Enhanced U and Th concentrations in soils from a wet marshland washed by contaminated riverwaters

A study of the presence of U and Th isotopes in soil samples from a saline wet Marshland located close to a phosphoric acid production factory is presented. The samples were collected during low tide in areas washed by water during high tide. The incoming Odiel riverwaters, which directly receive the wastes from this factory, provokes the enhancement of radioactivity in certain zones of the studied area. Comparison of radionuclide concentrations between the fine particle fraction (≤ 63.5 μm) and the total soil fraction has given some hint on the processes by which contamination takes place.European Union (UE) FI3P-CT92003

University students' competences in ICT: A view from the education domain

Contemporary university students face the knowledge society, where mastering information and communication technologies (ICT) is an essential requirement to form part of this society. The objective of our study was to validate a basic ICT competences model made up of three ICT competence subsets (technological, pedagogical and ethical) influenced by various personal and contextual factors. For this purpose, a cross-sectional explanatory correlation design was used, with a sample of 646 university students from the University of Valencia (Spain), collecting the information through a questionnaire. A multiple indicators and multiple causes model was used to validate the students' ICT competences model. The results revealed that ICT competences form a single set made up of three subsets of competences: technological, pedagogical and ethical. An asymmetrical explanatory relation was found between the technological and pedagogical competences on the one hand and between the ethical and pedagogical competences on the other hand. The factors gender, area in which the degree is taught and the frequency of using a computer with the Internet impacted on the three subsets of competences. The model shows the complexity of university students' ICT competences, with training in ICT competences being an important element to consider

Identification of Peptides Potentially Responsible for In Vivo Hypolipidemic Activity of a Hydrolysate from Olive Seeds

Previous studies demonstrated that peptides produced by the hydrolysis of olive seed proteins using Alcalase enzyme showed in vitro multifunctional lipid-lowering capability. This work presents a deeper insight into the hypolipidemic effect of olive seed peptides. The capability of olive seed peptides to inhibit endogenous cholesterol biosynthesis through the inhibition of HMGCoA reductase enzyme was evaluated observing a 38 ± 7% of inhibition. Two in vivo assays using different peptides concentrations (200 and 400 mg/kg/day) were designed to evaluate the hypolipidemic effect of olive seed peptides in male and female mice. A low concentration of hydrolysate reduced total cholesterol in male mice in a 20% after 11 weeks compared to the mice feeding with hypercholesterolemic diet. A higher hydrolysate concentration showed a greater reduction in total cholesterol (25%). The analysis of the olive seed hydrolysate by reverse phase high-performance liquid chromatography mass spectrometry (RP-HPLC-MS) enabled the identification of peptides that could be responsible for this hypolipidemic effect

Estructura de las competencias del siglo XXI en alumnado del ámbito educativo. Factores personales influyentes

The continuous advance of information and communication technologies (ICT) in the current Knowledge Society has led to a demand for training in new competences, called 21st century competences. These are composed of higher-order skill competences (higher-order thinking capacities and teamwork competences) and ICT competences (technological, pedagogical and ethical). The aim of this work is the validation of an explanatory relationship model of the ICT competences regarding higherorder skill competences in university students belonging to the educational sphere, by considering influential personal factors. For this purpose, a correlational, transversal and explanatory design has been used. The sample consists of 485 Pedagogy and Social Education Students from the University of Valencia, selected through a convenience sampling, collecting the information by means of two questionnaires. The data analysis carried out is oriented towards the modelling of ICT competences, higher-order skill competences and related factors using structural equations, using a Multiple Indicators and Multiple Causes Model (MIMIC). The results of the study have allowed the establishment that the pedagogical competences in ICT of the students are related to the teamwork competences, and the latter with higher-order thinking capacities. Likewise, it has been found in the ICT competences that the ethical competences influence the technological ones, and both of these influence the pedagogical competences. In addition, the type and frequency of use of technological devices, both on a personal and personal-academic level, affects this structure and ICT competences in an essential manner. The proposed model shows the complexity of 21st century competences in university students. This model contributes towards addressing the need to revisit the training in transversal competences of university students.El avance continuo de las tecnologías de la información y de la comunicación (TIC) en la actual Sociedad del Conocimiento ha supuesto la demanda de formación en nuevas competencias, denominadas competencias del siglo XXI. Estas se componen de competencias de alta habilidad (capacidades de pensamiento superior y competencias de trabajo en equipo) y competencias en TIC (tecnológicas, pedagógicas y éticas). El objetivo de este trabajo es la validación de un modelo de relación explicativa de las competencias en TIC respecto a las competencias de alta habilidad en el alumnado universitario perteneciente a titulaciones del ámbito educativo, considerando factores personales influyentes. Para ello, se ha utilizado un diseño correlacional, de tipo transversal y explicativo. La muestra la forman 485 estudiantes de Pedagogía y Educación Social de la Universidad de Valencia, seleccionados mediante un muestreo de conveniencia, recogiendo la información mediante dos cuestionarios. El análisis de datos realizado se orienta a la modelización de las competencias en TIC, las competencias de alta habilidad y los factores relacionados mediante ecuaciones estructurales, utilizando un modelo de Múltiples Indicadores y Múltiples Causas (MIMIC). Los resultados del estudio han permitido establecer que las competencias pedagógicas en TIC del alumnado se relacionan con las competencias de trabajo en equipo, y estas últimas con las capacidades de pensamiento superior. Asimismo, se ha encontrado en las competencias en TIC que las competencias éticas influyen sobre las tecnológicas, y estas dos sobre las competencias pedagógicas. Además, el género y la frecuencia de uso de dispositivos tecnológicos, tanto para el plano personal como personal-académico, inciden sobre dicha estructura y esencialmente sobre las competencias en TIC. El modelo planteado muestra la complejidad de las competencias del siglo XXI en el alumnado universitario. Este modelo contribuye a atender la necesidad de revisión de la formación en competencias transversales del alumnado universitario

