Test of Host Sanction Hypothesis in Soybean Plants Co-inoculated with Nitrogen Fixing and Non-fixing Bradyrhizobium japonicum

Aims: We tested the proposed mechanism for potential sanctions, that the plant would reduce viability of non-fixing rhizobia inside nodules, performing viable Bradyrhizobium japonicum counts from co-occupied and single-occupied nodules in co-inoculated soybean plants. Study Design: Plants were co-inoculated with two strains of B. japonicum, a highly efficient nitrogen fixing wild-type strain BJD321, and the non-fixing, nifH mutant derivative A3, to produce co-occupied nodules as well as single-occupied nodules. Strain A3 lacks nitrogenase activity but shows similar infection and nodule formation levels respect to the wild-type. As the strains used are equivalent in competitive and nodulation abilities and only differ in the nitrogen fixation ability (by nitrogenase inactivation), and share the same plant, root and even nodule, we can assert that themechanism being tested is plant host sanction, and no other proposed mechanisms like partner choice. Place and Duration of Study: Nitrogen Metabolism Lab, Department of Soil Microbiology and Symbiotic Systems at Zaidín Experimental Station (CSIC State Agency, Granada, Spain). 2010- 2011. Methodology: Axenic seedlings of soybean (Glycine max) cultivar Williams were inoculated with 2 ml of bacterial suspension of BJD321 or A3 strains, alone or in 1:1 mixture and supplied with sterilized N free nutrient solution. Four weeks after inoculation plants of each inoculation treatment (BJD321 + A3, BJD321 only, A3 only) were harvested, nodules were counted and weighed and plated to determine rhizobial strain occupation and population. In the aerial part of plants, determinations of weight, N and C content were done. Results: Co-inoculated plants and plants only inoculated with the BJD321 strain showed a similar nitrogen fixation since they did not differ in dry weight, total N content and total C content. Plants with different inoculation treatments (BJD321 + A3, BJD321 only and A3 only) did not differ in nodule number. In co-inoculated plants, nodule occupation did not differ from the expected among strains (about 33% BJD321 + A3, BJD321 only and A3 only), and the weight of nodules occupied by both strains, BJD321 or A3 alone did not differ. In co-inoculated plants rhizobial viability did not differ between BJD321 and A3 strains, either comparing co-occupied nodules or single-occupied nodules. Nodule size and CFU of rhizobia inside nodules were not correlated, either in coinoculated plants or plants inoculated with BJD321 strain alone. Conclusion: We can conclude that in the soybean-B. japonicum system, plants facing the presence of fixing and non-fixing rhizobial strains do not sanction cheating and can perform as well as plants inoculated with the fixing strain alone.Fil: Marco, Diana Elizabeth. Universidad Nacional de Córdoba. Facultad de Cs.agropecuarias. Area de Producción Organica; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Talbi, Chouhra. Universidad Nacional Autónoma de México; MéxicoFil: Bedmar, Eulogio. Consejo Superior de Investigaciones Científicas. Estación Experimental del Zaidín; Españ

Sociedad, educación y matrimonio en la región de Gran Casablanca (Marruecos)

En el presente estudio hemos indagado en los factores socioeducativos que contribuyen a explicar las transformaciones que se producen en el seno de los matrimonios de la Región de Gran Casablanca, capital económica de Marruecos que alberga la concentración humana más importante del país. Para ello nos hemos valido de investigación documental, el cuestionario, la entrevista y la observación como principales instrumentos para la recogida de información. Nos hemos centrado en al análisis de distintas variables como han sido: Noviazgo -relaciones de endogamia, poligamia, lugares y frecuencias de encuentro, decisiones previas al matrimonio-, Matrimonio -acuerdos previos, amplitud de la unidad familia-, así como Opiniones y Actitudes sobre la vida conyugal

El papel educativo de la prensa digital ante la integración de los inmigrantes en España: elmundo.es y elpais.com

The objective of the present study is to highlight the importance of online newspapers in the formation of public opinion, by discovering whether they promote positive or negative attitudes towards immigration or contribute to increasing awareness about the impact of the digital press in educational and developmental terms. With this in mind, we carried out a comparative study of the digital versions of the two widest selling, broad-based daily newspapers in Spain: el mundo.es and el pais.com. We used the same methodology as that used in Comparative Education, analyzing the content of articles published between January 2009 and June 2010. Although there are many similarities between the two newspapers and both coincide in supporting the process of integrating immigrants into Spanish society, they differ in the strategies to be followed for achieving the sought-after goal of peaceful coexistence between migrants and the host community. «El Mundo» tends to favour adopting strategies that encourage immigrants to adapt to the established norms and guidelines of the host society; in the articles of «El País», on the other hand, the requirement for them to adapt is not regarded as necessary. However, the various ideological lines expressed in the articles that we analyzed enable us to draw the conclusion that they do not coincide to a significant degree with the editorial line of the newspaper publishing them.El objetivo del presente estudio consiste en poner de relieve la importancia de la prensa digital en la formación de opinión que tienen los ciudadanos, detectando si fomenta actitudes positivas o negativas en torno al hecho migratorio y coadyuvando a una mayor toma de conciencia sobre la incidencia educativa y formativa de la misma. Con esta pretensión se ha realizado un estudio comparado de las ediciones digitales de los dos diarios generalistas de pago con mayor tirada en España (elmundo.es y elpais.com), utilizando la metodología propia de la Educación Comparada y el análisis de contenido de los artículos publicados entre enero de 2009 y junio de 2010. Aunque son numerosas las similitudes halladas entre ambos diarios y coinciden en su apoyo al proceso de integración de los inmigrantes en la sociedad española, difieren en las estrategias a seguir para alcanzar la deseada convivencia. «El Mundo» se muestra más bien partidario de la adopción de estrategias que pasen por una adaptación de éstos a las normas y pautas establecidas en la sociedad de llegada. Mientras que en los artículos de «El País», esta adaptación no se contempla como un requisito imprescindible. Sin embargo, las diversas líneas ideológicas puestas de manifiesto en los artículos analizados nos permite inferir que no muestran un significativo grado de coincidencia con la línea ideológica del diario que los publica

Results on a pedagogic approach for tailoring public health interventions to minimise opportunistic infections.

