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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]

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.

En este trabajo se analiza la valoración que se realiza de la producción científica y tecnológica de postulantes a la Carrera de Investigador Científico (CIC) del Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) de Argentina, en la categoría inicial, denominada Investigador Asistente. En particular se discuten los criterios de evaluación explicitados para el ingreso a dicha carrera, en sus diferentes modalidades y áreas del conocimiento, que fueron difundidos por CONICET en las convocatorias 2018 y 2019, los cuales fueron categorizados con fines comparativos para identificar el valor relativo asignado en cada área a la producción científica. Además, a fin de analizar cómo se aplican en las distintas subcomisiones estos criterios generales, se tuvieron en cuenta cuestiones observadas en dictámenes recibidos por postulantes. Para finalizar, se presentan una serie de propuestas que se considera contribuirían a descentrar el lugar del paper como factor central en la evaluación.

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.

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.

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.

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.

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.

This article examines how trauma and affective injustice permeate the school life trajectory of a female student (Sofia) in Argentina. The study is theoretically grounded in the field of trauma studies in education and contributes to this literature by attending to affective injustice, a concept that has not received much attention yet. This study foregrounds Sofia's experience of affective injustice and demonstrates that this concept is crucial in further understanding students' experiences of affective trauma in school. Assembling rich materials (report cards, interviews, psychologists' reports, social media posts, autobiographical texts) that span over a period of 17 years, the study uses qualitative perspectives to show how Sofia understands and experiences affective injustice in various phases of her school life. In particular, these experiences are presented in the form of an assemblage of expressions showing how Sofia communicates her claims of affective injustice using varied means and resources ranging from linguistic, behavioural, biographical, creative, emotional, bodily, and artistic expression. The paper concludes with a discussion of the educational implications of the study.

This paper reviews the professional situation of school principals during COVID-19 in Argentina, where one of the longest school closures in the world was maintained. It analyzes the existence of burnout, concerns, constraints and needs of 252 principals at the end of the 2020 school year. The results indicate that there is a double phenomenon of Emotional Exhaustion and Personal Accomplishment, while tensions with regulations and working conditions are evidenced. We found a leadership open to the context, with greater autonomy and a strong emotional commitment, with implications and challenges for the post-pandemic future.

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.

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.

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.

Objective/Context: The article seeks to analyze the problematic and paradoxical normative-administrative translation of the paradigm of human rights in Argentina's current migration policies. The study of this case is of particular interest, on the one hand, because Argentina has been and is the leading Mercosur country receiving migrations in the past decades, and, on the other hand, because its migratory management model, inaugurated in 2004 with the sanction of the Law of Migrations 25871, even if it finds itself based around the human rights approach, coexists with an emphasized tendency towards securitization and control. Methodology: The investigation that supports this article is qualitative: the main ideas and conclusions have been extracted from the study of laws, decrees, regulations, reports, and resolutions emitted by different national and international public agencies, also from the comparison and contrast with secondary bibliography. Conclusions: The advancement of the securitarian approach on migration, centered more on control than regulation, together with the lack of normative and administrative adaptation of the different state agencies in the guaranty of rights recognized as universal, explain the ineffectiveness of the human rights paradigm in critical areas such as being the documentary regularization policy and the access to universal rights. Originality: The article seeks to deepen the analysis of Argentina's migration policies, focusing on the different supra, intra, and counter-state levels involved in its implementation. [ABSTRACT FROM AUTHOR]