Motor Development among Spanish Preschool Children

[Abstract] The purpose of this study was to analyze motor development of Spanish preschoolers, taking into account sex and age, being an only child, prematurity, and the practice of extracurricular activities. The sample was composed of 300 preschoolers (132 girls, 168 boys) ages 3 to 6 years. Preschoolers were tested on 12 fundamental motor skills (locomotor and object control) through the Test of Gross Motor Development—Second Edition (TGMD-2). Nonparametric analysis indicated that there are differences between girls and boys in locomotor and object control skills in the age range of 3–4 years. However, boys and girls scored similarly at the age of 5 years in locomotor development. There were not differences between only children and those who are not only children. Similarly, prematurity was not associated with locomotor and object control development. Nevertheless, those preschoolers who practice extracurricular physical activities scored significantly higher in comparison with those children do not. Further research is needed to shed light on the differences between boys and girls in object control. It may be explained by the types of extracurricular activities

Capilla de las Escuelas profesionales Salesianas de San José, en Zamora

Capilla de las Escuelas profesionales Salesianas de San José, en Zamor

Convento para religiosas clarisas, en Zamora

Convento para religiosas clarisas, en Zamor

A retrospective study of porcine epidemic diarrhoea virus (PEDV) reveals the presence of swine enteric coronavirus (SeCoV) since 1993 and the recent introduction of a recombinant PEDV‐SeCoV in Spain

A retrospective evaluation of PEDV positive samples recovered in Spain before and after the re‐emergence of this coronavirus in several European countries was carried out. We described for the first time recombinant SeCoV circulating in Spain between 1993 and 2014 and its misidentification as PEDV when diagnostic assays based on the S‐protein or S‐gene of the PEDV were used. The complete S‐gene sequence of 7 Spanish SeCoV and 30 PEDV Spanish isolates was phylogenetically analysed including the S‐gene sequences of the three SeCoV and a representative selection of the PEDV strains with complete genome sequences available in the GenBank. The tree showed a common ancestor for the S‐gene of the PEDV and SeCoV, but no evolution from any known PEDV clade was shown for the SeCoV strains. Moreover, complete genome sequences were obtained from 23 PEDV strains recovered in Spanish swine farms since 2014. The phylogenetic tree showed the INDEL type genogroup of these Spanish strains, supporting the lower pathogenicity of this genogroup since no significant economic losses were reported in the affected Spanish swine farms. Four subgroups were detected among PEDV strains in Spain, closely related to the recent European strains. Moreover, eight of the most recent Spanish PEDV isolates formed a subclade together with three European strains from 2015, showing a new evolution branch with a recombinant virus.info:eu-repo/semantics/acceptedVersio

Geological setting and genesis of stratabound barite deposits at Múzquiz, Coahuila in northeastern Mexico

Peer ReviewedPreprin

Ideas del estructuralismo latinoamericano en el discurso de Alberto Lleras Camargo

La presente investigación explora la relación entre las ideas de desarrollo de largo plazo propias del pensamiento estructuralista latinoamericano y la definición de políticas económicas en el contexto colombiano durante el segundo gobierno de Alberto Lleras Camargo (1958-1962). Para esto realizaré una investigación de enfoque histórico-hermenéutico, analizando los discursos de rendición de cuentas del Presidente al Congreso durante su mandato, a partir de la técnica de análisis de contenidos de los discursos. De este se obtiene que efectivamente, las ideas de desarrollo del estructuralismo latinoamericano influyeron en la toma de decisiones de política económica del gobierno de Alberto Lleras Camargo entre 1958-1962, lo cual no es sorpresivo dado el contexto latinoamericano (CEPAL) pero es desconcertante debido al surgimiento de teorías del desarrollo nativas (Hirschman y Currie)

Target cell-specific plasticity rules of NMDA receptor-mediated synaptic transmission in the hippocampus

