bluuebunny/crossref_metadata_2025 huggingface dataset:
Identificación de marcadores moleculares (SNP) y genes candidatos asociados a la tolerancia genética al complejo mancha de asfalto en variedades nativas de maíz (Zea mays L.)
Authors: González-Diéguez David O. , Orozco Carlos
Published: April 2021

El complejo mancha de asfalto (CMA) en maíz (Zea mays L.), causado por los hongos Phyllachora maydis Maubl. y Monographella maydis Müller & Samuels, es una enfermedad de importancia económica en Guatemala, causando pérdida en el rendimiento entre 30 a 50%, inclusive del 100% si las condiciones son favorables. El objetivo de esta investigación fue identificar marcadores de un solo nucleótido o SNP (Single Nucleotide Polymorphism, por sus siglas en inglés) y genes candidatos asociados a la tolerancia genética al CMA. Para ello se analizaron 463 poblaciones nativas y 329,692 SNP, y se compararon dos modelos genómicos, single marker y BayesB, para la identificación de regiones asociadas a la tolerancia genética al CMA. Se identificaron 40 marcadores SNP asociados significativamente a la tolerancia genética al CMA con ambos modelos. La proporción de variación fenotípica total explicada (PVE) por los 40 SNPs fue de 56%, atribuida a efectos genéticos aditivos. Múltiples genes de resistencia fueron identificados en las regiones señaladas por los marcadores SNP, siendo sus principales funciones receptores y transductores de señal, factores de transcripción que regulan positivamente la expresión de genes de resistencia y genes de la familia kinasa, por lo que potencialmente están involucrados en el mecanismo de defensa al CMA.
La acelerada búsqueda de candidatos terapéuticos contra SARS-CoV-2, métodos in silico: Revisión
Authors: Cobar Oscar , Vargas Rodrigo J.
Published: April 2021

El reposicionamiento de fármacos como la derivatización química, que se han aplicado en los estudios de descubrimiento y diseño de fármacos contra el SARS-CoV-2, dependen del ciclo de vida del virus, las dianas moleculares identificadas y un diseño basado en su estructura e interacciones moleculares. Se realizó una revisión extensa en las bases de datos públicas e institucionales RSCB-Protein Data Bank, ZINC, NCBI (PubMed, PMC), PubChem, Science Direct e instituciones como CDC, NIH y revistas científicas especializadas sobre los avances en la búsqueda de nuevas moléculas contra el nuevo coronavirus basadas en estudios in silico, detectándose más de 40,000 publicaciones sobre SARS-CoV-2 y cerca de 200 relacionadas a dichos estudios, las consideradas más relevantes fueron analizadas e incluidas en este artículo. Su análisis evidencia el avance acelerado de las herramientas computacionales y fortaleza del diseño de fármacos asistido por computadora (in silico approach) para la generación de nuevas moléculas con posibilidad de ser activas contra COVID-19 y presenta las principales dianas moleculares sobre la que actúan estos agentes con potencial antiviral.
Plasma rico en plaquetas como terapia autóloga en la medicina regenerativa: Revisión narrativa
Authors: Aguilar Rene , Cáceres Armando
Published: April 2021

En las últimas décadas, la terapia de plasma rico en plaquetas (PRP) ha despertado mucha atención en el área de la medicina regenerativa, siendo aplicada a diferentes patologías sistémicas y localizadas. El PRP proporciona diversos factores de crecimiento y proteínas que pueden estimular al proceso de regeneración celular, representa un factor importante para su uso clínico generalizado, en diferentes tejidos en donde el suministro de sangre es lento o limitado y apoya la recuperación, cicatrización, activación biológica de células de defensa, estabilización en la regeneración celular y tisular, teniendo uso clínico en casi todas las especialidades médicas. Esta revisión tiene como objetivo presentar las bases teóricas para la potencial aplicación del PRP y sus factores de crecimiento en tratamientos que buscan una terapia regenerativa por bioestimulación de la aplicación autóloga, en patologías para las cuales aún no existe tratamiento específico. Se revisaron artículos de los últimos 10 años en los buscadores y bases de datos Google Scholar, PubMed y Scopus y se seleccionaron aquellos que pueden ayudar a entender la aplicación de PRP en diversos procesos de regeneración, con miras a utilizarse como un tratamiento alternativo y complementario a pacientes con COVID-19. Se encontró abundante literatura experimental y clínica en el uso de PRP autóloga, en diversos procesos de regeneración, inclusive en neumología e infectología, por lo que amerita comprobar su efecto con protocolos establecidos, en patologías respiratorias severas como apoyo biológico autólogo para activar la respuesta biológica innata de tipo celular.
Simultaneous impact of magnetic and Arrhenius activation energy on the flow of Casson hybrid nanofluid over a vertically moving plate
Authors: D. U. Sarwe , B. Shanker , R. Mishra , R. S. V. Kumar , M. N. R. Shekar
Published: April 2021

