Effects of Ocean Acidification and Warming on Sperm Activity and Early Life Stages of the Mediterranean Mussel (Mytilus galloprovincialis)

Larval stages are among those most vulnerable to ocean acidification (OA). Projected atmospheric CO2 levels for the end of this century may lead to negative impacts on communities dominated by calcifying taxa with planktonic life stages. We exposed Mediterranean mussel (Mytilus galloprovincialis) sperm and early life stages to pHT levels of 8.0 (current pH) and 7.6 (2100 level) by manipulating pCO2 level (380 and 1000 ppm). Sperm activity was examined at ambient temperatures (16-17 °C) using individual males as replicates. We also assessed the effects of temperature (ambient and = 20 °C) and pH on larval size, survival, respiration and calcification of late trochophore/early D-veliger stages using a cross-factorial design. Increased pCO2 had a negative effect on the percentage of motile sperm (mean response ratio R= 71%) and sperm swimming speed (R= 74%), possibly indicating reduced fertilization capacity of sperm in low concentrations. Increased temperature had a more prominent effect on larval stages than pCO2, reducing performance (RSize = 90% and RSurvival = 70%) and increasing energy demand (RRespiration = 429%). We observed no significant interactions between pCO2 and temperature. Our results suggest that increasing temperature might have a larger impact on very early larval stages of M. galloprovincialis than OA at levels predicted for the end of the century.

Combined effects of low pH and low oxygen on the early-life stages of the barnacle Balanus amphitrite

Ocean acidification (OA) is anticipated to interact with the more frequently occurring hypoxic conditions in shallow coastal environments. These could exert extreme stress on the barnacle-dominated fouling communities. However, the interactive effect of these two emerging stressors on early-life stages of fouling organisms remains poorly studied. We investigated both the independent and interactive effect of low pH (7.6 vs. ambient 8.2) and low oxygen (LO; 3 mg/l vs. ambient 5 mg/l) from larval development through settlement (attachment and metamorphosis) and juvenile growth of the widespread fouling barnacle, Balanus amphitrite. In particular, we focused on the critical transition between planktonic and benthic phases to examine potential limiting factors (i.e. larval energy storage and the ability to perceive cues) that may restrain barnacle recruitment under the interactive stressors. LO significantly slowed naupliar development, while the interaction with low pH (LO-LP) seemed to alleviate the negative effect. However, 20-50% of the larvae became cyprid within 4 d post-hatching, regardless of treatment. Under the two stressors interaction (LO-LP), the barnacle larvae increased their feeding rate, which may explain why their energy reserves at competency were not different from any other treatment. In the absence of a settlement-inducing cue, a significantly lower percentage of cyprids (15% lower) settled in LO and LO-LP. The presence of an inducing cue, however, elevated attachment up to 50-70% equally across all treatments. Post-metamorphic growth was not altered, although the condition index was different between LO and LO-LP treatments, potentially indicating that less and/or weaker calcified structures were developed when the two stressors were experienced simultaneously. LO was the major driver for the responses observed and its interaction with low pH should be considered in future studies to avoid underestimating the sensitivity of biofouling species to OA and associated climate change stressors.

El Vídeo Didáctico como soporte para un b-learning sostenible

En este artículo se describe una experiencia de innovación educativa realizada en el marco de la titulación de Sistemas de Telecomunicación de la EUITT de la Universidad Politécnica de Madrid, en la que se ha intentado graduar la dificultad de acceso de los alumnos al uso de ciertos laboratorios altamente tecnificados, por medio de instrumentos pedagógicos basados en el uso de tecnologías de la información y las comunicaciones. Se presenta, por tanto, un escenario propicio para la aplicación de una metodología educativa de formación combinada o blended-learning que potencie el proceso de aprendizaje de los estudiantes así como la optimización del uso de los costosos recursos materiales puestos a su disposición.

Virtual Learning Environments In Faculties Of Education In Spain: Changes On Student Attitude

This paper presents some results of a R+D project entitled “e-Learning system for Practical Training of University students in Education Faculties (ForELearn)”, developed in Spain by the Universidad de Granada and the Universidad Politécnica de Madrid and funded by the Spanish Ministry of Education. In a first phase, through the use of AulaWeb Learning Management System, a set of adaptations and improvements of this software application have been done for the design and development of an experimental course of Practicum supervision. Next, the implementation of this course by means of a group of face to face and online seminars provides experimental data for the analysis and discussion about the point of view of users (preservice teachers) that have tracked their practice supervision with AulaWeb.

Project based learning activities as a means of adapting conventional curricula to the demands of the 21st century aeronautical engineer: The design and building of the EYEFLY 1.

