Presentación de las tareas proporcionado por el profesor, necesidades psicológicas y vitalidad subjetiva en alumnos de educación física = Task presentation provided by the teacher, psychological needs and subjective vitality in physical education students = Apresentação das tarefas fornecidas pelo profesor, das necesidades psicológicas e da vitalidade subjetiva dos alunos de educação física

Tomando como base la teoría de las necesidades psicológicas básicas (Deci y Ryan, 2002), en este estudio se examinó si la percepción que tiene el alumno de la presentación de las tareas por parte del profesor predice la satisfacción de las necesidades psicológicas básicas, y éstas a su vez predicen el bienestar (vitalidad subjetiva) de los alumnos en la sesión de educación física. La muestra estuvo compuesta por 515 niños (272 hombres [M = 11.28 años; DT = .49] y 243 mujeres [M = 11.36 años; DT = .48]) estudiantes de sexto grado de primaria (M = 11.32; DT = .48), que cumplimentaron los instrumentos que evaluaban las variables del estudio. Los resultados del análisis de ecuaciones estructurales indicaron que la presentación de las tareas actuó como predictor positivo de la satisfacción de las necesidades psicológicas básicas, y que éstas a su vez predijeron positivamente la vitalidad subjetiva. Los análisis de mediación indicaron que la satisfacción de las necesidades psicológicas básicas medió parcialmente la relación entre la percepción que tiene el alumno de la presentación de las tareas por el profesor y el bienestar psicológico de los alumnos de educación física. ABSTRACT Within the framework of basic psychological needs theory (Deci & Ryan, 2002), in this study we examined the students’ perception of the coach’s task presentation as a predictor of the satisfaction of the basic psychological needs, which in turn predicted psychological wellbeing (subjective vitality) of students in the physical education context. Participants were 515 children (272 men [M = 11.28 years; SD = .49] and 243 women [M = 11.32 years; SD = .48]) students in the sixth grade of primary school (M = 11.32 years, SD = .48), who completed the questionnaires measuring the study variables. Results of structural equation analyses showed that coach’s task presentation positively predicted satisfaction of the basic psychological needs, which in turn positively predicted subjective vitality. Satisfaction of the basic psychological needs partially mediated the relationship between coach’s task presentation and well-being of students in the physical education context RESUMO Tendo como base a teoria das necessidades psicológicas básicas (Deci e Ryan, 2002), este estudo busca analisar se a percepção predefinida pelos alunos sobre a apresentação das atividades propostas pelo professor predizem à satisfação das necessidades psicológicas básicas, e estas por sua vez, definem o bem-estar (vitalidade subjetiva) dos alunos na aula de educação física. A amostra está conformada por 515 crianças (272 meninos [M = 11.28 anos; DT = .49] e 243 meninas[M = 11.32 anos; DT = .48]) estudantes de sexto ano da primária (M = 11.32 anos; DT = .48), que preencheram os instrumentos de avaliação das variáveis do estudo. Os resultados da análise de equações estruturais mostraram que a apresentação das atividades atuou como influenciador positivo da satisfação das necessidades psicológicas básicas e que estas, por sua vez, manifestaram-se positivamente frente a vitalidade subjetiva. As análises de mediação indicaram que a satisfação das necessidades psicológicas básicas mediu parcialmente a relação entre a percepção do aluno sobre a apresentação das tarefas pelo professor e o bem-estar psicológico dos alunos de educação física

Coastal-ocean variability in primary production in the Canary Current upwelling region: comparison among in situ and satellite-derived estimates

