CLC-Conference-Proceeding-2018

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REFERENCES General Assembly of the United Nations, Convention on the Rights of the Child. Resolution 44/25, New York, United States, 1989. Bell, J. (2004): Cuba: A Socialist Perspective in Capitalist Globalization. Editorial Social Sciences, Havana, Cuba Collective of authors (2013): The promotion of intergenerational relations. Experiences in neighborhoods of Playa and Centro Habana. Memories of the International Congress of Researchers on Youth, Center for Studies on Youth and the Communist Youth Union of Cuba. ISBN: 978-959-210-896-7 Palace of the Conventions, Havana, Cuba Intranet, University of Havana, at http://intranet.uh.cu/ Ministry of Public Health and UNICEF, Multiple Indicator Cluster Survey (MICS) 2014, Havana, Cuba, 2015 Republic of Cuba, Code of Children andYouth, Havana, Cuba 1978. http://www.parlamentocubano.cu Rojas, J. (2016): Participatory Mapping and Geographic Information Systems. Some experiences from the Cuban social sciences. Electronic Journal of Social Development Studies: Cuba and Latin America. Latin American Faculty of Social Sciences (FLACSOCuba) ISSN: 2308-0132. Havana, Cuba. i Professor of the Latin American Faculty of Social Sciences (FLACSO) Cuba Program. University of Havana. mail: janet.rojas@flacso.uh.cu ii The year of realization is unknown because the thesis did not have cover of presentation. iii Projects Associated to Programs (PAP), Non-Program Associated Projects (PNAP), Business Projects (PE) and Institutional Projects (IP). iv A document presented at the Sixth Congress of the Communist Party of Cuba, which defines the economic system that will prevail in Cuba, based on the socialist ownership of the whole people over the fundamental means of production. v SGI-UH (Research Information Management System of the University of Havana), developed by the Computerization Department and the Vice- Rectory of Research and Postgraduate. vi Schools of the Ministry of the Interior (MinInt), where Cuban infants and adolescents are involved in events that the law classifies as criminal or that manifest misbehaving social behavior. vii Full Professor of the Latin American Faculty of Social Sciences (FLACSO-Cuba) viii The experience was developed with children from the "Manolito Aguiar" primary school in the community of Playa de Baracoa, Playa municipality, province of Havana, Cuba. ix Organization of masses that develops policies and programs aimed at achieving the full exercise of the equality of women in all spheres and levels of society. x Link between the Municipal Assemblies and the base delegates, and aim to bring the basic services to the population. xi As part of the project "Cohesion as value" belonging to the Territorial Program of Social Sciences "The socialization processes for the development of values in the city of Havana" of the provincial delegation of the Ministry of Science, Technology and Environment xii The project was developed when these teachers were part of the Center for Health and Human Well-being (CESBH) of the University of Havana. Years later, CESBH merged with FLACSO and currently they belong to the faculty of FLACSO-Cuba (Dr. Luisa Iñiguez, Ms Danay Díaz, Lic. Verónica Polo and Lic. Janet Rojas). xiii The first experience was in the neighborhood of Cayo Hueso, municipality Centro Habana and the second in Alturas de Almendares municipality Playa, both in the province of Havana, Cuba xiv Social institution that provides daytime comprehensive care to the elderly who are not protected by any subsidiary or relatives who can attend them during the day, having as functional characteristics that make it difficult to perform activities of daily living instrumented and That maintain the basic functional capacities to carry out the activities of the daily life. xv The participating teachers were: Janet Rojas, Lic. Verónica Polo, Lic. Giselle Rodríguez and Lic. Yasminka Bombus 16 Raúl Gómez Elementary School, in the municipality of Diez de Octubre, and Latin America Primary School in the municipality of Boyeros. xvi Mass organization that aims to mobilize the entire people in the tasks of defending the Revolution and the achievements of socialism, by working directly with the people and families of the community.
