Design of three-dimensional cartographical didactic materials for Physical Geography teaching

[EN] Three-dimensional cartographic resources are an important tool in the teaching of Physical Geography and other Earth Sciences. They are also able to help the students to reach a better understanding of the natural landscape. The objective of this work is to design appropriate 3D didactic resources to facilitate the teaching of the landforms in the Higher Education context. These didactic materials have been prepared by using Geographic Information Technologies (GIT). These graphical materials have been created with specific GIT tools, but they can be used by teachers and students with standardized sotfware (Google Earth, Adobe Acrobat Reader or image viewers). Specifically, files with topographical and geological information have been prepared to work with Google Earth. The digital elevation models (DEM) can be viewed in three-dimensional files in 3D PDF format. This work also proposes the creation of photo-realistic images with thematic information draped with the DEM in isometric perspective. Finally, 3D models have been made from the application of photogrammetric techniques so that can be seen in stereoscopic mode as an alternative to the traditional techniques. In conclusion, all these 3D didactic materials proposed in this work showed a great potential as complementary resources in the teaching and learning of Physical Geography and other Earth Sciences.This work is part of the GeoFieldTIG project (nº 87), founded by the Complutense University of Madrid.Tanarro, L.; Úbeda, J.; De Andrés, N.; Fernández-Fernández, J.; De Marcos, J.; Ovaco, D.; García, J.... (2020). Design of three-dimensional cartographical didactic materials for Physical Geography teaching. En 6th International Conference on Higher Education Advances (HEAd'20). Editorial Universitat Politècnica de València. (30-05-2020):1055-1063. https://doi.org/10.4995/HEAd20.2020.11195OCS1055106330-05-202

Evolución post-lahárica de un canal proglaciar: garganta de Huiloac (México)

En el último periodo eruptivo del volcán Popocatépetl (19º 02´ N, 98º 37´ W, 5424 m) se produjeron varios lahares sin-eruptivos que modificaron la red fluvial de su ladera nororiental, donde se localiza el curso del río Huiloac. Los lahares responsables de los cambios morfológicos más importantes fueron los ocurridos en 1997 y 2001. Aunque desde entonces se han producido algunos eventos explosivos, como las recientes erupciones de mayo y junio de 2013, en la garganta de Huiloac no se ha vuelto a registrar ningún lahar relacionado con la actividad volcánica. El presente artículo propone una metodología para detectar y cuantificar los cambios morfológicos, así como determinar la diná¬mica de procesos erosivos y sedimentarios en un tramo de la garganta de Huiloac, tras el paso del lahar sin-eruptivo de 2001, durante un primer periodo de siete años. Este método combina la interpretación de una serie temporal de mapas geomorfológicos y de perfiles topográficos transversales del canal, con ayuda de herramientas de CAD (Computer-aided design) y de SIG (Sistemas de Información Geográfica). El análisis de la evolución geomorfológica y topográfica se cruza finalmente con la información meteorológica disponible sobre precipitaciones. Los resultados obtenidos muestran que la fase inicial (hasta octubre de 2002) estuvo caracterizada por la incisión y evacuación del material que colmató el cauce durante el lahar de 2001. Posteriormente, la acción geomorfológica de las aguas corrientes y la dinámica de laderas ensancharon y profundizaron el canal, aunque también se produjo sedimentación, como lo atestiguan bancos y terrazas fluvio-laháricos. La frecuencia y capacidad de los lahares secundarios, alimentados por las precipitaciones y el agua del deshielo glaciar, fueron los factores que determinaron el dominio de procesos erosivos o de sedimentación en Huiloac. De esta manera, se ha observado que en épocas menos lluviosas y con precipitaciones regulares, el canal experimentó menos variaciones morfológicas y las cantidades erosionadas son también menores, como en el periodo 2004 ‒ 2006. En cambio, las precipitaciones excepcionales en la estación seca (enero de 2002 y enero de 2004) y los aguaceros continuados al final de la estación húmeda (septiembre y octubre de 2007) activaron los procesos de erosión por incisión y por zapa lateral, lo cual produjo el vaciado de los depósitos laháricos que tapizan el canal. Una vez concluido el primer periodo de observación, se concluye que el cauce no ha alcanzado su estabilidad, ya que sus laderas fueron muy inestables debido a la fuerte pendiente que presentaron, a pesar del considerable vaciado de depósitos que ha experimentado en este lapso temporal.In the last eruptive period of Popocatépetl volcano (19º 02'N, 98º 37' W, 5424 m) several syn-eruptive lahars modified the fluvial network of the northeastern slope, where the Huiloac River is located. The lahars that produced the most important morphological changes took place in 1997 and 2001. Although some explosive events have taken place since then, such as the recent eruptions of May and June 2013, lahars related to volcanic activity have not been recorded in Huiloac gorge. This article proposes a methodology to detect and quantify morphological changes and to determine the dynamics of erosion and sedimentary processes in a section of Huiloac gorgef or the first seven years after the syn-eruptive lahar of 2001. This method combines the interpretation of a temporal series of geomorphological maps and topographic profiles across the channel using CAD (Computer-aided design) and GIS (Geographic Information Systems). Finally, the analysis of the geomorphic and topographic evolution is cross-referenced with available information on rainfall. The results show that the initial phase (up until October 2002) is characterized by incision and removal of the material that filled the river bed during the 2001 lahar. Afterwards, the geomorphological action of running water and the dynamics of slopes widened and deepened the channel, although sedimentation occurred as well, as evidenced by river-banks and lahar terraces. The frequency and capacity of secondary lahars, fed by rainfall and glacier melt water, are the factors that determine the domain of erosion or sedimentation in Huiloac. Thus, it has been observed that in seasons with less rain and regular precipitation, fewer morphological variations occurred and a smaller amount of material was eroded, such as in the period 2004 ‒ 2006. On the other hand, exceptional rainfall in the dry season (January 2002 and January 2004) or continuous rains at the end of the wet season (September and October 2007) triggered processes of erosion by incision, lateral erosion, and removal of the laharic deposits. It can be concluded, at the end of this first period of observation, that despite considerable erosion, the riverbed is still unstable due to steep slopes on the sides of the river.-- Ministerio de Economía y Competitividad (Proyecto CGL 2012-35858 (CRYOCRISIS)) -- Grupo de Trabajo BSCH/UCM:931562 Geografía de Alta MontañapeerReviewe

