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School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

In this paper we analyze the semantic and pragmatic properties of a colloquial interrogative construction attested in European Spanish, which we label invariable "qué" questions (IQQs). In doing so, we contribute to the better understanding of a relatively understudied phenomenon in Spanish, given that IQQs have been mainly approached from a purely syntactic standpoint. We claim that evidentiality and irony play a crucial role in the understanding of IQQs. Because of their special interpretative functions, as well as the fact that they do not appear to have a clear correlate in other languages, we believe IQQs pose a challenge to the second language student, which is why we further offer a step-by-step proposal to introduce IQQs in the Spanish as a second language class.

This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

The COVID-19 pandemic generated a new scenario in education, where technological resources mediate teaching and learning processes. This paper presents the development of a virtual teacher training experience aimed at promoting inferential reasoning in practicing and prospective mathematics teachers using inference problems on the Chi-square statistic. The objective of this article is to assess the implemented or intended institutional meanings and the degree of availability and adequacy of the material and temporal resources necessary for the development of the training experience. For this purpose, we use theoretical and methodological notions introduced by the Ontosemiotic Approach to Mathematical Knowledge and Instruction (OSA), among which are the notions of practice and suitability criteria. The participants of this experience were divided into three groups; one of them was comprised of practicing teachers and the other two of prospective teachers. The intervention used different virtual modalities that enabled the development of the participants' inferential reasoning in a similar way.

This practitioner inquiry article examines the role that multimodal literacy plays in the organizing of Latinx immigrant youth in the U.S. Co-written by two of the youth who participated in this research, alongside the fellow immigrant activist who designed and carried out the year-long study, this paper analyzes a subset of qualitative data from the research and argues that young Latinx immigrant organizers are organic intellectuals who, as grassroots educators, mobilize their coalitional multimodal literacies to critically examine the common sense, meaning the dominant and taken-for-granted assumptions, of the immigrant rights movement in the U.S., and transform it into one that is inclusive, intergenerational, and challenging of colonial logics that separate oppressed and racialized communities from each other. Implications include conceptualizing socioemotional relational intuition as a component of multimodality and engaging young Latinx immigrants as grassroots educators whose coalitional multimodal literacies envision and enact a decolonial world.

This paper analyses the current state of postcolonial and decolonial science teaching, based on a systematic review of the literature, with a special focus on the European context. It shows that currently, a very narrow view on postcolonial science teaching prevails, limiting its scope to former colonies. A total of 227 articles published 2013-2022 were identified using meta-interpretation combined with systematic searches. 43 of these articles were selected for the sample and analysed. Included were only articles reporting on teaching practice in regular science classes in secondary school. The analysis identified as the main theme the question of how to coordinate Indigenous knowledge systems and Western science in the classroom. Further, translanguaging and pedagogy of justice are used as approaches toward decolonising science education. One striking finding in the analysis is the absence of de-/postcolonial approaches from European countries. This indicates that teaching practice in Europe might currently not undergo decolonisation. This contradicts Aimé Césaire's observation that both the colonised "and" the colonisers were decivilised during colonialism and need decolonisation [Césaire, A. (1955). "Discours sur le colonialisme" [Discourse on colonialism] (6th ed.). Présence Africaine]. In this article, the different approaches toward decolonisation and an outline of decolonial science teaching for the European context are presented.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

This main objective of this study is the measurement of financial literacy in college students from Mexico and Colombia, using an instrument that was designed based on the available literature review and which was applied to a sample of 224 students. It was possible to find slight differences between the two countries, but the results as a whole were concerning as they showed a low level of financial literacy in the analyzed population, specifically in the topics of retirement planning, inflation, credit (credit card usage), savings and investment and risk diversification. This paper also proposes a questionnaire considering seven financial topics which measures the level of financial literacy and can be replicated in other study populations. It is important to point out that college students are an important opportunity to focus the efforts on financial literacy, since they are in a crucial stage of their lives when they are beginning to get into the work force or will do so soon, which is why this information can be used in a near future and by having it they can use financial instruments in a proper manner and for their benefit, helping them to achieve their financial goals and avoid financial problems during their life, contributing to their future wellbeing and society in general.

