Browsing by Author "Villalobos, C."

Now showing 1 - 5 of 5
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    4-Bromo-2,5-Dimethoxyphenethylamine (2C-B) and Structurally Related Phenylethylamines Are Potent 5-Ht2a Receptor Antagonists in Xenopus Laevis Oocytes
    (2004) Villalobos, C.; Bull Simpfendorfer, Paulina; García-Huidobro Toro, Juan Pablo; Villalobos, C.; Bull Simpfendorfer, Paulina; García-Huidobro Toro, Juan Pablo
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    Cambio y recomposición social en universidades y carreras de élite en Chile (2009–2019)
    (2023) Valenzuela, J.P.; Kuzmanic, D.; Villalobos, C.; Quaresma, M.L.
    © (2023), (Universidad Austral de Chile). All rights reserved.This work studies students’ socioeconomic composition in elite universities and programs in Chile between 2009 and 2019. To this end, we analyze eight highly prestigious and selective universities, focusing on three aspects: the evolution of the enrollment rate, the concentration of high socioeconomic status students on each institution, and the changes in the enrollment socioeconomic composition. The results show an expansion of the elite universities in the Región Metropolitana, which have concentrated a growing share of high socioeconomic status students. In addition, however, those universities that have developed deeper equity and inclusion initiatives have reached greater social heterogeneity levels, not so those that have not developed this kind of initiative and are geographically isolated. Finally, universities located outside the Región Metropolitana have been more socially diverse during this time.
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    Formation of camosine-Cu(II) complexes prevents and reverts the inhibitory action of copper in P2X(4) and P2X(7) receptors
    (2002) Coddou Álvarez, Claudio; Villalobos, C.; Gonzalez, J.; Acuna-Castillo, C.; Loeb Luschow, Bárbara; Huidobro-Toro, J.P.
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    Influence of teachers and schools on students' civic outcomes in Latin America
    (2017) Treviño Villarreal, Juan Ernesto; Béjares, C.; Villalobos, C.; Naranjo, E.
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    Movimientos Anti-Estandarización en Educación: Un Análisis Comparado de Chile, España y México
    (2022) Parcerisa, L.; Villalobos, C.; Cruz, E.S.; Saura, G.
    © 2022 Ariadna Ediciones. All rights reserved.This article aims to analyze, from a comparative perspective, the processes of collective resistance against test-based accountability policies in education in three countries: Chile, Spain, and Mexico. The study follows the comparative method to identify the convergences and divergences between the Alto al SIMCE movement in Chile, the teacher protest movement in Mexico, and the Green Tides movement in Spain. The results indicate that the adoption processes and the specific forms of test-based accountability policies can influence, condition, and constrain social movements’ protests and the possibilities for social change, underlining the interdependent relationship between action and social structure, which is key to explaining social a protest’s success or failure.