Teaching behavioral sciences in schools of medicine: Observations on some Latin-American schools

1975 ◽  
Vol 9 (4-5) ◽  
pp. 221-225 ◽  
Author(s):  
Rodney M. Coe
Keyword(s):  
Latin American ◽  
Behavioral Sciences ◽  
American Schools ◽  
Schools Of Medicine

Profile of Medical Education in Latin America

1971 ◽  
Vol 1 (1) ◽  
pp. 37-59 ◽  
Author(s):  
J. C. García
Keyword(s):  
Higher Education ◽  
Medical Education ◽  
Latin America ◽  
Human Resources ◽  
Latin American ◽  
Human Resources Development ◽  
Health Manpower ◽  
American Schools ◽  
Pan American ◽  
Health Organization

Preliminary results of a study on medical education in Latin America carried out by the Department of Human Resources Development of the Pan American Health Organization are given in this article. Each of the Latin American schools of medicine existing at the end of 1967 and at the beginning of 1968 was visited by a researcher for approximately seven days. During this period specially prepared questionnaires were completed. An analysis of the data reveals the presence of three types of imbalances: (1) imbalance between the system of secondary education and that of medical education, (2) internal imbalance between the system of higher education and medical education, and (3) imbalance between the system of health services and that of medical education. The study of the data compiled may serve as a basis for the proposal of activities leading to harmonious development of the health manpower sector.

How CIESPAL Seeks to Improve Latin American Journalism

1966 ◽  
Vol 43 (3) ◽  
pp. 525-530
Author(s):  
J. Laurence Day
Keyword(s):  
Latin American ◽  
American Journalism ◽  
American Schools

Through seminars, research and documentation, the Center for Higher Studies in Journalism at Quito has rolled up a remarkable record in only six years. Latin American schools of journalism are being strengthened thereby.

scholarly journals General Intelligence and Socioeconomic Status as Strong Predictors of Student Performance in Latin American Schools: Evidence From PISA Items

2021 ◽  
Vol 6 ◽  
Author(s):  
Carmen Flores-Mendoza ◽  
Ruben Ardila ◽  
Miguel Gallegos ◽  
Norma Reategui-Colareta
Keyword(s):  
Socioeconomic Status ◽  
Student Performance ◽  
Latin American ◽  
Predictor Variable ◽  
Short Version ◽  
General Intelligence ◽  
Cognitive Measures ◽  
Performance Variation ◽  
American Schools ◽  
School Status

Numerous technical—scientific reports have demonstrated that student performance variability is linked to several factors, especially socioeconomic factors. For a century, differential psychology has shown that students’ socioeconomic level has little or no relevance in the explanation of student performance variation when the intellectual factor is considered. Here we present a study on a student samples (N = 1264) aged 13 to 16 yrs, enrolled in 32 schools from five Latin American countries (Argentina, Brazil, Chile, Colombia, and Peru). A short version of the PISA test (composed by 16 items) and five cognitive measures were administered, in addition to a socioeconomic questionnaire. Multilevel analysis (marginal models) indicated that general intelligence (g-factor) and socioeconomic school status were robust predictors, and the students’ socioeconomic status very little accounted for the variation in the PISA test. This study concludes that education policy must incorporate individual differences in intelligence, beyond socioeconomic variables, as an important predictor variable in student performance studies.

scholarly journals Expanding Accessibility to and Curricular Reform in Latin American Schools: Implications for Social Cohesion

2008 ◽  
Vol 9 ◽  
pp. 25-55
Author(s):  
Cristián Cox
Keyword(s):  
Social Capital ◽  
Latin American ◽  
Social Cohesion ◽  
National Society ◽  
Bonding Social Capital ◽  
Bridging Social Capital ◽  
Symbolic Resources ◽  
Curriculum Orientation ◽  
American Schools ◽  
The Impact

The article examines Latin American educational policies in the last decade and a half from the perspective of their contribution to social cohesion. After establishing the direct relation between education and social cohesion, the author evaluates the impact of the substantial expansion of schooling in the region as a contributor to social cohesion. The latter takes place because education ensures the sharing of common symbolic resources among a large percentage of the population. It also facilitates dynamics of intergenerational mobility that also contribute to social cohesion. The article also presents the results of a comparative analysis of citizen formation curricula as developed in seven countries in the region: Argentina, Brazil, Colombia, Chile, Guatemala, Mexico and Peru. The central questions are based on the orientations taken by these countries with regard to the formation of bridging social capital (between groups), or of bonding social capital (within the groups) (Putnam, 2000), and to the relations the curricula establish with the past. The latter has as a point of reference the creation of a common identity (national) among groups exhibiting clear socio-economic differences. The analysis concludes that the curriculum orientation of the various countries examined in the study are related to the specific perspective of social cohesion that each national society holds.

scholarly journals O Popol Wuj como ferramenta de ensino na era da informação / The Popol Wuj as a tool to learn at the age of information

2017 ◽  
Vol 10 (1) ◽  
pp. 215-228
Author(s):  
Ana Maria Barrera Conrad Sackl
Keyword(s):  
Latin American ◽  
Information Age ◽  
Point Of View ◽  
Ohio State University ◽  
State University ◽  
Efficient Tool ◽  
Spanish Colonization ◽  
American Schools ◽  
The Ohio State University ◽  
America Latina

RESUMO:Este artigo aborda o devir do Manuscrito do Popol Wuj (XIMÉNEZ, 1700) de origem pré-hispânica, um dos textos mais antigos das Américas, sobrevivente da colonização espanhola e conservado até a era da informação. Justifica-se seu estudo pelo fato de a obra ser largamente utilizada nas escolas da América Latina, porém pouco aproveitada no Brasil. O objetivo deste artigo é descrever alguns detalhes do trabalho de restauração do manuscrito na Newberry Library de Chicago e sua posterior digitalização na Universidade de Ohio (The Ohio State University), abordar algumas características ontológicas do manuscrito e do documento digitalizado e comentar as funcionalidades de ambas a partir do ponto de vista de autores como Genette (2009) e Biasi (2007 e 2010). Finalmente pesquisa-se a epistemologia do texto maia por considerá-lo um aporte para as discussões sobre novos paradigmas a respeito da ecologia, seguindo as considerações de di Felice (2012) sobre redes de informação. Nessa perspectiva, propõe-se que o Popol Wuj é uma ferramenta didática para o ensino interdisciplinar e intercultural.  ABSTRACT:This article deals with the topic of the historical path and the future of the Popol Wuj (Ximénez, 1700), a mythic manuscript that survived the Spanish colonization. Considered to be one of the oldest Pre-Hispanic texts found in the Americas, the book has remained preserved till our Information Age. The text, widely used in Latin-American schools, is not yet well known in Brazil. The goal of this research is to understand the epistemology of the text, considering it appropriate for an ecological education, in accordance with the Net Information concepts from Massimo di Felice (2012).The article also describes some details of the restoration of the manuscript and its digitalization, done at Ohio State University. After a commentary on the ontological and functional characteristics of the manuscript and its digitalized copies, taken from the point of view of authors like Genette (2009) and Biasi (2007 e 2010), we point out that the Popol-Wuj is an efficient tool for interdisciplinary and intercultural teaching.

Sign in / Sign up

Export Citation Format

Share Document