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In Mexico, labor statistics show that most women are employed in lower paid positions (ENOE, INEGI, 2014) and just a few can have access for better jobs. Evidence show that not only organization policies are responsible for these difficulties but in many cases women discard themselves from the opportunities for a promotion. Resumen Abstract Self-efficacy perception and empowerment are found to be key factors for advancement of women in different areas. The present study aims to identify the presence or lack of self-efficacy and empowerment among female students sample from a small campus of the Autonomous University of San Luis Potosi in Mexico. Results show a similar level of self-efficacy perception and empowerment which can evidence some correlation but more importantly they represent the need for a deeper analysis of both constructs and limitations due to contextual factors. This study is just a first approach to develop the importance of female empowerment as a competency needed to be provided through courses, activities or programs during their university education aiming for better employment opportunities.","author":[{"@context":"https://schema.org","@type":"Person","name":"Lourdes Martinez Cerda"}],"contributor":[],"dateCreated":"2021-02-08","dateModified":"2021-02-08","datePublished":"2020-01-01","headline":"Percepcion de Autoeficacia y empoderamiento","identifier":{"@type":"PropertyValue","propertyID":"DOI","value":"10.18583/umr.v5i2.160.g307"},"image":"https://attachments.academia-assets.com/65637818/thumbnails/1.jpg","inLanguage":"es","keywords":[],"publication":"Management 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In Mexico, labor statistics show that most women are\nemployed in lower paid positions (ENOE, INEGI, 2014) and just a few can have access for better jobs. Evidence show that not only organization policies are responsible for these difficulties but in many cases women discard themselves from the opportunities for a promotion.\nResumen\nAbstract\nSelf-efficacy perception and empowerment are found to be key factors for advancement of women in different\nareas.\nThe present study aims to identify the presence or lack of self-efficacy and empowerment among female\nstudents sample from a small campus of the Autonomous University of San Luis Potosi in Mexico. Results\nshow a similar level of self-efficacy perception and empowerment which can evidence some correlation but\nmore importantly they represent the need for a deeper analysis of both constructs and limitations due to\ncontextual factors. This study is just a first approach to develop the importance of female empowerment as a\ncompetency needed to be provided through courses, activities or programs during their university education\naiming for better employment opportunities.","publication_date":"2020,,","publication_name":"Management Review"},"document_type":"paper","pre_hit_view_count_baseline":null,"quality":"high","language":"es","title":"Percepcion de Autoeficacia y empoderamiento","broadcastable":true,"draft":false,"has_indexable_attachment":true,"indexable":true}}["work"]; window.loswp.workCoauthors = [16553142]; window.loswp.locale = "en"; window.loswp.countryCode = "SG"; window.loswp.cwvAbTestBucket = ""; window.loswp.designVariant = "ds_vanilla"; window.loswp.fullPageMobileSutdModalVariant = "control"; window.loswp.useOptimizedScribd4genScript = false; window.loginModal = {}; window.loginModal.appleClientId = 'edu.academia.applesignon';</script><script defer="" src="https://accounts.google.com/gsi/client"></script><div class="ds-loswp-container"><div class="ds-work-card--grid-container"><div class="ds-work-card--container js-loswp-work-card"><div class="ds-work-card--cover"><div class="ds-work-cover--wrapper"><div class="ds-work-cover--container"><button class="ds-work-cover--clickable js-swp-download-button" data-signup-modal="{"location":"swp-splash-paper-cover","attachmentId":65637818,"attachmentType":"pdf"}"><img alt="First page of “Percepcion de Autoeficacia y empoderamiento”" class="ds-work-cover--cover-thumbnail" src="https://0.academia-photos.com/attachment_thumbnails/65637818/mini_magick20210208-20835-2r613o.png?1612808804" /><img