Sprouty1 and Sprouty2 gene function in mouse lung development

Almost ten years after the political closing of the neoliberal cycle that framed educational reforms in Latin America in the 90s, this paper assesses their success in three countries – Argentina, Brazil and Chile. The analysis is supported by the theoretical framework developed by Martin Carnoy in his text ‘Are educational reforms working in Latin America? New perspectives’ (2002) and spin-off texts, as an alternative model to classical analysis of educational reforms and quality assurance of its various educational systems. As regards methodology, several indicators, weighted by Carnoy for consideration of success of Latin American reforms, will be used to analyze educational systems of Argentina, Brazil and Chile: (a) expansion of system access, (b) performance of the most disadvantaged intake and (c) improvement of factors associated to educational achievement. Data focus, mainly, on secondary school education since it is at this stage that the greatest difficulty is encountered. Primary education coverage is practically universal and diminishes rapidly when secondary education is considered.  In its analysis, this study compares not only the impact of reforms within and across the countries mentioned above but also on Carnoy’s proposal for analysis and traditional models of reform assessment (basically, through the study of changes in effectiveness –learning results- and internal efficiency of systems – repeat students and drop-outs). Finally, this paper raises questions about the true capacity for improvement that reform processes have had for the population of those countries –specially for Argentina- not just in educational terms but also with respect to its democratization and, considering the Conference theme: decrease in vulnerability, injustice and inequity.A casi diez años del cierre político del ciclo neoliberal que enmarcó las reformas educativas en América Latina de los años ’90, este trabajo evalúa su éxito en tres países latinoamericanos –Argentina, Brasil y Chile-. El análisis se apoya en el planteo teórico-conceptual desarrollado por Martin Carnoy en su texto “¿Están funcionando las reformas educativas en Latinoamérica? Nuevas perspectivas” y en otros derivados de aquél, como modelo alternativo a los análisis clásicos de las reformas educativas y de evaluación la calidad de sus sistemas educativos. Metodológicamente, se utilizarán diversos indicadores, ponderados por Carnoy para la consideración del éxito de las reformas latinoamericanas: (a) la expansión del acceso al sistema, (b) el desempeño de los sectores más desfavorecidos y (c) el mejoramiento de factores asociados a logros educativos. Los datos se centran, principalmente, en el nivel de educación secundaria, el nivel en donde se presenta la mayor dificultad. La cobertura del nivel primario es prácticamente total y disminuye, rápidamente, cuando se considera el nivel medio. Analíticamente, el estudio compara el impacto de las reformas en los países mencionados, y entre la propuesta de análisis de Carnoy y los modelos tradicionales de evaluación de reformas. Finalmente, interroga acerca de la verdadera capacidad de mejoramiento que los procesos de reforma han tenido para la población de esos países -especialmente para Argentina- no sólo en términos educativos sino también respecto de su democratización y, en función de la temática de la Conferencia: la disminución de la vulnerabilidad, injusticia e inequidad social.Há quase 10 anos do fechamento político do ciclo neoliberal, que teve como marco as reformas educacionais dos anos 90. Este trabalho avalia seu êxito em três países latino americanos - Argentina, Brasil e Chile. Esta análise se fundamenta no plano teórico conceitual desenvolvido por Martin Carnoy em seu texto: "Estão Funcionando as reformas educacionais na América Latina? Novas Perspectivas", e outros derivados que, como modelo alternativo para uma análise clássica das reformas educacionais e avaliação da qualidade do Sistema Educacional.Metodologiamente, se utilizaram diversos indicadores, poderados por Carnoy para a consideração do êxito das reformas latino americanas: (a) A expansão do acesso ao Sistema, (b) O desempenho dos setores mais desfavorecidos e (c) O melhoramento de fatores associados a realizações educacionais. Os dados se concentram, principalmente, no nível da educação secundária, o nível onde se apresenta a maior dificuldade. A Cobertura do nível primário é praticamente total e reduz, rapidamente, quando se considera o nível médio. Analiticamente, o estudo compara o impacto das reformas nos países mencionados, entre a proposta de análise de Carnoy e dos modelos tradicionais de avaliação das reformas. Finalmente, questiona acerca da verdadeira capacidade de melhorias que os processos da reforma tiveram para a população destes países, especialmente para Argentina, não só em termos educacionais como também a respeito de sua democratização, e em função da temática da conferência: A redução da vulnerabilidade, injustiça e desigualdade social

Special Issue Call for Papers: Creativity in Mathematics

The Journal of Humanistic Mathematics is pleased to announce a call for papers for a special issue on Creativity in Mathematics. Please send your abstract submissions via email to the guest editors by March 1, 2019. Initial submission of complete manuscripts is due August 1, 2019. The issue is currently scheduled to appear in July 2020

Inquiry as an Entry Point to Equity in the Classroom

Although many policy documents include equity as part of mathematics education standards and principles, researchers continue to explore means by which equity might be supported in classrooms and at the institutional level. Teaching practices that include opportunities for students to engage in active learning have been proposed to address equity. In this paper, through aligning some characteristics of inquiry put forth by Cook, Murphy and Fukawa-Connelly with Gutiérrez\u27s dimensions of equity, we theoretically explore the ways in which active learning teaching practices that focus on inquiry could support equity in the classroom

Broadening Views of Mathematical Creativity: Inclusion of the Undergraduate Student Perspective

