Spontaneous melanotic lesions in axillary seabream, Pagellus acarne (Risso)

In this paper, we describe spontaneous melanotic lesions in the skin of axillary seabream, Pagellus acarne (Risso) from a defined area of the Portuguese Coast, located in Cabo da Roca and Foz do Arelho. The lesions corresponded to black pigmentation spots on the skin of the head, fins, lips and conjunctiva and, additionally, black nodules on the skin of the head and lips. In some specimens, the nodular formations in the head changed their anatomical conformation. Histologically, there were melanophores scattered along the basement membrane or forming aggregates in the dermis, infiltrating the subcutaneous tissue but not invading the adjacent muscle tissue. The aim of this study was to characterize the macroscopic and microscopic features of the pigmented lesions. These fish show sessile hyperpigmented lesions (spots) that correspond to proliferative lesions of melanophores in the dermis and nodular lesions that correspond to neoplastic lesions, melanophoromas. The melanophores in such lesions showed high concentration of melanin in the cytoplasm, moderate pleomorphism and compact distribution throughout all of the dermis

Educational mismatches in the EU: immigrants vs native

The purpose of this paper is to analyse and explain the factors contributing to the observed differences in skill mismatches (vertical and horizontal) between natives and immigrants in EU countries. Using microdata from the 2007 wave of the Adult Education Survey (AES), different probit models are specified and estimated to analyse differences in the probability of each type of skill mismatch between natives and immigrants. Yun's decomposition method is used to identify the relative contribution of characteristics and returns to explain the differences between the two groups. Findings: Immigrants are more likely to be skill mismatched than natives. The difference is much larger for vertical mismatch, wherein the difference is higher for immigrants coming from non-EU countries than for those coming from other EU countries. We find that immigrants from non-EU countries are less valued in EU labour markets than natives with similar characteristics -a result that is not observed for immigrants from EU countries. These results could be related to the limited transferability of human capital acquired in non-EU countries. Social implications: The findings suggest that specific programs to adapt immigrants' human capital acquired in the home country are required to reduce differences in the incidence of skill mismatch and better integration into EU labour markets. Originality: This research is original, because it distinguishes between horizontal and vertical mismatch -an issue that has not been considered in the literature on differences between native and immigrant workers- and due to the wide geographical scope of our analysis, which considers EU and non EU-countries

Immigration and early life stages recruitment of the European flounder (Platichthys flesus) to an estuarine nursery: the influence of environmental factors

Connectivity between coastal spawning grounds and estuarine nurseries is a critical step in the life cycle of many fish species. Larval immigration and transport-associated physical–biological processes are determinants of recruitment success to nursery areas. The recruitment of the European flounder, Platichthys flesus, to estuarine nurseries located at the southern edge of the species distribution range, has been usually investigated during its juvenile stages, while estuarine recruitment during the earlier planktonic life stage remains largely unstudied. The present study investigated the patterns of flounder larval recruitment and the influence of environmental factors on the immigration of the early life stages to the Lima estuary (NW Portugal), integrating data on fish larvae and post-settlement individuals (< 50 mm length), collected over 7 years. Late-stage larvae arrived at the estuary between February and July and peak abundances were observed in April. Post-settlement individuals (< 50 mm) occurred later between April and October, whereas newly-settled ones (< 20 mm) were found only in May and June. Variables associated with the spawning, survival and growth of larvae in the ocean (sea surface temperature, chlorophyll a and inland hydrological variables) were the major drivers of flounder occurrence in the estuarine nursery. Although the adjacent coastal area is characterized by a current system with strong seasonality and mesoscale variability, we did not identify any influence of variables related with physical processes (currents and upwelling) on the occurrence of early life stages in the estuary. A wider knowledge on the influence of the coastal circulation variability and its associated effects upon ocean-estuarine connectivity is required to improve our understanding of the population dynamics of marine spawning fish that use estuarine nurseries

Ad iuvenes studiosos: Sobre cómo introducir en el aula metodologías activas de aprendizaje de las lenguas clásicas y no morir en el intento

Consejos metodológicos y procedimentales para promover la enseñanza y el aprendizaje activo de la lengua latina.Presentación de los proyectos de innovación docente en el ámbito de lenguas clásicas desarrollados desde el Departamento de Filología Clásica de la Universidad de Cádiz, unificados bajo el nombre de Sal Musarum. En líneas generales en ellos se exhorta ad iuvenes studiosos, que quieren ser protagonistas activos de su aprendizaje, a recuperar el uso escrito y oral de la lengua latina y se indica, en definitiva, a los estudiantes descontentos con los resultados que ofrece la metodología "deductiva" (denominada también "de gramática-traducción" y de aplicación mayoritaria en institutos y universidades de España) cómo pueden mejorar sus competencias orales y de lecto-escritura en latín y no desfallecer en su camino por "la vía de los humanistas".Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Desplazamiento activo escolar