alt="PDF Icon" class="ds-work-cover--file-icon" src="//a.academia-assets.com/images/single_work_splash/adobe_icon.svg" /><div class="ds-work-cover--hover-container"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span><p>Download Free PDF</p></div><div class="ds-work-cover--ribbon-container">Download Free PDF</div><div class="ds-work-cover--ribbon-triangle"></div></button></div></div></div><div class="ds-work-card--work-information"><h1 class="ds-work-card--work-title">Percepcion de Autoeficacia y empoderamiento</h1><div class="ds-work-card--work-authors ds-work-card--detail"><a class="ds-work-card--author js-wsj-grid-card-author ds2-5-body-md ds2-5-body-link" data-author-id="16553142" href="https://cpm.academia.edu/LourdesMartinezCerda"><img alt="Profile image of Lourdes Martinez Cerda" class="ds-work-card--author-avatar" src="https://0.academia-photos.com/16553142/4511795/5224322/s65_lourdes.martinez_cerda.jpg_oh_1d5b983645cfb43eeef0a5fb49f8f7a9_oe_549a53e2___gda___1418772455_25dec9678369b7fef6ff6915f7486df3" />Lourdes Martinez Cerda</a></div><div class="ds-work-card--detail"><p class="ds-work-card--detail ds2-5-body-sm">2020, Management Review</p><a class="js-loswp-work-card-doi-link ds2-5-body-sm ds2-5-body-link" href="https://doi.org/10.18583/umr.v5i2.160.g307" rel="nofollow">https://doi.org/10.18583/umr.v5i2.160.g307</a><div class="ds-work-card--work-metadata"><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">visibility</span><p class="ds2-5-body-sm" id="work-metadata-view-count">…</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">description</span><p class="ds2-5-body-sm">9 pages</p></div><div class="ds-work-card--work-metadata__stat"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">link</span><p class="ds2-5-body-sm">1 file</p></div></div><script>(async () => { const workId = 45079488; 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In Mexico, labor statistics show that most women are employed in lower paid positions (ENOE, INEGI, 2014) and just a few can have access for better jobs. Evidence show that not only organization policies are responsible for these difficulties but in many cases women discard themselves from the opportunities for a promotion. Resumen Abstract Self-efficacy perception and empowerment are found to be key factors for advancement of women in different areas. The present study aims to identify the presence or lack of self-efficacy and empowerment among female students sample from a small campus of the Autonomous University of San Luis Potosi in Mexico. Results show a similar level of self-efficacy perception and empowerment which can evidence some correlation but more importantly they represent the need for a deeper analysis of both constructs and limitations due to contextual factors. 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data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"MOTIVACION Y AUTOESTIMA- TALLER","attachmentId":43870695,"attachmentType":"pdf","work_url":"https://www.academia.edu/23429126/MOTIVACION_Y_AUTOESTIMA_TALLER","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/23429126/MOTIVACION_Y_AUTOESTIMA_TALLER"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="4" data-entity-id="17001022" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/17001022/DEL_AUTOCONOCIMIENTO_A_LA_AUTOFICCI%C3%93N">DEL AUTOCONOCIMIENTO A LA AUTOFICCIÓN</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2702216" href="https://girona.academia.edu/MontserratEscartinGual">Montserrat Escartin Gual</a></div><p class="ds-related-work--abstract ds2-5-body-sm">El artículo analiza el egotismo del fin de s.XIX como precursor de la autoficción del finales del s.XX, concluyendo que la herencia socrática que Montaigne lega y el Modernismo finisecular transmite (el conocimiento del yo), agoniza en la literatura actual; aunque el espíritu que impulsa a Azorín o V.Verdú sea el mismo: la búsqueda de una nueva manera de narrar basada en la introspección, lo fragmentario y lo inmediato, ante la muerte de la novela tradicional. El intento de nuestro ensayo ha sido demostrar que la autoficción no es una tendencia original sino una variatio de la que arranca de Montaigne y el Modernismo