Mude Paleontology Laboratory 

Mexican plant that could end cancer

Mexico City. May 14, 2019 (MX Science) .- The Mexican Max Vidal Gutiérrez, a Ph.D. student at the Paulista State University, in Brazil, develops two phytodrugs with the Iberville sonorae plant, better known as wereque or guareque, which thanks to his activity Antitumor could become an effective option in the treatment of cancer.
This plant is popular in the north of the country, mainly in Sonora and Sinaloa, where it has been traditionally used by the Mayo, Opata, Seri and Yaqui communities to treat skin conditions.

Vidal Gutiérrez, who is a graduate of the University of Sonora (Unison), explained that his research began after knowing the results obtained by Professor Heriberto Torres Moreno, on molecules present in the root of the plant with potential antitumor activity, which can be used as markers in the production of phytopharmaceuticals.

He explained that there are two stages of great importance in the development of a phytopharmaceutical: the chemical and the biological part, and that the project includes the integration of these two stages using analytical chemistry tools, such as HPLC, mass spectrometry and resonance nuclear magnetic

In addition, he reiterated, phytochemical profiles of phytodrugs previously designed for use in cancer research were studied.

Later, when the biological studies are carried out, use will be made of in vitro and in vivo models of cancer, to determine the antitumor activity of these two phytopharmaceuticals, he stressed.

The chemical and biological stages of this research are supported by the prestigious researchers Wagner Villegas, from the State University Paulista and Ramón E. Robles Zepeda, from the University of Sonora, highlighted Vidal Gutierrez during a presentation he gave during the Seminar of the Department of Biological and Agricultural Chemical Sciences, of the Unison, Caborca ​​unit.

They promote scientific vocations.

Heriberto Torres Moreno, Julio César López Romero, and Efraín Lugo Sepúlveda, teachers of the Caborca ​​campus and coordinators of the seminar, agreed that one of the objectives of this activity is to encourage undergraduate students to participate in research projects.

“It is intended to disseminate the existence of other areas of study where they can apply the knowledge obtained in the career, but above all make it clear that the degree program in which they are located, will give them the necessary tools to be able to make a career in the area of the investigation, ”said Torres Moreno.



Graduates possess the necessary knowledge to pursue postgraduate courses in areas such as Materials, chemistry, organic chemistry, biochemistry, biological chemical sciences, health sciences, and pharmaceutical sciences, among others, he added.


He also explained that in the department of Biological and Agricultural Chemical Sciences of the Caborca ​​campus, projects are being developed in conjunction with the Paulista State University, a collaborative work that has allowed the achievement of good results and the integration of students and professors to these projects.

 poisons against cancer cells

Predators at floor level, with eight legs, pincers, and stingers. Scorpions are arachnids, as are spiders, ticks and mites, and use the poison from their tail as a method of attack and defense. That toxic cocktail is rich in substances with multiple functions and contains proteins that can be used to change the behavior of tumor cells.
As part of a project developed for 10 years, Demetrio Rodríguez Fajardo, an eighth-semester student of the Bachelor of Medicine of the University Center of Health Sciences (CUCS) of the University of Guadalajara (UdeG), analyzed the reaction of tumor cells of breast cancer before the application of scorpion venom toxins.

“What we did was look for scorpion venoms present in western Mexico, know their characteristics, understand the proteins that make them up and test their effects on human tumor cell lines to assess their influence on tumor cell growth or proliferation, as well as other parameters ”, indicates the student from Guadalajara.



Rodríguez Fajardo explains that this work addressed an in vitro study in breast cancer tumor cells, particularly in those with mutations in the BRCA1 and BRCA2 genes, which are involved in the fight against uncontrolled growth of cells in the body.

Once the Colima scorpion (Centruroides limpidus tecomanus) and Durango (Centruroides suffuses) venom proteins were identified, they were applied to in vitro models. Demetrio Rodríguez shares that he analyzed a type of protein that has the ability to block others involved in cell repair mechanisms.

In this way, the substance of the poison prevents cancer cells from continuing to duplicate: “There is a protein that as an effect inhibits a family of proteins that participate in cell repair mechanisms; by blocking what causes the cancer cell cannot replicate because it has no supplies to proliferate. ”

Alternatives in toxins



To know the effects of the proteins of the poison Demetrio Rodríguez applied them in vitro models. The student explains that in this investigation chromatographic methods were used; through which the components of the poison were separated so that they are subsequently administered on tumor cell lines.

