Search

Copyright of Revista Paraguaya de Educación is the property of Ministerio de Educacion - Organizacion de Estados Santillana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Brazilian Journal of Occupational Therapy / Cadernos Brasileiros de Terapia Ocupacional is the property of Cadernos de Terapia Ocupacional da UFSCar and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of El Profesional de la Información is the property of EPI SCP and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Anuario de la Sociedad Argentina de Historia de la Educación is the property of Argentinean Society of History of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista del Centro de Investigación. Universidad La Salle is the property of Universidad La Salle and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Gerencia y Políticas de Salud is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The recurrent changes that we are experiencing nowadays indicates that we are immerse in the XXI century, which means that we are facing a globalized society that requires an ethical, critical and aware individual capable to face the different problems that afflict their communities or country of residence. That is why talking about linking ethical values with university responsibility is necessary, considering that the vast Latin America must educate, not only and individual trained to carry out and activity in a certain discipline of knowledge, but also that he is responsible professional with the institution that formed him, as well as with the environmental, ecological, moral and social elements. This paper aims to describe the different definitions of University Social Responsibility (RSU) talking into account characteristics such as: 1.- Impact of this in the Globalized Society 2.-Emergence of the RSU concept, based on the laws that gave rise to it, 3.- Differences between Corporate Social Responsibility (RSE) and University Social Responsibility, 4.-Ethical values and their involvement with University Social Responsibility [ABSTRACT FROM AUTHOR]

This work presents a literature review of research journals in science teaching in Latin America and the Caribbean with the aim of identifying, describing and characterizing the main lines of research. The documentary basis is made up of 15 scientific journals and 490 papers that report work in educational research. From the abstracts of the papers it was possible to identify the problems addressed, which were grouped into five dimensions: learning science, teaching science, the science curriculum, science teachers and students of science teaching. The results show that teaching and learning science is the main problem addressed by most studies conducted in Latin America and the Caribbean. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper addresses two fundamental aspects in the context of contemporary educational thinking. On the one hand, it enters into characterizing the educational from the Latin American social, theoretical and historic context, describing the configurative components of the process from Freire, Maturana and Ilich, and on the other hand, developing a synthesis of the border proposals of the sciences of cognition through a comprehensive and active educational orientation base located in the context of the ecology of knowledge and the unique cultural mosaic of South America. The methodological basis is fundamentally hermeneutic and epistemological-political. The result is a contribution to the educational discussion revealing, the processes of educational transformation, both at a personal and community level. [ABSTRACT FROM AUTHOR]

The article aims to contrast the Freirian educational ontology with the current guidelines of decolonial pedagogy. To achieve this purpose, this papers considers three fundamental aspects: the first, raises the core elements of Paulo Freire's liberating education, which include the break with the banking conception of education, the humanizing process of pedagogy and the decoding of the world through words. Next, the critical postulates that, from the decolonial pedagogy, are made to the work of Freire are pointed out. Finally, the need to orient knowledge towards an epistemic reconfiguration of another, free of modern Eurocentric patterns, is postulated. [ABSTRACT FROM AUTHOR]

Copyright of Revista CS is the property of Rafael Silva Vega and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Latinoamericana de Etnomatemática is the property of Universidad de Narino and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Nomadas (01217550) is the property of Universidad Central and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Advocatus is the property of Universidad Libre Seccional Barranquilla and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Literatura is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Acta Scientiarium: Education is the property of Universidade Estadual de Maringa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista de Economía Institucional is the property of Universidad Externado de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Historia is the property of Universidad de Chile, Facultad de Filosofia y Humanidades and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

My paper appraises reading promotion in Latin America in the last thirty years. Besides, I approach the need to evaluate, in my opinion, the long term effects of the actions taken so far on the deeper transformations of the representations that society makes of reading and writing practices. I will give some examples of some projects that contribute to these transformations deeply and significantly. April, 2003. [ABSTRACT FROM AUTHOR]

