Educational Assortative Mating and Children’s School Readiness

One of the concerns behind parental educational sorting is its potential to widen disparities in the ability of families to invest in their children’s development. Using data from the Fragile Families and Children Wellbeing Study, this paper investigates the association between parental educational homogamy and children’s school readiness at age 5. Our analyses reveal a positive impact of homogamy across child outcomes, most notably on socio-emotional indicators of development. Enhanced levels of parental agreement about the organization of family life and symmetry in the allocation of time to child care emerge as the intervening mechanisms behind this association. Our findings lend support to theoretical claims about the relevance of within-family social capital in the creation of human capital.Human capital, social capital, fragile families, school readiness

Reynolds operator on functors

AbstractLet G=SpecA be an affine R-monoid scheme. We prove that the category of dual functors (over the category of commutative R-algebras) of G-modules is equivalent to the category of dual functors of A∗-modules. We prove that G is invariant exact if and only if A∗=R×B∗ as R-algebras and the first projection A∗→R is the unit of A. If M is a dual functor of G-modules and wG≔(1,0)∈R×B∗=A∗, we prove that MG=wG⋅M and M=wG⋅M⊕(1−wG)⋅M; hence, the Reynolds operator can be defined on M

Propuestas inclusivas de mejora desde un enfoque metodológico y organizacional

La ausencia de una trayectoria clara en cuanto a prácticas inclusivas, nos obliga a realizar análisis del estado de la cuestión actual. El meta-análisis teórico realizado, las investigaciones empíricas y la propia evaluación de centros, nos permiten constatar una situación que resulta compleja. El paradigma inclusivo, actualmente presenta múltiples barreras en su camino, pero, también nos facilita indicadores hacia la mejora desde la práctica real de Escuela. De este estudio basado en un proyecto colaborativo entre Universidad y Escuela se concluye que, debemos basarnos en la continuación de evidencias, realizando cambios desde el propio aula, ya que, aunque exista una base legislativa que se apoya en la Educación inclusiva, nuestro sistema educativo presenta dificultades para alcanzarla en su globalidad. En consecuencia, el reto se encuentra en la transformación metodológica y organizacional enfocada en prácticas inclusivas que hayan sido positivas, de ahí la propuesta del propio artículo. The absence of a clear path in terms of inclusive practices, forces us to perform analysis of the current state of affairs. The meta-theoretical analysis, empirical research and self evaluation of schools, let us note a complex situation. The paradigm currently inclusive presents multiple barriers in their way, but we also provide pointers to the improvement from the actual practice of school. This study based on a collaborative project between University and School concludes that, then we must rely on the evidence, making changes from within the classroom, because although there is a legislative base that rests on inclusive education, our educational system has difficulties to reach a whole. Consequently, the challenge lies in the methodological and organizational transformation focused on inclusive practices that have been positive, proposing to do different actions found

Principal bundles, quasi-abelian varieties and structure of algebraic groups

We classify principal bundles over anti-affine schemes with affine and commutative structural group. We show that this yields the classification of quasi-abelian varieties over a field k (i.e., group k-schemes with no non constant global functions). The interest of this result is given by the fact that the classification of smooth group k-schemes is reduced to the classification of quasi-abelian varieties and of certain affine group schemes.Comment: 26 page