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In the contemporary era, Computational Thinking has emerged as a crucial skill for individuals to possess in order to thrive in the 21st century. In this context, there is a need to develop a methodology for cultivating these skills within a science and mathematics content education framework, particularly among pre-service teachers. This study aimed to investigate the impact of Educational Robotics on the development of Computational Thinking skills, with a particular focus on the role of gender, through a scientific and mathematical content teaching approach. A pre-experimental design with a quantitative approach was employed, and it was implemented with a total of 116 pre-service teachers, 38 males and 78 females. The results demonstrated a notable enhancement between the pre-test (8.11) and post-test (9.63) scores, emphasising specific concepts such as simple functions, while, and compound conditional. With respect to gender, statistically significant differences were identified prior to the intervention, but not following its implementation. The high level of Computational Thinking exhibited by both genders was comparable (53.85% in females and 55.26% in males) following the intervention. This indicates that the intervention is a promising approach for enhancing Computational Thinking proficiency, independent of gender and initial proficiency levels. The implementation of Educational Robotics in the teaching of science and mathematics enables the enhancement of Computational Thinking abilities among pre-service teachers, while reducing the observed gender disparity in this area of skill development.

Abstract Promoting sustainability within university institutions entails conducting assessments to lay the groundwork for developing educational methodologies. This article presents the validation of a quantitative 36-item scale questionnaire to measure university students' perceptions towards sustainability. A total of 285 university students from different Spanish Universities participated in completing the questionnaire. The reliability and validity of the instrument were statistically assessed through Cronbach’s alpha and confirmatory factor analysis. The questionnaire is of mixed character, combining 6-point Likert scale questions (ranging from “Strongly disagree” to “Strongly agree”), closed and open-ended questions. It was structured into six dimensions: knowledge, attitude, willingness to act, behavior, self-efficacy, and affective. The first five dimensions were confirmed by a confirmatory factor analysis, demonstrating a good fit level in the model (RMSEA = 0.043, CFI = 0.972, SRMR = 0.076, TLI = 0.970 and X2/df = 1.45), while the affective dimension was analyzed using a qualitative approach. Internal reliability, found using Cronbach’s alpha, varies between 0.737 and 0.909. The results show that the instrument meets the validity and reliability criteria. Consequently, a valuable tool for academic utilization is suggested, offering a diagnostic and monitoring mechanism for evaluating sustainability perceptions, a topic that has recently garnered significant attention.

A potential underlying mechanism associated with the difficulties in social interactions in Autistic Spectrum Disorders (ASD) concerns the abnormal development of moral reasoning. The present study examined utilitarian and deontological judgments in impersonal and personal moral dilemmas, comparing 66 individuals with ASD and 61 typically developing (TD) individuals between 6 and 18 years. Utilitarian judgments decreased with age. This decline was much more gradual for personal dilemmas in the ASD than in the TD group. ASD individuals rated utilitarian judgments as more appropriate but felt less calm, consistent with the Empathy Imbalance hypothesis. Utilitarian judgments were associated with social interaction difficulties in ASD. These findings identify possible social therapeutic targets for more efficient coping strategies in individuals with ASD.

Feedback can be conceived as a scaffolding strategy aimed at knowledge construction and self-regulation. Despite its pedagogical value in fostering learning processes, empirical studies on feedback in translation pedagogy are scarce. In this paper, we focus on the written corrective feedback provided by lecturers in specialised student-written translations. A corpus of 379 specific in-text comments was analysed in terms of the type of feedback, the level of the translation on which it impacted and its pragmatic function. The results show the prevalence of task-focused feedback, in-text comments on specialised terminology and a mainly corrective function of feedback, concerned with rectifying errors in the student's translation. The feedback emerging from the results can be described as a unidirectional teacher-to-student model of communication, which does not correspond to the conception of dialogic and student-centred feedback advocated in the most current literature on this topic at university level.

