Resolución N° 250 del 14 de noviembre de 2007 ¿Pueden los acreedores intervenir en reformas estatutarias dentro de empresas en procesos de restructuración?

Servicios registrales

Fast atom bombardment mass spectrometry of the coordination complexes of the ligand 5, 5, 7, 12, 12, 14- hexamenthyl-1, 4, 8, 11-tetraazacycloteradecane

A number of metal complexes containing the ligand 5,5,7,12,12,14-hexamethyl-l,4,8,11-tetra-azatetradecane were synthesized and analyzed using electron impact (EI) and fast atom bombardment (FAB). The FAB mass spectra were obtained in positive and negative ion mode. FAB in the positive ion mode proved to be the most successful technique for the identification of these compounds. In the majority of cases the spectra obtained using positive ion FAB were structurally informative, although not all showed molecular (M+) or quasimolecular ([M+H]+) ions. The fragmentations observed were characteristic of the ligands, and were interpreted based on the chemistry of these compounds.

An investigation on peer feedback for EFL students ages 10 to 14 /

The purpose of this study was to leam more about how EFL (English as Foreign Language) students interacted during peer feedback conferences. Thirty EFL students from Mexico aged 10 to 14 years old participated in this study. The following four main questions were addressed: 1 . What criteria did the students use to evaluate their peers' writing? 2. What revisions were made in relation to peer feedback comments? 3. What was the students' behaviour like during peer feedback conferences? 4. What were the students' perceived attitudes concerning peer feedback conferences? Each of the 30 students wrote a first and a second draft and then took part in a peer feedback conference. All students were interviewed and asked to rate a story and provide a peer feedback comment for the author during interview. The study found that the EFL students were able to provide comments to their peers' writing, but only after their third conference were they actually able to provide higher level comments. The majority of students said that they liked peer feedback sessions. The results also indicated that the students needed more practice with their revisions because they did not make a lot of revisions to make their writing clearer with fewer mistakes. This study concludes that there still needs to be further research. First of all, it would be useful to conduct a similar study with EFL students but one that is conducted over a longer period of time in order to determine if the students continued to develop their peer feedback comments and revision strategies.