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Journal articles on the topic 'Cuban education'

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Published: 4 June 2021
Last updated: 30 January 2023

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1

Peer, Kimberly S., and Chelsea L. Jacoby. "Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs." Athletic Training Education Journal 14, no. 4 (October 1, 2019): 275–82. http://dx.doi.org/10.4085/1404275.

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Context The Cuban medical education and health care systems provide powerful lessons to athletic training educators, clinicians, and researchers to guide educational reform initiatives and professional growth. Objective The purpose of this paper is to provide a brief overview of the Cuban medical education system to create parallels for comparison and growth strategies to implement within athletic training in the United States. Background Cubans have experienced tremendous limitations in resources for decades yet have substantive success in medical education and health care programs. As a guiding practice, Cubans focus on whole-patient care and have established far-reaching research networks to help substantiate their work. Synthesis Cuban medical education programs emphasize prevention, whole-patient care, and public health in a unique approach that reflects disablement models recently promoted in athletic training in the United States. Comprehensive access and data collection provide meaningful information for quality improvement of education and health care processes. Active community engagement, education, and interventions are tailored to meet the biopsychosocial needs of individuals and communities. Results Cuban medical education and health care systems provide valuable lessons for athletic training programs to consider in light of current educational reform initiatives. Strong collaborations and rich integration of disablement models in educational programs and clinical practice may provide meaningful outcomes for athletic training programs. Educational reform should be considered an opportunity to expand the athletic training profession by embracing the evolving role of the athletic trainer in the competitive health care arena. Recommendation(s) Through careful consideration of Cuban medical education and health care initiatives, athletic training programs can better meet the contract with society as health care professionals by integrating the Accreditation Council for Graduate Medical Education's core competencies of patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice now promoted in the Commission on Accreditation of Athletic Training Education's 2020 Standards for Accreditation of Professional Athletic Training Programs. Conclusion(s) Educational and health care outcomes drive change. Quality improvement efforts transcend both education and health care. Athletic training can learn valuable lessons from the Cubans about innovation, preventative medicine, patient-centered community outreach, underserved populations, research initiatives, and globalization. Not unlike Cuba, athletic training has a unique opportunity to embrace the challenges associated with change to create a better future for athletic training students and professionals.
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2

Tesh, Sylvia. "Health Education in Cuba: A Preface." International Journal of Health Services 16, no. 1 (January 1986): 87–104. http://dx.doi.org/10.2190/haa9-du1q-0qjr-4je9.

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Critics of health education policy in the United States fault it for ignoring the unequal ability of Americans to adopt more healthy behavior and for underestimating the social, economic, and political causes of disease. Many critics hypothesize that health education in a less bourgeois society would be more equitable and less individualistic. This article tests that hypothesis by analyzing the current Cuban health education program aimed at the reduction of chronic diseases. It argues that while the Cuban program appears to be every bit as individualistic as the North American program, theirs may not be comparable to ours because Cubans are less likely than Americans to reify the state. At least among supporters of the revolution, Cubans do not automatically make a conceptual distinction between the individual and the society. Discussions about responsibility for disease prevention take on new meaning in this light.
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Battle, Dolores E. "Healthcare and Education in the Republic of Cuba." Perspectives on Global Issues in Communication Sciences and Related Disorders 5, no. 2 (October 2015): 75–81. http://dx.doi.org/10.1044/gics5.2.75.

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Cuba has had many challenges to healthcare and education, particularly for its urban poor and rural citizens. The healthcare and education programs were restructured following the Cuban revolution led by Fidel Castro in 1959. The United States imposed an embargo on the country and ceased diplomatic relations in 1961. With the support of the Soviet Union, Cuba established programs that provide free healthcare and free education to all from preschool through university. The literacy rate in Cuba exceeds 99%. Its programs in health diplomacy and literacy promotion have worldwide recognition. With the end of the Cold War, Cuba was able to continue its programs of healthcare and education without Soviet support. In July 2015 a group of speech-language pathologists (SLPs) and hearing specialists visited Cuba to gain an understanding of the Cuban health diplomacy and education systems for persons with communication disorders. This article will look at healthcare services, health diplomacy, services for the deaf, and education in Cuba. With brief review of Cuba pre-and post-revolution it will present a review of Cuba healthcare and education today and a look at the future as the United States moves toward normalization of relations with Cuba.
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4

Wood, Pat, and Chandana Jayawardena. "Cuba: hero of the Caribbean? A profile of its tourism education strategy." International Journal of Contemporary Hospitality Management 15, no. 3 (June 1, 2003): 151–55. http://dx.doi.org/10.1108/09596110310470176.

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Features a realistic perspective of the current hospitality and tourism paradigm in Cuba. Previews the newly released hospitality and tourism education strategy to be rolled out in 2003. Provides an evaluation of the tourism and hospitality industry environment, education environment, workforce and change in policy. The authors made three research trips to Cuba in 1997, 2001 and 2002. A series of elite interviews were conducted in Cuba, Jamaica and the UK with senior Cuban policymakers. Current data and views from Cuban partners and practitioners are used to inform the discussion. Cuba continues to be one of the most mystical tourist destinations in the world with a phenomenal growth rate during recent years. The new tourism education strategy is a key for Cuba to once again become the number one destination in the Caribbean.
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Kempf, Arlo. "Cuban Teacher Perspectives on Race and Racism: The Pedagogy of Home–School Relations." Teachers College Record: The Voice of Scholarship in Education 116, no. 6 (June 2014): 1–38. http://dx.doi.org/10.1177/016146811411600603.

