Allelic diversity and population structure in Vibrio cholerae O139 Bengal based on nucleotide sequence analysis

Comparative analysis of gene fragments of six housekeeping loci, distributed around the two chromosomes of Vibrio cholerae, has been carried out for a collection of 29 V. cholerae O139 Bengal strains isolated from India during the first epidemic period (1992 to 1993). A toxigenic O1 ElTor strain from the seventh pandemic and an environmental non-O1/non-O139 strain were also included in this study. All loci studied were polymorphic, with a small number of polymorphic sites in the sequenced fragments. The genetic diversity determined for our O139 population is concordant with a previous multilocus enzyme electrophoresis study in which we analyzed the same V. cholerae O139 strains. In both studies we have found a higher genetic diversity than reported previously in other molecular studies. The results of the present work showed that O139 strains clustered in several lineages of the dendrogram generated from the matrix of allelic mismatches between the different genotypes, a finding which does not support the hypothesis previously reported that the O139 serogroup is a unique clone. The statistical analysis performed in the V. cholerae O139 isolates suggested a clonal population structure. Moreover, the application of the Sawyer's test and split decomposition to detect intragenic recombination in the sequenced gene fragments did not indicate the existence of recombination in our O139 population.

Plant diversity across five vegetation belts in the Pyrenees (Catalonia, Spain)

In this paper we analyze the size and habitat partitioning of the vascular floras of five areas of the NE Iberian Peninsula, representing five distinct vegetation belts and three floristic regions: Mediterranean (basal belt), medio-European (submontane and montane belts) and Boreo-Alpine (subalpine and alpine belts). Each area covered over 1000 ha, and was fairly uniform in terms of potential vegetation, bedrock and bioclimate. They excluded large villages and field areas, the landscape being mainly natural or moderately anthropized.

Inclusion and empowerment in public art and urban design

To involve citizens in developing the processes of city making is an objective that occupies part of the agenda of political parties in the context of the necessary renewal in representative democracy. This paper aims to provide some answers to the following questions: Is it possible to overcome the participatory processes based exclusively on the consultation? Is it possible to"train" residents to take an active role in decision-making? How can we manage, proactively, the relationship between public actors, technicians and politicians, in a participatory process? We analyse the process development for creating the Wall of Remembrance in the Barcelona neighbourhood of Baró de Viver, a work of public art, created and produced by its neighbours, in the context of a long participatory process focused on changing the image of the neighbourhood and the improvement of public space. This result and this process have been possible in a given context of cooperation among neighbours, local government and the research team (CR-Polis, Art, City, Society at the University of Barcelona). The development of a creative process of citizen participation between 2004 and 2011 made possible the direct management of decision making by the residents on the field of the design of public space in the neighbourhood. However, the material results of the process does not overshadow the great achievement of the project: the inclusion of a neighbourhood in taking informed decisions because of their empowerment in public space design and management of their remembrances.

Planarian (Platyhelminthes, Tricladida) Diversity and Molecular Markers: A New View of an Old Group

Planarians are a group of free-living platyhelminths (triclads) best-known largely due to long-standing regeneration and pattern formation research. However, the group"s diversity and evolutionary history has been mostly overlooked. A few taxonomists have focused on certain groups, resulting in the description of many species and the establishment of higher-level groups within the Tricladida. However, the scarcity of morphological features precludes inference of phylogenetic relationships among these taxa. The incorporation of molecular markers to study their diversity and phylogenetic relationships has facilitated disentangling many conundrums related to planarians and even allowed their use as phylogeographic model organisms. Here, we present some case examples ranging from delimiting species in an integrative style, and barcoding them, to analysing their evolutionary history on a lower scale to infer processes affecting biodiversity origin, or on a higher scale to understand the genus level or even higher relationships. In many cases, these studies have allowed proposing better classifications and resulted in taxonomical changes. We also explain shortcomings resulting in a lack of resolution or power to apply the most up-to-date data analyses. Next-generation sequencing methodologies may help improve this situation and accelerate their use as model organisms.

From Educational Segregation to Transformative Inclusion

Recent studies conducted in Europe using communicative methodology highlight that different ways of grouping students has a direct effect on their academic output. This article analyzes how said research methodology identifies and analyzes those student groupings that provide greater academic success and improve classroom coexistence at Spanish educational centers. Said methodology entails all of the research participants researchers, teachers, families, and students reflecting on the consequences of streaming, mixture, and inclusion for student academic achievement. Following this, our conclusions are compared with the policies and educational practices implemented in Spanish schools, which are not based on scientific knowledge and do not usually lead to academic success. Finally, recommendations are presented for future educational policies with the aim of providing an alternative for teachers and educational managers that would substantially improve student academic success.

