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Algunas palabras que parecen entrar por casualidad en el ámbito educativo, de algún modo, muestran los grandes desequilibrios en los que vivimos y que acabamos naturalizando. Una de esas palabras-estrella es la de salud mental. ¿Por qué la cuestión de la salud mental está en el candelero en la escuela y fuera de ella? Preocuparnos por el bienestar de las criaturas y de sus contextos de vida tiene sentido, pero sin darnos cuenta caemos en la transformación de las criaturas en etiquetas, lo que desresponsabiliza a los adultos y al contexto. Aparentemente reduce el estigma porque es nombrado de forma “natural”, pero, a la larga, produce efectos perturbadores ya que lo amplifica e, incluso, se puede llegar a banalizar el sufrimiento. Esta es una paradoja de la irrupción de palabras procedentes del ámbito de la salud en nuestras vidas cotidianas. Este texto pretende ser una invitación a una vuelta a la poética de lo cotidiano. Hablamos de poética porque la escuela, como parte de la vida, no debe cerrase a unos determinados lenguajes, sino que necesita recuperar la palabra, la escucha, la conversación. Por ello es primordial encontrar palabras que no fracturen las conexiones entre lo subjetivo y lo social, entramado que hace de cada persona un ser original, evitando de este modo caer en otras palabras que nos llevan a deslizarnos rápidamente a la patología y nos encierran en significados predeterminados creando identidades fijas y realidades estáticas.

Este curso hemos vivido una experiencia inesperada que ha supuesto un parón casi total de la actividad cotidiana. La crisis sanitaria ha sido un reflejo o una señal de algunas disfunciones que hemos naturalizado en nuestras sociedades occidentales. A raíz de esta experiencia, el texto trata de mostrar algunos sentimientos y pensamientos nacidos ante este acontecimiento como una ocasión para repensarnos desde lo singular y lo común hacia una vida más sostenible, y considera la educación como un lugar clave para el desarrollo del cuidado y la relación. Muestra el desconcierto y los riesgos que el olvido de lo que hemos vivido puede suponer, llevándonos de nuevo a descuidar dimensiones esenciales de la vida en común. Y en este sentido, es una invitación para tomarnos en serio la importancia de la educación y la formación como bienes imprescindibles para esa vida comunitaria.

The purpose of this study was to evaluate the in vitro antibacterial effects of aEighteen swab specimens were collected from patients aged over 18 years diagnosed with OE within at least 7 days of symptom onset, contaminated by only one bacterium type:When using SC-19,Nowadays the acquired antibiotic resistance phenomenon has stimulated research into novel and more efficient therapeutic agents. Hence, we report that, helped by the structural diversity fostered herein by a range of bis(pyrazolyl)methane derivatives, SC-19 can be a promising alternative therapeutic option for treating OE caused byIV.

Forest succession can influence herbivore communities through changes in host availability, plant quality, microclimate, canopy structure complexity and predator abundance. It is not well known, however, if such influence is constant across years. Caterpillars have been reported to be particularly susceptible to changes in plant community composition across forest succession, as most species are specialists and rely on the presence of their hosts. Nevertheless, in the case of tropical dry forests, plant species have less defined successional boundaries than tropical wet forests, and hence herbivore communities should be able to persist across different successional stages. To test this prediction, caterpillar communities were surveyed during eight consecutive years in a tropical dry forest in four replicated successional stages in Chamela, Jalisco and Mexico. Lepidopteran species richness and diversity were equivalent in mature forests and early successional stages, but a distinctive caterpillar community was found for the recently abandoned pastures. Species composition tended to converge among all four successional stages during the span of eight years. Overall, our results highlight the importance of both primary and secondary forest for the conservation of caterpillar biodiversity at a landscape level. We also highlight the relevance of long‐term studies when assessing the influence of forest succession to account for across year variation in species interactions and climatic factors. Abstract in French is available with online material.

