bluuebunny/crossref_metadata_2025 huggingface dataset:
Measuring Florida Extension Faculty’s Agricultural Paradigmatic Preferences
Authors: Warner Laura A. , Murphrey Theresa Pesl , Lawver David E. , Baker Matt , Lindner James R.
Published: February 2016

The demand for sustainable agriculture has increased, and many institutions, including the University of Florida, have adopted agricultural sustainability as a major goal. Extension has been identified as a critical information source, important in disseminating sustainable agricultural growing techniques. However, research has demonstrated that an institution’s goals may not be represented by the actions and beliefs of its staff members (Eveland, 1986; Minarovic & Mueller, 2000). While Extension faculty have been identified as change agents in the shift to a more sustainable agriculture, the literature contained little regarding Florida Extension agents’ attitudes towards this topic. The study and its findings were framed by Mitzel’s model of teaching and learning, and we sought to describe Florida Extension agents through an exploration of the presage variables associated with their teaching. This study utilized an updated Alternative and Conventional Agricultural Paradigm (ACAP) scale instrument to quantitatively measure Florida Extension agents’ agricultural paradigms. The sample included 188 randomly selected Extension faculty working across all disciplines. Within a potential score range of 24 – 120, and higher values indicating stronger alignment with sustainable agriculture, the Sustainability Score mean for Florida Extension agents was 80.64. The study identified three paradigmatic groups: Conventionals, Moderates, and Sustainables. We documented elements of Florida Extension professionals’ presage variables and determined that there is no disconnect between University of Florida Extension faculty and their organization’s goals related to sustainable agriculture.
Supervision of Agricultural Educators in Secondary Schools: What Do Teachers Want From Their Principals?
Authors: Paulsen Thomas H. , Martin Robert A.
Published: February 2016

The purpose of this multi-state study was to identify agricultural education teachers’ perceived level of importance regarding selected instructional supervisory practices used in the nonformal components of agricultural education. The theoretical frame supporting this study was the theory of andragogy. Data were reported on the perceived importance of 28 instructional supervisor practices. Agricultural education teachers indicated that the instructional supervisor should understand and support the teaching and learning processes used in nonformal settings, provide them with resources, and observe them in aspects of their teaching that transcend the traditional classroom. Female agricultural education teachers perceived all nonformal instructional supervisory practices as more important than did male agricultural education teachers. Researchers recommend that agricultural educators and the principals who supervise them incorporate the supervision of teaching in the nonformal setting into evaluation protocols.
Laboratory Safety Needs of Kentucky School-Based Agricultural Mechanics Teachers
Authors: Saucier P. Ryan , Vincent Stacy K. , Anderson Ryan G.
Published: February 2016

The frequency and severity of accidents that occur in the agricultural mechanics laboratory can be reduced when these facilities are managed by educators who are competent in the area of laboratory safety and facility management (McKim & Saucier, 2011). To ensure teachers are technically competent and prepared to manage an agricultural mechanics laboratory, teacher educators and state supervisory staff must provide a comprehensive preservice education and professional development opportunities in the area of agricultural mechanics that improve teacher retention, program continuity, and ensure a future supply of fully qualified and highly motivated teachers (Osborne, 2007; Saucier, Terry, & Schumacher, 2009). In this study, data were collected with a web-based questionnaire designed to determine Kentucky agriculture teachers’ perceptions of the importance of 14 agricultural mechanics laboratory safety competencies and their self-assessed ability to perform those competencies. The Borich (1980) Needs Assessment Model was used to assess these teachers’ needs. Researchers found subjects were in need of continuing education in the area of laboratory safety. To improve teachers competence, educators should receive professional development through technical workshops, winter and summer conferences, and via webinars (Barrick, Ladewig, & Hedges, 1983; Birkenholz & Harbstreit, 1987; McKim & Saucier, 2011; Saucier, et al., 2009).
Secondary Agricultural Education Program and Human Influences on Career Decision Self-Efficacy
Authors: Marx Adam A. , Simonsen Jon C. , Kitchel Tracy
Published: February 2016

The purpose of this study was to determine the relationship between career decision self-efficacy (CDSE) and components of the secondary agricultural education program. Additionally, the authors sought to describe secondary students’ CDSE and career decision influences. This study’s design was descriptive and relational and incorporated high school junior and senior student responses (n = 114) to surveys. Taylor and Betz’ (1983) Career Decision Self-Efficacy Scale, Short Form (CDSE-SF) was incorporated in addition to instruments developed solely for this study. This study’s findings revealed secondary agricultural education students were mostly confident in their career decisiveness across all five constructs of the CDSE-SF. Participation in Career Development Events (CDEs) revealed low correlations with four constructs in the CDSESF. Supervised Agricultural Experiences (SAEs) did not highly influence this group of participants’ career decisions. The authors also discuss the perceived influence of identified persons and other components of the secondary agricultural education program based on student responses. Recommendations are made to teachers and parents to improve secondary students’ career decision-making.
Effects of Mathematics Integration in a Teaching Methods Course on Mathematics Ability of Preservice Agricultural Education Teachers
Authors: Stripling Christopher T. , Roberts T. Grady
Published: February 2016

