bluuebunny/crossref_metadata_2025 huggingface dataset:
Emergent Literacy Development in Adult L2 Learners
Authors: Gonzalves Lisa
Published: May 2020

Globally, many adults lack access to education due to gender, poverty, ethnic discrimination, political conflict, and geographic proximity. Moreover, many of these same adults may migrate at some point in their lives, needing to adapt to new linguistic settings. Oftentimes, such adults need to learn both an entirely new language and first-time literacy - not necessarily in their first language, but in the new language (L2) which they may not yet speak. By providing a robust overview of scholarship on emergent literacy acquisition in children and adults, this chapter heightens understanding of the complexity of acquiring literacy for the first time as an L2 adult migrant. The chapter provides practical guidelines on how teachers of L2 adults with emergent literacy can apply this knowledge in the classroom, focusing on three pedagogical areas - vocabulary acquisition, metalinguistic awareness, and academic socialization.
Phonological Awareness and Literacy in L2
Authors: Kkese Elena Theodosis
Published: May 2020

Phonological awareness is the conscious awareness that oral language can be subdivided into subcomponents, including words, syllables, rhymes, and sounds. Its importance has been identified in the development of children's literacy in L1, especially in terms of spelling, writing, and reading. Phonological awareness is of special importance for L2 acquisition as well, suggesting a strong correlation between this metalinguistic proficiency and literacy. This chapter examines this relation in young adults who are already literate in the L1 by providing an overview of the understudied area of L2 phonological awareness and its connection to spoken and written literacy. It is argued that phonological awareness influences spoken and written literacy skills given that L2 English users transfer L1 phonological awareness skills to the target language. In this context, the author suggests that instruction should be provided in the form of short, fun activities matching the interests of the young L2 adults.
Orthographic Learning
Authors: Espinas Daniel R. , Wang Min , Li Yixun
Published: May 2020

This chapter discusses orthographic learning, i.e., how children learn the relation between their spoken language and writing system. The process is discussed for children learning to read and write in one language, as well as for multilingual children acquiring literacy in more than one language. In both cases, the developmental course is mapped from children's first insights into the form and function of their writing systems to the development of word-specific mental representations that code for multiple linguistic forms (i.e., sound, spelling, and meaning). The chapter concludes with instructional recommendations for supporting children's orthographic learning throughout development.
Visual Literacy for Young Language Learners
Authors: Savić Vera
Published: May 2020

Acquiring literacy skills for the 21st century requires learners to move beyond the traditional print literacy skills and to develop strategies for effective communication in predominantly visual environments. The chapter explores how teachers of young language learners may scaffold children's development of visual literacy in Content-Based Instruction (CBI) and thus prepare them both for comprehending and producing visual images and multimodal texts. The chapter first provides a framework for understanding visual literacy and then describes pedagogical strategies language teachers may apply to promote visual literacy in a young learner classroom. Finally, it highlights the role of visual images in CBI and gives examples of classroom activities that foster simultaneous development of visual literacy and foreign/second language (L2) communication skills for young learners.
Critical Literacy and Genre Pedagogy
Authors: Duggan Jennifer
Published: May 2020

This chapter helps teachers use genre for effective language learning in the increasingly linguistically and culturally diverse 21st-century language classroom. The chapter provides an overview of the history of the term genre across various academic disciplines and explains why critical knowledge of genres is a key literacy in the 21st century. It discusses current trends of use of genre in the language classroom and gives tips on how to use genre responsibly with multicultural, multiliterate, multilingual students, focusing in particular on the usefulness of critical literacy in linguistically and culturally diverse language classrooms. The chapter also highlights ways in which teachers can use genres to empower minority students—including those belonging to a linguistic minority—and to counteract bias in their classrooms.
Children's Literature as Pedagogy
Authors: Curtin Alicia
Published: May 2020

This chapter explores the use of children's literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, definitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, definitions, and understandings of learning and literacy of the students in their care.
Using Literature Circles Instruction to Develop Reading Comprehension Skills
Authors: Zhao Jing , Christison MaryAnn
Published: May 2020

This chapter introduces readers to the interactive methodology of literature circles instruction. The chapter shows how this methodology is effective for the development of literacy skills for linguistically and culturally diverse groups of language learners. Literature circles instruction is supported by two key theoretical perspectives in second language acquisition, namely, sociocultural theory (SCT) and the basic tenets of reader-response theory. Also in this chapter is a brief overview of the research on literature circles instruction in two areas: (1) the development of reading comprehension skills and (2) the attributes of effective literature circles instruction, including a discussion of the issues related to the use of literary texts and the importance of student-led discussion groups. The second part of the chapter provides information for classroom practitioners, showing how the principles for literature circles instruction can be enacted in classrooms with diverse language learners.
Using Materials in Refugee and Immigrant Adults' Heritage Languages in Instruction
Authors: Minuz Fernanda , Haznedar Belma , Peyton Joy Kreeft , Young-Scholten Martha
Published: May 2020

