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This book documents and disseminates experiences from a wide range of universities, across the five continents, which showcase how the principles of sustainable development may be incorporated as part of university programmes, and present transformatory projects and programmes, showing how sustainability can be implemented across disciplines. Sustainability in a higher education context is a fast growing field. Thousands of universities across the world have signed declarations or have committed themselves to integrate the principles of sustainable development in their activities: teaching, research and extension, and many more will follow.
This work originated in a research project for the measurement and analysis of income distribution in the Latin American countries, undertaken jointly by the Economic Commission for Latin America and the World Bank. The present paper presents estimates of the extent of absolute poverty for ten Latin American countries and for the region as a whole in the 1970s, on the basis of available household surveys and population censuses. They are based on country-specific poverty lines representing minimum acceptable levels of private consumption, drawn according to a food-based method. Such poverty lines - ranging from 150 to 250 dollars of annual household consumption per capita - express a normative definition of the absolute dimensions of poverty, partly based on expert appraisals and partly reflecting the actual behavior of low income households facing the life style projected by Latin American development. According to these estimates, 40 percent of Latin American households were poor at the beginning of the 1970s, the incidence of poverty being 26 percent in urban areas and 60 percent in rural areas. Urban poverty extended to more than one-third of urban households in some countries (Brazil, Colombia, Honduras) while affecting between 20 and 30 percent in others (Peru, Mexico, Venezuela), about 15 percent in Costa Rica and Chile and less than 10 percent in Argentina and Uruguay. The extent of poverty in rural areas would not be less than 20 percent in any case and would reach more than 60 percent in some countries. The corresponding poverty gaps were also estimated; in terms of total household income, they may represent manageable proportions (around 2-3 percent) in the better-off countries, but are in the 4-8 percent range in the bigger countries of the region and reach as much as 12 percent in Peru and 17 percent in Honduras.
"This document identifies the principal tensions and opportunities arising that are impacting the inevitable and ongoing digitalization process that is underway in the maritime sector, particularly through the authors' experience in the development and subsequent validation of the Port Collaborative Decision Making (PortCDM) concept. The document also identifies the trends of development at large and those associated with the many stakeholders that are involved in global maritime operations..."--Page 6.
Working within the context of the evolutionary-institutional transformation of higher education, the authors trace the development of an economic model by which the behavioral tendencies of modern universities can be evaluated. That model is expanded to provide insights to the following questions: Why do universities compete and how do they develop and implement their competitive strategies? How do universities make critical institutional decisions about operational missions, academic policies, and internal resource allocation? Do universities efficiently and effectively pursue the special social functions assigned to them? Patrick Raines and Charles Leathers present an integrated, coherent theory to explain the behavior of universities and provide a realistic economic model that predicts how universities allocate their scarce educational resources. This alternative view is contrasted with the mainstream explanations of university behavior based on the maximization of student welfare or faculty influences. The authors extend the existing literature on the operation of universities by presenting a history of the evolution of the modern entrepreneurial universities as well as an explanation of academic capitalism. This absorbing volume will appeal to anyone interested in the history of economic thought or the history of education. Scholars of Veblen, Smith, and Malthus will be fascinated by their individual and comparative theories of the purpose and failures of higher education.
The President of the Univ. of California describes and assesses some of the significant trends and developments in higher education.