Sara Serrate González

Nucleosomal organization and DNA base composition patterns

ABSTRACT Nucleosomes are the basic units of chromatin. They compact the genome inside the nucleus and regulate the access of proteins to DNA. In the yeast genome, most nucleosomes occupy well-defined positions, which are maintained under many different physiological situations and genetic backgrounds. Although several short sequence elements have been described that favor or reduce the affinity between histones and DNA, the extent to which the DNA sequence affects nucleosome positioning in the genomic context remains unclear. Recent analyses indicate that the base composition pattern of mononucleosomal DNA differs among species, and that the same sequence elements have a different impact on nucleosome positioning in different genomes despite the high level of phylogenetic conservation of histones. These studies have also shown that the DNA sequence contributes to nucleosome positioning to the point that it is possible to design synthetic DNA molecules capable of generating regular and species-specific nucleosomal patterns in vivo.

Análisis de la práctica profesional del educador social en centros de educación secundaria

This article focuses on the social educator as a professional in the social education context who is qualified to carry out social education activities in schools, taking on functions aimed at resolving situations and problems that affect students and families. The main objective of this study was to see which professionals were responsible for attending to the socio-educational needs that arise in secondary schools in Spain’s different Autonomous Communities, and to analyse what functions they carry out. It is a descriptive-correlational study in which a digital questionnaire was given to a sampleof 440 agents of socio-educational intervention. Descriptive techniques of central tendency and dispersion as well as correlational and inferential techniques were used through non-parametric testing of hypotheses. The results show that the social educator is a professional that performs social-educational functions addressed to attending to situations of conflict or needon a more regular basis than other professionals who work in schools. The results show that the work of social educators focuses mainly on actions aimed at preventing absenteeism and controlling the students as they arrive at school, tasks of detection and prevention of risk factors, organising parents’ schools and information programmes, conflict mediation, development of communication programmes, socio-educational support and assessment for the educational community, and preparation of cultural events.

Estudio de los criterios para la selección de centros de prácticas de calidad: Una propuesta de evaluación para mejorar la formación de los pedagogos

espanolEl presente articulo recoge los resultados de un estudio sobre las practicas externas del Grado en Pedagogia, realizado con el objetivo de aportar criterios de calidad para la seleccion de centros adecuados al perfil profesional del pedagogo y hacer recomendaciones sobre la oferta formativa practica. Para la realizacion del estudio, de enfoque metodologico cualitativo, se diseno un cuestionario de respuestas abiertas con la finalidad de que los propios alumnos valorasen la idoneidad de los centros en donde habian realizado las practicas. La muestra quedo conformada por 58 alumnos y 48 centros colaboradores con las practicas externas. Para valorar las respuestas, se ha realizado un analisis de contenido para extraer los factores y relaciones mas intensas. A partir de los resultados obtenidos, se han podido concretar, de forma minuciosa, los elementos claves y utiles para la seleccion de centros idoneos para la realizacion del Practicum. EnglishThis article presents the results of a study on the external practice teaching, linked to the undergraduate degree in education. Our aim was to contribute criteria on quality in the selection of schools to fit the professional profile of the student teacher and to make recommendations in relation to the schools available for teaching practice. To carry out the study, which employs a qualitative methodology, an open questionnaire was drawn up so that the students themselves could appraise the suitability of the schools where they had done their teaching practice. The final sample comprised 58 students and 48 schools that collaborate with teaching practice. Content analysis was used to evaluate the responses to extract the factors and the most intense relations. Based on these results we have been able to specify, in great detail, the useful key elements for selecting the most suitable schools for teaching practice.