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Enzyme Kinetic Equations of Irreversible and Reversible Reactions in Metabolism  [PDF]
Santiago Imperial, Josep J. Centelles
Journal of Biosciences and Medicines (JBM) , 2014, DOI: 10.4236/jbm.2014.24005
Abstract:

This paper compares the irreversible and reversible rate equations from several uni-uni kinetic mechanisms (Michaelis-Menten, Hill and Adair equations) and bi-bi mechanisms (single- and double- displacement equations). In reversible reactions, Haldane relationship is considered to be identical for all mechanisms considered and reversible equations can be also obtained from this rela- tionship. Some reversible reactions of the metabolism are also presented, with their equilibrium constant.

Microglial cells in astroglial cultures: a cautionary note
Josep Saura
Journal of Neuroinflammation , 2007, DOI: 10.1186/1742-2094-4-26
Abstract: Our knowledge of the functional potentialities of astrocytes has not ceased to grow in the last decades. Astrocytes are now recognized as important players in fundamental CNS functions such as energy metabolism [1], neurotransmission [2], maintenance of the blood-brain barrier [3], extracellular ion homeostasis [4] or cerebrovascular regulation [5] and they also play key roles in neuroinflammation [6] or repair [7]. Much of this knowledge has been obtained through in vitro studies. Although astroglial cell lines exist, such as rat C6 or human U373, primary cultures are by far the most commonly used model to study astroglial biology in vitro. A note regarding terminology: Primary cultures are, strictly speaking, those prepared by plating cells directly after isolation from tissue. When a primary culture is subcultured we obtain secondary cultures, tertiary cultures, etc. In this review the term "primary culture" is used in a less strict way to include also subcultures, except in Additional File 1 in which "primary" means without subculture.Primary astroglial-enriched cultures are easy to prepare, reproducible and versatile and can be obtained from virtually any CNS region. Most laboratories prepare astroglial-enriched cultures from mice and rats but human primary astroglial-enriched cultures are also common whereas other species are used more seldom. Astroglial-enriched primary cultures can be prepared from organisms of any age, including embryonic, foetal, neonatal, young, adult and old organisms. In terms of yield and purity, the optimal age is while astrogenesis peaks; this occurs after the peak of neurogenesis and before the peak of oligodendrogenesis. In mice and rats this optimal window spans a period from 2–3 days prenatal to 2–3 days postnatal for cortex and most CNS regions [8], but not for cerebellum where it spans between post-natal days 4 and 7 [9].Most protocols for preparing astroglial-enriched cultures from rat/mouse late embryos/neonates are derived f
Seminario: Infraestructura, movilidad y calidad urbana
Parcerisa,Josep;
ARQ (Santiago) , 2005, DOI: 10.4067/S0717-69962005006000015
Abstract: realizado el 20 de junio de 2005 en la facultad de arquitectura, dise?o y estudios urbanos de la universidad católica, este seminario contó con la participación del arquitecto y urbanista catalán josep parcerisa y del ingeniero colombiano residente en francia juan pablo bocarejo, entre otros invitados. organizado por el programa de doctorado en arquitectura y estudios urbanos, la dirección de extensión y servicios externos, la dirección de investigación y posgrados, el instituto de estudios urbanos y territoriales y la escuela de arquitectura, contó con el apoyo del programa mecesup del ministerio de educación del gobierno de chile, metro de santiago, hotel neruda, embajada de francia en chile y tecnoplot. la exposición de parcerisa se basó en una investigación, elaborada en conjunto con maría rubert de ventós, sobre los sistemas de metro de 28 ciudades del mundo y que se complementó con una exhibición en la sala baquedano del metro de santiago
Sobre la planta: retícula, formato, trazados
Quetglas,Josep;
ARQ (Santiago) , 2004, DOI: 10.4067/S0717-69962004005800002
Abstract: en medio de un panorama dominado por la cultura de las imágenes, donde la fotografía de arquitectura y el render se han vuelto los medios de comunicación predilectos, volvemos por un minuto a detenernos en las plantas de arquitectura. verdadera huella del edificio sobre el suelo, la planta contiene una parte importante de las claves del proyecto, siendo al mismo tiempo medio de representación, herramienta de dise?o para el arquitecto, patrón de trazado e instrucción para el constructor. aunque la planta se presenta invisible al habitante, ella determina con precisión la calidad de los espacios en que vivimos. sin fotografías, vemos nuevamente en planta.
Evaluación de la calidad docente y promoción del profesorado (V).: Legislación universitaria espa?ola (c): desarrollo de la Ley Orgánica de Universidades (2002-2005)
Carreras,Josep;
Educación Médica , 2007, DOI: 10.4321/S1575-18132007000300003
Abstract: the organic law of universities (lou) established a system with two steps to appoint the members of the bodies of functionary professors: a first step of national "habilitation", and a second step of concourse to the specific positions convoked by the universities. the "habilitation" procedure was censured very much by the governments of the autonomous spanish communities, the conference of university rectors, the academic authorities , the professors, the political parties and the labour organizations. it was stated that the procedure did not respect the autonomy of the universities, did not ensure the selection of the best candidates, did not abolish the "endogamy", and that it was very expensive and inefficient. therefore, when in the year 2004 the socialist party formed a new government, it initiated the substitution of the system of "habilitation" by a system of "accreditation". regarding to the direct selection of contracted professors by the universities, the lou established a previous step of evaluation of the academic activity of the candidates by an official agency. as the procedures developed by the national agency for evaluation of quality were censured very much, the socialist government changed the system, to improve its efficiency and transparency. the rules of the specific concourses developed by the universities were established by their statute, causing significant differences among them.
