Alberto Sols Biomedical Research Institute
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Engineering 3D Pd/AC catalysts for the continuous production of hydrogen from formic acid
No full textFormic acid is a liquid organic hydrogen carrier for the safe hydrogen storage and transport. This study presents the fabrication of 3D-printed activated carbon (AC) monoliths by robocasting and their use as supports for Pd- based catalysts in the continuous hydrogen production (25–55 ◦C, 0.5–1 M FA, τ =20–540 gCAT h L 1). The aim is to identify the optimal internal architecture for process scale-up. While monolith geometry does not alter Pd nanoparticle properties (size ~ 2.2 nm, dispersion 20–28%, Pd2+/Pd0 =1), it significantly affects flow behaviour and structural robustness. The optimal design, incorporating a central axial channel, achieves initial TOFs up to 5087 h 1 at 55 ◦C. After over 100 h of operation, only a 23% activity loss is observed. Kinetic analysis reveals a second-order rate law in FA and 36 kJ mol 1 activation energy. These results demonstrate the potential of engineered 3D Pd/AC monoliths for efficient and scalable hydrogen productionThe authors acknowledge financial support from the Government of Spain through the projects PID2021-125427OB-I00, TED2021- 130312B–I00 and PID2024-157825OB-I00 (MCIU/AEI/FEDER, EU
Comprendiendo el alto riesgo de COVID-19 severo en personas con enfermedad renal crónica grave
No full textTesis Doctoral inédita leída en la Universidad Autónoma de Madrid, Facultad de Medicina, Departamento de Medicina. Fecha de Lectura: 08-07-2025La infección por el coronavirus del síndrome respiratorio agudo grave de tipo 2 (SARS-CoV-2), causante de la enfermedad por coronavirus 2019 (COVID-19), ha causado más de 700 millones de infecciones a nivel mundial, y ha causado la muerte de más de 7 millones de personas según la organización mundial de la salud. La COVID-19 fue declarada pandemia en Marzo de 2020, y en Mayo de 2023 dejó de ser una emergencia de salud pública de preocupación internacional. Sin embargo, el daño causado en el proceso agudo fue significativo, y las secuelas de la enfermedad hace que sea de vital importancia entender su patogénesis y los mecanismos moleculares que determinan susceptibilidad a una presentación severa de la enfermedad. La enfermedad renal crónica (ERC) fue descrita como una de las comorbilidades más comunes y con mayor influencia en el COVID-19 severo, mientras que la lesión renal aguda (LRA), se asoció a un riesgo aumentado de muerte en pacientes con COVID-19. Por lo tanto, identificar los factores asociados con COVID-19 severo es importante con el fin de proteger a poblaciones de alto riesgo, y eventualmente desarrollar medidas terapéuticas. Es importante destacar, que COVID-19 fue el tercer brote severo de coronavirus en el siglo XXI (en menos de 20 años), por lo tanto, debe ser interpretado como un alto riesgo de nuevos brotes de coronavirus causante de enfermedad en humanos. Esta tesis doctoral se presenta como un compendio de publicaciones que contribuyeron al conocimiento sobre COVID-19 en enfermedad renal crónica. En la primera de ellas realizamos un estudio retrospectivo, multicéntrico, en el que analizamos el Registro de Enfermos Renales de la Comunidad de Madrid (REMER), la primera región en España y la segunda en Europa en ser impactada por la pandemia. En este estudio evidenciamos que la incidencia en las terapias de reemplazo renal disminuyó el 12% comparado con 2019, mientras que la prevalencia disminuyó 1.75% por primera vez, desde el inicio del registro en 2008. Adicionalmente, el número de trasplantes renales disminuyó un 16%. En este año, las muertes por infección aumentaron un 167%, y representaron el 95% del exceso de muertes en 2020 comparado con 2019. En la segunda publicación, mediante un estudio observacional prospectivo unicéntrico, analizamos los resultados clínicos y serológicos de 56 pacientes en hemodiálisis que estuvieron infectados por SARS-CoV-2 durante la primera ola de la pandemia. Luego de un año de seguimiento, 35.7% de los pacientes fallecieron, 11% durante la hospitalización inicial y 25% en los meses posteriores, principalmente 3 meses tras el diagnóstico. En este estudio, realizado en la etapa prevacunal, identificamos que luego de un año, el porcentaje