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From conceptual foundations to enacted PCK: a mixed-methods study with primary teachers teaching the human body
(Routledge, 2026-09-21) Santibáñez, David; Lederman, Judith; Vega, Alejandro; Adsuar, José
Pedagogical Content Knowledge (PCK) represents a core component of teachers' professional knowledge and one of the strongest predictors of effective science instruction. This study examines how teachers' Conceptual Knowledge (CK) relates to both their personal and enacted PCK among 13 in-service primary school teachers teaching the human body. An explanatory sequential mixed-methods design was employed, combining a CK test, an analytic PCK rubric, and pre- and post-lesson interviews supported by classroom video recordings. Results revealed a low correlation between CK and PCK, suggesting that they are distinct yet interrelated constructs. However, a functional conceptual threshold was identified, beyond which teachers were able to enact more coherent and scientifically grounded PCK. The qualitative analysis uncovered different patterns of CK-PCK articulation, ranging from routine-based strategies to reflective practices aimed at promoting students' conceptual understanding. These findings reinforce that PCK develops not only through disciplinary mastery but also through sustained reflection and engagement in authentic teaching contexts. Implications are discussed for both preservice and in-service teacher education, highlighting the importance of integrating content learning with didactic analysis experiences that support the development and enactment of PCK across scientific topics and classroom situations. teaching contexts. Implications are discussed for both preservice and in-service teacher education, highlighting the importance of integrating content learning with didactic analysis experiences that support the development and enactment of PCK across scientific topics and classroom situations.
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Sustainable mitigation of acrylamide formation during Maillard reaction using grape pomace extracts obtained by green pressurized liquid extraction
(Royal Society of Chemistry, 2026-09-07) Patiño-Arias, Lina Paola; Rajchman, Mikaela; Montero, Lidia; Herrero, Miguel; Mariotti-Celis, María Salomé; Henriquez-Aedo, Karem; Aranda, Mario
Acrylamide (AA) is a food neo-contaminant classified as a probable human carcinogen formed during the Maillard reaction. Natural (poly)phenolic extracts have emerged as promising mitigation strategies to inhibit AA formation. In this study, pressurized liquid extraction (PLE) conditions were optimized to obtain grape pomace extracts with maximum AA mitigation. Temperature (50–180 °C) and ethanol percentage (0–100% v/v) were optimized using a central composite design, finding an optimal response at 180 °C and 21% ethanol, with which AA formation was decreased by 33.36 ± 3.31% in the asparagine–glucose (ASN–GLC) model that emulates the Maillard reaction. This extract (0.1–0.8%) was also assayed in a bread model, reducing AA formation by 41.25 ± 9.36% when used at 0.4% w/w. Epicatechin, gallic acid, and catechin were the predominant (poly)phenols, and their individual effect on AA formation showed reductions from 35.46 ± 1.30% to 42.83 ± 10.94% in the ASN–GLC model. These findings confirm that PLE grape pomace extracts can successfully mitigate AA formation mainly through catechin, epicatechin, and gallic acid.
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Service logic and value co-creation reconsidered: the service method and its theoretical implications for service science, management and praxis.
(Inderscience Enterprises Ltd., 2026-09-28) Yanine, Fernando
The paper presents a critical advancement in services’ science and management, addressing gaps in the existing literature on service logic, value co-creation, and introducing the service method and its pivotal role. It emphasises service as a reciprocal exchange of value, reliant on coordinated actions by providers and clients. While current discourse acknowledges client participation, it overlooks the mechanics of engagement and guiding service processes. Through qualitative inquiry, the paper asserts that service involves orchestrated value exchange managed by specific process architectures within organisations. Employing a systemic perspective, it identifies a gap in conventional understanding and advocates updates to address it. Drawing from systems engineering and sustainable marketing, it introduces the service method as an analogue to the scientific method. Highlighting its teleological and ontological implications, the paper calls for an ex-ante analysis to enrich service science, positioning the service method as essential for enhancing engagement, value co-creation, and practical applications. El artículo presenta un avance fundamental en la ciencia y la gestión de los servicios, abordando las lagunas existentes en la bibliografía sobre la lógica del servicio y la cocreación de valor, e introduciendo el «método del servicio» y su papel fundamental. Hace hincapié en el servicio como un intercambio recíproco de valor, que depende de las acciones coordinadas de los proveedores y los clientes. Si bien el discurso actual reconoce la participación del cliente, pasa por alto los mecanismos de implicación y los procesos que guían el servicio. Mediante una investigación cualitativa, el artículo sostiene que el servicio implica un intercambio de valor orquestado y gestionado por arquitecturas de procesos específicas dentro de las organizaciones. Desde una perspectiva sistémica, identifica una laguna en la concepción convencional y aboga por actualizaciones para subsanarla. Basándose en la ingeniería de sistemas y el marketing sostenible, presenta el método del servicio como un análogo del método científico. Destacando sus implicaciones teleológicas y ontológicas, el artículo aboga por un análisis ex ante para enriquecer la ciencia de los servicios, posicionando el método del servicio como esencial para mejorar la implicación, la cocreación de valor y las aplicaciones prácticas
