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This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions' battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the COVID-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

Tomato spotted wilt orthotospovirus (TSWV) causes substantial economic loss to tomato production, and the Sw-5b resistance gene is widely deployed for management. Here, we show (i) the emergence of resistance-breaking (RB) TSWV strains in processing and fresh market tomato production in California over the past ten years, and (ii) evolutionary relationships with RB strains from other areas. A specific RT-PCR test was used to show the C118Y RB strain that emerged in Fresno County in 2016 quickly became predominant in the central production area and remained so through this study. In 2021, the C118Y strain was detected in the Northern production area, and was predominant in 2022. However, in 2023, the C118Y strain was unexpectedly detected in fewer spotted wilt samples from resistant varieties. This was due to emergence of the T120N RB strain, previously known to occur in Spain. A specific RT-PCR test was developed and used to show that the T120N RB strain was predominant in Colusa and Sutter counties (detected in 75-80% of samples), and detected in ~50% of samples from Yolo County. Pathogenicity tests confirmed California isolates of the T120N strain infected Sw-5b tomato varieties and induced severe symptoms. Another RB strain, C118F, was associated with spotted wilt samples of Sw-5 varieties from fresh market tomato production in southern California. Phylogenetic analyses with complete NSm sequences revealed that the C118Y and T120N RB strains infecting resistant processing tomato in California emerged locally, whereas those from fresh market production were more closely related to isolates from Mexico. Thus, widespread deployment of this single dominant resistance gene in California has driven the local emergence of multiple RB strains in different tomato production areas and types. These results further emphasize the need for ongoing monitoring for RB strains, and identification of sources of resistance to these strains.

Scaling up the use of evidence-based practice (EBP) for autism across service sectors and regions has presented a considerable challenge indicating a clear need for continued development. The California Autism Professional Training and Information Network (CAPTAIN) integrates implementation drivers into specific procedures and methodology as an implementation strategy to support statewide scale up. The current study was designed to evaluate the impact of CAPTAIN on provider-level outcomes including attitude toward, and knowledge, fidelity and use of autism EBPs, and overall classroom quality. Overall, results indicated variability across measures, with some significant differences between CAPTAIN-trained and non-CAPTAIN-trained providers. CAPTAIN-trained providers reported more openness to EBP. Significantly more CAPTAIN-trained direct service providers reported collecting fidelity of implementation data (X[superscript 2](2, N = 1515) = 10.95, p = 0.004), collecting student data (X[superscript 2](2, N = 1509) = 14.19, p = 0.001), and reported using their primary EBP with "most or all students" (X[superscript 2](2, N = 1514) = 11.41, p = 0.003) than providers not trained by CAPTAIN. In summary, these preliminary findings show promise for the efficacy of the CAPTAIN model to increase dissemination and implementation of EBP at the classroom level.

The primary objective of the study was to determine the influence of the 5E instructional model on the meaningful learning of Science and Technology in the students of the El Amauta Pedagogical Research and Innovation Laboratory, belonging to the province of Pasco - Perú. The methodological process responds to the quantitative approach, applied with a pre-experimental design to a sample of 22 students selected intentionally, to whom the instructional model was applied for the development of learning. The application of the instrument and the results obtained through the Wilcoxon test showed 0.008

BackgroundThe increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges implementing autism EBP with fidelity. Factors such as implementation leadership and climate and attitudes toward EBP are linked to successful EBP use and may vary at different levels of the education system. Examining mechanisms of successful implementation is a critical step to support scale-up.MethodIn this observational study, conducted from September 2018 to March 2020, California school personnel (n = 2273) at multiple levels of the system completed surveys related to implementation climate, leadership, and attitudes toward EBP. Data were collected throughout California at the Special Education Local Plan Areas, County Office of Education, and district and school levels from educators and administrators working in public schools supporting autistic students. Multi-level modeling was conducted to characterize implementation readiness.ResultsOverall, implementation climate and leadership scores are low across levels with regional levels rated more positively than districts or schools. Attitudes toward EBP were moderate, with those working in schools having the poorest ratings and specialists/trainers and related service providers (e.g., speech-language pathologists) having the highest ratings.ConclusionsOutcomes provide a unique opportunity to compare implementation factors across organizational levels with a large, statewide sample. These data provide guidance for developing implementation interventions at multiple levels of the education system to increase readiness for effective scale-up of autism EBP in schools. Personnel and leaders at different organizational levels may need differentiated training targeting improved implementation climate and leadership. Personnel within districts and schools may experience a particular benefit from leadership support for EBP implementation.

