bluuebunny/crossref_metadata_2025_split huggingface dataset:
Determinación de la vida de anaquel de sales de ajo, cebolla y pimienta limón en tres tipos de empaque
Authors: Maldonado Nydia V. , Porres C 
Published: April 2021

Las sales condimentadas son susceptibles a la degradación de los atributos que le confieren la calidad, por lo que son importantes los estudios de vida de anaquel. El propósito del estudio fue determinar la vida de anaquel de sales condimentadas de ajo, cebolla y pimienta limón en tres tipos de empaque (estructuras del tipo bobina y envase PET) por análisis sensorial y bioquímico. Se realizó un estudio experimental pretest y post test con un grupo control. Se analizaron seis muestras para la pimienta limón y dos de sal de ajo y de cebolla por método acelerado para cada empaque. El análisis sensorial fue por la prueba hedónica y los fisicoquímicos por análisis de pH, sal y humedad. Se analizaron por análisis de varianza (ANOVA) determinando que no existe diferencia significativa en los atributos sensoriales de olor y sabor; los datos fisicoquímicos pH, y sal, demuestran que los tres tipos de empaque ofrecen una buena barrera contra estos parámetros. Se analizó el porcentaje de humedad del producto, que es el principal parámetro para determinar la vida de anaquel, por lo que partiendo de la correlación del porcentaje de la humedad y el tiempo, se determinó la cinética de la reacción, su orden el cual fue cero y coeficiente de determinación. Se concluye que el empaque que ofrece la mejor barrera contra la humedad y mantiene la vida de anaquel del producto es el del tipo bobina BEDP.
Aplicación de rutinas en lenguaje R para análisis de componentes principales
Authors: López-Bautista Ezequiel A. , Gónzalez-Ramírez Byron H. 
Published: April 2021

Cuando se diposne de una gran cantidad de observaciones para cada individuo, los análisis univariados tienen la limitación de no contemplar las interrelaciones entre todas las variables, ni cómo esas interrelaciones afectan al conjunto de individuos. Como alternativa fueron desarrolladas las técnicas multivariadas, que brindan descripciones de estas interrelaciones, tomando las variables en su conjunto. El análisis de componentes principales (ACP) es la esencia del análisis estadístico multivariado y tiene como objetivo reducir el número de variables, a través de la generación de nuevas variables, que son combinaciones lineales de las variables originales. El objetivo de este trabajo es presentar una serie de rutinas computacionales en el lenguaje R v. 3.10 para el ACP. Este lenguaje es de uso mundial, por ser libre, flexible y con soporte de estadísticos de reconocido prestigio. Para ilustrar su aplicación, se tomó una base de datos referente a los precios de cinco tipos de alimentos (en centavos de dólar): pan, hamburguesa, leche, naranjas y tomates en 23 ciudades de los Estados Unidos. Los datos fueron analizados exploratoriamente seguido del análisis de correlación entre pares de variables. Utilizando la función PRINCOMP y el paquete RCOMMANDER se realizó el ACP y la construcción del biplot. Además fueron utilizadas las bibliotecas: Hmisc, Plotrix, Ellipse, Corrplot, Ggplot2, Devtools y Vqv/ggbiplot. Los resultados fueron comparados con los obtenidos en otros programas, no encontrando diferencias. Se concluye que el lenguaje R es una herramienta poderosa, debiendo divulgar su uso en la docencia de la estadística a nivel universitario.
Evaluación de la resistencia de genotipos de tomate frente a aislados de Phytophthora infestans provenientes de Guatemala
Authors: Berdúo-Sandoval Julio E. , Ruiz-Chután José A. , Sanchéz-Pérez Amilcar 
Published: April 2021

