RESUMEN
Dinocampus coccinellae (Hymenoptera: Braconidae) is a generalist parasitoid wasp that parasitizes >50 species of predatory lady beetles (Coleoptera: Coccinellidae), with thelytokous parthenogeny as its primary mode of reproduction. Here, we present the first high-quality genome of D. coccinellae using a combination of short- and long-read sequencing technologies, followed by assembly and scaffolding of chromosomal segments using Chicago + HiC technologies. We also present a first-pass ab initio and a reference-based genome annotation and resolve timings of divergence and evolution of (1) solitary behavior vs eusociality, (2) arrhenotokous vs thelytokous parthenogenesis, and (3) rates of gene loss and gain among Hymenopteran lineages. Our study finds (1) at least 2 independent origins of eusociality and solitary behavior among Hymenoptera, (2) 2 independent origins of thelytokous parthenogenesis from ancestral arrhenotoky, and (3) accelerated rates of gene duplications, loss, and gain along the lineages leading to D. coccinellae. Our work both affirms the ancient divergence of Braconid wasps from ancestral Hymenopterans and accelerated rates of evolution in response to adaptations to novel hosts, including polyDNA viral coevolution.
Asunto(s)
Escarabajos , Avispas , Adaptación Fisiológica , Animales , Escarabajos/genética , Humanos , Partenogénesis/genética , Conducta Predatoria , Avispas/genéticaRESUMEN
In the young population, binge drinking is a pattern of problematic alcohol consumption, characterized by a short period of heavy drinking followed by abstinence which is frequently repeated over time. This drinking pattern is associated with mental problems, use of other drugs, and an increased risk of excessive alcohol intake during adulthood. However, little is known about the effects of binge drinking on brain function in adolescents and its neurobiological impact during the adulthood. In the present study, we evaluated the effects of alcohol on hippocampal memory, synaptic plasticity, and mitochondrial function in adolescent rats after a binge drinking episode in vivo. These effects were analyzed at 1, 3, or 7 weeks post alcohol exposure. Our results showed that binge-like ethanol pre-treated (BEP) rats exhibited early alterations in learning and memory tests accompanied by an impairment of synaptic plasticity that was total and partially compensated, respectively. These changes could be attributed to a rapid increase in oxidative damage and a late inflammatory response induced by post ethanol exposure. Additionally, BEP alters the regulation of mitochondrial dynamics and modifies the expression of mitochondrial permeability transition pore (mPTP) components, such as cyclophilin D (Cyp-D) and the voltage-dependent anion channel (VDAC). These mitochondrial structural changes result in the impairment of mitochondrial bioenergetics, decreasing ATP production progressively until adulthood. These results strongly suggest that teenage alcohol binge drinking impairs the function of the adult hippocampus including memory and synaptic plasticity as a consequence of the mitochondrial damage induced by alcohol and that the recovery of hippocampal function could implicate the activation of alternative pathways that fail to reestablish mitochondrial function.
Asunto(s)
Consumo Excesivo de Bebidas Alcohólicas/fisiopatología , Encéfalo/fisiopatología , Mitocondrias/patología , Adenosina Trifosfato/biosíntesis , Adolescente , Animales , Consumo Excesivo de Bebidas Alcohólicas/patología , Encéfalo/patología , Cognición , Factor de Transcripción de la Proteína de Unión a GA/metabolismo , Hipocampo/patología , Hipocampo/fisiopatología , Humanos , Inflamación/patología , Inflamación/fisiopatología , Masculino , Mitocondrias/metabolismo , Dinámicas Mitocondriales , Proteínas de Transporte de Membrana Mitocondrial/metabolismo , Poro de Transición de la Permeabilidad Mitocondrial , Estrés Oxidativo , Ratas , Ratas Sprague-Dawley , Transmisión Sináptica , Análisis y Desempeño de TareasRESUMEN
The authors declare that the original version of this article contained a mistake in the data of the Figure 2, particularly in the LTP data.
