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Background: The current focus on monitoring health inequalities and the complexity around ethnicity requires careful consideration of how ethnic disparities are measured and presented. This paper aims to determine how inequalities in maternal healthcare by ethnicity change according to different criteria used to classify indigenous populations. Methods: Nationally representative demographic surveys from Bolivia, Guatemala, Mexico, and Peru (2008–2016) were used to explore coverage gaps across maternal health care by ethnicity using different criteria. Women were classified as indigenous through self-identification (SI), spoken indigenous language (SIL), or indigenous household (IH). We compared the gaps through measuring coverage ratios (CR) with adjusted Poisson regression models. Results: Proportions of indigenous women changed significantly according to the identification criterion (Bolivia:SI-63.1%/SIL-37.7%; Guatemala:SI-49.7%/SIL-28.2%; Peru:SI-34%/SIL-6.3% & Mexico:SI-29.7%/SIL-6.9%). Indigenous in all countries, regardless of their identification, had less coverage. Gaps in care between indigenous and non-indigenous populations changed, for all indicators and countries, depending on the criterion used (e.g., Bolivia CR for contraceptive-use SI = 0.70, SIL = 0.89; Guatemala CR for skilled-birth-attendant SI = 0.77, SIL = 0.59). The heterogeneity persists when the reference groups are modified and compare just to non-indigenous (e.g., Bolivia CR for contraceptive-use under SI = 0.64, SIL = 0.70; Guatemala CR for Skilled-birth-attendant under SI = 0.77, SIL = 0.57). Conclusions: The indigenous identification criteria could have an impact on the measurement of inequalities in the coverage of maternal health care. Given the complexity and diversity observed, it is not possible to provide a definitive direction on the best way to define indigenous populations to measure inequalities. In practice, the categorization will depend on the information available. Our results call for greater care in the analysis of ethnicity-based inequalities. A greater understanding on how the indigenous are classified when assessing inequalities by ethnicity can help stakeholders to deliver interventions responsive to the needs of these groups. [ABSTRACT FROM AUTHOR]

The paper explores the relationship between political violence and ‘horizontal’ inequality in ethnically-divided countries in Latin America. The cases studied are Bolivia, Guatemala and Peru. Preliminary results are reported on the measurement of horizontal inequality, or that between groups, defined in cultural, ethnic and/or religious terms. The Latin American cases are shown to be often more unequal than the cases from Africa and Asia included in the wider study of which the work forms a part. The complex relationship between such inequality, ethnicity and political violence is explored historically. Ethnicity is today rarely a mobilising factor in violence in the Latin American cases, but the degree of inequality based on ethnicity is shown to be highly relevant to the degree of violence which results once conflict is instigated. History explains why. [ABSTRACT FROM AUTHOR]

This study considers the role that public service announcements (PSAs) play in addressing violence against women (VAW) in Latin America. Using content analysis, the study examines 407 PSAs about VAW from 20 Latin American countries. The results show that 62.3% of the PSAs encourage bystanders to denounce violence while portraying women as victims in 48.8% of the PSAs. However, 71.7% of PSAs did not include a helpline or how to report the crime, only 11.8% of the PSAs have non-narrative, or factual information, about VAW, and just 6.4% engage in compelling narrative messaging or storytelling. [ABSTRACT FROM AUTHOR]

Every woman experiences the menopause transition period in a very individual way. Menopause symptoms and management are greatly influenced by socioeconomic status in addition to genetic background and medical history. Because of their very unique cultural heritage and often holistic view of health and well-being, menopause symptoms and management might differ greatly in aboriginals compared to non-aboriginals. Our aim was to investigate the extent and scope of the current literature in describing the menopause experience of aboriginal women. Our systematic literature review included nine health-related databases using the keywords ‘menopause’ and ‘climacteric symptoms’ in combination with various keywords describing aboriginal populations. Data were collected from selected articles and descriptive analysis was applied. Twenty-eight relevant articles were included in our analysis. These articles represent data from 12 countries and aboriginal groups from at least eight distinctive geographical regions. Knowledge of menopause and symptom experience vary greatly among study groups. The average age of menopause onset appears earlier in most aboriginal groups, often attributed to malnutrition and a harsher lifestyle. This literature review highlights a need for further research of the menopause transition period among aboriginal women to fully explore understanding and treatment of menopause symptoms and ultimately advance an important dialogue about women’s health care. [ABSTRACT FROM PUBLISHER]

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.

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Copyright of International Journal for Equity in Health is the property of BioMed 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.)

Within the last two decades, there has been increased interest in how technology supports Indigenous language revitalization and reclamation efforts. This paper considers the effect technology has on Indigenous language learning and teaching, while conceptualizing how language educators, speakers, learners, and technology users holistically understand, skillfully apply and communicate creative and balanced technological solutions that are based on understanding of contextual factors. A total of 80 participants representing at least 47 Indigenous languages completed a survey in 2009 representing individuals, organizations, and institutions that serve one or more Indigenous language communities across the United States, Canada, Australia, New Zealand, Taiwan, Guatemala, Peru, Greenland, Mexico, Bolivia, French Polynesia (Marquesas Islands and Tuamotu Islands), and Russia. The data reveal the functions digital technology has in Indigenous language revitalization, which include (1) positive and supportive roles (2) concerns, constraints, and tensions, and (3) Indigenous language education. Regardless of the size of the community, opportunities for using technology in Indigenous language revitalization efforts are shaped by linguistic, cultural, social, economic, environmental, and technological factors as expressed in the technacy framework for language revitalization. Findings indicate that technology has wide and mostly positive applications in language learning and teaching, that the benefits of those applications remain consistent across communities regardless of size and geographic location, and that new and innovative uses of technology are being adopted to support language revitalization efforts. Overall, the study underscores the importance of context in making grounded decisions about technology as a component of contemporary language revitalization efforts.