"We focused on seeing how the development of these tumor cells reacted over time, compared to a control group and a group with a conventional oral chemotherapy treatment, and analyzed the effects on parameters such as cell growth and proliferation."
At the end of last year this project, “Characterization and identification of modular elements of the tumor response present in poisons from genus Centruroides with a predominance in the Central West of Mexico in a model of breast cancer”, was awarded the State Prize of Innovation,

Strengthening the scientific path

Demetrio Rodríguez is currently 23 years old, but remember that when he was in high school in one of his Biology classes, he talked about animal poisons, and although the class was not the best, the student confesses, it served to sow the doubt about Effects of these toxins.

The young researcher reports that in those times he lost who he considered his second mother, victim of breast cancer. Influenced by the loss, and convinced of wanting to do something against this disease, Demetrio Rodríguez recalled the class on poisons: If they were useful for destroying tissue, why not study its use against uncontrolled cell growth, he questioned.

The National Government's Education Revolution policy gives priority to the education of vulnerable populations and, within them, to those with disabilities because "if we train these populations that were previously marginalized from education, we bet that they become productive, be autonomous and strengthen social relationships, thus, education becomes a factor of development for themselves, for their families and for the municipalities where they live, "explains Fulvia Cedeño, advisor to the Ministry of National Education.

"When the Educational Revolution states that these populations are a priority, it means that educational establishments must transform and modify their culture of attention to them," he explains. Hence the importance of the Institutional Improvement Plans (PMI) containing actions aimed at the relevant attention to these populations in all areas of management: directive, academic, administrative and community. "Previously it was thought that people with disabilities did not have conditions to learn; we started working to change these imaginary, to review practices and to generate a policy of inclusion," says Dr. Cedeño.

During the last four years, the issue of inclusion has been energized in territorial entities (see the Debate section). In several of them there is an organized educational offer and a classification of them by levels, according to the management they have developed to serve these populations¹.

Data from the 2005 Census report 392,084 children under 18 with disabilities, of which 270,593 attend school and 119,831 do not.

From 2003 to 2006, the secretariats report the enrollment of 81,757 students with disabilities in 4,369 educational establishments. Despite these undoubtedly significant advances, there are still great challenges to ensure that everyone enters the education system and is educated with relevance and quality.

Thus, the inclusion policy of the population with disabilities seeks to transform school management to guarantee relevant education to students who have cognitive disabilities, Down syndrome and other delays such as autism, hearing impairment due to deafness or low hearing, visual limitation due to blindness or due to low vision, motor disability due to cerebral palsy or other neuromuscular injury and multiple disabilities, as is the case with deaf-blind people.

All these people have the potential to develop within the educational and social space and can access the different levels and grades of formal education in Colombia. The school must guarantee them the additional support they demand, to develop basic and citizen skills, even when they need more time and other strategies to achieve them.

From integration to inclusion.


Traditionally, and even today, in different regions of the world the concept of educational inclusion has been restricted to a group of students with special needs, such as those with physical and/or mental disabilities and minor refugees. The approaches and responses have been essentially compensatory and/or corrective, mainly through the establishment of curricular structures, study programs, and differentiated special schools. In many cases, one of the most significant consequences of a differentiated institutional and curricular structure has been the segregation and isolation, within the educational system, of those students considered and sometimes stigmatized as having special needs.

It is not a question of opposing integration and inclusion models as policy exclusion options (how can we integrate without including, or include without integrating?), But to understand and advance the idea that each school faces the concrete challenge of including everyone and don't leave anyone out.

This necessarily implies the development of an articulated and coherent set of policies referring, among other aspects, to a relevant and relevant curricular proposal inscribed in a shared vision, which facilitates dialogue between the different educational levels; varied and complementary pedagogical strategies that duly address the specificity of each student; have physical infrastructure and teaching materials aligned with the pedagogical project; permanently support teachers in their classrooms so that they can effectively develop the curriculum, and dialogue and understand the expectations and needs of communities and families at local levels.

