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Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products.

Simple Summary: This study was conducted to estimate the rate of Salmonella spp. isolation from cage papers, located in the bottom of canaries' cages and those of other exotic pet birds, in the 2015 Argentinean canary breeder championship. Furthermore, we determined the antimicrobial resistance profile of the isolates for antibiotics and commercial disinfectants. One pool of 258 cage paper pools was positive for Salmonella spp. (0.4%). Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, this is the first study conducted in Argentina on Salmonella spp. isolation from these materials of pet birds. However, Salmonella ser. Glostrup isolated strains could be a source of human Salmonella outbreaks, and they show high resistance to disinfecting products. Birds, including canaries and other birds, have become increasingly popular as pets. Bird fairs, where breeders gather and show their production in a championship setting, present a setting for possible Salmonella spp. contamination and transmission. Therefore, this study estimated the rate of Salmonella spp. isolation from cage papers, located in the bottom of cages of exotic pet birds, including canaries. Collected Salmonella isolates were used to determine the antimicrobial resistance profile to 52 antibiotics and 17 commercial disinfectants, based on pure or a mixture of acids, alcohols, aldehydes, alkalis, halogens, peroxygen, and quaternary ammonium compounds. The samples consisted of 774 cage papers taken in the 2015 Argentinean canary breeder championship, pooling three cage papers into one sterile sampling bag. Only one pool of the cage papers was positive for Salmonella spp. (0.4%), which belonged to the sample from three frill canary cages. Two strains of Salmonella serotype Glostrup were isolated, which were only resistant to sulfonamides and erythromycin and sensitive to alkali-based product PL301 AS. Although the rate of Salmonella spp. isolation from cage papers in an Argentinean canary breeder championship is low, it should not be discounted because Salmonella ser. Glostrup can be a source of human Salmonella outbreaks and they show high resistance to disinfecting products. [ABSTRACT FROM AUTHOR]

RESUMEN A lo largo de la segunda mitad siglo XX en la Argentina diferentes actores inscriptos en las instituciones de formación de profesores de Educación Física procuraron promover disimiles discursos y prácticas con el objeto de legitimar en distintas esferas sociales a la disciplina. En esos procesos se establecieron diálogos con diversos saberes científicos constituyéndose lo que los actores de la Educación Física denominaron como “tradiciones disciplinares”, asimismo promovieron desiguales inscripciones dentro del sistema de educación superior. En este artículo profundizaremos en los procesos de configuración de las saberes y prácticas que hicieron a la construcción de la identidad de los profesores de educación física en las décadas de 1970 y 1980. Para ello, analizaremos fuentes primarias y secundarias entre ellas se destacan los planes de estudio y los expedientes administrativos de distintas instituciones de formación. En cada uno de los casos atenderemos a las tramas de construcción de los mismos. El recorrido posibilitará evidenciará que en el período considerado las producciones identitarias de los profesores de educación física comenzarán a pensarse en una relación de necesidad y de tensión entre la investigación y la docencia.

In this article we discuss how the design of a higher education language course can challenge the power of sentimentality in the classroom. In particular, the paper analyses the role of literature in intercultural language education through the lens of affect theory, while focusing on minimizing sentimentality in the classroom, especially when the literary texts used confront students with trauma-related content involving human rights abuse, death and suffering, and trigger discomforting emotions in students such as sadness, anguish, fear and more. We suggest that it is important for educators and students in higher education to recognize the affective and biopolitical dimensions of literature teaching in intercultural language education. This is illustrated through the design of an English language course syllabus in an Argentinian higher education setting. The paper concludes with a discussion of the curricular and pedagogical implications for intercultural language education.

Content and Language Integrated Learning (CLIL) is a relatively novel approach to L2 learning. Designed under this approach, this paper proposes a set of three activities that seek to foster secondary level students' critical thinking, creativity, and intrapersonal skills. English language learning is integrated with the specific subjects of Literature, by analyzing and creating poetry, and History, discussing poems by Marcelo Gelman, Osvaldo Balbi, and Joaquín Enrique Areta, who were victims of the final Argentina's military dictatorship (1976-1983).

The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregrounds the entanglement of people (the relational), tasks (the conceptual) and tools (the digital and material) in formal and informal learning settings. In this paper, we explore the use of the ACAD toolkit "with the aim of understanding how this analytical tool supports design for learning." A thematic analysis of five workshops attended by 40 educators from diverse professional and academic backgrounds in Spain and Argentina, reveals how ACAD supports educational designers in four distinctive ways: encouraging dynamic engagement with key elements and concepts; supporting the visualization of (dis)connections and (in)coherence in designs; prompting critical reflection on past practices and contexts; and stimulating discussion about future teaching practices. A key contribution of this article is the discussion about how the ACAD toolkit helps educators see the ways in which all learning is situated, subject to constraints and affordances at multiple scale levels, and oriented towards certain pedagogical purposes or values.

