bluuebunny/crossref_metadata_2025_split huggingface dataset:
Tierras Altas Orientales, Jalapa, el problema de los asentamientos multiétnicos
Authors: Martínez Christopher S. 
Published: April 2021

Las Tierras Altas Orientales han sido poco estudiadas debido a la complejidad que presentan en cuanto a los distintos grupos étnicos que las habitaron, aunado a la destrucción de los sitios por el crecimiento de la frontera agrícola y pecuaria. Por lo tanto, se hizo necesario iniciar un proyecto de registro de sitios y patrones de asentamiento. Para ello se recurrió al trabajo de campo, transitando los cerros y montañas, así como las riveras de ríos, en busca de asentamientos prehispánicos que no hubiesen sido reportados o para determinar el daño que, por los años, han sufrido. Se hicieron levantamientos topográficos con brújula y sistemas deposisionamiento global (GPS); también se recolectaron materiales culturales para su posterior análisis en laboratorio. El proceso de gabinete fue fructifero ya que permitio determinar los materiales locales y foráneos, de igual manera, el registro de los sitios permitió realizar una tipología de asentamientos de acuerdo a las distintas temporalidades de los vestigios localizados, lo que nos permitió comprender la compleja interacción social que se desarrolló en ese territorio. La información recabada durante los años de investigación ha determinado que esta zona tuvo múltiples migraciones y cambios de poder, registrado en la evidencia material, llegando a un declive de población para el Postclásico.
Validación instrumento de investigación liderazgo e inteligencia emocional
Authors: Martínez Jiménez Rosa María 
Published: April 2021

Este estudio presenta el desarrollo metodológico realizado para la validación del instrumento de investigación utilizado en la prueba piloto, sobre un estudio de liderazgo que se realizó en las organizaciones de Tabasco. Los antecedentes permiten conocer la importancia que el liderazgo y la inteligencia emocional representan para las organizaciones. En la región se carece de evidencias que muestren estudios sobre el liderazgo transformacional y la inteligencia emocional. Se tomó la decisión de analizar el liderazgo y la inteligencia emocional como variables para un modelo cuantitativo, partiendo de las investigaciones de Zerpa y Ramírez (2013) y San Lam y O’Higgins (2013) quiénes desarrollaron un modelo de ecuaciones estructurales de liderazgo transformacional e inteligencia emocional en Venezuela y Shangai respectivamente. La investigación plantea como ojetivo determinar la relación entre el liderazgo y la inteligencia emocional de los egresados de instituciones de educación superior con ejercicio profesional en las organizaciones de Tabasco. El enfoque es cuantitativo, no experimental, con alcance correlacional exploratorio, se pretende explicar la relación o grado de asociación que existe entre el liderazgo y la inteligencia emocional. Los Alfas de Chronbach presentaron validez aceptable superior a 0.7.
Caracterización histórico-etnobiológica de la pesquería garínagu en arrecifes de bahía de Amatique del Caribe de Guatemala
Authors: Colindres Hugo Hidalgo 
Published: April 2021

Esta investigación descriptiva sobre la pesquería de la etnia garífuna tuvo como objetivo caracterizarla y tratar de establecer relaciones existentes entre el conocimiento científico y etnobiológico de esta sociedad costera para conocersus sitios de pesca (bajos-arrecifes), comercialización, visibilizar esta actividad históricamente olvidada, siendo la más amigable con el ambiente en la zona. El método utilizado fue reef cheek, además de viajes de reconocimiento, buceos para describir diversidad biológica, arrecifes, tipo de pesca y encuesta con herramienta de colecta de datos entrevista; principalmente a pescadores y mujeres comercializadoras de más de 40 años. Los resultados relevantes fueron: reconocer un fuerte conocimiento de pescadores sobre las características biofísicas de los remanentes de arrecife-coral, tortugas marinas, manatíes, comportamientos de peces y rol de la mujer en el sistema de comercialización. concluyéndose con un estudio retrospectivo de la pesquería garínagu, formación de Asociación de Pescadores Garífunas, incorporación a la Red de Pescadores del Caribe, identificación y afirmación de la existencia de los arrecifes en el Caribe e impulsar el artículo 44 en la ley de pesca 80-2002 que prohíbe la pesca con “tiro avión” en los 13 Bajos caracterizados. Fundamento para colocación de primer arrecife artificial y protección especial de bajo King Fish.
Actividad biológica y caracterización quí­mica de los extractos de las hojas de Rhizophora mangle L., como una alternativa fitofarmacéutica en la cicatrización.
Authors: Marroquí­n Tintí­ Marí­a Nereida 
Published: April 2021

