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2. Addressing Emotional Aspects in the Second Language Learning Processes
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Luis F. Cisneros
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Learning a foreign language incorporates cognitive, communicative, emotional, and social aspects. Some of these aspects have to do with the structure of the language being studied; some others deal with social and psychological issues that influence the environment where the learning process takes place. This reflection paper addresses various emotional aspects that can bring up positive outcomes along the foreign language learning stages. Elements such as motivation, attitudes, levels of anxiety, acculturation, ethnicity, and personality are considered for this work. Readers should be able to find useful ideas for their ESL/EFL classes.
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- 2024
3. New Rurality and Traditional Families. Multigrade Schools in Colombia and Mexico during Pandemics
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Navarro-Leal, Marco A. and Muñoz-Muñoz, Dilsa Estela
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The purpose of this paper is to present an exploration on the response of parents of two rural multigrade schools facing the homeschooling activities in the context of pandemics. To frame a comparative perspective some conceptual work was done about new rurality and family structure before interviewing parents of both schools about distribution of tasks among family members, distribution of time and technological support. The study concluded that the traditional structure of rural families made easy to carry on with the tasks of home, labor and education. [For the complete Volume 21 proceedings, see ED629259.]
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- 2023
4. Investigating the Importance of Demographic Features for EDM-Predictions
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Cohausz, Lea, Tschalzev, Andrej, Bartelt, Christian, and Stuckenschmidt, Heiner
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Demographic features are commonly used in Educational Data Mining (EDM) research to predict at-risk students. Yet, the practice of using demographic features has to be considered extremely problematic due to the data's sensitive nature, but also because (historic and representation) biases likely exist in the training data, which leads to strong fairness concerns. At the same time and despite the frequent use, the value of demographic features for prediction accuracy remains unclear. In this paper, we systematically investigate the importance of demographic features for at-risk prediction using several publicly available datasets from different countries. We find strong evidence that including demographic features does not lead to better-performing models as long as some study-related features exist, such as performance or activity data. Additionally, we show that models, nonetheless, place importance on these features when they are included in the data--although this is not necessary for accuracy. These findings, together with our discussion, strongly suggest that at-risk prediction should not include demographic features. Our code is available at: https://anonymous.4open.science/r/edm-F7D1. [For the complete proceedings, see ED630829.]
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- 2023
5. "El botafuego que volcaniza la nación": formación de un marco discursivo común sobre libertad de imprenta en papeles públicos en Colombia y la República de Nueva Granada (1821-1851).
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Vélez-Rendón, Juan-Carlos
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FREEDOM of the press ,PRINTING presses ,PUBLIC opinion ,DISCONTENT ,NEWSPAPERS - Abstract
Copyright of Historia y Sociedad (01218417) is the property of Universidad Nacional de Colombia, Facultad de Ciencias Humanas y Economicas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2022
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- View/download PDF
6. Teachers' Agency Development when Adapting the Colombian English Suggested Curriculum for High School
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González, Cindy Valdelamar and Calle-Díaz, Luzkarime
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This case study reports how three high-school teachers from two state schools in Colombia enacted the National English Suggested Curriculum by the Ministry of Education. The teachers' trajectories of action were analyzed through semi-structured interviews, teachers' narratives, and lesson observations. Using the ecological model of agency as a framework, we situated teachers' steps within projective, iterational, and practical evaluative dimensions of agency. In this paper, we provide additional dimensions of teacher agency, which can help to expand theoretical and empirical knowledge in the field. Findings show that teachers cope with the changes derived from policy differently. The analysis presented in this paper can inform the creation and promotion of future curriculum policies in similar contexts.
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- 2023
7. Culture-Related Issues in Teacher Education Programs: The Last Decade in Colombia
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Ramírez-Espinosa, Alexánder
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This paper showcases a literature review in 13 Colombian refereed journals, covering the last decade, from 2011 to 2021. Data were collected from the virtual platforms where each journal hosts published issues. A thematic analysis was conducted with the sample of papers. The purpose of the review was twofold. On the one hand, it aimed at establishing the main research concerns of Colombian scholars regarding the place of culture in the context of Foreign Language Teacher Education programs. On the other hand, the review aimed at exploring the implications for curriculum design in Colombia that can be drawn from culture-related literature produced by scholars in the last decade. Results suggest that the treatment of culture-related issues in Foreign Language Teacher Education programs has gained currency, although scholarship in the last decade has mainly focused on a diagnostic stage.
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- 2023
8. Entrepreneurial Decisions and Problem-Solving: A Discussion for a New Perspective Based on Complex Thinking
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Patricia Esther Alonso-Galicia, Adriana Medina-Vidal, and Simona Grande
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This work addresses the importance of innovation in entrepreneurial and business education to ensure that students develop the ability to make complex decisions and solve complex challenges. The intention was to incorporate the complexity theory in decision-making and problem-solving in business and entrepreneurship. To achieve this, we present the results of the first phase of our project, aiming to scale the levels of complex thinking in university students, discuss the need for business and entrepreneurship students to develop complex thinking competency (including its sub-competencies of critical, systemic, scientific, and innovative thinking) in the complexity of the business environment, analyze the relevance of system elements, apply their inductive and deductive reasoning, and create appropriate and relevant solutions. Our findings suggest that an educational model focused on developing complex thinking and its four sub-competencies can enable entrepreneurs to integrate sustainable development, increase their social engagement and critical thinking, develop their imaginative intelligence and discursive and reflective skills, and thus improve their decision-making and problem-solving processes. In the future, we plan to extend this analysis to the behavior of real-life entrepreneurs. [For the full proceedings, see ED654100.]