The purpose of this study was to determine the effects of incorporating mathematics teaching and integration strategies (MTIS) in a teaching methods course on preservice agricultural teachers’ mathematics ability. The research design was quasi-experimental and utilized a nonequivalent control group. The MTIS treatment had a positive effect on the mathematics ability scores of the participants, and a statistically significant difference was found based upon the MTIS treatment. Based on the results of this study, the MTIS treatment should be considered for use in an agricultural teaching methods course to increase the mathematics ability of preservice agricultural education teachers.
Extension Youth Educators’ Technology Use in Youth Development Programming
Authors: McClure Carli , Buquoi Brittany , Kotrlik Joe W. , Machtmes Krisanna , Bunch J.C.
Published: February 2016

The purpose of this descriptive-correlational study was to determine the use of technology in youth programming by Extension youth development educators in Louisiana, Mississippi, and Tennessee. Data were collected via e-mail and a SurveyMonkey© questionnaire. Extension educators are using some technology in youth development programming. More than three-fourths of Extension youth educators are using Facebook; however, less than one fourth of Extension youth educators are using Twitter which contradicts previous research. Having technology available for use explains a medium amount of the technology use among Extension youth educators; however, perceived barriers, anxiety, age, gender, years of experience, and sources of technology training do not explain Extension youth educators technology use in their programming. Extension youth educators fit the description of digital immigrants who assume that today’s learners acquire knowledge the same way they learned when they were in school.
Examining the Blogging Habits of Agricultural Leadership Students: Understanding Motivation, Use, and Self-efficacy
Authors: Bumguardner Kalee M. , Strong Robert , Murphrey Theresa Pesl , Dooley Larry M.
Published: February 2016

Blogging is a form of social media and student engagement is at the center of blogging. The benefits of blogging include ease in making writing easier to share, encouraging students to write outside of the classroom, and supporting group collaboration. The findings suggest students are more passive in their blogging experiences, as the data found students generally read blogs more than they wrote blogs. The unified theory on the acceptance and use of technology and self-efficacy were used as the framework for the study. This study sought to explore agricultural leadership students’ motivations for blogging in writing intensive courses. Effort expectancy, performance expectancy, and behavioral intention were significantly correlated with self-efficacy. Teacher training could be used to increase awareness among educators about the benefits of blogging. Educators must be able to convey the benefits of educational blogging in terms of its ease and benefit in order to encourage student acceptance. Improved preparation of agricultural leadership instructors to include blogging in writing intensive courses may improve student engagement and learning, and increase our academic discipline’s knowledge of approaches that influence the practice of technology diffusion.
How a Serious Digital Game Affected Students’ Animal Science and Mathematical Competence in Agricultural Education
Authors: Bunch J. C. , Robinson J. Shane , Edwards M. Craig , Antonenko Pavlo D.
Published: February 2016

The purpose of this study was to compare the effectiveness of the lecture and discussion teaching methods and digital game-based learning on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma. Three research questions guided the study, which utilized a quasi-experimental, between-groups design. No statistically significant differences (p >.05) were found between the counterfactual group and the treatment group regarding animal science competency and mathematics achievement. As such, the researcher failed to reject the null hypotheses aligned with the study’s research questions. However, this study demonstrated that teachers using a serious digital game in the context of animal science did not diminish their students’ achievement. As a result, it can be recommended that teachers should consider incorporating this teaching method into their existing pedagogical practices without fear of decreasing student learning and achievement. Another implication for practice is the importance of providing prolonged and sustained professional development opportunities for in-service teachers to learn how to use a digital game-based delivery method effectively to increase student achievement in agriculture and mathematics.
Evaluating Extension-Based Adult Education for Agricultural Labor Supervisors
Authors: Morera Maria C. , Monaghan Paul F. , Galindo-Gonzalez Sebastian , Tovar-Aguilar J. Antonio , Roka Fritz M. , Asuaje Cesar
Published: February 2016

Educating farm labor supervisors about the regulations that govern agricultural operations and employment is critical to reducing unintentional violations of workplace safety and labor laws. Cooperative Extension can provide the training needed to professionalize this vital and diverse workforce. One challenge to providing adult education to a wide-ranging audience of labor contractors, crew leaders, and farm managers is implementing a program that meets varied needs and expectations and adapts to linguistic and cultural differences. This study combined quantitative and qualitative methods to measure learning and satisfaction in a bilingual Extension training program and to evaluate the relationship between educational outcomes and program components. The study found that attendees of both the English and Spanish trainings rated the quality of their experience as either high or very high regarding the intensity of learning, the likelihood of implementing what was learned, and their overall satisfaction with the program. Furthermore, post-test scores were significantly higher than pre-test scores for both groups. Nonetheless, English training attendees had significantly higher post-test scores than Spanish training attendees. The study concluded that successful agricultural educational program implementation is tied to adaptive teaching, staffing, and logistical strategies that respond to multicultural realities yet maintain pedagogical standards.
Level of Agricultural Education Advisory Council Implementation in Idaho Secondary Agricultural Education Programs
Authors: Masser Douglas T. , Falk Jeremy M. , Foster Daniel D.
Published: February 2016

