bluuebunny/crossref_metadata_2025 huggingface dataset:
Cambodian National Education Policy: Global Wants or/and Local Needs?
Authors: Crowley-Thorogood Kelly
Published: June 2020

This paper will explore the problems associated with educational reconstruction in post-conflict Cambodia using a globalization theoretical perspective. The main questions to be addressed are: to what extent is globalization influencing education policy development in post-conflict Cambodia? and how have multinational financial agencies influenced the creation and adoption of national education policies in post-conflict Cambodian society? This paper will offer an introduction to globalization theory and provide a policy analysis of recent Cambodian and multinational policy documents and directives. The policy analysis will demonstrate that the agendas of several major multi-national organizations have influenced educational policy in Cambodia due to the country’s continued dependence on foreign monetary assistance for development.
Cet article cherche à explorer, par le biais d’une perspective théorique de globalisation, les problèmes issus de la reconstruction du système éducatif après le conflit cambodgien. Les questions principales sont les suivantes : jusqu’à quel point la globalisation influence-t-elle le développement des politiques éducatives et comment les agences financières multinationales ont-elles conditionnées la création et l’adoption de politiques éducatives nationales dans la société cambodgienne d’après guerre ? Cet article introduira la théorie de globalisation et analysera les documents et les directives politiques du Cambodge contemporain. L’analyse politique démontrera que les agendas de plusieurs organisations multinationales ont en effet influencé la politique éducative du Cambodge car le pays est continuellement dépendant financièrement de l’étranger.
An Analysis of the Students’ Perceptions of Physics in Science Foundation Studies at the National University of Laos
Authors: Luangrath Phimpho , Vilaythong Thongloon
Published: June 2020

This paper presents the situation of physics teaching and learning at the Science Foundation Studies program at National University of Laos. The study has focused on the students’ understanding of concepts in mechanics, and the situation of the laboratory work activities. The research tools used in this study were the Force Concept Inventory test, interviews and questionnaires. The results show that in an international comparison the Lao students reveal a low level of conceptual understanding in mechanics. They also show no improvement in their conceptual understanding after teaching. The students have little experience of laboratory work. They had expectations that laboratory work would be an interesting part of Physics Foundation Studies Course. However, few of the students do get involved in the actual measurements and handling of equipment during the practical activities. So, many of them do not feel that they learn much physics through laboratory work. This corresponds to their teachers’ understandings as well. Some strategies for improving the above mentioned aspects of physics teaching based on physics education research will be suggested.
Cet article présentera la situation des processus d’enseignement et d’apprentissage de la physique au sein des classes préparatoires scientifiques de l’Université Nationale du Laos. Le but de ces classes est que les étudiants comprennent les concepts de mécanique et la situation des activités de laboratoire. Afin de mener cette étude, nous avons utilisé le test Force Concept Inventory (Inventaire des Concepts de Force), mené des interviews et appliqué des questionnaires. Au niveau international, les résultats montrent que les étudiants laotiens ont un niveau bas de compréhension des concepts de mécanique. Ils montrent également que ces mêmes étudiants n’améliorent pas leur compréhension après avoir participé au cours. Les étudiants possèdent peu d’expérience en laboratoire. Ils s’attendaient à ce que le travail de laboratoire soit une partie intéressante des classes préparatoires. Cependant, peu d’étudiants s’impliquent vraiment dans les mesures et dans la manipulation de l’équipement pendant les sessions de pratique. La plupart d’entre eux pensent donc ne pas apprendre grand-chose en physique pendant les pratiques de laboratoire. Cette sensation est également partagée par les professeurs. Notre objectif est donc de proposer quelques stratégies d’enseignement, soutenues par les recherches effectuées dans le domaine de l’enseignement de la physique.
Learning to Become Lifelong Global Citizens
Authors: Ros Soveacha
Published: June 2020

