Estudi de la capacitat del suro com a material adsorbent de pesticides

La presència de pesticides en el medi ambient pot comportar efectes nocius pel propi medi i la salut humana, fet que, en alguns casos, converteix en necessària la seva eliminació. Un dels mètodes utilitzats per dur a terme aquesta eliminació és la sorció de contaminats sobre materials adsorbents. Per tal de fer d’aquest mètode un procés sostenible cal investigar nous materials capaços de retenir els contaminants. El suro és la part més externa de l’escorça de l’alzina surera: Quercus Suber L. S’extreu cada 5- 10 anys depenent de la regió i es caracteritza per ser una font natural, renovable i biodegradable amb una heterogènia composició química que el converteix en un material potencialment apte com a adsorbent d’un ampli rang de contaminants. En aquest context, l’objectiu principal d’aquest treball és investigar l’afinitat d’adsorció del suro amb quatre pesticides de diferent hidrofobicitat i estructura química i estudiar el paper que hi juguen els seus compostos químics (extractius, suberina, lignina i polisacàrids) en aquest procés de sorció. Els pesticides investigats han estat: Metamitron: poc hidrofòbic (logKow = 0.83) i de caràcter molecular, Alaclor: moderadament hidrofòbic (logKow = 2.80) i de caràcter iònic (pKa = 0.62), 2,4-D: moderadament hidrofòbic (logKow = 2.81) i de caràcter iònic (pKa = 2.64) i Clorpirifos: molt hidrofòbic (logKow = 4.92) i de caràcter molecular

Determinació experimental de la temperatura de descomposició d'òxids metàl•lics

L’objecte d’aquest projecte és determinar la temperatura de descomposició de l’YBCO perun rang de diferents pressions parcials d’oxigen en l’atmosfera que es troba. Per obteniraquests resultats, en primer lloc, hem d’aconseguir generar de forma sistemàtica diversespressions parcials dins del forn i, en segon lloc, buscar quin és el mètode experimental mésadequat que ens doni els resultats més fiables utilitzant com a referència la descomposiciódel CuO. A més de realitzar els calibratges necessàries dels aparells utilitzats per poderobtenir uns bons resultats

Disseny d’una turbina de riu per a la generació d’electricitat a l’Amazònia equatoriana

Aquest projecte pretén donar un impuls a una tecnologia de generació elèctrica per a comunitats aïllades de l’Amazònia equatoriana i regions semblants. Aquestes són zones rurals on la densitat de població és molt baixa i dispersa, que solen tindre petits consums d’energia. Així la provisió d’aquesta des de centres de generació llunyans requereix d’un transport desmesurat. Com a conseqüència d’aquesta situació desfavorable molta gent no pot disposar d’electricitat.La font d’il•luminació més utilitzada són les espelmes, els encenedors de querosè i els llums de gas. Aquests tenen deficient intensitat lluminosa, el seu ús habitual provoca danys a la vista i pulmons, i és causa d’incendis. En algunes ocasions es fa ús de generadors diesel que a part del soroll, així com les altres solucions esmentades, depèn de la provisió de les ciutats allunyades. En els últims anys s’han introduït sistemes fotovoltaics domiciliaris que han demostrat ser una alternativa eficaç. En qualsevol cas el cost de l’energia resulta molt elevat per tals regions.La solució adoptada ha sigut una turbina Darrieus de D=1,5 i L=1,5, amb 6 àleps NACA 0018 inclinats 8 graus cap a fora, amb una corda de 0,22 m, a un regim de 2,67 rad/s, que correspon a un rati de velocitats de TSR=2 quan el riu baixa a 1m/s. Aquesta pot treballar en un rang de velocitats de 0,8 a 1,2 m/s com són les velocitats habituals registrades al riu Napo, emplaçament indicat per a la construcció d’una turbina pilot

L'implication des cellules de type cellules souches cancéreuses dans la résistance aux drogues du neuroblastome

