Consumer Advisory: First You Win, Then You Lose Prize, sweepstakes and international lottery scams, December 2014

The Attorney General’s Consumer Protection Division receives hundreds of calls and consumer complaints every year. Follow these tips to avoid unexpected expense and disappointments. This record is about: First You Win, Then You Lose Prize, sweepstakes and international lottery scams

Sistema integrado de avaliação de impacto ambiental aplicado a atividades do Novo Rural

O objetivo deste trabalho foi apresentar o sistema de Avaliação Ponderada de Impacto Ambiental de Atividades do Novo Rural (APOIA-NovoRural), que consiste de um conjunto de planilhas eletrônicas (plataforma MS-Excel) que integram 62 indicadores da performance ambiental de uma atividade econômica em um estabelecimento rural. Cinco dimensões de avaliação foram consideradas: ecologia da paisagem, qualidade ambiental (atmosfera, água e solo), valores socioculturais, valores econômicos e gestão e administração. Os indicadores foram construídos em matrizes de ponderação, nas quais dados quantitativos, obtidos em campo e laboratório, foram automaticamente transformados em índices de impacto, expressos graficamente. O índice de impacto de cada indicador foi traduzido a um valor de utilidade, empregando-se funções e coeficientes especificamente derivados para cada indicador. Os valores de utilidade foram agregados para compor o Índice de Impacto Ambiental da atividade avaliada. Os resultados da avaliação permitem ao produtor/administrador averiguar quais atributos da atividade podem estar desconformes com seus objetivos de sustentabilidade e ao tomador de decisões a indicação de medidas de fomento ou controle das atividades, segundo planos de desenvolvimento local; proporcionam, ainda, uma unidade de medida objetiva de impacto para auxiliar na qualificação e certificação de atividades agropecuárias.

Remorins form a novel family of coiled coil-forming oligomeric and filamentous proteins associated with apical, vascular and embryonic tissues in plants.

Remorins form a superfamily of plant-specific plasma membrane/lipid-raft-associated proteins of unknown structure and function. Using specific antibodies, we localized tomato remorin 1 to apical tissues, leaf primordia and vascular traces. The deduced remorin protein sequence contains a predicted coiled coil-domain, suggesting its participation in protein-protein interactions. Circular dichroism revealed that recombinant potato remorin contains an alpha-helical region that forms a functional coiled-coil domain. Electron microscopy of purified preparations of four different recombinant remorins, one from potato, two divergent isologs from tomato, and one from Arabidopsis thaliana , demonstrated that the proteins form highly similar filamentous structures. The diameters of the negatively-stained filaments ranged from 4.6-7.4 nm for potato remorin 1, 4.3-6.2 nm for tomato remorin 1, 5.7-7.5 nm for tomato remorin 2, and 5.7-8.0 nm for Arabidopsis Dbp. Highly polymerized remorin 1 was detected in glutaraldehyde-crosslinked tomato plasma membrane preparations and a population of the protein was immunolocalized in tomato root tips to structures associated with discrete regions of the plasma membrane.

Desarrollo de una aplicación informática para la gestión de actividades docentes

Este proyecto consiste en el desarrollo de una aplicación informática que permite gestionar de forma automatizada y consistente los datos requeridos para la actividad docente de un profesor universitario. La aplicación permite gestionar: plan docente, asignaturas, horario docente, calendario de exámenes y proyectos final de carrera. Todas estas opciones tienen las funciones de, agregar, buscar, modificar y eliminar datos. Además tiene otras opciones como calendario docente y webs, cuya finalidad será consultar, de forma directa, páginas web de interés docente. Finalmente, la opción material docente tendrá como finalidad, crear, modificar y eliminar ficheros de diferente formato (word, excel, powerpoint, pdf) asociados a las asignaturas registradas en la aplicación. La aplicación se ha implementado en el sistema operativo Windows en el lenguaje de programación Java. Los datos utilizados se almacenan en la base de datos MySql Workbench. Para las validaciones de entrada de datos se ha utilizado JavaScript y JQuery. El diseño de la interfaz se ha llevado a cabo con Java Server Pages, Html, Css y framework Struts.

Proposição de um modelo matemático para a avaliação do desempenho de sistemas de irrigação

Modelos matemáticos têm sido utilizados para representar a distribuição dos valores de lâmina de água aplicada em uma área irrigada, informação fundamental na avaliação do desempenho de sistemas de irrigação. Apesar dos avanços, ainda não existe um modelo universalmente aceito para a descrição da distribuição dos valores de água desses sistemas. Os objetivos deste trabalho foram propor um modelo matemático para a avaliação do desempenho de sistemas de irrigação e desenvolver um fator de adequação para o cálculo da lâmina bruta a ser aplicada que agregue, em um único indicador, as medidas de uniformidade e de eficiência de aplicação de água da irrigação. Os parâmetros de ajuste do modelo proposto foram determinados por meio da rotina Solver da planilha Excel, e os indicadores de desempenho da irrigação, calculados por meio de expressões matemáticas deduzidas para uso do modelo proposto. Utilizando dados de desempenho da irrigação de um pivô-central, verificou-se que o modelo é apropriado para a análise de desempenho da irrigação e para obtenção do fator de adequação da irrigação desenvolvido, ao englobar indicadores de desempenho necessários à avaliação do sistema, simplificar os procedimentos de análise e permitir o cálculo direto da lâmina de água requerida para irrigação.