ABSTRACT Mixed neuroendocrine-non-neuroendocrine tumors (MiNEN) are a rare type of tumor formed by two components, a non-neuroendocrine component that is most often an adenocarcinoma and a neuroendocrine tumor, and each of these components must represent at least 30% of the tumor. The origin of this tumor on the ampulla of Vater or periampullary region is more infrequent. Usually, the lesions are highly aggressive and quickly metastasizing, and their biological behavior is dictated by the high grade of the neuroendocrine component. This is the first report of a patient with ampullary MiNEN treated employing a robotic pancreaticoduodenectomy. Although being submitted to aggressive treatment with complete surgical resection followed by systemic therapy, the patient developed early recurrence with hepatic metastatic disease, demonstrating the hostile nature of these tumors.

Additive manufacturing has the potential to enable the inexpensive, single-step fabrication of fully functional electromechanical devices. However, while the 3D printing of mechanical parts and passive electrical components is well developed, the fabrication of fully 3D-printed active electronics, which are the cornerstone of intelligent devices, remains a challenge. Existing examples of 3D-printed active electronics show potential but lack integrability and accessibility. This work reports the first active electronics fully 3D-printed via material extrusion, i.e. one of the most accessible and versatile additive manufacturing processes. The technology is proof-of-concept demonstrated through the implementation of the first fully 3D-printed, semiconductor-free, solid-state logic gates, and the first fully 3D-printed resettable fuses. The devices take advantage of a positive temperature coefficient phenomenon found to affect narrow traces of 3D-printed copper-reinforced, polylactic acid. Although the reported devices don’t perform competitively against semiconductor-enabled integrated circuits, the customisability and accessibility intrinsic to material extrusion additive manufacturing make this technology promisingly disruptive. This work serves as a steppingstone for the semiconductor-free democratisation of electronic device fabrication and is of immediate relevance for the manufacture of custom, intelligent devices far from traditional manufacturing centres.

ABSTRACTThis study reports fully 3D-printed, three-dimensional, soft magnetic-cored solenoids that generate three times the largest magnetic fields previously reported from 3D-printed solenoids. The devices are fabricated on a customised, multi-material 3D printer that can extrude both filaments and pellets. Three different kinds of materials are employed to manufacture the reported soft magnetic-cored solenoids: pure PLA (dielectric portions), PLA doped with copper particles (electrically conductive structures), and nylon or PLA doped with metallic particles (soft magnetic cores). Via manufacturing optimisation, the reported devices are 33% smaller and can withstand about twice the current, generating three times more magnetic field. The 3D-printed solenoids generate Gauss-level magnetic fields while drawing tens-of-milliamps currents and can be readily used to implement fully 3D-printed induction sensors. The results of this work extend the state of the art in 3D-printed electronics, enabling the creation of more complex and capable solenoids for in-situ manufactured and in-space manufactured electromagnetic systems.

We investigate the oxygen and hydrogen stable isotopes of hydration water in gypsum (CaSO4·2H2O) from surface sediment of Laguna de la Ratosa playa-lake (northern Málaga Province, Spain). We aim to enhance the understanding of how lacustrine gypsum from playa-lakes can be used for paleoclimate reconstruction. Gypsum samples were collected at 30-meter intervals along a transect from the shore to the depocenter of the lake. Comparison of δ18O and δ2H values of gypsum hydration water with the modern seasonal isotope variability of lake water point to gypsum formation in spring and early summer, before complete desiccation of the lake. An increasing trend in the δ18O and δ2H values of gypsum hydration water, by ~1,5 and ~15‰, respectively, is observed from the shore to the depocenter. This indicates that coeval gypsum formed in different parts of the lakebed record slightly different isotopic values of the lake water during precipitation. This spatial variability should be considered when interpreting stable isotope series of gypsum hydration water from ephemeral lake sediments.

