The One Facing Us

December 2, 2012: Sunday 2-3:30pm (in Faculty Commons, not Von Der Ahe Suite) The One Facing Us by Ronit Matalon Matalon, through photographs and storytelling, conveys the story of a Jewish family in Africa, which has interesting roots in Egypt. Esther, seventeen years old, wild and rebellious, is sent from Israel to Cameroon to stay with her hardheaded uncle Sicourelle, who is charged with straightening her out. But Esther resists her uncle\u27s plans for her future--which include marriage to a cousin--and in the privileged indolence of postcolonial Africa, she looks to the past instead. Using sepia portraits and scraps of letters, Esther pieces together the history of her family, a once-grand Egyptian-Jewish clan, and its displacement from Cairo in the 1950s to Israel, West Africa, and New York. As the worn photographs yield their secrets, Esther uncovers a rich tale of wives and ex-wives; revolving mistresses and crushing marriages; intrigues and disappointments; poignant contrasts between the living past and the dead present. In sensuous, inventive prose, Matalon penetrates the mysteries of cultural exile and family life to produce a first novel that is mature, authentic, and deeply moving. Facilitated by Dr. Gil Klein, by Asst. Professor of Theological Studieshttps://digitalcommons.lmu.edu/jewishbookgroup/1035/thumbnail.jp

Identification of novel candidate disease genes from de novo exonic copy number variants

Background: Exon-targeted microarrays can detect small ( Methods: We retrospectively analyzed data from 63,127 patients referred for clinical chromosomal microarray analysis (CMA) at Baylor Genetics laboratories, including 46,755 individuals tested using exon-targeted arrays, from 2007 to 2017. Small CNVs harboring a single gene or two to five non-disease-associated genes were identified; the genes involved were evaluated for a potential disease association. Results: In this clinical population, among rare CNVs involving any single gene reported in 7200 patients (11%), we identified 145 de novo autosomal CNVs (117 losses and 28 intragenic gains), 257 X-linked deletion CNVs in males, and 1049 inherited autosomal CNVs (878 losses and 171 intragenic gains); 111 known disease genes were potentially disrupted by de novo autosomal or X-linked (in males) single-gene CNVs. Ninety-one genes, either recently proposed as candidate disease genes or not yet associated with diseases, were disrupted by 147 singlegene CNVs, including 37 de novo deletions and ten de novo intragenic duplications on autosomes and 100 X-linked CNVs in males. Clinical features in individuals with de novo or X-linked CNVs encompassing at most five genes (224 bp to 1.6 Mb in size) were compared to those in individuals with larger-sized deletions (up to 5 Mb in size) in the internal CMA database or loss-of-function single nucleotide variants (SNVs) detected by clinical or research whole-exome sequencing (WES). This enabled the identification of recently published genes (BPTF, NONO, PSMD12, TANGO2, and TRIP12), novel candidate disease genes (ARGLU1 and STK3), and further confirmation of disease association for two recently proposed disease genes (MEIS2 and PTCHD1). Notably, exon-targeted CMA detected several pathogenic single-exon CNVs missed by clinical WES analyses. Conclusions: Together, these data document the efficacy of exon-targeted CMA for detection of genic and exonic CNVs, complementing and extending WES in clinical diagnostics, and the potential for discovery of novel disease genes by genome-wide assay.Peer reviewe

La gestión emocional de los docentes de educación física

Treball Final de Grau en Mestre o Mestra de Educació Primària. Codi: MP1040. Curs acadèmic: 2016/2017El tema elegido para este TFG trata sobre la inteligencia emocional con el objetivo de analizar la gestión emocional del docente y cómo influye en la actitud de las niñas y los niños. Concretamente, ser capaces de afrontar ciertas situaciones y gestionar sus emociones de manera que las pueda afrontar de una forma ecológica para las partes implicadas, de forma que la clase pueda continuar con la dinámica adecuada, la cual comentaremos durante el trabajo. La razón por la cual se ha elegido este tema es porque hemos visto y vivenciado durante la estancia en prácticas en el CEIP Pio XII que, durante la clase de educación física, aparecen situaciones que pueden afectarnos emocionalmente a los docentes como personas que somos y puede repercutirnos en nuestra labor docente, concretamente, en el área de la educación física. Por ello, también proponemos una serie de herramientas y recomendaciones para ayudar a los docentes de educación física, para que como dice Elia López (2011, p.32) se fomente en las clases un clima afectivo, distendido y desinhibido. Para analizar la propuesta, se partirá de una puesta en práctica, que explicaremos, acerca del tema y en el análisis de nuestra conducta a la hora de impartir las clases para ver y analizar la actitud de los/as niños/as, durante las clases de expresión corporal en 6º curso, ya que, en la expresión corporal, como comentaremos es importante la parte emocional tanto del profesor como de los alumnos