Self-organization mechanisms for the formation on nearshore crescentic and transverse sand bars

The formation and development of transverse and crescentic sand bars in the coastal marine environment has been investigated by means of a nonlinear numerical model based on the shallow-water equations and on a simpli ed sediment transport parameterization. By assuming normally approaching waves and a saturated surf zone, rhythmic patterns develop from a planar slope where random perturbations of small amplitude have been superimposed. Two types of bedforms appear: one is a crescentic bar pattern centred around the breakpoint and the other, herein modelled for the rst time, is a transverse bar pattern. The feedback mechanism related to the formation and development of the patterns can be explained by coupling the water and sediment conservation equations. Basically, the waves stir up the sediment and keep it in suspension with a certain cross-shore distribution of depth-averaged concentration. Then, a current flowing with (against) the gradient of sediment concentration produces erosion (deposition). It is shown that inside the surf zone, these currents may occur due to the wave refraction and to the redistribution of wave breaking produced by the growing bedforms. Numerical simulations have been performed in order to understand the sensitivity of the pattern formation to the parameterization and to relate the hydro-morphodynamic input conditions to which of the patterns develops. It is suggested that crescentic bar growth would be favoured by high-energy conditions and ne sediment while transverse bars would grow for milder waves and coarser sediment. In intermediate conditions mixed patterns may occur.

Teachers' challenges regarding cultural diversity

This paper presents some findings of the fieldwork of my doctoral thesis “Human Rights Educationas a Tool for Social Cohesion” of the Doctoral Program “Education and Society”The main research question that arises is: Can Human Rights Education be the departurepoint to work from, with and for the cultural diversity that characterizes our societies?Human Rights Education has been introduced in our social politics and among them ineducational policies which have a relevant role on the consecution of a cohesive society. Education,as a social right that has to be guarantee, facilitates the social change and the promotionof values and attitudes that favor cohesion.The work of several organizations like United Nations, The Council of Europe or Amnestyinternational have develop a wide variety of materials regarding human rights education atschools, guides and manuals for teachers, courses, development of competences and compendiumof activities.

Teachers' challenges regarding cultural diversity

This paper presents some findings of the fieldwork of my doctoral thesis “Human Rights Educationas a Tool for Social Cohesion” of the Doctoral Program “Education and Society”The main research question that arises is: Can Human Rights Education be the departurepoint to work from, with and for the cultural diversity that characterizes our societies?Human Rights Education has been introduced in our social politics and among them ineducational policies which have a relevant role on the consecution of a cohesive society. Education,as a social right that has to be guarantee, facilitates the social change and the promotionof values and attitudes that favor cohesion.The work of several organizations like United Nations, The Council of Europe or Amnestyinternational have develop a wide variety of materials regarding human rights education atschools, guides and manuals for teachers, courses, development of competences and compendiumof activities.

Evaluación de la psicopatología del preescolar mediante el Early Childhood Inventory-4 (ECI-4): concordancia entre padres y maestros.= Assessment of psychopathology in preschool age children through the Early Childhood Inventory-4 (ECI-4): Agreement among parents and teachers

El objetivo principal de este estudio es conocer la concordancia entre informantes, padres y maestros,en cada una de las dimensiones o categorías diagnósticas del Early Childhood Inventory-4 (ECI-4).Además, se pretende analizar la influencia de la presencia de problemas de salud en los padres en ladescripción y valoración de la conducta de una muestra de 204 alumnos de preescolar (3 a 6 años) deperfiles socioeconómicos diferentes. Los resultados indican que los padres tienden a valorar con mayorseveridad los síntomas, observándose una mayor concordancia entre informantes en los relativos alos trastornos del desarrollo

Superstars need social benefits: an experiment on network formation

We investigate contributions to the provision of public goods on a network when efficient provision requires the formation of a star network. We provide a theoretical analysis and study behavior is a controlled laboratory experiment. In a 2x2 design, we examine the effects of group size and the presence of (social) benefits for incoming links. We find that social benefits are highly important. They facilitate convergence to equilibrium networks and enhance the stability and efficiency of the outcome. Moreover, in large groups social benefits encourage the formation of superstars: star networks in which the core contributes more than expected in the stage-game equilibrium. We show that this result is predicted by a repeated game equilibrium.