The present study deals with the Blasius and Sakiadis flow of Casson hybrid nanoliquid over a vertically moving plate under the influence of magnetic effect and Joule heating. Here, we considered Silver and Copper as nanoparticles suspended in 50% Ethylene-Glycol (EG) as base fluid. Further, the Arrhenius activation energy and convective boundary conditions are taken into the account. The set of PDEs of the current model are converted into ODEs by using suitable similarity variables. The reduced ODEs are numerically solved with the help of RKF-45 method by adopting shooting scheme. The impact of various pertinent parameters on the fluid fields is deliberated graphically. The result outcomes reveal that, rise in values of Casson parameter diminishes the velocity gradient. The escalated values of magnetic parameter decline the velocity profile but reverse trend is detected in thermal and concentration profiles. Moreover, the augmentation in the activation energy parameter elevates the concentration profile.
Objek dalam Metafora dan Akal Budi Melayu
Authors:   Universiti Kebangsaan Malaysia, Jalaluddin Nor Hashimah
Published: April 2021

Idioms, proverbs, similes and pantun all fall under the category of “metaphor” in Malay. Interestingly, the metaphors are not superficial; instead, they are permeated with philosophy, which in turn convey Malay thought. Clearly, these metaphors are composed using specific objects that have a close connection with meaning. Therefore, it is worthwhile to examine this connection and the meaning that is meant to be conveyed. This study focuses on data concerning idioms about mata[eyes] and kuku [fingernails]. References to ulam-ulaman (herbal plants eaten raw) were chosen for analysis of pantun. All of the data was taken from www.malaycivilization. com. The data analysis was performed using inquisitive semantics in an effort to uncover cognitive philosophical and cultural roles to explain why a particular object is selected for a particular metaphor. The actual meaning is revealed through three steps: literal, cognitive and inquisitive. The findings of this study show that the objects mata and kuku, as well as herbal plants, are aptly used to suggest the meaning that they are to convey. Mata signals feelings, kuku concerns closeness and herbal plants are associated with love, as proven by the data selected. The discussionthen extends to other fields, medicine and nutrition, in reference to proverbs and pantun. Clearly, this kind of multidisciplinary study is able to discuss Malay metaphors scientifically and convincingly.
Pola Sebutan Monoftong Bahasa Jerman oleh Penutur Bahasa Melayu
Authors:   UITM, Yunus Yusnul'ain , Pillai Stefanie
Published: April 2021

This study investigates the pronunciation of German monophthongs (L3) by Malay speakers. It also compares the way the L3 monophthongs are produced with the monophthongs produced in Standard Malay (L1) and English (L2) to examine if there are any similarities in the way that equivalent vowels are produced. A total of 10 female Malay speakers who were learning German were recorded reading aloud carrier sentences containing the target vowels in a /bVd/ and a /bVt/ context in all three languages. All these speakers also speak English as a second language. Based on the formant frequency model, the first (L1) and second (L2) formants of the target monophthongs were measured. The duration of the vowels was also measured. Scatter plots of the vowels were also generated to enable comparison among similar sets of vowels within and among the three languages within the context of L3 acquisition. The findings suggest that speakers tend to produce equivalent vowels with similar acoustic properties, whilst tending to collapse â€œnewâ€ ones in the L3 to neighbouring L1 or L2 vowels. The findings from this study contribute to the growing area of L3 acquisition research.
Social Media and Learning Environments: Shifting Perspectives on the Locus of Control
Authors: Hoffman Ellen S.
Published: April 2021

In the past, centralised technology departments had major influence over the choices of learning applications in higher education. With the emergence of freely available Web 2.0 and open-access tools, instructors and designers have been given greater ability to customize e-learning. This paper examines the historical roots of the impacts of authority from centralised technology units to an emerging user-centric control over learning environment design in higher education. A case study is used to illustrate the potentials and pitfalls in this more decentralised configuration for both learning and organization.Keywords: learning applications; higher education; Web 2.0; e-learning; open-access tools
"you were born ugly and youl die ugly too": Cyber-Bullying as Relational Aggression
Authors: Jackson Margaret , Cassidy Wanda , Brown Karen N.
Published: April 2021

Cyber-bullying increasingly is becoming a problem for students, educators and policy makers.  In this paper, we consider cyber-bullying as a form of relational aggression; that is, behaviour designed to damage, harm or disrupt friendship or interpersonal relationships through covert means.  We draw on the findings from a study of students in Grades 6 through 9, conducted in five schools, in a large ethnically diverse metropolitan region of British Columbia, Canada, to demonstrate the interconnection between cyber-bullying and relational aggression. Consistent with the relational aggression framework, girls were found more likely than boys to participate in these behaviours. We conclude that intervention strategies should consider gender differences and also aim at changing the trajectory of relational aggression to providing relational support and care.Keywords: cyber-bullying; relational aggression; intervention strategies; gender differences
A Review of Digital Habitats: Stewarding Technology for Communities
Authors: Brown Kimberly
Published: April 2021