In Colombian education, it is moving from one model of integration to another of inclusion of students with disabilities. And that concept intends that the school be transformed and that the school management is modified to respond to its particular conditions.

Inclusion means, then, attending with quality, relevance, and equity to the common and specific needs that these populations present. To achieve this, it has been necessary for the education system to gradually define and apply ethical conceptions that allow us to consider inclusion as a matter of rights and values, which means implementing flexible and innovative teaching strategies that open the way to an education that recognizes styles. of learning and different abilities among students and that, in consonance, offers different alternatives of access to knowledge and evaluates different levels of competence.

Inclusive education gives the possibility of welcoming all students to the educational institution, regardless of their personal or cultural characteristics. Part of the premise that everyone can learn, as long as their educational environment offers conditions and provides meaningful learning experiences; In other words, all children in a given community can study together.

Inclusion has to do with building a more democratic, tolerant and respectful society of differences, and constitutes a universal concern common to educational reform processes, as it is visualized as a central strategy to address the causes and consequences of exclusion, within of the approach and goals of Education For All and of the conception of education as a right.

The concept of inclusion has evolved towards the idea that girls, boys, and young people have the right to education, which implies equivalent learning opportunities in different types of schools, regardless of their social and cultural backgrounds and their differences in skills and abilities² ... Here is the question: why can't the boy or girl with a disability be educated in the same institution where his little brother goes? They are also subjects of rights. It is about generating inclusive environments in all schools, through the provision of a varied and complementary set of offers that are part of an integrated school network and through articulation with other social services³.

The basic standards of competencies foster a set of common criteria about what all students can achieve in their passage through the educational system; With these criteria, teachers design relevant pedagogical strategies to get their students to develop them. If these students have disabilities, the strategies should take them into account.

In this sense, the inclusive education policy aims to serve children and young people with disabilities throughout the entire educational cycle, from initial to higher education. Inclusion aims for these populations to develop their life skills at all levels,

Enroll them and include them in formal education.


Resolution 2565 of 2003 establishes that each territorial entity must define an instance that carries out the characterization and determines the condition or disability of each student, to identify their barriers to learning and guarantee participation to propose the adjustments that the School must do to provide relevant education. Likewise, it is required that the municipalities articulate health and protection services: EPS, ICBF, Social Development, attending to the Framework for Public Policies and Guidelines for the Planning of Childhood and Adolescence Development in the Municipality and pedagogical orientations for the educational attention of students with disabilities and exceptional talents5, built by the ICBF, the National Planning Department and the Ministries of Education and Social Protection.

Fathers and mothers must enroll their child in the ordinary enrollment process established in the territorial entity. On the registration form they are asked if they have any special educational needs (SEN), a disability and of what kind. It is a way of knowing the conditions in advance, to guarantee the corresponding support.

In turn, the education secretariats have the obligation to assign them the institution that guarantees the most relevant support, framed in institutional educational projects which, by nature, are dynamic and must evolve not only to achieve inclusive education but to achieve good results from all students. Schools, where students with disabilities enroll, must review all areas of their school management, to reorganize or reorient their processes based on inclusion. Pedagogical and evaluation strategies must be relevant to the type of disability presented by enrolled students. Also, it is necessary to promote the institution's new forms of relationship between partners to achieve acceptance of differences and their support and solidarity. For example, in the case of deaf students who use sign language, they should be evaluated in written Spanish or in sign language, and blind students, in Braille or with a reader.

Concerning the basic standards of competencies, each educational institution must generate strategies and methodologies that allow students with SEN to reach them, establishing the appropriate adjustments. "From 2008 the efforts will focus on the development of flexible models and methodologies for this population; in reviewing the proposals of New School, Acceleration of Learning and Cafam among others, to adjust their strategies and materials to the particular needs of the population with disabilities, "explains Dr. Cedeño. Likewise, the work of consolidation and articulation in the improvement plans will be reinforced, both by the educational institutions and the education secretariats, in which inclusion is an approach to achieve cultural changes and significant paradigms. Within the framework of these plans, training processes for managers and teachers will be carried out in the same direction. Work will also be done with the normal higher schools and faculties of education to ensure the presence of such a vision in the training processes of the new educators in the country.

Objective, expand coverage.    




