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We put forward the idea that for model selection the intrinsic priors are becoming a center of a cluster of a dominant group of methodologies for objective Bayesian Model Selection.

The intrinsic method and its applications have been developed in the last two decades, and has stimulated closely related methods. The intrinsic methodology can be thought of as the long searched approach for objective Bayesian model selection and hypothesis testing.

In this paper we review the foundations of the intrinsic priors, their general properties, and some of their applications.

The purpose of this chapter is to illustrate the contribution made by migrants in the territory that hosts them, particularly when they transfer their knowledge to members of the community. In the specific case of the sea urchin fishery, it is described how the Morishita family in Baja California undertakes the sea urchin value chain, from the location of population banks to the commercialization of the product in the Japanese market and, by therefore, the promotion of development in rural places while starting a culture of export and currency generation. An adventure of opportunities that has been successful for more than 50 years, whose origin is the sustainable use of “a plague” that today is a delicacy for many.

Mexico is a large, culturally and linguistically diverse country. More than half of its population lives below the poverty line, a fifth is of indigenous origin, and 5% have a disability. This chapter offers a brief description of the general characteristics of the country and the legislative changes toward inclusion and presents the status and progress toward the 2030 Agenda educational goals toward inclusive education. Although efforts have been made to improve the quality of education and inclusion, the country's complexities: poverty, cultural diversity, and political adjustments, among others, have held back progress, as will be explained in this chapter.

Since the early modern age, the debt of the State was a constant source for concern to the Spanish governments. Episodes of defaults caused by enormous expenditure to keep the Empire slowly faded out until a certain reorganization of public finance was attained in the central decades of the nineteenth century. The core idea that finance ministers and economists, in general, had at that time was to balance the public budget controlling expenses, in order to handle the problem of public debt. However, alternative views on government finance existed. Focusing on a crucial period for the consolidation of Spanish liberal regime and its public finance, this chapter shows that, among a predominant concern for reducing public expenditure as the best way to stabilize the economy and promote economic growth, the character of Luis María Pastor emerges to support government expansionary policies financed with credit. Far from fearing deficit, Pastor, one of the leaders of the Spanish liberal school of economic thought, believed that investment in infrastructures financed through debt was the key to economic growth. Through a multiplicative effect, a program of public investment would enhance economic growth, eventually solving the long-term insufficiency of Spanish finance. This gives evidence that ideas on public finance of classical liberal economists were far from uniform, contributing to a more precise view on the body of doctrines of this school.

Working in schools as learning communities (ECA) is an effective way to make visible the articulating axes of critical interculturality and inclusion proposed in the latest Mexican Education Reform of 2022. This chapter presents an experience in a teacher training college in the south of Mexico that has begun to work as ECAs and which, despite its incipient efforts, shows how it is possible to problematise the relations of inclusion/exclusion through the collaborative learning of the students and the active listening of the teacher.

This chapter presents a compilation of the historical approach towards inclusive education in the Plurinational State of Bolivia. It describes the regulatory framework, the evolution and status of inclusive education in Bolivia. Consideration is given to legal implications and research that highlights inclusion in practice. A brief case study is provided of how a high school manages inclusion. While the substantial focus in Bolivia has been on the inclusion of indigenous peoples to address prior discrimination and exclusion, limited attention has been given to the inclusion of learners with disability and other special educational needs. The discussion focuses on future directions that need to address more equitable approaches for all learners.

This chapter presents an overview of the main structural challenges facing the Latin American region, as well as the characteristics of its education systems, to provide a contextual framework for the theme of this book, intercultural and inclusive education.