ISSN: 2310-2799
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546,196 artículos
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Año:
2018
ISSN:
2395-9169, 0188-4557
Espinoza-Ramos, Jennifer; Rodríguez-Gámez, Liz Ileana
Centro de Investigación en Alimentación y Desarrollo, A. C.
Resumen
Objective: Is make a geographical diagnosis of food poverty/deprivation in Mexico, which identifies areas of the country where this problem is localized and concentrated, prioritizing the regions for the design, in the future, of a food security policy. Methodology: We use spatial analysis techniques to explore information about food poverty and food deprivation for the year 2010. Results: Show that the municipalities of Mexico with agglomeration and concentration of food poverty/deprivation group together conforming food poverty clusters and food deserts. Limitation: Food poverty/deprivation information is not updated and able at the municipal level; also, this only provides analysis from food demand side. Conclusions: Summarize the new forms of conglomerates of food poverty/deprivation in the country, which are mainly located in municipalities across South, East, Central and North-Central mesoregions, where the priority of social policy was identified as level one.
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Año:
2018
ISSN:
2386-6292, 1578-7001
David García Romero; Sònia Sànchez Busqués; José Luis Lalueza Sazatornil
Universidad de Navarra
Resumen
Research into Service Learning (S-L) has investigated the value of this pedagogy to construct student learning and foster commitment to social issues. Most research focuses on the positives outcomes of S-L, without considering comparison with other practices. We aim to contribute to this research from a critical point of view by performing a comparative analysis between S-L and other models of practice. Using the Course Value Inventory scale, we compare the assessment of 174 students taking a Bachelor’s degree in Psychology, considering their participation in S-L or non-S-L practice. We intent to test if there are differences in the students’ assessment between the two models of practice in what concerns to authentic learning. We compare separately the three dimensions of this construct: personal learning, procedural learning and content learning to fi nd or discard the value of S-L in this matter. The results are discussed in relation with previous studies from a cultural-historical approach in order to make sense of the found differences and propose further research.
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Año:
2018
ISSN:
2386-6292, 1578-7001
Estudios sobre Educación
Universidad de Navarra
Resumen
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