Educational Robotics has had an important impact in recent years as it offers a number of advantages for students. The inclusion of robotics in any educational stage requires teachers with adequate predisposition and training, making it necessary to know the opinions of pre-service teachers. The aim of our study is to analyze the perceptions and self-confidence of 109 pre-service primary education teachers before and after an intervention based on educational robotics and challenge-based learning to teach scientific and mathematical content, in their third academic year. A quasi-experimental design was used involving pretest and posttest, using the nonparametric Mann-Whitney and Wilcoxon U tests. The results showed a significant improvement in the overall mean self-confidence. In addition, the intervention led to a more positive perception of the benefits and possibilities of robotics for teaching of scientific and mathematical content, although it also increased the difficulties of implementation due to the lack of training in this digital resource. It is concluded that interventions are required based on educational robotics that allow pre-service teachers to gain the necessary self-confidence and perception to facilitate its introduction for the teaching of scientific and mathematical content.

La Teoría de la Valoración brinda herramientas conceptuales útiles para analizar el comportamiento discursivo de los docentes en su actividad de provisión de retroalimentación correctiva escrita. Aunque existen distintas modalidades, en este trabajo nos centramos en los comentarios globales, aquellos que se refieren al conjunto de la tarea evaluada. Nuestro objetivo es identificar y describir los elementos lingüístico-discursivos que los docentes utilizan cuando evalúan las prácticas de los estudiantes. El corpus está constituido por 100 traducciones evaluadas por cinco docentes de traducción de una universidad española. Los comentarios se han codificado según su función comunicativa y se han seleccionado las unidades que corresponden a la categoría “valoración”. Los resultados muestran que los docentes expresan sus valoraciones mediante elementos léxico-gramaticales, recursos intensificadores y recursos de despersonalización. Además, predominan las valoraciones positivas, sobre todo directas, mientras que las valoraciones negativas se expresan, por lo general, de manera indirecta.

ABSTRACT Klebsiella pneumoniae is one of the most threatening multi-drug-resistant pathogens today, with phage therapy being a promising alternative for personalized treatments. However, the intrinsic capsule diversity in Klebsiella spp. poses a substantial barrier to the phage host range, complicating the development of broad-spectrum phage-based treatments. Here, we have isolated and genomically characterized phages capable of infecting each of the acquired 77 reference serotypes of Klebsiella spp., including capsular types widespread among high-risk K. pneumoniae clones causing nosocomial infections. We demonstrated the possibility of isolating phages for all capsular types in the collection, revealing high capsular specificity among taxonomically related phages, in contrast to a few phages that exhibited broad-spectrum infection capabilities. To decipher the determinants of the specificity of these phages, we focused on their receptor-binding proteins, with particular attention to depolymerases. We also explored the possibility of designing a broad-spectrum phage cocktail based on phages isolated in reference capsular-type strains and determining the ability to lyse relevant clinical isolates. A combination of 12 phages capable of infecting 55% of the reference Klebsiella spp. serotypes was tested on a panel of carbapenem-resistant K. pneumoniae clinical isolates. Thirty-one percent of isolates were susceptible to the phage cocktail. However, our results suggest that in a highly variable encapsulated bacterial host, phage hunting must be directed to the specific Klebsiella isolates. This work is a step forward in the understanding of the complexity of phage–host interactions and highlights the importance of implementing precise and phage-specific strategies to treat K. pneumoniae infections worldwide.IMPORTANCEThe emergence of resistant bacteria is a serious global health problem. In the absence of effective treatments, phages are a personalized and effective therapeutic alternative. However, little is still known about phage–host interactions, which are key to implementing effective strategies. Here, we focus on the study of Klebsiella pneumoniae, a highly pathogenic encapsulated bacterium. The complexity and variability of the capsule, where in most cases phage receptors are found, make it difficult for phage-based treatments. Here, we isolated a large collection of Klebsiella phages against all the reference strains and in a cohort of clinical isolates. Our results suggest that clinical isolates represent a challenge, especially high-risk clones. Thus, we propose targeted phage hunting as an effective strategy to implement phage-derived therapies. Our results are a step forward for new phage-based strategies to control K. pneumoniae infections, highlighting the importance of understanding phage–host interactions to design personalized treatments against Klebsiella spp.

