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© The Author(s) 2018. Designing peace agreements that can be signed and sustained can be difficult in civil conflict. Many recent cases of successful settlements include electoral provisions, often for rebel groups to participate as political parties. Engaging the electoral process, however, can also open the peace process to the population at large, potentially derailing a settlement or some of its provisions, perhaps especially those related to politics. In this paper, we examine popular support for peace processes, specific electoral provisions, and potential concessions that provide former rebels with protections, legitimacy, and power. Using a survey experiment in Colombia, we find that the peace process overall is more popular than its electoral provisions, and that rebel endorsement of the provisions further diminishes support. These results contribute to an explanation of why the 2016 Colombian plebiscite on the peace agreement failed and to an understanding of how design matters to agreement effectiveness.

Designing peace agreements that can be signed and sustained can be difficult in civil conflict. Many recent cases of successful settlements include electoral provisions, often for rebel groups to participate as political parties. Engaging the electoral process, however, can also open the peace process to the population at large, potentially derailing a settlement or some of its provisions, perhaps especially those related to politics. In this paper, we examine popular support for peace processes, specific electoral provisions, and potential concessions that provide former rebels with protections, legitimacy, and power. Using a survey experiment in Colombia, we find that the peace process overall is more popular than its electoral provisions, and that rebel endorsement of the provisions further diminishes support. These results contribute to an explanation of why the 2016 Colombian plebiscite on the peace agreement failed and to an understanding of how design matters to agreement effectiveness.

Motivar e interesar al alumnado en el estudio de las asignaturas STEM (en inglés Science, Technology, Engineering & Maths) es un nuevo reto para la Unión Europea. Se presenta un proyecto de investigación H2020 que se está desarrollando actualmente en cinco países europeos (Finlandia, Bielorrusia, Grecia, Alemania y España) y que pretende promover el gusto por el estudio de estas asignaturas entre el alumnado de 10 a 18 años. El proyecto tiene una duración de 3 años y para establecer los principios pedagógicos se ha llevado a cabo un estudio de corte eminentemente cualitativo a través del análisis de grupos focales, formados por alumnado, profesorado, padres y representantes de empresas del sector. Se dan a conocer las líneas generales del proyecto, así como la metodología empleada y las actuaciones llevadas a cabo a través de grupos focales y entrevistas a expertos. Se está desarrollando una investigación para conocer las preferencias de los estudiantes al abordar las materias STEM del currículum. Los resultados, hasta el momento, muestran la necesidad del estudiante de sentir alegría por el estudio y el aprendizaje. ; Motivating and interesting students in the study of STEM subjects (in English Science, Technology, Engineering & Maths) is a new challenge for the European Union. It presents a research project H2020 that is currently being developed in five European countries (Finland, Belarus, Greece, Germany and Spain) and that aims to promote a taste for the study of these subjects among students from 10 to 18 years. The project has a duration of 3 years and to establish the pedagogical principles, an eminently qualitative study has been carried out through the analysis of focus groups, formed by students, teachers, parents and representatives of companies in the sector. The general lines of the project are presented, as well as the methodology used and the actions carried out through focus groups and interviews with experts. An investigation is being developed to know the preferences of the students when approaching the STEM subjects of the curriculum. The results, so far, show the student's need to feel joy of learning. ; peerReviewed

We describe a three axis vector magnet system for cryogenic scanning probe microscopy measurements. We discuss the magnet support system and the power supply, consisting of a compact three way 100 A current source. We obtain tilted magnetic fields in all directions with maximum value of 5T along z-axis and of 1.2T for XY-plane magnetic fields. We describe a scanning tunneling microscopy-spectroscopy (STM-STS) set-up, operating in a dilution refrigerator, which includes a new high voltage ultralow noise piezodrive electronics and discuss the noise level due to vibrations. STM images and STS maps show atomic resolution and the tilted vortex lattice at 150 mK in the superconductor β-Bi2Pd. We observe a strongly elongated hexagonal lattice, which corresponds to the projection of the tilted hexagonal vortex lattice on the surface. We also discuss Magnetic Force Microscopy images in a variable temperature insert ; This work was supported by Convocatoria Doctorados en el Exterior 568-2012 COLCIENCIAS, the Spanish MINECO (FIS2011-23488, MAT2011-27470-C02-02, CSD2009-00013), by the Comunidad de Madrid through program Nanofrontmag-CM (S2013/MIT-2850) and by Marie-Curie actions under the project FP7-PEOPLE-2013- CIG-618321. The research leading to these results has received funding from the European Union Seventh Framework Programme under Grant Agreement No. 604391 Graphene Flagship. We also acknowledge Banco Santander, COST MP1201. J.A. and C.M. acknowledge the FPI (BES- 2012-058600) and Juan de la Cierva (JCI-2011-08815) programs, respectively