Language capital and development: the case of African language publishing for children in South Africa

In recognizing 11 official languages, the 1996 South African Constitution provides a context for the management of diversity with important implications for the redistribution of wealth and power. The development and implementation of the language-in-education policies which might be expected to flow from the Constitution, however, have been slow and ineffective. One of the casualties of government procrastination has been African language publishing. In the absence of well-resourced bilingual education, most learners continue to be taught through the medium of English as a second language. Teachers are reluctant to use more innovative pedagogies without the support of adequate African language materials and publishers are cautious about producing such materials. Nonetheless, activity in this sector offers many opportunities for African language speakers. This paper explores the challenges and constraints for African language publishing for children and argues that market forces and language policy need to work in mutually reinforcing ways. Further progress is necessarily dependent on the political will to implement language-in-education policies that promote additive bilingualism and, in the process, guarantee sales for risk-averse publishers.

Structure and agency

The divide between agency and structural explanations of the causes of social phenomena has dominated research on housing as in other social fields. However, there has been some research that has sought to transcend this schism by combining agency and structural dimensions in the understanding of housing processes and outcomes. The article reviews the two most common approaches to doing this in housing research – structuration (following the work of Giddens) and critical realism. The example of research on homelessness is used to show how the approaches have been applied to housing issues.

An exact local conservation theorem for finite-amplitude disturbances to non-parallel shear flows, with remarks on Hamiltonian structure and on Arnol'd's stability theorems

Disturbances of arbitrary amplitude are superposed on a basic flow which is assumed to be steady and either (a) two-dimensional, homogeneous, and incompressible (rotating or non-rotating) or (b) stably stratified and quasi-geostrophic. Flow over shallow topography is allowed in either case. The basic flow, as well as the disturbance, is assumed to be subject neither to external forcing nor to dissipative processes like viscosity. An exact, local ‘wave-activity conservation theorem’ is derived in which the density A and flux F are second-order ‘wave properties’ or ‘disturbance properties’, meaning that they are O(a2) in magnitude as disturbance amplitude a [rightward arrow] 0, and that they are evaluable correct to O(a2) from linear theory, to O(a3) from second-order theory, and so on to higher orders in a. For a disturbance in the form of a single, slowly varying, non-stationary Rossby wavetrain, $\overline{F}/\overline{A}$ reduces approximately to the Rossby-wave group velocity, where (${}^{-}$) is an appropriate averaging operator. F and A have the formal appearance of Eulerian quantities, but generally involve a multivalued function the correct branch of which requires a certain amount of Lagrangian information for its determination. It is shown that, in a certain sense, the construction of conservable, quasi-Eulerian wave properties like A is unique and that the multivaluedness is inescapable in general. The connection with the concepts of pseudoenergy (quasi-energy), pseudomomentum (quasi-momentum), and ‘Eliassen-Palm wave activity’ is noted. The relationship of this and similar conservation theorems to dynamical fundamentals and to Arnol'd's nonlinear stability theorems is discussed in the light of recent advances in Hamiltonian dynamics. These show where such conservation theorems come from and how to construct them in other cases. An elementary proof of the Hamiltonian structure of two-dimensional Eulerian vortex dynamics is put on record, with explicit attention to the boundary conditions. The connection between Arnol'd's second stability theorem and the suppression of shear and self-tuning resonant instabilities by boundary constraints is discussed, and a finite-amplitude counterpart to Rayleigh's inflection-point theorem noted

Population genetic structure and dispersal in white-lipped peccaries (Tayassu pecari) from the Brazilian Pantanal

In many mammals social organization promotes genetic structuring, which can be influenced by the dispersal pattern of the species. We analyzed the population genetic structure and dispersal of white-lipped peccaries (Tayassu pecan) from the Pantanal, Brazil. We genotyped 100 individuals at 7 microsatellite loci from 2 adjacent locations with no obvious geographic barrier between them. We found a significant but low F(ST) value, and the Bayesian analysis indicated a unique cluster. No significant differences were observed between mean assignment indices of resident males and females from both locations, and the probability of being born at the location sampled of > 30% of the individuals analyzed was lower than average. Mean relatedness between resident female, male, and opposite-sex pairs was not statistically different in both locations. These results suggest a low degree of genetic differentiation between the locations analyzed, and dispersal by both sexes (contrary to the predicted male-biased dispersal of most mammalian species).

Writing-to-Learn Using Social Pedagogy and Technology

Accounting faculty from LaGuardia will share the structure and results of an initiative centered on using ePortfolio and social pedagogy to facilitate writing-to-learn for accounting students. Through a series of ePortfolio-based assignments that connected two classes, along with an in-class writing workshop conducted by non-discipline faculty, students worked together to understand the importance of writing in the accounting discipline and strengthened their writing abilities.