Miradas de artista al Museo Farmacia Hispana (UCM) II

Fac. de FarmaciaFALSEsubmitte

Mumps : MMR vaccination and genetic diversity of mumps virus, 2007-2011 in Catalonia, Spain

Mumps is a vaccine-preventable disease but outbreaks have been reported in persons vaccinated with two doses of MMR vaccine. The objective was to describe the demographic features, vaccination effectiveness and genetic mumps virus diversity among laboratory-confirmed cases between 2007 and 2011 in Catalonia. Cases and outbreaks of mumps notified to the notifiable diseases system of Catalonia between 2007 and 2011 retrospectively registered were included. Public health care centres provided written immunization records to regional public health staff to determine the vaccination history. Saliva and serum specimens were collected from suspected cases for laboratory-confirmation using real-time reverse-transcriptase PCR (rtRT-PCR) or serological testing. Phylogenetic analysis of the complete SH gene (316 nucleotides) and complete coding HN protein (1749 nucleotides) sequences was made. Categorical variables were compared using the Chi-square or Fisher's tests and continuous variables using the Student test. Vaccination effectiveness by number of MMR doses was estimated using the screening method. During the study period, 581 confirmed cases of mumps were notified (incidence rate 1.6 cases/100,000 persons-year), of which 60% were male. Three hundred sixty-four laboratory-confirmed cases were reported, of which 44% were confirmed by rtRT-PCR. Of the 289 laboratory-confirmed cases belonging to vaccination cohorts, 33.5% (97) had received one dose of MMR vaccine and 50% (145) two doses. Based on phylogenetic analyses of 316-nucleotide and 174-nucleotide SH sequences, the viruses belonging to viral genotypes were: Genotype G (126), genotype D (23), genotype H (2), genotype F (2), genotype J (1), while one remained uncharacterized. Amino acid differences were detected between circulating strains and the Jeryl Lynn vaccine strains, although the majority of amino acid substitutions were genotype-specific. Fifty-one outbreaks were notified that included 324 confirmed mumps cases. Genotype G was the most frequent genotype detected. The family (35%), secondary schools (25%) and community outbreaks (18%) were the most frequent settings. Our study shows that genotype G viruses are the most prevalent in Catalonia. Most cases occurred in people who had received two doses of MMR, suggesting inadequate effectiveness of the Jeryl Lynn vaccine strain. The possible factors related are discussed