This study examines transition practices of four international male graduate students from Cambodia pursuing social science degrees at Northern Illinois University (NIU). An interview guide was designed and grounded in three questions: (1) How do informants describe their academic and social experiences during their first year at NIU?; (2) What adaptation resources do they have at their disposal (i.e. on NIU campus, in DeKalb and neighbouring communities, social networks in Cambodia and America)? How do these resources help them to adjust; (3) How do they view themselves as international students at NIU? And, how does this view play a role in their adaptation process? The analysis is drawn upon four individual in-depth interviews. Two informants have been at NIU since August 2006 referred to as Senior 1 and Senior 2. The other two participants have been at NIU since August 2007and are referred to as Junior 1 and Junior 2. Excerpts of critical markers accumulated from interviews are employed to emphasize key themes in the data. Implications for teaching and learning in multicultural education context and literature dealing with similar groups of students from South East Asia are also discussed.
Le but de cet article est d’examiner les pratiques d’adaptation de quatre étudiants internationaux de troisième cycle, originaires du Cambodge et qui étudient à la faculté de Sciences de l’Université d’ Illinois du Nord (UIN). Nous avons mis en place un guide pour les interviews où nous les avons interrogés sur les trois questions suivantes: (1) Comment nos informateurs décrivent-ils leurs expériences académiques et sociales pendant leur première année à UIN ? ; (2) À quelles ressources d’adaptation ont-ils accès (par exemple sur le campus de l’UIN, à DeKalb et dans le voisinage, dans leurs réseaux de relations sociales au Cambodge et aux États-Unis) ? Comment ces ressources leurs servent-elles à s’adapter ? ; (3) Comment se perçoivent-ils eux-mêmes en tant qu’étudiants internationaux à UIN ? Et quel rôle joue cette perception dans leur processus d’adaptation ? Cette analyse puise dans les interviews de ces quatre individus. Deux informateurs sont à la UIN depuis août 2006. Nous nous réfèrerons à eux avec les mots anglais Senior 1 et Senior 2. Les autres deux participants sont à la UIN depuis août 2007. Nous nous réfèrerons à eux avec les mots anglais Junior 1 et Junior 2. Nous utiliserons des références critiques de quelques extraits des interviews afin de mettre l’accent sur des thèmes clés dans les données. Pour conclure, nous examinerons les implications pour l’enseignement et l’apprentissage dans des contextes éducatifs multi culturaux et analyserons les résultats d’autres recherches avec des groupes d’étudiants similaires, originaires de l’Asie du Sud Est.
Conscience verte et éducation au Burkina Faso « Nous abandonnons cela en soulevant les seaux »
Authors: Lavoie Constance , Baillargeon Amélie
Published: June 2020

Cet article examine l’intégration d’une « conscience verte » chez les élèves d’écoles primaires en fonction de deux types d’éducation : bilingue ou unilingue. Dix des anciens interviewés sont diplômés de l’école unilingue, dont le curriculum est né pendant la colonisation, tandis que les dix autres sont allés à l’école bilingue où savoirs, savoir-faire et langues autochtones font partie des activités scolaires. L’article présente les principales préoccupations environnementales de vingt villageois burkinabè sous les angles de la santé, du genre, de la politique et de l’éducation ainsi que les pistes de réflexion qu’ils proposent. À partir des témoignages des interviewés, les auteures survolent les questions de l’urbanisme, de l’eau, de la déforestation, de l’alimentation, des maladies, des conditions de vie des femmes, du transfert des connaissances, de la préservation des langues autochtones, de la hiérarchie, de la protection de l’environnement ainsi que du rôle de l’éducation à ces égards.
This article examines the integration of a « conscience verte » (ecological sense) among primary level students who received two different types of schooling :-- bilingual and uniligual. Ten of those interviewed were from a unilingual school whose curriculum dates to the time of colonization, whereas ten other students went to a bilingual school where knowledge, savoir-faire, and indigenous languages are part of the scholarly activities. The article presents the principal environmental preoccupations of the 20 students from Burkina Faso regarding issues of health, gender, policy and education as well as their opinions on how to address them. According to the reports of those interviewed, the authors consider questions of urbanization, of water, deforestation, nutrition, illnesses, the living conditions of women, the transfer of knowledge, preservation of indigenous languages, hierarchies and protection of the environment as well as the role of education to address these issues.
The Difficulties of Learning English: Perceptions and Attitudes in Mexico
Authors: Despagne Colette
Published: June 2020

The political, cultural, and economical relationship between the United States and Mexico is becoming more interdependent, and in general, Mexico’s participation in the world economy has increased the spread of English as a Second Language (ESL). English is ubiquitous in Mexico’s everyday life, as opposed to indigenous languages which are mostly hidden. The diffusion of English makes ESL learning mandatory if Mexicans want to aspire to a better social and economic life. Nevertheless, this contextual ‘imposition’ highly influences perceptions and attitudes Mexicans have towards the language. This in turn may create a strong barrier to the whole language learning process. Based on student surveys in two different universities, this paper accents negative perceptions and attitudes towards English language learning, and highlights Mexico’s colonial past and the effects of linguistic imperialism. In the conclusion, it will open the discussion on how these attitudes could be managed in the classroom, and will offer possible directions for future research in intercultural language learning.
La relation politique, culturelle et économique entre les États-Unis et le Mexique est de plus en plus interdépendante, et en général, la participation du Mexique sur les marchés internationaux a propagé l’enseignement de l’anglais en tant que langue seconde. L’anglais est une langue omniprésente dans la vie quotidienne du Mexique, bien au-delà des langues autochtones qui sont en général plutôt cachées. Pour qu’un mexicain puisse aspirer à de meilleures possibilités économiques et sociales, l’apprentissage de l’anglais devient indispensable. Cette « imposition » contextuelle influence cependant clairement les perceptions et les attitudes que les mexicains ont envers la langue et crée des obstacles souvent difficiles à surmonter lors de l’apprentissage de cette dernière. Cet article met donc l’accent sur les perceptions et les attitudes négatives envers la langue en se basant sur des sondages d’étudiants dans deux universités différentes. Il cherche à expliquer ce blocage en faisant ressortir le passé colonial du Mexique et l’influence de l’impérialisme linguistique. En conclusion, l’article invitera à discuter sur les différentes façons de gérer ces attitudes au sein d’une salle de classe et proposera quelques recherches futures pour l’apprentissage interculturel des langues.
International Volunteers’ Serving as Teachers in Rural Indigenous Schools in Ecuador: Challenges and Opportunities for Culturally Relevant Teaching
Authors: Rao Julia , Niyozov Sarfaroz
Published: June 2020