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Background/Context Cuba's education system has been the focus of academic study by researchers on and off the island who frequently cite the comparative success of Cuban students on measures such as the UNESCO math and language assessments. Few studies, however, consider the significance of race within Cuban education generally or the home–school relationship in particular. Indeed, there has been no empirical work made available on these topics for nearly a decade. Significant sociopolitical changes are underway in Cuba, with implications for the role of the state in the cultural life of the nation. Education is a key transmission point between the state and its people, with teachers as frontline cultural workers. Purpose This article examines the way Cuban teachers address racism in their professional practice, with a specific focus on teacher home visits to address racism with parents/guardians. The author analyzes the relationship between Cuban teachers and the families of students they teach (an under-researched form of teacher practice in an under-researched context). Little is known about teachers reaching and teaching parents directly about issues such as racism. Further, there is limited research on the ways in which understanding of citizenship and professional responsibility impact teachers’ work and pedagogy in their interactions with parents. Setting Havana, Cuba. Participants All interviewees were teachers from downtown Havana. Twenty-two male and 23 female teachers participated. Fifteen of the teachers were Mestizo (of mixed race), one was Chinese-Cuban, 21 were Afro-Cuban, and eight were White. Survey participants were drawn from across Havana's 15 boroughs. Among respondents, 67.4% were female and 32.6% were male. As far as race, 57.8% identified as Mestizo, 18.9% identified as Afro-Cuban, 22% identified as White, and 1.3% identified as Chinese. Research Design This is a mixed-method study using qualitative interviews (N=45 participants), and a quantitative survey (N=150 respondents). Conclusions/Recommendations Teachers regularly enter the homes of parents in an effort to promote diversity and to counter perceived racism among parents/guardians. The fact that teachers have the authority and sense of entitlement to do so points to possibilities for a significant retooling of the ecology systems framework. Many teachers undertake this work with parents/guardians just as they would when addressing student academic performance. This race-work is supported by state-generated social capital that, in Cuba, embeds conceptions of race within a larger public context, as opposed to treating race as a private matter to be subjectively and privately understood. As quasi-curriculum, antiracism is something everyone is expected to learn. This suggests that a careful consideration of the way concepts of nation, citizenship, and professional responsibility inform teacher preparation and practice in Cuba may deepen our understanding of teachers’ race-work in North American contexts.
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6

Hernández, Fé Fernández. "Postgraduate Education Strategy’s for the Smoking Control in Cuba." Biomedical and Case Reports Open Access Open Journal I, no. 2 (October 31, 2020): 24–27. http://dx.doi.org/10.33169/biomcase.bacroaoj-i-110.

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Smoking control is full important in Cuba. Cuban tobacco industry looks for the significant tobacco consumption growing. However, Cuban Public Health has a national program against smoking. This health institution contributes to generalist some smoking researches. By this institution is possible to call the main health professional related with the smoking control around the country? Much from these professionals haven´t a sufficient academic formation in Health Economy subjects for the smoking control. This condition and previous related are showing the real necessity to make available a postgraduate strategic for the smoking economic control since the Health Economy point of view.
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González, Efraín Sánchez. "Postgraduate Education Strategy’s for the Smoking Control in Cuba." Journal of Clinical Case Reports and Studies 2, no. 1 (July 1, 2021): 01–03. http://dx.doi.org/10.31579/2690-8808/052.

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Background: Smoking control is full important in Cuba. Cuban tobacco industry looks for the significant tobacco consumption growing. However, Cuban Public Health has a national program against smoking. This health institution contributes to generalist some smoking researches. By this institution is possible to call the main health professional related with the smoking control around the country. Much from these professionals haven´t a sufficient academic formation in Health Economy subjects for the smoking control. This condition and previous related are showing the real necessity to make available a postgraduate strategic for the smoking economic control since the Health Economy point of view. Objective. To design a postgraduate educational strategic for the smoking economic control in Cuba. Materials and Methods. Theoric methods: inductive – deductive, comparative and systematization. Empiric method: bibliographic and documental research. Results. The postgraduate educational strategic appoint to the professionals from the Public Health close related to the smoking control. It is formed by six courses, one of them is a diploma course. Inside each course a subject is supported by the previous. By this way is possible obtain a logic process in the postgraduate teaching about the smoking economic control. Conclusions. Was designed a postgraduate educational strategic for the smoking economic control in Cuba, agree to real needs from the health professionals related with the smoking control.
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8

Sabina, Elvira Martín. "Thoughts on Cuban Education." Latin American Perspectives 36, no. 2 (March 2009): 135–37. http://dx.doi.org/10.1177/0094582x09331817.

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9

Torres, Kelly M., Samantha Tackett, and Meagan C. Arrastia-Chisholm. "Cuban American College Students’ Perceptions Surrounding Their Language and Cultural Identity." Journal of Hispanic Higher Education 20, no. 1 (January 4, 2019): 17–32. http://dx.doi.org/10.1177/1538192718822324.