El oomicete Phytophthora infestans (Mont) DeBary es el patógeno responsable de causar la enfermedad denominada comúnmente como tizón tardío. Dicho patógeno afecta cultivos de importancia económica para el país, entre ellos el tomate, cultivo en el cual puede generar pérdidas totales en la producción. Dada la agresividad del patógeno, los programas de mejoramiento genético desarrollan nuevos materiales de tomate con resistencia a P. infestans, siendo una fuente de resistencia los genes Ph, provenientes de la especie silvestreSolanum pimpinellifolium, sin embargo, las nuevas cepas de P. infestans, producto de la variabilidad genética de sus poblaciones, pueden sobrepasar la resistencia de los materiales mejorados. En este estudio se evaluó la resistencia genética de 13 materiales de tomate mejorados, ante 5 aislados de P. infestans obtenidos de un estudio previo. Mediante inoculaciones in vitro y con la variable de respuesta de área bajo la curva del progreso de la enfermedad (AUDPC), se determinó que existió diferencia estadísticamente significativa entre el comportamiento de la resistencia genética, la agresividad de los aislados del patógeno y la interacción entre ambos factores; además se sugiere el uso de algunas líneas para ser incorporadas en programas de mejoramiento genético y así desarrollar nuevos materiales aptos para el país y, por último, la profundización para establecer la fuente de resistencia genética de los dos cultivares evaluados en este estudio.
Antibiotic-Resistant Salmonella, isolated from cloacal swab samples from turtles in Guatemala
Authors: Guerra Centeno Dennis Sifried , Borrayo Godínez Joana , Valdez Sandoval Carlos , Lepe López Manuel , Villatoro Paz Federico , Escobar Muñoz Jacqueline , Díaz Rodríguez Mercedes , Ríos Ligia 
Published: April 2021

Salmonellosis is a relevant public health threat worldwide. Reptiles are commonly involved in cases in humans. A microbiological survey was conducted from August to October 2018 to isolate Salmonella bacteria and look for antibiotic-resistant isolates in pet turtles of five species (Kinosternon sp., Rhinoclemmys sp., Staurotypus sp., Trachemys scripta y T. venusta) in Guatemala City and San Lucas Sacatepéquez. Cloacal swabs were taken from 63 turtle individuals and cultivated in the Microbiology Laboratory at the Veterinary Medicine Faculty, University of San Carlos of Guatemala. Three samples were positive to the presence of Salmonella sp. One of these isolates (from Trachemys scripta) was resistant to Gentamicin, Penicillin and Amikacin, other isolate (from T. scripta) was partially resistant to Amoxicilin+Clavulanic Acid and Penicillin and other (from T. venusta) to Penicillin. These findings highlight the need for better biosecurity practices and show the capacity of bacteria to develop survival strategies that involve resistance to harmful substances like antibiotics. Key words: Salmonellosis, public health, epidemiology, zoonoses, multiresistant gram negative bacteria.
Síndrome Guillain-Barré en pacientes con antecedentes de virus epidémicos de Zika y SARS-CoV-2. Una revisión narrativa
Authors: Chang-Quezada Susy , Hernandez Elisa del Carmen 
Published: April 2021

El síndrome de Guillain-Barré (SGB) es una neuropatía periférica autoinmune que ha sido asociado recientemente con las infecciones de los virus del Zika (ZIKV) y el coronavirus 2 del síndrome respiratorio agudo severo (SARS-CoV-2). El objetivo de esta revisión es describir la importancia de la actualización de los avances sobre SGB, la incidencia, autoinmunidad, fisiopatología, genética, diagnóstico, tratamiento y su pronóstico. Para ello, se realizó una revisión de la literatura de los mecanismos que presenta SGB secundarios a los virus epidémicos ZIKV y SARS-CoV-2. Fue revisada la base de datos de NCBI, NEJMc, JAMA, PubMed, NSR y Google Scholar e incluyeron 61 artículos relacionados con estas patologías. Las alteraciones genéticas y epigenéticas producidas por ZIKV y SARS-CoV-2 en el sistema neurológico, contribuyen a la aparición del SGB, caracterizado por ser de inicio agudo y subagudo, produce debilidad ascendente y progresiva en extremidades superiores e inferiores, arreflexia, pérdida de sensibilidad, insuficiencia respiratoria, disociación albumino citológica, cuadriplejia e incluso, la muerte. Durante los últimos años, han surgido varias investigaciones que relacionan el SGB con la infección de ZIKV y SARS-Cov-2. Se han realizado análisis moleculares, histológicos y epidemiológicos que explican dicha relación. La revisión presenta una recopilación de varios artículos y casos que explican cómo están relacionadas las infecciones víricas y las consecuencias crónicas que pueden presentarse en el sistema nervioso
Challenging Our Stories as Teacher Educators for Social Justice: Narrative as Professional Development
Authors: Page Michelle , Curran Mary 
Published: April 2021

