The study of allosteric modulator sites at the cannabinoid CB1 receptor

Org 27569, Org 27759 and Org 29647 are the first discovered allosteric modulators of the cannabinoid CB1 receptor. These ligands are thought to bind to "accessory binding sites" at the receptor . Binding of the Org allosteric modulators has been shown to affect the affinities of various CB1 ligands, but to reduce the efficacy of these ligands. The goal of this research project was to understand at a molecular level, the origins of the effects produced by the Org allosteric modulators. The study was begun by performing AM1 conformational searches for each allosteric modulator using the Spartan molecular modeling suite . Those conformers within 2.00 kcal/mol of the global minimum energy conformer of each modulator were subjected to geometry optimization in Jaguar (Schrodinger, Inc). Org27569 was then targeted for further study. Org 27569 has been reported to increase the CB1 affinity of the non-classical cannabinoid, (1R3R4R)-3-[2-hydroxy-4-(1,1-dimethylheptylphenyl]-4-(3-hydroxy-propyl)cyclohexab-1-ol, CP-55,940, but to reduce its efficacy. Since the binding site of Org27569 is unknown, the MMC program was then employed to identify potential binding sites. The MMC program is a cavity biased method that uses Monte Carlo simulated annealing of chemical potential to identify small-molecule binding sites in protein structures via a molecular fragment approach [F. Guarnieri and M. Mezei,JACS 118, 8493, 1996]. The receptor was placed in a virtual cell. At high chemical potentials, the box is filled with completely with the fragment of interest. As the chemical potential decreases, fragments with less favorable interactions are stripped away. Indole and piperidine rings were used as fragments because they constitute the two major structural features of Org 27569. Three common binding sites for both the indole and piperidine fragments were identified. These areas were R3.50 (intracellular domain), W4.50 (possible homodimer interface) and in the transmembrane region between helices 1 and 2 (interacting with CP55,940). These were considered possible interaction sites for the following reasons: (1) If interactions occurred between the allosteric modulator and R3.50, this would block the interaction site of the G-protein and thus impair signalling. (2) W4.50 is commonly found in GPCR dimer interfaces. If the CB1 receptor functions as a dimer, Org27569 would impair activation by blocking dimer formation. (3) The TMH1-2 site site would allow the affinity of CP55940 to increase because it would block CP55940 exit from CB1. At the same time, the TMH1-2 site dock would constrain TMH6 from moving during activation by tethering the EC-3 loop. This should also result in impaired signal transduction. Future studies will involve mutation studies of each allosteric binding site identified in this project to determine the allosteric binding site for Org 27569

Vitamin A Status Modulates Epithelial Mesenchymal Transition in the Lung: The Role of Furin

Vitamin A deficiency (VAD) induced TGF-β hyperactivation and reduced expression of cell adhesion proteins in the lung, suggesting that the disruption of retinoic acid (RA) signaling leads to epithelial-mesenchymal transition (EMT). To elucidate the role of lung vitamin A status in EMT, several EMT markers and the expression of the proprotein convertase furin, which activates TGF-β, were analyzed in two experimental models. Our in vivo model included control rats, VAD rats, and both control rats and VAD rats, treated with RA. For the in vitro studies, human bronchoalveolar epithelial cells treated with RA were used. Our data show that EMT and furin are induced in VAD rats. Furthermore, furin expression continues to increase much more markedly after treatment of VAD rats with RA. In control rats and cell lines, an acute RA treatment induced a significant increase in furin expression, concomitant with changes in EMT markers. A ChIP assay demonstrated that RA directly regulates furin transcription. These results emphasize the importance of maintaining vitamin A levels within the physiological range since both levels below and above this range can cause adverse effects that, paradoxically, could be similar. The role of furin in EMT is discussed

A set of PCR-based markers for management of a library of Solanum lycopersicoides introgression lines