Le neuroblastome (NB), tumeur spécifique de l'enfant, se situe au second rang en terme de¦fréquence des tumeurs solides dans la population pédiatrique (1). Il dérive des cellules¦primitives de la crête neurale, une population de cellules embryonnaires dotées d'une¦capacité de différentiation en une panoplie de tissus très variés, dont le système nerveux¦sympathique (2). Cette origine explique la très grande hétérogénéité du NB, tant du point de¦vue biologique que clinique (3). Malgré un traitement intensif et multimodal (chirurgie,¦chimiothérapie à haute dose, greffe de moelle osseuse et immunothérapie), seuls 30 % des¦patients de haut risque (stade IV) survivent sans rechute. La forte résistance du¦neuroblastome de haut grade aux diverses thérapies est une des causes probable du¦pronostic sombre de cette tumeur. Les thérapies actuelles étant insuffisamment efficaces, il¦est primordial de comprendre les mécanismes impliqués dans le processus de résistance¦afin d'élaborer de nouveaux traitements, mieux ciblés, capables de contrer toute résistance¦(4).¦Il a été démontré que certains cancers, tels que les tumeurs du poumon, du sein, de la¦prostate ou du colon, possédaient des cellules souches cancéreuses (CSCs) (5). Ces¦dernières, définies comme étant une petite sous-population de cellules malignes, jouent un¦rôle prépondérant dans l'initiation et la progression tumorale. Elles partagent certaines¦propriétés avec les cellules souches physiologiques, telles que la capacité d'autorenouvellement,¦un potentiel de prolifération indéfini, une dépendance à un¦microenvironnement spécifique, une faculté de pluripotence et une résistance accrue aux¦drogues (6). Ce modèle de CSCs a également été étudié pour le NB (7), permettant ainsi¦d'avancer l'hypothèse selon laquelle cette population de CSCs serait responsable de la¦résistance aux chimiothérapies des cellules tumorales du NB.¦Afin de tenter d'éclaircir le caractère résistant aux drogues des CSCs du NB, nous avons¦sélectionné des sous-populations cellulaires résistantes, en traitant par divers agents¦cytotoxiques (cisplatine, doxorubicine, rapamycine et vincristine) cinq lignées différentes de¦neuroblastes. Dans le but d'établir un potentiel enrichissement en CSCs au sein de ces¦sous-populations par rapport aux populations contrôles non traitées, nous avons testé leurs¦fonctions d'auto-renouvellement et de clonogénicité. Ces propriétés ont été respectivement¦mises en évidence par la capacité des cellules à former des sphères de plusieurs¦générations dans des conditions de culture inhibant l'adhésion cellulaire et par la mesure de¦la croissance cellulaire en milieu semi-solide (soft agar assay). Une analyse d'expression¦génique effectuée préalablement par microarray (Human Genome U133Plus 2.0 Affymetrix¦GeneChip oligonucleotide) dans le laboratoire avait révélé une liste de gènes surexprimés¦dans les CSCs, dont fait partie mdr1 (8). Ce gène code la protéine de transport Pgp (Pglycoprotein),¦impliquée dans le mécanisme de résistance (9,10). Une étude par cytométrie¦en flux de l'expression de MDR1 dans nos diverses populations a également été réalisée¦afin de mettre en évidence une potentielle surexpression de ce gène au sein des cellules¦résistantes aux chimiothérapies.

