Browsing by Author "Blume, Stuart"

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Child development and nutritional status in Ecuador
(2019) Huiracocha Tutivén, María de Lourdes; Orellana Paucar, Adriana Monserrath; Abril Ulloa, Sandra Victoria; Huiracocha Tutivén, Mirian Sofía; Palacios Santana, Gicela; Blume, Stuart
We assessed the development, nutritional status, and complementary feeding of 12- to 23-month-old children from Cuenca, Ecuador in 2013. Ecuador, an upper-middle-income country, developed a child policy in accordance with World Health Organization (WHO) guidelines. We collected cross-sectional survey data. Child development was assessed using the Integrated Management of Childhood Illness Guide–2011. The nutritional status was defined with WHO Child Growth Standards−2006. We investigated nutrient density, WHO Infant and Young Child Feeding Indicators, and nutrient supplementation intake of the complementary feeding. In all, 11.7% of children had “possible developmental delay,” stunting was identified in 29.4% of the children, and 25.3% faced overnutrition (overweight risk/overweight/obesity). The complementary feeding composition can be summarized as having adequate fat, high energy (MJ/day) and protein, and low iron and zinc. Children with “possible developmental delay” received less iron (P <.05) than children with normal development. Overall, 30.4% of children had minimum dietary diversity. A total of 47.7% of children received nutrient supplementation. This epidemiological profile of infants remains a challenge for Ecuador’s health programs.
Las relaciones de convivencia de los niños, niñas y adolescentes sordos o hipoacústicos: estudio cualitativo exploratorio
(2015) Huiracocha Tutivén, María de Lourdes; Blume, Stuart; Orellana Paucar, Adriana Monserrath; Brito Roby, Liliana Alexandra; Abril Ulloa, Sandra Victoria; Chilet Rosell, Elisa; Diaz Granda, Ruth Cumanda; Sempértegui León, Silvia Rocío; Palacios Santana, Gicela Monserrate; Monsalve Neira, Maria Daniela; Barahona Huiracocha, Jorge Alfonso; Artega H., Sebastián; Almeida Pozo, Juan Carlos; Huiracocha Tutivén, Mirian Sofía
Parenting children with Down syndrome: Societal influences
(2017) Arteaga, Jorge; Huiracocha Tutivén, Martha Karina; Huiracocha Tutivén, María de Lourdes; Almeida Herdoiza, Carlos Alberto; Blume, Stuart; Arteaga, Andrea
Parents and grandparents of deaf children in Ecuador: concerns and expectations
(2017) Orellana Paucar, Adriana Monserrath; Brito Roby, Liliana Alexandra; Blume, Stuart; Huiracocha Tutivén, María de Lourdes
Despite a growing number of anthropological studies of deaf communities, little attention has been paid to how socioeconomic and cultural factors influence the experiences and the concerns of hearing parents of deaf and hearing-impaired (DHI) children. This study draws on interviews with parents (and some grandparents) of DHI children in Ecuador, a country marked by profound inequality but also by considerable recent progress in poverty reduction and enhanced provisions for people with disabilities. Despite progress, many carers are nevertheless critical of the way in which new measures have been implemented, and of the schooling available to their child. They are also worried by their child’s vulnerability, the likelihood of discrimination, and the possibility of abuse.
Su guagua no escucha nada: Ecuadorian families confronting the deafness of a child
(2015) Huiracocha, Lourdes; Brito, Liliana; Peréz, María Esther; Clavijo, Ruth; Sempertegui, Silvia; Huiracocha, Karina; Blume, Stuart
In accordance with the social model of disability, this study proceeded from the assumption that parents’ experiences of a child’s hearing impairment reflect the circumstances of their lives rather than anything innate in the impairment itself. Few studies have explored the influence both of culture and social structure and of families’ economic and social resources. We studied families’ experiences of the diagnosis of hearing loss in Ecuador, a multicultural country in which family ties are strong but where pronounced social and economic inequalities persist and where many people have no access to health care. The study shows how inequality – and in particular the experience of poverty – shapes families’ experiences of acquiring a diagnosis and of trying to accommodate a child with special needs.
Su guagua no escucha nada: ecuadorian families confronting the deafness of a child
(2015) Huiracocha Tutivén, María de Lourdes; Brito Roby, Liliana Alexandra; Perez Gonzalez, Maria Esther; Clavijo Castillo, Ruth Germania; Sempértegui León, Silvia Rocío; Huiracocha Tutivén, Martha Karina; Blume, Stuart
In accordance with the social model of disability, this study proceeded from the assumption that parents’ experiences of a child’s hearing impairment reflect the circumstances of their lives rather than anything innate in the impairment itself. Few studies have explored the influence both of culture and social structure and of families’ economic and social resources. We studied families’ experiences of the diagnosis of hearing loss in Ecuador, a multicultural country in which family ties are strong but where pronounced social and economic inequalities persist and where many people have no access to health care. The study shows how inequality – and in particular the experience of poverty – shapes families’ experiences of acquiring a diagnosis and of trying to accommodate a child with special needs.
University transformation and regional development
(Universidad de Cuenca, 2014-06) Blume, Stuart; Universidad de Cuenca; Dirección de Investigación de la Universidad de Cuenca; DIUC
Faced with government pressure to transform themselves into research institutions, Ecuador’s universities confront a major challenge. Based on a review of the English language literature, this paper attempts to pull together some of the things that can be learned from the experiences of other universities, in other countries, that have been required to adopt new missions and roles. The paper argues that such transformations have implications for an institution’s structure and governance, but still more fundamentally for its culture. For transformation to be effective, it must involve rethinking existing (and perhaps long-established) ways of doing things, including how and by whom decisions are made, and how students are taught. Links with regional and community organizations need to be developed, because these can provide a valuable catalyst for change.