There has been a shift in receiving countries and their education programs for adult immigrants around the world. A complete focus on immigrants' cultural integration and learning of the language of the country has shifted to an understanding that supporting heritage language maintenance benefits adults with little or no formal schooling in that language, including a more nuanced sense of identity, stronger second language (L2) and literacy learning, and confidence in supporting the schooling of the younger members of their communities. Teachers and tutors need, but lack, professional development focused on implementing instructional approaches that incorporate this new focus and on using reading materials in learners' languages. This chapter describes a new Online Heritage Language Resource Hub, which gives teachers, tutors, adult learners, and younger members of the community access to materials in hundreds of immigrants' languages. It also provides teachers ways to use the reading materials in the Hub in their classes with adult learners.
A Holistic Approach to New Language and Literacy Development of Refugee Women
Authors: Durgunoğlu Aydın Yücesan , Nimer Maissam
Published: May 2020

As the number of displaced people who need to learn the oral and written language(s) of their host communities increases, educators are faced with serious challenges. This chapter discusses some of these issues and ways to improve the language education of refugees, using as an example the case of Syrian women in Turkey with limited formal education. Good practices both at the program level and within particular instructional settings are outlined. At the program level, the authors suggest adopting a holistic approach; addressing challenges such as trauma, poverty, and unwelcoming social environment; offering lifelong education in local centers; and training teachers. Within the educational settings, teachers should get to know the learners in all their diversity; build on existing strengths; offer systematic, integrated instruction grounded in real-world needs and uses of language; consider both cognitive and affective dimensions of literacy; use technology; and facilitate language development through social interactions.
Initial Literacy Teaching of Indigenous Children
Authors: Reis da Costa Mayara Priscila , Pereira Íris Susana Pires , Macedo Silvia Lopes da Silva
Published: May 2020

This chapter presents a pedagogical design for the language and literacy learning of indigenous children within mainstream non-indigenous schools in the municipality of Oiapoque, located in the Federal State of Amapá, Brazil. It describes the linguistic and cultural diversity that characterizes the area followed by the outline of the key tenets underpinning the educational policy that frames language and initial literacy education in indigenous communities. The chapter then problematizes the case of migrant indigenous children in urban schools, where there is no specific legal protection for their linguistic and literacy education. In response to this shortcoming, authors present a culturally and linguistically sustaining pedagogy based on the Linguistically Appropriate Practice method, aimed at guiding teachers to educate these children to become bilingual and proud of their cultural heritage. The design is innovative in the context of its application in Brazil and of potential relevance for similar contexts worldwide.
Linguistically-Responsive Literacy Pedagogies Across Primary and Secondary Classrooms
Authors: Aguilera Earl , Greenstein Ilana , Shannon Linda A.
Published: May 2020

In this chapter, three educators outline a pedagogical framework for enacting Linguistically Responsive Literacy Pedagogies (LRLP), founded on the sociocultural dimensions of literacy, the multilingual realities of many contemporary educational settings, and the institutional expectations of the teaching profession. The chapter overviews how the LRLP framework has been enacted across three different developmental groups across multiple school sites. The authors bring experiences as classroom teachers, teacher-educators, and school leaders working to understand and support the diverse literacy and language practices of learners in the 21st century. The chapter illustrates how pedagogical approaches that share a commitment to sustaining sociolinguistic diversity and promoting educational equity can be enacted across primary and secondary classrooms to benefit all learners.
Walk With Me
Authors: López Minda Morren , Newman Tara A.
Published: May 2020

Effectively preparing teachers to work with culturally and linguistically diverse students has been a persistent issue in literacy teacher education in the United States for the past several decades. To prepare preservice teachers to work effectively with all students, including emerging bilinguals, and to engage in culturally sustaining pedagogies, this chapter presents a form of community mapping authors call “caminatas,” which was implemented in a short-term study abroad program for preservice teachers. Examples are provided of ways in which the caminatas promote culturally sustaining pedagogies for preservice teachers as well as increased understandings of teaching multilingual students through the five elements of revised indigenous framework. It is crucial to provide preservice teachers spaces for working with and alongside their students in local communities to build relationships and knowledge of how to develop culturally sustaining pedagogies with and for their students.
Understanding the Teaching Strategy of Korean Heritage Language Teachers in Community-Based Heritage Language Schools
Authors: Seo Youngmin
Published: May 2020

The goal in this qualitative study is to contribute to the growing understanding that heritage language (HL) teachers' literacy teaching beliefs and children's home linguistic environment mediate teachers' HL teaching strategies, including the micro-level language policy. Following the brief history of Korean HL schools in the USA, a case study conducted at two community-based Korean HL schools in California is presented. The primary data were collected through multiple teacher interviews and participant-observations in two Korean heritage language schools. The characteristics of two HL teachers' instruction capture their beliefs about literacy teaching and micro-level language policy in the classroom. The challenges of Korean-only instruction and HL education are discussed in relation to students' linguistic home environments and macro-level linguistic policy of the USA. The author concludes with the implications and recommendations for HL teachers, HL schools, and administrators regarding how to support bilingual competences and literacies of young children in minority communities.
Straddling Two Worlds
Authors: Kajee Leila
Published: May 2020