Numerous conceptions of creativity exist in the literature; yet these are commonly based on the perspectives of professional mathematicians. Including students’ perspectives in creativity is crucial not only for a more robust picture of what it means to be creative but also to combat damaging dominant narratives about who can be creative. We examined calculus students’ views of mathematical creativity, a group not often considered in the creativity literature, to broaden future considerations of creativity. Interviews with N=55 calculus students across various institutions were conducted. Results show six emergent wide-ranging themes of these students’ creativity views: actions and attitudes, application, different ways, originality, outside authority, and understanding. Of these six themes, understanding was striking due to a clear distinction between students who felt understanding was required first to be creative and students who felt creativity could lead to better understanding. Our themes provide insight into what may resonate for some students, which may serve as coding parameters in qualitative and quantitative studies for researchers conducting future work about mathematical creativity

DARE to be different? Applying diversity heuristics to the analysis of collaborative research

Growth in collaborative research raises challenges for those tasked with research evaluation, particularly in situations where outcomes are slow to emerge. This article presents the ‘Diversity Approach to Research Evaluation’ (DARE) as a novel way to assess how researchers, engaged in knowledge creation and application, work together as teams. DARE provides two important insights: Firstly it reveals the differences in background and experience between individual team members that can make research collaboration both valuable and challenging; secondly, DARE provides early insights into how these teams are working together. DARE achieves these insights by analysing team diversity and cohesiveness in five dimensions, building on Boschma’s multidimensional concept of proximity. The method we propose combines narratives, maps, and indicators and is broadly applicable to the study of research collaboration. The article introduces the DARE method and pilots a proof-of-concept operationalisation through the study of two grant-funded biomedical research projects led by researchers in the UK. Suggestions for further development of the approach are discussed

DARE to be different? A novel approach for analysing diversity in collaborative research projects

Growth in collaborative research raises difficulties for those tasked with research evaluation, particularly in situations where outcomes are slow to emerge. This article presents the ‘Diversity Approach to Research Evaluation’ (DARE) as a novel way to assess how researchers engaged in knowledge creation and application work together as teams. DARE provides two important insights: first, it reveals the differences in background and experience between individual team members that can make research collaboration both valuable and challenging; second, DARE provides early insights into how team members are working together. DARE achieves these insights by analysing team diversity and cohesiveness in five dimensions, building on Boschma’s multi-dimensional concept of proximity. The method we propose combines narratives, maps, and indicators to facilitate the study of research collaboration. The article introduces the DARE method and pilots an initial operationalization through the study of two grant-funded biomedical research projects led by researchers in the UK. Suggestions for further development of the approach are discussed

Plant-microbial interactions facilitate grassland species coexistence at the community level

Interspecific competition and plant-soil feedbacks are powerful drivers of plant community structure. However, across a range of edaphic conditions the interactive effects of these drivers on complex plant communities remain unclear. For example, plant-soil feedback studies focus on soil trained by a single plant species. We developed a method to assess effects of plant-microbial interactions (PMI) on a complex plant community. We established mesocosms with 13 grassland species, grown individually or together, in overgrazed or restored soil, with or without soil microbial inoculum collected from a productive and diverse native grassland. We assessed biomass production as influenced by edaphic conditions, interspecific competition and PMI. Furthermore, we assessed potential influences of interspecific competition and edaphic conditions on strength and direction of PMI. Our results indicate PMI drives negative growth responses for graminoids while forbs experience positive growth responses. Generally, interspecific competition did not alter the magnitude or direction of PMI-mediated growth responses. Edaphic conditions altered the influence of soil microbial communities on individual plant growth while PMI facilitated plant evenness. In plant community mesocosms, PMI-associated benefits were observed in overgrazed soil. However, interspecific competition overwhelmed plant growth benefits associated with soil microbial communities when plant communities were grown in restored soil. In mesocosms containing dominant grass species, interspecific competition had negative effects on species coexistence, but both positive and negative PMI partially counterbalanced this influence on plant species evenness. Understanding these mechanisms may improve our capacity to manage diverse and productive grasslands by enabling prediction of plant community composition following disturbance and subsequent restoration

Does Bangkok have a central role in the dengue dynamics of Thailand?

BACKGROUND: Bangkok plays a central role in the commerce of Thailand. This study aimed to characterize the district-level spatial-temporal patterns of dengue in Thailand and explore if a dengue peak in Bangkok led the peaks of dengue in other Thai provinces. METHODS: Monthly dengue data at district level in Thailand from January 2004 to December 2017 were obtained and used to assess the spatial and seasonal patterns of dengue in Thailand. As our seasonal decomposition and cross-correlation analyses showed that dengue in Bangkok peaked in November, which was a few months after the dengue peak in most other provinces, we used a time-series generalized linear model to explore if there was another province in which the dengue case number was most predictive of dengue case numbers in other Thai provinces. RESULTS: The highest district-level annual dengue incidence rates (per 10,000) in the three time periods (i.e. 2004-2008, 2009-2013 and 2014-2017) were 58.08 (Samphanthawong), 85.93 (Mueang Krabi), and 66.60 (Mae Sariang), respectively. Dengue incidence rates in the western part of Northern Thailand, southern part of Central Thailand, southern part of Eastern Thailand, and Southern Thailand were higher than in other regions. Dengue in most districts of Thailand peaked in June, July or August, but dengue peaks in all districts of Bangkok occurred in November. The number of dengue cases in Nakhon Ratchasima was most predictive of the number of dengue cases in other provinces in Thailand by a one-month lag. CONCLUSIONS: Our results suggest that the dengue peak in Bangkok did not lead the peaks of dengue in other Thai provinces. Future research exploring how changes in socio-ecological factors (e.g. road network and climate factors) in Nakhon Ratchasima have affected the transmission of dengue in Thailand might shed some new light on the prevention and control of dengue