entroniza, cuya novedad estriba en que, para ahondar en el conocimiento del yo, este no se describe fielmente sino que se recrea hasta reinventarlo</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"DEL AUTOCONOCIMIENTO A LA AUTOFICCIÓN","attachmentId":39301913,"attachmentType":"pdf","work_url":"https://www.academia.edu/17001022/DEL_AUTOCONOCIMIENTO_A_LA_AUTOFICCI%C3%93N","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/17001022/DEL_AUTOCONOCIMIENTO_A_LA_AUTOFICCI%C3%93N"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="33252774" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/33252774/Autoestima_y_Asertividad">Autoestima y Asertividad</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="64914339" href="https://independent.academia.edu/CinthyaCulcasAguilar">Cinthya Culcas Aguilar</a></div><p class="ds-related-work--abstract ds2-5-body-sm">3.3. Población y muestra 3.4. Instrumentos 3.5. Procedimiento IV. Cronograma V. Presupuesto Referencias Anexos Anexo 1. Matriz de consistencia. Anexo 2. Instrumentos (Ficha técnica, Baremos, Protocolo) Anexo 3. Glosario de términos. Anexo 4. Evidencias o constancias de documentos emitidos por la institución donde se realiza la investigación I. Planteamiento del problema I.1. Planteamiento del problema La asertividad se define como el conocimiento y expresión de los deseos, valores, necesidades, expectativas y disgustos de un individuo.; no solo involucra estar en mejor contacto con uno mismo, sino también el modo de interactuar con otras personas, estableciendo una ventaja en la habilidad para buscar, mantener o aumentar el reforzamiento en una situación interpersonal. (Díaz, 2009).</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Autoestima y Asertividad","attachmentId":53323983,"attachmentType":"docx","work_url":"https://www.academia.edu/33252774/Autoestima_y_Asertividad","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/33252774/Autoestima_y_Asertividad"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="36312178" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/36312178/ASIMETR%C3%8DAS_DE_LA_AUTODETERMINACI%C3%93N">ASIMETRÍAS DE LA AUTODETERMINACIÓN</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="59019996" href="https://independent.academia.edu/Jo%C3%A3oGuisan">João Guisan</a></div><p class="ds-related-work--abstract ds2-5-body-sm">La cuestión fundamental es: ¿si el 51% de la humanidad decidiera, en referéndum, formar un único Estado en el mundo, sería legítimo que una parte de ella decidiera, a continuación, por idéntico procedimiento, separarse? Yo no creo que exista eso que algunos llaman "derechos colectivos" (que siempre acaban conculcando algún derecho individual), pero vamos a dejar por ahora esa cuestión aparcada. Admitamos que existen, y que el de "autodeterminación" es uno de ellos. Para ser un "derecho" debería ser equitativo, que es lo mínimo que se puede pedir a un "derecho". Y siendo un "derecho colectivo", es decir un "derecho" cuyos sujetos son colectivos y no individuos, debería por tanto poder ser aplicado de igual manera a todos los colectivos, sin importar su tamaño. Pero en la práctica vemos que no, que para los defensores del "derecho a la determinación" el derecho del colectivo menor debe primar sobre el del mayor. Entonces el concepto de autodeterminación nunca puede ser equitativo ni simétrico. La autodeterminación "corre" siempre en el sentido de la desagregación, de la segregación. No le llamen entonces "derecho de autodeterminación". Llámenle "derecho de separación" 1 , porque sirve sólo para crear unidades menores, nunca para crear unidades mayores. Para crear unidades menores se necesita apenas el 51% de los individuos con los que se pretende crearlas. Para crear unidades mayores se necesitaría siempre la unanimidad, pues, en caso contrario, aunque la mayoría fuese abrumadora, siempre le cabría a la minoría restante (en unas determinadas condiciones de territorialidad) invocar su derecho a la autodeterminación para revocar el anterior resultado. Por esta reducción al absurdo podríamos llegar al caso de que un grupo de amigos (o incluso un único individuo) a bordo de una zodiac desembarcase en algún islote desierto y proclamase su independencia. Ya