Identificació de components inclusius en alguns centres escolars d'educació infantil i primària de la comarca d'Osona

The present essay –which is a pilot study conceived to continue the research in depth in the future- is based in a comparative analysis of educational practice between five different primary and pre-school teaching centres in Osona and the educational practice in inclusive educational centres. The essay introduces the objectives of the research and the theoretical and conceptual framework in which it is based (chapter 1) in relation with the main themes and expressions which are the purpose of the study: comprensivity, inclusive school and inclusive practice. The theoretical framework is linked to the principal regulations applied in our context. The study describes the instruments and procedure analysis describes the instruments and procedure analysis which have been designed and used for a qualitative methodological approach, together with the data obtained from the analysis of five teaching centres (chapter 2). The results from the research show that the practice done in the analised schools are not totally comparable to the ones in the inclusive environment. Notwithsanding, there are some similar points, although not totally coincident, like the fact that either the analysed schools or the ones with an inclusive approach show availability and interest in improving integration of all the pupils in the school, also the teachers work together in some aspects like, evaluation of pupils with special needs, objectives and contents and activities fort he specific kind of pupils with special needs parents and the majority of the analyzed schools, like those fallowing inclusive educational approaches, try the pupils with special needs to develop their acquisition within the ordinary class with adapted material. I think, these verifications, some of them close to inclusive educational practice, could constitute a starting point to analyse our model, in order to offer a common curriculum that could respect the different styles and rhythms of acquisition of all the pupils, so that promoting a more flexible and open schooling. In conclusion, the results of this analysis, although dues to its limits, they can not be generalized, they can help to find the necessary changes to bet for a qualitative education in a school for everyone.

┴N as an Abstract Elementary Class

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A class of stochastic games with infinitely many interacting agents related to Glauber dynamics on random graphs

We introduce and study a class of infinite-horizon nonzero-sum non-cooperative stochastic games with infinitely many interacting agents using ideas of statistical mechanics. First we show, in the general case of asymmetric interactions, the existence of a strategy that allows any player to eliminate losses after a finite random time. In the special case of symmetric interactions, we also prove that, as time goes to infinity, the game converges to a Nash equilibrium. Moreover, assuming that all agents adopt the same strategy, using arguments related to those leading to perfect simulation algorithms, spatial mixing and ergodicity are proved. In turn, ergodicity allows us to prove “fixation”, i.e. that players will adopt a constant strategy after a finite time. The resulting dynamics is related to zerotemperature Glauber dynamics on random graphs of possibly infinite volume.

Heteroclinic orbits for a class of Hamiltonian systems on Riemannian manifolds

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A Schoenflies extension theorem for a class of locally bi-Lipschitz homeomorphisms

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Marginal adaptation in vitro and clinical outcome of Class V restorations

OBJECTIVES: We examined the correlation between the quantitative margin analysis of two laboratory test methods (Berlin, Zurich) and the clinical outcome in Class V restorations. METHODS: Prospective clinical studies with an observation period of at least 18 months were searched in the literature, for which laboratory data were also available. The clinical outcome variables were retention loss, marginal discoloration, detectable margins and secondary caries. Forty-four clinical studies matched the inclusion criteria, including 34 adhesive systems for which laboratory data were also present. For both laboratory test methods and the clinical studies, an index was formulated to better compare the in vitro and in vivo results. Linear mixed models which included a random study effect were calculated. As most clinical data were available for 12 and 24 months, the main analysis was restricted to these recall intervals. RESULTS: The comparative analysis revealed a weak correlation between the clinical index and both in vitro indices. The correlation was statistically significant for the Berlin method but not for the Zurich method and only present if studies were compared which used the same composite in the in vitro and in vivo study. When defining specific cut-off values, the prognosis for the good clinical performance of an adhesive system based on in vitro results was 78% (Berlin) or 100% (Zurich). For poor performance it was 67% and 60%, respectively. No correlation was found between both in vitro methods. SIGNIFICANCE: The surrogate parameter "marginal adaptation" of restorations placed in extracted teeth has a mediocre value to predict the clinical performance of an adhesive system in cervical cavities. The composite is an important factor for a successful prediction. The comparison between in vitro/in vivo is sometimes hampered by the great variability of clinical results on the same adhesive system.

