The failed liberalisation of Algeria and the international context: a legacy of stable authoritarianism

The paper attempts to challenge the somewhat marginal role of international factors in the study of transitions to democracy. Theoretical and practical difficulties in proving causal mechanisms between international variables and domestic outcomes can be overcome by defining the international dimension in terms of Western dominance of world politics and by identifying Western actions towards democratising countries. The paper focuses on the case of Algeria, where international factors are key in explaining the initial process of democratisation and its following demise. In particular, the paper argues that direct Western policies, the pressures of the international system and external shocks influence the internal distribution of power and resources, which underpins the different strategies of all domestic actors. The paper concludes that analysis based purely on domestic factors cannot explain the process of democratisation and that international variables must be taken into more serious account and much more detailed

Molecular Characterization of the Region 7q22.1 in Splenic Marginal Zone Lymphomas

Splenic marginal zone lymphomas (SMZL) are an uncommon type of B-cell non-Hodgkin's lymphoma (NHL-B) in which no specific chromosomal translocations have been described. In contrast, the most frequent cytogenetic abnormality is the loss of the long arm of chromosome 7 (7q). Previous reports have located this loss in the 7q32 region. In order to better characterize the genomic imbalances in SMZL, molecular studies were carried out in 73 patients with SMZL. To gain insight into the mapping at 7q a tiling array was also used. The results confirmed the loss of 7q as the most frequent change. In addition, several abnormalities, including 4q22.1, 1q21.3–q22, 6q25.3, 20q13.33, 3q28, 2q23.3–q24.1 and 17p13, were also present. A loss of 7q22.1 at 99925039–101348479 bp was observed in half of the cases. The region of 7q22.1 has not previously been characterised in SMZL. Our results confirmed the presence of a new region of loss on chromosome 7 in these NHL

TERT promoter hotspot mutations and gene amplification in metaplastic breast cancer.

Metaplastic breast cancers (MBCs) are characterized by complex genomes, which seem to vary according to their histologic subtype. TERT promoter hotspot mutations and gene amplification are rare in common forms of breast cancer, but present in a subset of phyllodes tumors. Here, we sought to determine the frequency of genetic alterations affecting TERT in a cohort of 60 MBCs with distinct predominant metaplastic components (squamous, 23%; spindle, 27%; osseous, 8%; chondroid, 42%), and to compare the repertoire of genetic alterations of MBCs according to the presence of TERT promoter hotspot mutations or gene amplification. Forty-four MBCs were subjected to: whole-exome sequencing (WES; n = 27) or targeted sequencing of 341-468 cancer-related genes (n = 17); 16 MBCs were subjected to Sanger sequencing of the TERT promoter, TP53 and selected exons of PIK3CA, HRAS, and BRAF. TERT promoter hotspot mutations (n = 9) and TERT gene amplification (n = 1) were found in 10 of the 60 MBCs analyzed, respectively. These TERT alterations were less frequently found in MBCs with predominant chondroid differentiation than in other MBC subtypes (p = 0.01, Fisher's exact test) and were mutually exclusive with TP53 mutations (p < 0.001, CoMEt). In addition, a comparative analysis of the MBCs subjected to WES or targeted cancer gene sequencing (n = 44) revealed that MBCs harboring TERT promoter hotspot mutations or gene amplification (n = 6) more frequently harbored PIK3CA than TERT wild-type MBCs (n = 38; p = 0.001; Fisher's exact test). In conclusion, TERT somatic genetic alterations are found in a subset of TP53 wild-type MBCs with squamous/spindle differentiation, highlighting the genetic diversity of these cancers

Academic literacy study at the School of Veterinary Sciences of the National University of La Plata