A formação de docentes para o exercício de cargos de gestão na universidade

O presente trabalho foi desencadeado a partir do seguinte problema de investigação: os professores que assumem cargos de gestão na universidade são previamente preparados para tal? Como? Por quê? Por meio de entrevistas semi-estruturadas foram ouvidos, entre os meses de agosto e outubro de 2009, 16 professores-gestores de duas instituições de ensino superior localizadas na cidade de Belém-PA, uma pública e a outra privada. Os sujeitos da pesquisa ocupavam, à época da entrevista, cargos de diretoria de centro de ensino, pró-reitoria, vicereitoria e reitoria nas IES. As respostas às entrevistas foram submetidas à análise de conteúdo e cinco foram as categorias de análise, todas baseadas no referencial teórico utilizado: habilidades interpessoais; conhecimento do ambiente; atividades cotidianas; aprendizagem gerencial do gestor universitário e competências do gestor universitário. Concluiu-se que os professores-gestores não haviam sido preparados para assumir os cargos de gestão nas universidades, o que confirmou a suposição da pesquisa. O aprendizado gerencial ocorreu, principalmente, por meio de interações sociais no ambiente de trabalho e, segundo os entrevistados, as características pessoais são mais importantes do que a titulação do professor ao se escolher um gestor universitário.

Hormonal therapy in the senescence: Prostatic microenvironment structure and adhesion molecules

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Population genetic structure and dispersal in white-lipped peccaries (Tayassu pecari) from the Brazilian Pantanal

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Tax structure and tax evasion in Latin America

Incluye bibliografia

The history of the social stratification of Latin America

Includes bibliography

Socioeconomic structure and colective behaviour

Includes bibliography

Recovery of pulmonary structure and exercise capacity by treatment with granulocyte-colony stimulating factor (G-CSF) in a mouse model of emphysema

Emphysema is a chronic obstructive pulmonary disease characterized abnormal dilatation of alveolar spaces, which impairs alveolar gas exchange, compromising the physical capacity of a patient due to airflow limitations. Here we tested the effects of G-CSF administration in pulmonary tissue and exercise capacity in emphysematous mice. C57Bl/6 female mice were treated with elastase intratracheally to induce emphysema. Their exercise capacities were evaluated in a treadmill. Lung histological sections were prepared to evaluate mean linear intercept measurement. Emphysematous mice were treated with G-CSF (3 cycles of 200 μg/kg/day for 5 consecutive days, with 7-day intervals) or saline and submitted to a third evaluation 8 weeks after treatment. Values of run distance and linear intercept measurement were expressed as mean ± SD and compared applying a paired t-test. Effects of treatment on these parameters were analyzed applying a Repeated Measures ANOVA, followed by Tukey's post hoc analysis. p < 0.05 was considered statistically significant. Twenty eight days later, animals ran significantly less in a treadmill compared to normal mice (549.7 ± 181.2 m and 821.7 ± 131.3 m, respectively; p < 0.01). Treatment with G-CSF significantly increased the exercise capacity of emphysematous mice (719.6 ± 200.5 m), whereas saline treatment had no effect on distance run (595.8 ± 178.5 m). The PCR cytokines genes analysis did not detect difference between experimental groups. Morphometric analyses in the lung showed that saline-treated mice had a mean linear intercept significantly higher (p < 0.01) when compared to mice treated with G-CSF, which did not significantly differ from that of normal mice. Treatment with G-CSF promoted the recovery of exercise capacity and regeneration of alveolar structural alterations in emphysematous mice. © 2013.

Productivity, social expenditure and income distribution in Latin America

This paper discusses the role of institutions and structural change in shaping income inequality. It is argued that while social expenditure and direct redistribution are crucial for improving income distribution, sustainable equality requires structural change to create decent jobs. The relative importance of these variables in different countries is analyzed and a typology suggested. It is argued that the most equal countries in the world combine strong institutions in favor of redistribution and knowledge-intensive production structures that sustain growth and employment in the long run. Both institutions and the production structure in Latin America fail to foster equality and this explains its extremely high levels of inequality. The last decade witnessed significant advances in reducing inequality in Latin America, but these advances are threatened by slow productivity growth and weak structural change.

Tarsomere and distal tibial glands: structure and potential roles in termites (Isoptera: Rhinotermitidae, Termitidae)

Conselho Nacional de Desenvolvimento Científico e Tecnologico (CNPq)

Educação: transformação ou reprodução

Among the various school functions in capitalist society there in the literature and common sense that the school would have a central role in correcting social inequalities produced by the capitalist mode of production. We see, in today's society, children and young people who moved by the desire to get out of where they are, usually on the outskirts, in a vulnerable situation, seek growth through the study; They see it as a way out to another reality with more opportunit ies and chances for improvement, both as regards their quality of life, and even want to change, change and influence their own reality or part of it, with the knowledge learned in school. On the other hand, there are theorists who maintain that the school reproduces the basic features of the social structure and the current system of power in society. Our goal is to discuss the transformative potential of education as opposed to its role of reproduction of social inequalities, through the essential role of the teacher, who has a high profile role when it comes to change. The teacher is one of the first professionals that we remember when we turn to the school and refer to the systematic teaching. But sometimes forms of education present in the school, afflicting much of children and young people and are characterized in order to favor certain classes and eventually stop the growth and development of those who do not meet the required standards. In this paper we intend to compare two lines of thought, alluding to pedagogical activities in class, the Paulo Freire, which brings the teacher's figure with a responsible actor for lead students to reflection of their practice; and Pierre Bourdieu, which considers the pedagogical practice as an act of imposition of values of the ruling class. The work will address the issue from literature