Survey on statistical education and training in the Member States of ECLAC

Includes bibliography

Resoluciones y decisiones de la CEPAL y sus organismos subsidiarios que traen consecuencias para el CDCC = Action taken on CDCC resolutions and those of ECLAC, ECOSOC and the United Nations General Assembly with implications for CDCC = Actions relatives aux résolutions du CDCC et a celles de la CEPALC, du Conseil Economique et Social et de l'Assemblée Générale des Nations Unies ayant des incidences sur le CDCC

Revisa las acciones tomadas en relacion con las resoluciones del CDCC y aquellas de la CEPAL, Consejo Economico y Social y Asamblea General de las Naciones Unidas con implicancias para el CDCC.

Action taken on CDCC resolutions and resolutions of ECLAC and other United Nations bodies with implications for CDCC: resolutions and decisions of ECLAC, ECOSOC and the UN General Assembly with implications for CDCC

Revisa las acciones tomadas en relacion con las resoluciones del CDCC y aquellas de la CEPAL, ECOSOC y Asamblea General, con implicancias para el CDCC.

Preparation and exchange of audio-visual material for education in science and technology

Contiene informacion sobre el Proyecto III del programa de trabajo del CCCT: preparacion e intercambio de material audiovisual para la educacion sobre los beneficios, limitaciones y peligros del desarrollo en ciencia y tecnologia.

Estilos de desarrollo y educación: un inventario de mitos, recomendaciones y potencialidades = Styles of development and education: a stocktaking of myths, prescriptions and potentialities

Incluye Bibliografía

Latin American youth in the 1980's: equality of opportunity in education and employment

Includes bibliography

Participación de la juventud en el desarrollo de América Latina: problemas y políticas relativos a su inserción en la fuerza de trabajo y a sus posibilidades de educación y empleo = Participation of youth in the development process of Latin America: problems and policies regarding labour force insertion, education and employment opportunities

Incluye Bibliografía

Regional review and appraisal of implementation of the Beijing Declaration and Platform for Action and the outcome of the twenty-third special session of the General Assembly (2000) in Latin American and Caribbean countries

This report indicates the main advances of the past 20 years based on the information provided by the region’s countries on implementation of the Beijing Declaration and Platform for Action, in response to the recommendations made in the final document of the twenty-third special session of the General Assembly (2000) for the regional and global reviews that would take place in 2015, on the twentieth anniversary of the Beijing Conference (Beijing+20). The subregional report on the Caribbean (ECLAC, 2014c) has also been taken into account, which includes data from the country gender assessments prepared by the Caribbean Development Bank, the country poverty assessments and information provided by the Caribbean Community (CARICOM).

Media Education and Brazilian Educational Policies for the Enhancement of Learning

As media education concepts and practices have been disseminated and strengthened in European countries and Americas, the policies responsible for that expansion remain little known, particularly in countries where the achievements have been recently noted. That is the case for Brazil, where there have been new opportunities for media education, considered as a valuable resource to help accomplish goals of the educational system. This paper looks into the contribution of media education to the enhancement of teaching and learning in the context of innovations brought by recent policies of the Brazilian Ministry of Education. After educational reform programmes which brought the opportunity for emerging fields such as media education, we produced teaching material and conducted a series of workshops with students and teachers from state secondary schools. By reading and producing multimedia information about local public services available to young people, pupils learned about democracy, citizenship, civic engagement, media language, and identity. Lessons from our experiment are discussed against the backdrop of education policies being implemented to ameliorate harsh conditions resulting from the recent economic crisis. We suggest that media education can help by creating a learning environment in which the students become aware of the value of educational attainments.

Patient Education and Self-Care for the Management of Jaw Pain upon Awakening: A Randomized Controlled Clinical Trial Comparing the Effectiveness of Adding Pharmacologic Treatment with Cyclobenzaprine or Tizanidine

Aims: To compare the effectiveness of adding cyclobenzaprine, tizanidine, or placebo to patient education and a self-care management program for patients with myofascial pain and specifically presenting with jaw pain upon awakening. Methods: Forty-five patients with a diagnosis of myofascial pain based on the guidelines of the American Academy of Orofacial Pain participated in this 3-week study. The subjects were randomly assigned into one of three groups: placebo group, TZA group (tizanidine 4 mg), or CYC group (cyclobenzaprine 10 mg). Patients were evaluated for changes in pain intensity, frequency, and duration by using the modified Severity Symptoms Index and changes in sleep quality with the use of the Pittsburgh Sleep Quality Index. Data were analyzed by ANOVA and post-hoc or nonparametric statistical tests as appropriate. Results: All three groups had a reduction in pain symptoms and improvement of sleep quality based on a comparison of pretreatment and treatment scores. However, no significant differences among the groups were observed at the posttreatment evaluation. Conclusion: The use of tizanidine or cyclobenzaprine in addition to self-care management and patient education was not more effective than placebo for the management of patients with myofascial jaw pain upon awakening.

Strategies used by the children's education teacher for orientation and mobility of the visually impaired student

This study aims to identify, describe, and analyse strategies used by a teacher to support the mobility of students with visual impairment in various school environments. A female student with visual impairment in Brazil, aged 5 years, and her classroom teacher participated in the study. Their interactions were videotaped, and later, their dialogue and actions were transcribed. Six themes of analysis were elaborated, one for each support strategy used by the teacher. The results revealed that the strategies employed by the teacher often hampered the child’s orientation and mobility. This was probably the result of a lack of assistance by professionals specialised in Orientation and Mobility, as stipulated in Brazilian legislation.