Ingeniero en Agroecología; Universidad Autónoma Agraria Antonio Narro, Coahuila, México

La carrera de Ingeniero en Agroecología surge y se consolida en la Universidad Autónoma Agraria Antonio Narro en la década de los 90¨s, se propone como alternativa a la formación agropecuaria convencional e inicia operaciones en 1996. Su primera generación egresa en el año dos mil. Por lo que a la fecha existen 15 generaciones de egresados los cuales suman un total de 182 Ingenieros en Agroecología, que en el espacio laboral han ocupado diversos nichos. Los primeros relacionados con la producción convencional, luego la producción orgánica, también en los espacios de medio ambiente en los municipios de origen de los egresados, en programas oficiales de manejo de recursos forestales, en el área educativa e incluso en empresas privadas con necesidades de profesionales en seguridad ambiental. Recientemente el manejo de agroecosistemas se perfila como una necesidad social, por lo que se espera que lleguen finalmente a ocupar los puestos que les corresponden, como agroecólogos al comprender la dinámica social de la producción sana y sostenible que cada día alcanza mayor demanda.Eje: B5 Sistemas de conocimiento (Relatos de experiencias)Facultad de Ciencias Agrarias y Forestale

Ingeniero en Agroecología; Universidad Autónoma Agraria Antonio Narro, Coahuila, México

La carrera de Ingeniero en Agroecología surge y se consolida en la Universidad Autónoma Agraria Antonio Narro en la década de los 90¨s, se propone como alternativa a la formación agropecuaria convencional e inicia operaciones en 1996. Su primera generación egresa en el año dos mil. Por lo que a la fecha existen 15 generaciones de egresados los cuales suman un total de 182 Ingenieros en Agroecología, que en el espacio laboral han ocupado diversos nichos. Los primeros relacionados con la producción convencional, luego la producción orgánica, también en los espacios de medio ambiente en los municipios de origen de los egresados, en programas oficiales de manejo de recursos forestales, en el área educativa e incluso en empresas privadas con necesidades de profesionales en seguridad ambiental. Recientemente el manejo de agroecosistemas se perfila como una necesidad social, por lo que se espera que lleguen finalmente a ocupar los puestos que les corresponden, como agroecólogos al comprender la dinámica social de la producción sana y sostenible que cada día alcanza mayor demanda.Eje: B5 Sistemas de conocimiento (Relatos de experiencias)Facultad de Ciencias Agrarias y Forestale

The Terminal Extensions of Dbp7 Influence Growth and 60S Ribosomal Subunit Biogenesis in Saccharomyces cerevisiae

Ribosome synthesis is a complex process that involves a large set of protein trans-acting factors, among them DEx(D/H)-box helicases. These are enzymes that carry out remodelling activities onto RNAs by hydrolysing ATP. The nucleolar DEGD-box protein Dbp7 is required for the biogenesis of large 60S ribosomal subunits. Recently, we have shown that Dbp7 is an RNA helicase that regulates the dynamic base-pairing between the snR190 small nucleolar RNA and the precursors of the ribosomal RNA within early pre-60S ribosomal particles. As the rest of DEx(D/H)-box proteins, Dbp7 has a modular organization formed by a helicase core region, which contains conserved motifs, and variable, non-conserved N- and C-terminal extensions. The role of these extensions remains unknown. Herein, we show that the N-terminal domain of Dbp7 is necessary for efficient nuclear import of the protein. Indeed, a basic bipartite nuclear localization signal (NLS) could be identified in its N-terminal domain. Removal of this putative NLS impairs, but does not abolish, Dbp7 nuclear import. Both N- and C-terminal domains are required for normal growth and 60S ribosomal subunit synthesis. Furthermore, we have studied the role of these domains in the association of Dbp7 with pre-ribosomal particles. Altogether, our results show that the N- and C-terminal domains of Dbp7 are important for the optimal function of this protein during ribosome biogenesis.Ministerio de Ciencia e Innovación PID2019-103850-GB-I00Junta de Andalucía P20_00581, BIO-271, BIO-210Universidad de Sevilla US-138039

Designing a questionnaire for assessing the didactic-mathematical knowledge on elementary algebraic reasoning