Focusing on teachers’ training is the key to project an inclusive school. This research aims to reflect on the incorporation of knowledge from experience in the initial teacher training, using the history of a teacher as a source that implements an inclusive didactic proposal. Monitoring was carried out during a semester in the course Theory and Practice of Inclusive Education from an Early Childhood Education degree at the University of Barcelona, in which 43 second-year students participated. This is a qualitative research design with a narrative inquiry approach, where 4 phases were designed to arrive at the final research text; phase 1, registration of field texts; phase 2, preparation of intermediate texts; phase 3, return to the field with the intermediate text for further reflections; phase 4, preparation of the final research texts that make up this study. The results show that students approach inclusive projects from a personal dimension when interacting with the knowledge that comes from experience and self-knowledge. On the other hand, some tension arose: difficulty dealing with the freedom granted in class; initially, difficulties sharing their experiences orally and in writing, looking for standardized answers. This study allowed us to analyze an educational practice that is being forged in the construction of spaces for coexistence, which invites new reflections on the knowledge of the experience thinking about the inclusive school. Poner el foco en la formación docente para proyectar una escuela inclusiva es clave. El objetivo de la presente investigación es reflexionar sobre la incorporación del saber de la experiencia en la formación inicial del profesorado, usando como fuente el relato de una profesora que implementa una propuesta didáctica inclusiva. Se realizó un seguimiento durante un semestre en la asignatura Teoría y práctica de la escuela inclusiva, donde participaron 43 estudiantes de segundo año del Grado de Educación Infantil en la Universidad de Barcelona. La investigación es de tipo cualitativa con un enfoque de indagación narrativa, donde se diseñaron 4 fases para llegar al texto de investigación final; fase 1, registro de textos de campo; fase 2, elaboración de textos intermedios; fase 3, regreso al campo con el texto intermedio para nuevas reflexiones; fase 4, elaboración de los textos de investigación final que conforman este estudio. Los resultados muestran que el estudiantado se va aproximando a proyectos inclusivos desde una dimensión personal al interaccionar con saberes que parten de la experiencia y del autoconocimiento. Por otro lado, surgieron algunas tensiones: dificultad para actuar frente a las libertades otorgadas en la clase; inicialmente dificultades para compartir sus experiencias de manera oral y escrita, y necesidad de respuestas estandarizadas. El estudio permitió analizar una práctica educativa que se va forjando en la construcción de espacios de convivencia, la cual invita a nuevas reflexiones en torno al saber de la experiencia para pensar en la escuela inclusiva. Concentrar-se na formação do corpo docente para projetar uma escola inclusiva é fundamental. O objetivo desta pesquisa é refletir sobre a incorporação de saberes oriundos da experiência na formação inicial de professores, tendo como fonte a história de uma professora que implementa uma proposta didática inclusiva. Foi realizado um acompanhamento durante um semestre na disciplina Teoria e prática da escola inclusiva, na qual participaram 43 estudantes do segundo ano da licenciatura em Educação Infantil na Universidade de Barcelona. A pesquisa é qualitativa com abordagem de investigação narrativa, com 4 fases para chegar ao texto final da pesquisa; fase 1, registro dos textos de campo; fase 2, preparação de textos intermediários; fase 3, retorno ao campo com o texto intermediário para novas reflexões e fase 4, elaboração dos textos finais de pesquisa que compõem este estudo. Os resultados mostram que o corpo docente está abordando projetos inclusivos em uma dimensão pessoal, interagindo com conhecimentos advindos da experiência e do autoconhecimento. Por outro lado, surgiram algumas tensões: dificuldade em atuar diante das liberdades conferidas na aula; dificuldades iniciais em compartilhar suas experiências oralmente e por escrito; e a necessidade de respostas padronizadas. O estudo permitiu analisar uma prática educativa que se vai forjando na construção de espaços de convivência, que convida a novas reflexões sobre o conhecimento da experiência pensando a escola inclusiva.

