The weaving in teaching: content-articulating expressions in teacher-student interaction

Este estudio busca ser un aporte a la pedagogía general al indagar un tipo particular de intervenciones pedagógicas denominadas expresiones articuladoras, caracterizadas por introducir conexiones entre diferentes asuntos técnicos o temas asociados a una disciplina que emergen durante una clase. Se determinaron dos tipos de expresiones articuladoras: de carácter local o global. En particular, se realizó un análisis de videos de clases de matemáticas con dos jueces expertos, quienes llevaron a cabo la codificación de la frecuencia y tipo de las expresiones articuladoras. El material seleccionado correspondió a videos de clases de matemáticas de 138 profesores de segundo ciclo de Enseñanza Básica en Chile. Posteriormente, las expresiones articuladoras identificadas fueron correlacionadas con el desempeño docente global de los 138 profesores, de acuerdo al Sistema Nacional Chileno de Evaluación de Desempeño Docente. Los resultados muestran que las expresiones articuladoras, en particular las de carácter local, correlacionan de forma positiva, pero con un efecto reducido, con distintas dimensiones del desempeño docente, tales como la capacidad del profesor de dar estructura a la clase o la promoción de la interacción pedagógica. Las expresiones articuladoras corresponderían a un recurso pedagógico importante del docente para el aprendizaje, en tanto facilitan la enseñanza del lenguaje técnico de cada disciplina. Lo anterior se logra al establecer relaciones con asuntos tratados durante la clase, pero también con contenidos enseñados previamente o incluso con futuros asuntos disciplinares.This research seeks to be a contribution to general pedagogy by studying a particular type of pedagogical intervention called articulating expressions, which are characterized as connections between different technical topics or topics associated with a discipline that emerge during a class. Two types of articulating expressions were determined: local and global. We conducted a video analysis of math classes with two expert judges, who carried out the coding of the frequency and type of articulating expressions. The selected material corresponded to videos of math classes from 138 teachers of second cycle of Elementary Education in Chile. Following this, the identified articulating expressions were correlated to the overall teaching performance of the 138 teachers, according to the Chilean National System of Teacher Performance Evaluation. The results show that articulating expressions, particularly those of a local nature, correlate positively but with a reduced effect, to different dimensions of teaching performance, such as the teacher’s ability to structure the class or promote pedagogical interaction. Articulating expressions would correspond to an important pedagogical resource for the teacher to enhance learning, while facilitating the teaching of the technical language of each discipline. The latter is achieved by establishing relationships with topics discussed during class, but also with content that was previously taught, and even with future content related to the discipline

Is grammatical gender assignment arbitrary?

Many languages assign grammatical gender to inanimate and otherwise genderless nouns like key and hammer. Previousstudies of grammatical gender have largely considered it from the Whorfian perspective: examining mixed cases like keywhere disagreements on gender across languages enable researchers to ask whether linguistic gender influences genderassociations in cognition. This approach has sometimes presumed arbitrariness in grammatical gender assignments andneglected to consider cases like hammer where there is broad agreement on gender (masculine) across both Indo-Europeanlanguages and the intuitions of monolingual English speakers, who do not use grammatical gender but agree on themasculine nature of hammers (Foundalis, 2002). We reanalyze previous findings and present new data to assess whethercommon principles underlie both gender assignments in Indo-European languages and the gender associations of Englishspeakers. Additionally, we explore the role of semantic domain, usage, and semantic features in predicting grammaticalgender and gender association

The weaving in teaching:: content-articulating expressions in teacher-student interaction