Quasi-automatic colon segmentation on T2-MRI images with low user effort

About 50% of the patients consulting a gastroenterology clinic report symptoms without detectable cause. Clinical researchers are interested in analyzing the volumetric evolution of colon segments under the effect of different diets and diseases. These studies require noninvasive abdominal MRI scans without using any contrast agent. In this work, we propose a colon segmentation framework designed to support T2-weighted abdominal MRI scans obtained from an unprepared colon. The segmentation process is based on an efficient and accurate quasiautomatic approach that drastically reduces the specialist interaction and effort with respect other state-of-the-art solutions, while decreasing the overall segmentation cost. The algorithm relies on a novel probabilistic tubularity filter, the detection of the colon medial line, probabilistic information extracted from a training set and a final unsupervised clustering. Experimental results presented show the benefits of our approach for clinical use.Peer ReviewedPostprint (author's final draft

End to End Colonic Content Assessment: ColonMetry Application

Colon segmentation; Colonic content; Intestinal gasSegmentación de colon; Contenido colónico; Gas intestinalSegmentació del còlon; Contingut colònic; Gas intestinalThe analysis of colonic contents is a valuable tool for the gastroenterologist and has multiple applications in clinical routine. When considering magnetic resonance imaging (MRI) modalities, T2 weighted images are capable of segmenting the colonic lumen, whereas fecal and gas contents can only be distinguished in T1 weighted images. In this paper, we present an end-to-end quasi-automatic framework that comprises all the steps needed to accurately segment the colon in T2 and T1 images and to extract colonic content and morphology data to provide the quantification of colonic content and morphology data. As a consequence, physicians have gained new insights into the effects of diets and the mechanisms of abdominal distension.This work was supported by the Spanish Ministry of Science and Innovation (Proyectos de Generación de Conocimiento), PID2021-122295OB-I00, and Agencia Estatal de Investigación and Fondos FEDER, PID2021-122136OB-C21); Ciberehd is funded by the Instituto de Salud Carlos III

La relación entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje en alumnado universitario de educación

Las tecnologías de la información y de la comunicación (TIC) suponen un cambio en los modos de aprendizaje del alumnado universitario. El propósito de este estudio es conocer la relación entre los enfoques de aprendizaje (superficial y profundo), el uso de las TIC (uso personal, uso académico no escolar y uso académico en el aula) y las competencias TIC (tecnológicas, pedagógicas y éticas) en alumnado universitario de titulaciones de Educación. Se trata de un estudio basado en un diseño correlacional, cuya muestra la constituyen 485 estudiantes de las titulaciones de grado de Pedagogía y de Educación Social de la Universidad de Valencia, seleccionados mediante un muestreo no probabilístico y accidental, recogiendo la información mediante dos cuestionarios. Los resultados señalan la existencia de un vínculo complejo entre las competencias TIC, el uso de las TIC y los enfoques de aprendizaje. Se ha de destacar la relación entre las competencias pedagógicas y las éticas, el uso académico no escolar y el enfoque profundo, así como la relación entre enfoque superficial y uso académico de las TIC en el aula. Por ello, se sugiere la necesidad de formar a los estudiantes en las competencias pedagógicas y éticas de las TIC, ya que si se hiciera se estaría fomentando el aprendizaje profundo. Information and communication technologies (ICT) represent a change in the ways of learning of university students. The purpose of this study is to know the relationship between learning approaches (superficial and deep), use of ICT (personal use, non-school academic use and academic use in the classroom) and ICT competences (technological, pedagogical and ethical) in university students of Education degrees. This is a study based on a correlational design, whose sample is made up of 485 students of the degrees of Pedagogy and Social Education at the University of Valencia, selected by non-probabilistic and accidental sampling, collecting the information through two questionnaires. The results indicate the existence of a complex link between ICT competences, use of ICT and learning approaches. The relationship between pedagogical and ethical competences, non-school academic use and an in-depth approach, and between a superficial approach and academic use of ICT in the classroom should be highlighted. Therefore, the need to train students in the pedagogical and ethical competences of ICT is stressed in order to encourage deep learning

