Cuerpo, corporeidad y maternidad en 'The Millstone', de Margaret Drabble

The definition of the human body has been studied in multiple fields, as well as the concept of corporality. Both are closely related, as the human body is not only what we see, the biological body, but also the elements that surround this physical reality – that is, corporality. Maternity is one of these elements, and this is clearly reflected in The Millstone. Through the analysis of the protagonist’s (Rosamund) physical, social and cultural body, we are able to explore her evolution, her relationship with her own body and with herself, with her friends and the women that surround her during her pregnancy, and her adjustment to her new situation and to her daughter.La definición del cuerpo humano ha sido objeto de estudio de múltiples campos disciplinarios, al igual que el concepto de corporalidad. Ambos están intrínsecamente relacionados, ya que el cuerpo no es solo lo que vemos, nuestro cuerpo biológico, sino también los elementos que rodean a esta realidad física, es decir, la corporalidad. La maternidad es uno de estos elementos y esto queda claramente reflejado en The Millstone. A través de un análisis del cuerpo físico, social y cultural de su protagonista, Rosamund, exploramos su evolución, su relación con su propio cuerpo y con ella misma, sus amigos, las mujeres que la rodean durante el embarazo y su adecuación a su nueva situación y a su hija

The plasmid complement of the cheese isolate Lactococcus garvieae IPLA 31405 revealed adaptation to the dairy environment

Lactococcus garvieae is a lactic acid bacterium found in raw-milk dairy products as well as a range of aquatic and terrestrial environments. The plasmids in L. garvieae have received little attention compared to those of dairy Lactococcus lactis, in which the genes carried by these extrachromosomal elements are considered of adaptive value. The present work reports the sequencing and analysis of the plasmid complement of L. garvieae IPLA 31405, a strain isolated from a traditional, Spanish, starter-free cheese made from raw-milk. It consists of pLG9 and pLG42, of 9,124 and 42,240 nucleotides, respectively. Based on sequence and structural homology in the putative origin of replication ( ori) region, pLG9 and pLG42 are predicted to replicate via a theta mechanism. Real-time, quantitative PCR showed the number of copies per chromosome equivalent of pLG9 and pLG42 to be around two and five, respectively. Sequence analysis identified eight complete open reading frames (orfs) in pLG9 and 36 in pLG42; these were organized into functional modules or cassettes containing different numbers of genes. These modules were flanked by complete or interrupted insertion sequence (IS)-like elements. Among the modules of pLG42 was a gene cluster encoding specific components of a phosphoenolpyruvate-phosphotransferase (PEP-PTS) system, including a phospho-β-galacosidase. The cluster showed a complete nucleotide identity respect to that in plasmids of L. lactis. Loss of pLG42 showed this to be involved in lactose assimilation. In the same plasmid, an operon encoding a type I restriction/ modification (R/M) system was also identified. The specificity of this R/M system might be broadened by different R/M specificity subunits detected in pLG9 and in the bacterial chromosome. However, challenges of L. garvieae IPLA 31405 against L. lactis phages proved that the R/M system was not involved in phage resistance. Together, these results support the hypothesis that, as in L. lactis, pLG42 contribute towards the adaptation of L. garvieae to the dairy environment. © 2015 Flórez, Mayo.This research was partially funded by projects from the Spanish Ministry of Economy and Competitiveness (MINECO) (Ref. AGL2011-24300) and Instituto Nacional de Investigación y Tecnología Agraria y Alimentaria (INIA) (Ref. RM2011-00005-00- 00). AB Flórez was supported by research contracts under Juan de la Cierva Program from the Consejo Superior de Investigaciones Científicas (CSIC) (Ref. JCI-2010-07457).Peer Reviewe

Diversity and dynamics of antibiotic-resistant bacteria in cheese as determined by PCR denaturing gradient gel electrophoresis

