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Pivot, persist or perish? Knowledge problems and the extraordinarily tight boundary conditions of entrepreneurs as scientists
Get PDFThe characterization of entrepreneurs as scientists (EaS) has become increasingly popular among management scholars because it fits neatly with existing theories of entrepreneurial action grounded in the assumption that entrepreneurs form and test beliefs in an intendedly rational fashion, under conditions of uncertainty, while continually seeking to obtain and process new information. Recent scholarship breathes new life into the EaS paradigm by proposing a framework that builds upon pragmatism in developing a microfoundational perspective concerning causally inferential action and rationality-based heuristics. Yet, the drift towards EaS is not without controversy. Business venturing is rarely analyzable through the lens of natural laws and orderly structures. Moreover, uncertainty is not the only knowledge problem (KP) that entrepreneurs confront. As such, EaS may be ineffective in bringing resolution to these other challenging KPs – ambiguity, complexity, and equivocality – especially when entrepreneurs are entertaining decisions to pivot or persist. In this sense, our work underscores the importance of EaS while also asserting the need for clear boundary conditions.Versión publicad
Transformación del espacio fluvial urbano y sus efectos sobre la conectividad social, el caso de Valdivia (1909-2020)
Get PDFLos espacios fluviales en áreas urbanas han sufrido importantes transformaciones en las últimas décadas. En el contexto Latinoamericano aún hay poca evidencia sobre las características e impactos de esta transformación, sobre todo en ciudades medianas y pequeñas. El objetivo principal de este artículo es analizar las trasformaciones del espacio fluvial urbano en el último siglo en una ciudad de escala mediana para conocer sus causas y los efectos sobre la conectividad social. Se analiza el caso de la ciudad de Valdivia de Chile, en su espacio fluvial más representativo: la ribera del centro fundacional y frente a ésta la ribera de Isla Teja. Metodológicamente se realiza un estudio diacrónico de tipo cualitativo basado principalmente en interpretación cartográfica, apoyado de información documental, centrándose en dos variables o categorías de análisis: forma urbana y elementos de conectividad fluvial. Se concluye que Valdivia ha sufrido una intensa transformación de sus espacios fluviales urbanos en el último siglo producto de eventos catastróficos y de cambios culturales. Se trata de un proceso discontinuo y diferente para cada ribera: un borde aumentó continuamente su superficie artificial generando una plataforma conectora resiliente a los cambios y catástrofes, mientras que el otro pasó de un proceso de artificialización a un borde poco intervenido y con mínima conectividad social. La investigación contribuye a la comprensión de la evolución del espacio fluvial urbano en el contexto latinoamericano, junto con aportar elementos para el diseño y planificación de las riberas urbanas.Versión publicad
Social isolation consequences: lessons from COVID-19 pandemic in a context of dynamic lock-down in Chile
Get PDFBackground Chile did not adopt general and unifed lockdowns for the whole nation but organized itself with dynamic and sometimes irregular lockdowns. These dynamics and consequences of social isolation could be generalized to other contexts of isolation such as those afecting minorities such as immigrants, prisoners, refugees.
Methods In this study, we investigated the physical and mental health symptoms associated with lifestyle changes due to lockdown among university students in Chile. We examined psychopathological variations in relation to mental health problems in a healthy young population. Our goal was to develop interventions to address these new psychosocial problems in potentially comparable post-pandemic contexts. From May 10th 2021 to June 2th 2021, 420
University students took part in an anonymous survey asking for information on habits and symptoms that emerged during the lockdown in response to the COVID-19 pandemic. Three health outcomes were assessed: digestive disorders; headache; fear of COVID-19. Covariates including conditions and lifestyle during the pandemic, SARS-CoV-2 infections in the family, fnancial situation and productivity were considered in the analysis.
Results Participants experienced headache and fear of COVID-19 quite frequently during the lockdown period.
More than half of the sample also experienced social isolation. Female gender, sleep quality, memory difculties,
and a change in eating habits resulted associated with an increased risk of health outcomes such as headaches
and digestive disorders.