L'interès de l'article se centra en l'estudi de la funció docent des de la perspectiva del gènere. La investigació en el seu conjunt abasta l'estudi dels processos de socialització de l'alumnat i del professorat, així com les possibles relacions que s'estableixen entre els models de professorat i d'alumnat. Aquest estudi, en part, es va desenvolupar en un centre públic de primària i hi van participar tots els alumnes i components del claustre de professors. Per portar a terme l'estudi es va donar la paraula als docents i alumnes per tal que opinessin sobre diferents aspectes de l'acció docent. La hipòtesi central que es defensa al text és que en el context educatiu s'hi desenvolupen processos d'identificació que estan directament relacionats amb el gènere., The aim of this article is to study the teaching-learning situations from the point of view of the gender. The whole investigation includes the study of socialisation processes of students and teachers as well as the kind of relationships that may appear between both the teachers and the students models. This study was partly developed in a public primary school with the participation of all the students and teachers, and it contains some of their opinions concerning a number of different aspects of the docentship. The main hypothesis of the article is that some processes of identification clearly related to the gender, appear and develop within the educational context., El interés del artículo se centra en el estudio de la función docente desde la perspectiva del género. La investigación en su conjunto abarca el estudio de los procesos de socialización del alumnado y del profesorado, así como las posibles relaciones que se establecen entre los modelos de profesorado y de alumnado. Este estudio, en parte, se desarrolló en un centro público de primaria y participaron en él todos los alumnos y componentes del claustro de profesores. Para llevar a cabo el estudio se les dio la palabra a los docentes y alumnos para que opinaran sobre diferentes aspectos de la acción docente. La hipótesis central que se defiende en el texto es que en el contexto educativo se desarrollan procesos de identificación que están directamente relacionados con el género.

El texto que os presentamos nace de la inquietud por las posibles relaciones entre lo subjetivo y lo social. Más concretamente, a las que se trenzan en los contextos educativos. Proponemos, a partir de nuestra experiencia en las escuelas, re-pensar de otro modo lo personal en lo educativo y ofrecer un posible camino en la formación de educadores/as. La escuela, los centros educativos pueden ser lugares en los que se aprende a ser y a convivir, un tiempo suspendido de la aceleración cotidiana, un mundo en el que se genere confianza y apertura para entrar en relación con la cultura como elemento constitutivo y en el que cada uno/a se la apropie para que esta relación sea fértil. Intentamos provocar un movimiento dentro/fuera, buscando situaciones que posibiliten a los estudiantes descubrirse a sí mismos/as y en su relación con el saber, que nace del encuentro con su propia experiencia y con los sentidos educativos que abre. La indagación narrativa nos va a permitir hacer de esos pasajes vitales, pasajes de experiencia y finalmente pasajes formativos que nos lleven a elaborar sentidos personales del oficio de educar. Indagación que no se refiere a contar, sino a profundizar en los sentidos que se abren, haciendo crecer la realidad interior y exterior. Un movimiento que invita a re-plantearse, pero ya no desde algo que acaba, sino desde una nueva forma de ser y estar con sí mismo/a y con lo educativo, un ejercicio de reflexividad constante que nace sin un espíritu mortal. This text that we are introducing to you, is born from the concern of the possible relationships between the subjective and the social. Concretely, of those who are braid in educational contexts. From our experience at schools, we propose another way to re-think the personal into the educative and offer a possible path in the Training of Educators. The school, the educational centers could be places where to learn and live together, a suspended-time from the daily rush, a world which generates trust and openness in order to enter in the relationship with the culture as a constitutive element and which everyone can appropriate it in order to become a fertile relationship. We try to provoke an inside-outside movement, looking for situations that allow the students to find themselves and their personal relationship with knowledge, a movement which is born from the meeting with their own experience and with the educational meanings that it opens. The narrative inquiry allows us to make those vital passages into experience passages and, finally, educational passages that lead us to elaborate personal meanings of the craft of educating. Inquiry that is not about telling, but deepen the meanings that open, making inside and outside reality grow. A movement which invites to re-think-self, not from something that ends but starts about to be with yourself and with the educative, a exercise of constant reflexivity which is born without a mortal spirit.