Higher education institutions have been complicit with the ongoing coloniality project that reinforces and perpetuates inequities, dismisses interests, knowledges, alternative discourses, and world views different from Western European thought (Bell, 2018; Dastile & Ndlovu-Gatsheni, 2013; Harms-Smith & Rasool, 2020). Education is rooted in colonialism, which raises doubts about the feasibility of universities implementing a decolonial agenda (Dhillon, 2021). To contribute to the conversation about decolonial praxis and the documented efforts in the literature on how to enact a decolonial rehumanizing agenda, this paper presents a systematic literature review of works from the Global South that attempt to disentangle universities from colonial practices in higher education. The works reviewed describe a variety of practices from pedagogical practices, curriculum changes, and institutional connections with marginalized communities that make visible knowledges, languages, and perspectives traditionally excluded from universities.

In this paper we present the analysis and interpretation of data collected during an intercultural virtual exchange undertaken in 2020 in which students from Argentina and the USA explored how trauma and suffering associated with COVID-19 can be channeled through collaborative artistic multimodal creations, and how approaching this in a productive way can lead to self-transformation in terms of intercultural and civic growth. To obtain unbiased data, we did not give the students information on the Council of Europe's Reference Framework of Competences for Democratic Culture (RFCDC; 2018) which was fundamental to our conceptualization. Here, we apply an ex post facto research method to explore which of the 20 competences for democratic culture included in the RFCDC were mobilized and deployed by our students during this project. We do so by analyzing their multimodal artistic creations, social actions, and their civic statements from the perspective of the RFCDC definitions and descriptors. Findings indicate that the virtual exchange project contributed to the cultivation of 'democratically and interculturally competent citizens' as conceptualized in the Reference Framework of Competences for Democratic Culture.

The genesis and spread of COVID-19 around the world since 2020 have caused severe impacts in every aspect of people's lives, from work life to recreation, social activities to physical health. Higher education has not been excluded. Universities have altered curriculum, changed delivery methods, provided more counseling, purchased new technology, and altered attendance policy for classroom, athletic, social and artistic events (Hamlin, 2021). To assess the impacts of these changes on college students, the authors created a questionnaire to ask students about their perceptions of these COVID-related impacts on their own personal lives. The survey had 56 questions about how the virus affected their academic, social, financial, physical and emotional lives. Over 800 students responded with objective input and subjective comments. Due to the volume of data, the authors have split the study into two parts. The survey results for the first part, academic and social aspects of the survey, were published in "Understanding the Impact of Covid-19 on College Student Academic and Social Lives," Research in Higher Education Journal Volume 41 (see http://www.aabri.com/manuscripts/213347.pdf). It will sometimes be referred to herein to provide clarity to the reader. The actual survey itself can also be found at that site. This paper focuses on the impact of the coronavirus on student financial and physical well-being, which have become major stressors to this age group and have contributed to higher levels of anxiety and depression. It also examines how the virus has affected their social and emotional well-being. Lastly, recommendations are made to help educators understand the severity of the problem, and to take action to provide assistance for those students who have been adversely affected.

This paper reports the findings of a case study carried out in an English for specific purposes class with student tour guides at an Argentinean university. The main objective of this research project was to analyse how the teaching practices in the English language classes favoured intercultural exchanges. Data were gathered through document analysis, surveys, and interviews with students and with core-subject professors. Results were analysed qualitatively. We conclude that we must foster a friendly and safe learning environment to give voice to learners from native communities so that they can express their own identities and thus give way to enriching intercultural dialogue.

This paper aims to evaluate and discuss the digital competence of academics at universities, to identify challenges and define recommendations for policy. This study was conducted through collaboration between the Joint Research Centre (JRC) of the European Commission and Metared of the Universia Foundation, surveying 30,407 participants who present the perceptions of their own digital competence levels. These self-reflections took place in universities in seven countries, namely Argentina, Brazil, Colombia, Chile, Peru, Mexico and Portugal, and used the Check-In tool, which consists of 22 questions based on the European Framework for the Digital Competence of Educators--or 'DigCompEdu' framework. A descriptive statistical analysis was performed, followed by a qualitative evaluation. Almost 70% of the academics have an average intermediate level of competence when the data is aggregated, with results varying in each DigCompEdu area according to the specific question asked. There is no significant difference between young and senior academics, as well as between men and women. The results present a discussion of whether the age and gender of educators and their work environment have an impact on their digital competence level, and at the same time highlights the areas in which educators perceive themselves to be most and least competent. It shows how the amount of institutional support that is offered affects the academics' perceptions of their level of digital competence. On the basis of the results, recommendations are presented for higher-education institutions, with the aim of supporting the professional development of their academics.