Poster.-- Conferencia sobre los Sistemas de Afloramiento de Borde Oriental (EBUS): Pasado, Presente y Futuro & Segunda Conferencia Internacional sobre el Sistema de Corrientes de Humboldt, 19-23 de Septiembre de 2022, Lima, PerúThe Canary Current Eastern Boundary Upwelling Ecosystem (CanC-EBUE), unlike other EBUE, has been unabatedly warming, and decreasing (or at least not increasing) in wind intensity during the last 60 years. However, past trends in net primary production are uncertain, due to differences in the outputs of remote sensing models and the lack of in situ data to validate these models in the region. Here we compare four widely-used models – the Vertically Generalized Production Model (VGPM) and its variant based on Eppley’s description of the growth function (Eppley-VGPM), the Carbon-based Production Model (CbPM), and the Carbon, Absorption and Fluorescence Euphotic-resolving model (CAFE)- with in situ primary production (PP) data. Together with chlorophyll a concentration (Chl a) and phytoplankton biomass (B), we measured PP by 14C and 13C uptake, and oxygen evolution inside incubation bottles, along 11 stations across the transition zone expanding from the coastal upwelling to the open ocean waters at the Cape Verde Frontal Zone (17-23ºN; 16-26ºW). We compared in situ PP, Chl a and B with models’ outputs (NPP) and inputs (satellite derived Chl a and B), respectively. Although carbon and oxygen –based in situ PP estimates were frequently correlated, we found that only the Chl a-based VGPMs were significantly correlated with in situ estimates, yet these are among the the first-described models in the literature. Models based on B, however, did not correlate with in situ PP estimations, in spite that satellite-derived B presented better correlations than Chl a with the in situ dataN

Is There a Seamount Effect on Microbial Community Structure and Biomass? The Case Study of Seine and Sedlo Seamounts (Northeast Atlantic)

Seamounts are considered to be “hotspots” of marine life but, their role in oceans primary productivity is still under discussion. We have studied the microbial community structure and biomass of the epipelagic zone (0–150 m) at two northeast Atlantic seamounts (Seine and Sedlo) and compared those with the surrounding ocean. Results from two cruises to Sedlo and three to Seine are presented. Main results show large temporal and spatial microbial community variability on both seamounts. Both Seine and Sedlo heterotrophic community (abundance and biomass) dominate during winter and summer months, representing 75% (Sedlo, July) to 86% (Seine, November) of the total plankton biomass. In Seine, during springtime the contribution to total plankton biomass is similar (47% autotrophic and 53% heterotrophic). Both seamounts present an autotrophic community structure dominated by small cells (nano and picophytoplankton). It is also during spring that a relatively important contribution (26%) of large cells to total autotrophic biomass is found. In some cases, a “seamount effect” is observed on Seine and Sedlo microbial community structure and biomass. In Seine this is only observed during spring through enhancement of large autotrophic cells at the summit and seamount stations. In Sedlo, and despite the observed low biomasses, some clear peaks of picoplankton at the summit or at stations within the seamount area are also observed during summer. Our results suggest that the dominance of heterotrophs is presumably related to the trapping effect of organic matter by seamounts. Nevertheless, the complex circulation around both seamounts with the presence of different sources of mesoscale variability (e.g. presence of meddies, intrusion of African upwelling water) may have contributed to the different patterns of distribution, abundances and also changes observed in the microbial community

IKZF1plus is a frequent biomarker of adverse prognosis in Mexican pediatric patients with B-acute lymphoblastic leukemia

BackgroundRecurrent genetic alterations contributing to leukemogenesis have been identified in pediatric B-cell Acute Lymphoblastic Leukemia (B-ALL), and some are useful for refining classification, prognosis, and treatment selection. IKZF1plus is a complex biomarker associated with a poor prognosis. It is characterized by IKZF1 deletion coexisting with PAX5, CDKN2A/2B, or PAR1 region deletions. The mutational spectrum and clinical impact of these alterations have scarcely been explored in Mexican pediatric patients with B-ALL. Here, we report the frequency of the IKZF1plus profile and the mutational spectrum of IKZF1, PAX5, CDKN2A/2B, and ERG genes and evaluate their impact on overall survival (OS) in a group of patients with B-ALL.MethodsA total of 206 pediatric patients with de novo B-ALL were included. DNA was obtained from bone marrow samples at diagnosis before treatment initiation. A custom-designed next-generation sequencing panel was used for mutational analysis. Kaplan-Meier analysis was used for OS estimation.ResultsWe identified the IKZF1plus profile in 21.8% of patients, which was higher than that previously reported in other studies. A significantly older age (p=0.04), a trend toward high-risk stratification (p=0.06), and a decrease in 5-year Overall Survival (OS) (p=0.009) were observed, although heterogeneous treatment protocols in our cohort would have impacted OS. A mutation frequency higher than that reported was found for IKZF1 (35.9%) and CDKN2A/2B (35.9%) but lower for PAX5 (26.6%). IKZF1MUT group was older at diagnosis (p=0.0002), and most of them were classified as high-risk (73.8%, p=0.02), while patients with CDKN2A/2BMUT had a higher leukocyte count (p=0.01) and a tendency toward a higher percentage of blasts (98.6%, >50% blasts, p=0.05) than the non-mutated patients. A decrease in OS was found in IKZF1MUT and CDKN2A/2BMUT patients, but the significance was lost after IKZF1plus was removed.DiscussionOur findings demonstrated that Mexican patients with B-ALL have a higher prevalence of genetic markers associated with poor outcomes. Incorporating genomic methodologies into the diagnostic process, a significant unmet need in low- and mid-income countries, will allow a comprehensive identification of relevant alterations, improving disease classification, treatment selection, and the general outcome

