Perceived satisfaction of university students with the use of chatbots as a tool for self-regulated learning.

Chatbots are a promising resource for giving students feedback and helping them deploy metacognitive strategies in their learning processes. In this study we worked with a sample of 57 university students, 42 undergraduate and 15 Master's degree students in Health Sciences. A mixed research methodology was applied. The quantitative study analysed the influence of the variables educational level (undergraduate vs. master's degree) and level of prior knowledge on the frequency of chatbot use (low vs. average), learning outcomes, and satisfaction with the chatbot's usefulness. In addition, we examined whether the frequency of chatbot use depended on students' metacognitive strategies. The qualitative study analysed the students' suggestions for improvement to the chatbot and the type of questions it used. The results indicated that the level of degree being studied influenced the frequency of chatbot use and learning outcomes, with Master's students exhibiting higher levels of both, but levels of prior knowledge only influenced learning outcomes. Significant differences were also found in students' perceived satisfaction with the use of the chatbot, with Master's students scoring higher, but not with respect to the level of prior knowledge. No conclusive results were found regarding frequency of chatbot use and the levels of students' metacognitive strategies. Further studies are needed to guide this research based on the students' suggestions for improvement.

The Effectiveness of an Intervention Programme for Reducing Peer Rejection in Early Childhood Education.

In the early years of schooling, peer groups are key to fostering students' overall learning and development. Yet it has been found that around 10% of children suffer from peer rejection in the classroom, with this problem entailing negative consequences both in the short and long term. The problem proves difficult for adults to detect, which usually leads to a delay in measures being taken to intervene and prevent it. This study applies an experimental design with pre-test and post-test measurements in two groups-experimental and control-in order to address the problem of rejection in the early years of schooling. It explores aspects such as sociometric type, degree of victimisation, social and antisocial behaviour, as well as problematic situations among 637 students at six schools. We then implement an intervention programme for socioemotional competence throughout a school year in an effort to improve students' social skills and relationships, focusing specifically on preventing and reducing the rejection experienced by some of these children. The programme comprises 35 teaching activities and strategies that promote the development of competences for student inclusion (curbing aggression, encouraging teamwork, fostering self-esteem, etc.) and that seek to involve all students, teachers, and relatives by offering an array of complementary resources that enrich the initiatives applied (a programme calendar, assessment notebook, questionnaires, related website, material resources). After the intervention programme, it was found that the experimental group had reduced the percentage of students who suffered rejection from 9.9% to 7.3%, although the same was not true of the control group, which went from 9.5% of rejected students to 10.2%. The reduction in the percentage of rejected students in the experimental group after the application of the programme is an encouraging result that invites us to continue working on more comprehensive interventions to prevent and reduce this phenomenon.

Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers.

Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers' sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre-post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers' sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers' own experience.

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers.

Emotional intelligence is the key to students' psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as a result, that of their students. This study seeks to gain an insight into the levels of socioemotional skills of emotional perception, emotional understanding, and emotional regulation and how these are linked to the sociodemographic and career profile of teachers in infant and primary education. For this, we surveyed 351 teachers-310 female and 41 male-aged between 20 and 69. We used the Trait Meta-Mood Scale-24 (TMMS-24) together with a questionnaire (ad hoc) to determine the sociodemographic and career profile of participating teachers. Statistical analysis of the data showed that gender impacts on emotional regulation and emotional perception, while age and number of the children were also seen to have significant difference on emotional regulation and emotional perception. In contrast, professional qualifications were only seen to affect emotional perception. The variable reflecting the level at which staff teach showed significant difference on emotional perception and emotional understanding, while administrative posts held by teachers also demonstrated significant difference on their emotional understanding. The results confirm that sociodemographic and work-related variables impact the level of socioemotional skills of infant and primary education teachers. These aspects should be taken into account in the structure and planning of training aimed at developing socioemotional skills in order to ensure their success.

