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    What is care and what is not caring? The challenges of cultural diversity
    (Universidad Compultense Madrid, 2020-11-01)
    This article uses evidence from Peru to examine issues of care and its absence, both in the sense of “giving care” and concern with someone or something. The two cases analyzed bring into consideration separate couples trying to agree on the care obligations of non-custodial male fathers and the distance between the care practices of indigenous Amazonians and urban Peruvian society. The discussion highlights emotions, motivations, systems of morality, and cultural identities that support care and define the lines beyond which denial of care may be inevitable and even defensible. The argument points to privileged status of hope as an emotion of particular importance in systems of care on a personal and collective level and also with respect to States and national policies.
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    Design of JARI: A Robot to Enhance Social Interaction in Children with Autism Spectrum Disorder
    (Multidisciplinary Digital Publishing Institute (MDPI), 2025-05-01)
    Robots designed for children with Autism Spectrum Disorder (ASD) have demonstrated potential in promoting social engagement and emotional learning. This study presents the design and preliminary evaluation of JARI, a social robot developed to support emotional recognition and interaction in children with ASD aged 6 to 8 years. The robot integrates mechanical, electronic, and software components within a modular architecture and is operated via a web-based Wizard of Oz interface. Aesthetic decisions, including a deliberately ambiguous zoomorphic appearance to avoid triggering the recognition of specific animal forms and the use of sensory accessories, were made to increase acceptance and reduce overstimulation. JARI was tested in the following two scenarios: individual interaction at a special education center in Peru, and group interaction at an inclusive school in Spain. Results show that most children were able to identify the robot's emotional expressions and responded positively to its color cues. Behavioral analysis revealed significant engagement through physical gestures, sustained visual attention, and emotional mirroring. These findings suggest that JARI is effective in capturing attention and eliciting meaningful interaction from children with ASD.
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