Plan de Acción Tutorial en la E.U. de Informática de la Universidad Politécnica de Madrid

Este artículo presenta un modelo de acción tutorial desarrollado sobre estrategias de acompañamiento al estudiante basadas en “coaching” e inteligencia emocional, y un modelo experimental de tutorías por pares de tutores en los que se celebran sesiones conjuntas para tratar problemas comunes y compartir experiencias de los tutelados. Los resultados obtenidos de integración y eficiencia en el proceso de enseñanza aprendizaje de los tutelados en este modelo invitan a extender la experiencia a un grupo de tutores mayor para después generalizarlo.

Including functional usability features in a Model-Driven Development Method

The Software Engineering (SE) community has historically focused on working with models to represent functionality and persistence, pushing interaction modelling into the background, which has been covered by the Human Computer Interaction (HCI) community. Recently, adequately modelling interaction, and specifically usability, is being considered as a key factor for success in user acceptance, making the integration of the SE and HCI communities more necessary. If we focus on the Model-Driven Development (MDD) paradigm, we notice that there is a lack of proposals to deal with usability features from the very first steps of software development process. In general, usability features are manually implemented once the code has been generated from models. This contradicts the MDD paradigm, which claims that all the analysts? effort must be focused on building models, and the code generation is relegated to model to code transformations. Moreover, usability features related to functionality may involve important changes in the system architecture if they are not considered from the early steps. We state that these usability features related to functionality can be represented abstractly in a conceptual model, and their implementation can be carried out automatically.

Gramaticalización de la resolución de conflictos sintácticos: las construcciones asimétricas = ГРАММАТИКАЛИЗАЦИЯ СПОСОБОВ РАЗРЕШЕНИЯ СИНТАКСИЧЕСКИХ КОНФЛИКТОВ: АСИММЕТРИЧНЫЕ КОНСТРУКЦИИ

Se analizan las construcciones coordinativas rusas que contienen las conjunciones bipartitas. Mostramos que pueden formar construcciones asimétricas que tienen la naturaleza dual. Por un lado la oración está dentro de la norma gramatical. Por otro lado su estructura está deformada. Construcciones asimétricas es un método gramaticalizado de resolver varios tipos de conflictos que surgen al generar construcciones coordinativas.

Modelling ecological cognitive rehabilitation therapies for building virtual environments in brain injury

Brain Injury (BI) has become one of the most common causes of neurological disability in developed countries. Cognitive disorders result in a loss of independence and patients? quality of life. Cognitive rehabilitation aims to promote patients? skills to achieve their highest degree of personal autonomy. New technologies such as virtual reality or interactive video allow developing rehabilitation therapies based on reproducible Activities of Daily Living (ADLs), increasing the ecological validity of the therapy. However, the lack of frameworks to formalize and represent the definition of this kind of therapies can be a barrier for widespread use of interactive virtual environments in clinical routine.

Tirada especial del prólogo de la edición del Don Quijote de la Mancha de la cual se han impreso en letra gótica cincuenta y dos ejemplares sobre hojas de corcho natural, treinta en papel de hilo y tres en papel japonés [ [Texto impreso].]

Tirada aparte de algunos componentes de la edición que hizo en 1905 Octavio Viader en San Feliu de Guíxols.

PROFESSORES COM DEFICIÊNCIA FÍSICA NO ENSINO SUPERIOR: ESTUDO DE TRAJETÓRIAS ESCOLARES

Convivemos natural e socialmente com as diferenças, mesmo que de forma não apreendida, não aparente. Nesse contexto surge o estigma do deficiente, parte integrante de um grupo que foge aos padrões normais da sociedade e da natureza. E no convívio escolar essa diferença torna-se mais evidente gerando um desequilíbrio social, que as práticas pedagógicas tentam minimizar com a proposta da inclusão. As pesquisas acerca da educação inclusiva apontam experiências de professores(as) normais com alunos(as) com e sem deficiência que freqüentam o mesmo ambiente escolar. Observando essa realidade de outro ângulo, como se apresentam essas relações quando o(a) professor(a) é deficiente? Existem poucos trabalhos documentando essas experiências. Esta pesquisa pretende preencher essa lacuna, tendo como base a trajetória formativa de um professor com deficiência física, atuando no ensino superior, em conjunto com entrevistas de outros dois professores do ensino superior, também com deficiência física por meio das seguintes categorias: trajetórias no ensino básico, acesso e permanência no ensino superior, acesso ao mercado de trabalho, acesso e atuação como professor de ensino superior e inclusão. Objetivou-se assim, estabelecer uma reflexão sobre a inclusão profissional frente às dificuldades enfrentadas diariamente na escola. Na tentativa de explicitar as características e os atributos dos indivíduos com deficiência, em convívio com pessoas normais, utilizou-se como base teórica o apoio da estatística, especificamente da curva normal, em conjunto com a trajetória histórica e legislativa acerca do tema. Portanto, o estudo visa contribuir para o desenvolvimento de uma cultura inclusiva promovendo a normalidade das diferenças.(AU)

