The book “Transductions” portraits the Renata Lemos Morais experience as a curator, which she describes as a journey of aesthetic serendipity. It is the textual offspring of Transductions #18, a pop-up exhibition that made part of the Pause Festival of Digital Culture in Melbourne, in 2015. Through the fortuitous and elusive encounters of digital curation, Renata Lemos Morais has been exploring the refracted images of her own personal sense of aesthetics mirrored in the expansive lens of the digital mesh. Transductions#18 was conceptualised out of the creative urge to manifest this process within a physical space. According to the author, “the exhibition was about living the questions not only in the now, but also about enacting a living experiment with some of the most important questions of our now, by tapping into the continuous mesh of virtuality and physicality which is interspersed in the chaos and complexity of contemporary life”."--back cover.
How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.
How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region’s relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.
The book Better City, Better Life brings together papers from different disciplines of researchers who have in common the theme Sustainability. This book is intended to reflect on current planning strategies and growth of cities, from the perspective of sustainable development. These reflections approach the spatial, economic, political, social, cultural and environmental model. This book is divided into the following themes: "sustainable cities", "environmental sustainability" and "social and economic aspects of sustainability". Better City, Better Life is directed to researchers, graduate students and professionals in the fields related to Architecture and Urban Planning, Urban and Regional Planning, Engineering, Biology, Ecology, and related fields. It is expected that the presented research can contribute to the training of these professionals.
How can countries make sustainable gains in student learning at scale? This is a pressing question for Latin America and the Caribbean (LAC)--and the developing world more broadly--as countries seek to build human capital to drive sustainable growth. Significant progress in access has expanded coverage such that nearly all children in the region attend primary school, but many do not gain basic skills and drop out before completing secondary school, in part due to low-quality service delivery. The preponderance of evidence shows that it is learning--and not schooling in and of itself--that contributes to individual earnings, economic growth, and reduced inequality. For LAC in particular, low levels of human capital are a critical factor in explaining the region's relatively weak growth performance over the last half century. The easily measurable inputs are well-known, and the end goal is relatively clear, but raising student achievement at scale remains a challenge. Why? Part of the answer lies in management--the managers, structures, and practices that guide how inputs into the education system are translated into outputs, and ultimately outcomes. While management is often mentioned as an important factor in education policy discussions, relatively little quantitative research has been done to define and measure it. And even less has been done to unpack how and how much management matters for education quality. This study presents new conceptual and empirical contributions that can be synthesized in four key messages: 1. Student learning is unlikely to improve at scale without better management. 2. Management quality can be measured and should be measured as a catalyst for improvement. 3. Management affects how well every level of an education system functions, from individual schools to central technical units, and how well they work together. 4. Several pathways to strengthening management are open to LAC countries now, with the potential for significant results. The study elaborates on each of these messages, synthesizing recent data and research and presenting the results of several new research initiatives from across the region.
In this highly original and critically informed book, Renata R. Mautner Wasserman looks at how, during the first decades following political independence, writers in the United States and Brazil assimilated and subverted European images of an "exotic" New World to create new literatures that asserted cultural independence and defined national identity. Exotic Nations demonstrates that the language of exoticism thus became part of the New World’s interpretation of its own history and natural environment.
State Violence, Torture, and Political Prisoners discusses the activities of Amnesty International during the period of Brazil’s dictatorship (1964–1985). During the dictatorship, Amnesty assisted political prisoners who were submitted to torture and helped to publicise charges of torture against agents of the military regime’s repressive apparatus. Through a specific examination of Amnesty’s work with Brazilian political prisoners, this book explores how Amnesty adapted its organisational principles – such as non-violence and the focus on individual cases – during this time. In 1967 Amnesty experienced a severe internal crisis which prompted the organisation to make structural changes. These changes enabled it to expand its activities beyond Europe to Latin America, including Brazil. This book examines one of Amnesty International’s first major campaigns against torture and the impact this had on the organisation’s development of a new agenda. Bringing a critical and historical perspective on Amnesty’s work, the book contributes to the debate on the role of human rights organisations in addressing human rights abuses worldwide. It makes a significant contribution to international research on state crime, human rights, and torture.
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