Latin American countries have evolved over the years. Still, after years of military reign, socioeconomicinstability, and civil wars, the region has been known for its anti-hegemonic economic growth (educationalpolicies) strategies. Central and South America's educational system has long been under investigation by researchers both theoretically and empirically. The transition of its education system through the introduction of centralized, liberalized, and populist ideology has sparked many researchers' interest. This paper aims to understand and compare 14 Latin American countries' education orientation. The study uses a matrix table to visualize the qualitative finding.

The purpose of this paper is to comprehend the importance that grammar has in the teaching of writing in the Hispanic American countries and Spain. To achieve this, the discussion that has taken place in these countries about the importance of sentence grammar in the teaching of writing is analysed. Three proposals for the contextualised teaching of grammar are systematised from the literature review: those that are focused in the writing process, those focused on metalinguistic reflection and those with a greater emphasis in the grammar of text. Besides, the school curricula of 14 Spanish-speaking countries that were involved in the international assessment of TERCE are examined. This analysis shows an evident attachment to the communicative approach of grammar. This means that in almost all countries grammar is taught linked to the linguistic skills of reading, writing or orality, with an especial emphasis in writing. Also, two tendencies can be observed in the curricula of this countries, that guide the way in which curricula use sentence grammar to have an impact on written communication: (i) from sentence grammar to text grammar and (ii) from text grammar to sentence grammar.

Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC) on study skills, aimed at increasing self-efficacy. Participants (n = 32) were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

The relation between being out of school and participating in criminal economies is widely documented in the literature on youth delinquency. However, the complex connection between these two phenomena has not yet been fully unpacked. This paper draws from two studies that we, the authors, conducted separately to explore the role educational experiences play in shaping the delinquent trajectories of male youth who participate in the drug business in urban centers located in Mexico and Colombia. The first consists of in-depth interviews and surveys conducted in Ciudad Juárez, Mexico, while the second is based on long-term ethnographic engagement in Medellín, Colombia. We provide unique insights into the educational experiences of this hard-to-reach population and find that economic hardship does not wholly explain why these young people leave school and engage in delinquent activities. These youth do not "drop out" of school in search of money; rather, they are "pushed out" by a vicious cycle of stigmatization, segregation, punishment, and exclusion. By exploring these dynamics in two cities that have waged long drug wars, this article furthers understanding of the nexus between crime-related violence and educational experiences, thus making an important contribution to the field of education in emergencies.

Purpose: The purpose of this paper is to investigate the literacy practices of the families and communities of first-generation college students in Latin America, and how community and family literacies can inform the understanding of first-generation college students' identity and cultural values. Design/methodology/approach: This transnational ethnography was conducted in local communities around three public universities in Mexico, Colombia and Costa Rica. Participants included nine fist-generation college students and more than 50 people in their families and communities (i.e. relatives, parents and friends). Data gathering occurred at the university outside the formal space of the classroom, at home, and in the community. Data were interpreted through the lens of the community cultural wealth framework. Findings: The author found that first-generation college students and their families and communities engaged in rich literacy practices that have been overlooked in policy, research, and media. It is argued that the concept literacy capital is necessary to acknowledge the critical literacy practices communities engage in. Literacy capital was manifested in these communities to preserve cultural traditions, to sponsor literacy practices and to question and resist unjust sociopolitical circumstances. Practical implications: The findings of this study should inform a culturally sustaining pedagogy of academic literacies in higher education. Beyond asset-based approaches to academic literacies in Latin America, critical perspectives to academic literacies teaching and learning are needed that acknowledge the Latin American complexities. Originality/value: These findings are significant because they unveiled how people in local communities were informed about the sociopolitical dynamics at the national and international scale that affected or even threatened their local culture, and how they used their literacy capital to react critically to those situations.

This paper elaborates three leadership roles to turn school networks into vehicles for powerful learning and democracy. These leadership roles were identified through a review of four school networks, three in the Global South and one in the English-speaking world. The networks were selected for the availability of case studies about their development and the existence of evidence suggesting impact on at least two of the following three areas: improved student learning, enhanced professional capacity, and improvement of the larger system where they operate. The case studies were reviewed with the explicit intention of eliciting the role of leadership in nurturing effective collaboration and advancing widespread cultural change in and through school networks. The three network leadership roles identified are: (1) Lead Learner (creating the conditions for people in the network to learn while learning alongside them about what works and what doesn't); (2) Culture shifter (transforming the culture of collaboration and learning in the network and its participating schools); and (3) System changer (influencing change in the larger educational system where the networks operate).

