Report of the technical meeting on the status of gender indicators in the Caribbean

Includes bibliography

Manual for the compilation of science and technology indicators in the Caribbean

Includes bibliography

Caribbean synthesis review and appraisal report in the context of the 15th anniversay of the adoptaton of the Beijing declaration and platform for action

The report is a summary based on information received by ECLAC from the eight English-speaking Caribbean countries of Barbados, Belize, the Cayman Islands, the Commonwealth of Dominica, Jamaica, Suriname, Saint Vincent and the Grenadines and Trinidad and Tobago in response to the questionnaire to governments on the Implementation of the Beijing Declaration and Platform for Action (1995) and the Outcome of the Twenty-Third Special Session of the General Assembly (2000). The report is therefore set in the context of the regional review and appraisals of the fifteenth anniversary of the adoption of the Beijing Declaration and Platform for Action in 2010. This Executive Summary highlights the achievements and the challenges for the Caribbean subregion in the progress towards implementation of the Beijing Platform of Action.

Cross-cultural analysis of type D (distressed) personality in 6222 patients with ischemic heart disease: a study from the International HeartQoL Project

BACKGROUND Type D (distressed) personality, the conjoint effect of negative affectivity (NA) and social inhibition (SI), predicts adverse cardiovascular outcomes, and is assessed with the 14-item Type D Scale (DS14). However, potential cross-cultural differences in Type D have not been examined yet in a direct comparison of countries. AIM To examine the cross-cultural validity of the Type D construct and its relation with cardiovascular risk factors, cardiac symptom severity, and depression/anxiety. METHODS In 22 countries, 6222 patients with ischemic heart disease (angina, 33%; myocardial infarction, 37%; or heart failure, 30%) completed the DS14 as part of the International HeartQoL Project. RESULTS Type D personality was assessed reliably across countries (αNA>.80; αSI>.74; except Russia, which was excluded from further analysis). Cross-cultural measurement equivalence was established for Type D personality at all measurement levels, as the factor-item configuration, factor loadings, and error structure were not different across countries (fit: CFI=.91; NFI=.88; RMSEA=.018), as well as across gender and diagnostic subgroups. Type D personality was more prevalent in Southern (37%) and Eastern (35%) European countries compared to Northern (24%) and Western European and English-speaking (both 27%) countries (p<.001). Type D was not confounded by cardiac symptom severity, but was associated with a higher prevalence of hypertension, smoking, sedentary lifestyle, and depression. CONCLUSION Cross-cultural measurement equivalence was demonstrated for the Type D scale in 21 countries. There is a pan-cultural relationship between Type D personality and some cardiovascular risk factors, supporting the role of Type D personality across countries and cardiac conditions.

A Porposal: "Agro-ERASMUS"

The rural population is getting smaller as percentage of the total population in the countries. There is a constant depopulation of rural areas to urban areas. The most extreme data are in countries like USA, where the rural population is 1.5%, from which 1% of that amount is part time and only 0.5% full time. On the other side, we have countries with more than 50% rural population. Related to training, cultural development, business and specific weight in society, rural residents have no significance in their societies. As they are few, and separated across the territory they have no influence on their societies. Comparing the USA farmer with one from the EU, we see that the American one is a businessperson and the European one, in most cases is a farm worker. To reduce this gap between these different farmers, we believe that we must train the new generations of children belonging to farming Europe. They must have a common language, English; they must know other countries culture and farming systems, live and network with other young Europeans colleagues,future young farmers. It is what we have coined as AGRO-ERASMUS. A project to be placed within the EU Common Agriculture Policies. The project must be designed before its implementation. Even some previous experience should make better viability. It should make use of a network of agricultural universities in several European countries. Each university would build a "farm school" where young people would learn "English?, and visit and work in small agricultural practices with a correct use of the time. One important subject dealing with should be agribusiness. The procedure based on the ?Farm School? (F-S) experience, should start with young people from 13 years up to 18 years. Their attendance, every summer, to the F-S should be rotated between different countries besides their own. The first and second year, with young people 13/14 years old, the Farm School would last less than three weeks in an English speaking country (Ireland, UK or someone else). They should live with a local family the time they stay outside of the Farm School (F-S). This two years period must be devoted to learn and become familiar with the English language and cultural differences. The rest of the four years left, the Farm Schools will have longer duration and be placed in other countries from the network. The living way would be in multinational teams of young people where the only spoken language would be English. After six years of summer oexistence speaking English and learning new competences and skills with colleagues from other countries, we would have a great team of young and future European farmers, able to travel free and confident through the whole Europe and ready to be engaged in productive, commercial and research activities. These new young farmers may revive European agriculture and would not look any more like rural habitants, but international business-farmers, professionally speaking. In a brief survey among the assistants to the Fifth International Academic Conference titled "Alternative Income Sources in Small Agricultural Holdings of the European Union" held in Krakow (PL) in June 2015, participants from universities and countries like Poland, Hungary, Rep. Czech, Portugal, Romania, etc., expressed the necessity of addressing this problem in a new and bold way.

