Xanthomonas axonopodis pv. manihotis (Xam) is the causal agent of bacterial blight of cassava, which is among the main components of human diet in Africa and South America. Current information about ...the molecular pathogenicity factors involved in the infection process of this organism is limited. Previous studies in other bacteria in this genus suggest that advanced draft genome sequences are valuable resources for molecular studies on their interaction with plants and could provide valuable tools for diagnostics and detection. Here we have generated the first manually annotated high-quality draft genome sequence of Xam strain CIO151. Its genomic structure is similar to that of other xanthomonads, especially Xanthomonas euvesicatoria and Xanthomonas citri pv. citri species. Several putative pathogenicity factors were identified, including type III effectors, cell wall-degrading enzymes and clusters encoding protein secretion systems. Specific characteristics in this genome include changes in the xanthomonadin cluster that could explain the lack of typical yellow color in all strains of this pathovar and the presence of 50 regions in the genome with atypical nucleotide composition. The genome sequence was used to predict and evaluate 22 variable number of tandem repeat (VNTR) loci that were subsequently demonstrated as polymorphic in representative Xam strains. Our results demonstrate that Xanthomonas axonopodis pv. manihotis strain CIO151 possesses ten clusters of pathogenicity factors conserved within the genus Xanthomonas. We report 126 genes that are potentially unique to Xam, as well as potential horizontal transfer events in the history of the genome. The relation of these regions with virulence and pathogenicity could explain several aspects of the biology of this pathogen, including its ability to colonize both vascular and non-vascular tissues of cassava plants. A set of 16 robust, polymorphic VNTR loci will be useful to develop a multi-locus VNTR analysis scheme for epidemiological surveillance of this disease.
Taste memory involves storing information through plasticity changes in the neural network of taste, including the insular cortex (IC) and ventral tegmental area (VTA), a critical provider of ...dopamine. Although a VTA-IC dopaminergic pathway has been demonstrated, its role to consolidate taste recognition memory remains poorly understood. We found that photostimulation of dopaminergic neurons in the VTA or VTA-IC dopaminergic terminals of TH-Cre mice improves the salience to consolidate a subthreshold novel taste stimulus regardless of its hedonic value, without altering their taste palatability. Importantly, the inhibition of the D1-like receptor into the IC impairs the salience to facilitate consolidation of an aversive taste recognition memory. Finally, our results showed that VTA photostimulation improves the salience to consolidate a conditioned taste aversion memory through the D1-like receptor into the IC. It is concluded that the dopamine activity from the VTA into IC is required to increase the salience enabling the consolidation of a taste recognition memory. Notably, the D1-like receptor activity into the IC is required to consolidate both innate and learned aversive taste memories but not appetitive taste memory.
microRNAs (miRNAs) are short RNA molecules that control gene expression by silencing complementary mRNA. They play a crucial role in stress response in plants, including biotic stress. Some miRNAs ...are known to respond to bacterial infection in Arabidopsis thaliana but it is currently unknown whether these responses are conserved in other plants and whether novel species-specific miRNAs could have a role in defense.
This work addresses the role of miRNAs in the Manihot esculenta (cassava)-Xanthomonas axonopodis pv. manihotis (Xam) interaction. Next-generation sequencing was used for analyzing small RNA libraries from cassava tissue infected and non-infected with Xam. A full repertoire of cassava miRNAs was characterized, which included 56 conserved families and 12 novel cassava-specific families. Endogenous targets were predicted in the cassava genome for many miRNA families. Some miRNA families' expression was increased in response to bacterial infection, including miRNAs known to mediate defense by targeting auxin-responding factors as well as some cassava-specific miRNAs. Some bacteria-repressed miRNAs included families involved in copper regulation as well as families targeting disease resistance genes. Putative transcription factor binding sites (TFBS) were identified in the MIRNA genes promoter region and compared to promoter regions in miRNA target genes and protein coding genes, revealing differences between MIRNA gene transcriptional regulation and other genes.
Taken together these results suggest that miRNAs in cassava play a role in defense against Xam, and that the mechanism is similar to what's known in Arabidopsis and involves some of the same families.
