South American Defense Council: What it Means for Regional Security?

The South American Defense Council (CSD), created in March 2009 as a military coordinating body of the Union of South American Nations (UNASUR) demonstrates a growing trend among Latin American countries to approach matters of regional security independent of the United States. The CSD also indicates a maturation of democratic civil military relations in a region once dominated by authoritarian military regimes. The CSD aims to facilitate the exchange of information about regional defense policies, promote collaboration for disaster relief, and promote civil-military engagement. In less than a year it is hardly a tested entity, but the presence of 12 South American states coming together around security policy marks an important moment in the evolution of civil-military relations in the region. Brazil has taken on an important leadership role in the CSD, acting as a leader in recent regional peacekeeping efforts. As a geopolitical move, Brazil also sees a benefit in promoting good relationships with all countries of South america, given its common border with nine of them. Although the United States is not a member of the CSD, the organization's agenda of infromation exchange of defense policies, military cooperation, and capacity building, including disaster assistance and preparedness provide opportunities for greater collaboration. The CSD is not part of the Inter-American System created after the Second World War. It is unclear how its work will coincide with the OAS Committee on Hemispheric Security or its Secretariat for Multidimensional Security. The U.S. should view the CSD as a mechanism to promote joint initiatives that encourage democratic governance in the region.

Tubular micro- and nanostructures of TCO materials grown by a vapor-solid method

Microtubes and rods with nanopipes of transparent conductive oxides (TCO), such as SnO_2, TiO_2, ZnO and In_2O_3, have been fabricated following a vapor-solid method which avoids the use of catalyst or templates. The morphology of the as-grown tubular structures varies as a function of the precursor powder and the parameters employed during the thermal treatments carried out under a controlled argon flow. These materials have been also doped with different elements of technological interest (Cr, Er, Li, Zn, Sn). Energy Dispersive X-ray Spectroscopy (EDS) measurements show that the concentration of the dopants achieved by the vapor-solid method ranges from 0.5 to _3 at.%. Luminescence of the tubes has been analyzed, with special attention paid to the influence of the dopants on their optical properties. In this work, we summarize and discuss some of the processes involved not only in the anisotropic growth of these hollow micro and nanostructures, but also in their doping.

Genetic and Molecular Basis of Encapsulation and Capsule Diversity in Kingella kingae

Kingella kingae is a bacterial pathogen that is increasingly recognized as an etiology of septic arthritis, osteomyelitis, bacteremia, and endocarditis in young children. The pathogenesis of K. kingae disease starts with bacterial adherence to the respiratory epithelium of the posterior pharynx. Previous work has identified type IV pili and a trimeric autotransporter protein called Knh (Kingella NhhA homolog) as critical factors for adherence to human epithelial cells. Additional studies established that the presence of a polysaccharide capsule interferes with Knh-mediated adherence. Given the inhibitory role of capsule during adherence we sought to uncover the genes involved in capsule expression to understand how capsule is elaborated on the cell surface. Additionally, this work aimed to further characterize capsule diversity among K. kingae clinical isolates and to investigate the relationship between capsule type and site of isolation.

We first set out to identify the carbohydrates present in the K. kingae capsule present in the prototype strain 269-492. Glycosyl composition and NMR analysis of surface extractable polysaccharides demonstrated two distinct polysaccharides, one consisting of GalNAc and Kdo with the structure →3)-β-GalpNAc-(1→5)-β-Kdop-(2→ and the other containing galactose alone with the structure →5)-β-Galf-(1→.

To discern the two polysaccharides we disrupted the ctrA gene required for surface localization of the K. kingae polysaccharide capsule and observed a loss of GalNAc and Kdo but no effect on the presence of Gal in bacterial surface extracts. In contrast, deletion of the pamABCDE locus involved in production of a reported galactan exopolysaccharide eliminated Gal but had no effect on the presence of GalNAc and Kdo in surface extracts. These results established that K. kingae strain KK01 produces a polysaccharide capsule with the structure →3)-β-GalpNAc-(1→5)-β-Kdop-(2→ and a separate exopolysaccharide with the structure →5)-β-Galf-(1→.

