Environmental assay on the effect of poultry manure application on soil organisms in agroecosystems

This paper reports the effects produced on the organisms of the soil (plants, invertebrates and microorganisms), after the application of two types of poultry manure (sawdust and straw bed) on an agricultural land. The test was made using a terrestrial microcosm, Multi-Species Soil System (MS3) developed in INIA. There was no difference in the germination for any of the three species of plants considered in the study. The biomass was increased in the wheat (Triticum aestivum) coming from ground treated with both kinds of poultry manure. Oilseed rape (Brasica rapa) was not affected and regarding vetch (Vicia sativa) only straw poultry manure showed significant difference. For length only Vicia sativa was affected showing a reduction when straw was exposed to poultry manure. When the effect on invertebrates was studied, we observed a reduction in the number of worms during the test, especially from the ground control (13.7%), higher than in the ground with sawdust poultry manure (6.7%), whereas in the ground with straw poultry manure, there was no reduction. The biomass was affected and at the end of the test it was observed that while the reduction of worms in the ground control was about 48%, the number of those that were in the ground with sawdust poultry manure or straw poultry manure decreased by 41% and 22% respectively. Finally, the effects on microorganisms showed that the enzymatic activities: dehydrogenase (DH) and phosphatase and basal respiration rate increased at the beginning of the test, and the differences were statistically significant compared with the values of the control group. During the test, all these parameters decreased (except DH activities) but they were always higher than in the ground control. This is why it is possible to deduce that the contribution of poultry manure caused an improvement in the conditions of fertilization and also for the soil.

Diseño de una estrategia para la definición de proyectos a partir de la vigilancia tecnológica: aplicación a las interfaces naturales

A la hora de afrontar un proyecto de investigación, no basta con una vigilancia tradicional del entorno. Ya que debido a lo cambiante del mundo, a la globalización, a lo rápido que se desarrollan nuevas tecnologías y productos es preciso realizar un proceso sistemático que permita a las organizaciones o empresas anticiparse a los cambios tecnológicos. En este contexto, el diseño de metodologías basadas en la Vigilancia Tecnológica (VT) permite gestionar la actividad innovadora de organizaciones o empresas facilitando el proceso de generación de ideas para el desarrollo de productos o servicios. Es por ello que en este Proyecto de Fin de Grado se ha diseñado una estrategia para aplicar metodologías de Vigilancia Tecnológica aplicadas a un proyecto de I+D que estudia las Interfaces Naturales de Usuario (NUI). Para ello se ha partido de la metodología de trabajo basada en el proceso de Vigilancia Tecnológica e Inteligencia Competitiva del proyecto CETISME, identificando claramente cada una de las fases que lo componen: identificación de objetivos, selección de las fuentes de información, búsqueda y almacenamiento de la información, análisis de la información y por último validación de la información que concluye con la creación de informes de Vigilancia Tecnológica. Por lo tanto, para cada una de las fases que componen lo que comúnmente se llama el ciclo de la vigilancia, se ha explicado en primer lugar en qué consisten, que estrategias a seguir son las más adecuadas así como la manera de llevarlas a cabo, y por último, si fuera necesario, qué herramientas (desde bases de datos a software) son necesarias o son de utilidad para llevar a cabo el proceso y optimizarlo. De esta manera, como se verá a lo largo de este documento, la aplicación de dicha metodología permitirá a las organizaciones o empresas obtener situaciones ventajosas a la hora de innovar, captar oportunidades o detectar amenazas, identificar competidores o alianzas potenciales, entre otros. ABSTRACT. When taking over a research project, a traditional surveillance of the environment is not enough. Mainly due to the changing the world, to the globalization, to how fast new technologies and products are developed, is necessary to make a systematic process that enables organizations or companies anticipate to technological changes. In this context, the design of methodologies based on the Technology Watch (TW) allows managing the innovative activity of organizations or companies facilitating the process of generating ideas for products or services development. For this reason, in this Thesis a strategy for applying Technological Watch methodologies applied to a R&D project studying Natural User Interfaces (NUI) has been designed. To achieve this goal, the starting point was the CETISME project methodologies, which are based on the Technology Watch and the Competitive Intelligence process, clearly identifying each of the phases that compose it: identification of objectives, selection of the information sources, storage, search and analysis of the information, and finally validating the information that concludes with the creation of Technological Watch reports. Therefore, for each of the phases composing what is commonly known as the monitoring cycle, it has been explained in first place what they consist of, what strategies are more adequate as well as how they should be implemented, and finally, if necessary, what tools (from databases to software) are needed or are useful for managing the process and optimize it. Thus, as discussed throughout this document, the application of said methodology will allow organizations or companies to obtain advantageous situations when it comes to innovate, catch opportunities or detect threats, to identify competitors or potential alliances, among others.

