Conditions for compliance with the requirements for ensuring the accessibility of transport facilities of Russian Railways through interim solutions and the adoption of compensatory measures to serve people with limited mobility, including people with disabilities

Objective: Formation of an effective mechanism for the creation or gradual redistribution of resources to ensure a universal barrier-free environment not only among disabled people (of all categories), but among representatives of people with limited mobility (PLM), through interim solutions and the adoption of compensatory programs (measures). Based on finding the optimal balance of costs and benefits, in cases of lack of technical or material capabilities associated with improving the development or design of an accessible environment. Methods: The main tools of analysis and management are used: Pareto diagram, cause-effect diagram (Ishikawa), goal setting, structuring, dynamic changes, etc. Results: A variant of the mechanism for the implementation of the step-by-step creation of a universal barrier- free environment is presented not only among disabled people (of all categories), but among PLM. It has been established that if the existing infrastructure facilities of the passenger complex, before their reconstruction or overhaul, cannot be fully adapted to the needs of disabled people, then the introduction of a comprehensive program (roadmap), compensating measures, interim solutions allows minimizing or eliminating the company’s costs. Practical importance: On the example of the obtained algorithm (sequence) of organizing the process to ensure the accessibility of the environment of the passenger complex of the Oktyabrskaya Railway, the principle of phased implementation of the Convention on the Rights of Persons with Disabilities on Russian Railways, which is universal, is shown. Formalized solutions should help improve the quality of service, reduce costs and increase customer focus on the Russian Railways network.

Temporal transcription factors determine circuit membership by permanently altering motor neuron-to-muscle synaptic partnerships

Previously, using the Drosophila motor system as a model, we found the classic temporal transcription factor, Hunchback acts in NB7-1 neuronal stem cells as a molecular switch to control which circuits are populated by NB7-1 neuronal progeny (Meng et al., 2019). Here, we manipulate cardinal transcription factors, Nkx6 and Hb9, which are candidate effectors of Hunchback and which alter axon pathfinding in embryos. Yet manipulation of these cardinal transcription factors does not permanently alter neuromuscular synaptic partnerships. This demonstrates that compensation can correct early defects. We perform additional temporal transcription factor manipulations, precociously expressing Pdm and Castor in NB7-1 and prolonging expression of Hunchback in NB3-1. In every case, we find permanent alterations in neuromuscular synaptic partnerships. These data support the idea that temporal transcription factors are uniquely potent determinants of circuit membership, which do not trigger compensatory programs because they act to establish the expected pattern of wiring for the motor system.

Neuroscience, Race, and Intelligence after The Bell Curve

After the appearance of The Bell Curve and its (however qualified) reintroduction of the science of biological inheritance – including statistical evidence of a persistent gap in IQ and achievement between African Americans and whites, and an overt critique of federal investments in compensatory programs – efforts to neutralize the book’s impact focused on findings from neuroscience. From Neurons to Neighborhoods: The Science of Early Childhood Development (2000) was an important and pathbreaking document that clarified how nature and nurture were in fact inseparable and that marshaled neuroscientific evidence that the brain of a young child was plastic and amenable to the influences of environment; it argued that the stresses of poverty itself could harm a young brain. From Neurons to Neighborhoods sought strategically to foreground the view that the neurosciences were now critical to any policy discussions of early childhood. The damages done by poverty were certainly real, and these sociological problems could be documented at the somatic level. Meanwhile, right-wing theorists argued for redirecting public funding to “gifted” education.

Linking Environmental Assessment and Management of Highway Construction in Southeastern Brazil

Effective delivery of mitigation remains a challenge in environmental impact assessment (EIA) practice. Actual environmental protection outcomes depend as much on an appropriate ex-ante assessment as on the capacity of project proponents of implementing preventative, corrective and compensatory programs, using environmental management tools to ensure demonstrable performance. The context question explored here is: How can the EIA follow-up phase take advantage of the features and resources of environmental management systems (EMS)? Evidence was obtained by studying two cases of highway construction affecting valued environments. The projects, intentionally selected, were built in the same area with an eight-year interval between them. Follow-up resulted in the identification of significant unforeseen geo-environmental impacts leading to the adoption of corrective action not required in the terms and conditions of approval. It was found that lessons learned by different actors involved in the first project led to stronger environmental management procedures incorporated in the latter.

