The work has as objective to propose activities in the Economic andSocial Geography to contribute to the implementation of the curricular strategy of EnvironmentalEducation in the Career Biology - Geography. The population is composed by fifteen second students and third year; the quantitative focus of the investigation is assumed, using methods of the theoretical and empiric level; as a result of the process they intend activities to implement this curricular strategy. The professional's formation is a multilateral process where general aspects of the profession are approached, which cannot be achieved in its entirety from a discipline or in an academic year; therefore, in Cuba they are projected in the careers a group of curricular strategies. With this end, in the Career Biology - Geography these strategies are conceived, which have their implementation in each one of the processes nouns, especially that of formation. One of the disciplines that conform the curriculum of the Career is the Economic andSocial Geography, which possesses potentialities in their contents to implement
través, de la cual los conocimientos no se transmiten, sino se construyen (Rengifo, 2007, p.165) Este método tiene su fundamentación teórica en los métodos educativos de Paulo Freire, al proponerse romper la separación sujeto-objeto e investigador-investigado, e igualmente propone como la pedagogía liberadora, salvar la distancia entre teoría e investigación; evitar la fractura entre teoría y práctica; no conformarse con explicar los problemas sociales, sino buscar la manera de transformarlos a través de la acción investigativa; utilizar la pedagogía de la pregunta como desafío constante a la creatividad y el riesgo del descubrimiento, una educación problemati- zadora (Viñas, 2000). En resumen, la IAP coloca al sujeto como productor de conocimientos al reflexionar de sí mismo y de su entorno, para generar cambios conscientes en él propiamente y en su contexto social, lo cual conlleva a destacar que la realidad social no sólo está conformada por objetos materiales y hechos concretos, sino también por la percepción e imaginarios colectivos (González 2000).
The next case involves the deforestation of tropical forests. Let us assume that in a given area, the immediate or direct cause lies in the activ- ities of logging companies. These companies establish technical relations with the forest, implying awareness of tree varieties, visiting and selecting those that are to be felled, constructing pathways for moving the lumber, using machinery, transporting equipment, combining these activities with the seasons of the year when the rains do not prevent access, etc. That immediate cause of deforestation can be avoided or reduced technically. Certification is a technical mechanism intended to identify product origins. The classifica- tion mark, the identification records of the sawmill, the scientific name, species identification, moisture content, and drying method: these are all tech- nical criteria that help identify the origin and quality of a load of timber. Based on these technical criteria, policies to control and defend the forests are drawn up and national and international regulations are issued. But all that neither avoids nor conceals the social relations of production. The company is working on public or common land, cutting down centuries-old trees and thus appropriating accumulated natural fertility for itself. In any event, they appropriate for themselves the rent of the land in the shape of extraordinary profits that motivate them to flout the regulations. That is the ultimate cause of the depredation of the tropical forests.
Según Pérez y Gimeno (1988), las teorías implícitas están emparentadas al pensamiento práctico o conocimiento cotidiano. Es por ello que se acentúa el anclaje social de tales esquemas de conocimiento compartido, considerándolas como el resultado de meta sistemas de relaciones sociales en el medio escolar, donde se define una visión funcional del mundo que permite a un individuo o a un grupo dar sentido a las conductas y comprender la realidad. De esta manera, estas teorías tienen mucho que ver con la larga impregnación ambiental a las que se ha estado sometido durante el periodo en que se fue estudiante. La importancia de esta formación incidental es grande, porque responde a experiencias frecuentes y se adopta sin apenas reflexión, eludiendo así la crítica y convirtiéndose en un obstáculo para una correcta formación y actividad profesional (Gil, 1994).
