Estudio de la estereoquímica de la formación del 5-fenil-2,2,6,6-tetrametil-3-heptanol y configuraciones de sus diasterómeros

En la presente memoria se describen los procedimientos, experimentales puestos a punto para la obtención de RR, SS y RS, SR-s-fenil-2.2_tetratemil__heptanol; asï como el método de valoración de las mezclas de estos carbinoles diastämeros obtenidos por ondensación de cloruro de terciobutil_magnesio con fenil cuatro dimetilpentanal en éster diétilico y tetrahidrofurano, y por reducción con trtrahidruroaluminato de litio de 5-fenil-2,6, 6-tetratemil-3-heptanona en éter diétilico.En las reacciones mencionadas se ha observado inducción asimétrica y este resultado estereoquímico se ha establecido previa asignación configuracional de cada uno de los carbinoles diasteromeos, para lo cual fue necesario estudiar sus espectros de RMN de protón y sus diagramas de fragmentación de Espectrometría de Masas.Estos resultados suponen un valioso criterio para establecer el curso estereoquímico de las reacciones de adición nucleófilo al grupo carbonilo. En la parte I de la memoria se han elaborado las bases teóricas para lograr tal finalidad.Por aplicación del principio de CurtinHammet generalizado y asumiendo la dualidad geométrica para el estado de transición tipo trigonal y tipo tetraédrico, ha podido correlacionarse la estereoquímica del proceso de condensación de cloruro de terciogutilmagnesio con 3-e-fenil4, dimetilpentanal con un estado de transición tipo trigonal (parecido a reactivos) e igualmente en el proceso de reducción con tetrahidruroaluminato de litio de 5-fenil-2,2.6, 6tetrametil-3-heptanona se ha establecido que el estado de transición es de tipo trigonal.El análisis de este último resultado ha permitido enunciar una generalización que permite predecir la estereoselectividad en las reacciones de reducción de cetonas quirales con tetrahidruroaluminato de litio.Por último, y en conexión con el análisis conformacional de compuestos carbinólicos acícilicos, hemos encontrado que el diastereómero RR, SS-5-fenil-2.2, 6-tetratemil-3-heptanol es conformacionalmente homogéneo, de ahí que sus parámetros magnéticos de RMN son valores modelo para llevar a cabo el análisis conformacional de compuestos referibles. Estos parámetros han sido utilizados para realizar el estudio conformacional del diastereómeroRS.SR

N-phenanthroline glycosylamines: synthesis and copper(II) complexes

A series of novel N-(1,10-phenanthrolin-5-yl)-b-glycopyranosylamines was obtained with excellent\ud stereoselectivity and synthetically useful yields by treatment of 5-amino-1,10-phenanthroline with different\ud unprotected monosaccharides, using (NH4)2SO4 as an efficient promoter. Copper(II) complexes\ud having a 2:1 mole ratio of the bidentate ligand phenanthroline N-glycoside and the metal were also\ud prepared.This research has received funding from the MICINN (project CTQ2011-26822), the MINECO (project CTQ2012-32711) and the European Community's Seventh Framework Programme ([FP7/2007-2013, under grant agreement 248638, to L.G. and K.D.]). We thank C. García for her collaboration in the synthesis of the Cu(II) complexes

Synthesis, structural study and antitumor activity of novel alditol-based imidazophenanthrolines (aldo-IPs)

