bluuebunny/crossref_metadata_2025_split huggingface dataset:
A DECLARAÇÃO UNIVERSAL DOS DIREITOS HUMANOS: EDUCAÇÃO PARA O PENSAMENTO E PARA A POLÍTICA
Authors: Monte Mascaro Laura Degaspare 
Published: June 2016

O artigo se propõe a investigar, no contexto da assinatura da Declaração Universal dos Direitos Humanos, a quem ela seria dirigida e qual seria o seu propósito. Assim, a partir da conclusão de que este documento – que estabelece as bases para a reconstrução jurídica e filosófica dos direitoshumanos inaugurada com a criação da Organização das Nações Unidas – teria como objetivo principal a educação em direitos humanos, o artigo analisa como esta forma de promoção dos direitos humanos e essa expressão foram traduzidas por documentos internacionais ulteriores.Finalmente, no estudo dos fundamentos filosóficos e significados dos princípios enunciados por esses documentos e pela Declaração Universal dos Direitos Humanos em si, olha para a educação em direitos humanos como pensamento, formação e resgate da política, dialogando principalmente com Hannah Arendt. Palavras-chave: educação em direitos humanos, Hannah Arendt, formação, pensamento, política.
OS LIMITES DE UM DISCURSO ABSTRATO: POLÍTICAS PÚBLICAS, POPULAÇÃO EM SITUAÇÃO DE RUA E DIREITOS HUMANOS NO BRASIL
Authors: Correio Rosimeire Barboza da Silva , Costa Alderon Pereira 
Published: June 2016

Em Dezembro de 2014, a Política Nacional para a População em Situação deRua completará cinco anos. Instituída e regulamentada pelo Decreto 7.053/2009, após ampla mobilização e pressão popular e, identificada por muitos como marco na transição da população situação de rua de fetiche do assistencialismo para ‘sujeito coletivo de direitos’, a Política Nacional chega ao seu quinto aniversário sem cumprir a maioria dos objetivos propostos emseu artigo 7º. Tendo como ponto de partida, a assinatura do Decreto 7.053/2009 e o incremento das narrativas institucionais e movimentistas que reconhecem napopulação em situação de rua um ‘sujeito de direitos’, nosso artigo, inspirado na crítica dos direitos humanos como produtos culturais, buscará interrogar e refletir sobre as tensões e disputas que informamos discursos e ações a respeito dos ‘direitos humanos da população em situaçãode rua’. Palavras-chaves: População em Situação de Rua no Brasil; Direitos Humanos; Teoria crítica dos Direitos Humanos; Política Nacional para a População em Situação de Rua; Comitê Intersetorial de Acompanhamentoe Monitoramento.
DIREITO HUMANO À MORADIA, POLÍTICAS HABITACIONAIS E DESENVOLVIMENTO
Authors: Lima Filipe José Vilarim da Cunha , Mayer Feitosa Maria Luiza Pereira de Alencar 
Published: June 2016

A moradia representa bem fundamentalpara o exercício dos atributos da pessoa humana, razão pela qual recebeu proteção qualificada na ordem urídica internacional e interna. No Brasil, a partir da promulgação da Constituição Federalde 1988, em cujo âmbito se observa a elevação da moradia à categoria de direito fundamental social, a interpretação sistemática dessa Carta Política permite inferir a existência de um projeto nacional de desenvolvimento habitacional, em nível normativo, dotado de feição vinculante e, por esse motivo, impositivo da obrigação de ser operacionalizada pelos agentes incumbidos da concretização dos ditames constitucionais, em especial o Estado. O presente ensaio analisa a relação existente entre o plano normativo e as políticas públicas habitacionais realizadas a partir da criação do Banco Nacional de Habitação – BNH, no propósito de mostrar, por meio da análise jurídica, política e social, a necessidade de efetivação do direito humano à moradia adequada, que pressupõe, entre outros fatores, a integração da moradia ao desenvolvimento urbano, fi m a ser perseguido mediante a efetivação dos comandos normativos constitucionais que regulam o tema, desdobrados em políticas públicas planejadas globalmente e aptas a garantir a moradia como direito humano, no conjunto de outros direitos e políticas que tornem possível essa realização.Palavras-chave: Direito humano à moradia; políticas habitacionais; Constituição brasileira; desenvolvimento.
Capability Approach: Potential for Transformative Education Research on Gender and Culture in Zimbabwe
Authors: Chikunda Charles 
Published: June 2016

