Understanding life through its origins reveals the groundwork underlying the differentiations of its autonomous generative matrixes. Following the primogenital matrix of generation, the three generative matrixes of the specifically human sense of life establish humanness within the creative human condition as the existential sphere of sharing-in-life.

Stories of firms that exceed local compliance requirements in their environmental performance appear routinely. However, we have limited theoretical explanations of what propels these firms to exceed compliance. Our theory suggests that global competitive and institutional pressures lead multinational firms to develop highlevel, environmental management systems (EMS) that make them more competitive. For economic and other reasons, select firms make the choice to rationalize their collective environmental performance to the highest common denominator rather than the lowest. Regulations around the world (...) differ widely and are a moving target in many settings. The need to comply with such myriad, shifting rules leads to firms creating EMS to help stay ahead of regulations worldwide. Using institutional and internationalization theories as our basis, we offer a propositional model concerning global competitive/institutional pressures and their effects on corporate environmental performance. We conclude the paper with a discussion of the implications of the model. (shrink)

Se plantea la bifurcación de los planes de estudio de Filosofía en profesorado o licenciatura, la que responde a la vez a otra división: enseñanza o investigación. Se formulan las siguientes preguntas: ¿enseñar implicar investigar? ¿una investigación debería estar expresada de manera comprensible siguiendo criterios didácticos? ¿habría una metodología de la investigación escindida de una metodología de la enseñanza y viceversa? ¿es posible enseñar Filosofía o sólo es dable enseñar a filosofar? Se da cuenta de la etimología de las palabras (...) "enseñanza" e "investigación", observando los rasgos comunes de ambas y se aboga por una enseñanza que implique investigación y una investigación que se exprese en forma clara e inteligible. Respecto a los métodos de investigación y de enseñanza, se estima que la metodología de la investigación y la metodología de la enseñanza en Filosofía, no son cosas extrañas ni distantes. Ante la dicotomía: "Enseñar filosofía" o "enseñar a filosofar" se considera que si la entendemos en función de contenido y método, ambas se compatibilizan, pero como dos posturas ante la verdad filosófica, son incompatibles. Por último se propone la unificación de los planes de estudio. (shrink)

Gaze plays a fundamental role in the processing of facial expressions from birth. Gaze direction is a crucial part of the social signal encoded in and decoded from faces. The ability to discriminate gaze direction, already evident early in life, is essential for the development of more complex socially relevant tasks, such as joint and shared attention. At the same time, facial expressions play a fundamental role in the encoding of gaze direction and, when combined, expression and gaze communicate behavioural (...) motivation to approach or avoid. However, the investigation of how gaze direction and emotional expression interact during the processing of a face has been relatively neglected, and is the key question of this review. (shrink)

The importance of patients taking an active role in their healthcare is recognized internationally, to improve safety and effectiveness in practice. There is still, however, some ambiguity about the conceptualization of that patient role; it is referred to interchangeably in the literature as engagement, involvement, and participation. The aim of this discussion paper is to examine and conceptualize the concepts of patient engagement, involvement, and participation within healthcare, particularly nursing. The concepts were found to have semantic differences and similarities, although, (...) from a nursing perspective, they can be summoned to illustrate the establishment of a mutual partnership between a patient and a nurse. The individualization of such processes requires the joint effort of engagement, involvement, or participation, represented by interactive actions of both the patient (asking questions, telling/speaking up, knowledge acquisition, learning, and decision‐making) and the nurse (recognizing, responding, information sharing, teaching, and collaborating). Suggesting that the concepts can be used interchangeably comes with some caution, requiring that nurses embrace patients playing a role in their health and healthcare. Further research and practice development should focus on how patients and nurses receive and respond to each other to establish patient engagement, involvement, and participation. (shrink)

Philosophy has been always received or bypassed for its resonance or aloofness with the spirit of the time. Should not philosophy/phenomenology of life be expected to do more to ascertain its validity? Should it not pass the pragmatic test, that is to respond directly to the life-concerns of its time? What is the role of the philosopher and philosophy today? Due to the ever-advancing scientific, technological, social and cultural changes that are shaping human life and the life-world-in-transformation, we are desperately (...) seeking a measure to estimate life's unfolding, a compass to stir the course between Scylla and Charibda to maintain human-hood and creative insight for laying the cornerstones for the unforeseeable unfolding of life dynamisms. It is this challenge which philosophy/phenomenology of life meets with underlying ontopoietic unraveling of the hidden logoic concatenations of beingness-in-becoming. The present collection of essays offers contributions to answer this challenge by focusing upon measure, sharing-in-life, intersubjectivity and communication, societal equilibrium, education, and more. It will be of great interest to those working in the fields of Phenomenology, Philosophy, History of Philosophy, and Contemporary Philosophy. (shrink)

Some might ask "Why Locke's theory of knowledge now?" Though appreciated for his social philosophy, Locke has been criticized for his work in the field of epistemology ever since the publication of the Essay. It is even as if Locke serves only as an example of how not to think. When people criticize Locke, they usually cite the hostile commen taries of Berkeley, Kant, Husserl, or Sellars. But, one might ask, are they not all so eager to show the excellence (...) of their own epistemo logical views that they distort and underestimate Locke's thought? Russell aptly noted in his History of Western Philosophy that: No one has yet succeeded in inventing a philosophy at once credible and self-consis tent. Locke aimed at credibility, and achieved it at the expense of consistency. Most of the great philosophers have done the opposite. A philosophy which is not self-consis tent cannot be wholly true, but a philosophy which is self-consistent can very well be wholly false. The most fruitful philosophies have contained glaring inconsistencies, but for that very reason have been partially true. There is no reason to suppose that a self consistent system contains more truth than one which, like Locke's, is obviously more or less wrong. (B. Russell, A History of Western Philosophy [New York: Simon and Schuster, 1945], p. 613. ) Here Russell is uncommonly charitable with Locke. (shrink)

