The role of the intracellular second messenger cAMP in the induction of long-term morphological changes in sensory neurons of {\it Aplysia\/}

The present work examines the role of cAMP in the induction of the type of long-term morphological changes that have been shown to be correlated with long-term sensitization in Aplysia.^ To examine this issue, cAMP was injected into individual tail sensory neurons in the pleural ganglion to mimic, at the single cell level, the effects of behavioral training. After a 22 hr incubation period, the same cells were filled with horseradish peroxidase and 2 hours later the tissue was fixed and processed. Morphological analysis revealed that cAMP induced an increase in two morphological features of the neurons, varicosities and branch points. These structural alterations, which are similar to those seen in siphon sensory neurons of the abdominal ganglion following long-term sensitization training of the siphon-gill withdrawal reflex, could subserve the altered behavioral response of the animal. These results expose another role played by cAMP in the induction of learning, the initiation of a structural substrate, which, in concert with other correlates, underlies learning.^ cAMP was injected into sensory neurons in the presence of the reversible protein synthesis inhibitor, anisomycin. The presence of anisomycin during and immediately following the nucleotide injection completely blocked the structural remodeling. These results indicate that the induction of morphological changes by cAMP is a process dependent on protein synthesis.^ To further examine the temporal requirement for protein synthesis in the induction of these changes, the time of anisomycin exposure was varied. The results indicate that the cellular processes triggered by cAMP are sensitive to the inhibition of protein synthesis for at least 7 hours after the nucleotide injection. This is a longer period of sensitivity than that for the induction of another correlate of long-term sensitization, facilitation of the sensory to motor neuron synaptic connection. Thus, these findings demonstrate that the period of sensitivity to protein synthesis inhibition is not identical for all correlates of learning. In addition, since the induction of the morphological changes can be blocked by anisomycin pulses administered at different times during and following the cAMP injection, this suggests that cAMP is triggering a cascade of protein synthesis, with successive rounds of synthesis being dependent on successful completion of preceding rounds. Inhibition at any time during this cascade can block the entire process and so prevent the development of the structural changes.^ The extent to which cAMP can mimic the structural remodeling induced by long-term training was also examined. Animals were subjected to unilateral sensitization training and the morphology of the sensory neurons was examined twenty-four hours later. Both cAMP injection and long-term training produced a twofold increase in varicosities and approximately a fifty percent increase in the number of branch points in the sensory neuron arborization within the pleural ganglion. (Abstract shortened by UMI.) ^

Achievements of the FIGO Initiative for the Prevention of Unsafe Abortion and its Consequences in South-Southeast Asia.

Since 2008, the FIGO Initiative for the Prevention of Unsafe Abortion and its Consequences has contributed to ensuring the substitution of sharp curettage by manual vacuum aspiration (MVA) and medical abortion in selected hospitals in participating countries of South-Southeast Asia. This initiative facilitated the registration of misoprostol in Pakistan and Bangladesh, and the approval of mifepristone for "menstrual regulation" in Bangladesh. The Pakistan Nursing Council agreed to include MVA and medical abortion in the midwifery curriculum. The Bangladesh Government has approved the training of nurses and paramedics in the use of MVA to treat incomplete abortion in selected cases. The Sri Lanka College of Obstetricians and Gynaecologists, in collaboration with partners, has presented a draft petition to the relevant authorities appealing for them to liberalize the abortion law in cases of rape and incest or when lethal congenital abnormalities are present. Significantly, the initiative has introduced or strengthened the provision of postabortion contraception.