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- 2023
9. From Research Learning to Research Production: Collective Methodology
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Eliecer Montero-Ojeda
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The purpose of this research is to solve the problem of producing research (academic journals, books, book chapters) based on the curriculum. In this sense, the methodology called NODE PROJECTS has been developed. Its objective is to promote and manage collaborative scientific research based on the needs of the environment at a national and international level, generating new knowledge and innovation. The node projects are aimed at empathetic students with a theme and scenarios for its development so that they can participate as co-researchers and/or research assistants. Its scope is national and/or international depending on the nature of each project. Thus, it has been possible to evidence in a master's program, the development of a total of 86 research projects and their dissemination, during the years 2020, 2021 and 2022 in a much higher percentage than in previous years. These projects are built within the courses assigned to the line of research within the academic path of the program. The suggested research route is three 48-hour courses per term. The topics to be included in the courses would range from the formulation of the research project to the results, discussion, conclusions and of course its publication. [For the full proceedings, see ED656038.]
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- 2023
10. Transnational Voices in Academia: Narratives of Identity and Positionality through Research and Teaching
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Nasiba Norova and Juan David Gutiérrez
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In this paper, we, two transnational doctoral students and language educators of color, engage in a reflexive dialogic conversation focusing on the positionality of our identities. Utilizing duoethnography research methodology, we explored our academic and professional journeys in post-secondary education in our home countries and an Anglophone context. A discussion on negotiating our positionalities in our immediate academic, professional, and sociocultural contexts is provided. We argued that unveiling one's positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research and exploring fluidity in positionality. We closed with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship.
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- 2024
11. Factors Contributing to EFL Learners' Construction of Arguments in Culturally Infused Discussions
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Pablo Vergara-Montes and Luzkarime Calle-Díaz
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This study describes the factors that enhanced students' construction of arguments when participating in culturally infused discussions at an undergraduate English as a foreign language British Culture course. The research was conducted at a university in Northwestern Colombia. This paper presents a section of the results of a larger project whose objective is to identify the elements that aid participants in building and elaborating arguments in culturally infused discussions. Socratic questioning was an integral element of the discussions. To attain the purpose of this study, a qualitative single-case design was employed. Findings show that the factors facilitating the construction of arguments could potentially be peer scaffolding, previous knowledge, connection to participants' reality, and curiosity and inquiry. This study makes important contributions to the field of critical thinking skills work in English as a foreign language setting, particularly argumentation, as it sheds light on relevant aspects to foster students' collaborative argumentation.
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- 2024
12. Revised Bloom's Taxonomy to Analyze the Scope of CLIL Classes with Children
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William Ricardo Ortiz-Garcia and Zulma Carolina Navarrete-Villarraga
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This paper reports the results of a qualitative action research study conducted with children from a private Colombian institution. This study aimed to analyze the learners' cognitive and knowledge outcomes measured according to the revised Bloom's taxonomy once content and language integrated learning was implemented. Data were gathered through an interview with the learners' parents, observation, and video recordings. Results give evidence that learners develop different processes simultaneously, classified by the mentioned taxonomy. This taxonomy is a helpful approach for English learners since it allows them to perform cognitive and knowledge processes without following rigid systematic learning. As a conclusion, this implementation with children allowed participants to develop cognitive processes with greater emphasis in levels 3 and 4 (apply and analyze), whereas level 2 (understand) was developed as part of the process. Meanwhile, the factual and conceptual knowledge dimensions were strengthened. Finally, procedural, and metacognitive knowledge is developed through the implementation itself.
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- 2024
13. Examining the Assessment Practices of Foreign Language Novice Teachers
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Gabriel Cote Parra and Alexis A. López
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This paper reports a mixed-methods study at a public university in Colombia. It describes the classroom assessment practices and challenges of 75 novice foreign language teachers. To gather the quantitative data, the participants completed an online survey. For the qualitative data, 11 key informants participated in one-on-one online interviews. Findings revealed that novice teachers predominantly used summative assessment in the classroom and aligned their assessment instruments to large-scale tests. Moreover, novice teachers faced many challenges with classroom assessment, including determining how to assess their students, developing assessment instruments, and interpreting and using assessment scores to inform teaching and learning. In conclusion, novice teachers need more knowledge, skills, and support to handle daily assessment-related tasks.
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- 2024
14. The Need for Climate-Smart Education Financing: A Review of the Evidence and New Costing Framework
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Global Partnership for Education (GPE), Save the Children, Carly Munnelly, Anna-Maria Tammi, and Raphaelle Martinez
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Despite growing evidence on the impacts of the climate crisis on access to education and learning outcomes, there is a clear gap in identifying the additional costs the climate crisis imposes on education systems. Further, there is little evidence demonstrating the financial and socio-economic returns on specific climate-smart investment in education. To help address this research gap, Part 1 of this report explores the current data and literature with the goal of collating key findings, identifying gaps, and crowding-in further research. To support efforts to build climate-smart education systems across the world, Part 2 of this paper proposes a Climate and Environment Intervention Matrix (CEIM), a tool intended for policymakers, planners, donors, and other education stakeholders that can be used to understand the cost implications of building climate-smart education systems. Part III includes considerations for how governments and their education sector partners can advance the implementation of those systems and how the wider research community can fill the priority data gaps.
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- 2023
15. Disability, Inclusion and Language-in-Education Policy in the Global South: The Colombian Context
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David, Rosa Dene and Brown, Kimberley
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This paper calls for a shift related to English language-in-education policy and inclusive education initiatives in Colombia to ensure that English language learners with disabilities receive equitable and inclusive classroom instruction that is context-appropriate. We call for English language initiatives and policies to draw from theories and practices from both the Global South and the Global North in order to teach towards inclusive education. Trends in both English language teaching and inclusive education have drawn upon the Global North for solutions, which cannot be systemised to fit one international standard. Instead, using the Colombian context as an example, the present paper suggests a localised approach to meeting the educational needs of English language learners that incorporates inclusive education at the institutional level. This model would favour the work of scholars within the region to ensure that all students receive equitable classroom instruction that builds in Global South epistemologies and localised ways of knowing.
