Canals Ilustrada : historia de las personas venerables y Varones Ilustres que han avido (sic) naturales de la Universidad de Canals en el Reyno de Valencia

Sign.: [calderon]-2[calderon]4, 3[calderon]2, A-G4, H3

Confessionale "Defecerunt" ; Titulus de restitutionibus

Pie de imp. tomado de colofón

Constituciones y reglas que han de obseruar los congregantes de la Real Congregacion Arzobispo que fue de Valencia

Sign. : []3, A-F4, H3

Crotalogía ó Ciencia de las castañuelas : instruccion científica del modo de tocar las Castañuelas para baylar el Bolero ... ; parte primera : contiene una nocion exacta del Instrumento llamado Castañuelas, su origen, modo de usarlas ...

Índice

Festiuos, y magestuosos cultos, que la ... ciudad de Barcelona en 19 y 20 de mayo de 1696 dedicaron ... a su ... Patrona ... Maria Santissima de la Merced en su ... primer Convento de la Orden de Nuestra Señora de la Merced : motiuados en la extension del rezo a dicha santissima Virgen ... para alcançar la ... succession de ... Carlos II

Contiene: Villancicos que se cantaron el dia 20 de mayo de 1696 en el ...

Teamwork competence and academic motivation in computer science engineering studies.

The present work is focused on studying two issues: the “teamwork” generic competence and the “academic motivation”. Currently the professional profile of engineers has a strong component of teamwork. On the other hand, motivational profile of students determines their tendencies when they come to work in team, as well as their performance at work. In this context we suggest four hypotheses: (H1) students improve their teamwork capacity by specific training and carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have better attitude towards team working; (H3) students with higher mastery motivation obtain better results in academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with computer science engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception about teamwork competence. Finally, and contrary to the initial hypothesis, these profiles appear to not influence significantly the academic performance of students.

Teamwork, motivational profiles and academic performance in computer science engineering

The present work is aimed at discussing several issues related to the teamwork generic competence, motivational profiles and academic performance. In particular, we study the improvement of teamwork attitude, the predominant types of motivation in different contexts and some correlations among these three components of the learning process. The above-mentioned aspects are of great importance. Currently, the professional profile of engineers has a strong teamwork component and the motivational profile of students determines both their tendencies when they come to work as part of a team, as well as their performance at work. Taking these issues into consideration, we suggest four hypotheses: (H1) students improve their teamwork capacity through specific training and carrying out of a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have a better attitude towards teamwork; (H3) students with different types of motivations reach different levels of academic performance; and (H4) students show different motivation profiles in different circumstances: type of courses, teaching methodologies, different times of the learning process. This study was carried out with Computer Science Engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception of teamwork competence. Finally, results point to a clear relationship between some kind of motivation and academic performance. In particular, four kinds of motivation are analyzed and students are classified into two groups according to them. After analyzing several marks obtained in compulsory courses, we perceive that those students that show higher motivation for avoiding failure obtain, in general, worse academic performance.

Disertacion historia politico-legal [Texto impreso] : en que se hace ver el origen de la agricultura, su dignidad y utilidades...

Sign. : []4, B-G4, H3

Libro de Marco Aurelio [Texto impreso] : con l'horologio de principi : destinto in IIII volumi

Ilustraciones xil. en el 4º libro

Pragmática

Real Pragmática fechada el 24 de septiembre de 1736

Vida de la penitentissima Virgen Ines de Moncada ... [Texto impreso]

Sign.: *-**8, A-G8, H3

Factor-specific modulation of CREB-binding protein acetyltransferase activity

CREB-binding proteins (CBP) and p300 are essential transcriptional coactivators for a large number of regulated DNA-binding transcription factors, including CREB, nuclear receptors, and STATs. CBP and p300 function in part by mediating the assembly of multiprotein complexes that contain additional cofactors such as p300/CBP interacting protein (p/CIP), a member of the p160/SRC family of coactivators, and the p300/CBP associated factor p/CAF. In addition to serving as molecular scaffolds, CBP and p300 each possess intrinsic acetyltransferase activities that are required for their function as coactivators. Here we report that the adenovirus E1A protein inhibits the acetyltransferase activity of CBP on binding to the C/H3 domain, whereas binding of CREB, or a CREB/E1A fusion protein to the KIX domain, fails to inhibit CBP acetyltransferase activity. Surprisingly, p/CIP can either inhibit or stimulate CBP acetyltransferase activity depending on the specific substrate evaluated and the functional domains present in the p/CIP protein. While the CBP interaction domain of p/CIP inhibits acetylation of histones H3, H4, or high mobility group by CBP, it enhances acetylation of other substrates, such as Pit-1. These observations suggest that the acetyltransferase activities of CBP/p300 and p/CAF can be differentially modulated by factors binding to distinct regions of CBP/p300. Because these interactions are likely to result in differential effects on the coactivator functions of CBP/p300 for different classes of transcription factors, regulation of CBP/p300 acetyltransferase activity may represent a mechanism for integration of diverse signaling pathways.

Deposition-related sites K5/K12 in histone H4 are not required for nucleosome deposition in yeast

Histone H4 can be acetylated at N-terminal lysines K5, K8, K12, and K16, but newly synthesized H4 is diacetylated at K5/K12 in diverse organisms. This pattern is widely thought to be important for histone deposition onto replicating DNA. To investigate the importance of K5/K12 we have mutagenized these lysines in yeast and assayed for nucleosome assembly. Assaying was done in the absence of the histone H3 N terminus, which has functions redundant with those of H4 in histone deposition. Nucleosome assembly was assayed by three methods. Because nucleosome depletion may be lethal, we examined cell viability. We also analyzed nucleosome assembly in vivo and in vitro by examining plasmid superhelicity density in whole cells and supercoiling in yeast cell extracts. All three approaches demonstrate that mutagenizing K5 and K12 together does not prevent cell growth and histone deposition in vivo or in vitro. Therefore, K5/K12 cannot be required for nucleosome assembly in yeast. It is only when the first three sites of acetylation—K5, K8, and K12—are mutagenized simultaneously that lethality occurs and assembly is most strongly decreased both in vivo and in vitro. These data argue for the redundancy of sites K5, K8, and K12 in the deposition of yeast histone H4.