Metacognition and executive functioning in Elementary School

This study analyzes differences in metacognitive skills and executive functioning between two groups of students (10-12 years) with different levels of metacognitive knowledge (high n = 50, low n = 64). Groups were established based on students' score on a test of knowledge of strategy use. Metacognitive skills were assessed by means of self-report. Students reported the frequency with which they applied these strategies during the phases of planning, execution, and evaluation of learning. Information about student executive functioning was provided by families and teachers, who completed two parallel forms of a behavior rating scale. The results indicated that: a) the group with high levels of metacognitive knowledge reported using their metacognitive skills more frequently than their peers in the other group. These differences were statistically significant in the phases of planning and execution; b) both family and teachers informed of better levels of executive functioning in the students with high metacognitive knowledge. Statistically significant differences were found in planning, functional memory, focus, and sustained attention. These results show the existence of an association between different levels of metacognitive knowledge, and differences in metacognitive skills and executive functions, and suggest the need to emphasize this set of variables in order to encourage students to acquire increasing levels of control over their learning process.

Dual regulation of P-glycoprotein expression by Trichostatin A in cancer cell lines

Background. It has been reported that the histone deacetylase inhibitor (iHDAc) trichostatin A (TSA) induces an increase in MDR1 gene transcription (ABCB1). This result would compromise the use of iHDACs in combination with other cytotoxic agents that are substrates of P-glycoprotein (Pgp). It has also been reported the use of alternative promoters by the ABCB1 gene and the existence of a traslational control of Pgp protein. Finally, the ABCB1 gene is located in a genetic locus with the nested gene RUNDC3B in the complementary DNA strand, raising the possibility that RUNDC3B expression could interfere with ABCB1 alternative promoter regulation. Methods. A combination of RT-PCR, real time RT-PCR, Western blot and drug accumulation assays by flow cytometry have been used in this study. Results. The iHDACs-induced increase in MDR1 mRNA levels is not followed by a subsequent increase in Pgp protein levels or activity in several pancreatic and colon carcinoma cell lines, suggesting a traslational control of Pgp in these cell lines. In addition, the MDR1 mRNA produced in these cell lines is shorter in its 5' end that the Pgp mRNA produced in cell lines expressing Pgp protein. The different size of the Pgp mRNA is due to the use of alternative promoters. We also demonstrate that these promoters are differentially regulated by TSA. The translational blockade of Pgp mRNA in the pancreatic carcinoma cell lines could be related to alterations in the 5' end of the MDR1 mRNA in the Pgp protein expressing cell lines. In addition, we demonstrate that the ABCB1 nested gene RUNDC3B expression although upregulated by TSA is independent of the ABCB1 alternative promoter used. Conclusions. The results show that the increase in MDR1 mRNA expression after iHDACs treatment is clinically irrelevant since this mRNA does not render an active Pgp protein, at least in colon and pancreatic cancer cell lines. Furthermore, we have demonstrated that TSA in fact, differentially regulates both ABCB1 promoters, downregulating the upstream promoter that is responsible for active P-glycoprotein expression. These results suggest that iHDACs such as TSA may in fact potentiate the effects of antitumoral drugs that are substrates of Pgp. Finally, we have also demonstrate that TSA upregulates RUNDC3B mRNA independently of the ABCB1 promoter in use.

CIBERESPACIO: REINVENTANDO LA METÁFORA DE LO HUMANO

La pregunta sobre el humanismo está íntimamente ligada con las metáforas que las distintas sociedades en diferentes momentos han utilizado no sólo para comprender las relaciones con su entorno, sino también para estructurar su visión sobre sí mismas.En la Edad Media, el topos del microcosmos y el macrocosmos no sólo servía para reconocer en el mundo los principios de la analogía y la similitud como articuladores de las «realidades» naturales y divinas, sino que permitían una vía de interpretación de esas dos instancias en una visión totalizadora en la que la Trinidad se presentaba como metáfora por excelencia. Por otro lado, el humanismo renacentista aliviado ya de la metáfora anterior, y entusiasmado con una nueva -el hombre- se aventuró a explorar y a inventar bordes y límites por los que transitara su renovada humanidad.

Supervisión en Trabajo Social, clave para la construcción del "ethos" profesional

La supervisión constituye en la didáctica del Trabajo Social, uno de los espacios históricos, en cuanto a que es inherente al origen de la profesión, a la vez que, un ámbito de permanente innovación porque establece la relación entre la teoría y la práctica. Esta comunicación es parte de los resultados del trabajo de investigación que se encuentra desarrollando la Red Interuniversitaria sobre Didáctica en Trabajo Social (REDITS). Se ha revisado la literatura especializada sobre competencias en Trabajo Social, prácticas y supervisión, con el fin de guiar la investigación sobre las prácticas externas con el alumnado de las universidades participantes en la red. Asimismo se trabajó con alumnado de último curso en la elaboración de una DAFO que identificara las debilidades, fortalezas, oportunidades y amenazas, percibidas en las prácticas externas. Los objetivos planteados son en primer lugar demostrar la relación de las prácticas externas con la consolidación de los conocimientos teóricos a través de la intervención social y en segundo lugar fundamentar la necesidad de la supervisión como un elemento clave para la construcción del “ethos” y la deontología profesional.