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Two new species of the Chilean endemic genus Miersia (Gilliesieae, Allioideae, Amaryllidaceae) are described, M. stellata and M. raucoana, alongside morphological descriptions, a distribution map, illustrations, conservation status assessments, and an updated key to all species of Miersia. Additionally, phylogenetic analyses of DNA sequences were performed to inquire into the evolutionary affinities of both new species and the recently described, M. putaendensis, within the tribe Gilliesieae.

IntroductionMixed methods research intervention studies integrate quantitative evaluation approaches, such as randomized controlled trials and quasi-experimental designs, with qualitative research to evaluate the effectiveness, efficacy, or other results of an intervention or program. These types of studies, which have attracted growing attention in recent years, enhance the scope and rigor of the evaluation. While various frameworks that summarize the justifications for carrying out these types of studies and provide implementation guidance have been published in the last few years in the health sciences, we do not know whether such frameworks have been properly implemented in the social and educational sciences. This review examined the methodological features and reporting practices of mixed methods intervention studies aimed at increasing young people’s interest in STEM.MethodsA systematic search was carried out in APA PsycNET, ERIC, ProQuest, Scopus, and Web of Science, and a hand search in 20 journals. We included peer-reviewed English-language articles that reported intervention studies with a quantitative component measuring outcomes specific to increasing secondary school students’ interest in STEM fields, a qualitative component conducted before, during, or after the quantitative component, and evidence of integration of both components. Qualitative content analysis and ideal-type analysis were used to synthesize the findings.ResultsWe found 34 studies; the majority published in the last ten years. Several patterns of mixed methods application were described in these studies, illustrating the unique insights that can be gained by employing this methodology. The reporting quality of the included studies was generally adequate, especially regarding the justification for using a mixed methods intervention design and the integration of the quantitative and qualitative components. Nonetheless, a few reporting issues were observed, such as a lack of detail in the presentation of the mixed methods design, an inadequate description of the qualitative sampling and analysis techniques, and the absence of joint displays for representing integration.DiscussionAuthors must pay attention to these issues to ensure that the insights obtained by the use of mixed methods research are effectively communicated.

The underrepresentation of young people and particularly young women in many STEM fields has inspired various intervention programmes and research intended to boost their interest in these areas. The purpose of this scoping review is to examine the characteristics and effectiveness of interventions designed to encourage interest in STEM among secondary school students, particularly female students, over the past 20 years. A systematic search of the literature in five databases and additional search strategies resulted in identifying 215 studies evaluating interventions in different disciplinary fields. Data extraction and synthesis of these studies were carried out, focusing on the methodologies and theoretical foundations used. Twenty-five exemplars were selected to illustrate best practices in designing and evaluating interventions that address the various facets of young people's lack of interest in STEM. These interventions attempt to modify and/or manipulate multiple environmental and school factors to impact students' personal factors associated with STEM interest, such as achievement, self-perception of ability, and self-efficacy. Implications for the design of future interventions and potential outcomes are then discussed.

According to Escobar (2012), there are two kinds of floral appendages around the staminal tube or urn in Miersia: 1) the upper pair of appendages are of staminal origin and 2) the four lateral appendages, one pair on each side of the staminal tube, are of tepaliferous origin. Consequently, mentions to “tepaliferous appendages” in diagnoses, descriptions, identification key and figure captions of our recent article (García et al. 2022) should be changed to “floral appendages”, to denote the mixed nature of those structures in most species of Miersia.

