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Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products.

Simple Summary: This study was conducted to estimate the rate of Salmonella spp. isolation from cage papers, located in the bottom of canaries' cages and those of other exotic pet birds, in the 2015 Argentinean canary breeder championship. Furthermore, we determined the antimicrobial resistance profile of the isolates for antibiotics and commercial disinfectants. One pool of 258 cage paper pools was positive for Salmonella spp. (0.4%). Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, this is the first study conducted in Argentina on Salmonella spp. isolation from these materials of pet birds. However, Salmonella ser. Glostrup isolated strains could be a source of human Salmonella outbreaks, and they show high resistance to disinfecting products. Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher's point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future. Design/methodology/approach: The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students' perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared. Findings: Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work. Research limitations/implications: This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students' learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context. Practical implications: One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results--objectives and competences--acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices--focused on some aspect of the learning--as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own. Social implications: The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper's findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools. Originality/value: In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

School site leadership has commanded the attention of researchers and policymakers in Anglo-American jurisdictions for at least two decades, but little is known about how many other parts of the globe have addressed this topic. This paper reviews published research and policy documents related to school leadership in Latin America between 2000-2016. Applying rapid mapping techniques used for scoping studies, we review 359 research and policy documents and give "coherent, meaningful shape" to what we know and what we don't know about school leadership in the region. Attention in research and policy to school leadership in Latin America was relatively slow to arrive: whilst it grew steadily in the first decade of this century it remains low compared to other regions of the world. We provide an overview of the school leadership policy environment in several countries, describing recruitment, selection, evaluation, and job responsibilities of principals; relevant leadership frameworks; and requirements for training or professional development. We speculate on what might explain the diverse ways that school leadership has been taken up in the region: degree of school system centralization; policy borrowing; stage of development; technocratic problem solving; and neoliberal accountability.

RESUMEN A lo largo de la segunda mitad siglo XX en la Argentina diferentes actores inscriptos en las instituciones de formación de profesores de Educación Física procuraron promover disimiles discursos y prácticas con el objeto de legitimar en distintas esferas sociales a la disciplina. En esos procesos se establecieron diálogos con diversos saberes científicos constituyéndose lo que los actores de la Educación Física denominaron como “tradiciones disciplinares”, asimismo promovieron desiguales inscripciones dentro del sistema de educación superior. En este artículo profundizaremos en los procesos de configuración de las saberes y prácticas que hicieron a la construcción de la identidad de los profesores de educación física en las décadas de 1970 y 1980. Para ello, analizaremos fuentes primarias y secundarias entre ellas se destacan los planes de estudio y los expedientes administrativos de distintas instituciones de formación. En cada uno de los casos atenderemos a las tramas de construcción de los mismos. El recorrido posibilitará evidenciará que en el período considerado las producciones identitarias de los profesores de educación física comenzarán a pensarse en una relación de necesidad y de tensión entre la investigación y la docencia.

A structural/cross-sectional micro-analytic perspective prevails in the Socio-constructivist research of peer knowledge construction. This paper proposes an alternative micro-sequential approach that focuses on the transitions between events during the activity. From this micro-sequential perspective, the study aimed to (a) explore the socio-cognitive interaction of symmetrical dyads of sixth and seventh graders solving a table comprehension task; (b) compare this interaction between symmetrical dyads of basic and advanced levels of competence. Participants were 148 sixth and seventh graders (74 dyads) from public schools in Rosario and nearby areas (Argentina). The dyads were symmetrical because their integrants had similar specific levels of competence (comprehension of a frequencies table) but differed in basic and advanced compositions. The interaction was coded using a system of mutually exclusive and exhaustive categories. An analysis of transition probabilities was performed among all codes, to identify activated/inhibited and inter-subjective/intra-subjective sequences. Transitions between statements aimed at solving the task formed the core of interactivity, as they comprise the codes that play a greater role in the elaboration of the task (shared by both symmetrical conditions). However, only the basic symmetry dyads showed an activating effect of the social feedback units. Transitions between cognitive questions and statements were also registered. Opinion questions were the most activated (inter-subjective) compared to demonstration and evaluation questions. Although these transitions were inter-subjective, they also differed according to the condition of symmetry. The work allows drawing conclusions about the relevance of a micro-sequential approach to interaction, since these results could not have been constructed from a classical structural perspective.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

This article embraces the framing studies’ perspective to approach the media construction of the current techno-environmental controversy between Argentina and Uruguay, due to the location of an industrial plant to produce cellulose paper in the uruguayan community of Fray Bentos. The analysis is centered on the respective coverages developed by two argentinean print media –daily newspapers Clarín and Página 12– during three key stages in the evolution of the conflict. A sample composed of 1004 articles was examined using a protocol based in previously tested instruments, which was elaborated to quantify the incidence of five frames established a priori: a) environmental; b) scientific-technological; c) political-juridical; d) social; e) of economic causes & consequences. The evidence collected indicates that the analyzed media represented the controversy mostly in political-juridical terms and drastically overshadowed its environmental origins and the discrepancies of scientific and technical nature involved in its roots and development. The article discusses some results of the research experience, as well as the limitations and posibilites to extend the framing typology rehearsed here to other media coverages of similar situations, independently of its specific object.

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).