Advisory councils are community-specific and are major components of agricultural education programs. This descriptive study was conducted to further strengthen what is known about advisory councils and provide a basis for continued improvement in local programs. The specific purpose of the research study was to describe how Idaho agricultural education teachers perceived and used agricultural education advisory councils. Findings included that 90% (n=85) of Idaho agricultural education programs currently had an advisory council. Overall, respondents had positive perceptions of advisory councils, but felt that the opportunity exists forthe advisory council to have more influence on the program. The notion that the agriculture teacher is the leader of the program’s advisory council was also expressed. Future research is recommended to investigate the barriers to increasing the advisory council’s influence and ways to enhance the role of the advisory council in the program. In addition, professional development programs that share best practices on advisory councils should be developed to assist teachers in increasing the effectiveness of their local program advisory councils.
An Analysis of K-12 Teachers’ Conceptions of Agriculture Prior to and During Engagement in an Agricultural Literacy Program
Authors: Anderson Shawn M. , Velez Jonathan J. , Thompson Gregory W.
Published: February 2016

This study examined the K-12 teachers’ conceptions of the agriculture industry prior to enrolling in an agricultural literacy program and how their conceptions changed throughout the program. The study used qualitative methods to analyze the data collected from entrance questionnaires, interviews, and reflective journals. Trustworthiness was established through the use of both methodological and investigator triangulation as well as rich description of the coding process and the establishment of an audit trail. Entrance questionnaires and interviews established the participants’ prior understanding of agriculture. Data suggested the participants equated the agricultural industry with plant and animal production. From the reflective journal data it was determined that the teachers gained an awareness of the vastness of the agricultural industry and matured in their knowledge after participation in Summer Agricultural Institute.
Analyzing Moir’s Curve: A Quantitative Look at Attitudinal Changes in Induction-Year Agricultural Educators
Authors: Rayfield John , McKim Billy R. , Smith Kasee L. , Lawrence Shannon G.
Published: February 2016

With the challenge of creating a competent workforce to fill the shortage of agricultural educators nationwide, researchers have suggested a detailed examination of induction-year teachers to increase retention is critical. Multiple studies have depicted the importance of examining attitudes of induction-year and early career agricultural educators to develop quality induction-level support for this group. Moir (1990) conducted a qualitative study that resulted in the suggestion of six attitudinal phases all induction-year teachers experience, and described a predictive curvilinear relationship between attitude and time over the course of their first year teaching. As part of a larger study, the purpose of this study was to investigate the relationship among demographic variables and induction-year teachers’ attitudes toward teaching. Using a repeated measures design, induction-year teachers’ (n=197) attitudes were measured at six points during the 2011-12 school year in relation to the Moir’s (1990) model. Findings showed that although minor changes in attitude among respondents occurred, respondents were generally positive in attitude toward their career and did not experience the high levels of fluctuation as suggested by Moir (1990). Additionally, upon completion of a forced entry linear regression, demographic characteristics were not found to be significant predictors of induction-year teachers’ attitudes toward teaching.
Efficacy and safety of a hydrocodone extended-release tablet formulated with abuse-deterrence technology in patients with moderate-to-severe chronic low back pain
Authors: Hale, MD Martin E. , Zimmerman, MD Thomas R. , Eyal, MSc Eli , Malamut, MD Richard
Published: February 2016

Objective: To evaluate efficacy and safety of hydrocodone bitartrate extended-release (ER) tablets developed with CIMA® Abuse-Deterrence Technology (ADT) versus placebo in alleviating moderate-to-severe pain in patients with chronic low back pain.Design: Phase 3, randomized, double-blind study consisting of a screening period (7-14 days), open-label titration period (≤6 weeks), and double-blind treatment period (≤12 weeks).Setting: Seventy-eight US centers.Main outcome measures: Changes from baseline at week 12 in weekly average of daily worst pain intensity (WPI; primary efficacy measure), weekly average pain intensity (API; secondary efficacy measure), adverse events (AEs), and study drug loss and diversion.Results: Patients (N = 625) who entered open-label dose titration and identified the analgesic hydrocodone ER dose (30-90 mg every 12 h) providing optimal pain relief with minimal AEs were randomized to hydrocodone ER (n = 191) or placebo (n = 180) for double-blind treatment at the identified dose; 297 patients completed the study. Least squares means [SE] changes from baseline were significantly greater (worsening pain; 11-point scale) with placebo than hydrocodone ER in weekly average of daily WPI (0.74 [0.15] vs 0.11 [0.14]; p < 0.001) and weekly API (0.55 [0.14] vs −0.03 [0.12]; p < 0.001). The most common AEs with hydrocodone ER were constipation (14 percent) and nausea (10 percent). Study drug loss (≤4 percent) and diversion (≤2 percent) rates were low.Conclusions: Hydrocodone ER formulated with ADT was significantly more effective than placebo in alleviating chronic low back pain and demonstrated a safety profile consistent with that of opioids, with a low occurrence of study drug loss and diversion.
The common marmoset (Callithrix jacchus): a relevant preclinical model of human (auto)immune-mediated inflammatory disease of the brain
Authors: 't Hart Bert A. , Dunham Jordon , Jagessar S. Anwar , Kap Yolanda S.
Published: February 2016