A book review of Digital Habitats: Stewarding Technology for Communities, by Etienne Wenger, Nancy White, and John D. Smith
Electronic Documentation of Learning: Alternate Reflective Discussion Formats
Authors: Sherman Ann , Rokne Angela
Published: April 2021

An electronic reflective journaling process is described here. Second year preservice teachers engaged with their professors through an electronic documentation of learning tool that was transformed over the period of a term. The practice of sharing, analyzing, deliberating and making professional judgments in a supportive, on-line, reflective process enhanced the ability of these new teachers to truly grasp the experiences they were engaged in. The process invited them to explore their beliefs and practices in ways that moved them beyond the simple functioning as a teacher, to truly becoming a teacher.Keywords: preservice teachers; electronic reflective journaling; teacher education
Facebook as a Source of Informal Teacher Professional Development
Authors: Rutherford Camille
Published: April 2021

While originally marketed to college students, Facebook has grown into a popular gathering space not just for students, but also for professionals who are seeking an opportunity to network with others and exchange ideas and resources. Within Facebook’s gathering areas, thousands of teachers that can be observed engaging in discussions related to teaching and learning. Facebook provides teachers with an opportunity to engage in informal professional development that is participant driven, practical, collaborative, dynamic in nature and available 24 hours a day from any Internet connected location.Keywords: Facebook; teaching and learning; social media
Special Feature: Eight Orbitals of Inquiry: Reconceptualizing Narrative Methods in Education Research
Authors: Fowler Leah
Published: April 2021

Eight orbitals of narrative analysis are presented as a long term interest in autobiographical inquiry, narrative methodology, and curriculum studies in education research. This is also an experiment in thought and play with technology in the journal, in education, in hopes that others in the scholarly and teaching communities will read, think and participate in other conversations about the reconceptualization, reconstruction, and use of narrative analysis, curriculum theory and pedagogic practice in education and research.Keywords: narrative analysis; autobiographical inquiry; curriculum studies; technology in education; pedagogic practice; research
Dilemmas in Using Phenomenology to Investigate Elementary School Children Learning English as a Second Language
Authors: Shi Zihan
Published: April 2021

This paper is intended for doctoral students and other researchers considering using phenomenology as a methodology to investigate the experiences of children learning English as a second language in an elementary classroom setting.  I identify six dilemmas or puzzling challenges likely to arise if researchers adopt a phenomenological approach to conducting research.  The six dilemmas fall under two categories: fundamental and situational. Fundamental dilemmas include descriptive versus interpretive; objective versus subjective; and participant voice versus researcher voice.  The former focus is on a fundamental understanding of phenomenology as a research method while the latter include language and cultural challenges and limitations of the researchers.  Situational dilemmas arise from the challenges an investigator may encounter in using an in-depth interview as a research tool with children from different cultural and language backgrounds.  I present these dilemmas so that researchers can understand more readily the challenges they may face in exploring the lived experience of these children.Keywords: phenomenology; English Language Learners; lived experience
"Being With" Bipolar Disorder
Authors: Reynolds J. Karen
Published: April 2021

In this paper, I explore the impact of bipolar disorder on the experiences of two groups of postsecondary students.  I theorize that Bourdieu’s (1986) theory of forms of capital provides a lens for understanding how these students negotiate social, cultural, institutional, and symbolic forms of capital in their daily academic lives.  I analyze the studies using a constant comparative method often used in research employing ethnographic techniques.  The findings examine students’ concerns around learning and achievement within university settings and the debilitating effects of stigma on individuals identified with bipolar disorder.  In doing so, the findings reinforce Bourdieu’s theory of capital, because students require relevant support to increase their access to capital in terms of educational certification, employment, finances, and membership in valued groups.  However, Bourdieu’s theory has significant limitations.  For the bipolar students in these studies, a form of intrapersonal capital, or personal power, was needed to take responsibility for their education and lives, and to positively influence those around them.  The implications suggest that instructors in higher education need to accept students with bipolar disorders, while students with bipolar disorders need to reach out to instructors and share their needs.Keywords: bi-polar disorders; post secondary students; higher education
Finding Points of Resonance: Nunavut Students’ Perspectives on Science
Authors: Higgins Marc
Published: April 2021

Still largely based on EuroCanadian knowledge and Western teachings, Education in Nunavut remains a negative experience for many Nunavut youth as the result of culturally inappropriate schooling and worldview mismatch.  Mismatch occurs as the schooling experiences of Nunavut youth, both Inuit and non-Inuit, do not align with the character, values, and traditions of Nunavut.  Divergence is especially pronounced within science education.  This paper explores Nunavut students’ perceptions of the nature of science and school science education in order to explore the possibilities and problematics involved in shifting towards a cross-cultural science curriculum that is reflective of Nunavut.Keywords: Nunavut; Inuit traditions; science education; cross-cultural science curriculum
Responsibility as the Welcoming of Difference: Thoughts on Levinas and a Teacher’s Experience
Authors: Molnar Tim
Published: April 2021

