Gotowe bibliografie tematyczne / Cuban education

Gotowa bibliografia na temat „Cuban education”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 30 stycznia 2023

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Artykuły w czasopismach na temat "Cuban education"

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Peer, Kimberly S., i Chelsea L. Jacoby. "Powerful Lessons from Cuban Medical Education Programs: Fostering the Social Contract in Athletic Training Programs". Athletic Training Education Journal 14, nr 4 (1.10.2019): 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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Tesh, Sylvia. "Health Education in Cuba: A Preface". International Journal of Health Services 16, nr 1 (styczeń 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, nr 2 (październik 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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Wood, Pat, i Chandana Jayawardena. "Cuba: hero of the Caribbean? A profile of its tourism education strategy". International Journal of Contemporary Hospitality Management 15, nr 3 (1.06.2003): 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, nr 6 (czerwiec 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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Hernández, Fé Fernández. "Postgraduate Education Strategy’s for the Smoking Control in Cuba". Biomedical and Case Reports Open Access Open Journal I, nr 2 (31.10.2020): 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, nr 1 (1.07.2021): 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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Sabina, Elvira Martín. "Thoughts on Cuban Education". Latin American Perspectives 36, nr 2 (marzec 2009): 135–37. http://dx.doi.org/10.1177/0094582x09331817.

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Torres, Kelly M., Samantha Tackett i Meagan C. Arrastia-Chisholm. "Cuban American College Students’ Perceptions Surrounding Their Language and Cultural Identity". Journal of Hispanic Higher Education 20, nr 1 (4.01.2019): 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, i Jai S. Mah. "Market-Based Reform, Industrial Restructuring and Economic Development of Cuba". Research in World Economy 13, nr 2 (12.11.2022): 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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Rozprawy doktorskie na temat "Cuban education"

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Lourenço, Cileine I. de. "Negotiating Africanness in national identity : studies in Brazilian and Cuban cinema /". The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu148794983620659.

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Minichino, Mario John. "In Our Image: The Attempted Reshaping of the Cuban Education System by the United States Government, 1898-1912". Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5275.

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Abstract During the fourteen years between 1898 and 1912, the influences imparted upon the School System of Cuba were substantial. In the period immediately following the conflict with Spain, known in the U.S. as the Spanish American War, a concerted effort was underway to annex the island of Cuba. This study was undertaken to discover what courses were introduced into the K-12 curricula following the U.S. intervention, who introduced those changes, and what, if any influence those changes brought to the culture of the island. This investigation and analysis was necessary to reinvigorate the discussion regarding the history of the Cuban education system in view of the attempted cultural change brought about by the U.S. intervention. While many actions were underway by various factions both within the U.S. government and without to ensure that the annexation would be successful, one concerted effort was undertaken through the reconstruction of Cuba's schools. Changes that were made include: coursework, textbooks, structure of schools, selection process for teachers and professors at the University of Havana, holiday schedule, and the school-day and school-year. While the language of instruction remained Spanish, the method of delivery and training of Cuban school teachers was adapted through an extended summer Normal School program in association with Harvard University and a fulltime program at the New Paltz Normal School in New York. From the results collected regarding the coursework, individuals involved, and the changes imparted upon the culture of Cuba, it appears that a concerted effort was underway to impose a U.S.-styled school system on Cuba with the intended result of annexation of the island of Cuba by acclamation of the Cuban people.
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Esqueda, Octavio J. "Theological Higher Education in Cuba: A Case Study of the Eastern Cuba Baptist Theological Seminary". Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4331/.