This work reports the composition and succession of tetracycline- and erythromycin-resistant bacterial communities in a model cheese, monitored by polymerase chain reaction denaturing gradient gel electrophoresis (PCR-DGGE). Bacterial 16S rRNA genes were examined using this technique to detect structural changes in the cheese microbiota over manufacturing and ripening. Total bacterial genomic DNA, used as a template, was extracted from cultivable bacteria grown without and with tetracycline or erythromycin (both at 25 μg ml− 1) on a non-selective medium used for enumeration of total and viable cells (Plate Count agar with Milk; PCA-M), and from those grown on selective and/or differential agar media used for counting various bacterial groups; i.e., lactic acid bacteria (de Man, Rogosa and Sharpe agar; MRSA), micrococci and staphylococci (Baird–Parker agar; BPA), and enterobacteria (Violet Red Bile Glucose agar; VRBGA). Large numbers of tetracycline- and erythromycin-resistant bacteria were detected in cheese samples at all stages of ripening. Counts of antibiotic-resistant bacteria varied widely depending on the microbial group and the point of sampling. In general, resistant bacteria were 0.5–1.0 Log10 units fewer in number than the corresponding susceptible bacteria. The PCR-DGGE profiles obtained with DNA isolated from the plates for total bacteria and the different bacterial groups suggested Escherichia coli, Lactococcus lactis, Enterococcus faecalis and Staphylococcus spp. as the microbial types resistant to both antibiotics tested. This study shows the suitability of the PCR-DGGE technique for rapidly identifying and tracking antibiotic resistant populations in cheese and, by extension, in other foods.The study was partially supported by projects from the Spanish Ministry of Economy and Competitiveness (Ref. AGL2014-57820-R) and Plan for Science, Technology and Innovation 2013–2017 of the Asturias Principality, co-funded by FEDER (Ref. GRUPIN14-137). A.B. Flórez was supported by a research contract from CSIC under the JAE-Doc Program.Peer reviewe

Break up with the monotony. Implementing multisensory learning in EFL classes for secondary school students

En la actualidad, existen numerosas metodologías y enfoques aplicados a la enseñanza de idiomas. En el máster de profesorado de secundaria, más concretamente en la especialidad de inglés, se ha dado especial relevancia al aprendizaje de idiomas basado en tareas llamado tal y como indican sus siglas en inglés TBLT (Task Based Language Teaching). Así mismo, también se le ha dado importancia al enfoque comunicativo para enseñar inglés como lengua extranjera. Durante el máster ambos sistemas han sido implementados por el alumnado en sus unidades didácticas, tareas o lecciones que han ido desarrollando a lo lardo del curso. Sin embargo, durante el periodo de prácticas se ha podido observar que el alumnado de secundaria era enseñado principalmente con metodologías más tradicionales, donde no se le daba suficiente importancia al enfoque comunicativo. Además, la posibilidad de interactuar utilizando el inglés como lengua vehicular entre los compañeros y compañeras de clase era mermada, debido a la tendencia a realizar actividades individuales. Tanto más por cuanto, en las clases del máster de la especialidad de inglés, se comentó en múltiples ocasiones el paupérrimo interés y la baja participación que mostraba el alumnado de secundaria en las clases de inglés como lengua extranjera. Por ello, el presente trabajo pretende examinar una serie de teorías del aprendizaje y la enseñanza e integrarlos en una propuesta didáctica. El principal objetivo de la propuesta didáctica es promover la comunicación, cooperación e interés entre el alumnado. Para ello, teorías como las mencionadas previamente, enfoque comunicativo y TBLT, serán utilizadas para elaborar la unidad didáctica del trabajo. Además, el aprendizaje multisensorial y aprendizaje cooperativo serán integrados en la propuesta didáctica con el propósito de enlazar las actividades y fomentar el interés, la participación y situaciones comunicativas entre el alumnado. Así mismo, se pretende ofrecer al alumnado una experiencia única, rompiendo la rutina en la clase de inglés, a través de estimular al alumnado con experiencias sensoriales. <br /

Cooperative learning: improving second language acquisition in the EFL classroom in 3rd year of secondary compulsory education