Improvement of root architecture under abiotic stress through control of auxin homeostasis in Arabidopsis and Brassica crops

Auxin plays an important role in many aspects of plant development including stress responses. Here we briefly summarize how auxin is involved in salt stress, drought (i.e. mostly osmotic stress), waterlogging and nutrient deficiency in Brassica plants. In addition, some mechanisms to control auxin levels and signaling in relation to root formation (under stress) will be reviewed. Molecular studies are mainly described for the model plant Arabidopsis thaliana, but we also like to demonstrate how this knowledge can be transferred to agriculturally important Brassica species, such as Brassica rapa, Brassica napus and Brassica campestris. Moreover, beneficial fungi could play a role in the adaptation response of Brassica roots to abiotic stresses. Therefore, the possible influence of Piriformospora indica will also be covered since the growth promoting response of plants colonized by P. indica is also linked to plant hormones, among them auxin.

A peptide export–import control circuit modulating bacterial development regulates protein phosphatases of the phosphorelay

The phosphorelay signal transduction system activates developmental transcription in sporulation of Bacillus subtilis by phosphorylation of aspartyl residues of the Spo0F and Spo0A response regulators. The phosphorylation level of these response regulators is determined by the opposing activities of protein kinases and protein aspartate phosphatases that interpret positive and negative signals for development in a signal integration circuit. The RapA protein aspartate phosphatase of the phosphorelay is regulated by a peptide that directly inhibits its activity. This peptide is proteolytically processed from an inactive pre-inhibitor protein encoded in the phrA gene. The pre-inhibitor is cleaved by the protein export apparatus to a putative pro-inhibitor that is further processed to the active inhibitor peptide and internalized by the oligopeptide permease. This export–import circuit is postulated to be a mechanism for timing phosphatase activity where the processing enzymes regulate the rate of formation of the active inhibitor. The processing events may, in turn, be controlled by a regulatory hierarchy. Chromosome sequencing has revealed several other phosphatase–prepeptide gene pairs in B. subtilis, suggesting that the use of this mechanism may be widespread in signal transduction.

DAF-16 recruits the CREB-binding protein coactivator complex to the insulin-like growth factor binding protein 1 promoter in HepG2 cells

Insulin negatively regulates expression of the insulin-like growth factor binding protein 1 (IGFBP-1) gene by means of an insulin-responsive element (IRE) that also contributes to glucocorticoid stimulation of this gene. We find that the Caenorhabditis elegans protein DAF-16 binds the IGFBP-1⋅IRE with specificity similar to that of the forkhead (FKH) factor(s) that act both to enhance glucocorticoid responsiveness and to mediate the negative effect of insulin at this site. In HepG2 cells, DAF-16 and its mammalian homologs, FKHR, FKHRL1, and AFX, activate transcription through the IGFBP-1⋅IRE; this effect is inhibited by the viral oncoprotein E1A, but not by mutants of E1A that fail to interact with the coactivator p300/CREB-binding protein (CBP). We show that DAF-16 and FKHR can interact with both the KIX and E1A/SRC interaction domains of p300/CBP, as well as the steroid receptor coactivator (SRC). A C-terminal deletion mutant of DAF-16 that is nonfunctional in C. elegans fails to bind the KIX domain of CBP, fails to activate transcription through the IGFBP-1⋅IRE, and inhibits activation of the IGFBP-1 promoter by glucocorticoids. Thus, the interaction of DAF-16 homologs with the KIX domain of CBP is essential to basal and glucocorticoid-stimulated transactivation. Although AFX interacts with the KIX domain of CBP, it does not interact with SRC and does not respond to glucocorticoids or insulin. Thus, we conclude that DAF-16 and FKHR act as accessory factors to the glucocorticoid response, by recruiting the p300/CBP/SRC coactivator complex to an FKH factor site in the IGFBP-1 promoter, which allows the cell to integrate the effects of glucocorticoids and insulin on genes that carry this site.