Plant herbivore interactions can be influenced by abiotic factors such as climate or resource availability. Nevertheless, the influence of climatic variation on the temporal dynamics of plant-herbivore networks has been scarcely studied. In this study we evaluated the influence of temperature and precipitation on the structure and selectiveness of plant-herbivore networks associated to a seasonal tropical ecosystem in the Gulf of Mexico. Although a significant turnover was observed in plant and herbivore species across seasons, high modularity and selectivity of the networks remained relatively constant despite the temporal variation in climatic variables. However, precipitation and temperature was negatively associated with niche overlap for herbivores and positively related to evenness of network interactions. In other words, less stressful conditions are likely to promote the diversification in the use of resources by herbivores, and increase evenness of interactions in the network. An increase in niche overlap and a decrease in the evenness of interactions during the driest and coldest months could be promoted by the presence of less specialized herbivores when availability and quality of host resources is lower. We suggest that the constancy in network selectiveness and modularity facilitates the coexistence of species through the fine distribution of niches and the equitable distribution of food resources in periods of greater precipitation and temperature, when the availability of host plants is greater. Overall, we show for the first time how abiotic factors can influence the emergent structural properties of an antagonistic tropical plant-herbivore network.

The industrial emissions limit values are determined in current European legislation by reference documents, where the best available techniques are analysed and selected. To date, few methods to derive emission limit values have been described in the literature. A sound and scientifically proven method is proposed to ensure a rigorous, transparent and fair (emission limit value) selection process. The proposed method is based on statistical tools. The results and recommendations in this paper can be considered as a starting point for the development of a method for determining emission limit values for industrial sectors in the context of the European legislation. This method provides a greater level of detail than the current guidance document (Commission Implementing decision of 10th February 2012). Statistical principles and tools (such as hypothesis testing, confidence interval or significance) can be applied to this process, to the analysis of industrial emission to determine (or updated) the emission limit value. The selection of sample size (for the data collection stage) should be based on the confidence interval concept that must take into account variability in order to deliver similar goodness of fit. This would reduce negotiations and expert judgement exercises. Simplified hypothesis testing exercises (such as comparing emissions achieved with BATs against emissions achieved without BATs) will deliver unambiguous conclusions. The results prove that the proposed method will deliver objective conclusions based on a transparent, sound, systematic and well known process steps. It will reduce subjective decision making or unknown data analysis steps.

Understanding the patterns and processes behind the high biological diversity of tropical ecosystems has been one of the most important issues in modern ecology. Plant-herbivore interactions constitute an important percentage of biodiversity in the tropics, and their ecological and evolutionary importance has been demonstrated in a large number of studies. However, it is only very recently that plant-herbivore antagonistic interactions are being addressed from the perspective of complex networks to evaluate how different factors influence their interaction patterns. In this chapter, we provide a summary of the processes that have been reported shaping the specialization and structuring of tropical plant-herbivore networks. From the limited availability of studies in such habitats we suggest that plant-herbivore networks are spatiotemporally dynamic and are the result of multiple non-exclusive processes where seasonality, variation in resource availability, habitat type, disturbance regime and species-specific attributes contribute to structuring these highly diverse and specialized antagonistic networks.

En este artículo presentamos algunos de los aprendizajes que estamos desarrollando sobre el oficio docente, en una investigación que busca conectar la formación inicial con el saber de la experiencia en docentes de primaria. Hemos acompañado a tres maestras en sus actividades cotidianas, para aprender de y con ellas sobre cuestiones sustanciales del oficio docente. Prestando atención al saber de la experiencia que hay en la escuela, para llevar algo de su cualidad a la formación inicial de educadores, tratamos de llevar a la Universidad un conocimiento capaz de conectar con la experiencia viva de quienes enseñan y aprenden. In this article we present some of the lessons learned about the teaching profession which we are developing in a research project that seeks to connect initial teacher training with primary school teachers’ practical knowledge. We shadowed three female primary school teachers during their daily duties to learn from and with them about matters of importance to the teaching profession, to enable us to gain a deeper understanding of the educational significance of forms of relationship and action with educational value for our students and for us as female educators. In this way, we aim to take knowledge to universities that is capable of connecting with the practical experience of those who teach and learn.

