Description of the adult female of \u3cem\u3eDiplocentrus lachua\u3c/em\u3e (Scorpiones: Scorpionidae: Diplocentrinae) from northeastern Alta Verapaz, Guatemala

The female of the scorpion Diplocentrus lachua Armas, Trujillo & Agreda, 2011 is herein described, on the basis of a single specimen collected at Parque Nacional Laguna Lachuá, Alta Verapaz Department, Guatemala, type locality for this species. An emended diagnosis is provided and the known distribution of all described Guatemalan Diplocentrus species is graphically presented

TIC’s, teoría de números y formación docente

Vivimos en la era de la información y la comunicación. Admiramos y usamos cotidianamente las maravillas que la tecnología actual pone en nuestras manos: INTERNET, cámaras digitales, teléfonos celulares (muchas veces con cámaras digitales incorporadas), bibliotecas digitales, CD, DVD, MP3, MP4, iPod, etc. Pero… en la mayor parte de los casos se desconoce que en la base de toda esta maravillosa tecnología se encuentra la Teoría Elemental de Números. Este desconocimiento es particularmente pernicioso para el docente, pues lo priva tanto de un poderosísimo elemento motivador para sus clases, como de enseñar una rama fundamental de la matemática con múltiples aspectos valiosos desde el punto de vista pedagógico. Paradójicamente, este tema no figura en el Currículo de la mayoría de nuestros Institutos de Profesorado, o bien, es apenas una pequeña parte de otras asignaturas. En este trabajo nos proponemos mostrar cómo conocimientos elementales de la Teoría de Números intervienen en las TIC’s, así como enfatizar la gravitación de estos temas en la formación de los Profesores de Matemática del siglo XXI. Sin profesores competentes y entusiastas, jamás podremos insertarnos en esta “era del conocimiento”.Red de Universidades con Carreras en Informática (RedUNCI

TIC’s, teoría de números y formación docente

Vivimos en la era de la información y la comunicación. Admiramos y usamos cotidianamente las maravillas que la tecnología actual pone en nuestras manos: INTERNET, cámaras digitales, teléfonos celulares (muchas veces con cámaras digitales incorporadas), bibliotecas digitales, CD, DVD, MP3, MP4, iPod, etc. Pero… en la mayor parte de los casos se desconoce que en la base de toda esta maravillosa tecnología se encuentra la Teoría Elemental de Números. Este desconocimiento es particularmente pernicioso para el docente, pues lo priva tanto de un poderosísimo elemento motivador para sus clases, como de enseñar una rama fundamental de la matemática con múltiples aspectos valiosos desde el punto de vista pedagógico. Paradójicamente, este tema no figura en el Currículo de la mayoría de nuestros Institutos de Profesorado, o bien, es apenas una pequeña parte de otras asignaturas. En este trabajo nos proponemos mostrar cómo conocimientos elementales de la Teoría de Números intervienen en las TIC’s, así como enfatizar la gravitación de estos temas en la formación de los Profesores de Matemática del siglo XXI. Sin profesores competentes y entusiastas, jamás podremos insertarnos en esta “era del conocimiento”.Red de Universidades con Carreras en Informática (RedUNCI

TICs : Teoría de números y formación docente

Vivimos en la era de la información y la comunicación. Admiramos y usamos cotidianamente las maravillas que la tecnología actual pone en nuestras manos: INTERNET, cámaras digitales, teléfonos celulares (muchas veces con cámaras digitales incorporadas), bibliotecas digitales, CD, DVD, MP3, MP4, iPod, etc. Pero...en la mayor parte de los casos se desconoce que en la base de toda esta asombrosa tecnología se encuentra la Teoría Elemental de Números. Este desconocimiento es particularmente pernicioso para el docente, pues lo priva tanto de un poderosísimo elemento motivador para sus clases, como de enseñar una rama fundamental de la Matemática con múltiples aspectos valiosos desde el punto de vista pedagógico. Paradójicamente, este tema no figura en el Currículo de la mayoría de nuestros Institutos de Profesorado, o bien, es apenas una pequeña parte de otras asignaturas. En este trabajo nos proponemos mostrar cómo conocimientos elementales de la Teoría de Números intervienen en las TICs, así como enfatizar la gravitación de estos temas en la formación de los Profesores de Matemática del siglo XXI. Sin profesores competentes y entusiastas, jamás podremos insertarnos en esta "era del conocimiento".Facultad de Informátic

