Abstract The present study addresses the identification and estimation of siliceous diagnostic microremains of maize (Zea mays) in archaeological contexts of North-east Argentina, contributing to the understanding of pre-Hispanic agricultural expansion in the region. The methodology involved the application of processing protocols for current and archaeological plants and sediments, establishing correlations between samples. The result of this process allowed us to calculate the number of cross-shaped morphotypes per gram of dry material in contemporary maize leaves, key information to estimate the relative abundance of diagnostic elements in archaeological cultivation areas, providing an estimation index applicable to other contexts. This analysis not only reveals the ubiquity of Zea mays at sites, but also provides a measure to estimate the approximate volume of its production at archaeological sites, addressing outstanding questions about exchange routes, horticultural modalities and needs of human groups in the past.

Resumen El presente estudio aborda la identificación y estimación de microrrestos silíceos diagnósticos de maíz (Zea mays) en plantas actuales y sitios arqueológicos del Noreste argentino, contribuyendo a la comprensión de la expansión agrícola prehispánica en la región. La metodología involucró la aplicación de protocolos de procesamiento para plantas y sedimentos actuales y arqueológicos, estableciendo correlaciones entre las muestras. El resultado de este proceso permitió calcular la cantidad de morfotipos en forma de cruz por gramo de material seco en hojas de maíz actual, información clave para estimar la abundancia relativa de elementos diagnósticos en áreas de cultivo arqueológicas, proporcionando un índice de estimación aplicable a otros contextos. Este análisis no solo revela la ubicuidad de Zea mays en los sitios, sino que también ofrece una medida para calcular el volumen aproximado de su producción en sitios arqueológicos, abordando preguntas pendientes sobre rutas de intercambio, modalidades hortícolas y necesidades y demandas de los grupos humanos en el pasado.

Abstract: In this paper, I will critically assess a very popular interpretation of Heidegger’s early thought, according to which meaning (Bedeutung) is conceived as ontologically dependent on human existence (Dasein). To criticize this subjectivist understanding of meaning, I will offer an interpretation of Heidegger’s analysis of signs in Being and Time (§17). This will reveal two main things: first, that the ubiquity of sign phenomena is founded on the universality of the structure known as reference (Verweisung); second, that Heidegger’s idea of reference offers a non-substantialist understanding of meaning and its relation to the world.

Resumen: En este trabajo abordaré de manera crítica una lectura muy extendida de la filosofía temprana de Heidegger, según la cual el “significado” (Bedeutung) es un fenómeno ontológicamente dependiente de la existencia humana (Dasein). Con el fin de revertir esta lectura de implicancias subjetivistas, ofrezco una interpretación del abordaje heideggeriano del “signo” tal como aparece en el §17 de Ser y Tiempo. Dicho análisis revelará que (a) que la ubicuidad del fenómeno del signo está fundada en la universalidad de la estructura conocida como “remisión” (Verweisung); y (b) el concepto heideggeriano de “remisión” proporciona una comprensión del fenómeno del significado y su relación con el mundo alternativa al sustancialismo.

RESUMEN Las prácticas actuales de la comunicación educativa se caracterizan por emplear mediaciones digitales, tanto en clases presenciales como en programas a distancia. Las constantes innovaciones tecnológicas interpelan los procesos y contenidos educomunicativos, por lo que es necesario renovar su análisis a partir de una perspectiva multidisciplinaria. El presente artículo lleva adelante una discusión documental crítica que parte del caso mexicano y busca identificar y conocer estos procesos, enfocándose en los ejes del cambio que la digitalización impone a la comunicación educativa actual. En tal sentido, la educación del presente, pospandémica, tiene características singulares: es digital, ubicua y transmediática, además de estar condicionada por una nueva dimensión espacio-temporal y la disponibilidad de un volumen ilimitado de información. En estas circunstancias, crear y evaluar conocimientos legitimados y verosímiles presenta una serie de desafíos que abarca las dinámicas tanto comunicativas como pedagógicas, las brechas de habilidades y la conectividad tecnológicas, como así también la revisión de las políticas públicas sobre la problemática. Sólo a partir de la identificación de estos retos y un abordaje analítico que escuche la voz de los protagonistas educativos (maestros, estudiantes e instituciones) será posible alimentar políticas que actúen en consecuencia, así como proponer novedosas estrategias metodológicas para la enseñanza, la investigación y la difusión del conocimiento científico.

