Suchergebnisse

Mortality of children under-5 continues to be a global priority. In 2012, 6.6 million children under-5 died worldwide; more than half of these deaths are due to diseases that are preventable and treatable through simple, affordable interventions. In response to the United Nations' Millennium Development Goal (MDGs) which called, through MDG4,to "reduceby two thirds the under-5 child mortality, between 1990 and 2015", global organizations and many countries set targets and developed specific strategies to reduce child mortality and monitor progress.As a result, the number of deaths in children under-5 worldwide declined from 12.4 million in 1990 to 6.6 in 2012. Under-5 child mortality dropped in all regions of the world. However, two major challenges face the international community: The wide disparity in the risk of child death among countries, and the emerging role of neonatal death as a major component of child mortality. In order to continue the progress in reducing under-5 child mortality worldwide, current efforts must continue and new strategies need to be implemented to focus on preventing neonatal deaths as they start to represent a larger proportion of under-5 child deaths. In particular, further reduction in neonatal mortality will depend heavily on improving maternal health (MDG5).The world leaders continue to support the MDGs. In 2010, in a major push to accelerate progress on women's and children's health, a number of Heads of State and Government from developed and developing countries, along with the private sector, foundations, international organizations, civil society and research organizations, pledged over $40 billion in resources over the next five years.

In Brazil, the process of localizing the Sustainable Development Goals (SDGs) using public databases as a reference face technical, institutional and political challenges. There are practically no comprehensive and up-to-date studies on the downscaling of the SDG indicators at the smallest territorial scales, such as the municipal one. In a context of unprecedented health emergency, such as COVID-19 pandemic, this paper discusses the capacity of the Brazilian public information system to support SDG 3's (good health and well-being) indicators localizing at the municipal scale. The study evaluated the proposed indicators for SDG 3, as well as the databases that underpin these indicators. The results and discussion point out the main data and process deficiencies in, as well as potentials and robustness of the public health information systems at state and municipal scales in the effort of localizing the SDG 3. ; In Brazil, the process of localizing the Sustainable Development Goals (SDGs) using public databases faces technical, institutional and political challenges. There are essentially no comprehensive current studies regarding the downscaling of the SDG indicators at the smallest territorial levels (e.g., the municipal level). In the context of unprecedented health emergencies, such as the SARS-CoV-2 pandemic, this paper discusses the capacity of the Brazilian public information system to support the localization of SDG 3 (good health and well-being) indicators at the municipal level. This study evaluates the proposed indicators for SDG 3 and databases that underpin these indicators. The results and discussion cover central data and process deficiencies in the public health information systems that hinder SDG 3 localization efforts, the 2030 Agenda and its goal of universality.

A capacidade cognitiva e a motivação são entendidas como variáveis psicológicas determinantes da aprendizagem e do rendimento académico. Dentro do paradigma cognitivista ou sócio-cognitivista, os modelos teóricos procuram enfatizar os processos psicológicos internos na explicação da conduta académica motivada. As metas de realização surgem, neste enquadramento teórico, como um dos factores mais valorizados na explicação do rendimento académico dos alunos. Neste trabalho procuramos reflectir sobre a tipologia das metas e o seu papel na predição do sucesso académico, alertando para o papel decisivo dos contextos familiar e escolar. Analisando alguns estudos nacionais e internacionais, importa que a conceptualização e a avaliação das metas académicas tomem mais em consideração os contextos de ensino e aprendizagem, assim como os vários agentes educativos que intervêm nesses contextos.