Mesoscale variability modulates seasonal changes in the trophic structure of nano- and picoplankton communities across the NW Africa-Canary Islands transition zone

9 pages, 5 figures, 2 tablesThe variability of picoplankton and nanoplankton autotrophic (A) and heterotrophic (H) communities was studied along a zonal gradient extending from the NW African shelf to 500 km offshore in two contrasting seasons of the year: early spring (spring) and summer (summer). Plankton abundance was significantly higher in summer than in spring. In particular, heterotrophic prokaryotes (HP) and Prochlorococcus (Proc) were an order of magnitude more abundant in summer, presumably due to a higher loading of dissolved organic matter and higher temperatures. The average ratio of A to H biomass was lower during the summer. Over the African shelf, picoplankton was lowest during summer, while both the autotrophic and heterotrophic nanoflagellates (ANF and HNF) showed the highest abundances. In contrast, in spring, the highest abundance of Picoeukaryotes (PE) and Synechococcus (Syn) was found over or close to the shelf. The offshore sampling sections intersected a complex area of strong mesoscale variability, which affected the plankton distribution. In summer, the entrainment of an upwelling filament around a cyclonic eddy provoked the increase of HP and Syn abundances by about one order of magnitude over the surrounding waters, while PE were more abundant over the core of the eddy (probably due to nutrient pumping). In spring, HP and Syn were more abundant at the boundaries of an anticyclonic eddy and in the filament (where PE also increased). Proc abundance increased up to one order of magnitude in the core of the eddy and in the eddy-oceanic waters front. ANF and HNF showed the highest abundances in the filament and the eddy. In summary, although seasonality affects the background variability in microplankton communities, the mesoscale variability found in the Canary Islands transition zone strongly modulates the patterns of distribution, abundances and changes in community structure, altering the A to H ratio and concomitantly playing a key role modifying the carbon pathways within the food web in the regionThis research was supported by a predoctoral Fellowship of the Spanish Ministry of Education and Science (AP2005-3932) to F.B. and three grants of the Spanish Ministry of Education and Science (RODA project, CTM 2004-06842-C03/MAR; CONAFRICA project, CTM2004-02319; CAIBEX project, CTM2007-66408-CO2-O2)Peer reviewe

Presentación de las tareas por el profesor, necesidades psicológicas y vitalidad subjetiva en alumnos de educación física