This ethnographic study is situated in the complexities and dilemmas of international aid education (IAE), the volunteer sector and cross-cultural learning and teaching. It examines the challenges and opportunities faced by three international volunteers (IVs) teaching in Indigenous communities in rural Ecuador. Through onsite observations and interviews, along with discussions with principal participants (IVs), and secondary participants (three local teachers and the volunteer program director), we present a narrative of the IVs experiences, pedagogical approaches and the factors which affect culturally relevant teaching (CRT) practices. This illustration serves as a platform for a cross-comparative analysis of key themes and issues related to CRT and anti-colonial education in the sphere of IAE. The paper concludes by identifying the implications of IAE may have on the local education and Indigenous knowledges and highlights issues and concerns that must be addressed so that anti-colonial CRT can occur within international cross-cultural contexts.
Globalization, Market Economy and Social Inequality in China: Exploring the Experience of Migrant Teachers
Authors: Guo Shibao
Published: June 2020

This study explores the experience of migrant teachers in China. In particular, it examines how China’s market economy might have impacted on the status and living and working conditions of migrant teachers. The study adopts a case study approach, drawing on personal interviews with 21 school teachers in Shenzhen and Zhuhai of Guangdong Province. The findings reveal that despite China’s economic miracle, migrant teachers’ status and teaching and living conditions have not improved. On the contrary, they have deteriorated. Migrant teachers are paid less, live in poor housing conditions, and face heavy workload. Many teachers have to tutor outside of school hours or work a second job to make ends meet. Through an account of the experience of migrant teachers in China, this study contextualizes the concept of globalization by examining its impact on China through the influence of the market economy. It also reveals a number of social injustice and inequality in education which requires the Chinese government to take immediate actions to reduce and eliminate it.
Teaching in Northwestern China Under a Market Economy: Opportunities and Challenges
Authors: Beckett Gulbahar
Published: June 2020

This article discusses a case study that explored the impacts of a market economy on some Northwestern Chinese teachers’ working and living conditions as well as opportunities and challenges the new economy presented from teachers’ perspectives. Analysis of surveys, interviews, and documents revealed that the participants believed they had benefited from the market economy, citing pay raises as well as improved working and living conditions. Participants thought opportunities under the market economy included additional earnings as well as improved national and international professional development. However, the participants found the shift from the traditional teacher-centered pedagogy to a more student-centered approach and working with more resourceful students and their parents required constant professional development and overtime work which was challenging and stressful. Findings indicate that the Hanyu (national language also referred to as Putonghua) medium of instruction for minority students, another pedagogical change under the market economy, presented additional challenges to minority teachers who were concerned that the Hanyu medium of instruction may have been an impediment to minority students’ educational achievement and presented serious issues that deserved urgent attention.
New Curriculum Reform in China and its Impact on Teachers
Authors: Guo Linyuan
Published: June 2020

China, the developing country with the largest and oldest public education system, is transforming its education system through a nation-wide curriculum reform. This large-scale curriculum change signifies China's complex and multi-dimensional processes and endeavors in empowering its educational system to meet the challenges and opportunities in the era of globalization. This paper reports on an interpretive case study with a particular interest in understanding the impact of the nation-wide curriculum reform on teachers in urban areas. Findings from this study present the complex dimensions of teachers’ lived experiences during this dramatic education change and shed new insights on the current teaching profession in urban China.
Reconceiving International Education: Theorizing Limits and Possibilities for Transcultural Learning
Authors: Tarc Paul , Mishra-Tarc Aparna , Ng-A-Fook Nicholas , Desai Trilokekar Roopa
Published: June 2020

This multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism. It posits that mainstream approaches to conceptualizing the ‘education’ of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of one’s international experience, a conceptual framing of internationalizing preservice education curriculum and a qualitative analysis of the pedagogical impacts of undergraduates’ international internships. Each case illustrates the complexities, possibilities and challenges of (framing) learning and becoming in sites of transcultural engagement.
Challenging Problematic Dichotomies: Bridging the Gap Between Critical Pedagogy and Liberal Academic Approaches to Global Education
Authors: O'Sullivan Michael , Smaller Harry
Published: June 2020