Abstract. The increasing prevalence of chronic autoimmune-mediated inflammatory disorders (AIMIDs) in aging human populations creates a high unmet need for safe and effective medications. However, thus far the translation of pathogenic concepts developed in animal models into effective treatments for the patient has been notoriously difficult. The main reason is that currently used mouse-based animal models for the pipeline selection of promising new treatments were insufficiently predictive for clinical success. Regarding the high immunological similarity between human and non-human primates (NHPs), AIMID models in NHPs can help to bridge the translational gap between rodent and man. Here we will review the preclinical relevance of the experimental autoimmune encephalomyelitis (EAE) model in common marmosets (Callithrix jacchus), a small-bodied neotropical primate. EAE is a generic AIMID model projected on the human autoimmune neuro-inflammatory disease multiple sclerosis (MS).
The Section 527 Obstacle to Meaningful Section 501(c)(4) Regulation
Authors: Aprill Ellen P.
Published: February 2016

As is well known, on May 10, 2013, at a session of the American Bar Association Tax Section meeting in Washington, DC, Lois Lerner, at the time the director of the Exempt Organization Division of the Internal Revenue Service, apologized for IRS mishandling of applications by Tea Party groups for exemption as social welfare groups under § 501(c)(4) of the Code. A few days later, the Department of the Treasury Inspector General released a report (TIGTA Report) concluding that the “IRS used inappropriate criteria that identified for review Tea Party and other organizations applying for tax-exempt status based upon their names or policy positions instead of indications of potential political campaign intervention
Aplicación de modelos semióticos al análisis de poesía narrativa popular ecuatoriana difundida en audiovisuales
Authors: Moncada Landeta Raúl
Published: February 2016

Se expone una fundamentación teórica, lógica y metodológica de tres modelos semióticos: los elementos y funciones de la comunicación de Jakobson; el modelo actancial de Greimas; y los mundos: real, referencia y posible de Eco, aplicados al análisis de poesía narrativa popular difundida en distintos formatos audiovisuales.
The Relationship between Training and Employee Performance: The Case of Mutare City Council, Zimbabwe
Authors: Dabale Wehnam Peter , Jagero Nelson , Nyauchi Mentline
Published: February 2016

The Success of failure of an organization depends on the quality of its human resources and training being an integral part of the strategy to integrate human resources management with an organizations business strategy, coming at the age where employees are beginning to realize that employers have the potential to be much more dynamic and beneficial to the organization. Hence, this study was aimed to determine the relationship between training and employee performance in Mutare City Council, Zimbabwe. Correlational research design was used in this study, with an attempt describe and measure the degree of association between performance and training. A total of one hundred and thirty two (132) respondents (91 males and 41 females) were selected from the employees (population), purposive sampling technique and structured questionnaire were used in data collection. Data was analyzed using quantitative techniques, including inferential statistics. It was established that there was strong positive relationship between training and performance of employees.  It was recommended that all stakeholders, be involved in one way or the other in training to enhance employee knowledge, skills, ability, competencies and behaviour.
The Relationship between Manager, s Decision Making Styles and Teachers Empowerment in Saveh Primary School
Authors: Hosseinzadeh Davoud , Davoudi Amir Hosain Mohammad , Jokar Khadijeh
Published: February 2016

The present research was conducted to find out the relationship between manager, s decision making styles and teachers empowerment in primary schools of Saveh city. Research methodology of the study from the perspective of data collection in descriptive and correlation and from the perspective of purpose، is a practical one. The population of the study consisted of all the teachers of Saveh primary school. Based on Morgan, s Table، a sample size of 211 persons was determined and the samples were randomly selected through relative stratified method. Data collection tools were two standard questionnaires of decision making style Scott & Bruce، consisting of 25 items and psychological empowerment Spritzer questionnaires containing 20 items in five –point Likert scale. The content validation of each of the two questionnaires were confirmed by the specialists and their reliability calculating Cronbach s coefficient  alpha were respectively 0.75 and 0.88. The datacollected through descriptive and inferential statistics، like Kolmogorow-Smirnov test، pearson correlation coefficient، regression and step by step analysis were analyzed through the statistical software SPSS. The results of the study reveal that there is relationship between manager, s decision making styles and teachers empowerment. in such a way among the predictive variable dimensions،only “ rational and avoidant Decision Making style” were on the model.Considering the results of the study، there is a significant positive relationship between rational decision making style and empowerment. There are significant negative relationship  between avoidant and spontaneous decision making styles and empowerment. There aren’t relationship  between intuitive and avoidant decision making styles and empowerment.
El Bioaprendizaje y su incidencia socioeconómica
Authors: López Zepeda Leonardo Francisco
Published: February 2016

El presente artículo surge de la necesidad de abordar el proceso educativo en las ciencias económicas y sociales a través del Bioaprendizaje desde los distintos enfoques y puntos de vista que abordan que es el aprender y sus distintas variantes en el proceso del aprendizaje. Se enfoca y propone el aprendizaje desde el nuevo paradigma emergente de la educación y de los procesos cognitivo, psicomotriz y afectivo y de cómo estos impactan directamente en él. El método utilizado en su realización es orden documental, con el cual se logran investigar todas las situaciones que están relacionadas con el Bioaprendizaje como un todo en las nuevas formas y maneras de aprender. En conclusión propone al Bioaprendizaje como una forma de romper con esa programación mental y lineal, de manera que no dicten reglas de comportamiento como lo hace el imperialismo globalizado.REICE Vol.3(6) 2015: 77-91
Comunicación plurilingüe en clases de francés de turismo: implementación del enfoque accional
Authors: Cooman Jean Noel
Published: February 2016