In the framework of the study of the mode of action of biocontrol agents (BCAs) it is important to know if BCAs areantibiotic-producers. Epicoccum nigrum 282 and Candida sake CPA-1 are BCAs effective against post-harvest pathogensof stone and pome fruits. The antibiotics produced by these BCAs and the relationship to biocontrol were studied.Production of antibiotics by E. nigrum in in vitro cultures began at 5 days of incubation being maximal at different timesdepending on media used. However, no antibiotic was detected when E. nigrum was grown in a solid state-fermentationsystem or in peaches. In the case of C. sake, no antibiotic was detected either in vitro, in liquid fermentation culturesof the yeast, or in apples.

Competence in "Cultural awareness and expressions" requires very stimulating activities for its development, and cinema can be used as an interesting enhancer of educational action. The educational potential of the so-called movie-induced tourism, which has increased in recent years thanks to the impact of major productions such as "The Lord of the Rings," "Star Wars" or "Game of Thrones," could bring extra motivation when developing any competency including the aforementioned one. This article aims to suggest some keys on film tourism as a didactic resource and how destinations might capitalize on it through entrepreneurship. In doing so, educational establishments located within film destinations can carry out projects in this sense to work on the competence of "Cultural awareness and expressions". Thus, an example of didactic programming will be offered based on the creation of new tourist businesses to take advantage of "Lord of the Rings" saga filming in San Juan de Gaztelugatxe (Vizcaya, Basque Country, Spain).

Autistic students benefit from child-centered goals that align with evidence-based practices (EBPs) that meet their individualized needs, however, most teachers are not trained in how to implement autism-specific EBPs. The challenges do not lie with teachers alone. Professional development (PD) providers, such as district or regional autism experts who train and coach teachers on how to implement autism-specific EBPs, face barriers accessing the needed supports to conduct high-quality PD and lack experience with individualizing their methods for training and coaching teachers. When PD providers have networks of professional support, they can potentially gain access to resources to provide successful individualized coaching for teachers. No research has measured the impact of the social networks of PD providers on their performance as coaches in classrooms for teachers of autistic students. To test the hypothesis that social network resources can impact the performance of PD providers who coach teachers how to use EBPs for their autistic students, we conducted social network analysis with PD providers. Findings suggest that network factors were associated with the self-reported performance for PD providers. PD providers who have more people in their networks who were autism EBP experts, as well as more people in their networks who supported them with how to individualize their PD efforts to specific teachers or districts, had higher performance as teacher coaches. We discuss future research about how to support network development for PD providers and policy implications.

Citrus trees, particularly oranges, are a highly significant plant genus due to their consumption as fresh produce and the multiple compounds derived from them, which are extensively used in the food, cosmetic, and pharmaceutical industries. Despite recent advancements, the understanding of metabolic processes in the Citrus genus remains limited, especially in the context of variable agricultural practices. This study aimed to investigate the metabolomic evolution in leaves of sweet orange (Citrus sinensis) cultivated under different conditions over two key developmental periods: pre-winter (t1) and spring sprouting and flowering (t2). Using proton nuclear magnetic resonance (H-NMR) spectroscopy, this research identified 27 key metabolites across five distinct cultivation treatments (T0, T1, T2, T3, T4), including amino acids, organic acids, and sugars, and their variation over time. T0 represents the traditional crop of the control plot, while T1, T2, T3, and T4 incorporate different strategies aimed at water-saving, such as the use of weed control mesh and subsurface drainage systems, all designed to improve profitability and crop efficiency under the same soil and climatic conditions. The treatments were evaluated for their impact on plant growth parameters such as height, trunk diameter, and flower production, with a focus on reducing water usage without compromising crop performance. The results indicate that the use of weed control mesh significantly improves plant growth, increases flower production, and stabilizes key metabolite levels, contributing to a concept termed “plant metabolomic homeostasis.” These findings are particularly relevant in regions like southeastern Spain, where water scarcity is a major concern. The study provides compelling evidence that the implementation of weed control mesh in orange cultivation can enhance water efficiency, promote healthier plant development, and maintain metabolic stability under variable growing conditions. These results suggest that such agricultural practices could be recommended for broader commercial application in citrus cultivation to improve sustainability and crop profitability.

