Las metas de la cobertura universal de salud son asegurar que todas las personas puedan tener acceso a los servicios de salud de calidad, proteger a todas las personas de los riesgos para la salud publica y del empobrecimiento debido a enfermedad, ya sea por pagos directos por atencion sanitaria 0 por perdida de ingresos cuando un miembro de la familia se enferma. Paises tan diversos como Brasil, Francia, Japan, Tailandia y Turquia han mostrado como la cobertura universal de salud puede servir como un mecanisma vital para mejorar la salud. Garantizar el acceso universal a los servicios de salud asequibles y de calidad sera una contribucion importante para acabar con la pobreza extrema para el 2030 en los paises de bajos ingresos y de ingresos medios, donde vive la mayor parte de los. mas pobres del mundo. La cobertura universal de salud para el desarrollo inclusivo y sostenible sintetiza las experiencias de Bangladesh, Brasil, Etiopia, Francia, Ghana, Indonesia, Japan, Peru, Tailandia, Turquia y Viet Nam en cuanto a la implernentacion de las politicas y estrategias para lograr y mantener la cobertura universal de salud. Estos paises representan condiciones geograticas y econ6micas diversas, pero todos se han comprometido can la cobertura universal de salud como una aspiracion nacional clave y estan acercandose a ella de maneras diferentes. En ellibro se examinan las politicas de cobertura universal de salud de cada pais alrededor de tres temas comunes: la economia politica y el proceso de forrnulacion de la polltica para adoptar, lograr y mantener la cobertura universal de salud; las politicas de financiacion sanitaria para mejorar la cobertura sanitaria; y los recursos humanos para las politicas de salud para lograr la cobertura universal de salud. Los hallazgos de estos estudios de pais tienen por objeto proporcionar enseiianzas que pueden ser utilizadas por los paises que aspiran a adoptar, tograr y mantener la cobertura universal de salud. Aunque el camino ala cobertura universal de salud es especifico para cada pais, los paises pueden beneficiarse de las experiencias de otros al conocer acerca de diferentes enfoques y evitar los riesgos previsibles.

No other publication provides such an up-to-date overview of college student misbehavior. This book will be an excellent resource to student affairs professionals, especially campus judicial officers and ombudspersons, and may be used along with other training materials for volunteers in restorative programs.

This book highlights current knowledge, best practices, new opportunities, and difficult challenges associated with promoting emotional intelligence (EI) and social-emotional learning (SEL) in educational settings. The volume provides analyses of contemporary EI theories and measurement tools, common principles and barriers in effective EI and SEL programming, typical and atypical developmental considerations, and higher-level institutional and policy implications. It also addresses common critiques of the relevance of EI and discusses the need for greater awareness of sociocultural contexts in assessing and nurturing EI skills. Chapters provide examples of effective EI and SEL programs in pre-school, secondary school, and university contexts, and explore innovative applications of EI such as bullying prevention and athletic training. In addition, chapters explore the implications of EI in postsecondary, professional, and occupational settings, with topics ranging from college success and youth career readiness to EI training for future educators and organizational leaders. Topics featured in this book include: Ability and trait EI and their role in coping with stress, academic attainment, sports performance, and career readiness. Implications of preschoolers’ emotional competence for future success in the classroom. Understanding EI in individuals with exceptionalities. Applications of school-based EI and SEL programs in North America and Europe. Policy recommendations for social-emotional development in schools, colleges and universities. Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence training for teachers. Cross-cultural perspective on EI and emotions. Emotional Intelligence in Education is a must-have resource for researchers, professionals, and policymakers as well as graduate students across such disciplines as child and school psychology, social work, and education policy. Chapter 2 of this book is available open access under a Creative Commons Attribution 4.0 International License at link.springer.com

One hundred years ago a series of seminal documents, starting with the Flexner Report of 1910, sparked an enormous burst of energy to harness the power of science to transform higher education in health. Professional education, however, has not been able to keep pace with the challenges of the 21st century. A new generation of reforms is needed to meet the demands of health systems in an interdependent world. The report of the Commission on the Education of Health Professionals for the 21st Century, a global independent initiative consisting of 20 leaders from diverse disciplinary backgrounds and institutional affiliations, articulates a fresh vision and recommends renewed actions. Building on a rich legacy of educational reforms during the past century, the Commission's findings and recommendations adopt a global and multi-professional perspective using a systems approach to analyze education and health, with a focus on institutional and instructional reforms.

This edition of the World Bank has been revised and expanded by the Terminology Unit in the Languages Services Division of the World Bank in collaboration with the English, Spanish, and French Translation Sections. The Glossary is intended to assist the Bank's translators and interpreters, other Bank staff using French and Spanish in their work, and free-lance translator's and interpreters employed by the Bank. For this reason, the Glossary contains not only financial and economic terminology and terms relating to the Bank's procedures and practices, but also terms that frequently occur in Bank documents, and others for which the Bank has a preferred equivalent. Although many of these terms, relating to such fields as agriculture, education, energy, housing, law, technology, and transportation, could be found in other sources, they have been assembled here for ease of reference. A list of acronyms occurring frequently in Bank texts (the terms to which they refer being found in the Glossary) and a list of international, regional, and national organizations will be found at the end of the Glossary.