En este artículo se analiza de qué manera se puede desarrollar con un grupo de estudiantes universitarios principiantes de francés, una competencia plurilingüe y pluricultural1 y de manera simultánea. Se presentan los resultados de una intervención educativa cuyo propósito fue aplicar el enfoque comunicativo accional dentro del aula, observando dos estudiantes durante un proceso de (semi)auto-aprendizaje, dirigido por un equipo de dos profesores trabajando en binomio y durante un intercambio oral con un grupo de turistas franceses e ingleses invitados al aula.Con miras a la realización de esta conversación trilingüe (francés-inglés-español), que consistía en presentar a los turistas un programa atractivo de actividades turísticas en Honduras, los estudiantes se entrenaron no solamente para construir discursos auténticos en tres lenguas, sino también se prepararon para construir su competencia pluricultural a través de actividades de reflexión cultural e intercultural.A través del análisis de los discursos producidos, se comprobó que los dos estudiantes experimentales fueron capaces de construir su repertorio plurilingüe y pluricultural de manera diferente pero funcionalmente aceptable, logrando precisamente efectuar una comunicación exolingüe2 con sus interlocutores extranjeros, durante la cual recurrieron a estrategias plurilingües caracterizadas por la creación de articulaciones originales entre las lenguas en cuestión.En base a los resultados de dicho experimento se pretende formular además, propuestas de creación de actividades comunicativas en varias lenguas, basadas en el enfoque accional, y aplicable en el contexto educativo hondureño.UNAH INNOV@ No.2 2013: 6-12
Pensar, reflexionar y cambiar: la experiencia del portafolio docente
Authors: Faick Mayra
Published: February 2016

El portafolio docente es una potente herramienta para fortalecer la estrategia formativa, para reflexionar sobre los enfoques del proceso de enseñanza- aprendizaje y para rescatar la esencia de la filosofía docente al preguntarse ¿por qué dedicarme a la docencia?, ¿realmente es la actividad donde siento realización profesional y pasión por hacerlo?La reflexión parte de la premisa que el o la docente son profesionales con un alto poder reflexivo y enfrentan muchas veces la dicotomía de lograr tensión creativa entre los objetivos institucionales, la realización docente y la vida personal. Sobre la base de lo anterior, el artículo resume la experiencia personal en docencia de elaborar diecinueve portafolios, y analiza cómo han evolucionado los portafolios hasta llegar al planteamiento de los e-portafolios como instrumento para aprender, apoyar los profesores noveles y socializar la experiencia.Se concluye con tres reflexiones: la importancia de la herramienta como mecanismo de mejora continua para el o la docente, la trascendencia del portafolio y su elaboración, incorporado en los procesos de profesionalización docente, complementando los programas formativos sobre enfoques conceptuales, técnicas docentes, métodos de investigación y procesos de vinculación Universidad- sociedad. El reto de avanzar hacia una masificación de la autoevaluación institucional de acuerdo a experiencias tales como las de Canadá, Colombia y Chile.UNAH INNOV@ No.2 2013: 13-22
Era de Cambios Comprender la postmodernidad
Authors: Rodríguez Leonarda Andino
Published: February 2016

En el presente artículo se hace un esbozo de la postmodernidad, vista desde diferentes autores; un tema controversial, generador de debate y de grandes cambios en el orden mundial. En la postmodernidad, la educación ha entrado en crisis y aún no ha encontrado la ruta para hacerle frente a las demandas de una era en la que, la escuela es moderna pero los alumnos son postmodernos UNAH INNOV@ No.2 2013: 30-35
Tendencias en el uso de tecnologías en la educación superior de Iberoamérica
Authors: Maldonado Katherine , Andrade Alan
Published: February 2016

A la luz de los resultados del Informe Horizon NMC: edición sobre educación superior 2013, en el presente artículo se describen las principales tendencias de uso de tecnologías en la educación superior de Iberoamérica, proyectadas a cinco años, entre las que resaltan los cursos en línea masivos y abiertos, con sus siglas en inglés MOOCs, las tabletas, los juegos educativos, la tecnología portable y el aprendizaje analítico.El esfuerzo por identificar las tecnologías emergentes que pueden tener un impacto en el aprendizaje, la enseñanza y la investigación en la educación superior, hizo que en el 2002 naciera esta iniciativa de investigación, la cual forma parte del Proyecto Horizon elaborado por el New Media Consortium, NMC.Este informe se ha convertido en una herramienta muy provechosa para la planificación de los educadores, directivos y gestores universitarios, ya que a la luz de la investigación científica proporciona las tendencias y el análisis de expertos académicos, tecnólogos y futuristas en el ámbito educativo y las tecnologías aplicadas a la educación.El Informe Horizon NMC anualmente destaca las seis tecnologías más relevantes, contundentes e influyentes en el ámbito de la educación y los periodos de tiempo en los cuales dichas tecnologías se implementarán con mayor fuerza en las universidades (Johnson, Adams, Cummins, Estrada, Freeman y Ludgate, 2013).UNAH INNOV@ No.2 2013: 39-47
Los siete saberes y el pensamiento complejo: el gran desafío de la educación del siglo XXI
Authors: Quintanilla Acosta Martha Leticia
Published: February 2016

