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In this paper, we advance the question: What are the semiotic (meaning-making) and learning opportunities offered by student-produced films? Our point of departure is a pedagogical project in which we invited management students to produce films on scalar issues related to global environmental change. Our analytical lens and our empirical findings (examined through a template analysis and a multimodal video transcription) help us make three contributions. First, we synthesize a new ontological and epistemological foundational "positioning" that portrays the nature of learning processes as revolving on meaning-making activities (a positioning that we have termed a performative, design-oriented multimodality). Second, we provide a framework that advances understanding of the "inner workings" of student film-making as resting on a triple engagement (cognitive-affective, behavioral, and relational), anchored on underpinning multimodal composing activities. These conceptual moves and empirical work allow us to distill several implications, or "provocations": film-making fosters radical openness in management learning curricula, gives new momentum to the instructor's role change ("from sage on the stage to guide on the side") and expands existing cultures of recognition around what gets valued and can be assessed as (signs of) learning. Third, we offer a pedagogical prototype containing practical teaching guidelines. [ABSTRACT FROM AUTHOR]

Gender issues have been well conceptualized in feminist organization studies. However, gender research has had limited practical effects, in part because it has not been well conceptualized in the sustainability in management education (SiME) scholarship; nor has it been adequately prioritized in management and business curricula. I argue that given the persistence of discrimination, segregation, sexual oppression, inequality, and lack of empowerment of women (to name a few . . . ), mandatory gender education is needed to equip management students as they enter diverse and equal opportunity working environments. Integrating SiME and Feminist Organization literatures, I develop a multidimensional framework for conceptualizing gender studies in the classroom. This theoretical framework offers faculty and students an evolving pathway to analyze gender and SiME with perspectives in feminist organization studies. I conclude by reflecting on integration strategies for creating space in research and pedagogy for the critical engagement of gender debates in our programs.

Leishmania species of the subgenus Viannia and especially Leishmania braziliensis are responsible for a large proportion of New World leishmaniasis cases. The reproductive mode of Leishmania species has often been assumed to be predominantly clonal, but remains unsettled. We have investigated the genetic polymorphism at 12 microsatellite loci on 124 human strains of Leishmania braziliensis from 2 countries, Peru and Bolivia. There is substantial genetic diversity, with an average of 12.4 +/- 4.4 alleles per locus. There is linkage disequilibrium at a genome-wide scale, as well as a substantial heterozygote deficit (more than 50% the expected value from Hardy-Weinberg equilibrium), which indicates high levels of inbreeding. These observations are inconsistent with a strictly clonal model of reproduction, which implies excess heterozygosity. Moreover, there is large genetic heterogeneity between populations within countries (Wahlund effect), which evinces a strong population structure at a microgeographic scale. Our findings are compatible with the existence of population foci at a microgeographic scale, where clonality alternates with sexuality of an endogamic nature, with possible occasional recombination events between individuals of different genotypes. These findings provide key clues on the ecology and transmission patterns of Leishmania parasites.