CRIS
Permanent URI for this communityhttps://scripta.up.edu.mx/handle/20.500.12552/1
Browse
30 results
Search Results
Now showing 1 - 10 of 30
- Some of the metrics are blocked by yourconsent settings
Item type:Publication, Pro-Game: Single-machine sequencing simulatorThis work presents a game-based learning simulator that simulates a single-machine sequencing problem. The simulator provides a dynamic and interactive platform for industrial engineering students to apply disciplinary concepts, such as operations research, production planning, and optimization techniques, in the pursuit of finding optimal sequencing solutions. The implementation of this simulator in an industrial engineering course demonstrated its efficacy as an engaging and relevant pedagogical tool. Feedback collected from students revealed that the activity not only increased their interest and motivation but also significantly deepened their understanding of the complexities involved in sequencing problems. This study concludes that the use of such simulators in the classroom can dramatically enhance the learning experience by making abstract concepts more tangible and by providing students with a hands-on approach to mastering complex topics. The findings suggest that incorporating simulation-based activities into the curriculum is a valuable strategy for enhancing student outcomes in industrial engineering education. ©The authors ©IEE. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Retos de la educación para la paz, Galtung y la violencia en redes sociales digitales(Universidad Politécnica Salesiana de Ecuador, 2026); - Some of the metrics are blocked by yourconsent settings
Item type:Publication, La “verdad práctica” en los relatos míticos del modelo educativo platónico de la República(Universidad Panamericana, 2025-08-04)Tabakian, DiegoLos estudiosos del pensamiento platónico convienen en ubicar la conceptualización de la verdad práctica o normativa en los libros II y III de la República, donde Platón desarrolla la crítica al paradigma educativo mítico-poético. El modelo educativo platónico se basa en una reelaboración de la paideía tradicional: para la formación de ciudadanos se emplean mitos falsos que, no obstante, contienen algo de verdad. Allí Platón no critica la falsedad fáctica de la poesía sino su falsedad moral, es decir, la composición de imágenes falsas sobre los dioses y la virtud, puesto que modelan incorrectamente las almas de los educandos. Desde esta perspectiva, lo que distingue a los relatos míticos de los poetas y los propugnados por Platón no es su verdad fáctica, sino su verdad “práctica”. En el presente trabajo abordo el debate en torno al sentido de pseûdos en los pasajes en los que Platón critica a la poesía tradicional y conceptualiza los mitos como herramienta pedagógica con la finalidad de dilucidar la especificidad de la verdad de esta clase particular de discursos. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, The fate of abstracts presented by Mexican authors at the American Society of Nephrology and Mexican meetings: A comparative study(Elsevier, 2025-05) - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Sexual Assertiveness in Mexican Homeless Female Youth: A Qualitative Approach(Springer Nature Switzerland, 2024)Castaños-Cervantes, SusanaHomeless female youth are among the most vulnerable understudied groups worldwide. They do not know their sexual rights and are denied their right to exercise them. This study qualitatively explored the sexual assertiveness of a group of Mexican homeless female youth to identify factors shaping sexual assertiveness and plausible pathways that may explain its effects. Two hundred homeless females aged 10–19 years old participated in this study. A semi-structured interview assessing dimensions of sexual assertiveness was conducted. The main findings revealed a low level of sexual assertiveness and of exercising sexual rights, a high level of sexual violence, a lack of sexual education and knowledge, and a lack of understanding of sexual rights. This study encourages the design and implementation of effective research-based programs and policies that can positively impact the sexual health of homeless female youth. ©The author ©Springer. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Assertiveness and Human Rights Origins, Exercise, Education and Duties: How Assertiveness Can Help Us Better Understand Human RightsThis chapter will explore the relationship between assertiveness and human rights. The concept of “rights” is present in many definitions of “assertiveness”, in that being assertive means standing for one’s rights in a particular manner. In that sense, the author begins by explaining the origins of the relationship between the two concepts. Afterwards, he analyses the connection between human rights and assertiveness through three aspects that help better understand both ideas: first, what it means to exercise a right; second, how assertiveness can be explained through human rights education; and lastly, he suggests that to comprehend the two ideas better, it is necessary to also think in terms of “human duties”. ©The author. ©Springer. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Tracing Classical Roots of Assertiveness: The Aristotelian Virtue(Springer Nature Switzerland, 2024)Siqueiros Fernández, José EnriqueThis chapter traces the conceptual origins of assertiveness back to the Aristotelian notion of virtue: a purposive disposition, mid-point between two vices, determined by the right reason. First, it defines common and technical uses of assertiveness. Second, it justifies using Aristotle’s notion of virtue to better understand its conceptual complexity and practical training. Third, it analyses Aristotelian origins in each of the contemporary senses addressed by Peneva and Mavrodiev’s study A Historical Approach to Assertiveness: (1) as a method to diagnose and control mental illnesses, (2) as a mean of self-advocacy, (3) as a way of achieving human flourishing and, finally, (4) assertiveness as a social and professional skill. The author claims that these historical perspectives are rooted in the same moral classical principle: a virtuous disposition as understood in Aristotle’s Nicomachean Ethics (NE), Politics (P) and Rhetoric (Rh). ©The author ©Springer. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Assertiveness: A Tool for Social Change and Shared Value(Springer Nature Switzerland, 2024)Agudín Colmenares, Mary PazWith a systemic-qualitative approach, the author presented a proposal to begin with the implementation of an assertiveness strategy in law schools as a sort of prototype that can be adapted to other disciplines so that all professionals can be educated in a different way that will enable them to project fairer social norms on the outside. Assertiveness is a broad term whose meaning needs to be clarified for the simple onlooker. It requires the effort of self-observation to go beyond oneself and decipher this code of essence, feeling, and thought. It would be a powerful tool for social change and shared value due to its heterogeneous alignment of formulas that support the projection of a direct influence on others. ©The author ©Springer. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, “I’m OK, You’re OK” Philosophy: Promoting a Culture of Respect, Equity, Justice, and Peace Through Assertiveness—An IntroductionAssertiveness is a human right essential for belonging and cultivating a culture of peace, equity, justice, and respect. Its importance lies in fostering culturally appropriate interactions and in the ability to express clearly, confidently, and respectfully personal needs, opinions, desires, and emotions while considering and respecting the rights and perspectives of others. It is a valuable tool since it contributes to improving, among other aspects, interpersonal relationships, quality of care, work efficiency and productivity, teamwork, psychosocial well-being, and health outcomes. This chapter qualitatively analyses assertiveness as a human right and as the fundamental factor for intercultural competencies, which, in turn, help establish diverse and inclusive societies. As a result, peace, justice, and equity are settled amongst communities, and a culture of belonging, enrichment, and thriving is cultivated. It examines how education paves the way for communicating, behaving assertively, and exercising the human right to be assertive. Thus, education provides the foundation for learning to live together through assertiveness. Finally, this chapter synthesises and analyses the book to give a general overview of its content. This book will pave the way for future research on assertive rights. It will encourage studies of assertiveness as a human right and as a way of promoting a culture of respect, justice, and peace within diverse, inclusive, and culturally competent societies. ©The authors ©Springer. - Some of the metrics are blocked by yourconsent settings
Item type:Publication, Capabilities and education in Latin America(Universidad Panamericana, 2024-08-15)
- «
- 1 (current)
- 2
- 3
- »