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We have characterized the magnetization easy-axis of ultra-thin Co films (2-5 atomic layers, AL) grown on Ru(0001) when they are capped with a monolayer of Pd. The addition of a Pd monolayer turns the magnetization of 3 and 4 AL-thick Co films from an in-plane to an out-of-plane alignment, but not that of a 5 AL-thick film. These observations are explained in terms of an enhancement of the surface anisotropy. The exposure of the sample to hydrogen, CO or a combination of both gases does not overcome this effect.

The aim of this research was to study the aspects and conditions of physical space which favor or hinder the experience of university mentoring according to the perception of participants. During fieldwork, an ethnographic approach was used, based on direct and indirect observation reflected in research diaries, qualitative interviews, and an ad hoc questionnaire. A sample of 30 individuals was selected, including students and professor-mentors who were users of three spaces with different characteristics designed for individual and group mentoring. The data were collected analysed by identifying verbatim statements obtained from interviews and from accounts from the researchers' journals that were then coded and grouped into thematic categories. The results focus on the importance of factors such as natural light, comfort, accessibility, furnishings, and location; conditions such as privacy and silence; availability of materials and resources; and Internet connectivity. The participants preferred the closed space, with the open space in second place and the semi-open space third. As for other required characteristics, the preferred spaces are multi-functional and versatile, equipped with ICT tools and furniture that facilitates collaborative work and mentorship and close communication between mentor and student, and that provide necessary privacy and silence. Any spaces specifically created for mentorship should thus meet these specific criteria.

Se examinan las estrategias y errores en las respuestas de un grupo de estudiantes de sexto curso de Educación Primaria (11-12 años) a una tarea que requiere determinar la composición de una urna cuya probabilidad de éxito es igual que en otra en la que se conoce la razón entre casos favorables y desfavorables. Los resultados muestran que los estudiantes tuvieron éxito al obtener la composición de la urna, pero encontraron dificultades para argumentar sus soluciones. Se evidencian escasos rasgos de razonamiento proto-algebraico. Se concluye la potencialidad del contexto probabilístico para avanzar en el desarrollo del razonamiento proporcional.

TRP channels are important pharmacological targets in physiopathology. TRPV2 plays distinct roles in cardiac and neuromuscular function, immunity, and metabolism, and is associated with pathologies like muscular dystrophy and cancer. However, TRPV2 pharmacology is unspecific and scarce at best. Using in silico similarity-based chemoinformatics we obtained a set of 270 potential hits for TRPV2 categorized into families based on chemical nature and similarity. Docking the compounds on available rat TRPV2 structures allowed the clustering of drug families in specific ligand binding sites. Starting from a probenecid docking pose in the piperlongumine binding site and using a Gaussian accelerated molecular dynamics approach we have assigned a putative probenecid binding site. In parallel, we measured the EC50 of 7 probenecid derivatives on TRPV2 expressed in Pichia pastoris using a novel medium-throughput Ca2+ influx assay in yeast membranes together with an unbiased and unsupervised data analysis method. We found that 4-(piperidine-1-sulfonyl)-benzoic acid had a better EC50 than probenecid, which is one of the most specific TRPV2 agonists to date. Exploring the TRPV2-dependent anti-hypertensive potential in vivo, we found that 4-(piperidine-1-sulfonyl)-benzoic acid shows a sex-biased vasodilator effect producing larger vascular relaxations in female mice. Overall, this study expands the pharmacological toolbox for TRPV2, a widely expressed membrane protein and orphan drug target.

The rise of the student as prosumer (producer-consumer) of educational content is a novel development that has hitherto been the subject of very little research, especially in relation to the generation of digital contents and materials for online and hybrid education in particular. This article analyses whether there are patterns of behaviour and different perceptions associated with different groups of students in their role as producers and/or users in the field of active learning in hybrid university education systems. To this end, the research has been conducted with a group of engineering students at one of the largest blended learning universities in Europe. The results indicate higher levels of involvement in, and appreciation of, the experience in content producers compared with mere content consumers, but the students' environment and personal attitudes (such as their availability and degree of professional dedication) in relation to this type of education, the profile of which is often quite distinct from that of traditional learning, may differentiate their interest and appreciation of these activities, which are more creative and probably more demanding.

The purpose of this work is to identify contextual variables that help to explain the occupational aspirations of Spanish 15-year-old students. This is done by performing a secondary analysis of the PISA2018 test. Data have been analysed using decision trees introducing the students' expected occupational status as a dependent variable (DV), and the other items and indicators considered as predictors. The results show that the variables that contributed most to explaining DV were grade repetition, mastery goal orientation, enjoying reading and self-concept of reading. The findings of this exploratory work can be used as a basis for further studies aimed at establishing causal relationships between these variables and students' occupational aspirations.

