The Principles of Gold-Catalyzed Molecular Gymnastics

L'or(I) dirigeix el contorsionisme molecular mitjançant reaccions intramoleculars i intermoleculars d'enins per mitjà d'intermedis ciclopropil o carbens altament distorsionats. La síntesi de productes naturals com (+)-orienalol F i (-)-englerin A mostra l'estat d'art de la catàlisi de l'or(I) per a construir complexitat molecular.Gold(I) orchestrates molecular gymnastics by intraand intermolecular reaction of enymes via highly distorted cyclopropyl gold carbenes as intermediates. The synthesis of natural products such as (+)-orientalol F and (−)-englerin A illustrates the state of the art of gold (I) catalysis for the buildup of molecular complexity

Teaching innovation project: Formative and shared assessment in education. Results of knowledge transfer between university and school

En este trabajo presentamos el desarrollo del Proyecto de Innovación Docente (PID) “La evaluación Formativa y compartida en educación. Transferencia de conocimiento entre Universidad y Escuela”, desarrollado en la Universidad de Valladolid. Hemos desarrollado un estudio de caso analizando la doble vía de transferencia de conocimiento: de la universidad a la escuela y de la escuela a la universidad. Para ello se han organizado dos líneas de intervención: (a) desarrollo de Proyectos de Aprendizaje Tutorados, periodos de Prácticum, Trabajos Fin de Grado, Trabajos Fin de Máster y Tesis Doctorales; (b) desarrollo un seminario internivelar sobre Evaluación Formativa y Compartida, como actividad de formación permanente para el profesorado de todas las etapas educativas, desde educación infantil hasta la universidad. Hemos obtenido como resultados ventajas, inconvenientes y propuestas de mejora para cursos posteriores desde el punto de vista del aprendizaje del alumno, la docencia del maestro y el propio proceso de enseñanza y aprendizajeIn this work we present the development of the Teaching Innovation Project (TIP) "The Formative and shared assessment in education. Transfer of knowledge between University and School ", developed at the University of Valladolid, specifically in the Faculty of Education of Segovia. We have developed a case study analyzing the double way of knowledge transfer: from the university to the school and from the school to the university. To this end, two lines of intervention have been organized: (a) the development of Tutored Learning Projects, internship periods, Final Degree Projects, Master's Thesis and Doctoral Theses; (b) the development of an inter-classroom seminar on Formative and Shared Evaluation, as a permanent training activity for teachers in all stages of education, from early childhood education to university. We have obtained as a result advantages, disadvantages and proposals for improvement for later courses from the point of view of student learning, teacher teaching and the teaching and learning process itsel

Ternary Quantum Dots in Chemical Analysis. Synthesis and Detection Mechanisms

Ternary quantum dots (QDs) are novel nanomaterials that can be used in chemical analysis due their unique physicochemical and spectroscopic properties. These properties are size-dependent and can be adjusted in the synthetic protocol modifying the reaction medium, time, source of heat, and the ligand used for stabilization. In the last decade, several spectroscopic methods have been developed for the analysis of organic and inorganic analytes in biological, drug, environmental, and food samples, in which different sensing schemes have been applied using ternary quantum dots. This review addresses the different synthetic approaches of ternary quantum dots, the sensing mechanisms involved in the analyte detection, and the predominant areas in which these nanomaterials are usedThe authors give thanks to the CONACYT support for the grant number 771019S

Two-pore channel 2 (TPC2) modulates store-operated Ca2+ entry

AbstractTwo-pore channels (TPCs) are NAADP-sensitive receptor channels that conduct Ca2+ efflux from the intracellular stores. Discharge of the internal Ca2+ pools results in the activation of store-operated Ca2+ entry (SOCE); however, the role of TPCs in the modulation of SOCE remains unexplored. Mammalian cells express three TPCs: TPC1, TPC2 and TPC3, a pseudogene in humans. Here we report that MEG01 and HEK293 cells endogenously express TPC1 and TPC2. Silencing TPC2 expression results in attenuation of the rate and extent of thapsigargin (TG)-evoked SOCE both in MEG01 and HEK293 cells, without having any effect on the ability of cells to accumulate Ca2+ into the TG-sensitive stores. Similarly, silencing of native TPC2 expression reduced thrombin-induced Ca2+ entry in MEG01 cells. In contrast, silencing of TPC1 expression was without effect either on TG or thrombin-stimulated Ca2+ entry both in MEG01 and HEK293 cells. Biotinylation analysis revealed that TPC1 and TPC2 are expressed in internal membranes. Finally, co-immunoprecipitation experiments indicated that endogenously expressed TPC2, but not TPC1, associates with STIM1 and Orai1, but not with TRPC1, in MEG01 cells with depleted intracellular Ca2+ stores, but not in resting cells. These results provide strong evidence for the modulation of SOCE by TPC2 involving de novo association between TPC2 and STIM1, as well as Orai1, in human cells