Education is a challenge confronting immigrants in a country where they are perceived as cultural and linguistic outsiders. School becomes, for immigrant youth, the next most important societal institution to family, given that it is a powerful indicator of the child's ongoing and future well-being. School also serves as a primary form of contact with mainstream society. However, schools of the majority culture become potential sites of dissent. This chapter derives from a larger project on “Immigrant Literacy Practices in and Out of School in South Africa.” The aim of this chapter is to explore, through their narratives, how adolescent immigrant youth interpret their subjective identities and position themselves in relation to the host country, South Africa.
Transformative Forces for Education
Authors: Valencia Mazzanti Cristina
Published: May 2020

In this chapter, the author discusses the power and possibilities that linguistic diversity, identity, and community have for the education of Latino and immigrant children. To do so, she shares her experiences conceptualizing and implementing Familias Aprendiendo, a series of workshops designed for families whose dominant language is Spanish and who have children in early elementary school. The author starts by offering a reflection on the role of family engagement in advancing equity practices for children and families who are linguistically diverse. Then, the author dedicates the second part of this chapter to describe the family workshops as well as some of the resources used in the workshop's implementations. The chapter closes with a note on the idea of transformation in education.
Toward Interdisciplinary Theoretical Frameworks for Educating Secondary School Immigrant Students
Authors: Jiang Lei
Published: May 2020

This chapter discusses the theoretical frameworks that guide research on educating secondary school immigrant students. Three theoretical lenses, namely Bourdieu's theory of practice, assimilation theory, and linguistic anthropology of education, are reviewed and discussed regarding their epistemological, ontological, and methodological implications. The chapter first briefly discusses the status of the immigrant population and the conceptual framework used in the study. Next, it reviews the key tenets of each theoretical lens and discusses their applications in the discipline of education. These three frameworks, with their contemporary theoretical extensions and developments, are also compared and contrasted based on their similarities and differences in providing guidance for the empirical studies of the chosen research topic. Finally, the conclusions and implications are presented for further discussion.
Foreign Language Anxiety's Impact on Immigrants and Refugees
Authors: McDermott Brian C.
Published: May 2020

Foreign language anxiety (FLA) has been tested from myriad different angles with many different populations in varying locations and contexts. The research demonstrates that FLA has a consistent, moderate negative impact on the learning and performance of a foreign or second language. Those learning in a formal setting (e.g., university students) have by far been the most investigated population within FLA research. Those living in the target second language group environment, who learn and utilize a second language outside of a formal learning setting, particularly immigrants and refugees, have also been shown to be impacted by FLA. This chapter first examines past reviews of the literature on FLA. Next, examples of FLA's impact on individuals outside of formal learning settings and then FLA's impact on immigrants and refugees are examined in order to discuss the similarities and differences between FLA's impact on different populations within various learning settings.
Arhgap25 Deficiency Leads to Decreased Numbers of Peripheral Blood B Cells and Defective Germinal Center Reactions
Authors: Lindner Silke E , Egelston Colt A , Huard Stephanie M , Lee Peter P , Wang Leo D
Published: May 2020

Rho family GTPases are critical for normal B cell development and function, and their activity is regulated by a large and complex network of guanine nucleotide exchange factors (GEFs) and GTPase-activating proteins (GAPs). However, the role of GAPs in B cell development is poorly understood. In this study, we show that the novel Rac-GAP ARHGAP25 is important for B cell development in mice in a CXCR4-dependent manner. We show that Arhgap25 deficiency in mice leads to a significant decrease in peripheral blood B cell numbers as well as defects in mature B cell differentiation. Arhgap25−/− B cells respond to Ag stimulation in vitro and in vivo but have impaired germinal center formation and decreased IgG1 class switching. Additionally, Arhgap25−/− B cells show evidence of increased baseline motility and augmented chemotaxis to CXCL12. Taken together, these studies demonstrate an important role for Arhgap25 in peripheral B cell development and Ag response.
ST-elevation during head up tilt test: a challenging case in syncope unit
Authors: Carbone Andreina , Avitabile Vincenzo , Golino Paolo , Nigro Gerardo , Russo Vincenzo
Published: May 2020

A 65-year-old woman, during an elective head up tilt test, after the sublingual nitrate administration, experienced electrocardiogram alteration with ST elevation in the inferior leads, that returned normal when the patient was laid supine after few minutes. Serial cardiac markers were not elevated and coronary angiography revealed normal epicardial coronary arteries. Paradoxical vasospastic response to nitrates in vasospastic angina patients represents a rare but very challenging condition and the best therapeutic approach in this subgroup of patients remains unclear.
Psychological factors of sibling caregivers of patients with severe mental disorders: an observational study
Authors: Pierazzuoli Francesca , Gatti Elisa , Castelli Maria Rosa , Primerano Giuseppe , Oasi Osmano , Tognasso Giacomo , Finos Livio , Santona Alessandra
Published: May 2020

