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A new species of Nasa ser. Alatae (Urban & Gilg) Weigend from Northern Peru is described and illustrated. Nasa katjae sp. nov. was at first encountered by an observation on iNaturalist and subsequently collected in the humid Andean forests near Colasay in the province of Jaén (Cajamarca, Peru). Whilst comparing the new species with closely related Nasa loxensis (Kunth) Weigend, a taxon widespread in Southern Ecuador (and tentatively adjacent Peru), a reevaluation of the status of earlier synonymized Loasa calycina Benth. became necessary. Consequently, Nasa calycina comb. nov. is rehabilitated at species level and Nasa loxensis is redefined.

Artificial intelligence (AI), especially natural language processing models such as ChatGPT, is transforming higher education. The current literature indicates several uses of ChatGPT in this domain, including virtual tutoring, educational material generation, and automated evaluation. A significant advantage is the capacity to personalize education, tailoring it to the specific requirements of students and offering study suggestions derived from performance data analysis. Furthermore, ChatGPT aids educators in handling substantial workloads by providing automatic feedback on assignments and assessments, so liberating time for more significant instructional endeavors. Nonetheless, the deployment of ChatGPT has obstacles, including maintaining objectivity in automated assessments and safeguarding student data privacy. Addressing these difficulties necessitates stringent validation of model performance and the establishment of explicit data privacy regulations. By doing a critical examination of case studies and evaluating prior research, one can attain a comprehensive grasp of how ChatGPT can be effectively utilized to improve teaching, learning, and assessment in academic environments. Its capacity to understand and produce content organically renders it particularly adept at engaging with students and delivering tailored responses to their distinct educational requirements.

Abstract Background The advent of Alzheimer’s disease-modifying drugs requires accurate biological diagnosis to identify candidates for these therapies. So far, the most promising single plasma biomarker is phosphorylated tau at threonine 217 (p-tau217). To understand its biological features, it is essential to know its longitudinal trajectory and factors influencing it in cognitively unimpaired subjects with no brain pathology. Methods We analyzed longitudinal plasma p-tau217 values (mean follow-up time = 768.3 days) in a cohort of 209 healthy volunteers. We have studied factors associated with plasma p-tau217 changes by using different linear mixed-effects models. Results In amyloid-negative cognitively healthy subjects (n = 151) carriers of ApoE ε4 allele had significantly higher p-tau217 values than non-carriers (0.85 pg/mL; p-value

Abstract Background 165Er (t1/2 = 10.4 h, Ex-ray = 47.1 keV (59.4%) and 54.3 keV (14.3%)) is a promising radionuclide suitable for targeted Auger electron therapy of cancer. 165Er can be produced at a relatively low cost, high yield, and high purity using small medical cyclotrons. As a late lanthanide, 165Er is easy to label and can be used as a surrogate for other lanthanides or Ac in proof-of-concept studies. In this report, we explore the radiochemistry, in vitro, and in vivo behavior of [165Er]ErCl3 and [165Er]Er-PSMA-617 to showcase the application of this radionuclide. Particularly, we report the first phantom and preclinical SPECT imaging of this radionuclide leveraging its characteristic X-ray photon emissions. Results The 165Ho(p,n)165Er nuclear reaction using a 13 MeV cyclotron demonstrated production yields of up to 25 ± 5 MBq. µA−1 h−1 at the end of the bombardment. After the purification (4.0 ± 0.5 h) using a sequential combination of cation exchange and extraction chromatography, 4-h irradiation produced up to 1.5 GBq of [165Er]ErCl3. High molar activity [165Er]Er-PSMA-617 was prepared (~ 200 MBq/nmol). [165Er]Er-PSMA-617 showed a LogD 7.4 value of -2.34 ± 0.24 meaning high hydrophilicity of the complex as expected. The stability of [165Er]Er-PSMA-617 in saline, human, and mouse serum was studied and showed intact tracer after 12 h in all three cases. [165Er]ErCl3 and [165Er]Er-PSMA-617 were both taken up by LNCaP cells. PSMA-617 has IC50 at nanomolar range for [165Er]Er-PSMA-617 in LNCaP cells. SPECT images with preclinical phantoms showed good uniformity, spatial resolution, and quantitative accuracy. SPECT/CT imaging in LNCaP tumor-bearing mice injected with [165Er]Er-PSMA-617 showed high tumor uptake and quantitative accuracy when comparing the results to ex vivo biodistribution %IA/g values. Mice injected with [165Er]ErCl3 showed uptake in bone structures and excretion through both liver and kidneys. Conclusions This study demonstrated the preclinical use of 165Er for the first time. Using [165Er]ErCl3 and [165Er]Er-PSMA-617 as examples, the radiochemistry, cell, and animal studies showed that 165Er can be used as a tool for evaluating targeted radiopharmaceuticals. The X-ray emission from 165Er can be used for quantitative SPECT imaging in mice.

