SYNTHESES AND X-RAY STRUCTURES OF BIS(T-BUTYLCYCLOPENTADIENYL)LANTHANIDE CHLORIDE COMPLEXES [(BU(T)CP)2LNCL]2 (LN = PR, GD, ER)

Reaction of lanthanide trichlorides with two equivalents of sodium t-butylcyclopentadienide in THF gave rise to the bis(t-butylcyclopentadienyl)lanthanide chloride complexes [(Bu(t)Cp)2LnCl]2 (Ln = Pr, Gd, Er), which were characterized by elemental analysis, IR and H-1 NMR spectroscopy. In addition, the crystal structures of [(ButCp)2PrCl]2 (1) and [(ButCp)2GdCl]2 (2) were determined by single crystal X-ray diffraction at room temperature. The coordination number for Pr3+ and Gd3+ is 8 and the bond lengths Pr-Cl and Gd-Cl are 2.864(2) and 2.771(3) angstrom, respectively. The structural studies showed the complexes to have C2h symmetry.

SYNTHESIS AND X-RAY CRYSTAL-STRUCTURE OF AN ORGANOLANTHANIDE COMPLEX [(BU(T)CP)3NDBRLI(THF)3]

(ButCp)2NdCl.2THF reacts with one equivalent of phenyllithum in THF yielding tris(tert-butylcyclopentadienyl)neodymium lithium bromide tetrahydrofuran, [(ButCP)3 NdBrLi(THF)3], as a by-product, whose structure has been determined by X-ray crystallography. The 10-coordinated neodymium atom is bonded to three tert-butyl-cyclopentadienyl groups and one bromine atom, forming a distorted pseudo-tetrahedron.

Inteligencia Emocional y Comunicación: la conciencia corporal como recurso

Los cambios producidos en los procesos de enseñanza– aprendizaje requieren de los docentes formación competencial que motive a los alumnos para que sean capaces de desarrollarse como personas y realizar aprendizajes significativos a lo largo de toda su vida. En línea con este objetivo es necesaria una formación específica del profesorado que promueva el desarrollo de las competencias de tipo emocional. En el contexto educativo, una de las claves del éxito (la consecución de un proceso de enseñanza–aprendizaje efectivo y de calidad) se encuentra en el modo en el cual se establecen las dinámicas interpersonales. Un buen docente es aquel que no sólo “sabe”, sino que “es”. La presencia del docente en el aula, su cercanía al alumno, su capacidad para gestionar sus emociones, para comunicarse de modo eficaz y empatizar con él, son todos ellos aspectos que inciden sin lugar a dudas en el clima de trabajo, en el grado de motivación del alumno, en los resultados de aprendizaje, y claro está, en su desarrollo personal. Cuando hablamos de aspectos comunicativos, aquellos de tipo no verbal cobran una gran importancia. Los docentes apenas reciben formación de tipo experiencial sobre aspectos relacionados con la presencia del cuerpo y su expresión. El conocimiento enactivo a través de un programa de concienciación corporal y comunicación no –verbal posibilita el desarrollo de competencias intra e interpersonales. Se presentan en este trabajo los resultados preliminares de un programa de formación realizado en este ámbito con profesores universitarios de distintas áreas de conocimiento.

A Want of Order and Good Discipline: Rules, Discretion and the Victorian Prison

null RAE2008

Constructing extensions of CP-maps via tensor dilations with rhe help of von Neumann modules

Gohm, Rolf; Skeide, M., (2005) 'Constructing extensions of CP-maps via tensor dilations with rhe help of von Neumann modules', Infinite Dimensional Analysis, Quantum Probability and Related Topics 8(2) pp.291-305 RAE2008

Relação entre Sistema Estomatognático e Postura Corporal

Trabalho apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Medicina Dentária

Serotonin transporter genotype modulates social reward and punishment in rhesus macaques

Background: Serotonin signaling influences social behavior in both human and nonhuman primates. In humans, variation upstream of the promoter region of the serotonin transporter gene (5-HTTLPR) has recently been shown to influence both behavioral measures of social anxiety and amygdala response to social threats. Here we show that length polymorphisms in 5-HTTLPR predict social reward and punishment in rhesus macaques, a species in which 5-HTTLPR variation is analogous to that of humans. Methodology/Principal Findings: In contrast to monkeys with two copies of the long allele (L/L), monkeys with one copy of the short allele of this gene (S/L) spent less time gazing at face than non-face images, less time looking in the eye region of faces, and had larger pupil diameters when gazing at photos of a high versus low status male macaques. Moreover, in a novel primed gambling task, presentation of photos of high status male macaques promoted risk-aversion in S/L monkeys but promoted risk-seeking in L/L monkeys. Finally, as measured by a "pay-per-view" task, S/L monkeys required juice payment to view photos of high status males, whereas L/L monkeys sacrificed fluid to see the same photos. Conclusions/Significance: These data indicate that genetic variation in serotonin function contributes to social reward and punishment in rhesus macaques, and thus shapes social behavior in humans and rhesus macaques alike. © 2009 Watson et al.