Creatividad, cultura y education: creativity culture and education

This paper considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity. The implications of assessing creativity in order to aid its development within and across subject. Enablers for creative teaching and learning are considered in order to propose a model of assessment and development for creativity

Conservation of a pH-sensitive structure in the C-terminal region of spider silk extends across the entire silk gene family

Spiders produce multiple silks with different physical properties that allow them to occupy a diverse range of ecological niches, including the underwater environment. Despite this functional diversity, past molecular analyses show a high degree of amino acid sequence similarity between C-terminal regions of silk genes that appear to be independent of the physical properties of the resulting silks; instead, this domain is crucial to the formation of silk fibres. Here we present an analysis of the C-terminal domain of all known types of spider silk and include silk sequences from the spider Argyroneta aquatica, which spins the majority of its silk underwater. Our work indicates that spiders have retained a highly conserved mechanism of silk assembly, despite the extraordinary diversification of species, silk types and applications of silk over 350 million years. Sequence analysis of the silk C-terminal domain across the entire gene family shows the conservation of two uncommon amino acids that are implicated in the formation of a salt bridge, a functional bond essential to protein assembly. This conservation extends to the novel sequences isolated from A. aquatica. This finding is relevant to research regarding the artificial synthesis of spider silk, suggesting that synthesis of all silk types will be possible using a single process

The journey travelled – A view of two settings a decade apart

Inclusion is generally recognized as an ongoing, active process which reflects shifts in policies, practice and values as well as political choices made over long periods of time. Although intended as a transformative concept it can also represent a messy compromise between congealed policy positions and contradictory practices. Against this background of compromise and dissatisfaction, this study aims to examine how two schools with clear inclusive aspirations and intentions have weathered the last decade. Drawing upon two research visits ten years apart in which the schools were filmed and members of the school community were interviewed, this study reports on their perception of the journey travelled. Data from the study shows that in both cases there was a shift away from practices which were previously seen as being a route towards greater inclusion. The causes for these shifts were political, economic and social factors underpinned by the pervasive influence of the special education and medical model on the two schools’ practice and principles

Mobilising Knowledge through Global Partnerships to Support Research-informed Teaching: Five Models for Translational Research

Education Futures Collaboration Charity The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Improving the quality of teaching is of global concern: UNESCO’s Sustainable Development Goal (SDG) 4c in the Education 2030: Framework for Action calls for high quality teaching for all. The OECD challenges the education system to improve Knowledge Management. JET’s (2015) special issue: Translational Research (TR) and Knowledge Mobilisation in Teacher Education introduced the concept of ‘translational’ or ‘theory to practice’ research - well-established in medicine but not in education. Five TR models were subsequently developed by the MESH charity’s international network with organisations in South Africa, Bangladesh, Australia, Pakistan, UK. These distinct models engage 1) university staff and teachers 2) subject associations, 3) research units, 4) an international NGO working in crisis settings, 5) PhD tutors and students. Each model shares common features forming the MESH Translational Research methodology introduced in this article. A TR repository is part of the MESH knowledge mobilisation strategy giving teachers access to research summaries which, overtime, accumulate knowledge. TR publications called MESHGuides (www.meshguides.org) complement existing forms of publication. This article proposes the MESH TR methodology as one affordable and scalable solution to OECD and UNESCO’s challenges of keeping teachers up-to-date and making new knowledge accessible to teachers regardless of location

Plasticity in Major Ampullate Silk Production in Relation to Spider Phylogeny and Ecology

Spider major ampullate silk is a high-performance biomaterial that has received much attention. However, most studies ignore plasticity in silk properties. A better understanding of silk plasticity could clarify the relative importance of chemical composition versus processing of silk dope for silk properties. It could also provide insight into how control of silk properties relates to spider ecology and silk uses

1000 spider silkomes: linking sequences to silk physical properties

Spider silks are among the toughest known materials and thus provide models for renewable, biodegradable, and sustainable biopolymers. However, the entirety of their diversity still remains elusive, and silks that exceed the performance limits of industrial fibers are constantly being found. We obtained transcriptome assemblies from 1098 species of spiders to comprehensively catalog silk gene sequences and measured the mechanical, thermal, structural, and hydration properties of the dragline silks of 446 species. The combination of these silk protein genotype-phenotype data revealed essential contributions of multicomponent structures with major ampullate spidroin 1 to 3 paralogs in high-performance dragline silks and numerous amino acid motifs contributing to each of the measured properties. We hope that our global sampling, comprehensive testing, integrated analysis, and open data will provide a solid starting point for future biomaterial designs

Can creativity be assessed? Towards an evidence informed framework for assessing and planning progress in creativity

This article considers the role of constructions of creativity in the classroom and their consequences for learning and, in particular, for the assessment of creativity. Definitions of creativity are examined to identify key implications for supporting the development of children’s creativity within classroom. The implications of assessing creativity in order to aid its development within and across subjects are explored through the consideration of existing frameworks for assessing and supporting creativity. Enablers for creative teaching and learning are considered in order to propose a model of assessment and development for creativity