ResumenEl presente estado del arte, refleja la relación que existe entre los procesos de diseño y la pedagogía del diseño, desde los métodos de diseño, la evaluación, el enfoque por competencias y la ...didáctica aplicada.Recoge, las habilidades y competencias que los docente y estudiantes deben adquirir, para que la enseñanza y el aprendizaje sean significativos; teniendo en cuenta que los procesos de diseño no han sido abordados en la academia como parte fundamental de la pedagogía del diseño, porque se presentan como modelos teóricos-conceptuales y no se relacionan adecuadamente con la didáctica aplicada. Por otro lado, se observa cómo la valoración que merece el docente de diseño, está comprometida con la visión local del proceso de diseño, con el modelo pedagógico institucional y con las estrategias pedagógicas que son implementadas. Finalmente, se exponen las características comunes de la pedagogía del diseño: a nivel local, a nivel regional, y a nivel mundial. AbstractThe present state of the art, reflects the relationship between design processes and design pedagogy, from design methods, evaluation, competency-based approach and applied didactics. Collect the skills and competences that teachers and students must acquire, so that teaching and learning are meaningful; Taking into account that the design processes have not been approached in the academyas a fundamental part of the design pedagogy, because are presented as theoretical- conceptual models and are not adequately related to applied didactics. On the other side, it is observed how the evaluation that the design teacher deserves, is committed to the local vision of the design process, with the institutional pedagogical model and with the pedagogical strategies that are implemented. Finally, the common characteristics of design pedagogy are exposed: locally, regionally, and globally.
There is increasing evidence showing that HDACs regulates BDNF (brain-derived neurotrophic factor) expression through its interaction with the Bdnf gene promoter, a key regulator to consolidate ...memory. Although the nuclear mechanisms regulated by HDACs that control BDNF expression have been partially described recently, the temporal events for memory consolidation remain unknown. Hence, in this work, we studied the temporal pattern for the activation of the BDNF/TrkB pathway through class I HDAC inhibition to enhance object recognition memory (ORM) consolidation. To this end, we inhibited class I HDAC into the insular cortex (IC) and a weak ORM protocol was used to assess temporal expression and function of the BDNF/TrkB pathway in the IC. We found that cortical class I HDAC inhibition enhanced long-term ORM, coincident with a clear peak of BDNF expression at 4 h after acquisition. Furthermore, the tyrosine kinase B (TrkB) receptor blockade at 4 h, but not at 8 h, impaired the consolidation of ORM. These results suggest that histone acetylation regulates the temporal expression of BDNF in cortical circuits potentiating the long-term recognition memory.
•Cortical class I HDAC inhibition facilitates long-term ORM consolidation.•Cortical class I HDAC inhibition temporally enhances BDNF after weak ORM training.•Blockade of TrkB receptor at 4 h impairs weak ORM consolidation.
Previous studies have shown that dopaminergic activity modulates the salience of novel stimuli enabling the formation of recognition memories. In this work, we hypothesize that dopamine released into ...the insular cortex (IC) from the ventral tegmental area (VTA) inputs enables the acquisition to consolidate object recognition memory. It has been reported that short training produces weak recognition memories; on the contrary, longer training produces lasting and robust recognition memories. Using a Cre-recombinase under the tyrosine hydroxylase (TH+) promoter mouse model, we photostimulated the VTA-IC dopaminergic pathway during short training or photoinhibited the same pathway during long training while mice explored objects. Our results showed that the photostimulation of the VTA-IC pathway during a short training enables the acquisition of recognition memory. Conversely, photoinhibition of the same pathway during a long training prevents the acquisition of recognition memory. Interestingly, the exploration time of the objects under photoinhibition or photostimulation of the dopaminergic VTA-IC pathway was not altered. Significantly, this enhancement of acquisition of the object recognition memory through the photostimulation of the VTA dopaminergic neurons could be impaired by the blockage of the D1-like receptors into the IC, either before or after the photostimulation. Altogether, our results suggest that dopamine released by the VTA is required during the acquisition to consolidate the object recognition memory through D1-like receptors into the IC without affecting the activity or the motivation to explore objects.
•Photostimulation of the VTA-IC pathway during a short training enhances the acquisition to consolidate the object recognition memory.•Photoinhibition of the VTA-IC pathway during a long training impairs the acquisition of object recognition memory.•Enhancement of the ORM through the photostimulation of the VTA dopaminergic neurons is impaired by the blockage of the D1-like receptors into the IC.
•Palmitoyl acyltransferase activity in the hippocampus is necessary for the acquisition and consolidation, but not for the retrieval of spatial memory tasks.•Synaptic plasticity, as measured by ...long-term potentiation in the Schaffer Collateral pathway, requires palmitoyl acyltransferase activity for the LTP induction but not for the LTP maintenance.