This work interweaves a discussion of the philosophy of Emmanuel Levinas and the experience of an educator working in a cross-cultural context, to provide an opportunity for the reader to reconceive the idea of responsibility. Through this article, I develop the idea that responsibility can be understood as a welcoming of difference where a “language” of interruption, vulnerability, hospitality, and learning from the other exists. The notion of welcoming is offered as complimentary approach to other arguments advocating the necessity for educators to attend to anti-racist and social justice issues and perhaps offers another answer to doubts concerning the involvement of educators.Keywords: Levinas; responsibility; difference; social justice; anti-racism
The State of Canadian Boyhood—Beyond Literacy to a Holistic Approach
Authors: Gosse Douglas , Arnocky Steven
Published: April 2021

In the new millennium, international interest has developed on the trouble of boys, both in and out of school, with a particular focus on boys’ deficiencies in literacy skills.  This interest has prompted research and action plans in Australia, Great Britain, the United States, and to a more regionalized or provincial capacity within Canada, such as in the Toronto District School Board and the province of Ontario.  However, in Canada, amidst a popular discourse that underscores the problems facing boys by focusing on literacy, many of the stark and sweeping trends regarding Canadian boys remain obscured.  This paper has four major components that are purposely provocative in order to interrogate many widely held assumptions.  Firstly, we provide the overall impetus for this paper, background caveats, and the concept of strategic essentialism.  Secondly, we introduce a synopsis of several countries’ initiatives to address nationally boys’ problems, and then the prevalent literacy movement seen in the representative province of Ontario, Canada.  Thirdly, we produce statistical indicators of school engagement and achievement for Canadian boys as compared to girls, and further patterns regarding their physical and mental health, as an overview of the state of Canadian boyhood.  Lastly, we offer several paths for further consideration in Canada, (a) recommending more complex desegregation of the data to understand with more precision which boys are struggling, using an analysis that goes beyond gender to encompass race, class, sexual orientation, disability, and geographical location; (b) offering as an example, an empirical study of adult role models in Canada, and the effects on boys; (c) suggesting a broader social understanding of gender, that is complicit with the boy code; and (d) encouraging movement towards addressing Canadian boys’ issues using the aforementioned trends and recommendations, with not only regional and provincial approaches, but also a national and holistic lens, too. Keywords: strategic essentialism; boys and literacy; boys and mental health; boys and schooling
First Nations in Canada: Decolonization and Self-Determination
Authors: Aquash Mark
Published: April 2021

The study of geo-political and policy relationships between First Nations and Canada enables one to consider how Canada has used education as a process of colonizing First Nations, and to consider decolonization and self-determination as processes in education that can derail oppression in First Nation communities. From the position of an Indigenous paradigm, I use histography as an organizing element and consider power relationships through the metaphor of Foucault’s (1991) conceptual framework of panopticism. Colonization processes are deeply rooted in the historical context, policies, and institutions of Canada. Paternalistic power structures and colonization has impacted many generations in First Nation communities. Decolonization and self-determination processes provide an opportunity for First Nation communities to find their own answers.    Keywords: Indigenous education; decolonization; self-determination
Deepening Knowledge to Inspire Action: Including Aboriginal Perspectives in Teaching Practice
Authors: Nardozi Angela , Restoule Jean-Paul , Broad Kathy , Steele Nancy , James Usha
Published: April 2021

Deepening Knowledge Project, through Ontario Institute for Studies in Education (OISE), undertook research within the Initial Teacher Education program to explore the relationships between teacher candidates and Aboriginal content. Our research question was, "Which strategies used within OISE’s Central cohort are most powerful in increasing teacher candidates’ willingness and readiness to incorporate Aboriginal knowledges and pedagogies into their classroom practice?" Data consisted of surveys administered to approximately 70 teacher candidates at three key points in their program as well as two rounds of interviews with five purposively selected participants. We found that teacher candidates most appreciated the inclusion of First Voice perspectives, in-depth instruction on current and historical events, and a continuous examination of privilege as means to prepare them for incorporating Aboriginal content into their future practice. While most students reported feeling more confident and willing to include Aboriginal perspectives near the end of their program, there are three commonly stated questions, reported on preprogram surveys that lead to inaction on Aboriginal inclusion. Addressing these questions directly should help encourage more teachers to take up Aboriginal perspectives in their classrooms.     Keywords: Indigenous knowledge; teacher education; teacher resistance
Touring Turtle Island: Fostering Leadership Capacity to Support First Nations, Métis, and Inuit Learners
Authors: Wallin Dawn C. , Peden Sherry
Published: April 2021