Organization and plasticity of auditory spatial representations

Spatial hearing refers to a set of abilities enabling us to determine the location of sound sources, redirect our attention toward relevant acoustic events, and recognize separate sound sources in noisy environments. Determining the location of sound sources plays a key role in the way in which humans perceive and interact with their environment. Deficits in sound localization abilities are observed after lesions to the neural tissues supporting these functions and can result in serious handicaps in everyday life. These deficits can, however, be remediated (at least to a certain degree) by the surprising capacity of reorganization that the human brain possesses following damage and/or learning, namely, the brain plasticity. In this thesis, our aim was to investigate the functional organization of auditory spatial functions and the learning-induced plasticity of these functions. Overall, we describe the results of three studies. The first study entitled "The role of the right parietal cortex in sound localization: A chronometric single pulse transcranial magnetic stimulation study" (At et al., 2011), study A, investigated the role of the right parietal cortex in spatial functions and its chronometry (i.e. the critical time window of its contribution to sound localizations). We concentrated on the behavioral changes produced by the temporarily inactivation of the parietal cortex with transcranial magnetic stimulation (TMS). We found that the integrity of the right parietal cortex is crucial for localizing sounds in the space and determined a critical time window of its involvement, suggesting a right parietal dominance for auditory spatial discrimination in both hemispaces. In "Distributed coding of the auditory space in man: evidence from training-induced plasticity" (At et al., 2013a), study B, we investigated the neurophysiological correlates and changes of the different sub-parties of the right auditory hemispace induced by a multi-day auditory spatial training in healthy subjects with electroencephalography (EEG). We report a distributed coding for sound locations over numerous auditory regions, particular auditory areas code specifically for precise parts of the auditory space, and this specificity for a distinct region is enhanced with training. In the third study "Training-induced changes in auditory spatial mismatch negativity" (At et al., 2013b), study C, we investigated the pre-attentive neurophysiological changes induced with a training over 4 days in healthy subjects with a passive mismatch negativity (MMN) paradigm. We showed that training changed the mechanisms for the relative representation of sound positions and not the specific lateralization themselves and that it changed the coding in right parahippocampal regions. - L'audition spatiale désigne notre capacité à localiser des sources sonores dans l'espace, de diriger notre attention vers les événements acoustiques pertinents et de reconnaître des sources sonores appartenant à des objets distincts dans un environnement bruyant. La localisation des sources sonores joue un rôle important dans la façon dont les humains perçoivent et interagissent avec leur environnement. Des déficits dans la localisation de sons sont souvent observés quand les réseaux neuronaux impliqués dans cette fonction sont endommagés. Ces déficits peuvent handicaper sévèrement les patients dans leur vie de tous les jours. Cependant, ces déficits peuvent (au moins à un certain degré) être réhabilités grâce à la plasticité cérébrale, la capacité du cerveau humain à se réorganiser après des lésions ou un apprentissage. L'objectif de cette thèse était d'étudier l'organisation fonctionnelle de l'audition spatiale et la plasticité induite par l'apprentissage de ces fonctions. Dans la première étude intitulé « The role of the right parietal cortex in sound localization : A chronometric single pulse study » (At et al., 2011), étude A, nous avons examiné le rôle du cortex pariétal droit dans l'audition spatiale et sa chronométrie, c'est-à- dire le moment critique de son intervention dans la localisation de sons. Nous nous sommes concentrés sur les changements comportementaux induits par l'inactivation temporaire du cortex pariétal droit par le biais de la Stimulation Transcrânienne Magnétique (TMS). Nous avons démontré que l'intégrité du cortex pariétal droit est cruciale pour localiser des sons dans l'espace. Nous avons aussi défini le moment critique de l'intervention de cette structure. Dans « Distributed coding of the auditory space : evidence from training-induced plasticity » (At et al., 2013a), étude B, nous avons examiné la plasticité cérébrale induite par un entraînement des capacités de discrimination auditive spatiale de plusieurs jours. Nous avons montré que le codage des positions spatiales est distribué dans de nombreuses régions auditives, que des aires auditives spécifiques codent pour des parties données de l'espace et que cette spécificité pour des régions distinctes est augmentée par l'entraînement. Dans « Training-induced changes in auditory spatial mismatch negativity » (At et al., 2013b), étude C, nous avons examiné les changements neurophysiologiques pré- attentionnels induits par un entraînement de quatre jours. Nous avons montré que l'entraînement modifie la représentation des positions spatiales entraînées et non-entrainées, et que le codage de ces positions est modifié dans des régions parahippocampales.

Th2 activities induced during virgin T cell priming in the absence of IL-4, IL-13, and B cells.