Development of a Mesoamerican intra-genepool genetic map for quantitative trait loci detection in a drought tolerant × susceptible common bean (Phaseolus vulgaris L.) cross

Drought is a major constraint to common bean (Phaseolus vulgaris L.) production, especially in developing countries where irrigation for the crop is infrequent. The Mesoamerican genepool is the most widely grown subdivision of common beans that include small red, small cream and black seeded varieties. The objective of this study was to develop a reliable genetic map for a Mesoamerican × Mesoamerican drought tolerant × susceptible cross and to use this map to analyze the inheritance of yield traits under drought and fully irrigated conditions over 3 years of experiments. The source of drought tolerance used in the cross was the cream-seeded advanced line BAT477 crossed with the small red variety DOR364 and the population was made up of recombinant inbred lines in the F5 generation. Quantitative trait loci were detected by composite interval mapping for the traits of overall seed yield, yield per day, 100 seed weight, days to flowering and days to maturity for each field environment consisting of two treatments (irrigated and rainfed) and lattice design experiments with three repetitions for a total of six environments. The genetic map based on amplified fragment length polymorphism and random amplified polymorphic DNA markers was anchored with 60 simple sequence repeat (SSR) markers and had a total map length of 1,087.5 cM across 11 linkage groups covering the whole common bean genome with saturation of one marker every 5.9 cM. Gaps for the genetic map existed on linkage groups b03, b09 and b11 but overall there were only nine gaps larger than 15 cM. All traits were inherited quantitatively, with the greatest number for seed weight followed by yield per day, yield per se, days to flowering and days to maturity. The relevance of these results for breeding common beans is discussed in particular in the light of crop improvement for drought tolerance in the Mesoamerican genepool

The global contribution of soil mosses to ecosystem services

Soil mosses are among the most widely distributed organisms on land. Experiments and observations suggest that they contribute to terrestrial soil biodiversity and function, yet their ecological contribution to soil has never been assessed globally under natural conditions. Here we conducted the most comprehensive global standardized field study to quantify how soil mosses influence 8 ecosystem services associated with 24 soil biodiversity and functional attributes across wide environmental gradients from all continents. We found that soil mosses are associated with greater carbon sequestration, pool sizes for key nutrients and organic matter decomposition rates but a lower proportion of soil-borne plant pathogens than unvegetated soils. Mosses are especially important for supporting multiple ecosystem services where vascular-plant cover is low. Globally, soil mosses potentially support 6.43 Gt more carbon in the soil layer than do bare soils. The amount of soil carbon associated with mosses is up to six times the annual global carbon emissions from any altered land use globally. The largest positive contribution of mosses to soils occurs under a high cover of mat and turf mosses, in less-productive ecosystems and on sandy and salty soils. Our results highlight the contribution of mosses to soil life and functions and the need to conserve these important organisms to support healthy soils.The study work associated with this paper was funded by a Large Research Grant from the British Ecological Society (no. LRB17\1019; MUSGONET). D.J.E. is supported by the Hermon Slade Foundation. M.D.-B. was supported by a Ramón y Cajal grant from the Spanish Ministry of Science and Innovation (RYC2018-025483-I), a project from the Spanish Ministry of Science and Innovation for the I + D + i (PID2020-115813RA-I00 funded by MCIN/AEI/10.13039/501100011033a) and a project PAIDI 2020 from the Junta de Andalucía (P20_00879). E.G. is supported by the European Research Council grant agreement 647038 (BIODESERT). M.B. is supported by a Ramón y Cajal grant from Spanish Ministry of Science (RYC2021-031797-I). A.d.l.R is supported by the AEI project PID2019-105469RB-C22. L.W. and Jianyong Wang are supported by the Program for Introducing Talents to Universities (B16011) and the Ministry of Education Innovation Team Development Plan (2013-373). The contributions of T.G. and T.U.N. were supported by the Research Program in Forest Biology, Ecology and Technology (P4-0107) and the research projects J4-3098 and J4-4547 of the Slovenian Research Agency. The contribution of P.B.R. was supported by the NSF Biological Integration Institutes grant DBI-2021898. J. Durán and A. Rodríguez acknowledge support from the FCT (2020.03670.CEECIND and SFRH/BDP/108913/2015, respectively), as well as from the MCTES, FSE, UE and the CFE (UIDB/04004/2021) research unit financed by FCT/MCTES through national funds (PIDDAC)

