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The main goal of the paper is to explore the origins and developments of the first community cellular network in Mexico.

Data were gathered in 2015 and 2016 through in-depth interviews, participant observation, workshops, photos, official documents, and informal interviews in the state of Oaxaca in southern Mexico. Data was also drawn from the work of two activists, P. Bloom and E. Huerta, working with the community assemblies of a number of Indígena communities: Villa Talea de Castro, Santa María Yaviche, San Juan Yaee, San Ildefonso Villa Alta, San Bernardo Mixetepec, Santa Ana Tlahuitoltepec, San Jerónimo Progreso, Santiago Ayuquililla, San Miguel Huautla, Santa Inés de Zaragoza, Santo Domingo Xagacia, San Pablo Yaganiza, San Pedro Cajonos, San Francisco Cajonos, San Miguel Cajonos, San Mateo Cajonos, Santa María Alotepec, and San Juan Tabaá. To analyze the data, using codes created in Atlas.TI and relying on an inductive approach, we analyzed the history of this network within a theoretical framework informed by Actor-Network Theory.

Participants in the enactment of this cellular network followed two programs of actions, one technical and one legal. Together, the community assemblies and activists took advantage of available devices, free software and ordinary computers, on the one hand, and communal rules, national laws, constitutional reforms and tacit knowledge, on the other hand. They brought about a new, non-profit, communitarian, and self-organized network that allows for inexpensive communication between members of small, marginalized Indígena communities in the state of Oaxaca in Mexico.

The arrangement of actants that the case illustrates is replicable in other parts of the country and outside of Mexico. The new community cellular network reduces the economic costs of communication, facilitates some jobs and family bonds, expands the range of community-owned projects, encourages self-organization and ways of situated conflict resolution, and empowers communities in relation to external powerful telecommunication corporations.

This is a novel account of a highly unusual set of community-led institutional innovations based on firsthand information drawn from the main actants of the new network.

Due to the recovery of the quality of life coming from a real estate boom and due to the extensive possibilities for leisure and work, the young generation in Spain looks with more optimism into the future as did generations before. Still, Spain is a nation with low employment prospects. This puts many professionals in a difficult position, having to sacrifice family relations for a better job. Another problem is the rate of university degrees, which is over the European average. Therefore, Generation Z has higher goals for their lives than previous generations. One of the traditional problems is that young people get high marks in their professional degrees but have a lack of employability skills and are therefore not always success in their first apprenticeship contract with companies. Generation Z has social skill problems with respect to empathy, communication and conflict management. Due to their digital style of life, they have substituted the gregarious relationships leisure for the bedroom culture of social networks.

Although many educators feel insecure about reporting suspected child maltreatment, educators are in a unique position to identify and, subsequently, intervene in such cases. This is particularly true for those working in early childhood education settings, as the youngest children – those most vulnerable to the effects of maltreatment – are at the greatest risk for being victims of most types of maltreatment. Thus, early childhood educators should be familiar with child maltreatment and be prepared to act in these cases. The purpose of this chapter is to provide a general overview of child maltreatment. Definitions and prevalent issues will be discussed, and the potential effects of child maltreatment across a variety of domains, including cognitive, academic, social, and behavioral functioning, will be highlighted. Finally, the authors explore various responsibilities, such as mandated reporting and intervention and prevention activities, of early childhood educators.

This chapter explains how smart cities can be resilient in pandemic times through small business continuity strategies. A review of definitions of smart cities and urban and business resilience is presented to understand smart cities' resilience. The City Resilience Index is introduced as a tool that cities can use to measure and monitor their resilience in which the economy and social dimension highlight business continuity as a factor in promoting a sustainable economy. During the COVID-19 pandemic, small businesses, as the engine of smart cities, have made their vulnerability to crises more evident and lack a roadmap or guideline to help them become resilient; for this reason, some business continuity strategies are proposed based on business paper reviews.

This chapter is about an analysis and reflection on the actions, programs, and regulatory frameworks of the Mexican government for the promotion of entrepreneurial activity during the twentieth century. A documentary review is presented based mainly on the presidential reports available in the virtual legal library of the National Autonomous University of Mexico, the Center for Documentation, Information, and Analysis of the Chamber of Deputies (Cámara de Diputados), and various publications of experts on economic history, considering the twentieth century: from the year 1900 with the end of the Porfiriato until the six-year term of Ernesto Zedillo that ended in 2000. The public policies of these 100 years were reviewed and based on this, was analyzed the importance assigned to the creation, development, and consolidation of companies and their importance in public policies. Special emphasis is given to instruments for the creation of new businesses or the development and strengthening of small- and medium-sized enterprises.

The use of Active Learning (AL) techniques can significantly improve the teaching–learning process, as the content is explored in a more interactive, participative, and relaxed way. Although expositive classes are still broadly used in Brazil, in this chapter we present some AL techniques, as well as experiences of their application, used in Brazilian K-12, undergraduate, and graduate Information Systems courses. As a result, we have noticed learning has been more effective, and students have been motivated by the use of these AL techniques. Although used in the context of Information System courses, the techniques could be adapted to other scenarios.