This research seeks to be a contribution to general pedagogy by studying a particular type of pedagogical intervention called articulating expressions, which are characterized as connections between different technical topics or topics associated with a discipline that emerge during a class. Two types of articulating expressions were determined: local and global. We conducted a video analysis of math classes with two expert judges, who carried out the coding of the frequency and type of articulating expressions. The selected material corresponded to videos of math classes from 138 teachers of second cycle of Elementary Education in Chile. Following this, the identified articulating expressions were correlated to the overall teaching performance of the 138 teachers, according to the Chilean National System of Teacher Performance Evaluation. The results show that articulating expressions, particularly those of a local nature, correlate positively but with a reduced effect, to different dimensions of teaching performance, such as the teacher’s ability to structure the class or promote pedagogical interaction. Articulating expressions would correspond to an important pedagogical resource for the teacher to enhance learning, while facilitating the teaching of the technical language of each discipline. The latter is achieved by establishing relationships with topics discussed during class, but also with content that was previously taught, and even with future content related to the discipline.Este estudio busca ser un aporte a la pedagogía general al indagar un tipo particular de intervenciones pedagógicas denominadas expresiones articuladoras, caracterizadas por introducir conexiones entre diferentes asuntos técnicos o temas asociados a una disciplina que emergen durante una clase. Se determinaron dos tipos de expresiones articuladoras: de carácter local o global. En particular, se realizó un análisis de videos de clases de matemáticas con dos jueces expertos, quienes llevaron a cabo la codificación de la frecuencia y tipo de las expresiones articuladoras. El material seleccionado correspondió a videos de clases de matemáticas de 138 profesores de segundo ciclo de Enseñanza Básica en Chile. Posteriormente, las expresiones articuladoras identificadas fueron correlacionadas con el desempeño docente global de los 138 profesores, de acuerdo al Sistema Nacional Chileno de Evaluación de Desempeño Docente. Los resultados muestran que las expresiones articuladoras, en particular las de carácter local, correlacionan de forma positiva, pero con un efecto reducido, con distintas dimensiones del desempeño docente, tales como la capacidad del profesor de dar estructura a la clase o la promoción de la interacción pedagógica. Las expresiones articuladoras corresponderían a un recurso pedagógico importante del docente para el aprendizaje, en tanto facilitan la enseñanza del lenguaje técnico de cada disciplina. Lo anterior se logra al establecer relaciones con asuntos tratados durante la clase, pero también con contenidos enseñados previamente o incluso con futuros asuntos disciplinares

The weaving in teaching:Content-articulating expressions in teacher-student interaction

This research seeks to be a contribution to general pedagogy by studying a particular type of pedagogical intervention called articulating expressions, which are characterized as connections between different technical topics or topics associated with a discipline that emerge during a class. Two types of articulating expressions were determined: local and global. We conducted a video analysis of math classes with two expert judges, who carried out the coding of the frequency and type of articulating expressions. The selected material corresponded to videos of math classes from 138 teachers of second cycle of Elementary Education in Chile. Following this, the identified articulating expressions were correlated to the overall teaching performance of the 138 teachers, according to the Chilean National System of Teacher Performance Evaluation. The results show that articulating expressions, particularly those of a local nature, correlate positively but with a reduced effect, to different dimensions of teaching performance, such as the teacher's ability to structure the class or promote pedagogical interaction. Articulating expressions would correspond to an important pedagogical resource for the teacher to enhance learning, while facilitating the teaching of the technical language of each discipline. The latter is achieved by establishing relationships with topics discussed during class, but also with content that was previously taught, and even with future content related to the discipline. RESUMEN Este estudio busca ser un aporte a la pedagogía general al indagar un tipo particular de intervenciones pedagógicas denominadas expresiones articuladoras, caracterizadas por introducir conexiones entre diferentes asuntos técnicos o temas asociados a una disciplina que emergen durante una clase. Se determinaron dos tipos de expresiones articuladoras: de carácter local o global. En particular, se realizó un análisis de videos de clases de matemáticas con dos jueces expertos, quienes llevaron a cabo la codificación de la frecuencia y tipo de las expresiones articuladoras. El material seleccionado correspondió a videos de clases de matemáticas de 138 profesores de segundo ciclo de Enseñanza Básica en Chile. Posteriormente, las expresiones articuladoras identificadas fueron correlacionadas con el desempeño docente global de los 138 profesores, de acuerdo al Sistema Nacional Chileno de Evaluación de Desempeño Docente. Los resultados muestran que las expresiones articuladoras, en particular las de carácter local, correlacionan de forma positiva, pero con un efecto reducido, con distintas dimensiones del desempeño docente, tales como la capacidad del profesor de dar estructura a la clase o la promoción de la interacción pedagógica. Las expresiones articuladoras corresponderían a un recurso pedagógico importante del docente para el aprendizaje, en tanto facilitan la enseñanza del lenguaje técnico de cada disciplina. Lo anterior se logra al establecer relaciones con asuntos tratados durante la clase, pero también con contenidos enseñados previamente o incluso con futuros asuntos disciplinares

