The Explanatory Models about the eukaryotic cell by secondary school students

El principal objetivo de esta investigación fue analizar los modelos explicativos del estudiantado de 8vo básico, acerca de la estructura de la célula eucarionte animal, antes y después de una intervención didáctica, fundamentada desde el Modelo Cognitivo de Ciencia (Giere, 1992) y estructurada según el Ciclo Constructivista de Aprendizaje (Sanmartí, 2000). La investigación se desarrolló en dos fases: a. En la fase descriptiva interpretativa, se categorizaron los modelos explicativos identificados en 18 familias de modelos y b. En la fase pre-experimental, se identificó sí existían diferencias significativas entre dichos modelos antes y después de la intervención didáctica a través, de las técnicas estadísticas de Wilcoxon y ANOVA de aleatoriedad de datos. Los principales hallazgos evidenciaron que la intervención didáctica favorece la construcción de modelos explicativos dinámicos y flexibles, que se caracterizan por poseer un lenguaje más especializado, establecer nuevas relaciones entre los organelos y funciones celulares, así como la capacidad de incorporar nuevos elementos para enriquecer el modelo de célula escolar, demostrando así que estos modelos se transforman progresivamente (Rodríguez y Moreira, 1999; Justi, 2006).The main objective of this study was to examine the explanatory models of secondary school students, about the structure of the animal eukaryotic cells before and after an didactic intervention, based from the cognitive model of science (Giere, 1992) and the constructivist learning cycle (Sanmartí, 2000). The research took place in two stages: a. Descriptive and interpretative stage, we categorized the explanatory models identified in 18 families of models and b. The pre-experimental stage, it identifies whether there were significant differences between the models before and after the educational intervention by Wilcoxon test and data randomization, ANOVA. The main findings showed that didactic intervention encourages the building of explanatory models, which are characterized by more specialized language, new relationships between the organelles and cellular functions and the ability to incorporate new elements to enrich the school cell model, demonstrating that these models evolve progressively (RodrÍguez and Moreira, 1999; Justi, 2006)

Control de ácaro Varroa destructor en colmenas de abejas (Apis mellifera) aplicando dos alternativas: aceite esencial de romero con alcohol y azúcar impalpable

La investigación se desarrolló en la Estación Experimental y de Practicas de la Facultad de Ciencias Agronómicas de la Universidad de El Salvador, ubicada en el departamento de La Paz, en los meses de julio a diciembre de 2022. Con el propósito de evaluar alternativas para el control de Varroa destructor, se aplicaron los tratamientos siguientes: testigo absoluto (T0), control físico aplicando 4ml de aceite esencial de romero + 4ml de alcohol etílico (T1), espolvoreo de 50 g de azúcar impalpable (T2), y aplicación de Amitraz 2ml/750ml de agua= testigo relativo (T3). El diseño estadístico utilizado fue bloques completos al azar con cuatro tratamientos y cada uno con cinco repeticiones, siendo las unidades experimentales 8 colmenas dobles y 12 colmenas sencillas. Se realizaron cuatro aplicaciones de productos acorde a los tratamientos asignados por colmena con intervalos de 7 días por aplicación haciendo un total de 28 días; Donde se estimó el porcentaje de infestación en 2 periodos (divididos en periodo 1 y 2, por el motivo de evasión del T1), el porcentaje de infestación promedio, el número de abejas muertas por tratamiento, la eficacia de los tratamientos y la comparación económica de los tratamientos. Los tratamientos que presentaron los mejores resultados en la variable porcentaje de infestación al finalizar el periodo 2 fueron: espolvoreo de azúcar impalpable y amitraz; obteniendo porcentajes de 3.36% y 5.58% respectivamente. En cuanto a la eficacia de los tratamientos, los que presentaron mejores resultados fueron: el espolvoreo de azúcar con una eficacia del 54.78%, seguido de Amitraz con 13.22%. Ninguno de los tratamientos aplicados tuvo efecto en mortalidad de abejas adultas post tratamientos. El tratamiento de aceite esencial de romero sufrió evasión de más del 50% de las unidades experimentales. La principal conclusión fue: la utilización de azúcar impalpable cuatro veces con intervalo de siete días redujo significativamente la infestación de ácaros (Varroa destructor) en fase forética en las colmenas. Palabras claves: Varroa destructor, Colmena, Azúcar impalpable, Aceite esencial de Romero, Amitraz, Eficacia, Porcentaje de infestación, Evasión

Resolución de problemas científicos escolares y promoción de competencias de pensamiento científico. ¿Qué piensan los docentes de química en ejercicio?

