AtABCG29 is a monolignol transporter involved in lignin biosynthesis.

Lignin is the defining constituent of wood and the second most abundant natural polymer on earth. Lignin is produced by the oxidative coupling of three monolignols: p-coumaryl alcohol, coniferyl alcohol, and sinapyl alcohol. Monolignols are synthesized via the phenylpropanoid pathway and eventually polymerized in the cell wall by peroxidases and laccases. However, the mechanism whereby monolignols are transported from the cytosol to the cell wall has remained elusive. Here we report the discovery that AtABCG29, an ATP-binding cassette transporter, acts as a p-coumaryl alcohol transporter. Expression of AtABCG29 promoter-driven reporter genes and a Citrine-AtABCG29 fusion construct revealed that AtABCG29 is targeted to the plasma membrane of the root endodermis and vascular tissue. Moreover, yeasts expressing AtABCG29 exhibited an increased tolerance to p-coumaryl alcohol by excreting this monolignol. Vesicles isolated from yeasts expressing AtABCG29 exhibited a p-coumaryl alcohol transport activity. Loss-of-function Arabidopsis mutants contained less lignin subunits and were more sensitive to p-coumaryl alcohol. Changes in secondary metabolite profiles in abcg29 underline the importance of regulating p-coumaryl alcohol levels in the cytosol. This is the first identification of a monolignol transporter, closing a crucial gap in our understanding of lignin biosynthesis, which could open new directions for lignin engineering.

Slope processes in changing permafrost environments: a geomorphological and sedimentological approach

Estudi realitzat a partir d’una estada al Centro de Estudos Geograficos de la Universidade de Lisboa, Portugal, entre 2011 i 2012. En aquest grup he desenvolupat la meva recerca focalitzada en ambients polars en presència de permafrost, concretament centrada en l’extrem nord-occidental de la Península Antàrtica (Shetland del Sud) i a l’Alt Àrtic (Svalvard). Ambdós àrees han registrat un augment de temperatura molt significatiu les darreres dècades. La meva recerca ha contemplat l’anàlisi de registres sedimentaris (lacustres, eòlics, vessant) i la monitorització de processos geomorfològics actuals a fi efecte d’entendre la dinàmica ambiental present i passada (i.e. clima). Amb aquesta finalitat he realitzat tres campanyes de treball de camp a l’Antàrtida i dues a l’Àrtic. El posterior treball de laboratori i d’oficina està propiciant nombroses publicacions que donen fe dels èxits assolits. A més, cal enfatitzar altres activitats desenvolupades durant la BP-A: coneixement de com organitzar i gestionar una campanya antàrtica, docència universitària, participació en comitès, associacions i tribunals de tesis doctorals, organització i participació en nombroses conferències, treball de camp en noves àrees d’estudi, referee per revistes internacionals, etc. Tanmateix, la concessió del projecte de recerca HOLOANTAR, del qual en sóc l’Investigador Responsable, ha estat l’èxit més important d’aquesta estada. Aquest projecte m’està conferint la capacitat de gestionar i integrar la recerca de 16 investigadors de diferents nacionalitats des d’una perspectiva multidisciplinar. Tothora, cal remarcar que no s’ha assolit un dels èxits que pretenia el meu projecte de BP-A: la transferència del bagatge i coneixement adquirit al sistema de recerca català. Malgrat haver presentat la meva candidatura per un contracte BP-B per tal que aquest background après a l’estranger revertís a Catalunya, el procés de selecció emprat en la convocatòria ho ha impedit i m’obliga a continuar la meva recerca a l’estranger.

Diagnosi de necessitats socials i educatives de l'aula multilingüe: aproximació des del cas de matemàtiques