The goal of the present study is to explore the perception of the relationship with parental figures, traumatic experiences, personality traits and psychosocial characteristics of the participant sibling caregivers. The sample was composed of 30 sibling caregivers recruited at psychiatric facilities in Italy, and of 30 control siblings. The battery of instruments administered included Parental Bonding Instrument (PBI), Minnesota Multiphasic Personality Inventory 2 (MMPI-2), and The Inventory of Traumatic Experiences (TEC). This research found that sibling caregivers of patients with severe psychiatric pathologies are distinctly different from the siblings of the control group with respect to the perception of their relationship with parental figures more frequently regarded as dysfunctional, and were also characterized by a higher presence of traumatic experiences. The problematic relationship with parental figures, some traumatic experiences, and the burden of taking care of a sibling with psychiatric disorders are probably important variables with regards to the individual’s overall psychological condition.
Archean and Paleoproterozoic cratonic rocks of Baffin Island
Authors: St-Onge M R , Scott D J , Rayner N , Sanborn-Barrie M , Skipton D R , Saumur B M , Wodicka N , Weller O M
Published: May 2020

Archean and Paleoproterozoic cratonic rocks of Baffin Island define four stacked structural levels that are juxtaposed within the middle Paleoproterozoic Trans-Hudson Orogen. From north to south, and highest to lowest structural level, these comprise:1) the
Archean Rae Craton, unconformably overlain along its southern margin by middle Paleoproterozoic supracrustal cover (Piling Group) and stratigraphically similar units of the Hoare Bay Group on Cumberland Peninsula; 2) Archean to middle Paleoproterozoic metaplutonic units and middle Paleoproterozoic
metasedimentary cover (Lake Harbour Group), collectively termed the 'Meta Incognita microcontinent'; 3) middle Paleoproterozoic orthogneiss, interpreted as a deformed arc-magmatic terrane (Narsajuaq terrane) or alternatively as Narsajuaq-age intrusions emplaced in the Meta Incognita microcontinent;
and 4) Archean orthogneiss, interpreted as the northern continuation of the lower-plate Superior Craton, and associated middle Paleoproterozoic continental-margin supracrustal cover (Povungnituk Group).
Vietnamese and Chinese Movies about Royalty
Authors: Hoang Cam-Giang
Published: May 2020

Since 2002, with the enormously successful release of the movie Hero by Zhang Yimou, we have been witnessing the resurrection of the royal theme in contemporary East Asian cinema, and the return of Confucian cosmology as its philosophical foundation. In this paper, I focus on Vietnamese films which represent royal subjects and court life, like Heroes of the Tay Son Dynasty (Tây Sơn hào kiệt; Lý Hùng, Lý Huỳnh, and Phượng Hoàng; 2010), Blood Letter (Thiên mệnh anh hùng, Victor Vũ, 2012), and Tam Cam The Untold Story (Tấm Cám chuyện chưa kể, Ngô Thanh Vân, 2016); and Chinese films, like Hero (英雄, Zhang Yimou, 2002), The Banquet (夜宴, Feng Xiaogang, 2006), and Red Cliff (赤壁, John Woo, 2008). Firstly and most importantly, my essay examines how the cosmic and environmental elements in such movies are manipulated to advocate some particular political discourse as a kind of ecological politics. From this analysis, I analyse and explain the similarities in how the filmmakers in Vietnam and China establish the stereotypes of power and legitimacy of authority utilizing and transforming the Confucian spiritual cosmology. I also try to clarify the difference between the two cinemas in how they express the concepts “the Unity of Heaven and Man” (tianren heyi), “Rectification of Names” (zhengming), and “Virtue of Loving Life” (haosheng) in their political implications. Finally, I will discuss the layers of meaning and visual narratives by analysing the characters and social contexts of the films to reaffirm the varying degrees of influence of Confucian tradition on contemporary forms of cultural and political practices.
Lê Quý Đôn’s Theory of Li-qi
Authors: Lin Yueh-hui
Published: May 2020

This paper discusses the work of Lê Quý Đôn (1726–1784), a prominent scholar of Later Lê Vietnam who was deeply influenced by Song-Ming Neo-Confucianism. Lê’s masterwork, the Classified Discourses from Yun Terrace (Yuntai leiyu 芸臺類語, Vân đài loại ngữ), exemplifies this intellectual heritage. This essay considers the text’s first volume in light of Zhu Xi’s theory of li-qi. While drawing deeply from Zhu Xi’s theory of an inseparable li-qi, Lê’s concept of li-qi ultimately originated in Han dynasty qi-transformative cosmology. Also influenced by a Vietnamese tradition of Three Teachings syncretism, Lê integrated Neo-Confucianism with Han cosmology to create a unique li-qi theory.
"Won’t You be my Neighbor?"
Authors: Evans Kelsey , Russell William B. , Furgione Brian , Sheridan Allison
Published: May 2020

This study investigates family perceptions of character education and social emotional learning in PBS Kids educational media programming.  Interview transcripts of parents and their children were analyzed to investigate their perceptions of the media programming and the impact it has on character development and social emotional well-being.  This study indicates that many parents who were exposed to PBS in their youth and are returning to PBS for foundational support when in raising their children. The wholesome messages depicted on PBS shows, like Daniel Tiger’s Neighborhood, are helping parents teach their children about complex topics, such as how they feel, what they value, and cleanliness in the home. This assistance, in turn, enables parents to have conversations that help their children thrive, and foster a healthy and supportive parental/child relationship.
Virtually Ready? Pre-service teachers' perceptions of a virtual internship experience
Authors: Waters Stewart , Russell William B.
Published: May 2020

