bluuebunny/crossref_metadata_2025_split huggingface dataset:
ausencia en "Y todos estábamos vivos", de Olvido García Valdés
Authors: Muñoz Bernardo 
Published: March 2021

Este ensayo analiza la idea de la ausencia en los versos de Y todos estábamos vivos (2006) de Olvido García Valdés. El filósofo y crítico alemán Hans-Georg Gadamer ha dicho que “[e]l crítico se enfrenta a la tarea de reconocer en la creación contemporánea, en medio de abundantes imitaciones a la moda formalmente correctas, lo verdaderamente original, lo sólido, lo realmente productivo” (1999: 144). El artículo toma como punto de partida estas palabras de Gadamer para analizar el lugar desde el que nacen los versos de la poeta asturiana: lo evaporado, lo disgregado, lo perdido. Siguiendo esta idea, la ausencia contribuye a dar solidez al poemario en base a cuatro axiomas o parámetros: (1) el tiempo, (2) el lenguaje, (3) el espacio, y (4) la memoria, a los que se atiende de forma individual, pero no como compartimentos estancos. Explorando a partir de aquí la unidad temática y estilística de los versos de García Valdés se plantea una forma de interpretarlos que trata de dar respuesta a las preocupaciones de la poesía española contemporánea
Nomadismo y vidas erráticas en la literatura española contemporánea
Authors: R. Posada Adolfo 
Published: March 2021

El tópico del homo viator como metáfora de la vida ha vertebrado buena parte de las letras hispánicas desde Gonzalo de Berceo hasta la poesía de Antonio Machado. Lejos de perder su vitalidad, la concepción de la existencia humana como camino, tránsito y peregrinaje se actualiza en la posmodernidad con la figura del nómada contemporáneo, impelido a emprender la búsqueda de su identidad como éxota en el nuevo mundo globalizado, deslocalizado y líquido. Los protagonistas de La otra parte del mundo (2017) de Juan Trejo u Homo Lubitz (2018) de Ricardo Menéndez Salmón ejemplifican los excesos de la vida errática y el nomadismo en el siglo xxi: sus constantes desplazamientos por la vasta geografía de un planeta hiperconectado desembocan en un malestar y una angustia generados por la desorientación y la falta de centros vitales. Así pues, a la luz de las teorías de Augé, Maffesoli o Bourriaud en torno a los nómadas y éxotas contemporáneos, exploraremos algunas manifestaciones de la narrativa española postcontemporánea, además de las mencionadas, para examinar la modernización del clásico lugar común del viaje y el viajero en el contexto de las mentalidades del nuevo siglo.
The Ways of Rendering Functional Sentence Perspective and Semantic Emphasis of a Stanza when Translating a Poetic Text (as Illustrated by Tatyana Lavrova’s Poem “A Girl Who Has Survived the War”)
Authors: Фатеева Н.А. 
Published: March 2021

В статье рассматриваются особенности передачи функциональной перспективы русских предложений, строк и строф стихотворного текста при переводе на английский язык. Автор уделяет особое внимание передаче различных видов инверсии с учетом расстановки смысловых акцентов, а также переводу номинативных (безглагольных) предложений и предложений с эллипсисом подлежащего. Переводческое исследование проводится на материале собственного перевода на английский язык стихотворения Т. Лавровой «Девочка, прошедшая войну» и затрагивает как синтаксические, так и лексические аспекты перевода выбранного произведения.
This article examines peculiarities of rendering functional sentence perspective within a line, a sentence, and a verse when translating Russian poetry into English. Special attention is given to the ways of representing different types of inversion that are inextricably linked to semantic emphasis, as well as to the translation of nominal (or nonverbal) sentences and one-member sentences where the subject is omitted. The author illustrates her ideas with her own translation of the poem “A Girl Who has Survived the War” by Tatyana Lavrova into English and speaks about both syntactic and semantic aspects of translation of the poem under analysis.
Globalization and Exclusion of Marginalized Sections of the Society:
Authors: Mahmood Faisal 
Published: March 2021

While globalization has accelerated the flow and interconnectedness of capital, goods, information, people, and technology, it has also intensified disconnection, exclusion, and marginalization. Much research has been undertaken on this subject, aimed primarily at providing the bases for the policies for eradication of the exclusionary process of globalization. This paper, based on secondary data, seeks to add to this body of knowledge by addressing the following issues. First, it tries to explain the concept of globalization and how it has affected India. Also, it highlights how the exclusionary processes associated with globalization have provided ways for social exclusion. The data used in this paper are extracted from the carefully selected literature on the subject. It has examined the link between globalization and the exclusion of marginalized sections in India. The findings of this paper show how globalization touches upon issues of well-being and social justice. In the process of globalization-driven development, marginalized sections have paid their toll in the form of their land, livelihood, culture, knowledge, and other resources. In the name of development, governments have put the lives of these groups at stake, especially tribals. This study recommends a few measures to minimize the widening gap between the weaker and the dominants that would be helpful for policymakers in minimizing the exclusionary practices led by globalization towards the marginalized sections.
Cartographie de l’érosion hydrique des sols et priorisation des mesures de conservation dans le territoire d’Uvira (République démocratique du Congo)
Authors: Nacishali Nteranya Jean 
Published: March 2021

