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                  <text>Agricultura sostenible</text>
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                  <text>Dominio científico: Agricultura sostenible</text>
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                <text>Inclusión digital y los retos para la innovación educativa en Brasil y Colombia</text>
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                <text>Algeless Milka Pereira Meireles da Silva, Dra., Darwin Andrés Díaz Gómez, Mg.</text>
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                <text>El trabajo tiene por finalidad discutir aspectos asociados a la inclusión digital en Brasil y Colombia, los retos educativos que se plantean y, especialmente, los procesos de innovación educativa mediada por tecnologías digitales de información y comunicación (TDIC). Las reflexiones sobre el tema se basan en el trabajo conducido en el marco de una investigación empírica sobre la influencia del nivel socioeconómico y las experiencias de aprendizaje mediadas por las tecnologías digitales en estudiantes universitarios brasileños y colombianos. Desde una perspectiva socioconstructivista y situada del aprendizaje, el trabajo parte de tres convicciones. La primera considera que las TDIC son importantes artefactos socioculturales mediadores de las prácticas sociales, configurando una nueva ecología del aprendizaje. La segunda refiere al hecho de que, en la sociedad de la información (SI), las condiciones de acceso y uso de las TDIC no se dan igualmente para todos, sino que deben analizarse teniendo en cuenta la influencia del poder económico de los diferentes países y el nivel socioeconómico de las personas. La tercera, es que las diversas experiencias de acceso y uso de las TDIC por las personas repercuten sobre las oportunidades educativas, restringiéndolas o ampliándolas y llevando a la construcción de diferentes rutas de aprendizaje. En este sentido, desde los aspectos de la inclusión digital en Brasil y Colombia, se discuten los retos que se plantean a la educación, especialmente a los procesos de innovación educativa</text>
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                <text>Brecha digital, actividades de aprendizaje, educación, innovación tecnológica</text>
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                <text>10.33881/2027-1786.rip.11307</text>
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                <text>Revista Iberoamericana de Psicología</text>
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                <text>Psychology</text>
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                <text>&lt;a href="https://reviberopsicologia.ibero.edu.co/article/view/1450" target="_blank" rel="noreferrer noopener"&gt;https://reviberopsicologia.ibero.edu.co/article/view/1450&lt;/a&gt;</text>
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                  <text>Dominio científico: Coronavirus</text>
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                <text>Inclusive Finance, Environmental Regulation, and Public Health in China: Lessons for the COVID-19 Pandemic</text>
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                <text>Xia Liu, Suqin Guo</text>
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                <text>The slow-down of the Chinese economy and the depression in the global economy during the COVID-19 show that governments should provide stimulus packages. These policies should be inclusive in terms of financial gains. Using the panel data of 30 regions in China from 2006 to 2016, this paper uses the Poisson Pseudo-Maximum Likelihood (PPML) estimator to analyze the impact of inclusive finance on public health. The results show that inclusive finance has a significant positive effect on public health. The performance of the eastern region is significantly better than that of the central and western regions. When we consider the combined effect of environmental regulation, the improvement effect of inclusive finance on public health is still significant, and the coefficient increases in the eastern region. Similarly, there is also a significant improvement effect in the central and western regions. Our findings reveal that environmental regulation promotes the beneficial effect of inclusive finance. Therefore, it is important to improve the inclusive financial development mechanism and enhance environmental regulation intensity for solving public health issues. Lessons related to the COVID-19 pandemic are also discussed.</text>
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                <text>2021</text>
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                <text>Public health, covid-19, environmental regulation, inclusive finance, ppml estimator</text>
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                <text>10.3389/fpubh.2021.662166</text>
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                <text>Epidemiology and Health</text>
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                <text>Korean Society of Epidemiology</text>
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                <text>Public aspects of medicine</text>
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                <text>Income of cooperated farmers and agroindustries in Santa Catarina, Brazil</text>
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            <description>An entity primarily responsible for making the resource</description>
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                <text>Rossana Pacheco da Costa Proença, Anete Araújo de Sousa, Rosaura Gazzola, Geraldo da Silva e Souza, Suellen Secchi Martinelli</text>
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                <text>The study analyzed the impact of public programs: the National School Food Program (PNAE) and Food Acquisition Program (PAA) on the gross income of agribusinesses and family farmers marketing their products through cooperatives in Santa Catarina, southern Brazil. The data studied are 179 farmers and 74 agribusinesses. We model average sale returns per unit for farmers and agribusinesses as a function of the intensity of use of organic agriculture, type of sale: supermarkets or government programs, and type of food: fruits, vegetables, meat, eggs and dairy and bakery products. For both farmers and agribusinesses, we found to be more advantageous to sell processed foods to supermarkets. For farmers and agroindustries it is advantageous to sell processed foods for supermarkets. For individual farmers it is advantageous to sell fresh fruits and increase the proportion of sales of organic products. For agribusinesses, selling vegetables resulted in lower income and the sale of organic products does not significantly affect the income of the agroindustries.</text>
