Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Due to the influence of corporate criminal laws, the use of the concept of “integrity” has spread. This research aims to contribute to the precision of this concept and apply it to business activity. In the first place, a bibliographical survey is made that addresses integrity from different perspectives: etymological, phenomenological and those from the codes of professional ethics, and the academic literature on business ethics (2016-2020). Second, the concept is negatively characterized by three literary characters lacking integrity. The criterion for choosing the stories is the teaching experience in business ethics. These characters are Mullah Nasrudin, the protagonist of a Sufi fable; Narcissus, the protagonist of an ancient Greek myth, and Walter White, the main character in the American TV series called Breaking Bad. Then, these stories are interpreted in the light of the surveyed bibliography. Finally, it is discussed and inferred that the moral solvency that arises from the fulfillment of the given word is the essential element of the virtue of integrity in the field of business professions. Methodologically, this is an argumentative essay in which the review of the academic literature acts as a key to the analysis and interpretation of the illustrative stories and enables the inference of the theoretical conclusions.

Pier Paolo Pasolini´s film adaptation of Sophocles´ Oedipus The King, offers the peculiarity to joint Oedipus myth and Sofocles´ tragedy, with Sigmund Freud interpretation of the greek tragedy. To which he adds his personal experiences so as to talk about his own Oedipus complex. By adapting Sophocles´ text from psychoanalytic theory, he makes a film that links the universality of Freudian Oedipus complex with his own experience of passionate love for his mother and parricidal hatred against his father.

The film “Argentina, 1985” (Mitre, 2022) constitutes with is plot contribution the opportunity to unfold that fabric that makes up our recent history by addressing a crucial point of it: the Trial of the Military Juntas. We propose to read the braiding that is produced with the material from two other film productions: “The Official Story” (Puenzo, 1985) and “The Secret in Their Eyes” (Campanella, 2009), where we also can locate the intersection of the big history with the little stories. The cinematography offers us in its language the possibility of disturbing us, moving us so that we can later build continuity, temporality and a braid where the intervals that had been frozen and that required mobilization to be repaired are located. We approach the framework given to listening and reading in those temporary displacements in which the facts are presented, setting them in motion, alternating them, but, above all, tying and untying the recent trauma that we have gone through as a society and it becomes essential to transmit.

Reseña de libro: Notas de Viaje. Diálogos de bioética y cine en tiempos de pandemia

Reseña del libro Montajes del cuerpo. Cine, series y psicoanálisis María Pía Marchese y David Albano González (compiladores) Editorial Grama. 2022

Reseña de libro Padres en el cine. Películas en interlocución Eduardo Laso Edita Fundación MediféColección Lecturas Éxtimas 2022

Problematic smartphone use is a health problem associated with numerous negative variables whose prevalence has been increasing in recent years. The purpose of this work is to carry out a reliability generalization meta-analysis of the Smartphone Application-Based Addiction Scale (SABAS) by means of which to estimate the reliability of this scale. A systematic search was performed in PsycINFO, Pubmed and Scopus and 31 studies that had applied SABAS and reported Cronbach’s alpha were retrieved. A random effects meta-analysis was performed to estimate the reliability of the test. Heterogeneity was assessed using Cochran’s Q and I2 statistics. Potential moderating variables were examined by meta-regression and subgroup analysis. The combined reliability of the SABAS is α =.81, presenting no risk of publication bias. The country in which the studies were carried out turned out to be a moderating variable of the reliability of the studies analyzed. This meta-analysis shows how the SABAS has good internal consistency and is suitable for use with research purposes. The limitations of the study are presented.

In the implementation processes of educational policies and specific programs, it is crucial that they make sense to the actors involved, as it impacts the levels of adherence and commitment to change. This article presents research that sought to understand the meanings of educational actors regarding the sense of implementing social intervention programs in schools in contexts of poverty. The research was conducted through a qualitative methodology of multiple case studies involving four vulnerable Chilean schools. From a conceptual perspective, references from policy implementation theory were addressed, focusing on implementation conditions and the role of actors. Regarding the results, three groups of meanings stand out that underpin the presence of programs in schools: those centered on the vulnerability of families and children, those centered on the opportunity for teachers to focus on their pedagogical role, and those centered on global societal changes that impact education. It is important for projecting changes and transformations in educational equity that actors comprehend and engage with renewed visions to understand education from a comprehensive approach and with a rights-based perspective.

Motivation to learn might be intrinsic or extrinsic, and both are related to academic performance in undergraduate students. Gamification practices can improve academic performance but studies on its effects on motivation are mixed. In this study, we assess the effects of gamification on motivation in undergraduate students. 120 first-year undergraduate psychology students registered in an introductory class participated in 6 quiz games about the basic scientific foundations of Psychology. We designed a counterbalanced study with two groups and three assessment points. Instruments comprised a demographical questionnaire and the CEAP-48 scale to measure extrinsic and intrinsic motivation to learning. A mixed ANOVA was performed to test the main hypothesis. Group 1 improved their scores in extrinsic motivation after gamification (t = -4.46, p <.001, d = -0.58) and were superior to Group 2 at second assessment point (t = 3.02, p =.034, d = 0.55). Group 2 also increased their scores in extrinsic motivation at third assessment point after gamification (t = -7.68, p <.001, d = -0.66) and were equivalent to Group 1 (t = -0.46, p =.997, d = -0.08). Gamification increases motivation oriented to reward and avoidance of low academic performance, instead of intrinsic motivation in undergraduate students.