Buenos Aires - Science topic

I will be preparing a Moodle H5p book for my new class on quality tools for the Masters in Quality Engineering in Buenos Aires.

I am Rubén Laufer, researcher at the University of Buenos Aires, Argentina. My central research topic is a comparative study of China's society, economy, labor relations and international relations between the socialist period (1949-1978) and the newly capitalist period (1978 -...).

Dear professors and researchers from Latin American universities:

I am conducting this research in 4 different metropolises:

Mexico City, Buenos Aires, Bogotá, and Lima.

If you are concerned about the quality of life and economic growth in one of these cities, would you help me to help you?

Simply enter the link, answer the questions (3 minutes) and spread it among your colleagues, students, family, etc. No personal questions are asked. Total safety, and ethically responsible.

https://forms.gle/QJi3aWsnt1FJoByu6

We can make a difference! For all the people who help me to help these cities, I will share the database with 'Fresh Evidence' Thank you!

Education is a serious concern everywhere. What is, and should it be, about? Should neoliberalism dictate the mercantile, business-focused orientation increasingly taking hold of educational programs, policies and thinking? What is the place, role and function of social justice, citizenship and social solidarity? Of course, these are not binary propositions but we can see trend-lines pointing to less of the latter and more of the former infused in educational reforms. Critical scholarship, experimentation and programming is being squeezed out of the equation at the policy, curricular, pedagogical, institutional cultural and leadership levels. Many "high-level" debates point blindly to the "Finnish" model as if a broad-based, society-wide approach, one that seriously values teachers (monetarily and in other ways), can simply be replicated in vastly diverse contexts. I have been struck how this model has been upheld as the one that can be integrated into societies where there isn't even universal access to education, where teachers are often fighting to make ends meet, where basic structures are lacking, where political will/commitment seems vacuous, etc.. I'm not suggesting that Finland has not got some things right; I'm, rather, interested in knowing why the socio-political dimension is not more centrally infused into educational debates so as to be able to address serious, systemic, institutional, deeply-entrenched inequities. As I end my sabbatical, travelling in five countries over the past several months, I have observed this polemical debate, and reading La Nación this morning in Buenos Aires I was struck as to how the argument was made that teacher education needed to be enhanced, following the "Finnish" model, so as to, somehow, bridge the poverty gap. This was not the first article I have seen that suggests that better teacher ed will lead to miraculous societal change, especially when there is a context of vast private education, social inequalities and an increasing focus on education as a private good. I welcome any comments about how public debate might become more constructive, engaging, critical and beneficial (especially for the many who are not benefiting from the status quo). I would like to add that there is a mountain of very engaging research in this area but the critical components underpinning it seem to be marginalized in public debate, decision-making circles and mainstream education milieus. As election-season is once again upon us (in Canada, and, in reality, everywhere as the cycle is never-ending), it would appear that serious education discussions are reduced to get-rich-quick schemes, an attack on teachers, and little about how education needs to be tethered to meaningful, critically-engaged democracy and social/societal change.

I am carrying out an investigation with a methodological triangulation:

1st step: quantitative. surveys of students from schools in Buenos Aires. sampling by conglomerates (neighborhoods) with similar socio-educational index.

2nd step: qualitative. In-depth interviews with students from Buenos Aires schools. they will be chosen by the different neighborhoods / conglomerates.

The quantitative sampling is not entirely probabilistic (I believe): it does not take all the conglomerates, and I group them under my criteria (which is theoretical, but I still have to develop).

Finally, as the sampling of the quantitative part has certain problems, I do not know if I should do the qualitative part with the same students that were surveyed, and deepen with the interview. but can I take students from other schools and other conglomerates with similar indexes?

Hello everyone! I am interested in doing a master o PhD abroad (Canada, USA, Europe). I graduate from biochesmistry next year (July 2019) at the University of Buenos Aires, Argentina. I am currently working as an intern at a virology laboratory at the University, reseaching antivirals for BVDV. I am also taking english classes, in order to give the CAE next year.

If anyone has information on how can I achieve this goal, I would greatly appreciate it.

Thank you very much :)