Boron-doped diamond by 9 MeV microbeam implantation: Damage and recovery

Diamond properties can be tuned by doping and ion-beam irradiation is one of the most powerful techniques to do it in a controlled way, but it also produces damage and other aftereffects. Of particular interest is boron doping which, in moderate concentrations, causes diamond to become a p-type semiconductor and, at higher boron concentrations, a superconductor. Nevertheless, the preparation of superconducting boron-doped diamond by ion implantation is hampered by amorphization and subsequent graphitization after annealing. The aim of this work was to explore the possibility of creating boron-doped diamond superconducting regions and to provide a new perspective on the damage induced in diamond by MeV ion irradiation. Thus, a comprehensive analysis of the damage and eventual recovery of diamond when irradiated with 9 MeV B ions with different fluences has been carried out, combining Raman, photoluminescence, electrical resistivity, X-ray diffraction and Rutherford Backscattering/Ion-channeling. It is found that, as the B fluence increases, carbon migrates to interstitial sites outside of the implantation path and an amorphous fraction increases within the path. For low fluences (∼1015 ions/cm2), annealing at 1000 °C is capable to fully recovering the diamond structure without graphitization. However, for higher fluences (≥5 × 1016 ions/cm2), those required for superconductivity, the recovery is important, but some disorder still remains. For high fluences, annealing at 1200 °C is detrimental for the diamond lattice and graphite traces appear. The incomplete healing of the diamond lattice and the interstitial location of B can explain that optimally doped samples do not exhibit superconductivityThis work has been partially supported by the Ministerio de Ciencia e Innovacion ´ of Spain (Project grants PID2020-112770RB-C22/MCIN/ AEI/10.13039/501100011033, PID2021-127033OB-C21/MCIN/AEI/ 10.13039/501100011033, and PID2021-127498NB-I00/AEI/FEDER/ 10.13039/501100011033). We also acknowledge financial support from MCIN/AEI/10.13039/501100011033, through the “María de Maeztu” Programme for Units of Excellence in R&D (CEX2018-000805- M), as well as from the Autonomous Community of Madrid through program S2018/NMT-4321 (NANOMAGCOST-CM

Intramolecular Palladium(II)-catalyzed 6-endo C-H alkenylation directed by the remote N-protecting group. Mechanistic insight and application to the synthesis of dihydroquinolines

A protocol for the Pd(II)-catalyzed C-H alkenylation reaction of substituted N-allylanilines via an unusual 6-endo process has been developed. A DFT study of the mechanistic pathway has shown that the coordination of the remote protecting group to the palladium center is determinant for the control of the regioselectivity in favor of the 6-endo process. The reaction would proceed via prior activation of the alkene. This procedure constitutes a mild and efficient method for the synthesis of 1,4- dihydroquinoline derivatives from simple and readily accessible substrates.Ministerio de Economía y Competitividad (CTQ2016-74881-P; CTQ2016-78083-P) // Gobierno Vasco (IT1045-16

Growth Hormone Reprograms Macrophages toward an Anti-Inflammatory and Reparative Profile in an MAFB-Dependent Manner

Growth hormone (GH), a pleiotropic hormone secreted by the pituitary gland, regulates immune and inflammatory responses. In this study, we show that GH regulates the phenotypic and functional plasticity of macrophages both in vitro and in vivo. Specifically, GH treatment of GM-CSF–primed monocyte–derived macrophages promotes a significant enrichment of anti-inflammatory genes and dampens the proinflammatory cytokine profile through PI3K-mediated downregulation of activin A and upregulation of MAFB, a critical transcription factor for anti-inflammatory polarization of human macrophages. These in vitro data correlate with improved remission of inflammation and mucosal repair during recovery in the acute dextran sodium sulfate–induced colitis model in GH-overexpressing mice. In this model, in addition to the GH-mediated effects on other immune cells, we observed that macrophages from inflamed gut acquire an anti-inflammatory/reparative profile. Overall, these data indicate that GH reprograms inflammatory macrophages to an anti-inflammatory phenotype and improves resolution during pathologic inflammatory responses.This work was supported in part by grants from the Spanish Ministry of Science, Innovation and Universities (SAF2017-82940-R Agencia Estatal de Investigación/Fondo Europeo de Desarrollo Regional (AEI/FEDER), Unión Europea [UE] [to M.M.], SAF2017-83785-R AEI/FEDER, UE [to Á.L.C.] and FJCI-2016-29990 AEI/FEDER, UE [to B.S.P.]), from the Redes Temáticas de Investigación Cooperativa en Salud Program of Instituto de Salud Carlos III (RD12/0012/0006 and RD12/0012/0007, Red de Investigación en Inflamación y Enfermedades Reumáticas), and the Regional Government of Madrid (B2017/BMD-3804 [to C.M.-A.])

Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F)

[EN] Students' approaches to learning can vary between students of different ages, genders, years, degrees, or cultural contexts. The aim of this study was to assess the approaches to learning of different students of life science degrees. The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) has been used to assess the approaches to learning of 505 students of thirteen different subjects of four different degrees at Universitat Politecnica de Valencia in order to study the factors that influence their approaches. Results show a higher deep approach of the students. Differences were observed between subjects and gender, not related to level (bachelor or master) or year. The item reliability analysis showed a high consistency for the main scales, but not for the secondary scales of the R-SPQ-2F questionnaire. High correlation between the deep and surface scales were observed. These data can provide more information to the teachers, which may help them to develop strategies focused on promoting a deeper approach to learning for the students, more adapted to their subject, level, and year.This research was partially funded by innovation educative projects (PIME/2017/A/016/A and PIME/19-20/168) by Vice-Rectorate for Studies, Quality and Accreditation of Universitat Politecnica de Valencia (UPV, Valencia, Spain).Leiva-Brondo, M.; Cebolla Cornejo, J.; Peiró Barber, RM.; Andrés-Colás, N.; Esteras Gómez, C.; Ferriol Molina, M.; Merle Farinós, HB.... (2020). Study Approaches of Life Science Students Using the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F). Education Sciences. 10(7):1-18. https://doi.org/10.3390/educsci10070173S118107Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015). The Challenges of Defining and Measuring Student Engagement in Science. Educational Psychologist, 50(1), 1-13. doi:10.1080/00461520.2014.1002924Jeong, J. S., González-Gómez, D., Conde-Núñez, M. C., & Gallego-Picó, A. (2019). EXAMINATION OF STUDENTS’ ENGAGEMENT WITH R-SPQ-2F OF LEARNING APPROACH IN FLIPPED SUSTAINABLE SCIENCE COURSE. Journal of Baltic Science Education, 18(6), 880-891. doi:10.33225/jbse/19.18.880Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109. doi:10.3102/00346543074001059Reeve, J. (2013). How students create motivationally supportive learning environments for themselves: The concept of agentic engagement. Journal of Educational Psychology, 105(3), 579-595. doi:10.1037/a0032690Montenegro, A. (2017). Understanding the Concept of Agentic Engagement. Colombian Applied Linguistics Journal, 19(1), 117. doi:10.14483/calj.v19n1.10472QS Enrolment Solutions https://www.internationalstudentsurvey.com/international-student-survey-2017/Biggs, J., Kember, D., & Leung, D. Y. P. (2001). The revised two-factor Study Process Questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71(1), 133-149. doi:10.1348/000709901158433MARTON, F., & SÄLJÖ, R. (1976). ON QUALITATIVE DIFFERENCES IN LEARNING: I-OUTCOME AND PROCESS*. British Journal of Educational Psychology, 46(1), 4-11. doi:10.1111/j.2044-8279.1976.tb02980.xMARTON, F., & SÄALJÖ, R. (1976). ON QUALITATIVE DIFFERENCES IN LEARNING-II OUTCOME AS A FUNCTION OF THE LEARNER’S CONCEPTION OF THE TASK. British Journal of Educational Psychology, 46(2), 115-127. doi:10.1111/j.2044-8279.1976.tb02304.xGrabinger, R. S., & Dunlap, J. C. (2011). Rich environments for active learning: a definition. Research in Learning Technology, 3(2). doi:10.3402/rlt.v3i2.9606Zimmerman, B. J. (1986). Becoming a self-regulated learner: Which are the key subprocesses? Contemporary Educational Psychology, 11(4), 307-313. doi:10.1016/0361-476x(86)90027-5BIGGS, J. B. (1978). INDIVIDUAL AND GROUP DIFFERENCES IN STUDY PROCESSES. British Journal of Educational Psychology, 48(3), 266-279. doi:10.1111/j.2044-8279.1978.tb03013.xSchmeck, R. R., Ribich, F., & Ramanaiah, N. (1977). Development of a Self-Report Inventory for Assessing Individual Differences in Learning Processes. Applied Psychological Measurement, 1(3), 413-431. doi:10.1177/014662167700100310Booth, P., Luckett, P., & Mladenovic, R. (1999). The quality of learning in accounting education: the impact of approaches to learning on academic performance. Accounting Education, 8(4), 277-300. doi:10.1080/096392899330801Eley, M. G. (1992). Differential adoption of study approaches within individual students. Higher Education, 23(3), 231-254. doi:10.1007/bf00145015Abhayawansa, S., & Fonseca, L. (2010). Conceptions of Learning and Approaches to Learning—A Phenomenographic Study of a Group of Overseas Accounting Students from Sri Lanka. Accounting Education, 19(5), 527-550. doi:10.1080/09639284.2010.502651Zhang, L.