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This book critically examines neoliberal policy impacts on schooling/ education in the Developing World, analysing the latest developments in Latin America, Mexico, Argentina, Venezuela, Pakistan, India, Burkina Fasso, South Africa, Mozambique, and China.
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This book analyzes biological and sociocultural factors that influence nutritional status, physical growth, development and maturation of children and adolescents in Latin American and Caribbean (LAC) countries in the perspective of human ecology. Chapters in this book bring together both theoretical and empirical studies that take into account human biological and environmental conditions to understand how ethnic diversity, culturally determined lifestyle and dietary habits influence biological variation of human growth and nutrition in nine LAC countries: Argentina, Brazil, Chile, Cuba, Dominican Republic, El Salvador, Guatemala, Mexico, and Peru. The book is divided into three sections. Chapters in the first section analyze nutritional and epidemiological aspects of child growth in the region. Articles in the second section focus on methods to evaluate human growth, development, and maturation. Finally, the third section brings together a series of studies representing different LAC countries, analyzing biocultural impacts on child growth and nutrition. By bringing together studies about the relationship between human biology, cultural diversity, nutrition and health in a region with huge environmental challenges, this volume addresses many of the challenges to achieve the United Nation’s Sustainable Development Goals 2 (Zero Hunger) and 3 (Good Health and Well-Being). Chapters in this volume present and discuss data on the effects of malnutrition on children's and adolescent's health and development, such as chronic undernutrition or stunting (growth deficit) and excess weight (overweight and obesity) as the risk factors for child morbidity and mortality m due to non-communicable diseases. Human Growth and Nutrition in Latin American and Caribbean Countries will be a valuable resource for both students and researchers in different disciplines dedicated to the interdisciplinary research on the intersection between human biology, cultural diversity, nutrition and health. It will also be a useful source of information for both health professionals and policy makers developing and implementing interventions and public policies to achieve UN’s SDGs 2 and 3, particularly in the LAC regions.
This book provides readers with a timely snapshot of ergonomics research and methods applied to design, development, prototyping, as well as evaluation, training and manufacturing of products, systems and services. It includes theoretical contributions, case studies, and reports on technical interventions. The book covers a wide range of topics in ergonomic design, such as ecological design, educational and game design, cultural and ethical aspects in design, user research and human-computer-interaction in design, as well as design for accessibility and extreme environments, and many others. The book gives special emphasis to new technologies such as virtual reality, state-of-the-art methodologies in information design, and human-computer interfaces. Based on the AHFE 2016 International Conference on Ergonomics in Design, held on July 27-31, 2016, in Walt Disney World®, Florida, USA, this book represents a timely guide for both researcher and design practitioners, including industrial designers, human-computer interaction and user experience researchers, production engineers and applied psychologists.
In this book, we can read about the well-being, quality of life, and quality of working life. The authors come from different countries, and their ideas, studies, findings, and experiences offer beneficial contributions to enhance our knowledge in the field of well-being and quality of life, as well as quality of working life. The book is divided into two sections, and their respective chapters refer to two major areas. The first section covers "Different Perspectives of Quality of Life," considering the antecedents of happiness, quality of life and sports, quality of life indexes for the United States, well-being in the context of family policies in European countries, cultural well-being and income in Italy, and the right to life in South Africa. The second section deals with "Well-Being and Quality of Working Life," emphasizing these topics for university professors in Brazil, as well as work-related well-being, psychological well-being of individuals as employees, physical and psychical well-being and stress, human work in organizations considering the discomfort perspective, and professional pride and dignity among social workers. Thus, we consider this book will be of interest for readers with a diverse group of audience in different areas of specialty such as psychology, industrial and social psychology, management, medicine, education, law, and sociology.
Drawing on state of the art evidence about implementing education quality in low income countries, this book opens up the black box of the classroom and explores how practices of teaching and learning impact on different groups of learners in the global South.
This book is a comparative study of educational policies over the past two decades in Latin America. These policies, enacted through constitutional reforms, sought to protect the right of Indigenous peoples to a culturally inclusive education. The book assesses the impact of these policies on educational practice and the on-going challenges that countries still face in delivering an equitable and culturally responsive education to Indigenous children and youth. The chapters, each written by an expert in the field, demonstrate how policy changes are transforming education systems in Bolivia, Ecuador, Mexico, and Peru. Going beyond the classroom, they highlight the significance of these reforms in promoting intercultural dialogue in Latin American societies.
This book covers theoretical aspects of Catholic Religious Education in schools and examines them from multiple theoretical and contextual perspectives. It captures the contemporary academic and educational developments in the field of Religious Education while discussing in detail the challenges that Religious Educators face in different European, Asian, African, Australian, American and Latin American countries. The edited collection investigates how to pass on a Catholic heritage as a “living tradition” in diversely populated schools and communities. In this way it explores and asserts the proper identity of Catholic Religious Education in dialogue with Catechetics and with the wider discipline of Religious Education. As the different articles of this publication demonstrate - through a series of interesting and critical points of view - Catholic Religious Education is confronted with many challenges from the risk of marginalization to the confusion produced by a religious indifferentism leading to a strictly comparative or neutral method in the study of religions. It is essential to take into account in our research perspectives that Catholic Religious Education is not only a subject but also a mission in the light of the diakonia of truth in the midst of humanity H.E. Cardinal Zenon Grocholewski, Prefect, Congregation for Catholic Education, Holy See, Vatican City Religious education teachers cannot by themselves overcome the ills of society, but religious education...can help to create better citizens of the world as some authors argue throughout this collection. could not ask more from such timely and provocative collection. It is a gift to the profession and to Catholic Religious Education. Prof. Gloria Durka, Fordham University, New York, NY, USA
Teachers and Educational Quality: Monitoring Global Needs for 2015 provides global and regional assessments on the state of teachers and education quality. By highlighting trends in the numbers and quality of teachers, especially in developing countries, it explores the policy implications that come into play when attempts are made to bridge any gaps between the two. It also compares the strengths and shortcomings of recruitment and deployment policies, as well as looking at working conditions around the world. Data on less-developed countries, in particular, are presented from a wide range of sources. These include administrative data, student assessment studies and special data collection on primary and secondary teachers in 25 countries. Aiming to inform policy-making, the report employs international benchmarks for monitoring change. This publication also features a unique methodology for simulating teacher demand by 2015. It not merely projects demand, but defines fixed targets described in terms of indicators, also applying a model to quantify the minimum required to reach stated goals.