40th International Asilomar Chromatin, Chromosomes, and Epigenetics Conference

The 40th International Asilomar Chromatin, Chromosomes, and Epigenetics Conference was held in the Asilomar Conference Grounds, Pacific Grove, California, USA, on 6–9 December 2018. The organizing committee consisted of established scientists in the fields of chromatin and epigenetics: Sally Pasion and Michael Goldman from the Biology Department, San Francisco State University, California, USA; Philippe Georgel from the Department of Biological Sciences, Marshal University, West Virginia, USA; Juan Ausió from the Department of Biochemistry and Microbiology, University of Victoria, British Columbia, Canada; and Christopher Eskiw from the Department of Biochemistry, University of Saskatchewan, Saskatchewan, Canada. The meeting had two keynote speakers: Jessica Tyler and Jennifer Mitchell, and it covered topics on transcription, replication and repair, epigenetics, cell differentiation and disease, telomeres, and centromeres and it had two sessions devoted to nuclear and genomic organization. It encompassed the enthusiastic presentations of excellent trainees within the breathtaking natural setting of Pacific Grove.

Análise do Comportamento Aplicada à Educação: aprendendo com as escolas CABAS e Morningside (Behavior Analysis Applied to Education: learning from CABAS and Morningside schools)

This report presents the fundamentals and main characteristics of two educational models: the Comprehensive Application of Behavior Analysis to Schooling – CABAS and the Morningside Model of Genarative Instruction. Both models have been developed according to behavioral-analytic principals, based on scientific methods. Besides their effectiveness has been proved scientifically. The information presented here has been extracted from materials produced by the proponents of those models and mainly from the experience of one of the authors that spent one month visiting the schools that apply them and observed the classrooms of each model during two weeks. The characteristics that each approach present to enable an individualized instruction are highlighted, such as the division of students in homogeneous groups, the evaluation of the entering repertoire of students and the progress of teaching according to their rhythm. It’s presented here how they plan, carry out the teaching strategies and give consequences to student’s behavior, with positive reinforcement and avoidance of coercive control. Finally, analysis and comparisons between schools are presented, being also shown that they share more similarities than differences (what might be expected given the adoption of the same theoretical affiliation and the compliance with the principles of teaching programming), but also have some peculiarities with implications to learning, considering the focus on the high frequency of responses on CABAS schools and the focus on the development of more complex skills and the application of those on new contexts on Morningside. It’s pointed out the model’s proponents interest on their dissemination in Brazil and some considerations are made about the possibilities of its application in Brazil; among them, the one that, despite the different conditions of the schools, the models can offer elements to the inspiration of new practices that favor a teaching that more effectively meets the individual needs of the students.ResumoO presente texto apresenta os fundamentos e as principais características de dois modelos de escola que se desenvolvem segundo princípios analítico-comportamentais, baseados em métodos científicos e que possuem sua efetividade comprovada: o Comprehensive Application of Behavior Analysis to Schooling - CABAS (Aplicação Abrangente da Análise do Comportamento à Escolarização) e o Morningside Model of Genarative Instruction (Modelo Morningside de Instrução Generativa). As informações apresentadas aqui são produto da leitura de material produzido pelos proponentes de tais modelos e principalmente da experiência de um dos autores de um mês de visita às escolas que os aplicam, tendo observado as salas de aula de cada modelo por duas semanas. São destacadas as características que cada proposta apresenta para possibilitar uma instrução que atenda às necessidades individuais dos alunos, tais como a divisão em grupos homogêneos, a avaliação do repertório inicial dos alunos e o progresso de acordo com o ritmo dos mesmos. São apresentadas a forma como se dão o planejamento e a condução do ensino e a consequenciação dos comportamentos dos alunos, com reforçamento positivo e evitação de controle coercitivo. Por fim, são feitas análises e comparações entre as escolas que apresentam mais similaridades do que diferenças (dada a mesma afiliação teórica e ao seguimento dos princípios para a programação do ensino), mas que também possuem peculiaridades com implicações para a aprendizagem, considerando o foco na alta taxa de respostas dos alunos nas escolas CABAS e o foco no desenvolvimento de habilidades mais complexas e na aplicação destas habilidades em novos contextos na Morningside. É levantado o interesse dos proponentes dos modelos na sua disseminação para o Brasil e são traçadas considerações acerca das possibilidades de aplicação em nosso país; dentre elas, a de que, apesar das diferentes condições das escolas, os modelos podem oferecer elementos para a inspiração de novas práticas que favoreçam um ensino que atenda de modo mais efetivo às necessidades individuais dos alunos.Palavras-chave: Análise do comportamento aplicada, Ensino individualizado, CABAS, Morningside.Keywords: Applied Behavior Analysis, individualized teaching, CABAS, Morningside.ReferencesCABAS SCHOOLS. Morristown public schools. Disponível em: <http://www.cabasschools.org/morristown>. Acesso dia 24 de maio de 2018a.CABAS SCHOOLS. Who we are. Disponível em: <http://www.cabasschools.org/who-we-are>. Acesso dia 24 de maio de 2018b.SOUZA, D. G. de et al. Análise comportamental da aprendizagem de leitura e escrita e a construção de um currículo suplementar. In: HUBNER, M. M. C.; MARINOTTI, M. (Orgs.). Análise do comportamento para a educação: contribuições recentes. Santo André, SP: ESETec, 2004, p. 177-203. GREER, R. D. L’enfant terrible meets the educational crisis. Journal of Applied Behavior Analysis, [S.L.], v. 25, n. 1, p. 65-69, primavera 1992.GREER, R. D. Designing teaching strategies: an applied behavior analysis systems approach. San Diego, CA: Academic Press, 2002, 363 p.JOHNSON, K.; LAYNG, T. V. J. The Morningside model of generative instruction. In: GARDNER, R.; SAINATO, D. M.; COOPER, J. O.; HERON, T. E.; HEWARD, W. L.; ESHLEMAN, J.; GROSSI, T. A. (Orgs.). Behavior analysis in education: focus on measurably superior instruction. Pacific Grove, CA: Brookes/Cole Publishing Company, 1994, p. 173-197.JOHNSON, K.; STREET, E. M. The Morningside model of generative instruction: what it means to leave no child behind. Concord, MA: Cambridge Center for Behavioral Studies, 2004, 236 p.JOHNSON, K.; STREET, E. M. From the laboratory to the field and back again: Morningside Academy’s 32 years of improving students’ academic performance. The Behavior Analyst Today, Canada, v. 13, n. 1, p. 20-40, inverno 2012.KUBO, O.M.; BOTOMÉ, S.P. Ensino-aprendizagem: uma interação entre dois processos comportamentais. Interação em Psicologia, Paraná, v.5, p. 133-171, 2001.MORNINGSIDE ACADEMY. Who we serve. Disponível em: <http://www.morningsideacademy.org/about-morningside-academy/our-approach>. Acesso dia 24 de maio de 2018.SKINNER, B.F. The Technology of Teaching. Nova York: Appleton Century Crofts, 1968, 271 p.TWYMAN, J. S. The Fred S. Keller school. Journal of Applied Behavior Analysis, [S.L.], v. 31, n. 4, p. 695-701, inverno de 1998.

