Tensor products of finitely cocomplete and abelian categories

The purpose of this article is to study the existence of Deligne's tensor product of abelian categories by comparing it with the well-known ten- sor product of finitely cocomplete categories. The main result states that the former exists precisely when the latter is an abelian category, and moreover in this case both tensor products coincide. An example of two abelian categories whose Deligne tensor product does not exist is given.Comment: 14 page

Lax orthogonal factorisation systems

This paper introduces lax orthogonal algebraic weak factorisation systems on 2-categories and describes a method of constructing them. This method rests in the notion of simple 2-monad, that is a generalisation of the simple reflections studied by Cassidy, H\'ebert and Kelly. Each simple 2-monad on a finitely complete 2-category gives rise to a lax orthogonal algebraic weak factorisation system, and an example of a simple 2-monad is given by completion under a class of colimits. The notions of KZ lifting operation, lax natural lifting operation and lax orthogonality between morphisms are studied.Comment: 59 page

Hopf measuring comonoids and enrichment

We study the existence of universal measuring comonoids $P(A,B)$ for a pair of monoids $A$, $B$ in a braided monoidal closed category, and the associated enrichment of a category of monoids over the monoidal category of comonoids. In symmetric categories, we show that if $A$ is a bimonoid and $B$ is a commutative monoid, then $P(A,B)$ is a bimonoid; in addition, if $A$ is a cocommutative Hopf monoid then $P(A,B)$ always is Hopf. If $A$ is a Hopf monoid, not necessarily cocommutative, then $P(A,B)$ is Hopf if the fundamental theorem of comodules holds; to prove this we give an alternative description of the dualizable $P(A,B)$-comodules and use the theory of Hopf (co)monads. We explore the examples of universal measuring comonoids in vector spaces and graded spaces.Comment: 30 pages. Version 2: re-arrangement of material; expansion of previous section 6, splitting into current sections 6,7,8; fix of graded algebras example, section 11; appendix removed; other minor fixes and edit

Identification of students' mental models about the milk transformation in yogurt

A review of the scientific literature reveals that there are still few researches on the conceptions of secondary school students about chemical reactions involving microorganisms, especially those related to the mental models that students use in their explanations. This paper describes a study concerning the different mental models related to the milk transformation into yogurt with 83 students from a Spanish secondary school of 8th and 9th grade (13-16 years) developed in the framework of a research that intends to use the elaboration of this product as a context for the teaching and learning of chemical reactions through modeling approaches. In order to identify the mental models of the students, in this paper we consider the milk transformation into yogurt as a process in which its main components are: the entities involved (milk and bacteria), the interaction between them and the result (yogurt). A simplified school model of this process would involve students considering that bacteria use the sugar in milk to transform it into lactic acid through a chemical reaction to obtain the necessary energy. Using this scheme in interaction with the students' answers, the underlying mental models were identified. Although almost half of the students showed great difficulties explaining the process, five models have been identified. Students often consider the milk transformation into yogurt primarily as a physical process of agglutination or change of state. These models are far from a school model of reference in which the bacteria have a fundamental role in the transformation of milk into yogurt by a chemical reaction.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Teaching students about chemical elements using daily-life contexts

Learning the names and symbols for chemical elements is a task that students often find dull, although it is of crucial importance for understanding chemistry. In this respect, the use of games or similar play activities could make the learning experience more enjoyable. This paper presents the results of a study in which two tasks involving play (TIPs) and based on daily-life contexts (football and the home) were used to teach the names and symbols of chemical elements. The experimental group comprised 38 year-10 students who studied this topic through a teaching unit built around the TIPs. A control group of 67 year-10 students followed a traditional teaching approach to the same topic. The effectiveness of the TIPs was assessed using three items, administered pre- and post-test, that explored students’ knowledge about metallic and non-metallic elements and their ability to identify them in their everyday environment. Following the TIP-based teaching unit, students in the experimental group gave a higher percentage of appropriate answers, with the Wilcoxon test indicating significant post-test differences for all three items. However, the Kolgomorov-Smirnov test indicated that the experimental and control groups only differed significantly at post-test in their ability to give the names and symbols of non-metals, with the experimental group performing better. Memorising the names and symbols of chemical elements is a complex task for students, and identifying their presence in everyday environments appears to be particularly difficult. However, the results suggest that the use of TIPs linked to daily-life contexts could help students with their learning of this topic.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Proyecto ‘I+D Excelencia’ EDU2013-41952-

Gene deficiency in activating Fcγ receptors influences the macrophage phenotypic balance and reduces atherosclerosis in mice

