Comic??mic : el c??mic a l'escola. 'Comic??mic : el c??mic en la escuela'

La finalidad del libro es sugerir a los profesores un amplio abanico de actividades, ejercicios, t??cnicas, recursos y materiales que, de una u otra forma ayuden a los alumnos a mejorar su nivel de comprensi??n y expresi??n oral y escrita, as?? como estimular su creatividad en el uso de la lengua y sus posibilidades. Pretende, aprovechando el inter??s de los escolares por el c??mic, convertirlo en una herramienta l??dica y creativa. Analiza el lenguaje gestual, ic??nico y verbal del c??mic y propone actividades englobadas en las ??reas de Lengua, Ciencias Naturales, Matem??ticas, Psicomotricidad y Expresi??n Corporal, Ciencias Sociales y Pl??stica.

Com funciona la biosfera?' ??C??mo funciona la biosfera?'

Cr??dito variable tipificado de Ciencias de la Naturaleza para Educaci??n Secundaria Obligatoria. Pretende dar a conocer conceptos sobre ecolog??a, energ??a y organismos vivos. Trata los ecosistemas, sus problemas y caracter??sticas. Pretende tambi??n ense??ar a realizar trabajo de campo y en el laboratorio. Describe los objetivos, contenidos y orientaciones did??cticas. Desarrolla una unidad did??ctica como ejemplo sobre los organismos y el entorno.

Com funciona la biosfera?. '??C??mo funciona la biosfera?'

Ejemplo de unidad did??ctica de un cr??dito variable tipificado. Consta de actividades de ense??anza-aprendizaje y de orientaciones did??cticas. Los objetivos de la unidad que se ejemplifica ('Los organismos y el entorno. Comunidades') son: 1. Aplicar, en diferentes situaciones, el significado de comunidad, h??bitat y variables ambientales, as?? como interpretar la dependencia que hay entre los organismos y el medio; 2. Observar e interpretar fen??menos y procesos en el campo y formular hip??tesis coherentes en relaci??n a la presencia y distribuci??n de los organismos; 3. Dise??ar experimentos sencillos en el laboratorio, usando materiales comunes, para investigar problemas planteados en relaci??n a los contenidos de la unidad; 4. Adquirir h??bitos y t??cnicas de trabajo b??sicos en el trabajo de campo y de laboratorio; 5. Colaborar en el trabajo en peque??os grupos. Expresar verbalmente las opiniones en p??blico y debatirlas con argumentos coherentes, manteniendo una actitud tolerante hacia las otras opiniones.

Y t??, ??c??mo lo v??s?

Material de un programa de sensibilizaci??n para j??venes sobre tolerancia, interdependencia y cooperaci??n, puesto en marcha a finales de 1994 que se articula en torno a tres fases de un a??o de duraci??n cada una. La primera se han creado grupos de trabajo en las distintas comunidades aut??nomas y se han creado estos materiales. En la segunda se iniciar?? el trabajo con j??venes y en la tercera se incorporar??n las propuestas surgidas de los grupos y se reeditar??n los materiales. El material se divide en: 1. Gu??a de educaci??n para el desarrollo, es la gu??a general del programa, 2. Carpeta para la educaci??n formal, es la carpeta del profesor de ESO, 3. Carpeta para la educaci??n no formal, es la carpeta del animador, en el ??mbito no formal, 4. Experiencias de educaci??n para el desarrollo en el trabajo con j??venes, recoge el resultado de un Congresos del mismo nombre, 5. 13 carteles, 6. Para empezar a trabajar...v??deo y exposici??n, es el material de trabajo del video adjunto.

Pr??cticas inclusivas de los docentes en la convivencia escolar y en la organizaci??n y funcionamiento de los centros de educaci??n primaria de la zona norte de C??rdoba

Resumen basado en el de la publicaci??n

Ram??n y Cajal en Educaci??n Infantil

Resumen basado en el de la publicaci??n

The effect of paddock size on the response of seasonal anoestrous ewes to the ram effect