The purpose of this phenomenological study was to understand the experiences of six secondary pre-service teachers that completed a semester long internship with a supervising mentor at a virtual school in the Southeastern United States. The secondary pre-service teachers in this study voluntarily chose a placement in the virtual school over a traditional classroom placement for completion of their initial licensure field experience. This study sought to examine why secondary pre-service teachers chose a virtual internship and what their experiences were like as online instructors. A total of six participants completed a sixty-minute semi-structured interview at the completion of the semester long virtual school internship. Results of the study indicated that secondary pre-service teachers' primary motivation for entering a virtual internship experience was "œconvenience". Additionally, participants felt prepared for future employment in virtual schools, but had some reservations about their prospects in a traditional classroom setting.
A Prediction for Teacher Commitment; Effects of Managerial Style, Burnout and Demographics
Authors: Demirhan Gokhan , Yucel Cemil
Published: May 2020

The Purpose of this study is to determine the effects of managerial style, teacher burnout and demographics on teacher commitment. In accordance with this aim, a quantitative casual research design was implemented. Data of the research were gathered from 280 primary school teacher, by a questionnaire including managerial style, teacher burnout, teacher commitment and teacher demographics forms. For each research questions, Hierarchical Linear Regression analysis was carried out. According to the findings, task oriented behaviors of principal, emotional exhaustion level of the teacher, self-inadequacy feelings of teacher, marital status and work time spending at the same school predicts teacher commitment significantly. On the other hand, human orientation, isolation level from work environment, physical burnout level, vocational burnout level, gender, professional experience, educational level and working status variables does not predicts teacher commitment.
The Early Years of American Political Science: Traditionalist Paradigm and its Critics
Authors: Ahmad Iftikhar
Published: May 2020

American political science has a checkered history. In the first decade of the twentieth century the discipline of political science was in its nascent stage. Political science professors of that period espoused a worldview that may be called Traditionalism. Traditionalist paradigm was informed by Hegelian philosophy and its main thrust was the study of the state. Traditionalism promoted teaching about the structure and function of government on college campuses and in public schools packaging it as citizenship education. However, political scientists of the mid-1920s and early 1930s found Traditionalism to be an inadequate methodology for explaining the complex political problems of the industrial age. Thus Behavioralism emerged as a new paradigm making Traditionalism obsolete. Behavioralist paradigm also could not explain adequately the causes of the nation-wide social unrest and racial conflicts of the 1970s, and hence it too lost its respectability, especially among women and other disenfranchised political scientists in American academia.
Clinical Entrepreneurship: A Student Teacher Assigning Desktop Documentary Making
Authors: Schul James E
Published: May 2020

This study examines a student teacher's assignment of a historical documentary project in her middle school classroom placement. Results reveal that this student teacher and her cooperating teacher collaborated together to assign the project as a means to foster a personal connection with students and that their mutual commitment to this purpose fostered an experimentalist type of student teaching experience. Despite experiencing adversity with assigning the documentary project, the student teacher was not deterred from completing the project nor from her desire to assign a documentary making project in the future.  Implications of these findings are discussed.
Rutas de exilio entre Argentina y Venezuela, 1974-1980: circulaciones, tránsitos y re-exilios en el contexto regional
Authors: Ayala Mario
Published: May 2020

Este artículo tiene como objetivo analizar las diversas rutas de exilio entre Argentina y Venezuela a partir de las experiencias de los exiliados políticos que se refugiaron en ese país durante el tercer gobierno peronista (1973-1976) y la dictadura militar argentina (1976-1983). La metodología escogida fue el estudio cualitativo y cuantitativo de un corpus de 72 trayectorias personales sistematizados en una base de datos, cuyas fuentes fueron entrevistas orales, testimonios editados y documentación diplomática venezolana. Se reconstruyeron las rutas de exilios directas, indirectas o seriales de los exiliados que se instalaron en Venezuela entre 1974 y 1980 atendiendo sus circulaciones, tránsitos, reubicaciones y re-exilios durante la última ola represiva en el Cono Sur de América Latina. Se concluye que las rutas de exilio variaron en función de las estrategias de los sujetos exílicos en interacción con los contextos represivos del país expulsor, de la política de asilo y recepción de los países ante los cuales solicitaron protección y de las condiciones políticas regionales e internacionales en que se desplegaron los desplazamientos territoriales forzados o condicionados por razones políticas.
Bankruptcy Procedure for Individuals in Russia and the USA: Comparative Legal Analysis
Authors: Boltenkova Yuliya V. , Sinenko Vladimir S. , Rubanov Sergey A. , Lilikova Oksana S. , Gordeev Aleksey Yu.
Published: May 2020

