Diseño de identidad corporativa y producto de equipamiento deportivo o servicio

El TFG va ha consistir en la definición de una empresa conceptual e innovadora dentro del mercado del equipamiento deportivo, basándonos en el estudio y análisis de la competencia, y aplicando técnicas de creatividad, para después diseñar o rediseñar uno o varios productos o servicios innovadores para nuestra empresa conceptual

Comparación de catalizadores de hidrogenación de CO2 a metanol

El trabajo desarrollado se enmarca en una línea de investigación relacionad con la química sostenible. Y pretende el desarrollo de nuevos procesos de obtención de combustibles y productos químicos de interés, que utilicen como fuente de carbono CO2. Sustituyendo así a los combustibles fósiles. El uso de CO2 como punto de partida viene motivado por ser el gas efecto invernadero de mayor importancia, posibilitando mitigar su presencia en la atmosfera, y porque permite producir metanol mediante una reacción de hidrogenación catalítica, molécula plataforma de numerosas obtenciones y procesos. En la realización de este trabajo se ha llevado a cabo la síntesis de catalizadores heterogéneos por co-precipitación, intentando mejorar la actividad y selectividad a metanol en condiciones suaves de presión y temperatura. Para ello se ha estudiado la influencia de diferentes parámetros en el proceso de síntesis. Para la optimización de la actividad y la selectividad, se han utilizado distintas condiciones de pH, que han demostrado influir en las prestaciones catalíticas. Además, se ha estudiado el efecto del precipitante básico, del pH durante la maduración, y de la presencia de óxido de galio en detrimento de alúmina. Sintetizados los distintos catalizadores, se ha llevado a cabo una comparación de sus prestaciones en reacción. Para ello se ha trabajado en una planta experimental con un reactor de lecho fijo tradicional, en unas condiciones de reacción optimizadas previamente

Sgs1’s roles in DNA end resection, HJ dissolution, and crossover suppression require a two-step SUMO regulation dependent on Smc5/6

The RecQ helicase Sgs1 plays critical roles during DNA repair by homologous recombination, fromend resection to Holliday junction (HJ) dissolution. Sgs1 has both pro- and anti-recombinogenic roles, and therefore its activity must be tightly regulated. However, the controls involved in recruitment and activation of Sgs1 at damaged sites are unknown. Here we show a two-step role for Smc5/6 in recruiting and activating Sgs1 through SUMOylation. First, auto-SUMOylation of Smc5/6 subunits leads to recruitment of Sgs1 as part of the STR (Sgs1–Top3–Rmi1) complex, mediated by two SUMO-interacting motifs (SIMs) on Sgs1 that specifically recognize SUMOylated Smc5/6. Second, Smc5/6-dependent SUMOylation of Sgs1 and Top3 is required for the efficient function of STR. Sgs1 mutants impaired in recognition of SUMOylated Smc5/6 (sgs1-SIMΔ) or SUMO-dead alleles (sgs1-KR) exhibit unprocessed HJs at damaged replication forks, increased crossover frequencies during double-strand break repair, and severe impairment in DNA end resection. Smc5/6 is a key regulator of Sgs1’s recombination functions.We thank the Aragon laboratory for discussions and critical reading of the manuscript.We thank the Clinical Sciences Centre Proteomics Facility (P. Cutillas and P. Faull) for help and advice on our proteomic analysis. Work in J.T.-R.’s laboratory is supported by grants BFU2015-71308-P and BFU2013-50245-EXP from the Spanish Ministry of Economy and Competitivity.Work in the Aragon laboratory was supported by the intramural programme of the Medical Research Council UK and the Wellcome Trust (100955)

Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politecnica de Valencia in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.This research was partially funded by innovation educative projects (PIME/2017/A/016/A and PIME/19-20/168) by Vice-Rectorate for Studies, Quality and Accreditation of Universitat Politecnica de Valencia (UPV, Valencia, Spain).Leiva-Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Andrés-Colás, N.; Esteras Gómez, C.; Ferriol Molina, M.; Merle Farinós, HB.... (2020). Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Education Sciences. 10(7):1-18. https://doi.org/10.3390/educsci10070173S118107Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1), 1-13. doi:10.1080/00461520.2014.1002924Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., & Gallego-Picó, A. (2019). EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE. Journal of Baltic Science Education, 18(6), 880-891. doi:10.33225/jbse/19.18.880Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. doi:10.3102/00346543074001059Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690Montenegro, A. (2017). Understanding the Concept of Agentic Engagement. Colombian Applied Linguistics Journal, 19(1), 117. doi:10.14483/calj.v19n1.10472QS Enrolment Solutions https://www.internationalstudentsurvey.com/international-student-survey-2017/Biggs, J., Kember, D., & Leung, D. Y. P. (2001). 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British Journal of Educational Psychology, 71(4), 511-530. doi:10.1348/000709901158659Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132. doi:10.1348/000709901158424Snelgrove, S., & Slater, J. (2003). Approaches to learning: psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496-505. doi:10.1046/j.1365-2648.2003.02747.xROSSUM, E. J., & SCHENK, S. M. (1984). THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME. British Journal of Educational Psychology, 54(1), 73-83. doi:10.1111/j.2044-8279.1984.tb00846.xTrigwell, K., Prosser, M., & Waterhouse, F. (1999). Higher Education, 37(1), 57-70. doi:10.1023/a:1003548313194Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455-468. doi:10.1016/s0959-4752(98)00005-xApproaches and Study Skills Inventory for Students (ASSIST) (Incorporating the Revised Approaches to Studying Inventory—RASI) https://www.researchgate.net/publication/260291730_Approaches_and_Study_Skills_Inventory_for_Students_ASSIST_incorporating_the_Revised_Approaches_to_Studying_Inventory_-_RASIImmekus, J. C., & Imbrie, P. K. (2009). A Test and Cross-Validation of the Revised Two-Factor Study Process Questionnaire Factor Structure Among Western University Students. Educational and Psychological Measurement, 70(3), 495-510. doi:10.1177/0013164409355685Socha, A., & Sigler, E. A. (2014). Exploring and «reconciling» the factor structure for the Revised Two-factor Study Process Questionnaire. Learning and Individual Differences, 31, 43-50. doi:10.1016/j.lindif.2013.12.010Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). 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Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. doi:10.1007/bf00137106Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning of nursing students. Nurse Education Today, 28(6), 711-719. doi:10.1016/j.nedt.2007.11.004Shuell, T. J. (1986). Cognitive Conceptions of Learning. Review of Educational Research, 56(4), 411-436. doi:10.3102/00346543056004411Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. doi:10.1080/0729436990180105Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. doi:10.1016/j.learninstruc.2010.06.002Zakariya. (2019). 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Transcriptome sequencing for SNP discovery across Cucumis melo

Background: Melon (Cucumis melo L.) is a highly diverse species that is cultivated worldwide. Recent advances in massively parallel sequencing have begun to allow the study of nucleotide diversity in this species. The Sanger method combined with medium-throughput 454 technology were used in a previous study to analyze the genetic diversity of germplasm representing 3 botanical varieties, yielding a collection of about 40,000 SNPs distributed in 14,000 unigenes. However, the usefulness of this resource is limited as the sequenced genotypes do not represent the whole diversity of the species, which is divided into two subspecies with many botanical varieties variable in plant, flowering, and fruit traits, as well as in stress response. As a first step to extensively document levels and patterns of nucleotide variability across the species, we used the high-throughput SOLiD¿ system to resequence the transcriptomes of a set of 67 genotypes that had previously been selected from a core collection representing the extant variation of the entire species.Results: The deep transcriptome resequencing of all of the genotypes, grouped into 8 pools (wild African agrestis, Asian agrestis and acidulus, exotic Far Eastern conomon, Indian momordica and Asian dudaim and flexuosus, commercial cantalupensis, subsp. melo Asian and European landraces, Spanish inodorus landraces, and Piel de Sapo breeding lines) yielded about 300 M reads. Short reads were mapped to the recently generated draft genome assembly of the DHL line Piel de Sapo (inodorus) x Songwhan Charmi (conomon) and to a new version of melon transcriptome. Regions with at least 6X coverage were used in SNV calling, generating a melon collection with 303,883 variants. These SNVs were dispersed across the entire C. melo genome, and distributed in 15,064 annotated genes. The number and variability of in silico SNVs differed considerably between pools. Our finding of higher genomic diversity in wild and exotic agrestis melons from India and Africa as compared to commercial cultivars, cultigens and landraces from Eastern Europe, Western Asia and the Mediterranean basin is consistent with the evolutionary history proposed for the species. Group-specific SNVs that will be useful in introgression programs were also detected. In a sample of 143 selected putative SNPs, we verified 93% of the polymorphisms in a panel of 78 genotypes.Conclusions: This study provides the first comprehensive resequencing data for wild, exotic, and cultivated (landraces and commercial) melon transcriptomes, yielding the largest melon SNP collection available to date and representing a notable sample of the species diversity. This data provides a valuable resource for creating a catalog of allelic variants of melon genes and it will aid in future in-depth studies of population genetics, marker-assisted breeding, and gene identification aimed at developing improved varieties. © 2012 Blanca et al.; licensee BioMed Central Ltd.This project was carried out in the frame of the MELONOMICS project (2009-2012) of the Fundacion Genoma Espana.Blanca Postigo, JM.; Esteras Gómez, C.; Ziarsolo Areitioaurtena, P.; Perez, D.; Fernández-Pedrosa, V.; Collado, C.; Rodríguez De Pablos, R.... (2012). Transcriptome sequencing for SNP discovery across Cucumis melo. BMC Genomics. 13(280):1-18. doi:10.1186/1471-2164-13-280S1181328

