CLC-Conference-Proceeding-2018

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Attached to the National Assembly of the People's Power, Permanent Committee on Children, Youth and Equality Rights of Women ". As a result of the socioeconomic changes that occurred in the country in the 1990s and based on the contributions of legal and social studies and research, the body of laws that favor children are being modified and adapted. The rights of girls and boys are protected through the design, implementation and evaluation of social policies, programs and projects in the areas of health, education, social security and others. For example: Maternal and Child Care Program Maternal Health Care Prevention of preconception risks for all women in all communities: at the family doctor-and-nurse office Prenatal care for all pregnant women in all communities: at the family doctor andnurse office, in polyclinics and hospitals for 3pecialized controls Maternity homes for pregnant women with risks that do not require hospitalization. 138 maternity homes in the country. Child Health Care Institutionalized birth for all children in hospitals. Care for new-born with low birth weight, in hospitals. Immunization for all children in all communities, in polyclinics. Prevention and control of diarrheal diseases and acute respiratory infections for all children In all communities, at the family doctor-and-nurse office. Unintentional injury prevention for all children in all communities: at the family doctor-and-nurse office. Genetic screening for all children in all communities: at the family doctor-and nurse office. Well Child Care for all children aged 0 to 19 In all communities: at the family doctor-andnurse office. (UNICEF/Cuba2015/Piedras) “Educate Your Child” Programme. It is a result of Cuba’s commitment to providing all children an opportunity to access early childhood education, so that they enter first grade after having participated in stimulating activities that prepare them for school. And also, it is built on three essential elements that reflect the broader Cuban approach to Early Childhood Development (ECD): family, community, and an inter-sectoral approach. (UNICEF/Cuba2015/Piedras) Formal Education Program for Sexual Behavior. This program allows to develop activities with adolescents and young people related to the subject in the schools, as in the communities. The most frequent topics are: sexually transmitted infections, the use of contraceptives and pregnancy in adolescence. - Comprehensive care for the family and the adolescent. In the municipalities there is a house for the guidance of families and adolescents. These institutions are attended to by families or their members who need to be oriented, trained and educated to face some family problem, mainly with children and adolescents. The "For a world right" program, led by the Ministry of Justice and composed of various institutions and organizations, has promoted the promotion of a culture of rights, to strengthen the meaningful participation of children in matters that Compete Various institutions, political and mass organizations and citizens in general represented by the local government in their different instances in Cuba, are in charge of the
development of these programs and the joint effort for a better and happier situation of Cuban children. The support of various United Nations agencies - including the United Nations Children's Fund (UNICEF), the World Health Organization (WHO), the United Nations Educational, Scientific and Cultural Organization), - also provides better care for children in the country. This is materialized through its cooperation programs with the Government, which incorporate specific topics such as education, food, health, nutrition and hygiene, and general themes such as children and women. Compliance the rights of children is not only at the national level, but also at the international level. In this sense, Cuba raises its voice in favor of children when it defends the rights of Cuban and other children - especially those of the third world - in multiple international forums. For example; Cuba subscribes to the International Convention on the Rights of the Child in 1989 and has ratified it on several occasions; Cuba responds to the agreements of the World Summit for Children with a National Program of Action that supports the programs that are developed in the nation and whose evaluation and systematic monitoring shows the country's compliance with the proposed commitments, goals and objectives for the benefit of children; Cuba proclaims the defense of the rights of Cuban children and the world through their participation in international events related to the subject (Alvarez and Rodríguez, 2000). Respect for the rights of Cuban children can be seen in the behavior of important indicators for their development such as health, social security, education, preventive care for children in social disadvantage and others related directly or indirectly to This important segment of the population. In view of the objectives of this study, reference will be made to the last two mentioned indicators. As it is known, education has been a prioritized indicator in the Cuban social system. The Cuban State and Government, with the participation of political and mass organizations, are responsible for the structuring and operation of a national education system oriented to the development and training of the new generations in an educational process that is integral, systematic, participatory And in constant development, which is based on a set of principles established by the Cuban Ministry of Education, which form an intimately related system and among which we can point out the following (MINED, 2001): The principle of the mass character and equity of education. Cuban children have the possibility of quality education without distinction of age, race, sex, religion, place of residence. The educational process also includes those with physical or mental limitations, as well as those with behavioral disorders. This possibility includes all levels of the educational process for children, young people and adults. The principle of study and work. In the Cuban educational system, the combination of study with work-a fundamental variant of the principle of linking theory with practice, school with life and teaching with production-has deep roots in José Martí's conceptions of education, who summarized the most progressive Cuban pedagogical ideology. Marti, like his predecessors, not only defends scientific education, but proclaims the need for Latin America for a scientific education that is based on the economic problems of countries, whose wealth is mainly agricultural.
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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
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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
Page 57 and 58: achievement of its goals and object
Page 59 and 60: providing psychopedagogical care to
Page 61 and 62: educational actions, with the colla
Page 63 and 64: do this, two instruments were devel
Page 65 and 66: Figure 1 a and b: Synthesis maps of
Page 67: The social situation of Cuban child
Page 71 and 72: and social lives. The country's soc
Page 73 and 74: with the ethical and moral values o
Page 75 and 76: unfavorable to their development an
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
Page 91 and 92: The values of the pixels of brightn
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
Page 99 and 100: consider how to best support the en
Page 101 and 102: University-Community Partnerships i
Page 103 and 104: nutritional practices in the commun
Page 105 and 106: and non-profits, and residents, cha
Page 107 and 108: When institutions openly pursue com
Page 109 and 110: home, and its home is the neighborl
Page 111 and 112: their collective expertise to evalu
Page 113 and 114: collection capacity as well as staf
Page 115 and 116: mission. Moreover, when factoring i
Page 117 and 118: the proposed Early Childhood and Co
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CLC-Conference-Proceeding-2018

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