Los taninos tiene propiedad astringente, por lo que ayudan al proceso de cicatrización; la corteza de Rhizophora mangle L., mangle rojo, presenta taninos y cuenta con evidencia de uso tradicional y estudios pre-clí­nicos que demuestran su acción cicatrizante. Las hojas de mangle presenta una cantidad de taninos y actividad antioxidante muy similar al reportado para la corteza. En este estudio se correlacionó la actividad cicatrizante de los extractos etanólicos de hojas mediante métodos in vitro, cuantificando de taninos y flavonoides, determinando la actividad antioxidante mediante DPPH y fenoles totales; y evaluando su actividad antibacteriana contra bacterias especí­ficas que pueden causar infecciones en heridas. En los extractos de hojas se cuantificó Â 29.28% de taninos, actividad antioxidante de CI50 0.18mg/mL, fenoles totales de 227.76Âµg de ácido gálico/g de extracto y actividad antibacteriana contra Staphylococcus aereus ATCC 6538, S. epidermides ATCC 14990 y S. salvaje con una CIM de 1mg/mL. El análisis estadí­stico muestra una correlación entre la cantidad de taninos y actividad antioxidante con un valor de p < 0.0001; así­ mismo la prueba de t-student muestra que no existe diferencia entre los extractos etanólicos de hoja y corteza; por lo que la hoja puede ser una alternativa para el tratamiento de heridas como cicatrizante, lo que desde el punto de vista de conservación favorece, ya que la obtención de la hoja como droga vegetal no ocasiona riego a la especie y se protege el recurso del manglar.
"you were born ugly and youl die ugly too": Cyber-Bullying as Relational Aggression
Authors: Jackson Margaret , Cassidy Wanda , Brown Karen N. 
Published: April 2021

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

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

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

Still largely based on EuroCanadian knowledge and Western teachings, Education in Nunavut remains a negative experience for many Nunavut youth as the result of culturally inappropriate schooling and worldview mismatch. Mismatch occurs as the schooling experiences of Nunavut youth, both Inuit and non-Inuit, do not align with the character, values, and traditions of Nunavut. Divergence is especially pronounced within science education. This paper explores Nunavut students’ perceptions of the nature of science and school science education in order to explore the possibilities and problematics involved in shifting towards a cross-cultural science curriculum that is reflective of Nunavut.Keywords: Nunavut; Inuit traditions; science education; cross-cultural science curriculum
The State of Canadian Boyhood—Beyond Literacy to a Holistic Approach
Authors: Gosse Douglas , Arnocky Steven 
Published: April 2021

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

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

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

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

The parameters are readily interesting: The Cree School Board experience over the past 25 years represents one of the first occurrences worldwide of a society having globally acknowledged that a curriculum, as a whole, did not necessarily fit a specific group, rather than the individuals not performing within a curriculum. As such, this represents a characteristically eco-systemic experiment where a move has been made from the simple—and not-so-unusual observation of poor school performance from a community as a whole—to the conclusion that a curriculum was poorly matched to the group it was set to serve. This assessment has led most notably to the adoption of Cree as the language of instruction in order to increase performance. Statistics for the Cree School Board (CSB), however, are not showing convincing signs of improvement and Cree parents appear increasingly divided in their assessment of how the curriculum now serves their children. The purpose of this article is to throw some light on factors that may explain the difficulties Cree students are facing within school in its present format. The highly topical aspect of this assessment and review is that the characteristics that supposedly make some Cree children difficult to teach in a Western style classroom are attributes often assimilated to children with Social, Emotional, and Behavioural Difficulties (SEBD) in mainstream schools: restlessness, inability to stay indoors, short attention span, rejection of classroom etiquette, and rules. The study suggest that, far from being distinct and dependent on variables that are unique, outcomes such as those recorded in Cree schools, highlight challenges in student engagement encountered by many school environments in the 21st century, particularly inner city schools. Keywords: Cree Nations; eco-systemic analysis; Native education; Social, Emotional, and Behavioural Difficulties (SEBD)
Aboriginal Perspectives and/in Mathematics: A Case Study of Three Grade 6 Teachers
Authors: Nolan Kathleen , Weston J. Harley 
Published: April 2021

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

The purpose of this exploratory paper is to introduce key aspects of Bush Cree storytelling methodology. In this essay, I provide a foundation for further articulation using a Cree worldview framework as an umbrella for northern-based storytelling discourse. The underlying current in this paper makes links to Cree stories that teach, heal, and transform. Keywords: Woodlands Cree; storytelling; methodology
Situating Intergenerational Trauma in the Educational Journey
Authors: Gaywsh Rainey , Mordoch Elaine 
Published: April 2021

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