A series of 1H-imidazo [4,5-f][1,10] phenanthroline derivatives functionalized at 2-position with chiral, and conformationally flexible polyhydroxy alkyl chains derived from carbohydrates (alditol-based imidazophenanthrolines, aldo-IPs) is presented herein. These novel glycomimetics showed relevant and differential cytotoxic activity against several cultured tumor cell lines (PC3, HeLa and HT-29), dependent on the nature and stereochemistry of the polyhydroxy alkyl chain. The mannose-based aldo-IP demonstrated the higher cytotoxicity in the series, substantially better than cisplatin metallo-drug in all cell lines tested, and better than G-quadruplex ligand 360A in HeLa and HT29 cells. Cell cycle experiments and Annexin V-PI assays revealed that aldo-IPs induce apoptosis in HeLa cells. Initial study of DNA interactions by DNA FRET melting assays proved that the aldo-IPs produce only a slight thermal stabilization of DNA secondary structures, more pronounced in the case of quadruplex DNA. Viscosity titrations with CT dsDNA suggest that the compounds behave as DNA groove binders, whereas equilibrium dialysis assays showed that the compounds bind CT with Ka values in the range 104–105 M−1. The aldo-IP derivatives were obtained with synthetically useful yields through a feasible one-pot multistep process, by aerobic oxidative cyclization of 1,10‐phenanthroline‐5,6‐diamine with a selection of unprotected aldoses using (NH4)2SO4 as promoter.Ministerio de Ciencia e InnovaciónMinisterio de Economía, Comercio y EmpresaUniversidad de AlcaláComunidad de Madri

Guided Weekly Reflection Papers

The experience gained by our team of educational innovation with the implementation of the “Weekly Reflection Papers” has led us to diversify and make more flexible the employed methodology. The modified tool, applied during the academic year 2010-2011, was called “Guided Weekly Reflection Papers”. The aim of this modification has been the development of certain abilities and skills of the students, with particular emphasis on their ability to integrate, review and apply knowledge in a critical and reflective way. The professors guide the student´s work through a series of questions on which the students must apply the most significant concepts studied each week, to prove the acquisition of such aptitudes and skills

Guided Weekly Reflection Papers

The experience gained by our team of educational innovation with the implementation of the “Weekly Reflection Papers” has led us to diversify and make more flexible the employed methodology. The modified tool, applied during the academic year 2010-2011, was called “Guided Weekly Reflection Papers”. The aim of this modification has been the development of certain abilities and skills of the students, with particular emphasis on their ability to integrate, review and apply knowledge in a critical and reflective way. The professors guide the student´s work through a series of questions on which the students must apply the most significant concepts studied each week, to prove the acquisition of such aptitudes and skills

Guided weekly reflection papers: a strategy for Achieving academic goals

Rapid changes in innovative teaching need multidisciplinary efforts to accomplish a variety of goals through a collaborative tool which inspires and stimulates the students to learn and use the knowledge in a more a critical way. In this context, our team of lecturers concerned by educational innovation had carried out during three academic years a learning tool based on “Weekly Reflection Papers” (WRP). With the experience gained in this process we have implemented an essential modification in the procedure in order to improve the teaching-learning process. The goal of this communication is to show the development of the initial tool and how it has been changed until the actual proposal called Guided Weekly Reflection Papers” (GWRP)

Improving learning environment at different academic Levels throughout guided weekly reflection papers

A group of lecturers from different teaching areas at Alcalá University concern by Innovative Education had implemented during four academic years a learning tool based on “reflective weekly papers”. With the experience gained in this process we have carried out an essential modification in the procedure which provides the students the possibility of a more active and participative learning called Guided Weekly Reflective Papers. In this communication we present the adaptation of this educational method for the first time as a valuable strategy for improving the learning environment in secondary schools, as an extension of its implementation at the University level and as a contribution to the integral formation and meaningful learning of the secondary level students

An information literacy approach within the "Guided weekly reflection papers"

INTED 2015, 9 th International Technology, Education and Development Conference, March 2 nd-4 th, 2015-Madrid, SpainA group of lecturers from diverse areas of knowledge of the University of Alcalá have implemented an experience of teaching innovation based on “reflective diaries”. The students hand in to the lecturer every week their “Weekly Reflection Papers” (WRP), in which they schematically express the most important ideas related with the topic presented during the classes of the previous week. They must include their reflections about the aspects they found especially interesting. After having applied this tool for some academic years we introduced a modification called “Guided Weekly Reflection Papers” (GWRP), where the professors suggest a series of questions on which the students must apply the most significant concepts studied each week. This modification enhances student’s motivation, encourages them to achieve more significant and reflective knowledge and generates interest in emergent topics. However, we often detect that the information management needed to solve the proposed questions in the GWRP is not the most suitable one. Therefore our present work is aimed at helping students develop the necessary skills and acquire a searching criterion in the framework of the information literacy. The strategy was focussed on some important items for the acquisition of information competencies. In this communication we analyze the progress of the GWRP tool and we explore the response of students to the information literacy approach

