History of the Files of Editorial Censorship (1942-2017)

El presente artículo pasa revista a la historia de los expedientes de censura editorial en España desde que empezaron a gozar de tratamiento archivístico durante el verano de 1942. Se da noticia también del personal que formaba parte del Archivo General de la Vicesecretaría de Educación Popular y sus diversas secciones y metamorfosis hasta la Transición.This article reviews the history of the files of editorial censorship in Spain since they began to deserve archival treatment during the summer of 1942. News is also given of the staff that was part of the Archivo General de la Vicesecretaría de Educación Popular and its various sections and metamorphoses until the Transition

Candida albicans UBI3 and UBI4 promoter regions confer differential regulation of invertase production to Saccharomyces cerevisiae cells in response to stress

Candida albicans ubiquitin genes UBI3 and UBI4 encode a ubiquitin-hybrid protein involved in ribosome biogenesis and polyubiquitin, respectively. In this work we show that UBI3 and UBI4 promoter regions confer differentialexpr ession consistent with the function of their encoded gene products. Hybrid genes were constructed containing the SUC2 coding region under the controlof UBI3 or UBI4 promoters in the yeast vector pLC7. Invertase production in Saccharomyces cerevisiae transformants was differentially regulated: the UBI4 promoter was induced by stress conditions (thermalupshift and/or starvation) whereas the UBI3 promoter conferred constitutive invertase production in growing yeast cells. These results indicate that the UBI4 promoter is regulated by stress-response signaling pathways, whereas the UBI3 promoter is controlled according to the requirement for protein synthesis to support cell growth.Gozalbo Flor, Daniel, [email protected]

Role of IFN-gamma in immune responses to Candida albicans infections

Candida albicans is the most frequent etiologic agent that causes opportunistic fungal infections called candidiasis, a disease whose systemic manifestation could prove fatal and whose incidence is increasing as a result of an expanding immunocompromised population. Here we review the role of interferon-gamma (IFN-γ) in host protection against invasive candidiasis. This cytokine plays an essential role in both the innate and adaptive arms of the immune response to candidiasis. We focus on recent progress on host-pathogen interactions leading to the production of IFN-γ by host cells. IFN-γ is produced by CD4 Th1, CD8, γδ T, and natural killer (NK) cells, essentially in response to both IL-12 and/or IL-18; more recently, a subset of C. albicans-specific Th17 cells have been described to produce both IL-17 and IFN-γ. IFN-γ plays an important role in the regulation of the immune system as well as in the control of the infectious process, as it is required for optimal activation of phagocytes, collaborates in the generation of protective antibody response, and favors the development of a Th1 protective response.Research in the M.L. Gil and D. Gozalbo laboratory is supported by Grant SAF2010-18256 (Ministerio de Economia y Competitividad, Spain)

Documentos de Edad Moderna en el Archivo General de la Administración

Este artículo tiene como objetivo presentar al público algunas fuentes documentales custodiadas en el Archivo General de la Administración susceptibles de ser utilizadas para la investigación del Antiguo Régimen en España, tanto en su faceta interior como exterior. Se describen en él las características y posibilidades de utilización de varios conjuntos de documentos relativos a la Deuda, la Beneficencia, las representaciones de la Monarquía en el exterior, el Consejo de Guerra, los Corregimientos de Madrid y Alcalá de Henares y algunos otros recursos de información, que son complementarios de los grandes fondos de Edad Moderna conservados en los Archivos Históricos Estatales

Organic Learning Gardens in Higher Education: Do They Improve Kindergarten Pre-service Teachers’ Connectedness to and Conception of Nature?

Producción CientíficaStudies have shed light on the idea that people who have experiences in natural settings might be more aware of the environment. Learning gardens, as outdoor contexts, might contribute to the development of students’ affective relations toward nature, proenvironmental attitudes, and protective actions; neverthless, these aspects begging to be explored. This preliminary research investigates the impact that the use of organic gardens to teach natural sciences at university has on kindergarten pre-service teachers’ (KPST) connectedness to and conceptions of nature. The research follows a pre-/postdesign and it uses a mixed methods approach. A total of 74 students completed four quantitative scales (INS, CCC, LCN, and NR-6), and 66 of them an open question about the concept of nature. After the garden experience, students scored higher in all the scales, nevertheless the change was significant only for INS and CCC. The phenomenographic analysis evidenced an initial predominant static and non-social concept of nature, biased toward the most obvious biological elements. After the garden-based learning experience, more informed conceptions of nature – including notions of complexity and systemic character – increased from 7 to 19%; however, statistical comparison was not significant. In spite of the absence of concluding results, further research is required to assess the role that learning gardens may play regarding connectedness to nature and pro-environmental behaviors.This research was partially conducted and funded in the framework of the Educational Innovation Project “Organic Learning Gardens: new educational spaces for the development of scientific competence of university students” (Ref. 46; coordinated by ME-G) of the Teacher Training and Innovation Area of the Vice Rectorate for Academic Planning of the University of Valladolid (UVa) and the Campus Bizia Lab program (Campus Living Lab for Sustainability) project entitled: “Teaching collaboratively and interdisciplinary in the university organic learning garden of the Campus of Alava (HECA)” (Ref. CBL19ZUAZ; coordinated by DZ) driven by the Sustainability Directorate of the Vice-chancellor’s office for innovation, social commitment and social action from the University of the Basque Country (UPV/EHU)

