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This paper reports on the outcomes of a study on stakeholder perspectives on catering for diversity in Content and Language Integrated Learning (CLIL) in Spain. It is part of the large-scale SWOT analysis conducted in Europe within the project 'CLIL for All: Attention to Diversity in Bilingual Education (ADiBE)'. The research has involved the administration of two sets of questionnaires to 926 informants (742 students and 184 teachers) within 15 secondary schools of four provinces. After framing the topic against the backdrop of the project, the paper will expound on the objectives, methodology, variables, and procedure employed in this particular study in Spain. The bulk of the article will outline its main findings in relation to the five main fields of interest which have been canvassed: linguistic aspects, methodology and types of groupings, materials and resources, assessment, and teacher coordination and development. Across-group comparisons will be carried out to determine whether there are statistically significant differences between both cohorts. A diagnosis of where we currently stand in Spain in the process of catering for diversity in CLIL will be provided in light of these results and a future CLIL agenda will be carved out on the basis of these findings.

This paper makes available to the broader educational community the instruments which have been originally designed and validated within the European project "CLIL for all: Attention to diversity in bilingual education" ("ADiBE") to determine how diversity is being catered to across a broad array of CLIL contexts in European Secondary Education (Austria, Finland, Germany, Italy, Spain, and the United Kingdom). They include three sets of questionnaires, interviews, and observation protocols and are qualitative and quantitative instruments whose design has been based on the latest research and which have undergone a carefully controlled double-fold pilot process for their validation (external ratings approach and pilot phase with a representative sample of 264 subjects). The questions included in the three sets of instruments are initially characterized, together with their format and main categories. The paper then details the steps undertaken for their research-based design and the double-fold pilot process followed for their validation. The questionnaires and interview and observation protocols are then presented in a format which is directly applicable in any CLIL classroom in order to determine the accessibility of bilingual programs for all types of achievers and to identify the chief difficulties and best practices in promoting inclusion in bilingual education.

This article presents an empirical study about the students' perspectives on bilingual sections in Compulsory Secondary Education (CSE) in the Community of Madrid, Spain. Its aim is to highlight the students' opinions and their level of satisfaction of Content and Language Integrated Learning (CLIL) in this monolingual setting. The results extrapolate from the analysis of questionnaires and focus groups interviews. These two methods of research gave excellent opportunities for 754 bilingual participants in 18 bilingual schools (schools are public, charter, and private ones from both rural and urban areas) to expose their opinions and attitudes about the program. Thus, the article outlines the main findings in relation to the following factors: students' use, competence and development of English in class; methodology; materials and resources; evaluation; teachers' use, competence and development of English in class; mobility; improvement and motivation towards learning English; teacher training and mobility; and finally, overall appraisal of bilingual sections.

Augmented/virtual realities (ARs/VRs) promise to revolutionize STEM education. However, most easy-to-use tools are limited to static visualizations, which limits the approachable content, whereas more interactive and dynamic alternatives require costly hardware, preventing large-scale use and evaluation of pedagogical effects. Here, we introduce https://MoleculARweb.epfl.ch, a free, open-source web site with interactive AR webpage-based apps that work out-of-the-box in laptops, tablets, and smartphones, where students and teachers can naturally handle virtual objects to explore molecular structure, reactivity, dynamics, and interactions, covering topics from inorganic, organic, and biological chemistry. With these web apps, teachers and science communicators can develop interactive material for their lessons and hands-on activities for their students and target public, in person or online, as we exemplify. Thousands of accesses to moleculARweb attest to the ease of use; teacher feedback attests to the utility in online teaching and homework during a pandemic; and in-class plus online surveys show that users find AR engaging and useful for teaching and learning chemistry. These observations support the potential of AR in future education and show the large impact that modern web technologies have in democratizing access to digital learning tools, providing the possibility to mass-test the pedagogical effect of these technologies in STEM education.

Chagas disease, caused by the protozoan parasite Trypanosoma cruzi, affects millions globally, with increasing urban cases outside of Latin America. Treatment is based on two compounds, namely, benznidazole (BZ) and nifurtimox, but chronic cases pose several challenges. Targeting lysine acetylation, particularly bromodomain-containing proteins, shows promise as a novel antiparasitic target. Our research focuses on TcBDF3, a cytoplasmic protein, which is crucial for parasite differentiation that recognizes acetylated alpha-tubulin. In our previous study, A1B4 was identified as a high-affinity binder of TcBDF3, showing significant trypanocidal activity with low host toxicity in vitro. In this report, the binding of TcBDF3 to A1B4 was validated using differential scanning fluorescence, fluorescence polarization, and molecular modeling, confirming its specific interaction. Additionally, two new 1,3,4-oxadiazoles derived from A1B4 were identified, which exhibited improved trypanocide activity and cytotoxicity profiles. Furthermore, TcBDF3 was classified for the first time as an atypical divergent member of the bromodomain extraterminal family found in protists and plants. These results make TcBDF3 a unique target due to its localization and known functions not shared with higher eukaryotes, which holds promise for Chagas disease treatment. [ABSTRACT FROM AUTHOR]

