Compendio Bibliográfico de las algas del caribe de Panamá: las algas verdes

Se hace un análisis exhaustivo de la bibliografía en la cual se mencionan las algas verdes macrófitas del Caribe de Panamá, al final del cual se obtiene el reporte para la presencia de: 5 ordenes, 14 familias, 28 géneros y 77 especies, lo que representa un incremento del más del 100%, con respecto a las especies de algas verdes debidamente reportadas con anterioridad. Dentro de éstas, el orden Bryopsidales resultó ser el más representativo con 4 familias, (dominadas por Udoteaceae) 12 géneros y 48 especies; lo que demuestra la existencia de una gran diversidad de estas algas. El estudio del área de distribución mostró la ausencia de informes para el Este de Bocas del Toro, Norte de Veraguas y Oeste de Colón, posiblemente debido a las dificultades que presentan para su acceso

Estudio de la Estenosis Aórtica Valvular desde un punto de vista proteómico

Comunicaciones a congreso

Identification of protein expressed by aortic stenosis valves in the search for novel biomarkers

Comunicaciones a congreso

Design and implementation of Integrated Didactic Units: CLIL in action

Este trabajo desarrolla el diseño y la implementación de Unidades Didácticas Integradas (UDI) en el marco de la educación superior siguiendo el enfoque AICLE (Aprendizaje Integrado de Contenidos y Lenguas Extranjeras). El diseño y la implementación de una metodología conjunta ha permitido poner en práctica dichas UDI durante el curso 2015/2016 en diferentes ámbitos de contenido. Ello ha ofrecido datos relevantes sobre el nivel de lengua y contenidos que el alumnado ha adquirido. La integración de diferentes áreas en las dos ramas de conocimiento (Ciencias Sociales e Ingeniería) ha constituido un marco interesante y especialmente adecuado para la puesta en práctica de estas UDI en el marco de la Educación Superior Europea.This paper addresses the design and implementation of Integrated Didactic Units (IDUs) within Higher Education following the CLIL (Content and Language Integrated Learning) approach. The design of a joint methodology for different content areas has allowed the teaching staff herein to implement different IDUs along the 2015/2016 academic year. The data collected on initial and final language level and contents from the joint and complementary work of two different content areas (Social Sciences and Engineering) has offered an interesting working framework which we consider suitable for an EHEA teaching innovation after the analysis and discussion of our results

Alfabetización en Ciencias de la Tierra

p. 117-129Este trabajo describe qué se entiende por una persona alfabetizada en ciencias de la Tierra y selecciona los conocimientos básicos que debería poseer todo estudiante al finalizar la educación obligatoria, de forma que pueda disponer de una idea global sobre cómo funciona el planeta en que vive. Formula las diez ideas clave que sintetizan esos conocimientos básicos y los conceptos, principios y teorías que las sustentan, así como los procedimientos utilizados para construir estos conocimientos, para refutarlos o validarlos. La propuesta está pensada desde una perspectiva holística, que entiende la Tierra como un sistema en el que se producen interacciones entre sus componentes. Entre ellas se destacan las que tienen lugar entre la humanidad y el planeta.S

THE USE OF SEA WEED (ALGAE) IN ANIMAL DIETS

THE USE OF SEA WEED (ALGAE) IN ANIMAL DIET

Título en inglés.

Kaki and 28-Bushy pigeon peas were grown in the southern plains of Puerto Rico, in four spatial arrangements with six intervals of weed competition during two growing seasons to determine the influence of weed competition on crop growth, development and yield. In both growing seasons, Cleome gynandra, Amaranthus dubius, Echinochloa colona, Leptochloa filiformis, and Digitaria sanguinalis were the dominant weeds. C. gynandra and E. colona dominated the early weed flora until approximately 40 days after pigeon pea emergence. Later, weed flora was dominated by L. filiformis, D. sanguinalis, and A. dubius. The presence of weeds during early growth stages reduced initial crop growth and delayed differentiation including flowering of the two pigeon pea cultivars. Elimination of weeds at or before 21 to 28 days after pigeon pea emergence and thereafter, generally resulted in the recovery of pigeon pea plants and prevented measurable losses in final yield. The critical period for removing weeds in pigeon peas appeared to vary between the pigeon pea cultivars and between the two growing seasons. In the May 6 planting, pigeon pea yields were reduced after 28 and 21 days of early competition for Kaki and 28-Bushy, respectively. In the July 1 planting, however, losses occurred at 21 and 14 days of weed competition for the two respective cultivars. No differences were found in weed numbers or yield between the two cultivars or among spatial arrangements in either planting season. However, weed number and yield were greater during the first planting season compared with those of the second. Planting pigeon peas under short photoperiods accelerated vegetative growth, shortened the total cropping cycle, and resulted in reduced yield and total growth for both cultivars. Losses from early weed competition occurred earlier under the short-day planting than those under the long-day planting