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- 2022
16. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
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- 2022
17. Designing a Reading Comprehension App Using Design-Based Research Framework
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Heydy Robles Noriega and Karen Villalba Ramos
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Microlearning has increased its popularity for course designs in eLearning environments due to short attention spans and time constraints. The objective of this designed-based research is to describe the multiple iterations of design, development, and revision of a general framework for creating a microlearning reading mobile application. First, we present the components from the perspective of users and for the execution of a software architecture that allows a modular approach. Understanding the pedagogical features of mobile learning: personalization, authenticity, and collaboration are included as part of the IPAC framework to create it. This app was developed in different phases: Analysis and exploration, design and construction, evaluation and reflection, redesign and reconstruction and final critical reflections. The findings link design-based research (DBR) as a methodology that allows engaging in theory building and development of reading applications. It also reveals engagement in reading skills, satisfactory usability ratings and a rise in students' awareness towards new types of texts. [For the complete proceedings, see ED639262.]
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- 2022
18. Imagined Identities and Imagined Communities: Colombian English Teachers' Investment in Their Professional Development
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Ovalle Quiroz, Marcela and González, Adriana
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English teachers' professional development responds to individual needs and societal discourses about teaching, learning, and language use. This paper reports the findings of a case study that explored the factors that increased or limited the active and committed participation of nine Colombian teachers of English in professional development programs. Findings suggest that English teachers are invested in their professional development if they may develop three imagined identities--as proficient English speakers, ELT experts, and ICT competent users--and their affiliation to an imagined community of "bilinguals." The teachers' journey to the imagined identities and the imagined community is full of conflicting emotions amidst the socio-political context of their work and the country's language education policies.
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- 2023
19. Teaching of Topology and Its Applications in Learning: A Bibliometric Meta-Analysis of the Last Years from the Scopus Database
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Vizcaíno, Diego, Vargas, Victor, and Huertas, Adriana
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In this work, a bibliometric analysis of the investigations of the last 54 years focused on the teaching of topology and its applications in the learning of other areas of knowledge was carried out. The articles that appear in the SCOPUS database were taken into account under the search criteria of the words topology and teaching, connected with the Boolean expression AND in the search field ABS. As a result, 329 articles were obtained which, based on the PRISMA methodology, were reduced to 74 papers. In them publication trends, impact of publications, citation frequencies, among others, were compared. In addition, its use was identified for learning topology at different levels of training, areas of knowledge where this discipline is most applied and strategies used to teach these applications.
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- 2023
20. Decolonial Practices in Higher Education from the Global South: A Systematic Literature Review
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Maryluz Hoyos Ensuncho
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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.
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- 2023
21. English Teachers' Perceptions of a Language Assessment Literacy Course
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Giraldo, Frank, Escalante-Villa, Daniela, and Isaza-Palacio, Daniela
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Language assessment literacy has gained recent attention in the field of language testing, particularly on teachers' profile. However, the literature on LAL is limited regarding teachers' perceptions of language assessment courses. In this paper, we used a case study method to characterize the perceptions of eighteen English language teachers into three components of an online assessment course: contents, activities, and impact on their professional development. For data collection, we used a questionnaire and a focus group interview. Findings indicate that the teachers perceived course contents as organized, relevant, and useful; they also considered test analysis and collaborative tasks as valuable. Regarding professional development, the teachers explained that test-analysis tasks made them aware of their mistakes in assessment. Finally, the teachers suggested that the course raised their awareness of what language assessment is and does. Based on these results, we provide recommendations for LAL courses elsewhere.
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- 2023
22. A paper diplomacy: The position of the traditional Colombian right wing against the Malvinas War
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Pulido García, David Antonio
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Escenario doméstico ,Politics ,Energy Engineering and Power Technology ,Diplomacia ,Colombia ,Política ,Islas Malvinas (Falkland) ,Relaciones Internacionales ,Malvinas Islands ,Fuel Technology ,Prensa ,Intereses ,Domestic scenario ,Interests, press ,Diplomacy - Abstract
Pocos acontecimientos políticos suscitaron el nivel de expectativa y preocupación y la diversidad de posiciones diplomáticas a lo largo y ancho de América Latina, como la guerra entre Argentina y Gran Bretaña entre abril y junio de 1982, por la soberanía de las islas del Atlántico Sur. No obstante, pese a las simpatías iniciales que en un momento despertó el reclamo argentino en latinoamericana, las particularidades políticas e intereses de cada nación y el mismo rumbo que iba tomando el conflicto, transformó considerablemente la posición que al respecto tenían diversos grupos políticos en cada país. El presente artículo centrará su estudio en los cambios en el caso colombiano, más específicamente en las variaciones que tuvo el discurso periodístico de la derecha tradicional colombiana frente al desarrollo del conflicto., Few political developments aroused such level of expectation and concern and the diversity of diplomatic positions throughout Latin America as the war between Argentina and Great Britain between April and June 1982, for the sovereignty of the islands in the South Atlantic region. However, despite the initial sympathies that the Argentine claim aroused at one point in Latin America, the political particularities and interests of each nation and the very direction that the conflict was taking considerably transformed the position that various political groups had in each country in this regard. This article will focus on the changes in the Colombian case, more specifically on the variations that the journalistic discourse of the traditional Colombian right had in the face of the development of the conflict., Dossier: A 40 años de Malvinas., Instituto de Relaciones Internacionales
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- 2022
23. Millennials and the gender wage gap: do millennial women face a glass ceiling?
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García, Gustavo A., Gonzales-Miranda, Diego René, Gallo, Óscar, and Roman Calderon, Juan Pablo
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- 2023
- Full Text
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24. Human resource management practices and innovation in Colombian firms
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Costamagna, Rodrigo, Idrovo-Carlier, Sandra, Mendi, Pedro, and Rodriguez, Alfredo
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- 2022
- Full Text
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25. Trends in Learning and Teaching of Geometry: The Case of the Geometry and Its Applications Meeting
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Castro, Paola, Gómez, Pedro, and Cañadas, María C.
