The use of databases of social and gender statistics in the development of policies and programmes

The unavailability of data to inform policy planning and formulation has been repeatedly cited as the main challenge to economic and social progress in the Caribbean. Furthermore, even in instances when data is produced, broader gaps exist between its production and eventual use for evidence-based policy formulation. Owing to those challenges, this report explores the use of databases of social and gender statistics in the development of policies and programmes in the Caribbean subregion. The report offers a general appraisal of databases against two main considerations: (i) maximizing the use of existing databases in relevant policies and programmes; and (ii) bridging the gaps in data availability of relevant statistical databases and their analyses. The assessment entailed an inventory of social and gender databases maintained by data producers in the region and analysis of the extent to which the databases are used for policy formulation. To that end, a literature search as well as consultations with a number of knowledgeable persons active in the field of statistics and data provision was conducted. Based on the review, a set of recommendations were produced to improve current practices within the region with respect evidence based policy formulation.

Report of the training workshop on the ECLAC methodology for assessing the macroeconomic, social and environmental impacts of natural disasters

.--Attendance.--Opening.--Agenda.--Special aspects of disasters in the context of small island States in the Caribbean.--Methodological and conceptual aspects of assessment.--Sector evaluation.--Infrastructure.--Economic (productive) sectors.--Information systems.--Effects of damages.--Institutional capacity.--Definition of the reconstruction strategy.--Closing remarks by presenters of the methodology.--Feedback, critique and comments on the ECLAC methodology.--Disaster assessment experiences.--Policy implications.--Follow-up.

The cost of hunger: Social and economic impact of child undernutrition in the Plurinational State of Bolivia, Ecuador, Paraguay and Peru

The Economic Commission for Latin America and the Caribbean (ECLAC) jointly with the World Program of Food (WFP) and recognized experts of the region developed a methodology that, using secondary information, estimate the opportunity cost derived from undernutrition. This methodology has been successfully applied in Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama and the Dominican Republic, where the cost of undernutrition was estimated at 6.7 billion dollars in 2004. The present study covers four countries in South America: Bolivia, Ecuador, Paraguay and Peru. The results indicate that the cost of the malnutrition in these countries reached 4.3 billion dollars in 2005, which is equivalent to 3.3 per cent of the GDP of these countries. The results strongly point out that child undernutrition is not only a problem of health or an unacceptable situation ethically, but it is a national problem, given the enormous social costs and the loss of opportunities that it imposes on the national economy.

The cost of hunger: Social and economic impact of child undernutrition in Central America and the Dominican Republic

This document presents the results derived from the analyses of the cost of undernutrition in Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, Panama and the Dominican Republic. The study shows that not only are the effects reported valid for the countries of Central America and the Dominican Republic, but the resultant economic impact is also significant, representing between 1.7% and 11.4% of GDP. In this regard, productivity losses as a consequence of the higher death rate and the lower level of education account for 90% of the costs. Thus, in addition to the ethical imperative, eradicating undernutrition would yield benefits as well. Therefore, any programme that is effective in reducing the prevalence of this problem will have an impact on people's quality of life, and will also represent major savings for society. The greater the problem, the greater the challenge, but the greater the benefits as well, especially in terms of countries' production capacity.

Education system institutions and educational inequalities in Uruguay

This article shows how certain aspects at the secondary level of Uruguay’s public school system produce inequalities in student achievement. The 2006 edition of the Programme for International Student Assessment (pisa) (oecd, 2006a) points to three key aspects of the institutions that regulate secondary education that play a part in reproducing inequalities of origin, hindering the equalizing role that guides the education system. First, the teacher assignment mechanism has the dual effect of sending a revolving door of young and inexperienced teachers to schools in unfavourable sociocultural contexts as well as concentrating teachers with more experience in schools in favourable contexts. Second, the geography-based system for assigning students to schools reproduces the residential segregation process. Lastly, the centralized system for supplying educational and technological materials is inadequate to the needs of the schools.