Nowadays, methodologies used in the EFL classroom are very varied. Traditional approaches to language teaching are being relegated at the expense of new active and student-centered pedagogies. However, this does not mean that teacher-centered lessons have disappeared. In fact, there are still many aspects that can be improved due to the individualistic and traditional nature of many English lessons. During two placement periods at IES Clara Campoamor Rodríguez, a necessity was detected: there was a clear lack of oral participation in the EFL classroom. In order to meet this necessity a Cooperative Learning pedagogy has been proposed. This approach has been combined with Project-based Language Learning and always aiming at developing Communicative Language Teaching, not only because of its requirement by the legal provisions, but also due to its strong connection with the increase of oral participation. The learning unit proposal called Let’s start a business is characterised by the application of the aforementioned methodologies while instilling a sense of entrepreneurship and ethical thinking in the students.In order to achieve the main aim, increasing participation, the activities in this learning unit aim at creating positive interdependence among group members and individual accountability. It also seeks to create a distressed working environment in order to lower the students’ affective filter, lessening. consequently, potential language anxiety.Hoy en día, las metodologías que se aplican en la clase de Inglés como Lengua Extranjera son muy variadas. Los enfoques más tradicionales están perdiendo la batalla contra las pedagogías activas en las que el estudiante es el protagonista. Sin embargo, esto no significa que las clases en las que el foco se pone en el docente hayan desaparecido. De hecho, todavía hay mucho margen de mejora debido a la naturaleza individualista y tradicional de muchas clases. Durante dos periodos de prácticas en el IES Clara Campoamor Rodríguez se detectó una necesidad: había una baja participación en actividades orales por parte de los alumnos. Para poder cubrir esta necesidad se ha propuesto una pedagogía basada en el aprendizaje cooperativo. Este enfoque se ha combinado con el Aprendizaje basado en Proyectos, teniendo siempre en mente el Aprendizaje Comunicativo, no solo por ser requerido por la legislación sino también debido a la estrecha relación que guarda con el aumento de la participación oral. La unidad didáctica propuesta llamada Let 's start a business (creemos un negocio), se caracteriza por la implementación de las metodología y enfoques mencionados y por intentar inculcar en los alumnos un sentido del emprendimiento y un pensamiento ético. Para conseguir el principal objetivo, aumentar la participación, las actividades de esta unidad didáctica pretenden desarrollar la interdependencia positiva entre los miembros de cada grupo y la responsabilidad individual. Además, busca crear una atmósfera de trabajo relajada en la que se reduzca el filtro emocional de los estudiantes y disminuya, a la vez, la posible ansiedad lingüística. <br /

Algorithmic Efficiency of Stroke Gesture Recognizers: a Comparative Analysis

Gesture interaction is today recognized as a natural, intuitive way to execute commands of an interactive system. For this purpose, several stroke gesture recognizers become more efficient in recognizing end-user gestures from a training set. Although the rate algorithms propose their rates of return there is a deficiency in knowing which is the most recommended algorithm for its use. In the same way, the experiments known by the most successful algorithms have been carried out under different conditions, resulting in non-comparable results. To better understand their respective algorithmic efficiency, this paper compares the recognition rate, the error rate, and the recognition time of five reference stroke gesture recognition algorithms, i.e., $1,$P, $Q, !FTL, and Penny Pincher, on three diverse gesture sets, i.e., NicIcon, HHReco, and Utopiano Alphabet, in a user-independent scenario. Similar conditions were applied to all algorithms, to be executed under the same characteristics. For the algorithms studied, the method agreed to evaluate the error rate and performance rate, as well as the execution time of each of these algorithms. A software testing environment was developed in JavaScript to perform the comparative analysis. The results of this analysis help recommending a recognizer where it turns out to be the most efficient. !FTL (NLSD) is the best recognition rate and the most efficient algorithm for the HHreco and NicIcon datasets. However, Penny Pincher was the faster algorithm for HHreco datasets. Finally,$1 obtained the best recognition rate for the Utopiano Alphabet dataset

The impossible quest: increasing students’ participation and Interaction in the L2 in secondary education’s EFL classrooms