Para conseguir o desenvolvemento de comunidades sustentables capaces de xestionar e utilizar os recursos de forma eficiente, garantir a protección do medio ambiente e o mantemento da cohesión social, non existen solucións únicas pero, parece evidente, que unha das chaves está na educación. Os profesionais do ensino están chamados a asumir o reto de ir por diante do resto da sociedade. A educación debe converterse no centro de formación de consumidores científica- mente informados que impregnen as súas accións cotiás de valores a favor do me-
The decision to include systematic competency development in educational programmes probably stems from research confirming that behavioural competencies, especially emotional andsocial competencies, play an important role in organisational settings. Numerous studies have shown positive relationships with variables such as outstanding professional performance (Richard E. Boyatzis & Ratti, 2009; Richard E. Boyatzis, 1982; Camuffo et al., 2012; Guillén Ramo et al., 2009), perceived leadership (Sivanathan & Fekken, 2002) or organizational climate (Momeni, 2009b). As a result, the interest in finding ways to help individuals successfully develop these ESC has increased continuously over the last years. Some studies offer in depth analyses of the different methods used in development programmes generally (Day, 2000), such as 360-degree assessment techniques or coaching (Richard E Boyatzis, Smith, & Blaize, 2006). Cherniss et al (2010) show, that ESC can be developed in organizational settings. However, outcome studies and longitudinal studies of full university courses are limited. Exceptions are assessments at Case Western Reserve University’s Weatherhead School of Management (WSOM) (Boyatzis & Saatcioglu, 2008) where Intentional Change Theory (ICT) (Richard E Boyatzis & Akrivou, 2006) is used as a framework for personal development in management education since 1984 (Boyatzis et al., 1995). Since there seems to be a consensus on the need to develop ESC which predict positive organizational outcomes such as outstanding performance, but a lack of examples on how pedagogical methodologies can systematically be implemented in higher education, the objective of this current study is to shed light on two questions:
Supporting the reduced role of government, supporters of the status quo are reluctant to use laws and regulations. Instead, consumer power, informed about sustainability issues and based on lifestyle choices, will combine with ‘green’ capitalists who practice ‘corporate citizenship’ and ethical business to achieve sustainable development (Elkington and Burke, 1987). There is little discussion on gover- nance other than references that in some countries the rule of law (usually meaning defence of prop- erty rights) should be strengthened and outright bribery diminished. The need to increase wider democratic rights, especially on economic decisions, is hardly mentioned. It is assumed that the exist- ing governmental and commercial systems can be nudged towards improvements with use of manage- ment techniques such as EIA (environmental impact assessment), EMAS (eco-management and audit system), cost/benefit analysis, BATNEEC (best available techniques not entailing excessive cost) and BPEO (best practicable environmental option). In parallel, technical economic tools such as modest envi- ronmental taxes, pollution trading permits and ethical shares will encourage the move to sustainable development.
The term ―Digital Native‖ was coined by Prensky (2001a, 2001b), but ―Prensky is not specific about the dates that define this new generation‖ (Jones & Czerniewicz, 2010, p. 317). Prensky uses the terms ―digital native‖ and ―digital immigrant‖ to distinguish between those who were not born into the digital world (Prensky, 2001a) and those who have grown up familiar with multiple technologies, but Prensky is using generational categorisation (students born roughly between 1980 and 1994) to over-determine student characteristics and relations to technology. Prensky‘s main point is that this new group of students who entered the universities is essentially different than previous generations because of their constant and frequent use of digital technologies. According to Prensky, today‘s students are all ―native speakers‖ of the digital language of computers, video games and the Internet (Prensky, 2001a). These students, like all ―natives‖, adapt quickly to changes in their environment and look for new ways to incorporate the latest technology into their fast-paced lives. They use these tools as extensions of their bodies and minds, fluidly incorporating them into their daily routines (Prensky, 2006). Prensky (2004) discusses the emerging online life of the digital natives that ―has become an entire strategy for how to live, survive and thrive in the 21st century, where cyberspace is a part of everyday life‖ (p. 2). Rather than calling ―digital natives‖ a generation, Palfrey and Gasser (2008) prefer to think of them as a population, i.e. a social group with common characteristics. Like Prensky, Palfrey and Gasser (2008) use the term ―digital native‖ to describe advanced users of technology who were born after 1980. Digital immigrants—as opposed to digital natives—are not people who were born digital and/or live a digital life in any substantial way, but rather people who are finding their way in a digital world. Palfrey and Gasser concede that there is a huge digital divide – between those with access to digital technology and those without access – which makes it difficult to define a generation of young people by their immersion into digital technologies and innate skills for using them.