Teacher Training Effectiveness in Self-Regulation in Virtual Environments.

Higher education in the 21st century faces the challenge of changing the way in which knowledge is conveyed and how teachers and students interact in the teaching-learning process. The current pandemic caused by SARS-CoV-2 has hastened the need to face up to this challenge and has furthered the need to approach the issue from the perspective of digitalisation. To achieve this, it is necessary to design training programmes geared towards teaching staff and which address both the use of technology and instructional design aimed at promoting the development of self-regulated learning (SRL) and automatic feedback systems. In this study, work was carried out with 23 teachers (8 inexperienced and 15 experienced teachers) in a training programme conducted through Moodle. The aims were: (1) to test whether there were any significant differences between the behaviour patterns of new teachers compared to experienced teachers, (2) to determine whether clusters of behaviour patterns corresponded to the type of teacher and (3) to ascertain whether the level of teacher satisfaction with the training activity in digital teaching will depend on the type of teacher. A quantitative as well as a qualitative design was applied. Differences were found in the behaviour patterns in the training activities for the development of rubrics and use of learning analytics systems in virtual learning environments. It was also found that the type of teacher did not correspond exactly to the behaviour cluster in the learning platform. In addition, no significant differences were found in the level of satisfaction between the two kinds of teacher. The main contribution this study makes is to provide a detailed description of the training stage as well as the materials required for its repetition. Further analytical studies are required on teacher perception of training programmes in digital teaching in order to provide personalised training proposals that lead to an effective use of teaching in digital environments.

Accumulation of polyubiquitylated proteins in response to Ala-Ala-Phe-chloromethylketone is independent of the inhibition of Tripeptidyl peptidase II.

In the present study we have addressed the issue of proteasome independent cytosolic protein degradation. Tripeptidyl peptidase II (TPPII) has been suggested to compensate for a reduced proteasome activity, partly based on evidence using the inhibitor Ala-Ala-Phe-chloromethylketone (AAF-cmk). Here we show that AAF-cmk induces the formation of polyubiquitin-containing accumulations in osteosarcoma and Burkitt's lymphoma cell lines. These accumulations meet many of the landmarks of the aggresomes that form after proteasome inhibition. Using a combination of experiments with chemical inhibitors and interference of gene expression, we show that TPPII inhibition is not responsible for these accumulations. Our evidence suggests that the relevant target(s) is/are in the ubiquitin-proteasome pathway, most likely upstream the proteasome. We obtained evidence supporting this model by inhibition of Hsp90, which also acts upstream the proteasome. Although our data suggest that Hsp90 is not a target of AAF-cmk, its inhibition resulted in accumulations similar to those obtained with AAF-cmk. Therefore, our results question the proposed role for TPPII as a prominent alternative to the proteasome in cellular proteolysis.

Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study.

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15-34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

Increased apoptosis after autoimmune regulator expression in epithelial cells revealed by a combined quantitative proteomics approach.

Autoimmune polyendocrinopathy-candidiasis-ectodermal dystrophy (APECED) is a rare autosomal recessive autoimmune disease, affecting many endocrine tissues. APECED is associated to the lack of function of a single gene called AutoImmune REgulator (AIRE). Aire knockout mice develop various autoimmune disorders affecting different organs, indicating that Aire is a key gene in the control of organ-specific autoimmune diseases. AIRE is mainly expressed by medullary thymic epithelial cells (mTECs), and its absence results in the loss of tolerance against tissue restricted antigens (TRAs). Aire induces the transcription of genes encoding for TRAs in mTECs. In this report, the analysis of AIRE's effect on the cellular proteome was approached by the combination of two quantitative proteomics techniques, 2D-DIGE and ICPL, using an AIRE-transfected and nontransfected epithelial cell line. The results showed increased levels of several chaperones, (HSC70, HSP27 and tubulin-specific chaperone A) in AIRE-expressing cells, while various cytoskeleton interacting proteins, that is, transgelin, caldesmon, tropomyosin alpha-1 chain, myosin regulatory light polypeptide 9, and myosin-9, were decreased. Furthermore, some apoptosis-related proteins were differentially expressed. Data were confirmed by Western blot and flow cytometry analysis. Apoptosis assays with annexin V and etoposide demonstrated that AIRE-positive cells suffer more spontaneous apoptosis and are less resistant to apoptosis induction.

