Adolescentes en las aulas: la irrupción de la diferencia y el fin de la expansión educativa

Introduction: School is an important space where students develop intellectually, emotionally, socially and culturally. Each school should develop its own and unique educational and preventive program that also protects previously diagnosed educational problems – their manifestations and causes, as well as educational needs. Research Aim: The aim was to collect the opinions of teachers teaching in grades I–III of public primary schools on the effectiveness of educational and preventive programs implemented in schools and class programs developed on their basis in eliminating the causes of educational and behavioural difficulties, their manifestations and securing the educational needs of disabled and non-disabled students. Method: Empirical material was collected using Questionnaire for Teachers on preventive and educational programs and their importance in eliminating the causes and manifestations of educational problems and securing the needs of students with special educational needs and their non-disabled peers. Results: The presented research results show the low effectiveness of school educational and preventive programs in terms of eliminating students’ educational difficulties and their potential causes in the perception of teachers. Teachers see visibly greater effectiveness in influencing educational problems and their causes in classroom educational and preventive programs. Conclusion: It is important to o change the approach to the document itself, pay attention to improve the proper assessment of students’ educational and behavioural difficulties and needs and also to develop educational competences of teachers and introducing training that will enable them to more carefully design various forms of educational assistance.

This research reviews the historical evolution of English ethnic education policy-making. The social provi sion of education when examining the implications on eth nic majorities and minorities raises many important issues and pose the following questions: Does the education sys tem exclude sections of the population i.e. ethnic minori ties? Can cultural diversity be taught and promoted? The research explores the implications these questions raise for Afro-Caribbean, Asian and Muslim communities. Assimila tionist, integrationist and multicultural education policies are analysed. By examining education and social policy documents and reports, the objective of this research is to make the reader think about how education policy shapes society and what consequences this can have on teaching ethnic educational issues concerning cultural diversity and institutionalised racism. Assimilationist and Integrationist Education Policy In 1965, a policy document was published by the Department of Education and Science (DES) entitled The Education of Immigrants that was published again as a Circular in 1971.3 The aim of the policy document seems to underline the significance of absorbing and assimulating Commonwealth children into the education system. It is interesting to note that 'educational difficulties' are highlighted as a problem generated by immigrant children rather than problems residing within the education system itself. The DES document goes further and actually implies that ethnic families are to blame for failures within the classroom.4 It is West Indian and Asian stereotypes that are being reinforced and highlighted here rather than the inability of the education system to cope 3 See: Department of Education and Science (DES) (1965) The Education of Immigrants (Circular 7/65) London, HMSO; DES (1971) The Education of Immigrants, London, HMSO. The 1971 DES document begins: 'Some schools before 1960 had a cosmopolitan range of nationalities among their pupils but had found relatively little difficulty in absorbing and educating children of the earlier post-war European immigrants. In the 1960's however, the concentration and rapid build-up in the numbers of children arriving from Commonwealth countries and entering the schools at different ages and at all times throughout the school year began to create serious educational difficulties (DES; 1971:1). 4 'For the West Indian child... The environment is one in which marriage is not always considered important in providing a secure basis for raising children ... to join his mother from whom he may be separated for several years ... the unknown father with whom his mother may be living, and perhaps, is very young, sent out to child-minders while his parents go out to work ... Asian mothers' tendency to live a withdrawn life and not to make outside contacts does not help ... Many [Asian parents] are shy at the thought of mixing with White parents with whom they have little or no contact out of school (DES, 1971:4-6).

Atopic Dermatitis in Latin America: A Roadmap to Address Data Collection, Knowledge Gaps, and Challenges.

Latin American and World Histories: Old and New Approaches to the Pluribus and the Unum

In Latin America, there is a considerable Indigenous population whose participation in the educational system has been systematically obstructed by the imposition of Spanish and Portuguese, the languages of the colonial powers. The historical process of Indigenous education was rooted in the colonial project assimilation. A recent move towards the acknowledgement of linguistic and cultural diversity has opened spaces for new discussions about education as a terrain for regaining and reclaiming a cultural identity. In this context, we examine challenges and possibilities for the development of Indigenous mathematics education in multilingual contexts, based on existing research carried out in Brazil, Peru, and Colombia. We consider the relationship between language policy and educational policy, as well as bilingualism and its implementation in relation to Indigenous education. We discuss the development of mathematical registers and language revitalization as central issues within the mathematics education of Indigenous people.