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We characterize the thematic trends of the "Geometry and its Applications Meeting." This meeting is held periodically in Colombia, country in which our study was carried out. We used a taxonomy of key terms specific to mathematics education to code the proceedings of this meeting. The study variables are purpose, educational level, pedagogical notions, and topics. We establish the thematic trends in terms of the values of the variables. We describe their evolution over time and, using a normalization process, we compare the extent to which geometry topics are treated with respect to the other variables. The meeting has disseminated activities and curricular innovations to a lesser extent. The community that attends the meeting is focused on the theoretical development associated with geometry and on higher educational levels. The papers that address pedagogical notions focus on learning and the classroom. The topics with the highest percentage of research are geometry in three dimensions and Euclidean geometry. We suggest that the meeting should promote the dissemination of curricular innovations and give more attention to the notions of teaching, curriculum and assessment in both research and innovations. We perceive the need to address learning and teaching in preschool and primary education.
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- 2022
26. Learning English from a Critical, Intercultural Perspective: The Journey of Preservice Language Teachers
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Gutiérrez, Claudia Patricia
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Critical language teaching education has become an inescapable endeavor for language teacher education programs. To contribute to this effort, this paper outlines the implementation of an English course from a critical, intercultural perspective, during the first semester of a language teacher education program in Colombia. It also reports the ways preservice teachers responded to this implementation as evidenced in data stemming from their oral and written outcomes and from course evaluations. Results indicate that this approach to language teaching allowed preservice teachers to affirm their multiple identities as they developed and strengthened their language skills in English. Data also indicate that looking at the world from a more critical perspective entailed contradictions and challenges for preservice teachers and the teacher educator.
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- 2022
27. EFL Teachers' Professional Identity: A Narrative Study with Colombian Graduate Students
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Mosquera-Pérez, Jhon Eduardo and Losada-Rivas, Jhon Jairo
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This paper reports a qualitative narrative study that explored the trajectories of English language teachers' identities before and after their participation in a master's program in English language teaching at a Colombian public university. After analyzing the data gathered through oral narratives and narrative interviews, results showed that teachers' identities are part of an endless process nurtured by experiences at the academic, pedagogical, and personal levels. We found that such experiences were constantly cultivated and analyzed in the master's seminars, which positively influenced the development of the participants' identities by making them more reflective and critical practitioners. Most teachers reported developing higher levels of social commitment, critical-reflective engagement, and research-oriented practices due to their graduate academic experience.
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- 2022
28. Colombian Scholars' Discussion about Language Assessment: A Review of Five Journals
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Hernández-Ocampo, Sonia Patricia
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The current discussion about assessment in the language teaching context--involving topics such as immigration and citizenship, and university entrance--has brought with it the issue of justice in assessment. Although in Colombia such concerns are not generally discussed, it is important to consider fairness when it comes to classroom assessment. This paper presents a review of five Colombian well-known journals during the period 2009-2020 aiming to identify the scholarly discussion regarding language assessment and testing in the country. Findings suggest that Colombian researchers are concerned with fair and democratic assessment practices, and the involvement of students in peer- and self-assessment practices to improve learning and promote autonomy. Also, there is a perceived need for more teacher education in language assessment.
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- 2022
29. The Information Society: Digital Knowledge, Contemporary Cultural Profiles and Pandemics
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Bautista, Claudia Esperanza Saavedra, Figueroa, Claudia, and Cubides, Pedro Alfonso Sánchez
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The purpose of this paper is to discuss the digital knowledge emerged in the context of the information society and that has introduced new cultural profiles in young people, called digital natives by the academic literature. It is approached according to hermeneutic theoretical and methodological principles where, through the analysis and reflection of different research experiences, it was possible to unveil these digital knowledges in the teacher training processes to respond to the learning styles of contemporary student profiles. The study allows to conclude that there is a great opportunity for the construction of contemporary cultural profiles, both of university teachers and students, as well as of the university community itself, with an impact on the educational processes when making decisions, in their training from the appropriation of a culture and the good use of information and communication technologies and experiences that have left the pandemic by the COVID-19. This adaptation and innovation have allowed to create and recreate family, academic and work life, looking for alternatives of constant change and where this stage of emergency has been an opportunity for growth in knowledge in science and technology, together with public policies as part of the training processes.
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- 2022
30. Educational Quality Management in Latin America
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Gamboa-Suárez, Audin Aloiso, Avendaño-Castro, William Rodrigo, and Núñez, Raúl Prada
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A bibliometric analysis was carried out on the production and publication of research papers related to the study of the management variable in the quality of education in Latin America. The purpose of the analysis proposed in this document is to know the main characteristics of the volume of publications registered in Scopus database during the period 2016-2021 in Latin American countries, achieving the identification of 1183 publications in total. The information provided by said platform was organized by means of tables and figures categorizing the information by year of publication, Country of Origin, Area of Knowledge and Type of Publication. Once these characteristics were described, a qualitative analysis was used to refer to the position of different authors on the proposed topic. Among the main findings of this research, it is found that Brazil, with 589 publications, is the Latin American country with the highest production. The area of knowledge that made the greatest contribution to the construction of bibliographic material referring to the study of management in the quality of education was Medicine with 538 published documents, and the type of publication that was most used during the period mentioned above was the journal article, representing 71% of the total scientific production.
