Cytochrome c 6-like protein as a putative donor of electrons to photosystem I in the cyanobacterium Nostoc sp. PCC 7119

Most organisms performing oxygenic photosynthesis contain either cytochrome c 6 or plastocyanin, or both, to transfer electrons from cytochrome b 6-f to photosystem I. Even though plastocyanin has superseded cytochrome c 6 along evolution, plants contain a modified cytochrome c 6, the so called cytochrome c 6A, whose function still remains unknown. In this article, we describe a second cytochrome c 6 (the so called cytochrome c 6-like protein), which is found in some cyanobacteria but is phylogenetically more related to plant cytochrome c 6A than to cyanobacterial cytochrome c 6. In this article, we conclude that the cytochrome c 6-like protein is a putative electron donor to photosystem I, but does play a role different to that of cytochrome c 6 and plastocyanin as it cannot accept electrons from cytochrome f. The existence of this third electron donor to PSI could explain why some cyanobacteria are able to grow photoautotrophically in the absence of both cytochrome c 6 and plastocyanin. In any way, the Cyt c 6-like protein from Nostoc sp. PCC 7119 would be potentially utilized for the biohydrogen production, using cell-free photosystem I catalytic nanoparticles.Dirección General de Investigación Científica y Técnica BFU2006-01361/BMCJunta de Andalucía PAI BIO022 BIO19

Reading Cuba: Literary Discourse and Transcultural Geography

This new bilingual volume compiles critical essays by 21 scholars specializing in Cuban culture, who invite readers to rethink and update their notions of the Cuban nation. Reading Cuba brings together diverse approaches to Cuba\u27s literary and cultural production inside and outside the island, including theater, documentary film, and the Internet.The contributors examine processes and phenomena that are traditionally studied separately, isolated in the margins of various humanistic disciplines. The volume is based on a selection of papers presented at a 2016 interdisciplinary conference cosponsored by FlU Cuban Research Institute and Department of Modern Languages. Reading Cuba features prominent literary and cultural critics such as Ekana Rivero, Rafael Rojas, Laura Alonso Gallo, Belen Rodriguez Moureilo Santiago Juan-Navarro, Maida Watson, Raul Rubio, and Vitalina Alfonso, as well as younger scholars.https://digitalcommons.fiu.edu/cri_events/1394/thumbnail.jp

Diseño de actividades de matemáticas con el uso de tecnología

La presencia de las nuevas tecnologías de información y comunicación en prácticamente todos sectores sociales, ha despertado el interés de diversos investigadores en matemática educativa por generar entendimiento respecto al papel que estas tendrían o tienen en la educación matemática. En este sentido, nos hemos dado a la tarea de indagar y reportar en este escrito, algunas consideraciones de corte didáctico que un profesor interesado en incorporar el uso de la computadora en su práctica docente, debe tener presente si su deseo es promover el desarrollo del pensamiento matemático entre sus educandos

Problematización de las prácticas docentes y contextualización de la enseñanza

This article is a reflection in three planes: the first one, how teachers problematize their own practices given the complexity of the scenarios that they must face daily in classrooms; the second one, how teaching problematization is perceived in the academic and school world and the third one, hoy many and how contents, methodological tools and training forms, which are necessary to strengthen teachers’ abilities and attitudes prone to problematization, have been assumed by continuous teaching training programs. It is concluded with a joint reflection that tries to establish the link between these planes.This article is a reflection in three planes: the first one, how teachers problematize their own practices given the complexity of the scenarios that they must face daily in classrooms; the second one, how teaching problematization is perceived in the academic and school world and the third one, hoy many and how contents, methodological tools and training forms, which are necessary to strengthen teachers’ abilities and attitudes prone to problematization, have been assumed by continuous teaching training programs. It is concluded with a joint reflection that tries to establish the link between these planes.El artículo es una reflexión en tres planos: el primero, sobre cómo los docentes problematizan sus propias prácticas dada la complejidad de los escenarios que deben enfrentar cotidianamente en las aulas. El segundo, sobre cómo la problematización de la docencia en percibida en el mundo académico y el escolar. El tercero, sobre cuánto y cómo los contenidos, las herramientas metodológicas y los formatos de capacitación, que son necesarios para fortalecer en los docentes las capacidades y las actitudes proclives a la problematización, están siendo asumidos por los programas de formación docente continua. Se concluye con una reflexión conjunta que trata de establecer el vínculo entre los planos.