WE-AB-213-00: Developments in International Medical Physics Collaborations in Africa and Latin America

WE-AB-213-04: IAEA Support to Medical Physics in Africa and Latin America: Achievements and Challenges

WE-AB-213-02: Status of Medical Physics Collaborations, and Projects in Latin America

New York University School of Medicine

WE-AB-213-03: Challenges and Opportunities

AAPM projects and collaborations in Africa Adam Shulman (AA-SC Chair) The African Affairs Subcommittee (AA-SC) of the AAPM will present a multi-institutional approach to medical physics support in Africa. Current work to increase the quality of care and level of safety for the medical physics practice in Senegal, Ghana, and Zimbabwe will be presented, along with preliminary projects in Nigeria and Botswana. Because the task of addressing the needs of medical physics in countries across Africa is larger than one entity can accomplish on its own, the AA-SC has taken the approach of joining forces with multiple organizations such as Radiating Hope and TreatSafely (NGO's), the IAEA, companies like BrainLab, Varian and Elekta, medical volunteers and academic institutions such as NYU and Washington University. Elements of current projects include: 1) Distance training and evaluation of the quality of contouring and treatment planning, teaching treatment planning and other subjects, and troubleshooting using modern telecommunications technology in Senegal, Ghana, and Zimbabwe; 2) Assistance in the transition from 2D to 3D in Senegal and Zimbabwe; 3) Assistance in the transition from 3D to IMRT using in-house compensators in Senegal; 4) Modernizing the cancer center in Senegal and increasing safety and; 5) Training on on 3D techniques in Ghana; 6) Assisting a teaching and training radiation oncology center to be built in Zimbabwe; 7) Working with the ISEP Program in Sub-Saharan Africa; 8) Creating instructional videos on linac commissioning; 9) Working on a possible collaboration to train physicists in Nigeria. Building on past achievements, the subcommittee seeks to make a larger impact on the continent, as the number and size of projects increases and more human resources become available. The State of Medical Physics Collaborations and Projects in Latin America Sandra Guzman (Peru) The lack of Medical Physicists (MP) in many Latin American (LA) countries leads to recruitment of professionals with incomplete education. In most LA countries only one MP responsible for each Center is currently mandated. Currently there is a large disparity among MP training programs and there is significant debate about the standards of MP graduate education in many LA countries. There are no commonly recognized academic programs, not enough clinical training sites and clinical training is not typically considered as part of the MP work. Economic pressures and high workloads also impede the creation of more training centers. The increasing need of qualified MPs require establishing a coordinated system of national Education & Training Centers (ETC), to meet the international standards of education and training in Medical Physics. This shortfall calls for support of organizations such as the IOMP, AAPM, ALFIM, IAEA, etc. Examples from various LA countries, as well as some proposed solutions, will be presented. In particular, we will discuss the resources that the AAPM and its members can offer to support regional programs. The ‘Medical Imaging’ physicist in the emerging world: Challenges and opportunities - Caridad Borrás (WGNIMP Chair) While the role of radiation therapy physicists in the emerging world is reasonably well established, the role of medical imaging physicists is not. The only perceived needs in radiology departments are equipment quality control and radiation protection, tasks that can be done by a technologist or a service engineer. To change the situation, the International Basic Safety Standard, which is adopted/adapted world-wide as national radiation protection regulations, states: “For diagnostic radiological procedures and image guided interventional procedures, the requirements of these Standards for medical imaging, calibration, dosimetry and quality assurance, including the acceptance and commissioning of medical radiological equipment, are fulfilled by or under the oversight of, or with the documented advice of a medical physicist, whose degree of involvement is determined by the complexity of the radiological procedures and the associated radiation risks”. Details on how these requirements can be carried out in resource-limited settings will be described. IAEA support to medical physics in Africa and Latin America: achievements and challenges Ahmed Meghzifene (IAEA) Shortage of clinically qualified medical physicists in radiotherapy and imaging, insufficient and inadequate education and training programs, as well as a lack of professional recognition were identified as the main issues to be addressed by the IAEA. The IAEA developed a series of integrated projects aiming specifically at promoting the essential role of medical physicists in health care, developing harmonized guidelines on dosimetry and quality assurance, and supporting education and clinical training programs. The unique feature of the IAEA approach is support it provides for implementation of guidelines and education programs in Member States through its technical cooperation project. The presentation will summarize IAEA support to Latin America and Africa in the field of medical physics and will highlight how the new International Basic Safety Standards are expected to impact the medical physics practice in low and middle income countries. Learning Objectives: 1. Learn about the shortage of qualified Medical Physicists in Africa and Latin America. 2. Understand the reasons of this shortage. 3. Learn about the ways to improve the situation and AAPM role in this process.

What caused the decline in wage inequality of the 2000s in Latin America? Looking to the future, will the current economic slowdown be regressive? Wage Inequality in Latin America: Understanding the Past to Prepare for the Future addresses these two questions by reviewing relevant literature and providing new evidence on what author know from the conceptual, empirical, and policy perspectives. The answer to the first question can be broken down into several parts, although the bottom line is that the changes in wage inequality resulted from a combination of three forces: (a) education expansion and its effect on falling returns to skill (the supply-side story); (b) shifts in aggregate domestic demand; and (c) exchange rate appreciation from the commodity boom and the associated shift to the non tradable sector that changed inter firm wage differences. Other forces had a non-negligible but secondary role in some countries, while they were not present in others. These include the rapid increase of the minimum wage and a rapid trend toward formalization of employment, which played a supporting role but only during the boom. Understanding the forces behind recent trends also helps to shed light on the second question. The analysis in this volume suggests that the economic slowdown is putting the brakes on the reduction of inequality in Latin America and will likely continue to do so—but it might not actually reverse the region’s movement toward less wage inequality.

Sex and the Catholic Church in Guatemala

A Decade After the KDOQI CKD Guidelines: A Perspective From Mexico

ILAE President's midterm report