scholarly journals Brecha educativa con las clases virtuales en México durante la pandemia del Covid-19.

Sincronía ◽  
2021 ◽  
Vol XXV (80) ◽  
pp. 737-753
Author(s):  
Osbaldo Amauri Gallegos de Dios ◽  
Keyword(s):  
Blended Learning ◽  
Low Income ◽  
Virtual Education ◽  
Low Income Students ◽  
Learning Challenges ◽  
State Education ◽  
The World ◽  
Anthropological Approach ◽  
Education Gap ◽  
Global And Local

In “Education gap with virtual learning in Mexico during Covid-19 pandemic” we analyze the shutting down of schools around the world because of the coronavirus pandemic, the institutional projects of global and local virtual education, in universities of Mexico and Spain, and the teachers’ challenges in this period of distance and blended learning. Through an anthropological approach we analyze the school community’s sociocultural situation in Mexico during virtual education. Therefore, with this article we will understand that it is necessary to strength the state education system to battle education gap, educational lagging and ensure technology access to low-income students. Key words: Covid-19. Virtual education. Blended learning. Challenges. Institutional projects. Educational lagging. Low-income students. Education gap.

scholarly journals El futuro de la educación presencial en escuelas secundarias en México.

Sincronía ◽  
2021 ◽  
Vol XXV (79) ◽  
pp. 569-582
Author(s):  
Osbaldo Amauri Gallegos de Dios ◽  
Keyword(s):  
Distance Learning ◽  
Middle Schools ◽  
Blended Learning ◽  
Low Income ◽  
The State ◽  
Foreseeable Future ◽  
Low Income Students ◽  
State Education ◽  
The World ◽  
Anthropological Approach

In “The future on in-person education in middle schools in Mexico” we analyze the shutting down of schools around the world because of the coronavirus pandemic, the institutional projects of virtual and blended learning, and the teacher’s challenges in this period of semi- in-person learning Through an anthropological approach we analyze the school community’s sociocultural situation in Mexico during distance learning. Therefore, with this article we will understand that in the foreseeable future it will be necessary to strength the state education in order to battle educational lagging and ensure blended learning to low-income students.

Tech-Savvy Is the New Street Smart

2019 ◽  
pp. 280-299
Author(s):  
Beatriz Arnillas
Keyword(s):  
Blended Learning ◽  
Low Income ◽  
Career Readiness ◽  
College And Career Readiness ◽  
Digital Citizenship ◽  
Educational Organizations ◽  
Low Income Students ◽  
College And Career ◽  
The Usa ◽  
K 12

In response to technology developments during the first decade of the century, K-12 schools in the USA began to design and develop a variety of blended learning initiatives. The hope was that technology could better address the challenges related to college and career readiness in a rapidly evolving world, and to close the performance gaps between low-income students and their more privileged peers. By 2012, large urban districts began to implement one-to-one device-to-student environments at scale. Districts and educational organizations alike became concerned with the balance between legislation to restrict uses of technology and data to inform learning and the need for digital citizenship competencies for educators and students alike. This chapter reviews recent efforts and resistance against excessive legislation which could create unintended results, including fewer opportunities for underprivileged groups, and to advocate in favor of the systemic inclusion of digital citizenship imbedded in already existing curriculum.

THE FEATURES OF ORGANIZING BLENDED LEARNING USING LMS MOODLE

2018 ◽  
pp. 43-50 ◽  
Author(s):  
E. V. Karmanova
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Online Training ◽  
Educational Process ◽  
Learning Technology ◽  
Full Time ◽  
Educational Organizations ◽  
Teaching Materials ◽  
The World

The technology of blended learning is one of the modern trends in education both in the world and in Russia. The article explores the various possibilities of blended learning technology. As a means of implementing online learning, it is proposed to use LMS Moodle, which is widely used among educational organizations. The categorization of the main elements of Moodle from the perspective of the organization of pedagogical control, forms of presentation of teaching materials is presented. Examples of the use of basic resources and elements of Moodle in the educational process are given. The interactive properties of individual elements those allow you to more effectively implement online learning in blended learning technology are revealed. An approach is proposed to understand the essence of blended learning technology as a technology that allows to activate a student’s activities in the framework of full-time education by using online training and transferring (from full-time education) those activities that students are able to implement in the absence of a teacher.

Eating NAFTA

2018 ◽  
Author(s):  
Alyshia Gálvez
Keyword(s):  
Public Health ◽  
Chronic Disease ◽  
Low Income ◽  
Food System ◽  
Dietary Habits ◽  
Trade Agreement ◽  
Well Being ◽  
Health Crisis ◽  
The North ◽  
The World

In the two decades since the North American Free Trade Agreement (NAFTA) went into effect, Mexico has seen an epidemic of diet-related illness. While globalization has been associated with an increase in chronic disease around the world, in Mexico, the speed and scope of the rise has been called a public health emergency. The shift in Mexican foodways is happening at a moment when the country’s ancestral cuisine is now more popular and appreciated around the world than ever. What does it mean for their health and well-being when many Mexicans eat fewer tortillas and more instant noodles, while global elites demand tacos made with handmade corn tortillas? This book examines the transformation of the Mexican food system since NAFTA and how it has made it harder for people to eat as they once did. The book contextualizes NAFTA within Mexico’s approach to economic development since the Revolution, noticing the role envisioned for rural and low-income people in the path to modernization. Examination of anti-poverty and public health policies in Mexico reveal how it has become easier for people to consume processed foods and beverages, even when to do so can be harmful to health. The book critiques Mexico’s strategy for addressing the public health crisis generated by rising rates of chronic disease for blaming the dietary habits of those whose lives have been upended by the economic and political shifts of NAFTA.

