Modelling the density homogenisation of a block and granular bentonite buffer upon non-isothermal saturation

This paper presents a numerical analysis of the mechanical performance of a bentonite clay buffer for the containment of nuclear waste in the context of deep geological disposal. The design of the buffer is based on the Swiss concept where the waste canisters are emplaced on pedestals of compacted bentonite blocks and the remaining space between the tunnel and the canister is backfilled with grains of highly compacted bentonite. A complete analysis of the long-term performance of the repository requires a good understanding of the mechanical evolution of the bentonite upon heating from the radioactive waste and hydration from the host rock. Despite its importance, the implications of the initial heterogeneous bentonite layout, characterised by blocks and grains, on the final dry density at the repository scale in the steady state have not been previously studied. The present study aims to shed light into these processes by means of finite element modelling using an advanced constitutive model for the bentonite behaviour that considers several thermo-hydro-mechanical couplings. The constitutive model is shown to be able to reproduce several laboratory tests involving saturation of block and pellets at different dry densities. The model predictions, extended up to 100,000 years, indicate that the bentonite blocks and grains tend to homogenise in terms of dry density as the buffer reaches full saturation. Due to the different swelling potential of the block pedestal and the granular backfill, the canister is subjected to movements, although these remain relatively small. The impact of initial segregation of the granular bentonite is also studied and it is seen to not to affect substantially the mechanical evolution of the buffer, although it might reduce canister displacements

What does it mean to be a teacher at the University level? An approach through statements of teaching philosophy

En este artículo presentamos un trabajo de investigación sobre la percepción de la identidad del docente universitario, a través del análisis de contenido de un conjunto de 73 textos. Estos fueron producidos por docentes universitarios durante su participación en un programa formal de desarrollo docente de una universidad chilena y corresponden a lo que la literatura ha llamado una declaración de filosofía de enseñanzaaprendizaje, es decir, un escrito producto de la reflexión del docente sobre su identidad como profesor y su propia práctica docente. Los textos trabajados fueron anonimizados y sometidos a una codificación basada en el análisis de contenido. Las categorías construidas fueron: a) razones de ser profesor universitario, b) características del profesor universitario, c) rol del profesor universitario, d) marco teórico de la práctica docente y e) metodología de la práctica docente. Finalmente discutimos los resultados, resaltando sus implicaciones para acompañar procesos de formación y desarrollo profesional.In this article we report the results of our research on the meaning of being a university teacher, which was developed through the content analysis of 73 texts produced by the participants of a teacher development program in a Chilean university. These texts correspond to what has been called a statement of teaching philosophy, i.e., a reflective text that intends to establish the teacher identity and the teaching practice of its author. Texts were anonymised and codified according to usual content analysis techniques. The categories produced from the material were: a) reasons for becoming a university teacher, b) relevant characteristics of a university teacher c) the role of the university teacher, d) the theoretical framework of the teaching practice, and e) the methodology of the teaching practice. Finally, we discuss our results underlining the implications for accompanying the training and the professional development of university teacher

Suitability of various materials for porous filters in diffusion experiments

The suitability of different porous materials (stainless steel, VYCOR® glass, Al2O3 and PEEK) for use as confining filters in diffusion experiments was evaluated by measuring the effective diffusion coefficients (De) of neutral (HTO) and ionic solutes (Na+, Cs+, Sr2+, Cl-, SeO42−) in the materials in through-diffusion experiments. For stainless steel filters, the De values of the target solutes correlated satisfactorily with their bulk diffusion coefficient in water (Dw); thus, the diffusion process in the stainless steel filters was primarily controlled by the diffusivity of the solvated ions. For the remaining materials, the De and Dw values were also correlated for the target solutes, and the geometric factors were in the sequence: VYCOR® glass < Al2O3 < PEEK. Stainless steel and VYCOR® glass were the most appropriate materials because of their high De values, but a specific interaction of caesium with VYCOR® glass was hypothesised because the De values obtained for this solute were slightly higher than expecte

A novel microplate 3D bioprinting platform for the engineering of muscle and tendon tissues