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Four waves of Cuban immigrants have arrived to the United States from the early 1960s with the fourth wave still in progress. The changing reasons these immigrants fled Cuba have resulted in diverse characteristics for each wave of immigration. This qualitative study investigated Cuban American students’ perceptions of their cultural background and Spanish proficiencies. The results of this study indicate that all participants possessed limited Spanish proficiencies and a strong desire to maintain their heritage. Implications are discussed in light of the current political climate in the United States.
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Oh, Min Jee, and Jai S. Mah. "Market-Based Reform, Industrial Restructuring and Economic Development of Cuba." Research in World Economy 13, no. 2 (November 12, 2022): 1. http://dx.doi.org/10.5430/rwe.v13n2p1.

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This paper examines whether market-based reform, industrial restructuring and diversification efforts have contributed to economic development of Cuba. The disintegration of the Soviet Union led to serious depression in Cuba in the early 1990s. To overcome the economic difficulties, the Cuban government began to adopt market-based reform in the mid-1990s. Cuba gradually strengthened market-based reform measures again in the late 2000s and economic growth rate rose in the meantime. Cuba could diversify its economic structure from its heavy reliance on the agricultural sector to the service sector. Cuba has overcome the negative effects of US’ economic sanctions by strengthening its bilateral relationships with countries within the socialist bloc such as the Soviet Unionand Venezuela and developing value-added industries where it has a comparative advantage. The government’s emphasis on education appears to have contributed to the development of the Cuban economy led by tourism, exports of professional services such as medical services, and a technology-intensive pharmaceutical industry. Meanwhile, insufficient allocation of resources to science and engineering coupled with the chaos in Venezuela have had negative impacts on Cuba. Finding other trade partners and foreign investors while emphasizing science and technology education may provide better opportunities for the Cuban economy.
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Blue, Sarah A. "The Erosion of Racial Equality in the Context of Cuba's Dual Economy." Latin American Politics and Society 49, no. 03 (2007): 35–68. http://dx.doi.org/10.1111/j.1548-2456.2007.tb00382.x.

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AbstractScholars of Cuba have long linked Afro-Cubans' fate to the revolutionary government. As the government's influence on people's daily lives has declined over the past decade, the question arises of whether Afro-Cubans have sustained the gains they achieved in the revolution's first 30 years. This article uses survey data, collected in December 2000 from 334 Cuban families in Havana, to assess the impact of the post-1993 economic reforms on rising racial inequality in Cuba. It asks whether racial inequities occur in accessing dollars through state employment, self-employment, or remittances, and whether educational gains are tied to higher income. Results indicate that the structural means through which racial discrimination was once virtually eliminated through equal access to education and employment, and through which income levels became equalized according to educational level regardless of racial group, has lost its equalizing force in contemporary Cuba.
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12

Esqueda, Octavio J. "Theological Higher Education In Cuba: Part 3: The Cuban Revolution." Christian Higher Education 6, no. 2 (April 2, 2007): 89–108. http://dx.doi.org/10.1080/15363750500326680.

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13

Salgado, María A., Mario Enrico Santí, Maria A. Salgado, and Mario Enrico Santi. "Cuban Studies 28. Cuban Studies 29." Hispania 83, no. 4 (December 2000): 815. http://dx.doi.org/10.2307/346470.

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14

Lorenzino, Lisa. "Music education in Cuban schools." Research Studies in Music Education 33, no. 2 (October 27, 2011): 197–210. http://dx.doi.org/10.1177/1321103x11421724.

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15

de las Mercedes Martínez Sánchez, Alina, and Jack Warrent Salmon. "An Approach to Cultural Competence Education into the Pharmacy Curriculum: Glances from the Cuban Framework." Education Research International 2022 (June 22, 2022): 1–13. http://dx.doi.org/10.1155/2022/1160945.

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Cultural competence is crucial for improved health outcomes in populations. In addition to knowledge and skills, cultural competence involves a confident attitude that underlines regard across all cultures. The importance of cultural competence training has been considered in several pharmacy education statements as part of the Pharmacists’ Patient Care Process. Nevertheless, there is a significant discrepancy in the implementation of cultural competence in a curriculum. There is no consensus on how this could be implemented from a view of logical and pedagogical coherence. Consequently, a cultural and interdisciplinary approach should be considered in the curriculum design process respecting the laws and pedagogical principles that guide the process of training professionals at the universities and pharmacy schools. The main purpose of the study is to describe a cultural background to implement cultural competence education in the Cuban pharmacy curriculum. The data for this study was collected through an overall literature review. Using terms specific to Cuban health care, culture, and education, combined with terms linked to cultural competence, global health, and pharmacy education. Relevant statements by the Pan American Health (PAHO) and World Health Organizations (WHO) were extracted. Electronic sites for the American Journal of Pharmaceutical Education, Currents in Pharmacy Teaching and Learning, and Pharmacy Education were reviewed. Scopus, Google Scholar, EBSCO Host, International Pharmaceutical Abstracts, and Web of Knowledge databases were examined. The outcomes of this study reveal that Cuba is a culturally rich country with complex and diverse perspectives on health. Cuban culture is the result of extremely broad and tedious transculturation processes; therefore, it is not possible to exhaust the subject in a single inquiry. Health and education in Cuba are politically entwined; statistical data, arguments, and related information are not always available to be studied or compared. This study identifies the need for a sincere effort toward global pharmacy education’s purpose; respect for religious values, traditional beliefs, historic and political factors were also taken into consideration to design a framework for cultural competence with Cuban pharmacy curricula. The repercussions of the current study will be valuable to developing curricular improvement processes aimed at implementing cultural competency in pharmacy education taking into consideration an essentially cultural perspective. Furthermore, this study offers a background to simplify culturally sensitive exchanges among practitioners, undergraduates, stakeholders, and other faculties of pharmacy members from Cuba and other nations when they involve health care and pharmacy practice or education.
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Bridges, Jessica. "The Intersection of Values and Social Reproduction: Lessons from Cuba." Journal of Interdisciplinary Studies in Education 9, SI (July 16, 2020): 134–51. http://dx.doi.org/10.32674/jise.v9isi.1866.

