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Sexual Assertiveness in Mexican Homeless Female Youth: A Qualitative Approach
(Springer Nature Switzerland, 2024)
Castaños-Cervantes, Susana
Homeless 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.
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Assertiveness and Human Rights Origins, Exercise, Education and Duties: How Assertiveness Can Help Us Better Understand Human Rights
(Springer Nature Switzerland, 2024)
This 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.
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Tracing Classical Roots of Assertiveness: The Aristotelian Virtue
(Springer Nature Switzerland, 2024)
Siqueiros Fernández, José Enrique
This 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.
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Assertiveness: A Tool for Social Change and Shared Value
(Springer Nature Switzerland, 2024)
Agudín Colmenares, Mary Paz
With 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.
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“I’m OK, You’re OK” Philosophy: Promoting a Culture of Respect, Equity, Justice, and Peace Through Assertiveness—An Introduction
(Springer Nature Switzerland, 2024)
Castaños-Cervantes Susana
;
Assertiveness 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.
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Requirements of Challenge based Learning for Experiential Learning Spaces, an Industrial Engineering Application Case
(IEEE, 2020)
;
Garay-Rondero, Claudia Lizette
This work refers to Experiential Learning Spaces (ELS) for Challenge-based Learning (CBL) in Industrial Engineering Education, which results from the need to define `where to teach and learn' in active learning experiences. A gap in the literature exists as there is no indication for CBL learning spaces. CBL entails acting in real-life experiences to develop relevant competencies and learning outcomes. This idea defines specific requirements to translate into a structure of a concrete type of learning spaces. The traditional notion of learning spaces sticks to physical infrastructure or environments within universities, overseeing those cases in which learning occurs in locations under a different type of settings. ELS can support Experiential Learning; however, a further adaptation to the notion is required for CBL. This work offers a complementary framework to conceptualize and design spaces in these terms for Industrial Engineering. This paper also presents a descriptive application case to exemplify these ideas in the Social Lab for Sustainable Logistics at Tecnologico de Monterrey in Mexico. The main contribution of this work resides in the conceptualization and exemplification of ELS to use CBL in Industrial Engineering education where no similar alternatives exist in these terms. © The authors, IEEE.
Scopus© Citations 11 19
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La educación en virtudes en santo Tomás de Aquino frente a la educación para la verificación y la acción de Jean Piaget
(2022)
<jats:p>Siguiendo la tradición clásica y medieval, santo Tomás sostiene que la inteligencia humana tiene por objeto apropiarse intencionalmente de la verdad. Eso significa que, gracias a su inteligencia y a su voluntad libre, el hombre puede ser interpelado por ella dejándose moldear y transformar a su imagen. Sin embargo, el materialismo y el activismo utilitarista han hecho que en la actualidad se haya perdido de vista ese fin de la educación. La misma naturaleza de la Verdad trascendente a la búsqueda del ser humano, nos ha conducido a observar cómo pensadores como Jean Piaget, han afectado el enfoque de una educación orientada a su fin que es la Verdad y el Bien. Por eso vemos la importancia de profundizar en la naturaleza y la necesidad de una educación que nos permita conquistar y poseer la verdad superando las dificultades derivadas de la condición corpóreo-espiritual y social del hombre. Ese breve estudio está encaminado a reflexionar sobre algunos de los fundamentos de la educación en virtudes bajo la perspectiva realista de santo Tomás de Aquino que contrastan con el materialismo educativo piagetiano que ha tenido un gran impacto en la educación actual.</jats:p>
19
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Importancia del concepto de naturaleza en Santo Tomás de Aquino ante los retos que plantea el transhumanismo a la educación actual.
(2021)
Aun cuando desde que el hombre empezó a intervenir en la naturaleza, ha superado muchas fronteras impuestas por su precariedad, el movimiento transhumanista progresista se ha desarrollado en las últimas tres décadas. Como contrapeso al transhumanismo, también ha surgido el bioconservadurismo. Ambos transhumanismo y bioconservadurismo, hablan de mejorar al ser humano, pero coinciden en que no todo lo que se puede llamar “mejoras”, tiene el mismo estatuto ontológico y moral. Aun con eso, se ha llegado a plantear la posibilidad de que el transhumanismo llegue a un extropianismo o a un posthumanismo, lo cual ha conducido el discurso científico a un plano filosófico con grandes retos para la educación. Si consideramos que educar es transformar sacando lo mejor que hay en el ser humano, veremos los retos que plantea este movimiento en el que la tecnología es capaz de superar la transformación que puede lograr cualquier sistema educativo utilizado hasta la actualidad. La Filosofía es importante, porque los fundamentos filosóficos de este movimiento, no han logrado consenso sobre lo que es la naturaleza humana y hasta dónde el hombre se puede transformar. De aquí que propongamos abordar el tema desde el realismo metafísico de santo Tomás de Aquino. Recuperar la propuesta de santo Tomás en la consideración de los retos que enfrenta la educación en este movimiento filosófico, científico y cultural.
36
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Country-Level Environmental Performance: Investment, Education, and Research and Development
(MDPI, 2024)
Leyva-Hernández, Sandra Nelly
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Background: Environmental deterioration has increased in recent years and is a worldwide concern. This study aims to analyze the influence of the resources and capacities of countries on their environmental performance. (2) Methods: A cross-sectional study using secondary data was carried out quantitatively. A linear regression analysis was carried out to determine significant factors in countries’ environmental performances. (3) Results: Education innovation and investment were associated with environmental performance; however, investment in a country did not affect the country’s performance. (4) ©MDPI
6
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Un mundo, una aldea global
(2022)
Through the COVID-19 pandemic, the world was involved in a series of changes that impacted aspects as important as education. Some digital platforms took this as an opportunity to evaluate and improve educational conditions around the world. This is the case of Coursera, which, through its data mining and online courses, showed the world the need to change the way education is taught to provide students with the necessary tools to work in today’s world. © GKA Ediciones, authors.
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