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This research attempted to provide a comprehensive overview of the Eastern Cuba Baptist Theological Seminary within the context of theological education in Cuba and the Cuban Revolution. Three major purposes directed this research. The first one was historical: to document and evaluate the rise, survival and achievements of the Eastern Cuba Baptist Theological Seminary, which has continued its mission through extraordinary political opposition and economical difficulties. The second major purpose was institutional: to gain insight into Cuban seminary modus operandi. The third purpose of the study was to identify perceived needs of the seminary. This study sought to provide information that can facilitate a better understanding of Cuban Christian theological higher education. The Eastern Cuba Baptist Theological Seminary was founded in the city of Santiago the Cuba on October 10, 1949 by the Eastern Baptist Convention. This seminary exists for the purpose of training pastors for the Eastern Baptist Convention. The school offers a four-year program leading to a bachelor in theology degree. The Eastern Cuba Baptist Convention experienced the same oppression from the communist revolution as the rest of the evangelical denominations during the sixties and seventies. The worst period for the convention and the Eastern Cuba Baptist Theological Seminary started in 1965 when many important people were recruited to work at the Military Units to Aid Production (UMAP). Fidel Castro recognized in 1991 that the Cuban Communist Party erroneously made atheism its religion. Although the Cuban communist regime never issued an antireligious policy, in subtle ways Christians suffered the consequences of the religious ideological conflict. Nevertheless, today the Eastern Cuba Baptist Theological Seminary operates independently and without the direction of the Cuban government. Communism and Christianity have learned to live together in Cuba even though they started with difficulties. Theological education in Cuba not only survived the negative effects of the Cuban revolution, but also has emerged stronger than ever. Economic resources are the primary need of the Eastern Cuba Baptist Theological Seminary. The seminary has been through many difficulties during its history. Nevertheless, these days represent the best time in the seminary history.
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Cisneros, Arnott Margaret Isabel. "The effect of acculturation on career decision-making self-efficacy and the career interests of Cuban American middle school students /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488199501403366.

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de, la Gándara Christie. "Cultivating Habits of Faith: The Power of Latina Stories and Practices to Educate U.S. Catholics in the Faith". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109134.

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Thesis advisor: Hosffman Ospino
The Catholic Church’s formal documents throughout the centuries have celebrated and affirmed the role of parents educating their children on faith matters in the context of the home. Nevertheless, the Church offers parents very little practical guidance as to how they can make their home a domestic church or what they can do to organically and consistently incorporate the faith into daily life. As the Church analyzes why presently 6 Catholics are disaffiliating for every new member that joins, it must reconsider the lack of attention the home has received as an authoritative space for religious transmission. The home, as a sacramental space, has the potential to call attention to the divinity that surrounds us and invites us to action and awakening. It is also the haven where we nurture our most important and loving relationships that initiate us into the faith. The home is also a space for negotiation, that is, where we learn to wrestle with mystery and ambiguity. Critical dialogues within the home are imperative to engaging the present world from a Catholic perspective. This dissertation conducted an ethnographic study of a group of Miami-based Cuban American Catholic women across two generations. The women were chosen based on their active involvement within the Catholic Church. The study found that 100% of the women were successful in transmitting their Catholic faith to their daughters due to four socialization practices. Faith modeling by extended kin, engagement in social justice vocations across the community, explicitly affirming the personalization of daily rituals such as prayer, and finally, ongoing intergenerational dialogues were found in the stories of all the women participants. Religious imagination is the glue that holds all of the moving pieces (home, women and socializing praxis) in this dissertation. I provide herein a midrash of Matthew 27:57-61 to illustrate how the physical and relational components of the Cuban-American home serve to negotiate a hermeneutic that is matriarchal, bottom-up, and interdisciplinary. The hermeneutic echoes the message of the women studied herein; namely, that a community working together in the midst of dislocation is already being liberated. Noting the psycho-social importance of a cohesive narrative identity and its impact on authentic faith transmission calls into question whether the pedestrian nature of the home has led to mistaken notions of this pedagogy being too simplistic. Nevertheless, in telling stories and (de/re)constructing life narratives, individuals are placed within the larger scheme of history, redemptive sequences are analyzed and building resilience, and the stories themselves become a safe space from which to discern larger questions. This dissertation proposes communal, home-based activities as an effective method for faith transmission as it fosters the necessary intimacy to share relevant and passionate stories that powerfully answer why being Catholic truly matters now and to our next generation
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
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Magana, Nelson. "A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S". FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3686.

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Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support. Though their baccalaureate degree attainment is better than their non-Cuban Latina counterparts, Cuban women still lag behind White, non-Latina women. The qualitative study aims to explore the principal influences and non-academic factors that 15 adult Cuban non-native English-speaking women in South Florida attribute to the successful attainment of their baccalaureate degree. There are many differences among the various immigrant Latino communities in the U.S., and Cuban women are largely absent from the research. Nearly 75% of Cuban women who start Miami Dade College with English as a second language course-work drop out within one year of matriculation. Understanding the principal influences and non-academic factors related to the baccalaureate attainment rate of this group may assist educators and administrators in providing the support these women need to enhance their degree completion. The literature says that the baccalaureate degree attainment of Latinos is influenced by age-at-the-time-of-immigration, country of origin, and gender, yet little research was found on the degree attainment specifically of female Cubans who entered the U.S. having already completed most of their education in Cuba. My dissertation explores the journey of 15 Cuban women who arrived in the U.S. as teens during the 1990s and had to learn English as a second language at an urban community college prior to completing a baccalaureate degree. The purpose of the research is to describe the principal influences and non-academic factors that these women attribute to their baccalaureate degree attainment.
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Surbaugh, Kerri. "An Investigation of the Effects of the Parasitic Nematode Aplectana hamatospicula on the Performance and Behavior of Cuban Treefrogs (Osteopilus septentrionalis)". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7962.