Cuando nos referimos a alfabetización académica, hacemos referencia a los conocimientos necesarios para aprender en la universidad. Habiéndose realizado una evaluación diagnóstica en el curso de Patología General Veterinaria, se estudió esta problemática en los cursos de segundo año de la carrera de Medicina Veterinaria de la Facultad de Ciencias Veterinarias de la UNLP. Los objetivos del estudio incluyeron conocer qué importancia se da en los cursos de segundo año a la lectura y a la escritura, indagar en las ideas de los docentes al respecto, analizar las actividades de lectoescritura propuestas a los estudiantes y conocer las dificultades que éstos enfrentan ante la lectura y escritura de textos académicos. Para ello se analizaron las planificaciones y evaluaciones curriculares de cada curso, relatos de clases y textos escritos por estudiantes. Se realizaron observaciones de clase y se encuestó a docentes y estudiantes de segundo año. Los resultados muestran qué actividades de lectura y escritura están presentes, tanto en el curriculum práctico como en el formal, hallándose las actividades de escritura preponderantemente en la instancia de evaluación. Las encuestas docentes revelan ideas en transición entre la postura que no reconoce responsabilidad de la universidad en la alfabetización académica y la que sí lo hace. Las encuestas a estudiantes revelaron múltiples dificultades en la lectura, mientras que el análisis de sus escritos mostró dificultades en la escritura. El conocimiento de la situación actual permitirá diseñar proyectos de intervención tendientes a mejorarla, facilitando el proceso de incorporación de los estudiantes a la cultura académica.Academic literacy refers to the knowledge required for learning in college. Taken into account a previous diagnostic study in the Veterinary General Pathology course, in the present work we performed an evaluation of the academic literacy in the remaining courses of second year of the Veterinary Medicine Career, School of Veterinary Sciences, UNLP. Our objectives were to know the relevance given in the courses to reading and writing, to inquire into the teacher conceptions about the academic literacy, to analyze the literacy activities proposed, and to know the challenges they should go through during reading and writing academic texts. Here we analyze planning and evaluation of each course, class descriptions and texts written by students. Class observations and surveys directed to teachers and second-year students were made. The results showed that reading and writing activities are present in the practical curriculum as in the formal one. The writing activities are predominantly present in the evaluations. Surveys directed to teachers reveal teachers that recognize responsibility of the university in the academic literacy and teachers who do not. In addition, surveys directed to students revealed many difficulties in reading, while the analysis of writing showed some difficulties. Knowledge of the current situation will allow designing intervention projects aimed to facilitating the process of incorporation of students to the academic culture.Facultad de Ciencias Veterinaria

Academic literacy study at the School of Veterinary Sciences of the National University of La Plata

Cuando nos referimos a alfabetización académica, hacemos referencia a los conocimientos necesarios para aprender en la universidad. Habiéndose realizado una evaluación diagnóstica en el curso de Patología General Veterinaria, se estudió esta problemática en los cursos de segundo año de la carrera de Medicina Veterinaria de la Facultad de Ciencias Veterinarias de la UNLP. Los objetivos del estudio incluyeron conocer qué importancia se da en los cursos de segundo año a la lectura y a la escritura, indagar en las ideas de los docentes al respecto, analizar las actividades de lectoescritura propuestas a los estudiantes y conocer las dificultades que éstos enfrentan ante la lectura y escritura de textos académicos. Para ello se analizaron las planificaciones y evaluaciones curriculares de cada curso, relatos de clases y textos escritos por estudiantes. Se realizaron observaciones de clase y se encuestó a docentes y estudiantes de segundo año. Los resultados muestran qué actividades de lectura y escritura están presentes, tanto en el curriculum práctico como en el formal, hallándose las actividades de escritura preponderantemente en la instancia de evaluación. Las encuestas docentes revelan ideas en transición entre la postura que no reconoce responsabilidad de la universidad en la alfabetización académica y la que sí lo hace. Las encuestas a estudiantes revelaron múltiples dificultades en la lectura, mientras que el análisis de sus escritos mostró dificultades en la escritura. El conocimiento de la situación actual permitirá diseñar proyectos de intervención tendientes a mejorarla, facilitando el proceso de incorporación de los estudiantes a la cultura académica.Academic literacy refers to the knowledge required for learning in college. Taken into account a previous diagnostic study in the Veterinary General Pathology course, in the present work we performed an evaluation of the academic literacy in the remaining courses of second year of the Veterinary Medicine Career, School of Veterinary Sciences, UNLP. Our objectives were to know the relevance given in the courses to reading and writing, to inquire into the teacher conceptions about the academic literacy, to analyze the literacy activities proposed, and to know the challenges they should go through during reading and writing academic texts. Here we analyze planning and evaluation of each course, class descriptions and texts written by students. Class observations and surveys directed to teachers and second-year students were made. The results showed that reading and writing activities are present in the practical curriculum as in the formal one. The writing activities are predominantly present in the evaluations. Surveys directed to teachers reveal teachers that recognize responsibility of the university in the academic literacy and teachers who do not. In addition, surveys directed to students revealed many difficulties in reading, while the analysis of writing showed some difficulties. Knowledge of the current situation will allow designing intervention projects aimed to facilitating the process of incorporation of students to the academic culture.Facultad de Ciencias Veterinaria