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                <text>Agricultura orgânica, Alimentación Escolar, PAA/PNAE, Políticas Públicas, Supermercados</text>
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                <text>10.18378/rvads.v14i1.5977</text>
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                <text>Revista Verde de Agroecologia e Desenvolvimento Sustentável</text>
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                <text>Grupo Verde de Agroecologia e Abelhas (GVAA)</text>
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                <text>Agriculture (General), Geography. Anthropology. Recreation, Environmental sciences</text>
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                <text>&lt;a href="https://www.gvaa.com.br/revista/index.php/RVADS/article/view/5977" target="_blank" rel="noreferrer noopener"&gt;https://www.gvaa.com.br/revista/index.php/RVADS/article/view/5977&lt;/a&gt;</text>
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                  <text>Coronavirus</text>
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              <description>An account of the resource</description>
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                  <text>Dominio científico: Coronavirus</text>
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                <text>Inconveniences of Studying During a Pandemic – a Case Study</text>
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            <description>An entity primarily responsible for making the resource</description>
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                <text>Mirosław Zalech, Lech Jaczynowski</text>
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                <text>Introduction: The presented work is an attempt at diagnosing how much the restrictions connected with the COVID-19 pandemic have changed the lifestyle of students of the Faculty of Physical Education and Health (the University of Physical Education in Warsaw, the Branch in Biała Podlaska) and which inconveniences hindering normal studying are the most painful for them. Material and methods: The study included students of the aforementioned Faculty participating in classes dedicated to decision-making techniques as a part of subjects connected with the theory of organization and management. After those classes they worked out at home their answers referring to issues occurring within the following techniques: 1) the Daily Time Budget, 2) the Brainstorming, 3) the Fishbone Diagram, 4) the Borda-Kendall Method. The results were analysed with the “Statistica” computing package (13.3 version). The significance of intergroup differences (between students of different fields and men and women) was analysed with the χ². Results: It has been found out that there was a significant increase in the time devoted to self-study, watching the Internet and TV, homework. There were no classes in university premises as well as a decrease in social contacts. Among the factors that made studying more difficult, the lack of practical classes was ranked first, Internet problems second, and additional household chores came third. Conclusions: What turned out the most significant among inconveniences of online studies during the pandemic was limitation – or just lack – of practical classes, what is a problem requiring considerations and a systemic solution.</text>
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                <text>2020</text>
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                <text>pandemic (COVID-19), student activity, online studies, inconvenience diagnosis</text>
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                <text>10.16926/sit.2020.03.32</text>
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                <text>Sport i Turystyka</text>
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                <text>Jan Długosz University in Częstochowa</text>
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                <text>Sports</text>
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                  <text>Agricultura sostenible</text>
                </elementText>
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              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
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                  <text>Dominio científico: Agricultura sostenible</text>
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              </elementTextContainer>
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        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
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                <text>INCORPORACIÓN DE ABONOS VERDES Y BIOFERTILIZANTE FOLIAR EN EL CULTIVO ORGÁNICO DE FRESA (Fragaria spp.) VARIEDAD BRITGET EN LAS SABANAS, MADRIZ</text>
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            </elementTextContainer>
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          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="151372">
                <text>Álvaro Benavides González, Reinaldo Laguna Miranda, José Cisne Contreras</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="151373">
                <text>Los pequeños productores de fresa del Municipio Las Sabanas, han venido desarrollando en conjunto con la Universidad Nacional Agraria, algunos trabajos que les han permitido incrementar la producción orgánica del cultivo de fresa (Fragaria spp.); sin embargo, las principales limitantes se centran sobre el manejo de plagas y enfermedades, fertilidad de los suelos, evaluación de nuevos genotipos, entre otros. Los objetivos del presente estudio fueron evaluar momentos de incorporación de abonos verdes y biofertilizante en el cultivar de fresa Britget. El estudio fue conducido en la finca del Sr. José Méndez, en la Comunidad El Castillito, Municipio de Las Sabanas, Departamento de Madriz durante el período de agosto del 2006 a mayo del 2007. Para esto se empleó un diseño de parcelas e franjas en el que se estudiaron especies de leguminosas: gandul (Vigna unguilata L.) y mungo (Vigna radiata L.), y su incorporación en el suelo (12, 24 y 36 dds), y niveles de biofertilizante foliar (200 y 400 l ha-1). Los tratamientos resultaron del arreglo factorial 2x3x2 con tres réplicas. Las variables de fruto y rendimiento fueron sujeto a un análisis de varianza (ANDEVA) y categorización estadística mediante LSD (∞=0.05). Las variables de fruto fueron afectadas por las leguminosas incorporada al suelo. De igual manera, los resultados obtenidos indicaron que los tratamientos conformados tuvieron efecto significativo sobre el rendimiento total, no así en las interacciones. Los mayores valores promedios en los efectos principales se presentaron en caupí (1490 kg ha-1) a los 12 dds de incorporados al suelo (1410 kg ha-1) y 400 l ha-1 de biofertilizante (1318 kg ha-1). Los mejores tratamientos fueron el caupí incorporado al suelo a los 12 y 24 dds con 400 lts ha-1 de biofertilizante, con totales de 2000 y 2100 kg ha-1 de fruta fresca, respectivamente.Palabras clave: Fragaria, diseño parcelas subdivididas, Vigna unguilata, Vigna radiata, ANDEVA, LSD.</text>