Evaluación del impacto social del Oceanogràfic de València en sus visitantes : estudio piloto

En este trabajo pretendemos realizar un primer acercamiento a la evaluación del impacto social en los visitantes del Oceanogràfic. Para ello, se ha realizado un estudio de encuesta longitudinal. Se ha diseñado un cuestionario para la recogida de información que incluye conocimientos sobre biodiversidad y conservación del medio marino, actitudes hacia el medio marino y su conservación, influencia de las acciones de protección y conservación del medio marino y contribuciones de Oceanogràfic a la mejora del medio marino. Este instrumento se ha aplicado en el momento previo a la visita a Oceanográfic y en el momento posterior a la visita. Los participantes en este estudio piloto son 122 personas de entre 13 y 76 años, seleccionadas de entre los visitantes a Oceanogràfic. Se ha realizado estadísticos descriptivos y pruebas de significatividad para muestras relacionadas (prueba t y prueba de Wilcoxon). Los resultados indican que se incrementan los conocimientos, las actitudes y influencia de las acciones de protección y conservación del medio marino entre las puntuaciones medias en los momentos previo y posterior a la visita. Estas diferencias resultan estadísticamente significativas con diferente tamaño del efecto. El presente estudio aporta evidencias empíricas a la importancia de los acuarios en la implantación de la educación sociomedioambiental. Como conclusiones, destacamos el rol relevante que desempeña la Educación Social como facilitadora y promotora de esta educación y la necesidad de concienciación y formación al respecto. In this paper we intend to make a first approach to the evaluation of the social impact on the visitors of the Oceanogràfic. For this, a longitudinal survey study has been carried out. A questionnaire has been designed for the collection of information that includes knowledge about biodiversity and conservation of the marine environment, attitudes towards the marine environment and its conservation, influence of the actions of protection and conservation of the marine environment and contributions of Oceanogràfic to the improvement of the marine environment. This instrument has been applied at the time prior to the visit to Oceanographic and at the time after the visit. The participants in this pilot study are 122 people between 13 and 76 years old, selected from the visitors to Oceanogràfic. Descriptive statistics and significance tests have been performed for related samples (t-test and Wilcoxon test). The results indicate that the knowledge, attitudes and influence of the actions of protection and conservation of the marine environment are increased between the average scores in the moments before and after the visit. These differences are statistically significant with different effect sizes. The present study provides empirical evidence to the importance of aquariums in the implementation of socio-environmental education. As conclusions, we highlight the relevant role that Social Education plays as a facilitator and promoter of this education and the need for awareness and training in this regard

Direct visualization of phase separation between superconducting and nematic domains in Co-doped CaFe2As2 close to a first-order phase transition

We show that biaxial strain induces alternating tetragonal superconducting and orthorhombic nematic domains in Co-substituted CaFe2As2. We use atomic force, magnetic force, and scanning tunneling microscopy to identify the domains and characterize their properties, finding in particular that tetragonal superconducting domains are very elongated, more than several tens of micrometers long and about 30 nm wide; have the same Tc as unstrained samples; and hold vortices in a magnetic field. Thus, biaxial strain produces a phase-separated state, where each phase is equivalent to what is found on either side of the first-order phase transition between antiferromagnetic orthorhombic and superconducting tetragonal phases found in unstrained samples when changing Co concentration. Having such alternating superconducting domains separated by normal conducting domains with sizes of the order of the coherence length opens opportunities to build Josephson junction networks or vortex pinning arrays and suggests that first-order quantum phase transitions lead to nanometric-size phase separation under the influence of strainWork done in Madrid was supported by the Spanish Ministry of Economy and Competitiveness (Grants No. FIS2014-54498-R, No. MDM-2014-0377, No. MAT2014-52405-C2-2-R, No. RYC-2014-16626, and No. RYC-2014-15093), by the Comunidad de Madrid through program Nanofrontmag-CM (S2013/MIT-2850), by European Research Council PNICTEYES Grant Agreement No. 679080, by FP7-PEOPLE-2013-CIG 618321, by the EU Flagship Graphene Core1 under Grant Agreement No. 696656, by COST-EU, Grant No. CA16218 and by Axa Research Fund. SEGAINVEX-UAM is also acknowledged. Work done in Ames Lab was supported by the U.S. Department of Energy, Office of Basic Energy Science, Division of Materials Sciences and Engineering. Ames Laboratory is operated for the U.S. Department of Energy by Iowa State University under Contract No. DE-AC02-07CH1135

