Interneurons originating from the ganglionic eminence migrate tangentially into the developing cerebral wall as they navigate to their distinct positions in the cerebral cortex. Compromised connectivity and differentiation of interneurons are thought to be an underlying cause in the emergence of neurodevelopmental disorders such as schizophrenia. Previously, it was suggested that tangential migration of interneurons occurs in a radial glia independent manner. Here, using simultaneous imaging of genetically defined populations of interneurons and radial glia, we demonstrate that dynamic interactions with radial glia can potentially influence the trajectory of interneuronal migration and thus the positioning of interneurons in cerebral cortex. Furthermore, there is extensive local interneuronal migration in tangential direction opposite to that of pallial orientation (i.e., in a medial to lateral direction from cortex to ganglionic eminence) all across the cerebral wall. This counter migration of interneurons may be essential to locally position interneurons once they invade the developing cerebral wall from the ganglionic eminence. Together, these observations suggest that interactions with radial glial scaffold and localized migration within the expanding cerebral wall may play essential roles in the guidance and placement of interneurons in the developing cerebral cortex.
Citizenship and values education in one form or other has existed in Singapore since it acquired self-government in 1959. Much has been written about the different forms that this education has taken over the years. In recent years, there have been efforts at describing and analyzing aspects of National Education, which was introduced in 1997. At the same time, a number of books and papers have been written examining the concept of citizenship in Singapore, which cover the period between the late 1980s to the mid 1990s. In the last five years leading to the millennium, there have been two major sets of changes in Singapore that have had implications for the conception of citizenship and for citizenship education. The first is to do with the introduction of National Education; the second, with the notion of active citizenship. This article describes these recent changes, and discuss their implications for the concept of citizenship and for citizenship education in Singapore.
This article performs exploratory research using a mixed-methods approach (structural equation modelling and a thematic analysis of interview data) to analyse the ways in which socioeconomic disparities in voting patterns are reproduced through inequalities in education in different national contexts, and the role of self-efficacy in this process. The evidence suggests that in Germany and England students with lower socioeconomic status (SES) have lower levels of general self-efficacy, and that this is reinforced through early experiences of inequalities in the education system, such as within-or between-school selection. Low levels of general self-efficacy are then found to reduce political self-efficacy and voting intentions. In Germany and England, it is these students who enter initial vocational education and training (IVET). The experience of IVET then reinforces the distinctions in civic engagement, probably either through peer socialisation and/or curriculum differences. In Denmark, where SES has a weaker association with track placement, the experience of being placed in IVET plays a stronger role in reducing political self-efficacy and voting intentions.
Since the mid-1980s, a number of East Asian societies have consistently performed well in international tests, and their education systems have emerged as models of "best practice", including Hong Kong, which has been extensively referenced by politicians and their advisers in England. In parallel, local dissatisfaction with the education system in Hong Kong has prompted major education reforms. This mismatch between the two policy communities in their perceptions of Hong Kong education is explored using documentary analysis and semistructured interviews with policymakers and other key stakeholders. We analyse the ways in which features of Hong Kong's education system are reconstructed in policymaking in England and argue that the referencing is political theatre, reminiscent of a pantomime, with stereotyped villains and heroes, narratives of good conquering evil, and comical set-pieces. However, there is a darker side to this form of comparative education that involves the manipulation of an unwitting audience.3 PISA, policymaking and political pantomime: education policy referencing between England and Hong Kong
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