Molecular Cloning of Vacuolar H+-Pyrophosphatase and Its Developmental Expression in Growing Hypocotyl of Mung Bean1

Vacuolar proton-translocating inorganic pyrophosphatase and H+-ATPase acidify the vacuoles and power the vacuolar secondary active transport systems in plants. Developmental changes in the transcription of the pyrophosphatase in growing hypocotyls of mung bean (Vigna radiata) were investigated. The cDNA clone for the mung bean enzyme contains an uninterrupted open reading frame of 2298 bp, coding for a polypeptide of 766 amino acids. Hypocotyls were divided into elongating and mature regions. RNA analysis revealed that the transcript level of the pyrophosphatase was high in the elongating region of the 3-d-old hypocotyl but was extremely low in the mature region of the 5-d-old hypocotyl. The level of transcript of the 68-kD subunit of H+-ATPase also decreased after cell maturation. In the elongating region, the proton-pumping activity of pyrophosphatase on the basis of membrane protein was 3 times higher than that of H+-ATPase. After cell maturation, the pyrophosphatase activity decreased to 30% of that in the elongating region. The decline in the pyrophosphatase activity was in parallel with a decrease in the enzyme protein content. These findings indicate that the level of the pyrophosphatase, a main vacuolar proton pump in growing cells, is negatively regulated after cell maturation at the transcriptional level.

The primary structures of the Archaeon Halobacterium salinarium blue light receptor sensory rhodopsin II and its transducer, a methyl-accepting protein.

Recently, a large family of transducer proteins in the Archaeon Halobacterium salinarium was identified. On the basis of the comparison of the predicted structural domains of these transducers, three distinct subfamilies of transducers were proposed. Here we report isolation, complete gene sequences, and analysis of the encoded primary structures of transducer gene htrII, a member of family B, and its blue light receptor gene (sopII) of sensory rhodopsin II (SRII). The start codon ATG of the 714-bp sopII gene is one nucleotide beyond the termination codon TGA of the 2298-bp htrII gene. The deduced protein sequence of HtrII predicts a eubacterial chemotaxis transducer type with two hydrophobic membrane-spanning segments connecting sizable domains in the periplasm and cytoplasm. HtrII has a common feature with HtrI, the sensory rhodopsin I transducer; like HtrI, HtrII possesses a hydrophilic loop structure just after the second transmembrane segment. The C-terminal 299 residues (765 amino acid residues total) of HtrII show strong homology to the signaling and methylation domain of eubacterial transducer Tsr. The hydropathy plot of the primary structure of SRII indicates seven membrane-spanning alpha-helical segments, a characteristic feature of retinylidene proteins ("rhodopsins") from a widespread family of photoactive pigments. SRII shows high identity with SRI (42%), bacteriorhodopsin (BR) (32%), and halorhodopsin (24%). The crucial positions for retinal binding sites in these proteins are nearly identical, with the exception of Met-118 (numbering according to the mature BR sequence), which is replaced by Val in SRII. In BR, residues Asp-85 and Asp-96 are crucial in proton pumping. In SRII, the position corresponding to Asp-85 in BR is conserved, but the corresponding position of Asp-96 is replaced by an aromatic Tyr. Coexpression of the htrII and sopII genes restores SRII phototaxis to a mutant (Pho81) that contains a deletion in the htrI/sopI and insertion in htrII/sopII regions. This paper describes the first example that both HtrI and HtrII exist in the same halobacterial cell, confirming that different sensory rhodopsins SRI and SRII in the same organism have their own distinct transducers.

De aeterna dei praedestinatione et reprobatione sententia Don Ioannis à Bononia ...

Mode of access: Internet.

The United States catalog; books in print January 1, 1912. Entries under author, subject, and title, in one alphabet, with particulars of binding, price, date, and publisher.

"Number 3095."