scholarly journals The Coatlicue’s State in The Mixquiahuala Letters: A Postmodern Interpretation on How to Reach the Mestiza Consciousness

2020 ◽  
pp. 181-192
Author(s):  
Mariela Aguilar ◽  
Keyword(s):  
Third World ◽  
Feminist Movement ◽  
Miguel De Cervantes ◽  
The Third ◽  
Anais Nin ◽  
Mestiza Consciousness ◽  
The Subject ◽  
Self Discovery ◽  
The Third World ◽  
Literary Renaissance

During the Chicana Literary Renaissance of the 1980s, Chicana writers–influenced by the Third World Feminist Movement–revealed new forms of representation of the Chicana experience. While concentrating on the subversive reading of the subject-object duality in Ana Castillo’s novel, The Mixquiahuala Letters (1985), Gloria E. Anzaldúa’s theory of the mestiza consciousness is also reviewed. Castillo represents the mestiza consciousness through her protagonist in a process of self-discovery through the reflection of autohistoria-teoría within the forty letters. The dichotomies of patriarchal ideologies that divide her from the Other are examined through the Coatlicue State, as inflected by such writers such as Julio Cortázar, Anaïs Nin and Miguel de Cervantes. Castillo creates a postmodern hopscotch style novel in which the reader is fundamental to the subversive interpretation of the three reading options (the conformist, the cynical, and the quixotic).

Web-Based Teaching

2000 ◽  
pp. 33-41
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

The Peruvian Experiment in Retrospect

1987 ◽  
Vol 39 (2) ◽  
pp. 280-296 ◽  
Author(s):  
Jane S. Jaquette ◽  
Abraham F. Lowenthal
Keyword(s):  
Latin America ◽  
Soviet Union ◽  
Third World ◽  
Western Europe ◽  
The United States ◽  
Science Writing ◽  
The Third ◽  
The Soviet Union ◽  
The Subject ◽  
The Third World

NO country in Latin America, and few anywhere in the third world, was the subject of more social science writing during the late 1970s and early 1980s than Peru. Books, monographs, articles, and dissertations poured forth from Peru itself, from elsewhere in Latin America, and from the United States, Western Europe, and even the Soviet Union and Japan.

Education and National Development in the European Socialist States: A Model for the Third World?

1975 ◽  
Vol 17 (3) ◽  
pp. 326-348 ◽  
Author(s):  
Walter D. Connor
Keyword(s):  
Elementary Education ◽  
Third World ◽  
National Development ◽  
Skewed Distribution ◽  
Rapid Expansion ◽  
Educational Systems ◽  
Perceived Needs ◽  
The Third ◽  
The Subject ◽  
The Third World

The problems created by rapid expansion of educational systems in the underdeveloped states of Asia, Africa and South America are the subject of a large and diverse literature.1 Familiar to even the most cursory student of this literature are several themes: (1) the ‘devaluation’ of elementary education, which no longer affords entry into white-collar positions as it did in the late colonial periods; (2) the persistent and diffuse ‘elite’ connotations of higher (and even secondary) education, the supply of which, while increasing, remains relatively short; (3) the skewed distribution, within higher education, toward ‘traditional’ disciplines—notably law and the humanities—reflecting the values of the colonial system and running against perceived needs for technological skills; and finally, the concern over the ‘destabilizing’ consequences of a growth in educational access and aspirations disproportionate to the economy's ability to ‘fit’ much of tne-educated-manpower into the system.

scholarly journals Different approaches and cultural considerations in third world prosthetics

1995 ◽  
Vol 19 (3) ◽  
pp. 176-180 ◽  
Author(s):  
S. Meanley
Keyword(s):  
Cultural Differences ◽  
Third World ◽  
Major Objective ◽  
Cultural Considerations ◽  
The Third ◽  
Skilled Personnel ◽  
The Subject ◽  
The Third World ◽  
Term Benefit

The major objective of prosthetics the world over is the same, i.e. to restore the amputee to as functional a capacity as possible in his cultural environment, whilst attaining as good a cosmetic result as can be achieved. At first glance it would seem that this would mean there would be very little difference in approach to the subject in western and in third world countries. Availability of materials, resources and skilled personnel, together with a variety of cultural differences, however, make third world prosthetics a subject in itself. This paper reviews the literature available on the subject, examines some different approaches to prosthetics in the third world, gives an overview of some materials and designs used and considers adaptations for cultural differences. It concludes that, whilst direct transfer of western prosthetics technology is useful in the short term, for long term benefit to the poorer amputees in the third world, culture-specific designs and materials are more appropriate.

scholarly journals Saving books during the Great Patriotic War: Stories of forgotten heroes

2017 ◽  
pp. 109-122
Author(s):  
Alexander Mazuritsky
Keyword(s):  
Third World ◽  
The Third ◽  
Great Patriotic War ◽  
Occupied Territories ◽  
Research Findings ◽  
The Subject ◽  
The Russian Federation ◽  
The Third World ◽  
War Stories ◽  
Culture Education

In his essay on librarians’ saving library books on the USSR’s occupied territories in the Russian Federation, Belorussia, Ukraine during the Great Patriotic War (WW2), the author emphasizes that there are few document sources on the subject. He presents his own research findings, narrates on the stories of characters after the Great Patriotic War. The paper is based on the lecture delivered at the Third World Professional Forum “The Book. Culture. Education. Innovations” - “Crimea-2017”.