In vitro differentiation of murine hematopoietic progenitor cells toward the myeloid lineage occurs in response to Staphylococcus aureus and yeast species

We have studied the effect of inactivated microbial stimuli (Candida albicans, Candida glabrata, Saccharomyces boulardii, and Staphylococcus aureus) on the in vitro differentiation of lineage negative (Lin−) hematopoietic progenitor mouse cells. Purified Lin− progenitors were co-cultured for 7 days with the stimuli, and cell differentiation was determined by flow cytometry analysis. All the stimuli assayed caused differentiation toward the myeloid lineage. S. boulardii and particularly C. glabrata were the stimuli that induced in a minor extent differentiation of Lin− cells, as the major population of differentiated cells corresponded to monocytes, whereas C. albicans and S. aureus induced differentiation beyond monocytes: to monocyte-derived dendritic cells and macrophages, respectively. Interestingly, signaling through TLR2 by its pure ligand Pam3CSK4 directed differentiation of Lin− cells almost exclusively to macrophages. These data support the notion that hematopoiesis can be modulated in response to microbial stimuli in a pathogen-dependent manner, being determined by the pathogen-associated molecular patterns and the pattern-recognition receptors involved, in order to generate the populations of mature cells required to deal with the pathogen.Research was supported by grants: SAF2010-18256 (Ministerio de Economía y Competitividad, Spain) and ACOMP/2013/168 (Generalitat Valenciana, Valencia, Spain)

Implementing citizen science programmes in the context of university gardens to promote preservice teachers' scientific literacy: a study case on soil

This work presents an assessment of pre-service teachers' argumentative practice, after implementing a novel teaching-learning sequence on soil health including a citizen science programme, which was applied outdoors at the university garden. The sequence was implemented at five Spanish universities with 351 undergraduates studying Early Childhood and Primary Teacher Education. It posed a final assessment task consisting in a real-world situation that involved making decisions on science-related issues: students needed to argue whether it was possible to use a piece of land as a school garden, based on soil data provided in a variety of formats. To assess participants' level of achievement, a rubric was specifically designed by adapting the Evidence-Explanation Continuum approach, which was applied to a subsample of 123 answers (35%). Results evidenced that the process of knowledge-building discourse from initial data to final explanations involved a series of transformations of increasing difficulty, since the percentage of students who were able to correctly accomplish them decreased a long the continuum. Including the citizen science programme promoted the development of basic aspects of scientific literacy related to interpreting data and evidence scientifically but, for students to be generally capable of drawing evidence-based conclusions, argumentation practices should be regularly included in science classes

Organic Learning Gardens and Education for Sustainability. Educational experiences for competencies development in pre-service teacher training

