Is Human Development Multidimensional?

Stiglitz's Commission on the Measurement of Economic Performance and Social Progress (CMEPSP) argued that well-being is multidimensional and identified eight distinct dimensions. Conventional linear techniques confirm that a large number of dimensions are needed to describe development. In contrast, a new non-linear technique that we introduce from chaos theory shows that a smaller number of dimensions are needed to span the development space. From the analysis, variables representing the Health, Education, Inequality and Individual Rights areas of life quality would provide a broad picture of development, whereas income per capita adds little extra information.

Nonparametric Estimation of Data Dimensionality Prior to Data Compression: the case of the Human Development Index

In many applications in applied statistics researchers reduce the complexity of a data set by combining a group of variables into a single measure using factor analysis or an index number. We argue that such compression loses information if the data actually has high dimensionality. We advocate the use of a non-parametric estimator, commonly used in physics (the Takens estimator), to estimate the correlation dimension of the data prior to compression. The advantage of this approach over traditional linear data compression approaches is that the data does not have to be linearized. Applying our ideas to the United Nations Human Development Index we find that the four variables that are used in its construction have dimension three and the index loses information.

Human development in an evolutionary perspective

This article presents an evolutionary perspective to the study of human development. Some general assumptions for the study of development are discussed and the principal building blocks of evolutionary psychology are presented. One of them is that there is a universal human nature (which is modulate also by particular conditions of each context) and the cognitive architecture of human beings is the resulted of interactions between genes and environment. Based on those, and other assumptions, directions for the study of child development in an evolutionary stance are discussed, along with the considerations of context and development. Thus, it is assumed there is a relationship between phylogenies and ontogenetic development (the ontogenesis needs to be understood also as a product of evolution), considering the inseparability of biological, socio-cultural, cognitive emotional aspects that constitute this development. It has been concluded that the evolutionary developmental psychology has scientific relevance because it broadens our vision on human development.

Identification of the Learning Styles in the Students of Exercise Physiology in the Rehabilitation and Human Development Faculty

The object of this study is to identify the learning styles (LS) used by the students of the subject of physiology of the exercise of the program of Physiotherapy, with the purpose of establishing a direct relationship later on between the learning styles and the possible pedagogic strategies that but they favor the compression of the physiology of the exercise 48 subject of second and third year of career they were interviewed through the instrument standardized compound number (CHAEA). This study carried out an analysis descriptive and of typical deviation of the data. They were differences statistically significant in the styles of active and reflexive learning, in front of the Theoretical and pragmatic styles what puts in evidence the necessity to generate pedagogic strategies inside the subject that this chord with the tendency of the active and reflexive learning of the students.

Human development in a globalized world : education towards peace, cultural diversity and sustainable development

Monogr??fico con el t??tulo: "La educaci??n como quehacer de convicciones : homenaje acad??mico a Jos?? Antonio Ib????ez-Mart??n"

Greening the United Nations' Human Development Index?

The Human Development Index (HDI) introduced by the United Nations Development Programme (UNDP) in 1990 has helped facilitate widespread debate amongst development researchers, practitioners and policy makers. The HDI is an aggregate index, calculated on an annual basis by the UNDP and published in its Human Development Reports, comprising measures of three components deemed by them to be central to development: W income (the gross domestic product per capita), (ii) education (adult literacy rate) and (iii) health (life expectancy at birth). The results of calculating the HDI are typically presented as country/regional league tables, and provide a quick means for policy makers and others to judge performance. Perhaps partly because of the relative simplicity of the index, the HDI has managed to achieve a level of acceptance and use amongst politicians and policy makers that has yet to emerge with any indicator of sustainability. Indeed, despite its existence for 11 years, including nine years after the Rio Earth Summit, the HDI has not even been modified to take on board wider issues of sustainability. This paper will critically examine the potential for 'greening' the HDI so as to include environmental and resource-consumption dimensions. Copyright (C) 2003 John Wiley & Sons, Ltd and ERP Environment.

For better or for worse, till the human development index do us part?

This paper describes the results of research intended to explore the volatility inherent in the United Nations Development Programme's (UNDP) Human Development Index (HDI). The HDI is intended to be a simple and transparent device for comparing progress in human development, and is an aggregate of life expectancy, education and GDP per capita. Values of the HDI for each country are presented in the Human Development Reports (HDRs), the first being published in 1990. However, while the methodology is consistent for all countries in each year there are notable differences between years that make temporal comparisons of progress difficult. The paper presents the results of recalculating the HDI for a simplified sample of 114 countries using various methodologies employed by the UNDP. The results are a set of deviations of recalculated HDI ranks compared to the original ranks given in the HDRs. The volatility that can result from such recalculation is shown to be substantial (+/-10-15 ranks), yet reports in the popular press are frequently sensitive to movements of only a few ranks. Such movement can easily be accounted for by changes in the HDI methodology rather than genuine progress in human development. While the HDRs often carry warnings about the inadvisability of such year-on-year comparisons, it is argued that the existence of such a high-profile index and the overt presentation within league tables do encourage such comparison. Assuming that the HDI will be retained as a focal point within the HDRs, then it is suggested that greater focus be upon more meaningful and robust categories of human development (e.g. low, medium and high) rather than league tables where shifts of a few places, perhaps as a result of nothing more than a methodological or data artefact, may be highlighted in the press and by policy makers. (C) 2003 Elsevier Science B.V. All rights reserved.

