Search

“User generated” content is a new popular type of content that shows potential in communicating information to younger age groups in new, creative ways. This study aimed to assess the impact of a “user generated” video in communicating about marine environmental threats, specifically to one hundred and fifty-one young adults enrolled in two different schools: a private higher education school, and a public university, both in the Lisbon metropolitan area (Portugal). The video’s impacts in the cognitive and emotional fields were assessed by comparing them to the impacts of an outreach text similar in content and duration of exposure. A pre-test/post-test methodology was used to evaluate short-term impacts, and a follow-up test was applied to gauge medium-term impacts. Additionally, short focus group sessions further explored topics such as media consumption preferences and trends. The results suggest that “user generated” video has a similar impact to an outreach text in the cognitive field, and a bigger impact in the emotional field when it comes to promoting positive emotions and feelings. Therefore, when used to its full potential, this type of media can be a suitable way to communicate about science and environmental topics, particularly marine environmental threats, and a valuable tool to raise public awareness.

Originally suggested by Rodriguez (2012), "trans generosity" aims to address the tensions and complexities of queer and trans pedagogies in educational settings. Using this concept, this study generates empirical insights on how queer and trans affirmative practices can disrupt heteronormativity, foster gender diversity and proactively emphasize the self-determination of trans students in schools and PE. Drawing on narrative ethnography, we relate the experiences of Lucas, a secondary trans student, during a period of four years, using the messy method of data collection. A dialogical narrative analysis helped to give sense to the "whats," the "hows," and the "effects" of Lucas's stories and storytelling within the narrative environment of the school. Legal and educational policy and academic frameworks provided Lucas and other actors with an adequate space for critical performances to foster the disruption of heteronormativity and broaden the circulation of (queer)gender narratives within the school. The dialogue, commitment, collaboration, and mutual trust between Lucas, his PE teacher and the school environment helped to make Lucas' trans affirmative stories tellable and coherent. This story of trans generosity may inspire other trans students, PE teachers, schools, or whoever wants to embrace queer and trans theories and pedagogies, to foster trans recognition and gender diversity education.

The wine industry is a sector of great importance in the Spanish economy, contributing substantial annual revenues. However, one challenge facing the industry is the amount of waste generated, reaching millions of tons annually. These residues consist of organic matter of industrial interest, such as polyphenols. These substances are characterised by their excellent antioxidant properties, making them ideal for use in the food, cosmetic, and pharmaceutical industries. Modern techniques, such as membrane technology, are explored for their extraction based on separating compounds according to size. This work studies a sequential filtration process using ultrafiltration (UF) and nanofiltration (NF) membranes at different operating conditions (2 bar and 9.5 bar for UF and NF, respectively, at 20 °C) to extract polyphenols from wine lees. The results show a total polyphenols rejection rate for each process of 54% for UF and 90% for NF. Pore blocking models have been studied for the UF process and an intermediate pore blocking of the membrane upon wine lees filtration has been identified. A mathematical model that justifies the behavior of a polymeric NF membrane with the filtration of pre-treated vinasse residues has been validated. This study shows a viable process for extracting polyphenols from wine lees with sequential membrane technology.

The confrontation of situations of violence that are manifested in the educational community, is the way to recognize and consider the school, as the social institution responsible for promoting education and teaching that emphasizes the values of tolerance and peace. The objective of this article is to offer a professional development program for teachers to deal with situations of violence in the educational community. For the development of the research, a study was carried out based on the general method of materialist dialectics, using methods from the theoretical level (analysis and synthesis, induction and deduction, systematization and the system approach), from the empirical level (observation and interview), as well as statistical-mathematical (descriptive statistics), which made it possible to propose the improvement program as a response to the needs of teachers to face, from a bio-psycho-social approach, where methods and procedures for the prevention and correction-compensation of the consequences that originate in students, situations of violence in the educational community. It is considered that this result contributes to the fact that the educational communities have in their hands a tool that facilitates the fulfillment of the rights of schoolchildren to education, health and well-being and, in turn, to the fulfillment of the Development Goals. Sustainable established until 2030.