Social Pedagogy and Liberal Egalitarian Compensatory Programs: The Case of Head Start

Using Head Start as an example of a compensatory social program based on a liberal egalitarian view of justice, this paper shows how all such programs are fundamentally flawed. In spite of any good intentions, by creating a discourse of deficiency and attempting amelioration through segregation this approach contains the seeds of its own failure. And, indeed, Head Start has floundered since its inception. That there is real need is clear; however, a new way forward is essential. We propose a model, based on social pedagogy, that takes seriously and respectfully the lifeworld of the children and families involved, and works cooperatively to find a way forward for everyone instead of imposing an externally-driven system response to an inadequately understood lifeworld. In addition, this reconceptualization must move beyond the exclusiveness of compensatory programs to inclusiveness of all children and families. This approach offers hope both for a more just social world in general based on deliberative justice as well as attaining goals of student achievement and development.

Hypoxia-Inducible Factor Prolyl Hydroxylase Inhibition: Robust New Target or Another Big Bust for Stroke Therapeutics?

A major challenge in developing stroke therapeutics that augment adaptive pathways to stress has been to identify targets that can activate compensatory programs without inducing or adding to the stress of injury. In this regard, hypoxia-inducible factor prolyl hydroxylases (HIF PHDs) are central gatekeepers of posttranscriptional and transcriptional adaptation to hypoxia, oxidative stress, and excitotoxicity. Indeed, some of the known salutary effects of putative ‘antioxidant’ iron chelators in ischemic and hemorrhagic stroke may derive from their abilities to inhibit this family of iron, 2-oxoglutarate, and oxygen-dependent enzymes. Evidence from a number of laboratories supports the notion that HIF PHD inhibition can improve histological and functional outcomes in ischemic and hemorrhagic stroke models. In this review, we discuss this evidence and highlight important gaps in our understanding that render HIF PHD inhibition a promising but not yet preclinically validated target for protection and repair after stroke.

Equidad en la educación superior en México: la necesidad de un nuevo concepto y nuevas políticas

This article analyzes equity in Mexican higher education. It suggests a new conceptualization in educational equity based on a social justice definition that includes: effective access, compensation of inequalities, assuring permanence, and the achievement of meaningful results. Based on this framework, there is a warning that despite policies aimed at democratizing this public good, the education system still excludes thousands of young people from poor areas, and so many others are inadequately attended. The Mexican State has failed to ensure equal access for young people coming from disadvantaged areas and who have a different socio-economic and cultural background. In this light the meritocratic approach is questioned as a fair measure of distribution and advocates for the implementation of compensatory programs and affirmative action. In terms of school permanency, it is mentioned that the strategies and institutions addressed to the population that was excluded, do not always fulfill the basic quality requirements –infrastructure, teachers, libraries, technology, and must of all, relevant teaching practices. All this is deemed important in order to respond to the particular needs associated with youth’s low cultural capital in vulnerable areas. A way to overcome these problems is to generate equity policies that can guarantee a fair distribution of higher education that takes into account the disadvantages of large segments of young people so that their needs are addressed adequately.

Poverty and Education

In this article, R. W. Connell reexamines the schooling of children in poverty in several industrial countries. He suggests that major rethinking is due that draws on two assets that have not been considered by policymakers in the past: the accumulated practical experience of teachers and parents with compensatory programs, and a much more sophisticated sociology of education. Connell uses these assets to question the social and educational assumptions behind the general design of compensatory programs, to propose an alternative way of thinking about children in poverty that is drawn from current practice and social research, and to explore some larger questions about the strategy of reform this rethinking implies. He goes on to demonstrate that compensatory programs may even reinforce the patterns that produce inequality, since they function within existing institutions that force children to compete although the resources on which they can draw are unequal. At the core of this process, according to Connell, is the hegemonic curriculum and control over teachers' work. He argues that changing the industrial conditions of teachers' work is central to addressing issues of poverty and education because the teachers are the most strategically placed workers to affect the relationship between poor children and schools, and because teachers of the poor have a capacity for strategic thinking about designing reform strategies that has been largely overlooked. Connell concludes by grounding his discussion in the larger realization that targeted programs are unlikely to have a major impact unless they are part of a broader agenda for social justice.

A Measure of Student Attitude toward Reading and Self as Reader — A Summary Report

Reports on the relationship among attitude towards reading, participation in compensatory reading programs and reading achievement. Results of a massive descriptive and analytic study of compensatory reading programs in grades two, four and six in U.S. public schools are summarized. The development of attitude scales is described. Overall, students in compensatory programs showed greater attitude gains than students not participating in such programs, even though in many cases the opposite was true for gains in reading achievement.