Desflurane Selectively Suppresses Long-latency Cortical Neuronal Response to Flash in the Rat

Background—The effect of inhalational anesthetics on sensory-evoked unit activity in the cerebral cortex has been controversial. Desflurane has desirable properties for in vivo neurophysiologic studies but its effect on cortical neuronal activity and neuronal responsiveness is not known. We studied the effect of desflurane on resting and visual evoked unit activity in rat visual cortex in vivo. Methods—Desflurane was administered to adult albino rats at steady-state concentrations at 2%, 4%, 6% and 8%. Flashes from a light emitting diode were delivered to the left eye at 5-second intervals. Extracellular unit activity within the right visual cortex was recorded using a 49-electrode array. Individual units were identified using principal components analysis. Results—At 2% desflurane 578 active units were found. Of these, 75% increased their firing rate in response to flash. Most responses contained early (0–100ms) and late (150–1000ms) components. With increasing desflurane concentration, the number of units active at baseline decreased (−13%), the number of early responding units increased (+31%), and number of late responding units decreased (−15%). Simultaneously, baseline firing rate decreased (−77%), the early response was unchanged, and the late response decreased (−60%). Conclusions—The results indicate that visual cortex neurons remain responsive to flash stimulation under desflurane anesthesia but the long-latency component of their response is attenuated in a concentration-dependent manner. Suppression of the long-latency response may be related to a loss of cortico-cortical feedback and loss of consciousness

Thioredoxin-related protein-1 induced by prostaglandin E2

3 páginas, 2 figuras. The definitive version is available at www3.interscience.wiley.comPeer reviewe

Educación física – Cultura física. Dos modelos, dos didácticas

Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies. The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.La educación Física, actualmente, se enfrenta a una serie de problemas que tienen su origen en la crisis de identidad del colectivo profesional, la confrontación de las ideas de la comunidad científica y los intereses contrapuestos de diferentes áreas políticas y sociales. En relación con los cuales, la educación física no ha sido capaz de reaccionar a tiempo. La confrontación política e ideológica que caracterizó el siglo XX generó dos formas distintas de entender la EF, cada una con una posición ideológica propia, en la que el cuerpo como sujeto de la educación se entiende desde dos posiciones diferentes: una desde de la izquierda y el comunismo y, por otra parte desde el otro punto de vista, la visión Occidental de las sociedades democráticas La supervivencia de estas posiciones en conflicto, sus intereses y sus diferentes puntos de vista y objetivos sobre la educación, en un largo espacio de tiempo, tuvo como consecuencia dos enfoques de enseñanza y dos modelos educativos diferentes, en los que los objetivos y contenidos de la educación difieren, y con ellos las formas y los métodos didácticos La necesidad de definir el enfoque cultural y educativo, en todo tiempo y lugar, es ahora una necesidad urgente y definir los procesos de formación de los docentes, como responsable de la formación de una educación física avanzada, ajustado a la hora y el lugar, los intereses y las necesidades de los ciudadanos, así como a los valores democráticos de la sociedad contemporánea.peerReviewe

Techniques et systèmes de renfort des structures en béton

Bien qu'appelé « pierre artificielle », le béton est un matériau vivant qui se modifie tout au long de sa vie utile. Il change car la structure dont il fait partie subit elle-même des changements. Ces changements proviennent soit de modifications ou de rénovations, soit d'une altération de sa capacité de support par un accroissement des charges. Dans la plupart des cas, ils nécessitent un renfort. Le renforcement d'une structure en béton consiste à améliorer les caractéristiques mécaniques des éléments qui la composent, de manière à ce qu'elle offre une meilleure solidité aussi bien en état de service qu'en état de résistances ultimes. Ce document présente les méthodes les plus utilisées dans le domaine de renfort des structures dont l'incorporation des profiles métalliques, l'augmentation de section structurelle et celle plus récente du renforcement à base d'adjonction de matériaux composites extérieurs

Critical Changes in Cortical Neuronal Interactions in Anesthetized and Awake Rats