La promoción del pensamiento algebraico en alumnos de primaria requiere implementar acciones formativas específicas para los profesores, lo que a su vez implica elaborar instrumentos de evaluación del estado de sus conocimientos didáctico-matemáticos sobre el tema. En este trabajo presentamos resultados del estudio realizado para la construcción de un cuestionario de evaluación de los conocimientos didáctico-matemáticos de estudiantes de magisterio sobre razonamiento algebraico elemental. Describimos las categorías de conocimientos algebraicos tenidas en cuenta (estructuras, funciones y modelización) y las categorías de conocimientos didácticos (facetas epistémica, cognitiva, instruccional y ecológica). Así mismo se describen y analizan las tareas incluidas en el cuestionario informando de su validez de contenido.Promoting algebraic thinking in elementary school pupils requires implementing specific training activities for teachers, which in turn involves developing tools to assess their didactic-mathematical knowledge about this subject. In this paper we present results of a study aimed to build a questionnaire for assessing the didactic-mathematic knowledge of prospective primary teachers on elementary algebraic reasoning. We describe the categories of algebraic knowledge (structures, functions and modeling), as well as the categories of didactical knowledge (epistemic, cognitive, instructional and ecological facets) taken into account. We also describe and analyze the tasks included in the questionnaire reporting its content validity

Diseño de un cuestionario para evaluar conocimientos didáctico-matemáticos sobre razonamiento algebraico elemental

La promoción del pensamiento algebraico en alumnos de primaria requiere implementar acciones formativas específicas para los profesores, lo que a su vez implica elaborar instrumentos de evaluación del estado de sus conocimientos didáctico-matemáticos sobre el tema. En este trabajo presentamos resultados del estudio realizado para la construcción de un cuestionario de evaluación de los conocimientos didáctico-matemáticos de estudiantes de magisterio sobre razonamiento algebraico elemental. Describimos las categorías de conocimientos algebraicos tenidas en cuenta (estructuras, funciones y modelización) y las categorías de conocimientos didácticos (facetas epistémica, cognitiva, instruccional y ecológica). Así mismo se describen y analizan las tareas incluidas en el cuestionario informando de su validez de contenido

Designing a questionnaire for assessing the didactic-mathematical knowledge on elementary algebraic reasoning

La promoción del pensamiento algebraico en alumnos de primaria requiere implementar acciones formativas específicas para los profesores, lo que a su vez implica elaborar instrumentos de evaluación del estado de sus conocimientos didáctico-matemáticos sobre el tema. En este trabajo presentamos resultados del estudio realizado para la construcción de un cuestionario de evaluación de los conocimientos didáctico-matemáticos de estudiantes de magisterio sobre razonamiento algebraico elemental. Describimos las categorías de conocimientos algebraicos tenidas en cuenta (estructuras, funciones y modelización) y las categorías de conocimientos didácticos (facetas epistémica, cognitiva, instruccional y ecológica). Así mismo se describen y analizan las tareas incluidas en el cuestionario informando de su validez de contenidoPromoting algebraic thinking in elementary school pupils requires implementing specific training activities for teachers, which in turn involves developing tools to assess their didacticmathematical knowledge about this subject. In this paper we present results of a study aimed to build a questionnaire for assessing the didactic-mathematic knowledge of prospective primary teachers on elementary algebraic reasoning. We describe the categories of algebraic knowledge (structures, functions and modeling), as well as the categories of didactical knowledge (epistemic, cognitive, instructional and ecological facets) taken into account. We also describe and analyze the tasks included in the questionnaire reporting its content validityS

Age-associated distribution of normal B-cell and plasma cell subsets in peripheral blood