This article presents a study that addresses the challenge of establishing a relationship between the axiological and the affective, by validating a structural model through an assessment instrument (SEMORCUNA) that isolates the moral feelings associated with ‘affective care’. The research sample consisted of 222 teachers, all of whom were either in training or were active professionals in the teaching field. To achieve the research objectives, a group of experts selected a total of 11 moral sentiments, based on which Principal Component Analysis was conducted. Subsequently, Cronbach’s alpha was calculated to determine the internal consistency of the factors obtained. Confirmatory factor analysis was also performed. The results indicate that the selected feelings are part of a single factor. We conclude that all the emotional–moral experiences included in the test are empirically associated with the value of affective care. This work provides a tool to study the degree of teacher identification with the moral feelings that characterize the school as a ‘learning caring institution’, which is a fundamental condition for ensuring ‘resilient educational communities’.

Begomoviruses are members of the family Geminiviridae, a large and diverse group of plant viruses characterized by a small circular single-stranded DNA genome encapsidated in twinned quasi-icosahedral virions. Cultivated tomato (Solanum lycopersicum L.) is particularly susceptible and is infected by >100 bipartite and monopartite begomoviruses worldwide. In Brazil, 25 tomato-infecting begomoviruses have been described, most of which are bipartite. Tomato mottle leaf curl virus (ToMoLCV) is one of the most important of these and was first described in the late 1990s but has not been fully characterized. Here, we show that ToMoLCV is a monopartite begomovirus with a genomic DNA similar in size and genome organization to those of DNA-A components of New World (NW) begomoviruses. Tomato plants agroinoculated with the cloned ToMoLCV genomic DNA developed typical tomato mottle leaf curl disease symptoms, thereby fulfilling Koch's postulates and confirming the monopartite nature of the ToMoLCV genome. We further show that ToMoLCV is transmitted by whiteflies, but not mechanically. Phylogenetic analyses placed ToMoLCV in a distinct and strongly supported clade with other begomoviruses from northeastern Brazil, designated the ToMoLCV lineage. Genetic analyses of the complete sequences of 87 ToMoLCV isolates revealed substantial genetic diversity, including five strain groups and seven subpopulations, consistent with a long evolutionary history. Phylogeographic models generated with partial or complete sequences predicted that the ToMoLCV emerged in northeastern Brazil >700 years ago, diversifying locally and then spreading widely in the country. Thus, ToMoLCV emerged well before the introduction of MEAM1 whiteflies, suggesting that the evolution of NW monopartite begomoviruses was facilitated by local whitefly populations and the highly susceptible tomato host. IMPORTANCE Worldwide, diseases of tomato caused by whitefly-transmitted geminiviruses (begomoviruses) cause substantial economic losses and a reliance on insecticides for management. Here, we describe the molecular and biological properties of tomato mottle leaf curl virus (ToMoLCV) from Brazil and establish that it is a NW monopartite begomovirus indigenous to northeastern Brazil. This answered a long-standing question regarding the genome of this virus, and it is part of an emerging group of these viruses in Latin America. This appears to be driven by widespread planting of the highly susceptible tomato and by local and exotic whiteflies. Our extensive phylogenetic studies placed ToMoLCV in a distinct strongly supported clade with other begomoviruses from northeastern Brazil and revealed new insights into the origin of Brazilian begomoviruses. The novel phylogeographic analysis indicated that ToMoLCV has had a long evolutionary history, emerging in northeastern Brazil >700 years ago. Finally, the tools used here (agroinoculation system and ToMoLCV-specific PCR test) and information on the biology of the virus (host range and whitefly transmission) will be useful in developing and implementing integrated pest management (IPM) programs targeting ToMoLCV.