This empirical exploration examines two case studies involving secondary school students’ involvement in global education. The paper begins with brief discussions of three related concepts (global citizenship education, study abroad, and international service learning), followed by a description of the case studies and an analysis of our empirical findings. We conclude with some comment on the possible connections between our findings and the ongoing tensions between advocates of explicitly critical/transformative pedagogy, as compared to those favouring a liberal academic perspective – suggesting that, in some circumstances at least, there may be more similarities than differences in outcomes for individual students relating to their critical thinking and social awareness.
Internationalization in Canadian Higher Education: Experiences of International Students in a Master’s Program
Authors: Li Xiaobin , Tierney Patrick
Published: June 2020

The purpose of this study was to understand the preferences and experiences of international students in a Canadian master’s degree program. We collected data from 38 students in the program through a survey questionnaire, which asked research participants these questions: Why did they leave their own countries for education? Why did they select Canada? Did they plan to stay in Canada after graduation? The questionnaire also asked participants to indicate whether they agreed with 26 positive statements about the program. In addition, participants were invited to make comments about the program. Participants thought Canada had quality education and a safe environment, and most participants believed that they had a positive experience of undertaking graduate studies in Canada. Over half of them indicated that they plan to stay in Canada upon graduation. Based on the findings, we made recommendations on how to improve the program.
Book Review: The Doctoral Journey
Authors: Daniel Yvette
Published: June 2020

Book review- abstract not required
South African Principalship, Agency & Intersectionality Theory
Authors: Schmidt Michèle , Mestry Raj
Published: June 2020

Gender bias towards South African female principals remains a problem and compelling issue for research. The Constitution policy addresses gender equality, yet women still do not experience equal rights in practice. This study uses a theory of intersectionality to examine two Black South African women’s leadership experiences in their roles as principals in two South African schools. The goal of the paper is to examine how these women negotiate obstacles in their work that may constrain their agency as leaders in South African schools. The project involves semi-structured interviews and the results provide a significant contribution to the small body of literature around female principals experiences in the role of the principalship in South Africa. The following themes emerged to illustrate the challenges these women face and the actions they take with which to negotiate these challenges: gender discrimination; lack of respect by parents; stereotyping of the women in motherhood roles; violence; and, lack of funding and resources.
Comment favoriser la communication école-familles en Alberta? Des solutions proposées par les parents immigrants.
Authors: Liboy Malanga-Georges
Published: June 2020

Cette étude consiste à présenter l’opinion de parents immigrants dans le but de contribuer à améliorer la communication entre ces derniers et le personnel de l’enseignement canadien. Les difficultés de communication rencontrées par ces deux acteurs majeurs de l’éducation des enfants ont fait l’objet d’un bon nombre d’études. Dans cet article, nous préférons nous pencher sur la question dans une optique plus positive dans la mesure où nous avons orienté notre étude exploratoire sur les pistes de solution proposées par des familles immigrantes vivant en Alberta. Notre grille d’analyse repose sur le modèle bioécosystémique, dans la mesure où celui-ci nous permet de catégoriser les solutions envisagées et éventuellement d’en guider l’application. Dix parents ont participé à un groupe de discussion organisé à cet effet. Nos résultats montrent qu’ils ont beaucoup d’idées à proposer, dont certaines facilement applicables. C’est sur cette possibilité d’application que porte essentiellement notre discussion.
International Students as ‘Ideal Immigrants’ in Canada: A disconnect between policy makers’ assumptions and the lived experiences of international students
Authors: Scott Colin , Safdar Saba , Desai Trilokekar Roopa , El Masri Amira
Published: June 2020

Recent policy changes in Canada highlight the strategic role International Students (IS) in the country’s economic development and future prosperity. With the release of Canada’s first international education strategy, the federal government has intimately tied international education to the domestic economy by attracting and retaining skilled workers to prepare Canada for the global market place. IS are particularly desirable candidates for permanent residency because their Canadian credentials, proficiency in at least one official language, and their relevant Canadian work experience is assumed to allow them to integrate more easily into the labour force upon graduation. Through 11 focus groups with 48 IS from two post-secondary institutions in the province of Ontario, we explored the adjustment of IS as they adapt to Canada and transition from student to worker. Thematic analysis suggests a disconnect between policy makers’ assumptions and the lived experiences of IS in Canada. Specifically, we find that IS’ integration into Canadian society into the domestic labour market is hindered by adjustment difficulties pertaining to language abilities, poor connectedness to host communities, and perceived employer discrimination against IS. We offer policy recommendations for how international education can better prepare IS for the Canadian labour market.
‘Successful’ Alternative Education: Still Reproducing Inequalities? The Case of the Community School Program in Egypt
Authors: El-Sherif Lucy , Niyozov Sarfaroz
Published: June 2020