de pacientes con anticuerpos IgG anti-SARS-CoV-2 disminuyó de 73.4% a 61.3% a los 6 meses, y posteriormente a 38.8% a los 12 meses. En una tercera publicación, con el fin de comprender los factores moleculares asociados a la predisposión a COVID-19 severo en ERC, evaluamos la expresión de RNA mensajeros de 34 factores y receptores asociados a SARS-CoV2 en tejidos diana (riñones, pulmones, aorta, corazón) en un modelo murino de ERC inducido por adenina. Identificamos que 15 genes tenían una expresión diferencial que favorecería la infección o severidad, 13 de ellos a nivel renal y dos de ellos, previamente reportados como protectores de la infección, tuvieron una expresión baja a nivel pulmonar (Ifitm3) y a nivel de aorta (Ly6e). Concluimos que la ERC se asocia con la expresión diferencial de múltiples genes SCARF en órganos diana de COVID-19. Estos resultados podrían facilitar el desarrollo de estrategias terapéuticas o preventivas en pacientes con ER
Pasos del Protocolo de Intervención Psicosocial para Docentes en Salud Mental en la Adolescencia: Un Estudio Piloto
No full textTeachers need to be equipped to promote adolescent mental health through psychosocial interventions. Above all, they must be included in the list of caregivers to ensure adolescents’ health and well-being, since, historically, the predominant focus of mental health care has been diagnosis, symptom reduction and excessive dependence on psychotropic drugs to the detriment of psychosocial interventions. The present study aims to present the stages of developing a psychosocial intervention protocol for adolescent mental health aimed at teachers. To this end, the processes for preparing the preliminary protocol, expert evaluation and pilot study are described. The sample to evaluate the protocol was made up of three professionals who are experts on the topic, and two teachers took part in the pilot study stage. The instruments used were the Mental Health Literacy Questionnaire, Quality of Life Assessment, Work Activity Impact Scale and Usability of the Intervention. The preliminary version of the intervention was inspired by the principles of mental health literacy and the literature on mental health in school. The experts’ assessment indicated quality, relevance and functionality. The results of the pilot study regarding the applicability and usefulness of the intervention revealed that there was an increase in knowledge about mental health and skills for solving everyday problems. The proposal aims to serve professionals in the fields of education and psychology and to research the effects of psychosocial interventions on mental healthOs professores necessitam ser instrumentalizados para a promoção e prevenção da saúde mental de adolescentes por meio de intervenções psicossociais. Sobremaneira, incluí-los no rol de cuidados para agência de sua saúde e bem-viver, visto que, historicamente, o foco predominante do cuidado em saúde mental
continua sendo o diagnóstico, a redução dos sintomas e a dependência excessiva de drogas psicotrópicas em detrimento de intervenções psicossociais. O presente estudo objetiva apresentar as etapas de elaboração de um protocolo de intervenção psicossocial sobre saúde mental na adolescência direcionada para professores. Para tanto serão descritos os processos: elaboração do protocolo preliminar, avaliação de especialistas e estudo piloto. A amostra foi composta por três profissionais experts no tema para avaliação do protocolo e dois professores integraram a etapa do estudo piloto. Os instrumentos utilizados foram Questionário de Literacia em Saúde Mental, Avaliação da Qualidade de vida, Escala de Impacto da Atividade no trabalho e Usabilidade da intervenção. A versão preliminar da intervenção foi inspirada nos princípios do Letramento em saúde mental e na literatura sobre saúde mental na escola. A avaliação dos especialistas indicou qualidade, pertinência e funcionalidade. Os resultados do estudo piloto, no que se referem à aplicabilidade e à utilidade da intervenção, apontaram que houve aumento no conhecimento sobre saúde mental e nas habilidades para resolução de problemas cotidianos. A proposta pretende servir aos profissionais no campo da Educação e da Psicologia, e, também, à pesquisa sobre os efeitos de intervenções psicossociais em saúde