(Table 1) Presence of sublittoral macroalgae in the investigated profiles in Potter Cove, King George Island, Antarctica

The vegetation of a small fjord and its adjacent open shore was documented by subaquatic video. The distribution of individual species of macroalgae and the composition of assemblages were compared with gradients of light availability, hydrography, slope inclination, substratum, and exposition to turbulence and ice. The sublittoral fringe is usually abraded by winterly ice floes and devoid of large, perennial algae. Below this zone, the upper sublittoral is dominated by Desmarestia menziesii on steep rock faces, where water movements become irregular, or by Ascoseira mirabilis and Palmaria decipiens on weakly inclined slopes with steady rolling water movements. In the central sublittoral above 15 m, where turbulence is still active, Desmarestia anceps is outcompeting all other species on solid substratum, However, the species is not able to persist on loose material under these conditions. Instead, Himantothallus grandifolius may occur. Deeper, where turbulence usually is negligible, Desmarestia anceps also covers loose material. The change of dominance to Himantothallus grandifolius in the deep sublittoral cannot completely be explained at present. Himantothallus grandifolius also prevails in a mixed assemblage under the influence of grounding icebergs. Most of the smaller algae are opportunists with different degrees of tolerance for turbulence, but some apparently need more stable microhabitats and thus are dependent from continuing suppression of competitive large phaeophytes.

Metodología de la enseñanza y formación del profesorado : El caso de la Sección Pedagógica y la Facultad de Ciencias de la Educación de la Universidad Nacional de La Plata entre 1906 y 1920

En este trabajo investigamos la Metodología de la enseñanza como asignatura y como habilidad del desempeño profesional en la formación inicial de los profesores en la Sección Pedagógica entre 1906 y 1914, y en la Facultad de Ciencias de la Educación entre 1914 y 1920, ambas en la Universidad Nacional de La Plata. Dicha formación se gestó y desarrolló en el marco de un proyecto fundacional integral para nuestra Universidad. Estudiamos desde una perspectiva curricular la formación inicial de los profesores, es decir, aquella instancia institucional y formal de preparación para el ejercicio de la docencia. Aparecen en un segundo plano de importancia referencias al ejercicio profesional en tanto algunas prescripciones pedagógicas y didácticas resultaban también recomendadas para los docentes ya recibidos. Recurrimos al análisis de documentos. Tomamos como universo de análisis las Revistas Archivos de Pedagogía y Ciencias Afines y Archivos de Ciencias de la Educación que, en tanto órgano de difusión de las instituciones mencionadas, nos aportaron valiosos elementos para la reconstrucción de los trayectos formativos de los profesorados y para conocer ciertas características generales adjudicadas a la Metodología de la enseñanza. También utilizamos escritos de Víctor Mercante y otros de Joaquín V. González, quienes fueron referentes claves en la concreción de la formación de docentes en nuestra Universidad. Visualizamos la presencia de un sustento positivista tiñendo diferentes dimensiones formativas: la secuencia y organización de las asignaturas del curriculum, en las que predominaría una supremacía de la teoría sobre la práctica; la exigencia de complementar las lecciones teóricas con instancias de observación y experimentación; las constantes y dominantes manifestaciones sobre la principalidad de la ciencia. Además, a partir del estudio de los programas de "Metodología general" y "Metodología especial" como asignaturas del curriculum, y de la concepción de Mercante sobre éstas, pudimos inferir una confianza depositada en que un buen uso de la Metodología de la enseñanza facilitaría un desempeño profesional eficaz. En el interjuego permanente entre el marco conceptual-referencial y el material empírico, construimos dos ejes a partir de los cuales analizar esa Metodología de enseñanza. El primero es de carácter curricular e incluye, por un lado, entenderla como asignatura del curriculum de la formación de profesores y, por el otro, como una habilidad profesional conformando parte de las intencionalidades formativas de éste. El segundo eje se arma entendiendo a la Metodología de enseñanza como una habilidad del profesional docente que facilita el desempeño en el aula, y a esta habilidad como un lugar reservado para la normatividad del saber pedagógico. Esta mirada histórica sobre los orígenes de la formación docente en nuestra Casa de Estudios, pretende aportar elementos para la reflexión curricular actual sobre la formación de formadores. A su vez, en un segundo plano, nos interesa destacar la presencia y características de un espacio de normatividad/prescripción propio del saber pedagógico de la época. En los debates didácticos actuales, cobra relevancia la conformación de ese componente normativo/prescriptivo, por lo que consideramos que la perspectiva de estudio aquí propuesta nos aporta elementos para enriquecer la reflexión.

