Proyectos

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The phenomenon of a soft liquid drop eroding a hard stone surface over time, immortalized in the ancient proverb «dripping water wears away the stone,» presents a profound mechanical puzzle. While craters are common imprints of high-energy events, those formed by persistent, low-energy water dripping are exceptional. The impact energy of a single drop is far below the threshold required to plastically deform or fracture the material, yet erosion occurs. This project seeks to answer the fundamental question: How can water erode stone through dripping and create distinctive craters? While recent advancements in drop-impact dynamics have revealed that an impacting drop generates propagating fronts of intense, singular pressure and shear, these theories were developed for ideal, non-porous surfaces and are insufficient to explain the erosion. Our preliminary experimental work—which has successfully reproduced water-dripping craters on gypsum targets while failing to erode non-porous materials—points to a crucial, previously overlooked element: the porous nature of the target material. We discovered that erosion and the formation of a distinct surface microstructure of pores commence only after the substrate becomes fully saturated with water. This key finding suggests that the complex interaction between the impact-induced flow and the internal, liquid-filled pore structure is the primary driver of the erosion mechanism. This project will establish the first comprehensive experimental and theoretical framework for slow erosion in porous ma- terials by water dripping. We will investigate three potential and non-exclusive micro-mechanisms. The first is low-Reynolds accumulative erosion, where the impact pressure pumps liquid into the matrix, generating high shear stress along pore walls that slowly abrades material, a process whose rate is expected to be proportional to the wall shear stress. The second is the inter-pore propagation of pressure shocks; because the surface pressure front arrives at adjacent pore openings at slightly different times, large pressure gradients are generated within the saturated matrix, inducing mechanical fatigue and failure of inter-pore walls. The third is cavitation bursts, where the negative-pressure front trailing the initial impact shock— akin to an explosion’s blast wave—causes the formation and violent collapse of vapor bubbles. These collapses generate localized but highly destructive shock waves, a process potentially detectable via acoustic emissions. Our methodology integrates a novel, multi-scale experimental approach with robust theoretical modeling. An automated, custom-built setup, featuring a syringe pump for precise drop control and a photo-gate for impact counting and synchroniza- tion, tracks crater evolution over tens of thousands of reproducible impacts. An automated translation stage will move the sample between the impact zone and a characterization chamber for on-the-run 3D shape reconstruction via high-resolution laser profilometry and for mass measurement via an integrated load cell. This will be complemented by a suite of characteriza- tion techniques, including high-speed imaging to capture rare ejecta events, microscopic surface imaging, and advanced bulk imaging (X-ray Micro-Tomography, Scanning Electron Microscopy or Nuclear Magnetic Resonance) to visualize the internal 3D pore network and wear propagation. Experiments will mainly utilize natural materials like gypsum and selenite, as well as custom-fabricated synthetic porous samples (e.g., PDMS). These transparent, engineered samples will allow for direct flow visualization via Particle Image Velocimetry (PIV) to isolate and study specific mechanisms in a controlled environment. The theoretical work will couple established models for drop-impact pressure distributions with frameworks for flow in porous media, wall-shear erosion, and wave propagation. The goal is to develop predictive formulae for crater growth rates and their scaling with fluid and material properties, which can be validated against our extensive experimental data. By leveraging the research team’s expertise in drop-impact forces and tackling this 2,500-year-old question, this project will provide novel insights into fluid-solid interactions, wear on porous materials, and landscape evolution. It moves beyond prior studies, which used simplified substrates, to address the central role of porosity in this long-unsolved problem in continuum physics.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The phenomenon of a soft liquid drop eroding a hard stone surface over time, immortalized in the ancient proverb «dripping water wears away the stone,» presents a profound mechanical puzzle. While craters are common imprints of high-energy events, those formed by persistent, low-energy water dripping are exceptional. The impact energy of a single drop is far below the threshold required to plastically deform or fracture the material, yet erosion occurs. This project seeks to answer the fundamental question: How can water erode stone through dripping and create distinctive craters? While recent advancements in drop-impact dynamics have revealed that an impacting drop generates propagating fronts of intense, singular pressure and shear, these theories were developed for ideal, non-porous surfaces and are insufficient to explain the erosion. Our preliminary experimental work—which has successfully reproduced water-dripping craters on gypsum targets while failing to erode non-porous materials—points to a crucial, previously overlooked