The morphological approach in the reading of the Territorial City

[EN] The crisis of the traditional city, with its morphological characteristics, has been largely debated. The new urban phenomenon has almost always been described as antithetical; on the contrary this article explores the possibility of reading continuity between the traditional and the contemporary city. The paper brings forth the concept that the territory can be described as an urban phenomenon resulting from a change of scale of the city, and offers the definition of the contemporary city as Territorial City (Città-Territorio). The article recovers this term introduced in the 70’s by the Italian morphological school, to emphasize the continuity with the European traditional morphological schools, taking advantage of its learning, to compare the traditional city with the contemporary city. The relevance of a morphological approach in the study of the contemporary Territorial City is discussed through a summary of the main European schools’ contributions, with a particular schematization due to geographical areas. From the synthesis of these references emerges a basis for the definition of a taxonomy organized around three main elements that constitute the urban grid. Moreover, the article proposes a methodology for the analysis of the Territorial City that uses the taxonomy as a reading tool describing its aggregation logics and decomposing the historical-procedural continuum. This method is illustrated through experimentation on the Metropolitan Region of Barcelona, which is of particular relevance for the interpretation of the processes that have characterized the morphology of the current urban phenomenon.Gagliardi, M. (2018). The morphological approach in the reading of the Territorial City. En 24th ISUF International Conference. Book of Papers. Editorial Universitat Politècnica de València. 851-863. https://doi.org/10.4995/ISUF2017.2017.5962OCS85186

Giovanni Pietro Puricelli e l'erudizione ecclesiastica nella Milano del Seicento

Giovanni Pietro Puricelli viene presentato, attraverso lo studio dei suoi manoscritti conservati presso la Biblioteca Ambrosiana di Milano, come caso significativo dell'erudizione ecclesiastica milanese del XVII secolo, attraverso le sue opere a carattere storico (fra cui quella dedicata agli Umiliati), la produzione omiletica e l'epistolario, che consente di ricostruire le relazioni intercorse con altri studiosi coevi.Studying Giovanni Pietro Puricelli's manuscripts, at the Ambrosiana Library, he is shown a significant image of the ecclesiastical erudition of the XVIIth Century in Milan, by the analysis of their works about local religious history (especially about the Humiliates), but also through the letters, that help to show the connections between Puricelli and others scholars

A Code for m-Bipartite Edge-Coloured Graphs

An (n + 1)-coloured graph $\left(\Gamma,\gamma\right)$ is said to be $m-bipartite$ if m is the maximum integer so that every m-residue of $\left(\Gamma,\gamma\right)$ (i.e. every connected subgraph whose edges are coloured by only m colours) is bipartite; obviously, every (n + 1)-coloured graph, with n $\geq$ 2, results to be m-bipartite for some m, with 2 $\leq$ m $\leq$ n + 1. In this paper, a numerical $code$ of length (2n \textminus{} m + 1) $\times$ q is assigned to each m-bipartite (n + 1)-coloured graph of order 2q. Then, it is proved that$any\; two\; such\; graphs\; have\; the\; same\; code\; if\; and\; only\; if\; they\; are\; colour-isomorphic$, i.e. if a graph isomorphism exists, which transforms the graphs one into the other, up to permutation of the edge-colouring. More precisely, if H is a given group of permutations on the colour set, we face the problem of algorithmically recognizing H-isomorphic coloured graphs by means of a suitable defi{}nition of H-code

Computing Matveev's complexity via crystallization theory: the boundary case

The notion of Gem-Matveev complexity has been introduced within crystallization theory, as a combinatorial method to estimate Matveev's complexity of closed 3-manifolds; it yielded upper bounds for interesting classes of such manifolds. In this paper we extend the definition to the case of non-empty boundary and prove that for each compact irreducible and boundary-irreducible 3-manifold it coincides with the modified Heegaard complexity introduced by Cattabriga, Mulazzani and Vesnin. Moreover, via Gem-Matveev complexity, we obtain an estimation of Matveev's complexity for all Seifert 3-manifolds with base $\mathbb D^2$ and two exceptional fibers and, therefore, for all torus knot complements.Comment: 27 pages, 14 figure

Retinitis pigmentosa: evaluation of the vestibular system with cervical and ocular vestibular evoked myogenic potentials and the video head impulse test

