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The International Paper Conservation Seminar has now been held as four face-to-face events and four online events. It is a three-day international event delivered in Spanish and Portugese with keynote talks from national and international conservation professionals from Mexico to Chile presenting projects covering works on paper in diverse formats including documents, photographs historic books, and artworks. Countries such as Argentina, Chile, Bolivia, Peru, Ecuador, Mexico, Paraguay, Uruguay, Colombia, Brazil, Spain and Costa Rica have sent delegates to discuss both the social and cultural aspects of conservation work. The seminar is a completely free event for its attendees. It is intended to be suitable for all, with high-level talks addressing issues of management, preservation, conservation, restoration and disaster recovery among many others. From the third event onwards, training workshops for basic treatments have been developed, with the participation of recognized conservation professionals from universities and international institutes, allowing the number of attendees to remain constant since the Covid-19 pandemic. It creates networks and fosters collaboration for professional and institutional projects. The seminars have generated a connected and active community of paper conservators in the region, aware of our limitations, and capable of solving problems collaboratively and according to local resources. [ABSTRACT FROM AUTHOR]

Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this paper, the perceived impact of regionalised forms of GUR is analysed from the perspective of Latin American higher education. Based on a critical meta-synthesis framed by a "glonacal heuristic" (Marginson and Rhoades, Higher Education 43:281-309, 2002), the tensions arising around the application of regionalised forms of global rankings are mapped. Specifically, the impact of rankings on conceptions of the mission of universities is foregrounded. The meta-synthesis identifies three primary tensions around the regional application of GUR in Latin American contexts: how conceptions of regional higher education quality are most effectively developed, how the local university is imagined under the weight of global expectations, and the relativised value of local agency in assessing quality outcomes. The findings suggest that GUR have created strong fissures in Latin American higher education regarding the missions of institutions, particularly in confronting the powerful hegemonies of the epistemologies of the Global North imposing themselves on Latin American higher education. The paper concludes that the stratification and social anxiety caused by the regional applications of GUR may not be necessarily productive in encouraging regional institutional diversity or in enhancing the local relevance of higher education.

Computer programming is a skill of increasing importance in scientific and technological fields. However, in introductory computer science (CS1) courses in higher education, approximately one in every three students fails. A common reason is that students are overwhelmed by an accelerated and inflexible pace of learning that jeopardizes success. Accordingly, in the computer science education literature it has been suggested that the pedagogical philosophy of 'mastery learning,' which supports students progressing at their own pace, can improve academic outcomes of CS1 courses. Nevertheless, few extended mastery learning implementations in CS1 have been documented in the literature, and there is a lack of guidance and best practices to foster its adoption. In this paper, we present a four-year action research study in which a modular mastery-based CS1 course was designed, evaluated and improved in successive iterations with cohorts of engineering freshmen in a Latin American research university (N = 959). In the first year of the intervention, only 19.3% of students passed the course in their first semester attempting it. In successive iterations, the instructional design, teaching and learning activities, course content, and course management were iteratively improved such that by the fourth year of offering 77.1% of students passed the course in their first semester. Over this period, course attrition was reduced from 25.0% to 3.8% of the cohort, and students' mean time spent in the course decreased from 23.2 weeks (SD = 7.38) to 14.9 (SD = 3.64). Results indicate that modularization for mastery learning is a viable approach for improving academic results in a CS1 course. Practical considerations towards successful implementation of this approach are presented and discussed.

In this paper, a quantitative, descriptive, and correlational research is carried out on the perceptions of the digital competence of Latin American engineering professors, their assessment of the didactic use of Information and Communication Technologies (ICT) in different didactic areas (interaction, communication, distribution, and administration and evaluation), and on the growth or decrease in the frequency of their use after the COVID-19 pandemic. In particular, the Latin American engineering professors' perceptions of digital competence is studied. Also, the existence of gender gaps (both in general and differentiating between private and public universities, and between professors with a more or less teaching experience) has been explored in the assessment of the perceptions of digital competence and the didactic use of ICT by engineering professors, as well as in the influence that the pandemic has had on the habits of ICT use. The results reveal that the use of ICT by engineering professors has achieved increases of over 40% in some educational activities due to the pandemic, and it has had a homogenizing effect on the frequency of use of ICT tools in the different activities. Female engineering professors have increased their use of ICT more than males, and engineering professors in private universities more than those in public universities. Consequently, it is suggested to the universities to reinforce the continuous training of engineering professors, considering the pedagogical specificities of engineering education and the necessary integration of ICT in the teaching activity of female engineering professors.