Two-dimensional (2D) cell cultures do not reflect the in vivo situation, and thus it is important to develop predictive three-dimensional (3D) in vitro models with enhanced reliability and robustness for drug screening applications. Treatments against muscle-related diseases are becoming more prominent due to the growth of the aging population worldwide. In this study, we describe a novel drug screening platform with automated production of 3D musculoskeletal-tendon-like tissues. With 3D bioprinting, alternating layers of photo-polymerized gelatin-methacryloyl-based bioink and cell suspension tissue models were produced in a dumbbell shape onto novel postholder cell culture inserts in 24-well plates. Monocultures of human primary skeletal muscle cells and rat tenocytes were printed around and between the posts. The cells showed high viability in culture and good tissue differentiation, based on marker gene and protein expressions. Different printing patterns of bioink and cells were explored and calcium signaling with Fluo4-loaded cells while electrically stimulated was shown. Finally, controlled co-printing of tenocytes and myoblasts around and between the posts, respectively, was demonstrated followed by co-culture and co-differentiation. This screening platform combining 3D bioprinting with a novel microplate represents a promising tool to address musculoskeletal diseases

O Único Necessário de Comenius como testamento pedagógico. Algumas chaves de leitura

This paper derives from a reading of the text The One Thing Necessary by John Amos Comenius, understood as his pedagogical testament. Three central myths are identified: the myth of the labyrinth of Crete, of the rocks of Sisyphus and of the needs of Tantalus. These images are articulated to show the existential problems of human beings and the need to consider what is really necessary in the path of life. Comenius advocates the centrality of transcendence, in a Christian framework, which is reached through the study of pansophical knowledge, in a process that considers self-knowledge and the development of freedom and will, which are expressed in the activity of man in his efforts for the betterment of humanity.Este artículo resulta de la revisión del escrito Lo único necesario de John Amos Comenius, entendido como su testamento pedagógico. Se identifican tres mitos centrales: el mito del laberinto de Creta, de las rocas de Sísifo y de las necesidades de Tántalo. Estas imágenes se articulan para mostrar la problemática existencial de los seres humanos y la necesidad de plantearse lo que es realmente necesario en su camino en la vida. Comenio aboga por la centralidad de la trascendencia, en un marco cristiano, a la cual se llega a través del estudio del conocimiento pansófico, en un proceso que implica el autoconocimiento y el desarrollo de la libertad y voluntad, expresadas en los esfuerzos del ser humano por el mejoramiento de la humanidad.Este artigo é resultado de uma resenha do escrito O Único Necessário de João Amos Comenius, entendido como seu testamento pedagógico. Três mitos centrais são identificados: o mito do labirinto de Creta, das rochas de Sísifo e das necessidades de Tântalo. Essas imagens são articuladas para mostrar os problemas existenciais do ser humano e a necessidade de considerar o que é realmente necessário em sua trajetória de vida. Comenius preconiza a centralidade da transcendência, no quadro cristão, que se alcança através do estudo do conhecimento pansófico, num processo que considera o autoconhecimento e o desenvolvimento da liberdade e da vontade, que se expressam na atividade do ser humano no seu esforço de aperfeiçoamento da humanidade

Lymphom der Prostata - Diagnose auf den "zweiten Stich"

Zusammenfassung: Hintergrund:: Maligne Lymphome der Prostata sind eine klinische Rarität. In der Literatur werden insgesamt etwa 165 Fälle beschrieben, in denen ein primäres Lymphom oder eine sekundäre Infiltration der Prostata durch ein Lymphom vorlag. Fallbeschreibung:: Berichtet wird der Fall eines 59-jährigen Patienten mit einer unscharf begrenzten Raumforderung im Bereich der Prostata bei normalem prostataspezifischem Antigen (PSA), einer Wirbelkörperfraktur und bilateralen Nebennierenvergrößerungen. Eine zweizeitige Prostatastanzbiopsie erbrachte die Diagnose eines diffus-großzelligen B-Zell-Non-Hodgkin-Lymphoms. Weitere Staginguntersuchungen ergaben Anhaltspunkte für das Vorliegen eines epiduralen Befalls. Es wurde eine Polychemotherapie inklusive intrathekaler Applikation initiiert, unter der sich die Lymphommanifestationen bei einem ersten Zwischenstaging nach vier Zyklen deutlich zurückgebildet hatten. Nach weiteren zwei Zyklen R-CHOP zeigte ein CT zwar noch ein kleines Weichteilplus in der Prostataloge, im anschließenden PET-CT war jedoch kein vitales Lymphomgewebe mehr nachweisbar (komplette Remission). Schlussfolgerung:: Bei einer Raumforderung im Bereich der Prostata muss neben einem Prostatakarzinom als weitaus häufigste Tumorentität auch an ein solitäres Lymphom oder eine Infiltration der Prostata bei generalisiertem Lymphom gedacht werden, insbesondere bei einem normalen PS