This study emphasises the pivotal role of emotions and cultural backgrounds in shaping tourists’ perceptions of authenticity within Andalusian Paradores. By employing an innovative machine learning method to analyse an extensive database of User-Generated Content, this research study reveals that certain emotions significantly diminish perceived authenticity. It also demonstrates that cultural and gender differences markedly influence authenticity perceptions. Notably, domestic tourists apply more stringent criteria for authenticity compared with international visitors, who may rely on idealised representations of Spanish culture. SHAP analysis further elucidates the contribution of various characteristics to authenticity perceptions, highlighting the predominance of emotional responses over demographic factors. These insights provide valuable guidance for tourism managers seeking to enhance visitor satisfaction. The findings advocate for the development of nuanced marketing strategies that cater to both international and domestic tourists, thereby fostering deeper engagement with cultural heritage and supporting the long-term sustainability of Andalusian Paradores.

Playa lakes that developed in semi-arid regions are sensitive to water input reductions, which may be influenced not only by climate changes and human management, but also by changes in the size of the watershed. We conducted an interdisciplinary study combining structural, geomorphic, sedimentological, mineralogical and hydrological analyses to better understand the evolution of the Fuente de Piedra (FdP) playa lake in southern Spain. By using previously published temperature and precipitation reconstructions, we assessed the potential evapotranspiration and runoff to estimate the maximum lake level during the FdP playa-lake lifespan (>35 ka). Our results indicate that the FdP playa-lake level never exceeded 5 m, although deposits at its north-eastern margin are up to 15 m above the current lake bed at present. These lacustrine deposits are slightly tilted towards the south-west. The electrical conductivity profiles of groundwater on the FdP's shore and in its surroundings reveal a more pronounced interface between brackish water and brine in the northern part of the basin compared to the southern part. This implies that saline water once occupied the northern playa-lake margin in an area that is hardly ever flooded at present. The presence of reworked gypsum in the sedimentary sequence of the southern margin (down to a depth of 14 m) indicates substantial erosion of prior gypsum deposits that are possibly redistributed from northern deposition areas. Altogether, our data suggest a south-westerly displacement of the playa-lake depocentre caused by an uplift of the eastern area and subsidence of the south-western area. This shift is congruent with the combined effect of both the La Nava sinistral–normal fault and the Las Latas dextral–normal fault at the eastern and southern margins of the FdP playa lake. Consequently, the FdP flooded surface mostly remained constant and in equilibrium with climate variables and its watershed along its lifespan. The south-westerly displacement of the flooded surface was provoked by the recent tectonic activity.

Having a list of alien plant species naturalised in an area and knowing their invasive potential (i.e. a post-border species risk assessment framework) and the precise locations where they are found, are now a priority as a management strategy to curb their spread, avoiding damage to ecosystems and saving management costs. This is especially important in arid ecosystems, which are particularly vulnerable to impacts due to their limited resources. Weed Risk Assessment systems (WRAs) analyse plant traits that influence their invasive potential through a set of questions whose answers score taxa according to their invasive potential. In this work, we identify potentially invasive plants inhabiting the arid southeast of the Iberian Peninsula, the driest region in Europe, by compiling alien plant species recorded in the wild and applying the Australian and New Zealand Weed Risk Assessment (AWRA) system. The AWRA applies scores that evaluate species characteristics related to biography, undesirable attributes and biology/ecology for establishment elsewhere. We provide the dataset obtained in the application of the AWRA test: a list of the alien plant species naturalised in the study area and their geographical distribution; the answers, scores and results of the test, as well as the scientific sources that support the existence of such characteristics in these species. We found that 64.4% of the 177 taxa assessed can be considered potential invaders. This database represents a useful and transparent tool for environmental managers to deal with the problem of plant invasions effectively. It can also be confronted with data from other areas of the world where these species are naturalised.