L’érosion des sols est un risque naturel qui est exacerbé par les activités anthropiques en République démocratique du Congo. Cependant, il existe peu d’information sur la spatialisation de ce phénomène à l’échelle territoriale. Cette étude est basée sur l’utilisation du modèle USLE (Universal Soil Loss Equation) et des données en accès libre pour cartographier les zones à risque d’érosion et faire la priorisation des zones pour la conservation des sols dans le territoire d’Uvira. Au regard de résultats, 52,79 % du territoire est caractérisé par un risque d’érosion faible tandis que 47,21 % font face à un risque de perte de sol supérieure à la limite tolérable de 11 t/ha/an dans le contexte des paysages tropicaux et montagneux. Ce risque est accentué par la perte du couvert végétal au profit de l’extension des zones urbaines et agricoles. Le faible niveau de sensibilité à l’érosion se trouve au niveau de la plaine de la Ruzizi tandis que les zones situées dans les plateaux présentent une forte sensibilité en raison de leur relief accidenté et une pluviosité forte. L’analyse statistique des rapports de fréquence des glissements de terrain montre l’existence d’une relation entre leur occurrence et les zones d’intensité d’érosion. La modélisation de la perte de sol en fonction des différentes méthodes de protection de sol montre que l’approche de mise en place des bandes enherbées et l’aménagement des terrasses sont les plus appropriés pour réduire le risque d’érosion dans ce secteur. Ces méthodes peuvent être associées aux efforts d’afforestation pour une protection efficace des sols.
Attitude of Students Towards Participation in Agribusiness in Edo State, Nigeria
Authors: Ebunola Balogun Florence , Mohammed Abubakar , Otene Funmilayo Gladys , Valla Wuranti , Igbinosa Francis Osaze , Oguwche Peter 
Published: March 2021

The study investigated attitude of students towards agribusiness and constraints that can impede latent entrepreneurs from starting and running agribusiness. Simple random sampling was used to select 83 students from the list of students of college of agriculture participating in entrepreneurship training in Rubber Research Institute of Nigeria and Presco farm. Structured questionnaire was used to collect data for the study. Data obtained were described using percentage, mean and analysed using logit regression at p ≤ 0.05. Result revealed that majority of the students had favourable attitude ( 3.43) towards entrepreneurship and 97.6% were willing to be entrepreneur. Difficulty in finding customers ( 2.02) and fear of tough competition 2.02) were perceived as constraints to entrepreneurship. The most important factors that influenced the students’ willingness to become entrepreneur after completion of schooling were marital status and number of family members self-employed. The study concludes that the youth had favourable attitude toward entrepreneurship and are willing to be entrepreneur as long as market and start-up capital are available.
Keywords: Youth, attitude, entrepreneurship,
Farmers Perception for Effective Extension Teaching Methods in Katcha and Bida LGAs of Niger State, Nigeria
Authors: Abdulshakur M.M. , Yusuf A.A. , Nnaji J.O. , Haruna A. 
Published: March 2021

The study assessed farmers’ perception for effective extension teaching methods in Niger State. The specific objectives were to describe the socioeconomic characteristics of farmers in the study area, identify the extension teaching methods used by extension agents in and examine the farmers’ perception of effectiveness of the extension teaching methods. Multi-stage sampling technique was used for this study. A total of 114 respondents were randomly selected from Badeggi, and Katcha in Katcha LGA, Dangana and Bida in Bida LGA. Data was collected with the aid of structured questionnaire. Descriptive statistics such as frequency and percentages and Mean scores was used to analyze objectives. The majority of the farmers (39.5%) were between ages of 20-29. The mean age was 31 years. The findings also showed that the majority (60.5%) of the respondents were male. The majority (50%) of the farmers were married, most (42.1%) had farming experience of 1-10 with a mean of 12 years. Results also showed that the majority (50%) of household size were between 1-5 in the study area. The mean was 9. Group discussion ( =4.33) was perceived by the respondents to be highly effective method in transmission of information to the farmers and ranked 1st while Use of radio ( =3.83) was agreed by the respondent to also be effective method and ranked 2nd. The results showed that the extension teaching methods that were preferred by the farmers were group discussion, demonstration and radio ranked 1st. 2nd and 3rd with mean scores 4.33, 3.67 and 3.50 respectively. It was concluded that the extension methods utilized by the extension agents proved to be effective. It is recommended that more extension agents should be employed to reduce the farmer to extension agent ratio, it is also recommended that government should budget more money to extension institutions that provide services to small farmers and rural communities in Nigeria, extension personnel should also make their contacts regular with farmers for rapid adoption and diffusion of improved agricultural technologies and extension workers activities should be supervised periodically on regular basis by a monitoring and evaluation supervisors.
Keywords: Assessment, Farmer’s perception, Effectiveness, Teaching methods
L2 French Writing Assessment: A Methodological Critique
Authors: Dion Sheri 
Published: March 2021