Transformative learning and research programmes in university teacher development

[ES] En este artículo discutimos el problema del desarrollo docente universitario desde el punto de vista de la transformación de la epistemología personal del profesor, entendida como la representación individual de la labor pedagógica con todas sus posibilidades y limitaciones. Esta representación corresponde a una serie de supuestos en este ámbito, los que pueden explicar la manera de actuar de un individuo y  pueden o no ser compartidos por su comunidad de pares. Para esto, y aceptando el supuesto que el desarrollo docente puede enmarcarse en un proceso de educación de adultos, utilizamos la teoría del aprendizaje transformativo de Mezirow quién propone un modelo donde el individuo actúa con dos tipos de supuestos para dar significado a su experiencia (las perspectivas y los esquemas de significado),  que corresponden a conjuntos generalizados de expectativas que condicionan el actuar, sentir y pensar de la persona.  Esta teoría nos permite  argumentar que el modelo de cambio paradigmát[EN] In this article we discuss the problem of  university  teachers’  development as the transformation of the personal epistemology of a teacher, that is to say, the individual representation of his/her pedagogical activity with all its possibilities and  limitations.  This  representation acts as a set of assumptions, which can explain the actions of an individual and can be shared (or not) by a community of peers. In order to do this, and considering teacher  development  as  process  in the field of adult education, we have used Mezirow’s transformative learning theory.  Mezirow  proposes  a  model where the actions of adults are shaped by two different kinds of assumptions: perspectives of meaning and schemes of meaning, which are generalised sets of expectations that condition the actions, feelings and thoughts of a person. This theory allows us to argue that the model of paradigm change has its limitations in  the  field  of  teacher  development since it implies the idea of a revolEspejo Leupin, R.; González Suárez, JM. (2015). Aprendizaje transformativo y programas de investigación en el desarrollo docente universitario. REDU. Revista de Docencia Universitaria. 13(3):309-330. https://doi.org/10.4995/redu.2015.5431OJS309330133Bain, K. (2004). What the best college teachers do. Cambridge: Harvard University Press.Barr, R., Tagg, J. (1995). From teaching to learning: a new paradigm for undergraduate education. Change,27(6), 13-25.Blanchard-Laville, C. y Fablet, D. (Eds.). (2000). L'analyse des pratiques professionnelles. Paris: L'Harmattan.Boyer, E. (1990). Scholarship reconsidered: priorities of the professoriate. San Francisco: Jossey-Bass.Brookfield, S. (1995). Becoming a critically reflective teacher. San Francisco: Jossey-Bass.Bunge, M. (1980). Epistemología. México D.F.: Siglo XXI.Chalmers, A. (1982). ¿Qué es esa cosa llamada ciencia? Madrid: Siglo XXI.Cranton, P. (1996). Professional development as transformative learning. San Francisco: Jossey-Bass.De Ketele, J. M. (2010). La pédagogie universitaire: un courant en plein développement. Revue française de pédagogie, 172, 5-13.Dilthey, W. (1948). Introducción a las ciencias del espíritu. Buenos Aires: Espasa-Calpe.Endrizzi, L. (2011). Savoir enseigner dans le supérieur: un enjeu d'excellence pédagogique. Dossier d'actualité veille et analyses, 64.Evans, L. (2002). What is teacher development? Oxford Review of Education, 28(1), 123-136.Ferrater Mora, J. (1965). Diccionario de filosofía. Buenos Aires: Sudamericana.Foucault, M. (1969). L'archéologie du savoir. Gallimard: Paris.Gargallo, B., Fernandez, A., Jimenez, M. A. (2007). Modelos docentes de los profesores universitarios. Teoría de la educación, 19, 167-189.Gibbs, G. y Coffey, M. (2004). The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active learning in higher education, 5(1), 87-100.Hempel, C. (1965).Aspects of scientific explanation and other essays in the philosophy of science. New York: Free Press.King, K. (2004). Both sides now: examining transformative learning and professional development of educators. Innovative higher education, 29(2), 155- 174.Kuhn, T. (1971). La estructura de las revoluciones científicas. Mexico: FCE.Kuhn, T. (1977). The essential tension. Chicago: The university of Chicago press.Lakatos, I. (1970). Falsification and the methodology of scientific research programmes. En Lakatos, I., Musgrave, A. (1970). Criticism and the growth of knowledge. Cambridge: Cambridge University Press.Mezirow, J. (1991). Transformative dimensions of adult learning. San Francisco: Jossey-Bass. Moliner, P. y Guimelli, C. (2015). Les représentations sociales. Grenoble: PUG.Postareff, L., Lindblom-Ylänne, S. and Nevgi, A. (2007). The effect of pedagogical training on teaching in higher education. Teaching and teacher education, 23, 557-571.Whitehead, A. N. (1929). The aims of education and other essays.New York: Macmillan Company.Whitelaw, C., Sears, M. y Campbell, K. (2004). Transformative learning in a faculty professional development context. Journal of Transformative Learning, 2(9), 9-26.Windelband, W. (1980). Rectorial address, Strassbourg, 1894. History and theory, 19(2), 169-185