Learning kinds for students of technical high school : An analysis from the David Ausubel's theory

This article presents the findings of a field research, not experimental, observational, correlating, basic, of mixed data, micro sociologic, leading to a study of surveys.The object of study is to find learning kinds, and the unit of analysis were 529 high school students between 16 and 21 years old. Its purpose is to understand the impact of learning by rote, guided, self learned and meaningful learning and its achievement degree besides the learning outcomes of differentiated curriculum based on David Ausubel's thoughts, associated with different economic specialties (MINEDUC, 1998) where the population of the study is trained. To collect data, the test TADA - DO2 was used, this test has a reliability index of 0.911 according to Cronbach. From the hits it can be stated from the null hypothesis that there is a significant association (a = 0,05) between the learning kinds and the learning expected of differentiated training plan for both, male and female. It is complex to state that the training of the middle-level technicians leads to a successful employment.

Metodología de la enseñanza y formación del profesorado : El caso de la Sección Pedagógica y la Facultad de Ciencias de la Educación de la Universidad Nacional de La Plata entre 1906 y 1920

En este trabajo investigamos la Metodología de la enseñanza como asignatura y como habilidad del desempeño profesional en la formación inicial de los profesores en la Sección Pedagógica entre 1906 y 1914, y en la Facultad de Ciencias de la Educación entre 1914 y 1920, ambas en la Universidad Nacional de La Plata. Dicha formación se gestó y desarrolló en el marco de un proyecto fundacional integral para nuestra Universidad. Estudiamos desde una perspectiva curricular la formación inicial de los profesores, es decir, aquella instancia institucional y formal de preparación para el ejercicio de la docencia. Aparecen en un segundo plano de importancia referencias al ejercicio profesional en tanto algunas prescripciones pedagógicas y didácticas resultaban también recomendadas para los docentes ya recibidos. Recurrimos al análisis de documentos. Tomamos como universo de análisis las Revistas Archivos de Pedagogía y Ciencias Afines y Archivos de Ciencias de la Educación que, en tanto órgano de difusión de las instituciones mencionadas, nos aportaron valiosos elementos para la reconstrucción de los trayectos formativos de los profesorados y para conocer ciertas características generales adjudicadas a la Metodología de la enseñanza. También utilizamos escritos de Víctor Mercante y otros de Joaquín V. González, quienes fueron referentes claves en la concreción de la formación de docentes en nuestra Universidad. Visualizamos la presencia de un sustento positivista tiñendo diferentes dimensiones formativas: la secuencia y organización de las asignaturas del curriculum, en las que predominaría una supremacía de la teoría sobre la práctica; la exigencia de complementar las lecciones teóricas con instancias de observación y experimentación; las constantes y dominantes manifestaciones sobre la principalidad de la ciencia. Además, a partir del estudio de los programas de "Metodología general" y "Metodología especial" como asignaturas del curriculum, y de la concepción de Mercante sobre éstas, pudimos inferir una confianza depositada en que un buen uso de la Metodología de la enseñanza facilitaría un desempeño profesional eficaz. En el interjuego permanente entre el marco conceptual-referencial y el material empírico, construimos dos ejes a partir de los cuales analizar esa Metodología de enseñanza. El primero es de carácter curricular e incluye, por un lado, entenderla como asignatura del curriculum de la formación de profesores y, por el otro, como una habilidad profesional conformando parte de las intencionalidades formativas de éste. El segundo eje se arma entendiendo a la Metodología de enseñanza como una habilidad del profesional docente que facilita el desempeño en el aula, y a esta habilidad como un lugar reservado para la normatividad del saber pedagógico. Esta mirada histórica sobre los orígenes de la formación docente en nuestra Casa de Estudios, pretende aportar elementos para la reflexión curricular actual sobre la formación de formadores. A su vez, en un segundo plano, nos interesa destacar la presencia y características de un espacio de normatividad/prescripción propio del saber pedagógico de la época. En los debates didácticos actuales, cobra relevancia la conformación de ese componente normativo/prescriptivo, por lo que consideramos que la perspectiva de estudio aquí propuesta nos aporta elementos para enriquecer la reflexión.