In this paper we report on a collaborative self-study in which we reflect upon our practice as teacher educators through a critical multicultural and white studies framework. We developed a pedagogical tool for our own professional development as teacher educators, modeled on the type of narrative assignments we ask of our students. We wrote stories about difficult moments in our practice, shared these with colleagues and reflected upon their responses. In this activity, we aimed to practice what we preach, as we model our commitment to being life-long learners; our respect for the power of listening to others and considering multiple perspectives; and our constant desire to critique and transform our practice in ways that are more effective and contribute to the educational success of all students. Our analysis of our experience demands that we reconsider our assumptions about student learning, how we hold our students accountable, and how we are socialized as white women within the academy of higher education.Keywords: narrative; teacher education; multicultural education
Making Education Law Meaningful to Beginning Teachers: A Narrative Inquiry
Authors: Kitchen Julian 
Published: April 2021

Teacher education classes are contested spaces. Professors interested in reforming content, pedagogy and assessment must wrestle with their own internal tensions and the culture of their institutions in order to make a difference. In this paper, a teacher educator uses narrative inquiry to frame his efforts to become a constructivist professor of education law. Critical tensions are examined using a three-dimensional narrative inquiry space: looking inward, outward, backward, and forward. Critical reflections, written over several years, are used to situate the tensions experienced in this case into the broader context of the author’s career journey.Keywords: teacher education; reform; narrative inquiry; constructivist; education law
The Limits to Reform: A Critical Discussion of the Saskatoon Public School Board's Assessment Controversy
Authors: LeBlanc Robert J. 
Published: April 2021

This article presents a critical discussion of the controversy surrounding the perceived changes to the Saskatoon Public School Board’s assessment policy in September 2010. Utilizing Critical Discourse Analysis (Fairclough, 2005; Gee, 2005) and a critical framework of curriculum reform (Apple, 1996, 2000), an analysis of media representations, government statements, and curriculum documents suggests that the general public outcry, the Saskatoon Public School Board’s reaction to the controversy, and the government’s response exemplify a tacit understanding of the socialization purposes of school in preparing students for the world of labour. This article further examines the influence of "conservative modernization" (Apple, 1996; Lankshear & Gee, 1997; Gee, Hull, & Lankshear, 1996) on Saskatchewan educational policies and the capacity of Saskatchewan schools to innovate.Keywords: critical discourse analysis; critical framework; curriculum reform; socialization; educational policies
Pedagogical Love and Good Teacherhood
Authors: Määttä Kaarina , Uusiautti Satu 
Published: April 2021

The aim of the article is to discuss the concept of pedagogical love and its connections to teaching and learning from various perspectives, as well as to illustrate the connection of pedagogical love to other forms of love. Pedagogical love is a specific teaching attitude and concretely demonstrates that action in the teaching profession, with pedagogical love as the core, consists of trust in pupils’ learning capacities and the desire to help pupils improve their abilities and talents. However, pedagogical love is not the only or easy solution to meeting different pupils’ needs and various learning problems.Keywords: pedagogical love; ordo amoris; education; successful teaching; joy of learning
Aboriginal Identity: A Perspective on Hegemony and the Implications for Canadian Citizenship
Authors: Deer Frank 
Published: April 2021