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- 2022
31. Constructing Critical Thinking Scenarios in Online Legal English Classes
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Roberto-Flórez, Eliana Edith, Arias-Rodríguez, Gladis Leonor, and Herreño-Contreras, Yomaira Angélica
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This paper reports qualitative research on constructing critical thinking scenarios in online legal English classes at a private university in Colombia. This study aimed to enhance law students' critical thinking skills development in EFL (English as a Foreign Language) classroom through virtual tools by implementing a descriptive case analysis. Data were gathered through a journal, a survey and a focus group. It was demonstrated that when students are trained in critical thinking, they learn to develop specific abilities such as reasoning, making proposals, identifying and solving problems, making inferences, making decisions according to their prior knowledge and the context needs. Furthermore, the strategies contributed to improving students' communication skills in the foreign language.
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- 2022
32. Conspiring to Decolonise Language Teaching and Learning: Reflections and Reactions from a Reading Group
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Browning, Peter, Highet, Katy, Azada-Palacios, Rowena, Douek, Tania, Gong, Eleanor Yue, and Sunyol, Andrea
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Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group 'Colonialism(s), Neoliberalism(s) and Language Teaching and Learning', which ran in 2019/20. Weaving together various perspectives, the article centres on the dialogic nature of the decolonial enterprise and challenges the colonial concept of monologic authorial voice. Across the reflections on participants' own engagements with questions of decolonising language teaching and learning, we pull together three threads: the inherent coloniality of the concepts that shape the very disciplines we seek to decolonise; the need to place decolonial efforts within broader contexts and to be sceptical of projects claiming to have completed the work of decolonising language teaching and learning; and the affordances and limitations offered to us by our positionalities, which the reflexivity of the conspirational encounter has allowed us to explore in some depth. The article closes with a reflection on the process of writing this article, and with the assertion that decolonising the curriculum is a multifaceted and open-ended process of dialogue and conspiration between practitioners and researchers alike.
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- 2022
33. A CLIL Curriculum Design for Future Professionals of Hospitality and Tourism Management
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González González, Gladys Marta Elena, Díaz Robayo, Diana Raquel, and León Mora, Elba Consuelo
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This paper outlines a description of research carried out at a public university in Colombia where students of the Hospitality and Tourism Management program took four general English levels in 2017 as a requirement to graduate. According to the data collected, these levels were not enough to acquire the necessary knowledge and skills to interact in English. This need, determined through questionnaires, and a CNA report were the starting point of this research study, whose main objective was to enrich students' language learning skills and knowledge through a CLIL curriculum. This participatory action research is framed within a qualitative study. After designing, implementing, and piloting one unit, including four lessons, we determined that not only students' language learning skills can be improved but also their confidence, participation, solidarity, and awareness of their and others' learning process through the activities designed and strategies proposed by this approach.
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- 2022
34. Speaking in Worlds of Adventure: Tabletop Roleplaying Games within the EFL Classroom
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Torres-Rodríguez, Fabio Adrián and Martínez-Granada, Liliana
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Fostering spoken communication in a foreign language classroom is not an easy task. With that in mind, this paper explores a proposal to motivate students' L2 oral communication through the practice of narrative games called tabletop roleplaying games adapted as task-based activities. It implied an action research process in which the teacher-researcher with his students reflected and intervened on the identified problematic situation: Lack of oral communication in L2. In that sense, it started with a diagnostic test that showed the current state of verbal communication in L2 in a Colombian rural public school. Next, the teacher-researcher chose to appeal to the gamification of the classroom along with the adoption of a task-based framework to activity design aiming to improve students' motivation to take the risk of communicating in L2. The teacher-researcher applied sets of activities that progressed from traditional role-play to a tabletop roleplaying game. In accordance, video recordings, narratives, artifacts collections, and semi-structured interviews were essential to collect data. Afterward, the teacher-researcher analyzed the data with an emic approach to identify patterns in the information that uncovered the categories and subcategories of information. Consequently, the teacher-researcher concluded that the students feel better motivated using L2 if the learning environment offers opportunities for social interaction, collaborative work, and scaffolding in task-based exercises embedded in a fictional world game.
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- 2022
35. Knowledge-Base in ELT Education: A Narrative-Driven Discussion
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Castro-Garces, Angela
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Knowledge and experience, mediated by reflection, are essential components in teacher education and development programs. This paper discusses core elements that have guided ELT education in the last years and analyzes the case of five English language teacher educators who--in the Colombian context--reflect on their own pedagogical practices through narrative. I guide the discussion by four probing questions that generate a reflective overview of English language teachers' knowledge-base, identity construction, and decision-making when it comes to localizing knowledge. This reflection uncovers teacher educators' gains and challenges as it becomes input for those others who are at different stages of their teaching career.
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- 2022
36. Critical Media Literacy to Improve Students' Competencies
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Mesquita-Romero, Walter-Antonio, Fernández-Morante, M.-Carmen, and Cebreiro-López, Beatriz
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Media literacy training is an urgent need of our time. Educational institutions must stand as fundamental domains to collectively address reflection on digital and media environments and prepare school-age citizens to constructively deal with the impact of the media. To do so, a paradigm shift to approach the issue is required: a critical awareness of the new scenarios created by the media and a broad reflection on their characteristics. A new framework where the spotlight is on the media, the surrounding environment is an essential reference point and training proposals are based on results and evidence. This study is part of a Design-Based Research, aimed at the creation, implementation and evaluation of a Critical Media Literacy program for high school students at the Escuela Normal Superior del Putumayo (Colombia). In this paper we present the results obtained by applying the Alfamed media competence "pre" and "post" questionnaire to the students participating in the program. The results obtained show a significant improvement both in the overall level of students' media competence and in four of the six dimensions that make up the theoretical reference model ("Technology", "Language", "Ideology and Values" and "Production and Dissemination").