Purpose: This paper aims to present an approach to achieve accessible and inclusive Virtual Education for all, but especially intended for students with disabilities. This work proposes main steps to take into consideration for stakeholders involved in the educational process related to an inclusive e-Learning. Design/methodology/approach: The paper pays particular regard to accessibility in Virtual Education. This work is based on the activities prepared from years 2012 to 2015 within the initiative called ESVI-AL. This initiative was carried out in conjunction with Latin American and European Universities; for this paper, experiences and best practices from the initiative were used to prepare the proposed approach. Findings: The aim of ESVI-AL initiative was to offer products that can help in the development of an accessible and inclusive e-Learning education. Among the main results were reports, case studies, practical guidelines, training courses and software to install virtual campuses with accessibility features. Social implications: Nowadays, few countries have laws promoting and enforcing accessibility for e-Education and e-Society. This work aims to sensitize educators from different countries and raise awareness on the importance of working together toward an inclusive society based on accessible e-Learning. Originality/value: Based on a literature review and ESVI-AL initiative results, a descriptive overview was prepared as a starting point for the four identified main actors of an educational project, namely, educators, technical staff, quality auditors and students, with special emphasis on students with disabilities.

Public education is one influence on how young people learn to navigate social conflicts and to contribute to building democratic peace, including their sense of hope or powerlessness. Social studies curricula, in particular, introduce core concerns, geographies, governance and civil society, and participation skills and norms. History education narratives frame identity, (dis)trust or peaceful coexistence, and provide exemplars of how social conflicts and injustice have been handled in the past. To shed light on these peacebuilding and peace-blocking choices, this paper examines government-sanctioned social studies and history curricula in contrasting contexts of violent conflict and peace: Bangladesh, Colombia, México, and (Ontario) Canada. Our comparative analysis shows how these official curricula (de)normalize violence and militarism, present national identities as hegemonic/exclusive or plural/inclusive, and create opportunities for teaching/learning peacebuilding citizenship competencies such as conflict dialog, human rights awareness, and engagement in collective processes of civil society and governance.

With the Program for International Student Assessment and Trends in International Mathematics and Science Study surveys, competency assessment became an important policy instrument in the school sector; only recently has international competency measurement gained attention in higher education with the Assessment of Higher Education Learning Outcomes (AHELO) feasibility study. As AHELO showed, measurement of competencies in higher education is a complex and multidimensional task, which poses great methodological challenges. These challenges arise out of the high diversity of degree courses, study programs, and institutions of higher education. Nevertheless, we need to address these challenges immediately if we aim to create evidence-based high-quality educational systems. This paper overviews the field of international research on competency measurement in higher education. Our analyses revealed a substantial lack of research in this area. Nonetheless, existing studies and assessment practices in various countries provide orientation on how to model competencies based on curricular and professional requirements, design assessments following the assessment triangle, and validate them comprehensively.

The objective of this paper is to suggest a mathematical model of unpaid housework and empirically test its main predictions using data from Mexico (2014) and Colombia (2017) time-use surveys. The model, based upon the Marxist-feminist approach, suggests that the magnitude of unpaid housework is determined by the super-exploitation of labor, i.e. the gap between wages and the value of labor-power. The outcome is an equation that relates positively the magnitude of unpaid housework with the super-exploitation of labor. The parametric and nonparametric regression estimates applied in both countries show preliminary empirical support for the theoretical model. The theoretical and empirical findings have several implications for Marxist-feminist literature as well as for empirical research on unpaid housework. [ABSTRACT FROM AUTHOR]

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This research applies an interdisciplinary approach to the bidirectional relationship between illicit drug trafficking activities (specifically, cocaine and opioid trafficking in Colombia and Mexico) and the architectures, spaces, and territories in which they are located. Certain spaces that determine or are determined by the actions of drug trafficking organizations are described, analyzed, and classified based on various methodologies and the use of academic, official, and press information. In addition, case studies are reconstructed using architectural and geographic representation mechanisms to exemplify and illustrate the main arguments. The paper examines the three stages of activity that constitute the illegal drug economy: production (involving the placement of crop fields and laboratories), distribution (which entails exploitation of mobility infrastructure), and cross-cutting activities in relation to drug trafficking support spaces. The research provides an articulated interpretation of the various drug trafficking activities from a spatial perspective, the characterization of spaces that are important to criminal organizations and to the performance of their activities, and insights into the spatial thinking strategies and tactics associated with drug trafficking. [ABSTRACT FROM AUTHOR]

Copyright of Revista del CLAD Reforma y Democracia is the property of Centro Latinoamericano de Administracion para el Desarrollo (CLAD) 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.)