element: the porous nature of the target material. We discovered that erosion and the formation of a distinct surface microstructure of pores commence only after the substrate becomes fully saturated with water. This key finding suggests that the complex interaction between the impact-induced flow and the internal, liquid-filled pore structure is the primary driver of the erosion mechanism. This project will establish the first comprehensive experimental and theoretical framework for slow erosion in porous ma- terials by water dripping. We will investigate three potential and non-exclusive micro-mechanisms. The first is low-Reynolds accumulative erosion, where the impact pressure pumps liquid into the matrix, generating high shear stress along pore walls that slowly abrades material, a process whose rate is expected to be proportional to the wall shear stress. The second is the inter-pore propagation of pressure shocks; because the surface pressure front arrives at adjacent pore openings at slightly different times, large pressure gradients are generated within the saturated matrix, inducing mechanical fatigue and failure of inter-pore walls. The third is cavitation bursts, where the negative-pressure front trailing the initial impact shock— akin to an explosion’s blast wave—causes the formation and violent collapse of vapor bubbles. These collapses generate localized but highly destructive shock waves, a process potentially detectable via acoustic emissions. Our methodology integrates a novel, multi-scale experimental approach with robust theoretical modeling. An automated, custom-built setup, featuring a syringe pump for precise drop control and a photo-gate for impact counting and synchroniza- tion, tracks crater evolution over tens of thousands of reproducible impacts. An automated translation stage will move the sample between the impact zone and a characterization chamber for on-the-run 3D shape reconstruction via high-resolution laser profilometry and for mass measurement via an integrated load cell. This will be complemented by a suite of characteriza- tion techniques, including high-speed imaging to capture rare ejecta events, microscopic surface imaging, and advanced bulk imaging (X-ray Micro-Tomography, Scanning Electron Microscopy or Nuclear Magnetic Resonance) to visualize the internal 3D pore network and wear propagation. Experiments will mainly utilize natural materials like gypsum and selenite, as well as custom-fabricated synthetic porous samples (e.g., PDMS). These transparent, engineered samples will allow for direct flow visualization via Particle Image Velocimetry (PIV) to isolate and study specific mechanisms in a controlled environment. The theoretical work will couple established models for drop-impact pressure distributions with frameworks for flow in porous media, wall-shear erosion, and wave propagation. The goal is to develop predictive formulae for crater growth rates and their scaling with fluid and material properties, which can be validated against our extensive experimental data. By leveraging the research team’s expertise in drop-impact forces and tackling this 2,500-year-old question, this project will provide novel insights into fluid-solid interactions, wear on porous materials, and landscape evolution. It moves beyond prior studies, which used simplified substrates, to address the central role of porosity in this long-unsolved problem in continuum physics.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]En la Provincia de Cardenal Caro, el control de nemátodos gastrointestinales (NGI) en ovinos se realiza principalmente mediante antiparasitarios químicos, con resultados heterogéneos entre predios. Esta variabilidad puede responder a una combinación de factores: composición local de especies parasitarias, fallas de dosificación/administración y/o presencia de resistencia antihelmíntica. La ausencia de herramientas diagnósticas operativas y de criterios estandarizados de decisión a nivel predial favorece tratamientos repetidos sin evaluación objetiva de eficacia, elevando costos y aumentando la presión de selección de resistencia, con potenciales externalidades ambientales asociadas a residuos en heces. La propuesta desarrolla y transfiere un paquete tecnológico de bajo costo y alta aplicabilidad para el secano costero de Cardenal Caro, utilizando ovinos Hidango como población objetivo. El paquete se estructura en tres componentes integrados: (1) diagnóstico aplicado y línea base territorial, basado en muestreo seriado, recuento de huevos (HPG/EPG) cuando corresponda y registro estandarizado de tratamientos, manejo y condición corporal; (2) confirmación taxonómica y validación molecular estratégica (submuestra sentinela) para respaldar la pertinencia territorial de las recomendaciones sin aumentar costos; y (3) transferencia tecnológica mediante un protocolo operativo (POE), kit de registros y criterios de decisión que permitan implementar un manejo racional del control parasitario en predios.