We are performing curriculum modifications on the first year BSc (Hons) Biomedical Science module “Basic Microbiology” (De Montfort University, UK) to increase students’ knowledge of basic medical parasitology and infectious diseases, so these students can acquire the necessary skills to tackle their final degree module “Medical Microbiology”. Following student feedback on a novel short intervention in 2017/18 to promote awareness about human immunodeficiency virus (HIV), we have created an engaging workshop session to cover not only HIV but also the opportunistic infections that can affect HIV patients that have developed acquired immune deficiency syndrome (AIDS) and how to prevent them. The objective of this work was to evaluate the effectiveness of the improved workshop developed and to collect students’ impressions to perform further modifications if needed. Briefly, students were required to develop public health measures for HIV positive patients with two different degrees of immunosuppression (i.e. with CD4+ T cells in peripheral blood above and below 200 cells/μl) to prevent exposure and infection from opportunistic pathogens such as Cryptosporidium spp., Toxoplasma gondii or Pneumocystis jirovecii from: a) sexual exposures; b) intravenous drug use; b) environment and work; c) food and water; d) foreign travel. Students, following evidence-based public health methodology, tailored their measures or interventions using the most up-to-date information reported in the literature regarding HIV chemoprophylaxis and recent guidelines published by US Department of Health and Human Services on HIV/AIDS treatment and prevention. Interventions were critically analysed with all students in the last 20 min. of the workshop, which was repeated several times due to the number of students (n=203). The objectives of this workshop were evaluated by careful analysis of a specific feedback questionnaire (n=46 out of 203) voluntarily completed by students at the end of the workshop. The questionnaire showed the following feedback: 80.4% (65.2% agreed; 15.2% strongly agreed) indicated that they learnt how to identify public health interventions; and 95.7% (56.5% agreed; 39.1% strongly agreed) indicated that they would be able to establish measures to reduce HIV transmission and prevent opportunistic infections. Additionally, 95.7% (39.1% agreed; 56.5% strongly agreed) indicated that the workshop helped them to understand the relevance of local and global interventions. Finally, 97.8% of responders considered that the content (52.2% agreed; 45.7% strongly agreed) and duration (60.9% agreed; 37% strongly agreed) of the workshop was appropriate; and 89.1% (58.7% agreed; 30.4% strongly agreed) and 73.9% (41.3% agreed; 32.6% strongly agreed) enjoyed and were satisfied with the workshop provided, respectively. In conclusion, the improved workshop developed would seem to be effective for promoting sexual and public health education to minimise opportunistic pathogen infections in relevant patients when delivered to students with a basic knowledge of microbiology and parasitology

Utilización de signos religiosos en los centros escolares de Alemania y Reino Unido: el velo islámico

En el presente estudio indagamos la situación del velo islámico en los centros escolares de Alemania y el Reino Unido, donde se han estudiado las relaciones de los Estados con la religión, el tratamiento legislativo otorgado, los casos más controvertidos de cada país, así como la actual situación. Paradójicamente,en el Reino Unido, estado confesional donde la religión es considerada como servicio público, sus autoridades y sociedad apenas rechazan el uso del velo islámico, en comparación con un país no confesional como Alemania

The Berber cultural identity and the teaching of Amazigh

La población marroquí constituye una comunidad multilingüe. Su heterogeneidad cultural acentuada por la convivencia interétnica constituye una constante histórica. El amazigh es una lengua autóctona del norte de África, esencialmente de tradición oral, utilizada cotidianamente por la mayoría de la población bereber. Su revitalización etnolingüística e integración en el sistema escolar marroquí está comenzando a desarrollarse. Por primera vez, en 2001, Mohamed VI se refiere a la identidad plural del pueblo marroquí. En 2003 se produce la integración de la lengua amazigh en algunas escuelas primarias marroquíes. Actualmente, están afrontando serias dificultades para la implantación de una educación pública en lengua amazigh, entre las que destacan los insuficientes recursos humanos, económicos y estructurales existentes. La generalización de la enseñanza del amazigh a todos los niveles del sistema educativo parece más un reto con un fuerte componente político que una decisión con visos de realidad.The Moroccan population is a multilingual community. Historically there has been a cultural heterogeneity and ethnic coexistence. The Amazigh language is an indigenous North African oral tradition, used by most of the Berber population. Its integration into the Moroccan school system is beginning to develop. In 2001 Mohamed VI refers to the plural identity of the Moroccan people for first time. In 2003 the Amazigh was initiated in some Moroccan primary schools. Currently, there are difficulties in the implementation of Amazigh in public education, as insufficient human, economic and structural resources. The generalization of the teaching of Amazigh in the complete school system is a challenge

Dysfunction and Educational Reform in Morocco

Since 1956, the year in Morocco achieved independence, until now, the school system has been the subject of many discussions and controversies in the most varied areas of the country. We provide data on the educational situation. We analyze the reforms from a critical perspective, ending with final proposals. We concluded by acknowledging the efforts made in recent years in the Moroccan education sector, although there is still a considerable number of clearly important aspects of improvement