Tertiary teachers’ conceptions and declared practices about reading and writing in their disciplines

Este trabajo examina las prácticas declaradas y las concepciones sobre lectura y escritura que pueden inferirse de ellas, a partir de un estudio entre profesores terciarios argentinos. Para ello, administramos una encuesta a profesores de diversas asignaturas en 50 instituciones, que forman a los futuros docentes secundarios. Obtuvimos 544 respuestas válidas. En este artículo, enfocamos una de las preguntas abiertas que proponía describir las acciones que se realizan para ayudar a afrontar las dificultades de los alumnos para leer comprensivamente y escribir con claridad, reconocidas por la mayoría de los encuestados. Aunque muchos declaran ocuparse de la lectura y/o escritura en sus materias, predominan quienes manifiestan intervenir sólo al inicio de estas tareas (solicitando trabajos, dando instrucciones, enseñando técnicas) o al final (corrigiendo producciones de los alumnos). Una proporción menor de docentes expresan que median los procesos de leer o escribir durante las clases. Algunos de ellos manifiestan asimismo promover la interacción entre profesor y alumnos y/o entre pares, a través de la discusión sobre lo leído o lo escrito. De estas respuestas es posible abstraer dos modalidades con que los profesores incluyen la lectura y/o escritura en sus materias: una “periférica” y otra “entrelazada”. De acuerdo con los marcos teóricos de “escribir a través del currículum” y “enseñanza dialógica”, interpretamos estos resultados en términos de las concepciones que podrían corresponder a las prácticas declaradas. Discutimos también la incidencia que estas prácticas tendrían sobre la formación de los futuros profesores.This paper examines the declared practices and conceptions on reading and writing that can be inferred from a study in Argentina. After passing a survey to teachers of various subjects in 50 institutions that train future high-school teachers, we collected 544 valid responses. In this article, we focus on one of the open questions that describe the actions taken to address the students’ difficulties to write and understand what they read, recognized by most respondents. Although many teachers claim to deal with reading and/or writing in their field, most of them tend to intervene at the beginning of the assignments (requiring tasks, giving guidelines, providing techniques) or at the end (correcting students’ productions). A smaller proportion of teachers expressed that they support students during these tasks and make time for it in their classes. Some of them also promote interaction between teacher and students or among peers, through discussion on what has been read or written. Two modes of dealing with reading and/or writing within their subjects emerged from these data: the "peripheral" and the "intertwined" teaching. According to the theoretical "writing across the curriculum" and "dialogic teaching" approaches, we examine these results in terms of the conceptions which could correspond to the declared practices. We also discuss the impact that these teaching practices would have on the training of future teachers.Fil: Carlino, Paula. Universidad de Buenos Aires. Facultad de Filosofia y Letras. Instituto de Linguística; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Iglesia, Patricia. Universidad de Buenos Aires; ArgentinaFil: Laxalt, Irene. Universidad Nacional del Centro de la Provincia de Buenos Aires; Argentin

Haunt and Hold

In my experiences with caregiving, I was confronted with the vulnerable physicality of infant and elderly bodies. In Haunt and Hold, I draw on two memories in which I observed the physical weakening of my grandparents’ bodies. Intensely visceral and existentially overwhelming, these moments compelled me to reevaluate my material existence as well as a number of family traditions that have complicated my spiritual assumptions. Using the “Catholic Imagination,” the Medieval memory palace, the uncanny, and the abject as theoretical and conceptual frameworks, I make sense of these experiences and narratives. I create sculptural works that serve as reminders of the body, reflect on the sensations I experienced while caregiving, and re-contextualize personal family traditions involving the body. While the work is deeply rooted in my subjective experience, I intend to create uncanny encounters for viewers by presenting them with materials and scenarios that are visceral, unusual, and evocatively familiar

The tomato phosphatidylinositol-phospholipase C2 (SlPLC2) is required for defense gene induction by the fungal elicitor xylanase

The tomato [Solanum lycopersicum (Sl)] phosphatidylinositol-phospholipase C (PI-PLC) gene family is composed of six members, named SlPLC1 to SlPLC6, differentially regulated upon pathogen attack. We have previously shown that the fungal elicitor xylanase rapidly induces nitric oxide (NO), which is required for PI-PLCs activity and downstream defense responses in tomato cell suspensions. Here, we show that all six SlPLC genes are expressed in tomato cell suspensions. Treatment of the cells with xylanase induces an early increase in SlPLC5 transcript levels, followed by a raise of the amount of SlPLC2 transcripts. The production of NO is required to augment SlPLC5 transcript levels in xylanase-treated tomato cells. Xylanase also induces SlPLC2 and SlPLC5 transcript levels in planta. We knocked-down the expression of SlPLC2 and SlPLC5 by virus-induced gene silencing. We found that SlPLC2 is required for xylanase-induced expression of the defense-related genes PR1 and HSR203J.Fil: Gonorazky, Ana Gabriela. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Mar del Plata. Instituto de Investigaciones Biológicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Ramírez, Leonor. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Mar del Plata. Instituto de Investigaciones Biológicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Abd El Haliem, Ahmed. Wageningen University; Países BajosFil: Vossen, Jack H.. Wageningen University; Países BajosFil: Lamattina, Lorenzo. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Mar del Plata. Instituto de Investigaciones Biológicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Ten Have, Arjen. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Mar del Plata. Instituto de Investigaciones Biológicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Joosten, Matthieu H. A. J.. Wageningen University; Países BajosFil: Laxalt, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Mar del Plata. Instituto de Investigaciones Biológicas; Argentina. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; Argentin

