Problemática de la Normativa Comunitaria en lo concerniente a la manipulación genética de los alimentos

No resulta fácil encontrar una posición equilibrada a la hora de analizar las llamadas biotecnologías.Si bien las perspectivas económicas abiertas son vastas, y seductoras las promesas de mejoras en el bienestar humano, igualmente son de tremenda magnitud los riesgos ambientales, de salud, así como los problemas éticos y políticos que plantean. No obstante, no se pueden rechazar por principio la manipulación genética. Hay que practicar una crítica diferenciada según los diferentes campos de aplicación y poner en primer plano las exigencias de un control social más severo que el actual. Sin embargo, la nueva normativa comunitaria sobre manipulación genética de los alimentos es claramente insuficiente a estos niveles.Bioteknologia deiturikoak aztertzeko unean, ez de erraza jarrera orekaturik aurkitzea. Ekonomiaren aldetik zabalduriko aukerak handiak badira ere, baita giza ongizatea hobetzeko promesak erakargarriak ere, izugarri handiak dira, orobat, planteatzen dituzten ingurune eta osasun alorreko arriskuak, bai eta elika zein politika mailako arazoak ere. Aplikazio alor desberdinen araberako kritika bereizia egin beharra dago, bai eta egungoa baino zorrotzagoko kontrol soziala lehen mailan jarri ere. Dena den, maila horietan, janarien manipulazio genetikoaren inguruko komunitate-araudi berria eskas geratzen da argi eta garbi.Il n'est pas facile de trouver un équilibre au moment d'analyser ce que l'on connaît par biotechnologies. Les perspectives économiques sont vastes, les promesses d'une meilleure qualité de vie sont tendantes, mais il ne faut pas oublier les terribles répercussions sur l'environnement, la santé ainsi que les problèmes éthiques et politiques qu'ils risquent d'entraîner. Cependant, on ne peut pas rejeter par principe la manipulation génétique. Il faut pratiquer une critique diférenciée selon les differents terrains d'application, et mettre au premier plan les exigences d'un contrôle social plus sévère que celui qui existe actuellement. Pourtant, la nouvelle norme communautaire sur la manipulation génétique des aliments est clairement insuffisante à ces niveaux-là.It is not easy to find a balanced position when analysing the so-called bio-technologies. Even though the economic perspectives which have been considered are vast, and the perspectives of improvement in human welfare are also seducing, the environmental, health risks are equally enormous, as are the ethical and political problems that are outlined. Nevertheless, genetic manipulation can not by principle be rejected. Criticism should be differentiated according to the various fields of application, and the requirements of a more severe social control than the one currently in practice are to be established. However, the new European Community regulation on genetic manipulation of foods is clearly insufficient at such levels

Leizarraga eta Leizarragatarrak (1563-1571), erreforma-kontrarreformetako ilun-argitan

Se hace una exposición del contexto cultural, europeo y local, en que se llevó a cabo la primera versión euskérica del Nuevo Testamento. Se hace referencia a las versiones bíblicas que contribuyeron a poner los fundamentos de algunas literaturas nacionales (siglo XVI) y la alfabetización del Continente (siglos XVII-XVIII). Se expone la reforma calvinista del Reino de NavarraThe author studies the European and local cultural context, in which the first version in Basque of the New Testament was carried out. References are made to the biblical versions that contributed to establishing the bases in the Literature of some countries (16th century) and the literacy of the Continent (17th and 18th centuries). The Calvinist Reform in the Kingdom of Navarre is also studiedHistor