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            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="151374">
                <text>2009</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="151375">
                <text>La Calera</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="151376">
                <text>Universidad Nacional Agraria</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="151377">
                <text>Agriculture (General), Agriculture</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="151378">
                <text>&lt;a href="https://lacalera.una.edu.ni/index.php/CALERA/article/view/111" target="_blank" rel="noreferrer noopener"&gt;https://lacalera.una.edu.ni/index.php/CALERA/article/view/111&lt;/a&gt;</text>
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            </elementTextContainer>
          </element>
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          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
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                  <text>Agricultura sostenible</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="88122">
                  <text>Dominio científico: Agricultura sostenible</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
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      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
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      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="216396">
                <text>Incorporación de trigo en la rotación agrícola: una herramienta para potenciar el funcionamiento del agroecosistema</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="216397">
                <text>Dannae Lilia Serri, José Meriles, Cinthia Conforto, Carolina Pérez Brandan, Silvina Pastor, Betiana Grümberg, Celina Luna, Claudio Lorenzon, Juan Arce, Hugo Marelli, Silvina Vargas Gil</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="216398">
                <text>Argentina es uno de los principales productores y exportadores de granos a nivel mundial. En particular, la región Pampeana es el área de mayor actividad agrícola centrando su producción en el cultivo de soja, seguido del maíz y trigo en menor proporción. En los últimos años, el sistema basado en la producción continua de un cultivo ha generado un impacto negativo sobre las propiedades del suelo. Históricamente, prácticas conservacionistas como la rotación de cultivos y labranza cero, se han propuesto como alternativas al monocultivo y remoción de residuos de cosecha. De esta manera, la diversificación del sistema (inclusión de gramíneas y/o cultivos de invierno), es una de las herramientas más importantes y válidas para potenciar el funcionamiento de los agroecosistemas. El propósito de este trabajo fue identificar la secuencia agrícola que contribuya a incrementar la actividad microbiana del suelo, en sintonía con las variables químicas edáficas. El estudio se llevó a cabo en un ensayo de larga duración iniciado en 1975 bajo siembra directa. De los tratamientos que conforman el ensayo sólo se seleccionaron cuatro secuencias de cultivos agrícolas: soja-soja (S-S), soja-trigo/soja (S-T/S), maíz-soja (M-S) y maíz-trigo/soja (M-T/S). Sobre las muestras de suelo se determinaron parámetros biológicos, como respiración microbiana y actividades enzimáticas, y parámetros químicos como contenido de materia orgánica y macronutrientes. El análisis conjunto de los parámetros dio como resultado una diferenciación entre las secuencias que incluyeron al cultivo invernal (S-T/S y M-T/S) de las secuencias basadas únicamente en cultivos de verano (S-S y M-S). De esta manera las funciones microbianas junto a la materia orgánica y los nutrientes del suelo, demostraron la importancia de la inclusión de trigo como cultivo de invierno en la rotación agrícola.</text>
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          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="216399">
                <text>2018</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="216400">
                <text>Parámetros microbianos y químicos, manejo agrícola, sustentabilidad</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="216401">
                <text>Ciencia del Suelo</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="216402">
                <text>Asociación Argentina de la Ciencia del Suelo</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="216403">
                <text>Agriculture (General), Plant culture</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="216404">
                <text>&lt;a href="http://www.scielo.org.ar/pdf/cds/v36n1/v36n1a08.pdf" target="_blank" rel="noreferrer noopener"&gt;http://www.scielo.org.ar/pdf/cds/v36n1/v36n1a08.pdf&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
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  <item itemId="25841" public="1" featured="0">
    <fileContainer>
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        <src>https://www.socictopen.socict.org/files/original/7bc4df455f8dd40437ced080aea54501.pdf</src>
        <authentication>84a2c81c6b31afc0c3a7e5a12b3104b5</authentication>
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    <collection collectionId="2">
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        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="88121">
                  <text>Agricultura sostenible</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="88122">
                  <text>Dominio científico: Agricultura sostenible</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="224738">
                <text>Incorporando desarrollo sustentable y gobernanza a la gestión y planificación de áreas verdes urbanas</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="224739">
                <text>Ramiro FLORES-XOLOCOTZI</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="224740">
