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Higher Education operates in an increasingly global context, and yet the examination of what drives and moves the field has remained largely focused on domestic campus leaders, national governments and institutional actors. International Organizations and Higher Education Policy expands the analysis to include the global drivers behind higher education policy, including a full array of influential organizations such as the World Bank, UNESCO, OECD, WTO, bilateral aid agencies and major private foundations. The significance of these organizations is especially pronounced in the developing world, where the expansion of higher education is happening in conjunction with the broadening influence of globalization. International Organizations and Higher Education Policy critically analyses the impact that these influential organizations have at different levels of policy development and implementation around the world. It examines their role in higher education institutions, examines the strength of these relationships, and exposes both the positive and negative implications. This edited volume is composed of scholars and members of these organizations from around the world. They address: How international organizations represent the interests of the developed world and subsequently have an impact on the developing world. How these organizations drive and shape the global agenda for higher education How higher education as an international industry is subject to a myriad of influences, from the international to the regional level What ethical issues emerge when international organizations intervene in national policy-making processes. Section 1: Introduction: The history and influence of multinational/regional organizations and regimes (all terms will be explained and defined) on higher education Section 2: Multilateral Organizations/Regimes: Chapter 1: UNESCO: Worldwide and regional scopes (Potential author: Stamenka Uvalic-Trumbic, UNESCO) Chapter 2: UNESCO: A critical revision on its influence in higher education (potential author Alma Maldonado-Maldonado, Univ. of Arizona) Chapter 3: OECD: Programmes, Centres, and other bodies investigating issues related to higher education (potential author Stephan Vincent-Lancrin, OECD) Chapter 4: OECD: Mechanisms of influence and critical analysis of its impact in higher education (Potential author: Miriam Henry, Queensland University of Technology, Red Hill, Australia) Chapter 5: The World Bank: Its role in higher education since 1944 (Likely authors: Jamil Salmi & Rick Hopper, The World Bank) Chapter 6 The World Bank and its higher education initiatives: A critical view (Potential author: Joel Samoff, Stanford University) Chapter 7: The WTO: Higher education possibilities (Potential author: Jane Knight, OISE, Toronto) Chapter 8: The GATS: Current debate and situation (Likely author: Roberta Malee Bassett) Chapter 9: International organizations and bilateral aid: National interests and transnational agendas (Likely authors: Brendan Cantwell and Alma Maldonado-Maldonado, University of Arizona,) Section 3: Regional Actors: Chapter 10: Asia/Oceana (Potential author: Simon Marginson, University of Melbourne) Chapter 11: Europe (Potential author: Pedro Lourtie, Instituto Superior—Lisbon) Chapter 12: Latin America (Potential author: Carmen García-Guadilla, Center for Development Studies, Central University of Venezuela) Chapter 13: Africa (Likely author: Damtew Teferra, The Ford Foundation and The Journal of Higher Education in Africa) Chapter 14: Inter-American/Asian/African Development Bank (Potential author: Suganya Hutaserani, Asian Development Bank) Chapter 15: Regional Banks in the shadow of the World Bank: A critical examination Chapter 16: Regional initiatives: Balancing local priorities or legitimizing global influences? Section 4: Internationally/Regionally Active Foundations: Chapter 17: Foundations sponsoring higher education initiatives and individuals (Potential author, Daniel Levy, SUNY Albany) Chapter 18: Altruism, interventionism or cooperation? Analytical discussion on Foundations supporting higher education Section 5: Conclusions: Between the NGO’s, international organizations and corporations, where are the Nation-States? Roberta Malee Bassett is currently serving as a higher education specialist with the World Bank, in Washington, DC. Alma Maldonado-Maldonado is assistant professor at the Center for the Study of Higher Education at the University of Arizona. \"The editors of this volume have given the international higher education community a valuable resource as we enter the second decade of the 21st century. This book has the potential to serve as a tool for nation states, regional consortiums, and international organizations as they consider their roles in the regulation, direction, and funding of higher education. I highly recommend it as a text in graduate-level courses in higher education and international education and could make the case that international organizations use the book as a resource to better navigate the sometimes difficult landscape of working with and understanding higher education on the national, regional, and global levels.\"-- The Review of Higher Education , Volume 33, Number 4, Summer 2010, pp. 604-606

