Down-regulation of myopodin expression reduces invasion and motility of PC-3 prostate cancer cells

Enhanced motility of cancer cells by remodelling of the actin cytoskeleton is crucial in the process of cancer cell invasion and metastasis. Although several studies propose a tumor suppressor role for the actin bundling protein myopodin, it was also shown previously that overexpression of mouse myopodin promotes invasion in vitro. In the present study, the role of myopodin in human cancer cell motility and invasion was explored using RNA interference with siRNA duplexes designed to down-regulate all human myopodin isoforms currently identified. We show that down-regulation of myopodin expression in human cancer cells significantly reduces the invasive properties of these cells both in collagen type I and in Matrigel (R). Furthermore, the motile characteristics of cancer cells are also curbed by reduced myopodin expression whereas cell-cell contacts are reinforced. These results point to a role for myopodin as tumor activator. While these findings are at variance with the suggested tumor suppressor role for myopodin, we hypothesize that the subcellular localization of the protein is involved in its suppressor or activator function in tumorigenesis

Aprender activamente en ambientes educativos dinámicos

El presente artículo se ocupa de la creación de ambientes de aprendizaje lo suficientemente dinámicos y poderosos como para que estimulen a los estudiantes a aprender a aprender, a pensar activamente y a resolver problemas con habilidad. Basándose en resultados de investigaciones anteriores, propone cuatro componentes básicos para el logro de esas metas: conocimientos específicos (que hacen al contenido de una materia), métodos heurísticos, habilidades metacognitivas y aspectos afectivos, y se detiene especialmente en el tratamiento de la metacognición y las ideas previas. Luego de describir las características de los procesos de aprendizaje efectivos, el autor presenta ambientes de aprendizaje poderosos y dinámicos en los cuales los estudiantes están motivados y realizan procesos que les permiten alcanzar los resultados esperados. El aprendizaje es concebido como un proceso activo, cooperativo, progresivo y autodirigido, que impacta directamente en la concepción del vínculo alumno-docente

Aprendizaje constructivo, autorregulado, situado y colaborativo: un acercamiento a la adquisición de la competencia adaptativa (matemática).

Abstract. Currently, in a learning society, education should focus on promoting Adaptive Competition (AC) which is defined as the ability to flexibly apply knowledge and skills in different contexts. This article discusses three questions: What should students learn to acquire the AC in a particular field? What are the features that are required in a productive learning process for AC? How can stimulate and extend this learning through instruction? This paper presents an illustrative study focused on the design of a learning environment to improve the competence of problem solving in primary school students. The final dimensions indicate the challenges of implementing innovative learning environments.Resumen. Actualmente, en una sociedad de aprendizaje, la educación debe centrarse en fomentar la Competencia Adaptativa (AC por sus siglas en inglés: Adaptative Competence) que se define como la habilidad de aplicar de manera flexible conocimientos y destrezas en diferentes contextos. En este artículo se discuten tres preguntas: ¿Qué deben aprender los estudiantes a fin de adquirir la AC en un campo particular? ¿Cuáles son las características que se requieren en un proceso de aprendizaje productivo para obtener la competencia adaptativa? ¿Cómo se puede estimular y prolongar este aprendizaje a través de la instrucción? Este artículo presenta un estudio ilustrativo enfocado en el diseño de un ambiente de aprendizaje para mejorar la competencia de resolución de problemas en estudiantes de educación primaria. Las acotaciones finales indican los retos de la implementación de ambientes de aprendizaje innovadores

Educational Research in Estonia 2007-2011

Evaluation Report 2/2013The Estonian Ministry of Education and Research commissioned in 2012 an international evaluation of educational research in Estonia. The evaluation was carried out in cooperation with the Estonian Research Council, Estonian Academy of Sciences, Estonian Higher Education Quality Agency, PRAXIS Center for Policy Studies and Estonian Union of Parents. The goal set for the international evaluation by the Steering Committee was to assess the research quality, the significance of Educational research to Estonian society and training of young researchers. The institutional assessments involved four public universities: Estonian Academy of Music and Theatre, Tallinn University, Tallinn University of Technology and University of Tartu

Creencias de los estudiantes de matemáticas : la influencia del contexto de clase

En este artículo se describe la estructura y la naturaleza de los sistemas de creencias de un grupo de estudiantes de secundaria obtenidas a través de un cuestionario diseñado para este fi n desde un enfoque sistémico. Se identifi can las relaciones entre creencias, género, contexto sociocultural, rendimiento y opción de estudio elegida por los estudiantes. A través de un estudio de casos se estudian las relaciones existentes entre el rol y el funcionamiento del profesor y el estilo instructivo en clase y las creencias de los estudiantes.This article describes the nature and structure of systems of beliefs of a group of secondary level students, which were elicited by means of a questionnaire designed for this purpose with a distinct organising focus. The relations between beliefs, gender, socio-cultural context, achievement level, and the study area chosen by students are identifi ed. Through case studies we investigate the relations existing between the role and behaviour of the teacher, the teaching style in the classroom and the beliefs of the students

Flemish and Spanish high school Student's Mathematics-related Beliefs Systems: a comparative study.

Depto. de Álgebra, Geometría y TopologíaFac. de Ciencias MatemáticasTRUEpu

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Les Fondements de l'action didactique /

2e éd.Bibliogr. à la fin des chap.Notes (part. bibliogr.) au bas des p.Beknopte didaxologie

Transfer as the productive use of acquired knowledge, skills and motivations

Historically, the notion of transfer has been very contro-versial, conceptually as well as empirically. Therefore, there is an obvious need for further inquiry aimed at a better understanding of the processes underlying transfer. Taking into account the recent literature, this article defines transfer as the broad, productive, and supported use of acquired knowledge, skills, and motivations in new contexts and learning tasks. As an illustration, an intervention study is briefly discussed. This study shows the possibility of designing a powerful learning environment that yields transfer effects in accord-ance with this reconceptualized perspective on transfer.Departement Pedagogische wetenschappen. Afdeling Didactiek. Centrum voor Instructiepsychologie en -technologie. Leuvens Instituut voor onderwijsonderzoek (LIVO)status: publishe