Cultural universals: Measuring the semantic structure of emotion terms in English and Japanese

Research is presented on the semantic structure of 15 emotion terms as measured by judged-similarity tasks for monolingual English-speaking and monolingual and bilingual Japanese subjects. A major question is the relative explanatory power of a single shared model for English and Japanese versus culture-specific models for each language. The data support a shared model for the semantic structure of emotion terms even though some robust and significant differences are found between English and Japanese structures. The Japanese bilingual subjects use a model more like English when performing tasks in English than when performing the same task in Japanese.

The representation of the world in national Arab news agencies: an exploration of (trans)national networks in the official Arab media

The purpose of this paper is to draw a map of the representation of the world and of Arab states as reflected by the countries of the region. To do so, we have analysed the news (4,093 news randomly collected on February and August 2005) produced by the governments of the Arab states through their national news agencies. Several regional and world maps had been constructed to show the official Arab representation of the World, the Arab countries conflict agenda, the persistence of colonial ties (with the European metropolis) and the emergence of new relationships (Asian countries). The representation of the world that appeared in the analysis focuses its interest on the USA, the war in Iraq, the Israel-Palestine conflict, the United Kingdom, France, and Iran. The Arab regional powers organise the flow of information (Saudi Arabia and Egypt) and the colonial past determines the current structure of communication (French-speaking bloc and English-speaking bloc).

Proposal on debt for climate adaptation swaps: a strategy for growth and economic transformation of Caribbean economies

ECLAC advocates that the Caribbean’s high debt dilemma was not principally driven by policy missteps, or the international financial crisis. Rather, it finds its roots in external shocks, compounded by the inherent structural weaknesses and vulnerabilities confronting Caribbean SIDS and their limited capacity to respond. A major factor has been the underperformance of the export sector, partly due to a decline in competitiveness and a slowdown in economic activity especially among the tourism-dependent economies. Caribbean countries have also accumulated debt as a consequence of increased expenditures to address the impact of extreme events and climate change attendant difficulties. Most Caribbean countries are located in the hurricane belt and are also prone to earthquakes and other hazards. Indeed, a disaster resulting in damage and losses in excess of 5 per cent of GDP can be expected to hit any Caribbean country every few years. Moreover, over the period 2000-2014, it is estimated that the economic cost of natural disasters in Caribbean countries was in excess of US$30.7 billion. The English Speaking Caribbean countries are extremely vulnerable to natural disasters.

Internationale Konjunkturverbunde

After conceptual clarification of international business cycle and a review of the literature, a new indicator is proposed. This indicator refers to two time series only and allows for an internationally comparable quantification of a country's position in the business cycle. We then calculate times series of this indicator for 30 countries from 1970-2000. After some plausibility checks, we refer to these series to test a number of hypotheses. Cross correlations reveal a high degree of interconnectedness. Moreover, the number of highly positive correlations has increased over time, whereas the number of low and moderate correlations has decreased. A principal components analysis yields a first component that can be interpreted as the world business cycle. The further components suggest the existence of a Scandinavian-Anglo-Saxon business cycle as well as of another, smaller group of Anglo-Saxon countries that move together. This finding is replicated by a hierarchical cluster analysis, which in addition suggests a closely integrated group of non-Scandinavian and non-English speaking European countries plus Japan and Israel. Furthermore, there is indication for some, albeit weak business cycle integration in Southeast Asia and in South America. The international business cycle is thus found to have a hierarchical structure.