The Biosynthesis of Erucic Acid in Developing Embryos of Brassica rapa1

The prevailing hypothesis on the biosynthesis of erucic acid in developing seeds is that oleic acid, produced in the plastid, is activated to oleoyl-coenzyme A (CoA) for malonyl-CoA-dependent elongation to erucic acid in the cytosol. Several in vivo-labeling experiments designed to probe and extend this hypothesis are reported here. To examine whether newly synthesized oleic acid is directly elongated to erucic acid in developing seeds of Brassica rapa L., embryos were labeled with [14C]acetate, and the ratio of radioactivity of carbon atoms C-5 to C-22 (de novo fatty acid synthesis portion) to carbon atoms C-1 to C-4 (elongated portion) of erucic acid was monitored with time. If newly synthesized 18:1 (oleate) immediately becomes a substrate for elongation to erucic acid, this ratio would be expected to remain constant with incubation time. However, if erucic acid is produced from a pool of preexisting oleic acid, the ratio of 14C in the 4 elongation carbons to 14C in the methyl-terminal 18 carbons would be expected to decrease with time. This labeling ratio decreased with time and, therefore, suggests the existence of an intermediate pool of 18:1, which contributes at least part of the oleoyl precursor for the production of erucic acid. The addition of 2-[{3-chloro-5-(trifluromethyl)-2-pyridinyl}oxyphenoxy] propanoic acid, which inhibits the homodimeric acetyl-CoA carboxylase, severely inhibited the synthesis of [14C]erucic acid, indicating that essentially all malonyl-CoA for elongation of 18:1 to erucate was produced by homodimeric acetyl-CoA carboxylase. Both light and 2-[{3-chloro-5-(trifluromethyl)-2-pyridinyl}oxyphenoxy]-propanoic acid increased the accumulation of [14C]18:1 and the parallel accumulation of [14C]phosphatidylcholine. Taken together, these results show an additional level of complexity in the biosynthesis of erucic acid.

Cell-cell communication regulates the effects of protein aspartate phosphatases on the phosphorelay controlling development in Bacillus subtilis.

Rap phosphatases are a recently discovered family of protein aspartate phosphatases that dephosphorylate the Spo0F--P intermediate of the phosphorelay, thus preventing sporulation of Bacillus subtilis. They are regulators induced by physiological processes that are antithetical to sporulation. The RapA phosphatase is induced by the ComP-ComA two-component signal transduction system responsible for initiating competence. RapA phosphatase activity was found to be controlled by a small protein, PhrA, encoded on the same transcript as RapA. PhrA resembles secreted proteins and the evidence suggests that it is cleaved by signal peptidase I and a 19-residue C-terminal domain is secreted from the cell. The sporulation deficiency caused by the uncontrolled RapA activity of a phrA mutant can be complemented by synthetic peptides comprising the last six or more of the C-terminal residues of PhrA. Whether the peptide controls RapA activity directly or by regulating its synthesis remains to be determined. Complementation of the phrA mutant can also be obtained in mixed cultures with a wild-type strain, suggesting the peptide may serve as a means of communication between cells. Importation of the secreted peptide required the oligopeptide transport system. The sporulation deficiency of oligopeptide transport mutants can be suppressed by mutating the rapA and rapB genes or by introduction of a spo0F mutation Y13S that renders the protein insensitive to Rap phosphatases. The data indicate that the sporulation deficiency of oligopeptide transport mutants is due to their inability to import the peptides controlling Rap phosphatases.

Use of Costas arrays in subpixel metrology

Subpixel methods increase the accuracy and efficiency of image detectors, processing units, and algorithms and provide very cost-effective systems for object tracking. A recently proposed method permits micropixel and submicropixel accuracies providing certain design constraints on the target are met. In this paper, we explore the use of Costas arrays - permutation matrices with ideal auto-ambiguity properties - for the design of such targets.

He hoikeholoholona na na kamalii.

Attributed to Dibble; cf. Judd.

National, inter-institutional, graduate modules – blended learning approaches for PhD education in Ireland

This paper is a case study that describes the design and delivery of national PhD lectures with 40 PhD candidates in Digital Arts and Humanities in Ireland simultaneously to four remote locations, in Trinity College Dublin, in University College Cork, in NUI Maynooth and NUI Galway. Blended learning approaches were utilized to augment traditional teaching practices combining: face-to-face engagement, video-conferencing to multiple sites, social media lecture delivery support – a live blog and micro blogging, shared, open student web presence online. Techniques for creating an effective, active learning environment were discerned via a range of learning options offered to students through student surveys after semester one. Students rejected the traditional lecture format, even through the novel delivery method via video link to a number of national academic institutions was employed. Students also rejected the use of a moderated forum as a means of creating engagement across the various institutions involved. Students preferred a mix of approaches for this online national engagement. The paper discusses successful methods used to promote interactive teaching and learning. These included Peer to peer learning, Workshop style delivery, Social media. The lecture became a national, synchronous workshop. The paper describes how allowing students to have a voice in the virtual classroom they become animated and engaged in an open culture of shared experience and scholarship, create networks beyond their institutions, and across disciplinary boundaries. We offer an analysis of our experiences to assist other educators in their course design, with a particular emphasis on social media engagement.