[EN] A collection of introgression lines (ILs) of Solanum lycopersicoides Dunal in the genetic background of cultivated tomato (S. lycopersicum L.) is a valuable tool for tomato breeding. Efficient management of the collection requires the use of molecular markers. The objective of this work was to identify polymerase chain reaction (PCR)-based markers that were polymorphic between the parents of the ILs, namely ‘VF36’ and ‘LA2951’. In total, 81 primer pairs were tested on genomic DNA from both parents. Genomic DNA of the inter-specific hybrid between the two parents, from which the IL collection had been derived, was also tested. The markers used were either cleaved amplified polymorphic sequence (CAPS) markers or were derived from a set of conserved orthologous genes. In both cases, the markers had been mapped in tomato and described in the SOL Genomics Network. Forty-seven of the markers tested produced a single PCR product in ‘VF36’ and ‘LA2951’. Eleven markers revealed polymorphisms as differences in band-sizes between the two parents. At least one restriction enzyme that generated polymorphism was identified in 29 of the remaining 36 markers. Among other applications, some of these markers have been used to identify plants carrying a target DNA fragment among segregating generations, or to delimit the length of an introgressed sequenceThis research was financed by the Ministerio de Educacion y Ciencia and Ministerio de Ciencia e Innovacion, Madrid, Spain (Projects Nos. AGL2008-05114 and AGL2011-30083).Peiró Barber, RM.; Díez Niclós, MJTDJ.; Pérez De Castro, AM. (2015). A set of PCR-based markers for management of a library of Solanum lycopersicoides introgression lines. The Journal of Horticultural Science and Biotechnology. 90(3):279-284. https://doi.org/10.1080/14620316.2015.11513183S279284903Díez, M. J. and Nuez, F. (2008). Tomato. In:Handbook of Plant Breeding. (Prohens, J. and Nuez F., Eds.). Springer, New York, NY, USA, 249–323.Pérez-De-Castro, A., Díez, M. J. and Nuez, F. (2011). Evaluation of a subset ofSolanum lycopersicoidesintrogression lines for resistance to Tomato yellow leaf curl disease. In:Proceedings of the XVII Eucarpia Meeting Group - Tomato. Málaga, Spain. 17.Soler, S., Belmonte, I., Aramburu, J., Galipienso, L., López, C., Sifres, A., Pérez-De-Castro, A. and Díez, M. J. (2012). Identificación de una fuente de tolerancia al ToMV en una colección de líneas de introgresión derivada deSolanum lycopersicoidesLA2951. In:Proceedings of the XVI Congreso de la Sociedad Española de Fitopatología, Málaga, Spain. 221

Morphological characterization of the cucumber (Cucumis sativus L.) collection of the COMAV's Genebank

[EN] The cucumber (Cucumis sativus L.) is an important crop worldwide. In the present study the morphological characterization of 206 cucumber accessions, 195 from Spain and 11 outgroups from other countries, was carried out. One hundred and seventy-eight of them came from the COMAV's Genebank, 116 collected by the COMAV and the others 62 maintained at this institution as safety duplicates of the BGHZ collection. Seventeen more accessions supplied by BGHZ were included in the present research. Five plants per accession were characterized, with 17 qualitative and nine quantitative descriptors, eight of them referred to plant traits and 18 related to the fruit. Fruit descriptors were evaluated in at least 25 fruits per accession. The accessions were classified in five groups: 'White', 'Short', 'French', 'Long' and 'Very long', based on the morphology of their fruits and their similarity to commercial types. Principal Component Analysis showed that, with few exceptions, the accessions grouped to the previously established groups. Variability found among and within groups displayed the potential of these plant materials in breeding programs for different traits. The morphological characterization allowed the selection of the 67.2% of the collection, eliminating the most similar accessions.This work has been partially funded by the projects PAID-06-10-2408 (Universitat Politecnica de Valencia) and RFP2013-00011-00-00 (INIA, Ministerio de Ciencia e Innovacion). The authors acknowledge E. Solbes, J. Torres, E. Munoz and A. Rodriguez for their technical assistance.Valcarcel Germes, JV.; Peiró Barber, RM.; Pérez De Castro, AM.; Díez Niclós, MJTDJ. (2018). Morphological characterization of the cucumber (Cucumis sativus L.) collection of the COMAV's Genebank. Genetic Resources and Crop Evolution. 65(4):1293-1306. https://doi.org/10.1007/s10722-018-0614-91293130665

PI3K p110δ is expressed by gp38(-)CD31(+) and gp38(+)CD31(+) spleen stromal cells and regulates their CCL19, CCL21, and LTβR mRNA levels.