Epistemology of teaching and new scientific frontiers. Inter-university teacher training journal, (76, p. 15- 27), hence, that are numbers studies that review the perceptions and attitudes of teachers coinciding their results is low the willingness and knowledge about functional and cultural differences (Torres, Jornet, Meliá, Perales Montolío, Carrillo Sierra and Wilches Durán, 2017; Beltrán and Cuéllar,2013), in addition to strategies for teaching and evaluation, therefore, training teachers in teaching strategies is the main lack (Montánchez, Carrillo and Barrera, 2017) and information on knowledge of inclusive and intercultural good practices at the school level, on influential external factors in student practice and perception of inclusion processes of students on inclusion processes is low. (Szumski, Smogorzewska and Karwowski, 2017; Taub, McCord, and Ryndak, 2017).
timo con el nivel educativo, dio pie a que distintos autores irguieran tanto los pilares de la teoría de la modernización como de la hipótesis de la selección meritocrática (Bell, 1972; Blau y Duncan, 1967; Jonsson, 1992; Saunders, 1995 y 1997; Treiman, 1970). Es- tas teorías señalan que el desarrollo tecnoló- gico impulsa de forma creciente la demanda de puestos de trabajo cualifi cado. En este contexto, los empleadores seleccionarán a aquellas personas que posean más habilida- des y sean más productivas. Las habilidades requeridas serían el producto de la inteligen- cia más el esfuerzo y quedarían plasmadas en el título universitario. Los sistemas educa- tivos habrían respondido a esta demanda generando una gran oferta de trabajadores de alta cualifi cación. Así, los efectos del ori- gen social en el logro ocupacional se desva- necerían en favor de criterios meritocráticos y adquiridos. Estos serían sufi cientes para dar cuenta de las diferentes posiciones lo- gradas por los individuos en la estructura ocupacional.
In Argentina, an educational program called VAPLE strategy (Vaccine Injury Prevention) was designed matching educational interventions with the National Vaccine Plan schedule. This program began with newborns’ discharge and was extended to every stage of childhood and adolescence. They concluded that the used methodology helps to improve knowledge and behavior of populations in terms of accident prevention. The areas that showed greater difficulties are related to misconceptions regarding children monitoring and unsafe behaviors regarding electrical accidents protection and the use of car safety seats 22 .
The Trust has also developed a pro- gramme titled B.E.A.C.H., which is the acro- nym for Building Environmental Awareness and Appreciation of Coastal Habitats. This programme is the umbrella under which all environmental awareness andeducation proj- ects of the Trust will take place. The scope of the B.E.A.C.H. programme will span primary and secondary schools, youth groups and the community at large. Under this programme, the Trust has begun educating primary and second- ary school students about the marine environ- ment. Currently, upper level secondary students are participating in a vacation programme titled “Sea, Sun and Science – a Marine Science Experience,” which exposes them to the marine environment in a hands-on manner and intro- duces them to potential career opportunities of local relevance. Some primary school students in Tobago have also been exposed to marine environmentaleducation.
In the Educational Institution «Domingo Savio» of Florence (Department of Caquetá, Colombia), with students in grades sixth through eleven and teachers, was the investigation of how it has been the teaching of Natural Science andEnvironmentalEducation under the quality Management process under the international standard ISO 9001:2008 standard that the institution is implementing in pursuit of improving the quality of education at this school. The methodological approach was the historical-hermeneutic and the type of research, systematization of experience. The data were obtained using the techniques of interview, survey of open questions and the review of documents of the Quality Management System (QMS). The research was conducted in three stages: the first, correspond to the time when the process begins Quality Management; the second, concerns to the implementation of the QMS, and the third, incumbent to the actuality time. The categories of analysis or systematic axes were: teaching and learning processes, the role of teacher, the role of the student, learning environments and evaluation applied by teachers of Science, during and after the implementation period. The results show that
Hemos confi rmado que existe un efecto del capital cultural de origen en la probabili- dad de estar sobreeducado en nuestro país. Asimismo, hemos visto que las redes socia- les más valiosas reducen la probabilidad de estar sobreeducado. Queda por saber en qué medida son las familias, los amigos y/o los conocidos los que más aportan. Por todo ello, la teoría de la modernización y la hipóte- sis de la selección meritocrática, que pronos- tican un impacto nulo o residual del origen sobre el destino social (a igual título educati- vo y nivel de mérito), encontrarían una falta de sustento empírico para la cohorte de uni- versitarios españoles estudiada. Somos pro- fundamente conscientes de que estas varia- bles solo constituyen una aproximación a la hora de explicar el impacto del origen social en la sobreeducación, sin embargo, creemos que, dadas las posibilidades que ofrecen nuestros datos y la escasez de encuestas que permitan testar estas hipótesis en Espa- ña, es plausible emplear estas medidas.