Copyright of Theologica Xaveriana is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The main purpose of this paper is the impact assessment analysis of the pilot project Rede@prender carried out in Colombia under the Programme EUROsociAL within the overall context of the Euro-Latin American cooperation. The first part of the paper introduces to, on the one hand, the Euro-Latin American cooperation model and the Programme's overall philosophy, while on the other hand presents the contents of the Colombian policy on education in citizenship competencies within which context the project was carried out. The second part elaborates an in-depth analysis of the main characteristics of the pilot project and tries to give account of its impact and achieved results. Finally, the third and inal part of the text contains some considerations on the application of the evaluation criteria, best practices and lessons learned from the project Rede@prender. [ABSTRACT FROM AUTHOR]

The main goal of this paper is to produce a comparative policy analysis of nine pension systems (Chile, Peru, Colombia, Uruguay, Bolivia, Mexico, El Salvador, Costa Rica, and the Dominican Republic) by reviewing four variables of interest and by analyzing in-depth interviews of officials in charge of supervising pension systems. In this evaluation of pension education programs in Latin America, the experiences of Chile and Uruguay stand out. The study also examines social security education, which helps inform people about their rights and obligations under social security systems. [ABSTRACT FROM AUTHOR]

The present paper aims at setting out some of our research team's theoretical concerns. The team is made up of part of the teaching staff of the School of Social Work, UNC. Its main research subject is difference within Social Sciences and its related meanings, such as unity, totality, otherness, ownliness, and so on. Different sources from a varied field, such as education, politics and gender , are analyzed in this sense. Within this framework, in this paper we propose a debate about the work "The Ignorant Schoolmaster: Five Lessons in Intellectual Emancipation" from Jaques Rancière, in which Joseph Jacotot's educative experience is analyzed. Jacotot was a French teacher exiled in Holland that had the challenge of teaching French without any knowledge of Dutch language. We consider that Rancière's contribution poses a different and controversial perspective about equality and inequality within the pedagogical relationship and the emancipation processes. The author understands that these processes are realized through the emancipation of intelligence since a conscious act of will. In the light of our research team questions, which entail the tension between rights and exclusion within the educative field, his work brings a lot of questions to us. We aim at analyzing this perspective from other authors' arguments, such as those of Boaventura de Sousa Santos, which allow us to debate and contextualize Rancière's ideas in the light of different Latin-American educative experiences. [ABSTRACT FROM AUTHOR]

This paper presents a comparative view of the training of economists in Latin America, analyzing curricula, commonly utilized textbooks, professors' time-commitments, teaching methods, and the use of technologies and computational tools. Also, following the approach of Colander (2005), the paper presents the results of a survey of Economics students, creating a socioeconomic profile of them and examining their attitudes and opinions. Among the regularities found for the five countries, particularly notable is the lack of connection between students' expectations regarding job market demand for economists and the actual demand by employment sectors. [ABSTRACT FROM AUTHOR]

This paper attempts to locate the origin of the history of ideas from XIX century in Colombia, in the interpretative intention of the authors of the second half of the century, who have the intention to give meaning to historical facts using a conceptual structure taken from different ideologies or philosophic currents in vogue at that moment in Europe, without stopping in the purely descriptive or historical interest. In the twentieth century we will be studying relevant authors or publishing their original studies to complete a certain canon of representatives from the intellectuality of the epoch. The question is for the criterion which defines the selection and the mode to link the ideas in general and the philosophical in particular to the development of the cultural and social processes. The paper shows some alternative hypotheses that take the contributions from text science and other contemporary disciplines that consider the study of the ideas of the XIX century without falling into the totalizations that have been censured. [ABSTRACT FROM AUTHOR]

Copyright of Universitas Philosophica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper describes and explains the emergence and development of the concept of educational justice in Iberoamerica. From the comparison of the production among three countries, it suggests various reasons to explain the emergence of this concept and the convergence in its recent development. On the one hand, due to the growing inequalities in society and education; on the other hand, because the conceptualization of educational justice has emerged to change actions and shape future expectations, which, generally, alludes to the equitable distribution of learning or knowledge relevant to contemporary society. Finally, it draws up the internationalization of national discourses, which have led to particular hybrids around the conception and the implementation of educational justice. It is concluded pointing out some convergent trend in speeches, but variation in practices derived from each national tradition. [ABSTRACT FROM AUTHOR]