"Cuerpo-territorio" is a method stemming from Latin American geography, which recognizes the centrality of situated and embodied experiences as a form of knowing. We engaged with this method in the classroom to understand how students through their embodied and situated experiences had absorbed a post-development geographic course content and how these notions had remained with them. Given that emotions, particularly when elicited by images play a major role in consolidating knowledge, we asked students to explore their embodied feelings related to the course content by reflecting and representing them in a visual form on a poster. Through this paper, we aim to contribute to the debate on the importance of applying decolonial strategies in the classroom by widening the methodological toolbox of our geography colleagues. We find that, given the diversity of the students' population, working with a boundary object such as the posters helped students to relate to each other via the course content. Finally, reflecting and assimilating the course content through "cuerpo-territorio," we argue, was conducive to consolidating learning outcomes, while students experienced knowledge co-creation with their peers.

This paper provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors -- one from Colombia, the other from Brazil -- which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses.

Several studies have indicated that stakeholder engagement could ensure the successful adoption of learning analytics (LA). Considering that researchers and tech developers may not be aware of how LA tools can derive meaningful and actionable information for everyday use, these studies suggest that participatory approaches based on human-centred design can provide stakeholders with the opportunity to influence decision-making during tool development. So far, there is a growing consensus about the importance of identifying stakeholders' needs and expectations in early stages, so researchers and developers can design systems that resonate with their users. However, human-centred LA is a growing sub-field, so further empirical work is needed to understand how stakeholders can contribute effectively to the design process and the adoption strategy of analytical tools. To illustrate mechanisms to engage various stakeholders throughout different phases of a design process, this paper presents a multiple case study conducted in different Latin American universities. A series of studies inform the development of an analytical tool to support continuous curriculum improvement, aiming to improve student learning and programme quality. Yet, these studies differ in scope and design stage, so they use different mechanisms to engage students, course instructors and institutional administrators. By cross analysing the findings of these three cases, three conclusions emerged for each design phase of a CA tool, presenting mechanisms to ensure stakeholder adoption after tool development. Further implications of this multiple case study are discussed from a theoretical and methodological perspective.

The main theories of the thriving field of study of public policies have been formulated at institutions of developed countries, mostly by the American academy, based on the particular conditions of policy-making processes of their own country. However, its heuristic premises are considered, initially, as universal and are used extensively in teaching and academic studies around the world. This paper examines the complexities derived from the application of such predominant theoretical approaches to the study and teaching of public policies that are implemented in Latin American countries. Based on an extensive use of specialized literature, 10 public policy variables are identified and organized into two dimensions, one institutional and the other procedural. It is argued that the values of these variables in the countries of this region differ significantly from those observed in the United States, which reveals the explanatory shortcomings of those approaches to account for the particular modalities of public policymaking in these countries.

Virtual Reality (VR) is a computer-generated environment with noteworthy didactic applications in different educational levels and areas of knowledge. The study of the perceptions of the agents involved about the use of VR in lectures is a fruitful line of research because it has implications in terms of the measures to be taken to improve the training and competence of professors in its use. In this paper, a quantitative, descriptive, and correlational research is carried out on the assessments of a sample of 1638 Latin American university professors on both (i) the didactic use of VR and (ii) the influence of the professors' area of knowledge on these assessments. For this purpose, a validated questionnaire was used, the responses to which were subjected to statistical analysis. As a result, it was found that the ratings of VR are very high, but professors believe that their digital skills for its use are insufficient. In addition, the professors' area of knowledge significantly influences their ratings, being higher in the areas of knowledge in which professors have a better self-concept of their digital skills. Furthermore, gender gaps have also been identified in the answers given, which behave differently according to the area of knowledge. Finally, some conclusions, implications, and recommendations are drawn from the results obtained.