En el siguiente proyecto se expone una investigación sobre el desplazamiento activo, entendiendo este como el traslado andando o en bicicleta a lugares cotidianos, enfocado a ponerlo en práctica en el camino a la escuela. Se analizan las ventajas e inconvenientes del desplazamiento activo, así como se profundiza en el proyecto llamado “Caminos escolares seguros” desarrollado en la ciudad de Valladolid (España).Grado en Educación Primari

María Antonia Gutiérrez Bueno y Ahoiz: primera usuaria de la Biblioteca Nacional de España

Historia de la entrada en la Biblioteca Nacional de España de la primera usuaria mujer, Mª Antonia Gutiérrez Bueno, y de los obstáculos que tuvo que vencer para poder ser admitida, ella y a partir de ese momento, todas las demás mujeres.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Sal Musarum : la vía de los humanistas en la enseñanza de la lengua latina (De lingua latina docenda per uiam quae dicitur humanistarum)

Sal Musarum es un proyecto de innovación y mejora docente desarrollado en el seno del Dpto. de Filología Clásica de la Universidad de Cádiz, cuyo objetivo fundamental es desarrollar actividades que fomenten el uso de las lenguas clásicas, especialmente de la lengua latina, y las cuatro destrezas lingüísticas básicas para mejorar el aprendizaje de nuestros alumnos. Entre las diferentes iniciativas están: a) impartir clases de acuerdo con la línea de investigación de los profesores, que enlaza con la llamada «vía de los humanistas»; b) redactar y editar textos en latín de diversa índole; c) promocionar la lengua latina y la cultura clásica en internet; d) celebrar reuniones en grupos de prácticas; y e) fomentar en el estudiante el uso de entornos personales de aprendizaje que le ayuden a tomar el control y gestión de su propio aprendizaje y a comunicarse con otros estudiantes, españoles y extranjeros

Wilfried STROH, El latín ha muerto, ¡viva el latín! Breve historia de una gran lengua, trad. de Fruela Fernández, Barcelona, Ediciones del Subsuelo, 2012, 375 pp. ISBN 978-84-939426-6-3.

Reseeña de Wilfried Stroh, El latín ha muerto, ¡viva el latín! Breve historia de una gran lengua, trad. de Fruela Fernández, Barcelona, Ediciones del Subsuelo, 2012, 375 pp. ISBN 978-84-939426-6-3

Discourse Analysis and ADHD in the English as a Second Language teaching context

[ES] This thesis analyses the teaching practice of an English as a second language teacher in a Primary School. The aim of this inquiry is to revise the pedagogy used during the teaching practice regarding attention to diversity, more specifically about ADHD, and the elaboration of a proper plan to teach English to ADHD as a foreign language in inclusive classes. The study shows how to address the needs of ADHD children while they learn English as a second language under a discourse analysis scope. A large proportion of published material about the matter of study shows how to cope with the difficulties of ADHD individuals in the basic areas, literacy and Mathematics. The majority of these studies and research literature are based on the teaching of subjects in the L1 of students, that is, using their mother tongue. Teaching a second language to ADHD students is starting to gain importance in the field of language acquisition. The present thesis is a compilation of strategies, games and activities to make language learning possible and fun for hyperkinetic children. Under a desk research scope, discourse analysis, language acquisition and ESL (English as a Second Language), as well as ADHD have been studied and discussed to outline a realistic model in the paradigm of teaching and learning English as a second language with ADHD students in inclusive classrooms. These issues have been tackled over several sections. The teaching of second languages and an approximation of the definition of discourse analysis conform the theoretical framework on section four. A deeper investigation about discourse analysis can be found in section five, as a basis to the teaching of languages. An approach to the concept of ADHD is submitted in section six, while further explanations about the matter and considerations for teachers are to be found in section seven. Besides that, section eight shows a compilation of different techniques, implementations and activities suggested to teach ESL with ADHD students in inclusive classes. Finally, a case intervention is presented in section nine. Additionally, this thesis also presents two cognitive training self-instruction models for children, with and without ADHD, for oral and written activities in ESL