Long-range persistence in sea surface temperature off the coast of central California

We estimate long-range persistence in ocean surface temperature off the coast of central California, a region where similar observations have not been made. The database consists of 20-year records of daily sea surface temperature from three locations: Pacific Grove and Granite Canyon along the coast, and Southeast Farallon Island located 40 km off the coast and slightly further north. Long-range persistence is important for a number of reasons: on the negative side, it can have serious detrimental effects for statistical inference and on the positive side, it provides access to the ocean’s memory which can lead to a greater understanding of the processes involved and thus to better prediction. Long-range persistence also provides important insights into the relationship between the scaling that is obtained and the time scales employed. The first step in the analysis was to remove the annual cycle from the data at each location because of its detrimental effect on estimating long-range persistence. Then detrended fluctuation analysis was used to calculate long-range persistence where a single scaling exponent is obtained that relates the magnitudes of the fluctuations in the data to the time scales involved. Similar scaling exponents were obtained for Granite Canyon and Pacific Grove with values of 1.04 and 1.05, respectively. At Southeast Farallon Island, a value of 1.16 was obtained. The increase in the scaling exponent at Southeast Farallon Island is consistent with observations made elsewhere and model results, which indicate that as coastal influence decreases further offshore, the scaling exponents for sea surface temperature tend to increase. Because Southeast Farallon Island is exposed to subarctic waters offshore, whereas Pacific Grove and Granite Canyon are exposed to warmer waters from the California Undercurrent along the coast, these exposures to different water masses may contribute to the observed change in scaling behavior.

Creating Resilient Communities Through Earth Science Data

Federation of Earth Science Information Partners 2015 Summer Meeting; Pacific Grove, California, 14–17 July 2015

Designing to Partner/Partnering to Design: Exploring Synergies between Cultural Transformation and Design toward a Partnership Society

What is Cultural Transformation Theory? What is design, and design thinking? How do these topics connect with concepts of culture and material culture? How are domination and partnership as paradigms of cultural transformation expressed in design? How can design and partnership work together to achieve a partnership society, and what actions does this suggest for the future? This article addresses these questions, identifies key elements of Cultural Transformation Theory, and introduces the concepts of design and design thinking and the aspects of design as product and process. Definitions of culture and material culture that reveal a disconnect with design are discussed. This article makes the case that design and culture are reciprocally connected, and uses specific cross-cultural examples of domination and partnership as manifested in design disciplines of architecture. Current ways in which the emerging field of design thinking incorporates a partnership approach are also discussed. Finally, the article suggests ways in which cultural transformation and design can work synergistically, evolving cultures toward a partnership future while creating design expressions of such a culture. Erratum Issued March 15, 2016. On page 20, the first Eisler reference should read: Eisler, R. (2013). Human Possibilities: An Integrated Systems Approach. World Futures, The Journal of Global Education, 69:4-6 (pp. 269-289) Pacific Grove, CA: Center for Partnership Studies. Retrieved from: http://www.partnershipway.org/learn-more/articles-by-riane-eisler