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This article will examine how various socialist values are promoted through the Cuban educational system. The voices represented vary generationally, racially, and gender. This research is not meant to generalize about all educational experiences in Cuba; rather, it represents a variety of experiences in the educational system. The research represented in this article was gathered in June 2015 in Havana, Cuba. This article begins with a brief historical background on education in Cuba after the triumph of the revolution in 1959, followed by data collection methods, representation of the data through vignettes and poetry, and finally an analysis of the diverse experiences through the framework of intersectionality. The primary finding was that Cuban society taught socialist values overtly within the educational system through school-based activities, such as the Junior Pioneers from the primary level, and through its emphasis on values formation as part of teacher training. The inculcation of these revolutionary values through the education system kept the revolutionary ideology alive across generations.
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Weiss, Rachel. "“None of the Art Stuff Makes Sense Anymore”: An Interview with Luis Camnitzer." ARTMargins 10, no. 2 (June 2021): 7–28. http://dx.doi.org/10.1162/artm_a_00290.

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Abstract Weiss and Camnitzer discuss his ideas about the transformative potential of art in education; his experiences in and thoughts about Cuba and Cuban art; his “Uruguayan Torture” series of prints, and his thoughts about productive anarchy.
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18

Danay Quintana Nedelcu. "Cuban Education between Revolution and Reform." International Journal of Cuban Studies 6, no. 2 (2014): 205. http://dx.doi.org/10.13169/intejcubastud.6.2.0205.

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Eckstein, Susan. "The Coming Crisis in Cuban Education." Assessment in Education: Principles, Policy & Practice 4, no. 1 (January 1997): 107–20. http://dx.doi.org/10.1080/0969594970040108.

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20

Eaton, William W., and Roberta Garrison. "Mental Health in Mariel Cubans and Haitian Boat People." International Migration Review 26, no. 4 (December 1992): 1395–415. http://dx.doi.org/10.1177/019791839202600414.

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This article presents prevalence data on four specific mental disorders in samples of 452 Cuban immigrants who arrived during the Mariel crisis and 500 Haitians who arrived at about the same time. The disorders are: Major Depressive Disorder, Anxiety Disorder, Alcohol Disorder, and Psychosis. Cubans had higher rates of disorder than Haitians at all levels of education and income, but only in the Cuban sample was the standard inverse relationship between socioeconomic status and rate of mental disorder observed. These and other results presented suggest no single theory can explain the relationship of immigration to the range of specific mental disorders.
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21

Jiménez-Denis, Osmel, Georgina Villalón-Legrá, and Onelia Edyn Evora-Larios. "La educación para la percepción de riesgos de desastres como prioridad del trabajo educativo en la escuela cubana." Revista Electrónica Educare 21, no. 3 (August 29, 2017): 1. http://dx.doi.org/10.15359/ree.21-3.20.

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The Caribbean region and, particularly, the Cuban archipelago are systematically affected by multiple natural phenomena, which cause significant material damages and the loss of human lives. That is why the National Strategy on Environmental Education in Cuba declares as prioritized aspect population preparedness against hazards, vulnerability, and risks. In this regard, this review article discusses the theoretical and methodological foundations that underpin the education for disaster risk perception in the context of the educational processes in the schools of Cuba from the perspective of environmental education for sustainable development.
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Conde Rodríguez, Alicia. "Pedagogical thought of liberation in the preludes of the Cuban Revolution (1930-1958)." Latin-American Historical Almanac 30, no. 1 (June 28, 2021): 121–46. http://dx.doi.org/10.32608/2305-8773-2021-30-1-121-146.

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The Cuban Revolution of 1959 is preceded by cultural and political projects founded in the Neocolonial Republic that contributed, to a greater or lesser extent, to the formation of a Cuban consciousness and to the fracture of American hegemony that guaranteed the absorption of the country's riches. The pedagogical thought that emerged from public and private school was undoubtedly one of the most significant contri-butions to the revitalization of the spiritual values of the nation that had been enshrined in the wars of independence of the nineteenth cen-tury. In particular, pedagogy whose theoretical and practical bases com-promised the liberation of all the powers and servitudes that constitu-ted, in the Republic, the survival of colonialism. The urgency of con-tinuing the completeness of the picture of the history of education and pedagogy in Cuba is noted. National history cannot be subtracted from the influx of teachers and educators who planted homeland from the classroom and influenced the cultural and political destiny of the Cuban nation. The current debate on Cuban culture should place education as a central issue of society. The scientific and democratic school, as befits the most advanced of our liberating thinking, is still an aspiration today.
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Guerra, Lillian. "Poder Negro in Revolutionary Cuba: Black Consciousness, Communism, and the Challenge of Solidarity." Hispanic American Historical Review 99, no. 4 (November 1, 2019): 681–718. http://dx.doi.org/10.1215/00182168-7787175.