Esquizoanálise, subjetividade e educação

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A reincidência da gravidez na adolescência e a evasão escolar

Pós-graduação em Educação Escolar - FCLAR

Dos sujeitos e lugares da punição: da passagem do/a jovem perigoso/a para o/a jovem em perigo: um estudo das dimensões do dispositivo da gestão dos riscos e de controle social da juventude

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Transitando entre as políticas de assistência social e igualdade racial: produção e (re)produção da trama social dos negros

Pós-graduação em Serviço Social - FCHS

Adolescents’ Occupational and Educational Aspirations and Expectations: Links to High School Activities and Adult Educational Attainment

This longitudinal study explored adolescents’ future-oriented cognitions, current activities, and later educational attainment using data from 317 adolescents (55% female; mean age = 14.98 years, SD = 0.85) followed into early adulthood. Aspirations and expectations regarding work and education showed modest stability from year to year. Exploration of the reciprocal relations between these cognitions and adolescents’ activities supported both unidirectional and bidirectional effects, with different patterns emerging for aspirations and expectations. In multiple regression analyses, future-oriented cognitions predicted adult educational attainment; follow- up analyses indicated that the effect of adolescents’ expectations was partially mediated by participation in extracurricular activities. These results suggest a potentially important influence of adolescents’ future-oriented cognitions on their current behavior and future attainments.

Transitando entre as políticas de assistência social e igualdade racial: produção e (re)produção da trama social dos negros

Pós-graduação em Serviço Social - FCHS

Effects of repetitive transcranial magnetic stimulation on clinical, social, and cognitive performance in postpartum depression

Background: This randomized, placebo-controlled, double-blind pilot study evaluated the impact of repetitive transcranial magnetic stimulation (rTMS) on clinical, cognitive, and social performance in women suffering with postpartum depression. Methods: Fourteen patients were randomized to receive 20 sessions of sham rTMS or active 5 Hz rTMS over the left dorsolateral prefrontal cortex. Psychiatric clinical scales and a neuropsychological battery were applied at baseline (pretreatment), week 4 (end of treatment), and week 6 (follow-up, posttreatment week 2). Results: The active rTMS group showed significant improvement 2 weeks after the end of rTMS treatment (week 6) in Hamilton Depression Rating Scale (P = 0.020), Global Assessment Scale (P = 0.037), Clinical Global Impression (P = 0.047), and Social Adjustment Scale-Self Report-Work at Home (P = 0.020). Conclusion: This study suggests that rTMS has the potential to improve the clinical condition in postpartum depression, while producing marginal gains in social and cognitive function.

Job satisfaction and discrepancies between social and biological timing

The discrepancies between social and biological timing are reflected in shift workers' well-being. The aim of this study was to verify the association between job satisfaction and chronotype among day and night nursing personnel. Several variables, including seniority at the hospital and, in the same shift, sleep duration, quality of sleep, sleepiness and willingness to change sleep timing were also analyzed. Chronotype was calculated by using the morningness-eveningness questionnaire. We studied 514 nursing professionals from a public university hospital. Among the day workers, the higher the morningness, the more the workers were satisfied with their job. In contrast, among night workers, job satisfaction was associated with sleep quality and seniority at the hospital but not with chronotype. Our results suggest that an agreement between work schedule and chronotype may help to increase job satisfaction among diurnal workers.

Peer and group relationships in preschoolers: the role of social and linguistic skills

Being able to positively interact and build relationships with playmates in preschool years is crucial to achieve positive adjustment. An update review and two studies on such topics were provided. Study 1 is observational; it investigates the type of social experience in groups (N = 443) of children (N = 120) at preschool age in child-led vs. teacher-led contexts. The results revealed that in child-led contexts children were more likely to be alone, in dyads, and in small peer groups; groups were mostly characterized by same-gender playmates who engaged in joint interactions, with few social interactions with teachers. In teacher-led contexts, on the other hand, children were more likely to be involved in small, medium and large groups; groups were mostly characterized by other-gender playmates, involved in parallel interactions, with teachers playing a more active role. The purpose of Study 2 was to describe the development of socio-emotional competence, temperamental traits and linguistic skill. It examined the role of children’s reciprocated nominations (=RNs) with peers, assessed via sociometric interview, in relation to socio-emotional competence, temperamental traits and linguistic skill. Finally, the similarity-homophily tendency was investigated. Socio-emotional competence and temperamental traits were assessed via teacher ratings, linguistic skill via test administration. Eighty-four preschool children (M age = 62.53) were recruited within 4 preschool settings. Those children were quite representative of preschool population. The results revealed that children with higher RNs showed higher social competence (tendency), social orientation, positive emotionality, motor activity and linguistic skill. They exhibited lower anxiety-withdrawal. The results also showed that children prefer playmates with similar features: social competence, anger-aggression (tendency), social orientation, positive emotionality, inhibition to innovation, attention, motor activity (tendency) and linguistic skill. Implications for future research were suggested.