El nostre objectiu principal ha estat estudiar el desenvolupament de competències discursives de l’alumnat (d’origen) estranger que contribueixin a entendre i atendre les seves necessitats socials i educatives a l’aula (de matemàtiques) multilingüe. Amb aquesta intenció, hem dut a terme accions científiques a dos nivells: amb professorat i amb estudiants. Quant a la caracterització de la complexitat normativa de l’aula de matemàtiques multilingüe, tal com estava previst: 1) hem exemplificat diverses normes socials i lingüístiques existents en el desenvolupament de pràctiques matemàtiques a l’aula; i 2) hem particularitzat el fenomen de la diversitat de normes socials i lingüístiques en casos de sessions de classe de secundària. Quant a la documentació d'indicadors de progrés en la comprensió de normes socials i lingüístiques de l’aula, i en el desenvolupament de competències discursives d’adequació a aquestes normes, tal com estava previst: 1) hem caracteritzat estratègies d’ensenyament i aprenentatge de normes socials i lingüístiques en situacions d’interacció social en petit i gran grup; i 2) hem construït criteris de seguiment del grau de desenvolupament de competències discursives d’adequació a les normes, tant pel que a professorat com alumnat. Finalment, quant a l'anàlisi de la contribució de les competències discursives a la construcció d’identitats socials, lingüístiques i matemàtiques compartides: 1) hem estudiat els usos que l’estudiant (d’origen) estranger fa de normes escolars vinculades a pràctiques socials, lingüístiques i matemàtiques; i 2) hem examinat la construcció de significats socials, lingüístics i matemàtics compartits en un ampli ventall de processos d’adequació a normes de l’aula orquestrades pel professorat de la nostra mostra.

Staphylococcal biofilm formation on the surface of three different calcium phosphate bone grafts: a qualitative and quantitative in vivo analysis.

Differences in physico-chemical characteristics of bone grafts to fill bone defects have been demonstrated to influence in vitro bacterial biofilm formation. Aim of the study was to investigate in vivo staphylococcal biofilm formation on different calcium phosphate bone substitutes. A foreign-body guinea-pig infection model was used. Teflon cages prefilled with β-tricalcium phosphate, calcium-deficient hydroxyapatite, or dicalcium phosphate (DCP) scaffold were implanted subcutaneously. Scaffolds were infected with 2 × 10(3) colony-forming unit of Staphylococcus aureus (two strains) or S. epidermidis and explanted after 3, 24 or 72 h of biofilm formation. Quantitative and qualitative biofilm analysis was performed by sonication followed by viable counts, and microcalorimetry, respectively. Independently of the material, S. aureus formed increasing amounts of biofilm on the surface of all scaffolds over time as determined by both methods. For S. epidermidis, the biofilm amount decreased over time, and no biofilm was detected by microcalorimetry on the DCP scaffolds after 72 h of infection. However, when using a higher S. epidermidis inoculum, increasing amounts of biofilm were formed on all scaffolds as determined by microcalorimetry. No significant variation in staphylococcal in vivo biofilm formation was observed between the different materials tested. This study highlights the importance of in vivo studies, in addition to in vitro studies, when investigating biofilm formation of bone grafts.

Enforcement problems and secondary markets

There is a large and growing literature that studies the effects of weak enforcement institutions on economic performance. This literature has focused almost exclusively on primary markets, in which assets are issued and traded to improve the allocation of investment and consumption. The general conclusion is that weak enforcement institutions impair the workings of these markets, giving rise to various inefficiencies.But weak enforcement institutions also create incentives to develop secondary markets, in which the assets issued in primary markets are retraded. This paper shows that trading in secondary markets counteracts the effects of weak enforcement institutions and, in the absence of further frictions, restores efficiency.

Aprendizagens em contexto de formação inicial: um estudo com futuros professores de ciências em Cabo Verde

O estudo faz parte de um projecto mais amplo, desenvolvido no âmbito do Grupo ESSA (Estudos Sociológicos em Sala de Aula), centrado na formação inicial de professores de ciências. Neste estudo partiu-se do seguinte problema: Que prática(s) pedagógica(s) é(são) implementada(s) na formação inicial de professores de ciências em Cabo Verde e de que forma essa(s) prática(s) se reflecte(m) na aprendizagem e intervenção pedagógica dos formandos? Teoricamente, o estudo baseia-se, em termos sociológicos, no modelo do discurso pedagógico de Bernstein (Bernstein, 2000). Em termos psicológicos, baseia-se nas ideias de Vygotsky (1978) e, na sua vertente epistemológica, na conceptualização de Ziman (1984) sobre a construção da ciência. Metodologicamente, o estudo enquadra-se numa abordagem de investigação mista. Com base numa dialéctica entre o teórico e o empírico, construíram-se instrumentos para caracterizar o contexto de formação inicial e a prática em sala de aula, e um guião de entrevista para apreciar as aprendizagens dos formandos. A investigação envolveu uma formadora e formandos de uma disciplina da área da Metodologia da Biologia de uma Escola Superior de Educação. Os resultados mostraram que o contexto específico de formação se caracterizou, em particular, pela desvalorização do trabalho experimental e da relação entre ciência e metaciência, por um baixo nível de exigência conceptual, por uma fraca articulação entre os conhecimentos e por um grau muito baixo de explicitação do texto a ser adquirido pelos formandos. Revelaram também que a formação pouco contribuiu para a aprendizagem e intervenção pedagógica dos formandos, isto é, para a aquisição da orientação específica de codificação (regras de reconhecimento e de realização) para características relacionadas com o que e com o como do ensino/aprendizagem das ciências. O estudo pretende contribuir com sugestões sobre a inclusão de características pedagógicas da aprendizagem científica na formação inicial de professores de ciências em Cabo Verde e permite reflectir sobre a importância da utilização de instrumentos metodológicos que possibilitem uma análise comparativa entre contextos e textos presentes na formação de professores.