Phospholipase C2 Affects MAMP-Triggered Immunity by Modulating ROS Production

The activation of phosphoinositide-specific phospholipase C (PI-PLC) is one of the earliest responses triggered by the recognition of several microbe-associated molecular patterns (MAMPs) in plants. The Arabidopsis (Arabidopsis thaliana) PI-PLC gene family is composed of nine members. Previous studies suggested a role for PLC2 in MAMP-triggered immunity, as it is rapidly phosphorylated in vivo upon treatment with the bacterial MAMP flg22. Here, we analyzed the role of PLC2 in plant immunity using an artificial microRNA to silence PLC2 expression in Arabidopsis. We found that PLC2-silenced plants are more susceptible to the type III secretion system-deficient bacterial strain Pseudomonas syringae pv tomato (Pst) DC3000 hrcC− and to the nonadapted pea (Pisum sativum) powdery mildew Erysiphe pisi. However, PLC2-silenced plants display normal susceptibility to virulent (Pst DC3000) and avirulent (Pst DC3000 AvrRPM1) P. syringae strains, conserving typical hypersensitive response features. In response to flg22, PLC2-silenced plants maintain wild-type mitogen-activated protein kinase activation and PHI1, WRKY33, and FRK1 immune marker gene expression but have reduced reactive oxygen species (ROS)-dependent responses such as callose deposition and stomatal closure. Accordingly, the generation of ROS upon flg22 treatment is compromised in the PLC2-defficient plants, suggesting an effect of PLC2 in a branch of MAMP-triggered immunity and nonhost resistance that involves early ROS-regulated processes. Consistently, PLC2 associates with the NADPH oxidase RBOHD, suggesting its potential regulation by PLC2

Haunt and Hold

In my experiences with caregiving, I was confronted with the vulnerable physicality of infant and elderly bodies. In Haunt and Hold, I draw on two memories in which I observed the physical weakening of my grandparents’ bodies. Intensely visceral and existentially overwhelming, these moments compelled me to reevaluate my material existence as well as a number of family traditions that have complicated my spiritual assumptions. Using the “Catholic Imagination,” the Medieval memory palace, the uncanny, and the abject as theoretical and conceptual frameworks, I make sense of these experiences and narratives. I create sculptural works that serve as reminders of the body, reflect on the sensations I experienced while caregiving, and re-contextualize personal family traditions involving the body. While the work is deeply rooted in my subjective experience, I intend to create uncanny encounters for viewers by presenting them with materials and scenarios that are visceral, unusual, and evocatively familiar.Master of Fine Arts (MFA)Art and Desig

Lekuak: The Basque Places of Boise, Idaho

Lekuak ( Places ) traces how Basque places in Boise reflect the evolution of each generation’s expression of ethnic identity in response to American societal forces of the times. The first-generation Amerikanuak (late 1800s to 1920s) predominantly expressed their ethnicity as an internally-focused, solely-Basque ethnic group and built places such as boardinghouses and frontons that met communal needs. The Tartekoak, ( in-between second generation, 1930s to the 1950s), mostly expressed a dual Basque and American ethnic identity. Tartekoak places often revealed the individuation of this generation with single-family residences and Americanized businesses, and the Basque Center with ancestry-based membership. The Egungoak ( today from the 1960s to the present), who may have mixed ancestral heritage, often express their ethnicity through conscious choice and inclusivity and principally created educational institutions that are open to non-Basques, including the Basque Museum and the Boise\u27ko Ikastola preschool. Boise\u27s Basque Block represents the culmination of the evolution of Basque places over generations. Its visible, external expression of symbolic ethnicity contains examples of each generation\u27s places: a boardinghouse, fronton, museum, and social center, as well as Basque symbols that permeate the streetscape. Ultimately, Lekuak documents Basque cultural persistence for over a hundred years in one American Western city through the lens of place

Tertiary teachers’ conceptions and declared practices about reading and writing in their disciplines