Having established that K. kingae produces a capsule comprised of GalNAc and Kdo, we next set out to identify the genetic determinants of capsule through a transposon mutagenesis screen. In addition to the previously identified ctrABCD operon, lipA, lipB, and a putative glycosyltransferase termed csaA (capsule synthesis region A gene A) were found to be essential for the production of surface-localized capsule. The ctr operon, lipA, lipB, and csaA were found to be present at unlinked locations throughout the genome, which is atypical for gram-negative organisms that elaborate a capsule dependent on an ABC-type transporter for surface localization. Through examining capsule localization in the ctrA, lipA, lipB, and csaA mutant strains, we determined that the ctrABCD, lipA/lipB, and csaA gene products respectively function in capsule export, assembly, and synthesis, respectively. The GalNAc transferase and Kdo transferase domains found in CsaA further support its role in catalyzing the synthesis of the GalNAc-Kdo capsule in the K. kingae prototype strain.

To investigate the capsule diversity that exists in K. kingae we screened a panel of strains isolated from patients with invasive disease or healthy carriers for the csaA capsule synthesis locus. We discovered that Kingella kingae expresses one of 4 capsule synthesis loci (csa, csb, csc, or csd) associated with a capsule consisting of Kdo and GalNAc (type a), Kdo and GlcNAc (type b), Kdo and ribose (type c), and GlcNAc and galactose (type d), respectively. Cloning of the csa, csb, csc, or csd locus into the empty flanking gene region in a non-encapsulated mutant (creation of an isogenic capsule swap) was sufficient to produce either the type a, type b, or type c capsule, respectively, further supporting the role of these loci in expression of a specific polysaccharide linkage. Capsule type a and capsule type b accounted for 96% of invasive strains. Conversely, capsule type c and capsule type d were found disproportionately among carrier isolates, suggesting that capsule type is important in promoting invasion and dissemination.

In conclusion, we discovered that Kingella kingae expresses a polysaccharide capsule and an exopolysaccharide on its surface that require distinct genetic loci for surface localization. Further investigation into genetic determinants of encapsulation revealed the loci ctrABCD, lipA/lipB, and a putative glycosyltransferase are required for capsule expression, with the gene products having roles in capsule export, assembly, and synthesis, respectively. The putative glycosyltransferase CsaA was determined to be a bifunctional enzyme with both GalNAc-transferase and Kdo-transferase activity. Furthermore, we discovered a total of 4 capsule types expressed in clinical isolates of K. kingae, each with a distinct capsule synthesis locus. The variation in the proportion of capsule types found between invasive strains and carriage strains suggest that capsule type is important in promoting invasion and dissemination. Taken together, this work expands our knowledge of the capsule types expressed among K. kingae carrier and invasive isolates and provides insights into the common genetic determinants of capsule expression. These contributions may lead to selecting clinically relevant capsule types to develop into a capsule based vaccine to prevent K. kingae colonization.

What is social innovation? The paradigm shift and its relationship with Social Work

Innovation is a fundamental part of social work. In recent years there has been a shift in the innovation paradigm, making it easier to accept this relationship. National and supranational policies aimed at promoting innovation appear to be specifically guided by this idea. To be able to affirm this hypothesis, it is necessary to review the perception that social workers have of their duties. It is also useful to examine particular cases that show how such social innovation arises.

Propuesta sostenible para mitigar los efectos climáticos adversos en una ciudad costera de Argentina

Los indicadores de sostenibilidad climática constituyen herramientas fundamentales para complementar las políticas de ordenamiento del territorio urbano y pueden beneficiar la calidad de vida sus habitantes. En el presente trabajo se diseñó un indicador climático urbano para la ciudad de Bahía Blanca considerando variables meteorológicas y análisis de la percepción social. El mismo permitió delimitar la ciudad en cuatro regiones bien diferenciadas entre sí. A partir de entonces, se realizó una propuesta sostenible para mitigar los efectos adversos del clima a partir de la aplicación del método DPSIR. Las mismas estuvieron destinadas a mejorar las condiciones de vida de la población. Los resultados permitieron considerar que una pronta implementación de la misma junto con una activa participación de los actores sociales y los tomadores de decisiones es necesaria para mejorar las condiciones actuales en la que se encuentra la ciudad. Con las medidas propuestas, la población local sabrá cómo actuar ante la ocurrencia de distintos eventos extremos, eventos de desconfort climático, etc. Al ser un método sencillo, la metodología aplicada en este estudio puede replicarse en otras ciudades del mundo con el objetivo de mejorar la calidad de vida de los habitantes.