The social situation of Cuban children and adolescent Sofía Magdalena Porro Mendoza This paper describes some of the indicators of the social development of Cuban children and adolescents, which give an integral picture of the current situation of these population groups. Very relevant has been the political will to design and develop policies, projects and social programs for the benefit of children and adolescents, as well as the articulation of entities in order to improve their quality of life. Children and adolescents in situations of social disadvantage have been addressed from social prevention in schools and communities by teachers and community agents. There are several challenges for the Cuban State and Government to maintain, on the one hand, and improve, the quality of life of Cuban children and adolescents with equity and social justice, as it has been during the last six decades. Childhood, adolescence, quality of life, development, social equity During these almost six decades, the Cuban State and Government have prioritized adequate attention to children, adolescents and youth, to ensure their development and well-being, especially in relation to educational coverage and attention to maternal and child health. At present Cuba has 11.2 million inhabitants, of whom 2.3 million correspond to the population with ages under 18; Which constitutes 21% of the total. (UNICEF/Cuba 2015/Castillo) “There are more than 855,000 children under six years of age in Cuba, of whom 99.5 per cent attend an early childhood education programme or institution”. (CEPDE-ONEI, Diciembre de 2013). “Cuba has adopted a holistic approach to early childhood development (ECD), providing children under six and their families with a system of integrated services that aims to promote the best start in life for all children and the maximum development of each child’s potential. These services have been scaled across the country, and today have universal reach with an equity focus, meaning that they are accessible to all children, with specific attention to ensuring access for the most vulnerable. Early childhood development has been a priority in Cuba for the past 50 years, with ECD services, programmes and institutions put in place and strengthened over the years to achieve a common objective: the maximum possible integral development for each child, always applying an inter-sectoral approach and guaranteeing universal access with an equity focus (UNICEF/Cuba2015/Piedras). There have been numerous programs and projects aimed at increasing the quality of life of children in Cuba. More and more people are being favored and the achievements are evidence of the work done. The well-being of children is an inherent purpose of the Cuban social project. Respect and attention to their rights constitute a strategy that, in a conscious and planned way, allows the projection of programs in favor of children. Compliance with the Rights of Children in Cuba. The State protects the rights of children through its Magna Carta "The Constitution of the Republic "of 1976, as amended in 1992.
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Anchor Institutions Advancing Local
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Matthew Closter MPA, MS, Senior Res
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Table of Contents Conference Procee
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towards a more balanced and just sy
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Dr. Santiago has also extended part
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Weathering the Storm - Challenges f
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from 2001- 2016. For the 2016-2017
Page 15 and 16: This will require rethinking on how
Page 17 and 18: The expansion witnessed in particip
Page 19 and 20: viable contributor to community and
Page 21 and 22: illion to provide relief to Puerto
Page 23 and 24: Puerto Rico Higher education system
Page 25 and 26: Hernandez, J. C., Roman, W., Blas,
Page 27 and 28: The sustainability of the higher ed
Page 29 and 30: 2) Universities as a place for acce
Page 31 and 32: 4) Education and Infrastructure. Th
Page 33 and 34: service facilities, a lake, a golf
Page 35 and 36: There is a considerable skills mism
Page 37 and 38: A Partnership for the Empowerment o
Page 39 and 40: expand their knowledge and practica
Page 41 and 42: Although vast experience is gained
Page 43 and 44: It is easy to appreciate the comple
Page 45 and 46: Cooperatives and Local Development
Page 47 and 48: Continuing in the search for new wa
Page 49 and 50: espectively by the Ministerio de la
Page 51 and 52: The establishment of cooperatives m
Page 53 and 54: the citizen’s new situation, a ne
Page 55 and 56: Díaz, B. (1998). El Enfoque Partic
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Page 61 and 62: educational actions, with the colla
Page 63 and 64: do this, two instruments were devel
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Page 69 and 70: development of these programs and t
Page 71 and 72: and social lives. The country's soc
Page 73 and 74: with the ethical and moral values o
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Page 77 and 78: Role of Universities in the Creatio
Page 79 and 80: comprised of representatives of sch
Page 81 and 82: interdisciplinary master’s degree
Page 83 and 84: Nonnegative matrix factorizations:
Page 85 and 86: e obtained as the sum of matrices o
Page 87 and 88: As is usual in Mathematics, when de
Page 89 and 90: The stop function finds the zero or
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Page 93 and 94: REFERENCES i G. H. Golub and C. F.
Page 95 and 96: The Architecture of Inclusion in An
Page 97 and 98: A central focus of NCLC’s program
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Page 101 and 102: University-Community Partnerships i
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Page 105 and 106: and non-profits, and residents, cha
Page 107 and 108: When institutions openly pursue com
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the proposed Early Childhood and Co
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