EL GASTO PÚBLICO Y SU RELACIÓN CON EL ÍNDICE DE DESIGUALDAD DE GÉNERO EN EL PERÚ, EN LOS PERÍODOS 2006-2010 Y 2011-2015

Se tuvo como objetivo determinar cómo contribuye el gasto público en la reducción del Índice de Desigualdad de Género del Perú, durante los períodos 2006-2010 y 2011-2015. Se utilizó la técnica de observación para recolectar los datos provenientes de algunas entidades de la República del Perú y el Programa de las Naciones Unidas para el Desarrollo. Los resultados obtenidos evidencian que el gasto público ha contribuido, en el incremento de la Proporción de Mujeres Adultas de 25 años o más, que han cursado como mínimo la secundaria, subiendo 1.6 puntos porcentuales, de 31,22% en el período del presidente Alan García a 32.82% en el período del presidente Ollanta Humala. Contrariamente el gasto público no ha contribuido significativamente al 95% de confianza, en la disminución de la Tasa de Fecundidad Adolescente, en el incremento de la Proporción de Mujeres en el Cargo de Congresista y en el incremento de la participación en la Fuerza Laboral, durante los dos períodos presidenciales, de Alan García y Ollanta Humala. El porcentaje de mujeres que participan en el mercado de trabajo fue de 65% en el gobierno del presidente Alan García, mientras que, en el período de gobierno del presidente Ollanta Humala fue de 64%, es decir la brecha de género en este aspecto se ha incrementado. Coincidiendo con el informe del (Programa de las Naciones Unidas para el Desarrollo, 2014), donde señala que: “los niveles de desigualdad en ingresos siguen aumentando, y la inequidad en educación, continúa siendo la más alta”. Palabras clave: Gasto público, desigualdad de género, período de Gobierno

Comportamiento del Plan de Estudio de la Carrera de Medicina de la Facultad de Ciencias de la Salud de la UTA. Propuesta de Rediseño Curricular

Higher Medical Education reflects the development of the medical sciences and their teaching; It must cover a wide spectrum of competencies based on a solid scientific-technical and ethical-humanistic training that allows them to investigate and attend to the health problems of the individual and the population (community), while updating and increasing their knowledge and modes of action. Taking into account the above and with the objective of analyzing whether the plans and study programs of the Medicine career of the Faculty of Health Sciences of the Technical University of Ambato respond to the current demands of the Medical Sciences graduate, guaranteeing that there is competence and performance to solve the health problems of society, we took on the task of carrying out this study, conducting a bibliographic review on the design of study plans and programs, reviewing the plans and programs of the Medicine career at the Technical University of Ambato. Surveys were also carried out on the first group of graduates of the Medicine career. When analyzing the results, we observe that in general there is mastery of the main skills in the graduates and that those that show greater difficulties are determined, to some extent, by the scarcity or difficulty in acquiring diagnostic equipment (otoscope, ophthalmoscope) by students. Compared to the development of medical education, a considerable degree of correspondence can be seen in different points studied in the study program, according to our social and health reality. All these conceptual elements can contribute to a more complete reelaboration of the current Medicine curriculum, which, although it has been fulfilled, is in need of a profound transformation.La Educación Médica Superiorrefleja eldesarrollode lasciencias médicasy de su en señanza; lamisma debe cubrir unamplio espectro de competencias a partirde una sólidaformación científico-técnica yético-humanistaque le permita investigaryaten der la problemática de salud del individuo y la población (comunidad), al propio tiempo que actualiza e incrementa susconocimientos ymodos de actuación. Teniendo en cuenta loanterior ycon el objetico de analizarsi los planes y programas de estudios de la carrera de Medicinade la Facultad de Cienciasde laSalud de la Universidad Técnica deAmbato respondena lasexigencias actualesdelegresado de las Ciencias Medicas, garantizando que existe competencia ydesempeño para resolver los problemas de salud de la sociedad, nos dimos a la tarea de realizar el presente estudiorealizando una revisión bibliográfica sobre diseñode planesyprogramas de estudios, revisando los planes yprogramas de lacarrerade Medicina de la Universidad Técnica de Ambato. Se realizó además encuestas al primer grupo de egresados de la carrera de Medicina.Al analizarlos resultados observamos que en general existe dominio de las principales habilidades en los egresados yque aquellas que muestran mayores dificultades están determinadas, en alguna medida, por la escasezo dificultad para adquirir equipos de diagnostico (otoscopio, oftalmoscopio) porparte de los estudiantes.En comparación con el desarrollo dela educación médica, puede advertirse un grado considerable de correspondencia en distintos puntos estudiados del programa de estudio, acorde a nuestra realidad social y sanitaria.Todos estos elementosconceptuales puedencontribuir a una másacabada reelabo ración del plan deestudios deMedicina vigente, quesi bien se hacumplido, estáre querido de una profunda transformación