Abstract We report a molecular modeling paradigm to describe silica polymerization reactions in aqueous solutions at conditions that are representative of realistic experimental processes like biosilicification or porous silica synthesis – i.e. at close to ambient temperatures and over a wide range of pH. The key point is to describe the Si-O-Si chemical bond formation and breakage processes through a continuous potential with a balance between attractive and repulsive interactions between suitably placed virtual sites and sticky particles. The simplicity of the model, its applicability in standard parallelized molecular dynamics codes, and its compatibility with the widely used MARTINI coarse-grained force-field allows for the study of systems containing millions of atoms over microsecond time scales. The model is calibrated to match experimental results for the temporal evolution of silica polymerization in aqueous solution close to the isoelectric point, and can describe silica polymerization and self-assembly processes during encapsulation of a surfactant micelle.

En este trabajo, se parte de considerar la Educación para el Desarrollo Sostenible como una alternativa pedagógica viable y necesaria para contribuir al logro de los Objetivos de Desarrollo Sostenible definidos hasta el 2030. Se hace un análisis histórico-lógico de la Educación para el Desarrollo Sostenible desde su surgimiento hasta la fecha y se analiza la importancia del postgrado y de cualquier forma de capacitación para el logro de los Objetivos de Desarrollo Sostenible.

El objetivo de la investigación fue evaluar el vigor en el cultivo de jamaica (Hibiscus sabdariffa L.) utilizando rizobacterias de Pseudomonas fluorences bajo condiciones de estrés ocasionado por sulfato de cobre (CuSO4), como una alternativa para la fitorremediación de suelos contaminados con aguas residuales. El experimento se realizó en las instalaciones del Colegio de Postgraduados, Campus Montecillo, México. Se utilizaron semillas de dos variedades de jamaica (var. Criolla y var. Araña) inoculadas con células de seis cepas bacterianas (M83, M67, M88, L168, M82_A y M82_C), las cuales fueron sembradas y cultivadas en un invernadero para determinar: longitud del tallo (LT), longitud de la raíz (LR), biomasa seca de la raíz (BSR), contenido de clorofila (CCL), número de hojas (NH), diámetro del tallo (DT) y volumen radical (VR). El diseño experimental implementado fue de bloques completamente al azar con un arreglo factorial (4 x 2 x 2 x 2). Las concentraciones de CuSO4 utilizadas en la siembra fueron 10-2 de concentración molar (M) para la var. Criolla y 10-6 M para la var. Araña. El tipo de suelo fue determinante porque causó diferencias significativas en la mayoría de las variables evaluadas, excepto en la LR, BSR y VR. La inoculación con cepas bacterianas causó inhibición en el crecimiento del DT en la var. Araña a los 80 días después de la siembra (dds). Las cepas que promovieron el crecimiento vegetal de las plantas de jamaica fueron la M83, M67 y M82 utilizadas en ambas variedades. Se concluye que las plantas de jamaica no presentaron efectos negativos debido a la condición de estrés causada por CuSO4. De manera general, la variedad que tuvo una mayor tolerancia al CuSO4 fue la var. Criolla, por lo cual, se puede considerar como una alternativa para la fitorremediación de suelos contaminados con aguas residuales.

Most of the farmers who grow cactus pear (Opuntia albicarpa) use manure as a fertilizer. This practice increases the problems of pests. The use of endomycorrhiza (Glomus intraradices) is almost unknown to farmers. Therefore, the objective of this research was to study the effect of the application with organic matter (OM) and inoculation with endomycorrhiza in cactus pear. The study was conducted under greenhouse conditions at the Montecillo Campus of the Postgraduate College, Mexico. Two types of soil from San Luis Potosí, Mexico were used, one of reddish coloration (xerosol) and another gray (lithosol). The results show that there were significant differences (p ≤ 0.05) in all the variables by the inoculation with endomycorrhiza, and in the majority of those by the application of OM. Both the mycorrhiza and the application of OM, as vermicompost, promoted a greater growth of the stem and the root. The types of soils used did not affect the growth of the plants. The mycorrhiza can be useful to improve mineral nutrition, and thus increase yields in the cactus pear plantations. In addition, these fungi can increase yields, and help reduce production costs. The application of 50 t ha-1 of vermicompost is a better alternative to add nutrients and OM to this crop.