To guarantee the entry into the system of these populations, there is a general policy framework, released since 2004 to the 78 certified territorial entities and which makes clear, in the first instance, the right of children, youth and adults with Disability to access education informal education institutions, with the required technical, material and human support.

The second point of the policy framework establishes that territorial entities must have a diagnosis of the demand, based on the 2005 census (see table Dane Census 2005) and the Disability Register applied by DANE in more than 60% of the municipalities. This tool is available to find out how many people are of age to receive education and how many young people and adults with disabilities are illiterate. By having this information, the education secretariats can search for them, guaranteeing these first supports.

Likewise, in the municipalities where possible, and according to their educational offer, some geographically distributed institutions should be defined that will be in charge of giving priority attention to students with SEN, and they will be allocated economic, human and material resources to carry out organizational, curricular and access adjustments.

Another issue that aims to guarantee coverage, relevance, and quality is the training of teachers in the normal higher schools and in the faculties of education. "If they are clear that the population with disabilities has the right to education, they will facilitate their access and welcome them in their institutions." Both access and permanence and the fight against desertion are related to the transformation of cultural imaginary. In this regard, Fulvia Cedeño says that "if a father of a minor with Down syndrome believes that his son is not going to learn, he does not take him to school, or when he enrolls him and faces a negative institutional situation, he withdraws it. Training is needed for fathers and mothers to understand that their child has this right, knowing that there may be inconveniences, which can be overcome with relevant attention. "

On the other hand, the coverage strategy Not one less guarantees them - like the other students - transportation, food, and conditions so that they arrive at the school, remain and promote themselves. Mayors and education secretaries should know that the resources that their territorial entity receives for permanence apply to students with disabilities.

Local authorities can also guarantee access by contracting the education service with private institutions, which offer inclusive education in preschool, elementary and middle school.

Inclusion, Improvement Plans and Support Plans.



Inclusive education is a policy that is embodied in strategies for expanding access, promoting permanence and relevant and quality education, and improving efficiency through the assignment of support staff and the identification of educational institutions that can give proper attention. Therefore, the so-called "inclusive education program" is an activity articulated to the policy of quality improvement from improvement support plans. Its foundation is to recognize that in diversity each person is unique and that inclusive education is the vehicle to reach the goal of education for all.

When the educational institution ensures that inclusion is the center of its development, when it reviews its policies, culture, and practices by reorienting its management processes, then the approach of students with disabilities is done from the rights approach, which guarantees better quality.

This program is being developed in 65 municipalities of 32 certified territorial entities, selected with the following criteria: high demand for people with disabilities, who belong to the JUNTOS6 Network against extreme poverty, who are larger recipients of displaced population or who have indigenous groups. The condition of disability is transversal to other population groups; For example, in an educational institution, an indigenous person of the Curripacos ethnic group, with Down syndrome and in a situation of displacement, and an illiterate adult with visual impairment can enroll.

The work proposal has an organizational structure articulated to the Institutional Improvement Plans and the plans to support the improvement of the education secretariats and uses the materials to support the improvement generated within the framework of the quality policy.

With the education secretariats of the certified municipalities, the educational institutions that are going to participate are defined, giving priority to those that currently offer education to vulnerable population and, specifically, to students with disabilities, in such a way that mayors, councilors, secretaries are involved , various organizations and institutions of higher education. They are summoned so that from the development and sector plans they guarantee the support to the citizens who need them.

In the institutions of the municipalities that begin their transformation towards quality inclusive education, the baseline is taken through the application of the Inclusion Index, which consists of a set of materials that, articulated to the PEI, are intended to guide the processes of school development. The goal is to build collaborative school communities that promote high levels of achievement in all students. This material stimulates the realization of a comprehensive analysis of all aspects that are part of the life of an educational institution, explains the self-evaluation of cultures, policies, and practices, using a set of indicators, each of which is detailed through a series of questions. Through this exploration, barriers to learning and participation are identified, the institution's development priorities are determined, and the plans aimed at offering relevant and quality education are implemented. The Inclusion Index can be found at the following Web address: www.eenet.org.uk/index_inclusion/Index

The results shown in the Inclusion Index require an analysis process to determine the conditions of quality and inclusion and establish priorities in the Improvement Plan related to inclusion. The process of gradual and systematic transformation of the educational service is supported, supported by methodological and collaborative learning strategies such as didactics and flexible educational models.
Supplementary Education Plan. 


