Pilot scale on-site demonstration and seasonality assessment of nitrogen recovery and water reclamation from pig's slurry liquid fraction.

Livestock slurry has gathered significant interest as a secondary raw material for fertilisers industry due to its content on macronutrients -nitrogen, phosphorous, and potassium- and organic carbon. In this study, the performance of an on-site pilot plant composed by microfiltration, membrane-assisted stripping, and reverse osmosis for selective recovery of nitrogen as fertiliser and water reclamation was demonstrated for 2 years in a pig farm, referenced to 8 batches for seasonal assessment. Microfiltration mitigated the seasonal variation in the composition of pig slurry leading to stable process efficiency in the following steps. Membrane-assisted stripping resulted in the recovery of up to 56% of nitrogen as high-purity ammonium sulphate, and up to 42% of reclaimed water as reverse osmosis permeate. The proposed train of technologies reported proper performance and robustness during the whole demonstration period as it resulted in the production of reclaimed water and ammonium sulphate with no significant quality variations. The energy cost for both products obtained in this study was found in the average of the previous works reviewed with 12.49 kWh kg-1 NH3 produced, and 0.37 kWh m-3 of reclaimed water. The environmental assessment showed that nitrogen losses could be reduced by up to 90 kg N ha-1 d-1 by replacing manure spreading with precise fertilisation techniques, enabled by the selective recovery of nitrogen from SLF. Finally, the financial study showed that the scaling up of the proposed train of technologies would result in benefits for farms with more than 1600 pig heads.

Hydrogen-bonded assemblies of iron(II) spin crossover complexes.

The paper reports on the synthesis, crystal structure, thermal and magnetic properties of spin crossover (SCO) salts containing the [Fe(bpp)2]2+ cation (bpp = 2,6-bis(pyrazol-3-yl)pyridine) and different rigid polycarboxylate anions, such as anthracene-9,10-dicarboxylate (ADC), benzene-1,3,5-tricarboxylate (BTC) and biphenyl-4,4'-dicarboxylate (BPDC). Compound [Fe(bpp)2](ADC)·9H2O (1) shows a porous hydrogen-bonded structure with water molecules sitting in the channels. It contains low-spin (LS) Fe2+ cations that undergo crossover to the high-spin (HS) state upon dehydration. Anhydrous 1 remains HS on cooling at low temperatures. A similar magnetic behaviour is obtained for the partially protonated BTC salt [Fe(bpp)2](HBTC)·5H2O (2), showing a spin change concomitant with dehydration to a HS phase that undergoes gradual and partial SCO on cooling, affecting 25% of the Fe2+ cations. Instead, the BPDC salt [Fe(bpp)2](BPDC)·5H2O (3) has a ground HS state in its fully hydrated form.

Critical Thinking, Formation, and Change.

In this paper, we propose an application of critical thinking (CT) to real-world problems, taking into account personal well-being (PB) and lifelong formation (FO). First, we raise a substantial problem with CT, which is that causal explanation is of little importance in solving everyday problems. If we care about everyday problems, we must treat the identification of causal relationships as a fundamental mechanism and action as a form of solution once the origin of the problem is unequivocally known. Decision-making and problem-solving skills should be the execution of the causal explanations reached. By acting this way, we change reality and achieve our goals, which are none other than those imposed by our PB. However, to achieve changes or results, we must have these fundamental competencies in CT, and these are not innate; we must acquire and develop them, that is, we must train ourselves to have CT competencies according to the demands of today's world. Finally, in this paper we propose a causal model that seeks to identify and test the causal relationships that exist between the different factors or variables that determine the CT-PB-FO relationship. We present some results on the relevance of causality and how to effectively form and address real-world problems from causality. However, there are still questions to be clarified that need to be investigated in future studies.

Critical Thinking: The ARDESOS-DIAPROVE Program in Dialogue with the Inference to the Best and Only Explanation.

In our daily lives, we are often faced with the need to explain various phenomena, but we do not always select the most accurate explanation. For example, let us consider a "toxic" relationship with physical and psychological abuse, where one of the partners is reluctant to end it. Explanations for this situation can range from emotional or economic dependency to irrational hypotheses such as witchcraft. Surprisingly, some people may turn to the latter explanation and consequently seek ineffective solutions, such as visiting a witch doctor instead of a psychologist. This choice of an inappropriate explanation can lead to actions that are not only ineffective but potentially harmful. This example underscores the importance of inference to the best explanation (IBE) in everyday decision making. IBE involves selecting the hypothesis that would best explain the available body of data or evidence, a process that is crucial to making sound decisions but is also vulnerable to bias and errors of judgment. Within this context, the purpose of our article is to explore how the IBE process and the selection of appropriate explanations impact decision making and problem solving in real life. To this end, we systematically analyze the role of IBE in the ARDESOS-DIAPROVE program, evaluating how this approach can enhance the teaching and practice of critical thinking.