(English) he main purpose of this Dissertation is to propose an innovation project which aims at increasing students’ participation and interaction in the L2 in Secondary Education’s EFL classrooms. In order to do that, a didactic unit has been designed, which includes a combination of methods and approaches which are recommended in the LOMCE Aragonese Curriculum and others which have proven to be the most effective in the teaching of English as a Foreign Language, such as Communicative Language Teaching (CLT) or active methodologies, like the Project-Based Language Learning (PBLL) and Cooperative Learning, as well as Task-Based Language Teaching (TBLT) and the PPP lesson format taught through an inductive approach, and a process-oriented instruction of the written production skill. Other factors have also been taken into account, such as the interaction patterns, the type of feedback provided and the techniques incorporated for differentiation. This learning unit’s effectiveness has been critically analysed and discussed in this paper, applying the theoretical and curricular framework previously presented to justify all the decisions taken during its creation. As a conclusion, this didactic proposal seems to have a good chance to work out within an EFL classroom, although it should always be considered that not all classes work in the same way and that we still need to adapt to individual learners’ needs and characteristics. (Español) El principal propósito de esta disertación es proponer un proyecto de innovación que aspira a incrementar la participación e interacción en la segunda lengua del alumnado en las aulas de inglés como Lengua Extranjera de Educación Secundaria. Para ello, ha sido diseñada una unidad didáctica que combina métodos y enfoques que aparecen recomendados en el Currículo LOMCE Aragonés y otros que han demostrado ser los más efectivos en la enseñanza del inglés como lengua extranjera, como el enfoque comunicativo o las metodologías activas, tanto el Aprendizaje Basado en Proyectos (ABP) como el Aprendizaje Cooperativo, además del Aprendizaje Basado en Tareas, las lecciones que siguen el formato Presentación-Práctica-Producción a través de un enfoque inductivo y una enseñanza de la producción escrita orientada al proceso. También se han tenido en cuenta otros factores, como los patrones de interacción, el tipo de retroalimentación y las técnicas de atención a la diversidad incorporadas. La efectividad de esta unidad didáctica ha sido analizada y comentada críticamente en este trabajo, aplicando el marco teórico y curricular anteriormente presentado con el objetivo de justificar las decisiones tomadas durante su creación. Como conclusión, esta propuesta didáctica parece propicia a funcionar en una clase de inglés, aunque siempre se debe considerar que no todas las clases trabajan de la misma forma y que aún debemos adaptarnos a las características y necesidades individuales del alumnado.<br /

Revalorización y difusión del patrimonio bibliográfico histórico-químico presente en las bibliotecas españolas

Presenta el proyecto cuyo objetivo es la puesta en valor de los fondos antiguos relevantes para el estudio de la historia de la química, que se encuentran en la Biblioteca Histórica “Marqués de Valdecilla” de la Universidad Complutense de Madrid, en las bibliotecas pertenecientes al Consejo Superior de Investigaciones Científicas y en la Biblioteca Nacional de España. El proyecto consiste en la elaboración de un catálogo razonado que incluya la totalidad de los títulos previamente identificados, los cuales abarcarían todos los aspectos de la química y temas estrechamente relacionados, proporcionando un enlace al texto completo y a la ficha bibliográfica. Todo ello conforma la “Biblioteca Histórica Química Virtual”, accesible a través de la web del Instituto de Catálisis y Petroleoquímica del CSIC. Particularmente significativa es la inclusión de obras escritas en español, tanto originales como traducidas, de gran importancia en la historia de la química española. A continuación se muestra una pequeña selección, centrada principalmente, aunque no de manera exclusiva, en las obras conservadas en la Biblioteca Histórica de la Univesidad Complutense

Simulation method to assess thermal comfort in historical buildings with high-volume interior dpaces—The case of the gothic basilica of Sta. Maria del Mar in Barcelona

Concerns about the energy performance of heritage buildings have grown exponentially over the last decade. However, actions have been limited to reducing energy consumption and carbon emissions. Another perspective must be studied—the thermal comfort of users, for human welfare and health. The assessment of thermal comfort inside a historic building with a single, large volume interior space is not easy. The complexity increases if the building has high cultural protection and its envelope cannot be altered, to preserve its historical values. This paper focuses on this kind of building and describes a dynamic simulation method used to assess thermal comfort in the Gothic Basilica of Sta. Maria del Mar in Barcelona. The basilica’s interior thermal conditions are intense cold during the winter and extreme heat and sultriness during the summer. Several simulation scenarios were considered to highlight the failure to obtain thermal comfort for users through passive strategies during the summer period. When all the factors are considered, the only valid strategy is to introduce an active system. This must be minimized according to three criteria: reducing operational periods, considering just the air volume next to users and adjusting the level of comfort requirement.Peer ReviewedPostprint (published version