Another way to ensure the success of an inclusion policy is that, for example, the teacher has the tools to meet the various conditions of the populations that attend the classroom. Thus, inclusion has to do with complementary strategies to ensure the permanence that, in addition to the assignment of support staff, includes teaching materials and educational equipment to promote teaching and learning, flexible teaching that allow teachers to teach better and guarantee student the conditions to learn more and better; and generate strategic alliances so that these complementary supports arrive to school in a timely manner.

The latter vary according to the type of disability students present:

Students with sensory limitations require, above all, to have accessibility to communication and information. In the case of blind people, it is necessary, among others, to have state-of-the-art equipment such as intelligent reading machine, texts in macro and Braille, Braille printer, spoken book, Jaws which is a screen reader capable of reading all texts that appear in it and even the menus of Windows and many other programs. This software requires the use of a sound card, in addition to speakers; teachers or support staff should also teach them the Braille literacy system. It should be noted that with new technologies many blind people can live and develop without Braille, because they have machines that read to them, computers that speak to them, etc.
The complementary supports for a deaf sign user are basically the sign language interpreters, the linguistic and cultural models and the visual teaching material that allows the development of the competence to read and write the Spanish language. Deaf students using Spanish require support for the development of their communication skills.
Those with cognitive disabilities and, therefore, are more difficult to learn, require, in addition to tutors, the use of materials such as puzzles, lotteries and the application of flexible teaching to develop their reading and math skills.

Search allies and improve quality.

"The idea is that representatives from all institutions, such as the National Institute for the Blind (INCI), the National Institute for the Deaf (INSOR), the SENA and the community, participate in the positioning of the inclusion policy. many instances and organizations to develop the policy. This work cannot be done only by the education sector, "says Fulvia Cedeño. Strategic allies are sought, higher education institutions, the productive sector and representatives of other sectors are convened with the idea of ​​generating institutional capacity installed locally to guarantee the complimentary support that is required, for example for teacher training and the improvement of learning environments, among others. In this way, the inclusion policy is positioned in the country.


International cooperation is also sought. Currently, UNESCO, International Inclusion, International Migration Organization, Save the Children and Give to Colombia support the development of the inclusion policy. The Saldarriaga Concha, Mamonal and Luis Felipe Vélez foundations are allied nationally. "We are asking the territorial entities to seek the support of the companies in their environment. It is about taking advantage of the social responsibility resources of the companies to focus on this issue. Likewise, those of the solidarity sector; the cooperatives are financing projects for baskets didactics that support the teaching and learning processes of students with special educational needs. "

Education for work.


"In an experience that is currently taking place in Caldas, the expert Nidia García notes, the University of Manizales has been hired to support 22 official educational institutions that report more than 600 students enrolled with disabilities. For young people with cognitive disabilities develop a hotbed of talents and they set up a micro-enterprise for arranging computers; previously, they did nothing. "

On the other hand, says Fulvia Cedeño, "just as there are those who will not be able to continue higher education studies, we must consider their human development and propose a stage of transition and training for the world of work. People with cognitive disabilities may not develop processes very complex conceptual, but they have a very good memory; they would be very good at quality control. " "For example, in the department of Cauca, an experience was fulfilled with people with Down syndrome. They were taught to discriminate the colors red, green and yellow. Once they learned these colors they took them to the coffee plantations and told them that they should only take the red potatoes, not green or yellow. When they finished the task, their baskets had almost all red potatoes. Inattention and concentration processes they are very good, "adds Nidia García.

For this reason, the process of certification of the competences of young people is necessary and that is where SENA intervenes. An example is the certification of competences for citizen care to 130 young people with cognitive disabilities who work in Alkosto, in Bogotá, Pereira, Pasto, and Villavicencio; later it will be done in Barranquilla, Cali, and Medellín. Also, SENA develops training projects with the support of INCI and INSOR and with secondary education institutions. This is a sign that it is possible to involve all sectors in the care of this population, making it visible and providing opportunities for productivity.