Graduate overeducation and its effects among recently arrived immigrants to Australia: A longitudinal survey

There is increasing importance attached to skill-based immigration in many countries including Australia. This paper investigates the incidences, determinants, and returns to graduate overeducation among tertiary qualified immigrants during the early phase of their settlement in Australia. We place particular emphasis on visa categories and region of origin. As expected, those on visas with higher skill requirements perform better in the labour market. The bulk of these are immigrants from English Speaking Backgrounds (ESB). Non-English Speaking Background (NESB) immigrants, on the other hand, have higher and persistent rates of overeducation. The wage returns to required and surplus education match the stylized facts of overeducation for ESB and Other NESB immigrants while Asian NESB immigrants receive no return to surplus education. Thus, the results suggest that NESB graduate immigrants are a heterogeneous group, with Asian graduate immigrants facing greater assimilation hurdles in the Australian labour market.

Language change in young Panjabi/English children: implications for bilingual language assessment

This paper reports some of the more frequent language changes in Panjabi, the first language of bilingual Panjabi/English children in the West Midlands, UK. Spontaneous spoken data were collected in schools across both languages in three formatted elicitation procedures from 50 bilingual Panjabi/English-speaking children, aged 6–7 years old. Panjabi data from the children is analysed for lexical borrowings and code-switching with English. Several changes of vocabulary and word grammar patterns in Panjabi are identified, many due to interaction with English, and some due to developmental features of Panjabi. There is also evidence of pervasive changes of word order, suggesting a shift in Panjabi word order to that of English. Lexical choice is discussed in terms of language change rather than language deficit. The implications of a normative framework for comparison are explored. A psycholinguistic model interprets grammatical changes in Panjabi.

From Spanish paintings to murder:topic transitions in casual conversations between native and non-native speakers of English

This article explores some of the strategies used by international students of English to manage topic shifts in casual conversations with English-speaking peers. It therefore covers aspects of discourse which have been comparatively under-researched, and where research has also tended to focus on the problems rather than the communicative achievements of non-native speakers. A detailed analysis of the conversations under discussion, which were recorded by the participants themselves, showed that they all flowed smoothly, and this was in large measure due to the ways in which topic shifts were managed. The paper will focus on a very distinct type of topic shift, namely that of topic transitions, which enable a smooth flow from one topic to another, but which do not explicitly signal that a shift is taking place. It will examine how the non-native speakers achieved coherence in the topic transitions which they initiated, which strategies or procedures they employed, and show how their initiations were effective in enabling the proposed topic to be understood, taken up and developed. It therefore adds to our understanding of the interactional achievements of international speakers in informal, social contexts. © 2013 Elsevier B.V.

Entering an academic discourse community: A case study of the coping strategies of eleven English as a Second Language students

This case study follows eleven non-English speaking students as they adapt to community college, content courses. The three classes examined are required freshman classes--Humanities, Social Environment, and Individual in Transition. In order to cope with the demands of these classes, students must penetrate the academic discourse community and have effective relationships with their instructors and their peers. The results of the study are based on interviews with eleven non-native speaking (NNS) students and their instructors and on an analysis of student writing assignments, course syllabi, and exams. Three general areas are examined: (a) students' first-language (L$\sb1$) education, (b) the requirements of their content classes, and (c) the affective factors which influence their adaptation process.^ The case of these students reveals that: (1) Students draw on their L$\sb1$ education, especially in terms of content, as they cope with the demands of these content classes. (2) In some areas L$\sb1$ educational experiences interfere with students' ability to adapt. (3) The content classes require students to have well developed reading, writing, oral, and aural skills. (4) Students must use higher level cognitive skills to be successful in content classes. (5) Affective factors play a role in students' success in content classes. The discussion section includes possible implications of this data for college level English as a Second Language courses. ^

