Artistic cultural competency in compulsory education and initial teacher training

El debate sobre las competencias comienza a adquirir cada vez más relevancia en los distintos ámbitos y niveles educativos. Las competencias son consideradas como un componente fundamental de un largo proceso formativo que se inicia en la educación obligatoria y se extiende a la educación superior, relacionando de forma directa la cultura universitaria con el aprendizaje a lo largo de la vida y el mundo del trabajo. Entre las distintas competencias, este artículo se refiere de manera específica a la cultural y artística; una competencia que, aunque mencionada de manera explícita en diversos documentos legales, corre el riesgo de ser infravalorada tanto en el ámbito de la educación general como en el de la formación inicial del profesorado

Morphoproteomic profiling of the mammalian target of rapamycin (mTOR) signaling pathway in desmoplastic small round cell tumor (EWS/WT1), Ewing's sarcoma (EWS/FLI1) and Wilms' tumor(WT1).

BackgroundDesmoplastic small round cell tumor (DSRCT) is a rare sarcoma in adolescents and young adults. The hallmark of this disease is a EWS-WT1 translocation resulting from apposition of the Ewing's sarcoma (EWS) gene with the Wilms' tumor (WT1) gene. We performed morphoproteomic profiling of DSRCT (EWS-WT1), Ewing's sarcoma (EWS-FLI1) and Wilms' tumor (WT1) to better understand the signaling pathways for selecting future targeted therapies.MethodologyThis pilot study assessed patients with DSRCT, Wilms' tumor and Ewing's sarcoma. Morphoproteomics and immunohistochemical probes were applied to detect: p-mTOR (Ser2448); p-Akt (Ser473); p-ERK1/2 (Thr202/Tyr204); p-STAT3 (Tyr 705); and cell cycle-related analytes along with their negative controls.Principal findingsIn DSRCT the PI3K/Akt/mTOR pathway is constitutively activated by p-Akt (Ser 473) expression in the nuclear compartment of the tumor cells and p-mTOR phosphorylated on Ser 2448, suggesting mTORC2 (rictor+mTOR) as the dominant form. Ewing's sarcoma had upregulated p-Akt and p-mTOR, predominantly mTORC2. In Wilm's tumor, the mTOR pathway is also activated with most tumor cells moderately expressing p-mTOR (Ser 2448) in plasmalemmal and cytoplasmic compartments. This coincides with the constitutive activation of one of the downstream effectors of the mTORC1 signaling pathway, namely p-p70S6K (Thr 389). There was constitutive activation of the Ras/Raf/ERK pathway p-ERK 1/2 (Thr202/Tyr204) expression in the Wilms tumor and metastatic Ewing's sarcoma, but not in the DSRCT.ConclusionMORPHOPROTEOMIC TUMOR ANALYSES REVEALED CONSTITUTIVE ACTIVATION OF THE MTOR PATHWAY AS EVIDENCED BY: (a) expression of phosphorylated (p)-mTOR, p-p70S6K; (b) mTORC 2 in EWS and DSRCT; (c) ERK signaling was seen in the advanced setting indicating these as resistance pathways to IGF1R related therapies. This is the first morphoproteomic study of such pathways in these rare malignancies and may have potential therapeutic implications. Further study using morphoproteomic assessments of these tumors are warranted

Quids In: The Impact Of Financial Skills Training For Social Housing Tenants.

Over the period June 2011 to March 2012, Bedworth, Rugby and Nuneaton CAB (BRANCAB) delivered a financial skills training programme free-of-charge to tenants of Orbit Heart of England Housing Association (OHE). The aim of the training was to improve the money management skills and general financial awareness of OHE tenants. The training was available to tenants living in two locations in dispersed housing stock. It was not targeted specifically at tenants in rent arrears or at a particular group of tentants (such as lone parents). Participation in the training was voluntary. The aim of this evaluation was to measure the impact for OHE's social housing tenants of BRANCAB's financial skills training. The evaluation had a number of important features to achieve this. First, the evaluation was designed around the materials used in the financial skills training. This meant that the outcome measures assessed in the evaluation matched the outcomes that the training aimed to achieve. Second, baseline surveys were carried out with OHE tenants who took part in BRANCAB's financial skills training, but crucially also witha comparison group of OHE tenants who lived in areas where the training was not offered. Third, follow-up surveys of tenant learners and the comparison group of tenants were conducted between six and eight weeks after the baseline survey. This approach helps us to say with reasonable certainty whether or not any changes observed among the tenant learners were caused by the training