This paper reports on findings from a research study that examined the design, delivery, and effects of a graduate level summer institute, the aim of which was to foster the capacity of educational leaders to support First Nations, Métis, and Inuit (FNMI) learners. Our study is conceptually framed using elements of critical race and Whiteness theory, and red pedagogy/culturally relevant pedagogy. We designed the institute and our methods around Kirkness's and Barnhardt’s (1991) 4 R’s of success in higher education environments: relevance, reciprocity, responsibility, and respect. Data for the study were gathered using a qualitative, inquiry-based methodology, and articulated using Indigenous storywork and story. The primary data sources included online surveys and sharing circles conducted with past students of the course. Findings suggest that the summer institute helped to disrupt colonial assumptions; increase respect for Aboriginal knowledges, values, and experiences; offer relevance to educators who were able to use the learnings of the course in their own professional contexts; affirm the need for reciprocity between schools and FNMI families; and develop educational leaders’ sense of responsibility to ensure FNMI learners are supported in the public school system.     Keywords: Indigenous education; educational leadership; educational administration; critical race theory; Whiteness theory; red pedagogy; culturally relevant pedagogy; teacher education
Reflections on School Engagement: An Eco-Systemic Review of the Cree School Board’s Experience
Authors: Visser John , Fovet Frédéric
Published: April 2021

The parameters are readily interesting: The Cree School Board experience over the past 25 years represents one of the first occurrences worldwide of a society having globally acknowledged that a curriculum, as a whole, did not necessarily fit a specific group, rather than the individuals not performing within a curriculum. As such, this represents a characteristically eco-systemic experiment where a move has been made from the simple—and not-so-unusual observation of poor school performance from a community as a whole—to the conclusion that a curriculum was poorly matched to the group it was set to serve. This assessment has led most notably to the adoption of Cree as the language of instruction in order to increase performance. Statistics for the Cree School Board (CSB), however, are not showing convincing signs of improvement and Cree parents appear increasingly divided in their assessment of how the curriculum now serves their children. The purpose of this article is to throw some light on factors that  may explain the difficulties Cree students are facing within school in its present format. The highly topical aspect of this assessment and review is that the characteristics that supposedly make some Cree children difficult to teach in a Western style classroom are attributes often assimilated to children with Social, Emotional, and Behavioural Difficulties (SEBD) in mainstream schools: restlessness, inability to stay indoors, short attention span, rejection of classroom etiquette, and rules. The study suggest that, far from being distinct and dependent on variables that are unique, outcomes such as those recorded in Cree schools, highlight challenges in student engagement encountered by many school environments in the 21st century, particularly inner city schools.            Keywords: Cree Nations; eco-systemic analysis; Native education; Social, Emotional, and Behavioural Difficulties (SEBD)
Coming Full Circle: White, Euro-Canadian Teachers’ Positioning, Understanding, Doing, Honouring, and Knowing in School-Based Indigenous Education
Authors: Madden Brooke
Published: April 2021

This narrative study contributes to the field of school-based Indigenous education by exploring the central research question: What are the decolonizing processes of practicing teachers involved in a provincially funded initiative to improve schooling for urban Aboriginal students? Excerpts from teachers’ narratives are organized using the Anishinaabe medicine wheel, anchoring the exploration of the following five directions and associated decolonizing processes: teachings from the centre/positioning, teachings from the east/honouring, teachings from the south/understanding, teachings from the west/doing, and teachings from the north/knowing. This paper concludes with a discussion of how White, Euro-Canadian teachers’ decolonization informs the fields of Indigenous education, teacher education, and narrative inquiry.
Editorial: Poetic Inquiry in/for/as
Authors: Guiney Yallop John J. , Wiebe Sean , Faulkner Sandra L.
Published: April 2021

An Editorial by the Guest Editors for a special issue of in education on the practices of poetic inquiry.
Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers
Authors: Nolan Kathleen , Weston J. Harley
Published: April 2021

AbstractThe marriage of Aboriginal perspectives and mathematics is complex and comes with multiple interpretations. Through the research presented in this paper, we propose that one possibility for a lasting relationship between Aboriginal perspectives and mathematics lies in understanding more about teachers' experiences and stories from their own mathematics classrooms, with their own students. The purpose of this paper, and of the research project informing this paper, is to understand how Grade 6 teachers in one particular Canadian province (Saskatchewan) are addressing Aboriginal-focused curriculum goals/outcomes and to listen to teachers' perspectives on teaching mathematics with a distinctly Aboriginal focus. Data collection consisted of focus group discussions, individual interviews, and classroom observations with three case study teachers (Chris, Joe, and Lindsay). In this paper, we present three brief vignettes constructed out of the data, which provide a glimpse into the uniqueness of each teacher, each classroom, and each interpretation of what it means to teach mathematics through a distinctly Aboriginal focus.            Keywords: Aboriginal education; mathematics curriculum; qualitative research; case study; Grade 6 teachers
Bush Cree Storytelling Methodology: Northern Stories that Teach, Heal, and Transform
Authors: Michell Herman
Published: April 2021

The purpose of this exploratory paper is to introduce key aspects of Bush Cree storytelling methodology. In this essay, I provide a foundation for further articulation using a Cree worldview framework as an umbrella for northern-based storytelling discourse. The underlying current in this paper makes links to Cree stories that teach, heal, and transform.     Keywords: Woodlands Cree; storytelling; methodology
Possibilities for Students At-Risk: Schools as Sites for Personal Transformation
Authors: McMahon Brenda J.
Published: April 2021