Evaluating leaf litter beetle data sampled by Winkler extraction from Atlantic forest sites in southern Brazil

Evaluating leaf litter beetle data sampled by Winkler extraction from Atlantic forest sites in southern Brazil. To evaluate the reliability of data obtained by Winkler extraction in Atlantic forest sites in southern Brazil, we studied litter beetle assemblages in secondary forests (5 to 55 years after abandonment) and old-growth forests at two seasonally different points in time. For all regeneration stages, species density and abundance were lower in April compared to August; but, assemblage composition of the corresponding forest stages was similar in both months. We suggest that sampling of small litter inhabiting beetles at different points in time using the Winkler technique reveals identical ecological patterns, which are more likely to be influenced by sample incompleteness than by differences in their assemblage composition. A strong relationship between litter quantity and beetle occurrences indicates the importance of this variable for the temporal species density pattern. Additionally, the sampled beetle material was compared with beetle data obtained with pitfall traps in one old-growth forest. Over 60% of the focal species captured with pitfall traps were also sampled by Winkler extraction in different forest stages. Few beetles with a body size too large to be sampled by Winkler extraction were only sampled with pitfall traps. This indicates that the local litter beetle fauna is dominated by small species. Hence, being aware of the exclusion of large beetles and beetle species occurring during the wet season, the Winkler method reveals a reliable picture of the local leaf litter beetle community.

Sovereign debt markets in turbulent times: Creditor discrimination and crowding-out effects

In 2007, countries in the Euro periphery were enjoying stable growth, low deficits, and lowspreads. Then the financial crisis erupted and pushed them into deep recessions, raising theirdeficits and debt levels. By 2010, they were facing severe debt problems. Spreads increased and,surprisingly, so did the share of the debt held by domestic creditors. Credit was reallocatedfrom the private to the public sectors, reducing investment and deepening the recessions evenfurther. To account for these facts, we propose a simple model of sovereign risk in which debtcan be traded in secondary markets. The model has two key ingredients: creditor discriminationand crowding-out effects. Creditor discrimination arises because, in turbulent times, sovereigndebt offers a higher expected return to domestic creditors than to foreign ones. This providesincentives for domestic purchases of debt. Crowding-out effects arise because private borrowingis limited by financial frictions. This implies that domestic debt purchases displace productiveinvestment. The model shows that these purchases reduce growth and welfare, and may lead toself-fulfilling crises. It also shows how crowding-out effects can be transmitted to other countriesin the Eurozone, and how they may be addressed by policies at the European level.

Workgroup report: incorporating in vitro alternative methods for developmental neurotoxicity into international hazard and risk assessment strategies.

This is the report of the first workshop on Incorporating In Vitro Alternative Methods for Developmental Neurotoxicity (DNT) Testing into International Hazard and Risk Assessment Strategies, held in Ispra, Italy, on 19-21 April 2005. The workshop was hosted by the European Centre for the Validation of Alternative Methods (ECVAM) and jointly organized by ECVAM, the European Chemical Industry Council, and the Johns Hopkins University Center for Alternatives to Animal Testing. The primary aim of the workshop was to identify and catalog potential methods that could be used to assess how data from in vitro alternative methods could help to predict and identify DNT hazards. Working groups focused on two different aspects: a) details on the science available in the field of DNT, including discussions on the models available to capture the critical DNT mechanisms and processes, and b) policy and strategy aspects to assess the integration of alternative methods in a regulatory framework. This report summarizes these discussions and details the recommendations and priorities for future work.

