The Name of Cannabis: A Short Guide for Nonbotanists

The genus Cannabis (Family Cannabaceae) is probably indigenous to wet habitats of Asiatic continent. The long coexistence between mankind and Cannabis led to an early domestication of the plant, which soon showed an amazing spectrum of possible utilizations, as a source of textile fibers, as well as narcotic and psychoactive compounds. Nowadays, the specie(s) belonging to the genus Cannabis are represented by myriads of cultivated varieties, often with unstable taxonomic foundations. The nomenclature of Cannabis has been the object of numerous nomenclatural treatments. Linnaeus in Species Plantarum (1753) described a single species of hemp, Cannabis sativa, whereas Lamarck (1785) proposed two species of Cannabis: C. sativa, the species largely cultivated in Western Continent, and Cannabis indica, a wild species growing in India and neighboring countries. The dilemma about the existence of the species C. indica considered distinct from C. sativa continues up to present days. Due to their prevalent economic interest, the nomenclatural treatment is particularly important as far as it concerns the cultivated varieties of Cannabis. In this context, we propose to avoid the distinction between sativa and indica, suggesting a bimodal approach: when a cultivar has been correctly established. It could be advisable to apply a nomenclature system based on the International Code of Nomenclature for Cultivated Plants (ICNCP): it is not necessary to use the species epithets, sativa or indica, and a combination of the genus name and a cultivar epithet in any language and bounded by single quotation marks define an exclusive name for each Cannabis cultivar. In contrast, Cannabis varieties named with vernacular names by medical patients and recreational users, and lacking an adequate description as required by ICNCP, should be named as Cannabis strain, followed by their popularized name and without single quotation marks, having in mind that their names have no taxonomical validity

Buscando que los estudiantes construyan demostraciones

El rol del aprendizaje significativo mediante la utilización de nuevas estrategias de enseñanza. Este aprendizaje involucra un proceso en el que lo que aprendemos es el producto de la información nueva, interpretada a la luz de lo que ya sabemos. Para que haya aprendizaje significativo, es necesario que el alumno pueda relacionar el material de aprendizaje con la estructura de conocimientos de que ya dispone. De esta forma, junto con la motivación favorable para la comprensión, y, los esfuerzos que requiere, una condición esencial del aprendizaje de conceptos será que estos se relacionen con los conocimientos previos de los alumnos. El nuevo conocimiento, que queremos que el alumno aprenda en esta oportunidad, surgirá de un adecuado desarrollo del razonamiento deductivo y manejo de los conocimientos previos. Entendiendo por razonamiento deductivo al proceso de razonamiento en que, para obtener una conclusión lógicamente necesaria a partir de ciertas premisas, los pasos están encadenados siguiendo ciertas reglas lógicas y son justificados rigurosamente. Las justificaciones están basadas en los axiomas y definiciones de la teoría respectiva, en teoremas demostrados con anterioridad y en las premisas o hipótesis del problema o teorema. El docente debe ayudar al estudiante a desarrollar y usar el poder del razonamiento deductivo comprometiéndolo permanentemente a pensar, analizar y deducir conjeturas en clase, además debe crear y seleccionar tareas apropiadas que puedan involucrar la generalización, la organización de datos para validar o refutar una conjetura. Un grupo de bachillerato del último año desarrolló la demostración de un teorema de convergencia de series, con los resultados de un 46% que la realizó exitosamente, versus un 36% que no lo logró. Los alumnos que lograron hacer la demostración, no eran los más estudiosos pero tenían una buena capacidad de razonamiento. En cambio los que generalmente preparan las evaluaciones y que se apoyan mucho en la memoria, no lograron un buen desempeño

Un criterio ¿evalúa?

Un permanente desafío al cual se enfrentan todos los docentes en su diaria labor es cómo evaluar para que los estudiantes realmente demuestren lo que aprendieron de lo que el docente se propuso enseñar. La claridad y la transparencia son características fundamentales que no pueden omitirse en ninguna evaluación. La evaluación basada en criterios es un modelo que permite tener una buena información de cómo van los procesos de enseñanza y aprendizaje ya que los objetivos propuestos se traducen en los criterios. También permite al docente focalizar sus intenciones de enseñanza y a los estudiantes les permite ver claramente donde estuvieron sus errores y sus acierte. En cierto modo es un modelo que tiene algo de autorregulación

Desarrollo de capacidades cognitivas generales en el marco de los cursos de matemática