The paper presents the design and evaluation of a voluntary online introductory stoichiometry (VOIS) course aimed at facilitating the transition from secondary to higher education. The course utilized simple analogies and adaptive feedback through a formative scaffolding assessment. The study assessed the effectiveness of the VOIS course through pre- and post-knowledge tests, analysis of students' performance in general chemistry, and course evaluation surveys conducted at a Latin American University between 2019 and 2021. A total of 3,995 first-year STEM students enrolled in the course voluntarily, and 358 students successfully completed it. The results showed a statistically significant improvement in stoichiometry-related knowledge, with the pre-post test scores increasing from 4.61 to 6.55 out of 10. The matched sample analysis, which only included students with 100% participation, demonstrated a statistically significant improvement in stoichiometry and related knowledge from 5.31 to 6.61. Furthermore, an analysis comparing the performance of students who completed the VOIS course with those who didn't reveal that the former group outperformed the latter by an average of 10.6 points in the general chemistry course. This statistically significant difference exhibited a large effect size (d = 0.8). In addition, a matching technique was employed to construct a synthetic control group in order to reduce bias in the quasi-experimental design. A successful propensity score analysis was conducted, controlling for variables such as gender, grade in high school, scores in the national test, and student ranking in their high school. The results of this analysis showed a statistically significant improvement of 8.6 points in the general chemistry performance for students who completed the VOIS course compared to those who did not enroll in the course. Furthermore, the feedback from 129 respondents indicated that 80% of the students either liked the VOIS course or liked it very much, with an overall satisfaction rating of 3.1 on a four-point scale. In conclusion, the VOIS course demonstrated positive outcomes in terms of enhanced stoichiometry knowledge, academic performance, and student satisfaction. These findings highlight the potential of online courses like VOIS in facilitating the transition to higher education.

Copyright of Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS is the property of Revista Científica Arbitrada Multidisciplinaria PENTACIENCIAS 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 explores the relationship between access to early childhood education and care (ECEC) services and family arrangements in the distribution of work in four Latin American countries. We find that households in which all children aged 0 to 5 receive ECEC services exhibit smaller gender gaps in unpaid work, mainly due to a decrease in the amount of time women devote to care work. Women in these households devote more time to paid work, such that the gender gap in total work does not differ between households based on use of ECEC services. However, use of ECEC services for children aged 0 to 5 is associated with reduced hours of unpaid work among women and an increase in women's hours of paid work. These findings confirm the importance of increasing access to early childhood care and education services to reduce gender gaps in the region. [ABSTRACT FROM AUTHOR]

In this paper, we aim to document and analyze the long arc of connectivity between China and Latin America. First, using analytical international trade and economic tools, we provide a new economic perspective of the First Globalization–-the Ming and early Qing China's economic and business links with Latin America and Europe. Second, due to U.S. government trade policies toward China in the 1990s, the Second China's Globalization was ushered in with its entry to the World Trade Organization (WTO). During this second phase, China exchanged manufactured goods with minerals and resources from Latin America. Finally, the tough technology and trade stance by the Trump and Biden Administrations prompted China to intensify the third phase of China interaction with Latin America. For the 2020s and beyond, one important pillar of the Third China-Latin America-Europe Globalization is heightened efforts for China to increase its digital-AI, telecommunication and platform business presence and access into the Latin American markets. To enrich our analysis, we will provide Chinese-style digital-AI business and economic models to help illustrate our discussions. Throughout our paper, we want to point out that government policies were instrumental in bringing forth these Three Globalizations that involve China-Latin America-Europe. [ABSTRACT FROM AUTHOR]

