Animals have always been important for human life due to the ecological, cultural, and economic functions that they represent. This has allowed building several kinds of relationships that have promoted different emotions in human societies. The objective of this review was to identify the main emotions that humans show toward wildlife species and the impact of such emotions on animal population management. We reviewed academic databases to identify previous studies on this topic worldwide. An analysis of the emotions on wildlife and factors causing them is described in this study. We identified a controversy about these emotions. Large predators such as wolves, coyotes, bears, big felids, and reptiles, such as snakes and geckos, promote mainly anger, fear, and disgust. This is likely due to the perceptions, beliefs, and experiences that societies have historically built around them. However, in some social groups these animals have promoted emotions such as happiness due to their values for people. Likewise, sadness is an emotion expressed for the threatening situations that animals are currently facing. Furthermore, we associated the conservation status of wildlife species identified in the study with human emotions to discuss their relevance for emerging conservation strategies, particularly focused on endangered species promoting ambiguous emotions in different social groups.

Resumen: Los mayas conciben la cacería como una práctica integrada al resto de las actividades dentro de su sistema productivo. En el presente estudio resaltamos el uso que hacen de la agricultura de roza-tumba-quema para cazar. Se describe y delimita la que hemos denominado como "milpa comedero-trampa": práctica de manejo del hábitat donde la siembra de cultivos agrícolas interesa exclusivamente para atraer y cazar determinadas especies de vertebrados terrestres, no para obtener cosechas para autoconsumo. Se caracterizan los componentes técnicos y la organización social involucrada que identifican a esta variante o subsistema de milpa, como su reducido tamaño (entre 1-3 mecates), la ausencia de la fase de quema o que ésta es microlocalizada, que el maíz (Zea mays) no es el cultivo primordial, o que la milpa es de carácter enteramente individual, entre otros. En una milpa comedero-trampa, la agricultura y la cacería constituyen un nexo tecnológico para obtener presas en un espacio muy especializado dentro del territorio (que no es la típica ix kool o, como la llamaremos aquí, milpa convencional).Palabras clave: cacería, milpa, manejo del hábitat, cultura maya, Península de Yucatán.Abstract: The Maya conceive hunting as an integrated activity within their productive system. In this study, we draw attention to the use of slash-and-burn agriculture to capture wild fauna. The milpa comedero-trampa (the "milpa trough-trap"), as we have named it, is described and delimited as a habitat management practice in which cultivating is only done to enable hunting, and not to obtain cultivated products. The technical components and social organization involved in this variant or subsystem of the milpa are characterized, including its reduced size (1-3 mecates), the absence of burning or its restriction, the secondary role of Zea mays, or their individual nature. In a milpa comedero-trampa agriculture and hunting form a technological link to obtain prey in a specialized space (different from the conventional ix kool or milpa convencional, as it is referred to here).

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Se describe el desarrollo de los modelos educativos de castellanización, bilingüe y bicultural e intercultural bilingüe en México. A través del método etnográfico se obtuvo la percepción de los maestros de escuelas indígenas de la región Ch’ol respecto a los modelos y se reconocieron las características de la práctica docente. Los modelos desarrollados en la región Ch’ol conceptualmente parecen parcialmente adecuados, pero la práctica docente se ejecuta con mínimo apego a la planeación pedagógica de los modelos. La falta de concordancia se atribuye al desconocimiento del modelo por parte del profesorado, al exceso de burocracia, a conflictos sindicales, a la escasa formación o actualización docente y a la ausencia de una metodología para la enseñanza de la lengua ch’ol. Esto probablemen­te contribuye a que prevalezca el rezago educativo en esa región.

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