mentalLos docentes deben estar preparados para promover y prevenir la salud mental de los adolescentes mediante intervenciones psicosociales. Sobre todo, incluirlos en la lista de cuidados para su salud y bienestar, ya que el enfoque predominante de la atención en salud mental sigue siendo el diagnóstico, la reducción de los síntomas y la dependencia excesiva de psicofármacos. El estudio objetiva presentar las etapas de elaboración de un protocolo de intervención psicosocial en salud mental en la adolescencia dirigido a docentes. Para ello se describirán los procesos para la elaboración del protocolo preliminar; evaluación de expertos y estudio piloto. La muestra estuvo conformada por tres profesionales expertos en el tema para evaluar el protocolo y dos docentes formaron parte de la etapa de estudio piloto. Los instrumentos utilizados fueron el Cuestionario de Alfabetización en Salud Mental, Evaluación de la Calidad de Vida, Escala de Impacto de la Actividad Laboral y Usabilidad de la intervención. La versión preliminar de la intervención se inspiró en los principios de Alfabetización en Salud Mental y la literatura sobre Salud Mental en la Escuela. Los expertos indicaron calidad, relevancia y funcionalidad. Los resultados del estudio piloto, en cuanto a la aplicabilidad y utilidad de la intervención, mostraron que hubo un aumento en el conocimiento sobre salud mental y habilidades para la resolución de problemas cotidianos. La propuesta pretende atender a los profesionales del campo de la Educación y la Psicología, y también a la investigación de los efectos de las intervenciones psicosociales en la salud menta
The meta-cognitive role of thought morality in attitude change and behavioural intentions related to doping
No full textPrior research has examined the relationships between morality, attitudes, and intentions related to doping predominantly via correlational studies based on the theoretical frameworks provided by extensions to the theory of planned behaviour, and the social cognitive theory of moral thought and action. In contrast, the present study experimentally analysed a psychological process (i.e., self-validation) through which thought morality can influence attitudes and intentions. Two hundred and forty-two participants (122 males and 120 females) were randomly assigned to read a message either against or in favour of legalising several doping behaviours in sports, then listed their thoughts regarding that proposal. Next, they were randomly assigned to perceive their thoughts as either moral or immoral, then indicated the extent to which they considered their thoughts as valid. Finally, participants reported their attitudes and intentions regarding the legalisation proposal. As hypothesised, the anti-legalisation (vs. pro-legalisation) message produced more unfavourable thoughts and attitudes, as well as lower intentions to support the legalisation proposal and engage in banned behaviours if legalised in sport. Most importantly, the effects of message direction on attitudes and intentions were greater for participants in the moral (vs. immoral) thought condition. Furthermore, changes in attitudes were consistent with a self-validation processThe work was supported by the Ministerio de Ciencia e Innovación [PID2020-116651GB-C33 / AEI / 10.13039/501100011033]. This funding was obtained by the corresponding author. Furthermore, it was also supported by another grant from the Ministerio de Ciencia e Innovación (Spain, Programa de Formación de Profesorado Universitario, Grant number: FPU18/04053) to the second autho
An empirical analysis of overeducation among master’s graduates in Spain
No full textThis study investigates the factors influencing overeducation among graduates in Spain, a phenomenon with significant implications such as reduced wages, lower productivity, and decreased job satisfaction. The analysis focuses on the impact of sociodemographic, educational, and employment characteristics using data from the EILU-2019 survey conducted by the National Institute of Statistics. Discrete choice models, enhanced by a multilevel approach based on fields of study, are applied to quantify the marginal effects of these factors on the likelihood of overeducation. The analysis emphasises master’s graduates, a group that has been relatively underexplored in empirical research on overeducation. To address the lack of consensus on measurement methods, a novel approach is introduced that combines both subjective and objective criteria, providing a more comprehensive assessment of overeducation. Key findings highlight that field of study, company size, and having additional master’s degrees are the most significant predictors of overeducation. These results shed light on the complexities of educational mismatches in Spain and offer valuable insights for both academic research and policymakin