Brazilian soil science: from its inception to the future, and beyond

The present essay is meant to provide some background on the evolution of the soil science community in Brazil, since its inception, to describe its current situation, and to outline a number of opportunities and challenges facing the discipline in decades to come. The origin of Brazilian agronomy dates back to the beginning of the 19th century as a subdiscipline of botany, and its association with chemistry would later establish it as a science. In the middle of the 19th century, agricultural chemistry was born as a result of this association, leading to the establishment of edaphology, a branch of Soil Science. Another branch of Soil Science, known as pedology, was established as an applied and scientific knowledge in Brazil during the middle of the 20th century. During the same period, the Brazilian Soil Science Society (SBCS) was created, merging the knowledge of both branches and gathering all scientists involved. Twenty years after the SBCS foundation, the creation of Graduate Programs made Brazilian Soil Science enter the modern era, generating crucial knowledge to reach the current levels of agricultural productivity. Part of a community composed of 25 Soil Departments, 15 Graduate Programs and a great number of institutions that promote research and technology transfer, Brazilian soil scientists are responsible for developing solutions for sustainable development, by generating, adapting and transferring technology to the benefit of the country. The knowledge produced by SBCS members has been particularly significant for Brazil to achieve the status of most competitive tropical agriculture in the world. In the future decades, Soil Science will still remain topical in discussions regarding environment care and production of food and fibers, in addition, it will be essential and strategic for certain issues, such as water quality, reducing poverty and development of renewable sources of energy.

Physical and chemical attributes of archaeological soils developed from shell middens in the Região dos Lagos, Rio de Janeiro, Brazil

In prehistoric times, innumerous shell middens, called "sambaquis", consisting mainly of remains of marine organisms, were built along the Brazilian coast. Although the scientific community took interest in these anthropic formations, especially since the nineteenth century, their pedological context is still poorly understood. The purpose of this study was to characterize and identify the physical and chemical changes induced by soil-forming processes, as well as to compare the morphology of shell midden soils with other, already described, anthropogenic soils of Brazil. Four soil profiles developed from shell middens in the Região dos Lagos - RJ were morphologically described and the physical and chemical properties determined. The chemical analysis showed that Ca, Mn, Mg, and particularly P and Zn are indicators of anthropic horizons of midden soils, as in the Amazon Dark Earths (Terras Pretas de Índio). After the deposition of P-rich material, P reaction and leaching can mask or disturb the evidence of in situ man-made strata, but mineralogical and chemical studies of phosphate forms can elucidate the apparent complexity. Lower phosphate-rich strata without direct anthropic inputs indicate P leaching and precipitation in secondary forms. The total and bioavailable contents of Ca, Mg, Zn, Mn, Cu, P, and organic C of midden soils were much higher than of regional soils without influence of ancient human settlements, demonstrating that the high fertility persisted for long periods, at some sites for more than 4000 years. The physical analysis showed that wind-blown sand contributed significantly to increase the sand fraction in the analyzed soils (texture classes sand, sandy loam and sandy clay loam) and that the aeolian sand accumulation occurred simultaneously with the midden formation.

Land-use systems affect Archaeal community structure and functional diversity in western Amazon soils

The study of the ecology of soil microbial communities at relevant spatial scales is primordial in the wide Amazon region due to the current land use changes. In this study, the diversity of the Archaea domain (community structure) and ammonia-oxidizing Archaea (richness and community composition) were investigated using molecular biology-based techniques in different land-use systems in western Amazonia, Brazil. Soil samples were collected in two periods with high precipitation (March 2008 and January 2009) from Inceptisols under primary tropical rainforest, secondary forest (5-20 year old), agricultural systems of indigenous people and cattle pasture. Denaturing gradient gel electrophoresis of polymerase chain reaction-amplified DNA (PCR-DGGE) using the 16S rRNA gene as a biomarker showed that archaeal community structures in crops and pasture soils are different from those in primary forest soil, which is more similar to the community structure in secondary forest soil. Sequence analysis of excised DGGE bands indicated the presence of crenarchaeal and euryarchaeal organisms. Based on clone library analysis of the gene coding the subunit of the enzyme ammonia monooxygenase (amoA) of Archaea (306 sequences), the Shannon-Wiener function and Simpson's index showed a greater ammonia-oxidizing archaeal diversity in primary forest soils (H' = 2.1486; D = 0.1366), followed by a lower diversity in soils under pasture (H' = 1.9629; D = 0.1715), crops (H' = 1.4613; D = 0.3309) and secondary forest (H' = 0.8633; D = 0.5405). All cloned inserts were similar to the Crenarchaeota amoA gene clones (identity > 95 %) previously found in soils and sediments and distributed primarily in three major phylogenetic clusters. The findings indicate that agricultural systems of indigenous people and cattle pasture affect the archaeal community structure and diversity of ammonia-oxidizing Archaea in western Amazon soils.