INTEGRATED WEED CONTROL IN TRANSPLANTED PEPPERS

Two trialsoOn integrated weed control on drip-irrigated peppers (Capsicum annuum L.) were carried out in 1985. In the first experiment the herbicides napropamide, diphenamid and bensulide were used either alone or with manual weeding or mechanical cultivation. Mechanical cultivation was also integrated with manual weeding. highest yields were obtained with napropamide plus manual weeding; bensulide plus manual weeding; and with handweeding. All other integrated treatments produced significantly lower yields. Poor yields were obtained from the sole-herbicide treatments. Pepper yields were negatively and significantly correlated with the dry weight of weeds per m-2. In the second experiment, mulching with coffee leaves, sugarcane trash, rice straw or silver-coated black plastic were used either alone or with chemical or manual weeding. The highest pepper yields, in descending order, were obtained with rice straw mulching plus manual weeding; silver-coated black plastic plus manual weeding; and silver-coated black plastic alone. Poor yields resulted with all mulching materials when combined with glyphosphate. Pepper yields were again highly correlated with dry weight of weeds per m2

Earth Science Literacy

Este trabajo describe qué se entiende por una persona alfabetizada en ciencias de la Tierra y selecciona los conocimientos básicos que debería poseer todo estudiante al finalizar la educación obligatoria, de forma que pueda disponer de una idea global sobre cómo funciona el planeta en que vive. Formula las diez ideas clave que sintetizan esos conocimientos básicos y los conceptos, principios y teorías que las sustentan, así como los procedimientos utilizados para construir estos conocimientos, para refutarlos o validarlos. La propuesta está pensada desde una perspectiva holística, que entiende la Tierra como un sistema en el que se producen interacciones entre sus componentes. Entre ellas se destacan las que tienen lugar entre la humanidad y el planeta.This article defines what is meant by Earth Science Literacy, and describes the basic knowledge every student should have about it when finishing his/her secondary education, so that he/she can have an overall idea of how our planet works. This basic knowledge, as well as the concepts, principles and theories they are based on are synthesized in ten Big Ideas. The procedures that are used in order to build up, refute or validate this knowledge are put forward. The proposal stems from a holistic perspective in which the Earth is understood as a system where interaction takes places between its components, the stress being on the interaction between mankind and the planet

Evaluation of the impact of nursing clinics in the rheumatology services

Nursing clinics in rheumatology (NCRs) are organisational care models that provide care centred within the scope of a nurse’s abilities. To analyse the impact of NCR in the rheumatology services, national multicenter observational prospective cohort studied 1-year follow-up, comparing patients attending rheumatology services with and without NCR. NCR was defined by the presence of: (1) office itself; (2) at least one dedicated nurse; and (3) its own appointment schedule. Variables included were (baseline, 6 and 12 months): (a) test to evaluate clinical activity of the disease, research and training, infrastructure of unit and resources of NCR and (b) tests to evaluate socio-demographics, work productivity (WPAI), use of services and treatments and quality of life. A total of 393 rheumatoid arthritis and ankylosing spondylitis patients were included: 181 NCR and 212 not NCR, corresponding to 39 units, 21 with NCR and 18 without NCR (age 53 + 11.8 vs 56 + 13.5 years). Statistically significant differences were found in patients attended in sites without NCR, at some of the visits (baseline, 6 or 12 months), for the following parameters: higher CRP level (5.9 mg/l ± 8.3 vs 4.8 mg/l ± 7.8; p < 0.005), global disease evaluation by the patient (3.6 ± 2.3 vs 3.1 ± 2.4), physician (2.9 ± 2.1 vs 2.3 ± 2.1; p < 0.05), use of primary care consultations (2.7 ± 5.4 vs 1.4 ± 2.3; p < 0.001) and worse work productivity. The presence of NCR in the rheumatology services contributes to improve some clinical outcomes, a lower frequency of primary care consultations and better work productivity of patients with rheumatic diseases.Sin financiación1.824 JCR (2016) Q3, 21/30 RheumatologyUE