Stem cells give rise to the entirety of cells within an organ. Maintaining stem cell identity and coordinately regulating stem cell divisions is crucial for proper development. In plants, mobile proteins, such as WUSCHEL-RELATED HOMEOBOX 5 (WOX5) and SHORTROOT (SHR), regulate divisions in the root stem cell niche. However, how these proteins coordinately function to establish systemic behaviour is not well understood. We propose a non-cell autonomous role for WOX5 in the cortex endodermis initial (CEI) and identify a regulator, ANGUSTIFOLIA (AN3)/GRF-INTERACTING FACTOR 1, that coordinates CEI divisions. Here, we show with a multi-scale hybrid model integrating ordinary differential equations (ODEs) and agent-based modeling that quiescent center (QC) and CEI divisions have different dynamics. Specifically, by combining continuous models to describe regulatory networks and agent-based rules, we model systemic behaviour, which led us to predict cell-type-specific expression dynamics of SHR, SCARECROW, WOX5, AN3 and CYCLIND6;1, and experimentally validate CEI cell divisions. Conclusively, our results show an interdependency between CEI and QC divisions.

The December 1993 elections to the new lower house of the Russian legislature, the State Duma, resulted in a large number of seats going to parties and movements opposed to the Yeltsin reforms. Most dismaying for the democrats, however, was the attainment of seventy seats by the Liberal-Democratic Party (LDP) headed by ultranationalist Vladimir Zhirinovsky. As a consequence, the progress of economic and political reform was undermined, Yeltsin having been denied the mandate which he sought with the dissolution of the Supreme Soviet in October.

In the 1992 elections to the national legislature, Lithuania became the first country in Eastern Europe to return its former communist party to power. Headed by Algirdas Brazauskas, the former First Secretary who had led the party in its split from the Communist Party of the Soviet Union (CPSU) in December 1990, the party had rejected the Soviet past and renamed itself the Lithuanian Democratic Labor Party (LDLP). Declaring itself a social-democratic party, the LDLP supported democracy and a free market “with a human face.” In the 1992 elections the LDLP campaigned as a party of experienced, competent administrators capable of managing the reforms in such a way as to lessen their social impact. As a result the party won a resounding victory in the elections of that year to the national legislature, winning 73 of the 141 seats in the Seimas.

Environmental education is concerned with developing both environmental knowledge and positive attitudes towards the environment. An experiential simulation activity about a native Australian bird was designed to develop both these aspects. The simulation was implemented with nine classes of 10-12 year old children. The children completed a survey before and after the simulation and their teachers reported on their responses. The results showed that the children developed additional knowledge of kookaburras and their survival and that their attitudes towards the environment became more positive. Moreover, the children themselves believed they had increased their knowledge and changed their feelings of responsibility towards the environment as a result of the simulation.

Concern exists over the extent to which environmental education is being addressed in Australian primary school curricula. This is especially so since the release of the nationally developed Statements and Profiles in eight key areas of learning because no documents specifically relating to environmental education were produced. This paper reports the results of a study in which a survey based on outcomes relevant to environmental education, as drawn from curriculum documents in use in the Australian states of New South Wales and Victoria, was completed by a sample of primary teachers from both states. Results indicated that, in most schools, outcomes relevant to environmental education were being given significant attention. However, the extent to which different outcomes were addressed varied widely, as did the extent to which individual schools addressed outcomes over the years kindergarten/preparatory to year 6 (K/P-6). Implications for teacher education drawn from the findings are discussed.

Between 1870 and 1914, a great deal of creative sociological research was completed in France. But this activity did not follow any sort of regular, coherent process of development; there were several quite separate lines of investigation which generally corresponded to distinct social groupings. And while the term “school” may imply too rigid a demarcation, there were at this time a number of what we may term “clusters” of researchers.

Research institutes are nearly as varied as the results they produce. The term itself generally implies the continuing cooperation of two or more persons in order to conduct research of one kind or another. Beyond these minimal conditions, however, innumerable variations are possible. The research institute as such is a recent phenomenon, one that did not arise, or at any rate did not become widespread, until the nineteenth century. Research institutes grew with the idea of research and while, of course, research has been conducted for centuries, the idea that academic scholarship should be combined with creative research became widespread only in the nineteenth century.

Despite evidence for executive dysfunction in school-aged preterm children, less is known about the early development of these difficulties or their underlying neuropathology. This study used prospective longitudinal data from a regional cohort of 88 very preterm and 98 full-term comparison children to examine the executive functioning (EF) of preschool children born very preterm. The relationship between the severity of neonatal cerebral white matter (WM) abnormalities on magnetic resonance imaging (MRI) at term equivalent and children's EF at ages two and four years (corrected age) was examined. At age four, very preterm children with WM abnormalities performed less well than full-term children on the Detour Reaching Box, a measure of behavioral inhibition and cognitive flexibility, even after controlling for child IQ, SES, and medical background. Examination of patterns of EF performance between the ages of 2 and 4 years showed that the performance of all groups improved with age. However, very preterm children with mild and moderate-severe WM abnormalities were characterized by higher rates of consistent performance impairments. These findings support the presence of early and persistent executive difficulties in preschool children born very preterm, and highlight the importance of white matter pathology in the development of executive impairments. (JINS, 2008, 14, 90–101.)

Mechanical devices implanted in the body present implications for broad themes in religious thought and experience, including the nature and destiny of the human person, the significance of a person's embodied experience, including the experiences of pain and suffering, the person's relationship to ultimate reality, the divine or the sacred, and the vocation of medicine. Community-constituting convictions and narratives inform the method and content of reasoning about such conceptual questions as whether a moral line should be drawn between therapeutic or enhancement interventions and/or between somatic and neural/cognitive interventions. By attending to these broader community-forming concepts, it is possible to identify three general orienting themes in religious perspectives on incorporated mechanical devices, which we shall designate as perspectives of “appropriation,” “ambivalence,” and “resistance.”