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This research was supported by the Ministry of Science and Innovation through project no. SAF 2008 04685 C02 01. ; In the present study, we analyzed the activity of several aminopeptidases (angiotensinases) involved in the metabolism of various angiotensin peptides, in pituitary and adrenal glands of untreated Wistar–Kyoto (WKY) and spontaneously hypertensive rats (SHR) or treated with the antihypertensive drugs captopril and propranolol or with the L-Arginine hypertensive analogue L-NG-Nitroarginine Methyl Ester (L-NAME). Intra- and inter-gland correlations between angiotensinase activities were also calculated. Membrane-bound alanyl-, cystinyl-, and glutamylaminopeptidase activities were determined fluorometrically using aminoacyl- -naphthylamide as substrates. Depending on the type of angiotensinase analyzed, the results reflect a complex picture showing substantial differences between glands, strains, and treatments. Alanyl-aminopeptidase responsible for the metabolism of Ang III to Ang IV appears to be the most active angiotensinase in both pituitary and adrenals of WKY and particularly in SHR. Independently of treatment, most positive correlations are observed in the pituitary gland of WKY whereas such positive correlations are predominant in adrenals of SHR. Negative inter-gland correlations were observed in control SHR and L-NAME treated WKY. Positive inter-gland correlations were observed in captopril-treated SHR and propranolol-treated WKY. These results may reflect additional mechanisms for increasing or decreasing systolic blood pressure in WKY or SHR. ; Spanish Government SAF 2008 04685 C02 01

Instagram is an image-based social network that has become very popular amongst young people. This social network has become one of the channels for self-expression of its users. This behavior can also lead to the intensive use of this social network, which in turn is beginning to be linked to technological addiction. The objective of this paper was to analyze Instagram use habits in a sample of Czech and Spanish college students (n = 362) and its influence on personal variables (self-esteem, self-expression). Another objective was to find out whether the increased use of Instagram fosters addictive behavior. The study was approached from a quantitative perspective, using the questionnaire as a data collection tool. Amongst the findings were the confirmation of a positive correlation between Instagram use and self-expression, as well as between Instagram use and addiction. Finally, differences were found between Instagram use between Czech and Spanish college students and the connection of Instagram use with self-esteem, self-expression and addiction, together with the concept of relapse.

Water literacy has become a fundamental aspect in today's society, as its conservation, preservation and management is key to ensuring human survival. The purpose of this paper was to analyze the effectiveness of flipped learning methodology on a traditional training practice in water literacy at the first level of secondary education. The flipped learning method consisted in providing the contents to the students before the class sessions, encouraging an active learning. A descriptive study was adopted with two experimental groups, two control groups and only post-test. An ad hoc questionnaire was used as an instrument to measure the parameters: Socio-educational, Motivation, Interactions, Autonomy, Collaboration; Deepening of contents; Problem solving, Class time and Ratings. The final sample was composed of 120 students, divided into four groups of 30 students each. The application of the treatment in the experimental groups lasted 10 sessions of 55 min. The results indicate that the use of time in class, the autonomy and the deepening of the contents were the aspects that improved most with the flipped learning approach. However, no significant differences in ratings were found. Finally, the main findings and their implications for water literacy are discussed. ; Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762).

Mobile learning is a methodology that involves the use of mobile devices to carry out the teaching-learning process. In exceptional situations such as that experienced during the COVID-19 pandemic in Spain, virtual training methods take on great importance, being the main route for the education of students. The purposes of this paper were to analyse the degree of implementation of the mobile learning methodology in Spanish universities and to check the sociodemographic factors that influence the development of good teaching practices in mobile learning. Ten hypothetical relationships were established and contrasted using a structural equation model. The sample was made up of 1544 university professors from 59 Spanish universities who were asked to complete a questionnaire designed to evaluate mobile learning practices. The results indicated that the degree of implementation of mobile devices was almost 73% of the population surveyed. While the sociodemographic factors that significantly influenced the development of good teaching practices were: teacher status; type of institution; educational technology research; implementing pedagogical innovations on a regular basis; agree that mobile devices are appropriate; belief in the expansion of mobile learning. Finally, the main findings and practical implications derived from the data obtained were discussed. ; This work was supported by the Ministry of Education, Culture and Sport of the Government of Spain under Grant FPU16/01762.