Public programs have been charged with implementation of evidence-based practices (EBPs) to improve outcomes for children with autism. However, research indicates that scale-up of EBPs poses challenges. This study identifies perceived variables linked to effective statewide scale-up of EBPs in special education by exploring implementation climate and leadership across special education organization types (e.g., schools, districts, and regional consortiums). A simultaneous QUAL + QUAN mixed methods design was employed with the primary function of convergence and triangulation. Data were drawn from focus groups with 30 special educators and a statewide survey completed by 656 school personnel in one U.S. state. In general, perceptions of implementation climate and leadership are weak in special education organizations, with strengths at regional levels focused on special education and increased challenges at the school and district levels. Implications for practice and future research are identified.

MOTIVATIC WEB is a software platform in which teachers can co-design activities for their students using three different gamified mechanics. This article presents the results of the technology acceptance evaluation by users. The evaluation considered aspects related to perceived usefulness (PU) and ease of use, behavioural intention to use, and external variables related to user experience, functionality, and web platform visual aesthetics (VA), aspects adapted from the TAM model. A qualitative analysis instrument was applied to 21 higher education professors from five different countries, experts in the areas of economic and administrative sciences, industrial engineering, basic sciences and medical sciences. The results indicate that the PU and ease of use of the software are related to the intention to use it. It shows that the software is efficient as an educational support resource, allowing the design of certain mechanics for students as well as communication and collaboration among teachers.

Background: The increase in the number of autistic children being identified has led to increased demand on public schools to provide high-quality services. Effectively scaling up evidence-based practice (EBP) use for autistic students is challenging, given the complicated organization of special education. Teachers have significant challenges implementing autism EBP with fidelity. Factors such as implementation leadership and climate and attitudes toward EBP are linked to successful EBP use and may vary at different levels of the education system. Examining mechanisms of successful implementation is a critical step to support scale-up. Method: In this observational study, conducted from September 2018 to March 2020, California school personnel (n = 2273) at multiple levels of the system completed surveys related to implementation climate, leadership, and attitudes toward EBP. Data were collected throughout California at the Special Education Local Plan Areas, County Office of Education, and district and school levels from educators and administrators working in public schools supporting autistic students. Multi-level modeling was conducted to characterize implementation readiness. Results: Overall, implementation climate and leadership scores are low across levels with regional levels rated more positively than districts or schools. Attitudes toward EBP were moderate, with those working in schools having the poorest ratings and specialists/trainers and related service providers (e.g., speech-language pathologists) having the highest ratings. Conclusions: Outcomes provide a unique opportunity to compare implementation factors across organizational levels with a large, statewide sample. These data provide guidance for developing implementation interventions at multiple levels of the education system to increase readiness for effective scale-up of autism EBP in schools. Personnel and leaders at different organizational levels may need differentiated training targeting improved implementation climate and leadership. Personnel within districts and schools may experience a particular benefit from leadership support for EBP implementation.

This paper proposes a model that comprises a learning exercise based on challenges, which tends to promote non-technical skills such as oral expression, communication, resource management, leadership and problem solving among engineering students. Since engineers have been recognized throughout the world for their ability to creatively solve problems, using the technical knowledge developed in their professional career, it has been considered that these skills make it easier for them to reach results that involve the solution of mathematical problems, or those related to science, through the use of technical skills, research or analysis and synthesis. In this sense, the academia seems to have placed the emphasis on hard and technical skills, while, non-technical ones, have been left in a secondary stage in the case of engineers, ignoring their role on their professional development. This project proposes a model that will bring together more than 180 engineering students and 4 university professors, by involving them in a real challenge that they might solve by means of their technical and non-technical skills. The model is being applied at a university and their first results show the need to modify the engineering training processes, to include the development of appropriate competences in engineers, in response to the demands of a globalized world.