Bankruptcy is the legitimate procedure by which monetarily troubled firms, people, and sporadically governments settle their obligations. The insolvency procedure for firms assumes a focal job in financial aspects, since rivalry drives the most wasteful firms bankrupt, subsequently raising the normal proficiency level of those remaining. This study provides a comparative analysis of the most significant aspects of bankruptcy for individuals in Russia and the United States. The objective of the study was to determine the conditions involved in declaring a citizen insolvent in US and Russian law, for which we studied the ways of filing applications in these countries, as well as some methods of abuse by creditors that reduce the effectiveness of the bankruptcy institu-tion, and the ways to minimize them. Based on the results of the analysis, proposals were made to improve the legislation that governs people's bankruptcy. These proposals are based on the positive experience of the United States in the field of legal regulation of insolvency institutions.
Provision of Escrow Services at the Absence of an Agreement: The Assessment for Compliance with the Russian Law
Authors: Vasilevskaya Liudmila Yu. , Rozhkova Marina A.
Published: May 2020

Based on an analysis of the norms of the Civil Code of the Russian Federation, the authors studied the legal basis for the provision of a range of services by the online classified in the digital environment. Additionally, the authors studied the structure of relations arising between the buyer, seller, online classified, delivery service, and the bank. The article substantiates that there is a conditional escrow of property in the framework of the considered relations, but the fact of concluding an agreement creating an appropriate legal basis for such an escrow is not observed. The study results identify several civil law agreements, needed for the goods delivery services offered by online classifieds. The authors concluded that the relationship system built by the online classified with sellers, buyers, a delivery service, and a bank and providing for the reservation of the buyer’s money excludes the conclusion of an escrow agreement.
Características y evolución del liderazgo político opositor venezolano en el periodo 1999-2015
Authors: Soto Vásquez Gustavo Adolfo , Lugo Vera Zoribeth Carolina , Nava Medina Jenileth Dairene
Published: May 2020

El liderazgo político forma parte de los fenómenos trascendentales estudiados desde la perspectiva del comportamiento político, toda vez que los mismos son importantes para el desarrollo y la conducción de un país en la teoría y en la realidad, Venezuela no es la excepción, tal como lo muestran diferentes hechos sociales y políticos que se abordan en el artículo. La investigación se planteó el objetivo de explicar el nacimiento de liderazgos dentro del sector opositor a través de los enfoques de liderazgo situacional, conductual y de los rasgos personales en el periodo 1999 al 2015. En lo metodológico se utilizó la hermenéutica junto a la técnica de entrevistas, a través de la selección de informantes claves que muestran características que los clasifican como líderes de rasgos personales, al tiempo que evidencian las pocas similitudes en sus visiones de país y sus líneas discursivas, además de sus claras diferencias ideológica. Se concluye que a pesar del hecho de todos los líderes presentan características de liderazgos situacionales, de rasgos personales y conductuales específicos y diferenciados, sin embargo, se encontraron en cada uno de ellos más atributos coincidentes con el estilo del liderazgo de los rasgos personales.
Desmitificando las ideas económicas de Adam Smith
Authors: Osorio Bohórquez Leonardo Favio
Published: May 2020

El objetivo de este trabajo es analizar las obras de Adam Smith sobre “La teoría de los sentimientos morales” y “La Riqueza de las naciones”, de esa forma se pueden entender sus dos facetas, la de economista y filósofo, con el fin de desmontar toda una serie de mitos sobre sus planteamientos teóricos. La tesis sobre el egoísmo y materialismo de los hombres, la idea de la mano invisible, del papel del Estado en la sociedad, entre otras afirmaciones, han sido mal interpretadas sobre todo por las corrientes marxistas-socialistas y estatistas. De ahí la importancia de releer las obras de Adam Smith sin fines maniqueos, para realmente explicar los fundamentos básicos de sus ideas. Las dos obras de Smith no son en lo absoluto contradictorias sino complementarias, por eso la importancia de leerlas de forma paralela. Se utilizan los métodos analítico-sintético y analógico-comparativo para la realización de la investigación, por medio de una revisión bibliográfica. Se concluye que Smith siempre argumentó la importancia de buscar el bienestar individual y colectivo como único medio para lograr la prosperidad de las mayorías.
Sustainable development, green economy - ways of implementation in Russia: regional aspecto
Authors: Kudinova Galina Eduardovna , Korostelev Aleksandr A. , Rozenberg Anastasia G. , Tkachev Boris Pavlovich , Vorokova Nodira Кhasanovna
Published: May 2020

Increasing threats of biodiversity loss, recent emerging environmental crises and disasters, environmental degradation caused by increased industrial production, increased anthropogenic pressures, and population growth since the mid-20th century have created a threat for the lives of current and future generations. The concern of the world community with environmental problems was expressed in the main forums, summits and was marked by the development of strategies aimed at sustainable development and the change in the economic path towards the formation of environmental protection technologies and the creation of an economy. green globally and regionally. Many prominent scientists considered the tasks of protecting the environment and sustainable regional development, but the problems of the green economy and the transition to sustainable development in the region are not fully understood. In this sense, the objective of the research is to consider the possibility of implementing a strategy for sustainable development and a "green economy" in Russia (regional aspect).
Synthesis, Characterization and Molecular Docking Studies of Mn (II) Complex of Sulfathiazole
Authors: Otuokere I. E. , Ohwimu J. G. , Amadi K. C. , Alisa C. O. , Nwadire F. C. , Igwe O. U. , Okoyeagu A. A. , Ngwu C. M.
Published: May 2020