We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia, and Mexico. We show that the short-term impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia and nil in Mexico, where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the longterm consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects. [ABSTRACT FROM AUTHOR]

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Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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 concept of algorithmic political communication has arisen through the joint development of propaganda and communication theories, as well as the findings of computer science. This is a field that generates results that amplify and extend to political communication, such as microsegmentation or automated diffusion of content; likewise, it produces some adverse effects that hinder citizen participation in the cybersphere. This paper presents a review of works published in three Latin American countries (Colombia, Ecuador, and Mexico) with artificial intelligence, communication, and democracy as their constituent elements. The data come from a total of 206 documents, including reports from supranational organisms and associations, and publications in scientific journals indexed in databases such as Google Scholar and Scopus between 2011 and 2021. The selection criterion is based on the total or partial appearance of certain keywords, plus filters by relevance and impact factors. This systematic review is structured based along four axes that explain democracy according to Landman et al. (2009): electoral participation, participation of civil society, media integrity, and impartial administration. The main conclusions indicate that many of the practices in the studied countries are still at an incipient or experimental stage, with algorithmic political communication being used especially during electoral campaigns. Similarly, an increasing resistance from civil society to the influence of social networks is starting to be detected. [ABSTRACT FROM AUTHOR]

Objective. To determine the level of stability or change in topic areas published by public health journals in Latin America and the Caribbean, using keywords and co-word analysis, in order to support evidence-based research planning. Methods. Keywords were extracted from papers indexed in Scopus® that were published by the Revista de Salud Pública (RSP; Colombia), the Salud Pública de México (SPM; Mexico), and the Revista Peruana de Medicina Experimental y Salud Pública (RPMESP; Peru) for three periods: 2005 - 2007, 2008 - 2010, and 2011 - 2013. Co-word analysis was used to examine keywords extracted. Textual information was analyzed using centrality measures (inbetweenness and closeness). The hypothesis of stability/change of thematic coverage was tested using the Spearman's rho correlation coefficient. VOSviewer was used to visualize the co-word maps. Results. A moderate level of change in thematic coverage was observed in 2005 -- 2010, as evidenced by the correlation coefficients for two of the 3-year periods, 2005 -- 2007 and 2008 -- 2010: 0.545 for RSP and 0.593 for SPM. However, in 2008 -- 2013, more keywords remained constant from one period to the next, given the size of the correlation coefficients for the last 3-year periods: 2008 -- 2010 and 2011 -- 2013: 0.727 for RSP and 0.605 for SPM. Conclusion. The research hypothesis was partially accepted given that just two consecutive 3-year periods showed a statistically-significant degree of stability in thematic coverage in public health studies. In that sense, this study provides compelling evidence of the effectiveness of using a combined approach for examining the dynamics of thematic coverage: centrality measures for identifying the main keywords and visual inspection for detecting the structure of textual information. [ABSTRACT FROM AUTHOR]

Political leaders rely on narratives to make sense of crises, but the extent to which such narratives are used to (de)mobilize scientific evidence in policy responses has not been fully explored. Based on the analysis of public messages and communications of the presidents of Brazil, Colombia, and Mexico, we discuss how they have narratively approached the Covid-19 crisis, particularly with respect to the degree of their reliance on scientific expertise. Building on debates on policy narratives, crisis management, and evidence-based policymaking, we argue that the narratives presidents devised had significant (and mostly negative) effects on the design of policy responses. Their narratives sidelined (Bolsonaro), leveraged (Duque), or limited (López-Obrador) the role of scientific expertise in policy responses. Thus, in contrast to previous literature, these narratives aligned more with the president's agendas and personal biases, than with the need to explain the crisis for their societies or to design appropriate policies. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this qualitative study is to compare the perceptions of employed people in Mexico and Colombia about managerial and leadership behavioural effectiveness. Design/methodology/approach: A qualitative multiple cross-case and cross-nation comparative analysis of findings obtained from the two past emic replication (Mexico and Colombia) studies was conducted. Findings: The study suggests that people within Mexican and Colombian organizations perceive "managerial and leadership behavioural effectiveness" in very similar ways. The findings support those researchers whose studies indicate that culture may not, as previously thought, play a significant role in the way managers should manage and lead their subordinates. Research limitations/implications: The authors acknowledge two main limitations related to the sample size and scope of the two compared sets of empirical source data. The number of critical incidents about perceived managerial behavioural effectiveness obtained from the two compared studies was unbalanced (318 from the Mexican study and 267 from the Colombian study). Thus, the authors suggest more indigenous replication managerial behaviour studies be carried out in both Mexico and Colombia with the objective of identifying (if possible) the existence of critical incidents that could lead to different findings. Furthermore, the authors suggest conducting replica studies focused on specific industries rather than a diverse range of organizations to test the generalizability of the findings. Practical implications: The findings of the comparative study are relevant to those human resource development professionals in international companies with operations in Mexico and/or Colombia when preparing their executives for international assignments in these Latin American countries. Originality/value: The comparative study attempts to generate new insights and better understanding within the context of "managerial and leadership behavioural effectiveness" research, which the authors hope will make a useful contribution to the existing small body of knowledge regarding similarities and differences in managerial practices across culturally diverse Latin American countries. [ABSTRACT FROM AUTHOR]