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Parasitic infections are ubiquitous in nature, and host-parasite dynamics can have powerful effects on wildlife populations. Many species have evolved behavioral responses to infection that can help mitigate damage from parasites. Anorexia is a common response to infection observed throughout the animal kingdom. Reducing nutrient intake can help shift host resources from digestion to immunity, as well as limit resources available to parasites. Reduced feeding can weaken the host, but in some host-parasite interactions, this cost is less than that of maintaining an infection. Here, I describe an experiment aimed to explore the effects of the parasitic nematode Aplectana hamatospicula on the Cuban treefrog (Osteopilus septentrionalis) across life stages. Tadpoles were exposed to A. hamatospicula larvae or a sham exposure and growth and behavior were quantified. After metamorphosis, the jumping performance of these frogs was assessed. I revealed that A. hamatospicula could infect and complete its lifecycle in tadpoles. This infection was unique in that it persisted through metamorphosis with the worm continuing to reproduce in the intestinal tract of the terrestrial frogs. These infections reduced the relative mass gain of tadpoles. However, post-metamorphic frogs were able to compensate for this lower growth when provided an ad libitum diet, and infection did not directly or indirectly impact jumping performance, perhaps because of this compensation. Tadpoles that prevented or cleared the infection had a higher rate of anorexia, suggesting that anorexia might be a successful disease-mitigation response to A. hamatospicula.
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Johnston, Laurie Ann. "Por la escuela Cubana en Cuba libre : themes in the history of primary and secondary education in Cuba, 1899-1958". Thesis, University College London (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244509.

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González, Héctor Manuel. "Conciencia socialista and education in Cuba". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq22710.pdf.

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Smith, Steven John. "English language teacher education in Cuba : context, pedagogy and identity". Thesis, Queensland University of Technology, 2012. https://eprints.qut.edu.au/59959/1/Steven_Smith_Thesis.pdf.

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In this study, I investigate the model of English language teacher education developed in Cuba. It includes features that would be considered innovative, contemporary, good practice anywhere in the Western world, as well as having distinctly Cuban elements. English is widely taught in Cuba in the education system and on television by Cuban teachers who are prepared in five-year courses at pedagogical universities by bilingual Cuban teacher educators. This case study explores the identity and pedagogy of six English language teacher educators at Cuba’s largest university of pedagogical sciences. Postcolonial theory provides a framework for examining how the Cuban pedagogy of English language teacher education resists the negative representation of Cuba in hegemonic Western discourse; and challenges neoliberal Western dogma. Postcolonial concepts of representation, resistance and hybridity are used in this examination. Cuban teacher education features a distinctive ‘pedagogy of tenderness’. Teacher educators build on caring relationships and institutionalised values of solidarity, collectivism and collaboration. Communicative English language teaching strategies are contextualised to enhance the pedagogical and communicative competence of student teachers, and intercultural intelligibility is emphasised. The collaborative pedagogy of Cuban English language teacher education features peer observation, mentoring and continuing professional development; as well as extensive pre-service classroom teaching and research skill development for student teachers. Being Cuban and bilingual are significant aspects of the professional identity of case members, who regard their profession as a vocation and who are committed to preparing good English language teachers.
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Książki na temat "Cuban education"

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Smith, Rosi. Education, Citizenship, and Cuban Identity. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2.

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Mujal-León, Eusebio. The Cuban university under the revolution. Washington, D.C. (1000 Thomas Jefferson St., N.W., Suite 601, Washington 20007): Cuban American National Foundation, 1988.

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Mujal-León, Eusebio. The Cuban university under the revolution. Washington, D.C. (1000 Thomas Jefferson St., N.W., Suite 601, Washington 20007): Cuban American National Foundation, 1988.

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Cuban youth and revolutionary values: Educating the new socialist citizen. Austin: University of Texas Press, 2010.

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Lutjens, Sheryl. The state, bureaucracy, and the Cuban schools: Power and participation. Boulder, Colo: Westview Press, 1996.