The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit "with the aim of understanding how this analytical tool supports design for learning." A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

Peronism deployed, especially since the 1950s, a set of devices for the attention and care of children in Argentina, not only through schools but also through other institutions, such as development societies, cooperatives, the Eva Perón Foundation, sports clubs, among others. The new social order was central to the rhetoric of the government, and it gave children a preeminent role, as is visible in the phrase "in the New Argentina the only privileged are the children". This paper focuses on "Vacaciones útiles," a film made in 1948 that shows how educational cinema reflects a view of childhood and also how public policies aimed at it. This short film was part of a larger project called Cine Escuela Argentino, a Commission of the National Council of Education for the production of film material to be shown in schools and other public institutions. What particular view did Peronism have on childhood in it? To what extent can this film be thought of as an educational cinema or as a school cinema? In which ways do films like Vacaciones útiles or public policies like Cine Escuela Argentino show the figure of the State as author?

The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020-2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

Purpose: Using sentiment analysis (SA), this study aims to examine the impact of COVID-19 on mental health and virtual learning experiences among 1,125 students at a public Argentinean faculty. Design/methodology/approach: A study was conducted during the COVID-19 pandemic, surveying 1,125 students to gather their opinions. The survey data was analysed using text mining tools and SA. SA was used to extract the students' emotions, views and feelings computationally and identify co-occurrences and patterns in related words. The study also examines educational policies implemented after the pandemic. Findings: The prevalent emotions expressed in the comments were trust, sadness, anticipation and fear. A combination of trust and fear resulted in submission. Negative comments often included the words "virtual", "virtual classroom", "virtual classes" and "professor". Two significant issues were identified: teachers' inexperience with virtual classes and inadequate server infrastructure, leading to frequent crashes. The most effective educational policies addressed vital issues related to the "virtual classroom". Practical implications: Text mining and SA are valuable tools for decision-making during uncertain times, such as the COVID-19 pandemic. They can also provide insights to recover quality assurance processes at universities impacted by health concerns or external shocks. Originality/value: The paper makes two main contributions: it conducts a SA to gain insights from comments and analyses the relationship between emotions and sentiments to identify optimal educational policies. The study pioneers exploring the link between emotions, policies and the pandemic at a public university in Argentina. This area of research still needs to be explored.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

The interplay of digital technologies and inequalities are increasingly discussed in contemporary research, mostly focusing on different forms of digital divides and often addressed as a "problem" that societies should face. Hence, digital education and its governance becomes a major arena for addressing inequalities. In this paper, we offer a cross-country and multi-voiced perspective on how socio-digital inequalities are problematized in digital education policy in three world regions -- Latin America, Africa and Europe -- studying cases through policy documents in Argentina, Mexico, South Africa, Botswana, Germany and Sweden. Our analysis shows how differences and similarities between digital education policy are rooted in various sociotechnical imaginaries that go beyond the national as they are highly situated in spatial--temporal contexts and rooted in historical trajectories. Our contribution aims at a further exploration of the entanglements of educational technology and in/equalities through global conditions and local (hi)stories.

In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.

In this paper, the authors identify and analyze public policy and the investment and expenditure that the governments of Argentina, Chile, Colombia, Paraguay and Uruguay commit to make in the development and procurement of textbooks, books and digital content for primary and secondary education (K-12). The aim is to identify and propose a roadmap for developing policies that advance the principles of the Paris Open Educational Resources Declaration. In the region, digital content coexists with and complements the traditional ones. Paper textbooks continue to have a leading role in the education systems of the region. In this context, the authors assess how the acquisition of traditional and digital materials occurs and offer some recommendations to the governments to adjust their public spending policies on educational resources development and procurement. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

For the last 30 years international assessments have become more widespread and systematic, and their influence on education policy has increased: the OECD through the PISA tests has played a major role in this process. This article reflects on the case of the countries of the Southern Cone: Argentina, Uruguay, and Chile. It analyzes the relationship between the OECD, PISA and the education policy agenda setting as part of the process of internationalization of schooling. [This paper was presented at the bi-annual CESE Conference held in Nicosia, Cyprus, in May 2018.]

Purpose: The concept of well-being has gained attention in the educational literature over time. Teachers around the globe are leaving the profession because they see their well-being being turned into ashes. Teachers' loss of well-being affects them and other actors of the educational system. The purpose of this paper is to look at teachers' sense of well-being through the lens of the construct of mattering. Design/methodology/approach: Twenty-one South American Elementary Level teachers were interviewed for this qualitative study. Findings: The paper's results suggest that teachers have experienced a loss of their sense of mattering--this sense of mattering impacts their overall level of well-being. If teachers do not feel valued or feel that they cannot add value, they will not function healthily. The author proposes that to regain their sense of mattering and increase their sense of well-being, teachers need to develop a sense of community further. Originality/value: This paper seeks to look at the meta-construct from a more microscopic lens. Therefore, given the elusive nature of well-being, the purpose of this paper is to investigate well-being through the lens of mattering. In this paper, using the lens of mattering helps us focus on work-related manifestations of teachers' well-being in teachers working in elementary schools. Even though there are some empirical studies that have investigated the construct of mattering in educational settings, this author is not aware of empirical studies that have specifically focused on the documentation of teachers' perceived sense of mattering.