Much work has been completed with regards to gender and education. Some strides too, have been made in achieving gender equality in education: the greatest being in physical access to school for boys and girls. However, numerous challenges have been met in this process of attempting to achieve gender equality in education. Researchers have come to some consensus that there exist cultural traits and practices that either constrain or enable achieving gender equality in education (Stromquist, 990; Gordon, 1994; Prasad, 2004; Kalu, 2005; Chikunda, 2010; Chetcuti and Kioko 2012). The purpose of this paper is to argue for the use of Amartya Sen’s capability approach as a theoretical tool to enrich the gender-education discourse with specific focus on culture in Zimbabwe. Emphasis is given to cultural attributes and practices that are deemed retrogressive to achieving gender equality and equity in the country. It is hoped that this paper will contribute to a discussion on overcoming cultural barriers that prevent certain individuals from converting resources to desired educational functionings.
Israel-Palestine: The pedagogical challenge
Authors: Grayston Donald , Chang Dave 
Published: June 2016

The Israeli-Palestinian conflict began in a critical sense in 1948 and continues to this day. An understanding of this continuing dispute requires knowledge of its historical, political, religious, demographic, emotional and geopolitical dimensions, and of the way anti-semitism figures in how people engage in discussions of the Middle-East. After sketching out these realities, we consider how disagreement over the framing of the past generates disagreement over visions of the future. Drawing on the work of Jakob Feldt and Ilan Gur-ze’ev, among others, we highlight the challenges posed to educators in regard to how each of the two major narratives, Israeli and Palestinian, compete with the Other’s account of their shared and fractured history. Using an incident involving the British Columbia Ministry of Education as a reference point, we explore the way special interest groups engage with the realm of public education, as well as the challenge of deconstructing conflicting historical interpretations. The paper suggests some pedagogical approaches for moving beyond the contesting of histories and for the development of better-grounded student involvement with this complex issue.
Who is being taught? Weaving academic spaces and teaching bodies
Authors: Jaffer Rozmin 
Published: June 2016

The notion of embodiment, arising out of Body studies and complex ecological theories, situate the body as central to all social action, experience, learning, and research. Spatiality duly problematizes “space” and “place” suggesting that the sites which our bodies inhabit are culturally constructed and constructing. In light of the above, I show how the “teaching” body, as a particular kind of “institutional” body, is enacted, defined, viewed, and treated by others in specific sites. Furthermore, how is the teaching body--at once rendered racialized and gendered--inscribed, marked, bureaucratized, and regulated in institutional settings?
Exploring school principals' responses to the needs of Somali immigrant students
Authors: Nur Shukri , Nur-Awaleh Mohamed 
Published: June 2016

This paper explored school principals’ responses in addressing the perceived educational needs of Somali immigrant/refugee students; and explored how school principals might seek to create culturally responsive and inclusive schools that build a partnership with Somali families. This qualitative exploratory study combined aspects of convenience and purposeful sampling to learn about how the school principals addressed the needs of the Somali immigrant students; and the extent to which they sought to create inclusive schools and build partnerships with the Somali families. We conducted interviews with a total of three school principals in three different schools who served these students and their families. This study shows that in the initial contact with Somali students, the school principals had very little awareness and experience in dealing with Somali refugee and immigrant students who continue to face challenges in adjusting into their schools. To address the educational needs of Somali students requires an approach that transcends the provision of ESL classes. It also requires a transformative leadership approach that advocates for the needs of both the students and the parents and seeks to establish multicultural and mentoring programs which could play a role in better meeting the educational needs of all students.
Smile (snarl): A poem
Authors: Duchscher Towani 
Published: June 2016

In this poem, I examine issues of racial identity, Canadian identity, and racism through reflecting upon a lived confrontation. I question what it means to be Canadian and how our often limited understandings of the Canadian identity perpetuate the marginalization of some and the inclusion of others. This poem also addresses the ambivalence of living in the hyphen between two races. I consider how the challenges of defining our personal and national identities are often thrust upon us when we least expect it.
Teacher Professional Development in Brazil: Colonization of Teachers’ Voices
Authors: Nascimento Daniele 
Published: June 2016