Biogenic factors explain soil carbon in paired urban and natural ecosystems worldwide

12 páginas.- 4 figuras.- 49 referencia.- Supplementary information The online version contains supplementary material available at https://doi.org/10.1038/s41558-023-01646-z .- Full-text access to a view-only version (Acceso a texto completo de sólo lectura en este enlace) https://rdcu.be/c8vZiUrban greenspaces support multiple nature-based services, many of which depend on the amount of soil carbon (C). Yet, the environmental drivers of soil C and its sensitivity to warming are still poorly understood globally. Here we use soil samples from 56 paired urban greenspaces and natural ecosystems worldwide and combine soil C concentration and size fractionation measures with metagenomics and warming incubations. We show that surface soils in urban and natural ecosystems sustain similar C concentrations that follow comparable negative relationships with temperature. Plant productivity’s contribution to explaining soil C was higher in natural ecosystems, while in urban ecosystems, the soil microbial biomass had the greatest explanatory power. Moreover, the soil microbiome supported a faster C mineralization rate with experimental warming in urban greenspaces compared with natural ecosystems. Consequently, urban management strategies should consider the soil microbiome to maintain soil C and related ecosystem services.This study was supported by a 2019 Leonardo Grant for Researchers and Cultural Creators, BBVA Foundation (URBANFUN), and by BES Grant Agreement No. LRB17\1019 (MUSGONET). M.D-B., P.G-P., J.D. and A.R. acknowledge support from TED2021-130908B-C41/AEI/10.13039/501100011033/ Unión Europea NextGenerationEU/PRTR. M.D.-B. also acknowledges support from the Spanish Ministry of Science and Innovation for the I + D + i project PID2020-115813RA-I00 funded by MCIN/AEI/10.13039/501100011033. M.D.-B. was also supported by a project of the Fondo Europeo de Desarrollo Regional (FEDER) and the Consejería de Transformación Económica, Industria, Conocimiento y Universidades of the Junta de Andalucía (FEDER Andalucía 2014-2020 Objetivo temático ‘01 - Refuerzo de la investigación, el desarrollo tecnológico y la innovación’) associated with the research project P20_00879 (ANDABIOMA). D.J.E. was supported by the Hermon Slade Foundation. J.P.V. thanks the Science and Engineering Research Board (SERB) (EEQ/2021/001083, SIR/2022/000626) and the Department of Science and Technology (DST), India (DST/INT/SL/P-31/2021) and Banaras Hindu Univeristy-IoE (6031)-incentive grant for financial assistance for research in plant-microbe interaction and soil microbiome. J.D. and A. Rodríguez acknowledge support from the FCT (2020.03670.CEECIND and SFRH/BDP/108913/2015, respectively), as well as from the MCTES, FSE, UE and the CFE (UIDB/04004/2021) research unit financed by FCT/MCTES through national funds (PIDDAC).Peer reviewe