                <text>El marco teórico relacionado con áreas verdes ha incorporado conceptos de desarrollo sustentable y gobernanza, esto ha derivado en el desarrollo de indicadores económicos, ambientales y sociales aplicables a la gestión y planificación de áreas verdes. La aplicación de tales indicadores, requiere considerar: 1) concepción multidisciplinaria de desarrollo sustentable; 2) formas particulares de gestión y panificación, y 3) la participación ciudadana es importante en la gestión y planificación, que aunque existen fallos que necesitan detectaerse y corregirse. Se concluye que una buena gestión y planificación dependerá de fortalezas técnico administrativas de gobiernos locales en Latinoamérica que permitan incorporar perspectivas de sustentabilidad y gobernanza.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="224741">
                <text>2012</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="224742">
                <text>Urbanismo, ciudades, espacios urbanos, parques urbanos, participación ciudadana</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="224743">
                <text>Frontera Norte</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="224744">
                <text>El Colegio de  la Frontera Norte</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="224745">
                <text>Social sciences (General), Urban groups. The city. Urban sociology</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="224746">
                <text>&lt;a href="http://www.redalyc.org/articulo.oa?id=13623082010" target="_blank" rel="noreferrer noopener"&gt;http://www.redalyc.org/articulo.oa?id=13623082010&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="7853" public="1" featured="0">
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        <src>https://www.socictopen.socict.org/files/original/b1c7fef2bdeebb57153133762281d8ac.pdf</src>
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          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="1">
                  <text>Coronavirus</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="2">
                  <text>Dominio científico: Coronavirus</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
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    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
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          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="68740">
                <text>Incorporating ICT for Authentic Materials Application in English for Specific Purposes Classroom at Higher Education Institutions</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="68741">
                <text>Tamar Dolidze, Natela Doghonadze</text>
              </elementText>
            </elementTextContainer>
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          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="68742">
                <text>We are living in a world of advanced technology and most learners are exposedto ICT-based classrooms, where technology integration in the learningprocess serves as one of the hottest buzzwords in education all around theworld. Nowadays, especially after the outbreak of COVID-19, technology integrationhas become not only a recommended, but also an inevitable way ofrunning any academic process, including teaching English as a Foreign Language(EFL) and English for Specific Purposes (ESP). The presented article isan attempt to once more emphasise the importance of integrating technologiesin teaching ESP at the level of tertiary education in Georgia for effectiveusage of authentic materials – TED talks, live stream, etc. – in the classroom,particularly while teaching ESP, and to prove its significance on the basis ofthe survey whose respondents were ESP specialists. A conclusion has beenmade that application of ICT in teaching/learning ESP is the most contemporaryapproach, which increases student motivation, engagement, autonomy,and language skills level. This happens due to the authentic nature of materials.The article recommends to increase the ICT use in ESP classes, to makeit more various by materials and methods of teaching.</text>
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          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="68743">
                <text>2020</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="68744">
                <text>engagement, learner autonomy, English for Specific Purposes (ESP), Authentic Materials, Language skills, Information and Communications Technology (ICT)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="68745">
                <text>International Journal of Management, Knowledge and Learning</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="68746">
                <text>International School for Social and Business Studies</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="68747">
                <text>Business, Education</text>
              </elementText>
            </elementTextContainer>
          </element>
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  <item itemId="1374" public="1" featured="0">
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          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="1">
                  <text>Coronavirus</text>
                </elementText>
              </elementTextContainer>
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              <name>Description</name>
              <description>An account of the resource</description>
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                  <text>Dominio científico: Coronavirus</text>
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          <element elementId="50">
            <name>Title</name>
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                <text>Incorporating media data into a model of infectious disease transmission.</text>
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            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
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              <elementText elementTextId="13140">
                <text>Louis Kim, Shannon M Fast, Natasha Markuzon</text>
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            <name>Description</name>
            <description>An account of the resource</description>
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              <elementText elementTextId="13141">