Conclusions The results of this study ft within an original pandemic context: The results of this study can help identify needs and promote solutions applicable to diferent contexts. Future interventions should focus on the promotion and implementation of healthy habits focused on sleep hygiene, psychoeducation on the use of mobile devices
and gender medicine with the support of healthcare organizations and UniversityVersión publicad
Psychometric Properties of the School Support Scale (SSS) for a Sample of Chilean Adolescents
Get PDFThis study assesses the psychometric properties of the School Support Scale (SSS), part of the CHKS’s Resilience Youth Development Module (RYDM; Furlong et al., 2009), among 231 sixth- and seventh-grade students in urban public schools in Chile. Results indicated satisfactory psychometric properties, replicating a unifactorial structure observed in prior research (Hanson & Kim, 2007), where items related to caring relationships and high expectations loaded onto a single factor, school support. Significant correlations were found with measures of life satisfaction and school-related affect. These findings underscore the scale’s utility in evaluating student perceptions of school support and highlight avenues for future research to enhance its applicability across diverse educational contexts.Versión publicad
A charter for fire-adapted settlements
Get PDFUrban settlements in bushfire interface areas face many ongoing challenges that require integrated actions across jurisdictional boundaries and spatio-temporal scales. The Charter for Fire Adapted Settlements (CFAS) and its practice note have been developed as a relatively simple summary of key principles to achieve this. Its foundational principles can be used and adapted in a range of settings in Australia and internationally to understand risks, to develop or critique existing processes and to take action.Versión publicad
Quantitative evaluation of a theoretical-conceptual model based on affective and socio-behavioral dimensions to explain the academic performance of mathematics students
Get PDFObjective: There is evidence that suggests that affective dimensions, personality traits, as well as students’ cooperative interpersonal interactions, are an important element in the students learning process. In this work we propose a theoretical model, based on evidence, that shows the direct and indirect relationships between these factors and academic performance in mathematics courses, in undergraduate and school students.
Methods: To understand the type of relationships between these variables, the PANAS psychometric test of positive and negative affect, the BIG FIVE personality test and the economic decision game DUPLES GAME were applied. The study sample was 130 students between 17 and 22 years of age from undergraduate and school (M ± SD = 20.1 ± 3.99).
Results: From a path analysis, statistically significant relationships were found, for example, a direct relationship between neuroticism and positive affect,
which in turn is related to academic performance. We also found a direct relationship between neuroticism and negative affect, extraversion and positive
affect. This allows us to propose that some of the independent variables of the model directly and indirectly influence the academic performance of students
in the subject of mathematics.
Conclusion: Positive affect and negative affect directly affect academic performance in mathematics, neuroticism has a direct impact on negative affect
and extraversion direct impact on positive affect. Consequently, there are direct and indirect relationships between personality traits and affective dimensions,
which affect the academic performance of mathematics students.Versión publicad
Liderazgo directivo distribuido y su impacto en el ausentismo escolar crónico ¿Cómo influye el liderazgo distribuido de equipos directivos para enfrentar el ausentismo escolar?
Get PDFProyecto de Grado presentado a la Facultad de Educación de la Universidad del Desarrollo para optar al grado académico de Magister en Dirección y Gestión EscolarLa escuela es uno de los espacios formativos más relevantes en la vida de las personas, en cuanto centro de aprendizaje integral, que permite la adquisición de contenidos académicos formales como también la construcción de herramientas de sana convivencia que favorecerán un desarrollo adecuado en una sociedad democrática. Representa una oportunidad de desarrollo socioeconómico, sobre todo cuando se trata de estudiantes pertenecientes a grupos desfavorecidos, donde los recursos económicos, culturales y de contención familiar escasean.
En este contexto, el ausentismo escolar crónico se convierte en una traba para que estos procesos formativos se desarrollen, profundizando las brechas educativas existentes en nuestra sociedad. Si bien el ausentismo escolar es multicausal, encontrando causas de tipo personal y familiar para cada estudiante, también existen factores intraescuela, de los cuales los centros escolares deben responsabilizarse trabajando de forma articulada con las familias para prevenir
su desencadenamiento y/o actuar cuando esta problemática se ha instalado. En este sentido, el liderazgo directivo es fundamental, toda vez que los líderes deben visualizar la magnitud del problema, generando planes de acción que les permitan abarcar la mayor cantidad de frentes asociados al ausentismo, pero principalmente, buscando la revinculación de los estudiantes con su escuela, fomentando la apropiación, la colaboración y la participación de toda la comunidad en este objetivo, lo que es poco probable de alcanzar cuando el liderazgo es ejercido de manera unilateral.
De esta forma, el presente estudio se desarrolla partir de un análisis institucional a un establecimiento escolar que presenta una situación de ausentismo crónico, donde a partir de esta identificación se efectúa una revisión bibliográfica que aborda, en primera instancia de forma descriptiva y posteriormente analítica, el valor de un liderazgo donde no solo se distribuyan las tareas, sino donde se construyan metas y objetivos comunes que involucren las
visiones y necesidades de cada miembro, enfrentando la mayor cantidad de factores que puedan incidir en la ausencia a clases de los estudiantes.