Virgin T cells being primed to Th2-inducing or Th1-inducing Ags, respectively, start to synthesize IL-4 or IFN-gamma as they begin to proliferate. Parallel respective induction of B cells to produce gamma1 or gamma2a switch transcripts provides additional evidence of early divergent Th activity. This report concerns the roles of IL-4, IL-13, and B cells in these early events in vivo. Th2 responses were induced in lymph nodes against hapten-protein given s.c. with killed Bordetella pertussis adjuvant. In T cell proliferation in wild-type mice, IL-4 message up-regulation and gamma1 and epsilon switch transcript production were underway 48-72 h after immunization. The absence of IL-4, IL-13, or B cells did not alter the early T cell proliferative response. The gamma1 and epsilon switch transcript production was still induced in the absence of IL-4, IL-13, or both, but at a reduced level, while the dominance of switching to IgG1 in the extrafollicular hapten-specific plasma cell response was retained. The up-regulation of IL-4 message was not reduced or delayed in the absence of B cells and was only marginally reduced by the absence of IL-13. It is concluded that signals delivered by dendritic cells, which are not dependent on the presence of IL-4, IL-13, or B cells, can prime virgin T cells and induce the early Th2 activities studied. These early events that direct virgin T cells toward Th2 differentiation contrast with the critical later role of Th2 cytokines in selectively expanding Th2 clones and driving further IL-4 synthesis.

Evolutionary implications of polygyny in the Argentine ant, Iridomyrmex humilis (Mayr) (Hymenoptera: Formicidae): an experimental study

A comparison of several physiological parameters of queens of Iridomyrmex humilis in experimental monogynous and polygynous colonies showed that queens in monogynous colonies became heavier, had more developed ovaries and laid about twice as many eggs. Workers in monogynous colonies were more attracted to queens, which therefore probably received more food. This may partially explain the higher weight and fecundity of queens in monogynous colonies of Iridomyrmex humilis and possibly other ant species. In polygynous colonies, queens differed greatly in their fecundity. These differences did not appear to be the result of a dominance hierarchy. These results are discussed from an evolutionary point of view. Two hypotheses of mutualism and colony level selection are proposed as an alternative to kin selection which is unlikely to be the exclusive selective influence in the evolution of polygyny either in I. humilis or in most other ant species.

The importance of myth in contemporary art: myth, poetry and women

This project is intended to prove the prevalent importance of myth in contemporary art and, more specifically, to highlight how myth and poetry have shaped and reflected ideas of womanhood over time. A selection of significant literary periods, authors and works from the Renaissance to our days have been chosen in order to provide a wide scope of the evolution that the portrayal of women has undergone. Special attention has been paid to the way in which a group of selected poets have contributed to the construction and deconstruction of traditional Judeo-Christian and Greco-Roman myths strongly attached to patterns of male dominance.

Competing linguae france: the place of english and spanish for chinese students

This research project focuses on the role of English and Spanish as linguae francae. More specifically, the research attempts to answer the following questions: (i) What is the place of English and Spanish as linguae francae in the world, in general, and in China, in particular? (ii) What kinds of foreign language teaching/learning attitudes and practices are characteristic of the Chinese educational system? (iii) What are the motivations, expectations and experience of Chinese students in study abroad programmes, in general, and in the programme of the University of Lleida, in particular? The study constitutes an attempt to answer each of these questions in two ways: a review of the literature and a pilot study with 26 Chinese students at UdL. The research reveals that even though English is a very dominant foreign language in China, Spanish is a language on the rise and mainly for economic reasons. The results of the study also point at the impact of the dominance of the grammar-translation method in the perspective of Chinese students about language learning. Finally, the study shows the relevance of taking part in a SA programme for Chinese students as well as their experience of them.