This paper focuses on professional development practices implemented in Brazil, and the influence of post-colonial views in the power-relation between the ‘educational authorities’ or ‘experts’ and teachers. The paper addresses how this relationship in professional development is mostly ‘one-sided’, as often it does not include the 'voices' of teachers. Rather, it prioritizes the assumptions many ‘experts’ have towards teachers’ needs for growth, in which the choices of topics and the kind of professional development programs to be designed often follow an ‘one-fits-all’ model or banking education as defined by Freire (1970). This paper emerged from the author's experience during her Master’s thesis research (Nascimento, 2010). She addressed the challenges of teaching in public schools in Brazil, and its implications in a social justice context. Through the lens of different teachers who participated in a volunteer-based Canadian/Brazilian teacher professional development program, the research investigated in which ways the inclusion of teachers' voices in professional development programs could affect teachers’ performance in a Brazilian context. During four years over the summer, Canadian teachers and Brazilian teachers worked together on a professional development program that aimed to encourage teachers to share their teaching experiences and reflect on their practice.
Academic and Artistic Freedom and the Israel-Palestine Conflict: Towards a Canadian Pedagogy of the Suppressed
Authors: Findlay Len 
Published: June 2016

In this essay I argue that the suppression and discouragement of teaching and discussion relating to the Israel-Palestine conflict can and should be countered by a pedagogy rooted in the most robust traditions of academic freedom and inspired by the most challenging practices and products of artistic freedom. Freedom of inquiry, imagination, and exchange are essential to the analysis of current realities and the capacity to envisage them otherwise. This is especially true in the current chilly climate where the asymmetries of power, resources, and communicative clout are most pronounced--or, to put it more colloquially, in situations where the playing field is least level and where academic and artistic freedom are most needed and most at risk. Such asymmetrical power relations are especially evident (as well as subtly coded) in the playing out and playing off of the Israel-Palestine conflict in the United States and Canada, thanks to the intimidation, amnesia, and gross simplifications that have strengthened their hold on public discourse in both countries since 9/11 2001. The unconditional support extended to Israel by the George W. Bush administration as a key part of the so-called “war on terror” has been eagerly imitated by Stephen Harper’s government and disappointingly reinforced in November 2010 in the so-called Ottawa Protocol on Combating Anti-Semitism (O’Malley, 2010).
Reviving reasonableness: Expansive reason-giving and receiving for global social justice education
Authors: Tannis Derek 
Published: June 2016

Reasonableness is a term that is used widely in relation to global social justice, yet its meaning differs depending on its theoretical foundations. In this paper, I examine the breadth of these meanings, focusing on the pedagogical significance of reasonableness as something that is assessed, recognized and enacted. I present a model of reasonableness that expands upon Erman’s (2007) concept of reason-giving and is founded upon the philosophy of inter-subjective recognition as described by Honneth (1996) and the idea of capabilities as theorized by Sen (2009) and Nussbaum (2005). I develop a typology of reason-giving and reason-receiving, including arbitrary, emotive, authoritative, tentative and expansive analytical-relational modes. I conclude that the assertion of another person’s reasonableness / unreasonableness may be viewed as an inter-subjective and intercultural lived relation. Approximating the cosmopolitanism proposed by Nussbaum (2005) and Appiah (2006), I propose that we should aim to create learning approaches and environments that foster exploratory and compassionate reason-giving and receiving. In an era of global social justice discourse and action, I argue that cultivating a reflective approach to reason-giving and receiving would develop in students an expansive conception of and capacity for reasonableness.
Germinación de esclerocios y formación de ascoporas de Claviceps gigantea Fuentes, De la Isla, Ullstrup y Rodríguez
Authors: Moreno-Manzano Celeste E , De León-García de Alba Carlos , Nava-Díaz Cristian , Sánchez-Pale Jesús Ricardo 
Published: June 2016