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- 2022
37. Framing English as a Medium of Instruction within the Iberian-American Spanish-Speaking Education Contexts
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Escobar-Alméciga, Wilder Yesid
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Education in Spain and Latin America has been experiencing an ever-increasing use of English as a medium of instruction at all levels and across curricula. Bringing the vast research-literature into a reflective dialogue is paramount to advancing the discipline and to refining English teaching practices. As such, this literature review systematically situates English-as-a-medium-of-instruction literature related to higher education within the Iberian-American school contexts where Spanish was the students' first language. Thus, the paper asserts that while research that addresses methodological approaches, processes, procedures, and their effects in instruction is significant, there is still a pressing need for framing English-as-a-medium-of-instruction research within the reciprocal relationship existing among communication, classroom culture, social values, the classroom climate for learning, and ultimately, the students' learning.
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- 2022
38. Preservice EFL Teachers' Experiences in Their First Teaching Practicum: A Collaborative Autoethnography
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Ariza-Quiñones, Kelli Johana, Hernández-Polo, Lizzeth Dayana, Lesmes-Lesmes, Kelly Julie, and Molina-Ramírez, Elcy Lorena
- Abstract
This paper reports a collaborative autoethnography on a first teaching practicum at Universidad Surcolombiana. The study aimed at how we, as novice researchers and preservice English as a foreign language teachers, make sense of our teaching experiences in our first teaching practicum using collaborative autoethnography as a research method. The data were collected by reflective journals and ethnographic observations. Results show the meaning that we give to our experiences, before and during the covid-19 pandemic, by recognizing and analyzing our sociocultural context. Additionally, we were immersed in a virtual learning environment where we had the opportunity to confront unforeseen changes imposed by the pandemic, familiarize ourselves with possible issues that teachers grapple with, and imagine new ways to be ourselves.
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- 2022
39. Implementing Unplugged CS and Use-Modify-Create to Develop Student Computational Thinking Skills: -- A Nationwide Implementation in Colombia
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Vieira, Camilo, Gómez, Ricardo L., Gómez, Margarita, Canu, Michael, and Duque, Mauricio
- Abstract
This paper describes the implementation and student learning outcomes of a nationwide professional development program for lower secondary and upper secondary school teachers to integrate computational thinking into the K-12 curriculum. Computational thinking comprises important concepts and skills that all students should develop to take an active role in a global society. However, teaching computational thinking is challenging. There are few teachers with the knowledge and skills to integrate computation into their courses. In this program, the participating teachers implemented a set of lesson plans that included both unplugged activities to scaffold student learning, and 'plugged' activities following a use-modify-create learning progression with the Micro:bit device to practice these skills. The study used a quasi-experimental design to compare students' level of computational thinking between the program participants and a control group. The results suggest a positive effect of the learning activities on student computational thinking knowledge and skills as compared to the control group. This result persists after controlling for school context and student gender. This study provides an explicit approach to implementing these activities in the context of a developing country and assesses their effectiveness in a large-scale study.
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- 2023
40. Comparative study of the perceptions of Mexican and Colombian employees about managerial and leadership behavioural effectiveness
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Ruiz, Carlos Enrique, Hamlin, Robert, and Torres, Luis Eduardo
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- 2023
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41. The Digital Competence of Academics in Higher Education: Is the Glass Half Empty or Half Full?
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Inamorato dos Santos, Andreia, Chinkes, Ernesto, Carvalho, Marco A. G., Solórzano, Claudia M. V., and Marroni, Lilian S.
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This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.
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- 2023
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42. The Socio-Emotional Dimension in Education: A Systematic Review
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Román Pérez, Becky and Bahamón Muñetón, Marly Johana
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The main goal of this review is to summarise the findings in research articles about the socio-emotional dimension in education in Colombia between the years 2015 and 2021 published in high impact databases such as "Scopus," "Dialnet," "Science Direct" and "Redalyc." Seventy-eight papers were reviewed. It was highlighted that most studies focused on the emotional education and the development of socio-emotional skills in age groups such as children, adolescents, youth, and adults, with a greater number of works on children and adolescents. The development of some interesting intervention proposals is emphasised, although they do not contribute to innovative theoretical models. It concludes that there is a high level of complexity in this field of research and a need to overcome these shortcomings in order to develop new theories that will promote novel methods and strategies to be applied.
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- 2023
43. Education Systems Response to COVID-19: Reflections on the Contributions of Research to USAID's Education and Resilience Agenda
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Jennifer Flemming, Ritesh Shah, Nina Weisenhorn, Julie Chinnery, and Gwendolyn Heaner
- Abstract
Over the course of the COVID-19 pandemic, education systems have grappled with the complexity of protecting the wellbeing of learners and educators, along with ensuring learners' continued engagement with learning. This has led to an increasing number of calls to strengthen education-sector resilience to future shocks and stressors, particularly for the most marginalized, in order to maintain momentum toward achieving Sustainable Development Goal 4. Resilience has been and continues to be a key focal point for the US Agency for International Development (USAID), both across the agency and within its education portfolio. In this paper, we reflect on case study research in five contexts--Colombia, Georgia, Lebanon, Nigeria, and Zambia--during the COVID-19 pandemic and apply it to USAID's resilience framework for education. We identify practices and structures used in each context that were either operationalized or could be leveraged further to absorb, adapt, and ultimately transform these education systems when facing a pandemic and other types of stressors and shocks.