Community schools are an alternative form of education that center on partnerships between the community and/or the state, aid organizations, and non-governmental organizations. The Community School Program (CSP) in Egypt sparked a social movement in education in that country, with disparate actors all coalescing around the CSP as an alternative, empowering model of education. This study examined the relationship between the CSP and the dynamics that formed, shaped and co-opted it through in-depth interviews and observations. Our analysis examined the program’s processes and legacies on its former students. The study found that critical factors in the program’s success were its cost for the students, physical proximity, and quality teaching. After completing the program, these students faced significant challenges in mainstream secondary education. The CSP model is now converging with mainstream education. The interplay of national and global discourses shaped the CSP’s formation and continue to shape students’ social and academic learning through the evolution of its program.
The Centrality of Participant Voice in Illuminating the Gender Regime in Education Research Using a Human Capabilities Analysis
Authors: Vanner Catherine
Published: June 2020

The human capabilities approach distinguishes between capabilities (a person’s ability to choose what she wants to do/be) and functionings (actually doing/being what she wants). When used to analyze gender equality in education, it draws attention to the nature of education and the extent to which it is equally empowering for girls and boys. This research synthesis examines the use of the human capabilities approach as an analytical framework for gender and education research. The approach’s emphasis on participant voice as a means of articulating what is valued in education highlights contradictions and similarities within a given community and attends to the way that the gender regime of the school characterizes the educational experience. This is particularly meaningful in relation to the views of student participants including children, whose descriptions of their educational values, goals and experiences are critical in understanding the daily operations and experiences of gender regimes in schools.
Parental Support for Newcomer Children’s Education in a Smaller Centre
Authors: Li Xuemei , Doyle Antoinette , Lymburner Maureen , Ghadi Needal
Published: June 2020

This study explored the issues around parental support for newcomer children’s transition to school in a smaller urban centre in Atlantic Canada where newcomer support is relatively limited. Data were drawn from semi-structured interviews with 11 newcomer parents, five children, and one settlement worker. The findings revealed newcomer parents’ difficulties in understanding the school system, limited engagement with the school community, isolation from other parents, and barriers to understanding and connecting with other parents. Among these newcomers, refugee parents are particularly challenged. We conclude that newcomer children’s parental involvement need to be viewed multi-dimensionally, and that the creation of a commonly comfortable “mediated space” may be hampered by both cultural miscommunication and inadequate support provided to newcomer parents and children as well as the teaching staff.
From Class Assignment to Friendship: Enhancing the Intercultural Competence of Domestic and International Students through Experiential Learning
Authors: Wilson-Forsberg Stacey , Power Phyllis , Kilgour Valerie , Darling Sara
Published: June 2020

This study explored growth in the intercultural competence of domestic and international students who participated in an intercultural experiential learning initiative for academic credit. The initiative paired Canadian students in a second-year multiculturalism class at Wilfrid Laurier University with international students enrolled in the Laurier English and Academic Foundation (LEAF) program. Qualitative data derived from the oral and written reflections of three cohorts of students inform the study. The data were coded using pre-existing codes derived from learning objectives and reflection questions based on Deardorff’s (2006) Elements of Intercultural Competence Model. The findings suggest that while exposure to different cultural values and practices deepens domestic and international students’ knowledge and challenges their assumptions about each other, creating optimal conditions for meaningful intercultural contact between the students at a university may not adequately reflect everyday contact between them in complex real-life situations.
Education for children with disabilities: Will policy changes promote equal access in Kenya?
Authors: Moyi Peter
Published: June 2020

Policies to increase access to quality education have largely focused on reducing gender and income inequality; however, many children do not attend or fully participate in school because they have disabilities. Limited policy attention towards children with disabilities in developing countries is an obstacle to progress towards universal education. The limited knowledge and inadequate policies means many children with disabilities have limited access to quality education. In 2010, the legislative and policy context in Kenya changed significantly. The paper examines how the new constitution and the National Special Needs Education Policy Framework may impact the education of children with disabilities in coming years. The paper concludes that there is reason to be cautiously optimistic about the education of children with disabilities because of the new constitution and the National Special Needs Education Policy Framework make the government legally liable for their education.
Critical Pedagogy of Discomfort in Community-Based Learning: Kenyan Students' Experiences
Authors: VanLeeuwen Charlene , Weeks Lori , Guo-Brennan Linyuan
Published: June 2020

Community-based learning (CBL) is employed as a pedagogical approach in professional programs globally; however, transferability of Eurocentric CBL models and theory to university settings outside the global north is under-examined. Adopting critical hermeneutics as the theoretical and methodological framework, this study explored the meaning of community-based learning (CBL) to Kenyan university students in a human services program and examined the complexity of students’ difficult learning experiences in making connections between classroom learning and praxis in Kenyan communities. Data were collected from six university students following 12-week placements with community organizations in Kenya. Findings revealed disciplinary, historical, cultural and extra-linguistic factors related to students’ difficult and uncomfortable learning experiences as human service professionals in training. Recognizing critical civic engagement in Kenya is closely associated with social and cultural contexts, this article recommends the pedagogy of discomfort be integrated into CBL curriculum and praxis to mitigate negative reactions to challenging CBL experiences. The article concludes with implications for enhancing critical CBL literacy and praxis.
Ultrasound examination of pregnancy in the domestic goat (Capra hircus) ‒ a review
Authors: Wojtasiak Natalia , Stankiewicz Tomasz , Udała Jan
Published: June 2020