Reconsidering Partisan Memorial Landscapes in un-brotherly and disunited times

Cultural landscapes are the product of innumerable changes wrought by generations in order to meet their aspirations, vanities, ambitions and weaknesses (Sudjic 2006: p.326). The inescapable nature of architecture makes it the ideal vehicle for those in power to manifest their authority, taste and will in the landscape by the buildings and monuments they construct and conserve and also the historical events and myths they commemorate and disseminate.
In the 1960s, many Yugoslav landscapes were altered by the construction of abstract Partisan spomenik (monuments) which dominated the skylines of former battle sites. This paper will discuss the how the collapse of Socialist ‘regime of memory’ and Yugoslavia has left these landscapes as legacies of a lost world of yesterday. It will consider how changing values are reflected by physical landscape changes and also by how and which critical events are commemorated.

Student attitudes towards cooperative learning in education

Abstract: Active or participatory learning by the student within a classroom environment has been fairly recently recognized as an effective, efficient, and superior instructional technique yet few teachers in higher education have adopted this pedagogical strategy. This is especially true in Science where teachers primarily lecture to passively seated students while using static visual aids or multimedia projections. Teachers generally teach as they were taught and lecture formats have been the norm. Although student-learning theories as well as student learning styles, abilities, and understanding strategies have changed, traditional teaching techniques have not evolved past the “chalk and talk” instructional strategy. This research looked into student’s perceptions of cooperative learning or team-based active learning in order to gain insight and some understanding as to how students felt about this learning technique. Student’s attitudes were then compared to student grades to detennine whether cooperative learning impeded or ameliorated academic performance. The results revealed significant differences measured in all the survey questions pertaining to perception or attitudes. As a result of the cooperative learning activities, respondents indicated more agreement to the survey questions pertaining to the benefits of cooperative learning. The experimental group exposed to cooperative learning thus experienced more positive attitudes and perceptions than the groups exposed only to a lecture-based teaching and learning format. Each of the hypotheses tested demonstrated that students had more positive attitudes towards cooperative learning strategies. Recommendations as to future work were presented in order to gain a greater understanding into both student and teacher attitudes towards the cooperative learning model.||Résumé: Lapprentissage actif ou préparatoire par létudiant au sein d’une classe a été reconnu assez récemment comme une technique d’enseignement plus efficace. Cependant, peu d’enseignants ont adopté cette stratégie pedagogique pour l'éducation post-secondaire. Ceci est particulièrement le cas dans le domaine des sciences où les enseignants font surtout usage de cours magistraux avec des étudiants passifs tout en utilisant des aides visuelles statiques ou des projections multimédias. Les professeurs enseignent generalement comme on leur a eux-même enseigné et les cours magistraux ont été la norme par le passé. Les techniques traditionnelles d'enseignernent n'ont pas évolué au-delà de la craie et du tableau noir et ce même si les théories sur l’apprentissage par les étudiants ont changé, tout comme les styles, les habiletés et les stratégies de compréhension d’apprentissage des étudiants. Cette recherche se penche sur les perceptions des étudiants au sujet de l'apprentissage coopératif ou de l'apprentissage actif par équipe de telle sorte qu'on puisse avoir un aperçu et une certaine compréhension de comment les étudiants se sentent par rapport à ces techniques d'apprentissage. Les attitudes des étudiants ont par la suite été comparées aux notes de ceux-ci pour déterminer si l'apprentissage coopératif avait nui ou au contraire amélioré leurs performances académiques. Les résultats obtenus dans l'étude d'ensemble révèlent des différences significatives dans toutes les questions ayant trait à la perception et aux attitudes.

The use of electronic voting systems to enhance deep learning.

The present paper introduces a technology-enhanced teaching method that promotes deep learning. Four stages that correspond to four different student cohorts were used for its development and to analyse its effectiveness. The effectiveness of the method has been assessed in terms of examination results as well as results obtained from class response system software statistics. The evidence gathered indicates that the method developed is very effective and its implementation is straightforward. Furthermore, its success in achieving results seems to be independent of the skills and/or experience of the lecturer.