Background: Neuronal interactions are fundamental for information processing, cognition and consciousness. Anesthetics reduce spontaneous cortical activity; however, neuronal reactivity to sensory stimuli is often preserved or augmented. How sensory stimulus-related neuronal interactions change under anesthesia has not been elucidated. Here we investigated visual stimulus-related cortical neuronal interactions during stepwise emergence from desflurane anesthesia. Methods: Parallel spike trains were recorded with 64-contact extracellular microelectrode arrays from the primary visual cortex of chronically instrumented, unrestrained rats (N=6) at 8%, 6%, 4%, 2% desflurane anesthesia and wakefulness. Light flashes were delivered to the retina by transcranial illumination at 5-15s randomized intervals. Information theoretical indices, integration and interaction complexity, were calculated from the probability distribution of coincident spike patterns and used to quantify neuronal interactions before and after flash stimulation. Results: Integration and complexity showed significant negative associations with desflurane concentration (N=60). Flash stimulation increased integration and complexity at all anesthetic levels (N=60); the effect on complexity was reduced in wakefulness. During stepwise withdrawal of desflurane, the largest increase in integration (74%) and post-stimulus complexity (35%) occurred prior to reaching 4% desflurane concentration – a level associated with the recovery of consciousness according to the rats\u27 righting reflex. Conclusions: Neuronal interactions in the cerebral cortex are augmented during emergence from anesthesia. Visual flash stimuli enhance neuronal interactions in both wakefulness and anesthesia; the increase in interaction complexity is attenuated as post-stimulus complexity reaches plateau. The critical changes in cortical neuronal interactions occur during transition to consciousness

La biblioteca de Guadalupe: un reflejo de la espiritualidad jerónima.

Sin resume

Educación física – Cultura física. Dos modelos, dos didácticas

Physical Education is currently facing a number of problems that are rooted in the identity crisis prompted by the spread of the professional group, the confrontation of ideas from the scientific community and the competing interests of different political and social areas, compared to which physical education has failed, or unable, to react in time. The political and ideological confrontation that characterized the twentieth century gave us two forms, each with a consistent ideological position, in which the body as a subject of education was understood from two different positions: one set from the left and communism and another, from Western democratic societies. The survival of these conflicting positions and their interests and different views on education, in a lengthy space of time, as a consequence threw two teaching approaches and two different educational models, in which the objectives and content of education differ , and with them the forms and methods of teaching. The need to define the cultural and educational approach, in every time and place, is now a pressing need and challenge the processes of teacher training, as responsible for shaping an advanced physical education, adjusted to the time and place, the interests and needs of citizens and the democratic values of modern society.La educación Física, actualmente, se enfrenta a una serie de problemas que tienen su origen en la crisis de identidad del colectivo profesional, la confrontación de las ideas de la comunidad científica y los intereses contrapuestos de diferentes áreas políticas y sociales. En relación con los cuales, la educación física no ha sido capaz de reaccionar a tiempo. La confrontación política e ideológica que caracterizó el siglo XX generó dos formas distintas de entender la EF, cada una con una posición ideológica propia, en la que el cuerpo como sujeto de la educación se entiende desde dos posiciones diferentes: una desde de la izquierda y el comunismo y, por otra parte desde el otro punto de vista, la visión Occidental de las sociedades democráticas La supervivencia de estas posiciones en conflicto, sus intereses y sus diferentes puntos de vista y objetivos sobre la educación, en un largo espacio de tiempo, tuvo como consecuencia dos enfoques de enseñanza y dos modelos educativos diferentes, en los que los objetivos y contenidos de la educación difieren, y con ellos las formas y los métodos didácticos La necesidad de definir el enfoque cultural y educativo, en todo tiempo y lugar, es ahora una necesidad urgente y definir los procesos de formación de los docentes, como responsable de la formación de una educación física avanzada, ajustado a la hora y el lugar, los intereses y las necesidades de los ciudadanos, así como a los valores democráticos de la sociedad contemporánea.peerReviewe

Una experiencia de terapia psicomotriz en Extremadura

Este artículo, es una recopilación de un trabajo realizado con un niño disminuido, durante tres años en Badajoz, el sujeto, había sido diagnosticado de parálisis cerebral, y durante este tiempo, a partir del trabajo con técnicas psicomotrices, se consiguieron buenos resultados en motricidad y en adaptación escolar.This article is a compilation of a work done with a diminished child, during three years in Badajoz, the subject, had been diagnosed with cerebral palsy, and during this time, from work with psychomotor techniques, good results in motor skills were achieved and in school adaptation.peerReviewe

Hell penalties in spiritual literature, preaching and iconography: 16th to 18th centuries

El artículo examina la presencia del tema de las penas del infierno en la literatura espiritual de los siglos XVI al XVIII, especialmente en las meditaciones de la vía purgativa, y cómo pasó de las páginas de los libros a la predicación en ejercicios espirituales y misiones populares, en ocasiones con apoyo iconográfico, para tratar de conseguir en los fieles el arrepentimiento por el temor a las penas del infierno.The aim of this paper is to examine the presence of hell penalties in Spanish spiritual literature from 16th to 18th centuries, specially the meditations of the purgative way, and how it went from pages in books into the preaching of spiritual exercises and people’s missions, sometimes with iconographic support, to try to get from the faithful the repentance for the fear of hell penalties