Raw chia and flax seeds are increasingly associated with Salmonella contamination. However, intervention technologies for these seeds that maintain them in a raw state, without causing clumping because of mucilage production upon moisture exposure, are limited. In this study, a commercial ethanol and paracetic acid sanitizing solution meeting these criteria was evaluated for efficacy against Salmonella and Enterococcus faecium NRRL B-2354, a known Salmonella surrogate for thermal intervention technologies. Samples (100 g each) of chia and flax seeds ( n = 5) were inoculated with either a cocktail of Salmonella Newport, Senftenberg, Oranienburg, Saintpaul, Typhimurium DT104, and Cubana or E. faecium NRRL B-2354. After overnight acclimatization, samples were treated with 4 mL of sanitizing solution per sample and then held at ambient temperature (20 to 25°C) for 1 h before bacterial enumeration. Separate 1-kg-treated batches were evaluated for germination ability (4 replicates of 100-g samples), as well as nutrient content and rancidity ( n = 3), compared with untreated control. Following the posttreatment holding time, these batches were dried back to original moisture content at 70°C to evaporate residual sanitizing solution, thereby stopping treatment. The sanitizing solution was found to be an effective intervention method for chia and flax seeds, reducing Salmonella to below the level of detection by more than 4 and more than 5 average log CFU/g, respectively. Germination was not significantly affected ( P ≥ 0.05) for chia seed. For both seeds, nutrition and rancidity were not significantly affected ( P ≥ 0.05). Furthermore, E. faecium NRRL B-2354 was found to be an appropriate Salmonella surrogate for treatment of chia and flax seeds with this sanitizing solution, showing comparable but higher resistance to treatment with the sanitizing solution than the Salmonella cocktail.

Understandings of cross-border university collaboration are often informed by a concept of internationalisation that privileges the rationales of university administrators. A case study of two asymmetric universities along the border of Mexico and the United States - one of the most active and problematic borders in the world - found that, rather than administrative rationales, the insecurities and desires of individual collaborators play a more prominent role in cross-border academic work. Through studying the interaction between two universities, this study found that social, cultural, historical, and economic contexts at national, institutional and individual levels condition cross-border collaboration. The effects of these contexts, however, are sometimes contradictory and can lead both to closer ties (hybridisation) and stronger divisions (bordering) between faculty and students in two geographically nearby and academically distant universities.

La movilidad estudiantil, como parte de los esfuerzos de internacionalización, es una de las actividades que ha tenido efectos positivos tanto en estudiantes como en las instituciones de educación superior. Sin embargo, el análisis sobre la gestión de este tipo de programas en México es todavía limitado, particularmente el que se basa en la perspectiva de los estudiantes. Con base en resultados obtenidos de una encuesta con representatividad estatal, aplicada a estudiantes de Guanajuato, se presentan diversos hallazgos con respecto a factores que inhiben la movilidad estudiantil, entre los que destacan las restricciones derivadas del contexto socioeconómico de alumnos y sus familias. Esto resalta la necesidad de diseñar políticas de promoción de movilidad académica que consideren dichos factores, a efecto de reducir la posibilidad de generar nuevas brechas de desigualdad.