Chronic inflammatory diseases pose a substantial health challenge globally, significantly contributing to morbidity and mortality. Addressing this issue requires the use of effective anti-inflammatory strategies with fewer side effects than those provoked by currently used drugs. In this study, a range of phytochemicals (phenolic di-caffeoylquinic acid (Di-CQA), flavonoid cyanidin-3,5-diglucoside (Cy3,5DiG), aromatic isothiocyanate sinalbin (SNB) and aliphatic isothiocyanate sulforaphane (SFN)) sourced from vegetables and fruits underwent assessment for their potential anti-inflammatory activity. An in vitro model of human macrophage-like cells treated with a low dose of LPS to obtain a low degree of inflammation that emulates a chronic inflammation scenario revealed promising results. Cell viability and production of the key pro-inflammatory cytokines were assessed in the presence of various phytochemicals. The compounds Di-CQA and Cy-3,5-DiG, within low physiologically relevant doses, demonstrated notable anti-inflammatory effects by significantly reducing the production of key pro-inflammatory cytokines TNF-α and IL-6 without affecting cell viability. These findings underscore the potential of plant-derived bioactive compounds as valuable contributors to the prevention or treatment of chronic inflammatory diseases. These results suggest that these compounds, whether used individually or as part of natural mixtures, hold promise for their inclusion in nutritional interventions designed to mitigate inflammation in associated pathologies. [ABSTRACT FROM AUTHOR]

In carbonate coastlines, karst studies have traditionally focused on reconstructing Quaternary coastal uplift and sea level oscillations. However, their potential for investigating coastal subsidence remains unexplored in regions with limited sedimentary records and scientific monitoring. In line with this, our study delved into the utility of karst research for deciphering the Quaternary evolution of the Granada coast in southern Spain—a shoreline marked by a conspicuous scarcity of records and information regarding recent tectonic movements. The current labelling data and the absence of evidence for uplift led to the hypothesis that the Granada coast may be susceptible to subsidence, though this conjecture remained unconfirmed. While submerged marine terraces were clearly identified, they were previously interpreted as consequences of sea‐level oscillations. Our multidisciplinary approach integrated karst vadose features, biostratigraphy, and the dating of 22 speleothems to address the potential uplifting or subsiding dynamics of the Granada coast. The findings indicated that the Granada coast experienced emersion between 3.5/2.4 Ma and 650 ka ago. Notably, this uplift predated similar occurrences in neighbouring coastal regions to the W and E, which occurred within the last 200–180 ka. These disparities in timing cannot be solely attributed to sea‐level fluctuations, suggesting the involvement of the tectonic activity during the Quaternary. The tectonic likely led to the emergence of the Granada coast and its karstification, followed by subsidence. Furthermore, we identified the extensional faults that caused the coastal subsidence, previously documented in studies conducted in nearby regions. However, until now, their specific impact on the Granada coast had not been comprehensively stated. In summary, our research introduces a novel application of classical karst investigations in the understanding coastal subsidence and the extensional active tectonic. By comparing vadose cave ages with established chronologies in adjacent coastal areas, this approach sheds light on the complex tectonic evolution of coastal regions. [ABSTRACT FROM AUTHOR]

Organic fertilization is gaining importance as an alternative to chemical fertilization. However, the effects of organic products on crop quality need to be characterized, especially in biochar and derived products. Therefore, the effect of enriched biochar supplied with an organic fertilizer (biochar) on the yield and nutritional compounds of artichoke (Cynara cardunculus var. Scolymus) heads was analyzed and compared to inorganic conventional fertilization (control). For this purpose, the number of fruits and their weights were determined, along with the nutritional properties of artichoke heads, such as mineral content, fatty acids, phenolic compounds, and flavonoids. The results showed that biochar increased crop yield, as registered by the higher number of marketable or commercial artichokes compared to the control. Additionally, biochar-treated plants exhibited significantly higher contents of Ca, Mg, and S in the artichoke heads, but they had a decreased content of Co, Cu, and Zn. The fatty acid content in the biochar-treated artichokes was also significantly higher, primarily due to the presence of palmitic acid. Conversely, the contents of phenolic compounds (e.g., flavonoids) were negatively and significantly affected by the application of biochar. In conclusion, the application of biochar as a soil amendment in combination with organic matter for growing artichokes in the semiarid Mediterranean area (e.g., Murcia Region) favored an increase in yield without compromising its nutritional composition. Further developments to establish protocols for the extended use of biochar in this agri-food production area are guaranteed. [ABSTRACT FROM AUTHOR]

The aim of this study was to assess the influence of hydrogel and zinc oxide nanoparticles on quinoa germination and establishment. Various doses of a commercial potassium-based hydrogel (0, 5, 7, and 9 g), each dissolved in one liter of rainwater, were applied. Additionally, 1.5 g of zinc oxide nanoparticles (ZnO-NP) and pre-crushed nitrogen fertilizer, at a rate of 1.6 kg/ha, were added to the solution to achieve a homogeneous mixture. Following the application of hydrogel in the 10-linear-meter rows corresponding to each treatment area in every block, 25 seeds per linear meter of the "Blanca de Juli" quinoa cultivar were sown with a 4 cm spacing between the seeds. Subsequently, a thin layer of soil, approximately 0.5 cm thick, was used to cover the seeds. Ten seedlings were randomly selected and labeled for subsequent evaluations. The experimental design employed in this research was a completely randomized block design. The collected data underwent an analysis of variance, and the means of all the treatments were compared using Tukey's test with a 5% probability. Height and diameter evaluations of the plant neck were conducted every 45 days. The doses used in this study (5, 7, and 9 g of hydrogel per liter of water) significantly enhanced seed germination and increased the number of plants per linear meter (from 82.00 to 90.33) compared to the control dose without hydrogel (14.66), which resulted in an average of one plant per linear meter. [ABSTRACT FROM AUTHOR]