In this paper we report the process of designing and building the EYEFLY 1, a real UAS platform which has just performed its maiden flight. For the development of this aircraft, 30 groups of students from successive years at the Escuela Universitaria de Ingeniería Técnica Aeronáutica (EUITA) of the Universidad Politécnica de Madrid (UPM) carried out their compulsory End of Degree Project as a coordinated Project Based learning activity. Our conclusions clearly indicate that Project Based Learning activities can provide a valid complement to more conventional, theoretically-based, teaching methods. The combination of both approaches will allow us to maintain traditional but well-tested methods for providing our students with a sound knowledge of fundamental engineering disciplines and, at the same time, to introduce our students to exciting and relevant engineering situations and sceneries where social and business skills, such as communication skills, team-working or decision-taking, can be put into practice.

Fine specificity of the antibody response to myelin basic protein in the central nervous system in multiple sclerosis: the minimal B-cell epitope and a model of its features.

T cells, B cells, and antibody are found in the white matter of the central nervous system in multiple sclerosis. The epitope center for the antibody response to human myelin basic protein (MBP) fits precisely the minimal epitope Pro85-Val-Val-His-Phe-Phe-Lys-Asn-Ile-Val-Thr-Pro96 for that reported for HLA DR2b (DRB1*1501)-restricted T cells that recognize MBP [Wucherpfenning, K.W., Sette, A., Southwood, S., Oseroff, C., Matsui, M., Strominger, J. & Hafler, D. (1994) J. Exp. Med. 179, 279-290], and overlaps with the reported DR2a-restricted epitope for T cells reactive to MBP [Martin, R., Howell, M. D., Jaraquemada, D., Furlage, M., Richert, J., Brostoff, S., Long, E. O., McFarlin, D. E. & McFarland, H. F. (1991) J. Exp. Med. 173, 19-24]. We describe a molecular model of this epitope.

Características del desarrollo de una mirada profesional en estudiantes para profesor de matemáticas en un contexto b-learning

Esta investigación presenta un estudio cuyo objetivo es identificar aspectos que apoyan el desarrollo de la mirada profesional en estudiantes para profesores de matemáticas en un contexto b-learning. Analizamos las producciones de un grupo de estudiantes para profesores de matemáticas de educación secundaria (documentos escritos y participaciones en un debate on-line) cuando analizaban el razonamiento proporcional de estudiantes de educación secundaria. Los resultados indican que la interacción en el debate en línea permitió a algunos estudiantes para profesor mejorar su capacidad de identificar e interpretar aspectos relevantes del pensamiento matemático de los estudiantes de educación secundaria. Estos resultados indican que el desarrollo de “una mirada profesional” del profesor es un proceso complicado pero que la posibilidad de construir un discurso progresivo en línea es un factor importante para su desarrollo.

Implementación de espirales de conocimiento y liderazgo situacional en la metodología b-learning

Comunicación presentada en las X Jornadas de Redes de Investigación en Docencia Universitaria, Alicante, 16-17 junio 2012.

Aprendiendo a interpretar el aprendizaje de las matemáticas en educación primaria. Características en un contexto B-Learning

El objetivo de esta investigación es identificar características del proceso de instrumentalización del conocimiento de didáctica de la matemática de profesores de educación primaria en un curso de especialización desarrollado en un contexto b-learning. Participaron 65 maestros en un entorno de aprendizaje b-learning integrando debates virtuales y centrados en el análisis del pensamiento matemático de alumnos de educación primaria. El análisis de las participaciones en los debates virtuales y la resolución de las tareas nos han permitido caracterizar el aprendizaje del conocimiento sobre el aprendizaje de las matemáticas como un cambio en el discurso de los estudiantes. Este cambio se puso de manifiesto por la integración paulatina del conocimiento de didáctica de la matemática en la interpretación del pensamiento matemático de los alumnos. Los resultados indican que las aportaciones a los debates en forma de refutaciones favorecieron el proceso de instrumentalización de las ideas teóricas.

Evaluation of the Implementation of CLIL (Content and Language Integrated Learning) Methodology in the Didactics of the English Language in Preschool Education Course Taught in the Preschool Education Teacher Undergraduate Program at the University of Alicante

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

An evaluation of the problems of sanitary sewer system design; final report of the Residential Sewerage Research Project to the Federal Housing Administration

Mode of access: Internet.

Investigation of the Ti-Al-Cb system as a source of alloys for use at 1200⁰-1800⁰F

"Materials Central, Contract No. AF 33(616)-6125, Project No. 7351."