sé que no es un argumento brillante (aunque de hecho algún movimiento nacionalista, como el MPAIAC, alguna vez hizo algo parecido), pero no por ello deja de ser contundente. Expone, además, otra de las falacias de la autodeterminación: su vinculación a un territorio. El 51% de los catalanes podría imponer al otro 49% que dejasen de formar parte de España básicamente por que viven en el mismo territorio. En un grupo de 5 amigos que viven dispersos, 3 de ellos no pueden obligar a los otros 2 a cambiar de pasaporte, pero si resulta que se encuentran juntos en un islote deshabitado, al parecer tienen derecho a determinar su nacionalidad, o, en caso contrario, considerarlos extranjeros en el territorio que tan graciosamente se acaban de apropiar. Si el 49% de los catalanes que quisieran seguir siendo españoles viviesen todos juntos en un territorio, entonces, sí que podrían optar, a su vez, al derecho de</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"ASIMETRÍAS DE LA AUTODETERMINACIÓN","attachmentId":56219460,"attachmentType":"doc","work_url":"https://www.academia.edu/36312178/ASIMETR%C3%8DAS_DE_LA_AUTODETERMINACI%C3%93N","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/36312178/ASIMETR%C3%8DAS_DE_LA_AUTODETERMINACI%C3%93N"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="32284426" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/32284426/TEMA_1_AUTOESTIMA_Y_AUTOCONOCIMIENTO">TEMA 1: AUTOESTIMA Y AUTOCONOCIMIENTO</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="62629157" href="https://independent.academia.edu/PAVILAGALDOS">PAMELA VICTORIA AVILA GALDOS</a></div><p class="ds-related-work--abstract ds2-5-body-sm">El concepto que cada uno tiene de sí mismo influye en la forma como el individuo se comporta frente a los trastornos fisiológicos, psicológicos o cognitivos que su existencia le presenta. Los comportamientos influyen a su vez, tanto en el riesgo de enfermar o accidentarse, como en la posibilidad de sanar y en la práctica de una cultura preventiva de accidentes.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"TEMA 1: AUTOESTIMA Y AUTOCONOCIMIENTO","attachmentId":52500886,"attachmentType":"doc","work_url":"https://www.academia.edu/32284426/TEMA_1_AUTOESTIMA_Y_AUTOCONOCIMIENTO","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/32284426/TEMA_1_AUTOESTIMA_Y_AUTOCONOCIMIENTO"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="25326070" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/25326070/Autoeficacia_y_madurez_vocacional">Autoeficacia y madurez vocacional</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="48717198" href="https://independent.academia.edu/CarlosAndr%C3%A9s41">Carlos Andrés</a></div><p class="ds-related-work--abstract ds2-5-body-sm">El objetivo de esta investigación es desarrollar un programa de orientación vocacional que permita a los alumnos de Educación Secundaria fomentar su autoeficacia vocacional, así como su madurez vocacional. El programa de intervención utilizado en este estudio está estructurado en 13 sesiones, distribuidas en 4 partes. En general, los alumnos que integran el grupo experimental mejoran más que los alumnos del grupo control en casi todas las variables analizadas. Las mejoras se producen indistintamente en hombres y en mujeres. Los resultados obtenidos nos permiten ser optimistas de cara a la utilización de nuestro programa en los institutos de Educación Secundaria, sobre todo con alumnos que se encuentran realizando estudios de 4º de E.S.O. y 1º de Bachillerato.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Autoeficacia y madurez vocacional","attachmentId":45624798,"attachmentType":"pdf","work_url":"https://www.academia.edu/25326070/Autoeficacia_y_madurez_vocacional","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/25326070/Autoeficacia_y_madurez_vocacional"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="9" data-entity-id="29047591" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/29047591/Autoeficacia_Percibida_para_la_Empleabilidad_en">Autoeficacia Percibida para la Empleabilidad en</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="54772588" href="https://independent.academia.edu/Selecciondepersona">Seleccion de persona</a></div><p