Background: In the Americas, endemic countries for Aedes-borne diseases such as dengue, chikungunya, and Zika face great challenges particularly since the recent outbreaks of CHIKV and ZIKV, all transmitted by the same insect vectors Aedes aegypti and Ae. albopictus. The Special Program for Research and Training in Tropical Diseases (TDR-WHO) has developed together with partners an Early Warning and Response System (EWARS) for dengue outbreaks based on a variety of alarm signals with a high sensitivity and positive predictive value (PPV). The question is if this tool can also be used for the prediction of Zika and chikungunya outbreaks.Methodology: We conducted in nine districts of Mexico and one large city in Colombia a retrospective analysis of epidemiological data (for the outbreak definition) and of climate and entomological data (as potential alarm indicators) produced by the national surveillance systems for dengue, chikungunya and Zika outbreak prediction covering the following outbreak years: for dengue 2012-2016, for Zika 2015-2017, for chikungunya 2014-2016. This period was divided into a "run in period" (to establish the "historical" pattern of the disease) and an "analysis period" (to identify sensitivity and PPV of outbreak prediction).Results: In Mexico, the sensitivity of alarm signals for correctly predicting an outbreak was 100% for dengue, and 97% for Zika (chikungunya data could not be obtained in Mexico); the PPV was 83% for dengue and 100% for Zika. The time period between alarm and start of the outbreak (i.e. the time available for early response activities) was for Zika 4-5 weeks. In Colombia the sensitivity of the outbreak prediction was 92% for dengue, 93% for chikungunya and 100% for Zika; the PPV was 68% for dengue, 92% for chikungunya and 54% for Zika; the prediction distance was for dengue 3-5 weeks, for chikungunya 10-13 weeks and for Zika 6-10 weeks.Conclusion: EWARS demonstrated promising capability of timely disease outbreak prediction with an operational design likely to improve the coordination among stakeholders. However, the prediction validity varied substantially across different types of diseases and appeared less optimal in low endemic settings. [ABSTRACT FROM AUTHOR]

This article adopts a task‐based approach to analyse employment patterns in terms of skill distribution and occupations in the urban labour markets of Brazil, Colombia and Mexico during 2002–15. The results suggest that employment fell strongly for some medium‐skilled occupations, and increased slightly for both low‐skilled and high‐skilled occupations. Decomposition results suggest that the decreasing share of employment of secretaries and stenographers is fully explained by changes within industries (routinization hypothesis), whereas the decrease in machinery operation and handicraft jobs is mainly explained by changes between industries. By socio‐demographic group, technological changes negatively affected women but benefited younger workers and those with higher educational attainment. [ABSTRACT FROM AUTHOR]

The nomenclature of neotropical Manettia reclinata L., type of the genus Manettia Mutis, is reviewed. Without access to a specimen or illustration, Linnaeus compiled the descriptions of the genus and species entirely from correspondence received from Mutis in present‐day Colombia; thus, no original material exists, and application of the name can only be fixed by neotypification. An earlier attempt to neotypify this name on a Brazilian collection was not effectively published. Therefore, an image of this taxon prepared during the Real Expedición Botánica del Nuevo Reino de Granada under the direction of Mutis is more appropriately designated as neotype. [ABSTRACT FROM AUTHOR]

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