Sulfathiazole (SFTZ) is an antibacterial drug that contains the organosulfur compounds. It is used as a short-acting sulfa drug. The metal complexes of sulfa-drug have gained considerable importance due to their pronounced biological activity. The sulfa-drugs have received great attention because of their therapeutic applications against bacterial infections. Mn(II) complex of sulfathiazole was synthesized by the reaction of sulfathiazole with MnCl2.4H2O. The Mn (II) complex was characterized based on UV, IR, 1H NMR Spectroscopy and x-ray powder diffraction. The electronic spectrum of the ligand showed intra charge transfer which was assigned to the chromophores present in the ligand, while that of the complex suggested intra ligand charge transfer (ILCT) and ligand to metal charge transfer (LMCT). In the IR spectrum of sulfathiazole, the N-H stretch of SO2NH appeared at 3255.23 cm-1. In the IR spectrum of the metal complex, this band was absent. This suggested the deprotonation of the N-H of SO2NH during the complexation reaction. This showed that sulfathiazole acted as a monodentate ligand. 1H NMR spectrum of [Mn(SFTZ)] complex showed the involvement of the nitrogen atom of SO2NH. The crystal structure of [Mn(SFTZ)] complex belongs to monoclinic system, space group P1, with cell parameters of a= 4.519Å, b = 8.704Å, c = 12.608Å, V = 493.5Å3, β = 95.69º. Molecular docking suggested that the ligand/complex bonded effectively with the E.coli and S.aureus because their global binding energies were negative. The binding interactions of ligand/complex with E. coli and S. aureus were predicted. Molecular docking predicted the feasibility of the biochemical reactions before experimental investigation. It was concluded that sulfathiazole behaved as a monodentate ligand towards Mn (II) ion. The binding energy and interaction of [Mn(SFTZ)] with E.coli and S. aureus have also shown that inhibition of the bacterial species is feasible. The mechanism of action of [Mn(SFTZ)] with E. coli and S. aureus is now well understood.
1. Funciones y actitudes de los líderes de la Universidad Nacional Abierta (prueba HTML)
Authors: Fumero G. Belcys M. , Caira T. Norma M.
Published: May 2020

El presente artículo es resultado de una investigación documental enmarcada en el paradigma cualitativo donde pretendemos plantear algunas reflexiones sobre la ética compleja de Morín en el contexto educativo. Utilizamos la metodología hermenéutica. Analizamos e interpretamos bajo nuestra perspectiva subjetiva los diferentes elementos de la ética compleja en el contexto educativo.  Finalmente, concluimos que la ética compleja también llamada de resistencia y de religación; es indispensable en la educación porque permite al hombre alejarse de la noción del mal elevando su dimensión altruista. Esta última, necesaria durante la formación educativa de todo ser humano, debido al acompañamiento que recibe de otros seres semejantes a él con los que debe compartir sus conocimientos, habilidades y valores como parte del orden social y planetario.
2. El debate cooperativo versus la exposición verbal del docente
Authors: Aranguren Peraza (UPEL-IPC / UNESR) Gilberto
Published: May 2020

La investigación tiene como objetivo el comparar el alcance de dos estrategias de intervención en el aula: el debate cooperativo y la exposición verbal del docente. Se hizo uso de una investigación de campo y del método cuantitativo mediante un diseño de dos grupos (experimental y control) con sujetos no aleatorizados y con post – pruebas. Las estrategias fueron aplicadas en un 9no grado de Educación Básica de Adultos en el área de Ciencias Biológicas. Los resultados son lo suficientemente significativos para señalar que sí existe relación entre las calificaciones obtenidas por los estudiantes y su participación en las estrategias, en un nivel de confianza de α = 0,05; las discusiones e interacción dadas en los equipos de debate cooperativos ayudan a mejorar el rendimiento, a diferencia de las exposiciones reiteradas del docente. Una conclusión es que las interacciones contribuyen a generar conflictos socio – cognitivos.
5. Aproximación epistémica a la educación literaria
Authors: Illas (UC) Wilfredo
Published: May 2020

Comprender la dimensión epistémica que implica la educación literaria representa un verdadero desafío, el cual puede vislumbrarse desde una doble articulación: valorar la proyección educativa del fenómeno literario; y, reconocer la confluencia de lo educativo, lo literario y lo humano en instancias relacionales, dialógicas y vivenciales. El propósito de este ensayo científico consiste en delinear algunos elementos epistémicos de la educación literaria como instancia inaplazable para enriquecer el mundo del alumno/lector desde dimensiones cognitivas, afectivas, espirituales y culturales. Vista así resulta válido pensar una educación literaria recreada en la promoción de la literatura local y regional que vehicule la condición humana en la comprensión de los múltiples sentidos y significados a los que el texto apuesta, suscitando el desarrollo de una actitud favorable hacia los valores identitarios y  hacia una lectura más afectiva y significativa que, desde el imaginario literario circundante, sumerja al lector en el periplo literario universal.
1. Planteamientos del problema de los trabajos especiales de grado: una tipología textual a investigar
Authors: Granado Domínguez (UC) Milena Ailin
Published: May 2020