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AbstractThis article analyzes the personal experiences of African American refugees in Cuba as well as the ways in which the Cuban government sought to mitigate and frequently repress the appeal of the movement of Black Power / poder negro to which Cubans might autonomously ascribe. By universalizing Communist standards of culture, behavior, and political values that leaders glossed as colorless, state agents ranging from the Ministry of Education and the media to Fidel Castro and Cuba's top intelligence chiefs anticipated and co-opted historical memories of slavery as well as cultural expressions of black pride. They did so, however, with varying degrees of success, much as the long legacy of devotion to slave-crafted religiosity and the survival of black discourses of identity reveal then and today.
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Childs, Matt D. "“Sewing” Civilization: Cuban Female Education in the Context of Africanization, 1800-1860." Americas 54, no. 1 (July 1997): 83–107. http://dx.doi.org/10.2307/1007503.

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At the turn of the nineteenth century, the Spanish Crown issued a Real Cédula (Royal Decree) authorizing the administration of public education in Cuba to an elite Creole group of twenty-seven large landholders known as the Sociedad Económica de Amigos del País. The Real Cédula provided for the expansion and secularization of primary education in Cuba. The Sociedad embodied the elite planter Creole class whose influence had increased in Cuba steadily during the second half of the eighteenth century with the initial development of a slave-labor plantation economy. During the nineteenth century, their power and strength grew rapidly with the proliferation of sugar cultivation, culminating in the 1840s when Cuba became the world's primary producer. The Real Cédula entrusting the Sociedad with education recognized the emergence of the Creole planter class as a major influence in Cuban society. Just as the Creoles increasingly wielded more influence economically and politically in determining the future of the island, their control over the administration of public education allowed them to articulate their vision for the cultural and intellectual development of Cuba. The promotion of public education provided an essential medium to express the Sociedad's vision of Cubanidad (Cubanness), precisely at the time when the racial composition of the population was changing dramatically through the massive importation of African slave labor.
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Russell, Joan. "Preservation and development in the transformative zone: Fusing disparate styles and traditions in a pedagogy workshop with Cuban musicians." British Journal of Music Education 23, no. 2 (June 29, 2006): 175–86. http://dx.doi.org/10.1017/s0265051706006917.

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This paper builds on the concept that fusion – the blending of styles and traditions resulting in new or hybridised genres – takes place in social interaction in the ‘transformative zone’ (Bresler, 2003). First I explore the issues surrounding the tension that can occur between the need, or desire, to maintain cherished traditions and the need to create and adapt forms of expression (Bebey 1969/1975) that are meaningful to practitioners. Next, I describe a spontaneous act of fusion that occurred during a music pedagogy workshop that I gave to music teachers in Cuba. Blending the tranquil mood of a Hebrew blessing, with lively Cuban polyrhythms the participants created a hybridised genre that reflected Cuban musical traditions and values. I suggest that while the blessing was transformed stylistically, its meaningful aspects were retained in the sense that the experience provided the conditions for a feeling of communion with others and the feelings of happiness that can arise from such communion.
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Fernández-Fleites, Zoylen, Yunier Broche-Pérez, Claire Eccleston, Elizabeth Jiménez-Puig, and Evelyn Fernández Castillo. "Sociodemographic factors associated with public knowledge of dementia in a Cuban population." Dementia & Neuropsychologia 15, no. 4 (December 2021): 470–79. http://dx.doi.org/10.1590/1980-57642021dn15-040008.

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ABSTRACT International organizations estimate that a new dementia is diagnosed every 3 s. Objectives: To explore the knowledge and beliefs among a cross-section of the adult population of Cuba with regard to dementia risk factors and to determine the demographic variables related with it. A cross-sectional survey was carried out on 1,004 Cubans. Methods: The survey measured the importance placed on dementia, risk reduction knowledge, and the actions to prevent it. Logistic regression was undertaken to identify variables associated with knowledge. Results: Many respondents (47.5%) believe that dementia risk reduction should start before the age of 40. Cognitive stimulation and physical activities were selected with major frequency. Being older than 48 years, having previous contact with dementia, and university education increases the probability of having healthy lifestyles. Conclusions: The exploration of demographic variables allows the prediction of likelihood to know about or have positive beliefs in relation to dementia. They should be contemplated into strategies for dementia prevention in Cuban population.
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Elvy, JC. "Notes From a Cuban Diary." Journal of Transformative Education 2, no. 3 (July 2004): 173–86. http://dx.doi.org/10.1177/1541344604265130.

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Wienker, Curtis, and Antonio Fuentes. "The Application and Practice of Physical Anthropology in Cuba." Practicing Anthropology 17, no. 1-2 (January 1, 1995): 29–31. http://dx.doi.org/10.17730/praa.17.1-2.am65w81711353205.

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In many ways the development of physical anthropology in Cuba paralleled the history of the discipline in other countries—until the successful Cuban revolution of the late 1950s. The overthrow of the Batista regime by forces led by Fidel Castro had little immediate academic effect because reform was initially concentrated on social, economic, and political spheres. Eventually, however, the revolution greatly influenced the direction of higher education and of science in Cuba.
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Espín, Mariela Castro. "A Cuban Policy Approach to Sex Education." Cuban Studies 42, no. 1 (2011): 23–34. http://dx.doi.org/10.1353/cub.2011.0015.

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30

Woodman, Taylor C. "Embargoed exchanges: A critical analysis of emerging market dynamics in U.S. and Cuban academic exchange." education policy analysis archives 27 (August 26, 2019): 98. http://dx.doi.org/10.14507/epaa.27.3903.