Natural History of MYH7-Related Dilated Cardiomyopathy

BACKGROUND Variants in myosin heavy chain 7 (MYH7) are responsible for disease in 1% to 5% of patients with dilated cardiomyopathy (DCM); however, the clinical characteristics and natural history of MYH7-related DCM are poorly described. OBJECTIVES We sought to determine the phenotype and prognosis of MYH7-related DCM. We also evaluated the influence of variant location on phenotypic expression. METHODS We studied clinical data from 147 individuals with DCM-causing MYH7 variants (47.6% female; 35.6 +/- 19.2 years) recruited from 29 international centers. RESULTS At initial evaluation, 106 (72.1%) patients had DCM (left ventricular ejection fraction: 34.5% +/- 11.7%). Median follow-up was 4.5 years (IQR: 1.7-8.0 years), and 23.7% of carriers who were initially phenotype-negative developed DCM. Phenotypic expression by 40 and 60 years was 46% and 88%, respectively, with 18 patients (16%) first diagnosed at <18 years of age. Thirty-six percent of patients with DCM met imaging criteria for LV noncompaction. During follow-up, 28% showed left ventricular reverse remodeling. Incidence of adverse cardiac events among patients with DCM at 5 years was 11.6%, with 5 (4.6%) deaths caused by end-stage heart failure (ESHF) and 5 patients (4.6%) requiring heart transplantation. The major ventricular arrhythmia rate was low (1.0% and 2.1% at 5 years in patients with DCM and in those with LVEF of <= 35%, respectively). ESHF and major ventricular arrhythmia were significantly lower compared with LMNA-related DCM and similar to DCM caused by TTN truncating variants. CONCLUSIONS MYH7-related DCM is characterized by early age of onset, high phenotypic expression, low left ventricular reverse remodeling, and frequent progression to ESHF. Heart failure complications predominate over ventricular arrhythmias, which are rare.This study has been funded by Instituto de Salud Carlos III (ISCIII) through the projects PI18/0004, PI20/0320, and PT17/0015/0043 (cofunded by European Regional Development Fund/European Social Fund “A way to make Europe”/“Investing in your future”). The Centro Nacional de Investigaciones Cardiovasculares (CNIC) is supported by the ISCIII, MCIN, the Pro-CNIC Foundation, and the Severo Ochoa Centers of Excellence program (CEX2020-001041-S). The Hospital Universitario Puerta de Hierro, the Hospital Sant Joan de Déu, and the Hospital Universitario Virgen de la Arrixaca are members of the European Reference Network for Rare and Low Prevalence Complex Diseases of the Heart. Dr de Frutos receives grant support from ISCIII (CM20/00101). Genetic examinations of Polish patients were funded with DETECTIN-HF grant from the ERA-CVD framework, NCBiR. Dr Baas has received funding from CVON2020B005 DOUBLE-DOSE, Dutch Heart Foundation (Dekker 2015T041). Dr Fatkin has received funding from Victor Chang Cardiac Research Institute and NSW Health. Dr Lopes is funded by an MRC UK Clinical Academic Research Partnership award (MR/T005181/1). Dr Meder has received funding from the Deutsches Zentrum für Herz-Kreislauf-Forschung (German Center for Cardiovascular Research) and Informatics for Life (Klaus Tschira Foundation). Dr Kubanek has received grant support from the Ministry of Health, Czech Republic (NV19-08-00122) and IPO (Institute for Clinical and Experimental Medicine–IKEM, IN 00023001)

Irakasleek sortutako ipuinen erabilera baliabide didaktiko gisa

[EU] Lan honen helburu nagusia da irakaskuntza, sorkuntza eta literatura uztartzea . Lanean proposatzen da irakasleak sortutako ipuinak baliabide gisa erabiltzea. Batetik, literatur sorkuntza ariketak burutu dira irakaskuntzaren arloan sorkuntzak duen gaitasunaren garapena aztertzeko. Bestetik, ipuin baten sorkuntza prozesua dokumentatu da. Azkenik, esku hartze bat diseinatu da aurrez sortutako ipuina baliabide gisa erabiliz. Prozesu honetatik ondorioztatu da sorkuntza gaitasuna landu daitekeen baliabidea dela eta aukera egokia dela irakasleak berak sortutako ipuinak irakaskuntzan erabiltzea.[ES] El objetivo principal de este trabajo es combinar la enseñanza, la creación y la literatura. En él se propone utilizar como recurso educativo los cuentos creados por el profesorado. Por un lado, se han realizado ejercicios de creación literaria para analizar el desarrollo de la capacidad creativa en el ámbito educativo. Por otro lado, se ha documentado el proceso de creación de un cuento. Por último, se ha diseñado una intervención para el aula utilizando como recurso el cuento creado anteriormente. De este proceso se ha deducido que la capacidad creativa es un recurso que se puede trabajar y que es una buena opción utilizar en la enseñanza los cuentos creados por el profesorado.[EN] The main objective of this work is to combine teaching, creation and literature. In this work it is proposed to use as an educational resource the stories created by teachers. On the one hand, literary creation exercises have been carried out to analyse the development of creative capacity in the educational field. On the other hand, the process of creating a story has been documented. Finally, a classroom intervention has been designed using the story created above as a resource. From this process it has been deducted that creative capacity is a resource that can be worked on. And that it is a good option to use the stories created by the teachers in teaching