This special issue examines environmental governance, conceptualized as environmental protections, support for sustainable development, and the regulation of large-scale development projects. Through analysis of dynamics during the commodities super-cycle of the 2000s–2010s, contributors explore the multifaceted ways that societal actors interact with the state to support, oppose, or modify environmental governance, with a focus on communities impacted by export activities and economic elites who favor their expansion. Several papers seek to understand the governance of sectors—mining, oil, and soy. Others begin with natural areas threatened by development—urban wetlands and forests. As a collection, the papers reveal three commonalities that affect the extent to which environmental governance institutions address demands of impacted communities: (1) the question of whether a policymaking process takes place in reaction to mobilizing, or whether it proactively engages environmental questions as they pertain to local populations; (2) strategies by civil society, and above all impacted residents, to ensure the implementation of environmental policies; and (3) debates over knowledge, including community efforts to harness expertise and information to counter paradigms advanced by business actors. [ABSTRACT FROM AUTHOR]

This paper addresses attitudes around the projection of the EU among Latin American elites, namely the determinants of support for a Free Trade Agreement between the two regions and the trustworthiness of the EU government. We take as data elite surveys conducted in 15 Latin American countries (2014–2019) and consider sociodemographics, ideology, support for democracy, views of foreign powers, exports to the EU, and electoral democracy. Results show that ideology and support for democracy are key determinants of support for an interregional FTA, and that the trustworthiness of governments in the US, China, and Spain covary with attitudes toward the EU. The latter (trust in the government in Spain) proves to be the main driver and, furthermore, its impact is conditional on the economic strength (observed as exports) of the EU: wherever the EU is not a strong economic actor in Latin America, trust in the Spanish government does nothing but improve the image of the EU. [ABSTRACT FROM AUTHOR]

Primary health care (PHC) has increased in global relevance as it has been demonstrated to be a useful strategy to promote community access to health services. Multilateral organizations and national governments have reached a consensus regarding the basic principles of PHC, but the application of these varies from country to country due to the particularities of local health systems. This article aims to review and summarize PHC strategies and the configuration of health networks in Latin American and Caribbean countries. The review was carried out using keywords in at least 9 databases. Papers in languages other than English, Portuguese, and Spanish were excluded, while non-refereed articles and regional gray literature were incorporated. As a result, 1,146 papers were identified. After three instances of analysis, 142 articles were selected for this investigation. Data were analyzed according to an analysis by theme. The evidence collected on health reforms in the region reflects the need to intensify care strategies supported by PHC and care networks. These must be resilient to changes in the population's needs and must be able to adapt to contexts of epidemiological accumulation. [ABSTRACT FROM AUTHOR]

The urban lab is an experimental governance approach for the co-creation of innovative solutions to urban challenges, such as climate change. However, urban lab scholarship has overlooked lab formation as a distinct process and is almost exclusively based on European cases. Therefore, little is known about the role of context conditions for lab formation in general and beyond Europe in particular. To address these gaps, this paper inductively analyses urban lab formation in five cities in Argentina, Brazil and Mexico, develops a framework for the comparative analysis of lab formation challenges, and asks: What do the challenges encountered and the solutions developed during lab formation in these cities tell us about the context dependence of the urban lab approach and what are the implications for its potential beyond Europe? Comparing insights from Europe to the findings from Latin America, the paper answers these questions and identifies future research questions. [ABSTRACT FROM AUTHOR]

This paper utilizes a climate justice perspective to examine municipal green bonds (MGBs), a green-labelled debt instrument issued by subnational governmental entities, such as municipalities or cities, that determines financial, social and environmental redistributions in the context of climate change. This analysis focuses on the origins and financial construction of MGBs as the "descendant" of US municipal bonds and provides data on their recent diffusion in Africa and Latin America. It then draws connections with the lessons learned from critical analyses of US municipal bonds. The case study section explores one wastewater MGB of San Francisco (California) and creates material and theoretical connections with MGBs issued to finance water infrastructure in Mexico City (Mexico) and Cape Town (South Africa). The article concludes that the analysis and implementation of municipal green bonds needs a climate justice approach in order to recognize and address the production and reproduction of climate injustices. [ABSTRACT FROM AUTHOR]