La enfermedad “diente de caballo” del maíz (<em>Claviceps gigantea</em>) afecta hasta 90 % del grano. Se estudiaron condiciones para germinación de esclerocios, formación de estructuras sexuales y se describe parte del ciclo del hongo en laboratorio y campo. Se estableció un diseño con sustrato y tiempo de incubación a 4 °C. Se evaluaron porcentaje de esclerocios germinados, tiempo de germinación y formación de cabezuelas estromáticas. En laboratorio, los esclerocios germinaron solamente en carbón residual después de 3 meses a 4 °C y 2 meses a 22-24 °C de incubación resultando en 55 % de germinación. Esclerocios germinados producen en promedio cinco cabezuelas por esclerocio 15 d después de la aparición de los primordios. En campo, los primordios aparecieron cuando los esclerocios se incubaron 3 meses a 4 °C y 64 d a temperatura promedio de 14.07 °C. En campo y laboratorio, la liberación de ascosporas se observó 23 d después de aparecer de los primordios. La aparición de cabezuelas estromáticas, su desarrollo y maduración en el mismo esclerocio no fué sincronizado. Se documentó la liberación de ascosporas largas y delgadas emergiendo de cabezuelas estromáticas. El patógeno se identificó morfológica y molecularmente como <em>Claviceps gigantea.</em>
Optimization and validation of a derivatization method for analysis of biogenic amines in wines using RP-HPLC-DAD
Authors: Tashev Krste , Ivanova-Petropulos Violeta , Stefova Marina 
Published: June 2016

An analytical method for determination of the biogenic amines: tryptamine, putrescine histamine, phenylethylamine, tyramine, cadaverine, spermidine and spermine in red and white wines using pre-column derivatization with dansyl chloride (DnsCl) and reversed phase-high performance liquid chromatography with diode array detector (RP-HPLC-DAD) was developed and optimized. Concentration of DnsCl, pH, time of reaction and evaporation under nitrogen were tested and optimized. Best recoveries, ranging from 72 to 102 % were obtained for all analyzed amines applying derivatization with 10 mg/mL of DnsCl for 1 h at 60 oC and pH 9. The developed method showed excellent linearity with R2>0.99 for all tested amines. The accuracy was checked with the standard addition method showing satisfactory recovery, good repeatability and reproducibility. The optimized and validated method was applied for analysis of white and red wines from Macedonian origin, observing higher total amounts of biogenic amines in red wines.
Comparative Evaluation of Hypoglycemic Properties of Raw And Boiled Allium cepa in Alloxan-Induced Diabetes Mellitus Rats
Authors: Ojieh, AE  , Ugorji AE  , Ovuakporaye IS  , Ewhre OL  , Ossai NR  
Published: June 2016

Diabetes Mellitus is a chronic disorder of carbohydrate metabolism whose prevalence is rising globally. The hypoglycemic property of raw Allium cepa has been established by several authors, and this study, was carried out to investigate the effect of heat on the hypoglycemic property of Allium cepa. This is against the backdrop that Allium cepa is mostly consumed boiled in Africa and several parts of the World. 40 Wistar rats were used for the study and diabetes was induced in 35 of them using single intraperitoneal dose of 40mgkg-1 of alloxan monohydrate. There were eight groups (n= 5). Group one and two served as the control groups, group three is insulin and group four is metformin. Group five to eight were treatment groups. Result showed the following reduction at 400 mgkg-1 (raw- 57.2%; boiled-41.3%). At 600 mgkg-1, (raw-30.9%; boiled-20.9%). It is therefore concluded based on these findings that boiling Allium cepa reduced its hypoglycemic potential and hence its effectiveness in ameliorating hyperglycemia associated with diabetes mellitus. In the same experiment, insulin at (40 µgkg-1) and metformin at (50 mgkg-1) show plasma glucose reduction of (52.7%) and (12.3%) respectively when compared with the control. Result shows that heat reduces hypoglycemic property of onions.
Green Synthesis of Zinc Nanowires using Spilanthes acmella Leaf Extract
Authors: Nilesh Paul  , Eesha Khole  , Swapnil Jagtap  , Harshada Tribhuvan  , Gajanan Kakde  , Pratiksha Kuwar  
Published: June 2016