Reflective practice applications: "Guided weekly refection papers" excented from Alcalá University (Spain) to the Montfort University (UK)

Edulearn16: 8th International Conference on Education and New Learning Technologies. Barcelona, 4th-6th of july, 2016-Barcelona, SpainKnowledge has to be developed firmly based on reflections and thoughts as much as evidence. Being conscious of this principle, our innovation teaching group from the University of Alcalá has developed a reflective pedagogical approach called Guided Weekly Reflection Papers (GWRP) and implemented it since 2007. In this approach students hand in to the lecturer their “weekly work”, in which they schematically express the most important ideas related with the topic presented during the classes, and their reflections and comments on those aspects which they found especially difficult or interesting. Moreover students have to apply the concepts developed during the week to solve some questions or problems proposed by the lecturers to find solutions to real life situations and to explore beyond the walls of the classroom to discover where in the world around them they can find application of the material presented by the lectures.This innovative pedagogical approach has deeply contributed to the development of the student learning process and consequently been reflected in our teaching practice. The outcomes of the GWRP activity do not depend upon how much students have been studying but upon the level of comprehension of the knowledge we have shared with them. Therefore this strategy is very useful to prove the efficiency and quality of our teaching practice which leads us to continuously improve our way of teaching. Over several years, we have shown our results both in internal meetings in our University and in International Conferences, our colleagues have been caught up by our enthusiasm, which promotes their involvement in our model. Thus, different academics and organizations have adopted our reflective pedagogic strategy. The most recent incorporation of this approach has been implemented by selected academic staff at De Montfort University (DMU), Leicester (United Kingdom). This versatile methodology is being tested in a new university educational environment using a student cohort with a different set of characteristics and academic context compared to previous cohorts. This communication will describe the adaptation of the GWRP to teaching in the Clinical Biochemistry module delivered as part of two different Bachelor degrees taught at DMU: Biomedical Science and Medical Science and the response of students enrolled in this programmes at DMU. The results of the GWRP implemented in new subjects by the teachers of the innovation group at the University of Alcalá (UAH) will be also analysed

Implementación crítica de la reflexión en el proceso de enseñanza-aprendizaje

This communication describes the evolution of an educational innovation strategy, originally called Weekly Reflection Papers, aimed to modify the practical teaching and to go deeper in the process of teaching and learning in higher education. To do this, seven teachers of different subjects of the University of Alcalá have applied this tool to achieve the proposed objectives, essentially based on that students learn to reflect on their own way of learning. Our innovation group has introduced various modifications in this strategy over the years. One of the priorities today is to place a greater emphasis on reflection with what is intended, on the one hand, to teach students to develop their reflective ability and on the other hand it would be very useful for us to analyze in more depth, the educational possibilities that presents this part of the tool. This work includes surveys carried out at the beginning and at the end of each subject, as well as a guide for reflection.En esta comunicación se describe la evolución de una estrategia de innovación educativa, denominada originariamente Semanarios Reflexivos, encaminada a modificar la práctica docente y profundizar en el proceso de enseñanza-aprendizaje en la educación universitaria. Para ello, siete profesores de diferentes asignaturas de la Universidad de Alcalá hemos aplicado esta herramienta para alcanzar los objetivos propuestos, que fundamentalmente se basan en que los alumnos aprendan a reflexionar sobre su propia manera de aprender. Nuestro grupo de innovación ha introducido diferentes modificaciones en dicha estrategia a lo largo de los años. En la actualidad una de las prioridades es hacer un mayor hincapié en la reflexión, con lo que se pretende, por una parte, enseñar a los estudiantes a desarrollar su capacidad reflexiva y, por otra, aprender nosotros mismos a analizar, con más profundidad, las posibilidades docentes que presenta esta parte de la herramienta. Este trabajo incluye unas encuestas que se realizan al principio y al final de cada asignatura, así como una guía para la reflexión