How to introduce connectance in a frame of an expression for diversity

Systems made of parts that are totally connected do not work, neither ecosys- tems nor artifacts. Relative connectance is inversely related to diversity, and both magnitudes can find a common frame of expression, in which some constant expressing the constraints of any organization might be embodied. If S is Simp- son's index, the expression (1 - S)IS as a measure of diversity offers some advantages or, at least, helps further reasoning. Such expression is the ratio between total interspecific possible interactions and possible intraspecific inter- actions.

La competència intercultural com a recurs per a contemplar una dimensió global i inclusiva del col·lectiu amazic. En relació amb les competències bàsiques i l'àrea d'educació física de primària

Des que es va iniciar el segle, i a causa dels grans fluxos migratoris de procedències diverses, la població de Catalunya s’ha incrementat en més d’1 milió d’habitants. Diferents actors socials reivindiquen que un dels reptes presents en la societat catalana és reduir les diferències i en alguns casos les desigualtats que es detecten entre la població autòctona i la població d’origen estranger. Amb tot això, diversos autors afirmen que l’espai d’Educació Física de Primària és un espai òptim per atendre a la diversitat cultural, promoure els valors humans, la no discriminació entre l'alumnat i la cohesió i inclusió social. Amb tot aquest marc, apareix el professorat d’Educació Física de Primària i la competència intercultural com a agents de canvi per tal de promocionar la inclusió social en les seves sessions i de retruc en societat. En aquest Treball de Fi de Grau, s’intentarà analitzar i aportar solucions sobre algunes de les qüestions que afecten tant als Mestres d’Educació Física de Primària com a la competència intercultural a l’hora de promocionar la inclusió social del col•lectiu Marroquí, ja que aquest és més nombrós de població estrangera empadronada a Catalunya.

Els espais dels serveis educatius de Pistoia: Una eina per a la inclusió

Aquest treball té com a objectiu aprofundir en la importància que tenen els espais de les escoles dels Serveis Educatius de Pistoia en la inclusió i l’atenció a la diversitat. Per aquest motiu, després d’una recerca teòrica que contextualitza aquests serveis, es troba un anàlisi que relaciona els resultats d’aquesta primera part teòrica amb una segona part pràctica portada a terme durant un període de pràctiques en tres escoles d’aquests serveis educatius, una d’elles és un Asilo Nido i les altres dues són Scuole dell’infanzia.

La intervenció psicomotriu educativa com estratègia per afavorir la inclusió d'alumnes amb trastorn de l'espectre autista (TEA) dins l'aula ordinària: Anàlisi d'un cas

Des de la inclusió es pretén aconseguir una societat més justa per tothom, on els infants per molt diferents que siguin puguin estar i participar en una escola ordinària, gaudint de les mateixes oportunitats i els mateixos drets. Amb la diversitat ens enriquim els uns amb els altres i aquest fet dóna sentit a l’educació. Amb aquest marc referencial, el present treball d’investigació tracta sobre la millora de la inclusió d’un infant amb TEA (Trastorn de l’Espectre Autista) a través de la pràctica psicomotriu educativa i vivencial, és a dir, una educació més lliure, donant lloc a l’experiència i a uns espais relacionals per dur a terme una activitat espontània psicomotriu. De fet, tracta de demostrar, de manera més específica, que la pràctica psicomotriu millora la capacitat d’interacció social de l’infant amb TEA, és a dir, la relació amb els altres, així com assegurar que aquesta pràctica vivencial aporta més beneficis en la implicació del joc dels infants amb TEA, que una intervenció psicomotriu més funcional.

La importància del tutor dins l'aula inclusiva: Estratègies metodològiques i organitzatives que es troben a les aules inclusives

Actualment, la inclusió a les escoles és molt important. Tots els infants han de sentir-se acollits dins de l’escola, ha de ser un espai segur, afectiu i de confiança per a ells, no hi ha d’haver exclusions. Les escoles inclusives han de respondre a la diversitat de les necessitats de tots els infants, i per aconseguir-ho, cal modificar continguts, estratègies,etc. És a dir, cal una mirada nova davant l’educació. Aquest estudi té com a objectiu investigar la importància que té el tutor dins l’aula inclusiva, també es pretén investigar quines estratègies metodològiques i organitzatives té per atendre a la diversitat. L’estudi es durà a terme mitjançant un estudi de cas realitzat a una aula de P-5.