ABSTRACT Current educational communication practices are characterised by the use of digital media, both in face-to-face classes and in distance programmes. The constant technological innovations challenge the educational-communicative processes and contents, which is why it is necessary to renew their analysis from a multidisciplinary perspective. This article carries out a critical documentary discussion based on the Mexican case and seeks to identify and understand these processes, focusing on the axes of change that digitalisation imposes on current educational communication. In this sense, the education of the present, post-pandemic, has unique characteristics: it is digital, ubiquitous and transmedia, as well as being conditioned by a new spatio-temporal dimension and the availability of an unlimited volume of information. In these circumstances, creating and evaluating legitimised and credible knowledge presents a series of challenges that encompasses both communicative and pedagogical dynamics, skills gaps and technological connectivity, as well as the revision of public policies on the issue. Only by identifying these challenges and an analytical approach that listens to the voice of the educational protagonists (teachers, students and institutions) will be possible to nurture policies that act accordingly, as well as to propose new methodological strategies for teaching, research and dissemination of knowledge.

RESUMO As práticas de comunicação educacional caracterizam-se pela utilização de mediações digitais, tanto nas aulas presenciais quanto nos programas a distância. As constantes inovações tecnológicas desafiam os processos e conteúdos educomunicativos, por isso é necessário renovar a sua análise numa perspectiva multidisciplinar. Este artigo realiza uma discussão documental crítica que parte do caso mexicano e busca identificar e compreender esses processos, enfocando os eixos de mudança que a digitalização impõe à comunicação educacional atual. Nesse sentido, a educação do presente, pós-pandemia, tem características únicas: é digital, ubíqua e transmídia, além de estar condicionada por uma nova dimensão espaço-temporal e pela disponibilidade de um volume ilimitado de informação. Nestas circunstâncias, criar e avaliar conhecimento legitimado e credível apresenta uma série de desafios que abrangem tanto a dinâmica comunicativa e pedagógica, as lacunas de competências e a conectividade tecnológica, como a revisão das políticas públicas sobre o problema. Somente identificando estes desafios e uma abordagem analítica que ouça a voz dos protagonistas educativos (professores, alunos e instituições) será possível alimentar políticas que atuem em conformidade, bem como propor novas estratégias metodológicas para o ensino, a investigação e a divulgação de conhecimento científico.

Abstract The aim of this work is to evaluate the use of the guanaco resource by the human populations that inhabited the different environments of northern Isla Grande de Tierra del Fuego, particularly to establish a diachronic comparison. For this, published zooarchaeological information is compiled from 61 contexts of 42 archaeological sites, analyzed by different research teams. The study of the composition of zooarchaeological assemblages in spatial and temporal terms is presented, combining the use of a GIS environment (Geographical Information System) and the standard tools of zooarchaeological analysis. The results indicate 1) clear geographic pattern in the ubiquity of the Lama guanicoe as the target species, 2) with an increase in the proportion of this taxon in the sites farthest from the coasts, 3) temporal variations with an increase in the consumption of this species over time.

Resumen El objetivo de este trabajo es evaluar el uso del recurso guanaco por parte de las poblaciones humanas que habitaron los diferentes ambientes del norte de la Isla Grande de Tierra del Fuego, particularmente para establecer una comparación diacrónica. Para ello, se recopila información zooarqueológica publicada de 61 contextos de 42 sitios arqueológicos, analizada por diferentes equipos de investigación. Se presenta el estudio de la composición de conjuntos zooarqueológicos en términos espaciales y temporales, combinando el uso de un entorno SIG (Sistema de Información Geográfica) y las herramientas estándar del análisis zooarqueológico. Los resultados indican 1) claro patrón geográfico en la ubicuidad de Lama guanicoe como especie objetivo, 2) con un aumento en la proporción de este taxón en los sitios más alejados de las costas, 3) variaciones temporales con un aumento en el consumo de esta especie a lo largo del tiempo.