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- 2023
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44. Emerging Strategies and Challenges Faced by Professors during Emergency Remote Teaching (ERT) at a Colombian University
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Lina Sofía Valenzuela, Yeny E. Rodríguez, Henry A. Taquez, José Roberto Concha, Ana M. Ayala Román, and Laura Romero-García
- Abstract
This paper analyzed the relationship between emergent teaching strategies and the challenges professors at Universidad Icesi (Cali, Colombia) faced when transitioning to Emergency Remote Teaching (ERT) during the COVID-19 pandemic. A survey with open-ended questions was used to conduct a content analysis, followed by a correspondence analysis. The main findings were that most professors described submitting information and interaction as the most common teaching strategies. The challenges were primarily emotional and technical in nature. There were differences in discipline, gender, and age. Furthermore, there was no alignment between the challenges and the proposed strategies. Finally, this research has significant implications for future teacher training programs that emphasize faculty diversity.
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- 2023
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45. Language Ideology Planning as Central to Successful Revitalization Projects
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Sarah Shulist and Tania Granadillo
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Linguistic and anthropological research has demonstrated that language ideologies play a complex role in contexts of language endangerment, as well as in revitalization initiatives. In this paper, we articulate some central ways in which these beliefs and interests can translate into significant barriers to successful language revitalization. Based on collaborative ethnographic fieldwork with Indigenous languages in North and South America, we propose a model for planning language ideologies as a practice that can be deliberately incorporated into revitalization efforts. Given the urgency of the situation facing many languages, we argue that treating language ideologies as requiring planning is necessary and offer preliminary suggestions about what this planning could look like by analyzing examples around the language ideology assemblages of language teaching and learning.
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- 2022
46. The state of the art of marine natural products in Colombia.
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Bautista, Claudia Andrea, Puentes, Carlos Andrés, Vargas-Peláez, Claudia Marcela, Santos-Acevedo, Marisol, Ramos, Freddy A., Gómez-León, Javier, and Castellanos, Leonardo
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MARINE natural products ,MARINE art ,DITERPENES ,NATURAL products ,OCTOCORALLIA - Abstract
Copyright of Revista Colombiana de Química is the property of Universidad Nacional de Colombia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2022
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47. Isolation and characterization of wood-decomposing basidiomycetes from the Andean Forest in Boyacá, Colombia
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Zilpa Adriana Sánchez-Quitian, Juan Carlos Quitian-Romero, Angie Tatiana Moreno-Buitrago, Sandra Montoya Barreto, Tatiana Sanjuan, and Juan Pablo Ortiz-Rosas
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Trametes ,Media Technology ,Colombia ,Forests ,Coloring Agents ,Wood ,Microbiology ,Environmental Microbiology - Research Paper - Abstract
This study explores the biotechnological potential of lignocellulolytic fungi collected in an oak forest. Fungal collections were obtained from natural reserves located in Boyacá-Colombia, ranging from 2700 to 3000 m.a.s.l. Twenty-three strains were isolated on malt agar, molecular characterization was performed, and ligninolytic and cellulolytic enzymatic activities were screened. Several white-rot fungi of biotechnological importance were identified as follows: Trametes sp., Trametes versicolor, Trametes villosa, Pycnoporus sanguineus, Bjerkandera adjusta, Lentinula boryana, Panus conchatus, Antrodia neotropica, Brunneoporus malicola, Laetiporus gilbertsonii, Stereum sp., Ganoderma sp., and Dichomitus sp. The strains T. versicolor 0554 and 0583, T. villosa 0562, and B. adusta 0556 showed the highest response in the qualitative enzymatic assays. These strains were used to determine their ability to decolorate the dyes aniline blue and Congo red, and it was found that T. villosa 0562 reached a level of decolorization close to 90% after 48 h of submerged culture. The fungal strains obtained here could offer alternatives to develop a process to accomplish sustainable development objectives.
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- 2022
48. Using an Intervention Mapping Approach to Develop a Program for Preventing High Blood Pressure in a Marginalized Afro-Colombian Population: A Community-Based Participatory Research
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Deivis Nicolas Guzman-Tordecilla, Diego Lucumi, and Maricel Peña
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Community-Based Participatory Research ,Original Paper ,Cross-Sectional Studies ,Intervention mapping ,Physical activity ,Prevention ,Vulnerable communities ,Hypertension ,COVID-19 ,Humans ,Colombia - Abstract
The prevention of high blood pressure (HBP) is an important public health initiative worldwide, since HBP is the main risk factor for cardiovascular diseases and increases the damage caused by coronavirus disease 2019 (COVID-19). We designed, implemented, and evaluated a program to identify effective and sustainable interventions for preventing HBP in a marginalized black population. Our study was conducted in Quibdó, a city in Colombia with the highest poverty rate and located in the Pacific coast, a subregion in Colombia with the highest prevalence of HBP. We followed an intervention mapping framework using a community-based participatory research approach. Focus groups, photovoice, literature reviews, and cross-sectional quantitative surveys were used for data collection. The community chose the time, place, and type of physical activity; led the physical activities; and strengthened their skills in seeking resources in their community to sustain the program. The evaluation was aimed at determining whether the interventions were able to achieve the program's primary aim. We used a before (September 2016) and after (December 2017) design for the evaluation. To decrease the selection bias and allow comparisons between homogeneous groups, we used a propensity score matching technique. The steps required to create a self-sustaining physical activity program were provided in detail. The pre-post test showed a decrease of the HBP (systolic, 13.4% points; p = 0.018; diastolic, 6.5% points; p = 0.002). The program may be an effective and self-sustaining intervention, and it can be replicated by policymakers and implemented in other population groups.