Hiperlipidemia durante la diabetes gestacional, complicaciones maternas y para la descendencia.

lipid profile suffers adaptive changes during pregnancy due to estrogen stimulation and insulin resistance. Several relations have been suggested between maternal lipid profile, glucose tolerance, endothelial cell dysfunction and long-term cardiovascular risk; the effects of maternal lipid profile metabolism in fetal growth are also inconclusive. Since a regular evaluation and follow-up of lipid profile during pregnancy has not been established yet, we aimed to evaluate the incidence of dyslipidemia in patients with gestational diabetes (GDM) and analyze some putative relations with pregnancy, offspring complications and maternal metabolic syndrome parameters determined three and twelve months after delivery. two hundred and fifty patients with GDM were included. Full medical history, offspring characteristics, lipid profile and maternal variables of metabolic syndrome were evaluated during pregnancy and three- and twelve-months after delivery. The incidence of dyslipidemia during pregnancy was determined using two different classifications. lower plasma HDL and hypertriglyceridemia were the most current disorders; prematurity or birth weight were not correlated with dyslipidemia. During pregnancy, the lipid-related parameter that better predicted the risk of offspring macrosomia was triglycerides (TG). High TG three months after delivery were correlated to macrosomia and metabolic syndrome variables before and after pregnancy (three and twelve months). TG during pregnancy is the parameter that best predicts the risk of macrosomia and is related to increased metabolic risk after delivery. The evaluation of lipid profile and other metabolic variables during pregnancy and after delivery is required to early diagnose cardiovascular risk factors, especially in high risk population

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field

Guidelines for the use and interpretation of assays for monitoring autophagy

In 2008 we published the first set of guidelines for standardizing research in autophagy. Since then, research on this topic has continued to accelerate, and many new scientists have entered the field. Our knowledge base and relevant new technologies have also been expanding. Accordingly, it is important to update these guidelines for monitoring autophagy in different organisms. Various reviews have described the range of assays that have been used for this purpose. Nevertheless, there continues to be confusion regarding acceptable methods to measure autophagy, especially in multicellular eukaryotes. A key point that needs to be emphasized is that there is a difference between measurements that monitor the numbers or volume of autophagic elements (e.g., autophagosomes or autolysosomes) at any stage of the autophagic process vs. those that measure flux through the autophagy pathway (i.e., the complete process); thus, a block in macroautophagy that results in autophagosome accumulation needs to be differentiated from stimuli that result in increased autophagic activity, defined as increased autophagy induction coupled with increased delivery to, and degradation within, lysosomes (in most higher eukaryotes and some protists such as Dictyostelium) or the vacuole (in plants and fungi). In other words, it is especially important that investigators new to the field understand that the appearance of more autophagosomes does not necessarily equate with more autophagy. In fact, in many cases, autophagosomes accumulate because of a block in trafficking to lysosomes without a concomitant change in autophagosome biogenesis, whereas an increase in autolysosomes may reflect a reduction in degradative activity. Here, we present a set of guidelines for the selection and interpretation of methods for use by investigators who aim to examine macroautophagy and related processes, as well as for reviewers who need to provide realistic and reasonable critiques of papers that are focused on these processes. These guidelines are not meant to be a formulaic set of rules, because the appropriate assays depend in part on the question being asked and the system being used. In addition, we emphasize that no individual assay is guaranteed to be the most appropriate one in every situation, and we strongly recommend the use of multiple assays to monitor autophagy. In these guidelines, we consider these various methods of assessing autophagy and what information can, or cannot, be obtained from them. Finally, by discussing the merits and limits of particular autophagy assays, we hope to encourage technical innovation in the field