Estimation of biodiversity patterns in poorly known areas is hampered by data availability and biased collecting efforts. To overcome the former, patterns can be estimated at higher taxonomic levels and larger spatial units. To deal with the latter, species distribution models (SDMs) can be employed. We explored the ability of higher-rank taxonomic units to surrogate patterns of species diversity at different aggregation levels and the use of SDMs to correct collection bias. We used Chile as a study case and employed three biodiversity measures (taxon richness, weighted endemism and turnover), four spatial aggregation levels or resolutions (100, 75, 50 and 25 km grid cells) and three taxonomic levels (species, genera and operational taxonomic units (OTUs)) to evaluate the spatial agreement of biodiversity measures. OTUs are monophyletic groups at the finest taxonomic resolution given the available phylogenetic information. We used a specimen database of 3684 species (84%) of the Chilean vascular flora and evaluated its redundancy. Agreement in spatial patterns was calculated using the fuzzy Kappa index. SDMs were generated for the three taxonomic levels to estimate taxon richness. For each spatial aggregation level, we calculated agreement between specimen-based and SDM-based richness and surrogacy among taxonomic levels with and without SDMs. Density of sampling for specimen-based data allowed for a resolution of 25 km before reaching a critical low redundancy value for all taxonomic levels. Genera and OTUs are good surrogates of species for all biodiversity measures, but their predictive power decreases with spatial scale. Agreement in richness patterns between taxonomic levels is greatest for SDMs at 100 and 75 km resolution, suggesting that biodiversity patterns are best estimated at 75 km resolution using SDMs for this data set. While these results cannot be extrapolated beyond the study area, this framework can be implemented in other data-deficient regions to describe biodiversity patterns and to choose the appropriate aggregation level for downstream biodiversity studies, such as spatial phylogenetics, where species-level data availability is a more generalized problem, since sequence data are normally available for only few species.

The present qualitative study analyzes how a group of young people already involved in STEM fields perceive the prototypical person working in STEM. Gender differences between participants in technological and non-technological STEM fields were analyzed. A total of 27 young people (59.3% women) took part in the interviews (Mean Age = 25.48 years). Of them, 16 participants were working in STEM professions, and 11 were enrolled in the final courses of STEM degrees. The results of the content analysis were examined in light of social role theory and the multidimensional structure of gender stereotypes. Men in these fields were therefore attributed an unappealing and weird physical appearance. Some female participants linked STEM professionals’ intellectual abilities to the stereotype that men have higher abilities in these fields. Whereas females attributed effort and perseverance to STEM professionals’ intellectual aptitudes, males referred to the development of soft skills. Participants in technological STEM fields connected the stereotype of being a ‘weirdo’ to a boring job, whereas those in non-technological fields linked it to their unconventional character. Some participants were disappointed by a lack of correspondence between expectations and the actual job STEM professionals do. Moreover, females in technological STEM fields commented on the job’s low social impact, while males mentioned low attainment of technical qualifications. Most referents in STEM fields were masculine, some of whom were present in the mass media. The practical implications of the findings are discussed.

Sensor-based data are becoming increasingly widespread in social, behavioral, and organizational sciences. Far from providing a neutral window on “reality,” sensor-based big-data are highly complex, constructed data sources. Nevertheless, a more systematic approach to the validation of sensors as a method of data collection is lacking, as their use and conceptualization have been spread out across different strands of social-, behavioral-, and computer science literature. Further debunking the myth of raw data, the present article argues that, in order to validate sensor-based data, researchers need to take into account the mutual interdependence between types of sensors available on the market, the conceptual (construct) choices made in the research process, and the contextual cues. Sensor-based data in research are usually combined with additional quantitative and qualitative data sources. However, the incompatibility between the highly granular nature of sensor data and the static, a-temporal character of traditional quantitative and qualitative data has not been sufficiently emphasized as a key limiting factor of sensor-based research. It is likely that the failure to consider the basic quality criteria of social science measurement indicators more explicitly may lead to the production of insignificant results, despite the availability of high volume and high-resolution data. The paper concludes with recommendations for designing and conducting mixed methods studies using sensors.

This paper examines the potential of Physical Education discipline in the process of school inclusion of students from the lower working classes in a peripherical elementary school EMEF Ricardo C. C. Monteiro, popularly known as CAIC Vale do Sol, because of its location in the section of the city of Araraquara, SP, named as Vale do Sol ( Sun Valley). The data, obtained from interviews with people of the institution, confirmed the importance of the discipline Physical Education and of the Project SEMEAR as strategies for maintaining the continuity of the students' presence at school and the positive consequences of this inclusion. Considering the sociological character of this research, the studies of Pierre Bourdieu and followers offered the categories of sociological analysis which ensured the necessary support to verify the restructuring of the primary habitus of the students acquired in their families in a habitus cultivated in school, to assure the acceptance of symbolic codes imposed by the educational institution and legitimized by society. We can conclude that Physical Education as a compulsory subject in school curriculum plays a key role in this educational institution and especially to those families belonging to this class fraction that consciously or unconsciously ascribe to it (Physical Education) the continuity of the school trajectory of their children, making possible a better quality of life.

