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Introduction: this research arises from a project endorsed by the Antonio Gargallo University Foundation. The objective was aimed at knowing the sexist beliefs present in the students of Compulsory Secondary Education and their families. Method: the sample is made up of a total of 159 people, including 53 students of Compulsory Secondary Education, 53 fathers and 53 mothers. The instruments used to assess sexism in parents have been the Inventory of Ambivalent Sexism and in students the Inventory of Ambivalent Sexism of adolescents. Results: reveal a low level of sexism, hostile sexism, and benevolent sexism in all participants. It is observed that there is a significant correlation between sexism, hostile sexism and benevolent sexism of students and mothers. Likewise, a significant correlation has been identified between sexism and benevolent sexism of mothers and students. There is no significant correlation between the variables of students and those of their fathers. Conclusions: It is important to note that gender stereotypes and sexist beliefs are still present in families, although at the low levels of their dimensions. They continue to be transmitted from generation to generation, indicating that despite advances in equality, learning learned at home with the mother predominates as a principal factor promoting these beliefs., Introducción: esta investigación surge de un proyecto avalado por la Fundación Universitaria Antonio Gargallo. El objetivo se orientó a conocer las creencias sexista presentes en el alumnado de los Institutos de Educación Secundaria Obligatoria y sus familias. Método: La muestra está formada por un total de 159 personas, entre las que se encuentran 53 alumnos/as de Educación Secundaria Obligatoria, 53 padres y 53 madres. Los instrumentos empleados para evaluar el sexismo en los padres y madres ha sido el Inventario de Sexismo Ambivalente y en el alumnado el Inventario de Sexismo Ambivalente de adolescentes. Resultados: revelan un bajo nivel de sexismo, sexismo hostil y sexismo benévolo en todos los participantes. Se observa que existe correlación significativa entre el sexismo, sexismo hostil y sexismo benévolo de los alumnos y de las madres. Asimismo, se ha identificado correlación significativa entre el sexismo y el sexismo benévolo de las madres y de las alumnas. No se observa correlación significativa entre las variables del alumnado y las de sus padres. Conclusiones: es importante destacar que los estereotipos de género y las creencias sexistas siguen presentes en las familias, aunque en los niveles bajos de sus dimensiones. Siguen transmitiéndose de generación en generación lo que indica que, a pesar de los avances en materia de igualdad, predominan los aprendizajes que se aprenden en el hogar con la madre como un importante factor que promueve dichas creencias.

Crack initiation in brittle materials upon spherical indentation is associated with the tensile radial stresses during loading. However, location of crack onset often differs (offset) from the site of maximal stress. In addition, experiments reveal a strong dependency of crack initiation forces on geometrical parameters as well as the surface condition of the sample. In this work, a coupled stress-energy fracture criterion is introduced to describe the initiation of ring cracks in brittle materials, which takes into account the geometry of the contact and the inherent strength and fracture toughness of the material. Several experiments reported in literature are evaluated and compared. The criterion can explain the location offset of the ring crack upon loading, as observed in various ceramics and glasses. It also predicts the ring crack initiation force upon contact loading, provided that surface compressive stresses, introduced during grinding or polishing processes, are taken into account. Furthermore, the stress-energy criterion may be employed to estimate the surface residual stress of ceramic parts, based on simple contact damage experiments.