Ultrasonography (USG) for embryo-foetal foetometry is widely used in the management of goat breeding. Tissues and organs of the embryo/foetus are measured and evaluated to assess gestational age. Transrectal, transabdominal and transvaginal probes are used to perform the ultrasound examination. Technological advances, especially with regard to ultrasound image resolution, enable precise visualization of embryo-foetal structures in goats. The article reviews the foetometric measurements used in ultrasound examination of pregnancy in goats. Performing this examination during specific periods of gestation enables effective monitoring of embryonic and foetal growth and development. In addition to measurements of embryo-foetal structures, measurements of foetal-maternal structures such as the placentomes and umbilical cord are important as well. The role of ultrasound in monitoring goat pregnancy, both normal and pathological, was also emphasized.
Influence of sugars and osmoregulators on motility and viability of cooled and frozen-thawed ram semen
Authors: El-Shahat Khaled , Waheed Magdi , Hasan Ali Amal , Sallam Abdel -Aziz , El-Saidy Badr
Published: June 2020

The aim of the study was to determine the effect of sugars and osmoregulators on the viability
of frozen-thawed ram semen in a Tris-based diluent. Two experiments were conducted to
evaluate the effect of sugars (fructose, glucose, sucrose and raffinose) and two osmoregulators
(hypotaurine and taurine) on the viability of ram sperm. In experiment 1, each of the four
sugars (fructose, glucose, sucrose and raffinose) was added (500 mg%) to the diluents. Semen
was collected from 15 rams once a week using an artificial vagina, diluted, cooled slowly to
5°C over 2 h, frozen in the form of pellets, and plunged into liquid nitrogen. The frozen semen
was thawed, and sperm viability was calculated 3 h after thawing. In experiment 2, two osmoregulators,
hypotaurine (0.20 and 0.40 mg/ml) and taurine (2 and 4 mg/ml), were added to
Tris-based raffinose diluent. Motility and viability rates were calculated. The results showed
that motility was gradually significantly (P < 0.05) improved by using 500 mg% raffinose in
the Tris-based diluents after dilution at 30°C and before freezing at 5°C. Post-thawing motility
and viability rates were highest (P<0.05) when raffinose was used in Tris-based diluent for
cryopreservation of ram semen. In vitro supplementation of the semen diluent with 4 mg/ml
taurine had a beneficial effect on the motility and viability of ram spermatozoa after dilution
at 30°C and before freezing at 5°C. The same trend was observed after freezing-thawing and
3 h post-thawing. In conclusion, 500 mg% raffinose was a more suitable sugar component
for treatment of ram spermatozoa in Tris diluent than fructose or glucose, while 4 mg/ml of
taurine in Tris-raffinose medium exerted a beneficial effect on the motility and viability of
ram sperm at cooling and post-thawing.
EQUALIZAÇÃO E SEGMENTAÇÃO DE IMAGENS USANDO INFORMAÇÕES DE CORES
Authors: Inocêncio Marcos Vinicius , Artero Almir Olivette , Eler Danilo Medeiros , Silva Francisco Assis da , Pereira Danillo Roberto
Published: June 2020

Digital image processing techniques are generally applied to grayscale images, despitethe large availability of color images. Although the literature always devotes some topic to the study of processing using colors and, they claim that all processing with grayscale images can be extended to color images, using the three color channels, inpractice, the processing of color images still it is very little explored. Thus, this work presents some proposals for using color information in segmentation (using an edge detector) and in image equalization (presents a proposal that avoids the conversion between color models). The results obtained are evaluated through a qualitative and quantitative analysis of the images obtained with traditional processing, using only gray tones and images obtained using the proposed strategies. The results show that different ways of combining color information during the process lead to very different results.
ESTABILIZAÇÃO DE UM SOLO DA CAMADA CINZA DA FORMAÇÃO GUABIROTUBA PARA FINS DE PAVIMENTAÇÃO URBANA EM CURITIBA, BRASIL
Authors: Baldovino Jair de Jesús Arrieta , Izzo Ronaldo Luis dos Santos
Published: June 2020

The Guabirotuba Formation is located over the sedimentary basin of the city of Curitiba (Brazil). The gray layer of the Formation extends from 1 to 50 m deep. Although it is the most characteristic layer of the Formation, there are no studies of stabilization of these soils for urban paving purposes inthe city. Thus, this paper presents an experimental study of the stabilization of gray silt soil with Portland cement (PC) using cure times (t) of 7, 14, and 28 days. Cement contents (C) of 3, 5, 7, and 9% in relation to soil dry mass were used. After cure times, unconfined compressive strength (qu) and durability tests were performed using wet/dry cycles (W/D). The results show an increase of quwith increasing cement content, increasing molding density and increasing curing time. In addition, the durability of the mixtures increased when more cement was added. It was found that the values of quare dependent on the semi-empirical porosity/cement ratio (η/Civ). Finally, 5% is the minimum cement content for using the soil in paving purposes.
Politische Prekarität
Authors: Hollendung Anna
Published: June 2020

To what extent can political theories adequately address the dangers that may accompany the political? This monograph is less concerned with the emancipative potential of the political, but rather with its downsides.