Inhibition of the ubiquitin-proteasome system prevents vaccinia virus DNA replication and expression of intermediate and late genes.

The ubiquitin-proteasome system has a central role in the degradation of intracellular proteins and regulates a variety of functions. Viruses belonging to several different families utilize or modulate the system for their advantage. Here we showed that the proteasome inhibitors MG132 and epoxomicin blocked a postentry step in vaccinia virus (VACV) replication. When proteasome inhibitors were added after virus attachment, early gene expression was prolonged and the expression of intermediate and late genes was almost undetectable. By varying the time of the removal and addition of MG132, the adverse effect of the proteasome inhibitors was narrowly focused on events occurring 2 to 4 h after infection, the time of the onset of viral DNA synthesis. Further analyses confirmed that genome replication was inhibited by both MG132 and epoxomicin, which would account for the effect on intermediate and late gene expression. The virus-induced replication of a transfected plasmid was also inhibited, indicating that the block was not at the step of viral DNA uncoating. UBEI-41, an inhibitor of the ubiquitin-activating enzyme E1, also prevented late gene expression, supporting the role of the ubiquitin-proteasome system in VACV replication. Neither the overexpression of ubiquitin nor the addition of an autophagy inhibitor was able to counter the inhibitory effects of MG132. Further studies of the role of the ubiquitin-proteasome system for VACV replication may provide new insights into virus-host interactions and suggest potential antipoxviral drugs.

Endogenous TAP-independent MHC-I antigen presentation: not just the ER lumen.

Altered and infected cells are eliminated by CD8+ cytotoxic T lymphocytes. This requires production of antigenic peptides mostly in the cytosol, transport to the endoplasmic reticulum (ER) by the transporter associated with antigen processing (TAP), and cell surface presentation by major histocompatibility complex class I (MHC-I). Strikingly, antigen presentation occurs without TAP, although it is inefficient and associated to human pathology. TAP-independent peptides derive both from membrane and secreted proteins, as well as cytosolic ones. The efficiency of TAP-independent presentation may be impacted by the availability of receptive MHC-I, and in turn by the functional presence in the ER of the peptide-loading complex, itself anchored on TAP. Without TAP, surface expression of human leukocyte antigen (HLA)-B allotypes varies widely, with those presenting a broader peptide repertoire among the most TAP-independent. Much remains to be learned on the alternative cellular pathways for antigen presentation in the absence of TAP.

Influence of Some Personal and Family Variables on Social Responsibility Among Primary Education Students.

One of the purposes of education is to help pupils develop a responsible attitude, which is understood to be the capacity to vouch for their actions appropriately and in a way that fits social norms. Training of this type should be intentional, planned, and personalized, which will depend on how developed the individual's social responsibility is. This in turn is influenced by personal and family variables. This article provides an analysis of the interaction of some of those variables with the development of social responsibility in primary education pupils as the basis for the design of programs to promote personal and social responsibility tailored to the features of the pupils. To do this, the Social Responsibility Attitudes Scale was applied to 502 pupils taking grades 2 (8 years old), 4 (10 years old), and 6 (12 years old) of primary education. This scale measures the following factors: (a) obedient in family settings, (b) polite and accepting their mistakes, (c) trust in their parents, (d) responsibility in school setting, (e) friendly and willing to help, and (f) careful of the environment. By carrying out a multivariate analysis with the school grade, gender, family type (single, two-parent), and position among siblings (firstborn, only child, or not firstborn), it was concluded that attitudes related to prosociality start to be differentiated from grade 4 of primary education. It is in grade 6 that children become aware of their responsibility, and this is greater among that from two-parent families. However, no significant differences were found in the level of social responsibility with regard to gender or position among siblings.