En el artículo se exponen los resultados de una investigación realizada en el marco del proyecto FONDECYT 1070795, cuyo objetivo consistió en identificar y caracterizar las nociones que tienen los profesores de nivel medio respecto a las competencias de pensamiento científico y solución de problemas, y la manera en que ambos deben trabajarse en la enseñanza de la química. Con el empleo de una muestra intencional de 33 profesores, seleccionados de un total de 117 que se incorporaron a otras fases de la investigación y mediante la administración de un cuestionario especialmente diseñado, se logró poner de manifiesto que en ellos predomina una imagen fragmentada y a veces contradictoria de la solución de problemas y de las competencias de pensamiento científico; dicha representación incorpora aspectos de inestimable valor para la formación del estudiante competente, a la vez que incluye otros que en manera alguna favorecen dicha formación en correspondencia con las exigencias actuales. Es notable que competencias de pensamiento científico y solución de problemas no se constituyan como sistema totalmente coherente en la conceptualización de los profesores investigados. Como dato relevante, se constató la oscilante valoración del carácter subjetivo de las situaciones problémicas y los problemas; junto al papel importante que, en opinión de gran parte de los profesores, desempeña el lenguaje, se le otorga un valor oscilante al trabajo con la teoría por parte de los estudiantes; igualmente resulta difusa, y a veces contradictoria, su aproximación a los procesos de algoritmización.In the article the results of an investigation conducted within the framework of the project FONDECYT 1070795 are exposed. The aims of the research were to identify and characterize the representations and knowledge that teachers in service have, from an average level of education, with respect to the competences of scientific thought and problem solution, and the way in which both should be approached. With the use of an intentional sample of 133, teachers selected from a total of 117 who were incorporated to other phases of the research trough the administration of a questionnaire especially designed, was show the predominance of a very fragmented image, sometimes contradictory, about the solution of problems and about relation between competences of scientific thought; this representation incorporates aspects of great value for the formation of the competent students, and at the same time it includes other aspects that in no way favor this formation, according to the present assessments. It is remarkable that both competences for scientific thought and solution of problems are not constituted as a totality and coherent system in the thinking of the teachers who participated in the research. It should be pointed out that we found data that show an oscillating valuation of the subjective character of the problematic situations and the problem itself; these data show, as well, that teachers give a very important role to language. It is stated that teachers give an oscillating value to the fact that students must deal with theories. It should be noted too that their approaches to the algorithmic processes are very vague, and sometimes contradictory

Sociologia de l’Activitat Física, l’Educació Física i l’Esport. L’estudi de casos una eina útil per a la docència i la recerca.

Aquesta publicació és fruit de l’experiència desenvolupada durant el curs 2015-16 en el marc del Màster d’Activitat Física i Educació en l’assignatura de Sociologia de l’Activitat Física, l’Educació Física i l’Esport. El present treball parteix de l’interès de l’alumnat sobre la seva realitat laboral i professional i es pretén aconseguir tres tipus d’objectius tal com recull Yin (2003) : a) un exploratori, és a dir, que els resultats obtinguts serveixin de base per formular preguntes d’investigació, ja que l’alumnat es troba immers en el desenvolupament del seu treball final de màster; b) un descriptiu doncs l’alumnat es proposa descriure el que passa en un cas particular; c) un explicatiu que facilita la interpretació de la realitat en la qual viuen professionalment i la comparteixen amb el grup. Els nou casos que es proposen són de gran interès i actualitat especialment pel que fa a la docència i la recerca en el camp de l’educació física i esportiva