Within the framework of basic psychological needs theory (Deci & Ryan, 2002), in this study we examined the students’ perception of the coach’s task presentation as a predictor of the satisfaction of the basic psychological needs, which in turn predicted psychological wellbeing (subjective vitality) of students in the physical education context. Participants were 515 children (272 men [M = 11.28 years; SD = .49] and 243 women [M = 11.32 years; SD = .48]) students in the sixth grade of primary school (M = 11.32 years, SD = .48), who completed the questionnaires measuring the study variables. Results of structural equation analyses showed that coach’s task presentation positively predicted satisfaction of the basic psychological needs, which in turn positively predicted subjective vitality. Satisfaction of the basic psychological needs partially mediated the relationship between coach’s task presentation and well-being of students in the physical education context.Tomando como base la teoría de las necesidades psicológicas básicas (Deci y Ryan, 2002), en este estudio se examinó si la percepción que tiene el alumno de la presentación de las tareas por parte del profesor predice la satisfacción de las necesidades psicológicas básicas, y éstas a su vez predicen el bienestar (vitalidad subjetiva) de los alumnos en la sesión de educación física. La muestra estuvo compuesta por 515 niños (272 hombres [M = 11.28 años; DT = .49] y 243 mujeres [M = 11.36 años; DT = .48]) estudiantes de sexto grado de primaria (M = 11.32; DT = .48), que cumplimentaron los instrumentos que evaluaban las variables del estudio. Los resultados del análisis de ecuaciones estructurales indicaron que la presentación de las tareas actuó como predictor positivo de la satisfacción de las necesidades psicológicas básicas, y que éstas a su vez predijeron positivamente la vitalidad subjetiva. Los análisis de mediación indicaron que la satisfacción de las necesidades psicológicas básicas medió parcialmente la relación entre la percepción que tiene el alumno de la presentación de las tareas por el profesor y el bienestar psicológico de los alumnos de educación física.Tendo como base a teoria das necessidades psicológicas básicas (Deci e Ryan, 2002), este estudo busca analisar se a percepção predefinida pelos alunos sobre a apresentação das atividades propostas pelo professor predizem à satisfação das necessidades psicológicas básicas, e estas por sua vez, definem o bem-estar (vitalidade subjetiva) dos alunos na aula de educação física. A amostra está conformada por 515 crianças (272 meninos [M = 11.28 anos; DT = .49] e 243 meninas[M = 11.32 anos; DT = .48]) estudantes de sexto ano da primária (M = 11.32 anos; DT = .48), que preencheram os instrumentos de avaliação das variáveis do estudo. Os resultados da análise de equações estruturais mostraram que a apresentação das atividades atuou como influenciador positivo da satisfação das necessidades psicológicas básicas e que estas, por sua vez, manifestaram-se positivamente frente a vitalidade subjetiva. As análises de mediação indicaram que a satisfação das necessidades psicológicas básicas mediu parcialmente a relação entre a percepção do aluno sobre a apresentação das tarefas pelo professor e o bem-estar psicológico dos alunos de educação física

Apresentação das tarefas fornecidas pelo profesor, das necesidades psicológicas e da vitalidade subjetiva dos alunos deeducação física

Tomando como base la teoría de las necesidades psicológicas básicas (Deci y Ryan, 2002), en este estudio se examinó si la percepción que tiene el alumno de la presentación de las tareas por parte del profesor predice la satisfacción de las necesidades psicológicas básicas, y éstas a su vez predicen el bienestar (vitalidad subjetiva) de los alumnos en la sesión de educación física. La muestra estuvo compuesta por 515 niños (272 hombres [M= 11.28 años; DT= .49] y 243 mujeres [M= 11.36 años; DT= .48]) estudiantes de sexto grado de primaria (M= 11.32; DT= .48), que cumplimentaron los instrumentos que evaluaban las variables del estudio. Los resultados del análisis de ecuaciones estructurales indicaron que la presentación de las tareas actuó como predictor positivo de la satisfacción de las necesidades psicológicas básicas, y que éstas a su vez predijeron positivamente la vitalidad subjetiva. Los análisis de mediación indicaron que la satisfacción de las necesidades psicológicas básicas medió parcialmente la relación entre la percepción que tiene el alumno de la presentación de las tareas por el profesor y el bienestar psicológico de los alumnos de educación física.ABSTRACT:Within the framework of basic psychological needs theory (Deci & Ryan, 2002), in this study we examined the students’ perception of the coach’s task presentation as a predictor of the satisfaction of the basic psychological needs, which in turn predicted psychological wellbeing (subjective vitality) of students in the physical education context. Participants were 515 children (272 men [M= 11.28 years; SD= .49] and 243 women [M= 11.32 years; SD= .48]) students in the sixth grade of primary school (M= 11.32 years, SD= .48), who completed the questionnaires measuring the study variables. Results of structural equation analyses showed that coach’s task presentation positively predicted satisfaction of the basic psychological needs, which in turn positively predicted subjective vitality. Satisfaction of the basic psychological needs partially mediated the relationship between coach’s task presentation and well-being of students in the physical education context.RESUMO: Tendo como base a teoria das necessidades psicológicas básicas (Deci e Ryan, 2002), este estudo busca analisar se a percepção predefinida pelos alunos sobre a apresentação das atividades propostas pelo professor predizem à satisfação das necessidades psicológicas básicas, e estas por sua vez, definem o bem-estar (vitalidade subjetiva) dos alunos na aula de educação física. A amostra está conformada por 515 crianças (272 meninos [M= 11.28 anos; DT= .49]e 243 meninas[M= 11.32 anos; DT= .48]) estudantes de sexto ano da primária (M= 11.32 anos; DT= .48), que preencheram os instrumentos de avaliação das variáveis do estudo. Os resultados da análise de equações estruturais mostraram que a apresentação das atividades atuou como influenciador positivo da satisfação das necessidades psicológicas básicas e que estas, por sua vez, manifestaram-se positivamente frente a vitalidade subjetiva. As análises de mediação indicaramque a satisfação das necessidades psicológicas básicas mediu parcialmente a relação entre a percepção do aluno sobre a apresentação das tarefas pelo professor e o bem-estar psicológico dos alunos de educação físic