Conditional Cash Transfers (CCTs) have become a key antipoverty policy in Latin America in the last 25 years. The ultimate goal of this kind of programs is to break the intergenerational transmission of poverty through the promotion of human capital accumulation of children in vulnerable households. In this paper, we explore this issue by estimating the long-run effects of the largest CCT in Latin America: the Brazilian Bolsa Familia. Through a combination of the two-stage-two-sample method and a difference-in-differences approach, we find evidence consistent with a positive long-run impact of Bolsa Familia among former beneficiaries. In particular, we find a significant positive effect on education and labor income, and a negative effect on the likelihood of being a current beneficiary of this social transfer. [ABSTRACT FROM AUTHOR]

Global university rankings (GUR) have become increasingly influential as a proxy measure of higher education quality. The more recent development of regionalised forms of rankings has increased their global reach, drawing a greatly expanded range of institutions into their orbit. As a result, regionalised GUR have developed an increasing potential power to shape social perceptions, institutional actions, and everyday academic practices. In this paper, the perceived impact of regionalised forms of GUR is analysed from the perspective of Latin American higher education. Based on a critical meta-synthesis framed by a glonacal heuristic (Marginson and Rhoades, Higher Education 43:281–309, 2002), the tensions arising around the application of regionalised forms of global rankings are mapped. Specifically, the impact of rankings on conceptions of the mission of universities is foregrounded. The meta-synthesis identifies three primary tensions around the regional application of GUR in Latin American contexts: how conceptions of regional higher education quality are most effectively developed, how the local university is imagined under the weight of global expectations, and the relativised value of local agency in assessing quality outcomes. The findings suggest that GUR have created strong fissures in Latin American higher education regarding the missions of institutions, particularly in confronting the powerful hegemonies of the epistemologies of the Global North imposing themselves on Latin American higher education. The paper concludes that the stratification and social anxiety caused by the regional applications of GUR may not be necessarily productive in encouraging regional institutional diversity or in enhancing the local relevance of higher education. [ABSTRACT FROM AUTHOR]

Copyright of Anales de Investigación en Arquitectura is the property of Universidad ORT Uruguay, Facultad de Arquitectura 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.)

Schools provide strategic resources for urban sustainability. An international, interdisciplinary research agenda documents the social and ecological benefits of living in green or re-naturalised schoolyards, a hybrid format of urban nature-based solutions. Focussing on low- and middle-income countries, where implementation lags, this paper addresses the challenges of replicating and scaling successful pilots. A better understanding of capacity building challenges is crucial, considering that schools face several concurrent challenges, including historical preservation of heritage buildings, universal access provision, and infrastructure failure in ageing facilities. This study presents primary evidence from action research to build and promote living schoolyards in Argentina, structured as a comparative case study of attempts to co-develop yards with two schools in Buenos Aires. One was an older school with historical preservation status; the other was a more modern, larger school with relative heritage value. Findings show contrastive outcomes. Our programme advanced only in the former. Historical preservation regulations posed relatively manageable contingencies, whereas insurmountable obstacles came from poor general maintenance and governmental risk aversion. Concluding remarks make suggestions on how to co-design projects with communities to synergise heritage schemes, creatively fix infrastructure deficits, and stir a mindset shift for decision-makers to understand and value urban re-greening. [ABSTRACT FROM AUTHOR]

In 1950, exiles from all across Latin America met in Havana for a congress. The event's purpose was to unite those striving for a democratic Latin America, free from US imperialism and Soviet totalitarianism. This current of opinion was not marginal: it was enthusiastically backed by millions of voters in largely free elections across the continent. However, very little has been written on democracy in Latin America, particularly during the period explored in this paper, 1940–1960. Recent scholarship on the period has instead focused on the ideological struggle between capitalism and socialism. In this paper, I highlight two democratic congresses held in Latin America in 1950 and 1960, under the title Conferencia Interamericana Pro Democracia y Libertad. The conferences served as a forum to delineate a common definition of democracy for the continent, and to explore how it could take hold in Latin America. This paper thus reveals an ideological current independent from the superpowers, which tried to democratise the region against what participants identified as the twin evils of imperialism and totalitarianism. [ABSTRACT FROM AUTHOR]