Reseña de Ignacio Arellano y Javier Rubiera, eds., Judas en el teatro del Siglo de Oro. Comedia del nacimiento y vida de Judas. La vida y muerte de Judas. Judas Iscariote, Reichenberger (Colección Teatro del Siglo de Oro. Ediciones críticas, 233), Kassel, 2022, 379 pp. ISBN: 9783967280319.

Las voces que demandan una mayor atención al mundo rural en el ámbito escolar son cada vez más frecuentes, algo que coincide con la puesta en valor del Aprendizaje Servicio (ApS) como una estrategia metodológica relevante también para la etapa de Educación Infantil. Esta investigación presenta una revisión sistemática (basada en el protocolo PRISMA) de aquellas publicaciones de propuestas didácticas presentes en Dialnet, en repositorios institucionales y en periódicos no indexados, con la finalidad de identificar las que existen para Educación Infantil en nuestro país sobre medio rural y ApS. El estudio ha permitido identificar únicamente 18 propuestas, casi todas implementadas en las aulas. Las propuestas que abordan el medio rural combinan elementos naturales y antrópicos del medio y prestan atención al estudio de tradiciones y costumbres como bienes inmateriales a conservar, pero, además, suelen ofrecer algún tipo de servicio a la comunidad. A su vez, los proyectos de ApS generan la participación social, las relaciones intergeneracionales o el cuidado medioambiental. Se concluye que cuando se trabaja el medio rural con un enfoque ApS se configuran propuestas didácticas más complejas, involucrando al alumnado como parte activa en la búsqueda de soluciones a los problemas del entorno.

Academic failure and school dropout, or early school leaving, are two of the situations that most concern countries and educational institutions worldwide, because of their prevalence and also their economic and social implications. Despite this prominent role that academic failure and school dropout have in societies, there seems to be no consensus on the literature on their conceptualization, definition, and relationship. Moreover, it is frequent to observe how both concepts are confused or overlap in the scientific literature and how many authors avoid defining these constructs, using them indistinctly. Therefore, this work analyses whether educational research considers them as two different concepts or if they are used indistinctly. For this purpose, 2,051 keywords from 450 articles were subjected to a systematic review and classified into the Education Resources Information Center (ERIC) thesaurus´ descriptors. The results reveal statistically significant differences in the descriptors according to the type of paper to which they correspond (academic failure or dropout). Thus, academic failure is associated with sociocultural, personal, and academic factors, while dropout is linked to employment and educational trajectories. These differences evidence that, although academic failure and school dropout refer to closely related educational problems, there are remarkable differences between them and between the treatment given to each of them in the scientific literature. Therefore, they should be considered as two different concepts. For all this, keyword analysis has proved to be a relevant element for the study of the structure of knowledge, allowing to clearly establish the differences between the two closely related concepts.

Summary Background The growing discussion on teacher development focuses on diversified educational skills that promote knowledge and innovation in the teaching, learning and assessment process. With the Covid-19 scenario, this picture of necessary changes has become more evident, demonstrating the need for professional preparation to work in teacher development. The aim of the study was to analyze the effectiveness of teacher development programs for the training of university teachers in the health area, through a systematic review and meta-analysis. Methods The systematic review and meta-analysis were carried out according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and involved searching five databases - PubMed-Medline, Education Resource Information Center (ERIC), SCOPUS, Embase and Web of Science. The review included randomized clinical trials and cohort studies that addressed the effectiveness of teaching professionalization in the health area for university professors. The quality of the selected studies was assessed based on the evaluation criteria of the Joanna Briggs Institute tool. The random effects meta-analysis method was used to explain the distribution of effects between the studies, using Stata® software (version 11.0) and publication bias was examined by visual inspection of the graphs and Egger's test. Results We included 12 studies in the systematic review and 8 in the meta-analysis. These studies were published between 1984 and 2022 in 14 countries. Significant changes were reported in teachers' behavior to stimulate and encourage students, improvement in the quality of teaching and teaching staff, as well as improvement in skills such as leadership and self-evaluation. Furthermore, the result of the meta-analysis showed that there is evidence of the effectiveness of the positive effects of teacher development programs after their implementation, with this effect being 1.70% and an increase of 4.75 in the effect of these teacher development programs. Conclusion Our study shows that development programs have been implemented in different countries and contexts, all of which have proven to be effective in the short, medium and long term. We recommend that future research focus specifically on the different competencies that have been acquired following the implementation of these programs.