Raccolta e modificazione delle conchiglie di Glycymeris nell'Età del Bronzo. Il caso studio di Larda I e Larda II (RO - Italia nord-orientale) [Extraction and modification of Glycymeris shells during the Bronze Age. A case study from Larda I and Larda II (RO – north-east Italy)]

Le prime evidenze della raccolta di conchiglie appartenenti al genere Glycymeris, per la realizzazione di oggetti ornamentali o simbolici, risalgono al Paleolitico medio. Questa tendenza si consolida nel corso del Paleolitico superiore ed è particolarmente frequente nei contesti protostorici dell’Italia settentrionale. Il presente lavoro si propone di indagare le modalità di raccolta e di utilizzo delle conchiglie forate rinvenute nei siti dell’Età del Bronzo di Larda I (Bronzo medio-Bronzo recente) e Larda II (BR1), localizzati nel Veneto meridionale (Italia nord-orientale). Circa la metà delle conchiglie appartenenti al genere Glycymeris rinvenute nel sito di Larda II presenta un foro in corrispondenza dell’umbone; tuttavia, il cattivo stato di conservazione ha reso difficile l’analisi tracceologica. Particolarmente interessanti sono, invece, i risultati dello studio condotto sulle conchiglie forate provenienti dal sito di Larda I. L’analisi tafonomica ha permesso di riconoscere un’origine naturale per la quasi totalità dei fori, suggerendo uno sfruttamento opportunistico di esemplari naturalmente forati in corrispondenza dell’umbone.The earliest evidence of a deliberate extraction of Glycymeris shells as ornaments or non-utilitarian objects comes from Middle Palaeolithic sites. This trend is well documented during the Upper Palaeolithic and becomes particularly widespread in late prehistoric contexts of Northern Italy. The aim of this study is to investigate the modalities of collection and use of perforated shells from the Bronze Age sites of Larda I (Middle-Recent Bronze Age) and Larda II (BR1), in southern Veneto (Province of Rovigo, north-east Italy). Around half of Glycymeris shells from Larda II are characterised by a perforation at the umbo; nevertheless, the bad state of preservation made usewear analysis difficult. Particularly interesting are the results of the study conducted on shells with a perforated umbo from the site of Larda I. Taphonomic analysis allowed us to identify a natural origin for almost the totality of the holes, suggesting an opportunistic exploitation of naturally perforated shells

Recycling Volcanic Ash and Glass Powder in the Production of Alkali Activated Materials

The environmental sustainability of new materials and production processes is of crucial importance nowadays. The mechanical properties of a new binder obtained by light activation of waste pozzolanic materials are investigated. The compound consists of volcanic ash from street sweeping after pyroclastic eruptions of Mt. Etna and waste glass fine dust from the recycling process of glass containers. A single component NaOH solution at low molarity (3M) is used. The mechanical strength is determined through of three-point bending tests and compression tests. The results of the performed basic physical and mechanical tests show that the material is promising to be used in the construction field, with compressive strength between 15 and 20 MPa