Irakasleek sortutako ipuinen erabilera baliabide didaktiko gisa

[EU] Lan honen helburu nagusia da irakaskuntza, sorkuntza eta literatura uztartzea . Lanean proposatzen da irakasleak sortutako ipuinak baliabide gisa erabiltzea. Batetik, literatur sorkuntza ariketak burutu dira irakaskuntzaren arloan sorkuntzak duen gaitasunaren garapena aztertzeko. Bestetik, ipuin baten sorkuntza prozesua dokumentatu da. Azkenik, esku hartze bat diseinatu da aurrez sortutako ipuina baliabide gisa erabiliz. Prozesu honetatik ondorioztatu da sorkuntza gaitasuna landu daitekeen baliabidea dela eta aukera egokia dela irakasleak berak sortutako ipuinak irakaskuntzan erabiltzea.[ES] El objetivo principal de este trabajo es combinar la enseñanza, la creación y la literatura. En él se propone utilizar como recurso educativo los cuentos creados por el profesorado. Por un lado, se han realizado ejercicios de creación literaria para analizar el desarrollo de la capacidad creativa en el ámbito educativo. Por otro lado, se ha documentado el proceso de creación de un cuento. Por último, se ha diseñado una intervención para el aula utilizando como recurso el cuento creado anteriormente. De este proceso se ha deducido que la capacidad creativa es un recurso que se puede trabajar y que es una buena opción utilizar en la enseñanza los cuentos creados por el profesorado.[EN] The main objective of this work is to combine teaching, creation and literature. In this work it is proposed to use as an educational resource the stories created by teachers. On the one hand, literary creation exercises have been carried out to analyse the development of creative capacity in the educational field. On the other hand, the process of creating a story has been documented. Finally, a classroom intervention has been designed using the story created above as a resource. From this process it has been deducted that creative capacity is a resource that can be worked on. And that it is a good option to use the stories created by the teachers in teaching

Fully Biodegradable Biocomposites with High Chicken Feather Content

The aim of this work was to develop new biodegradable polymeric materials with high loadings of chicken feather (CF). In this study, the effect of CF concentration and the type of biodegradable matrix on the physical, mechanical and thermal properties of the biocomposites was investigated. The selected biopolymers were polylactic acid (PLA), polybutyrate adipate terephthalate (PBAT) and a PLA/thermoplastic copolyester blend. The studied biocomposites were manufactured with a torque rheometer having a CF content of 50 and 60 wt %. Due to the low tensile strength of CFs, the resulting materials were penalized in terms of mechanical properties. However, high-loading CF biocomposites resulted in lightweight and thermal-insulating materials when compared with neat bioplastics. Additionally, the adhesion between CFs and the PLA matrix was also investigated and a significant improvement of the wettability of the feathers was obtained with the alkali treatment of the CFs and the addition of a plasticizer like polyethylene glycol (PEG). Considering all the properties, these 100% fully biodegradable biocomposites could be adequate for panel components, flooring or building materials as an alternative to wood–plastic composites, contributing to the valorisation of chicken feather waste as a renewable material.This work was supported by KaRMA2020 project. This project has received funding from the European Union’s Horizon 2020 Research and Innovation program under Grant Agreement n° 723268

Flexible Biocomposites with Enhanced Interfacial Compatibility Based on Keratin Fibers and Sulfur-Containing Poly(urea-urethane)s