Breeding strategies for recurrent selection of maize

The objectives of this work were to analyze theoretical genetic gains of maize due to recurrent selection among full-sib and half-sib families, obtained by Design I, Full-Sib Design and Half-Sib Design, and genotypic variability and gene loss with long term selection. The designs were evaluated by simulation, based on average estimated gains after ten selection cycles. The simulation process was based on seven gene systems with ten genes (with distinct degrees of dominance), three population classes (with different gene frequencies), under three environmental conditions (heritability values), and four selection strategies. Each combination was repeated ten times, amounting to 25, 200 simulations. Full-sib selection is generally more efficient than half-sib selection, mainly with favorable dominant genes. The use of full-sib families derived by Design I is generally more efficient than using progenies obtained by Full-Sib Design. Using Design I with 50 males and 200 females (effective size of 160) did not result in improved populations with minimum genotypic variability. In the populations with lower effective size (160 and 400) the loss of favorable genes was restricted to recessive genes with reduced frequencies.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

En torno a los efectos de la edad en el aprendizaje escolar de una lengua extrangera

The purpose of this article is to treat a currently much debated issue, the effects of age on second language learning. To do so, we contrast data collected by our research team from over one thousand seven hundred young and adult learners with four popular beliefs or generalizations, which, while deeply rooted in this society, are not always corroborated by our data.Two of these generalizations about Second Language Acquisition (languages spoken in the social context) seem to be widely accepted: a) older children, adolescents and adults are quicker and more efficient at the first stages of learning than are younger learners; b) in a natural context children with an early start are more liable to attain higher levels of proficiency. However, in the context of Foreign Language Acquisition, the context in which we collect the data, this second generalization is difficult to verify due to the low number of instructional hours (a maximum of some 800 hours) and the lower levels of language exposure time provided. The design of our research project has allowed us to study differences observed with respect to the age of onset (ranging from 2 to 18+), but in this article we focus on students who began English instruction at the age of 8 (LOGSE Educational System) and those who began at the age of 11 (EGB). We have collected data from both groups after a period of 200 (Time 1) and 416 instructional hours (Time 2), and we are currently collecting data after a period of 726 instructional hours (Time 3). We have designed and administered a variety of tests: tests on English production and reception, both oral and written, and within both academic and communicative oriented approaches, on the learners' L1 (Spanish and Catalan), as well as a questionnaire eliciting personal and sociolinguistic information. The questions we address and the relevant empirical evidence are as follows: 1. "For young children, learning languages is a game. They enjoy it more than adults."Our data demonstrate that the situation is not quite so. Firstly, both at the levels of Primary and Secondary education (ranging from 70.5% in 11-year-olds to 89% in 14-year-olds) students have a positive attitude towards learning English. Secondly, there is a difference between the two groups with respect to the factors they cite as responsible for their motivation to learn English: the younger students cite intrinsic factors, such as the games they play, the methodology used and the teacher, whereas the older students cite extrinsic factors, such as the role of their knowledge of English in the achievement of their future professional goals. 2 ."Young children have more resources to learn languages." Here our data suggest just the opposite. The ability to employ learning strategies (actions or steps used) increases with age. Older learners' strategies are more varied and cognitively more complex. In contrast, younger learners depend more on their interlocutor and external resources and therefore have a lower level of autonomy in their learning. 3. "Young children don't talk much but understand a lot"This third generalization does seem to be confirmed, at least to a certain extent, by our data in relation to the analysis of differences due to the age factor and productive use of the target language. As seen above, the comparably slower progress of the younger learners is confirmed. Our analysis of interpersonal receptive abilities demonstrates as well the advantage of the older learners. Nevertheless, with respect to passive receptive activities (for example, simple recognition of words or sentences) no great differences are observed. Statistical analyses suggest that in this test, in contrast to the others analyzed, the dominance of the subjects' L1s (reflecting a cognitive capacity that grows with age) has no significant influence on the learning process. 4. "The sooner they begin, the better their results will be in written language"This is not either completely confirmed in our research. First of all, we perceive that certain compensatory strategies disappear only with age, but not with the number of instructional hours. Secondly, given an identical number of instructional hours, the older subjects obtain better results. With respect to our analysis of data from subjects of the same age (12 years old) but with a different number of instructional hours (200 and 416 respectively, as they began at the ages of 11 and 8), we observe that those who began earlier excel only in the area of lexical fluency. In conclusion, the superior rate of older learners appears to be due to their higher level of cognitive development, a factor which allows them to benefit more from formal or explicit instruction in the school context. Younger learners, however, do not benefit from the quantity and quality of linguistic exposure typical of a natural acquisition context in which they would be allowed to make use of implicit learning abilities. It seems clear, then, that the initiative in this country to begin foreign language instruction earlier will have positive effects only if it occurs in combination with either higher levels of exposure time to the foreign language, or, alternatively, with its use as the language of instruction in other areas of the curriculum.