                <text>Understanding the effect of media on disease spread can help improve epidemic forecasting and uncover preventive measures to slow the spread of disease. Most previously introduced models have approximated media effect through disease incidence, making media influence dependent on the size of epidemic. We propose an alternative approach, which relies on real data about disease coverage in the news, allowing us to model low incidence/high interest diseases, such as SARS, Ebola or H1N1. We introduce a network-based model, in which disease is transmitted through local interactions between individuals and the probability of transmission is affected by media coverage. We assume that media attention increases self-protection (e.g. hand washing and compliance with social distancing), which, in turn, decreases disease model. We apply the model to the case of H1N1 transmission in Mexico City in 2009 and show how media influence-measured by the time series of the weekly count of news articles published on the outbreak-helps to explain the observed transmission dynamics. We show that incorporating the media attention based on the observed media coverage of the outbreak better estimates the disease dynamics from what would be predicted by using media function that approximate the media impact using the number of cases and rate of spread. Finally, we apply the model to a typical influenza season in Washington, DC and estimate how the transmission pattern would have changed given different levels of media coverage.</text>
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            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
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                <text>2019</text>
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            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
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                <text>DOI: 10.1371/journal.pone.0197646</text>
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            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
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              <elementText elementTextId="13144">
                <text>PLoS ONE</text>
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            <name>Publisher</name>
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                <text>Public Library of Science (PLoS)</text>
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            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
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                <text>Science, Medicine</text>
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            <name>Language</name>
            <description>A language of the resource</description>
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              <elementText elementTextId="13147">
                <text>EN</text>
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        <src>https://www.socictopen.socict.org/files/original/0d917ee877ad7d4c1384f05342d1e164.pdf</src>
        <authentication>b91f03f5c55e0dd92240c470af547f19</authentication>
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          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="88121">
                  <text>Agricultura sostenible</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="88122">
                  <text>Dominio científico: Agricultura sostenible</text>
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              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
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      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
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      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
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              <elementText elementTextId="154159">
                <text>Incorporation of AgroTIC in the peasantry of the Mexican southeast from a social-semiotic process</text>
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            </elementTextContainer>
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          <element elementId="39">
            <name>Creator</name>
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            <elementTextContainer>
              <elementText elementTextId="154160">
                <text>Emmanuel Roberto Flores Delgado</text>
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          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
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              <elementText elementTextId="154161">
                <text>The internet along with information and communication technologies are revolutionizing society; the rural environment is not the exception to this process. Starting from the pre-communicative situation proposed within the socio-semiotic model of communication by Miguel Rodrigo Alsina (1995), it was analyzed that the peasantry of the Mexican southeast, thanks to the incorporation of AgroTIC, is experiencing a transformation in their forms of peasant production. The research started from an exploratory methodology through a case study with 71 farmers from the IDSIC from the municipality of Ocosingo Chiapas to whom a quantitative instrument was applied through a questionnaire in order to analyze the use of ICTs in daily life and the impact of AgroICTs in the production process, the information obtained allowed to reflect on the appropriation and impact of these tools in production</text>
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          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="154162">
                <text>2021</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
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              <elementText elementTextId="154163">
                <text>agrotic, campesino, consumo sociosemiótico, sociedad de la información</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="154164">
                <text>Revista Eletrônica Competências Digitais para Agricultura Familiar</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="154165">
                <text>Universidade Estadual Paulista Júlio de Mesquita Filho</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
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                <text>Agriculture (General)</text>
              </elementText>
            </elementTextContainer>
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          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
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              <elementText elementTextId="154167">
                <text>&lt;a href="https://owl.tupa.unesp.br/recodaf/index.php/recodaf/article/view/112" target="_blank" rel="noreferrer noopener"&gt;https://owl.tupa.unesp.br/recodaf/index.php/recodaf/article/view/112&lt;/a&gt;</text>
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