Desde inicios del siglo XX, con la formación de las repúblicas, se establecieron diversos deberes, como responsabilidad del Estado, para el bienestar de sus ciudadanos. Estos debían estar garantizados en las respectivas constituciones en las que se presentaban como intrínsecos al hecho de ser considerados ciudadanos de derecho. Este concepto, nacido en la modernidad, propone como una ciudadanía que está regulada, siendo la nación quien Ɵ ene la potestad de fiscalizar las labores realizadas por el Estado. Cabe resaltar que, el ciudadano no puede participar de la toma de decisiones de manera directa, sino que se establecen formatos democráticos bajo los cuales logra expresarse. Del mismo modo, el Estado –en tanto que es un organismo vivo, en términos de los teóricos modernos- también logra adecuarse y desarrollar procedimientos y estrategias que le permitan garantizar los derechos de la ciudadanía

FUENTE:

Villagra, E. . (2022). AMENAZAS CONTEMPORÁNEAS, LOS ROLES DE LAS FUERZAS ARMADAS Y SU INTEGRACIÓN CON LA SOCIEDAD. Pensamiento Conjunto, 10(1), 14. Recuperado a partir de https://pensamientoconjunto.com.pe/index.php/PC/article/view/105

Understanding equitable practice is crucial for science education since science, technology, engineering, and mathematics (STEM) fields and STEM learning practices remain significantly marked by structural inequalities. In this paper, building on theories of discourse and situated meaning developed by Foucault, Gee, and Sedgewick, we explore how educators navigated discourses about social justice in informal science learning (ISL) across four UK sites. We draw on qualitative, multimodal data across 5 years of a research–practice partnership between a university, a zoo, a social enterprise working to support girls and nonbinary youth in STEM, a community digital arts center, and a science center. We identify three key discourses that shaped social justice practices across all four practice–partner sites: (1) “inclusion” for STEM, (2) “inclusion” for the institution, and (3) “inclusion” for minoritized youth. We discuss how educators (n = 17) enacted, negotiated, resisted, and reworked these discourses to create equitable practice. We argue that while the three key discourses shaped the possible meanings and practices of equitable ISL in different ways, educators used their agency and creativity to develop more expansive visions of social justice. We discuss how the affordances, pitfalls, and contradictions that emerged within and between the three discourses were strategically navigated and disrupted by educators to support the minoritized youth they worked with, as well as to protect and promote equity in ISL. This paper contributes to research on social justice in ISL by grounding sometimes abstract questions about power and discourse in ISL educators’ everyday work.

Dawson, E., Bista, R., Colborne, A., McCubbin, B.-J., Godec, S., Patel, U., Archer, L., & Mau, A. (2024). Inclusion for STEM, the institution, or minoritized youth? Exploring how educators navigate the discourses that shape social justice in informal science learning practices. Science Education, 108, 792–819. https://doi.org/10.1002/sce.21856

Abstract

This study explores the applications of virtual scenario learning in addressing the global issue of
school bullying through digital educational tools. Previous research suggests that virtual roleplaying experiences can reduce bullying incidents; however, experiencing the victim role can evoke negative emotions, while the bystander role may not fully convey the severity of bullying.
This study aims to investigate the effects of a multi-role experience-based virtual scenario
learning model on learners by integrating the advantages of both roles. This study employed a
quasi-experimental research method, which involved grouping 56 fourth-grade elementary school students in Taipei City, Taiwan, into an experimental group and a control group. The experimental group utilized the multi-role experience-based virtual scenario learning model, while the control group utilized a single-role experience-based model. The study compared the differences in academic achievement, empathy, and problem-solving tendencies between the two groups. The findings indicate that the experimental group significantly excelled over the control group in academic achievement, empathy, and problem-solving tendencies. The multi-role experiencebased virtual scenario learning model effectively nurtures students’ empathy and considerably enhances learners’ awareness of campus bullying.

Purpose: Comparing the effect of serious game and problem-based learning on nursing students’ knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
Design and methods: In this quasi-experimental study, 76 undergraduate nursing students were enrolled through a convenience sampling method, and were allocated to one of the three groups of serious game, problem-based  learning, and control through the block randomization method. Data were collected using a valid and reliable 3-part researcher-made tool, completed before and two weeks after the intervention. Statistical analysis was performed using paired t-test, analysis of covariance, and Bonferroni post hoc test. A significance level of <0.05 was considered.
Results: After the intervention, mean scores of both knowledge and clinical decision-making skill increased significantly in both intervention groups (p < 0.05). Mean post-test scores of both knowledge and clinical decision-making skill in the serious game group, and only clinical decision-making skill in the problem-based learning group were significantly higher than the control group (p < 0.05). However, no significant difference was observed regarding mean post-test scores of both knowledge and clinical decision-making skill between the intervention groups (p > 0.05).
Conclusions: Both serious game and problem-based learning are proven to be effective in improving nursing students’ knowledge and clinical decision-making skill regarding the application of transfusion medicine in pediatric nursing.
Practice implications: Since learning now occurs beyond classrooms and the new generation of students spend most of their time in virtual places, utilizing technology-based teaching methods like serious games can benefit both educators and students by providing continuous education, saving their time and expenses, etc