-F. (2000). University Students’ Learning Approaches in Three Cultures: An Investigation of Biggs’s 3P Model. The Journal of Psychology, 134(1), 37-55. doi:10.1080/00223980009600847Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey. Higher Education, 27(4), 449-468. doi:10.1007/bf01384904Hall *, M., Ramsay, A., & Raven, J. (2004). Changing the learning environment to promote deep learning approaches in first-year accounting students. Accounting Education, 13(4), 489-505. doi:10.1080/0963928042000306837Duff *, A. (2004). Understanding academic performance and progression of first-year accounting and business economics undergraduates: the role of approaches to learning and prior academic achievement. Accounting Education, 13(4), 409-430. doi:10.1080/0963928042000306800Davidson, R. A. (2002). Relationship of study approach and exam performance. Journal of Accounting Education, 20(1), 29-44. doi:10.1016/s0748-5751(01)00025-2Salamonson, Y., Weaver, R., Chang, S., Koch, J., Bhathal, R., Khoo, C., & Wilson, I. (2013). Learning approaches as predictors of academic performance in first year health and science students. Nurse Education Today, 33(7), 729-733. doi:10.1016/j.nedt.2013.01.013Entwistle, N., & Entwistle, D. (2003). Preparing for Examinations: The interplay of memorising and understanding, and the development of knowledge objects. Higher Education Research & Development, 22(1), 19-41. doi:10.1080/0729436032000056562Frăsineanu, E. S. (2013). Approach to Learning Process: Superficial Learning and Deep Learning at Students. Procedia - Social and Behavioral Sciences, 76, 346-350. doi:10.1016/j.sbspro.2013.04.125Justicia, F., Pichardo, M. C., Cano, F., Berbén, A. B. G., & De la Fuente, J. (2008). The Revised Two-Factor Study Process Questionnaire (R-SPQ-2F): Exploratory and confirmatory factor analyses at item level. European Journal of Psychology of Education, 23(3), 355-372. doi:10.1007/bf03173004Fryer, L. K., Ginns, P., Walker, R. A., & Nakao, K. (2011). The adaptation and validation of the CEQ and the R-SPQ-2F to the Japanese tertiary environment. British Journal of Educational Psychology, 82(4), 549-563. doi:10.1111/j.2044-8279.2011.02045.xGurpinar, E., Kulac, E., Tetik, C., Akdogan, I., & Mamakli, S. (2013). Do learning approaches of medical students affect their satisfaction with problem-based learning? Advances in Physiology Education, 37(1), 85-88. doi:10.1152/advan.00119.2012Parpala, A., Lindblom-Ylänne, S., Komulainen, E., Litmanen, T., & Hirsto, L. (2010). Students’ approaches to learning and their experiences of the teaching-learning environment in different disciplines. British Journal of Educational Psychology, 80(2), 269-282. doi:10.1348/000709909x476946Gijbels, D., Van de Watering, G., Dochy, F., & Van den Bossche, P. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European Journal of Psychology of Education, 20(4), 327-341. doi:10.1007/bf03173560Mogre, V., & Amalba, A. (2014). Assessing the reliability and validity of the Revised Two Factor Study Process Questionnaire (R-SPQ2F) in Ghanaian medical students. Journal of Educational Evaluation for Health Professions, 11, 19. doi:10.3352/jeehp.2014.11.19Mok, C. K. F., Dodd, B., & Whitehill, T. L. (2009). Speech-language pathology students’ approaches to learning in a problem-based learning curriculum. International Journal of Speech-Language Pathology, 11(6), 472-481. doi:10.3109/17549500903003052May, W., Chung, E.-K., Elliott, D., & Fisher, D. (2012). The relationship between medical students’ learning approaches and performance on a summative high-stakes clinical performance examination. Medical Teacher, 34(4), e236-e241. doi:10.3109/0142159x.2012.652995Marton, F. (1981). Phenomenography ? Describing conceptions of the world around us. Instructional Science, 10(2), 177-200. doi:10.1007/bf00132516Graham, N. C., Entwistle, N., & Ramsden, P. (1984). Understanding Student Learning. British Journal of Educational Studies, 32(3), 284. doi:10.2307/3121589Wilson, K. L., Smart, R. M., & Watson, R. J. (1996). Gender differences in approaches to learning in first year psychology students. British Journal of Educational Psychology, 66(1), 59-71. doi:10.1111/j.2044-8279.1996.tb01176.xBoyle, E. A., Duffy, T., & Dunleavy, K. (2003). Learning styles and academic outcome: The validity and utility of Vermunt’s Inventory of Learning Styles in a British higher education setting. British Journal of Educational Psychology, 73(2), 267-290. doi:10.1348/00070990360626976Fox, R. A., McManus, I. C., & Winder, B. C. (2001). The shortened Study Process Questionnaire: An investigation of its structure and longitudinal stability using confirmatory factor analysis. British Journal of Educational Psychology, 71(4), 511-530. doi:10.1348/000709901158659Zeegers, P. (2001). Approaches to learning in science: A longitudinal study. British