class="ds-related-work--abstract ds2-5-body-sm">RESUMEN Se llevó a cabo un estudio exploratorio, descriptivo y correlacional con 247 estudiantes universitarios de la zona metropolitana, de los cuales el 53% son mujeres y el 47% pertenecen al género masculino. En promedio la edad de los sujetos es de 21 años con una desviación estándar de 2.5 observando que el 12% tiene 24 años o más. El 8% (19 sujetos) estudia en universidades públicas y el otro 92% pertenece a instituciones de educación superior privadas. Primeramente, se diseñó una escala de 36 reactivos tipo Likert con cuatro opciones de respuesta para evaluar la percepción de los sujetos sobre sus competencias para buscar trabajo, desempeñarse como empleado en una organización, autoemplearse o emprender un negocio. Se estableció que variables como el género, la carrera y el tipo de universidad, ya sea pública o privada, influyen en la puntuación obtenida en cada una de las dimensiones que conforman la escala de autoeficacia percibida para la empleabilidad. Asimismo, se estableció que existe correlación entre el semestre que estudian los sujetos, el promedio académico obtenido y la puntuación de autoeficacia percibida para la empleabilidad. Se analizaron los datos con las pruebas estadísticas t-Student, Anova y Ji-cuadrada, lo que permitió encontrar diferencias estadísticas que confirman las hipótesis planteadas. Sin embargo, al analizar la asociación de las variables a través de la Correlación de Pearson, no se encontraron evidencias estadísticas significativas sobre la relación entre el semestre y el promedio obtenido con la puntuación en la escala. ABSTRACT An exploratory, descriptive and correlational study was conducted involving 247 university students in the metropolitan area, of which 53% were women and 47% belong to the male gender. The average age of subjects is 21 years with a standard deviation of 2.5, although 12% is 24 years or older. The 8% (19 subjects) study in public universities and the other 92% belong to private institutions of higher education. First of all, was designed a Likert scale of 36 reactives with four answer options to assess the perception of subjects about their capabilities to look for work, work as an employee in an organisation, self-employment or undertake a business. The results were analyzed taking into consideration the variables gender, career, and type of university, whether public or private, to determine if there is influence on the score in</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Autoeficacia Percibida para la Empleabilidad en","attachmentId":49500754,"attachmentType":"docx","work_url":"https://www.academia.edu/29047591/Autoeficacia_Percibida_para_la_Empleabilidad_en","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/29047591/Autoeficacia_Percibida_para_la_Empleabilidad_en"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div></div></div><div class="ds-sticky-ctas--wrapper js-loswp-sticky-ctas hidden"><div class="ds-sticky-ctas--grid-container"><div class="ds-sticky-ctas--container"><button class="ds2-5-button js-swp-download-button" data-signup-modal="{"location":"continue-reading-button--sticky-ctas","attachmentId":65637818,"attachmentType":"pdf","workUrl":null}">See full PDF</button><button class="ds2-5-button ds2-5-button--secondary js-swp-download-button" data-signup-modal="{"location":"download-pdf-button--sticky-ctas","attachmentId":65637818,"attachmentType":"pdf","workUrl":null}"><span class="material-symbols-outlined" style="font-size: 20px" translate="no">download</span>Download PDF</button></div></div></div><div class="ds-below-fold--grid-container"><div class="ds-work--container js-loswp-embedded-document"><div class="attachment_preview" data-attachment="Attachment_65637818" style="display: none"><div class="js-scribd-document-container"><div class="scribd--document-loading js-scribd-document-loader" style="display: block;"><img alt="Loading..." src="//a.academia-assets.com/images/loaders/paper-load.gif" /><p>Loading Preview</p></div></div><div style="text-align: center;"><div class="scribd--no-preview-alert js-preview-unavailable"><p>Sorry, preview is currently unavailable. 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