Gene expression profiling reveals consistent differences between clinical samples of human leukaemias and their model cell lines

Microarray gene expression profiles of fresh clinical samples of chronic myeloid leukaemia in chronic phase, acute promyelocytic leukaemia and acute monocytic leukaemia were compared with profiles from cell lines representing the corresponding types of leukaemia (K562, NB4, HL60). In a hierarchical clustering analysis, all clinical samples clustered separately from the cell lines, regardless of leukaemic subtype. Gene ontology analysis showed that cell lines chiefly overexpressed genes related to macromolecular metabolism, whereas in clinical samples genes related to the immune response were abundantly expressed. These findings must be taken into consideration when conclusions from cell line-based studies are extrapolated to patients

Sequential NMR assignments of labile protons in DNA using two-dimensional nuclear-overhauser-enhancemnt spectroscopy with three jump-and-return pulse sequences

Two-dimensional nuclear Overhauser enhancement (NOESY) spectra of labile protons were recorded in H2O solutions of a protein and of a DNA duplex, using a modification of the standard NOESY experiment with all three 90&#176; pulses replaced by jump-and-return sequences. For the protein as well as the DNA fragment the strategically important spectral regions could be recorded with good sensitivity and free of artifacts. Using this procedure, sequence-specific assignments were obtained for the imino protons, C2H of adenine, and C4NH2 of cytosine in a 23-base-pair DNA duplex which includes the 17-base-pair OR3 repressor binding site of bacteriophage &#955;. Based on comparison with previously published results on the isolated OR3 binding site, these data were used for a study of chain termination effects on the chemical shifts of imino proton resonances of DNA duplexes

OR3 operator of bacteriophage lambda in a 23 base-pair DNA fragment: sequence-specific 1H NMR assignments for the non-labile protons and comparison with the isolated 17 base-pair operator

Sequence-specific 1H NMR assignments are presented for a non-selfcomplementary 23-base-pair DNA duplex of molecular weight 15,000 daltons, containing the OR3 repressor binding site of bacteriophage lambda as the central core. The NMR techniques used were mainly phase-sensitive two-dimensional NOE and 2Q spectroscopy, the latter to overcome overlap problems within the spectral region of the deoxyribose spin-systems. Direct sequential NOE connectivities are observed between adenine 2 H and deoxyribose 1' protons. We propose the use of these connectivities as a check of the assignments of C1' and A2 protons, which have independently been derived via other assignment pathways