Journal of Educational Psychology, 71(1), 115-132. doi:10.1348/000709901158424Snelgrove, S., & Slater, J. (2003). Approaches to learning: psychometric testing of a study process questionnaire. Journal of Advanced Nursing, 43(5), 496-505. doi:10.1046/j.1365-2648.2003.02747.xROSSUM, E. J., & SCHENK, S. M. (1984). THE RELATIONSHIP BETWEEN LEARNING CONCEPTION, STUDY STRATEGY AND LEARNING OUTCOME. British Journal of Educational Psychology, 54(1), 73-83. doi:10.1111/j.2044-8279.1984.tb00846.xTrigwell, K., Prosser, M., & Waterhouse, F. (1999). Higher Education, 37(1), 57-70. doi:10.1023/a:1003548313194Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university. Learning and Instruction, 8(5), 455-468. doi:10.1016/s0959-4752(98)00005-xApproaches and Study Skills Inventory for Students (ASSIST) (Incorporating the Revised Approaches to Studying Inventory—RASI) https://www.researchgate.net/publication/260291730_Approaches_and_Study_Skills_Inventory_for_Students_ASSIST_incorporating_the_Revised_Approaches_to_Studying_Inventory_-_RASIImmekus, J. C., & Imbrie, P. K. (2009). A Test and Cross-Validation of the Revised Two-Factor Study Process Questionnaire Factor Structure Among Western University Students. Educational and Psychological Measurement, 70(3), 495-510. doi:10.1177/0013164409355685Socha, A., & Sigler, E. A. (2014). Exploring and «reconciling» the factor structure for the Revised Two-factor Study Process Questionnaire. Learning and Individual Differences, 31, 43-50. doi:10.1016/j.lindif.2013.12.010Chamorro-Premuzic, T., Furnham, A., & Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17(3), 241-250. doi:10.1016/j.lindif.2006.12.001Furnham, A., Monsen, J., & Ahmetoglu, G. (2009). Typical intellectual engagement, Big Five personality traits, approaches to learning and cognitive ability predictors of academic performance. British Journal of Educational Psychology, 79(4), 769-782. doi:10.1348/978185409x412147Phan, H. P. (2017). Multiple regression analysis of epistemological beliefs, learning approaches, and self-regulated learning. Electronic Journal of Research in Education Psychology, 6(14). doi:10.25115/ejrep.v6i14.1262Stes, A., De Maeyer, S., & Van Petegem, P. (2013). Examining the Cross-Cultural Sensitivity of the Revised Two-Factor Study Process Questionnaire (R-SPQ-2F) and Validation of a Dutch Version. PLoS ONE, 8(1), e54099. doi:10.1371/journal.pone.0054099Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260. doi:10.1016/j.edurev.2010.06.001Xie, Q., & Zhang, L. (2014). Demographic Factors, Personality, and Ability as Predictors of Learning Approaches. The Asia-Pacific Education Researcher, 24(4), 569-577. doi:10.1007/s40299-014-0202-5Severiens, S., & Dam, G. (1998). A multilevel meta-analysis of gender differences in learning orientations. British Journal of Educational Psychology, 68(4), 595-608. doi:10.1111/j.2044-8279.1998.tb01315.xRubin, M., Scevak, J., Southgate, E., Macqueen, S., Williams, P., & Douglas, H. (2018). Older women, deeper learning, and greater satisfaction at university: Age and gender predict university students’ learning approach and degree satisfaction. Journal of Diversity in Higher Education, 11(1), 82-96. doi:10.1037/dhe0000042Gow, L., & Kember, D. (1990). Does higher education promote independent learning? Higher Education, 19(3), 307-322. doi:10.1007/bf00133895Richardson, J. T. E., & King, E. (1998). Adult Students in Higher Education. The Journal of Higher Education, 69(1), 65-88. doi:10.1080/00221546.1998.11775125Richardson, J. T. E. (2013). Approaches to studying across the adult life span: Evidence from distance education. Learning and Individual Differences, 26, 74-80. doi:10.1016/j.lindif.2013.04.012Harper, G., & Kember, D. (1986). Approaches to Study of Distance Education Students. British Journal of Educational Technology, 17(3), 212-222. doi:10.1111/j.1467-8535.1986.tb00510.xLeung, D. Y. P., Ginns, P., & Kember, D. (2008). Examining the Cultural Specificity of Approaches To Learning in Universities in Hong Kong and Sydney. Journal of Cross-Cultural Psychology, 39(3), 251-266. doi:10.1177/0022022107313905Entwistle, N., & Tait, H. (1990). Approaches to learning, evaluations of teaching, and preferences for contrasting academic environments. Higher Education, 19(2), 169-194. doi:10.1007/bf00137106Leung, S. F., Mok, E., & Wong, D. (2008). The impact of assessment methods on the learning of nursing students. Nurse Education Today, 28(6), 711-719. doi:10.1016/j.nedt.2007.11.004Shuell, T. J. (1986). Cognitive Conceptions of Learning. Review of Educational Research, 56(4), 411-436. doi:10.3102/00346543056004411Biggs, J. (1999). What the Student Does: teaching for enhanced learning. Higher Education Research & Development, 18(1), 