A General Landscape Of The Human Development Context

2. Education in the human development context This part navigates into both scale levels of the model: A general landscape is provided by the dimension network analysis, and the bridge detail is delivered by the local scale analysis among subnetworks. Besides education, the ACS included other human development dimensions in the thematic groups numbered in Figure 2. Wealth is represented by several thematic groups (2, 6, 5, 9, 8, 11, 18), but health is limited to insurance coverage (12). Culture is represented broadly (1); Affiliations and some differentials such as gender and others were also covered (7, 13, 14, 15, 16, 17), as well as the relationships with the environment for establishment (3, 19). In the general landscape of the human development dimensions observed, education subnetwork had 18 links (degree) connected to 61.11% of other dimension subnetworks. Among these, 9.09% were exclusively incoming, 27.27% exclusively outgoing, and the majority of the relationships were cyclic (63.63%) (i.e., incoming and outgoing links with the same node). For the cyclic case and for the outgoing links, an outstanding relationship between education and the factor of culture was evidenced by the higher outgoing link weight (1.09 weight with p=3x10-9, and out/in weight ratio of 9.64 significantly different to the mean with p=3.63x10-5) which bears the influence of education over culture. The cyclic relationship between education and demographic characteristics was significant forShow MoreRelatedI Discovered : A Profound Enthusiasm For Learning About The Lives Of Ancient Peoples That Has Furthered My Determination1298 Words   |  6 Pagesvolunteer. That year I was chosen to work on a di fferent project; I was part of a small team tasked with excavating the recently discovered Philistine cemetery. 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