El proceso de aprendizaje y, sus relaciones con el proceso de la enseñanza, es complejo pero, sin pretender reducir o simplificar lo que dichos procesos suponen, debemos reconocer que para la apropiación del conocimiento son imprescindibles ciertas capacidades cognitivas generales. Estimular el desarrollo de estas capacidades a través de planteos didácticos adecuados debería, en nuestra opinión, ser considerado como una prioridad a lo largo del proceso de escolarización. En matemáticas se encuentra un campo particularmente propicio para identificar algunas de esas capacidades. Entre éstas se cuentan: la de manejar distintos registros simbólicos (verbales, gráficos, simbólicos, numéricos, etc.) y traducir la información dada en uno de los registros a otros; la de construir modelos de la realidad utilizando entes matemáticos, obtener conclusiones mediante un manejo matemáticamente adecuado del modelo y reinterpretar estas conclusiones en la realidad, a los efectos de la toma de decisiones o de la descripción o predicción de fenómenos; la de calcular tanto numérica como simbólicamente; la de concretar formulaciones generales a casos particulares o inducir generalizaciones a partir de casos particulares; la de reconocer y utilizar correctamente diversas estructuras lógicas; la de proponer conjeturas y explorarlas, produciendo o bien pruebas o bien refutaciones

Autotrophic and Heterotrophic Growth Conditions Modify Biomolecole Production in the Microalga Galdieria sulphuraria (Cyanidiophyceae, Rhodophyta)

Algae have multiple similarities with fungi, with both belonging to the Thallophyte, a polyphyletic group of non-mobile organisms grouped together on the basis of similar characteristics, but not sharing a common ancestor. The main difference between algae and fungi is noted in their metabolism. In fact, although algae have chlorophyll-bearing thalloids and are autotrophic organisms, fungi lack chlorophyll and are heterotrophic, not able to synthesize their own nutrients. However, our studies have shown that the extremophilic microalga Galderia sulphuraria (GS) can also grow very well in heterotrophic conditions like fungi. This study was carried out using several approaches such as scanning electron microscope (SEM), gas chromatography/mass spectrometry (GC/MS), and infrared spectrophotometry (ATR-FTIR). Results showed that the GS, strain ACUF 064, cultured in autotrophic (AGS) and heterotrophic (HGS) conditions, produced different biomolecules. In particular, when grown in HGS, the algae (i) was 30% larger, with an increase in carbon mass that was 20% greater than AGS; (ii) produced higher quantities of stearic acid, oleic acid, monounsaturated fatty acids (MUFAs), and ergosterol; (iii) produced lower quantities of fatty acid methyl esters (FAMEs) such as methyl palmytate, and methyl linoleate, saturated fatty acids (SFAs), and poyliunsaturated fatty acids (PUFAs). ATR-FTIR and principal component analysis (PCA) statistical analysis confirmed that the macromolecular content of HGS was significantly different from AGS. The ability to produce different macromolecules by changing the trophic conditions may represent an interesting strategy to induce microalgae to produce different biomolecules that can find applications in several fields such as food, feed, nutraceutical, or energy production

Weathering of a Roman Mosaic-A Biological and Quantitative Study on In Vitro Colonization of Calcareous Tesserae by Phototrophic Microorganisms

The potential impact of cyanobacteria and microalgae on the weathering of calcareous tesserae from a Roman mosaic of the II Century CE has been followed through in vitro experiments. Laboratory tests were carried out by inoculating mosaic tiles with single strains of Cyanobacteria or Chlorophyta to evaluate the roles of pioneer phototrophic microrganism on the resulting architecture of biofilms. The interaction between tesserae and strains was assessed at the whole substratum and micrometer scales, by image analysis and Confocal Laser Scanning (CLS) microscopy, respectively. The biofilm surface coverage on each tessera varied from 19% (Fischerella ambigua) to 97% (Microcoleus autumnalis). Cyanobacteria showed a better growth on calcareous tesserae, whereas the only green alga attaining a superficial coverage higher than 50% was Coelastrella rubescens. CLS microscopy evidenced two different types of spatial arrangement of the phototrophic organisms on the tesserae, that were defined as compact or porous, respectively. In the first one was measured a reduced number of empty spaces between cells or filaments, whereas in the second type, a reticulate texture allowed the presence of numerous empty volumes. The colonization processes observed are an intrinsic characteristic of each strain. We have proposed a colonization index IC as a sensible tool to describe, in a quantitative way, the pioneering attitude of each photosynthetic microorganism to colonize lithic substrates under laboratory conditions

The development of metaphorical language comprehension in typical development and in Williams syndrome

The domain of figurative language comprehension was used to probe the developmental relation between language and cognition in typically developing individuals and individuals with Williams syndrome. Extending the work of Vosniadou and Ortony, the emergence of nonliteral similarity and category knowledge was investigated in 117 typically developing children between 4 and 12 years of age, 19 typically developing adults, 15 children with Williams syndrome between 5 and 12 years of age, and 8 adults with Williams syndrome. Participants were required to complete similarity and categorization statements by selecting one of two words (e.g., either “The sun is like ___” or “The sun is the same kind of thing as ___”) with word pairs formed from items that were literally, perceptually, or functionally similar to the target word or else anomalous (e.g., moon, orange, oven, or chair, respectively). Results indicated that individuals with Williams syndrome may access different, less abstract knowledge in figurative language comparisons despite the relatively strong verbal abilities found in this disorder