This qualitative study furthers educational theory and research related to resilience and personal transformation. It develops connections between existing educational resilience research and change theories, and it utilizes these bodies of scholarship to propose a theory of personal transformation. Based on interviews with students who were successful in university after either not graduating from high school or graduating from non-academic high school programs, a metaphor of a Mobius strip is developed to hypothesize a theory of transformation as a means of understanding the students’ journeys.Keywords: education; equity in education; resilience
Filling in the Gaps: Lessons Learned From Preservice Teachers’ Partnerships With First Nations Students
Authors: Wiltse Lynne V.
Published: April 2021

In this paper, I report on a school-university collaborative research project that examined ways to merge the out-of-school literacy resources with school literacy practices for First Nations students in a small city in Western Canada. The project involved three interconnected groups of research participants: (a) a teacher researcher study group; (b) students from the participating teachers’ classes; (c) preservice teachers who were partnered with the students in literacy partnerships. Grounded in a “funds of knowledge” perspective, and utilizing ethnographic research methods, this qualitative study explored how students’ linguistic and cultural resources from home and community networks were utilized to reshape school literacy practices through their involvement in the Heritage Fair Program. This paper focuses on select lessons the preservice teachers learned through their partnerships with the First Nations students. Study findings suggest that the collaboration increased preservice teachers’ understanding of how Aboriginal culture could contribute to more successful teaching practices.
Empowering Students in the Trauma-Informed Classroom Through Expressive Arts Therapy
Authors: Field Miranda
Published: April 2021

Teachers and school staff are noting an increase in disruptive and aggressive behaviour within the classroom and safety within our schools continues to be questioned. Students arriving in the classroom have diverse backgrounds, which include trauma. For students to feel safe within the classroom they must feel a true sense of belonging; understanding their identity within the classroom context will begin to empower each student to create an environment where they belong. Psychoeducational therapy is one approach that is successfully combined with expressive arts therapy and trauma-informed therapy to facilitate empowerment in students. Restoring each student’s identity within the classroom while addressing the underlying cause of disruptive behaviour will promote social healing.Keywords: student empowerment; trauma-informed classroom; expressive arts therapy; trauma
The Experiences of Selected Teachers in Implementing Place-Based Education.
Authors: Miller Dianne , Twum Sampson
Published: April 2021

This study explores the experiences of selected teachers undertaking place-based education (PBE) in a prairie region, the challenges they encounter, and their understanding of the knowledge and skills required to implement PBE. PBE is defined and described. Five individual teachers and one teaching team of two who practice PBE are interviewed. The findings are reported thematically and implications for teacher education are discussed. The varied practice of these teachers is instructive for educators interested in holistic, inquiry-based methodologies rooted in local settings and points to directions for teacher education programs to take in implementation.Keywords: Place-based education; outdoor learning; community engagement; experiential learning; curriculum outcomes; assessment; teacher education; deschooling
Editorial
Authors: Mulholland Val
Published: April 2021

Editorial for Spring 2018 issue of in education
Situating Intergenerational Trauma in the Educational Journey
Authors: Gaywsh Rainey , Mordoch Elaine
Published: April 2021

The impact of trauma on learning in post-secondary institutions is largely ignored. However, recent studies on how Aboriginal people experience mental health issues are bringing attention to Aboriginal students’ experiences of intergenerational trauma (IGT). IGT occurs when the maladaptive effects of an original trauma experience, such as historic trauma inclusive of Indian Residential Schools (IRS), results in unhealthy effects on the first generation being passed down to the next generation or multiple generations. Given the lengthy history of collective historic trauma experienced by Aboriginal people, it is reasonable to expect that Aboriginal students’ learning is affected by IGT. As post-secondary educators, we engaged a limited study to further our knowledge of the impact of IGT on Aboriginal students. We were puzzled by Aboriginal students’ attrition within university programs—students we believed who were more than capable of success. We chose to explore this issue from the perspective of trauma-informed education principles (Mordoch & Gaywish, 2011). Building on past work, this qualitative study explores how IGT affects the educational journeys of Aboriginal students. A conceptual framework based on an Anishinabe teaching of Four Lodges (directional)—Talking, Planning, Teaching, and Healing—guided our research. The researchers formulated questions for each Lodge to frame our research on how IGT is understood by students enrolled in select programs for mature Indigenous students. We asked about the effects of IGT in the classroom and the resultant problems students face in their educational journey. Sixteen Indigenous students, 10 instructors, and nine administrators employed in Aboriginal focus or access programs for at least three years participated in semi-structured interview conversations. Findings reflect their perceptions of the interplay between IGT and educational experiences and potential strategies to redress resultant issues.            Keywords: intergenerational trauma; post-secondary education; trauma-informed education
Audit Culture and a Different Kind of Publishing Crisis in the Academy
Authors: Spooner Marc
Published: April 2021

An essay on the publishing crisis within the Academy due to the current misapplied audit culture.
The Role of Self-Reflection in an Indigenous Education Course for Teacher Candidates
Authors: Oskineegish Melissa
Published: April 2021