Evaluación de la calidad docente y promoción del profesorado (III). Legislación Universitaria Espa?ola (a): de la Ley de Ordenación de la Universidad Espa?ola (1943) a la Ley de Reforma Universitaria (1983)
Carreras,Josep;
Educación Médica , 2003, DOI: 10.4321/S1575-18132003000100002
Abstract: during the period of franco?s dictatorship the spanish university was governed successively by three laws: the law of ordination of the spanish university of 1943, the law on the structure of the university faculties and their professors of 1965, and the general law of education of 1970. the procedures for the selection of the professors determined by these laws possessed elements that allowed to evaluate certain aspects of the educational quality of the candidates. but during the whole period of validity of the same ones there were no habitual and widespread practices of evaluation of university teaching, due so much to the little propensity from the university professors to be evaluated as to the persistence of the system of opposition or of competition-opposition to accede with permanent character to the educational position. during the first years of the democratic transition they were carried out diverse attempts to promulgate a law that adapted the university structures and functions to the new socio-political reality of the country. but all they failed for lack of enough parliamentary support, until in 1983 the socialist government promulgated the law of university reformation. this law, that governed the life of the spanish university during almost twenty years, opened new perspectives of teaching evaluation for the selection and promotion of the professors.
Evaluación de la calidad docente y promoción del profesorado (IV). Legislación universitaria espa?ola (b): de la Ley de reforma universitaria (1983) a la Ley Orgánica de universidades (2002). (1a parte)
Carreras,Josep;
Educación Médica , 2004, DOI: 10.4321/S1575-18132004000100003
Abstract: following the promulgation of the law of university reformation (lru) in 1983, were published the complementary dispositions that allowed the provision of numerous positions of the different university educational bodies according to the new criteria contained in the law. on the other hand, retributive complements as incentive for educational and research quality were established, and the universities began to apply procedures to evaluate teaching. but seven years after the approval of the lru, a generalized consensus existed on the need to modify the system of selection of the professors; mainly as a result of the high degree of "endogamy" that had developed, in the sense that generally the local candidates obtained the teaching positions with independence of their merits. the own socialist government carried out several attempts to reform the lru, but they did not arrive at term due to the lack of the necessary parliamentary consensus. finally, it was a government of the popular party the one that, in 2002, with enough parliamentary majority and in spite of the strong refusal of the other political parties and of the universities, approved a new organic law of universities (lou), that greatly modified the mechanisms of selection of the faculty diminishing the autonomy of the universities.
Dise?o de nuevos planes de estudios de medicina en el contexto del espacio europeo de educación superior: I.- Punto de partida y decisiones previas
Carreras,Josep;
Educación Médica , 2005, DOI: 10.4321/S1575-18132005000500003
Abstract: until very recently the process of construction of the european higher education area, as concern to the medical studies, has been developed at a low speed in comparison to other educational areas; fact that can be partially explained by the difficulties that the existing eec directives on undergraduate medical education may represent for the implementation of the two-cycle structure (bachelor/master) established by the bologna process. this paper analyzes the eec directives and the legal norms established in spain to develop the principles of the european higher education area, and comments the possibilities that they present in order to structure the future medical curricula in the context of a new educational paradigm: the syllabus based on learning outcomes and competencies.
Evaluación de la calidad docente y promoción del profesorado (VIII): Legislación universitaria espa?ola (f): calidad docente y complementos retributivos (1.a parte)
Carreras,Josep;
Educación Médica , 2011, DOI: 10.4321/S1575-18132011000400002
Abstract: this article analyses how the university spanish legislation has tried to increase the quality of teaching establishing diverse types of additional fees for the professorship. six years after the promulgation of the law of university reformation in 1983, it was modified the remunerative regime of the professorship and an educational component of individual character was incorporated to the fee's specific complement in order to improve the teaching. however, this aim was not achieved because most of the universities, responsible for evaluating the educational merits of the professor-ship, applied very flexible and generous criteria; granting the educational complement in a widespread and practically automatic form. the organic law of universities (lou), enacted in 2001, determined that the government and the autonomous spanish communities might establish for the academic staff additional retributions linked to teaching, research and management individual merits. and the law also prescribed that the social councils of the universities, at the proposal of their governing councils, might agree the assignment of the above mentioned remunerative complements, previous evaluation of the merits by the national agency for quality evaluation and accreditation or by the external evaluation body that the autonomous communities shall determine. in developing this disposition, the autonomous communities set different parameters and criteria, which has led to the coexistence of highly variable remunerative situations. recently, the organic law of modification of the lou has added the technology development and the transfer of knowledge to the merits linked to additional fee, but has barely affected the situation for what it does to the encouragement of the teaching function.
Evaluación Continua Aplicada a la Asignatura Componentes y Circuitos en su Adecuación al Espacio Europeo de Educación Superior (EEES)
Jordana,Josep;
Formación universitaria , 2009, DOI: 10.4067/S0718-50062009000100006
Abstract: this paper describes the continuous evaluation applied to the course components and circuits in the telecommunications engineering degree of the castelldefels school of technology in the autumn semester of 2006. the paper explores the relationship between the academic performance achieved by students, their previous studies and the results of the university entrance evaluation. this work demonstrates that there is a clear correlation between overall academic performance and the mark obtained to enter the university. this continuous evaluation study along with the application of active learning methodologies has allowed about 50% of students has passed the course.
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