A perceived human development index

The objective of the paper is to build a Perceived Human Development Index (PHDI) framework by assembling the HDI components, namely indicators on income, health and education on their subjective version. We propose here to introduce a fourth dimension linked to perceptions on work conditions, given its role in the “happiness” literature and in social policy making. We study how perceptions on satisfaction about the individual’s satisfaction with income, education, work and health are related to their objective counterparts. We use a sample of LAC countries where we take advantage of a larger set of questions on the four groups of social variables mentioned included in the Gallup World Poll by the IADB. We emphasize the impacts of objective income and age on perceptions. Complementarily, in the appendix we use the full sample of 132 countries where a smaller set of variables can be included, which provides a greater degree of freedom to study the impact of objective HDI components observed at country level on the formation of individual’s perception on income, education, work, health and life satisfaction. These exercises provide useful insights about the workings of beneficiaries’ point of view to understand the transmission mechanism of key social policy ingredients into perceptions. In particular, the so-called PHDI may provide a complementary subjective reference to the HDI. We also study how one’s satisfaction with life is established, measuring the relative importance given to income vis-à-vis health and education. Estimating these “instantaneous happiness functions” will help to assess the relative weights attributed to income, health and education in the HDI, which is a benchmark in the multidimensional social indicators toolbox used in practice.

Employing the Components of the Human Development Index to Drive Resources to Educational Policies

A new form of composition of the indicators employed to generate the United Nations Human Development Index (HDI) is presented here. This form of composition is based on the assumption that random errors affect the measurement of each indicator. This assumption allows for replacing the vector of evaluations according to each indicator by vectors of probabilities of being the best or the worst according to such attribute. The probabilistic composition of such probabilities of preference according to each indicator into probabilities of being the best or the worst according to all of them generates indices that may unveil, on one hand, performances to be followed and, on the other hand, extreme conditions that an additive composition would hide. Differences between the results of application of the diverse forms of composition are examined in the case of the HDI and in the case of the districts version of the HDI employed to compare Brazilian municipalities. It is verified that the smallest correlation between the education.

The limits of human development and the use of energy and natural resources

The development of nations is an unquestionable requirement. A lot of challenges concerning health, education and economy are present. A discussion on these development models has occupied the minds of decision makers in recent years. When energy supply and demand is considered, the situation becomes critical and the crucial question is: how to improve the quality of life of developing countries based on available models of development that are related to the life style of developed countries, for which the necessary use and waste of energy are present? How much energy is essential to humanity for not so as to endangering the survival conditions of future generations? the human development index (HDI) establishes the relationship among energy use, economic growth and social growth. Here it can be seen that 75% of the world population has a significant energy consumption potential. This is a strong reason to consider that the sustainable development concepts on energy policies are strategic to the future of the planet. This paper deals with the importance of seeking alternative development models for human development balance, natural resources conservation and environment through rational energy use concepts. (c) 2004 Elsevier Ltd. All rights reserved.

Childbirth care: contributing to the debate on human development

Com a finalidade de subsidiar gestores da área de saúde da mulher, na formulação de políticas públicas, voltadas ao desenvolvimento humano, realizou-se esta investigação, cujo objetivo foi avaliar a estrutura e o processo da atenção ao parto e ao neonato desenvolvido em região do interior paulista. Estudo epidemiológico, voltado para avaliação dos serviços de saúde, baseou-se na observação da assistência prestada pelo Sistema Único de Saúde em 12 maternidades e 134 partos, adotando-se padrões estabelecidos pelo Ministério da Saúde ou Organização Mundial de Saúde para comparação. Os resultados apontam problemas relacionados à estrutura em algumas maternidades, mostrando que práticas úteis ao parto normal ainda são pouco utilizadas, enquanto que outras prejudiciais ou ineficazes ainda são utilizadas rotineiramente. Reverter esse quadro será essencial para oferecer atendimento de qualidade às mulheres, com conseqüente redução nas taxas de mortalidade materna e neonatal, para que a região atinja as metas estabelecidas para ampliação do desenvolvimento humano no milênio.

Human development and distance education: how are interactivity and interaction articulated?

Currently the achievements of technology have not been enough to overcome the misery, in which are numerous human groups. Relegated to its background, the human being sees those scenarios, which brings out discussions about its formation, in which values are regarded as the scientific and technological aspects. The educational research inspired by this framework involving the theme of human development, update and re-frame concepts related to the linkage between interactivity and interaction, two important features presented in the process of Distance Education (DE). The research inquired about how these features have been articulated. It conducted a field study in which two professors were interviewed. The results showed that the integration between interactivity and interaction, involving aspects such as autonomy, critical awareness, relationships among students, the sharing of values and worldviews, is at the base of the educational processes of the DE. They also showed that, on these processes, there are shortcomings regarding the development of values and having to be thought the tutor training strategies from an interdisciplinary view.

Economic growth and human development in Latin America

Includes bibliography

Tax reform for human development in Central America

Includes bibliography