Background/Objective: To summarize the results of Chile's 2022 Report Card (RC) on physical activity (PA) for Children and Adolescents. Methods: Chile's 2022 RC included ten core PA indicators common to the Global Matrix 4.0. Evidence from scientific articles, reports, and databases published between 2018 and January 2022 was included for each indicator. The data were collected and analyzed by a national scientific committee, which assigned letter grades (A to F) using a consensus based on benchmarks defined and revised by the Active Healthy Kids Global Alliance. Results: The committee assigned the following grades: Overall PA, D−; Organized Sports and Physical Activity Participation, C−; Active Play, Incomplete; Active Transportation, D; Sedentary Behavior, D−; Physical Fitness, Incomplete; Family and Peers, D; School, C; Community and Environment, D+; Government, A−. Conclusions: Chile's 2022 RC, like its previous versions, shows persistently low grades for most indicators. Overall PA remained nearly unchanged, while Community and Environment scored lower. Slight improvements were seen in Organized Sports, Family and Peers, and School Environment. While Chile has endeavored to increase children's activity levels, policies require implementation through a systemic, coherent framework to promote sustainable changes and reach a larger portion of children and youth.

Este estudio tiene como objetivo examinar las interrelaciones entre la competencia docente percibida por el profesorado de matemáticas de Educación Secundaria Obligatoria, la motivación matemática del alumnado y su rendimiento en esta materia, teniéndose en cuenta las diferencias preexistentes en la inteligencia y rendimiento académico anterior de los y las estudiantes. Se analizaron los datos de 84 docentes y sus 1945 estudiantes. Los análisis de trayectoria multinivel revelaron asociaciones significativas dentro y entre aulas de la competencia docente percibida con la motivación hacia las matemáticas del alumnado y su rendimiento académico.

The discourse surrounding active learning in higher education (HE) highlights its potential to improve learning outcomes, foster student engagement, and promote active student positionality. However, several studies have underscored instances of student resistance and institutional impediments to active learning. Given the substantial variability in experiences and perceptions among teachers and students in HE, understanding and contrasting these viewpoints could help address such obstacles to its integration. This article presents the findings of a mixed methods study that examined the perspectives of HE teachers and students regarding active learning methods, their perceived effectiveness in augmenting motivation and facilitating learning, and the challenges associated with their implementation. The study sample comprised 57 teachers and 125 degree students from Law, Nursing, and Education disciplines in two Spanish universities. We administered two surveys, 12 semistructured interviews and organized a focus group session. Data analysis involved descriptive statistics, nonparametric tests for group comparison, and qualitative content analysis. The results indicate that teachers adopt active learning to optimize learning outcomes while acknowledging that student motivation is also essential. Teachers exhibited more enthusiasm for active learning compared to students, often overlooking students’ apprehensions regarding its implementation. Notably, HE institutions appeared to provide limited support for active learning initiatives, scarcely recognizing their potential benefits. These findings suggest that overcoming the magnetism of lectures in HE may require a more profound understanding of institutional and organizational barriers to active learning while refraining from solely attributing student resistance to individual student characteristics.

El Conocimiento Profesional del Docente de Ciencias se ha constituido como una línea de investigación en el campo de la Enseñanza de las Ciencias, lo que implica reconocer al docente como un sujeto epistémico productor de conocimiento en relación con la enseñanza de las ciencias. Este artículo presenta los antecedentes investigativos relacionados con el Conocimiento Profesional del Profesor de Ciencias sobre el Conocimiento Escolar en relación con el Currículo Oficial. A través de la revisión sistemática de la literatura RSL se investigaron las siguientes bases de datos: 1) ERIC (Centro de Información de Recursos Educativos) 2) SCOPUS, 3) DIALNET (Sistema de información abierto de revistas publicadas en España), 4) SCIELO, y se utilizaron los tesauros: (a) Conocimiento escolar y currículo oficial, (b) Ciencia escolar y currículo oficial, (c) Conocimiento del profesor y ciencia escolar, (d) Conocimiento escolar y conocimiento profesional del profesor, (e) Conocimiento profesional del profesor y currículo oficial. Derivado de la RSL, se seleccionaron un total de (56) cincuenta y seis artículos, de los cuales el 37% correspondió a la tendencia investigativa: Conocimiento profesional del profesor de ciencias sobre el conocimiento escolar en relación con el currículo oficial, y el 63% a la tendencia investigativa: Conocimiento escolar en ciencias en relación con el currículo oficial, lo que le da mayor relevancia a la tesis doctoral relacionada con el Conocimiento Profesional del Profesor de Ciencias sobre el Conocimiento Escolar acerca del contenido suelo y su relación con las Orientaciones Curriculares Nacionales de Ciencias Naturales, dado que se evidencia la necesidad de ahondar en investigaciones que den cuenta de estas relaciones.