La pregunta de investigación ¿Cómo influye el Liderazgo Distribuido de equipos directivos para enfrentar el Ausentismo Escolar? indaga en torno a las características que un estilo de liderazgo distribuido, donde éste transite de manera horizontal entre diferentes líderes, formales y no formales, podría favorecer el involucramiento y una gestión adecuada y contextualizada a la realidad de los estudiantes, donde asistir a clases se convierta en un derecho, un deber y un desafío compartido por todos
Game theory in the classroom: low cooperative relationships identify bullying patterns in elementary schools
Get PDFCooperation and bullying have a subtle yet important interaction that influences the social dynamics in elementary school classrooms. We investigate this interplay in a large sample of 1112 students across 47 public primary classrooms in Chile. Using a video game interface to create a dyadic, non-anonymous social dilemma, we map the cooperative social network within each classroom. In addition, we collect peer nomination data and use the Illinois Bullying Scale to categorize students as bullies, victims, or bully victims. Our results indicate that low levels of received cooperation significantly increase the likelihood of students being identified with the dual role of both bully and victim, known as the bully-victim profile. This negative relationship remains robust even after controlling for demographic and classroom context variables using multilevel regression models and is consistent when employing causal inference techniques such as statistical matching. We propose that the relationship between received cooperation and the bully-victim profile stems from the capacity of received
cooperation to capture key factors influencing social relationships among students, such as popularity, prosociality, GPA, and aggressiveness. Our study contributes to the understanding of human interaction in educational settings and it offers a new framework for targeted interventions in primary education, providing insights for future educational policies and practices.Versión publicad
Analysis of the Assessment of Vocal Performance Samples of Students of Acting from a Social Behavioral Perspective
Get PDFThe present study proposes an innovative analysis of the assessment of vocal performance samples (VPSs) from a social–behavioral perspective. The study’s main purpose was to analyze the cooperative tendency of teacher–student interaction to estimate the impact of cooperation on the formative nature of VPSs’ assessment experience. The latter was held in two different contexts based on the teachers’ perception: as an evaluator and as a spectator. The formative nature was judged through the students’ learning achievement and measured by their grades and their perceptual valuing of the assessment results provided by the teachers. The experiment was conducted at a Chilean university with twenty-two teachers and fourteen students of acting. The results indicate that no significant differences were observed in the control group (students assessed under the traditional system) between teachers who did not exhibit cooperative tendencies and those who did. However, in the experimental group (students assessed using a social–behavioral perspective system), teachers who did not exhibit cooperative tendencies were valued significantly lower than those who did. It was concluded that the presence of cooperative components in the teacher–student interaction contributes to determining the formative nature of the assessment experience in terms of how the students perceive it. The following is true as long as the structure of this experience promotes a collaborative interaction between teachers and students. This type of formative assessment can improve the assessment experience by fostering a teacher–student interaction that allows the co-construction of the theatrical phenomenon, which could potentially positively impact students’ vocal expressiveness.Versión publicad
Which factors are associated with acquired weakness in the ICU? An overview of systematic reviews and meta-analyses
Get PDFRationale: Intensive care unit-acquired weakness (ICUAW) is common in critically ill patients, characterized by muscle weakness and physical function loss. Determining risk factors for ICUAW poses challenges due to variations in assessment methods and limited generalizability of results from specific populations, the existing literature on these risk factors lacks a clear and comprehensive synthesis.
Objective: This overview aimed to synthesize risk factors for ICUAW, categorizing its modifiable and nonmodifiable factors.
Methods: An overview of systematic reviews was conducted. Six relevant databases were searched for systematic reviews. Two pairs of reviewers selected reviews following predefined criteria, where bias was evaluated. Results were qualitatively summarized and an overlap analysis was performed for meta-analyses.
Results: Eighteen systematic reviews were included, comprising 24 risk factors for ICUAW. Meta-analyses were performed for 15 factors, while remaining reviews provided qualitative syntheses. Twelve reviews had low risk of bias, 4 reviews were unclear, and 2 reviews exhibited high risk of bias. The extent of overlap ranged from 0 to 23% for the corrected covered area index. Nonmodifiable factors, including advanced age, female gender, and multiple organ failure, were consistently associated with ICUAW. Modifiable factors, including neuromuscular blocking agents, hyperglycemia, and corticosteroids, yielded conflicting results. Aminoglycosides, renal replacement therapy, and norepinephrine were associated with ICUAW but with high heterogeneity.
Conclusions: Multiple risk factors associated with ICUAW were identified, warranting consideration in prevention and treatment strategies. Some risk factors have produced conflicting results, and several remain underexplored, emphasizing the ongoing need for personalized studies encompassing all potential contributors to ICUAW development.Versión Publicad