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Pérez, Magaly. Estadísticas sobre la mujer cubana =: Statistics on Cuban women = Statistiques sur les femmes cubaines. La Habana, Cuba: Editorial Letras Cubanas, 1985.

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MacDonald, Theodore H. Schooling the revolution: An analysis of developments in Cuban education since 1959. London: Praxis Press, 1996.

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Ortiz, María Dolores. La mujer cubana en la educacion superior =: Cuban women in higher education = Les femmes cubaines et l'enseignement superieur. La Habana: Editorial Letras Cubanas, 1985.

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Blum, Denise F. Cuban youth and revolutionary values: Allá en la lucha. Austin: University of Texas Press, 2010.

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MacDonald, Théodore H. Schooling the revolution: An analysis of developments in Cuban education since 1959. [s.l.]: [s.n.], 1996.

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Części książek na temat "Cuban education"

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MacDonald, Victoria-María. "Cuban Arrivals, 1959–1980". W Latino Education in the United States, 183–213. New York: Palgrave Macmillan US, 2004. http://dx.doi.org/10.1057/9781403982803_7.

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Smith, Rosi. "Education and Ideology in Cuba". W Education, Citizenship, and Cuban Identity, 11–58. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_2.

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García Portilla, Jason. "c) Cuba: A Sui Generis Case Study (Communist Proxy)". W “Ye Shall Know Them by Their Fruits”, 309–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_20.

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AbstractThe anti-clerical elements of the Revolution helped Cuba succeed in various indicators (e.g. education quality and coverage, equality, health). The Cuban regime seized, dismantled, and limited the institutional influence of Roman Catholicism on these areas of public life. However, a strong cultural influence of a highly syncretised Roman Catholicism persists in Cuba even if its institutional influence has been curbed. Also, the Communist regime, by adopting Marxism, “threw the baby out with the bathwater” through persecuting all types of religion, including Protestant liberals. Finally, the Cuban regime conveniently turned to Rome to legitimise itself after the collapse of the Soviet Union and to silence Protestantism with a corporatist strategy. The socialist legal tradition had an effect opposite to its claims (e.g. lack of freedom, corruption), even if its anti-clerical element was an advantage. Comparing the Cuban experience to other Latin American countries with leftist dictatorships (e.g. Venezuela) helps understand their failure to achieve the Cuban indicators (e.g. education). The crucial factor in this regard is whether or not the power and influence of the Roman Church-State are reduced.
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Smith, Rosi. "Conclusion: Cuban Citizenship Education in Context". W Education, Citizenship, and Cuban Identity, 221–37. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_6.

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Griffiths, Tom G., i Euridice Charon Cardona. "Cuban education in the Cold War". W World Yearbook of Education 2022, 201–16. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003137801-16.

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Jiménez, Tomás López, Melchor Félix Gil Morell i Adriana Estrada Negrin. "Cuban Experiences on Computing and Education". W History of Computing and Education 3 (HCE3), 55–77. New York, NY: Springer US, 2008. http://dx.doi.org/10.1007/978-0-387-09657-5_4.

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Smith, Rosi. "Introduction: Learning Your Place". W Education, Citizenship, and Cuban Identity, 1–10. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_1.

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Smith, Rosi. "Tomorrow’s Heroes". W Education, Citizenship, and Cuban Identity, 59–118. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_3.

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Smith, Rosi. "The Emergente Generation". W Education, Citizenship, and Cuban Identity, 119–67. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_4.

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Smith, Rosi. "The Lost Generation". W Education, Citizenship, and Cuban Identity, 169–219. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/978-1-137-58306-2_5.

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Streszczenia konferencji na temat "Cuban education"

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Van Splunder, Frank, i Geisa Dávila Pérez. "Attitudes towards English in Cuban Higher Education. Recent Developments and Challenges". W Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7911.