The evaluation criteria used by venture capitalists:evidence from a UK fund

GRAHAM BOOCOCK AND MARGARET WOODS are Lecturers in Banking and Finance, and Financial Management, respectively, at Loughborough University Business School, England. The paper examines how venture fund managers select their investee companies, by exploring the evaluation criteria and the decision-making process adopted at one United Kingdom regional venture fund (henceforth referred to as the Fund). The analysis confirms that relatively consistent evaluation criteria are applied across the industry and corroborates previous models which suggest that the venture capitalist's decision-making consists of several stages. With the benefit of access to the Fund's internal records, however, this paper adds to the current literature by differentiating the evaluation criteria used at each successive stage of the decision-making process. The paper presents a model of the Fund's activities which demonstrates that the relative importance attached to the evaluation criteria changes as applications are systematically processed. Proposals have to satsfy different criteria at each stage of the decision-making process before they receive funding. In the vast majority of cases, applications are rejected by the fund managers. In addition, the length of time taken by the fund managers in appraising propositions can lead to withdrawal of applications at an advanced stage

A Melus Interview: Judith Ortiz Cofer

The last few decades have witnessed literary historians and critics in the United States engaged in the formidable task of redefining the American literary experience to recognize the presence and integrate the multiple voices of vital but neglected minority cultures. Specific issues regarding the reconceptualization and opening of the traditional canon, critical approaches, curriculum content and pedagogical practices, the place of writings in languages other than English, and the intellectual and political implications of selecting certain works above others, characterize the ongoing debate and search for explanatory models to account for the distinctive cultural experiences of minority groups, and for a more faithful definition of what constitutes the total cultural practice of the United States. Within this process, feminist criticism, minority discourse theory, and the writings of women of color occupy a prominent and unique place insofar as they allow for a more multifaceted approach to understanding the dialectics of oppression and the articulation of various layers of marginality and subordination found in the cultural production of these groups. The writings of Latina authors represent an excellent illustration of how issues of gender, race, culture, and class become intertwined, expanding the terms in which marginalized groups construe their identity in relation to the U.S. mainstream society. For ethnic/racial minorities, coming of age in America implies facing the internalization of stigmatized self-images based on racial and cultural differentiations that are ingrained in the fabric of the American mainstream. With a long history of racial segregation and discrimination, U.S. society is still striving to reconcile with its true multicultural character and the need to properly acknowledge the multiple presence and contributions of immigrant groups that have come and continue to arrive at its shores. Coming from cultures in which women are burdened by patriarchal traditions that struggle to perpetuate themselves in the face of the many pressures and changes implied in the immigrant experience, minority women writers juggle with the tensions arising from these cultural dualisms, from the compounding layer of gender subordination found within the same cultures they are trying to validate, and from the collective socioeconomic and racial survival struggles of their own groups within the context of U.S. society. This emerging consciousness of the multiple forms of oppression confronting women characterizes the work of Latina writers in recent decades and entails a process not entirely exempt from contradictions. While women writers attempt to demythify the cultural roles, values, and icons manufactured by a patriarchal ideology and subvert limiting cultural beliefs about family, sexuality, and moral behavior, they are also trying to reaffirm their marginalized cultural heritage as part of the wider ethnic revitalization movement among U.S. minorities. As Latina writers are beginning to find increasing visibility and a wider audience, Judith Ortiz Cofer joins them in telling her visions about straddling between the Puerto Rican culture of her parent s and ancestors and a U.S. culture often blinded by its ow

