• Savings mobilisation to micro-finance: a historical perspective on the Zimbabwe savings development movement

      Raftopoulos, B.; Lacoste, J.-P.; FAO, Rome (Italy). Rural Development Div.; SDA; International Conference on Livelihood, Savings and Debts in a Changing World: Developing Sociological and Anthropological Perspectives, Wageningen (Netherlands), 14-16 May 2001 ((np), (2001))
    • Guia general para los consejos de las escuelas y facultades de medicina veterinaria

      Consejo Panamericano de Educacion en Ciencias Veterinarias; Asociacion Panamericana de Ciencias Veterinarias, Santiago (Chile); FAO, Santiago (Chile). Oficina Regional para America Latina y el Caribe (FAO/PANVET/COPEVETSantiago (Chile), (2002))
    • Nature

      Leisher, C.; Van Beukering, P.; Scherl, L.M.; Nature Conservancy, Carlton, Victoria (Australia). Australia Program ((Nature Conservancy)(Carlton) (Australia), (2007))
      Summary (En)
    • Campus Map, (ca.) 1975

      (ca.) 1975
      A map of the Rollins College campus, (ca.) 1975, which was used in a brochure for the campus.<BR><BR>CAMPUS DIRECTORY<BR><BR>Admissions Office/Carnegie Hall -- J-4<BR>Alfond Pool -- K-1<BR>Alumni House -- K-5<BR>Annie Russell Theatre -- E-5<BR>Art Building -- G-2<BR>Beal Maltbie Shell Museum -- L-4<BR>Bingham Hall/Experimental Theatre -- C-5<BR>Boathouse -- F-1<BR>Bookstore -- K-2<BR>Bush Science Center -- F-6<BR>Carnegie Hall -- J-4<BR>Casa Iberia -- O-7<BR>Chase Hall -- J-2<BR>Corrin Hall -- P-4<BR>Cross Hall -- N-5<BR>Crummer Business School -- D-6<BR>DuBois Health Center -- A-6<BR>Elizabeth Hall -- O-3<BR>Enyart-Alumni Field House -- B-3<BR>Fox Hall -- O-4<BR>French House -- N-2<BR>Gale House -- G-3<BR>Hauck Hall -- O-6<BR>Holt Hall -- A-6<BR>Hooker Hall -- E-2<BR>Keene Hall -- D-3<BR>Knowles Hall -- K-2<BR>Knowles Memorial Chapel -- F-4<BR>Matthews House -- A-4<BR>Mayflower Hall -- M-5<BR>McKean Hall -- G-1<BR>Mills Memorial Library -- 1-3<BR>Morse Gallery -- C-2<BR>Orlando Hall -- K-3<BR>Parsonage -- A-5<BR>Physical Plant -- F-2<BR>Pinehurst Hall -- H-2<BR>President's Office/Administration Building -- H-5<BR>Print Shop -- M-2<BR>Pugsley Hall -- L-5<BR>Rex-Beach Hall -- C-3<BR>Rollins Hall -- E-2<BR>Rose Skillman Dining Hall -- J-2<BR>Sandspur Bowl -- J-6<BR>School of Continuing Education -- F-10<BR>Student Center -- K-4<BR>Strong Hall -- P-5<BR>Sullivan House -- J-3<BR>Tennis Courts -- M-3<BR>Tennis Courts -- M-4<BR>Theta Lodge -- N-4<BR>Theatre Shop -- C-5<BR>Trovillion House -- A-3<BR>Warren Administration Building -- H-5<BR>Women's Residence Hall -- M-3
    • Ethics within a Spiritual/ Metaphysical World view towards Integral value-based Education. Western philosophy: Plato, Kant, Rousseau and Hegel

      Ferrer, Albert (Ramon Llull Journal of Applied Ethics, 0)
      It is well-known in Western scholarship that Rousseau hasbeen the forerunner of integral value-based pedagogies; in any case, his name stands as one of the main educationists of the West. However, the pedagogic reflections of two major philosophers of modern Europe, Kant and Hegel, have been largely overlooked, especially in the last decades.Dr. Ferrer shows in this paper that Kant and Hegel can also be regarded as forerunners of holistic value-based pedagogies. Their enlightening contributions to philosophy of education and ethics, deeply complementary with Rousseau, can enrich the educational scenario of the Western world, dramatically impoverished by materialism, utilitarianism and technocracy. Before them, Plato already outlined a profound philosophyof education that can be regarded as integral and value-based; beyond contextual factors and the historical distance, Plato can still inspire Western education in a spiritual, ethical and humanistic horizon, just like Rousseau, Kant and Hegel.
    • Análisis de los Premios Nacionales Vicente Ferrer como instrumento para alcanzar el objetivo nº4 del Desarrollo Sostenible