A low-pass filter with automatic frequency tuning for a bluetooth receiver

A third-order Gm-C Chebyshev low-pass filter with high linearity and automatic frequency programmability has been designed. The filter is intended to be used as a channel-select filter for a zero-IF Bluetooth receiver. The frequency tuning scheme is simpler and has more relaxed specifications than conventional ones. The filter bandwidth is 0.5 MHz and the overall scheme dissipates 1.1 mA from a 1.8-V supply. The third-order intermodulation (IM3) distortion of the filter for a 1Vpp two-tone signal centered at 350 kHz is -67dB.Ministerio de Ciencia y Tecnología TEC2007-67460-C03-02

The inter-level seminar of Formative and Shared Assessment in Education

En este artículo presentamos el desarrollo de un seminario de Formación Permanente del Profesorado en Evaluación Formativa y Compartida, con profesorado de todas las etapas educativas (desde Educación Infantil hasta Educación Universitaria). Es una de las actividades principales del Proyecto de Innovación Docente “la evaluación formativa y compartida en Educación. Transferencia de conocimiento entre Universidad y Escuela”, que se desarrolla actualmente en la Facultad de Educación de Segovia (Universidad de Valladolid). Mostramos el desarrollo de esta experiencia durante el curso 2017/2018, en la que los maestros desarrollan prácticas de Evaluación Formativa y Compartida en sus aulas que van reconduciendo a través de ciclos de Investigación-Acción. En este artículo mostramos las etapas por las que fue pasando el seminario durante el curso 2017/2018. Los primeros resultados obtenidos señalan que todas las experiencias desarrolladas hacen un análisis de ventajas, inconvenientes y propuestas de mejora que se están llevando a cabo durante el presente curso 2018/2019.In this paper we present the development of a inter-classroom seminar of In-Service Teacher Education in Formative and Shared Assessment in all stages of education (from early childhood Education to University). It is one of the main activities of the Teaching Innovation Project “the Formative and Shared Assessment in Education. Transfer of knowledge between University and School”, which is currently carried out in the Faculty of Education of Segovia (University of Valladolid). We show the development of this experience during the 2017/2018 academic year, in which the teachers develop practices of Formative and Shared Assessment in their classrooms that they are redirecting through Action-Research cycles. In this article we show the stages that the seminar was going through during the 2017/2018 academic year. We show the first result obtained, noting that experiences have been developed in all educational stages with advantages, disadvantages and improvement proposal that are taking during the course of the current academic year 2018/2019

Brain-Derived Neurotrophic Factor as a potential biomarker of cognitive recovery in schizophrenia

Brain-derived neurotrophic factor (BDNF) has been proposed as a biomarker of schizophrenia and, more specifically, as a biomarker of cognitive recovery. Evidence collected in this review indicates that BDNF is relevant in the pathophysiology of schizophrenia and could play a role as a marker of clinical response. BDNF has been shown to play a positive role as a marker in antipsychotic treatment, and it has been demonstrated that typical antipsychotics decrease BDNF levels while atypical antipsychotics maintain or increase serum BDNF levels. Furthermore, BDNF levels have been associated with severe cognitive impairments in patients with schizophrenia. Consequently, BDNF has been proposed as a candidate target of strategies to aid the cognitive recovery process. There is some evidence suggesting that BDNF could be mediating neurobiological processes underlying cognitive recovery. Thus, serum BDNF levels seem to be involved in some synaptic plasticity and neurotransmission processes. Additionally, serum BDNF levels significantly increased in schizophrenia subjects after neuroplasticity-based cognitive training. If positive replications of those findings are published in the future then serum BDNF levels could be definitely postulated as a peripheral biomarker for the effects of intensive cognitive training or any sort of cognitive recovery in schizophrenia. All in all, the current consideration of BDNF as a biomarker of cognitive recovery in schizophrenia is promising but still premature