The role of p110δ PI3K in lymphoid cells has been studied extensively, showing its importance in immune cell differentiation, activation and development. Altered T cell localization in p110δ-deficient mouse spleen suggested a role for p110δ in non-hematopoietic stromal cells, which maintain hematopoietic cell segregation. We tested this hypothesis using p110δ(WT/WT) mouse bone marrow to reconstitute lethally irradiated p110δ(WT/WT) or p110δ(D910A/D910A) (which express catalytically inactive p110δ) recipients, and studied localization, number and percentage of hematopoietic cell subsets in spleen and lymph nodes, in homeostatic conditions and after antigen stimulation. These analyses showed diffuse T cell areas in p110δ(D910A/D910A) and in reconstituted p110δ(D910A/D910A) mice in homeostatic conditions. In these mice, spleen CD4(+) and CD8(+) T cell numbers did not increase in response to antigen, suggesting that a p110δ(D910A/D910A) stroma defect impedes correct T cell response. FACS analysis of spleen stromal cell populations showed a decrease in the percentage of gp38(-)CD31(+) cells in p110δ(D910A/D910A) mice. qRT-PCR studies detected p110δ mRNA expression in p110δ(WT/WT) spleen gp38(-)CD31(+) and gp38(+)CD31(+) subsets, which was reduced in p110δ(D910A/D910A) spleen. Lack of p110δ activity in these cell populations correlated with lower LTβR, CCL19 and CCL21 mRNA levels; these molecules participate in T cell localization to specific spleen areas. Our results could explain the lower T cell numbers and more diffuse T cell areas found in p110δ(D910A/D910A) mouse spleen, as well as the lower T cell expansion after antigen stimulation in p110δ(D910A/D910A) compared with p110δ(WT/WT) mice

Long term biotransformation and toxicity of dimercaptosuccinic acid-coated magnetic nanoparticles support their use in biomedical applications

Although iron oxide magnetic nanoparticles (MNP) have been proposed for numerous biomedical applications, little is known about their biotransformation and long-term toxicity in the body. Dimercaptosuccinic acid (DMSA)-coated magnetic nanoparticles have been proven efficient for in vivo drug delivery, but these results must nonetheless be sustained by comprehensive studies of long-term distribution, degradation and toxicity. We studied DMSA-coated magnetic nanoparticle effects in vitro on NCTC 1469 non-parenchymal hepatocytes, and analyzed their biodistribution and biotransformation in vivo in C57BL/6 mice. Our results indicate that DMSA-coated magnetic nanoparticles have little effect on cell viability, oxidative stress, cell cycle or apoptosis on NCTC 1469 cells in vitro. In vivo distribution and transformation were studied by alternating current magnetic susceptibility measurements, a technique that permits distinction of MNP from other iron species. Our results show that DMSA-coated MNP accumulate in spleen, liver and lung tissues for extended periods of time, in which nanoparticles undergo a process of conversion from superparamagnetic iron oxide nanoparticles to other non-superparamagnetic iron forms, with no significant signs of toxicity. This work provides the first evidence of DMSA-coated magnetite nanoparticle biotransformation in vivo.RM holds a post-doctoral contract supported by EU-FP7 MULTIFUN project (no. 262943), LG holds a Sara Borrell post-doctoral contract (CD09/00030) from the Carlos III Health Institute, Spanish Ministry for Health, Social Services and Equality (MSSSI), and TMZ received a FPU pre-doctoral fellowship from the Spanish Ministry of Economy and Competitiveness (MINECO). This work was partially supported by grants from the MINECO (SAF-2011-23639 to DFB and MAT2011-23641 and CSD2007-00010 to MPM), the Research Network in Inflammation and Rheumatic Diseases (RIER) of the ISCIII-MSSSI Cooperative Research Thematic Network program (RD08/0075/0015 to DFB), the Madrid regional government (S009/MAT-1726 to MPM), and EU-FP7 MULTIFUN project (no. 262943 to DFB and MPM).S2009/MAT-1726/NanobiomagnetPeer Reviewe