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]En la Provincia de Cardenal Caro, el control de nemátodos gastrointestinales (NGI) en ovinos se realiza principalmente mediante antiparasitarios químicos, con resultados heterogéneos entre predios. Esta variabilidad puede responder a una combinación de factores: composición local de especies parasitarias, fallas de dosificación/administración y/o presencia de resistencia antihelmíntica. La ausencia de herramientas diagnósticas operativas y de criterios estandarizados de decisión a nivel predial favorece tratamientos repetidos sin evaluación objetiva de eficacia, elevando costos y aumentando la presión de selección de resistencia, con potenciales externalidades ambientales asociadas a residuos en heces. La propuesta desarrolla y transfiere un paquete tecnológico de bajo costo y alta aplicabilidad para el secano costero de Cardenal Caro, utilizando ovinos Hidango como población objetivo. El paquete se estructura en tres componentes integrados: (1) diagnóstico aplicado y línea base territorial, basado en muestreo seriado, recuento de huevos (HPG/EPG) cuando corresponda y registro estandarizado de tratamientos, manejo y condición corporal; (2) confirmación taxonómica y validación molecular estratégica (submuestra sentinela) para respaldar la pertinencia territorial de las recomendaciones sin aumentar costos; y (3) transferencia tecnológica mediante un protocolo operativo (POE), kit de registros y criterios de decisión que permitan implementar un manejo racional del control parasitario en predios.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers’ actions and decisions address interculturality in the language classroom. The proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapacá, Metropolitan, and Araucanía) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin’s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis. Expected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Objetivo general: Examinar los procesos de convivencia intercultural y describir los discursos y prácticas escolares sobre la producción de diferencias étnicas y migrantes en dos escuelas secundarias chilenas diversas en la Región de O'Higgins y en la Región Atacama.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]The rapid increase in immigration and the presence of different Indigenous peoples in the country have resulted in culturally diverse classrooms in Chile. Cultural differences are significant for communication (Otten & Geppert, 2009) and teaching processes (Liddicoat & Scarino, 2013). Hence, intercultural interactions correspond to embodied culture discourses (Carbaugh, 2017; Shi-xu, 2023), which entail the communication practices that take place at institutional levels (i.e., top-down) and language classrooms (i.e., bottom-up). However, some tensions have been identified in these processes, particularly because they seem to maintain cultural and linguistic hierarchies that do not necessarily promote the social mobility or acceptance of minoritized groups (Flores & Rosa, 2015; Unamuno, 2016; Zavala, 2017). Against this backdrop, discursive practices are at the core of how these raciolinguistic hierarchies are maintained, negotiated, and/or challenged by educational communities. Consequently, the main objective of this research proposal is to examine how language and interculturality are discursively conceptualized and implemented in culturally diverse Chilean schools, specifically within three language subjects: Spanish, Ancestral Languages, and English as a Foreign Language. This objective is articulated through the following research question: How are language and interculturality discursively conceptualized and implemented in culturally diverse Chilean schools across the subjects of Spanish, Ancestral Languages, and English as a Foreign Language? To address this question, the project outlines four specific objectives (SOs): SO1) To examine how interculturality is discursively constructed in educational policies and the national curriculum on language subjects (i.e., Spanish, Ancestral Languages, and English as a Foreign Language); SO2) To assess how language teachers understand and implement intercultural practices in Chile, highlighting areas of convergence and divergence; SO3) To analyze how school communities discursively construct interculturality on their schoolscapes; and SO4) To analyze how language teachers’ actions and decisions address interculturality in the language classroom. The proposed research is a mixed-methods study (Creswell & Plano, 2018). First, we will analyze a corpus of institutional pedagogical discourses to examine how interculturality is discursively constructed in educational policies and the national curriculum (SO1). To this end, the data will be examined from a Corpus-Assisted Approach to Discourse Studies (CADS) (Partington et al., 2013) following the guidelines proposed by Jaworska and Kinloch (2018, p. 116) for a thorough and systematic examination of multiple datasets in CADS. The first quantitative stage considers the analysis of frequency, concordance lines, collocations, and keywords. The second qualitative stage is informed by Bacchi's (2012) model, What's the Problem Represented to be? (or WPR) and the Discourse-Historical Approach (Reisigl, 2017; Reisigl & Wodak, 2016). Second, we will conduct a questionnaire to identify how language teachers understand interculturality and intercultural practices in their classrooms (SO2). The sampling considers a disproportionate stratification to enable similar sample sizes for Spanish and EFL teachers, and Traditional Educators, ensuring the representation of Traditional Educators, who are the smallest population (CEM Mineduc, 2024). Third, we will analyze how school communities discursively construct interculturality on their school grounds (SO3) through the examination of schoolscapes (Gorter & Cenoz, 2015). To this end, three schools across three regions will be selected (i.e., Tarapacá, Metropolitan, and Araucanía) to ensure geographic representativeness. The data will be analyzed in light of Ledin and Machin’s multimodality framework (2017, 2018, 2019) as it incorporates the materiality of the semiotic signs, the ideologies and beliefs behind the creation