Background: Humoral immunocompetence develops stepwise throughout life and contributes to individual susceptibility to infection, immunodeficiency, autoimmunity, and neoplasia. Immunoglobulin heavy chain (IgH) isotype serum levels can partly explain such age-related differences, but their relationship with the IgH isotype distribution within memory B-cell (MBC) and plasma cell (PCs) compartments remains to be investigated. Objective: We studied the age-related distribution of MBCs and PCs expressing different IgH isotypes in addition to the immature/transitional and naive B-cell compartments. Methods: B-cell and PC subsets and plasma IgH isotype levels were studied in cord blood (n = 19) and peripheral blood (n = 215) from healthy donors aged 0 to 90 years by using flow cytometry and nephelometry, respectively. Results: IgH-switched MBCs expressing IgG1, IgG2, IgG3, IgA1, and IgA2 were already detected in cord blood and newborns at very low counts, whereas CD27+IgM++IgD+ MBCs only became detectable at 1 to 5 months and remained stable until 2 to 4 years, and IgD MBCs peaked at 2 to 4 years, with both populations decreasing thereafter. MBCs expressing IgH isotypes of the second immunoglobulin heavy chain constant region (IGHC) gene block (IgG1, IgG3, and IgA1) peaked later during childhood (2-4 years), whereas MBCs expressing third IGHC gene block immunoglobulin isotypes (IgG2, IgG4, and IgA2) reached maximum values during adulthood. PCs were already detected in newborns, increasing in number until 6 to 11 months for IgM, IgG1, IgG2, IgG3, IgA1, and IgA2; until 2 to 4 years for IgD; and until 5 to 9 years for IgG4 and decreasing thereafter. For most IgH isotypes (except IgD and IgG4), maximum plasma levels were reached after PC and MBC counts peaked. Conclusions: PC counts reach maximum values early in life, followed by MBC counts and plasma IgH isotypes. Importantly, IgH isotypes from different IGHC gene blocks show different patterns, probably reflecting consecutive cycles of IgH isotype switch recombination through life

Defects in memory B-cell and plasma cell subsets expressing different immunoglobulin-subclasses in patients with CVID and immunoglobulin subclass deficiencies

Background: Predominantly antibody deficiencies (PADs) are the most prevalent primary immunodeficiencies, but their B-cell defects and underlying genetic alterations remain largely unknown. Objective: We investigated patients with PADs for the distribution of 41 blood B-cell and plasma cell (PC) subsets, including subsets defined by expression of distinct immunoglobulin heavy chain subclasses. Methods: Blood samples from 139 patients with PADs, 61 patients with common variable immunodeficiency (CVID), 68 patients with selective IgA deficiency (IgAdef), 10 patients with IgG subclass deficiency with IgA deficiency, and 223 age matched control subjects were studied by using flow cytometry with EuroFlow immunoglobulin isotype staining. Patients were classified according to their B-cell and PC immune profile, and the obtained patient clusters were correlated with clinical manifestations of PADs. Results: Decreased counts of blood PCs, memory B cells (MB Cs), or both expressing distinct IgA and IgG subclasses were identified in all patients with PADs. In patients with IgAdef, B-cell defects were mainly restricted to surface membrane (sm)IgA(+) PCs and MBCs, with 2 clear subgroups showing strongly decreased numbers of smIgA(+) PCs with mild versus severe smIgA(+) MBC defects and higher frequencies of nonrespiratory tract infections, autoimmunity, and affected family members. Patients with IgG subclass deficiency with IgA deficiency and those with CVID showed defects in both smIgA(+) and smIgG(+) MBCs and PCs. Reduced numbers of switched PCs were systematically found in patients with CVID (absent in 98%), with 6 different defective MBC (and clinical) profiles: (1) profound decrease in MBC numbers; (2) defective CD27(+) MBCs with almost normal IgG(3)(+) MBCs; (3) absence of switched MBCs; and (4) presence of both unswitched and switched MBCs without and; (5) with IgG(2)(+) MBCs; and (6) with IgA(1)(+) MBCs. Conclusion: Distinct PAD defective B-cell patterns were identified that are associated with unique clinical profiles

Infectious Diseases, Social, Economic and Political Crises, Anthropogenic Disasters and Beyond: Venezuela 2019 – Implications for Public Health and Travel Medicine

During last months, there have been a significant increase in the evidences showing the catastrophic health situation in Venezuela. There are multiple epidemics, increase in emerging and reemerging infectious, tropical and parasitic diseases as consequences of the social, economic and political crises, which would be considered today a clearly anthropogenic disaster. Venezuela is facing in 2019, the worse sanitary conditions, with multiple implications for public health and travel medicine. So far, from a global perspective, this situation will be an impediment for the achievement of the sustainable development goals (SDG) in 2030. In this multiauthor review, there is a comprehensive analysis of the situation for infectious diseases, non-communicable diseases, their impact in the Americas region, given the migration crisis as well as the comparative status of the SDG 2030. This discussion can provide input for prioritizing emerging health problems and establish a future agenda