El presente ensayo pone una mirada reflexiva sobre los puntos centrales de la obra de Edgar Morin, plasmados en sus textos Los siete saberes necesarios para la educación del futuro y Educar en la era planetaria; particularmente el reto de educar para la complejidad, la incertidumbre y por ende para el desarrollo de un pensamiento complejo. Se intenta poner estos tópicos en la perspectiva de los temas centrales de la actualidad educativa y social, tales como la educación en valores para una convivencia pacífica y armónica entre seres humanos y la Madre Tierra, tomando para ello también los aportes de Amalia Bernardini.UNAH INNOV@ No.2 2013: 48-54
Comunicación plurilingüe en clases de lengua: la intercomprensión en acción
Authors: Cooman Jean Noel
Published: February 2016

En este artículo se reseña la implementación de una propuesta de adaptación en un proyecto de clase trilingüe (inglés, francés, español), desarrollado con un grupo de estudiantes universitarios hondureños (hispanófonos) que presentó un breve programa turístico en interacción con un grupo de turistas ingleses y franceses. En la propuesta de adaptación, se trata precisamente de aprovechar sistemáticamente y de manera sostenida, las estrategias de lenguaje y los conocimientos previos de los alumnos, para aplicarlos en situaciones y/o momentos concretos de la comunicación. A este enfoque se le conoce como Intercomprensión (IC)1 . Cabe destacar aquí, la utilización hecha de la lengua materna como una herramienta clave para el intercambio. Se refiere pues a un enfoque innovador, susceptible de ser aplicado posteriormente en otros contextos educativos tanto en Honduras como en la región centroamericana. La presente experiencia muestra cómo la buena utilización de esta nueva estrategia permite mejorar sustancialmente la calidad de las interacciones plurilingües “en la clase”, y específicamente en la parte de la comprensión oral (CO), como una excelente herramienta al servicio del alumno, en contacto con interlocutores alófonos.UNAH INNOV@ No.3 2014: 4-8
Una estrategia para fortalecer las competencias para la era digital
Authors: Quintanilla Martha Leticia , Flores Terlin Jackeline
Published: February 2016

Hoy día la educación superior tiene el reto de formar profesionales competentes y pertinentes, tanto en el plano de la disciplina en la que se formen, como en las competencias tecnológicas para desenvolverse con eficiencia en la era digital, privilegiada de un alto desarrollo tecnológico; sin dejar de un lado las competencias para una ciudadanía responsable.Es así como la Universidad Nacional Autónoma de Honduras, UNAH, impulsa dentro de su estrategia de fortalecimiento de la innovación educativa, un programa de capacitación para estudiantes y docentes orientado al uso educativo de las Tecnologías de la Información, (TIC), y a las competencias para el aprendizaje en línea o virtual, que posibilite el autoaprendizaje y la autorregulación, a fin de promover el desarrollo de las destrezas y habilidades para el aprendizaje a lo largo de la vida.Dentro de este programa se incluye un proceso para capacitar a los aspirantes a la UNAH a estudiar en las carreras en modalidad en línea o virtual, que comenzó a ofrecer la institución a través de los Telecentros Universitarios adscritos a la UNAH en el Valle de Sula, el CUROC y el CURLA. El resultado al 2014 es la capacitación para el aprendizaje en línea de más de 500 aspirantes a la UNAH, en su mayoría jóvenes de comunidades rurales o semi urbanas del país, que hoy se forman para convertirse en licenciados en Pedagogía, Ecoturismo o Técnicos Universitarios en Microfinanzas.UNAH INNOV@ No.3 2014: 9-15
Alfabetización académica y competencia comunicativa en educación superior
Authors: Núñez Cortés Juan Antonio
Published: February 2016

La lectura y la escritura no solo son herramientas para transmitir información sino que son procesos cognitivos y socioculturales que favorecen la adquisición de conocimientos en cualquiera de los niveles educativos en los que se desarrolle. En este sentido, el presente artículo realza la importancia de la lectura y la escritura en la universidad y se relaciona con la alfabetización académica y la competencia comunicativa. Asimismo, se hace una revisión de cómo se ha atendido a estos dos conceptos en el ámbito iberoamericano y, también, desde organismos internacionales como la Unión Europea y la UNESCO. Por último, se resalta la idea de continuar realizando investigaciones sobre la cuestión y fomentar políticas de alfabetización académica. Este texto es fruto de la conferencia inaugural impartida en el marco de las IV Jornada de Innovación Educativa “Estudiantes del siglo XXI: aprendizaje, competencias e innovación” de la Universidad Nacional Autónoma de Honduras. Brevemente, se responden dos preguntas que coinciden con los dos apartados del artículo: ¿por qué la alfabetización académica? y ¿qué atención se da a la competencia comunicativa desde los organismos internacionales en la educación superior?UNAH INNOV@ No.3 2014: 16-20
Diagnóstico para el uso de la realidad aumentada como recurso didáctico en UNAH-TEC Danlí
Authors: Francisco Pérez José , Del Carmen Lagos Sarahí
Published: February 2016