57-75. doi:10.1080/0729436990180105Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learning strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416-428. doi:10.1016/j.learninstruc.2010.06.002Zakariya. (2019). Study Approaches in Higher Education Mathematics: Investigating the Statistical Behaviour of an Instrument Translated into Norwegian. Education Sciences, 9(3), 191. doi:10.3390/educsci9030191Munshi, F., Al-Rukban, M., & Al-Hoqail, I. (2012). Reliability and validity of an Arabic version of the revised two-factor study process questionnaire R-SPQ-2F. Journal of Family and Community Medicine, 19(1), 33. doi:10.4103/2230-8229.94010Shaik, S. A., Almarzuqi, A., Almogheer, R., Alharbi, O., Jalal, A., & Alorainy, M. (2017). Assessing Saudi medical students learning approach using the revised two-factor study process questionnaire. International Journal of Medical Education, 8, 292-296. doi:10.5116/ijme.5974.7a06Watkins, D. (1986). The Approaches to Learning of Australian Tertiary Students: A Replication. Higher Education Research & Development, 5(2), 185-190. doi:10.1080/0729436860050207Jeong, J. S., González-Gómez, D., & Cañada-Cañada, F. (2019). How does a flipped classroom course affect the affective domain toward science course? Interactive Learning Environments, 29(5), 707-719. doi:10.1080/10494820.2019.1636079Wolf, E. J., Harrington, K. M., Clark, S. L., & Miller, M. W. (2013). Sample Size Requirements for Structural Equation Models. Educational and Psychological Measurement, 73(6), 913-934. doi:10.1177/0013164413495237Moulaye M’Hamed Taher, A., Chen, J., & Yao, W. (2011). Key predictors of creative MBA students’ performance. Journal of Technology Management in China, 6(1), 43-68. doi:10.1108/17468771111105659Dong, N., Bai, M., Zhang, H., & Zhang, J. (2019). Approaches to learning IFRS by Chinese accounting students. Journal of Accounting Education, 48, 1-11. doi:10.1016/j.jaccedu.2019.04.002Selectividad 2018: Estas Son las Carreras Con las Notas de Corte Más Altas https://www.abc.es/sociedad/abci-selectividad-2018-estas-diez-carreras-notas-corte-mas-altas-201806041503_noticia.htmlUniversitat Politècnica de València. Notas de Corte Curso 2018-19 http://www.upv.es/pls/oalu/sic_futuroalumno.notascorte?p_idioma=cNotas de Corte 2018 https://elpais.com/especiales/universidades/titulacion/notas/biotecnologia/36Fryer, L. K., & Vermunt, J. D. (2017). Regulating approaches to learning: Testing learning strategy convergences across a year at university. British Journal of Educational Psychology, 88(1), 21-41. doi:10.1111/bjep.12169Mujeres Matriculadas y Egresadas en Enseñanza de Grado y de Primer y segundo Ciclo por Rama de Enseñanza https://www.ine.es/jaxiT3/Datos.htm?t=12722Vermunt, J. D. (2005). Relations between student learning patterns and personal and contextual factors and academic performance. Higher Education, 49(3), 205-234. doi:10.1007/s10734-004-6664-2Chan, Y.-K., & Kan, A. C. N. (2017). The Interplay between Gender, Learning Approaches and Academic Performance in Chinese Sub-Degree and Degree Students. Global Journal of Educational Studies, 3(1), 10. doi:10.5296/gjes.v3i1.10781Scouller, K. (1998). Higher Education, 35(4), 453-472. doi:10.1023/a:1003196224280Bobe, B. J., & Cooper, B. J. (2017). The effect of language proficiency on approaches to learning and satisfaction of undergraduate accounting students. Accounting Education, 28(2), 149-171. doi:10.1080/09639284.2017.1396481Hundleby, J. D., & Nunnally, J. (1968). Psychometric Theory. American Educational Research Journal, 5(3), 431. doi:10.2307/1161962Vergara-Hernández, C., Simancas-Pallares, M., & Carbonell-Muñoz, Z. (2019). Psychometric properties of the revised two-factor study process questionnaire r-spq-2f - spanish version. Duazary, 16(2), 205-218. doi:10.21676/2389783x.2744Vaughan, B. (2018). A Rasch analysis of the Revised Study Process Questionnaire in an Australian osteopathy student cohort. Studies in Educational Evaluation, 56, 144-153. doi:10.1016/j.stueduc.2017.12.003Martyn, J., Terwijn, R., Kek, M. Y. C. A., & Huijser, H. (2014). Exploring the relationships between teaching, approaches to learning and critical thinking in a problem-based learning foundation nursing course. Nurse Education Today, 34(5), 829-835. doi:10.1016/j.nedt.2013.04.023López-Aguado, M., & Gutiérrez-Provecho, L. (2018). Checking the underlying structure of R-SPQ-2F using covariance structure analysis / Comprobación de la estructura subyacente del R-SPQ-2F mediante análisis de estructura de covarianza. Cultura y Educación, 30(1), 105-141. doi:10.1080/11356405.2017.1416787Merino Soto, C., & Kumar Pradhan, R. (2013). VALIDACIÓN ESTRUCTURAL DEL R-SPQ-2F: UN ANÁLISIS FACTORIAL CONFIRMATORIO. Revista Digital de Investigación en Docencia Universitaria, (1), 111. doi:10.19083/ridu.7.19