Objectives: Adherence to healthy lifestyle recommendations has been reported to improve health-related quality of life (HRQL) in breast cancer (BC) patients, but the influence of long-term behavioral changes remains unknown. We evaluated the association between adherence to the 2018 World Cancer Research Fund/American Institute for Cancer Research (WCRF/AICR) cancer prevention recommendations and HRQL both, at BC diagnosis and the change 7−12 years later. Design: Prospective cohort study. Settings and participants: A total of 406 breast cancer survivors, from the EpiGEICAM study, were recruited in 16 Spanish hospitals. Measurements: Epidemiological, clinical, dietary, physical activity and HRQL information was collected both at recruitment and 7−12 years later. A 7-item score to measure compliance with recommendations was assessed according to the 2018 WCRF/AICR scoring criteria. HRQL was evaluated using SF-36 questionnaire. Linear mixed models for longitudinal data were used to assess the cross-sectional and longitudinal association between adherence score and the physical and mental component summary scores. Results: At diagnosis, for each unit increase in WCRF/AICR score adherence, the HRQL physical domain increased 0.78 points (95%CI: −0.04 to 1.60; P trend:0.06). The mean change in physical HRQL from diagnosis to follow-up per unit increase in within-subject adherence score was 0.73 points (95%CI: −0.18 to 1.65; P trend: 0.12). For the mental domain, no association was observed with compliance with the recommendations at diagnosis, nor with changes in adherence over time. Conclusions: Our results suggest that Increased adherence to WCRF/AICR cancer prevention recommendations over time could contribute to slightly improved long-term physical HRQoL in BC survivors.

The main purpose of the present study was to determine the effect of associating an optimized ultrasound-assisted extraction (UAE) protocol with enzyme-assisted extraction (EAE) in aqueous media, using the dried berries of Hippophae rhamnoides L. (sea buckthorn) as plant material. A specialized software was used for the determination of potential optimal extraction parameters, leading to the development of four optimized extracts with different characteristics (UAE ± EAE). For these extracts, buffered or non-buffered solutions have been used, with the aim to determine the influence of adjustable pH on extractability. As enzymatic solution, a pectinase, cellulase, and hemicellulase mix (2:1:1) has been applied, acting as pre-treatment for the optimized protocol. The highest extractive yields have been identified for non-buffered extracts, and the E-UAE combination obtained extracts with the highest overall in vitro antioxidant activity. The HPLC-MSn analysis demonstrated a rich composition in different types of isorhamnetin-O-glycosides, as well as some quercetin-O-glycosides, showing a high recovery of specific flavonol-type polyphenolic species. Moreover, we have tentatively identified two flavanols (i.e., catechin and epigallocatechin) and one flavone derivative (i.e., luteolin).

Learning processes are undoubtedly linked to affective factors. Motivation, interest, curiosity and emotions have been already detected as the core of learning processes: affective domain modulates learning. In this work, a quantitative longitudinal study (three courses) has been conducted during primary school teacher training. An initial diagnosis of affective variables (emotions and self-efficacy) and scientifical knowledge revealed that prospective teachers claim feeling negative emotions toward physics and chemistry contents whereas these students report low scientific knowledge. Therefore, a metacognitive and emotional program was implemented in order to modify these emotions and to improve learning. After three courses, emotions, self-efficacy and scientific knowledge were assessed again. The results obtained suggest that the implementation of active methodologies for teaching science could promote positive emotions, it could lead prospective teachers to improve their self-efficacy’ perception and promotes their learning. The relationships between the different variables considered in the research were studied, and a significant relationship was found between the affective variables (self-efficacy and emotions) and cognitive variables. Prospective teachers involved in this research reported more positive emotions, an increase in their self-efficacy perception and an improvement in their scientific knowledge. These findings may lead to a deeper understanding of the affective role in science learning and could be extended to other content that also elicits negative emotions.