Este texto discorre sobre diferentes concepções de avaliação, que, uma vez materializadas nos instrumentos, devem possibilitar reflexões sobre o estado do objeto avaliado e sobre as práticas educativas que promovem mudanças ou se perpetuam pela reprodução. Destaca a questão do uso de indicadores de forma crítica e busca, nos argumentos que fundamentam essa criticidade, o respaldo para reorientar a gestão educativa. Nesse sentido, discute a intencionalidade da avaliação institucional e dos programas de avaliação de resultados dos sistemas de ensino. Oferece ainda algumas pistas para que, na perspectiva da gestão, as ações avaliativas, pelo seu potencial regulador, tenham participação efetiva na qualificação dos processos educativos. A avaliação, enquanto instrumento de regulação do processo de gestão, o reconstrói.

Este artigo tem a intencionalidade de mostrar como se dá a origem do habitus e a construção da hexis corporal de bailarinos e jogadoras de futebol, primeiramente estabelecidos no seio familiar pelas disposições herdadas culturalmente (conselhos, gostos, escolhas, interditos, divisão dos trabalhos) e reestruturados nos mais diversos campos nos quais atuam, a escola, em especial, mais especificamente suas participações nas aulas de Educação Física, e também os locais especializados onde essas práticas se realizam. Com isso, verifica-se o sucesso ou o fracasso que permeiam suas trajetórias de vida e uma possível ascensão social pela escolha dessas práticas como carreira profissional.

Várias são as possibilidades de entender a importância da educação escolar, portanto, este artigo de revisão bibliográfica vem mostrar por meio da teoria sociológica de Pierre Bourdieu que a escola não é definida como um conceito de equalização social, mas uma colaboração para a reprodução estruturante da sociedade. E ao coadunar com esta ação, a escola tende a valorizar os conceitos hegemônicos, de tal maneira que age de forma consciente ou inconsciente na agregação de valores da herança cultural, imposta pela classe dominante, ou seja, das camadas da elite societária.

doi: 10.12957/geouerj.2011.2067

O meio acadêmico universitário encontra-se em metamorfose, na possibilidade de sua recriação perante a revolução do conhecimento em pleno século XXI. Sua estrutura, fundamentada por um modelo de ciência, apresenta-se fragilizada por não romper a estagnação em um mundo que inaugura fronteiras de incertezas para todos os partícipes da humanidade. Decorrente dessa percepção, o presente texto procurará entender como a globalização fragiliza a força de trabalho do docente universitário. Além disso, como o domínio dos grupos hegemônicos derivados da inserção do capitalismo e da globalização enfeudaram-se no meio acadêmico – antes tido como espaço de autonomia, vem transformando o trabalho docente por meio de mecanismos de alienação e doutrinação que disseminam a heteronomia como alternativa para a manutenção de dogmas e, portanto, de certezas.

Este artigo mostra a interdependência existente entre a prática docente e a construção da héxis corporal de professores de Educação Física e as suas consequências na unidade escolar, condição essa verificada pelo itinerário social desses agentes sociais que ministram aulas em uma escola municipal de ensino fundamental, na cidade de Araraquara – SP. Como pressuposto básico deste artigo, estabeleceu-se que a construção social da héxis corporal do professor de Educação Física é um processo em constante construção, pois é resultante de sua trajetória de vida com intervenções provenientes do contexto social em que vive. Nesse enfrentamento diário, o agente e/ou o seu grupo social tende a tornar visíveis os aspectos de dinamicidade e de permanência de sua ação. Em tal dinâmica, o agente e/ou o grupo a que pertence incorpora os elementos constituintes da realidade social e, a seu modo, exterioriza os conteúdos simbólicos interiorizados, compartilhando os traços de uma cultura comum que pode ser examinada através do conceito de habitus. A héxis, nesse sentido, é a dimensão que possibilita a internalização das conseqüências das práticas sociais e, também, a sua exteriorização corporal – através do modo de falar, gesticular, olhar, andar, sentar-se, manejar instrumentos, manter a postura da cabeça ou fazer caretas, cada vez mais associado a um tom de voz dos agentes sociais. As crianças são particularmente atentas, em todas as sociedades, a esses gestos e a essas posturas que caracterizam um adulto.