Renovar la il·lusió de l'estudiant universitari amb els seus estudis : desenvolupament d'una metodologia que incrementi l'èxit mitjançant la implicació i el raonament (RIE)

El departament d'Economia i Organització d'Empreses, de la Facultat d'Economia i Empresa de la Universitat de Barcelona, sempre ha mostrat una preocupació perquè els alumnes siguin capaços d'entendre i, sobretot, de veure aplicables a la vida laboral els conceptes de les diverses assignatures de la nostra àrea -organització i direcció d'empreses-. Donada la falta d'experiència laboral que tenen, sovint entenen els conceptes d'una manera superficial i teòrica ja que els queden una mica lluny de la seva vida diària. A més, la falta d'assistència, el baix rendiment acadèmic i la falta de motivació dels estudiants són temes habituals entre el col·lectiu de professors. Per tot això sorgeix la necessitat de millorar el rendiment dels estudiants, en el marc de l'Espai d'Educació Europeu Superior, amb una metodologia docent generalizable a la resta d'assignatures que aconsegueixi motivar-les tant per estudiar com per assistir a classe. La finalitat principal del projecte és millorar el rendiment acadèmic dels estudiants mitjançant una metodologia docent basada en l'anàlisi de casos audiovisuals. En concret es volen arribar a aconseguir els objectius formatius fonamentals de l'àrea d'Organització d'Empreses així com també es pretén que els alumnes adquireixin capacitats desitjables per dur a terme les funcions administratives. La durada del projecte ha estat d'un any. Concretament des de novembre de 2007 a octubre de 2008.

Implementació de cursos d'Electrònica i Tècniques de Microscòpia en modalitat docent semipresencial amb estratègies de treball cooperatiu i avaluació continuada en entorn de programari lliure Moodle

L’objectiu principal del present projecte MQD és la implementació de cursos semipresencials en el campus virtual MOODLE per a la docència de les assignatures d’Electrònica troncals de l’ensenyament de Física que depenen del nostre departament i de l’assignatura Tècniques de Microscòpia, que és optativa i comuna als Màsters de Nanociència i Nanotecnologia i d’Enginyeria Física. Plantegem metodologies docents basades en: (1) reduir la presencialitat, (2) afavorir l'autoaprenentatge, (3) aplicar estratègies d’avaluació formativa i avaluació acreditativa continuada i (4) fer ús de les TIC com a suport a la docència. La versatilitat de la plataforma Moodle per compartir recursos permetrà generar un material docent accessible per altres professors. D’altra banda, la possibilitat de Moodle per a la gestió de grups, organització i revisió de tasques facilitarà el seguiment de l’activitat d’autoaprenentatge i de treball cooperatiu així com de l’avaluació final dels aprenentatges. Durant la duració d'aquest projecte MQD s'han implementat els segúents entorns: - Curs d'Electrònica Física, semipresencial, amb treball cooperatiu i amb implantació d'avaluació continuada - Entorn de Coordinació del Master de Nanociència i Nanotecnologia - Curs de l'assignatura optativa de Màster Oficial de Nanociència i Nanotecnologia "Tècniques de Microscòpia"

Synthesis and characterization of a new class of anti-angiogenic agents based on ruthenium clusters.

New triruthenium-carbonyl clusters derivatized with glucose-modified bicyclophosphite ligands have been synthesized. These compounds were found to have cytostatic and cytotoxic activity and depending on the number of bicyclophosphite ligands, and could be tuned for either anti-cancer or specific anti-angiogenic activity. While some compounds had a broad cellular toxicity profile in several cell types others showed endothelial cell specific dose-dependent anti-proliferative and anti-migratory efficacy. A profound inhibition of angiogenesis was also observed in the in vivo chicken chorioallantoic membrane (CAM) model, and consequently, these new compounds have considerable potential in drug design, e.g. for the treatment of cancer.

On finite unions and finite products with the D-property

We show that the product of a subparacompact C-scattered space and a Lindelöf D-space is D. In addition, we show that every regular locally D-space which is the union of a finite collection of subparacompact spaces and metacompact spaces has the D-property. Also, we extend this result from the class of locally D-spaces to the wider class of D-scattered spaces. All the results are shown in a direct way.

On continuity of the Álvarez class under deformation

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LILRB2 interaction with HLA class I correlates with control of HIV-1 infection.

Natural progression of HIV-1 infection depends on genetic variation in the human major histocompatibility complex (MHC) class I locus, and the CD8+ T cell response is thought to be a primary mechanism of this effect. However, polymorphism within the MHC may also alter innate immune activity against human immunodeficiency virus type 1 (HIV-1) by changing interactions of human leukocyte antigen (HLA) class I molecules with leukocyte immunoglobulin-like receptors (LILR), a group of immunoregulatory receptors mainly expressed on myelomonocytic cells including dendritic cells (DCs). We used previously characterized HLA allotype-specific binding capacities of LILRB1 and LILRB2 as well as data from a large cohort of HIV-1-infected individuals (N = 5126) to test whether LILR-HLA class I interactions influence viral load in HIV-1 infection. Our analyses in persons of European descent, the largest ethnic group examined, show that the effect of HLA-B alleles on HIV-1 control correlates with the binding strength between corresponding HLA-B allotypes and LILRB2 (p = 10(-2)). Moreover, overall binding strength of LILRB2 to classical HLA class I allotypes, defined by the HLA-A/B/C genotypes in each patient, positively associates with viral replication in the absence of therapy in patients of both European (p = 10(-11)-10(-9)) and African (p = 10(-5)-10(-3)) descent. This effect appears to be driven by variations in LILRB2 binding affinities to HLA-B and is independent of individual class I allelic effects that are not related to the LILRB2 function. Correspondingly, in vitro experiments suggest that strong LILRB2-HLA binding negatively affects antigen-presenting properties of DCs. Thus, we propose an impact of LILRB2 on HIV-1 disease outcomes through altered regulation of DCs by LILRB2-HLA engagement.