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English is used as a lingua franca in an increasing number of domains. In higher education, English has become prominent as the language of course materials, scientific publications, research, as well as teaching, a trend which is particularly noticeable in Europe. In Latin America, however, the surge of English is relatively recent, and within Latin America, Cuba is an interesting case. Whereas learning English was not encouraged in the 1980s, in today’s Cuba English has gained importance, and learning and teaching English has become a priority. The current research explores how Cuban students and lecturers of two different fields (English and Engineering) perceive the growing importance of English in today’s higher education in Cuba. Data were collected by means of a questionnaire conducted at Universidad de Oriente, Santiago de Cuba. The results reveal a positive attitude towards English, which most participants perceive as very important for their career prospects. On the other hand, it was found that most respondents overrate their ability to communicate in English. Moreover, they are not acquainted with the Common European Framework of Reference for Languages (CEFR), even though the Cuban Ministry of Higher Education has accepted the CEFR as its official standard.
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Ramirez Berdut, Isel, Osmany Hernandez Basulto, Maria Del Rosario Freeman Suarez, Raisa Macias Sera i Magret Jongore. "COMMUNICATING IN ENGLISH ABOUT HISTORY TOPICS. A NEW PROPOSAL AT CUBAN UNIVERSITIES". W 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0914.

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Shamanna, Jayashree, i Gabriel Fuentes. "Preserving What? Design Strategies for a Post-Revolutionary Cuba". W 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.30.

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The Cuban Revolution’s neglect of Havana (as part of a broader socialist project) simultaneously ruined and preserved its architectural and urban fabric. On one hand, Havana is crumbling, its fifty-plus year lack of maintenance inscribed on its cracked, decayed surfaces and the voids where buildings once stood; on the other, its formal urban fabric—its scale, dimensions, proportions, contrasts, continuities, solid/void relationships, rhythms, public spaces, and landscapes—remain intact. A free-market Cuba, while inevitable, leaves the city vulnerable to unsustainable urban development. And while many anticipate preservation, restoration, and urban development—particularly of Havana’s historic core (La Habana Vieja)—”business as usual” preservation practices resist rampant (read: neoliberal) development primarily through narrow strategies of exclusion (where, what, how, and why not to build), museumizing Havana as “a city frozen in time.”Seeking a third option at the intersection of this socialist/capitalist divide, this paper describes 4 student projects from THE CUBA STUDIO, a collaborative Integrative Urban Studio at Marywood University’s School of Architecture. Over the course of 16 weeks, students in THE CUBA STUDIO speculated urban futures for a post-revolutionary Havana–strategizing ways of preserving Havana’s architectural and urban fabric in the face of an emerging political and economic shift that is opening, albeit gradually, Cuba to global market forces. And rather than submitting to these forces, the work critically engages them toward socio-cultural ends. Some driving questions were: What kind of spatial politics do we deploy while retrofitting Havana? How will the social, political, and economic changes of an “open” Cuba affect Havana’s urban fabric? What role does preservation play? For that matter, what does preservation really mean and by what criteria are sites included in the preservation frame? What relationships are there (or could there be) between preservation, tourism, infrastructure, education, housing, and public space? In the process, students established systematic research agendas to reveal opportunities for integrated“soft” and “hard” interventions (i.e. siting and programing), constructing ecologies across a range of disciplinary territories including (but not limited to): architecture, urban design, historic preservation/ restoration, art, landscape urbanism, infrastructure,science + technology, economics, sustainability, urban policy, sociology, and cultural/political theory. An explicit goal of the studio was to expand and leverage“preservation” (as an idea, a discipline, and a practice) toward flexible and inclusive design strategies that frame precise architectural interventions at a range of temporal and geographic scales.
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Fuentes, Gabriel. "The Politics of Memory: Constructing Heritage and Globalization in Havana, Cuba". W 2016 ACSA International Conference. ACSA Press, 2016. http://dx.doi.org/10.35483/acsa.intl.2016.60.