El uso de medios electrónicos como herramienta educativa es algo muy frecuente en la sociedad global del conocimiento, favorecido por el avance tecnológico. Se emplean nuevas alternativas en la práctica docente y en los procesos educativos, y las instituciones dedicadas a la educación médica no son la excepción. El objetivo de este trabajo fue establecer el uso de las tecnologías de la información y la comunicación (TIC) para el aprendizaje en estudiantes de medicina de la Universidad Autónoma de Tamaulipas, campus sur. Se siguió un estudio descriptivo, observacional y transversal. Los datos se recabaron a través de un cuestionario aplicado a 109 estudiantes. Del total de participantes, el 90.83 % contaba con computadora portátil, el 94.50 % con internet, ya sea en computadora o celular. El tiempo empleado diariamente usando las TIC para actividades educativas era entre 2 h y 4 h y el Google académico fue la base de datos más empleada para búsqueda de información. Por otro lado, se encontró que entre el 50 % y el 75 % de los encuestados tienen comprensión y dominio del idioma inglés. El uso de las TIC es de gran apoyo para los estudiantes, ya que les permite facilitar las búsquedas de información científica y médica, además de desarrollar competencias en el procesamiento y manejo de la información, para intercambiar información científica actualizada y continuar con su educación médica. The use of electronic devices as educational tools is very frequent in the global knowledge society, which has been favored by current technological advancement. New alternatives are employed in teaching practice and in educational processes, and institutions dedicated to medical education are no exception. The objective of this work was to establish whether the use of information and communication technologies (ICT) for medical students’ learning at the Autonomous University of Tamaulipas, Southern campus. A descriptive, observational and crosssectional study was carried out. Data was collected through a questionnaire administered to 109 students. Of the total number of participants, 90.83 % had a laptop, 94.50 % had internet access, either via a computer or a mobile phone. The effective time spent daily using ICT for educational activities ranged between two and four hours, and Google Scholar was the most used database for information retrieval. On the other hand, it was found that between 50 % and 75 % of respondents have an understanding and command of the English language. The use of ICT’s is very supportive for students, since it facilitates both, the scientific and medical information retrieval, as well as the development of competencies in the processing and management of information. This simplifies the exchange of updated scientific information to continue with their medical education.

The survival and virulence of Listeria monocytogenes was assessed during storage on three low-moisture foods (LMFs): chocolate liquor, corn flakes, and shelled, dry-roasted pistachios (water activity [aw] of 0.18, 0.27, and 0.20, respectively). The LMFs were inoculated with a four-strain cocktail of L. monocytogenes at 8 log CFU/g, dried, held until the aw stabilized, and then stored at 4°C and 25 to 81% relative humidity (RH) and at 23°C and 30 to 35% RH for at least 336 days. At 4°C, L. monocytogenes remained stable on the LMFs for at least 336 days. At 23°C, L. monocytogenes levels declined on the chocolate liquor, corn flakes, and pistachios at initial rates of 0.84, 0.88, and 0.32 log CFU/g/month, respectively. After 8 months at 23°C, L. monocytogenes levels on the chocolate liquor and corn flakes decreased to below the limit of detection (i.e., 0.48 log CFU/g). Relative populations of each strain were assessed before storage (i.e., day 0) and after 6 and 12 months of storage at 23 and 4°C, respectively. Generally, a decline in the relative level of the serotype 1/2a strain was observed during storage, coupled with the relative increase in other strains, depending on the LMF and storage temperature. The total viable populations of L. monocytogenes determined by the PMAxx quantitative PCR method after >12 months of storage at 4°C were significantly (1.8- to 3.7-log) higher than those obtained by plating on tryptic soy agar with yeast extract. Decreases in the culturable population of L. monocytogenes during storage on the LMFs were the result of both cellular inactivation and transition to a viable-but-nonculturable state. The surviving cells, specifically after long-term storage at 4°C on the chocolate liquor and pistachios, remained infectious and capable of intracellular replication in Caco-2 enterocytes. These results are relevant for predictive modeling used in microbial health risk assessments and support the addition of LMFs to food safety questionnaires conducted during listeriosis outbreaks.