RESUMEN
Objetivo: Analizar la relación entre perfil académico y la percepción de competencias en estudiantes de enfermería, con su desempeño en el examen de grado basado en simulación de alta fidelidad para la obtención del título de enfermera/o. Material y Método: Estudio cuantitativo, transversal y correlacional que siguió la guía STROBE. Midió variables del perfil académico (número de semestres cursados, asignaturas reprobadas, calificación de internado y al 8vo semestre) y la percepción de competencias en una muestra probabilística de 101 estudiantes de enfermería previo al examen de grado basado en simulación clínica de alta fidelidad. Luego se relacionaron con la calificación obtenida en el examen de grado. Resultados: El 36,6% de los estudiantes tardó 14 o más semestres en completar la carrera, y 52,4% tuvo más de 5 asignaturas reprobadas. En el 8vo semestre, el 58,4% obtuvo calificación suficiente. Durante el internado, el 55,4% tuvo calificación muy buena, el 94% percibió sus competencias como buenas o excelente antes del examen de grado y en el examen de grado, el 67,1% obtuvo calificación muy buena y 6,9% sobresaliente. Se encontraron relaciones significativas entre percepción de competencias del estudiante y calificación del examen de grado (p= 0,012), y entre calificación del internado y examen de grado (p= 0,029). No hubo relaciones significativas entre semestres cursados, asignaturas reprobadas y promedio al 8vo semestre con calificación del examen de grado. Conclusiones: Antes del examen de grado, los estudiantes de enfermería perciben su competencia como excelente o buena. Esto se relaciona con calificación en este examen y del internado. La calificación del examen de grado no se relaciona con los semestres cursados, nota al 8vo semestre, ni asignaturas reprobadas.
Objective: To analyze the relationship between academic profile, perception of competence in nursing students, with their performance in the final exam, based on high-fidelity simulation. Material and Method: A quantitative, cross-sectional, and correlational study following the STROBE guidelines. The study measured academic profile variables (number of semesters completed, failed subjects, internship grade and 8th semester grade) and the perception of competence in a probabilistic sample of 101 nursing students, prior to the final exam, based on high-fidelity clinical simulation. They were then related to the final exam grades. Results: 36.6% of students took 14 or more semesters to graduate, and 52.4% had failed more than 5 subjects. In the 8th semester, 58.4% obtained a sufficient grade. During the internship, 55.4% received a very good grade. 94% of students perceived their competence as good or excellent before the final exam, and in the final exam, 67.1% had a very good grade, and 6.9% had an excellent grade. Significant relationships were found between students' perceptions of competence and final exam grades (p= 0.012), and between internship grades and final exam grades (p= 0.029). There were no significant relationships between semesters completed, failed subjects, and 8th semester grade with the final exam grade. Conclusion: Before the final exam, nursing students perceive their competence as excellent or good. This perception is related to their performance in the exam and during the internship. The final exam grade is not related to the number of semesters completed, the 8th semester grade or the failed subjects.
Objetivo: Analisar a relação entre o perfil académico, a percepção de competências dos estudantes de enfermagem e seu desempenho no exame de graduação, com base na simulação de alta fidelidade. Material e Método: Estudo quantitativo, transversal e correlacional que seguiu o guia STROBE. O estudo mediu variáveis de perfil académico (número de semestres cursados, disciplinas reprovadas, nota do estágio e nota do 8° semestre) e a percepção de competência em uma amostra probabilística de 101 estudantes de enfermagem, antes do exame de graduação, com base em simulação clínica de alta fidelidade. Em seguida, essas variáveis foram relacionadas com a nota do exame de graduação. Resultados: 36,6% dos estudantes levaram 14 semestres ou mais para concluir o programa de estudos, e 52,4% tiveram mais de 5 disciplinas reprovadas. No 8° semestre, 58,4% obtiveram uma nota suficiente. Durante o estágio, 55,4% receberam uma nota muito boa. 94% dos estudantes perceberam suas competências como boas ou excelentes antes do exame de graduação. No exame de graduação, 67,1% obtiveram uma nota muito boa e 6,9% uma nota excelente. Foram encontradas relações significativas entre a percepção de competência do estudante e a nota do exame de graduação (p= 0,012), e entre a nota do estágio e o exame de graduação (p= 0,029). Não houve relações significativas entre semestres cursados, disciplinas reprovadas e a nota do 8° semestre com a nota do exame de graduação. Conclusão: Antes do exame de graduação, os estudantes de enfermagem percebem suas competências como excelentes ou boas. Isso está relacionado com a nota neste exame e no estágio. A nota do exame de graduação não está relacionada com os semestres cursados, a nota no 8° semestre ou as disciplinas reprovadas.