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Internationalization continues to remain a central focus within the U.S. university environment. The motives of internationalization are under question as neoliberal policies continue to limit sustained, long-term state funding for universities and undermine the academic mission of universities. Universities are leveraging internationalization practices, like study abroad programming, in response to the pressures of neoliberalism. In this study, qualitative case study methods were used to critically examine study abroad programming between the United States (US) and Cuba before, during, and after the Obama Administration’s announcement changing diplomatic relations between the U.S. and Cuba on December 17, 2014. The perspectives of 12 of the main actors in the field, including educational administrators and faculty from U.S. universities, Cuban universities, and study abroad program providers, were captured to provide a more comprehensive view of study abroad implementation in Cuba. The findings illustrate the influences of the neoliberal university environment in which study abroad programming is situated. These findings point to the prioritization of a market-based approach to study abroad programming, which amplifies inequities and power dynamics within north-south study abroad programs.
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Aguilera, Xiomara Gálvez, Vicente Berovides Alvarez, James W. Wiley, and José Rivera Rosales. "Population size of Cuban Parrots Amazona leucocephala and Sandhill Cranes Grus canadensis and community involvement in their conservation in northern Isla de la Juventud, Cuba." Bird Conservation International 9, no. 2 (June 1999): 97–112. http://dx.doi.org/10.1017/s0959270900002227.

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SummaryThe Cuban Sandhill Crane Grus canadensis nesiotes and Cuban Parrot Amazona leucocephala palmarum are considered endangered species in Cuba and the Isla de la Juventud (formerly Isla de Pinos). Coincident with a public education campaign, a population survey for these species was conducted in the northern part of the Isla de la Juventud on 17 December 1995, from o6hoo to 10hoo. Residents from throughout the island participated, manning 98 stations, with 1–4 observers per station. Parrots were observed at 60 (61.2%) of the stations with a total of 1320, maximum (without correction for duplicate observations), and 1100, minimum (corrected), individuals counted. Sandhill cranes were sighted at 38 (38.8%) of the stations, with a total of 115 individuals. Cranes and parrots co-occurred at 20 (20.4%) of the stations.
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32

Corrigan, Lisa M. "Cuban Feminism: from Suffrage to Exile." Journal for the History of Rhetoric 8, no. 1 (January 1, 2005): 131–53. http://dx.doi.org/10.5325/jhistrhetoric.8.1.0131.

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Abstract This paper examines the historical processes that spurred the Cuban feminist movement to articulate positions on suffrage, property rights, reproductive rights, marriage and divorce, children's issues, welfare, and education. It also discusses the changes in Cuban society during the Castro years and how the communist alignment of Cuban society influenced Cuban feminism. Finally, this paper suggests that one of the most interesting spaces to excavate women's history, women's voices and feminist activism is in exile. In exile, we see the hybridity and doubleness that has characterized Cuban life, particularly since the Soviet collapse. Writings by Castro's daughter, Alina Fernandez, help us understand where Cuban women are positioned at the beginning of the 21st century and the subject positioning of women writing in exile.
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33

Lutjens, Sheryl L. "Education and the Cuban Revolution: A Selected Bibliography." Comparative Education Review 42, no. 2 (May 1998): 197–224. http://dx.doi.org/10.1086/447497.

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34

Woods, Richard D., Daniel C. Maratos, and Marnesba D. Hill. "Escritores de la diaspora cubana; manual biobibliografico/Cuban Exile Writers; A Biobibliographic Handbook." Hispania 70, no. 4 (December 1987): 810. http://dx.doi.org/10.2307/342539.

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35

Jiménez, Luis A., Edward J. Mullen, and Luis A. Jimenez. "Afro-Cuban Literature. Critical Junctures." Hispania 82, no. 2 (May 1999): 266. http://dx.doi.org/10.2307/346415.

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36

Hernández, Claudia Martínez. "Education for Cuban workers in East Germany: a comparative analysis for the case of Cuban students." Bildung und Erziehung 75, no. 4 (December 14, 2022): 447–63. http://dx.doi.org/10.13109/buer.2022.75.4.447.

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37

Sergeev, A. L. "Political Principles of the Cuban Socialism Doctrine: Towards the History of Emergence and Development." Lex Russica, no. 12 (December 23, 2021): 122–33. http://dx.doi.org/10.17803/1729-5920.2021.181.12.122-133.

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Socialism as a political trend and a system of certain ideological positions has been experiencing a kind of renaissance in recent years. Cuban socialism is a special phenomenon of recent history, which has continuously existed and developed for six decades in the most difficult conditions of the North American foreign economic blockade and in the presence of other threats of a socio-political nature. Solving numerous issues of practical and transformative activity, the Cuban socialist doctrine generalized and formulated many new theoretical propositions, a number of which will be able to significantly influence the formation of an updated socialist doctrine claiming the ideological and semantic possibility of a world alternative.The paper analyzes the basic principles characterizing the doctrine of Cuban socialism in matters of ethics, relations with the church, the foundations of education, assessing the prospects of the institution of statehood in the 21st century, and evaluating other political projects that had points of joint intersection with Cuban socialist theory and practice.Cuban socialism is a specific phenomenon that arose as a result of a number of objective and subjective factors. By the end of the 1950s the century-and-a-half struggle of Cubans against colonial and then neocolonial exploitation were intensified by the Soviet vector and its influence in the international arena as the second great power with the aggravation of the Cold War. These factors together with the “island life” on a par with the Catholic, peasant community of the majority of the population, the sacrifice and service of several generations of the young Cuban elite, the combination of the cult of courage and guerrilla traditions with the special cruelty and repressiveness of the Spanish colonial apparatus of the 21st century, and then relying on American support of the Cuban dictatorships of the first half of the 20th century is a set of factors that gave rise to the “spring effect” in the social consciousness of the island society. In addition to objectively determined reasons, a huge role in the long-term maturation of the conditions for the emergence of the Cuban socialist project was played by the traditional personality for the Ibero-American culture. All of the above would have been impossible outside of the long-term activities of a whole galaxy of brilliant Cuban political leaders.
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38