Los modelos explicativos del estudiantado acerca de la célula eucarionte animal

El principal objetivo de esta investigación fue analizar los modelos explicativos del estudiantado de 8vo básico, acerca de la estructura de la célula eucarionte animal, antes y después de una intervención didáctica, fundamentada desde el Modelo Cognitivo de Ciencia (Giere, 1992) y estructurada según el Ciclo Constructivista de Aprendizaje (Sanmartí, 2000). La investigación se desarrolló en dos fases: a. En la fase descriptiva interpretativa, se categorizaron los modelos explicativos identificados en 18 familias de modelos y b. En la fase pre-experimental, se identificó sí existían diferencias significativas entre dichos modelos antes y después de la intervención didáctica a través, de las técnicas estadísticas de Wilcoxon y ANOVA de aleatoriedad de datos. Los principales hallazgos evidenciaron que la intervención didáctica favorece la construcción de modelos explicativos dinámicos y flexibles, que se caracterizan por poseer un lenguaje más especializado, establecer nuevas relaciones entre los organelos y funciones celulares, así como la capacidad de incorporar nuevos elementos para enriquecer el modelo de célula escolar, demostrando así que estos modelos se transforman progresivamente (Rodríguez y Moreira, 1999; Justi, 2006).Palabras clave: Modelo Cognitivo de Ciencia; Modelos explicativos; célula eucarionte animal; Historia de la ciencia; Educación secundaria.The Explanatory Models about the eukaryotic cell by secondary school studentsThe main objective of this study was to examine the explanatory models of secondary school students, about the structure of the animal eukaryotic cells before and after an didactic intervention, based from the cognitive model of science (Giere, 1992) and the constructivist learning cycle (Sanmartí, 2000). The research took place in two stages: a. Descriptive and interpretative stage, we categorized the explanatory models identified in 18 families of models and b. The pre-experimental stage, it identifies whether there were significant differences between the models before and after the educational intervention by Wilcoxon test and data randomization, ANOVA. The main findings showed that didactic intervention encourages the building of explanatory models, which are characterized by more specialized language, new relationships between the organelles and cellular functions and the ability to incorporate new elements to enrich the school cell model, demonstrating that these models evolve progressively (RodrÍguez and Moreira, 1999; Justi, 2006).Keywords: Cognitive Model of Science; Explanatory Models; animal eucarionte cell; History of Science; Secundary school

Single nucleotide variations in ZBTB46 are associated with post-thrombolytic parenchymal haematoma

Haemorrhagic transformation is a complication of recombinant tissue-plasminogen activator treatment. The most severe form, parenchymal haematoma, can result in neurological deterioration, disability, and death. Our objective was to identify single nucleotide variations associated with a risk of parenchymal haematoma following thrombolytic therapy in patients with acute ischaemic stroke. A fixed-effect genome-wide meta-analysis was performed combining two-stage genome-wide association studies (n = 1904). The discovery stage (three cohorts) comprised 1324 ischaemic stroke individuals, 5.4% of whom had a parenchymal haematoma. Genetic variants yielding a P-value < 0.05 1 x 10(-5) were analysed in the validation stage (six cohorts), formed by 580 ischaemic stroke patients with 12.1% haemorrhagic events. All participants received recombinant tissue-plasminogen activator; cases were parenchymal haematoma type 1 or 2 as defined by the European Cooperative Acute Stroke Study (ECASS) criteria. Genome-wide significant findings (P < 5 x 10(-8)) were characterized by in silica functional annotation, gene expression, and DNA regulatory elements. We analysed 7 989 272 single nucleotide polymorphisms and identified a genome-wide association locus on chromosome 20 in the discovery cohort; functional annotation indicated that the ZBTB46 gene was driving the association for chromosome 20. The top single nucleotide polymorphism was rs76484331 in the ZBTB46 gene [P = 2.49 x 10(-8); odds ratio (OR): 11.21; 95% confidence interval (CI): 4.82-26.55]. In the replication cohort (n = 580), the rs76484331 polymorphism was associated with parenchymal haematoma (P = 0.01), and the overall association after meta-analysis increased (P = 1.61 x 10(-8), OR: 5.84; 95% CI: 3.16-10.76). ZBTB46 codes the zinc finger and BTB domain-containing protein 46 that acts as a transcription factor. In silica studies indicated that ZBTB46 is expressed in brain tissue by neurons and endothelial cells. Moreover, rs76484331 interacts with the promoter sites located at 20q13. In conclusion, we identified single nucleotide variants in the ZBTB46 gene associated with a higher risk of parenchymal haematoma following recombinant tissue-plasminogen activator treatment.Peer reviewe

The Multiplanet System TOI-421: A Warm Neptune and a Super Puffy Mini-Neptune Transiting a G9 V Star in a Visual Binary

We report the discovery of a warm Neptune and a hot sub-Neptune transiting TOI-421 (BD-14 1137, TIC 94986319), a bright (V = 9.9) G9 dwarf star in a visual binary system observed by the Transiting Exoplanet Survey Satellite (TESS) space mission in Sectors 5 and 6. We performed ground-based follow-up observations—comprised of Las Cumbres Observatory Global Telescope transit photometry, NIRC2 adaptive optics imaging, and FIbre-fed Echellé Spectrograph, CORALIE, High Accuracy Radial velocity Planet Searcher, High Resolution Échelle Spectrometer, and Planet Finder Spectrograph high-precision Doppler measurements—and confirmed the planetary nature of the 16 day transiting candidate announced by the TESS team. We discovered an additional radial velocity signal with a period of five days induced by the presence of a second planet in the system, which we also found to transit its host star. We found that the inner mini-Neptune, TOI-421 b, has an orbital period of P_b = 5.19672 ± 0.00049 days, a mass of M_b = 7.17 ± 0.66 M⊕, and a radius of R_b = 2.68^(+0.19)_(-0.18) R⊕, whereas the outer warm Neptune, TOI-421 c, has a period of Pc = 16.06819 ± 0.00035 days, a mass of M_c = 16.42^(+1.06)_(-1.04) M⊕, a radius of R_c = 5.09^(+0.16)_(-0.15) R⊕ and a density of ρ_c = 0.685^(+0.080)_(-0.072) g cm⁻³. With its characteristics, the outer planet (ρ_c = 0.685^(+0.080)_(-0.072) g cm⁻³) is placed in the intriguing class of the super-puffy mini-Neptunes. TOI-421 b and TOI-421 c are found to be well-suited for atmospheric characterization. Our atmospheric simulations predict significant Lyα transit absorption, due to strong hydrogen escape in both planets, as well as the presence of detectable CH4 in the atmosphere of TOI-421 c if equilibrium chemistry is assumed