Learning kinds for students of technical high school : An analysis from the David Ausubel's theory

This article presents the findings of a field research, not experimental, observational, correlating, basic, of mixed data, micro sociologic, leading to a study of surveys.The object of study is to find learning kinds, and the unit of analysis were 529 high school students between 16 and 21 years old. Its purpose is to understand the impact of learning by rote, guided, self learned and meaningful learning and its achievement degree besides the learning outcomes of differentiated curriculum based on David Ausubel's thoughts, associated with different economic specialties (MINEDUC, 1998) where the population of the study is trained. To collect data, the test TADA - DO2 was used, this test has a reliability index of 0.911 according to Cronbach. From the hits it can be stated from the null hypothesis that there is a significant association (a = 0,05) between the learning kinds and the learning expected of differentiated training plan for both, male and female. It is complex to state that the training of the middle-level technicians leads to a successful employment.

Metodología de la enseñanza y formación del profesorado : El caso de la Sección Pedagógica y la Facultad de Ciencias de la Educación de la Universidad Nacional de La Plata entre 1906 y 1920

En este trabajo investigamos la Metodología de la enseñanza como asignatura y como habilidad del desempeño profesional en la formación inicial de los profesores en la Sección Pedagógica entre 1906 y 1914, y en la Facultad de Ciencias de la Educación entre 1914 y 1920, ambas en la Universidad Nacional de La Plata. Dicha formación se gestó y desarrolló en el marco de un proyecto fundacional integral para nuestra Universidad. Estudiamos desde una perspectiva curricular la formación inicial de los profesores, es decir, aquella instancia institucional y formal de preparación para el ejercicio de la docencia. Aparecen en un segundo plano de importancia referencias al ejercicio profesional en tanto algunas prescripciones pedagógicas y didácticas resultaban también recomendadas para los docentes ya recibidos. Recurrimos al análisis de documentos. Tomamos como universo de análisis las Revistas Archivos de Pedagogía y Ciencias Afines y Archivos de Ciencias de la Educación que, en tanto órgano de difusión de las instituciones mencionadas, nos aportaron valiosos elementos para la reconstrucción de los trayectos formativos de los profesorados y para conocer ciertas características generales adjudicadas a la Metodología de la enseñanza. También utilizamos escritos de Víctor Mercante y otros de Joaquín V. González, quienes fueron referentes claves en la concreción de la formación de docentes en nuestra Universidad. Visualizamos la presencia de un sustento positivista tiñendo diferentes dimensiones formativas: la secuencia y organización de las asignaturas del curriculum, en las que predominaría una supremacía de la teoría sobre la práctica; la exigencia de complementar las lecciones teóricas con instancias de observación y experimentación; las constantes y dominantes manifestaciones sobre la principalidad de la ciencia. Además, a partir del estudio de los programas de "Metodología general" y "Metodología especial" como asignaturas del curriculum, y de la concepción de Mercante sobre éstas, pudimos inferir una confianza depositada en que un buen uso de la Metodología de la enseñanza facilitaría un desempeño profesional eficaz. En el interjuego permanente entre el marco conceptual-referencial y el material empírico, construimos dos ejes a partir de los cuales analizar esa Metodología de enseñanza. El primero es de carácter curricular e incluye, por un lado, entenderla como asignatura del curriculum de la formación de profesores y, por el otro, como una habilidad profesional conformando parte de las intencionalidades formativas de éste. El segundo eje se arma entendiendo a la Metodología de enseñanza como una habilidad del profesional docente que facilita el desempeño en el aula, y a esta habilidad como un lugar reservado para la normatividad del saber pedagógico. Esta mirada histórica sobre los orígenes de la formación docente en nuestra Casa de Estudios, pretende aportar elementos para la reflexión curricular actual sobre la formación de formadores. A su vez, en un segundo plano, nos interesa destacar la presencia y características de un espacio de normatividad/prescripción propio del saber pedagógico de la época. En los debates didácticos actuales, cobra relevancia la conformación de ese componente normativo/prescriptivo, por lo que consideramos que la perspectiva de estudio aquí propuesta nos aporta elementos para enriquecer la reflexión.