Constructing qubit edge states by inverse-designing the electromagnetic environment
No full textBuilding on advances in topological photonics and computational optimization, we inverse-design a periodic dielectric structure surrounding a chain of interacting qubits, emulating an extended, dimerized Su−Schrieffer−Heeger excitonic model. Our approach enables precise control over photon-mediated interactions, allowing us to explore the emergence of topological edge states in the qubit chain. By systematically tuning structural parameters to address both coherent evolution and dissipative effects, we demonstrate that edge states remain robust and isolated from the bulk, even in the presence of long-range coupling and disorder, and preserve key topological properties despite deviations from complete chiral symmetry preservation. This work highlights the potential of inverse design in stabilizing topological excitonic states, opening new possibilities for advanced quantum technologiesWe acknowledge financial support from the Spanish Ministry of Science, Innovation and Universities through Grants PID2021-126964OB-I00, PID2021-125894NB-I00, PID2022141036NAI00 (financed by MCIN/AEI/10.13039/ 501100011033 and FSE+), RYC2021-031568-I, and CEX2018-000805-M, the European Union through ERC grant TIMELIGHT (grant agreement 101115792), and the European Union’s Horizon Europe Research and Innovation Programme through grant agreement No. 10107070
Basic education teachers' perceptions of the participation of different actors (teachers and students) involved in assessment processes
No full textEn las últimas décadas son diversas las investigaciones que ponen en valor la participación del alumnado en los procesos
de evaluación formativa, ya sea a través de la autoevaluación, la coevaluación o de la evaluación compartida. Con el fin
de analizar la percepción del profesorado sobre el grado de empleo de estas estrategias, así como qué elementos puede
influir en un mayor o menor uso de estas, la presente investigación busca: (i) conocer la percepción del profesorado de
educación básica sobre la frecuencia con la que participan diferentes agentes (profesorado y alumnado) en el proceso de
evaluación en el aula y (ii) analizar si existen diferencias en la frecuencia de uso de estas estrategias en función del
género, etapa educativa, años de experiencia docente, formación recibida en evaluación, actividades formativas
realizadas y, conocimiento del término evaluación formativa. Participaron 713 docentes de educación básica (Educación
Primaria y Educación Secundaria Obligatoria). Para la recogida de información se emplearon los ítems relativos a los
agentes implicados en el proceso de evaluación del cuestionario #EvalFormEP&ESO. Se emplearon las pruebas T- de
Student y ANOVA para comprobar las diferencias en las diferentes variables analizadas. Los resultados muestran valores
medios más altos para la heteroevaluación que para los procesos de participación del alumnado. Aparecen diferencias
estadísticamente significativas en algunos de los ítems estudiados en todas las variables analizadas, destacando las
vinculadas a la etapa educativa y la formación docente, siendo el profesorado de Educación Primaria y el más formado el
que dice implicar con mayor frecuencia al alumnado en la evaluaciónIn recent decades, there have been several investigations that value student participation in formative assessment
processes, either through self-assessment, co-assessment or shared assessment. In order to analyze the teachers'
perception of the frequency of use of these strategies as well as the elements that may influence a greater or lesser use
of these strategies, this research seeks: (i) to know the perception of basic education teachers on the frequency with which