National identity can be a difficult concept to define in Canada, a difficulty that may be particularly prevalent for Canada’s Aboriginal people. Identity, whether national or ethno-cultural, may be problematic to conceptualize for Aboriginal people because of dominant post-colonial influences that are reflected in everyday life. Identity, an individual's collective understanding of themselves as a unique, separate entity is frequently associated with ethnic and racial affirmations of distinctness. Consequently, Canada’s national identity may be fragmented by its various ethnic and racial groups. Canada’s Aboriginal people, who have been impacted by a history of European influence through colonization, have consequently struggled with the notion of Canadian identity, a struggle that is prevalent in the field of education. The following will be an exploration of the issues associated with Canadian identity, and how Aboriginal identity relates to that conception of citizenship development for Aboriginal students in Canadian schools. To support this exploration, this article will explore: (a) identity development in a postcolonial and transcultural society, (b) identity negotiation in contemporary Canadian society, and (c) the implications for citizenship development in Canadian education.Keywords: Aboriginal identity; hegemony; postcolonial; transcultural; citizenship
SchoolPLUS: Creating Community Schools Through Integral Development
Authors: Regnier Robert 
Published: April 2021

When the Task Force and Public Dialogue on the Role of the School—SCHOOLPLUS: A Vision for Children and Youth (2001) called upon Saskatchewan educators to build school, community, and human service partnerships, the task force recommended that the formulation of holistic foci for meeting the needs of children in response to “tectonic” shifts that had shaken the ground of schooling. In recommending a holistic paradigm through which to transform schools to be more responsive to distinct learning requirements, the task force sought to increase the capacities of schools to support richer expressions of human meaning and purpose which would extend supportive structures to include the marginalized. In this paper, I recommend the notion of integral development through self-generating transformation of community, inter-subjectivity, and differentiation as the basis for continuing to build toward the SchoolPLUS vision.Keywords: SchoolPLUS; integral development; holistic; inter-subjectivity; differentiation; transformation
Four Winds, Colonialism, and Educative Practice: The Deconstructive Perspective of Gayatri Chakravorty Spivak
Authors: Kolenick Paul 
Published: April 2021

This essay draws upon the Four Directions of the Indigenous Medicine Wheel in an investigation of colonialism and its implications for educative and academic practice. The deconstructive perspective of Gayatri Spivak is highlighted through an examination of the educative practice of the academy in relationship with Indigenous peoples and communities.
Engaging Literacies Through Ecologically Minded Curriculum: Educating Teachers About Indigenous Education Through an Ecojustice Education Framework
Authors: Kulnieks Andrejs , Longboat Dan , Young Kelly 
Published: April 2021

In this article, we conceptualize curricula through an EcoJustice Education (EJE) framework to educate teachers about Indigenous and environmental education. The primary tasks of EJE are to engage learners in a cultural analysis of the ecological crisis and in the identification of diverse cultural methods that can bring about eco-democratic reforms that emphasize sustainable ways of living. An important method to infuse Indigenous knowledge into curricula is to invite local Elders to share stories that are Indigenous to place. In this paper, however, we consider methods of developing literacies through an engagement with the places within which learners live. We highlight the importance of developing a relationship with food and place, and an understanding about language through an eco-hermeneutic lens (Kulnieks, Longboat, & Young, 2010; 2011). We demonstrate how an aesthetic teaching form, in this case a poem entitled "Remembering Your Work," can help to foster important connections with local places and the cultural origins of food. Asking students to engage with both oral and literary traditions can promote an important dialogue about intergenerational knowledge, and foster the development of their relationships with food and place. Keywords: EcoJustice Education; Indigenous teachings; intergenerational knowledge; curriculum; literacies
Disrupting Colonial Mindsets: The Power of Learning Networks
Authors: McGregor Catherine 
Published: April 2021