Biogenic synthesis of metal nanomaterials has garnered attention in current nanobiotechnology. Among other metal nanoparticles, zinc nanoparticles have gained importance due to their applications in diverse fields. In this paper, we report on the biological synthesis of zinc nanowires using Spilanthes acmella leaves extract as a reducing agent. Synthesized nanoparticles have been confirmed by Transmission Electron Microscopy (TEM). The characterization revealed the wire shape of zinc nanoparticles.
S.H.E.: Values among WVSUnian-Janiuay Students
Authors: C. Ortigas Hedda , P. Pendon Guiller 
Published: June 2016

<div><p><em><span>In order to create an effective school culture that promotes improved learning for all students, schools must first verify the level of knowledge on the set of core values the university that will function as explicit foundational commitment to students and the community. Once the school has established the students’ level of knowledge on its core values, it can step forward to ensure that these can be actively reflected in the culture of the school and curriculum, instruction, and assessment practices in every function of a university. This descriptive study ascertained the level of students’ knowledge on the core values of Service, Harmony and Excellence. Slovin formula was utilized in the determination of respondents. The result clearly revealed that students regardless of course, sex and year level were extremely knowledgeable of the university core values, however mean scores were ranked to further explain the result of the study. Recommendations were made based on the findings of the study.</span></em></p></div>
Multi-layered Collaboration: From Online Development to Delivery
Authors: Matheos Kathleen , Wong Angelina , McManus Katherine 
Published: June 2016

Collaboration is often a significant element in course development and/or delivery. This paper describes a project that was collaboratively developed and facilitated by a team of faculty under the auspices of a consortium of universities called the Collaboration for Online Higher Education and Research (COHERE). The project is ongoing and its significance lies in overcoming or circumventing the typical barriers that stand in the way of success for many consortia-created collaborative projects of this nature.
Works in progress / Travaux en cours: Mobilizing Knowledge and Building Capacity for Technology-Enhanced Professional Development
Authors: Buzza Dawn , Bringelson Liwana , Eaton Chris , Loucks Campbell Sandra , Degutis Vic , Bookan Koorus 
Published: June 2016

Technology-enhanced knowledge mobilization can be extremely useful for helping practicing professionals keep abreast of research and development efforts in their field. The initiative described in this paper encourages collaboration among university and community partners to effectively use online learning and communications technology for professional and staff development for multiple types of professional communities. We are engaged in pilot projects with two parallel professional communities within the health care sector (optometric training and practice) and the public education sector (school boards). While these communities differ in both their professional relationships and their learning needs, their variability allows us to design and test the technical, social, and instructional requirements of a generic strategy for using technology for effective knowledge mobilization.
The Weir: Storytelling that Transforms
Authors: Karpiak Irene E. 
Published: June 2016

Through the acts of telling our stories, writing our stories, and reading others’ stories, we become known both to others and to ourselves. Drawing on the theme of transformation in the recent play The Weir, this article explores the place of story in adult and continuing education and considers how story told by students can break through the dam of resistance to learning and create a classroom space of trust, sharing, mutual regard, and engagement that is both sustaining and transformative.
Problem-Based Learning in Canadian Undergraduate and Continuing Medical Education
Authors: Jubien Peggy 
Published: June 2016

This article provides an overview of problem-based learning (PBL) in Canadian undergraduate medical education and continuing medical education (CME) programs. The CME field in Canada is described, and the major professional associations that require physicians to take annual courses and programs are noted. A brief history of PBL in undergraduate medical education is presented, along with definitions of PBL and a discussion of the strengths and weaknesses of the approach. Problem-based learning in CME has been adapted, in some cases, to suit its special circumstances; this is demonstrated by examples of how the CME departments of three universities have implemented PBL. Finally, the future of research in this field is reviewed.
Continuing Education in Non-University Tertiary Institutions in Nigeria: Emerging Roles and Challenges
Authors: Garuba Ayo 
Published: June 2016

Institutional continuing education practices have received widespread attention in literature on adult and continuing education. However, the research community seems to restrict continuing education to universities. This paper reviews the contribution of non-university tertiary institutions to continuing education in Nigeria, using the Federal College of Education in Yola as a case study. In this instance, the impact of non-university tertiary institutions has been pronounced, especially in extending access to further education and training to teachers and mid-level workers in general. The paper advocates for more time and resources to study continuing education programs of non-university institutions. Non-university institutions are encouraged to diversify their programs and place more emphasis on research and development.