The degradation of HFR1, a putative bHLH class transcription factor involved in light signaling, is regulated by phosphorylation and requires COP1.

All developmental transitions throughout the life cycle of a plant are influenced by light. In Arabidopsis, multiple photoreceptors including the UV-A/blue-sensing cryptochromes (cry1-2) and the red/far-red responsive phytochromes (phyA-E) monitor the ambient light conditions. Light-regulated protein stability is a major control point of photomorphogenesis. The ubiquitin E3 ligase COP1 (constitutively photomorphogenic 1) regulates the stability of several light-signaling components. HFR1 (long hypocotyl in far-red light) is a putative transcription factor with a bHLH domain acting downstream of both phyA and the cryptochromes. HFR1 is closely related to PIF1, PIF3, and PIF4 (phytochrome interacting factor 1, 3 and 4), but in contrast to the latter three, there is no evidence for a direct interaction between HFR1 and the phytochromes. Here, we show that the protein abundance of HFR1 is tightly controlled by light. HFR1 is an unstable phosphoprotein, particularly in the dark. The proteasome and COP1 are required in vivo to degrade phosphorylated HFR1. In addition, HFR1 can interact with COP1, consistent with the idea of COP1 directly mediating HFR1 degradation. We identify a domain, conserved among several bHLH class proteins involved in light signaling , as a determinant of HFR1 stability. Our physiological experiments indicate that the control of HFR1 protein abundance is important for a normal de-etiolation response.

Educational pathways of minority youth in Norway: intersections of gender, ethnicity and social class

Educational aspirations during lower secondary school and choice of upper secondary education are important for young people’s future trajectories into higher education and labour market positions. In line with ideas about reflexive, autonomous individuals (Giddens, 1991), choice of education is often represented as a young person’ individual decision, and educational guidance as aimed at discovering what ‘fits’ an individual’s personality, interests and abilities. Educational aspirations and choices are also social patterns that are reproduced. Some population categories represent exceptions from expected patterns of social reproduction of educational level and professions. In several countries, one such category is young people from families with migration experiences (Lauglo, 2000; Modood, 2004). In Norway, students have a legal right to non-compulsory upper secondary schooling and 96 percent of the students continue from lower to upper secondary school. In spite of positive developments regarding minority youths’ completion of upper secondary and higher education in later years, studies still persistently show lower educational attainment among minority youth, particularly among boys (Fekjaer, 2006). However, in lower secondary school, minor ity youth tend to have markedly higher educational aspirations and stronger learning motivation than their majority peers, as well as greater effort in school and strong adherence to school values (Lauglo, 2000) despite lower educational attainment or lower socio-economic backgrounds. In addition, gender differences in educational aspirations seem to be smaller among minority youth. The principal objective of the study in progress that will be presented in this paper, is to describe how processes relating to gendered, ethnic and class-based identities influence young people’s educational choices. The study is undertaken as a PhD project in social anthropology. The methodological approach is ethnographic longitudinal fieldwork in two multicultural lower secondary schools in Oslo. The study is part of a larger project that also include quantitative analyses of longitudinal data covering 9th graders in Oslo 2006 through four data collections during lower and upper secondary school.

Anàlisi d'aplicacions del disseny de programació múltiple: una estimació de priorització en la planificació inicial i progressiva d'aquest enfocament

Atendre la planificació dels plans d’aula per a tot l’alumnat des d’un enfocament d’inclusió i atendre la planificació d’accés de cadascun i cadascuna de les alumnes a tot allò que es desenvoluparà a l’aula, són els propòsits del enfocament basat en el Disseny de Programacions Múltiples i Plans Educatius Individualitzats. Des d’aquest enfocament es planteja un procediment de planificacions “per versions” en el sentit que es considera que, inicialment, no es fa necessari preveure tots els detalls de l’activitat docent que es prepara, sinó el disposar d’uns primers esborranys que poden ser suficients i funcionals o que, en el cas de ser necessàries majors concrecions, aquestes es puguin anar introduint progressivament durant el mateix procés docent. El conèixer els canvis que es produiran en el moment de la implementació és l’objectiu d’aquest treball perquè tenim la convicció que si anticipem els possibles canvis que es produiran sabrem els components en els quals convé inicialment, planificar amb major intensitat i detall i quins són aquells altres components sobre els quals la intensitat de la planificació pot ser menys intensa i així facilitar la tasca dels professionals a l’hora de programar.