Copyright of Revista Lasallista de Investigación is the property of Corporacion Universitaria Lasallista and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Secuencia: Revista de Historia y Ciencias Sociales is the property of Instituto de Investigaciones - Dr. Jose M. Luis Mora and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The results of an educational project aimed at promoting the development of critical thinking and promote interest in experimental sciences in High Schools and College students is presented. In this paper, we made a compilation of several activities, which ways of integrating information technology and communication (ICT) in various experiments of science, which together can be used to implement a low cost "classroom-laboratory". With ICT we refer to the convergence of computers, software, audiovisual systems, Internet, telephone, and other equipment that integrates with some of these devices. To this end, several projects were developed, that can be transferred to high schools and colleges settings, with limited financial resources, as is frequent in Latin America. The projects highlight the methodological aspects of science and seek to integrate areas such as physics, mathematics, chemistry, computer science, art, etc. They aim to answer the questions: how do we know this?, why do we believe in that? These questions illustrate the nature of scientific thought. With the advent of programs such as "One Laptop per Child" that are being implemented in several Latin American countries, it is appropriate to use these resources as a basis to generate low cost laboratories. This contribution may be a useful tool to improve the quality of science learning and to encourage vocations in science and engineering. Furthermore, the development of a critical thinking, along with acquisition of skills in the use of ICT, can be essential in many academic and professional fields. [ABSTRACT FROM AUTHOR]

In this paper I analyze what personal traits define a good politician from the perspective of the Latin-American legislators. In addition to verifying whether these qualities are the same elected by citizens, in this work I compare them with the qualities that serve to win elections. Furthermore, different analyses remark the effect that political knowledge has on these preferences, making charisma more attractive among citizens with low levels of political sophistication. However, little is known about the impact of this variable for politicians. This article measures a)whether education and political knowledge also alter the perception of the deputies on what characteristics are more valued b) which of these characteristics serve better to gain elections, as well as c) the influence of constituents' political sophistication. [ABSTRACT FROM AUTHOR]

The research context that this article seeks to show the different models of college, from the evolution and development of universities and their management in Latin America, particularly in Chile, and how they affect the development of societies, both past and contemporary, highlighting some similar and different characteristics that they have. It should be noted that the Chilean model of education has been considered to have a great impact on some countries in Latin America, especially in Colombia. Moreover, the general objective of this research was the reflection on the reforms of higher education in Latin America and the impact these reforms have had in recent years in Chile, which seem to have created a high dissatisfaction in the social context, due to the excessive commercialization of educational services. For the development of this paper an extensive review of the literature, which accounts for the phenomenon to be investigated is made and semi-structured interviews were carried out to experts in the field, which helped to understand what authors explain in the literature concerning models and educational reforms in Latin America and the current situation of education in Chile, thereby achieving a clear vision of the reality of the problem. [ABSTRACT FROM AUTHOR]

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this article we aim to address some issues of equity in higher education, from the particular perspective of Latin American reality. Our interest is highlight the fact of the theoretical and methodological positions through which equity policies are defined in the field of higher education and how social meanings and ways are established around them. In the first part, a brief description of the scenarios of higher education in Latin America is done, both in regard to the socio-political structural processes and the dynamics of higher education systems. In the second part, a conceptual reconstruction is approached to allow us to show the movements operating in university policies in recent decades which have resulted in the implementation of the so called policies of equity. In the third part of the paper, different levels of specification of the concept of equity in university dynamics are analyzed, which account for their productive potential practices. Finally, we describe some of the most important initiatives displayed in recent years by some countries of the region framed in equity policies, focusing on their effects and scope. [ABSTRACT FROM AUTHOR]

The objective of this article is to present, on one hand, the main theoretical categories and notions that, as a frame of reference, sustain a group of recent studies--produced in the European and Anglo-Saxon academic world--on the emergence of education as a disciplinary field. On the other hand, the article offers a panoramic view of the processes of the global institutionalization of education as a disciplinary field; such a view is provided by analyzing national cases from Europe and the United States that serve as examples of the use and potential of the presented categories and notions. The paper aspires not only to reveal production that on the most part is not translated into Spanish, but also to enrich the regional historiographical and theoretical discussion that will permit advances in the study of the origins of education as a disciplinary field. [ABSTRACT FROM AUTHOR]

