Nanoparticle–membrane interactions

Engineered nanomaterials have a wide range of applications and as a result, are increasingly present in the environment. While they offer new technological opportunities, there is also the potential for adverse impact, in particular through possible toxicity. In this review, we discuss the current state of the art in the experimental characterisation of nanoparticle-membrane interactions relevant to the prediction of toxicity arising from disruption of biological systems. One key point of discussion is the urgent need for more quantitative studies of nano-bio interactions in experimental models of lipid system that mimic in vivo membranes

La educación inclusiva frente a las desigualdades sociales: un estado de la cuestion y algunas reflexiones geograficas

Este artículo establece un estado de la cuestión e la educación inclusiva en el mundo y sugiere algunas reflexiones al respecto. El primer apartado recuerda las conexiones ineludibles entre las preocupaciones educativas por la educación inclusiva y las preocupaciones más generales por la desigualdad. El segundo consigna los criterios de búsqueda de las publicaciones académicas, y observa dos grandes temas en sus contenidos: sobre todo, el cambio interno de las escuelas atrae las miradas, pero en segundo plano también el entorno territorial despierta algunas inquietudes. El tercero anota los criterios de búsqueda de la documentación del Banco Mundial, la OCDE y la UNESCO. En este ámbito los simposios de la Oficina Internacional de la Educación de UNESCO revelan una interpretación dispar, aunque convergente, del concepto de educación inclusiva en las distintas regiones mundiales. Asimismo, todas las publicaciones oficiales muestran una atención prioritaria a las dinámicas internas de las escuelas, puesto que apenas algunas esbozan ciertas relaciones entre la educación inclusiva y las políticas públicas. El último apartado adelanta varios argumentos a favor de una mayor consideración de las escalas local y estatal de la educación inclusiva. Las principales razones para atender a la dimensión local provienen de la causalidad acumulativa de las privaciones sociales, de la necesidad de articular la acción de las escuelas y de la posibilidad de abrir un espacio significativo para la participación ciudadana. Asimismo, las principales razones para atender a la dimensión estatal surgen de las posibles sinergias entre la educación inclusiva y la expansión educativa (p. ej. ¿es correlativo el avance de la escolarización en los distintos ciclos escolares?) como también entre la educación inclusiva y la protección social (p. ej. ¿tienen una implicación pedagógica consistente las abundantes condiciones educativas de las transferencias sociales?

The Choice of Ignorance: The Debate on Ethnic and Racial Statistics in France

A researcher or a journalist trying to compare the situation of ethnic and racial minorities in the United States and in France immediately confronts a crippling obstacle. The concept of ‘ethnic and racial minority’ as such is not used in France. This is not simply a matter of vocabulary –something the French typically like to argue about; the problem rather lies in the very incomparability of populations that one is talking about. Many of the categories that do exist in political discourse and public debate can of course be found in statistics. But there are no data describing the situation of minorities in France that could be compared with those produced in the United States. This state of affairs in French statistics – gathering has been the subject of major criticism for some 20 years now; it has gotten to the point that it has triggered a controversy of rare violence between those that would like to see statistics take into account the diversity of the population and those who denounce the danger that such statistics might pose of ethnicizing or racializing society. The media focus on the contentiousness of this debate has been such as to sometimes lose sight of the very existence of discrimination and the flaws of the Republican model that are at the root of the controversy in the first place

Knowledge actors and the construction of new governing panoramas:The case of the European Commission’s DG Education and Culture

RESUMO: Este artigo aborda o tema da governança da educação na Europa. Esse espaço da política tem sido dominado por grandes interesses e organizações transnacionais, entre as quais se destacam a Organização para a Cooperação e Desenvolvimento Econômico (OCDE) e a Comissão Europeia (CE). Este artigo procura explorar e explicar quais são os efeitos constitutivos que as práticas sistemáticas de 'medição' e de estandardização têm na intensificação da convergência entre a Direção-Geral de Educação e Cultura da CE e a OCDE, a qual, por meio do PISA e de outros testes internacionais, tornou-se um ator influente na política educativa em uma escala global. O artigo pretende identificar os feitos do 'governo pelos números' nas interdependências criadas entre as duas organizações internacionais

Educational Trajectories and Transition to Employment of the Second Generation

This chapter examines the key stages in the diverse educational trajectories of immigrants’ descendants and DOM native-borns in the French educational system, up to their entry into working life. Several indicators of educational trajectory or status are analysed, distinguishing systematically between males and females, and taking account of the national origins of immigrants’ descendants: repeated years at primary school, tracks followed at upper secondary level, early school leaving, likelihood of obtaining a high-school diploma, failure in higher education. The results reveal inequalities in academic trajectories and achievement by ethnic background and gender, and show that these inequalities do not always reflect differences in social capital and family environment. In the male population especially, we cannot rule out the hypothesis that certain categories of immigrants’ descendants are exposed to discrimination in schools. The chapter ends with an analysis of transition from education to employment (time taken to find a job, experience of unemployment, job market integration, etc.) that reveals a segmentation of the entry into working life by country of origin. The sons, but also the daughters of immigrants from North Africa, sub-Saharan Africa and Turkey have greater difficulties finding a first job

Diploma Devaluation, The Ins and Outs

International audienc