Orai1 and TRPC1 Proteins Co-localize with CaV1.2 Channels to Form a Signal Complex in Vascular Smooth Muscle Cells

Voltage-dependent CaV1.2 L-type Ca2 channels (LTCC) are the main route for calcium entry in vascular smooth muscle cells (VSMC). Several studies have also determined the relevant role of store-operated Ca2 channels (SOCC) in vascular tone regulation. Nevertheless, the role of Orai1- and TRPC1-dependent SOCC in vascular tone regulation and their possible interaction with CaV1.2 are still unknown. The current study sought to characterize the co-activation of SOCC and LTCC upon stimulation by agonists, and to determine the possible crosstalk between Orai1, TRPC1, and CaV1.2. Aorta rings and isolated VSMCobtained from wild type or smooth muscle-selective conditional CaV1.2 knock-out (CaV1.2KO) mice were used to study vascular contractility, intracellular Ca2 mobilization, and distribution of ion channels. We found that serotonin (5-HT) or store depletion with thapsigargin (TG) enhanced intracellular free Ca2 concentration ([Ca2 ]i) and stimulated aorta contraction. These responses were sensitive to LTCC and SOCC inhibitors. Also, 5-HT- and TG-induced responses were significantly attenuated in CaV1.2KO mice. Furthermore, hyperpolarization induced with cromakalim or valinomycin significantly reduced both 5-HT and TG responses, whereas these responses were enhanced with LTCC agonist Bay-K-8644. Interestingly, in situ proximity ligation assay revealed that CaV1.2 interacts with Orai1 and TRPC1 in untreated VSMC. These interactions enhanced significantly after stimulation of cells with 5-HT and TG. Therefore, these data indicate for the first time a functional interaction between Orai1, TRPC1, and CaV1.2 channels in VSMC, confirming that upon agonist stimulation, vessel contraction involves Ca2 entry due to co-activation of Orai1- and TRPC1-dependent SOCC and LTCC.Ministerio de Economía y Competitividad BFU2013-45564-C2-1-PMinisterio de Economía y Competitividad BFU2013-45564-C2-2-PInstituto de Salud Carlos III RD12/0042/ 0041Cardiovascular Network “RIC” PI12/00941Junta de Andalucía PI-0108-2012Junta de Andalucía P12- CTS-196

Comunicación para la sostenibilidad : el cambio climático en los medios

Se contextualiza el problema del Cambio Climático (CC) en el marco de la sostenibilidad de la biosfera y en el dominio de las respuestas cognitivas individuales y colectivas con las que nuestra especie afronta este riesgo. Después se examinan tres tipos de discursos en relación a este tópico: el primero es el discurso de los expertos concernidos por su ejercicio profesional en relación con el CC; el segundo es el discurso mediático sobre el CC, examinando la visibilidad de los tópicos “cambio climático” y “calentamiento global” en la prensa de mayor resonancia mundial; el tercero es el discurso de la televisión de todas las cadenas españolas, incluyendo todos los registros informativos etiquetados por la referencia “cambio climático” emitidos durante la cobertura informativa de dos cumbres del clima y el correspondiente periodo anual inter-cumbres (11 meses). También se analiza el discurso televisivo sobre los desastres naturales, prestando singular atención a la presencia del CC en el relato de la catástrofe.Ministerio de Ciencia e Innovación (2010-2013) y Ministerio de Educación (2012)Depto. de Sociología: Metodología y TeoríaFac. de Ciencias de la InformaciónTRUEpu

Estudio para la implantación de Programas en Inglés en los títulos de grado de la ETSI Agrónomos de la Universidad Politécnica de Madrid

Universities are offering more and more courses and programmes in an additional language. At HEPCLIL, therefore, we would like to debate the methodological im - plications of these changes, giving voice to practical classroom experiences and initiatives. We would also like to act as a platform for cutting-edge research on CLIL in higher education. What impact does teaching in an additional language have on content or language learning? What are the effects on teachers and stu - dents in higher education