BACKGROUND: Cah3 is the only carbonic anhydrase (CA) isoform located in the thylakoid lumen of Chlamydomonas reinhardtii. Previous studies demonstrated its association with the donor side of the photosystem II (PSII) where it is required for the optimal function of the water oxidizing complex. However this enzyme has also been frequently proposed to perform a critical function in inorganic carbon acquisition and CO(2) fixation and all mutants lacking Cah3 exhibit very poor growth after transfer to low CO(2) conditions. RESULTS/CONCLUSIONS: In the present work we demonstrate that after transfer to low CO(2), Cah3 is phosphorylated and that phosphorylation is correlated to changes in its localization and its increase in activity. When C. reinhardtii wild-type cells were acclimated to limiting CO(2) conditions, the Cah3 activity increased about 5-6 fold. Under these conditions, there were no detectable changes in the level of the Cah3 polypeptide. The increase in activity was specifically inhibited in the presence of Staurosporine, a protein kinase inhibitor, suggesting that the Cah3 protein was post-translationally regulated via phosphorylation. Immunoprecipitation and in vitro dephosphorylation experiments confirm this hypothesis. In vivo phosphorylation analysis of thylakoid polypeptides indicates that there was a 3-fold increase in the phosphorylation signal of the Cah3 polypeptide within the first two hours after transfer to low CO(2) conditions. The increase in the phosphorylation signal was correlated with changes in the intracellular localization of the Cah3 protein. Under high CO(2) conditions, the Cah3 protein was only associated with the donor side of PSII in the stroma thylakoids. In contrast, in cells grown at limiting CO(2) the protein was partly concentrated in the thylakoids crossing the pyrenoid, which did not contain PSII and were surrounded by Rubisco molecules. SIGNIFICANCE: This is the first report of a CA being post-translationally regulated and describing phosphorylation events in the thylakoid lumen.

Este texto discorre sobre diferentes concepções de avaliação, que, uma vez materializadas nos instrumentos, devem possibilitar reflexões sobre o estado do objeto avaliado e sobre as práticas educativas que promovem mudanças ou se perpetuam pela reprodução. Destaca a questão do uso de indicadores de forma crítica e busca, nos argumentos que fundamentam essa criticidade, o respaldo para reorientar a gestão educativa. Nesse sentido, discute a intencionalidade da avaliação institucional e dos programas de avaliação de resultados dos sistemas de ensino. Oferece ainda algumas pistas para que, na perspectiva da gestão, as ações avaliativas, pelo seu potencial regulador, tenham participação efetiva na qualificação dos processos educativos. A avaliação, enquanto instrumento de regulação do processo de gestão, o reconstrói.

Lynch syndrome (LS) is a hereditary condition that increases the risk for endometrial and other cancers. The identification of endometrial cancer (EC) patients with LS has the potential to influence life-saving interventions. We aimed to study the prevalence of LS among EC patients in our population.Universal screening for LS was applied for a consecutive series EC. Tumor testing using microsatellite instability (MSI), immunohistochemistry (IHC) for mismatch-repair (MMR) protein expression and MLH1-methylation analysis, when required, was used to select LS-suspicious cases. Sequencing of corresponding MMR genes was performed.One hundred and seventy-three EC (average age, 63 years) were screened. Sixty-one patients (35%) had abnormal IHC or MSI results. After MLH1 methylation analysis, 27 cases were considered suspicious of LS. From these, 22 were contacted and referred for genetic counseling. Nineteen pursued genetic testing and eight were diagnosed of LS. Mutations were more frequent in younger patients (