Feathers are made of keratin, a fibrous protein with high content of disulfide-crosslinks and hydrogen-bonds. Feathers have been mainly used as reinforcing fiber in the preparation of biocomposites with a wide variety of polymers, also poly(urea-urethane)s. Surface compatibility between the keratin fiber and the matrix is crucial for having homogenous, high quality composites with superior mechanical properties. Poly(urea-urethane) type polymers are convenient for this purpose due to the presence of polar functionalities capable of forming hydrogen-bonds with keratin. Here, we demonstrate that the interfacial compatibility can be further enhanced by incorporating sulfur moieties in the polymer backbone that lead to new fiber-matrix interactions. We comparatively studied two analogous thermoplastic poly(urea-urethane) elastomers prepared starting from the same isocyanate-functionalized polyurethane prepolymer and two aromatic diamine chain extenders, bis(4-aminophenyl) disulfide (TPUU-SS) and the sulfur-free counterpart bis(4-aminophenyl) methane (TPUU). Then, biocomposites with high feather loadings (40, 50, 60 and 75 wt %) were prepared in a torque rheometer and hot-compressed into flexible sheets. Mechanical characterization showed that TPUU-SS based materials underwent higher improvement in mechanical properties than biocomposites made of the reference TPUU (up to 7.5-fold higher tensile strength compared to neat polymer versus 2.3-fold). Field Emission Scanning Electron Microscope (FESEM) images also provided evidence that fibers were completely embedded in the TPUU-SS matrix. Additionally, density, thermal stability, and water absorption of the biocomposites were thoroughly characterized.This work was supported by KaRMA2020 project. This project has received funding from the European Union’s Horizon 2020 Research and Innovation program under Grant Agreement n 723268

El discurso argumentativo en actividades de diseño tecnológico colaborativo en el huerto escolar agroecológico

La investigación parte de una intervención didáctica en educación primaria centrada en el diseño y montaje del sistema de riego del huerto de la escuela. Se adopta una orientación critica de acción en el marco de la Agroecología Escolar que promueve el diseño tecnológico colaborativo para el aprendizaje de la complejidad y de la participación democrática. Se pretende conocer la estructura y la dinámica del discurso argumentativo de los alumnos durante la presentación de propuestas y la toma de decisiones sobre el sistema de riego. A través de un enfoque de análisis del discurso se identificaron eventos relevantes en relación a la construcción y evolución de las propuestas de diseño, los conflictos y los acuerdos entorno al sistema de riego poniendo en evidencia las diferencias entre la argumentación científica y tecnológica

El papel de la maestra de educación primaria en la construcción de la competencia eco-ciudadana en el huerto escolar

El huerto constituye un espacio privilegiado del sistema alimentario escolar para construir la competencia eco-ciudadana en educación primaria. La investigación se enmarca en la Agroecología Escolar y se desarrolla en la materia de educación para la ciudadanía. A través de una UD diseñada de manera colaborativa se propone el diseño y montaje de un sistema de riego para el huerto escolar a partir de criterios de sosteniblidad y democracia. A través de un enfoque de análisis del discurso se pretende investigar las funciones de la maestra en dos momentos clave de participación del alumnado: la presentación de propuestas de diseño y la asamblea de huerto para la toma de decisiones. Los resultados apuntan que el papel de la maestra es fundamental ya que orienta la construcción tanto de una mirada más compleja del huerto como de una manera de participar más democrática

La construcción discursiva de la competencia eco-ciudadana en la escuela: La realización de un diseño tecnológico colaborativo en agroecología escolar

En este artículo presentamos una investigación sobre la construcción discursiva de la competencia eco-ciudadana del alumnado de educación primaria durante la realización de un proyecto de diseño tecnológico colaborativo de un sistema de riego para el huerto escolar. Se analizan las interacciones entre el alumnado y la maestra para identificar la evolución del modelo agroecológico y el modelo de participación del alumnado a partir de la comparación entre dos actividades clave, la presentación de propuestas en pequeños grupos y la asamblea de huerto. Los resultados indican que el diseño tecnológico colaborativo orientado a la acción comunitaria constituye un buen contexto para la construcción de un modelo agroecológico de huerto más complejo y de un modelo de participación más democrático.The research presented in this paper focuses on the discursive construction of primary students’ econcitizenship competence during the technological collaborative design of a watering system for the school food garden. The interactions between students and the teacher have been analyzed to identify the evolution of the agroecological model and the participation model when comparing two key activities: the presentation of water system group design, and the food garden assembly. The results indicate that the collaborative technological design oriented towards community action constitutes a learning environment that promotes the construction of a more complex agroecological model and a more democratic participation model