      Pérez Curiel, María Jesús; Martín Rivas, Dunia; Francisco Fernández, Alejandrino (Universitat de Barcelona, 0)
      La investigación ‘Análisis de los premios nacionales Vicente Ferrer como instrumento para alcanzar el objetivo nº4 del Desarrollo Sostenible’ pretende estudiar las dimensiones actuales del concepto de Educación para el Desarrollo Sostenible, profundizar sobre su pedagogía y mostrar la implicación de los centros educativos españoles y sus docentes en la Educación para el Desarrollo a través de los galardones Vicente Ferrer. Tras haber encuestado a 174 docentes y analizado los datos obtenidos, se infiere que la implantación de la Educación para el Desarrollo en las aulas españolas se ha conseguido realizar de una forma eficaz y eficiente hasta el momento. Además, los datos indican que los docentes están cada vez más cualificados en esta materia, pero pocos han visto premiado su esfuerzo. Sin embargo, el texto destaca que es imprescindible que, antes de incorporarse a la docencia, los futuros maestros y profesores cuenten con una Educación Superior que les aporte las herramientas necesarias para incorporar competencias vinculadas a la Educación para el Desarrollo Sostenible en las aulas.
    • Post-Covid education and students with disabilities or with specific educational support needs: normative framework and experiences

      Massaguer Busqueta, Lluc; Alcaraz Martínez, Rubén; Ribera Turró, Mireia; Salse Rovira, Marina; Satorras Fioretti, Rosa M. (Universitat de Barcelona, 0)
      The aim of this research is to summarise thoughts, feelings and demands of lecturers, students and support staff in relation to special needs education, within the context of a legal framework with stated compromises and legal duties. The research is contextualized in the COVID-19 pandemics online or hybrid teaching, and it compares the statements of stakeholders with the recommendations issued by universities during this period and with existing best practices. The article aims to give an answer to the following questions: Which are the most important measures for students with special needs in this situation? Which are the most important for lecturers? How can we get ready for similar emergency situations? The methodology consisted in a review of the legal and standard framework, and a thematic analysis of 45 semi-structured interviews to students (27), lecturers (10), and support staff (8). The most problematic areas for students, lecturers and support staff are the inaccessibility of online teaching, virtual classrooms, teaching material, exams and assessment exercises. Students also emphasize the need for emotional/social support and the lack of it.
    • Visión: Cómo la Desarrollan los Líderes, La Comparten y la Sustentan

      Quigley, Joseph V. (McGraw-Hill Interamericana, 0000-00-00)
    • A Journey of Empowering a Community for Self Reliance: Endogenous Tourism Project in Sualkuchi, Assam, India

      Simanta Kalita (0000-00-00)
      The Centre for Environment Education (CEE) is partnering the Union Ministry of Tourism (MoT), India, and UNDP India in implementing an endogenous tourism project (ETP) at Sualkuchi. Situated in Assam province, Sualkuchi is the largest village in the Brahmaputra basin and is famous for silk weaving. The project experimented with tourism as an engine of rural development under Indian conditions. Tourist sites entirely managed by local communities were used for the first time under the ETP.Project activities involved rural infrastructure development and capacity enhancement of local communities through institution building, exposure, training and networking for rural tourism management. The project at Sualkuchi faced initial obstacles as the concept was new in this part of the globe. Initially a cross section of the community was reluctant because of their unawareness, lack of skill, poor infrastructure, conservative social system and lack of faith in the socio-political system. Vested interest groups, including local influential persons and decision makers, were opposed to the idea of handing over the project management to the inexperienced community committee. The project, apart from developing tourism, also tried to make it a learning experience for sustainable development. Empowerment of women, promotion of self help groups (SHGs), health camps, sanitation drives, and vocational trainings were the peripheral activities of the project. Out of the total of thirty six ETP sites, fifteen sites are now open for visitors, and approximately 14,000 individuals are involved in these sites. The total income of these sites in 2008 was slightly over INR 48.7 million. In the Sualkuchi site, the income level of at least 80 families has increased by 40%. Today, the local cultural groups are performing at national platforms, the cuisine of Sualkuchi is recognized as one of the best among all the ETP sites in the country, and the villagers are now confident enough to receive tourists from all over the globe.
    • Application du concept de responsabilisation personnelle aux usages sociaux des technologies d’information et de communication en santé

      Marc Lemire (0000-00-00)
      La utilización de las tecnologías de la información y la comunicación (TIC) es una de las acciones recomendadas para incrementar la implicación y la responsabilidad de la población en materia de salud. Para entender las lógicas subyacentes a esta voluntad de transformación, se propone aplicar el concepto de responsabilización personal en el análisis de los usos sociales de las TIC. A partir de una tabla que refleja cuatro paradigmas interpretativos de este concepto, este artículo presenta una síntesis de análisis y de estudios de casos recientes que discuten sobre las lógicas de responsabilización existentes, así como de sus implicaciones relativas a las cuestiones de la salud. Una vez confirmada la existencia de cuatro lógicas distintas, los resultados muestran dos tendencias dominantes: por un lado, la consolidación de procesos de control y de normalización, que derivan de las relaciones de autoridad propias del campo de la salud, y, por otro, la consolidación de los procesos de autonomización y de afirmación personal que derivan, bien de las relaciones comerciales, bien de las relaciones sociales que están presentes. En definitiva, dicho enfoque puede contribuir a una comprensión crítica de las TIC como instrumento de governanza o como dispositivo que contribuye a la reactualización de las relaciones de poder entre los actores en el campo de la salud.
    • La labor educativa en la sociedad del siglo XXI.

      Vilera de Girón, Aliria (0000-00-00)