Este artigo toma como ponto de partida o filme japonês "Sol negro", realizado por Koreyoshi Kurahara em 1964, e recorre ao conceito de Arts-Based Research como principal ferramenta metodológica. A obra providencia uma série de elementos úteis para a compreensão de algumas transformações verificadas na sociedade nipónica do pós Segunda Guerra Mundial, tais como o aparecimento de uma juventude em permanente revolta com as normas sociais, o consumo e a cultura de massas, a relação da sociedade japonesa com figuras exógenas e também as alterações, simbólicas e materiais, da morfologia urbana durante o processo de globalização. Paralelamente, Sol negro incide igualmente sobre temáticas como o racismo estrutural, dirigido às comunidades afrodescendentes, e a estereotipização da sua figura através da cultura de massas.

El objetivo de este trabajo fue estudiar la relación entre la concentración de mucina salival y la enfermedad periodontal. La muestra se dividió en tres grupos de 20 individuos cada uno: Grupo 1 sin enfermedad periodontal; Grupo 2 con gingivitis; y Grupo 3 con periodontitis. En todas las muestras salivales se confirmó la presencia de mucina, el Grupo 1 presentó un valor promedio de 1,27 mg/ml. En el Grupo 2 se registró un promedio de 1,93 mg/ml. En el Grupo 3 se observó un promedio de 3,01 mg/ml. El Análisis de la Variancia y posterior prueba de F (F = 25,01, p < 0,0001) confirman diferencias significativas en los contenidos de mucina entre grupos. El aumento de la concentración de mucina salival en pacientes periodontales podría representar un marcador químico de utilidad como coadyuvante en el diagnóstico clínico de esta enfermedad.

Background: In western societies, commitment to social justice claims for politics of recognition when referring to gender diversity. Gender non-conforming people, such as trans persons, represent social groups traditionally oppressed within heteronormative hegemonic thinking on gender. We present two qualitative case studies based on pedagogical activities that aim to convey our ruminations on this queer question: how can we contribute to the subversion of gender normalcy in Physical Education and Sport Tertiary Education (PESTE) through the imagination of trans persons' Physical Education and Sport experiences? Theoretical framework: With the support of queer concepts, we theorize on trans persons and queer pedagogy. Trans persons do not fit into gender binarism which molds hegemonic ideology of heteronormativity, bringing about serious consequences that would include discrimination and harassment. Queer pedagogy efforts to enhance social justice should put the eye not only in trans persons' experiences and feelings but also in cisgender's (non-trans persons) beliefs and attitudes toward trans persons. Participants and methodology: Both activities were developed in the same degree with different groups of PESTE students. The first activity unfolds the use of a fictional tale, previously created for pedagogic purposes. The second activity entails queer tango as embodied performance to challenge heteronormativity. Qualitative data was obtained during the activities and was thematically analyzed to illustrate the activity and students' interpretations. Results and discussion: A range of responses to the fictional tale resulted from the first activity. Some students legitimized sex/gender binarism and biological norms, unquestionably reflecting heteronormativity and, therefore, abjection toward trans persons. Others showed difficulties in achieving a true acceptance that would involve, for instance, an appropriately naming of gender identities. Finally, some exhibited their willingness to respect, encounter and accept trans persons.In the second activity, students found interesting the opportunity that queer tango had offered to exchange gender roles, while others expressed their difficulties in performing other gender roles than their own. Embodied experience was of significant importance in the process of gaining empathetic imagination on gender diversity. Some students questioned the rigid structuration of the beginning of the activity, while other's slapstick performances were identified as strategies of resistance. Participants also reflected on how PESTE students imagined themselves teaching, commenting their lack of formation and ability to construct a non-heteronormative PES. Conclusions and final comments: Initiatives to sensitize about gender diversity and disrupt normalcy are necessary in PESTE. The two activities presented evidence coexisting imaginaries on trans persons. The double approach based on a fictional tale and a queer dance show different possibilities to enhance the empathetic imagining of distant others, trans persons in this case. With its limitations, politics of recognition need to enhance empathetic imagination to foster the possibilities for recognition and dialog between gender privileged and oppressed individuals and groups.