Este trabajo examina las prácticas declaradas y las concepciones sobre lectura y escritura que pueden inferirse de ellas, a partir de un estudio entre profesores terciarios argentinos. Para ello, administramos una encuesta a profesores de diversas asignaturas en 50 instituciones, que forman a los futuros docentes secundarios. Obtuvimos 544 respuestas válidas. En este artículo, enfocamos una de las preguntas abiertas que proponía describir las acciones que se realizan para ayudar a afrontar las dificultades de los alumnos para leer comprensivamente y escribir con claridad, reconocidas por la mayoría de los encuestados. Aunque muchos declaran ocuparse de la lectura y/o escritura en sus materias, predominan quienes manifiestan intervenir sólo al inicio de estas tareas (solicitando trabajos, dando instrucciones, enseñando técnicas) o al final (corrigiendo producciones de los alumnos). Una proporción menor de docentes expresan que median los procesos de leer o escribir durante las clases. Algunos de ellos manifiestan asimismo promover la interacción entre profesor y alumnos y/o entre pares, a través de la discusión sobre lo leído o lo escrito. De estas respuestas es posible abstraer dos modalidades con que los profesores incluyen la lectura y/o escritura en sus materias: una “periférica” y otra “entrelazada”. De acuerdo con los marcos teóricos de “escribir a través del currículum” y “enseñanza dialógica”, interpretamos estos resultados en términos de las concepciones que podrían corresponder a las prácticas declaradas. Discutimos también la incidencia que estas prácticas tendrían sobre la formación de los futuros profesores.This paper examines the declared practices and conceptions on reading and writing that can be inferred from a study in Argentina. After passing a survey to teachers of various subjects in 50 institutions that train future high-school teachers, we collected 544 valid responses. In this article, we focus on one of the open questions that describe the actions taken to address the students’ difficulties to write and understand what they read, recognized by most respondents. Although many teachers claim to deal with reading and/or writing in their field, most of them tend to intervene at the beginning of the assignments (requiring tasks, giving guidelines, providing techniques) or at the end (correcting students’ productions). A smaller proportion of teachers expressed that they support students during these tasks and make time for it in their classes. Some of them also promote interaction between teacher and students or among peers, through discussion on what has been read or written. Two modes of dealing with reading and/or writing within their subjects emerged from these data: the "peripheral" and the "intertwined" teaching. According to the theoretical "writing across the curriculum" and "dialogic teaching" approaches, we examine these results in terms of the conceptions which could correspond to the declared practices. We also discuss the impact that these teaching practices would have on the training of future teachers.Facultad de Humanidades y Ciencias de la Educació

Causa infrecuente de hemorragia digestiva alta: Pólipo duodenal de 30 mm (adenoma brunneriano). Tratamiento endoscópico

The authors present a case of upper digestive hemorrhage whose etiology was finally determined to be a voluminous Brunner's adenoma in the firs portion of the duodenum which was successfuly treated by means of endoscopical polypectomy. Authors emphasize the infrequency of this pathology. Endoscopical biopsies can be insufficient far definitive histological diagnosis.Se presenta un paciente con hemorragia digestiva alta, cuya etiología resultó ser un adenoma brunneriano voluminoso de primera porción de duodeno, tratado exitosamente con polipectomía endoscópica. Se destaca la poca frecuencia del mismo. Las biopsias endoscópicas pueden resultar insuficientes para un diagnóstico histológico definitiv

Exogenous Nitro-Oleic Acid Treatment Inhibits Primary Root Growth by Reducing the Mitosis in the Meristem in Arabidopsis thaliana

Nitric oxide (NO) is a second messenger that regulates a broad range of physiological processes in plants. NO-derived molecules called reactive nitrogen species (RNS) can react with unsaturated fatty acids generating nitrated fatty acids (NO2-FA). NO2-FA work as signaling molecules in mammals where production and targets have been described under different stress conditions. Recently, NO2-FAs were detected in plants, however their role(s) on plant physiological processes is still poorly known. Although in this work NO2-OA has not been detected in any Arabidopsis seedling tissue, here we show that exogenous application of nitro-oleic acid (NO2-OA) inhibits Arabidopsis primary root growth; this inhibition is not likely due to nitric oxide (NO) production or impaired auxin or cytokinin root responses. Deep analyses showed that roots incubated with NO2-OA had a lower cell number in the division area. Although this NO2-FA did not affect the hormonal signaling mechanisms maintaining the stem cell niche, plants incubated with NO2-OA showed a reduction of cell division in the meristematic area. Therefore, this work shows that the exogenous application of NO2-OA inhibits mitotic processes subsequently reducing primary root growth.Fil: Di Fino, Luciano Martin. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Investigaciones Biológicas. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Cerrudo, Ignacio. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Investigaciones Biológicas. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Salvatore, Sonia Rosana. Univeristy of Pittsburgh. School of Medicine; Estados UnidosFil: Schopfer, Francisco Jose. University of Pittsburgh at Johnstown; Estados UnidosFil: Garcia-Mata, Carlos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Investigaciones Biológicas. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; ArgentinaFil: Laxalt, Ana Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Mar del Plata. Instituto de Investigaciones Biológicas. Universidad Nacional de Mar del Plata. Facultad de Ciencias Exactas y Naturales. Instituto de Investigaciones Biológicas; Argentin