Relation between metacognitive strategies, motivation to think, and critical thinking skills.

Critical thinking is a complex reasoning skill, and even though it is hard to reach a consensus on its definition, there is agreement on it being an eminently cognitive skill. It is strongly related with reflective and metacognitive skills, as well as attitudinal or motivational aspects, although no model has yet been able to integrate these three elements. We present herein the preliminary results of a study seeking to establish these relations, in a sample of Chilean university students. 435 students from three universities participated, of which 88 were men, 333 were women, and 14 did not indicate their gender. Their ages ranges between 18 and 51 years old (M = 21, SD = 3.09). Three instruments were applied, one to measure metacognitive strategies, one to measure motivation to critical thinking, and a third to measure critical thinking skills. The relation was analyzed via structural equations. The results show a positive, strong, and significant relation between metacognition and motivation to think. However, only a weak significant relation was observed between motivation to think and critical thinking, and no direct relation was found between metacognition and critical thinking. We hypothesize a significant but moderate relation between the variables, where metacognition influences motivation to think, which in turn influences critical thinking skills. Factors are discussed which could negatively affect the studied relations, as well as the importance of generating integrated models between the three variables, as they would show a theoretical and empirical link.

Assessing higher education students' critical thinking with the PENCRISAL test - Portuguese short version: a psychometric study.

The development of critical thinking in higher education is fundamental, preparing students to think well, find explanations, make decisions and solve problems. Given the importance of its promotion, its assessment is crucial, since the two are inseparable. Moreover, the number of instruments that are validated to assess critical thinking in the Portuguese language and culture are scarce. We present the validation psychometric study of the PENCRISAL test (short version) to the Portuguese language, a critical thinking assessment test for higher education students, designed and validated in Spain (full and short version), which presents adequate reliability and validity psychometric characteristics to assess key-dimensions of critical thinking. A sample of 225 Portuguese higher education students from three universities (two public and one private) performed a reduced version of the PANCRISAL test. The results obtained allowed replicating the Spanish reduced version in Portugal (only changing one of the six items), and the confirmatory factorial analysis permits to identify two factors intercorrelated, legitimizing the combination of the six items in a global score. This short version can be used as a screening test, and its potential is pointed out to assess students critical thinking to support teaching and research in higher education.

Metacognitive Strategies and Development of Critical Thinking in Higher Education.

More and more often, we hear that higher education should foment critical thinking. The new skills focus for university teaching grants a central role to critical thinking in new study plans; however, using these skills well requires a certain degree of conscientiousness and its regulation. Metacognition therefore plays a crucial role in developing critical thinking and consists of a person being aware of their own thinking processes in order to improve them for better knowledge acquisition. Critical thinking depends on these metacognitive mechanisms functioning well, being conscious of the processes, actions, and emotions in play, and thereby having the chance to understand what has not been done well and correcting it. Even when there is evidence of the relation between metacognitive processes and critical thinking, there are still few initiatives which seek to clarify which process determines which other one, or whether there is interdependence between both. What we present in this study is therefore an intervention proposal to develop critical thinking and meta knowledge skills. In this context, Problem-Based Learning is a useful tool to develop these skills in higher education. The ARDESOS-DIAPROVE program seeks to foment critical thinking via metacognition and Problem-Based Learning methodology. It is known that learning quality improves when students apply metacognition; it is also known that effective problem-solving depends not only on critical thinking, but also on the skill of realization, and of cognitive and non-cognitive regulation. The study presented hereinafter therefore has the fundamental objective of showing whether instruction in critical thinking (ARDESOS-DIAPROVE) influences students' metacognitive processes. One consequence of this is that critical thinking improves with the use of metacognition. The sample was comprised of first-year psychology students at Public University of the North of Spain who were undergoing the aforementioned program; PENCRISAL was used to evaluate critical thinking skills and the Metacognitive Activities Inventory (MAI) for evaluating metacognition. We expected an increase in critical thinking scores and metacognition following this intervention. As a conclusion, we indicate actions to incentivize metacognitive work among participants, both individually via reflective questions and decision diagrams, and at the interactional level with dialogues and reflective debates which strengthen critical thinking.

Temperature dependence of desolvation effects in hydrogen-bonded spin crossover complexes.