different actors (teachers and students) participate in the assessment process in the classroom and (ii) to analyze if there
are differences in the frequency of use of these strategies according to gender, educational stage, years of teaching
experience, training received in assessment, training activities carried out and knowledge of the term formative
assessment. A total of 713 basic education (primary education and secondary school) teachers participated. The items
related to the actors involved in the assessment process of the #EvalFormEP&ESO questionnaire were used to collect
information. Student's t-tests and ANOVA were used to examine the differences in the different variables analyzed. The
results show higher mean values for heteroevaluation than for student participation processes. Statistically significant
differences appear in some of the items studied in all the variables analyzed, highlighting those related to the educational
stage and teacher training, with Primary Education teachers and those with more training being the ones who say they
involve students more frequently in assessmen
Accurate and fast thermal sensing via phase-responsive nanothermometers and neural networks
No full textAccurate, rapid, and remote temperature sensing at the nanoscale is essential for applications ranging from monitoring cellular thermodynamics to thermal management of microelectronic devices. Luminescent nanothermometers are promising candidates; however, their deployment is hindered by limited thermal sensitivity and cross-sensitivity to environmental factors that mimic temperatureinduced luminescence changes. We introduce fluorescent chromatic nanoswitchers (CNSs), comprising silica nanocapsules incorporating a fluorescent dye within a thermoresponsive matrix. The matrix undergoes a solid-to-liquid phase transition, yielding an exceptional fluorescence lifetime sensitivity of 19% °C−1 at 37 °C. Crucially, the lifetime-based thermal readout provided by CNSs is resistant to environmental interference, ensuring reliable, reproducible temperature measurements. To enhance CNS performance, we integrate artificial neural networks (ANNs) for advanced lifetime signal processing, enabling faster and robust thermal readouts. Proof-of-concept experiments show that the synergy between high-sensitivity lifetime-based nanothermometers and ANN-driven analysis paves the way for next-generation thermal sensing technologies, offering improved responsiveness, real-time capabilities, and enhanced accuracyThis work was financed by Grant PID2023-146775OB-I00 (INCLINA) funded by MCIN/AEI/10.13039/501100011033, by Grant PID2022-142410NA-I00 (NAMASTEPS) funded by MCIN/AEI/10.13039/501100011033, by the Instituto de Salud Carlos III (PI24/01535), and by the Comunidad Autónoma de Madrid (S2022/BMD-7403 RENIM-CM) and co-financed by the European structural and investment fund. Funded by the European Union (ERC, MAtCHLESS, 101162875). Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Research Council. Neither the European Union nor the granting authority can be held responsible for the
Analysis of inclusive educational strategies in bilingual contexts in the Community of Madrid
No full textEn la actualidad, el aumento de centros educativos bilingües en todas las comunidades
autónomas refleja la relevancia que nuestro país le otorga al bilingüismo especialmente en lengua inglesa.
Este fenómeno ha requerido la reconfiguración de las aulas y la implementación del Aprendizaje Integrado
de Contenidos en Lenguas Extranjeras (AICLE). Uno de los desafíos de este escenario se vincula a la
atención a las diversidades de los estudiantes mediante recursos y estrategias pedagógicas que favorezcan
su aprendizaje y participación en el aula.
El objetivo de la presente investigación es conocer las estrategias pedagógicas inclusivas implementadas
por los docentes de educación infantil y primaria de centros educativos bilingües de la Comunidad de Madrid
para atender a las diversidades de los estudiantes. Para ello, se llevó a cabo un estudio cualitativo, de corte
fenomenológico, a través de 51 entrevistas a docentes y observaciones no participantes de sesiones de clase.
Se llevó a cabo un análisis de datos progresivo haciendo uso de un sistema de categorías y subcategorías.