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Since granted world heritage status by the United Nations Educational, Scientific, and Cultural Organization (UNESCO) in 1982, Old Havana has been the site of contested heritage practices. Critics consider UNESCO’s definition of the 143 hectare walled city center a discriminatory delineation strategy that primes the colonial core for tourist consumption at the expense of other parts of the city. To neatly bound Havana’s collective memory/history within its “old” core, they say, is to museumize the city as ”frozen in time,” sharply distinguishing the “historic” from the “vernacular.”While many consider heritage practices to resist globalization, in Havana they embody a complex entanglement of global and local forces. The Soviet Union’s collapse in 1991 triggered a crippling recession during what Fidel Castro called a“Special Period in a Time of Peace.” In response, Castro redeveloped international tourism—long demonized by the Revolution as associated with capitalist “evils”—in order to capture the foreign currency needed to maintain the state’s centralized economy. Paradoxically, the re-emergence of international tourism in socialist Cuba triggered similar inequalities found in pre-Revolutionary Havana: a dual-currency economy, government-owned retail (capturing U.S. dollars at the expense of Cuban Pesos), and zoning mechanisms to “protect” Cubanos from the “evils” of the tourism, hospitality, and leisure industries. Using the tropes of “heritage”and “identity,” preservation practices fueled tourism while allocating the proceeds toward urban development, using capitalism to sustain socialism. This paper briefly traces the geopolitics of 20th century development in Havana, particularly in relation to tourism. It then analyzes tourism in relation to preservation / restoration practices in Old Havana using the Plaza Vieja (Old Square)—Old Havana’ssecond oldest and most restored urban space—as a case study. In doing so, it exposes preservation/ restoration as a dynamic and politically complex practice that operates across scales and ideologies, institutionalizing history and memory as an urban design and identity construction strategy. The paper ends with a discussion on the implications of such practices for a rapidly changing Cuba.
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Haitao Hao. "Survey on satisfaction extent of CUBA men basketball players on the administration behaviors of their coaches". W 2010 International Conference on Artificial Intelligence and Education (ICAIE). IEEE, 2010. http://dx.doi.org/10.1109/icaie.2010.5641477.

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Camacho Torregrosa, Francisco Javier, Víctor Martínez Ibáñez, José Ángel Aranda Domingo i Alberto Domingo Cabo. "Implantación de asignaturas de Building Information Modeling en las titulaciones de la ETSICCP". W IN-RED 2019: V Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2019. http://dx.doi.org/10.4995/inred2019.2019.10469.

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La metodología Building Information Modeling (BIM) supone un importante avance cualitativo en el desarrollo de proyectos constructivos, tanto de edificación como de ingeniería civil. Esta metodología se está abriendo paso rápidamente en el ámbito profesional, especialmente en edificación.Con el fin de preparar lo mejor posible al alumnado de cara a su desarrollo profesional, se hace indispensable incluir esta metodología dentro de los estudios relacionados con la ingeniería civil. Sin embargo, son muy pocos los grados o másteres habilitantes relacionados que cubran estas necesidades. La ETSICCP tomó la decisión de incorporar cuatro asignaturas plenamente enfocadas al trabajo en BIM en cuatro titulaciones diferentes (tres de ellas habilitantes), impartiéndose por primera vez en el curso 2018/19.En esta comunicación se presenta el desarrollo de contenidos y metodología docente para estas cuatro asignaturas, destacando las oportunidades y dificultades en su implantación, así como los primeros resultados obtenidos.
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García-Hurtado, Dayanis, Remberto Naranjo-Pérez i Carlos Devece. "EVALUATION OF THE QUALITY OF HIGHER EDUCATION STUDENTS BY EMPLOYERS: THE CASE OF THE TOURIST DESTINATION IN JARDINES DEL REY, CUBA". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1514.

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Ferreira Lorenzo, Gheisa, Yamila Roque Duval i Ariagnis Camellón Pérez. "Aprendizaje basado en proyectos: una experiencia en el análisis de estrategias y solución de problemas de desarrollo local". W IN-RED 2022: VIII Congreso de Innovación Educativa y Docencia en Red. València: Editorial Universitat Politècnica de València, 2022. http://dx.doi.org/10.4995/inred2022.2022.15839.

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Este trabajo ha sido desarrollado en el marco del proyecto Desarrollo y Sostenibilidad impulsado por el Centro de Estudios Comunitarios de la Universidad Central “Marta Abreu” de Las Villas, Cuba. Incorpora cuatro municipios de la provincia Villa Clara en un proyecto que reúne un grupo de estudiantes de diez carreras universitarias, en el análisis de estrategias de desarrollo local y la propuesta de soluciones a problemas de la municipalidad, a partir de los fundamentos que establece el Aprendizaje Basado en Proyectos (ABP) como metodología activa. El proyecto se desarrolló en dos fases para avanzar desde la universidad a los municipios. Los resultados percibidos en la primera fase están asocidos a nuevos aprendizajes a través de talleres de familiarización, recorridos a sectores estratégicos de la provincia y los municipios, así como el trabajo en equipos multidisciplinarios por cada municipio. Para la segunda fase se presentan los resultados obtenidos en el municipio Ranchuelo donde luego del análisis de la estrategia definida se identificaron y fueron desarrollados cuatro trabajos de grado como contribución a la solución de problemas de desarrollo local. Los estudiantes valoran la experiencia como positiva en su contribución al desarrollo de capacidades de trabajo en equipo, pensamiento crítico y comunicación.
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