Transcultural experiences: A literature bridge to English for ESOL students from Cuba

This qualitative study is concerned with exploring the transcultural experiences of ESOL students and connecting their lived experiences to literature in the classroom. The purpose of this study was to describe and explain the transcultural perspectives of six high school and community college students: four Cuban born students and two American born/raised students of Cuban-American culture. The participants were from Barbara Goleman Senior High School and Miami-Dade Community College. The six phenomenological portraits were explored in the form of lived experience pieces, representing the students' transcultural experiences. The data was collected in the form of student interviews, researcher's journal, and document reviews. The following exploratory questions guided this study: (1) From the perspective of four Cuban-born, non-native English-speaking students (NNS), what are the essential structures of their transcultural identities? (2) What are the underlying themes that account for the Cuban NNS students' transcultural experiences? (3) What are the universal transcultural structures among the Cuban NNS students' transcultural experiences and the Cuban-American, native English/Spanish speaking (NESS) students' experiences? (4) What are the possible structural meanings of the Cuban NNS students' interests in relation to their transcultural experiences? (5) What are some connections between the structural themes inherent in the Cuban NNS students' transcultural experiences and teaching literature in ESOL? ^ A phenomenological approach was used to investigate the participants' transcultural experiences, focused on the students' lived experiences. The study consisted of three interview sessions for each of the six participants. The analysis of the data was conducted following the principles of qualitative research, which included participant interviews, thematic analysis, researcher's journal, document reviews, and triangulation. The researcher created portraits representing students' transcultural experiences. Subsequently, the participants' transcultural experiences were used to respond to the exploratory questions, including comparing and contrasting themes and drawing connections among teaching literature in the ESOL classroom. ^ The results of this study show some relevant specific statements and themes that emerged from the students' transcultural data. The results serve as a better understanding of these students' transcultural experiences and the potentiality of connecting their perspectives to literature in the classroom. In addition, this study shows the need for a better understanding of the connection between transcultural experiences and literature in ESOL. ^

The democratization of higher education in Jamaica: The role of the University of the West Indies

The University of the West Indies (UWI), established in the British colony of Jamaica in 1948, was mandated to serve the “brightest and the best” of the British colonies. Unfortunately, the austerity of Jamaica's economy has not helped to augment an “open door” access to higher education, and UWI is often criticized for not implementing policies to sustain the democratization of higher education; it is accused of functioning as an elitist institution. ^ The purpose of this qualitative study was to determine whether UWI functions democratically as an institution to influence the equity of higher education in Jamaica. A review of the literature reveals many interpretations of the democratization of higher education. Three of Spaulding and Kargodorian's four criteria were utilized to analyze this research. They were (1) equality of access to higher education, (2) equality of participation within the institution of higher education, and (3) equality of educational results. Multiple sources of written data augmented by interviews in Jamaica and Miami were utilized. ^ The analysis revealed that UWI functions in a collaborative relationship with Jamaica's Centralized Educational System as well as with the country's political, economic, and social realms to impact the democratization of higher education. Documentation suggests that, although strong traditional influences continue to exist, UWI has deviated from its original mandate and instead, flexible admittance policies and diversification of expanded programs have contributed to greater accessibility. ^ Despite UWI's reports of improvements which have contributed to more access, UNESCO and some interviewees have not been impressed. A World Bank report on enrollment ratio at the university level in English speaking Caribbean countries reflects less than one percent of the age cohort. The Jamaicans interviewed, especially those from the lower class, felt that their democratic right to receive higher education was not met. UNESCO regards UWI's efforts as just putting a “dent” in the problem. ^ Recommendations include continuing efforts towards developing curricula more relevant to the Jamaican society, increasing distance education in order to ease UWI's load, expanding financial partnerships with private sectors, and extending research in collaboration with large local and foreign private companies. ^