Rosalía de Castro Álvaro Paradela Grabado á Pluma

Investigación realizada desde el grupo de investigación en torno al grabado a la pluma, con tinta dulce sobre metal

Assessment for English language education on the programs at the Agricultural Engineering School of Madrid

The convergence process among European academic degrees pursues the exchange of graduate students and the adaptation of university programs to social demand. Within the framework of the European Higher Education, European universities will need to be more competitive not only by increasing or maintaining the student enrolment, but also in their academic performance. Thus, the reinforcing of English language education within the University Programs might play an important role to reach these objectives. In this sense, a complete survey was accomplished at the Agricultural Egineering School of Madrid (ETSIA ) addressing issues such as: identification the needs for bilingual instruction at ETSIA, identification resources needed and interest and background in English language of students and professors (San José et al., 2013). The conclusions and recommendations to promote the bilingual instruction in the ETSIA, taking into account the approaches followed by other Spanish universities, are presented in this work

Role of age and comorbidities in mortality of patients with infective endocarditis

[Purpose]: The aim of this study was to analyse the characteristics of patients with IE in three groups of age and to assess the ability of age and the Charlson Comorbidity Index (CCI) to predict mortality. [Methods]: Prospective cohort study of all patients with IE included in the GAMES Spanish database between 2008 and 2015.Patients were stratified into three age groups:<65 years,65 to 80 years,and ≥ 80 years.The area under the receiver-operating characteristic (AUROC) curve was calculated to quantify the diagnostic accuracy of the CCI to predict mortality risk. [Results]: A total of 3120 patients with IE (1327 < 65 years;1291 65-80 years;502 ≥ 80 years) were enrolled.Fever and heart failure were the most common presentations of IE, with no differences among age groups.Patients ≥80 years who underwent surgery were significantly lower compared with other age groups (14.3%,65 years; 20.5%,65-79 years; 31.3%,≥80 years). In-hospital mortality was lower in the <65-year group (20.3%,<65 years;30.1%,65-79 years;34.7%,≥80 years;p < 0.001) as well as 1-year mortality (3.2%, <65 years; 5.5%, 65-80 years;7.6%,≥80 years; p = 0.003).Independent predictors of mortality were age ≥ 80 years (hazard ratio [HR]:2.78;95% confidence interval [CI]:2.32–3.34), CCI ≥ 3 (HR:1.62; 95% CI:1.39–1.88),and non-performed surgery (HR:1.64;95% CI:11.16–1.58).When the three age groups were compared,the AUROC curve for CCI was significantly larger for patients aged <65 years(p < 0.001) for both in-hospital and 1-year mortality. [Conclusion]: There were no differences in the clinical presentation of IE between the groups. Age ≥ 80 years, high comorbidity (measured by CCI),and non-performance of surgery were independent predictors of mortality in patients with IE.CCI could help to identify those patients with IE and surgical indication who present a lower risk of in-hospital and 1-year mortality after surgery, especially in the <65-year group

Moodle y su aplicación en Secundaria

Resumen basado en el de la publicaciónSe presenta la experiencia de desarrollo de la plataforma de enseñanza-aprendizaje en línea con Moodle para el Instituto de Educación Secundaria (IES) de Tamujal (Badajoz). La plataforma Enseñanza Virtual de Extremadura (EVEX) está dirigida a profesores y alumnos ofreciéndoles recursos web de tipo teórico y actividades pensadas para la interacción con los alumnos. Se ofrece la formación en las técnicas básicas de utilización de la herramienta Moodle. Se pretende el aprendizaje de una herramienta de creación de contenidos digitales y su posterior aplicación en el aula con los alumnos. Se mencionan dos iniciativas en desarrollo relacionadas con la formación del profesorado en Extremadura: los proyectos de innovación de pedagógica y el proyecto Ágora. Finalmente, se describe brevemente la experiencia de los profesores que participaron en el trabajo con la herramienta.MadridBiblioteca de Educación del Ministerio de Educación, Cultura y Deporte; Calle San Agustín, 5 - 3 planta; 28014 Madrid; Tel. +34917748000; [email protected]