Miller, L. K., and M. McAuliffe. "The Cuban Missile Crisis." OAH Magazine of History 8, no. 2 (January 1, 1994): 24–41. http://dx.doi.org/10.1093/maghis/8.2.24.

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39

Perez, Louis A., and C. Fred Judson. "Cuba and the Revolutionary Myth: The Political Education of the Cuban Rebel Army, 1953-1963." Hispanic American Historical Review 65, no. 2 (May 1985): 374. http://dx.doi.org/10.2307/2515275.

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40

Pérez, Louis A. "Cuba and the Revolutionary Myth: The Political Education of the Cuban Rebel Army, 1953-1963." Hispanic American Historical Review 65, no. 2 (May 1, 1985): 374–75. http://dx.doi.org/10.1215/00182168-65.2.374.

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41

Cashman, Timothy G. "“In spite of the way the world is”." International Journal of Comparative Education and Development 22, no. 1 (August 27, 2019): 16–29. http://dx.doi.org/10.1108/ijced-11-2018-0050.

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Purpose The purpose of this paper is to provide comparative perspectives on how educators teach issues that affect two countries with a history of governmental tensions. The investigation examines how teachers in Cuban classrooms engage in discourses on the recent developments in Cuban and US relations, including the teaching of historical and territorial issues. This research considers border pedagogy, critical border dialogism and critical border praxis as approaches for those who educate on the effects of US international policies. Ultimately, pragmatic hope offers the possibilities for an emergent third space for Cuban and US relations, including educational exchanges. Design/methodology/approach The research took place in Cuba during an educational exchange to Cuban secondary and university educational sites. Cuban educators of pedagogy and social education engaged in dialogue and shared information on how they address US international policies during their classroom discussions. The researcher employed methodologies that followed Stake’s (2000) model for a substantive case study. Impressions, data, records and salient elements at the observed site were recorded. Transcriptions were documented for face-to-face interviews and hour-long focus group sessions. Participants also logged responses to written survey questions. The study focused on how Cuban educators taught, discussed and addressed the US international policies in classrooms. Findings Heteroglossia, meliorism, critical cosmopolitanism, nepantla, dialogic feminism and pragmatic hope were components of the data analysis. Heteroglossia was an essential consideration throughout the study as multiple interpretations of Cuban and US interconnectedness emerged. Meliorism factored into Cuban educators’ commitments to their professions. Critical cosmopolitanism developed as educators put forth different conceptualizations of human rights and democracy. Nepantla emerged as a key aspect as indigenous and self-determined viewpoints emerged. Dialogic feminism was preeminent as patriarchy continues to exist, despite a new awareness of gender roles and gender violence. Pragmatic hope offers possibilities for a transnational community of inquiry and collaboration. Research limitations/implications The most obvious limitation to this study is, as a case study, the limited scope of perception. Practical implications If future relations between Cuban and the US are deemed uncertain, critical border praxis has an essential role in addressing new sets of uncertainties. This study recommends that educational communities engage in discourses addressing ongoing issues facing the dynamic, fluid border environs. Critical border praxis provides conditions in which we, as educators and members of diverse communities of learners, become cross-borders and broaden the possibilities to achieve what had been considered the unattainable. Resources need to be prioritized and redirected toward educational efforts on national, state and local levels so critical border praxis becomes a reality. Social implications Through transnational and transborder engagements, such as educational exchanges, both US and Cuban educators are provided opportunities to reflect on the strengths and weaknesses of their own educational systems. The role of education, formal and informal, then serves to transform perceptions one-by-one, school-by-school, community-by-community and to influence policy makers to reconstruct education country-by-country as part of pragmatic hope for an enduring Pax Universalis. Pax Universalis serves as a third space where transborder students and educators alike are positioned as co-creators of knowledge and agents of change. Originality/value This study proposes a new emergent third space resulting from critical border dialogism that utilizes border pedagogy and critical pedagogies of place to seek new zones of mutual respect and cooperation among educators. Common educational understandings are the key starting point for a critical border praxis that facilitates ongoing dialogue between the two countries and offers pragmatic hope for the futures of both nations and opportunities to ameliorate relationships. An emergent third space is possible through sustained critical border praxis, a praxis that seeks to address points of contention and the bridges that need crossing between the two neighboring countries.
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García, Rosario, and Rolando Suárez. "The Cuban diabetes education program. Twenty years of experience." Diabetes Research and Clinical Practice 50 (September 2000): 2. http://dx.doi.org/10.1016/s0168-8227(00)81467-9.

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43

Rodríguez-Alemañy, Daylen, and Isabel Izquierdo. "Aprendizajes, continuidades y reconocimiento: Construcción identitaria de académicos cubanos en universidades mexicanas." education policy analysis archives 28 (November 16, 2020): 172. http://dx.doi.org/10.14507/epaa.28.5547.