Cerebellar lesions: is there a lateralisation effect on memory deficits?

BACKGROUND: Until recently, neurosurgeons eagerly removed cerebellar lesions without consideration of future cognitive impairment that might be caused by the resection. In children, transient cerebellar mutism after resection has lead to a diminished use of midline approaches and vermis transection, as well as reduced retraction of the cerebellar hemispheres. The role of the cerebellum in higher cognitive functions beyond coordination and motor control has recently attracted significant interest in the scientific community, and might change the neurosurgical approach to these lesions. The aim of this study was to investigate the specific effects of cerebellar lesions on memory, and to assess a possible lateralisation effect. METHODS: We studied 16 patients diagnosed with a cerebellar lesion, from January 1997 to April 2005, in the "Centre Hospitalier Universitaire Vaudois (CHUV)", Lausanne, Switzerland. Different neuropsychological tests assessing short term and anterograde memory, verbal and visuo-spatial modalities were performed pre-operatively. RESULTS: Severe memory deficits in at least one modality were identified in a majority (81%) of patients with cerebellar lesions. Only 1 patient (6%) had no memory deficit. In our series lateralisation of the lesion did not lead to a significant difference in verbal or visuo-spatial memory deficits. FINDINGS: These findings are consistent with findings in the literature concerning memory deficits in isolated cerebellar lesions. These can be explained by anatomical pathways. However, the cross-lateralisation theory cannot be demonstrated in our series. The high percentage of patients with a cerebellar lesion who demonstrate memory deficits should lead us to assess memory in all patients with cerebellar lesions.

Sex-chromosome turnovers induced by deleterious mutation load.

In sharp contrast with mammals and birds, many cold-blooded vertebrates present homomorphic sex chromosomes. Empirical evidence supports a role for frequent turnovers, which replace nonrecombining sex chromosomes before they have time to decay. Three main mechanisms have been proposed for such turnovers, relying either on neutral processes, sex-ratio selection, or intrinsic benefits of the new sex-determining genes (due, e.g., to linkage with sexually antagonistic mutations). Here, we suggest an additional mechanism, arising from the load of deleterious mutations that accumulate on nonrecombining sex chromosomes. In the absence of dosage compensation, this load should progressively lower survival rate in the heterogametic sex. Turnovers should occur when this cost outweighs the benefits gained from any sexually antagonistic genes carried by the nonrecombining sex chromosome. We use individual-based simulations of a Muller's ratchet process to test this prediction, and investigate how the relevant parameters (effective population size, strength and dominance of deleterious mutations, size of nonrecombining segment, and strength of sexually antagonistic selection) are expected to affect the rate of turnovers.

Community structures of soil animals and survival of land snails on an island of the Ogasawara Archipelago

On Chichijima, one of the Ogasawara (Bonin) Islands located in the Western Pacific Ocean, land snails have declined, the suggested cause being predation pressure by an invasive flatworm (Platydemus manokwari). Soil fauna were investigated in areas where the snail survives, and where it has become extinct. Much of the fauna, dominated by introduced earthworms and ants, was undiminished, however, one undescribed but endemic carabid (Badister sp.), which selectively feeds on land snails, was absent in snail-extinct areas. The invasive flatworm P. manokwari has been reported to feed also on the carcasses of earthworms, as well as on live snails, and is therefore expected to occur in most parts of Chichijima Island. Among other groups, the density of isopods (also dominated by exotic species) was very low, in comparison with the reported ones 30 years ago. Community structure is currently reflected by dominance of earthworms and ants, decline of endemic isopods, and a high frequency of introduced or alien species.