Public, school, university or specialised libraries owe their very existence to the mission and objectives of their mother institutions. For many years now, a great deal of emphasis has been placed on ultimately justifying their existence. Therefore, the reason why they should be held accountable for an effective use of resources placed at their disposal is to compare and demonstrate the contribution they make to all levels of education (in the widest of senses) of the population they serve. For university libraries, this refers to students’ academic results. However, managing to attain these levels of educationand academic results is, needless to say, not the sole responsibility of libraries. Therefore, it is necessary to mark out the playing field very clearly and to define intra-institutional, inter- institutional and inter-professional responsibilities in this respect, not only to be able to plan training activities in libraries properly, but also to incorporate and integrate such activities in the most appropriate educational way into curricula and into applied practice through various subjects and programmes. As learning support resource units, university libraries become a space and an environment full of multi-purpose resources that offer students the chance to become the active subjects of their own literacy acts and practices in order to meet the demands of the curriculum. This contribution must be subject to the same principle of educational effectiveness as other learning facilitation processes in the higher education setting.
In this review, financial education stands out as a fundamental variable. Financial education is considered essential to achieving and creating financial inclusion. It is conceived as a tool through which individuals develop the values, knowledge, and skills needed to make responsible financial decisions requiring the application of basic financial concepts and understanding (Arora, 2012; Duncombe, 2012; Figart, 2013; Horska et al., 2013; Lusardi & Mitchell, 2014). Additionally, financial education is closely related to financial exclusion. Hence the efforts at education put in place by financial institutions fall short in promoting and teaching their clients to use their portfolios (Datta, 2009; Devlin, 2009; Byrne et al., 2007; Joassart-Marcelli & Stephens, 2010; Leyshon et al., 2004). Illiteracy is directly linked to exclusion, which is why financial education should not be underplayed. In fact, many countries have successfully increased their inclusion rates through financial education, especially among vulnerable populations that are unaware of the advantages offered by the banking sector and prefer to borrow money informally at higher rates.
According to Spring, each educational system possesses a specific combination of these ideologies. He presents case studies from several countries. It would be interesting if similar educational sociological research was undertaken in the Netherlands. Which ideological mix is found in the Netherlands, especially in relation with citizenship education? With some caution we present the following analysis. The nationalist ideology with its emphasis on the national culture and history and much attention for security and safety is strongly present in the Dutch educational policy discourse on citizenship education. There is also attention for the global morality ideology, but is not as strong as for the nationalist ideology. The global free market ideology is dominant in the Dutch political educational discourse and is even strong enough to marginalize the nationalist ideology in educational policy. The emphasis in the Dutch educational policy is on the international competitive position and the “knowledge society”: languages, mathematics and science. Citizenship education in its global, but especially in its nationalist perspective is important in Dutch national policy, but subsidiary to the “knowledge society”.
The environmental situation gets worse every day. Fidel Castro recalled his famous phrase expressed at the Rio Summit in 1992: "An important biological species is at risk of disappearing due to the rapid and progressive eradication of its natural living conditions: man" and added: "I did not know then however how close we were to it " .1 New alerts have been given recently in view of, the serious consequences of climate change. 2-4 It is necessary to modify human behavior in relation to the problems of nature, of the human being and of society in order to avoid an ecological catastrophe of planetary scale. 5
Volúmenes anteriores de Brújula han tratado estos desafíos desde otros ámbitos, tocando temas de identidad, producción cultural, o historia social de algunos países latinoamericanos. Este número, consideramos, dialoga con el volumen cinco, “Ciudades latinoamericanas”, en tanto que se exponen, aquí también, las resistencias que ejercen ciertas comunidades de la región frente a los embates constantes que amenazan a sus localidades. La violencia de estos
seeks to answer. The guidelines proposed by the United Nations are met in Portugal? What ideological perspective sit EA projects? What are the main methods of assessment? The main objectives are to identify the thematic focus and the factors that gave rise to the selection of EE projects; characterize assessment practices carried out in schools. Using a mixed methodology in the context of primary sources held data collection by questionnaire among