Desde inicios de los años 1980, se han diseñado políticas sucesivas destinadas a paliar la despoblación de las sierras de Queixa y San Mamede, situadas en el sureste de Galicia. Sin embargo, desde entonces, la demografía del área de estudio presenta una recesión marcada. El artículo pretende explorar esta incoherencia aparente a través de la realización y análisis de entrevistas semiestructuradas a 30 actores clave en el territorio. La interpretación de los resultados obtenidos apunta a que estos no perciben políticas explícitas para el macizo montañoso, aunque este trabajo demuestre que han existido planes de ordenación e incluso algunos están en vigor. Más allá de esta contradicción, determinados entrevistados detectan la incidencia en el área de políticas territoriales sectoriales (turismo y espacios naturales protegidos), que juzgan como inadecuadas. En este sentido, la investigación realizada aporta propuestas territoriales alternativas de la mano de los actores, en particular, en la línea de la promoción de la agricultura y la ganadería.

El objetivo primordial de este estudio fue potenciar el aprendizaje social en entornos educativos mediante el juego pedagógico, con el propósito de disminuir las conductas disruptivas. Para ello, se empleó la metodología cualitativa y la investigación acción. Los resultados del análisis descriptivo de los relatos de cada participante revelaron las posibles causas de la aparición de las acciones disruptivas. Estos hallazgos resaltan la importancia de los principios de la pedagogía para adoptar un rol activo durante la primera infancia y fomentar el autocontrol y la socialización. Finalmente, cabe señalar que las pautas de crianza deben cimentarse en el respeto, ya que les permite a los niños resolver conductas mediante el diálogo y así lograr el bienestar grupal.

Bilingual education programs are increasingly being implemented during mandatory schooling to meet to the educational and labor demands of a globalized world. For these programs to be successful, they must be implemented effectively and supported by all stakeholders. Therefore, the objective of this research is to determine parental opinions on bilingual (English-Spanish) programs used in schools in the monolingual Autonomous Community of Extremadura (Spain). Semi-structured interviews were conducted with 136 parents of students in the final stage of Elementary Education to gather their perceptions of bilingual education programs. Quantitative and qualitative analyses were conducted on the collected data, providing a comprehensive interpretation of family opinions. Bronfenbrenner's Ecological Theory was used to facilitate the interpretation of thematic categories from the qualitative data. The results show some positive opinions in thematic categories related to knowledge acquisition and the usefulness of the language. However, the majority of parents expressed concerns about teaching techniques, teacher training, students' emotions and excessive workload, and their own perceived difficulty in participating in their children's education. Additionally, positive opinions were mostly associated with the macrosystem of the social environment, while negative opinions were linked to the mesosystem of the teaching staff. The results suggest that parental opinions should be considered for the successful implementation of bilingual education projects.

Loneliness is an increasingly significant social and public health issue in contemporary societies. The available evidence suggests that social support is one of the key psychosocial processes for the reduction and prevention of loneliness. This study investigated the role played by sources of social support in the experience of social and emotional loneliness, identifying seven sources of support split between family (spouse/partner, children, grandchildren, siblings) and non-family (friends, neighbours). The study population comprised people aged 65 years and over living in Spain, with a partner (without cohabiting children), alone or in a nursing home. A mixed-methods approach was used, combining data from a survey involving 887 participants (quantitative phase) and data from semi-structured interviews with 30 older adults (qualitative phase). The relationship between the various sources and loneliness was analysed using structural equation modelling (SEM) for the survey data and thematic analysis for the qualitative information. The results from both phases of the study suggest different association dynamics between sources of social support and the social and emotional dimensions of loneliness. Lower levels of emotional loneliness were related to support from the following sources: spouse, children, grandchildren, siblings and friends. Lower levels of social loneliness were related to support from the following sources: spouse, grandchildren, siblings and friends. In contrast, greater levels of emotional loneliness were related to support from neighbours and greater levels of social loneliness were related to support from children. The findings of this study contribute to a better understanding of the association between social support and loneliness and suggest that interventions aimed at reducing loneliness could be more effectively targeted by considering the specific effects of support derived from different sources.

Student engagement in higher education has been studied from various perspectives, but few studies have compared teachers' and students' perspectives on the subject. Considering that student engagement may be reduced to a performativity scarcely related to learning outcomes and that a good deal of it may be invisible to teachers, further studies are needed to contrast teachers' and students' views of student engagement in higher education. This article presents the results of a quantitative study about definitions and indicators of student engagement carried out with 118 students and 45 teachers of Law, Education and Nursing from two Catalan public universities (Spain). The results confirm the performativity associated with the concept by both teachers and students, and reveal that students may appreciate silent and invisible engagement more than teachers. The results also show that teachers may conflate signs of student engagement with good academic results and learning, risking an oversimplification of both student engagement and learning.