Textbooks socialise and legitimise cultural norms, and therefore, learners' social worlds should find expression in their textbooks. In the study reported on here we examined how Grade 4 English First Additional Language and life skills textbooks reflected learner diversity in South African schools as manifested in their racial, gender, occupational, ability and geographical profiling in the textbooks. Content analysis was used to systematically identify instances of diversity representation in Grade 4 English First Additional Language and life skills textbooks. Quantitative content analysis accounted for the ubiquity of human characters' reflection in textbooks on the diversity variables in question. Qualitative analysis focused on the depiction of characters' gender roles. Quantitative data suggest that learners' social worlds were generally represented in the selected textbooks. However, males enjoyed greater visibility than females, and the visibility of disabled people was low. The 2 life skills and 1 English textbook portrayed both urban and rural settings. The qualitative analysis uncovered some gender stereotyping, where, for example, women were depicted in lower positions compared to men's high-paying vocations like judges, scientists, or doctors. Boys were depicted receiving prizes for their Matric achievements. Implications for publishers and writers commissioned to write textbooks include the need to consider representation of learner diversity in textbooks. The Department of Education should develop guidelines that promote such representation.

ABSTRACT Education received incidence of the use of information technologies during the beginning of the pandemic. The objective was to describe the ubiquity of learning and the use of the rubric in the academic products elaborated by new students in a Peruvian public university. Likewise, the ubiquity of learning required that the new university students elaborate products mainly using ICTs, therefore, the rubrics had an impact on the virtual evaluations. The research had a descriptive level, ex post facto type and case study modality. The materials used were the rubrics elaborated from the need to evaluate ubiquitous learning. The method of analysis was statistical analysis. The research was carried out without conflicts of interest as informed consent was obtained. Among the main results, it is evidenced that students and teachers use virtual tools to strengthen learning, the grades were above the average, in novice university students. Among the conclusions, the changes in the teaching-learning process are highlighted, which were noticeable both for the teacher and especially for the students.

RESUMEN La educación recibió incidencia de uso las tecnologías de información durante el inicio de la pandemia. El objetivo fue describir la ubicuidad del aprendizaje y el empleo de la rúbrica en los productos académicos elaborados por los estudiantes noveles de una universidad pública peruana. Asimismo, la ubicuidad del aprendizaje requirió que los universitarios noveles elaborasen productos empleando prioritariamente usando las TICs, por tanto, las rúbricas incidieron en las evaluaciones virtuales. La investigación tuvo nivel descriptivo, tipo ex post facto y modalidad de estudio de caso. Los materiales utilizados fueron las rubricas elaboradas desde la necesidad de evaluar el aprendizaje ubicuo. El método de análisis fue el análisis estadístico. Se efectuó la investigación sin conflictos de intereses al cumplirse con el consentimiento informado. Entre los principales resultados, se evidencia que estudiantes y docentes emplean herramientas virtuales para fortalecer el aprendizaje, las calificaciones se encontraron por encima del promedio, en los universitarios noveles. Entre las conclusiones, se resalta los cambios en la enseñanza aprendizaje los cuales fueron notarios tanto para el docente y en especial para los estudiantes.

RESUMO A educação recebeu incidência do uso de tecnologias da informação durante o início da pandemia. O objetivo era descrever a ubiqüidade do aprendizado e o uso da rubrica nos produtos acadêmicos produzidos pelos novos estudantes de uma universidade pública peruana. Da mesma forma, a ubiqüidade do aprendizado exigia que os novos estudantes universitários produzissem produtos utilizando as TICs como prioridade e, portanto, as rubricas tiveram um impacto nas avaliações virtuais. A pesquisa foi descritiva, ex post facto e na forma de um estudo de caso. Os materiais utilizados eram rubricas desenvolvidas a partir da necessidade de avaliar o aprendizado ubíquo. O método de análise era a análise estatística. A pesquisa foi realizada sem conflito de interesses, uma vez que foi obtido o consentimento informado. Entre os principais resultados, é evidente que estudantes e professores usam ferramentas virtuais para fortalecer o aprendizado, as notas foram encontradas acima da média, em estudantes universitários novatos. Entre as conclusões, destacam-se as mudanças no ensino e na aprendizagem que foram perceptíveis tanto para o professor como especialmente para os alunos.

