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Purpose: The purpose of this paper is to describe this new evaluation experience with portfolio in economics, not only from the teacher's point of view but from the student perspective, and all the learning from its implementation; to provide ideas of evaluation practices in virtual and face-to-face modality in international business education; to motivate the rethinking of assessment practices in higher education to combine the best of each modality in the future. Design/methodology/approach: The present work is a case study based on a qualitative description of the implementation of a portfolio as an assessment practice, supported by a reflection questionnaire with students' perceptions and some elements of metacognition. The first section summarizes the literature used as a theoretical framework of this work. The second section describes the portfolio implementation by analyzing teachers and students reflections with a qualitative approach. The third section presents the findings. The fourth section is a discussion of findings, practical implications, limitations and future research directions. Finally, the conclusions of the work are shared. Findings: Because the portfolio has had overwhelming results to assess what students have learned during the pandemic, it has become the learning and assessment tool after the pandemic, as it transforms the classes experience by shifting the focus from traditional examinations to more comprehensive, personalized and reflective ones. It also empowers students to take ownership of their learning, develop essential skills and cultivate a deeper understanding. Among other benefits, the portfolio means the creation of a safe and supportive environment for honest reflection, the development and design of strategic directions to improve learning and lead students toward metacognitive autonomy. Reflection pieces, a critical component of the portfolio, are a vital tool in the proactive learning process, as through reflection students learn to examine their own performance and discuss strategies to enhance their success in future work. Research limitations/implications: This work began as an educational experience per se, not for research purposes, which caused it to be systematized and reconstructed in a descriptive way, not to measure quantitative results. In this way, the present work describes that the portfolio helps to achieve better results on students' learning than traditional examinations but, as another limitation, it does not measure them nor the process. One more limitation of this work is that it was written in a postpandemic context but was implemented during the pandemic; therefore, the circumstances of writing are not the same as those of implementation, and this could also entail a certain margin of decontextualization. At the same time, this is an experience that is still in process and continually being adapted to this changed and changing educational postpandemic context. Practical implications: One of the main implications of the portfolio experience, transferable to all educational contexts, is that it transforms the final exam into a metacognitive one, letting students be aware of their own process of learning and results--objectives and competences--acquired. In this way, it lets teachers witness a part of the learning process that is not so evident in the traditional assessment practices--focused on some aspect of the learning--as it makes visible the way in which students receive, process and apply content, that is to say, how they make it their own. Social implications: The portfolio promotes reflective learning and metacognition, vital skills that benefit students beyond the classroom. This can have a positive impact on societal attitudes toward education and the quality of learning. Of the students, 82% felt the portfolio creation was helpful in their personal and professional lives, suggesting a broader societal impact. The paper's findings contribute to the body of knowledge about the effectiveness of portfolio-based assessment in higher education, especially in the worldwide transition from online education to postpandemic education. This could guide future studies in similar educational contexts or with different pedagogical innovative tools. Originality/value: In light of the 2020 pandemic lockdown, this work delves into the pressing need for educators to adapt and modify their teaching approaches. The relevance of this study is accentuated by the worldwide transition from online education to postpandemic education. This paper bridges the gap between theory and practice because the research can be applied to the educational practice of any international business education context, as well as lay the foundations for future research in the field that contributes to increasing evidence of the effectiveness of the use of the portfolio to achieve significant and deep learning in higher education.

The outbreak of the COVID-19 pandemic on the world stage has impacted multiple aspects of our lives, affecting how we interact, organize public affairs, and carry out daily activities. This paper explores how students in an ongoing adult education program in Villa María, Argentina, continued their studies during the 2020-2022 pandemic in the context of the restrictive public health policies that led to suspending in-person classes and collaborative sessions and moving to digitally mediated formats. It centers on the experience of adult learners confronted by the COVID-19 emergency and their response through solidarity relationships and agency. We found that the students actively reorganized and redesigned their academic practices by articulating their emergency needs resulting from the pandemic with their continued participation in their program through acts of solidarity. Finally, we share thoughts and future directions about solidarity in adult learning contexts.

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.