Elastic properties and secondary structure formation of single-stranded DNA at monovalent and divalent salt conditions

Single-stranded DNA (ssDNA) plays a major role in several biological processes. It is therefore of fundamental interest to understand how the elastic response and the formation of secondary structures are modulated by the interplay between base pairing and electrostatic interactions. Here we measure force-extension curves (FECs) of ssDNA molecules in optical tweezers set up over two orders of magnitude of monovalent and divalent salt conditions, and obtain its elastic parameters by fitting the FECs to semiflexible models of polymers. For both monovalent and divalent salts, we find that the electrostatic contribution to the persistence length is proportional to the Debye screening length, varying as the inverse of the square root of cation concentration. The intrinsic persistence length is equal to 0.7 nm for both types of salts, and the effectivity of divalent cations in screening electrostatic interactions appears to be 100-fold as compared with monovalent salt, in line with what has been recently reported for single-stranded RNA. Finally, we propose an analysis of the FECs using a model that accounts for the effective thickness of the filament at low salt condition and a simple phenomenological description that quantifies the formation of non-specific secondary structure at low forces.

egr-4, a target of EGFR signaling, is required for the formation of the brian primordial and head regeneration in planarians

During the regeneration of freshwater planarians, polarity and patterning programs play essential roles in determining whether a head or a tail regenerates at anterior or posterior-facing wounds. This decision is made very soon after amputation. The pivotal role of the Wnt/β-catenin and Hh signaling pathways in re-establishing anterior-posterior (AP) polarity has been well documented. However, the mechanisms that control the growth and differentiation of the blastema in accordance with its AP identity are less well understood. Previous studies have described a role of Smed-egfr-3, a planarian epidermal growth factor receptor, in blastema growth and differentiation. Here, we identify Smed-egr-4, a zinc-finger transcription factor belonging to the early growth response gene family, as a putative downstream target of Smed-egfr-3. Smed-egr-4 is mainly expressed in the central nervous system and its silencing inhibits anterior regeneration without affecting the regeneration of posterior regions. Single and combinatorial RNA interference to target different elements of the Wnt/β-catenin pathway, together with expression analysis of brain- and anterior-specific markers, revealed that Smed-egr-4: (1) is expressed in two phases - an early Smed-egfr-3-independent phase and a late Smed-egfr-3-dependent phase; (2) is necessary for the differentiation of the brain primordia in the early stages of regeneration; and (3) that it appears to antagonize the activity of the Wnt/β-catenin pathway to allow head regeneration. These results suggest that a conserved EGFR/egr pathway plays an important role in cell differentiation during planarian regeneration and indicate an association between early brain differentiation and the proper progression of head regeneration.

Transketolase-like 1 expression is modulated during Colorectal cancer progression and metastasis formation

Background Transketolase-like 1 (TKTL1) induces glucose degradation through anaerobic pathways, even in presence of oxygen, favoring the malignant aerobic glycolytic phenotype characteristic of tumor cells. As TKTL1 appears to be a valid biomarker for cancer prognosis, the aim of the current study was to correlate its expression with tumor stage, probability of tumor recurrence and survival, in a series of colorectal cancer patients. Methodolody/Principal Findings Tumor tissues from 63 patients diagnosed with colorectal cancer at different stages of progression were analyzed for TKTL1 by immunohistochemistry. Staining was quantified by computational image analysis, and correlations between enzyme expression, local growth, lymph-node involvement and metastasis were assessed. The highest values for TKTL1 expression were detected in the group of stage III tumors, which showed significant differences from the other groups (Kruskal-Wallis test, P = 0.000008). Deeper analyses of T, N and M classifications revealed a weak correlation between local tumor growth and enzyme expression (Mann-Whitney test, P = 0.029), a significant association of the enzyme expression with lymph-node involvement (Mann-Whitney test, P = 0.0014) and a significant decrease in TKTL1 expression associated with metastasis (Mann-Whitney test, P = 0.0004). Conclusions/Significance To our knowledge, few studies have explored the association between variations in TKTL1 expression in the primary tumor and metastasis formation. Here we report downregulation of enzyme expression when metastasis appears, and a correlation between enzyme expression and regional lymph-node involvement in colon cancer. This finding may improve our understanding of metastasis and lead to new and more efficient therapies against cancer.