Abstract In the last three decades of the twentieth century, many analytic philosophers turned to addressing questions of practical ethics, radically expanding the field of moral philosophy beyond the meta-ethical topics that had been its primary focus for most of the century. Yet addressing practical controversies quickly raised the question of how normative moral claims might be justified. Many analytic philosophers relied on intuitionism, which has a long pedigree in Anglophone moral philosophy. This paper assesses three ways in which twentieth analytic philosophers drew on intuitions to support or dispute moral claims. We argue that those methods failed in their aim of promoting trustworthy moral knowledge because they relied on assumptions that, when presumed in contexts of structural epistemic injustice, are systematically misleading. Even though intuitions are among the sources of knowledge on which moral agents should rely, moral epistemology must give careful attention to the social processes through which intuitions and other forms of evidence are gathered, refined, and assessed. Producing trustworthy moral knowledge requires democratic reasoning processes that are sensitive to the ubiquity of epistemic injustice and domination and develops strategies for countering these.

Resumen En las tres últimas décadas del siglo XX, muchos filósofos analíticos han abordado cuestiones de ética práctica, ampliando radicalmente el campo de la filosofía moral más allá de los temas metaéticos que habían sido su foco principal durante la mayor parte del siglo. Sin embargo, abordar este tipo de controversias prácticas rápidamente hizo surgir la cuestión de cómo justificar las afirmaciones morales normativas. Muchos filósofos analíticos se basaron en el intuicionismo, que tiene un linaje muy antiguo dentro de la filosofía moral anglófona. Este artículo evalúa tres formas en las que los filósofos analíticos del siglo XX recurrieron a las intuiciones para apoyar o rebatir las afirmaciones morales. Argumentamos que esos métodos fracasaron en su objetivo de promover un conocimiento moral digno de confianza porque se basaron en supuestos que, cuando se presumen en contextos de injusticia epistémica estructural, son sistemáticamente engañosos. A pesar de que las intuiciones se encuentran entre las fuentes de conocimiento en las que los agentes morales deben confiar, la epistemología moral debe prestar especial atención a los procesos sociales a través de los cuales se recogen, refinan y evalúan las intuiciones y otras formas de evidencia. Producir un conocimiento moral digno de confianza requiere procesos de razonamiento democráticos que sean sensibles a la omnipresencia de la injusticia epistémica y la dominación, así como desarrollar estrategias para contrarrestarlas.

ABSTRACT Sung words often present prosodically ungrammatical structures. Such structures cannot be described exclusively on the basis of the linguistic environment in which they occur. Ungrammaticality manifests itself in the actualisation of phonological processes in environments in which such processes would be blocked and, conversely, in its blockage in environments in which their actualisation would be expected. The aim of this paper is to describe this behaviour of sung words that contrasts with that of spoken words. We shall initially introduce examples that illustrate the extent of the problem as well as its ubiquity. Next, we shall argue that the observed ungrammaticality can be explained on the hypothesis that the correspondence between text and melody in sung words is regulated by well-formed conditions. One of these conditions — which we call Metrical Pairing — establishes that the relationship between note and syllable is always bijective, that is (I) each and every note in a melody must be assigned to one and only one syllable, and (II) each and every syllable in a string must be paired with one and only one note. The observance of this condition for well-formedness of sung words explains both the actualisation and the blockage of phonological processes that diverge from the phonology of spoken Portuguese. occur conversely expected ubiquity Next wellformed formed bijective I (I II (II wellformedness formedness Portuguese

