Identification and characterization of putative transposable DNA elements in solanaceous plants and Caenorhabditis elegans.

Several families of putative transposable elements (TrEs) in both solanaceous plants and Caenorhabditis elegans have been identified by screening the DNA data base for inverted repeated domains present in multiple copies in the genome. The elements are localized within intron and flanking regions of many genes. These elements consist of two inverted repeats flanking sequences ranging from 5 bp to > 500 bp. Identification of multiple elements in which sequence conservation includes both the flanking and internal regions implies that these TrEs are capable of duplicative transposition. Two of the elements were identified in promoter regions of the tomato (Lycoperiscon esculentum) polygalacturonase and potato (Solanum tuberosum) Win1 genes. The element in the polygalacturonase promoter spans a known regulatory region. In both cases, ancestral DNA sequences, which represent potential recombination target sequences prior to insertion of the elements, have been cloned from related species. The sequences of the inverted repeated domains in plants and C. elegans show a high degree of phylogenetic conservation. While frequency of the different elements is variable, some are present in very high copy number. A member of a single C. elegans TrE family is observed approximately once every 20 kb in the genome. The abundance of the described TrEs suggests utility in the genomic analysis of these and related organisms.

Replication protein A binds to regulatory elements in yeast DNA repair and DNA metabolism genes.

Saccharomyces cerevisiae responds to DNA damage by arresting cell cycle progression (thereby preventing the replication and segregation of damaged chromosomes) and by inducing the expression of numerous genes, some of which are involved in DNA repair, DNA replication, and DNA metabolism. Induction of the S. cerevisiae 3-methyladenine DNA glycosylase repair gene (MAG) by DNA-damaging agents requires one upstream activating sequence (UAS) and two upstream repressing sequences (URS1 and URS2) in the MAG promoter. Sequences similar to the MAG URS elements are present in at least 11 other S. cerevisiae DNA repair and metabolism genes. Replication protein A (Rpa) is known as a single-stranded-DNA-binding protein that is involved in the initiation and elongation steps of DNA replication, nucleotide excision repair, and homologous recombination. We now show that the MAG URS1 and URS2 elements form similar double-stranded, sequence-specific, DNA-protein complexes and that both complexes contain Rpa. Moreover, Rpa appears to bind the MAG URS1-like elements found upstream of 11 other DNA repair and DNA metabolism genes. These results lead us to hypothesize that Rpa may be involved in the regulation of a number of DNA repair and DNA metabolism genes.

A structural model of cognitive-motivational variables as explanatory factors of academic achievement in Spanish Language and Mathematics

In recent years, several explanatory models have been developed which attempt to analyse the predictive worth of various factors in relation to academic achievement, as well as the direct and indirect effects that they produce. The aim of this study was to examine a structural model incorporating various cognitive and motivational variables which influence student achievement in the two basic core skills in the Spanish curriculum: Spanish Language and Mathematics. These variables included differential aptitudes, specific self-concept, goal orientations, effort and learning strategies. The sample comprised 341 Spanish students in their first year of Compulsory Secondary Education. Various tests and questionnaires were used to assess each student, and Structural Equation Modelling (SEM) was employed to study the relationships in the initial model. The proposed model obtained a satisfactory fit for the two subjects studied, and all the relationships hypothesised were significant. The variable with the most explanatory power regarding academic achievement was mathematical and verbal aptitude. Also notable was the direct influence of specific self-concept on achievement, goal-orientation and effort, as was the mediatory effect that effort and learning strategies had between academic goals and final achievement.

A systematic study on the influence of carbon on the behavior of hard-to-ionize elements in inductively coupled plasma–mass spectrometry

A systematic study on the influence of carbon on the signal of a large number of hard-to-ionize elements (i.e. B, Be, P, S, Zn, As, Se, Pd, Cd, Sb, I, Te, Os, Ir, Pt, Au, and Hg) in inductively coupled plasma–mass spectrometry has been carried out. To this end, carbon matrix effects have been evaluated considering different plasma parameters (i.e. nebulizer gas flow rate, r.f. power and sample uptake rate), sample introduction systems, concentration and type of carbon matrix (i.e. glycerol, citric acid, potassium citrate and ammonium carbonate) and type of mass spectrometer (i.e. quadrupole filter vs. double-focusing sector field mass spectrometer). Experimental results show that P, As, Se, Sb, Te, I, Au and Hg sensitivities are always higher for carbon-containing solutions than those obtained without carbon. The other hard-to-ionize elements (Be, B, S, Zn, Pd, Cd, Os, Ir and Pt) show no matrix effect, signal enhancement or signal suppression depending on the experimental conditions selected. The matrix effects caused by the presence of carbon are explained by changes in the plasma characteristics and the corresponding changes in ion distribution in the plasma (as reflected in the signal behavior plot, i.e. the signal intensity as a function of the nebulizer gas flow rate). However, the matrix effects for P, As, Se, Sb, Te, I, Au and Hg are also related to an increase in analyte ion population caused as a result of charge transfer reactions involving carbon-containing charged species in the plasma. The predominant specie is C+, but other species such as CO+, CO2+, C2+ and ArC+ could also play a role. Theoretical data suggest that B, Be, S, Pd, Cd, Os, Ir and Pt could also be involved in carbon based charge transfer reactions, but no experimental evidence substantiating this view has been found.