Immunity contributes to arterial inflammation during atherosclerosis. Oxidized low-density lipoproteins induce an autoimmune response characterized by specific antibodies and immune complexes in atherosclerotic patients. We hypothesize that specific Fcγ receptors for IgG constant region participate in atherogenesis by regulating the inflammatory state of lesional macrophages. In vivo we examined the role of activating Fcγ receptors in atherosclerosis progression using bone marrow transplantation from mice deficient in γ-chain (the common signaling subunit of activating Fcγ receptors) to hyperlipidemic mice. Hematopoietic deficiency of Fcγ receptors significantly reduced atherosclerotic lesion size, which was associated with decreased number of macrophages and T lymphocytes, and increased T regulatory cell function. Lesions of Fcγ receptor deficient mice exhibited increased plaque stability, as evidenced by higher collagen and smooth muscle cell content and decreased apoptosis. These effects were independent of changes in serum lipids and antibody response to oxidized low-density lipoproteins. Activating Fcγ receptor deficiency reduced pro-inflammatory gene expression, nuclear factor-κB activity, and M1 macrophages at the lesion site, while increasing anti-inflammatory genes and M2 macrophages. The decreased inflammation in the lesions was mirrored by a reduced number of classical inflammatory monocytes in blood. In vitro, lack of activating Fcγ receptors attenuated foam cell formation, oxidative stress and pro-inflammatory gene expression, and increased M2-associated genes in murine macrophages. Our study demonstrates that activating Fcγ receptors influence the macrophage phenotypic balance in the artery wall of atherosclerotic mice and suggests that modulation of Fcγ receptor-mediated inflammatory responses could effectively suppress atherosclerosis

Methane hydrate: shifting the coexistence temperature to higher temperatures with an external electric field

In the present work, we used molecular dynamic simulations of the equilibrium NPT ensemble to examine the effect of an external electric field on the three-phase coexistence temperature of methane gas, liquid water and methane hydrate. For these simulations, we used the TIP4P/Ice rigid water model and a single-site model for methane. The simulations were implemented at two pressures, 400 and 250bar, over temperatures ranging from 285 to 320K and from 280 to 315K, respectively. The application of an external electric field in the range of 0.1-0.9caused the effect of the thermal vibrations of the water molecules to become attenuated. This resulted in a shift of the three-phase coexistence temperature to higher temperatures. Electric fields below this range did not cause a difference in the coexistence temperature, and electric fields above this range enhanced the thermal effect. The shift had a magnitude of 22.5K on average.Peer ReviewedPostprint (author's final draft

Deterioration of willow seeds during storage

Willow (Salix spp.) seeds are able to tolerate desiccation, but differ from typical orthodox seeds in that they lose viability in a few days at room temperature, and in that the chloroplasts in embryo tissues do not dedifferentiate during maturation drying, thus retaining chlorophyll and maintaining intact their thylakoid membranes. In the present study, we investigated the damage generated in willow seeds during storage under appropriate conditions to exclude the eventual generation of reactive oxygen species by photooxidation. To this end, we measured different indicators of molecular damage, such as changes in the fatty acid profile, protein degradation, nuclease activities, and DNA damage, and evaluated normal germination and total germination in seeds stored for one, ten and sixteen years. We found: (i) a decrease in the fraction of unsaturated fatty acids; (ii) changes in the protein profile due to a decrease in protein solubility; (iii) activation of nucleases; and (iv) DNA fragmentation. Taken together, our findings identified programmed cell death as a key mechanism in seed deterioration during storage. We also found that, although the seeds maintained high percentages of total germination, the death program had already started in the seeds stored for ten years and was more advanced in those stored for sixteen years.Fil: Lopez Fernandez, Maria Paula. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Biodiversidad y Biología Experimental y Aplicada. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Biodiversidad y Biología Experimental y Aplicada; ArgentinaFil: Moyano, Laura. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Biodiversidad y Biología Experimental y Aplicada. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Biodiversidad y Biología Experimental y Aplicada; ArgentinaFil: Correa, María Daniela. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Biodiversidad y Biología Experimental; ArgentinaFil: Vasile, Franco Emanuel. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina. Universidad Nacional del Chaco Austral. Departamento de Industrias Alimentarias; ArgentinaFil: Burrieza, Hernán Pablo. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Biodiversidad y Biología Experimental y Aplicada. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Biodiversidad y Biología Experimental y Aplicada; ArgentinaFil: Maldonado, Sara Beatriz. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Biodiversidad y Biología Experimental y Aplicada. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Biodiversidad y Biología Experimental y Aplicada; Argentin

Percepción del alumnado universitario sobre la implantación del Espacio Europeo de Educación Superior

La adaptación al EEES supone un esfuerzo tanto a profesores como al colectivo estudiantil, principal afectado por los cambios que conlleva el plan Bolonia. El objetivo del presente trabajo fue analizar la percepción de los estudiantes de la Facultad de Ciencias de la Actividad Física y del Deporte, en la Universidad Politécnica de Madrid, sobre diferentes aspectos de la realidad universitaria actual, así como de los cambios establecidos por el plan Bolonia. Los resultados muestran diferencias según los estudiantes estuvieran inmersos en el plan antiguo o en el nuevo. En general los estudiantes de grado mostraron mayor satisfacción que los de licenciatura con los aspectos analizados