Proteins influencing foam formation in wine and beer: the role of yeast

This review focuses on the role of proteins in the production and maintenance of foam in both sparkling wines and beer. The quality of the foam in beer but especially in sparkling wines depends, among other factors, on the presence of mannoproteins released from the yeast cell walls during autolysis. These proteins are hydrophobic, highly glycosylated, and their molecular masses range from 10 to 200 kDa characteristics that allow mannoproteins to surround and thus stabilize the gas bubbles of the foam. Both the production and stabilization of foam also depend on other proteins. In wine, these include grape-derived proteins such as vacuolar invertase; in beer, barley-derived proteins, such as LTP1, protein Z, and hordein-derived polypeptides, are even more important in this respect than mannoproteins

La nueva formación del profesorado en Francia: la experiencia del I.U.F.M. de la Académie de Grenoble

Se describen las características de la formación inicial de los profesores en Francia a partir del análisis del funcionamiento organizativo y del plan de estudios desarrollado en el Institut Universitaire de Formation des Maîtres de la Académie de Grenoble, y se comparan algunos de los rasgos definitorios del nuevo modelo francés de formación del profesorado con la configuración que ha ido adquiriendo ésta en nuestro país, así como con los cambios institucionales y de planes de estudios que aquí se han venido gestando durante estos últimos años.

The representation of EFL teachers’ views on the role of English as a Lingua Franca

El creciente número de hablantes no nativos de inglés en el mundo constituye la base a partir de la cual se han hecho recientes afirmaciones alrededor de la necesidad de enfatizar el papel del inglés como lingua franca en las clases de inglés. Este artículo investiga la visión de los profesores catalanes de inglés al respecto mediante un cuestionario centrado en aspectos como la preferencia de profesores nativos o no nativos, el conocimiento cultural idóneo para el profeso- rado de inglés, y la variedad de inglés escogida. Los resultados indican que el profesorado está influido por la supremacía del hablante nativo y una visión del inglés todavía restringida a las comunidades de hablantes nativos, con algunas diferencias significativas encontradas entre distintos grupos de profesores.

Non-native English-speaking English language teachers: history and research

Although the majority of English language teachers worldwide are non-native English speakers, no research was conducted on these teachers until recently. After the pioneering work of Robert Phillipson in 1992 and Peter Medgyes in 1994, nearly a decade had to elapse for more research to emerge on the issues relating to non-native English teachers. The publication in 1999 of George Braine's book Nonnative educators in English language teaching appears to have encouraged a number of graduate students and scholars to research this issue, with topics ranging from teachers' perceptions of their own identity to students' views and aspects of teacher education. This article compiles, classifies, and examines research conducted in the last two decades on this topic, placing a special emphasis on World Englishes concerns, methods of investigation, and areas in need of further attention.

Wikis e innovación docente

El Espacio Europeo de Educación Superior exige un cambio en las metodologías docentes tradicionales que las nuevas tecnologías pueden favorecer. La Web 2.0 ofrece gran variedad de posibilidades para hacer del estudiante un agente activo en el proceso de aprendizaje, pero es la tecnología wiki la que parece adaptarse mejor a las nuevas necesidades docentes, como son la consideración de una serie de competencias genéricas para la formación integral del alumno que van más allá de los meros conocimientos específicos de una asignatura. Los profesores universitarios están empezando a experimentar con wikis en sus asignaturas, pero el apoyo institucional que reciben no parece suficiente para que el uso de esta herramienta se generalice en toda la universidad.