OBJECTIVE: Retinitis pigmentosa (RP) represents a group of inherited disorders in which abnormalities of the photoreceptors lead to progressive visual loss. Night blindness, peripheral visual field loss, and eventual total blindness represent typical visual damage of such disease. No study has previously evaluated the presence of a "latent" vestibular deficit in patients with RP. STUDY DESIGN: Prospective study with caloric test, cervical vestibular evoked myogenic potentials (C-VEMPs), ocular vestibular evoked myogenic potentials (O-VEMPs), and video head impulse test (v-HIT). SETTING: Tertiary referral center. PATIENTS: 16 patients suffering from RP. INTERVENTION: Evaluation of vestibular dysfunction with caloric test, C-VEMPs, O-VEMPs, and the measurement of the vestibular-ocular reflex (VOR) using the v-HIT. RESULTS: Only five patients with RP showed normal values in all the vestibular tests performed. Three patients had an evident deficit at the caloric test, whereas eight (50%) of them had a normal caloric test but a pathological response in at least one of the other vestibular tests performed. No patient of the study showed a bilateral otolith or ampullary dysfunction. CONCLUSION: Our patients with RP unexpectedly showed pathological responses in at least one of the vestibular tests performed. Nowadays, in patients affected by RP, a vestibular diagnostic protocol must include VEMPs and v-HIT to confirm the vestibular damage and to identify selective damage of the vestibular nerve

DNMT3B Functions: Novel Insights From Human Disease

DNA methylation plays important roles in gene expression regulation and chromatin structure. Its proper establishment and maintenance are essential for mammalian development and cellular differentiation. DNMT3B is the major de novo DNA methyltransferase expressed and active during the early stage of embryonic development, including implantation. In addition to its well-known role to methylate centromeric, pericentromeric, and subtelomeric repeats, recent observations suggest that DNMT3B acts as the main enzyme methylating intragenic regions of active genes. Although largely studied, much remains unknown regarding how these specific patterns of de novo CpG methylation are established in mammalian cells, and which are the rules governing DNMT3B recruitment and activity. Latest evidence indicates that DNMT3B recruitment is regulated by numerous mechanisms including chromatin modifications, transcription levels, non-coding RNAs, and the presence of DNA-binding factors. DNA methylation abnormalities are a common mark of human diseases involving chromosomal and genomic instabilities, such as inherited disease and cancer. The autosomal recessive Immunodeficiency, Centromeric instability and Facial anomalies syndrome, type I (ICF-1), is associated to hypomorphic mutations in DNMT3B gene, while its altered expression has been correlated with the development of tumors. In both cases, this implies that abnormal DNA hypomethylation and hypermethylation patterns affect gene expression and genomic architecture contributing to the pathological states. We will provide an overview of the most recent research aimed at deciphering the molecular mechanisms by which DNMT3B abnormalities are associated with the onset and progression of these pathologies

Elongator promotes germination and early post-germination growth

The Elongator complex interacts with RNA polymerase II and via histone acetylation and DNA demethylation facilitates epigenetically the transcription of genes involved in diverse processes in plants, including growth, development, and immune response. Recently, we have shown that the Elongator complex promotes hypocotyl elongation and photomorphogenesis in Arabidopsis thaliana by regulating the photomorphogenesis and growth-related gene network that converges on genes implicated in cell wall biogenesis and hormone signaling. Here, we report that germination in the elo mutant was delayed by 6h in the dark when compared to the wild type in a time lapse and germination assay. A number of germination-correlated genes were down-regulated in the elo transcriptome, suggesting a transcriptional regulation by Elongator. We also show that the hypocotyl elongation defect observed in the elo mutants in darkness originates very early in the post-germination development and is independent from the germination delay

Long-term low-dose tolvaptan efficacy and safety in SIADH

Purpose: Tolvaptan, a selective vasopressin V2-receptor antagonist, is approved for the treatment of SIADH-related hyponatremia, but its use is limited. The starting dose is usually 15 mg/day, but recent clinical experience suggests a lower starting dose (<15 mg/day) to reduce the risk of sodium overcorrection. However, long-term low-dose efficacy and safety has not been explored, so far. Aim of our study is to characterize safety and efficacy of long-term SIADH treatment with low-dose Tolvaptan. Methods: We retrospectively evaluated 11 patients receiving low-dose Tolvaptan (<15 mg/day) for chronic SIADH due to neurological, idiopathic and neoplastic causes. Plasma sodium levels were measured before and 1, 3, 5, 15 and 30 days after starting Tolvaptan and then at 3-month intervals. Anamnestic and clinical data were collected. Results: Mean time spanned 27.3 ± 29.8 months (range 6 months-7 years). Mean plasma sodium levels were within normal range 1, 3 and 6 months after starting Tolvaptan as well as after 1, 2, 3, 5 and 7 years of therapy. Neither osmotic demyelination syndrome nor overcorrection were observed. Plasma sodium levels normalization was associated with beneficial clinical effects. Neurological patients obtained seizures disappearance, improvement in neurological picture and good recovery from rehabilitation. Neoplastic patients were able to start chemotherapy and improved their general condition. Patients did not show hypernatremia during long-term follow-up and reported mild thirst and pollakiuria. Conclusions: The present study shows that long-term low-dose Tolvaptan is safe and effective in SIADH treatment. No cases of overcorrection were documented and mild side effects were reported