El objetivo de la investigación consistió en realizar un diagnóstico para el uso de la realidad aumentada (RA), como recurso didáctico en el proceso enseñanza aprendizaje para los estudiantes de la Universidad Nacional Autónoma de Honduras, Centro Regional Tecnológico de Danlí, UNAH-TEC Danlí. En el proceso de investigación se utilizaron técnicas para la recolección de información como la encuesta y la entrevista aplicadas a docentes y estudiantes. Los resultados reflejan que existe un alto interés y aceptación por parte de los estudiantes y docentes de UNAH-TEC Danlí con respecto al uso de la RA como parte de los materiales y contenidos de estudio en sus asignaturas, además de las condiciones institucionales para implementar esta tecnología en el proceso formativo de los estudiantes que se forman en sus aulas universitarias.UNAH INNOV@ No.3 2014: 21-27
“El aula del Siglo XXI”
Authors: Euceda Armando
Published: February 2016

Dada la trascendencia de los avances innovadores en educación y del uso educativo de las tecnología de información y comunicación en el presente siglo, nace la necesidad de analizar y repensar el modelo tradicional de educación, situación que propone un gran reto para la comunidad académica de las instituciones universitarias.En ese sentido, durante la IV Jornada de Innovación Educativa realizada en la UNAH se desarrolló la ponencia magistral “El aula del Siglo XXI”, presentación que permitió una reflexión académica y científica de alto nivel sobre las últimas tendencias en los tópicos relacionados con el tema de la Jornada Estudiantes del Siglo XXI: Aprendizaje, Competencias e Innovación. La revista UNAH Innov@ comparte a continuación dicha ponencia.UNAH INNOV@ No.3 2014: 28-31
Biología y educación: un nuevo punto de encuentro
Authors: López Virna Julisa
Published: February 2016

Cada día se comprende mejor cómo ocurren las conexiones que tienen lugar en el cerebro humano en diversas actividades. La educación trata de sacar partido de estos nuevos hallazgos para trasladarlos a las aulas de clase. Así surge la neuroeducación, una aproximación que busca mejorar el proceso de enseñanza-aprendizaje desde un enfoque holístico. En ella confluyen las neurociencias, la psicología y la pedagogía. La neurobiología, como rama específica de las neurociencias hace claras aportaciones a la comprensión de cómo ocurre el aprendizaje en el cerebro humano, a través de estudios en el nivel celular y molecular. Es a través del trabajo integrado que ahora se conoce dónde y cómo ocurren diferentes funciones cerebrales tales como la memoria o las emociones. La neuroeducación busca la creación de un puente que permita que los hallazgos de los laboratorios de neurociencias puedan ser utilizados en las aulas y a su vez, de las aulas se derive información útil para seguir estudiando en los laboratorios. Es esta comunicación la que permitirá el acercamiento hacia un enfoque biopsicosocial de procesos de aprendizaje.UNAH INNOV@ No.3 2014: 32-38
Disclosure e transparência no setor público: uma análise da convergência dos princípios de governança
Authors: Zorzal Luzia , Rodrigues Georgete Medleg
Published: February 2016

Introdução: Estudos sobre disclosure das instituições privadas são frequentes, mas não ocorrem quando se trata das instituições públicas, onde a divulgação de informações da gestão é ainda muito limitada.

Objetivo: O artigo parte de uma pesquisa de doutorado em Ciência da Informação em andamento, investiga os princípios de disclosure e transparência à luz das boas práticas de governança aplicadas ao setor público para redução da assimetria da informação e apresenta um recorte da referida pesquisa.

Metodologia: Os procedimentos metodológicos consistiram em pesquisa bibliográfica e análise de conteúdo para identificar os princípios e padrões de boas práticas de governança recomendados para a administração pública, objetivando sistematizar essas recomendações como instrumentos de governança e verificar a convergência dos princípios de disclosure e transparência.

Resultados: Os resultados parciais demonstram convergência dos princípios disclosure e transparência.

Conclusões: Indicam que as instituições públicas devem se preocupar em implantar as práticas de boa governança como forma de mitigar a assimetria informacional.
Fluxos de informação na perspectiva organizacional
Authors: Inomata Danielly Oliveira , Araújo Wánderson Cássio Oliveira , Varvakis Gregório
Published: February 2016

Introdução: Os fluxos de informação são os princípios vitais que suportam os processos, a tomada de decisão e o desenvolvimento de produtos na organização.

Objetivo: Apresentar e descrever os modelos de fluxos de informação encontrados na literatura e difundidos na Ciência da Informação, destacando as etapas, os contextos e os principais resultados identificados.

Metodologia: Busca exploratória, seguindo os seguintes critérios para a seleção dos modelos: a) apresentação de um modelo esquematizado; b) descrição das etapas que compõe o fluxo.

Resultados: São detalhados oito modelos, os quais reproduzem com eficiência o processo de gestão da informação baseada nos fluxos informacionais. Os modelos apresentam características similares, mas possuem um viés especifico, seja aplicada a comunicação, à administração da informação ou um viés mais cognitivo. Identificaram-se elementos e aspectos que influenciam o fluxo da informação.