Transcallosal connectivity of the human cortical motor network

The organizational and architectural configuration of white matter pathways connecting brain regions has ramifications for all facets of the human condition, including manifestations of incipient neurodegeneration. Although diffusion tensor imaging (DTI) has been used extensively to visualize white matter connectivity, due to the widespread presence of crossing fibres, the lateral projections of the corpus callosum are not normally detected using this methodology. Detailed knowledge of the transcallosal connectivity of the human cortical motor network has therefore remained elusive. We employed constrained spherical deconvolution (CSD) tractography - an approach that is much less susceptible to the influence of crossing fibres, in order to derive complete in-vivo characterizations of white matter pathways connecting specific motor cortical regions to their counterparts and other loci in the opposite hemisphere. The revealed patterns of connectivity closely resemble those derived from anatomical tracing in primates. It was established that dorsal premotor cortex (PMd) and supplementary motor area (SMA) have extensive interhemispheric connectivity - exhibiting both dense homologous projections, and widespread structural relations with every other region in the contralateral motor network. Through this in-vivo portrayal, the importance of non-primary motor regions for interhemispheric communication is emphasized. Additionally, distinct connectivity profiles were detected for the anterior and posterior subdivisions of primary motor cortex. The present findings provide a comprehensive representation of transcallosal white matter projections in humans, and have the potential to inform the development of models and hypotheses relating structural and functional brain connectivity.

2083 – A European Declaration of Independence - An Analysis of Discourses from the Extreme

This paper analyses three of the dominating discourses Anders Behring Breivik used in his compendium, the official title of which is 2083 – A European Declaration of Independence, also known as Breivik's Manifesto. It is believed Breivik posted his Manifesto on the Internet shortly before the attacks in Norway in July, 2011. The number 2083 stands for the year when the "Western European Civil War" was expected to be completed, all traitors executed, and all Muslims deported from Europe. This article will discuss dominating discourses in the Manifesto, seen from a background of a European multicultural backlash, in which the political far-right movement is increasing. Furthermore, this article will end with a discussion of education and the importance of analysis of such phenomena within different subjects.

Skolan är en lättköpt arena - livskunskap i kritisk belysning

During the last decade a school subject with the designation of Life Competence Education ("Livskunskap" in Swedish) has emerged in many Swedish schools. The aim of this article is to describe and analyse the subject Life Competence Education, its historical and ideological roots and current place in the curricula of some selected schools. The article is based on analyses of policy documents, interviews and participant observations from fieldwork in two upper secondary schools and in one course for further training of teachers arranged by a municipality. Work by Foucault, especially on governmentality, is used as an analytic tool, as well as work developed from Foucault by Nicolas Rose and Stephen J. Ball. The analyses show that the subject Life Competence Education is constructed in many varied ways in Swedish schools due to different influences, both from the state, but also from private policy entrepreneurs (Ball, 2006). It is also shown that the SET-programme, which is only one example of programmes used for this type of education, is quite widely used in Life Competence Education in Swedish schools. In light of analyses from Foucault and Rose, I suggest that these programmes can be seen as the "psy", i.e. the "psychological domains" (Rose, 1999), entering into the educational arena and with the help of behaviouristic theories constructing "governable subjects" (Foucault, 1988, 1991). This raises questions regarding what kind of subjects are constructed in Life Competence Education, with what kind of methods, as well as how these methods are construed in the light of the Swedish National Curriculum

Nationalist historiography, Nation-state making and Secondary School History: Curriculum Policy in Zimbabwe 1980-2010

This paper studies the curriculum policy trajectories that have characterized the teaching of secondary school History as a subject that is historically enmeshed in the politics of nation-state making in post-independence Zimbabwe. Through content analysis, the paper examines the ways in which the post-independence History syllabi, namely 2166 and 2167, have drawn from recent historiographies to frame both the aims and content of school History. The argument developed is that both syllabi have been deployed to serve the envisaged nation-state project; with Syllabus 2166 associated with the socialist nation-state project of the 1980s and 2167 with patriotic history since 2000. The paper concludes that such (mis)uses of school are not unique to Zimbabwe, but represent the political instrumentalization of school History that has become prevalent throughout the world.