Comparative study on the learning styles of argentine university students from different disciplines

La alfabetización académica exige el dominio progresivo de las formas textuales y discursivas propias de cada disciplina. El objetivo de este estudio es indagar los estilos de aprendizaje de estudiantes universitarios, estableciendo comparaciones según el tipo de episteme (Ciencias Humanas-Ciencias Exactas). Se realizó un estudio descriptivo-correlacional de corte transversal. Se aplicó el Inventario de Estilos de Aprendizaje de Felder y Soloman (1998) a 62 estudiantes de Ingeniería y 71 de Psicología de primer año de una universidad pública argentina. Los estudiantes inician su formación académica con distintos estilos de aprendizaje. Las discrepancias encontradas se acentuaron según el tipo de disciplina, y se obtuvieron diferencias estadísticamente significativas en los estilos de percepción (sensorial-intuitivo), representación (visual-verbal)y comprensión (secuencial-global). Los estudiantes de Ingeniería se definieron como sensoriales y visuales; en cambio, las orientaciones en Psicología son intuitivas, verbales y secuenciales. Implicancias educativas son discutidas.Academic literacy requires the progressive mastery of textual and discursive forms of each discipline. The aim of this study is to analyze the learning styles of college students, comparing them by type of episteme (Human Sciences- Sciences). The research was a descriptive-correlational study with a transversal design. We applied the Index of Learning Styles of Felder & Silverman (1998) to 62 engineering students and 71 psychology students of first-year of a public university in Argentina. The main results show that students begin higher education with different learning styles. The discrepancies found were accentuated by the type of discipline; obtaining statistically significant differences in the styles of perception (sensory-intuitive), representation (visual-verbal) and comprehension (sequential-global).The engineering students were defined as sensory and visual. Instead, the guidelines in Psychology are intuitive, verbal, and sequential. Educational implications are discussed.Fil: Ventura, Ana Clara. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; ArgentinaFil: Moscoloni, Nora Ana Maria. Universidad Nacional de Rosario; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Gagliardi, Raul Pedro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; Argentin

Contexto histórico e institucionalização acadêmica da psicopedagogia na Argentina

En Argentina, el estudio del aprendizaje y su profesionalización revistió características controvertidas y polémicas desde la institucionalización académica de la Psicopedagogía. El objetivo de este artículo es explorar los modos en que se configuró el campo psicopedagógico y los principales antecedentes que favorecieron la aparición de la práctica psicopedagógica durante la primera mitad del siglo XX y que, asimismo, posibilitaron su inserción en el ámbito universitario en 1956. En base a la revisión efectuada, el surgimiento del Sistema Educativo, la aparición de la categoría de "fracaso escolar" abordado por la práctica de las maestras particulares y la sistematización de la carrera de Psicotecnia se constituyeron como acontecimientos significativos que impulsaron la institucionalización académica de la Psicopedagogía. Se discute la relevancia de continuar con estudios de este tipo que permitan profundizar, contextualizar y comprender las raíces históricas y socio-culturales de las controversias y debates actuales en torno a esta problemática.Na Argentina, o estudo da aprendizagem e as características profissionais controversos e vestidos a partir da institucionalização acadêmica de Psicopedagogia. O objetivo deste trabalho é explorar as maneiras pelas quais o campo foi criado psicopedagógico e os principais elementos que favoreceram o surgimento da prática psicopedagógica na primeira metade do século XX e também permitiu a sua integração na universidade em 1956. Baseado em sua análise, o surgimento do sistema educacional, o surgimento da categoria de "fracasso escolar", proferida pela a prática individual dos professores e sistematização da raça de psicotécnicos foram estabelecidos como eventos significativos que levaram à institucionalização acadêmica da Psicopedagogia. A relevância de tais estudos continua a aprofundar, contextualizar e entender as raízes históricas e sócio-culturais controvérsias e debates em torno deste assunto.Fil: Ventura, Ana Clara. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; ArgentinaFil: Gagliardi, Raul Pedro. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; ArgentinaFil: Moscoloni, Nora Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educación. Universidad Nacional de Rosario. Instituto Rosario de Investigaciones en Ciencias de la Educacion; Argentin