Conclusões: No contexto organizacional a agregação de valor à informação, que percorre o fluxo, deve estar alinhada aos objetivos da organização. O estudo do fluxo permite caracterizar um processo enxuto e simples, a partir da identificação de seus elementos, considerando também o elemento homem como artefato para ter conhecimento e integrar este processo.
Desigualdades e interseccionalidades: deslindando a complexa trama das hierarquias e agenciamentos
Authors: Mariano Silvana Aparecida , Dos Santos Macêdo Márcia
Published: February 2016

O desafio de compreensão das dinâmicas (re)produtoras de desigualdades é um tema sempre atual nas Ciências Sociais e anima uma ampla gama de pesquisas. Nos diferentes campos teóricos que buscam iluminar essa agenda de investigações, amplia-se o reconhecimento de que o uso de análises interseccionais tem, cada vez mais, possibilitado contribuições dotadas de um elevado valor heurístico. Uma das razões para a recente construção desse consenso em torno da noção de interseccionalidades deve-se ao reconhecimento de que, diante da complexidade dos processos de produção das desigualdades sociais e das identidades políticas, é preciso enxergar não apenas a interconexão das lógicas produtoras das diversas formas de opressão e privilégio, mas também a potencialidade de visibilização dos movimentos de resistência, reconhecendo os processos de agência e autonomização dos sujeitos.
Conectadas: experiência de subalternidade e ajuda-mútua feminina online entre mulheres de classes populares
Authors: Facioli Lara Rodrigues , Miskolci Richard
Published: February 2016

O objetivo deste texto é analisar a ressignificação da experiência de subalternidade tal qual experenciada por mulheres das classes populares que se relacionam em rede por meio das mídias digitais. Observamos o uso das mídias digitais que aponta para novas formas de subjetivação e que interseccionam, principalmente, diferenças de classe e gênero. Para isso realizamos pesquisa etnográfica mediada e multisituada tanto em plataformas e aplicativos constituidores das redes sociais como o Facebook, o site Bolsa de Mulher, grupos criados via whatsapp; como em ambientes off-line que compõem o cotidiano de sujeitos, no caso, a Baixada Fluminense e a região pobre da Zona Oeste do Rio de Janeiro.
A finalidade moral do fazer sociológico: sobre os sentidos do conceito de normal em Émile Durkheim
Authors: Hertzog Lucas , Weiss Raquel Andrade
Published: February 2016

Nosso propósito neste artigo consiste em avaliar criticamente o conceito de normalidade na teoria de Émile Durkheim para além do desenvolvimento realizado em As regras do método sociológico. Esperamos explicitar que o conceito de “normal” é um assunto central na teoria do autor, e traz consigo um inesperado potencial crítico, na medida em que sustenta a possibilidade de uma finalidade prática para a ciência, fornece critérios para se conceber a ação e a mudança social e, especialmente, permite avaliar de forma crítica as condições de possibilidade de solidariedade social para além da ideia de um mero consenso tácito. 
Os descaminhos que não chegam lá: representação feminina e os não candidatos
Authors: Carlomagno Márcio Cunha
Published: February 2016

O artigo aborda como os estudos de recrutamento e seleção, no campo de estudos de elites políticas, tratam a não representação de gênero feminina no parlamento. Aponta para uma lacuna específica da literatura, que é aquilo que os partidos não produzem, as pessoas que nem chegam a tentar entrar na disputa. Após uma revisão do estado da arte sobre os estudos de recrutamento e sobre as condicionantes para a eleição, que levam a uma sub-representação feminina, argumenta como a proposição teórica da regra das reações antecipadas, de Mathew Crenson, pode ser utilizada proficuamente nestes estudos. Apresenta, por fim, alguns caminhos para uma agenda de pesquisa que tente abordar a temática.
Caleidoscópios de gênero: gênero e interseccionalidades na dinâmica das relações sociais
Authors: Sardenberg Cecilia
Published: February 2016

Neste trabalho me proponho a tecer algumas considerações sobre os determinantes de gênero na dinâmica das relações sociais a partir de uma perspectiva feminista. Entendo, porém, que, nas sociedades contemporâneas, capitalismo, sexismo, racismo, etarismo, e lesbo/homofobia, dentre outras matrizes de opressão, não agem independentemente. Estão imbricadas ou em “simbiose”, constituindo-se como matrizes de opressão que se entrelaçam e se reforçam, forjando sistemas de estratificação e opressão interseccionados. Da mesma forma, gênero, raça e classe e demais marcadores de diferença e elementos constitutivos das relações sociais não atuam separadamente. Esses elementos se intersectam e recortam uns aos outros, modificando, mutuamente, uns aos outros. Isso implica dizer que as respectivas categorias de gênero, raça, classe e outras categorias sociais similares não são categorias autônomas. Daí porque precisamos pensar em instrumentos conceituais que nos permitam identificar e analisar como estruturas de privilégio e opressão se intercruzam em diferentes níveis e se manifestam na vida cotidiana das mulheres e na construção de suas identidades. Nesse intuito, baseio-me aqui na noção de “caleidoscópios de gênero” que, acredito, nos permite melhor dar conta desses processos.