Breaking the rules without quite stopping the bomb: European views

1981 ◽  
Vol 35 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Pierre Lellouche
Keyword(s):  
Third World ◽  
Nuclear Energy ◽  
The United States ◽  
Ford Administration ◽  
The Third ◽  
International Attention ◽  
The Subject ◽  
Breeder Reactors ◽  
European Nuclear ◽  
The Third World

While nonproliferation is no longer in the focus of international attention in the aftermath of the Afghanistan crisis, the problem of checking the spread of nuclear weapons was the subject of an intense controversy between the United States and Europe throughout the 1970s.Beginning with the Ford administration policy and continuing with the new Carter nonproliferation policy, a major nuclear controversy opposed the American and European nuclear suppliers.The first area of controversy was the question of technological transfers to the Third World and the conditions for such transfers (embargoes on sensitive technology, IAEA safeguards). The controversy also spread into the area of the plutonium economy—i.e., breeders and reprocessing. On both of these questions, most of the problems raised in the 1970s are still open despite some rapprochement between European and American positions. Major points of disagreement remain in the aftermath of the INFCE: full scope safeguards, the question of breeder reactors, and plutonium economy. The major uncertainty for the future will be whether nuclear energy as a whole will remain in the present state of depression or whether nuclear programs throughout the world will grow again.

scholarly journals Role of private Sector in Financing of Skill Development in India

2021 ◽  
Vol 58 (1) ◽  
pp. 5567-5572
Author(s):  
Manish Kumar, Dr Nandini Sahay, Dr Saket Bihari
Keyword(s):  
Private Sector ◽  
Third World ◽  
Professional Training ◽  
The Third ◽  
Program Plan ◽  
Improvement Programs ◽  
The Subject ◽  
Expertise Improvement ◽  
The Third World

The advancement in the Third World nations face a few deadlocks. One among these difficulties is low level efficiency and absence of financing from private part for expertise improvement programs. The exemplary inquiries around Labor and skilling strategy discusses are generally about who should direct and pay for the skilling, and what sort of abilities does the workforce need? This paper generally center around the main inquiry on who should lead and pay for preparing and what job private part has in Indian ability advancement framework regarding financing . It is accepted that in creating nations like India where that laborers are generally unfit to put resources into their own aptitudes because of low wages and restricted admittance to preparing, public division is most appropriate to lead the skilling charge however this paper contends that support of private segment as far as financing the skilling program brings viable result for ability advancement programs. On the side of the contention , a relative investigation of Germany and Japan has been introduced where private division assumes an indispensable part (regarding program plan and financing ) in conferring professional training to the destitute populace. Investigation depends on auxiliary wellsprings of information and broad writing audit of the subject  

scholarly journals A Background to the Feminist Movement in Egypt

1970 ◽  
pp. 11-13
Author(s):  
Homa Hoodfar
Keyword(s):  
Third World ◽  
Women's Movements ◽  
Feminist Movement ◽  
The West ◽  
The Third ◽  
The Third World ◽  
Feminist Movements

The discussion of feminist movements in the so-called "Third World" often explicitly or implicitly assumes that such movements are not indigenous, but rather merely recent imitations of the West. This mistaken view is then echoed by third world conservatives with the intention of discrediting local women's movements. In fact, feminism has not been imposed on the Third World by the West, nor is it so new.

‘Promoters of the Health Code Believe Fervently’

PEDIATRICS ◽  
1982 ◽  
Vol 69 (2) ◽  
pp. 246-246
Author(s):  
Michael Katz
Keyword(s):  
Developing Countries ◽  
Natural Product ◽  
Infant Formula ◽  
Third World ◽  
Fundamental Issue ◽  
Beneficial Effects ◽  
The Third ◽  
The World ◽  
The Subject ◽  
The Third World

Your commentaries, statements, and editorials on the subject of "Infant Formula Controversy," in the September 1981 issue, have poured oil not on troubled waters, but right into the raging fire. As a pediatrician with experience and interest in the Third World, I cannot let your message stand unchallenged. The fundamental issue before us is active promotion of breast-feeding throughout the world, not just in developing countries. The evidence of the beneficial effects of this natural product is not a matter of controversy.

Web-Based Teaching

2011 ◽  
pp. 78-89
Author(s):  
Dushyanthi Hoole ◽  
S. Ratnajeevan H. Hoole
Keyword(s):  
Third World ◽  
The West ◽  
Web Based ◽  
The Third ◽  
The Subject ◽  
The Difference ◽  
Internet Connections ◽  
The Third World ◽  
Industrialised Countries ◽  
The Web

The use of educational technologies is widely recognised as beneficial (IEEE, 1998; Hoole, 1988). However, cogent arguments have been made by those who have invested much time in the development of courseware for teaching (Hoberg, 1993; Vanderplaats, 1993) that the use of the technology dominates the class so much that the subject being taught tends to get lost. In this milieu, the appearance of the Internet and the Web, and following that, Web-based teaching, offers new opportunities with caution as a caveat. Unlike courseware where an individual instructor sits down and writes programs for his class, the difference with the Web is that demands in terms of infrastructure are heavy. Not only that, while in the West, things such as a networked campus, Internet connections, etc. are taken for granted, in the Third World (defined for the purposes of this article as those countries that are not a part of North America, Europe, Australia and the newly industrialised countries of Asia such as Singapore, Japan, Korea, and Taiwan), these facilities are rare. Simply asking for all the relevant infrastructure one needs for teaching will often not produce the funds. As a result, Third World instructors wishing to embark on Web-based teaching must create a wide demand based on needs that go beyond simply teaching for these facilities and, thereby try to get what they want. They must also improvise and produce new ways of teaching with the Web. This chapter spells out the attempts by the authors, still experimental, in producing new ways of teaching with the Web and the attempts by which an infrastructure for Web-based teaching was created at the Open University of Sri Lanka.

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