Consumer Advisory: Debt Collections & Debt Collection Scams, February 2015

The Attorney General’s Consumer Protection Division receives hundreds of calls and consumer complaints every year. Follow these tips to avoid unexpected expense and disappointments. This record is about: Tax Time Scams & Tips

Statewide Transportation Improvement Program 2015-2018: Sorted by MPO and RPA, 2014

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). The 2015-2018 STIP was approved by FHWA and FTA on September 16, 2014. Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Statewide Transportation Improvement Program 2014-2017: Sorted by MPO and RPA, 2013

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). The 2015-2018 STIP was approved by FHWA and FTA on September 16, 2014. Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Statewide Transportation Improvement Program 2013-2016: Sorted by MPO and RPA, 2012

Iowa’s Statewide Transportation Improvement Program (STIP) has been developed in conformance with the guidelines prescribed by 23 U.S.C. and 49 U.S.C. The STIP is generated to provide the Federal Highway Administration and Federal Transit Administration a listing of all projects that are candidates for federal aid from the FHWA and FTA for four federal fiscal years (FFY). Preceding the listings of federal-aid candidates are general comments concerning Iowa’s public participation process for selection of federal-aid projects and the basis for funding the proposed projects. Documents evidencing the Iowa Department of Transportation’s authority to act concerning matters related to transportation, federal-aid expenditures and approvals of metropolitan planning organizations’ (MPOs), transportation improvements programs (TIPs) have been provided in past STIPs and can be provided again upon request.

Development of Railroad Highway Grade Crossing Consolidation Rating Formula, 2015

The goal of this project was to provide an objective methodology to support public agencies and railroads in making decisions related to consolidation of at-grade rail-highway crossings. The project team developed a weighted-index method and accompanying Microsoft Excel spreadsheet based tool to help evaluate and prioritize all public highway-rail grade crossings systematically from a possible consolidation impact perspective. Factors identified by stakeholders as critical were traffic volume, heavy-truck traffic volume, proximity to emergency medical services, proximity to schools, road system, and out-of-distance travel. Given the inherent differences between urban and rural locations, factors were considered, and weighted, differently, based on crossing location. Application of a weighted-index method allowed for all factors of interest to be included and for these factors to be ranked independently, as well as weighted according to stakeholder priorities, to create a single index. If priorities change, this approach also allows for factors and weights to be adjusted. The prioritization generated by this approach may be used to convey the need and opportunity for crossing consolidation to decision makers and stakeholders. It may also be used to quickly investigate the feasibility of a possible consolidation. Independently computed crossing risk and relative impact of consolidation may be integrated and compared to develop the most appropriate treatment strategies or alternatives for a highway-rail grade crossing. A crossing with limited- or low-consolidation impact but a high safety risk may be a prime candidate for consolidation. Similarly, a crossing with potentially high-consolidation impact as well as high risk may be an excellent candidate for crossing improvements or grade separation. The results of the highway-rail grade crossing prioritization represent a consistent and quantitative, yet preliminary, assessment. The results may serve as the foundation for more rigorous or detailed analysis and feasibility studies. Other pertinent site-specific factors, such as safety, maintenance costs, economic impacts, and location-specific access and characteristics should be considered.

Actin cables and the exocyst form two independent morphogenesis pathways in the fission yeast.

Cell morphogenesis depends on polarized exocytosis. One widely held model posits that long-range transport and exocyst-dependent tethering of exocytic vesicles at the plasma membrane sequentially drive this process. Here, we describe that disruption of either actin-based long-range transport and microtubules or the exocyst did not abolish polarized growth in rod-shaped fission yeast cells. However, disruption of both actin cables and exocyst led to isotropic growth. Exocytic vesicles localized to cell tips in single mutants but were dispersed in double mutants. In contrast, a marker for active Cdc42, a major polarity landmark, localized to discreet cortical sites even in double mutants. Localization and photobleaching studies show that the exocyst subunits Sec6 and Sec8 localize to cell tips largely independently of the actin cytoskeleton, but in a cdc42 and phospholipid phosphatidylinositol 4,5-bisphosphate (PIP₂)-dependent manner. Thus in fission yeast long-range cytoskeletal transport and PIP₂-dependent exocyst represent parallel morphogenetic modules downstream of Cdc42, raising the possibility of similar mechanisms in other cell types.