Gemcitabine plus docetaxel as first-line chemotherapy in patients with advanced non-small cell lung cancer: a lung cancer Galician group phase II study.

BACKGROUND: Numerous phase II and III clinical trials have demonstrated a higher activity of combined gemcitabine plus docetaxel schedules against non-small cell lung cancer (NSCLC) than that of both agents in monotherapy. METHODS: This phase II study evaluated a 3-week based schedule of docetaxel 85 mg/m(2) (1-h i.v. infusion, d8) combined with gemcitabine 1,000 mg/m(2) (30-min i.v. infusion; d1,8) as first-line chemotherapy for patients with advanced NSCLC. RESULTS: Forty-one patients with non-resectable, stage IIIB/IV, and bidimensionally measurable disease were enrolled. A total of 182 chemotherapy cycles (median 6, range 1-6) was administered to 40 patients during the study; one patient did not receive chemotherapy due to a protocol deviation. Two patients were not evaluable for treatment efficacy. The overall response rate found was 44% (95% CI, 29-59%): three patients (7%) had a complete response and 15 patients (37%) had a partial response (median duration of response = 4.0 months). With a median follow-up of 8.7 months, the median time to disease progression was 4.4 months and the median overall survival was 7.3 months. The combined gemcitabine plus docetaxel chemotherapy was well tolerated except for pulmonary toxicity. The main grade 3-4 hematological toxicity was neutropenia (28% of patients, 9% of cycles). Two cases of febrile neutropenia were reported. The main grade 3-4 non-hematological toxicity was pulmonary toxicity (23% of patients, 6% of cycles). CONCLUSION: Gemcitabine 1,000 mg/m(2) on days 1 and 8 in combination with docetaxel 85 mg/m(2) on day 8 given in 3-week cycles is an active and well-tolerated first-line chemotherapeutic regimen for advanced NSCLC.

Volumetric properties of sunflower methyl ester oil at high pressure.

Biodiesel is an alternative to diesel oil (DO), because it is a fuel obtained from renewable resources that has lower emissions than DO. Biomass production should promote agricultural activity to obtain fuels for the transport sector. The study of the behavior of biodiesel at varying pressure and temperature is very interesting because diesel engines are mechanical systems that work with fuels submitted to high pressure. The specific volume, isothermal compressibility, and cubic expansion coefficients of refined sunflower methyl ester oil (SMEO) and unrefined sunflower methyl ester oil (URSMEO) were obtained and compared with those of DO from 0.1 to 350 MPa and 288.15 to 328.15 K. This work shows that oil refinement did not significantly modify any of the properties studied of the final biodiesel. Compared with DO, both SMEOs were about 6% denser, whereas isothermal compressibility and cubic expansion coefficients were bigger or smaller for DO depending on pressure and temperature.

Program to Promote Personal and Social Responsibility in the Secondary Classroom.

The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child's willingness to accept social responsibility, also influence students' social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12-14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent-Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility.

Mitophagy Failure in Fibroblasts and iPSC-Derived Neurons of Alzheimer's Disease-Associated Presenilin 1 Mutation.

Familial Alzheimer's disease (FAD) is clearly related with the accumulation of amyloid-beta (Aß) and its deleterious effect on mitochondrial function is well established. Anomalies in autophagy have also been described in these patients. In the present work, functional analyses have been performed to study mitochondrial recycling process in patient-derived fibroblasts and neurons from induced pluripotent stem cells harboring the presenilin 1 mutation A246E. Mitophagy impairment was observed due to a diminished autophagy degradation phase associated with lysosomal anomalies, thus causing the accumulation of dysfunctional mitochondria labeled by Parkin RBR E3 ubiquitin protein ligase (PARK2). The failure of mitochondrial recycling by autophagy was enhanced in the patient-derived neuronal model. Our previous studies have demonstrated similar mitophagy impairment in sporadic Alzheimer's disease (AD); therefore, our data indicate that mitophagy deficiency should be considered a common nexus between familial and sporadic cases of the disease.