The playful Karoo : translating a South African story into the metaverse

This research paper explores different game design methodologies that can be used to translate the South African novel Souvenir by Jane Rosenthal, set in the semi-desert region known as the Karoo into a Virtual Reality experience, which can live on the Metaverse. The paper suggests that the translated Virtual Reality experience can be used as a tool for climate change action and awareness, as well as a way to preserve South African stories on the Metaverse. The paper focuses on various narrative design methodologies for storytelling in game design, suggesting which would work best for the translation of a novel into a Virtual Reality experience. Additionally, it explores practical methodologies for the production of 3D game objects and assets required to recreate the Karoo landscape as described in the novel. This encompasses an exploratory excursion conducted within the Karoo region itself, wherein the collection of primary data is executed for the creation of game assets. Additionally, this involves a comprehensive examination of Henry Jenkins’ methodologies in game design, particularly focusing on narrative elements within gaming. A meaningful impact on the Metaverse is pursued through the translation of this Karoo-based South African novel, into Virtual RealityThe University of Pretoria Doctoral Award.https://www.tandfonline.com/journals/RCRCAnthropology, Archaeology and Development Studie

Spontaneous Appearance and Transmission of Polydactyly in Dexter Cattle

A 3-yr-old Dexter cow and her yearling Dexter heifer calf exhibited polydactyly. Neither animal was linebred within 5 generations. This cow-calf pair represented the first reported occurrence of polydactyly in Dexter cattle in the US or abroad. Based upon external examination, the cow was classified as having a spontaneous unilateral case of polydactyly with an extra digit along the medial digit of the right front limb and the heifer was classified as having bilateral polydactyly because both front limbs exhibited an extra digit along the medial digit. Radiographic examination confirmed bilateral status of the heifer and revealed bilateral status of the cow. The front feet of the cow and heifer had extra bone formation consistent with an extra digit along the medial digit. Neither animal suffered from limited mobility to date or required hoof treatments. The cow produced a second calf from a different sire, a bull calf that did not appear polydactylous per external examination and was not examined radiographically. The two polydactylous animals will remain in the breeding herd to produce more study calves unless their fitness becomes compromised. Genetic aspects of the cases are discussed

La composición musical como construcción: herramientas para la creación y la difusión musical en Internet

El propósito del artículo que nos ocupa es examinar las posibilidades y desafíos que las tecnologías de la información y la comunicación (tic), en general, y más concretamente la Web 2.0, suponen para la educación musical en contextos escolares. Partiendo de la idea de que las tic representan una oportunidad sin precedentes para crear, remezclar, participar y compartir música, se analiza el papel que pueden desempeñar en las clases de música y, de modo particular, en los procesos de creación y difusión musical

La competencia cultural artística en la educación obligatoria y en la formación inicial del profesorado

El debate sobre las competencias comienza a adquirir cada vez más relevancia en los distintos ámbitos y niveles educativos. Las competencias son consideradas como un componente fundamental de un largo proceso formativo que se inicia en la educación obligatoria y se extiende a la educación superior, relacionando de forma directa la cultura universitaria con el aprendizaje a lo largo de la vida y el mundo del trabajo. Entre las distintas competencias, este artículo se refiere de manera específica a la cultural y artística; una competencia que, aunque mencionada de manera explícita en diversos documentos legales, corre el riesgo de ser infravalorada tanto en el ámbito de la educación general como en el de la formación inicial del profesorado. Palabras clave: competencias básicas, competencias profesionales, expresión cultural, formación inicial del profesorado. Artistic cultural competency in compulsory education and initial teacher training Abstract: The debate over competencies is beginning to acquire an increasing relevance in different educational fields and levels. Competencies are considered a critical component of a long learning process that begins in compulsory education and extends to higher education, directly linking university culture with life long learning and the working world. Among the different competencies, this article specifically refers to competency in culture and art, a competency that, although explicitly mentioned in several legal documents, runs the risk of being underestimated in both the field of general education as well as initial teacher training. Keywords: core competencies, professional competencies, cultural expression, initial teacher training.  Artículo recibido: 26/06/2009. Aceptado: 07/09/200