of multimodal texts, and the recontextualization of social actors and practices (van Leeuwen, 2008). Finally, we analyze the actions and decisions language teachers take to address interculturality in the language classroom (SO4) through classroom observation (minimum 48 pedagogical hours in total; four hours per language subject) in the same schools. These observations will be analyzed using the synopsis technique (Dolz et al., 2018; Schneuwly & Dolz, 2009), which allows us to both hierarchize central pedagogical sequences and examine teachers' actions and students' reactions in detail. In turn, it enables data reduction and serves as heuristic support for analysis. Expected results seek to enlighten how educators co-create language and interculturality in culturally diverse schools. It examines how these social actors recontextualize and mediate top-down policies to their daily realities, thus illuminating the negotiation and resemiotization of hegemonic understandings of interculturality in line with the needs of their own communities (bottom-up practices).[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Objetivo general: Examinar los procesos de convivencia intercultural y describir los discursos y prácticas escolares sobre la producción de diferencias étnicas y migrantes en dos escuelas secundarias chilenas diversas en la Región de O'Higgins y en la Región Atacama.[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Postulación a Fondecyt Regular[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]

[vc_section el_class="container mx-auto align-items-center circle--pattern" css=".vc_custom_1648956589196{padding-top: 3rem !important;}"][vc_row el_class="pb-5"][vc_column][vc_wp_custommenu nav_menu="6"][uoh_breadcrumb_component automatic_breadcrumb="true"][uoh_title_component title_dropdown="big" title_decorator="true"]{{title}}[/uoh_title_component][vc_column_text css=""]Game theory and artificial intelligence are deeply connected fields, particularly when model- ing adversarial learning problems as Stackelberg games under uncertainty. In such settings, defenders allocate resources randomly to prevent attackers from anticipating their moves. As time evolves, the environment changes, and new strategies or actions may emerge. A suitable subfield of game theory to model these dynamics is stochastic games, where the state captures the set of available actions in a time-dependent process. Moreover, the attacker–defender inter- action naturally exhibits a hierarchical bilevel structure: the defender must design randomized strategies to protect targets, while the attacker responds by executing an action that maxi- mizes its reward. This makes stochastic dynamic Stackelberg games a model of choice for such applications [15], the Chilean party being very active in the domain [9, 10, 11]. In a previous collaboration [1], we have shown that defining an appropriate solution concept for these games is far from trivial, and in some cases remains an open research question. Even when a proper solution concept can be established, computing it becomes prohibitively expensive for games with massive state and action spaces. These challenges are not only of theoretical interest but also of high practical relevance. This associate team will focus on two among the many possible applications. Challenge 1: The first one is wildfire prevention. This theme has been widely examined in the literature, particularly through models that optimize the design of firebreaks [16], [12] and the the placement of surveillance cameras to limit fire spread. In contrast, the operational dimension of prevention and firefighting—where resources must be dynamically allocated un- der uncertainty—has received far less attention. Emerging distributed AI technologies with autonomous agents, both centralized (e.g., coordinated command-and-control systems) and de- centralized (e.g., drones and sensor swarms), could play a key role in addressing this challenge. Challenge 2: Similarly, in the domain of distributed AI learning systems (e.g. Federated Learning), a central authority is in charge of agregating the updates of distributed clients in the process of minimizing a global metric. The presence of Byzantine (or faulty) agents can derail convergence or induce a biais in this process. To mitigate this, robust agregation techniques have been proposed in the literature based on identifying and discarding suspect contributions [17, 18, 19]. But concrete attacks like ALIE [20] or FoE [21] tend to exhibit patterns. This lead researchers to propose the first history-aware defenses [22, 23, 24]. Purely deterministic rules, though, are likely to be defeated by powerful and well-informed agents. The attacker–defender framework is crucial to design secure training environments against adversarial manipulations, the principal issue being to decide if and when to exclude a suspected malicious agent. Both these applications can be tackeled with tools of Game Theory. More applications could be cited, like environmental conservation problems, such as poaching prevention [25], environmental tax evasion [26] or border patrol security [9].[/vc_column_text][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649209804184{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5"][vc_row el_class="container mx-auto align-items-center p-md-0 pt-5"][vc_column el_class="p-0"][/vc_column][/vc_row][/vc_section][vc_section css=".vc_custom_1649210787516{background-color: #f6faff !important;}" el_class="p-md-0 pt-md-5 pb-md-5"][vc_row el_class="container mx-auto align-items-center"][vc_column][/vc_column][/vc_row][/vc_section]