Universality in models for disorder induced phase transitions

We have systematically analyzed six different reticular models with quenched disorder and no thermal fluctuations exhibiting a field-driven first-order phase transition. We have studied the nonequilibrium transition, appearing when varying the amount of disorder, characterized by the change from a discontinuous hysteresis cycle (with one or more large avalanches) to a smooth one (with only tiny avalanches). We have computed critical exponents using finite size scaling techniques and shown that they are consistent with universal values depending only on the space dimensionality d.

Aprenentatge per a la comprensió en entorns virtuals als centres de secundària: La Xarxa School plus

[cat] Aquest projecte és una continuació del programa de recerca iniciat amb el projecte de R+D "School+ more than a platform to build the school of tomorrow" (IST-2000-25162) parcialment finançat per la Unió Europea a través de la convocatòria L'Escola del Demà, del Programa de Tecnologies de la Societat de la Informació del 5è Programa Marc. Aquesta iniciativa va ser seguida i aprofundida amb el projecte "Aprenentatge per a la comprensió en entorns virtuals als centres de secundària: la Xarxa School+", parcialment finançat pel DURSI a través de la convocatòria ARIE 2004. En aquest sentit, s'inscriu sota el mateix paraigües epistemològic (sociocultural) i metodològic (construccionista) dels projectes anteriors, i es basa en la utilització de diferents tipus d'evidències,en aquest cas però prestant especial atenció a la qüestió de l'avaluació de l'aprenentatge per a la comprensió i la dotació de sentit. En aquest context adquireix especial rellevància la idea del portafoli -o e-portafoli, webfoli, portafoli electrònic o digital- com a estratègia avaluadora de la comprensió i afavoridora de formes més complexes d'aprenentatge. En aquest informe, i d¿acord amb allò manifestat al projecte de recerca, es donen respostes a les següents qüestions: (a) quines són les possibilitats i les limitacions del portafoli electrònic com a sistema per avaluar processos d'aprenentatge de caràcter complex, orientats a la comprensió i la dotació de sentit; (b) com tenen lloc els processos d'innovació i millora a l'ensenyament secundari quan es fan servir entorns virtuals d'informació i comunicació, i es persegueix el desenvolupament d'un model pedagògic i curricular de caràcter interdisciplinari;(c) quins processos pedagògics, organitzatius, cognitius i emocionals estan implicats en les situacions d'aprenentatge orientades a la comprensió i la dotació de sentit, i no en la memorització i repetició de continguts; (d) com es desenvolupen experiències de col·laboració entre professors, estudiants i centres de secundària.

El portafoli electrònic com a procediment avaluador de l'aprenentatge per a la comprensió als centres de secundària de la xarxa school+

[cat] El projecte que s'ha dut a terme sota el nom "El portafoli electrònic com a procediment avaluador de l'aprenentatge per a la comprensió als centres de secundària de la Xarxa School +", s'ha desenvolupat a partir de tres eixos prioritaris que sintetitzen els objectius que ens havíem plantejat:1. Desenvolupar una experiència pedagògica que impliqués la perspectiva educativa delsprojectes de treball, i la utilització del sistema d¿ensenyament i aprenentatge virtualSchool+Microcosmos. 2. Afavorir una experiència de col·laboració entre el professorat de cada centre i entre elprofessorat dels diferents centres participants. 3. Realitzar una recerca sistemàtica, a partir de la utilització de diferents procediments de recollida d'evidències (observacions, entrevistes, anàlisis de materials, actes de reunió delgrup, informes finals,...) al voltant de les formes de comprensió que es poden produir per part dels estudiants, i com a camí per un replantejament de l'aprenentatge a l'educació secundària. La recerca desenvolupada ens ha mostrat com les possibilitats de promoure la comprensió des de la perspectiva educativa adoptada -els projectes de treball- són manifestes, però es troben limitades per les constriccions organitzatives -sobretot temporals i espacials- i curriculars que actualmentmediatitzen la capacitat innovadora dels centres de secundària. Aquest informe recull els processos i els resultats de la recerca i la innovació educativa realitzades, així com algunes de les seves conseqüències per a plantejar canvis en l'educació secundària.