Most Latin American countries entered the ranks of middle-income levels almost simultaneously with Japan and South Korea. However, while Japan and South Korea embarked on the path of economic development through technological innovation and industrial upgrading, Latin America fell into the middle-income trap. By examining the history of industrial and technological development in Brazil, Argentina, and Mexico, three representative countries in Latin America, this paper finds that the fundamental reasons for Latin America falling into the middle-income trap lie in the tension between the choice of industrialization path and primitive accumulation, as well as the institutional deficiencies in technology and industrial development. Latin America, which has fallen into the middle-income trap, finds it hard to upgrade its technology and is trapped in premature industrialization and the middle-technology trap. It can be said that Latin America has fallen into a double trap, which reinforces each other and forms a solid trap pattern. The warning from the Latin American experience is that late-developing countries need to maintain an open attitude during the process of technological catching up, build a complete technological innovation system, enhance industrial and technological governance capabilities, and seize the window of opportunity for technological and industrial upgrading. Otherwise, there is a significant risk of falling into the middle-income trap and even the double trap. [ABSTRACT FROM AUTHOR]

This paper explores the violence stemming from food riots in Latin American countries that have been triggered by recurring food crises in the twenty-first century, particularly impacting impoverished rural populations. The marginalized sectors of emerging countries, whose demands for basic rights such as the right to food go unaddressed by the State, may resort to protests that can escalate into confrontations. The recurrent food crises exacerbate the struggle to meet the basic needs of those who are unable to subsist regularly. This research focuses on a region that has received less scholarly attention compared to Africa and Asia, and examines indicators such as land grabbing, climate change, demographic pressures, political polarization, as independent variables to elucidate the association with food riot occurrences. The collected data and statistical analysis confirm the hypotheses, although further studies are required to enhance the performance of certain indicators. [ABSTRACT FROM AUTHOR]

AbstractObjectiveMethodResultsConclusionsThe purpose of this review was to highlight the need to consider factors other than language when adapting tests across cultural groups and to offer a list of tests that have been adapted for use among patients from or descended from Latin American Countries. Despite efforts in the field through publications and workshops, the authors were aware of continued errors in cross-cultural assessment of these patients, resulting in misdiagnosis and unintentional inequitable care. Thus, we sought to reinforce the existing literature.We reviewed the literature pertaining to cross-cultural adaptation of neuropsychological measures. Relevant papers were identified by our institution’s Academic Enhanced Search Option (AcESO) Database, PubMed, and Google Scholar.102 papers, articles, and other published literature were reviewed describing issues related to the adaptation of tests for groups originally from or descended from Latin American Countries residing in the United States.It is imperative that tests be appropriately developed or adapted for the target population with appropriate normative data available, and ideally administered by a fluent speaker trained in assessment. Inappropriate use of tests not adapted for a particular patient’s language and country of origin can result in misdiagnosis, potentially resulting in harm to the individual. [ABSTRACT FROM AUTHOR]

Copyright of Arcos: Design, Cultura e Visualidade is the property of Editora da Universidade do Estado do Rio de Janeiro (EdUERJ) 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 provides a Latin American perspective on ESD, with a focus on transformative and participatory learning in community contexts. With a long history of critical pedagogies, Latin America provides a fertile ground for exploring alternative forms of education as a means to address deep-rooted challenges in western traditional strands of education. We start by providing an overview of pertinent educational currents present in Latin America, then ground these perspectives in two case studies carried out by the authors – one from Colombia, the other from Brazil – which explore grassroots initiatives in community settings that utilise different forms of education and learning. We then propose an integrative model to foster alternative educational approaches that might lead to decolonial and regenerative praxis, finishing with a discussion on how Latin American-rooted regenerative decolonisation perspective and praxis can inform global ESD discourses. [ABSTRACT FROM AUTHOR]

Latin America has witnessed a significant influx of foreign aid aimed at fostering development, particularly in rural areas, over recent decades. Despite these considerable investments, persistently high levels of poverty endure, and rural communities have not consistently witnessed improvements in livelihoods. Rural development initiatives frequently achieve their inherent objectives at the output level but less frequently attain the intended outcomes and are seldom successful in establishing the prerequisites for enduring impact over the long term. The existing literature on this topic is extensive but often fragmented, with some scholars examining the context through socio-economic and political lenses, others scrutinizing the intrinsic characteristics of projects, and still others emphasizing levels of empowerment and local participation. This paper synthesizes and critically evaluates key aspects that influence the sustained impact of rural development projects across these three analytical streams. Through an integrative compilation of insights from these disparate perspectives, this work lays the foundation for a comprehensive analysis, shedding light on crucial considerations that may have previously "fallen into the cracks" through an examination of the segmented discourse. [ABSTRACT FROM AUTHOR]