This paper addresses, from the observational methodology, the study of early stages of sports initiation, in terms of reliability and estimation of the sample, from the use of the Generalizability Theory. The purpose of this study was: 1) to analyse data quality of the ad hoc observational tool applied to Basque pelota, 2) to learn about the accuracy of generalizing from a hypothetical coding and recording of different numbers of games. Fleiss' and Cohen's Kappa coefficients were calculated, and an analysis of variance and generalizability were implemented. The results show that the observational tool allowed us to obtain a reliable record once the observers' training process had been performed (Kappas above .80 and variability of the observers close to 0) and, secondly, to estimate the level of accuracy generalization (generalizability coefficient, ξρ² (Δ)) from the coding of 4 (ξρ²(Δ) = .87), 6 (ξρ²(Δ) = .91), 8 (ξρ² (Δ) =. 93), 10 (ξρ² (Δ) = .95) or 15 (ξρ² (Δ) = .96) matches. Study results support the conclusion that we have a tool for evaluating the game that is applicable in the formative stages of Basque pelota, and the number of games necessary to generalize with a particular degree of accuracy. [ABSTRACT FROM AUTHOR]

Copyright of Journal History of Latin American Education / Revista Historia de la Educación Latinoamericana is the property of Universidad Pedagogica y Tecnologica de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educação & Realidade is the property of Revista Educacao & Realidade and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas is the property of Educational Policy Analysis Archives & Education Review and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Universitas Humanistica is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Signo y Pensamiento is the property of Pontificia Universidad Javeriana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Papers: Revista de Sociologia is the property of Universitat Autonoma de Barcelona and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper addresses some issues regarding the institutional and teacher's identity in the Latin American context. Taking as reference our own experience as researchers and teachers in different schools in Rosario, Argentina, we will consider necessary to mention that identity needs to be approached in light of the sudden changes that have been taken place in the contemporary political world since 2001 in our country. So, questions like: How can we sustain teacher's identity in a frame of political and social changes?; how these processes can be built within the educational community?; or what can be said about factors which make teachers suffer? And, finally, what kind of alternatives can help to rethink professional and institutional identity in our educational organizations? =, will be the main goal of this reflection. [ABSTRACT FROM AUTHOR]

This paper presents the results of a literature review that considers documents and research work on environmental education (EA) in general, and on EA and legislation in particular, produced at the international, regional and national levels, and guided by the questions: What do works linking EA and education in Argentine legislation contend? In what context, within the EA field, are they inserted? Through the referred reviews we characterize the EA international and Latin American panorama, and analyze the contributions of five articles and a book relevant to our focus on Argentina. Without claiming to have done thorough research, this approach allowed us to perceive the need to deepen the studies that, apart from describing the content of the various laws, analyze its meaning in the historical context in which each regulation was passed, as well as the relationship between forces in the field of environmental education. [ABSTRACT FROM AUTHOR]

This paper examines the impact on total factor productivity (TFP) in Latin America and the Caribbean (LAC) and in other developing countries of trade-related technology diffusion from the North (denoted by NRD), education, and governance. The NRD of developing countries is defined as a weighted sum of R&D stocks in the North, with weights related to openness with the North's trading partners. Industryspecific NRD is based on the North's industry-specific R&D stocks, North-South trade patterns, and input-output relations in the South. The main findings are that: i) the impact of education and governance on TFP is significantly larger in LAC than in other developing countries, while the opposite holds for NRD; ii) education, governance and NRD have additional effects on TFP in LAC's R&D-intensive industries through their interaction with the other two variables; and iii) since NRD increases with openness to the North and with the North's R&D stocks, both variables raise the South's TFP directly as well as through interaction with education and governance. These interaction effects imply that increasing the level of any of the three policy variables — education, governance or openness — results in virtuous growth cycles. These are smallest for an increase in one of these variables, stronger for an increase in two of them, and strongest for an increase in all three variables. [ABSTRACT FROM AUTHOR]