Inactivation of the Sinorhizobium fredii HH103 rhcJ gene abolishes nodulation outer proteins (Nops) secretion and decreases the symbiotic capacity with soybean

It has been postulated that nodulation outer proteins (Nops) avoid effective nodulation of Sinorhizobium fredii USDA257 to nodulate with American soybeans. S. fredii HH103 naturally nodulates with both Asiatic (non-commercial) and American (commercial) soybeans. Inactivation of the S. fredii HH103 gene rhcJ, which belongs to the tts (type III secretion) cluster, abolished Nop secretion and decreased its symbiotic capacity with the two varieties of soybeans. S. fredii strains HH103 and USDA257, that only nodulates with Asian soybeans, showed different SDS-PAGE Nop profiles, indicating that these strains secrete different sets of Nops. In coinoculation experiments, the presence of strain USDA257 provoked a clear reduction of the nodulation ability of strain HH103 with the American soybean cultivar Williams. These results suggest that S. fredii Nops can act as either detrimental or beneficial symbiotic factors in a strain-cultivar-dependent manner. Differences in the flavonoid-mediated expression of rhcJ with respect to nodA were also detected. In addition, one of the Nops secreted by strain HH103 was identified as NopA. [Int Microbiol 2006; 9(2):125-133

Evaluación de la aproximación al aprendizaje de estudiantes de ciencias de la vida usando la versión revisada del Study Process Questionnaire (R-SPQ-2F)

[EN] The revised version of Study Process Questionnaire (R-SPQ-2F) analyzes the approach to learning on different scales. In the present study we analyzed the answers to the questionnaire of students of degree and master level of different subjects related to the sciences of the life in the sociocultural context of Spain. The adjustment of the model analyzed by the alpha of Cronbach was adequate to measure the approach to learning, deep or superficial, but not for the subscales of measurement of strategy and motivation. The students mainly expressed a deep learning approach. Although differences were detected among students according to subjects, they were not observed at the global level for the level of studies (degree or master), year or gender[ES] El cuestionario revisado Study Process Questionnaire (R-SPQ-2F) analiza la aproximación al aprendizaje en diferentes escalas. En el presente estudio se analizaron las respuestas al cuestionario de alumnos de grado y máster de distintas asignaturas relacionadas con las ciencias de la vida en el entorno sociocultural de España. El ajuste del modelo analizado mediante el alfa de Cronbach fue adecuado para medir la aproximación al aprendizaje, profunda o superficial, pero no para las subescalas de medición de estrategia y motivación. Los alumnos manifiestaron mayoritariamente una aproximación profunda al aprendizaje. Si bien se detectaron diferencias entre los estudiantes según asignaturas, no se observaron a nivel global para el nivel de estudios (grado o máster), curso o género.La publicación de este trabajo ha sido parcialmente financiada por un proyecto de innovación educativa (PIME/2017/A/016/A) concedido por el Vicerrectorado de Estudios, Calidad y Acreditación de la Universitat Politècncia de València (UPV).Leiva Brondo, M.; Cebolla Cornejo, J.; Andrés Colás, N.; Peiró Barber, RM.; Pérez De Castro, AM. (2019). Evaluación de la aproximación al aprendizaje de estudiantes de ciencias de la vida usando la versión revisada del Study Process Questionnaire (R-SPQ-2F). En IN-RED 2019. V Congreso de Innovación Educativa y Docencia en Red. Editorial Universitat Politècnica de València. 156-170. https://doi.org/10.4995/INRED2019.2019.10406OCS15617