This paper presents a methodological critique of three empirical studies in second language (L2) French writing assessment. To distinguish key themes in French L2 writing assessment, a literature review was conducted resulting in the identification of 27 studies that were categorized into three major themes. The three studies examined in this article each represent one theme respectively. Within this analysis, the underlying constructs being measured are identified, and the strengths and limitations are deliberated. Findings from this detailed examination suggest that three examined studies in L2 French writing assessment have significant methodological flaws that raise questions about the claims being made. From this investigation, several studyspecific recommendations are made, and four general recommendations for improving French L2 writing assessment are offered: (1) the social setting in which L2 assessments take place ought to be a consideration (2) the difficulty of tasks and time on task should be taken into account (3) greater consistency should be used when measuring and denoting a specific level of instruction (i.e. “advanced”) and (4) universal allusions to “fluency” should be avoided when generalizing one component of L2 competency (such as writing achievement) to other aspects of L2 development.
Key words: French writing, methodological critique, written assessment, language assessment, second language writing assessment
Student perception on a supplementary multimodal tool for Academic Literacy: A pilot study
Authors: Marais Susan , Nel Mariska , Fourie Jaco 
Published: March 2021

In light of the various advantages the e-learning experience could have for students, a blended teaching approach, where instructors make use of e-learning, has become increasingly prominent in higher education institutions. This study, which was conducted at a South African institute of higher education with a diverse and multilingual student population, focusses on student perceptions of theefficacy and accessibility of a multimodal tool called WIReD to supplement the existing academic literacy module. The review of student perceptions was structured around the outcomes for the module unit with which WIReD is intended to blend. In order to determine student perception, a questionnaire using a Likert-scale to measure responses along with open-ended questions, were used. As such, this study firstly examined students’ impressions of the design (overall appearance) and accessibility of WIReD. Secondly, it investigated the appropriateness of content, especially with regard to the envisaged blend between WIReD and the module contentas taught during lectures and in the workbook. Despite being a pilot study with results based exclusively on student perception, it seems that WIReD can be utilized as a supplementary multimodal tool and that the outcomes thereof blends effectively with the outcomes of the academic literacy module.
Keywords: academic literacy; blended learning; e-learning; multimodal teaching tool; student perception; WIReD
Investigating education students’ language learning beliefs and motivation for learning English
Authors: Mhlongo PraysGod , Du Plessis Colleen , Weideman Albert 
Published: March 2021

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum.
Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies
Is isiZulu a ‘problem or a ‘resource’? Engineering students’ perceptions of teaching and learning in a multilingual context
Authors: Ndebele Hloniphani 
Published: March 2021

Research and praxis in the field teaching and learning in the South African higher education context has been characterised by calls to expand the languages of teaching and learning through the inclusive use of African languages in higher education. Such calls are based on the realisation of the critical role that students’ home language can play in cognitive and linguistic development, among other things, in education. The focus of this paper is to ascertain the perceptions of students about the inclusive use of isiZulu, an African language, as a language of teaching and learning. Data were gathered through a survey which employed a questionnaire targeting 120 students from a Faculty of Engineering at a South African university of technology. The study found that students’ understanding of the use of isiZulu for teaching and learning conflated issues of language as ‘problem’ and ‘resource’. The study also discovered elements of language ambivalence. The paper argues that helping students to shift their perceptions from a ‘problem’ viewof language to a view of language as a ‘resource’ could enhance their learning.
Keywords: African languages; IsiZulu; Teaching and learning; Higher education; South Africa
An evaluation of the assessment of creative writing essays in the Further Education and Training band
Authors: Sibeko Johannes 
Published: March 2021