scholarly journals Global trends in medical education accreditation

2021 ◽  
Vol 19 (1) ◽  
Author(s):  
Deborah Bedoll ◽  
Marta van Zanten ◽  
Danette McKinley
Keyword(s):  
Medical Education ◽  
World Bank ◽  
Low Income ◽  
Regional Cooperation ◽  
Medical Schools ◽  
Income Group ◽  
Low Income Countries ◽  
Fiscal Year ◽  
The World ◽  
Google Search

Abstract Background Accreditation systems in medical education aim to assure various stakeholders that graduates are ready to further their training or begin practice. The purpose of this paper is to explore the current state of medical education accreditation around the world and describe the incidence and variability of these accreditation agencies worldwide. This paper explores trends in agency age, organization, and scope according to both World Bank region and income group. Methods To find information on accreditation agencies, we searched multiple online accreditation and quality assurance databases as well as the University of Michigan Online Library and the Google search engine. All included agencies were recorded on a spreadsheet along with date of formation or first accreditation activity, name changes, scope, level of government independence, accessibility and type of accreditation standards, and status of WFME recognition. Comparisons by country region and income classification were made based on the World Bank’s lists for fiscal year 2021. Results As of August 2020, there were 3,323 operating medical schools located in 186 countries or territories listed in the World Directory of Medical Schools. Ninety-two (49%) of these countries currently have access to undergraduate accreditation that uses medical-specific standards. Sixty-four percent (n = 38) of high-income countries have medical-specific accreditation available to their medical schools, compared to only 20% (n = 6) of low-income countries. The majority of World Bank regions experienced the greatest increase in medical education accreditation agency establishment since the year 2000. Conclusions Most smaller countries in Europe, South America, and the Pacific only have access to general undergraduate accreditation, and many countries in Africa have no accreditation available. In countries where medical education accreditation exists, the scope and organization of the agencies varies considerably. Regional cooperation and international agencies seem to be a growing trend. The data described in our study can serve as an important resource for further investigations on the effectiveness of accreditation activities worldwide. Our research also highlights regions and countries that may need focused accreditation development support.

scholarly journals Tuberculosis and Non-Communicable Disease Multimorbidity: An Analysis of the World Health Survey in 48 Low- and Middle-Income Countries

2021 ◽  
Vol 18 (5) ◽  
pp. 2439
Author(s):  
Brendon Stubbs ◽  
Kamran Siddiqi ◽  
Helen Elsey ◽  
Najma Siddiqi ◽  
Ruimin Ma ◽  
...  
Keyword(s):  
Health Survey ◽  
Low Income ◽  
World Health ◽  
Low Income Countries ◽  
Multivariable Logistic Regression Analysis ◽  
World Health Survey ◽  
Middle Income ◽  
Middle Income Countries ◽  
The World ◽  
Low And Middle Income

Tuberculosis (TB) is a leading cause of mortality in low- and middle-income countries (LMICs). TB multimorbidity [TB and ≥1 non-communicable diseases (NCDs)] is common, but studies are sparse. Cross-sectional, community-based data including adults from 21 low-income countries and 27 middle-income countries were utilized from the World Health Survey. Associations between 9 NCDs and TB were assessed with multivariable logistic regression analysis. Years lived with disability (YLDs) were calculated using disability weights provided by the 2017 Global Burden of Disease Study. Eight out of 9 NCDs (all except visual impairment) were associated with TB (odds ratio (OR) ranging from 1.38–4.0). Prevalence of self-reported TB increased linearly with increasing numbers of NCDs. Compared to those with no NCDs, those who had 1, 2, 3, 4, and ≥5 NCDs had 2.61 (95% confidence interval (CI) = 2.14–3.22), 4.71 (95%CI = 3.67–6.11), 6.96 (95%CI = 4.95–9.87), 10.59 (95%CI = 7.10–15.80), and 19.89 (95%CI = 11.13–35.52) times higher odds for TB. Among those with TB, the most prevalent combinations of NCDs were angina and depression, followed by angina and arthritis. For people with TB, the YLDs were three times higher than in people without multimorbidity or TB, and a third of the YLDs were attributable to NCDs. Urgent research to understand, prevent and manage NCDs in people with TB in LMICs is needed.

scholarly journals The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities

2021 ◽  
pp. 1932202X2110186
Author(s):  
Sarah Fierberg Phillips ◽  
Brett Lane
Keyword(s):  
Advanced Placement ◽  
Low Income ◽  
Latino Students ◽  
Socioeconomic Disparities ◽  
Low Income Students ◽  
College Outcomes ◽  
Highly Educated ◽  
And Performance ◽  
Racial Ethnic ◽  
Better Than

The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes. Findings suggest the college outcomes of program participants are better than those of similar students statewide while also highlighting variation within and across subgroups. At the same time, they confirm that AP participation and performance predict college outcomes and suggest that improving AP participation and performance among low-income white, black, and Latino students could be a useful strategy for closing persistent racial/ethnic and socioeconomic disparities in college outcomes.

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