Internationalisation of Curriculum (IoC) can be considered a very inclusive approach, as it makes it possible to reach all students, addressing the current and future needs of global citizenship. Argentine universities, which in previous years had prioritised mobility over other internationalisation strategies, have focused on exploring and developing IoC with greater commitment and effort since the COVID-19 pandemic began. In Argentina there were no theoretical references that allowed IoC to be analysed in a national context, only isolated and fragmented experiences of actions developed by some universities. This paper introduces a conceptual model for the analysis of IoC in Argentine universities, and can also be considered as a benchmark to explore underdeveloped aspects in higher education institutions. Using four levels of analysis, 12 dimensions and 96 indicators, it is proposed to review the different elements that contribute to the curriculum being understood and recognised in diverse contexts.

Background: Ioannidis et al. (2020) reported a standardized estimate of scientific productivity obtained from a worldwide database of 6,880,389 scientists who published at least 5 papers picked up by the Scopus database, and elaborated a ranking of ca. 120,000 scientists by both whole trajectory (career-long) impact and their current impact at year 2019. The goal of our paper is to contextualize Latin American ecologists' contribution at the world level based on the four most scientifically productive countries in the region. Methods and findings: Ioannidis et al. (2020) proposed a composite index that is the sum of six scientometric indicators: (1) The number of allocites, (2) the h index, (3) a per capita corrected version of h, (4) the allocites received as single author, (5) those received as single + first author, and (6) those as single + first + last author. We selected data for ecologists from Argentina, Brazil, Chile, and Mexico and comparatively analyzed their productivity according to the proposed index. We also compared these data with those obtained from a global sample of the top ecologists worldwide. Conclusions: Based on Ioannidis et al.'s proposition to evaluate scientific productivity we extract three lessons: (1) It does not pay to publish many papers; what counts is the number of allocites (i.e., self-citations do not add up). (2) Either be single, first, or last author; it does not pay to be in the middle of an authorship line. (3) Even worse it is to be among many co-authors because the proposed index allocates credits on a per capita basis. [ABSTRACT FROM AUTHOR]

The article discusses how the Argentine socio -political polarization known as la grieta has influenced the country’s politics and impacted democratic standards during the Covid -19 pandemic. It uses qualitative data to present the nature of Argentine socio -political polarization, the outbreak of the Covid -19 pandemic in Argentina and new areas of polarization that emerged in the country under the pandemic situation, mainly the quarantine measures and vaccination campaign. The paper also takes a look on potential challenges for the Argentine democracy in a post -pandemic reality. [ABSTRACT FROM AUTHOR]

In Argentina, overcrowded conditions and poor sanitation that exist in many prisons across the country threatened to contribute to the spread of COVID-19, increase mortality rates, and place the health system at high risk of collapse. In response, between March and May 2020, the Argentine government ordered the transfer of some prison inmates to home imprisonment, thus implementing international health organisations' guidelines. The conditions of the inmates and the crisis that the prison sector was experiencing, became a central issue in the public agenda during the first months of the pandemic. In this paper, I analyse the social attitudes of Twitter users, employing critical discourse analysis tools to explore the cognitive social patterns that enable the reproduction of whiteness and its exclusion practices. Drawing on a broad sample of 16,836 tweets spanning from January to July 2020, I focus on those tweets that discuss the release of prisoners due to COVID-19. This analysis unmasks the conflictive relationship between the sector of the population invested in the idea of a nation linked to supposed European origins and those who deviate from this national myth. Consequently, the tweets operate as a cultural manifestation on whiteness in the context of an profound humanitarian crisis. They compose a sort of escape valve favoured by the anonymity and the affordances of the medium, where racism, dehumanization, eliminationism, and contempt for otherness are gruesomely exposed. [ABSTRACT FROM AUTHOR]