Much research has raised concerns about how a warming planet will interact with natural cyclical climatic variations, and the implications for the resilience and vulnerability of coastal communities. As the anticipated effects of climate change will continue to intensify, it is necessary to understand the response and adaptive capacity of individuals and communities. Coastal communities in Ecuador have evolved in an environment of such cyclical climatic variations referred to as El Niño-Southern Oscillation (ENSO) and La Niña. These climatic events are frequently characterized by extreme variations in precipitation, violent storms, and coastal flooding during El Niño and lowered sea water temperatures and drought during La Niña. This paper draws on survey data and long-term ethnographic research in Ecuadorian coastal communities to explore how fishers understand the impacts of ENSO and implications for their livelihood decisions and resilience to climate variability. The results suggest that fishers along the coast of Ecuador understand and respond differentially to the impacts of ENSO depending on social, cultural, environmental, and geographical factors. These differential levels of response suggest that livelihood diversification may uphold social resilience, which has implications for how coastal communities may adapt to the increasingly harsh weather conditions predicted by many climate models. Our findings further suggest that the impacts of El Niño are more salient than the impacts of La Niña; these findings have significant implications for fisheries management and science communication. [ABSTRACT FROM AUTHOR]

In this paper we analyze the evolution of Latin American (LATAM) Business Economics (BE) publications in international journals from 2005 to 2019. Using publications in Web of Science Core Collection (WoS), we analyze which characteristics of collaboration result in higher impact, i.e., total number of citations, and journals' WoS impact factor. Our findings show that the number of publications in journals indexed in the WoS by researchers in LATAM have been rising in terms of the number of publications and impact measured by citations. Moreover, researchers in the region are publishing in journals with higher impact factor. The analysis shows that the main drivers of impact are multilateral and bilateral collaboration, number of countries, number of authors, and the number of categories of knowledge. Specifically, multilateral collaboration is a key factor of influential papers. Other aspects that increase the impact of publications are publishing in English and collaborating with authors from the United States. Our results also suggest a slight decrease in the impact as the number of coauthors increase. [ABSTRACT FROM AUTHOR]

Copyright of Management Research: The Journal of the IberoAmerican Academy of Management is the property of Emerald Publishing Limited 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.)

China is quickly becoming the largest official lender in the world. For Latin America, China is overtaking multilateral lenders such as the World Bank as the biggest holder of debt in the region. When this is added to the trade relationship with Latin America that has grown rapidly in the twenty first century, initially driven by China's demand for commodities, the linkage between the two now goes even deeper. It further means that a potential stop to Chinese funding due to a domestic financial crisis would have an even more widespread impact on Latin America. This paper analyses China's overseas lending strategy and how it has deepened the relationship with Latin America. It then turns to the potential of a Chinese financial crisis and the significant implications for the Latin American region. The article concludes with policy recommendations. [ABSTRACT FROM AUTHOR]

Sino-Latin American trade have increased substantially for decades. However, the increasing trade imbalances between China and several Latin American countries have yielded growing trade frictions. In this paper, we re-calculate the bilateral trade balance using the value-added content in trade and measure the contribution of Sino-Latin American trade to economic growth. The results show that gross trade statistics seriously overestimate the real bilateral trade imbalance, and China's trade surplus with Mexico decreased by over 50%. The composition of Sino-Latin American trade suggests that most Latin American economies are complementary with Chinese economy. The South-South trade has been increasingly important for both China's and Latin America's economic development. We foresee an optimistic future of relations and continuously increasing trade between China and Latin America. Meanwhile, more efforts should be made to settle trade frictions and intensify Sino-Latin American relations. [ABSTRACT FROM AUTHOR]