¿Pueden contribuir los métodos visuales a avanzar hacia una investigación inclusiva? Un estudio sobre inclusión sociolaboral con personas con Trastorno Mental Grave (TMG) = Can visual methods help to go forward inclusive research? A study about social and labor inclusion with people with Severe Mental Illness (SMI)

En este artículo se pretende mostrar cómo la utilización de métodos visuales en la investigación contribuye a potenciar la participación activa de las personas con TMG. Se utiliza como ejemplo un estudio de caso de corte cualitativo que incorpora tres actividades de componente visual (el dibujo “el río de la vida”, las fotografías y el dibujo de proyección de futuro) para favorecer la reflexión narrada que, sobre sus experiencias y vivencias, desarrollan cinco personas con TMG. El uso de las fotografías y dibujos en este estudio permite afirmar que estas estrategias se han mostrado válidas para acceder, en la medida que los participantes han querido, a esferas de vida personales en trayectorias vitales determinadas por la enfermedad mental

Cyanobacterial diversity and a new Acaryochloris-like symbiont from Bahamian sea-squirts

Symbiotic interactions between ascidians (sea-squirts) and microbes are poorly understood. Here we characterized the cyanobacteria in the tissues of 8 distinct didemnid taxa from shallow-water marine habitats in the Bahamas Islands by sequencing a fragment of the cyanobacterial 16S rRNA gene and the entire 16S-23S rRNA internal transcribed spacer region (ITS) and by examining symbiont morphology with transmission electron (TEM) and confocal microscopy (CM). As described previously for other species, Trididemnum spp. mostly contained symbionts associated with the Prochloron-Synechocystis group. However, sequence analysis of the symbionts in Lissoclinum revealed two unique clades. The first contained a novel cyanobacterial clade, while the second clade was closely associated with Acaryochloris marina. CM revealed the presence of chlorophyll d (chl d) and phycobiliproteins (PBPs) within these symbiont cells, as is characteristic of Acaryochloris species. The presence of symbionts was also observed by TEM inside the tunic of both the adult and larvae of L. fragile, indicating vertical transmission to progeny. Based on molecular phylogenetic and microscopic analyses, Candidatus Acaryochloris bahamiensis nov. sp. is proposed for this symbiotic cyanobacterium. Our results support the hypothesis that photosymbiont communities in ascidians are structured by host phylogeny, but in some cases, also by sampling location.

La inclusión laboral y social de los jóvenes con discapacidad intelectual : el papel de la escuela = Work and social inclusion of young people with intellectual disabilities : the role of the school

The transition to adult life from the standpoint of inclusion is a complex process, especially for young people with intellectual disabilities. This article analyzes the context of transition processes showing the main relationships and differences of the different scenarios where young people with disabilities develop personal pathways that lead to adulthood. Among these scenarios, the school -the period of compulsory secondary education- plays a key role. Therefore, a specific section is devoted to developing an approach to the role of the school in the construction of bridges that facilitate social and work inclusion. Finally, it presents some major challenges that need to be faced to improve the processes of transition from an inclusive perspective

Emotion and Linguistic Diversity

In this paper we shall try to explain why speakers experience their languages so passionately. One explanation is based on the role language plays in the construction of the community and in the fact that it is a clear mark of belonging. Furthermore, we support another reason. Speakers experience their language as something received from their ancestors and that they are obliged to transmit to their descendents, an imperative which carries an extraordinary emotional charge. In fact, fear of the death of a language is experienced as an act of irreparable non-fulfilment. Why? We believe that language is one of the most evident signs of community, much more than the sum of the individuals of which it is composed. Indeed, it is a long-lasting entity projected into both the past and the future and which, moreover, accumulates within the language the whole of the culture. In the survival of the community and the language we find a response, even though it may be illusory, to the need for transcendence: our ancestors live on in our language and we, if we meet our obligations, live on in the language of our descendents

Aprendizaje cooperativo y apoyo a la mejora de las prácticas inclusivas

El objetivo de este artículo es presentar una investigación sobre el desarrollo del Programa Cooperar para Aprender /Aprender a Cooperar a través de un proceso de formación-asesoramiento, diseñado por el Grup de recerca Atenció a la diversitat (GRAD) de la Universidad de Vic. Presentamos los objetivos, centrados en el aprendizaje cooperativo y la inclusión del alumnado que encuentra más barreras para el aprendizaje y la participación en las aulas ordinarias. Describimos el diseño de investigación y los instrumentos para identificar los cambios en las representaciones del profesorado, la evaluación de los aprendizajes realizados con estructuras cooperativas, la cohesión del grupo clase y la evolución de los procesos de inclusión desde las fases de introducción hasta la consolidación del aprendizaje cooperativo, en los seis centros escolares en que se realiza la investigación. Finalizamos presentando algunos resultados iniciales de la investigación.