Los Huertos EcoDidácticos son huertos cuyo manejo sigue los principios de la agricultura ecológica o la permacultura, y cuya principal función es educativa. Actualmente están presentes en algunas universidades españolas, en general como resultado de iniciativas puntuales de un profesor o área de conocimiento del ámbito de las ciencias experimentales o de la didáctica de las ciencias. Se trata de recursos didácticos y entornos de aprendizaje de gran valor para la implementación de metodologías activas que persiguen el desarrollo de competencias para la sostenibilidad. Presentamos dos experiencias de uso de Huertos EcoDidácticos en el contexto de la formación inicial de maestros/as, enmarcadas en sendos proyectos de innovación docente e innovación en sostenibilidad: en primer lugar, el desarrollo de una secuencia didáctica en torno al uso de biocidas para el Grado de Educación Infantil, en la Facultad de Educación de Soria (Universidad de Valladolid, UVa), y en segundo lugar, una interven - ción didáctica en torno al uso del compostaje como forma de gestión de los biorresiduos para el Grado en Educación Primaria, en la Facultad de Educación y Deporte de Vitoria-Gasteiz (Universidad del País Vasco, UPV/EHU). Finalmente, se reflexiona en torno al uso de los Huertos EcoDidácticos como espacios educativos en el marco de la Educación Superior.Organic Learning Gardens are foof gardens which are sustainably managed based on the principles of organic agriculture or permaculture, and whose main purpose is educational. They are currently present at some Spanish universities, generally as the result of isolated initiatives of a particular professor or knowledge area, either belonging to the field of experimental sciences or of science teaching. They constitute educational resources and learning environments of a great value for implementing active methodologies directed towards promoting students’ competencies for sustainability. We provide with two educational experiences structured around the use of Organic Learning Gardens in the context of initial teacher training, and framed, respectively, in a project for teaching innovation and a project for innovation in sustainability: firstly, the development of a teaching and learning sequence around the use of biocides for the Degree in Early-Childhood Education, at the Faculty of Education in Soria (University of Valladolid, UVa), and secondly, an educational intervention around the use of composting for organic waste’ management for the Degree in Primary Education at the Faculty of Education and Sport in Vitoria-Gasteiz (University of the Basque Country, UPV/EHU). Finally, reflections are presented on the use of Organic Learning Gardens as educative contexts in the frame of Higher Education

Systemic Candidiasis and TLR2 Agonist Exposure Impact the Antifungal Response of Hematopoietic Stem and Progenitor Cells

We have previously demonstrated that Candida albicans induces differentiation of hematopoietic stem and progenitor cells (HSPCs) toward the myeloid lineage both in vitro and in vivo in a TLR2- and Dectin-1-dependent manner, giving rise to functional macrophages. In this work, we used an ex vivo model to investigate the functional consequences for macrophages derived from HSPCs in vivo-exposed to Pam3CSK4 (a TLR2 agonist) or C. albicans infection. Short in vivo treatment of mice with Pam3CSK4 results in a tolerized phenotype of ex vivo HSPC-derived macrophages, whereas an extended Pam3CSK4 treatment confers a trained phenotype. Early during candidiasis, HSPCs give rise to macrophages trained in their response to Pam3CSK4 and with an increased fungicidal activity; however, as the infection progresses to higher fungal burden, HSPC-derived macrophages become tolerized, while their fungicidal capacity is maintained. These results demonstrate that memory-like innate immune responses, already described for monocytes and macrophages, also take place in HSPCs. Interestingly, extended Pam3CSK4 treatment leads to an expansion of spleen HSPCs and myeloid cells, and drastically reduces the fungal burden in the kidney and spleen during systemic C. albicans infection. This protection against tissue invasion is abrogated by immunodepletion of HSPCs, suggesting their protective role against infection in this model. In addition, HSPCs produce in vitro cytokines and chemokines in response to C. albicans and Pam3CSK4, and these secretomes are capable of inducing myeloid differentiation of HSPCs and modulating peritoneal macrophage cytokine responses. Taken together, these data assign an active role for HSPCs in sensing pathogens during infection and in contributing to host protection by diverse mechanisms

¿Podemos cultivar este suelo? Una secuencia didáctica para futuros maestros contextualizada en el huerto

Producción CientíficaEn este trabajo se describe el diseño de una Secuencia de Enseñanza-Aprendizaje (SEA) contextualizada en el Huerto Ecodidáctico (HED) y enfocada a mejorar la comprensión del modelo científico de suelo en los maestros de Infantil y Primaria en formación inicial. La SEA presenta una orientación constructivista que combina el enfoque de cambio conceptual y la estrategia de enseñanza-aprendizaje por indagación. Está estructurada en tres fases, y en la central, los estudiantes llevan a cabo un diagnóstico del estado de salud del suelo del HED universitario siguiendo un protocolo de ciencia ciudadana, que se ha integrado para promover la realización de prácticas científicas en el proceso de reconstrucción del modelo mental de suelo. Se apuntala teóricamente el diseño de la secuencia, entre otros sobre el análisis epistemológico y las demandas de aprendizaje, y se presenta un análisis prospectivo (n=54) mediante fenomenografía de las concepciones de suelo inicial y final de los estudiantes. Se observa que: (1) inicialmente, el alumnado presenta modelos estáticos y una visión utilitarista del suelo, (2) la SEA facilita progresos en el aprendizaje, sobre todo en cuanto a comprensión de los componentes del suelo, y (3) la necesidad de incidir en un modelo ecosistémico y de suelo como recurso no renovable. Este estudio refuerza la importancia de emplear contextos reales y situaciones significativas en la enseñanza de las ciencias, tales como los HEDs.Proyecto de Innovación Docente de la Universidad de Valladolid "Huertos EcoDidácticos