Currently, the use of technology has become one of the most popular educational trends in Higher Education. One of the most popular methods on the Higher Education stage is the Flipped Classroom, characterised by the use of both face-to-face and virtual teaching through videos and online material, promoting more autonomous, flexible and dynamic teaching for students. In this work, we started to compile the main articles that used Flipped Classroom within the mathematical area in Higher Education, with the aim of analysing their main characteristics, as well as the impact caused on students. To do so, the method of systematic review was used, focusing on those empirical experiences published in Web of Sciences and Scopus. The results indicated that, in most cases, the implementation of Flipped Classroom led to an improvement in students' knowledge and attitudes towards mathematical content and discipline. In addition, aspects such as collaborative work, autonomy, self-regulation towards learning or academic performance were benefited through this method. ; Ministry of Education, Culture and Sport of the Government of Spain FPU17/05952

The social appropriation of knowledge is an emerging descriptor in political agendas, since it drives social development and innovation. The relevance of this strategy lies mainly in the fact that scientific knowledge is made available to the population for its use and application. The purposes of this study were to identify the context and purpose presented by the experiences of social appropriation of knowledge, and to analyze the linkage of the experiences with the sectors that make up the pentahelix. To this end, a systematic review methodology was proposed in the Web of Science (WOS) and SCOPUS. Following the application of the inclusion and exclusion criteria, a total of 14 articles were analyzed. The results showed the emergence of this term, the geographical location of all experiences in Latin America, and the diversity of application of knowledge to favor local development. At the same time, it is shown that the institutions belonging to the government have developed experiences of social appropriation of knowledge in all other sectors of the pentahelix. Finally, we discuss the findings and implications of this study that showed the diverse experiences of social appropriation of knowledge and investigated this concept in connection to open science.

Mobile learning is an emerging teaching methodology in the university system. Every year, the International Horizon Reports highlight the trend of implementing mobile devices in the classroom. Therefore, the Spanish university system presents the current challenge of adapting these resources to improve student learning, in line with the knowledge society in which we are immersed. This requires examples of good teaching practice. The purposes of this paper were to evaluate the mobile learning (m-learning) practices implemented by university teachers and to compile experiences on good teaching practices of m-learning developed in the classroom. A mixed method was used in which the responses of 1125 professors from 59 different universities located throughout Spain were analyzed. The APMU scale developed by the authors was applied for the detection of good teaching practices of m-learning and the structured interview for the collection of concrete experiences of good teaching practices. The results showed that the largest proportion of good teaching practices were concentrated at the University of La Laguna, University of Almeria, University of La Rioja, Camilo José Cela University and University of Seville. Furthermore, three experiences carried out by teachers who were agents of good practice were collected. Based on this, three models of good teaching practices were generated and exemplified through the concept mapping technique. Finally, the main findings and implications of the study are discussed. ; Ministry of Education, Culture and Sport of the Government of Spain FPU16/01762

Public speaking anxiety (PSA) is a common phobia in the student population. Traditionally, exposure therapy has been used as a treatment. However, the use of virtual reality (VR) is increasingly common to treat PSA. The purpose of this paper was to analyze the published scientific literature on VR as a treatment for PSA in students. The articles indexed in two databases (Web of Science and Scopus) were analyzed, with a time period from the beginning of the first publications until 2019 included. The systematic literature review was based on fixed inclusion and exclusion criteria. A total of 13 studies were identified which included 481 students. The results collected indicate that the duration of treatments to have positive effects was at least one week, where the number of sessions was between one and twelve. Furthermore, most VR treatments reported positive effects. Finally, this study showed evidence that VR treatment for PSA is effective while being less invasive than in vivo exposure. ; Ministry of Education, Culture and Sport of the Government of Spain (Project reference: FPU16/01762).

Flowering time is a key process in plant development. Photoperiodic signals play a crucial role in the floral transition in Arabidopsis thaliana, and the protein CONSTANS (CO) has a central regulatory function that is tightly regulated at the transcriptional and post-translational levels. The stability of CO protein depends on a light-driven proteasome process that optimizes its accumulation in the evening to promote the production of the florigen FLOWERING LOCUS T (FT) and induce seasonal flowering. To further investigate the post-translational regulation of CO protein we have dissected its interactome network employing in vivo and in vitro assays and molecular genetics approaches. The immunophilin FKBP12 has been identified in Arabidopsis as a CO interactor that regulates its accumulation and activity. FKBP12 and CO interact through the CCT domain, affecting the stability and function of CO. fkbp12 insertion mutants show a delay in flowering time, while FKBP12 overexpression accelerates flowering, and these phenotypes can be directly related to a change in accumulation of FT protein. The interaction is conserved between the Chlamydomonas algal orthologs CrCO–CrFKBP12, revealing an ancient regulatory step in photoperiod regulation of plant development. ; Ministerio de Ciencia BIO2014-52425-P, BIO2017-83629-R ; Junta de Andalucía P08-AGR-03582, BIO-281 ; European Union GA838317