Lo que se presenta en este documento es una experimentación sobre el desarrollo y los resultados de las pruebas realizadas de una aplicación para computadora, enfocadas a personas con discapacidad visual. Los objetivos del sistema interactivo son: dar a conocer algunos lugares del estado de Aguascalientes, México; y fortalecer la memoria del usuario ciego. El propósito de este artículo es que mediante la construcción del sistema y las pruebas realizadas se da a conocer el grado de interactividad para personas ciegas. El construir aplicaciones con calidad enfocada a la interactividad es importante, ya que, para personas con discapacidad, puede mejorar el grado de uso de las tecnologías (dispositivos móviles). Para determinar la calidad es necesario conocer las características que debe de tener este tipo de aplicaciones, como lo son: pantalla grande, teclado adecuado, ergonomía, entre otras [1], dependiendo del tipo de discapacidad al que se esté refiriendo, es decir, se debe de caracterizar la aplicación para poder determinar cómo desarrollar la aplicación y la medición de la calidad mediante el grado de interacción obtenido. La principal aportación de este trabajo es mostrar los resultados obtenidos del grado de interactividad del sistema al ser utilizado por personas ciegas, así como mostrar parte del proceso de producción de software en el trabajo en equipos definido por Watts Humphrey utilizado para la construcción de la aplicación (TSP) [2].

Raw chia and flax seeds are increasingly associated with Salmonella contamination. However, intervention technologies for these seeds that maintain them in a raw state, without causing clumping because of mucilage production upon moisture exposure, are limited. In this study, a commercial ethanol and paracetic acid sanitizing solution meeting these criteria was evaluated for efficacy against Salmonella and Enterococcus faecium NRRL B-2354, a known Salmonella surrogate for thermal intervention technologies. Samples (100 g each) of chia and flax seeds (n = 5) were inoculated with either a cocktail of Salmonella Newport, Senftenberg, Oranienburg, Saintpaul, Typhimurium DT104, and Cubana or E. faecium NRRL B-2354. After overnight acclimatization, samples were treated with 4 mL of sanitizing solution per sample and then held at ambient temperature (20 to 25°C) for 1 h before bacterial enumeration. Separate 1-kg-treated batches were evaluated for germination ability (4 replicates of 100-g samples), as well as nutrient content and rancidity (n = 3), compared with untreated control. Following the posttreatment holding time, these batches were dried back to original moisture content at 70°C to evaporate residual sanitizing solution, thereby stopping treatment. The sanitizing solution was found to be an effective intervention method for chia and flax seeds, reducing Salmonella to below the level of detection by more than 4 and more than 5 average log CFU/g, respectively. Germination was not significantly affected (P > 0.05) for chia seed. For both seeds, nutrition and rancidity were not significantly affected (P > 0.05). Furthermore, E. faecium NRRL B-2354 was found to be an appropriate Salmonella surrogate for treatment of chia and flax seeds with this sanitizing solution, showing comparable but higher resistance to treatment with the sanitizing solution than the Salmonella cocktail.

Currently in Mexico, the COVID-19 pandemic exposed the fragility of the educational system, giving rise to an excellent opportunity to offer remote and virtual quality education. The crisis generated by this pandemic has allowed teaching to be carried out through virtual environments, turning the content curriculum of face-to-face classes into a distance modality, urgently requiring that a new educational model be developed in virtual environments that results more profitable than face-to-face education, such as a socioformative model that integrates virtual exercises per project, inverse and challenge-based learning, allowing the country to take advantage of the disruptive moment in the context of this new normal and build new societies of knowledge in participation with society, intellectuals and institutions. Keywords: virtual environments; classroom education; remote mode. 1. Es evidente que el traslado de un modelo educativo cuyas bases se sustentan en un esquema presencial, donde prevalece el contacto cara a cara con el personal docente, los estudiantes y las interacciones que se presentan en el aula hacia un modelo de educación virtual o a distancia, lleva consigo una serie de limitaciones para su implementación.