Many aspects of the conditions required to maximize the ewe's response to ram introduction in the late anoestrous season remain unclear. The aim of this research was to determine whether grazing space allowances could influence the efficacy of the ram effect. In August 1995, at Reading (latitude 51degrees27'N), following a 3-month isolation period from rams, two groups of nulliparous Mule ewes, aged 15 months, were introduced to four rains in a low (12 ewes/ha; treatment L, n = 124) or in a high stocking rate (84 ewes/ha; treatment H, n = 126). From the beginning of August until the end of August oestrous behaviour was recorded by daily checks of mating marks on ewes. Rams were removed and in October all ewes were scanned (day 50) for pregnancy. No significant differences were found in the parameters investigated. Eighty-two percent of the L and 75.4% of the H ewes exhibited oestrus, with a pronounced peak on day 23 following ram introduction and a compact concentration in the 21-25-day period. The oestrous synchronisation rate in this 5-day period was 69.4 and 68.3%, respectively for L and H. The mean interval from ram introduction to oestrus was 23.17+/-2.4 days in L and 23.0+/-2.2 days in the H group. Conception rates were 84.3 and 87.4% for L and H groups, respectively. These results suggest that the response of anoestrous ewes to the introduction of rams was not affected by grazing space allowances and that yearling Mule ewes respond well to the ram effect in the late anoestrus season. (C) 2003 Elsevier Science B.V. All rights reserved.

The effect of ram replacement and sex ratio on the sexual response of anoestrous ewes

It is accepted that an important source of variation in the response of anoestrous ewes, to the introduction of rams, is the intensity of male stimulation. The aim of this study was to investigate strategies capable of increasing the impact and transmission of the ram stimuli. In Experiment 1, two groups of seven ewes (Bluefaced Leicester male x Swaledale female) were individually penned with one ram and for the next 6 h the rams either remained in the pen or were replaced hourly. Blood samples revealed no difference in the pattern of plasma LH secretion. In Experiment 2, three groups of 16 ewes were either introduced to one ram, individually (H) or in groups of 8 (L), or remained isolated. Ram introduction increased the plasma LH pulsatility (P < 0.001). H ewes displayed more (nine versus six) male-induced LH pulses (pulses occurring within the first 45 min) and more pulses per 8 h intervals than the L group of ewes (1.9 +/- 0.3 versus 1.3 +/- 0.3), but these differences were not significant. It was concluded that (i) frequent replacement of rams within a few hours following ram introduction to ewes does not further improve the response of ewes, especially if the ram:ewe ratio is high; (ii) the characterization of the plasma LH secretion parameters during a period of 6-8 h does not seem to be an effective method to detect small differences in the intensity of stimulation received by the ewes when exposed to rams; (iii) North Country Mule ewes (Bluefaced Leicester male x Swaledale female) in the UK respond to the presence of rams in spring (late oestrous/early anoestrous season) with an elevation in plasma LH secretion. (c) 2005 Elsevier B.V. All rights reserved.

Lipid peroxidation and generation of hydrogen peroxide in frozen-thawed ram semen supplemented with catalase or Trolox

Semen manipulation and cryopreservation-thaw procedures may accelerate the generation of reactive oxygen species (ROS). Sperm exposure to large amounts of ROS has been shown to cause membrane lipid peroxidation and cellular injury to the sperm. The objective of this study was to overcome the ROS production in frozen-thawed ram semen by the addition of the antioxidants catalase or Trolox to semen following thawing. Frozen-thawed ram semen (100 x 10(6) sperm/straw) was supplemented with PBS (control group), 100 mu g/ml catalase, or 100 mu M Trolox/10(8) sperm (catalase and Trolox being dissolved in PBS) and incubated (37 degrees C) for 5 min. Under the experimental conditions used in this study, the catalase and Trolox antioxidants failed to protect the sperm from the spontaneous production of ROS. However, when lipid peroxidation was induced by iron (FeSO(4)), the addition of Trolox promoted a reduction (P < 0.05) in the formation of TBARS in the semen, compared to the control and catalase semen samples. The generation of TBARS and H(2)O(2) occurred in the extender alone, without the presence of sperm cells. In conclusion, the addition of Trolox to frozen-thawed ram semen could be beneficial as it decreases the production of TBARS when oxidative stress is induced. It is possible that a longer incubation period could lead to different results. The concentration of catalase also needs to be further evaluated. The extender could contribute to the oxidative stress of sperm, as it is a source of ROS during the cryopreservation of semen. (C) 2010 Elsevier B.V. All rights reserved.

Motility and viability of ram sperm cryopreserved in a Tris-egg yolk extender supplemented with anti-oxidants

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)