Applying semantic knowledge to the automatic processing of temporal expressions and events in natural language

This paper addresses the problem of the automatic recognition and classification of temporal expressions and events in human language. Efficacy in these tasks is crucial if the broader task of temporal information processing is to be successfully performed. We analyze whether the application of semantic knowledge to these tasks improves the performance of current approaches. We therefore present and evaluate a data-driven approach as part of a system: TIPSem. Our approach uses lexical semantics and semantic roles as additional information to extend classical approaches which are principally based on morphosyntax. The results obtained for English show that semantic knowledge aids in temporal expression and event recognition, achieving an error reduction of 59% and 21%, while in classification the contribution is limited. From the analysis of the results it may be concluded that the application of semantic knowledge leads to more general models and aids in the recognition of temporal entities that are ambiguous at shallower language analysis levels. We also discovered that lexical semantics and semantic roles have complementary advantages, and that it is useful to combine them. Finally, we carried out the same analysis for Spanish. The results obtained show comparable advantages. This supports the hypothesis that applying the proposed semantic knowledge may be useful for different languages.

Phosphorylated α-synuclein-immunoreactive retinal neuronal elements in Parkinson's disease subjects

Visual symptoms are relatively common in Parkinson's disease (PD) and optical coherence tomography has indicated possible retinal thinning. Accumulation of aggregated α-synuclein is thought to be a central pathogenic event in the PD brain but there have not as yet been reports of retinal synucleinopathy. Retinal wholemounts were prepared from subjects with a primary clinicopathological diagnosis of PD (N = 9), dementia with Lewy bodies (DLB; N = 3), Alzheimer's disease (N = 3), progressive supranuclear palsy (N = 2) as well as elderly normal control subjects (N = 4). These were immunohistochemically stained with an antibody against α-synuclein phosphorylated at serine 129, which is a specific molecular marker of synucleinopathy. Phosphorylated α-synuclein-immunoreactive (p-syn IR) nerve fibers were present in 7/9 PD subjects and in 1/3 DLB subjects; these were sparsely distributed and superficially located near or at the inner retinal surface. The fibers were either long and straight or branching, often with multiple en-passant varicosities along their length. The straight fibers most often had an orientation that was radial with respect to the optic disk. Together, these features are suggestive of either retinopetal/centrifugal fibers or of ganglion cell axons. In one PD subject there were sparse p-syn IR neuronal cell bodies with dendritic morphology suggestive of G19 retinal ganglion cells or intrinsically photosensitive ganglion cells. There were no stained nerve fibers or other specific staining in any of the non-PD or non-DLB subjects. It is possible that at least some of the observed visual function impairments in PD subjects might be due to α-synucleinopathy.

A proposal for teaching with authentic texts in order to develop social awareness in a language subject in tertiary education

The University of the 21st century has to establish links with society and prepare students for the demands of the working world. Therefore, this article is a contribution to the integral preparation of university students by proposing the use of authentic texts with social content in English lessons so that students acquire emotional and social competencies while still learning content. This article will explain how the choice of texts on global issues such as racism and gender helps students to develop skills such as social awareness and critical thinking to deepen their understanding of discrimination, injustice or gender differences in both oral and written activities. A proposal will be presented which involves using the inauguration speech from Mandela's presidency and texts with photographs of women so that students analyse them whilst utilising linguistic tools that allow them to explore a text's social dimension.

Forgiven, not Forgotten: Communicative Translation Activities in Second Language Teaching

Although frequently discarded and despised in the 20th century, translation now seems to find wider acceptance within the Second Language Teaching (SLT) field. However, it still has a long way to go before recovering its due place in the L2 classroom. The aim of this paper is to suggest a number of translation (and interpreting)-based activities covering the different competence levels, thus showing that communicative content and translation can perfectly go hand in hand so that old, unjustified prejudices can be superseded once and for all.

Transfer in third language phonology: Does L3 typological proximity play a role?

Les investigacions recents sobre la transferència i l'adquisició d’una L3 han indagat sobre les interferències lingüístiques quan hi ha més d'una font de transferència. Els participants en aquest estudi de cas van ser parlants d’espanyol i d’anglès, que apreninen una tercera llengua, el català, tipològicament més pròxima a l’espanyol. Aquest estudi va investigar la producció dels bilingües del català fosc /ɫ/, un segment que no és present en espanyol ja que tots els laterals es produeixen com una clara /l/, i que, tanmateix, es realitza en anglès en posició final després de vocal. Contràriament al model que planteja la proximitat d'idiomes prèviament adquirids com un dels factors determinants per a la transferència de competències, l’estudi va mostrar que la proximitat tipològica a un dels L1 no és determinista per a la transferència en el nivell fonològic en l’aprenentatge d’una L3, ja que els participants produeixen laterals catalanes similars a /ɫ/. En aquest estudi de cas es constata, d’acord amb el Model de Millora Acumulativa, com es transfereix aquest segment fonològic des de l’anglés al català.

Exploring the use of cooperative activities in a language subject to develop students’ social competences at the University

Cooperative learning has been successfully implemented in the last 60 years for teaching at different educational levels including the Higher Studies due to its solid theoretical foundation, the principles it proposes and its practical applications. The purpose of this article is to offer a proposal for some cooperative activities that allow students to work in small groups in a language subject in order to learn not only contents but also putting into practice what they learn, i.e., they learn by being active. This article discusses how the said activities make it possible for students to work with the main principles of cooperative learning, i.e.: positive interdependence, face-to-face interaction, individual and group accountability, interpersonal and small-group skills and group processing. Moreover, this research will also point out that the proposed activities allow students to acquire some of the social competences required in the labour market such as leadership, conflict solving and cooperation.