La vinculación emocional con la otredad como posibilidad de transformación subjetiva hacia la inclusión: el caso de Mi maestro el pulpo

This paper seeks to analyze the emotional link between humans and animals in the documentary My Octopus Teacher in order to understand the subjective transformation of humans in multispecies and sensory ethnography. It also offers an aesthetic-emotional reinterpreting of these emotions by the authors in order to show the potential of cinema as a place for affective engagement. The methodological approach was to categorize the scenes according to con-crete indicators of the triggered emotions. We find t hat t he e motional l ink shown in the documentary may be characterized as breaking habits and the appearance of fear, surprise, love, compassion, and affliction. We concluded that fear can be transformed by opening the door to being surprised, which leads to the development of inclusive emotions. Our contribution is a detailed description of the concrete emotions occurring in the meeting of, and reflexi-bility about, them, using the categories framed in cultural anthropology, which allows us to show the specific agency of cephalopod otherness and the possi-bilities of relating to human beings. This points to a possible path towards the inclusion of radical otherness.O objetivo deste artigo é analisar o vínculo afetivo humano-animal no documen-tário My Octopus Teacher, para compreender o processo de transformação subje-tiva do humano na multiespécie e na etnografia sensorial. Também propõe uma reinterpretação estético-emocional e expressiva dessas emoções pelos autores, para tornar visível o potencial do cinema como lugar de envolvimento afetivo. A abordagem metodológica consistiu na categorização das cenas segundo indicado-res específicos das emoções desencadeadas. Encontramos que o vínculo afetivo mostrado pelo documentário pode ser caracterizado como a quebra de hábitos e o surgimento do medo, o assombro, o amor, a compaixão e a tristeza. Concluímos que o medo pode ser transformado pela abertura ao espanto, o qual leva ao de-senvolvimento de emoções inclusivas. Nossa contribuição consiste em uma des-crição detalhada das emoções específicas que ocorrem no encontro e na reflexão sobre elas, usando categorias enquadradas na antropologia cultural, o qual nospermite mostrar a agência específica da alteridade cefalópode e suas possibili-dades de relacionamento com os seres humanos. Isto aponta para um caminhopossível para a inclusão de alteridades radicais.Este artículo busca analizar el vínculo emocional humano-animal en el documental Mi maestro el pulpo, para comprender el proceso de transformación subjetiva del humano dentro de la etnografía mutiespecies y sensorial. Asimismo, propone una reinterpretación estético-emocional y expresiva de estas emociones por parte de los autores, para visibilizar el potencial del cine como lugar de involucramiento afectivo. La aproximación metodológica consistió en la categorización de las escenas de acuerdo con indicadores concretos de las emociones detonadas. Encontramos que el vínculo emocional que nos muestra el documental se puede caracterizar como la ruptura de los hábitos y el surgimiento del miedo, el asombro, el amor, la compasión y la aflicción. Concluimos que el miedo se puede transformar mediante la apertura al asombro, lo cual conduce al desarrollo de emociones incluyentes. Nuestro aporte consiste en la descripción detallada de las emociones concretas que ocurren en el encuentro y de la reflexividad sobre estas, utilizando categorías enmarcadas en la antropología cultural, lo cual nos permite evidenciar la agencia específica de la otredad cefalópoda y sus posibilidades de relacionamiento con los seres humanos. Lo anterior señala un posible camino hacia la inclusión de otredades radicales

The EUREKA collaborative research programme Including the government response

SIGLEAvailable from British Library Document Supply Centre- DSC:GPC/03989 / BLDSC - British Library Document Supply CentreGBUnited Kingdo