Obsessive–compulsive disorder is a debilitating mental health disorder that can easily become a treatment-resistant condition. Although effective therapies exist, only about half of the patients seem to benefit from them when we consider treatment refusal, dropout rates, and residual symptoms. Thus, providing effective augmentation to standard therapies could improve existing treatments. Group compassion-focused interventions have shown promise for reducing depression, anxiety, and avoidance related to various clinical problems, but this approach has never been evaluated for OCD individuals. However, cultivating compassion (...) for self and others seems crucial for OCD patients, given the accumulating research suggesting that fear of guilt, along with isolation and self-criticism, can strongly contribute to the development and maintenance of OCD. The primary aim of this pilot study was to evaluate the acceptability, tolerability, and effectiveness of an 8-week group compassion-focused intervention for reducing OCD symptoms, depression, fear of guilt and self-criticism, and increasing common humanity and compassionate self-reassuring skills in treatment-resistant OCD patients. Using a multiple baseline experimental design, the intervention was evaluated in a sample of OCD patients who had completed at least 6 months of CBT treatment for OCD, but who continued to suffer from significant symptoms. Participants were randomized to different baseline assessment lengths; they then received 8 weekly, 120-min group sessions of compassion-focused therapy for OCD, and then were tested again at post-treatment and at 1 month follow up. Despite the adverse external circumstances, by the end of treatment, all participants demonstrated reliable decreases in OCD symptoms, and these improvements were maintained at 4-week follow-up for seven of eight participants. The intervention was also associated with improvements in fear of guilt, self-criticism, and self-reassurance, but less consistent improvements in depression and common humanity. Participants reported high levels of acceptability of and satisfaction with the intervention. Results suggest that the intervention may be beneficial as either a stand-alone treatment or as an augmentation to other treatments. (shrink)

The present study had two main aims: to determine whether deaf children show higher rates of key behaviors of ADHD and of Conduct Disorder—CD— than hearing children, also examining whether the frequency of these behaviors in deaf children varied based on cochlear implant use, type of school and level of receptive vocabulary; and to determine whether any behavioral differences between deaf and hearing children could be explained by deficits in inhibitory control. We measured behaviors associated with ADHD and CD in (...) 34 deaf and hearing children aged 9–10 years old, using the revised Spanish version of the Conners scale. We then assessed inhibitory control ability using a computerized Stroop task and a short version of the Attention Network Test for children. To obtain a measure of the level of receptive vocabulary of the deaf children we used a Spanish version of the Carolina Picture Vocabulary Test for Deaf and hearing-impaired children. Deaf children showed significantly higher rates of behaviors associated with ADHD and CD, and over 85% of cases detected with high risk of ADHD-inattentive type in the entire present sample were deaf children. Further, in the group of deaf children a negative correlation was found between receptive vocabulary and frequency of disruptive, aggressive, or antisocial behaviors associated with CD. However, inhibitory control scores did not differ between deaf and hearing children. Our results suggested that the ADHD-related behaviors seen in deaf children were not associated with a deficit in inhibitory control, at least in the interference suppression subcomponent. An alternative explanation could be that these behaviors are reflecting an adaptive strategy that permits deaf children to access information from their environment which is not available to them via audition. (shrink)

El presente artículo intenta retomar el tema de la injusticia social con el fin de poder construir una caracterización útil para la filosofía política. La hipótesis principal es que el tema de la injusticia es tan importante como el de la justicia —de la cual hay ilustres teorías filosóficas— pero que no puede ser comprendido cabalmente si se le considera solamente como el polo opuesto de esta. En apoyo de esta idea se desarrollan tres dimensiones de la injusticia social: mala (...) distribución de bienes y servicios, exclusión y desempoderamiento, las que se ponen a prueba en un caso particular. De otra parte, se señala la importancia de distinguir a la injusticia de la mala suerte o el infortunio. Estas consideraciones conducen, en la parte final del texto, a tratar el tema de las víctimas y de la posibilidad del cambio. (shrink)

There are several lessons to be learned from the COVID-19. The crisis of 2020 not only had exposed the vulnerability of populations but also several unequalities. In this sense, autonomy, equity, equality, and other ethical basic principles define what ought to be done and also the limits of action, “drawing the line”. Equity is a core principle in public health. Justice as fairness could exemplify the normative and cognitive dimensions of principles. Equality defines the line to close the gender gap, (...) dramatically exposed by pandemics. Care práctice and care ethics are basic for health policies. Beyond autonomy, ethical principles allow us to identify the best practices in public health. (shrink)

El viaje ha tenido un papel fundamental en la azarosa supervivencia humana, sin embargo nuestro paradigma es rico en quietudes y pautas fijas. De pronto, los escenarios se trastocan, sobreviene la crisis y nada será como era entonces. Todos estamos en tránsito, de conocimientos, de aprendizajes, de identidades, todos estamos forzados a ser migrantes, aunque la cabeza y el corazón intenten apegarse a una concepción del mundo y de la vida que pertenece a otra época ya pasada. El tercer milenio (...) le ha dado buenas razones de emergencia a una comunidad trashumante cuyo origen es la misma inestabilidad a la que tenemos que enfrentarnos. Ese flujo es el cambio de paradigma. ElYo haciéndosees un Yo siempre en tránsito hacia otra parte. Pero para generar este paisaje quieto el sistema dispone de una serie de controles. Nuestra cultura ‘reacciona’ negativamente, desconfía del nomadismo, como también del extranjero. El desorden es una noción compleja, como lo es el encuentro entre muchos azares, que son generadores del caos. (shrink)