La presente investigación tuvo como propósito valorar el significado de las estructuras textuales de nueve planteamientos del problema de los Trabajos Especiales de Grado producidos por estudiantes egresados del Departamento de Idiomas Modernos de la Facultad de Educación de la Universidad de Carabobo. Se trató de un estudio realizado bajo un enfoque cualitativo en su modalidad del análisis del discurso  de acuerdo a la clasificación de Martínez (2006). Para el análisis se tomaron en cuenta las categorías de órdenes sintácticos, semánticos y pragmáticos propuestos por este autor así como también las de orden cognitivo, señaladas por Niño (2004). Los resultados apuntan al hecho de que el segmento analizado puede ser tratado por estudiantes, docentes e investigadores a partir de análisis de modelos textuales propios de su género que conllevan al investigador a ejercer, en primer lugar, su rol de lector para luego convertirse en un escritor eficiente. Se concluye que la estructura organizativa de los planteamientos del problema analizados, a pesar de que contienen unidades lingüísticas y retóricas que se aproximan a la estructura prototípica de un planteamiento del problema pareciera no corresponderse con los objetivos que deben plantearse los investigadores.
4. Propuesta filosòfica de un nuevo modelo educativo para carreras en el área de ciencias de la computación
Authors: Altamiranda (ULA) Junior , Aguilar (ULA) José
Published: May 2020

El presente artículo propone el marco filosófico del nuevo modelo educativo para una carrera en Ciencias de la Computación, basado en el paradigma de aprender haciendo, entre otros. Esta propuesta se enmarca en el nuevo modelo educativo de la Universidad de Los Andes. Para el desarrollo del modelo se realizó un tipo de investigación Documental, basada en la observación y reflexión sistemáticamente de la realidad académica de la Universidad de Los Andes, y en particular, del Departamento de Computación, usando para ello diferentes tipos de fuentes y mecanismos: documentos, experiencias, talleres de trabajo, entre otros. El marco filosófico del modelo educativo está basado en el paradigma aprender haciendo, aprendizaje liberador  y significativo, entre otros. En este artículo se presentan las bases Filosóficas del modelo educativo para una carrera en Ciencias de la Computación para la Universidad de Los Andes.
1. ESTRATEGIAS DE APRENDIZAJE HEURÍSTICAS PARA LA COMPRENSIÓN SOCIAL DEL CONOCIMIENTO
Authors: Hernández Piña Diego Ramón , Sánchez de Varela (UPEL-IPB) Fanny
Published: May 2020

La presente investigación tuvo como propósito producir un cuerpo de conocimiento referente a las estrategias de aprendizaje heurísticas para la comprensión social del conocimiento de los actores sociales del Decanato de Ciencias de la Salud Dr. Pablo Acosta Ortiz, Programa de Medicina, Universidad Centroccidental Lisandro Alvarado, UCLA, Barquisimeto. El estudio es cualitativo, bajo un diseño emergente, fundamentado en el paradigma construccionismo social, la fenomenología social y la hermenéutica. Surgen constructos relevantes contentivos de estrategias de aprendizaje: La intersubjetividad en la comprensión social del conocimiento; la agrupación social: Imagen especular en la comprensión de la realidad social; el proceso de la comunicación en la comprensión social del conocimiento y, los valores humanos en la comprensión de la realidad social.Como reflexión final, estas estrategias se entienden como la creación propia de una diversidad de procesos, métodos, técnicas, eventos, actividades, procedimientos y formas de organización en el aula aplicadas por los estudiantes, los docentes y el personal médico con funciones administrativas de la UCLA para comprender el contenido teórico-práctico de manera coherente y significativa, sirviendo de guía a estos actores.
3. GERENCIA UNIVERSITARIA EN TIEMPOS DE TRANSFORMACIÓN: ALGUNOS APUNTES PARA LA REFLEXIÓN
Authors: Niño (UPTT) Luís , Piñero (UPEL-IPB) María Lourdes
Published: May 2020

El trabajo se inscribe en la modalidad documental y tiene el propósito de analizar algunas aristas vinculadas con la gerencia de organizaciones sociales en un escenario de transformación universitaria como la que viven las instituciones de educación superior venezolanas ante la crisis y demandas del entorno socio económico actual. Se requiere de una gerencia universitaria que tome decisiones con base a una visión holística, fundamentadas en la ética integradora y como un sistema abierto, con estructura tendientes al aplanamiento y con pertinencia a las exigencias del entorno para así tener la capacidad de dar respuestas satisfactorias a la sociedad en general. Como conclusión se asume que la verdadera transformación universitaria va a depender esencialmente de: a) la visión compartida que tengan los miembros de la comunidad académica, b) el compromiso para su instrumentación, asumido por los diferentes actores institucionales y orientados por genuinos valores académicos c) las acciones estratégicas emprendidas por el liderazgo de los gerentes como responsables de guiar el proceso de transformación.