Drawing on the concept of precarity, as defined in sociology and the May Day movement, it calls into question the ideas of sovereignty and autonomy using the theories of Judith Butler. The book systematises the controversy on what ‘the political’ is. Subsequently, it defines ‘political precarity’ in accordance with the ideas of Hannah Arendt, Jacques Rancière and Alain Badiou. These theories are complementary and conflicting in several respects and they mutually point out each other’s weaknesses. However, Hollendung identifies an innovative understanding of the precarious by intertwining these ideas.
High Rate of Psychopathology in Parents of Children with Epilepsy
Authors: Amiri Shahrokh , Farhang Sara , Mohagheghi Arash , Abdi Nahideh , Taghibeigi Meygol , Aghamohammadpour Mehran , Safikhanlou Salman , Abdi Salman
Published: June 2020

Background: Mental health status of the parents and children are associated. Objectives: The aim of the present study was to compare the psychopathology of parents of children with epilepsy with healthy children in an Iranian sample. Methods: A total of 288 parents of children with epilepsy attending the Pediatric Neurology Clinic of Tabriz University of Medical Sciences, Northwest of Iran, were matched with 154 parents of normal children and evaluated using the Millon Clinical Multiaxial Inventory-III. Results: Parents of children with epilepsy scored higher in all subscales, except for dependent personality pattern. Mothers of children with epilepsy scored higher in all clinical syndrome scales. The same pattern was observed for fathers of the children with epilepsy. Conclusions: A high rate of psychiatric disorders was observed in Iranian parents of children with epilepsy. This pattern was not limited to mothers but was applicable to fathers, as well.
“Ab trascendent e visceral gotg e profunda alegria”: Las celebraciones por la entrada de Fernando I de Aragón en Valencia (1414)
Authors: Orts-Ruiz Francisco
Published: June 2020

La entrada de Fernando I en Valencia supuso un punto de inflexión en el desarrollo de los recibimientos regios en la ciudad. Tras el interregno y el compromiso de Caspe, el primer representante de la casa de Trastámara en la Corona de Aragón hizo su primera visita a un municipio que, en un primer momento, fue contrario a su candidatura. Este hecho se vio reflejado en las celebraciones que se realizaron en 1414, y fue el principal motivo por el que diferentes cambios y novedades tuvieron lugar, aunque sin perder de vista la tradición. Este artículo está destinado a analizar esta entrada, reconstruyendo, a través de la documentación de época, su desarrollo e influencia en celebraciones posteriores.
Inbreeding depression in one of the last DFTD-free wild populations of Tasmanian devils
Authors: Gooley Rebecca M. , Hogg Carolyn J. , Fox Samantha , Pemberton David , Belov Katherine , Grueber Catherine E.
Published: June 2020

Background

Vulnerable species experiencing inbreeding depression are prone to localised extinctions because of their reduced fitness. For Tasmanian devils, the rapid spread of devil facial tumour disease (DFTD) has led to population declines and fragmentation across the species’ range. Here we show that one of the few remaining DFTD-free populations of Tasmanian devils is experiencing inbreeding depression. Moreover, this population has experienced a significant reduction in reproductive success over recent years.

Methods

We used 32 microsatellite loci to examine changes in genetic diversity and inbreeding in the wild population at Woolnorth, alongside field data on breeding success from females to test for inbreeding depression.

Results

Wefound that maternal internal relatedness has a negative impact on litter sizes. The results of this study imply that this population may be entering an extinction vortex and that to protect the population genetic rescue should be considered. This study provides conservation managers with useful information for managing wild devils and provides support for the “Wild Devil Recovery Program”, which is currently augmenting small, isolated populations.
Smoking cessation interventions on health-care workers: a systematic review and meta-analysis
Authors: La Torre Giuseppe , Tiberio Generosa , Sindoni Alessandro , Dorelli Barbara , Cammalleri Vittoria
Published: June 2020

Objective

The authors carried out a systematic review and a meta-analysis on smoking cessation interventions on health -care workers to clarify the state of the art interventions and to identify the best one.