RESUMO A palavra cantada apresenta frequentemente construções anômalas do ponto de vista prosódico. Tudo indica que tais construções não podem ser descritas exclusivamente pelo ambiente linguístico em que ocorrem. A excepcionalidade dessas construções se manifesta na realização de processos fonológicos em ambientes nos quais tais processos seriam bloqueados e, reciprocamente, em seu bloqueio em ambientes nos quais seria esperada a sua realização. O objetivo do presente trabalho é descrever esse comportamento divergente da palavra cantada com relação à palavra falada. Inicialmente apresentaremos exemplos que ilustram a dimensão e a generalidade do problema. Em seguida argumentaremos que a excepcionalidade constatada pode ser explicada se assumirmos a hipótese de que a relação entre texto e melodia na palavra cantada é determinada por condições de boa formação. Uma dessas condições, que denominamos Pareamento Métrico, estabelece que a relação entre nota e sílaba é sempre bijetiva, ou seja (I) toda e qualquer nota de uma melodia deve ser pareada a uma e apenas uma única sílaba, e (II) toda e qualquer sílaba de uma cadeia deve ser pareada a uma e apenas uma única nota. A observância dessa condição de boa formação explica tanto a realização quanto o bloqueio de processos fonológicos em divergência com a fonologia do português falado. prosódico ocorrem reciprocamente falada problema Métrico bijetiva I (I II (II falado

We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a 'liberatory educational and social movement' to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un)conference methodology, this auto-ethnographic account of individual and collective engagements, using the "holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.

Abstract Ubiquity of new technologies is evident, and regulation is always presented as a solution for all potential threats they can bring in domains like privacy, democracy, and even human autonomy. This paper aim is to identify components that should be considered in regulating new technologies. The hypothesis is that the decision related to who should regulate distinct aspects of the development and usage of new technologies should be grounded in the understanding of those mandatory components of a regulatory system. The paper is developed according to the critical dialectic method and bring a descriptive and prescriptive analysis. It concludes that regulation that disregards the indicated components will be inevitably ineffective. evident privacy democracy autonomy system analysis ineffective

Resumo A ubiquidade de novas tecnologias é evidente, e sua regulação é apresentada como solução para todos os riscos potenciais que elas possam trazer à privacidade, democracia, e mesmo à autonomia da pessoa. Este artigo pretende identificar componentes que devem ser considerados na regulação de novas tecnologias. A hipótese é que a decisão relativa a quem deva ser o regulador de distintos aspectos do desenvolvimento e uso de novas tecnologias deve ser fundada no entendimento destes componentes mandatórios de uma matriz regulatória. O artigo se desenvolve no método crítico-dialético, e traz análise descritiva e prescritiva dos referidos componentes. A conclusão é de que um modelo regulatório que desconsidere os componentes aqui indicados será inexoravelmente inefetivo. evidente privacidade democracia pessoa regulatória críticodialético, críticodialético crítico dialético, dialético crítico-dialético inefetivo

Abstract The catalytic, regulatory and structural properties of RNA, combined with their extraordinary ubiquity in cellular processes, are consistent with the proposal that this molecule played a much more conspicuous role in heredity and metabolism during the early stages of biological evolution. This review explores the pivotal role of RNA in the earliest life forms and its relevance in modern biological systems. It examines current models that study the early evolution of life, providing insights into the primordial RNA world and its legacy in contemporary biology. catalytic processes systems biology

Technological advancements and the ubiquity of digital platforms have accelerated the spread of false information, undermining governance and social harmony. Despite its significance, there remains no academic consensus on a taxonomy for the various manifestations of false information. This study addresses this gap and examines the complex societal implications of misinformation. The research identifies motives behind the spread of false information and assesses its impact on governance and social contracts, with a focus on South Africa during the early phase of the coronavirus disease 2019 (COVID-19) pandemic. A qualitative approach was followed, using documentary research and secondary analysis of qualitative data. While global trends in misinformation were initially explored, the study primarily focused on South Africa, covering the period from the first confirmed COVID-19 case in Wuhan in December 2019 to 5 March 2021, one year after South Africa's first reported case. A literature review was conducted to examine the origins and spread of misinformation, including government measures and public responses. The findings revealed that power and greed are primary drivers of misinformation, with entrenched worldviews, scepticism towards authority, and a lack of critical evaluation skills intensifying the issue. The spread of misinformation had significant impacts on governmental crisis management and social cohesion in South Africa. CONTRIBUTION: This study contributes to understanding misinformation's societal impact and provides a framework for future empirical studies on crisis management and government-citizen relations. It aligns with the journal's focus on contemporary challenges in information dissemination.