This paper examines service-learning case studies in Argentina, Mexico, and the United States. It analyzes whether Andragogy, the study of how to teach adult learners, is equally applicable and effective in different country contexts. First, we argue that service-learning is the most natural and appropriate teaching technique that aligns with the Theory of Andragogy. We then discuss how a clear understanding of Andragogy is the key to helping mature students process knowledge. Two cases of service-learning in an international context provide a research platform for examining differences in learning concepts, constructs, and student competences. We juxtapose Argentina and Mexico governance against U.S. governance, and we differentiate the public policy challenges within the two contexts. Our methodological approach employs grounded theory to identify themes of knowledge transfer through problematic environments. By comparing service-learning strategies in Argentina and Mexico vis-à-vis in the U.S., we find variations in assumptions of public administration practice, teaching methods, and student learning outcomes.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

Introduction: The Motivated Strategies for Learning Questionnaire (MSLQ) is one of the most worldwide employed scales to assess self-regulated learning and its factor structure is a topic of debate nowadays. In this paper the internal structure of the instrument is analyzed on university students of Argentina and Uruguay. The aim was to extract a short version of the MSLQ. Method: 918 Argentinian and Uruguayan university students participated. An exploratory factor analysis as well as confirmatory factor analysis was applied using SPSS 21, SIMLOAD and LISREL 8.8 respectively. The factor invariance of the model was tested through the segmentation of each sample according to country, age and gender. The internal consistency was calculated for each sample using the Omega coefficient, these coefficients were compared using the "AlphaTest" program and the coefficient q. Results: The exploratory factor analysis yielded a hexafactorial solution that kept 18 items. This structure was tested in the sample of each country through a confirmatory factor analysis, which verified adequate fit indices (CFI > 0.90, RMSEA < 0.06). The factorial invariance of the model was tested, verifying the metric equivalence ([delta]CFI < 0.009, [delta]RMSEA < 0.002). For each dimension and country, internal consistency was estimated, obtaining values between 0.55 and 0.79. Discussion and Conclusion: The abbreviated version of the MSLQ will allow to have further understanding of the way in which Argentinian and Uruguayan students self-regulate their learning. This information could prove useful for the design of interventions that promote self-regulated learning processes at a college level. Future research will test the structure hereby obtained, aiming to verify whether its results persist in different academic orientations and countries.

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This study proposes a methodology using OpenAlex (OA) for tracking Open Access publications in the case of Argentina, a country where a self-archiving mandate has been in effect since 2013 (Law 26.899, 2013). A sample of 167,240 papers by researchers from the Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET) was created and analyzed using statistical techniques. We estimate that OA is able to capture between 85-93% of authors for all disciplines, with the exception of Social Sciences and Humanities, where it only reaches an estimated 47%. The availability of papers in Open Access was calculated to be 41% for the period 1953-2021 and 46% when considering exclusively the post-law period (2014-2021). In both periods, gold Open Access made up the most common route. When comparing equal periods post and pre-law, we observed that the upward trend of gold Open Access was pre-existing to the legislation and the availability of closed articles in repositories increased by 5% to what is estimated based on existing trends. However, while the green route has had a positive evolution, it has been the publication in gold journals that has boosted access to Argentine production more rapidly. We concluded that the OA-based methodology, piloted here for the first time, is viable for tracking Open Access in Argentina since it yields percentages similar to other national and international studies. [ABSTRACT FROM AUTHOR]

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Radicality of Utopia. Female Friendship and Alternative Relationship Concepts in the Argentinian Anarchist Women’s Movement. This article deals with alternative relationship models developed by the anarchist women’s movement in Argentina. It focuses in particular on the newspaper La Voz de la Mujer, which appeared in nine issues from 1896 to 1897. The paper provided a platform for anarchist women writers and activists to present alternatives to marriage and to take a stand on the ideas of free love, sisterhood and female friendship. Within a broader analysis of journalistic, academic and fictional texts, the article examines the newspaper’s contributions for their utopian, creative and speculative character. It explores their radical conceptualisations of political, social and familial relationships and the extent to which these differ from conventional models designed by state structures. [ABSTRACT FROM AUTHOR]

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This paper aims to identify and characterize the potential of green jobs in Argentina, i.e., those workers that would benefit from a transition to a green economy, using occupational green potential scores calculated in US O*NET data for the period 2015–2021. We apply the greenness scores to Argentine household survey data and estimate that between 23 and 25 percent of workers are in green jobs, i.e., have a high green potential. However, to promote and ensure an inclusive and effective green transition, we consider the decent work dimension (through legal informality measures), and find that between 11 and 12 percent of wage earners are in green formal jobs. We then analyze the relationship between the green job indicators and various labor and demographic variables at the individual level. We find that the green potential is relatively greater for men, the elderly, those with very high qualifications, and those in specific sectors such as construction, transportation, mining, and industry. These are the groups that are likely to be the most benefited by the greening of the Argentine economy. The green potential score is positively associated with informality, thus the green transition may be incompatible with decent work. [ABSTRACT FROM AUTHOR]

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