Hybrid Monte Carlo algorithm for the Double Exchange Model

The Hybrid Monte Carlo algorithm is adapted to the simulation of a system of classical degrees of freedom coupled to non self-interacting lattices fermions. The diagonalization of the Hamiltonian matrix is avoided by introducing a path-integral formulation of the problem, in $d+1$ Euclidean space-time. A perfect action formulation allows to work on the continuum euclidean time, without need for a Trotter-Suzuki extrapolation. To demonstrate the feasibility of the method we study the Double Exchange Model in three dimensions. The complexity of the algorithm grows only as the system volume, allowing to simulate in lattices as large as $16^3$ on a personal computer. We conclude that the second order paramagnetic-ferromagnetic phase transition of Double Exchange Materials close to half-filling belongs to the Universality Class of the three-dimensional classical Heisenberg model.Comment: 20 pages plus 4 postscript figure

A method for accurate spatial registration of PET images and histopathology slices

Background: Accurate alignment between histopathology slices and positron emission tomography (PET) images is important for radiopharmaceutical validation studies. Limited data is available on the registration accuracy that can be achieved between PET and histopathology slices acquired under routine pathology conditions where slices may be non-parallel, non-contiguously cut and of standard block size. The purpose of this study was to demonstrate a method for aligning PET images and histopathology slices acquired from patients with laryngeal cancer and to assess the registration accuracy obtained under these conditions. Methods: Six subjects with laryngeal cancer underwent a 64Cu-copper-II-diacetyl-bis(N4-methylthiosemicarbazone) (64Cu-ATSM) PET computed tomography (CT) scan prior to total laryngectomy. Sea urchin spines were inserted into the pathology specimen to act as fiducial markers. The specimen was fixed in formalin, as per standard histopathology operating procedures, and was then CT scanned and cut into millimetre-thick tissue slices. A subset of the tissue slices that included both tumour and fiducial markers was taken and embedded in paraffin blocks. Subsequently, microtome sectioning and haematoxylin and eosin staining were performed to produce 5-μm-thick tissue sections for microscopic digitisation. A series of rigid registration procedures was performed between the different imaging modalities (PET; in vivo CT—i.e. the CT component of the PET-CT; ex vivo CT; histology slices) with the ex vivo CT serving as the reference image. In vivo and ex vivo CTs were registered using landmark-based registration. Histopathology and ex vivo CT images were aligned using the sea urchin spines with additional anatomical landmarks where available. Registration errors were estimated using a leave-one-out strategy for in vivo to ex vivo CT and were estimated from the RMS landmark accuracy for histopathology to ex vivo CT. Results: The mean ± SD accuracy for registration of the in vivo to ex vivo CT images was 2.66 ± 0.66 mm, and the accuracy for registration of histopathology to ex vivo CT was 0.86 ± 0.41 mm. Estimating the PET to in vivo CT registration accuracy to equal the PET-CT alignment accuracy of 1 mm resulted in an overall average registration error between PET and histopathology slices of 3.0 ± 0.7 mm. Conclusions: We have developed a registration method to align PET images and histopathology slices with an accuracy comparable to the spatial resolution of the PET images.</p

Derivados de 1,3-dioxoperhidropirido[1,2-c]pirimidinas como antagonistas de colecistoquinina

Referencia OEPM: P9501857.-- Fecha de solicitud: 26/09/1995.-- Titulares: Consejo Superior de Investigaciones Científicas (CSIC), Universidad de Navarra.Derivados de 1,3-dioxoperhidropirido[1,2-c]pirimidinas como antagonistas de colecistoquinina (ver figura en archivo de texto adjunto). La presente invención se refiere a derivados de 1,3- dioxoperhidropirido [1,2,-c] piriminas, e intermedios para su preparación de fórmula general (I). Dichos derivados son útiles como antagonistas de colecistoquinina (CCK) y por lo tanto como agentes activos sobre el sistema nervioso central y el periférico.Peer reviewe

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). 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