If changes that make a difference to Aboriginal learners are to be effected in public schools, then transformational change is required (Menzies, Archibald, & Smith, 2004). How is transformational change best achieved? In this article, I argue, based on a recently completed study (McGregor, 2013) that teacher learning—particularly among non-Aboriginal teachers—is critical to effecting transformation in how teachers think about Aboriginal learners as well as how they plan and deliver fully inclusive learning opportunities. After outlining a theoretical framework for transformation focused on networked, inquiry-based learning and culturally inclusive practices, I explore how one particular teacher-learning network—the Aboriginal Enhancement Schools Network (AESN) in British Columbia, Canada, offers a powerful example of how teacher learning networks can enable deep and transformational change among participating teachers and leaders. I provide exemplary stories of transformation to illustrate the power of this model to effect changes in teacher beliefs and mindsets about Aboriginal learners and culturally inclusive practices. Following this, I identify several key enabling features of the AESN, including socially just, distributed forms of leadership, relational accountability (Wilson, 2008), and affiliative, catalytic models of implementation, a focus on “new, strong and wise ways” (Halbert & Kaser, 2012, p.11) of learning, and provincial and district resources that support network learning activity. The conclusion highlights implications of this study for school jurisdictions and policy makers. Keywords: networked teacher learning; transformational change; socially just leadership
Poetic Inquiry as Visiting: <em>Stories of Men</em>
Authors: Latremouille Jodi Marie 
Published: April 2021

This article is a reflection on how stories can come to inhabit a place in a pedagogical way, as Keith Basso notes, “wisdom sits in places” (1996). In this story, I write about my experiences teaching a college preparation English and math class in rural British Columbia. In the short story entitled Stories of Men, I describe the act of witnessing the stories of suffering and hope of men who grew up attending local residential schools, alongside the stories of their sons’ coming of age in the contemporary school system. Keywords: poetic inquiry; narrative inquiry; storytelling; place-based pedagogy
Ekphrastic Poetics: Fostering a Curriculum of Ecological Awareness Through Poetic Inquiry
Authors: Kulnieks Andrejs , Young Kelly 
Published: April 2021

In this article we outline the role of ekphrastic poetics in an ecological practice of poetic inquiry. Ekphrastic poetics, as a rhetorical device, involves one medium of art relating to another medium by unfolding its form and essence. Ultimately, our work involves a poetic response to an aesthetic form and it is through our ongoing collaborations that we are able to outline the importance of the poetic benefits of dwelling in natural places. We offer specific examples of how we engage in interpretive response activities that help to foster ecological habits of mind in teacher education. Keywords: arts-informed; ekphrastic poetics; collaboration; poetic inquiry; ecology; curriculum
Making Sense of Divides and Disconnects in a Preservice Teacher Education Program
Authors: Goodnough Karen , MacDonald Ronald J. , Falkenberg Thomas , Murphy Elizabeth 
Published: April 2021

This study’s purpose was to make sense of divides and disconnects in a teacher education program that included university-based courses combined with school-based field experiences. The study took place in Québec, Canada, which has the longest practicum of all provinces and programs designed to develop professional autonomy and competency. Data collection relied on documents, interviews, surveys, and focus groups with 44 preservice teachers along with field supervisors and instructors. Analysis relied on cultural historical activity theory and its principle of contradictions. Findings revealed that contradictions resulted in unintended and unfavourable outcomes such as teacher candidates feeling unprepared and untouched by the program. Resolution of contradictions may be realized through expansion of the division of labour to include more peer and self-assessment and through expansion of tools to support boundary crossing between theory, practice, schools, and university. Keywords: Preservice teacher education; cultural historical activity theory; contradictions; school-university partnerships; divides and disconnects
Mollenhauer’s Representation: The Role of Preservice Teachers in the Practices of Upbringing
Authors: Foran Andrew , Robinson Daniel B. 
Published: April 2021

Our recent research study investigated an international field experience for preservice teachers, labelled as a service-learning internship, a term often used to refer to a student teacher in a Bachelor of Education (BEd) program. Relying on what we know to be advantages and benefits of similar international field experiences for preservice teachers to frame our investigation, we explored the impact of a service-learning internship upon beginning teachers, particularly as it related to their professional growth as teachers. To gain insight into teacher education, we drew on the work of Mollenhauer (2014) to critically examine the foundations of how we prepare teachers in our BEd program. Analysis of questionnaire responses, tracked by a digital discussion forum via Moodle™, revealed two dominant themes: (a) gaining a deeper understanding of children, and (b) learning to be flexible regardless of curricular constraints. Results from this study might be of interest to those who share a similar interest in international field experiences, teacher education, and pedagogy. Keywords: pedagogy, Bildung; teacher education; international; field experience; service learning; global teaching