Background: School is one of the primary settings where non-gender conformer children and adolescents emerge as vulnerable groups at high risk of suffering violence and harassment. Within schooling contexts, embodied experiences in physical education (PE) may become particularly problematic for trans students. However, there is little research focusing on trans persons' experiences in PE. The purpose of this paper is to gather memories and impressions of a group of adult trans persons on their experiences in secondary PE. Theoretical framework: The concept of heteronormativity is used as a theoretical framework to provide insights and understanding to trans persons's experiences in PE. It is used to characterize inequalities and hierarchies derived from the intersection of the dualistic logic of gender binarism with other social categories and ideologies. Heteronormative discourses also act regulating the way of looking at and over trans persons' bodies, categorizing some of them as queer or abject. Participants and methodology: Study is based on semi-structured interviews to nine participants (five trans women and four trans men) from 23 to 62 years of age. A thematic analysis was carried out in order to flexibly and directly identify interpretative patterns of meaning within data, as well as to open them to interpretative frameworks. The categories were grouped into four themes best gathering the experiences of participants in PE. Results and discussion: (1) "Hindering desired gender": In daily practices, participants felt in 'the middle' of activities, spaces and gender groups, experiencing aloofness, isolation and loneliness. Participants complained about the fact that they could not perform gender segregated activities with their desired gender group. PE teachers played an important role in supporting heteronormative system. (2) "Preferences, aversions and opportunities": All participants experienced hegemonic forms of gender and sexuality linked to PE programme activities in different ways. For most trans boys, sport-based PE was their favourite subject, while trans girls found it particularly negative and demotivating. Exceptionally, some aesthetic and dance activities were recalled as nearly non-heterosexual practices. (3) "Confronting transgression." Situations of stigmatization and bullying in PE were frequent as a result from situations in which gender norms were eventually transgressed. Teachers impeded any attempt of trans persons to overcome heteronormativity in PE lessons. (4) "Intimacy struggles": Body intimacy was crucial for participants. Different strategies were used for the search of intimacy. Changing rooms were the most problematic spaces for trans students in educative contexts. The worse trans participants felt about their bodies, the more uneasy they felt in these facilities. Conclusions and final comments: Heteronormative contexts strongly determined trans persons' experiences in PE. Trans participants, especially those not performing gender conforming practices, were abjectified in PE lessons. This situation generated multiple forms of exclusion and rejection, as well as episodes of harassment. However, some practices counteracted the dominance of the heteronormative system, showing their potential to destabilize this ideology in PE.

The article is part of the research project "Integrative conception of the promotion of health and natural sciences in the initial and permanent teacher training", from the University of Pinar del Río "Hermanos Saíz Montes de Oca". It is an experimental research, in its pre-experimental variant and aimed to develop a pedagogical strategy that contributes to the comprehensive education of sexuality with a pedagogical professional approach, in the students of pedagogical careers. The methodological base was assumed as the dialectical-materialist method, which supported the use of methods of the theoretical level, used in the determination of the theoretical referents of the research and empirical level methods were used, which allowed to verify the current state of integral education of sexuality, in the students of the sample. The designed strategy is based on a system of principles, in which the principle of double intentionality of the integral education of sexuality in the training of teaching staff is emphasized. Its implementation in practice allowed the appropriation of content related to sexuality as a personality dimension, placing the student at the center of the process, such as being sexed, both individually and professionally, with the mission of contributing to education of the sexuality of others, a task that is part of his role as a teacher, which proved the validity of the proposal.