βCaMKII regulates bidirectional long-term plasticity in cerebellar Purkinje cells by a CaMKII/PP2B switch mechanism

This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise statedPeer reviewe

Composition of public expenditure, effective demand, distribution and growth

We introduce public expenditure (PE) in a general post Keynesian framework characterized by a nonlinear investment function. Our aims are: 1) to provide a systematic analysis of the impact of PE (‘productive’ or ‘non productive’) and of the Government sector size on economic growth, allowing effective demand to play a crucial role. Our work fills a lacuna in the post Keynesian literature given that scant attention has been devoted to this topic. In our paper, ‘Productive’ PE affects the (fixed) coefficients of production similarly to Barro (1990); 2) to compare and contrast two different interpretations which assign a different meaning to the autonomous component of the investment function, corresponding to long run demand growth expectations: the Kaleckian interpretation assumes exogenous long run expectations; in the Classical or Harrodian interpretation, long-run expectations are linked to the ‘warranted rate of growth’; 3) to reproduce a variety of complex phenomena (multiple equilibria, hysteresis, low growth traps, regular and irregular growth cycles), by introducing a simple nonlinearity in the investment function in the spirit of Kalecki’s (1937) investment theory and Kaldor’s (1940) trade cycle model. A plethora of results emerge from our simple framework concerning comparative statics and dynamicbehaviour.

Corporatism and Authoritarianism in Latin America: The First Wave

Corporatism put an indelible mark on the first decades of the twentieth century- during the interwar period particularly-both as a set of institutions created by the forced integration of organized interests (mainly independent unions) into the state, and as an organic-statist type of politicaI representation, alternative to liberal democracy.l Variants of corporatism inspired conservative, radicalright, and fascist parties, not to mention the Roman Catholic Church. The so-called "third way" was favored by some sections of the technocratic elites, and even by some on the left of the politicaI spectrum. But it mainly inspired the institutional crafting of dictatorships, from Benito Mussolini's Italy through Primo de Rivera in Spain or the Uriburu dictatorship in Argentina and the New State in Brazil. Some of these dictatorships, such as Mussolini's Italy, made corporatism a universal alternative to economic liberalism, the symbol of a "fascist internationalism." ln fact, variants of corporatist ideology spread to the global world of dictatorships in the 1930s.info:eu-repo/semantics/publishedVersio

Mathematics and the world of work: a historical relationship

In this work, we weave strings of memories of the Escola Técnica Federal do Espírito Santo, in the 1960s, to highlight the important and complex relationship between mathematics and vocational education. Our goal is to show that the development of mathematics and its teaching, throughout history, walked side by side with the scientific and technological development, which made possible for people to create techniques and technologies to solve problem situations of their reality. Thus, in the context of the mid-twentieth century, mathematics teaching has become a very important element in the school curriculum and in vocational education, shedding light on the historicity and contradiction of the relationship between work and education. Thus, we conclude that the presence of mathematics in the curriculum of vocational education illuminates human existence, evidenced in the experiences that configure the conceptions of education, work and human kind

The determinants of success in university entrance

This paper proposes that high school graduates applying to higher education institutions do not have equal chances of succeeding. Therefore, admission outcomes must be taken into account by researchers and policy makers analysing college-going behaviour and the equity and efficiency of higher education systems.Educational economics, higher education, chances of success

The influence of practical work on chemistry teaching and learning: an approach using microchemistry kits in Mozambican junior secondary schools

The problem which motivated this research was the lack of chemistry practical work in many Mozambican junior secondary schools. This problem is so critical that quite often learners finish the three years of junior secondary school without performing even one experiment. In an attempt to contribute to the solution to the problem, the microchemistry kits are introduced. For this purpose a study of the influence of kits on the teaching and learning of chemistry in a Mozambican context was conducted. The study involved four out of five public secondary schools in the city of Beira, the second largest city in Mozambique. Two schools were chosen to be the experimental group, in which chemistry was taught using the RADMASTE microchemistry kits. Two other schools, in which chemistry lessons were taught normally, were chosen to be the comparison group. In each school one Grade 9 class was used for the study. Before starting the study, 18 secondary chemistry teachers of the four schools answered a questionnaire and 163 Grade 9 learners answered another questionnaire. These were used to determine teachers’ and learners’ opinions about the importance and aims of practical work. Before the intervention a pretest was administered to 181 Grade 9 learners within the four classes. After eight weeks of intervention, the same post-test was administered to 171 learners from the same classes. A questionnaire was also administered to the two teachers of the experimental group and another questionnaire was administered to 86 learners from the experimental group. Both questionnaires were used to find out teachers’ and learners’ opinions about the microchemistry kits. Practical work is viewed as an important method for teaching and learning chemistry, mainly to link theory and practice or use practical work to support theory. There was a statistically significant difference between the pre-test and the posttest scores in all four schools. But, learners from the experimental group performed better than learners from the comparison group in the questions which required conceptual understanding and in laboratory-based knowledge questions. The practical work also contributed to increase learners’ interest towards chemistry. It is recommended that the microchemistry kits be implemented in chemistry teaching in Mozambique, both in schools with laboratories and schools without laboratories, and that further studies should be carried out to identify effective ways of doing this