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- 2022
49. Profiling the immune response to Mycobacterium tuberculosis Beijing family infection: a perspective from the transcriptome
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Rodríguez-Castillo Juan Germán, Murcia Martha Isabel, Barrios Payan Jorge, Mata-Espinosa Dulce Adriana, Bobadilla del Valle Myriam, López-Leal Gamaliel, Ochoa-Leyva Adrian, Zatarain-Barrón Zyanya Lucía, Cerezo-Cortés María Irene, Bini Estela Isabel, Cornejo-Granados Fernanda, Marquina–Casitllo Brenda Nohemí, and Hernandez-Pando Rogelio
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Microbiology (medical) ,medicine.medical_specialty ,Tuberculosis ,m. tuberculosis ,Immunology ,Virulence ,Infectious and parasitic diseases ,RC109-216 ,Microbiology ,immune response ,Transcriptome ,Mycobacterium tuberculosis ,Mice ,Necrosis ,transcriptomics ,Immune system ,beijing ,Beijing ,colombia ,medicine ,Profiling (information science) ,Animals ,Genetics ,Mice, Inbred BALB C ,biology ,Public health ,Immunity ,medicine.disease ,biology.organism_classification ,virulence ,Infectious Diseases ,beijing-like ,Parasitology ,Research Article ,Research Paper - Abstract
Tuberculosis continues to be an important public health problem. Particularly considering Beijing-family strains of Mycobacterium tuberculosis, which have been associated with drug-resistance and hypervirulence. The Beijing-like SIT190 (BL) is the most prevalent Beijing strain in Colombia. The pathogenic mechanism and immune response against this pathogen is unknown. Thus, we compared the course of pulmonary TB in BALB/c mice infected with Classical-Beijing strain 391 and BL strain 323. The disease course was different among infected animals with Classical-Beijing and BL strain. Mice infected with BL had a 100% mortality at 45 days post-infection (dpi), with high bacillary loads and massive pneumonia, whereas infected animals with Classical-Beijing survived until 60 dpi and showed extensive pneumonia and necrosis. Lung RNA extraction was carried out at early (day 3 dpi), intermediate (day 14 dpi), and late (days 28 and 60 dpi) time points of infection. Transcriptional analysis of infected mice with Classical-Beijing showed several over-expressed genes, associated with a pro-inflammatory profile, including those for coding for CCL3 and CCL4 chemokines, both biomarkers of disease severity. Conversely, mice infected with BL displayed a profile which included the over-expression of several genes associated with immune-suppression, including Nkiras, Dleu2, and Sphk2, highlighting an anti-inflammatory milieu which would allow high bacterial replication followed by an intense inflammatory response. In summary, both Beijing strains induced a non-protective immune response which induced extensive tissue damage, BL strain induced rapidly extensive pneumonia and death, whereas Classical-Beijing strain produced slower extensive pneumonia later associated with extensive necrosis. Abbreviations Mtb: Mycobacterium tuberculosis; SIT: Spoligotype International Type; TB: Tuberculosis; CTB: Classical-typical Beijing; BL: Beijing-Like; CCL3: Chemokine (C-C motif) ligand 3 (CCL3); CCL4: Chemokine (C-C motif) ligand four (CCL4); WHO: World health Organization; DR: Direct Repeats; IFN-γ: Interferon Gamma; IL: Interleukin; TGF-β: Transforming Growth Factor Beta; XDR: Extremely Drug Resistant; MDR: Multi Drug Resistant; MIRU-VNTR: Mycobacterial Interspersed Repetitive Units–Variable Number Tandem repeats; OADC: Oleic Albumin Dextrose Catalase; ATCC: American Type Culture Collection; MOI: Multiplicity of Infection; CFUs: Colony Forming Units; ELISA: enzyme-linked immunosorbent assay; qRT-PCR: Real-Time Quantitative Reverse Transcription PCR; RNA-seq: Ribonucleic Acid sequencing; RIN: RNA Integrity Number; RNA: Ribonucleic Acid; DNA: Deoxyribonucleic Acid; dsDNA HS: Double stranded Deoxyribonucleic Acid High Sensitivity; RAI: Red de Apoyo à la Investigacion, Mexico City, Mexico; DEG: Differential Expressed Genes; GO: Gene Ontology; KEGG: Kyoto Encyclopedia of Genes and Genomes; ORA: Over-Representation Analysis; SNPs: Single Nucleotide Polymorphisms; TNFα: Tumoral necrosis factor alpha; DE: Differential Expression; EPA: Enrichment Pathways Analysis; TLR: Toll-Like receptor; NLRP: NOD-like receptor with Pyrin domain; tRNA: Transfer RNA; MAPK: Mitogen-Activated Protein Kinase; NK: Natural killer; ATP: Adenosine Triphosphate; DGC: dystrophin-glycoprotein complex; PDIM: Ptiocerol Dimicocerosate; NCBI: National Center for Bioinformatics Information
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- 2021
50. Waste Pickers' Formalisation from Bogotá to Cartagena de Indias: Dispossession and Socio-Economic Enclosures in Two Colombian Cities.
- Author
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Neville, Laura and Tovar Cortés, Luisa Fernanda
- Abstract
Colombia is considered a pioneer in inclusive recycling in Latin America and the state-led formalisation policies are considered a referent for the socio-economic inclusion of waste pickers beyond the region. Nevertheless, more than 60,000 waste pickers in Colombia are struggling to remain in place despite these inclusive recycling and formalisation policies. This paper examines the implementation of formalisation policies and their consequences for the population of waste pickers by comparing evidence from two Colombian cities: Bogotá and Cartagena de Indias. The paper draws on extensive qualitative community-based research methodology with waste pickers in both cities guided by an interdisciplinary epistemological position to support Colombian waste pickers' political struggle for recognition from a theoretical reflection. This paper shows how formalisation policies became a mechanism of manifold dispossessions in both cities. This paper categorises three forms of enclosures faced by waste pickers: (a) material and socio-economic; (b) bodily and spatial; and (c) political and organisational. Finally, this paper concludes by urging to consider the situated social, political, and cultural facets of waste pickers' labour to enhance grassroots reflections on how to achieve greater levels of social justice and inclusion. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
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