RESUMEN
Desde sus inicios, la pedagogía vocal de la música comercial contemporánea (tér-mino utilizado para referirse a la música popular, no lírica), se ha visto enfrentada a una serie de desafíos, dado a que inicialmente su canto fue enseñado de acuerdo con la técnica lírica, a pesar de contar con diferencias sustanciales en cuanto a la forma de emplear la voz, los recursos y registros vocales, propios de cada género musical, la amplificación externa, la formación y conocimientos necesarios para entrenar la voz, la evaluación y detección de problemas vocales, las herramientas pedagógicas necesarias para enseñar canto, entre otras distinciones. Lo anterior exige un replan-teamiento de la pedagogía vocal y sus metodologías correspondientes para promover el aprendizaje de estudiantes de canto de música comercial contemporánea
Contemporary commercial music vocal pedagogy has faced a number of challenges. This term is used to refer to popular or "non-lyrical" music. From its beginnings, the singing of contemporary commercial music was related and was taught based on lyrical technique, despite having substantial differences in the way of using the voice, such as the use of vocal registers, external amplification, and vocal resources of each musical genre, among other distinctions. Other challenges mentioned will be the training and knowledge necessary to train the voice, the evaluation and detection of vocal problems, and the pedagogical tools necessary to teach singing are challenges. Due to the aforementioned, there must be a rethinking of vocal pedagogy and its corresponding methodologies to promote the learning of contemporary commercial music singing students
Asunto(s)
Entrenamiento de la Voz , Canto/fisiología , Música , Enseñanza/educación , Voz , Canto , AprendizajeRESUMEN
Introducción: las proteínas presentes en los alimentos juegan un rol saciógeno y pueden actuar sobre la respuesta insulínica y la glucemia plasmática postprandial. Objetivos: evaluar saciedad y glucemia postprandial luego del consumo de yogur hiperproteico vs normoproteico en mujeres adultas aparentemente sanas, residentes de la Ciudad Autóno-ma Buenos Aires y el Gran Buenos Aires. Materiales y métodos: ensayo clínico cruzado simple ciego, sobre una muestra de 79 mujeres adultas (25-65 años), no diabéticas ni intolerantes a la glucosa. Se comparó saciedad, impacto glucémico y agradabilidad de dos yogures ofrecidos como merienda, con diferente aporte proteico, controlados en grasas y carbohidratos, con relación proteínas/carbohidratos: 0,56 en yogur hiperproteico y 0,33 en normoproteico. Se va-loró estado nutricional mediante índice de masa corporal (bajo peso <18,5 kg/m2, normopeso: 18,5 a 24,9 kg/m2, sobrepeso u obesidad: ≥25 kg/m2) y riesgo cardiometabólico mediante índice cintura/talla (≥0,50). Estadística mediante software SPSS 22.0, aplicando prueba de Wilcoxon y chi cuadrado o prueba exacta de Fisher, con nivel de significación estadística <0,05. Resultados: edad promedio: 34,4±11 años. El 65,8% con ade-cuado estado nutricional según IMC y 26,6% con riesgo cardio-metabólico aumentado, ambas variables asociadas en forma di-recta con la edad (p=0,0000 y p=0,001 respectivamente).El yogur hiperproteico fue más aceptado (p=0,03) con mejor res-puesta sobre saciedad post ingesta que el yogur normoproteico, a la hora y a las dos horas de ingerido (p=0,001 y p=0,000 res-pectivamente). A su vez, impactó significativamente más sobre la respuesta glucémica postprandial sólo a los 30 minutos de consu-mido (p=0,02), pero no a los 60 minutos (p=0,59). Conclusiones: el yogur hiperproteico alcanzó mayor agra-dabilidad y otorgó, a igual porción estándar, mayor saciedad postprandial que un yogur similar normoproteico, sin afectar la glucemia postprandial.