By 2010, at least 80% of the population with disabilities is expected to attend school; It is complex to reach 100% because there are people with severe or multi-disabled disabilities, whose conditions do not allow them to go to formal school. However, it is the responsibility of local governments to offer relevant programs.

Advance public education for all students.

Small skills, the main need of the time.

Almighty Allah has blessed us with many blessings in life. One of these blessings is ours which we use for daily activities, but we can use them wisely to reap many benefits. - These benefits include hand skills, so there are many things like handmade rails, sewing, etc. But there are some of the most advanced types of skills mentioned here, which few people know about and They are handmade floral jewelry, some of the ingredients needed to make these jewelry that are cooked a certain kind of doe. This technique is highly skillfully crafted with flowers and leaves of various colors which are adorned with beads, which include jewelry for women such as earrings, piles, bracelets, necklaces, earrings, etc.

 Are made, are made. This type of jewelry is very popular nowadays in school, college girls. Girls not only buy it very fondly but also have a desire to learn. Such jewelry is used more for weddings, birthday and wedding. It takes interest, time, and effort to learn the skills where things need to be done with the learner. But once you learn a little, you can make it a living by sitting at home. Jewelry for the purpose can also be put on exhibitions at various occasions and displayed by selling online at home. These qualities are also kept in very few people. People who recognize this quality can gain numerous benefits from it, make themselves confident people, Nowadays, girls need to be taught this kind of small skill. In order to be able to cope with the situation in their future life, there is now a whole lot of teaching in the institutions, where very few This skill can be learned under the supervision of skilled teachers in time and money. Keeping up, moving forward is very important for a conscious human being. Mill continues with the life of Anasan, now it depends on how he gains it by incorporating it into his life, learn and teach, simplify the lives of himself and others.

some rules of skill.

Planning

Planning involves identifying your business objective and finding a way to achieve it. It implies the estimation of several costs that will be incurred and the evaluation of the time required to reach the commercial objective. A business plan must be documented and reviewed regularly. A plan is worthwhile if the achievement of the business objective is feasible with the resources allocated.

Organizing

It involves the assignment of tasks and the allocation of resources throughout the business organization. It includes determining the main objectives of the business and the strategies to achieve them. It includes the division of activities into tasks and the assignment of tasks to the appropriate and deserving employees.

Dominant

From computer to canvas

Human nature is naturally beautiful, whether it is beauty or beauty, and Lord Zuljalal is also pleasing, so Irshad Nabawi. Novelty is a beauty that is unique to human beings, and this beauty is related to the persistent effort and dedication of the human being, but strangely, every effort is essential, for example, An engineering student obtains his degree after hard work. And a medical student becomes a doctor after hard work, but happiness is a sea that has no such extremes.
 He said to a Persian poet who meant haiku! If you want to be a happy newcomer, keep writing, writing, and writing. But if the opposite is true, technology has developed so rapidly in the distant past that everyone needs it, especially computers. There is a need for this and why not, many tasks can be done very easily and quickly, but sadly it is showing great impact on the lives of our younger generation and unfortunately, the computer replaces the pen and book.
 Due to which there is a lack of goodwill among people and especially students all over the world, and computer typing Qty being given. But even today there are countries where international competitions are held at the state level (calligraphy), and some people individually perform the art, they have a new emerging name (Ms. Uroj Khan). Sahib), who recently organized an exhibition of his works, was held on Wednesday, May 8, at the Art Council of Pakistan.
 On Wednesday, May 8, a modern facet of calligraphy was presented. Eros introduced the name of Digital Arabic Calligraphy. The feature of these artworks was that they were a combination of both pen and computer, yet they did not use any type of Arabic font and calligraphy software, but it was purely a creative work of Ms.
That art is taking the calligraphy to a new level and these artworks are fantastic in every way. All the guests at the event were not only appalled at seeing these performances, but also eager to make them their home. The program was not only to showcase the art but also to create a trend of welcome in our younger generation and to present the art of calligraphy in a modern way.




We pray that God will accept this exalted effort in his path and reward him for his hard work, but it is not the job of a surgeon or something like that to bring Joffin calligraphy to the computer canvas. Instead of spreading the word among the people, it is necessary that we come down to this field and do our part because this art also reflects our Muslim society and also describes the history which has influenced the civilization of the Muslims. Has also left a profound impact.