The Daugavet property of C∗C^*-algebras, JB∗JB^*-triples, and of their isometric preduals

A Banach space $X$ is said to have the Daugavet property if every rank-one operator $T:X\longrightarrow X$ satisfies $\|Id + T\| = 1 + \|T\|$. We give geometric characterizations of this property in the settings of $C^*$-algebras, $JB^*$-triples and their isometric preduals. We also show that, in these settings, the Daugavet property passes to ultrapowers, and thus, it is equivalent to an stronger property called the uniform Daugavet property.Comment: To appear in J. Funct. Anal., final form, 19 page

Advancing Gender Equality in Schools through Inclusive Physical Education and Teaching Training: A Systematic Review

The importance of achieving an inclusive education to ensure parity and equality between genders is a worldwide challenge. Consequently, it is essential to rethink the various places and spaces within the school environment where gender inequalities are produced. Physical education is one of these spaces which has been identified as a problematic area in the literature. In order to address this issue and respond to the needs identified in the research, this systematic review presents action initiatives aimed at applying certain teaching strategies highlighted in the study. The PRISMA method was used to review 274 studies which explore this topic at various levels of education, emphasizing the need for coeducational teaching of physical education and the necessity of proposing motivational tasks for both sexes. In particular, results show that some studies have focused on the need for physical education teachers to be aware of potential gender-biased structures when developing curricula, approaches and materials. Other research has highlighted that in order for physical education classes to be inclusive, equitable opportunities must be provided for all students to participate. In addition, strategies should be implemented which promote positive attitudes towards physical activity by addressing any underlying gender stereotypes and by breaking down traditional boundaries that exist between genders. In conclusion, this systematic review has identified a number of teaching strategies which could help teachers create an equitable learning environment within physical education classes. This could subsequently lead to greater success in achieving an inclusive education which promotes parity and equality between genders

Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain

This study aimed to explore the relationship between Early Leaving Education and Training and mental health perceived by young Spanish school leavers, as well as develop mid-range theories to better understand this relationship. The study uses a grounded theory approach; specifically, Charmaz’s constructivist approach and its informed version have guided the study. Through qualitative interviews with individuals who had left school prematurely, the results of this study showed a bidirectional relationship between ELET and mental health, where the detriment in the mental health of young people who leave school early should be understood as both a cause and an effect of the process of ELET. In addition, the findings suggest that certain socio-economic and educational factors, such as bullying, academic stress, self-responsibilization of failure, and labels such as “NEET” can contribute to a decrease in mental health. Overall, this study has provided new insights into the ELET-mental health relationship, contributing to the development of mid-range theories that can inform future research and interventions to minimize these problems

Could Gamification Be a Protective Factor Regarding Early School Leaving? A Life Story

The European Union has recognized the close relationship between mental health, wellbeing, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL

Exploring the Relationship between Early Leaving of Education and Training and Mental Health among Youth in Spain

This study aimed to explore the relationship between Early Leaving Education and Training and mental health perceived by young Spanish school leavers, as well as develop mid-range theories to better understand this relationship. The study uses a grounded theory approach; specifically, Charmaz’s constructivist approach and its informed version have guided the study. Through qualitative interviews with individuals who had left school prematurely, the results of this study showed a bidirectional relationship between ELET and mental health, where the detriment in the mental health of young people who leave school early should be understood as both a cause and an effect of the process of ELET. In addition, the findings suggest that certain socio-economic and educational factors, such as bullying, academic stress, self-responsibilization of failure, and labels such as “NEET” can contribute to a decrease in mental health. Overall, this study has provided new insights into the ELET-mental health relationship, contributing to the development of mid-range theories that can inform future research and interventions to minimize these problems.H2020YOUNG_ADULL

The Political Biocentrism of Agency Network. A Model of Citizenship and the Common Space of Resistance

La práctica democrática y el ejercicio mismo de lo político devienen ambos en un sistema permanentemente inconcluso, abierto y dinámico, tal y como lo es el mismo callejón sin fin de la significación humana. Con ello en mente, en este texto se propone la dimensión biocéntrica de lo político como una nueva faceta de la ciudadanía democrática. Para dicho objetivo, en lo que atañe al plano de lo conceptual, se tomará la noción de disenso de Rancière y la agonística moufferiana para relacionarlas ambas con una ética-ontológica que contemple la vida como bien común universal y cuya agencia se mueve en una intrincada red o circuito de pluralidad. Se trata, por tanto, de establecer una relación teórico-filosófica encuadrada en las matrices de una ecosofía política que vincule la práctica ciudadana y la matriz hegemonía/resistencia con las gramáticas ecológicas de los regímenes de la vida.Democratic practice and the same exercise of politics, conform now a permanently unfinished, open and dynamic system, as it is the same dead end of the human significance. With this in mind, in this text the biocentric political dimension is proposed as a new facet of democratic citizenship. For this purpose, in respect to the plane of the conceptual, we will take the notion of dissensus of Rancière and the agonistic of Mouffe be taken to relate with an ontological ethics that contemplates life as universal common good and whose agency is mo-ving in an intricate circuit network of plurality. This text is intended, therefore, establish a theoretical and philosophical relationship between grammars of political ecosophy linking citizenship practice and hegemony / resistance matrix with grammars of the ecological regimes of life