Long-term potentiation and depression of NMDA receptor-mediated synaptic transmission (NMDAR LTP/LTD) can significantly impact synapse function and information transfer in several brain areas. However, the mechanisms that determine the direction of NMDAR plasticity are poorly understood. Here, using physiologically relevant patterns of presynaptic and postsynaptic burst activities, whole-cell patch clamp recordings, 2-photon laser calcium imaging in acute rat hippocampal slices and immunoelectron microscopy, we tested whether distinct calcium dynamics and group I metabotropic glutamate receptor (I-mGluR) subtypes control the sign of NMDAR plasticity. We found that postsynaptic calcium transients (CaTs) in response to hippocampal MF stimulation were significantly larger during the induction of NMDAR-LTP compared to NMDAR-LTD at the MF-to-CA3 pyramidal cell (MF-CA3) synapse. This difference was abolished by pharmacological blockade of mGluR5 and was significantly reduced by depletion of intracellular calcium stores, whereas blocking mGluR1 had no effect on these CaTs. In addition, we discovered that MF to hilar mossy cell (MF-MC) synapses, which share several structural and functional commonalities with MF-CA3 synapses, also undergoes NMDAR plasticity. To our surprise, however, we found that the postsynaptic distribution of I-mGluR subtypes at these two synapses differ, and the same induction protocol that induces NMDAR-LTD at MF-CA3 synapses, only triggered NMDAR-LTP at MF-MC synapses, despite a comparable calcium dynamics. Thus, postsynaptic calcium dynamics alone cannot predict the sign of NMDAR plasticity, indicating that both postsynaptic calcium rise and the relative contribution of I-mGluR subtypes likely determine the learning rules of NMDAR plasticity.This research was supported by the National Institutes of Health (NIH), R01-NS113600, R01-MH125772, R01-MH116673, and R01-MH081935 to PC, and by The Basque Government (IT1620-22), Red de Investigación en Atención Primaria de Adicciones (RIAPAd), Instituto de Salud Carlos III (RD21/0009/0006), and Ministry of Science and Innovation (PID2019-107548RB-I00) to PG

PENERAPAN MODEL PENGAJARAN BERDASARKAN MASALAH (PROBLEM BASED INSTRUCTION) PADA MATA KULIAH TEORI EKONOMI MIKRO (PERMINTAAN DAN PENAWARAN)

Salah satu pengajaran yang bersifat inovatip adalah Model Pengajaran berdasarkan masalah (Problem Based Instruction).Ciri pengajaran berdasarkan masalah yang membedakan dengan model pengajaran lain adalah  adanya pemberian masalah yang autentik kepada peserta didik, yaitu masalah yang dialami peserta didik dalam kehidupan sehari-hari dan penyelesaian masalah secara kolaborasi/bekerjasama. Hasil dari pemecahan masalah dapat berupa produk, hasil karya, portopolio dan lain-lain yang nantinya akan dipamerkan untuk dievaluasi.        Materi permintaan dan penawaran merupakan materi ekonomi pada mata kuliah Teori Ekonomi Mikro. Isi  materi tersebut banyak membahasan masalah permintaan dan penawaran yang terjadi dalam kehidupan sehari-hari yang dialami oleh mahasiswa. Agar mahasiswa dapat memahami konsep dan mampu mempraktekkan dalam kehidupan sehari-hari, maka pengajaran materi ini menggunakan pengajaran berdasarkan masalah Penerapan pengajaran berdasarkan masalah harus direncanakan matang oleh dosen antara laian (1)Tahap perencanaan meliputi : menetapkan tujuan pembelajaran, merancang situasi masalah, dan mempertimbangkan sumberdaya yang tersedia/sarana prasaran, (2) Tahap pelaksanaan: menerapkan langkah-langkah pengajaran berdasarkan masalah dimana peran dosen sebagai pembimbing , memotivasi dan mefasilitasi jalannya diskusi. Dosen harus bisa menciptakan suasana dimana siswa aktif secara langsusng dalam kegiatan pembelajaran. Kegiatan akhir tahap ini memamerkan hasil karya berupa grafik permintaan dan penawaran.(3) Tahap akhir melakukan evaluasi: yaitu evaluasi proses pembelajaran dengan menggunakan penilaian proses dan evaluasi hasil pemecahan masalah dengan menggunakan penilian hasil karya.         Dengan penerapan pengajaran berdasakan masalah ini (1) dapat mengembangkan ketrampilan berpikir  tingkat tinggi, (2) mengembangkan ketrampilan memecah masalah yang ada  di masyarakat seperti seorang peneliti, (3)secara berangsur-angsur peserta didik akan terlatih untuk menjadi pelajar yang mandiri, (4) Mengembangkan sikap bekerjasama, saling menghargai dan menghormati antar sesama teman dan guru/dosen.  Kata Kunci. Model Pengajaran Berdasarkan masalah, Permintaan dan Penawara