This paper explores the role of self-reflection in a teacher education program. In a mandatory Aboriginal Education course in northwestern Ontario, teacher candidates participated in a variety of self-reflection activities that included two reflection papers, non-traditional sharing circles, and lectures, and classroom discussions that challenged common myths, stereotypes, and prejudices about Indigenous peoples. In a survey with open-ended questions administered at the end of the course, 36 teacher candidates shared their perspectives about self-reflection at the end of the course. Findings from the survey were correlated with seven teacher candidates’ reflection papers and with my personal reflections as a participant-as-observer in two of the mandatory courses. The themes that emerged from analysis were placed into three categories; these categories described the role of self-reflection as a process of (1) self-evaluation, (2) establishing personal connections with course theory, and, (3) developing a culturally inclusive pedagogy. The findings suggest that self-reflection in an Indigenous Education course can provide teacher candidates with an effective approach to uncover, identify, and examine internal biases that impact their understanding of teaching Indigenous students and integrating Indigenous content into the curriculum.Keywords: Indigenous Education; self-reflection; teacher education
An Autobiographical Narrative Inquiry Into the Experiences of a Vietnamese Mother: Living Alongside Children in Transition to Canada
Authors: Tran Hang Thi Thuy
Published: April 2021

Since my family came to Canada, family story nights have become our daily practice. Within such moments, I explore how I, as a mother, have been sustaining the Vietnamese language and traditions in my family and how, when transitioning to a new land, this has become the core of our familiar curriculum making (Huber, Murphy, & Clandinin, 2011). As I share Vietnamese stories with my children, they reply to me in English. Also, they only have a distant understanding of Vietnamese culture and the intergenerational traditions of our great family back home. Acknowledging these transitional processes allows me to nurture their love and understanding of Vietnamese language, culture and traditions. As I inquire into my own experiences as a mother, I trace my ancestral heritage in my homeland, where, in Thúy’s (2012) words, “a country is no longer a place but a lullaby.” Meaningfully, the following questions have shaped my research puzzles: (a) What are possible ways to build our familial curriculum in integration with our homeland language, culture, and traditions; and (b) How could I as a mother sustain these three essential areas in my children’s lives in Canada? I embrace autobiographical narrative inquiry as the methodology for my paper. Narrative inquiry draws attention to story as both the phenomenon under study and narrative as the methodology for the inquiry (Clandinin & Connelly, 1994). I will be living, telling, retelling, and reliving (Clandinin, 2013) my storied experiences and my children’s in our familial curriculum making through cooking, reading, and painting. By attending to my daughters’ experiences, I inquire into their transitions differently, that is to understand their own transitions narratively (Clandinin, Steeves & Caine, 2013). Significantly, this paper will bring understandings on Vietnamese newcomer mother’s and children’s familial curriculum making as a way to sustain the homeland’s language, culture, and traditions and to support the children in their transition to a new country as well as inform related realities, knowledges, and approaches in education.Keywords: experience; transition; curriculum making; language; culture; traditions
Sustainable Leadership Supporting Educational Transformation
Authors: Sanford Katherine , Hopper Tim , Robertson Kerry , Lancaster Laura , Collyer Vivian
Published: April 2021

The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to “connect” locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone’s expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the “new sciences,” informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.            Keywords: case study; narrative, qualitative research, complexity theory
Prediction of tungsten insert gas welding process parameter using design of experiment and fuzzy logic
Authors: Pondi P. , Achebo J. , Ozigagun A.
Published: April 2021

The focus of this study is to predict tungsten inert gas (TIG) welding process parameter such as heat input for stabilizing heat and removing post weld crack formation in mild steel weldment. The main input parameters examined are the welding current, voltage and speed whereas the measured (response) parameter is heat input. Statistical design of experiment was done by means of central composite design method using the range and levels of independent variables. The experiment was carried out 20 times (with 5 specimens per run) using 60 mm x 40 mm x 10 mm mild steel coupons. The plate samples were cut longitudinally with a Single-V joint preparation, with the edges beveled. The welding process utilizes 100% pure argon as a protecting gas to shield the weld specimen from external interaction. The interaction between the input and response variables was analyzed using a fuzzy logic system. The result showed that for a welding current, voltage and speed of 190 A, 21 V, and 2.0 mm/s respectively, the predicted heat input was 0.912 kJ/mm whereas for input parameters of (170 A, 25 V, and 2.0 mm/s) and (180 A, 23 V, 0.98 mm/s), the predicted heat inputs were 1.07 kJ/mm and 1.380 kJ/mm, respectively.
Predicting success in teacher education: Revisiting the influence of high school GPA, admission, and standardized test scores on academic and licensure performance
Authors: Bansiong Apler J. , Balagtey Janet Lynn M.
Published: April 2021