Learning kinds for students of technical high school : An analysis from the David Ausubel's theory

This article presents the findings of a field research, not experimental, observational, correlating, basic, of mixed data, micro sociologic, leading to a study of surveys.The object of study is to find learning kinds, and the unit of analysis were 529 high school students between 16 and 21 years old. Its purpose is to understand the impact of learning by rote, guided, self learned and meaningful learning and its achievement degree besides the learning outcomes of differentiated curriculum based on David Ausubel's thoughts, associated with different economic specialties (MINEDUC, 1998) where the population of the study is trained. To collect data, the test TADA - DO2 was used, this test has a reliability index of 0.911 according to Cronbach. From the hits it can be stated from the null hypothesis that there is a significant association (a = 0,05) between the learning kinds and the learning expected of differentiated training plan for both, male and female. It is complex to state that the training of the middle-level technicians leads to a successful employment.

Nature, origin, and petroleum source potential of organic matter at DSDP Leg 56-57 Holes

As part of a continuing program of organic-geochemistry studies of sediments recovered by the Deep Sea Drilling Project, we have analyzed the types, amounts, and thermal-alteration indices of organic matter in samples collected from the landward wall of the Japan Trench on Legs 56 and 57. The samples were canned aboard ship, enabling us to measure also their gas contents. In addition, we analyzed the heavy C15+ hydrocarbons, NSO compounds, and asphaltenes extracted from selected samples. Our samples form a transect down the trench wall, from Holes 438 and 438A (water depth 1558 m), through Holes 435 and 435A (water depth 3401 m), and 440 (water depth 4507 m), to Holes 434 and 434B (water depth 5986 m). The trench wall is the continental slope of Japan. Its sediments are Cenozoic hemipelagic diatomaceous muds that were deposited where they are found or have slumped from farther up the slope. Their terrigenous components probably were deposited from near-bottom nepheloid layers transported by bottom currents or in low density flows (Arthur et al., 1978). Our objective was to find out what types of organic matter exist in the sediment and to estimate their potential for generation of hydrocarbons.

High-resolution planktic stable isotope and trace element record of ODP Hole 161-976

Multi-decadal to centennial planktic d18O and Mg/Ca records were generated at ODP976 in the Alboran Sea. The site is in the flow path of Atlantic inflow waters entering the Mediterranean and captured North Atlantic signals through the surface inflow and the atmosphere. The records reveal similar climatic oscillations during the last two glacial-to-interglacial transitions, albeit with a different temporal pacing. Glacial termination 1 (T1) was marked by Heinrich event 1 (H1), post-H1 Bolling/Allerod (B/A) warming and Younger Dryas (YD) cooling. During T2 the H11 d18O anomaly was twice as high and lasted 30% longer than during H1. The post-H11 warming marked the start of MIS5e while the subsequent YD-style cooling occurred during early MIS5e. The post-H11 temperature increase at ODP976 matched the sudden Asian Monsoon Termination II at 129 ka BP. Extending the 230Th-dated speleothem timescale to ODP976 suggests glacial conditions in the Northeast Atlantic region were terminated abruptly and interglacial warmth was reached in less than a millennium. The early-MIS5e cooling and freshening at ODP976 coincided with similar changes at North Atlantic sites suggesting this was a basin-wide event. By analogy with T1 we argue that this was a YD-type event that was shifted into the early stages of the last interglacial period. This scenario is consistent with evidence from northern North Atlantic and Nordic Sea sites that the continuing disintegration of the large Saalian Stage (MIS6) ice sheet in Eurasia delayed the advection of warm North Atlantic waters and full-strength convective overturn until later stages of MIS5e.