Novel potential predictive markers of sunitinib outcomes in long-term responders versus primary refractory patients with metastatic clear-cell renal cell carcinoma.

BACKGROUND: Several potential predictive markers of efficacy of targeted agents in patients with metastatic renal cell carcinoma (mRCC) have been identified. Interindividual heterogeneity warrants further investigation. PATIENTS AND METHODS: Multicenter, observational, retrospective study in patients with clear-cell mRCC treated with sunitinib. Patients were classified in two groups: long-term responders (LR) (progression-free survival (PFS)≥22 months and at least stable disease), and primary refractory (PR) (progressive disease within 3-months of sunitinib onset). Objectives were to compare baseline clinical factors in both populations and to correlate tumor expression of selected signaling pathways components with sunitinib PFS. RESULTS: 123 patients were analyzed (97 LR, 26 PR). In the LR cohort, overall response rate was 79% and median duration of best response was 30 months. Median PFS and overall survival were 43.2 (95% confidence intervals[CI]:37.2-49.3) and 63.5 months (95%CI:55.1-71.9), respectively. At baseline PR patients had a significantly lower proportion of nephrectomies, higher lactate dehydrogenase and platelets levels, lower hemoglobin, shorter time to and higher presence of metastases, and increased Fuhrman grade. Higher levels of HEYL, HEY and HES1 were observed in LR, although only HEYL discriminated populations significantly (AUC[ROC]=0.704; cut-off=34.85). Increased levels of hsa-miR-27b, hsa-miR-23b and hsa-miR-628-5p were also associated with prolonged survival. No statistical significant associations between hsa-miR-23b or hsa-miR-27b and the expression of c-Met were found. CONCLUSIONS: Certain mRCC patients treated with sunitinib achieve extremely long-term responses. Favorable baseline hematology values and longer time to metastasis may predict longer PFS. HEYL, hsa-miR-27b, hsa-miR-23b and hsa-miR-628-5p could be potentially used as biomarkers of sunitinib response.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

Problematic Social Situations for Peer-Rejected Students in the First Year of Elementary School.

This study examined the social situations that are problematic for peer-rejected students in the first year of elementary school. For this purpose, exploratory and confirmatory factor analyses were conducted on the Taxonomy of Problematic Social Situations for Children (TOPS, Dodge et al., 1985) in 169 rejected pupils, identified from a sample of 1457 first-grade students (ages 5-7) enrolled in 62 classrooms of elementary school. For each rejected student, another student of average sociometric status of the same gender was selected at random from the same classroom (naverage = 169). The model for the rejected students showed a good fit, and was also invariant in the group of average students. Four types of situations were identified in which rejected students have significantly more difficulties than average students. They are, in descending order: (a) respect for authority and rules, (b) being disadvantaged, (c) prosocial and empathic behavior, and (d) response to own success. Rejected boys have more problems in situations of prosociability and empathy than girls. The implications concerning the design of specific programs to prevent and reduce early childhood rejection in the classroom are discussed.

Translating DRiPs: MHC class I immunosurveillance of pathogens and tumors.

MHC class I molecules display oligopeptides on the cell surface to enable T cell immunosurveillance of intracellular pathogens and tumors. Speed is of the essence in detecting viruses, which can complete a full replication cycle in just hours, whereas tumor detection is typically a finding-the-needle-in-the-haystack exercise. We review current evidence supporting a nonrandom, compartmentalized selection of peptidogenic substrates that focuses on rapidly degraded translation products as a main source of peptide precursors to optimize immunosurveillance of pathogens and tumors.