This predictive study explored the influence of three admission variables on the college grade point average (CGPA), and licensure examination ratings of the 2015 teacher education graduates in a state-run university in Northern Philippines. The admission variables were high school grade point average (HSGPA), admission test (IQ) scores, and standardized test (General Scholastic Aptitude - GSA) scores. The participants were from two degree programs – Bachelor in Elementary Education (BEE) and Bachelor in Secondary education (BSE). The results showed that the graduates’ overall HSGPA were in the proficient level, while their admission and standardized test scores were average. Meanwhile, their mean licensure examination ratings were satisfactory, with high (BEE – 80.29%) and very high (BSE – 93.33%) passing rates. In both degree programs, all entry variables were significantly correlated and linearly associated with the CGPAs and licensure examination ratings of the participants. These entry variables were also linearly associated with the specific area GPAs and licensure ratings, except in the specialization area (for BSE). Finally, in both degrees, CGPA and licensure examination ratings were best predicted by HSGPA and standardized test scores, respectively. The implications of these findings on admission policies are herein discussed.
Contextualized differentiated instruction in contemporary issues vis-à-vis the development of its COVID-19 model
Authors: Saguin Evelyn D. , Inocian Reynaldo B. , Un James Louies B.
Published: April 2021

The study analyzed the effectiveness of Contextualized Differentiated Instruction (CDI) in the teaching of Contemporary Issues, a Social Studies subject in Grade 10 with these of objectives by: (1) Determining its pre-post-test results; (2) Testing its significant mean difference; (3) Analyzing its learning competencies and identifying appropriate strategies; and (4) Formulating an enhanced CDI Model of Contextualized Teaching and Learning (CTL). A one group quasi-experimental design, using pretest-and-posttest, determined the respondents’ performance on Contemporary Issues. A significant difference in the pre-posttest demonstrated an increase of proficiency manifested by an increase in the mean scores and enhanced qualitative equivalents. An above proficiency level revealed in the posttest was attributed by the engagement of the respondents in the learning process using contextual differentiated learning activities. Matching the learning competencies with the three learning domains of Gardner’s multiple intelligences resulted in a substantial utilization of the interactive and prospective teaching strategies, except on the analytic teaching strategies that were found inadequate. Hence, the creation of the COVID-19 Model may juxtapose the essence of an enhanced CDI Model of CTL. The findings have social and practical value to support differentiation of instruction in the 21st century education.
Extensions of Perov theorem
Authors:   UNIVERSITY OF NIS FACULTY OF SCIENCE AND MATHEMATICS VISEGRADSKA 33, 18000 NIS, SERBIA E-mail address: marijac@pmf.ni.ac.rs, CVETKOVIC MARIJA , RAKOCEVIC VLADIMIR ,   UNIVERSITY OF NIS FACULTY OF SCIENCE AND MATHEMATICS VISEGRADSKA 33, 18000 NIS, SERBIA E-mail address: vrakoc@ptt.rs
Published: April 2021

[Perov, A. I., On Cauchy problem for a system of ordinary diferential equations, (in Russian), Priblizhen. Metody Reshen. Difer. Uravn., 2 (1964), 115-134] used the concept of vector valued metric space and obtained a Banach type fixed point theorem on such a complete generalized metric space. In this article we study fixed point results for the new extensions of Banach’s contraction principle to cone metric space, and we give some generalized versions of the fixed point theorem of Perov. As corollaries some results of [Zima, M., A certain fixed point theorem and its applications to integral-functional equations, Bull. Austral. Math. Soc., 46 (1992), 179–186] and [Borkowski, M., Bugajewski, D. and Zima, M., On some fixed-point theorems for generalized contractions and their perturbations, J. Math. Anal. Appl., 367 (2010), 464–475] are generalized for a Banach cone space with a non-normal cone. The theory is illustrated with some examples.
Ulam-Hyers-Rassias stability of pseudoparabolic partial differential equations
Authors:   DEPARTMENT OF MATHEMATICS TECHNICAL UNIVERSITY OF CLUJ-NAPOCA MEMORANDUMULUI 28, 400114 CLUJ-NAPOCA, ROMANIA AND TECHNICAL UNIVERSITY OF CLUJ-NAPOCA, DEPARTMENT OF MANAGEMENT MEMORANDUMULUI 28 , 400114 CLUJ-NAPOCA, ROMANIA E-mail address: nlungu@math.utcluj.ro, LUNGU NICOLAIE , CIPLEA SORINA ANAMARIA ,   DEPARTMENT OF MATHEMATICS TECHNICAL UNIVERSITY OF CLUJ-NAPOCA MEMORANDUMULUI 28, 400114 CLUJ-NAPOCA, ROMANIA AND TECHNICAL UNIVERSITY OF CLUJ-NAPOCA, DEPARTMENT OF MANAGEMENT MEMORANDUMULUI 28 , 400114 CLUJ-NAPOCA, ROMANIA E-mail address: sorina.ciplea@ccm.utcluj.ro
Published: April 2021

The aim of this paper is to give some types of Ulam stability for a pseudoparabolic partial differential equation. In this case we consider Ulam-Hyers stability and generalized Ulam-Hyers-Rassias stability. We investigate some new applications of the Gronwall lemmas to the Ulam stability of a nonlinear pseudoparabolic partial differential equations.