Repositioning of the global epicentre of non-optimal cholesterol

High blood cholesterol is typically considered a feature of wealthy western countries(1,2). However, dietary and behavioural determinants of blood cholesterol are changing rapidly throughout the world(3) and countries are using lipid-lowering medications at varying rates. These changes can have distinct effects on the levels of high-density lipoprotein (HDL) cholesterol and non-HDL cholesterol, which have different effects on human health(4,5). However, the trends of HDL and non-HDL cholesterol levels over time have not been previously reported in a global analysis. Here we pooled 1,127 population-based studies that measured blood lipids in 102.6 million individuals aged 18 years and older to estimate trends from 1980 to 2018 in mean total, non-HDL and HDL cholesterol levels for 200 countries. Globally, there was little change in total or non-HDL cholesterol from 1980 to 2018. This was a net effect of increases in low- and middle-income countries, especially in east and southeast Asia, and decreases in high-income western countries, especially those in northwestern Europe, and in central and eastern Europe. As a result, countries with the highest level of non-HDL cholesterol-which is a marker of cardiovascular riskchanged from those in western Europe such as Belgium, Finland, Greenland, Iceland, Norway, Sweden, Switzerland and Malta in 1980 to those in Asia and the Pacific, such as Tokelau, Malaysia, The Philippines and Thailand. In 2017, high non-HDL cholesterol was responsible for an estimated 3.9 million (95% credible interval 3.7 million-4.2 million) worldwide deaths, half of which occurred in east, southeast and south Asia. The global repositioning of lipid-related risk, with non-optimal cholesterol shifting from a distinct feature of high-income countries in northwestern Europe, north America and Australasia to one that affects countries in east and southeast Asia and Oceania should motivate the use of population-based policies and personal interventions to improve nutrition and enhance access to treatment throughout the world.Peer reviewe

Contributions of mean and shape of blood pressure distribution to worldwide trends and variations in raised blood pressure: A pooled analysis of 1018 population-based measurement studies with 88.6 million participants

© The Author(s) 2018. Background: Change in the prevalence of raised blood pressure could be due to both shifts in the entire distribution of blood pressure (representing the combined effects of public health interventions and secular trends) and changes in its high-blood-pressure tail (representing successful clinical interventions to control blood pressure in the hypertensive population). Our aim was to quantify the contributions of these two phenomena to the worldwide trends in the prevalence of raised blood pressure. Methods: We pooled 1018 population-based studies with blood pressure measurements on 88.6 million participants from 1985 to 2016. We first calculated mean systolic blood pressure (SBP), mean diastolic blood pressure (DBP) and prevalence of raised blood pressure by sex and 10-year age group from 20-29 years to 70-79 years in each study, taking into account complex survey design and survey sample weights, where relevant. We used a linear mixed effect model to quantify the association between (probittransformed) prevalence of raised blood pressure and age-group- and sex-specific mean blood pressure. We calculated the contributions of change in mean SBP and DBP, and of change in the prevalence-mean association, to the change in prevalence of raised blood pressure. Results: In 2005-16, at the same level of population mean SBP and DBP, men and women in South Asia and in Central Asia, the Middle East and North Africa would have the highest prevalence of raised blood pressure, and men and women in the highincome Asia Pacific and high-income Western regions would have the lowest. In most region-sex-age groups where the prevalence of raised blood pressure declined, one half or more of the decline was due to the decline in mean blood pressure. Where prevalence of raised blood pressure has increased, the change was entirely driven by increasing mean blood pressure, offset partly by the change in the prevalence-mean association. Conclusions: Change in mean blood pressure is the main driver of the worldwide change in the prevalence of raised blood pressure, but change in the high-blood-pressure tail of the distribution has also contributed to the change in prevalence, especially in older age groups