Casos de nefrología en nutrición clínica mediante vídeos de simulación

[ES] La actividad de innovación docente que se presenta se enmarca dentro del proyecto NutClinROLE con financiación del "Vicerrectorado de Formación Permanente, Transformació Docent i Ocupació" de la Universitat de València, (UV-SFPIE_PID-2075858). Se basa en la realización de entrenamientos de simulación en nutrición, como estrategia metodológica innovadora para la enseñanza de las ciencias de la nutrición y la dietética en la educación superior. El objetivo de este trabajo fue realizar unos vídeos de actividades de simulación para aprender y practicar habilidades en entrevistas nutricionales mediante el trabajo de casos clínicos. Los casos clínicos que se elaboraron en la simulación fueron sobre pacientes con enfermedad renal. Los alumnos trabajaron tras el visionado de los vídeos, estableciendo roles de paciente y nutricionista para la resolución de otros casos clínicos en nutrición. Durante la simulación y mediante unas fichas que incorporan información sobre el paciente y su patología, incluyendo datos antropométricos y analíticos, el estudiante-nutricionista debe desarrollar la anamnesis clínico-dietética, planificar la intervención nutricional y realizar la pauta dietética al estudiante-paciente. Durante la capacitación, los estudiantes adquirieron conocimientos sobre insuficiencia renal crónica, y pusieron en práctica entrevistas nutricionales y recomendaciones dietéticas. Se evaluó el impacto de la metodología de juego de roles en base a sus opiniones antes y después de la actividad, reportando una experiencia positiva y mayor conocimiento en nutrición. En cuanto a la resolución del caso clínico, se ha observado que el alumno tiene los conocimientos suficientes para resolverlo, pero presenta deficiencias en la organización de la información y habilidades comunicativas.[EN] The teaching innovation activity that is presented is part of the NutClinROLE project with financial support from the "Vicerectorado de Formación Permanente, Transformació Docent i Ocupació" of the University of Valencia, (UV-SFPIE_PID-2075858). It is based on carrying out simulation training in nutrition, as an innovative methodological strategy for teaching nutrition sciences and dietetics in higher education. The objective of this work was to make videos of simulation in clinical nutrition to learn and practice skills in nutritional interviews. The clinical cases that were developed in the simulation were about patients with kidney disease. The students worked after viewing the videos, establishing the roles of patient and nutritionist for the resolution of other clinical cases in nutrition. During the activity, it was incorporated information about the patient and his pathology, including anthropometric and analytical data, however the nutritionist does not have this information and must solve and guide the patient nutritionally during the simulation. During the training, the students acquired knowledge about chronic renal failure, and put into practice nutritional interviews and dietary recommendations. The impact of the role-play methodology was evaluated based on their opinions before and after the activity. It was reported a positive experience and greater knowledge in nutrition. Regarding the resolution of the clinical case, it has been observed that the student has sufficient knowledge to solve it, but presents deficiencies in the organization of information and communication skills.Agradecer al Centro de Simulación Interdisciplinar en Salud (CESIS) , al Taller de Audiovisuales (TAU) y al Servei de Llengües i Política Lingüística, de la Universitat de Valencia, su disponibilidad para llevar a cabo el trabajo. Este trabajo ha contado con una ayuda económica de la convocatoria del Vicerectorat d’Ocupació i Programes Formatius de la Universitat de València para el Desarrollo de Proyectos de Innovación Educativa para el curso 2022-2023 (UV-SFPIE_PID-2075858).Juan García, C.; Juan García, I.; Blesa Jarque, J.; Pallarés Barrachina, N.; Castagnini, J.; Moltó Cortés, J.; Barba Orellana, F. (2023). Casos de nefrología en nutrición clínica mediante vídeos de simulación. Editorial Universitat Politècnica de València. 1029-1038. https://doi.org/10.4995/INRED2023.2023.166491029103