Spatial and temporal regulation of " cdc16p " in the fission yeast " Schizosaccharomyces pombe "

Abstract: The fission yeast Schizosaccharomyces pombe has proven to be an excellent model system for the study of eukaryotic cell cycle control. S. pombe cells are rod-shaped and grow mainly by elongation at their tips. They divide by the means of a centrallyplaced division septum which provides two daughter cells of equal size. S. pombe cytokinesis begins at mitotic entry, when the division site is defined by formation of the contractile acto-myosin ring (CAR). Formation of the division septum is triggered at the end of mitosis by the spindle pole body (SPB) associated septation initiation network (SIN) proteins. SIN signalling requires activation of the GTPase spg1p, whose nucleotide status is regulated by the bipartite GAP byr4pcdc16p. Removal of cdc16p from the SPB during early mitosis is thought to allow priming of the SIN by association of cdc7p with both SPBs. During anaphase cdc7p is retained on the new SPB, which also recruits the kinase sid1 p and cdc14p, while the old SP8 reassembles the byr4-cdc16p GAP and is presumed not to signal; SPB asymmetry persists throughout anaphase. The trigger for inactivation of SIN signalling at the new SPB is unknown. This study has concentrated upon cdc16p. We have undertaken the analysis of the localisation of cdc16p using time-lapse microscopy. We have observed that the localisation of cdc16p is regulated at different transitions. We have shown that cdc16p is removed from the SPB prior to the onset of spindle formation and that it reappears asymmetrically at the beginning of anaphase B. We have also demonstrated that the resetting of the SIN at the new SPB is linked to completion of CAR contraction and septum formation. We propose the existence of a mechanism that monitors cytokinesis and that couples the activity of the SI N with the presence of the CAR. During the biochemical characterization of cdc16p, We have found that it is an unstable protein and that it is subjected to polyubiquitination by the SCF and proteasomal degradation. Together, these observations help to shed new light upon the mechanisms by which cytokinesis is regulated in S. pombe. Résumé: La levure Schizosaccharomyces pombe est un excellent organisme modèle pour l'étude du cycle cellulaire eucaryote. Les cellules S. pombe ont la forme de bâtonnets et croissent par l'allongement de leurs extrémités. Elles se divisent en formant, en leur milieu une paroi cellulaire, appelé septum, permettant ainsi l'obtention de deux cellules filles de même taille. Chez S. pombe, la cytokinèse commence en début de mitose lorsque le site de division est déterminé par la formation d'un anneau d'acto-myosine. Le septum, lui, est formé uniquement en fin de mitose par la contraction de l'anneau d'actomyosine. Cette contraction est sous le contrôle d'un réseau de signalisation cellulaire appelé le «réseau d'initiation de synthèse du septum » ou « septation initiation network » (SIN), qui se situe sur les pôles du fuseau mitotique. L'activation du SIN dépend d'une GTPase appelé spg1p dont le statut nucléotidique dépend des protéines cdclóp et byr4p qui forment un complexe qui favorise l'hydrolyse du GTP en GDP. En début de mitose, cdc16p ne se situe plus sur les poles du fuseau mitotique. La GTPase spg1p se retrouve donc principalement sous sa forme couplée au GTP, ce quí va permettre son interaction avec la kinase cdc7p. Cette protéine ainsi que deux autres kinases sid2p (avec mob1p) et sid1p (avec cdc14p) permettent la transmission du signal d'initiation de la contraction de l'anneau d'acto-myosine en fin d'anaphase. Pendant l'anaphase, cdc7p, sid1 p et cdc14p localisent sur un des deux pôles du fuseau mitotique. Il en est de même pour cdc1p et by14p et le pôle contenant cdc16p et byr4p est toujours différent de celui ou les régulateurs positifs du SIN se situent. En fin de cytokinèse, cdc16 et byr4p se retrouvent à nouveau sur chaque pôle des deux cellules filles. Dans cette étude, nous nous sommes concentrés sur l'analyse de la localisation de cdc16p pendant la mitose en utilisant une technique de microscopie en temps réel. Nous avons été en mesure de déterminer que le départ de cdc16p du pole s'effectue juste avant la formation du fuseau mitotique. Nous avons aussi découvert que la localisation asymétrique des composants du SIN dépend fortement de l'entrée en anaphase B. Finalement, Nous avons montré que distribution asymétrique des composants du SIN sur les pôles du fuseau mitotique dépendait aussi fortement de !a présence de l'anneau d'acto-myosine. Ceci nous permet donc de proposer l'existence d'un mécanisme cellulaire qui permet de s'assurer que la cytokinèse est achevée avant de diminuer la signalisation du SIN. Par ailleurs, des études biochimiques nous ont permis de montrer que cdc16p est dégradé par le proteosome. Ces travaux ont permis la découverte de nouveaux modes de régulation du SIN.

L'aprenentatge de l'anglès a través de l'educació física: el programa 'Mou-te i aprèn'

L'objecte d'estudi d'aquest article és la relació entre l'educació física i l'aprenentatge de la llengua anglesa, per mitjà de l'enfocament educatiu AICLE (CLIL, en anglès), concretat en el programa Mou-te i aprèn. Pel que fa a l'educació física es fonamenta en la metodologia d'instrucció directa: global pura, anàlisi progressiu i anàlisi seqüencial, complementada amb estratègies d'aprenentatge cooperatiu. L'educació física és una forma diferent i excel-lent d'aprendre la llengua. La combinació de les diferents metodologies i tècniques són molt efectives per millorar alhora el llenguatge, la motricitat i la salut.

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.