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The article shows the results of an investigation of Cuban academics in Mexican institutions of higher education. Our objective was to understand the construction of their identities as Cuban academics, from the meaning of their migration to Mexico. We conducted the study following the biographical method, and through biographical interviews, we rebuilt the life stories of 16 academics, 10 women and six men. The results show the identifications of these academics relating to two moments in their careers: their insertion into the Mexican academy, and the permanence of their positions in the present. The findings highlight the role of socialization in these identity constructions.
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Paterson, T. G. "U.S. Intervention in Cuba, 1898: Interpreting the Spanish-American-Cuban-Filipino War." OAH Magazine of History 12, no. 3 (March 1, 1998): 5–10. http://dx.doi.org/10.1093/maghis/12.3.5.

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45

de la Fuente, Alejandro, and Stanley R. Bailey. "THE PUZZLE OF RACIAL INEQUALITY IN CUBA, 1980s–2010s." Du Bois Review: Social Science Research on Race 18, no. 1 (2021): 73–96. http://dx.doi.org/10.1017/s1742058x21000060.

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AbstractContrasting perspectives on racism and racial inequality collide in contemporary Cuba. On the one hand, government officials argue that Cuba is a racially egalitarian country; though vestiges of historical racism subsist, systematic discrimination does not. On the other hand, social movement actors and organizations denounce that racism and discrimination are systemic and affect large sectors of the Afro-Cuban population. To draw these visions into scholarly dialogue, our analytic strategy consists in the comparative examination of both narratives as well as the empirical bases that sustain them. Using data from the 1981, 2002, and 2012 Cuban Censuses for the first time, as well as various non-census evidentiary sources, both quantitative and qualitative, we examine how racial inequality has evolved in Cuba during the last decades. Our analyses of census data suggest that racial stratification has a limited impact on areas such as education, health care, occupation, and positions of leadership. We find, nonetheless, that an expanding and strikingly racialized private sector is fueling dramatic income inequality by skin color beyond the reach of official census data. Our analysis sheds light on how different data can convey profoundly different pictures of racial inequality in a given context. Moreover, we highlight that significant contradictions can coexist in the lived experiences of racism and racial inequality within a single country context.
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Febles, Jorge, and William Luis. "Literary Bondage: Slavery in Cuban Narrative." Hispania 74, no. 3 (September 1991): 684. http://dx.doi.org/10.2307/344218.

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47

Woodbridge, Hensley C., Julio A. Martínez, and Julio A. Martinez. "Dictionary of Twentieth-Century Cuban Literature." Hispania 74, no. 2 (May 1991): 326. http://dx.doi.org/10.2307/344830.

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48

Hampton, Melissa. "Constructing the Deviant Woman: Gendered Stigma of the 1980 Cuban Mariel Migration." American Behavioral Scientist 61, no. 10 (September 2017): 1086–102. http://dx.doi.org/10.1177/0002764217732105.

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This article argues that the 1980 Cuban Mariel migration marked a turning point in American perceptions and media representations of female Cuban immigrants, and Cuban exiles in the United States more generally. By examining how sexualized representations of Mariel women coincided with a more general stigmatization of Mariel migrants, I contend that single Cuban women arriving in the boatlift underwent a process of racialization, in which they became increasingly undifferentiated from historical stereotypes of the sexually threatening Latina immigrant in the United States.
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49

Hickling‐Hudson *, Anne. "South–South collaboration: Cuban teachers in Jamaica and Namibia." Comparative Education 40, no. 2 (May 2004): 289–311. http://dx.doi.org/10.1080/0305006042000231392.

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50

Balcom, Dawn, Ruth Carrico, Linda Goss, Karen Mutsch, and Rahel Bosson. "The Impact of Zika Virus Education on Selection of Birth Control Methods Among Cuban Refugees Resettling in Louisville, Kentucky in 2016." Journal of Doctoral Nursing Practice 11, no. 1 (2018): 88–92. http://dx.doi.org/10.1891/2380-9418.11.1.88.

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Background:Cubans represented almost 40% of all refugees resettling in KY during 2015 and 2016. Their route to the United States included extended time in areas recognized as Zika endemic, making them vulnerable to Zika virus (ZV) exposure and infection. Early availability of birth control is one strategy stressed by the Centers for Disease Control and Prevention (CDC) to delay an unintended pregnancy after ZV exposure and prevent the catastrophic impact on a developing fetus.Objectives:The objectives were to determine: (a) awareness of ZV among Cuban refugees, and (b) the impact of education regarding ZV on their initial birth control decisions.Methods:During May–November 2016, 167 Cuban men and women aged 19–50 were seen by advanced practice nurses (APNs) in the University of Louisville Global Health Center (UL GHC). During the visit, awareness regarding ZV, current planned birth control method(s), and education about ZV was imparted using information developed by the CDC and provided by clinic personnel competent in delivery of culturally, socially, and linguistically appropriate messaging. Anticipated methods of birth control were then reassessed.Results:Condom use was the most prevalent contraceptive method used before and after ZV education (29% and 58% respectively, p < .001). The influence of education regarding ZV and ZV infection on selection of birth control methods (condom use) was significant (p < .001).Conclusions:Findings indicate education provided by APNs regarding ZV influence birth control selection among Cuban refugees.
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