cronológicas en las que aparecen diferentes acontecimientos importantes a lo largo de la historia y de Gormaz.Grado en Educación Primari

How Ethnic Minority Single Mothers Characterize the Influences that Led Them to Leave the Teaching Profession

Teachers are leaving the profession at high rates. Salary, support, and workload are factors that have contributed to this phenomenon. Teachers who are single mothers and are the sole providers of their households in all aspects, including financial, emotional, and physical find themselves questioning their career choice and the constant inner struggle of being an effective teacher and super mom. Little research has explored the personal lives and responsibilities of educators, particularly those of single mothers, to understand and address their needs and reasons for leaving the teaching profession. This research holds implications for policy, practice, and future scholarship on teacher retention. This study is framed by feminist theory which posits that the patriarchal system in place forges women’s career paths and daily lives, creating a deep impact on single mothers who are working full-time as classroom teachers. Feminist theory also frames this study by giving the participants the opportunity of sharing their experiences, which can lead to discourse and change. Gender identification and marital status shape individuals’ experiences but so too do other characteristics such as ethnicity. This study is complemented by an intersectional lens (i.e. a lens through which power is seen to derive from various aspects of an individual’s position in society) can help reveal the ways an educator’s gender, marital and child-rearing status, and ethnicity relate to their experiences. Large diverse urban districts across the United States have sought to hire and retain teachers of color yet face a variety of challenges. The site of this study, Miami-Dade County Public Schools (MDCPS), is one of the largest and most diverse urban districts in the nation. MDCPS’s workforce is 81% ethnic minority and 84%of these educators are women. The purpose of this study is to examine the experiences of ethnic minority single mothers who have left the teacher workforce in MDCPS and to identify causes for their leaving. The goal is to identify potential measures that could be taken to retain ethnic minority single mothers who are teachers in the future. This study uses a narrative inquiry approach with a sample of three participants who were interviewed using three- in depth interviews to explore their lived experiences in teaching. Through the approach of narrative inquiry, I afforded a space for ethnic minority single mothers who have left the teaching profession through several interviews to share their stories and experiences. The participants’ stories have been organized by: Biographical Information and Cultural Context; Experiences Before, During and After the Classroom; Perceived Influences; and Understanding Her Story. After several phases of coding, I identified patterns and unique findings across the participants’ stories. The cross-cutting analysis has merged their stories with the available research concerning ethnic minority teachers, single mothers, and teacher attrition

Improving Hand Hygiene Compliance to Reduce CLABSI Rate in Oncology ICU

The aim of this project is to reduce the rate of central line associated blood stream infection (CLABSI) occurrence in oncology ICU by 50% by the last quarter of 2015. This study was conducted in ICU to assess adherence to the facility’s hand hygiene (HH) protocol among the staff nurses and allied healthcare workers. The facility is best known as a non-profit cancer treatment center and designated as a Comprehensive Cancer Center. Evidence showed that hand hygiene is the most effective way of preventing CLABSI, one of the most common types of infection in ICU microsystem. The project utilized The Joint Commission’s Targeted Solutions Tool for Hand Hygiene as the framework to improve HH compliance and to reduce frequency of CLABSI occurrence. A multidisciplinary team approach was utilized that included four designated “Just In Time” coaches who have been trained to collect HH data via direct observation technique and positive reinforcement approach to improve compliance. The CNL student compiled and analyzed the data. Visual posters have also been installed in high traffic areas of ICU as reminders to HH protocol. The pilot period of six to twelve weeks is expected to improve the overall HH compliance among staff nurses at or above the 90% threshold. At the end of 2015, after several months of continuous aggressive implementation of coaching, positive reinforcement, and visual cues, the staff nurses and allied healthcare workers are expected to sustain performance and compliance to HH at or above 90% and meet the CLABSI occurrence threshold

Degrees of Epistemic Opacity

The paper analyses in some depth the distinction by Paul Humphreys between "epistemic opacity" —which I refer to as "weak epistemic opacity" here— and "essential epistemic opacity", and defends the idea that epistemic opacity in general can be made sense as coming in degrees. The idea of degrees of epistemic opacity is then exploited to show, in the context of computer simulations, the tight relation between the concept of epistemic opacity and actual scientific (modelling and simulation) practices. As a consequence, interesting questions arise in connection with the role of agents dealing with epistemically opaque processes such as computer simulations

El concepto de competencias y su adopción en el contexto universitario

La formación por competencias se ha transformado, en términos de diseño y desarrollo curricular, en el eje del cambio educativo. Este cambio, en el enfoque curricular, reorienta las decisiones didácticas en relación con la enseñanza, aprendizaje y evaluación, centrándolo en el estudiante, sus procesos y resultados de aprendizaje. Esta aportación considera aspectos conceptuales en relación con la deinición de competencias, sus consecuencias, fundamentos y concreción en la Educación Superior. Las relexiones que se presentan remiten a los fundamentos ontológicos y epistemológicos de la temática y se proyectan sobre la dimensión organizativa de las titulaciones a través de un estudio de casos múltiple. La metodología cualitativa y el enfoque hermenéutico posibilitan acceder a la concepción de competencias y a la percepción del cambio de paradigma en el profesorado implicado en la transformación del modelo universitario españolIn terms of design and curriculum development, competences-based training is at the heart of how education is changing in Spain in terms of teaching, learning and assessment, with the focus now on students and their learning p This paper considers conceptual aspects relating to how competences are deined, and what the consequences and practical consequences are in Higher Education. This paper uses a multiple case study to make a series of ontological and epistemological relections with particular regard to qualifications. The qualitative approach and interpretative method allow for an understanding of competences and the perception of the paradigm shift in the teaching staff involved in transforming the Spanish university mode