Los resultados se agruparon en cuatro categorías: estrategias organizativas (EOR), estrategias de enseñanza
(EEN), estrategias socio-afectivas (ESA) y estrategias de evaluación (EEV). Entre los más relevantes destacan
la importancia de los agrupamientos heterogéneos; la aplicación de metodologías activas en el aula; la
creación de espacios de comunicación e intercambio, donde se genere confianza y clima de seguridad; y el
empleo de instrumentos de evaluación diversos acordes a las necesidades y características del alumnado.
En conclusión, para crear entornos bilingües inclusivos los docentes deben poner en marcha adaptaciones
en la organización, la metodología y la evaluación. Por ello, resulta necesario que el profesorado se forme en
aspectos organizacionales, metodológicos, de evaluación y, especialmente, en aspectos de comunicación
e intercambio que fomenten el respeto y la igualdad de oportunidadesCurrently, the increase in the number of bilingual schools in all the autonomous communities
reflects the relevance that our country attaches to bilingualism, especially in English. This phenomenon has
required the reconfiguration of classrooms and the implementation of Content Integrated Learning in Foreign
Languages (CLIL). One of the challenges of this scenario is linked to the attention to students’ diversities
through resources and pedagogical strategies that favour their learning and participation in the classroom.
The aim of this research is to know the inclusive pedagogical strategies implemented by early childhood
and primary school teachers in bilingual schools in the Community of Madrid to address the diversities of
students. For this purpose, a qualitative, phenomenological study was carried out through 51 interviews with
teachers and participant observations of classroom sessions. A progressive data analysis was carried out
using a system of categories and subcategories. The results were grouped into four categories: organizational
strategies (EOR), teaching strategies (EEN), socio-affective strategies (ESA) and evaluation strategies
(EEV). Among the most relevant are the importance of heterogeneous groupings; the application of active
methodologies in the classroom; the creation of spaces for communication and exchange, where trust and
a climate of security are generated; and the use of diverse evaluation instruments in accordance with the
needs and characteristics of the students. In conclusion, in order to create inclusive bilingual environments,
teachers must take into account the needs of students with adaptations in classroom organization, grouping
and methodology. Therefore, it is necessary for teachers to be trained in organizational, methodological and assessment aspects and, especially, in communication and exchange aspects that promote respect and equal opportunitie
Automated end-to-end testing for conversational agents
No full textThe advances in generative artificial intelligence, especially Large Language Models (LLMs), have prompted the proliferation of conversational agents (or chatbots). These can be general-purpose – like ChatGPT – or tailored to specific tasks – like buying tickets or obtaining customer support. Although chatbots play a significant role in today’s software ecosystem, they are hard to test: defining meaningful, thorough tests is time-consuming, and setting an oracle flexible to conversational variations is challenging. This is aggravated when testing LLM-based chatbots, as their conversation is natural but unpredictable. To alleviate this problem, we present an end-to-end testing approach for conversational agents, comprising two components. First, a highly customisable user simulator that generates meaningful conversations with a chatbot under test, for the given goals (e.g., setting an appointment) and communication styles (e.g., long/short phrases, spelling mistakes). Second, a domain-specific language to specify and check correctness conditions (assertions and metamorphic relations) on the generated conversations. The conditions can assess functional correctness (e.g., booking more tickets costs more) and interaction styles (e.g., the chatbot responds in English and does not deviate from certain topics). This paper describes the approach, an implementation enabling chatbots’ testing independently of their technology, and an evaluation of its effectiveness in finding defects. We tested our tool on chatbots with artificially injected errors, and on third-party, real-world chatbots. Our tool detected between 81.25% and 100% of the injected errors, and identified actual functional issues in the real-world chatbots by applying manually defined correctness rulesWork funded by the Spanish MICINN (projects TED2021129381B-C21, TED2021-129381B-C22, PID2024-155231OB-I00, PID2021-122270OB-I00, and RED2022-134647-T). We would like to thank the reviewers for their useful comments, which served to improve previous versions of the pap