In this study, our aim is to explore the dynamics of COVID-19 or 2019-nCOV in Argentina considering the parameter values based on the real data of this virus from March 03, 2020 to March 29, 2021 which is a data range of more than one complete year. We propose a Atangana–Baleanu type fractional-order model and simulate it by using predictor–corrector (P-C) method. First we introduce the biological nature of this virus in theoretical way and then formulate a mathematical model to define its dynamics. We use a well-known effective optimization scheme based on the renowned trust-region-reflective (TRR) method to perform the model calibration. We have plotted the real cases of COVID-19 and compared our integer-order model with the simulated data along with the calculation of basic reproductive number. Concerning fractional-order simulations, first we prove the existence and uniqueness of solution and then write the solution along with the stability of the given P-C method. A number of graphs at various fractional-order values are simulated to predict the future dynamics of the virus in Argentina which is the main contribution of this paper. [ABSTRACT FROM AUTHOR]

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We simulate the short- and long-term distributional consequences of COVID-19 in the four largest Latin American economies: Argentina, Brazil, Colombia, and Mexico. We show that the short-term impact on income inequality and poverty can be very significant, but that additional spending on social assistance more than offsets the effect in Brazil. The offsetting effect is significant in Argentina and Colombia and nil in Mexico, where there has been no such expansion. We find that a universal basic income that would have produced the same reduction in the poverty gap as actual policies would have cost slightly more but would have benefited the poor (the nonpoor) slightly less (more). To project the longterm consequences, we estimate the impact of the pandemic on school achievement and its intergenerational persistence. We use information on school closures, educational mitigation policies, and account for educational losses related to health shocks and parental job loss. Our findings show that in all four countries the impact is strongly asymmetric and affects particularly the high-school completion rates of children from disadvantaged families. Our simulations suggest that mitigation policies seem to have a minor impact on containing these negative effects. [ABSTRACT FROM AUTHOR]

This paper presents a method to estimate excess mortality where national data are missing for some or all of the coronavirus disease 2019 (COVID-19) pandemic period, but subnational data exist, such as in Argentina. By making use of the stability of the regional distribution of deaths, data on deaths in Córdoba province were used to project excess deaths in Argentina from March 2020 up to the end of 2021. The number of excess deaths was estimated at 134 504, which is 14.8% higher than the reported number of COVID-19 deaths in Argentina for the same time period. [ABSTRACT FROM AUTHOR]

This study examines the COVID-19 pandemic's immediate and long-term impact on Argentina's labor market with a focus on gender disparities and the mediating role of the public vs. private sectors. Using household survey data, we assess men and women's employment trends before, during, and after the pandemic. Our findings reveal gender-specific recovery patterns that interact with the employment sector. The most prominent short-term effect of the pandemic was a dramatic increase in inactivity for both men and women. However, men recovered their level of labor force participation sooner than women, and one of the mechanisms behind this disparity was sector employment. While men predominantly benefitted from quicker reintegration in both the formal and informal private sectors, women leaned toward the public sector for stability during and after the pandemic. The heightened feminization of public sector employment is a further indication that the sector is critical for sustaining women's employment and promoting gender equity in the labor market. [ABSTRACT FROM AUTHOR]

The article focuses on the implementation of lessons learned in ensuring human rights for older persons in long-term care facilities LTCF), particularly in Argentina. Topics include examining the legal situation of human rights for older persons in Argentina's LTCF; discussing the challenges faced by these facilities during the COVID-19 pandemic; and exploring the importance of an International Convention of Human Rights for Older Persons, considering the complexities of LTCF.

With regard to strategic communication, there is a set of additive factors driving the strategic complexity that determines the magnitude of an issue and the path to follow. During the COVID-19 pandemic, different governments worldwide have played a variety of roles and their impact has been conclusive. In Latin America, current political and ideological antagonism has configured a diversity of contexts and scenarios that have conditioned public communication management, setting out from the assumption that they have variously weighted the different driving factors of the strategic complexity. Within the framework of the EUPRERA COM-COVID network, we present the cases of strategic communication management of the national governments of Brazil and Argentina during the second half of 2020 and their impact on the population from the sanitary, social and economic levels. Of 1,332 demographically weighted cases, we analyze the information channels, credible sources, types of messages and their effectiveness comparatively. The most relevant conclusion lies in confirming that the strategic factor model in the public sector is conditioned by the ideological profile of who governs and this determines the decisions and effectiveness of the management. [ABSTRACT FROM AUTHOR]

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