The synthesis, crystal structure and (photo)magnetic properties of the anhydrous spin crossover salt of formula [Fe(bpp)2](C6H8O4) (1) (bpp = 2,6-bis(pyrazol-3-yl)pyridine; C6H8O4 = adipate dianion), obtained by desolvation at 400 K of the original tetrahydrate in a single-crystal-to-single-crystal (SC-SC) transformation, are reported. This work offers a comparison between this compound and the previously reported hydrated material ([Fe(bpp)2](C6H8O4)·4H2O, 1·4H2O), highlighting the significance of the thermal conditions used in the dehydration-rehydration processes. In both compounds, a hydrogen-bonded network between iron(ii) complexes and adipate anions is observed. The original tetrahydrate (1·4H2O) is low-spin and desolvation at 450 K triggers a low-spin (LS) to high-spin (HS) transition to an amorphous phase that remains stable over the whole temperature range of study. Surprisingly, the dehydrated compound at 400 K (1) keeps the crystallinity, undergoes a partial spin crossover (T1/2 = 180 K) and a quantitative LS to HS photomagnetic conversion at low temperatures, with a T(LIESST) value of 61 K.

A Reversible Hydrogen-Bond Isomerization Triggered by an Abrupt Spin Crossover near Room Temperature.

The spin crossover salt [Fe(bpp)2 ](isonicNO)2 ⋅ 2.4 H2 O (1⋅2.4 H2 O) (bpp=2,6-bis(pyrazol-3-yl)pyridine; isonicNO=isonicotinate N-oxide anion) exhibits a very abrupt spin crossover at T1/2 =274.4 K. This triggers a supramolecular linkage (H-bond) isomerization that responds reversibly towards light irradiation or temperature change. Isotopic effects in the thermomagnetic behavior reveal the importance of hydrogen bonds in defining the magnetic state. Further, the title compound can be reversibly dehydrated to afford 1, a material that also exhibits spin crossover coupled to H-bond isomerization, leading to strong kinetic effects in the thermomagnetic properties.

¿Puede ser evaluado el pensamiento crítico de forma breve? / Pode o pensamento crítico ser avaliado de forma breve? / Can critical thinking be briefly assessed?

El objetivo de la investigación ha sido validar una versión breve de la prueba completa de pensamiento crítico (PC) PENCRISAL, en español y portugués. Aquí se presenta la primera. Esta versión breve consta de 2 factores, con 3 ítems cada uno. Un factor evalúa argumentación general, y el otro las formas de razonamiento más empleadas a diario. Además, ambos factores evalúan indirectamente la toma de decisiones y la solución de problemas, gracias a la naturaleza de los ítems, en los que se plantean problemas cotidianos que se deben resolver y, en ocasiones, hay que tomar decisiones. El análisis factorial confirmatorio nos ofrece índices de ajuste adecuados que avalan la estructura de la versión breve del test presentado. Los coeficientes de fiabilidad y validez son razonablemente robustos, lo que hace que esta prueba sirva a los objetivos de investigación establecidos (AU).

O objetivo do nosso estudo foi validar uma versão breve do Teste Completo de Pensamento Crítico (PC) PENCRISAL, em espanhol e português. Aqui apresentamos o primeiro. Esta versão resumida consiste em 2 fatores, com 3 itens cada. Um fator avalia a argumentação geral e o outro as formas de raciocínio mais utilizadas no dia a dia. Além disso, ambos os fatores avaliam indiretamente a tomada de decisão e a resolução de problemas, graças à natureza dos itens, nos quais se levantam problemas diários que devem ser resolvidos e para os quais, às vezes, devem ser tomadas decisões. A análise fatorial confirmatória nos oferece índices adequados de ajustamento que sustentam a estrutura da versão resumida do teste apresentado. Os coeficientes de confiabilidade e validade são razoavelmente robustos, o que faz com que este teste sirva para os objetivos de investigação declarados (AU).

The aim of our study was to validate a short version of the PENCRISAL complete critical thinking test, in Spanish and Portuguese. Here we present the first. This short version consists of 2 factors, with 3 items each. One factor assesses general argumentation, and the other the forms of reasoning most used on a daily basis. In addition, both factors indirectly evaluate decision-making and problem solving, thanks to the nature of the items, in which daily problems are raised that must be solved and for which decisions must sometimes be made. The confirmatory factor analysis offers us solid and consistent indices that support the structure of the short version of the test presented. The reliability and validity coefficients are reasonably robust, as to make this test serve very well for the stated objectives (AU).