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Engineered nanomaterials (ENMs) are of significant relevance due to their unique properties, which have been exploited for widespread applications. Cerium oxide nanoparticles (CeO2-NPs) are one of most exploited ENM in the industry due to their excellent catalytic and multi-enzyme mimetic properties. Thus, the toxicological effects of these ENMs should be further studied. In this study, the acute and subchronic toxicity of CeO2-NPs were assessed. First, an in vitro multi-dose short-term (24 h) toxicological assessment was performed in three different cell lines: A549 and Calu3 were used to represented lung tissue and 3T3 was used as an interstitial tissue model. After that, a sub-chronic toxicity assessment (90 days) of these NPs was carried out on a realistic and well-established reconstituted primary human airway epithelial model (MucilAir™), cultured at the Air–Liquid Interface (ALI), to study the long-term effects of these particles. Results showed minor toxicity of CeO2-NPs in acute exposures. However, in subchronic exposures, cytotoxic and inflammatory responses were observed in the human airway epithelial model after 60 days of exposure to CeO2-NPs. These results suggest that acute toxicity approaches may underestimate the toxicological effect of some ENMs, highlighting the need for subchronic toxicological studies in order to accurately assess the toxicity of ENM and their cumulative effects in organisms.

Previous works reveal that there is potential in the use of mobile devices as a useful tool to help learn new vocabulary and it allows the learning materials can be displayed with different Learning Content Representation (LCR) types. Nevertheless, there are no conclusive results about which LCR type is better to improve L2 vocabulary acquisition using m-learning. The purpose of this study was to explore the effects of improving the students' academic performance using two LCR types that promote different learning strategies in a vocabulary learning task. A mobile application with two LCR types was implemented and tested: the SRL type based on a self-regulated learning strategy, and the NSRL type based on a non-self-regulated learning strategy. Quantitative analyses indicated that there is a relationship between the LCR types and the word recall on vocabulary learning. The SRL type seems to be effective in improving the students' learning abilities and students in this experimental group exhibited significantly better academic performance. The results are meant to draw that LCR-SRL types must be used in m-learning to L2 vocabulary acquisition. Future studies should focus on how to integrate these strategies in m-learning and understand their effects on improving students' vocabulary acquisition. Plain Language Summary: Exploring mobile learning approaches for better second language vocabulary learning Mobile devices have emerged as promising tools for facilitating vocabulary learning, offering the flexibility to present learning materials in various formats known as Learning Content Representation (LCR) types. However, the question of which LCR type is most effective in enhancing L2 vocabulary acquisition in mobile learning remains unanswered. This study aimed to investigate the influence of two distinct LCR types, each promoting different learning strategies, on students' academic performance in vocabulary learning tasks. To accomplish this, a mobile application featuring two LCR types was developed and tested. The first LCR type, Self-Regulated Learning (SRL), encouraged learners to employ self-regulation strategies, while the second LCR type, Non-Self-Regulated Learning (NSRL), guided learners through a non-self-regulated approach. Quantitative analyses of the data revealed a significant relationship between LCR types and word recall in vocabulary learning. Notably, the SRL-based LCR type demonstrated effectiveness in improving students' word recall abilities, resulting in significantly better academic performance for the experimental group. These findings emphasize the importance of incorporating LCR-SRL types in mobile learning environments to enhance L2 vocabulary acquisition. Future research should delve deeper into the integration of these strategies within mobile learning platforms and explore their broader impact on students' vocabulary acquisition. This study underscores the potential for optimizing mobile learning tools to foster effective language acquisition strategies in educational contexts. [ABSTRACT FROM AUTHOR]

There is the notion that dysregulation of executive function (EF), which disrupts behavior and cognitive processes, may explain the emotional impairment which leads to increasing sugar sweetened beverages (SSBs) intake. We aimed to test whether anxiety and depression mediate the association between self-reported problems in EF and sugar sweetened beverage intake in Mexican adults between 18-40 years. An open survey advertised as a 'mental health and sugar sweetened beverages study' was conducted, participants were recruited through Facebook ads. Males and females, between 18-40 years, able to read and write, and currently residing in Mexico were included. We analyzed data using causal mediation analysis with latent variables using a structural equation modelling framework. Significant indirect effects were found for somatic symptoms of depression (ß = 6.601, SE = 2.657, p < .05) and anxiety (ß = .679, SE =.334, p < .05). In depression model no significant direct effects of EF were found in the depression model, however they were found in the anxiety model (ß = 1.335 SE =.566, p < .05). Somatic symptoms of depression were a total mediator, and anxiety a partial mediator. The results suggest that EF increased the probability of emotional symptoms, which led to a higher consumption of SBBs. [ABSTRACT FROM AUTHOR]

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EASY, a plug-and-play educational system, is portable, compact and a complete system for micro-strip sensor characterization. Ideal for making basic or complex experiments. It is based on the Classic Alibava System [1], largely used within the CERN community to test micro-strip detectors for particle experiments. The system can be configured to work with pulsed laser light or radioactive sources. The aim of this system is to illustrate students in the operation of a silicon strip detectors The components of the EASY systems are the Control Unit and the Sensor Unit. The Control Unit is the heart of the system communicating with the Sensor Unit and the Computer software. It contains the Data Acquisition Control and it is also in charge of processing of the sensor data and trigger inputs. In addition, it contains an adjustable Hight Voltage unit for micro-strip sensor bias, with voltage and current display and includes the laser source. The Control Unit communicates with computer software via USB. The Sensor Unit accommodate a p-on-n silicon micro-strip sensor segmented in 128 strips. EASY comes with an activity book where the students, through 10 exercises, are introduced in the main concepts and functionalities of micro-strip silicon detectors, used in the actual particle physic experiments. The book also provides a full description of the EASY device and the data Acquisition system.

As long as students use Web 2.0 tools extensively for social purposes, there is an opportunity to improve students' engagement in Higher Education by using these tools for academic purposes under a Personal Learning Environment approach (PLE 2.0). The success of these attempts depends upon the reactions and acceptance of users towards e-learning using Web 2.0. This paper aims to analyse the factors (e-learning satisfaction and students' perceptions, among others) that determine the intention of use of a PLE 2.0 initiative. The study in addition analyses the moderating role of the Need for Cognition (NFC) in the model. The results indicate that the model proposed has a high explanatory power of the intention to use a PLE 2.0 and gives support to the moderating role of NFC. The study discusses how this analysis can help to improve course designs by teachers.