Isotope ratios of smectites, calcites and whole rocks from DSDP Legs 51 and 52, Atlantic Ocean

Delta180 and 87Sr/86Sr isotopic data from smectites, calcites, and whole rocks, together with published isotopic age determinations, alkali element concentration data and petrographic observations suggest a sequential model of ocean floor alteration. The early stage lasts about 3 m.y. and is characterized by palagonite and smectite formation, and solutions with a large basaltic component, increasing with temperature which varies from 15° to 80° C at DSDP site 418A. Most carbonates are deposited after this stage from solutions with a negligible basaltic Sr component and temperatures of 15° to 40° C. Water of seawater Sr and O isotopic composition is shown to percolate to at least 500 m into the basaltic basement. No evidence was found for continuing exchange of strontium or oxygen after 3 m.y.

The source of sustainable growth in Costa Rica

Costa Rica has some concerns for the "middle income trap" stemming from her perceived weakening export competitiveness, intensifying competition in attracting FDI inflow; and apparent lack of innovation capabilities. Quantitative analyses on the impact of recent FTAs suggest only large firms benefit from FTAs suggesting the need for improving utilization by smaller firms. Continuing attraction of potential MNCs backed by human capital development is necessary. In pursuing its development goals, Costa Rica should be mindful of its reputation as an environmentally friendly place.

Interactive Graphic Simulation: An Advanced Methodology to Improve the Teaching-Learning Process in Nuclear Engineering Education and Training

Nowadays, computer simulators are becoming basic tools for education and training in many engineering fields. In the nuclear industry, the role of simulation for training of operators of nuclear power plants is also recognized of the utmost relevance. As an example, the International Atomic Energy Agency sponsors the development of nuclear reactor simulators for education, and arranges the supply of such simulation programs. Aware of this, in 2008 Gas Natural Fenosa, a Spanish gas and electric utility that owns and operate nuclear power plants and promotes university education in the nuclear technology field, provided the Department of Nuclear Engineering of Universidad Politécnica de Madrid with the Interactive Graphic Simulator (IGS) of “José Cabrera” (Zorita) nuclear power plant, an industrial facility whose commercial operation ceased definitively in April 2006. It is a state-of-the-art full-scope real-time simulator that was used for training and qualification of the operators of the plant control room, as well as to understand and analyses the plant dynamics, and to develop, qualify and validate its emergency operating procedures.

Balanced scorecard to improve strategic management control at School of Mines and Energy, Universidad Politécnica de Madrid

We studied the situation in Spanish public universities regarding the use of the Balanced Scorecard (BSC), as an instrument of control and strategic management. Also, we studied its application to the School of Mines and Energy at Universidad Politécnica de Madrid. The main advantage of the BSC is that improves the organizational structure of the workplace and the achievement of the objectives that ensure long-term success. First we review the strategy for success used in the Spanish educational system and specifically in the Spanish public universities. Then using the BSC and applying the main strategic lines for the successful management of the School of Mines and Energy at Universidad Politécnica de Madrid. The strategic lines affect all the college groups and the success of the BSC tool is to increase communication between the faculties, personal auxiliary, students and society in general that make up the university. First we performed a SWOT analysis (DAFO in Spanish) there are proposed different perspectives that focus the long-term strategic objectives. The BSC is designed based on the strategic objectives that set the direction through using indicators and initiatives, the goals are achieved up to the programmed schedule. In the perspective of teaching, objectives are set to update facilities and increase partnerships with other universities and businesses, encouraging ongoing training of staff and improved coordination and internal communication. The internal process perspective aims at improving the marketing, the promotion of the international dimension of the school through strategic alliances, better mobility for students and professors and improved teaching and research quality results. It continues with improving the image of the school between customer?s perspective, the quality perceived by students and the loyalty of the teaching staff by retaining talent. Finally, the financial perspective which should contain costs without harming the quality, improving the employability of students and achieve relevant jobs at teaching and research through international measurement standards.