The current process of assessing creative writing essays (using the correction code and the rubric to mark the pre-final and final drafts of essays in the Further Education and Training band) does not provide useful feedback that learners can use to improve their creative essay writing skills. This discursive paper highlights the basic flaws of the process. Amongst others, is the issue of the holistic nature of the rubric feedback presented to learners on their essays, the generic essence of the rubric in assessing different essay types as though they are similar and the divergent focus of the rubric feedback on the macro-scale issues from the focus of the correction code on micro-scale essay features. The argument here is that the different foci of the two assessment tools leave learners with uncertainty on what they need to improve in their writing, thus impairing the whole process of assessment. This study recommends, inter alia, an inclusion of rubric feedback in pre-final drafts and the expansion of rubric feedback presented to learners.
Keywords: Assessment; Further Education and Training; Holistic rubrics; Analytic rubrics; Correction Codes; CAPS; Creative writing essays
Theoretical grounding of writing centre practices: a foundation for tutor training
Authors: Carstens Adelia , Rambiritch Avasha 
Published: March 2021

A variety of factors influence the strategies and practices of writing teachers and tutors, such as beliefs about writing and how writing can be learned; following mandates by educational authorities; uncritical adherence to the latest, most fashionable practice; and poor support of writing facilitators in the contexts in which they are employed. These factors increase the need for creating among facilitators of writing an awareness of the different theoretical approaches and traditions of writing and learning to write in applied linguistics and education, as well as the pedagogic practices in writing centres that are associated with them. This paper takes as its point of departure the three main educational theories underpinning writing centre work: The Current-traditional paradigm, Expressivism and Socio-constructionism. However, we argue that theories used to characterise and justify writing centre work need to be adapted to suit specific historical and local contexts. In particular, we propose that writing in South Africa should acknowledge the need to identify theoretical and analytical lenses that are appropriate to their specific institutional contexts. The discussion of the maintheories and pertinent sub-theories is followed by a tabulated summary of each theory, underlying beliefs, associated writing centre models, tutor roles that align with each approach, and the associated tutoring strategies. The article is concluded by outlining a broadframework to underpin tutor training, which draws on powerful theories that originated in the global North as well as theories that are particularly relevant to the global South and speak to its complexities.
Keywords: tutor roles, tutor training, writing centre models, writing centre theory, writing centre pedagogy, writing centre practices
Benchmarking a Setswana language learning course against international standards
Authors: Pretorius Rigardt , Louw Henk 
Published: March 2021

This paper argues that it is necessary for the intellectualisation of African languages to establish a way of benchmarking language learning courses against international theory and best practice. This benchmarking exercise also forms part of the reiterative interaction between course design and course evaluation. We discuss basic language learning within the BICS/CALP distinction and the Common European Framework of Reference for Language (CEFRL). We argue that both BICS/CALP and CEFRL are too broad for a Language for Specific Purposes (LSP) course, but that a basic learning course is necessary as the foundation for an LSP course in the target language. We illustrate that the CEFRL level descriptors and the BICS/CALP distinction can be used to benchmark a well-functioning, basic language learning course in Setswana against international standards, but that certain language specific differences between European and African languages need to be taken into account. For this, an adapted framework is presented, based on theCEFRL level descriptors. The article cannot yet indicate if such benchmarking can be extended to an LSP course in general or to an LSP course for African Languages still in need of LSP development.
Keywords: Setswana; language learning; benchmarking; Language for Specific Purposes; beginner language; Common European Frame of Reference; BICS; CALP; Course design; course evaluation.
Dr. Carlos Saénz Herrera
Authors: Porras Oscar 
Published: March 2021

"Doña Úrsula Celina Herrera y Paut viajó sola, con un embarazo de 5 meses, a Bruselas, después del terremoto de Cartago, en mayo de 1910. En Bélgica residió con su hija adoptiva y el 1ro de septiembre de 1910, nació Carlos Sáenz Herrera, hijo de doña Celina y de don José Carlos Sáenz Esquivel."
Análisis epidemiológico de mujeres con carcinoma epidermoide de cérvix, 2007-2015
Authors: Porras Nicolo Caro 
Published: March 2021

Objetivo: conocer la incidencia y comportamiento del carcinoma epidermoide de cérvix, tanto in situ/neoplasia intraepitelial cervical grado tres, como invasor, en las mujeres diagnosticadas en el Servicio de Patología del Hospital “Dr. Escalante Pradilla” en el periodo 2007 - 2015. Métodos: se realizó un estudio retrospectivo con los datos de los archivos del Servicio de Patología. Se incluyeron todas las mujeres diagnosticadas con cáncer epidermoide de cérvix (in situ/NIC3 e invasor), para 461 mujeres en el periodo de nueve años. Las variables por estudiar fueron: tipo de cáncer, edad y año al diagnóstico, cantón de procedencia y resultados citológicos dos años previos al diagnóstico de cáncer. Para los cálculos de incidencia, se utilizaron tasas ajustadas por 10.000 habitantes en las tasas por cantón y por 100.000 habitantes en las tasas de la región Brunca.