Materials and Methods

This review was registered with PROSPERO: CRD42019130117. The databases PubMed, Scopus, Web of Science and CINAHL were searched until December 2018. Quality of all studies included in the systematic review was assessed according to the Newcastle-Ottawa Scale (NOS) on cohort or cross-sectional studies and to the Cochrane Risk of Bias Tool for Randomized Controlled Trials. Meta-analysis and meta-regression analyses were also carried out for cohort studies (quasi-experimental or a before-after studies design) and clinical trials.

Results

Twenty–four studies have been included in the analysis: four before-after, 13 cross-sectional, three quasi-experimental studies and four clinical trials. Articles were heterogeneous (P for homogeneity <0.01), but they have all shown positive results since they reached the goal of smoking cessation among health-care workers, even if with different proportions. Meta-analysis was performed on 10 studies (six cohort studies and four clinical trials), showing a 21% of success rate from the application of smoking cessation interventions, either pharmacological or behavioral ones. The resulted pooled RR (Risk Ratio) was 1.21 (95% CI [1.06–1.38]), being 24% of success rate from clinical trials (pooled RR 1.244; 95% CI [1.099–1.407]) and 19% of success rate from cohort studies (pooled RR 1.192; 0.996–1.426). However, two studies have confidence intervals which include unity and one study has a wide confidence interval; as a consequence, the meta-analysis for its results depends heavily on one single study. Meta-regression analysis revealed that results were influenced by the number of participants.

Conclusion

Both policy and pharmaceutical interventions can obtain positive results in quitting smoking among health-care workers. However, as shown by our review, combination approaches can produce better results in terms of cessation percentages and smoking abstinence.
Chiropractic and osteopathic students' perceptions of readiness for transition to practice:The educational value of university clinic vs community and private clinics*
Authors: Haworth Navine G. , Horstmanshof Louise , Moore Keri M.
Published: June 2020

Objective

The objective was to determine final-year students' self-perceptions of readiness for transition to practice, professional identity, and experiences of interprofessional clinical practice. Findings will inform the clinical education curriculum.

Methods

We used repeated measures individual case studies with a self-selecting sample from the total final-year student population at 2 chiropractic and 2 osteopathic programs offered by Australian universities. Cases were not compared. Amalgamated data are presented.

Results

There were interviews with students in 2 chiropractic programs (n = 15) and 2 osteopathic programs (n = 13). Perceptions indicate that clinical education in university health clinics prepares them for transition to practice through scaffolded supervision of their consultations with reasonably healthy patients. Students perceived that other clinics (community clinics or private practices) prepared their readiness for transition to practice substantially better. Community clinics and private practices allowed students to consult people from diverse socioeconomic and cultural backgrounds and treat complex health care issues, and the model of supervision allows students a degree of autonomy. Students lacked a clear understanding of the behaviors that demonstrate their professionalism. Interprofessional learning activities were ad hoc and opportunistic.

Conclusion

University health clinics, private practices, and community clinics prepare students for transition to practice in different ways. Most students feel prepared. There is a clear indication that a focused discussion related to the development of students' understanding of competencies related to professionalism and another related to interprofessional clinical education in curriculum are needed.
A PLATAFORMA WIKI NO ACESSO À INFORMAÇÃO DE ARQUIVOS PESSOAIS E MEMÓRIAS DE MÉDICOS
Authors: Branco Daniel J. B. C. , Santana Gustavo Alpoim de , Duarte Zeny
Published: June 2020

Buscou-se estudar o acesso às informações contidas num sistema de Banco de Dados em plataforma colaborativa. A funcionalidade é fornecer informações sobre armazenamento de dados sobre a profissão, vida, obra, pensamento, arquivos pessoais e memórias de médicos de Portugal e do Brasil que vão para muito além da Medicina. Iniciando-se pela Bahia e estendendo-se a captura de informação aos médicos da Comunidade de Países de Língua Portuguesa. A Mediawiki apresenta-se como espaço aberto à inserção de dados pelos próprios médicos e pessoas afins, interessadas em sua atualização on-line. Objetivamos apresentar abordagens conceituais sobre arquivos pessoais, informação, tecnologia digital, paradigma pós-custodial, interdisciplinaridade, plataformas colaborativas e arquitetura da informação. Acompanha compreensão teórica e conceitual do que se espera de um ambiente colaborativo. Apresentamos a nova interface do sistema, com a migração do banco de dados MYSQL, chamado por código PHP em página HTML. A metodologia adotada foi a revisão de literatura e aplicação de processos experimentais. Como resultados temos o preenchimento de novos dados e na inclusão de médicos com a utilização da nova interface. Duas barreiras foram transpostas: uma refere-se à limitação geográfica superada pela internet e a outra que permite a ação dos usuários médicos e pessoas afins, na proposição quantitativa do preenchimento do sistema de informação de médicos e a sua fiabilidade. Consideramos que o acesso à informação pela internet foi positivo, pois encontramos uma proposição quantitativa de atualização do sistema, com poder ilimitado de dados e acessos capazes de superar as transposições tecnológicas desta sociedade em rede.