En splittrad historia : Sambandet mellan kursplaner i historia för gymnasieskola och högre utbildning

This quantitative and qualitative analysis of syllabuses indicates difficulties in the relation between history teaching in upper secondary schools and in higher education. Using analytical tools stemming from research of education and history didactics we highlight problematic differences between universities. It is evident that history education in many ways lacks a progression from upper secondary school to higher education. Judging from the formulations in the syllabuses, the grading demands on the students in upper secondary schools are in some cases even higher than in the universities. The results from this study suggest a need for further analysis of the teaching of history, and other subjects, in higher education in relation to teaching in upper secondary schools.

Ivar Refsdals skoleatlas. Atlasets innhold og betydning for samtiden

Ivar Refsdal’s school atlases were the most used school atlases in Norway for most of the 20th century. The article shows that his maps where highly appreciated by his contemporary citizens as a new mean for geography education in Norwegian schools. Making maps always means choices of content and mapmaking technique. Therefor the article is discussing some of the map making choices made by Refsdal to display the world for the students.

"It’s just very natural" – interpersonal knowledge as a didactical device in guided classroom conversations in religious education

This article investigates how teachers in religious education (RE) think and act as professionals while working with differences in religious and philosophy of life experiences and beliefs in class and trying to do this in respectful and inclusive ways. It analyses data from two research projects that were carried out in lower secondary school in Norway. The main research question is: What is the relationship between teachers’ contextual knowledge and knowledge of the child and how do these two dimensions of professional knowledge interact when religious education teachers try to strike a good balance between inclusion and productive learning in their teaching practice? The data analysed were drawn from three different data sets featuring three Norwegian religious education-teachers. The research was part of the EU-funded "REDCo"-project and the "Religious education and diversity" - project ["ROM"] funded by the Norwegian Research Council. The interviewees emphasized the potential of the religious education subject to contribute to a wider tolerance for difference and to support individual students in their identity management. The analysis shows, however, that considerable contextual awareness - of the classroom and of the local community - is needed to realize this potential. It also shows the importance of interpersonal knowledge between the teacher and each student if contextual awareness is to be effective in terms of inclusion, participation, wellbeing and good learning outcomes for all students.

Conditions for Teaching and Learning in Religious Education (RE) : Perspectives of Teachers and Pupils at the Beginning of the 6th Grade in Sweden

In this article empirical findings from interviews with teachers of three classes of 12-year-old pupils are presented, together with questionnaire-responses from these 54 pupils. The interviews focus on teaching aims for Religious Education (RE), a subject that in Sweden, besides dealing with religion, also explores other kinds of beliefs, ethics and life questions. In the questionnaire the pupils are asked to solve four RE tasks with content that is central from a Swedish curriculum perspective. The research involves pupils at the beginning of the sixth grade and the purpose of this article is to look at the teachers’ aims and the pupils’ responses, and consider what these may indicate about conditions for teaching and learning RE in these classes. The findings show that the perspectives of the pupils at the beginning of the sixth grade seem to be rather far from the expectations of the RE syllabus. The pupils’ statements are rather vague with regard to religion as a phenomenon and there are few examples of pupils interpreting religious symbols in a way that is useful in further analysis. While existential and ethical plots, messages and point of views are comparatively easy to describe, it is harder to express multiple perspectives, reasons, comparisons and questions. A problem for the teachers in developing the perspectives of their pupils is that they find it hard to say what kind of general difficulties pupils have in RE, a fact that makes it hard to direct the teaching. Another challenge is that the teachers’ RE-aims are rather overarching and primarily related to fostering fundamental values. What improves the conditions for teaching and learning is the teachers’ concern for the pupils and their relationships with the teacher and with each other, a factor which is of vital importance for learning and which can also be used as a specific teaching method in subject matter education.

Drama – viktig resurs eller hämmare för undervisningen i samhällskunskap?

The aim of this article is to discuss and problematize how teachers in civics in upper secondary school construct drama, and how it relates to teaching, and students’ knowledge formation in civics. A study like this is important as the aesthetic subjects are becoming more prominent in young people’s everyday life at the same time as school by recent reformations is increasing the adjustment to efficiency and measurability. The theoretical framework is built on discursive psychology, which emanates from social constructionist and poststructuralist theory. Data consists of interviews with four upper secondary teachers in civics. Findings show that drama can be a valuable resource for teaching and learning civics, but also a problem when it comes to assessment. The position of the student as an object, teaching as entertainment and the domination of text is also discussed and problematized. Findings are considered as problematic as drama in civics, in relation to assessment, rather enhances a text-focused three-subject school than offering an alternative challenge