⁎ Corresponding author.
E-mail address: zahra_taheri@gums.ac.ir (Z. Taheri-Ezbarami)

https://doi.org/10.1016/j.pedn.2024.01.010

The case for repositioning entrepreneurship education (EE) as first-person transformation in
classrooms envisioned as spaces for practical reasoning, has lately received significant scholarly
attention. This case aligns with a broader need to generate more impactful learning outcomes
that accurately reflect the nature of the entrepreneurship phenomenon. Notwithstanding, how a theory-praxis nexus results in first-person transformation remains underdeveloped. Accordingly, this paper advances interiority as an operationalizing mechanism for developing entrepreneurship as first-person transformation. Thus, we contribute to shifting the focus of learning from what we know, to how we know in a process of intellectual self-awareness. We then offer a conceptual framework that connects three realms of knowing: practical, relational, and theoretical, with interiority as the fulcrum. We discuss how this approach contributes to impactful entrepreneurial learning, seen through the emergence of entrepreneurial mindsets in reflective student practice

Corresponding author.
E-mail addresses: kfutonge@tcd.ie (K.F. Nzembayie), dcoghlan@tcd.ie (D. Coghlan).
https://doi.org/10.1016/j.jbvi.2024.e00471

Purpose

Due to the coronavirus 2019 (COVID-19) pandemic, primary and secondary schools worldwide are deploying online teaching/learning practices, fostering and thus innovation practices. The purpose of this study is to determine the degree to which practices reflecting educational innovation are implemented in the Greek public primary and secondary schools operating under conditions characterized by the COVID-19 pandemic. Determining the relationship among these educational innovation practices is also an aim of the present study.

FUENTE:

Educational innovation practices in primary and secondary schools during the COVID-19 pandemilNancyNancy BourantaBouranta ¹, EvangelosEvangelos PsomasPsomas ²

Low-technology firms face an increasingly disruptive innovation landscape as new legislation and changing  market demands force them to dramatically reduce emission levels to become more sustainable. However,  successfully developing and implementing sustainable technologies frequently presupposes alliances between  low-technology firms (such as process industry companies) and high-tech firms (such as their specialized technology providers). Such alliances are asymmetric and problematic because of differences in approaches to
learning, knowledge bases, collaboration routines, and high cognitive distance between high- and lowtechnology firms. Against this background, we performed a multiple case study of six asymmetric alliances  operating in the food and food packaging sectors in the UK. The analysis reveals that technology distance  asymmetry, technology integration complexity, and innovation capability incompatibilities prohibit technology  transfer effectiveness. By mapping these themes across three phases of technology transfer, we identified a total  of nine unique problems that hamper technology transfer effectiveness and, therefore, risk delaying or distorting  the implementation of novel sustainable technology. The paper provides theoretical implications for the literature on innovation in LMT firms and for the literature on sustainability alliances along with practical implications for improving technology transfer between high-tech and low-tech firms considering climate change

Fuente:  Research Policy 53 (2024)

Abstract
The confguration of the entrepreneurial university remains poorly understood given the  complexity of the university as an organisation with multiple missions and multiple ‘products and services’, delivered by multiple and sometimes competing sub-organisations with
diferent cultures and norms, in response to diferent outside pressures and demands. The
outcomes of the entrepreneurial university refect the plurality of goals, including research,
teaching, knowledge commercialisation, and civic and community empowerment, but they
are rarely considered within the same conceptual and empirical framework. Hence, the aim
of this paper is to explore how multiple and sometimes competing strategies and associated
arrangements, resources and capabilities within the entrepreneurial university afect the
delivery of economic and social benefts to the external world across teaching, research,
knowledge commercialisation, and civic and community empowerment missions. To
achieve this aim, we elaborate the entrepreneurial university ecosystem concept so that we
can systematically capture the cross-infuences of the entrepreneurial university elements
in their entirety rather than focussing on selected ecosystem elements and their efects in
relation to one particular university mission. Our analysis is based on a novel institutionlevel database on university strategies, goals, policies, and support mechanisms, providing annual data for all higher education institutions in the UK over the period 2017–2020,
complemented with annual administrative data on staf, fnances, graduate outcomes, and
infrastructure, as well as contextual data on the wider regional entrepreneurship ecosystem. Using a Seemingly Unrelated Estimation approach, we contribute with novel fundings
explicitly identifying synergies and tensions between diferent elements of the entrepreneurial university ecosystem that afect the delivery of its outcomes.
Keywords Entrepreneurial university · Ecosystems · Entrepreneurial university elements ·
Entrepreneurial university missions · Resources · Capabilities

fuente: Abreu, M., Grinevich, V. The entrepreneurial university: strategies, processes, and competing goals. J Technol Transf (2024). https://doi.org/10.1007/s10961-024-10085-7

Abstract

Understandings of emotions and their role in ordering social life has been a fruitful feminist contribution to cultural and social studies. Under this theoretical perspective, affective or emotional responses illustrate women’s strategies to cope with or resist productive and spatial limitations produced by traditional gender roles and stereotypes. Since the 2000s, tourism and gender researchers have turned their attention to emotions, although their intersection of gender stereotypes in rural tourism has been limited. We rely on Ahmed’s framework on emotions and other theoretical contributions on socio-cultural spaces, embodied emotions, affective practices and gendered work to investigate gender roles, stereotypes and tourism productive and spatial relations in Mexican rural contexts. This context shed light on roles and gender stereotypes and their connections with the affective spatial practices experienced by women. A total of 49 Mexican women were interviewed from 2015 to 2018. Qualitative content analysis is employed to examine interview data, using inductive and deductive approaches. In addition, non-participant observation, document review, and field notes enrich and complement the interview data. Emotions are shown to mediate women’s lived experiences of gendered rural tourism work and the potential of emotional responses to contest social norms in opening new paths to surpass women’s relatively weaker positions in rural societies and to negotiate inequalities. Women continue to experience contradictory messages and tensions generated in both the family and the community, even with the growth in gender mainstreaming strategies; we propose a framework to contest traditional gender roles and to improve women’s affective spatial practices in rural contexts.