Protein palmitoylation regulates trafficking, mobilization, localization, interaction, and distribution of proteins through the palmitoyl acyltransferases (PATs) enzymes. Protein palmitoylation controls rapid and dynamic changes of the synaptic architecture that modifies the efficiency and strength of synaptic connections, a fundamental mechanism to generate stable and long-lasting memory traces. Although protein palmitoylation in functional synaptic plasticity has been widely described, its role in learning and memory processes is poorly understood. In this work, we found that PATs inhibition into the hippocampus before and after the training of Morris water maze (MWM) and object location memory (OLM) impaired spatial learning. However, we demonstrated that PATs inhibition during the retrieval does not affect the expression of spatial memory in both MWM and OLM. Accordingly, long-term potentiation induction is impaired by inhibiting PATs into the hippocampus before high-frequency electrical stimulation but not after. These findings suggest that PATs activity is necessary to modify neural plasticity, a mechanism required for memory acquisition and consolidation. Like phosphorylation, active palmitoylation is required to regulate the function of already existing proteins that change synaptic strength in the hippocampus to acquire and later consolidate spatial memories.
La presente investigación tiene como objetivo analizar el impacto de la didáctica digital como punto de partida para una transformación en la educación policial. Se utilizó un diseño descriptivo con ...un enfoque mixto, empleando el método analítico para revisar la literatura sobre las categorías de análisis: didáctica digital, tecnología de la información, rol del docente en la educación virtual y transformación policial. Los resultados muestran que los estudiantes de la Escuela de Cadetes de la Policía Nacional (ECSAN) consideran que casi siempre utilizan herramientas digitales que contribuyen a su proceso de formación, como Photoshop, mapas mentales, videos, editores de fotografías y programadores. Sin embargo, un porcentaje significativo indica que nunca o casi nunca acceden a este tipo de recursos, lo que resalta la necesidad de seguir invirtiendo en tecnologías y capacitando a los docentes en didácticas digitales. Para lograr una verdadera transformación digital en la educación policial, se proponen seis etapas clave: (1) Partir de las prácticas tradicionales, (2) Aprovechar los recursos disponibles, (3) Formalizar las acciones y evidencias, (4) Contar con responsables y recursos estratégicos, (5) Consolidar una red de procesos digitales y (6) Adoptar una mentalidad innovadora y adaptable. Se concluye que la didáctica digital es fundamental para la transformación de la educación policial, requiriendo capacitación docente, ejercicios de simulación, promoción de software de programación y cursos de actualización para oficiales.
Resumen El presente estado del arte, refleja la relación que existe entre los procesos de diseño y la pedagogía del diseño, desde los métodos de diseño, la evaluación, el enfoque por competencias y ...la didáctica aplicada.Recoge, las habilidades y competencias que los docente y estudiantes deben adquirir, para que la enseñanza y el aprendizaje sean significativos; teniendo en cuenta que los procesos de diseño no han sido abordados en la academia como parte fundamental de la pedagogía del diseño, porque se presentan como modelos teóricos-conceptuales y no se relacionan adecuadamente con la didáctica aplicada. Por otro lado, se observa cómo la valoración que merece el docente de diseño, está comprometida con la visión local del proceso de diseño, con el modelo pedagógico institucional y con las estrategias pedagógicas que son implementadas. Finalmente, se exponen las características comunes de la pedagogía del diseño: a nivel local, a nivel regional, y a nivel mundial. Abstract The present state of the art, reflects the relationship between design processes and design pedagogy, from design methods, evaluation, competency-based approach and applied didactics. Collect the skills and competences that teachers and students must acquire, so that teaching and learning are meaningful; Taking into account that the design processes have not been approached in the academyas a fundamental part of the design pedagogy, because are presented as theoretical- conceptual models and are not adequately related to applied didactics. On the other side, it is observed how the evaluation that the design teacher deserves, is committed to the local vision of the design process, with the institutional pedagogical model and with the pedagogical strategies that are implemented. Finally, the common characteristics of design pedagogy are exposed: locally, regionally, and globally.
This article provides an extensive examination of the interconnectedness between energy and water in island regions, particularly those heavily reliant on tourism, as exemplified by the present case. ...This study explores the present state and trends of research in this field with the objective of attaining a sustainable system in future scenarios. Specifically, this analysis delves into the water–energy–CO2 nexus of the Colombian island of San Andrés. Currently, there is no energy generation from the water sector, with 76.18% of water consumption directed towards the cooling of thermal power plants and a mere 1.54% of the energy employed for water extraction, desalination, and purification. In 2019, the island’s total energy consumption reached 138 ktoe (kilotons of oil equivalent), and renewable energies have yet to contribute to the system. These findings emphasize the necessity for the island to implement measures that will bolster its sustainability, self-sufficiency, and resilience. This entails mitigating and managing the intensity of resource consumption, particularly in areas experiencing economic growth. According to the Sankey diagram obtained, some political implications and recommendations have been listed.
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