PREMISE OF THE STUDY Plant-herbivore networks are highly specialized in their interactions, yet they are highly variable with regard to the relative importance of specific host species for herbivores. How host species traits determine specialization and species strength in this antagonistic network is still an unanswered question that we addressed in this study. METHODS We assessed plant cover and antiherbivore resistance traits to assess the extent to which they accounted for the variation in specialization and strength of interactions among species in a plant-herbivore network. We studied a tropical antagonistic network including a diverse herbivore-host plant assemblages in different habitat types and climatic seasons, including host plants with different life histories. KEY RESULTS Particular combinations of leaf toughness, trichome density, and phenolic compounds influenced herbivore specialization and host species strength, but with a significant spatiotemporal variation among plant life histories. Conversely, plant-herbivore network parameters were not influenced by plant cover. CONCLUSIONS Our study highlights the importance of species-specific resistance traits of plants to understand the ecological and evolutionary consequences of plant-herbivore interaction networks. The novelty of our research lies in the use of a trait-based approach to understand the variation observed in diverse plant-herbivore networks.

Becoming reconciled with the genealogy of women who preceded me has been, for me, an inner revolution which has permitted me to find my place in the world. In the text, I remember particularly some scenes at the house of my maternal grandmother which have led me to recognise the inner thread that is woven between-women and which has to do with the spiritual pleasure of relationship and the love of life. Joy and suffering, light and shade, populate the memories of these early stages of my life. This suggests to me that the singular way of being a woman is constituted in this network of strong and discontinuous internal bonds, making space for original symbolic inventions for each woman and each time. This spiritual legacy is something I also recognise in some female students and in the diverse ways they embody it. They are relationship bonds, which, even with their difficulties, displace themselves from the generational violence of the power relationships of the patriarchy., Reconciliarme con la genealogía de las mujeres que me precedieron ha sido para mí una revolución interna que ha permitido resituarme en el mundo. En el texto recuerdo especialmente algunas escenas en casa de mi abuela materna que han significado el reconocimiento del hilo interior que se teje entre-mujeres y que tiene que ver con el placer espiritual de la relación y el amor a la vida. Alegría y sufrimiento, luces y sombras, pueblan los recuerdos de esas etapas tempranas de la vida. Esto me sugiere que la manera singular de ser mujer se constituye en este entramado de lazos internos fuertes y discontinuos, que dan lugar a invenciones simbólicas originales para cada una y para cada época. Ese legado espiritual también lo reconozco en algunas alumnas y en las diversas formas en que lo van encarnando. Son unos lazos relacionales, que aún con sus dificultades, se desplazan de la violencia generacional propia de las relaciones de poder del patriarcado.

The relationship between preference and performance was studied under laboratory conditions for larvae and adult females of Leptinotarsa undecimlineata (StÅl) (Coleoptera: Chrysomelidae). Leptinotarsa undecimlineata feeds exclusively on Solanum lanceolatum L. (Solanaceae) in the centre of Veracruz, Mexico. A common sympatric species, Solanum myriacanthum Dunal, is not used as host. We conducted a series of laboratory experiments to detect reasons for the exclusive use of one host plant. Leptinotarsa undecimlineata larvae were reared under laboratory conditions on both plant species, Solanum lanceolatum and S. myriacanthum. Length of larval stages, pupal weight, and percent adult eclosion were compared, and larval preference for both Solanum species was tested. Upon eclosion, adult females were exposed to each of the plants, and the effect of larval diet on adult preference was determined. Oviposition on both Solanum species was observed in no-choice tests. Larvae showed no significant preferences for either plant species. Pupal weight, however, was significantly higher on S. lanceolatum. Female beetles significantly preferred S. lanceolatum leaves, and no effect of preimaginal conditioning was found. Females reproduced in lower numbers after feeding on S. myriacanthum, oviposition initiated later, and females laid fewer eggs than females fed with S. lanceolatum. No female accepted S. myriacanthum for oviposition. Results obtained suggest that the potential host breadth of L. undecimlineata is broader in larvae than in female beetles.