Resumen El estado contemporáneo de la imagen digital y global conduce desde el interrogante inaugural de los estudios visuales por la naturaleza de las imágenes hacia la pregunta por las condiciones materiales de su omnipresencia actual. En este trabajo señalamos dos procesos centrales de la imagen contemporánea que permiten pensar su devenir total: la digitalización y la ubicuidad. Contra un sentido común que nos llevaría a ver en lo digital nada más que inmaterialidad, subrayamos tres claves materiales en la digitalización: lo fantasmal como modo de circulación; las pantallas como soporte tecnológico; el substrato mineral de los dispositivos. En la segunda parte, contra la idea de que la ubicuidad es nada más que multiplicación de imágenes, proponemos: volver a pensar la profusión en términos políticos como ocularcentrismo; en términos económicos como superabundancia (central para el desarrollo del neoliberalismo); y en términos psicosociales como cibervigilancia.

Abstract The contemporary state of digital and global images turns visual studies’ opening question on the nature of images to the inquiry on the material conditions of their current omnipresence. In this paper we point out two central processes regarding contemporary image that allows us to think of it as total: digitization and ubiquity. Contrary to the common sense that suggests that digital images are nothing more than immateriality, we highlight three material aspects of digitization: the phantasmal as a mode of circulation; the screens as a technological support; the mineral substrate of the devices. In the second part, opposing the idea that ubiquity is nothing more than the multiplication of images, we propose: to rethink profusion in political terms as ocularcentrism; in economic terms as superabundance (essential in developing neoliberalism); and in psychosocial terms as surveillance.

Resumo A identidade racial «branca» tem emergido como um problema político e de pesquisa urgente frente ao crescente racismo contra os/as imigrantes «negros/as» no Chile. Nesse contexto, o presente artigo propõe algumas explorações em torno de discursos e práticas da branquitude que permitam desenvolver novos olhares sobre a ubiquidade do racismo e das relações sociais racializadas no país. Em primeiro lugar, aborda-se o lugar da branquidade nas construções ideológicas da miscigenação chilena. Em segundo lugar, estuda-se a branquidade como categoria de classificação racial na região central do país. Finalmente, propõem-se vias de indagação que permitam aprofundar no estudo das branquidades chilenas, em diálogo com os whitenessstudies anglo-saxões e com os debates sobre a branquidade na América Latina. O artigo conclui com um breve comentário sobre a branquidade da pesquisa científica social no país.

Resumen La identidad racial «blanca» ha emergido como un problema político e investigativo urgente frente al creciente racismo contra los/as inmigrantes «negros/as» en Chile. En este contexto, el presente artículo propone algunas exploraciones en torno a discursos y prácticas de la blanquidad que permitan desarrollar nuevas miradas sobre la ubicuidad del racismo y de las relaciones sociales racializadas en el país. En primer lugar, se aborda el lugar de la blanquidad en las construcciones ideológicas del mestizaje chileno. En segundo lugar, se explora la blanquidad como categoría de clasificación racial en la región central del país. Finalmente, se proponen vías de indagación que permitan profundizar el estudio de las blanquidades chilenas, en diálogo con los whiteness studies anglosajones y con los debates sobre la blanquidad en América Latina. El artículo concluye con un breve comentario acerca de la blanquidad de la investigación científica social en el país.

Abstract “White” racial identity has emerged as an urgent political and investigative problem face to the increasing racism against “Black” immigrants to Chile. In this context, this article proposes several inquiries around Whiteness discourses and practices that allow us to develop new views on the ubiquity of racism and racialized social relations in Chile. For starters, we address the place of whiteness in ideological constructs of Chilean miscegenation. Secondly, we explore whiteness as a category of racial classification in the central region of the country. Finally, we propose some paths of inquiry that allow an in-depth study of Chilean whitenesses, in a dialogue with Anglo-Saxon whiteness studies and the debates on whiteness in Latin America. This article concludes with a brief comment on whiteness in social research in Chile.