A cryptic variation in a member of the Ovate Family Proteins is underlying the melon fruit shape QTL fsqs8.1

Melon cultivars have a wide range of fruit morphologies. Quantitative trait loci (QTL) have been identifed underlying such diversity. This research focuses on the fruit shape QTL fsqs8.1, previously detected in a cross between the accession PI 124112 (CALC, producing elongated fruit) and the cultivar ‘Piel de Sapo’ (PS, producing oval fruit). The CALC fsqs8.1 allele induced round fruit shape, being responsible for the transgressive segregation for this trait observed in that population. In fact, the introgression line CALC8-1, carrying the fsqs8.1 locus from CALC into the PS genetic background, produced perfect round fruit. Following a map-based cloning approach, we found that the gene underlying fsqs8.1 is a member of the Ovate Family Proteins (OFP), CmOFP13, likely a homologue of AtOFP1 and SlOFP20 from Arabidopsis thaliana and tomato, respectively. The induction of the round shape was due to the higher expression of the CALC allele at the early ovary development stage. The fsqs8.1 locus showed an important structural variation, being CmOFP13 surrounded by two deletions in the CALC genome. The deletions are present at very low frequency in melon germplasm. Deletions and single nucleotide polymorphisms in the fsqs8.1 locus could not be not associated with variation in fruit shape among diferent melon accessions, what indicates that other genetic factors should be involved to induce the CALC fsqs8.1 allele efects. Therefore, fsqs8.1 is an example of a cryptic variation that alters gene expression, likely due to structural variation, resulting in phenotypic changes in melon fruit morphology.info:eu-repo/semantics/publishedVersio

Carbapenem-resistant Citrobacter spp. isolated in Spain from 2013 to 2015 produced a variety of carbapenemases including VIM-1, OXA-48, KPC-2, NDM-1 and VIM-2

Objectives: There is little information about carbapenemase-producing (CP) Citrobacter spp.We studied the molecular epidemiology and microbiological features of CP Citrobacter spp. isolates collected in Spain (2013-15). Methods: In total, 119 isolates suspected of being CP by the EUCAST screening cut-off values were analysed. Carbapenemases and ESBLs were characterized using PCR and sequencing. The genetic relationship among Citrobacter freundii isolates was studied by PFGE. Results: Of the 119 isolates, 63 (52.9%) produced carbapenemases, of which 37 (58.7%) produced VIM-1, 20 (31.7%) produced OXA-48, 12 (19%) produced KPC-2, 2 (3.2%) produced NDM-1 and 1 (1.6%) produced VIM- 2; 9 C. freundii isolates co-produced VIM-1 plus OXA-48. Fourteen isolates (22.2%) also carried ESBLs: 8 CTX-M-9 plus SHV-12, 2 CTX-M-9, 2 SHV-12 and 2 CTX-M-15. Fifty-seven isolates (90.5%) were C. freundii, 4 (6.3%) were Citrobacter koseri, 1 (1.6%) was Citrobacter amalonaticus and 1 (1.6%) was Citrobacter braakii. By EUCAST breakpoints, eight (12.7%) of the CP isolates were susceptible to the four carbapenems tested. In the 53 CP C. freundii analysed by PFGE, a total of 44 different band patterns were observed. Four PFGE clusters were identified: cluster 1 included eight isolates co-producing VIM-1 and OXA-48; blaVIM-1 was carried in a class 1 integron (intI-blaVIM-1 - aacA4-dfrB1-aadA1-catB2-qacE¿1/sul1) and blaOXA-48 was carried in a Tn1999.2 transposon. Conclusions: We observed the clonal and polyclonal spread of CP Citrobacter spp. across several Spanish geographical areas. Four species of Citrobacter spp. produced up to five carbapenemase types, including coproduction of VIM-1 plus OXA-48. Some CP Citrobacter spp. isolates were susceptible to the four carbapenems tested, a finding with potential clinical implications

Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio

[ES] El proceso de convergencia hacia el Espacio Europeo de Enseñanza Superior ha puesto de relieve la importancia del dominio de competencias transversales (CTs) durante la formación universitaria. Dichas competencias confieren al estudiante la capacidad de innovación y de adaptación a los cambios, siendo su adquisición necesaria para la vida profesional. En la Universidad Politécnica de Valencia, se han redactado 13 CTs que aúnan las competencias de la normativa vigente y las de las agencias de acreditación. En nuestro grupo de innovación educativa estudiamos diferentes métodos de enseñanza-aprendizaje y evaluación de las competencias transversales en asignaturas relacionadas con las ciencias de la vida. En concreto, en este trabajo presentamos una propuesta para evaluar la CT “Responsabilidad ética, medioambiental y profesional”. Esta competencia pretende la obtención de conocimientos, habilidades, destrezas y actitudes útiles para interactuar con el entorno, de forma ética, responsable y sostenible, ante uno mismo y los demás. Las asignaturas relacionadas con las ciencias de la vida y, en particular, sus créditos de laboratorio, resultan un marco idóneo para la adquisición de dicha competencia. Nuestra propuesta de evaluación de la misma se basa en una rúbrica que ha de ser cumplimentada por los pares a través de una aplicación telemática.Este trabajo ha sido financiado por un Proyecto de Innovación y Mejora Educativa concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècnica de València.Bañuls Polo, M.; López Gresa, MP.; Cebolla Cornejo, J.; Díez Niclós, MJTDJ.; Esteras Gómez, C.; Ferriol Molina, M.; González Martínez, MÁ.... (2015). Evaluación de la competencia transversal “Responsabilidad ética, medioambiental y profesional” a través de una e-rúbrica en el laboratorio. En In-Red 2015 - CONGRESO NACIONAL DE INNOVACIÓN EDUCATIVA Y DE DOCENCIA EN RED. Editorial Universitat Politècnica de València. https://doi.org/10.4995/INRED2015.2015.154

Development of methods for the study of the role of the Smc5-Smc6 complex in DNA stability

The Structural Maintenance of Chromosomes (SMC) proteins play a number of crucial roles in the metabolism of chromosomes. The Smc5-Smc6 complex is the least well understood of the complexes formed by SMC proteins. Hitherto, the Smc5-Smc6 complex has been linked to protein post-translational modification by sumoylation and restart of collapsed replication forks by homologous recombination between sister chromatids (SCR). However, a detailed characterization of the roles of the Smc5-Smc6 complex is missing. The objective of this study is to characterize the function of the Smc5-Smc6 complex in DNA repair by SCR, and to identify sumoylation substrates of MMS21, a E3-sumoligase subunit of the Smc5-Smc6 complex. Recent studies suggest that DNA single-strand nicks are transformed to doublestrand breaks in a replication-dependent manner, and this triggers SCR. I developed an assay for the activation of SCR based on the expression of a site-specific nickase. Unfortunately, a stable site-specific nick was observed in only 30% of the population. This percentage was insufficient for the study of the molecular role of the Smc5-Smc6 complex during SCR. However, this assay could be used to confirm and further characterize the activation of SCR upon replication-induced DNA damage. To study the role of sumoylation within the Smc5-Smc6 activity, I have developed a proteome-wide approach for the in vivo identification of sumoylation-sites by mass spectrometry. This technique can be used for the identification of MMS21 substrates and for the mapping of their sumo-acceptor lysines. The mapping of sumo-acceptor sites allows the generation of sumo-specific mutant proteins that can be used to study the function of sumoylation. More than 360 sumo-acceptor lysines, belonging to 245 different proteins, were identified. In vivo sumoylation at these lysines was verified by MS-independent methods. In addition, I developed a SILAC-based mass spectrometry assay for the quantitative study of site-specific sumoylation

Combining physics-based and data-driven methods in metal stamping

Publisher Copyright: © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2024.This work presents a methodology for combining physical modeling strategies (FEM), machine learning techniques, and evolutionary algorithms for a metal stamping process to ensure process quality during production. Firstly, a surrogate model or metamodel is proposed to approximate the behavior of the simulation model for different outputs in a fraction of time. Secondly, based on the surrogate model, multiple soft sensors that estimate different quality measures of the stamped part departing from the draw-ins are proposed, which enables their integration into the process. Lastly, evolutionary algorithms are used to estimate the latent blank characteristics and for the prescriptions of process parameters that maximize the quality of the stamped part. The obtained numerical results are promising, with relative errors around 2 2% in most cases and outperforming a naive method. This methodology aims to be a decision support system that moves towards zero defects in the stamping process from the process conception phase.Peer reviewe