Presentación de las tareas por el profesor, necesidades psicológicas y vitalidad subjetiva en alumnos de educación física

Tomando como base la teoría de las necesidades psicológicas básicas (Deci y Ryan, 2002), en este estudio se examinó si la percepción que tiene el alumno de la presentación de las tareas por parte del profesor predice la satisfacción de las necesidades psicológicas básicas, y éstas a su vez predicen el bienestar (vitalidad subjetiva) de los alumnos en la sesión de educación física. La muestra estuvo compuesta por 515 niños (272 hombres [M = 11.28 años; DT = .49] y 243 mujeres [M = 11.36 años; DT = .48]) estudiantes de sexto grado de primaria (M = 11.32; DT = .48), que cumplimentaron los instrumentos que evaluaban las variables del estudio. Los resultados del análisis de ecuaciones estructurales indicaron que la presentación de las tareas actuó como predictor positivo de la satisfacción de las necesidades psicológicas básicas, y que éstas a su vez predijeron positivamente la vitalidad subjetiva. Los análisis de mediación indicaron que la satisfacción de las necesidades psicológicas básicas medió parcialmente la relación entre la percepción que tiene el alumno de la presentación de las tareas por el profesor y el bienestar psicológico de los alumnos de educación física.</jats:p

Heterotrophic prokaryotes as drivers of exopolymeric particles in the Mediterranean Sea and the Subtropical NorthEast Atlantic Ocean

Aquatic Sciences Meeting, Aquatic Sciences: Global And Regional Perspectives - North Meets South, 22-27 February 2015, Granada, SpainExopolymeric particles (EP) affect both carbon export into deep waters and gas exchange at the surface microlayer. We describe the distribution of EP in the water column, from surface to the bottom, across the Mediterranean Sea and the subtropical Northeast Atlantic Ocean. EP concentrations ranged from 5.3 to 81.7 μg XG eq l-1 in the epipelagic zone (0-200 m), from 1.2 to 34.7 μg XG eq l-1 in the mesopelagic zone (200-1000 m) and from 0.6 to 15.9 μg XG eq l-1 in the bathypelagic zone (>1000 m). In general, EP concentrations were significantly lower in the Eastern Mediterranean basin compared to the Western Mediterranean and the subtropical Northeast Atlantic Ocean, coinciding with lower concentrations in phytoplankton and heterotrophic prokaryotic abundances. The relationships between EP and chlorophyll a in the epipelagic zones varied greatly, being very inconsistent among basins. In contrast, EP distributions in the epipelagic and mesopelagic waters were consistently related to heterotrophic prokaryotic abundance, particularly in the Western Mediterranean basin. Our results suggest a paramount role of heterotrophic prokaryotes in promoting EP production both in epipelagic and mesopelagic waters of these marine regionsPeer Reviewe