The effect of a non-host plant, Solanum myriacanthum, on ovarian dynamics and longevity of Leptinotarsa undecimlineata (Stal) (Coleoptera: Chrysomelidae) was studied under laboratory conditions. Females reared on the natural host, S. lanceolatum, served as controls. Female beetles did not accumulate eggs on the non-host. After continuous exposure to S. myriacanthum, the production of basal oocytes was diminished and oocytes were reabsorbed. Oocyte size, however, was not affected when compared to females fed with S. lanceolatum. In control females, the first mature eggs appeared at 34 days old. No eggs matured in females fed with the non-host in the 54-day duration of our experiment. Continuous exposure to the non-host resulted in significantly less resorption of reproductive resources than a stress period of 20 days on the non-host. Egg resorption was completely reversible after the preferred host was re-offered for another 20 days. Further studies under field conditions will be necessary to understand why this Leptinotarsa species uses only one of two sympatric Solanum species.

Despite the dynamic nature of ecological interactions, most studies on species networks offer static representations of their structure, constraining our understanding of the ecological mechanisms involved in their spatio-temporal stability. This is the first study to evaluate plant-herbivore interaction networks on a small spatio-temporal scale. Specifically, we simultaneously assessed the effect of host plant availability, habitat complexity and seasonality on the structure of plant-herbivore networks in a coastal tropical ecosystem. Our results revealed that changes in the host plant community resulting from seasonality and habitat structure are reflected not only in the herbivore community, but also in the emergent properties (network parameters) of the plant-herbivore interaction network such as connectance, selectiveness and modularity. Habitat conditions and periods that are most stressful favored the presence of less selective and susceptible herbivore species, resulting in increased connectance within networks. In contrast, the high degree of selectivennes (i.e. interaction specialization) and modularity of the networks under less stressful conditions was promoted by the diversification in resource use by herbivores. By analyzing networks at a small spatio-temporal scale we identified the ecological factors structuring this network such as habitat complexity and seasonality. Our research offers new evidence on the role of abiotic and biotic factors in the variation of the properties of species interaction networks.

Se pretende dar cuenta de los tránsitos epistemológicos y metodológicos que se desencadenaron en esta investigación sobre el abandono escolar en la Educación Secundaria. Se realiza una aproximación a la experiencia de los jóvenes utilizando la perspectiva biográfico-narrativa. Como telón de fondo se utilizó un guion orientativo de los temas que interesaba explorar. En el momento de los encuentros, tal guion se transformó en una conversación, cuyo eje principal lo constituía la relación que cada joven estableció con cada una de las personas investigadoras. Esta forma de trabajar con los adolescentes dio lugar a una serie de tránsitos epistemológicos y metodológicos de un alcance político no previsto de antemano. A continuación, no se categorizaron las conversaciones, sino que los investigadores elaboraron por escrito cada uno de los relatos mantenidos con los jóvenes y descubrieron los hilos de sentido que se desprendían de sus palabras. Estos hilos de sentido se referían a la imagen que los jóvenes tienen de sí mismos como alumnos, a cómo ven el contexto educativo y a las relaciones que habían vivido en él. Como consecuencia de estos tránsitos emergió un nuevo modo de abordar la relación con los jóvenes y la posibilidad de construir una nueva narrativa desde la que repensar el fenómeno del abandono escolar en la Educación Secundaria. ESP

Se trata del resumen de una investigación narrativa de carácter biográfico. La protagonista del relato es una joven que ha abandonado y retomado varias veces la enseñanza reglada. Sus problemas surgen cuando se incorpora al instituto. La joven cuenta su malestar en la institución educativa, tanto pública, como privada. Y muestra la incapacidad de la escuela para interesar a los alumnos por el saber que transmite alejado de sus intereses. Forma parte de un dossier titulado “Las relaciones de los jóvenes con el saber”. Madrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; Calle General Ricardos 179; 28025 Madrid; Tel. +34915250893; Fax +34914660991; SRPPIDE@madrid.org ESP