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A copper-deficient diet increases the development of hepatic steatosis, oxidative stress, and mitochondrial dysfunction in mice fed a high-fat diet
(Springer Nature, 2026-09-16) Castro-Cisterna Silvia; Espinosa Alejandra; Valenzuela Rodrigo; Farias Camila; Carriel-Nesvara Alfonso; Castro-Sepulveda Mauricio; Arredondo-Olguín Miguel
Metabolic and steatotic liver disease (MASLD) is the most prevalent chronic liver disease worldwide and is strongly associated with obesity, insulin resistance, oxidative stress, and mitochondrial dysfunction. Copper, an essential cofactor for enzymes involved in antioxidant defense and mitochondrial oxidative phosphorylation, is frequently depleted in patients with MASLD. Therefore, copper deficiency could exacerbate oxidative stress, inflammation, mitochondrial dysfunction, and hepatocellular damage. The objective of this study was to investigate the impact of dietary copper deficiency on oxidative stress, the inflammatory response, mitochondrial dysfunction, and histopathological changes in mice fed a high-fat diet. Thirty-two male C57BL/6j mice were assigned to four experimental groups: control diet [CD(CU +)], copper-deficient control diet [CD(CU-)], high-fat diet [HFD(CU +)], and copper-deficient high-fat diet [HFD(CU-)] for 12 weeks. Biochemical, histological, inflammatory, oxidative, and mitochondrial parameters were evaluated. Mice in the [HFD(CU-)] group exhibited greater dyslipidemia, elevated transaminases, increased hepatic lipid accumulation, and increased oxidative stress (decreased SOD1 activity, increased TBARS and carbonylated proteins, and decreased reduced GSH), as well as higher levels of proinflammatory cytokines (TNF-α and IL-1β) compared to the [HFD(CU +)] group. Furthermore, the [HFD(CU-)] animals exhibited mitochondrial dysfunction characterized by decreased citrate synthase and complex IV activity and lower PGC1α expression. Histological analysis showed macrovesicular lipid accumulation in 32.8 % of hepatocytes in [HFD(CU-)] mice. Dietary copper restriction (0.66 mg Cu/kg) combined with a high-fat diet decreased SOD1 activity, depleted hepatic GSH, inhibited mitochondrial Complex IV, and increased plasma TNF-α and IL-1β.
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Variant Anatomy Literacy as a Patient-Safety Competency in Surgical Training: A Title-Informed Conceptual Review and Competency Framework
(Wiley Periodicals LLC, 2026-06-25) Sanchis-Gimeno, Juan A.; Zuld, Andreea-Bianca; Orellana-Donoso, Mathias; Valenzuela-Fuenzalida, Juan José; Granite, Guinevere
Surgical safety depends on recognition of patient-specific anatomy when encountered structures depart from population norms. Knowledge of anatomical variations is often treated as supplemental rather than as a safety-relevant necessity. This article aims to translate a title-informed map of literature on anatomical variation, surgical education, and patient safety into a practical competency framework for surgical training. A targeted, title-informed conceptual review was conducted in March 2026. PubMed was searched using anatomical-variation terms combined with surgery, education, patient safety, curriculum, assessment, simulation, reporting, and competency terms. PubMed Central, publisher pages, DOI landing pages, and cross-indexed scholarly sources were used for retrieval and verification. Titles and formal source descriptions were screened for signals linking anatomical variation with clinical risk, surgical error, curriculum, assessment, terminology, reporting, visualization, simulation, patient safety, or competency-based education. This method was designed for conceptual synthesis rather than prevalence estimation, effect-size analysis, or a complete evidence map. Six recurrent framings were identified: anatomical variation as a clinical hazard, curriculum and assessment gap, terminology and reporting problem, visualization and simulation challenge, team-communication and systems issue, and competency-based training target. These framings support defining variant anatomy literacy as the capability to anticipate, identify, interpret, adapt to, communicate, document and learn from clinically consequential anatomical variation before, during and after operative care. Surgical curricula should move beyond recall of rare variants and assess observable safety behavior under anatomical uncertainty. Practical implementation can integrate patient-specific imaging, donor contrast, simulation, operative observation, briefing and debriefing, operative-note audit, and morbidity-and-mortality learning.Surgical safety depends on recognition of patient-specific anatomy when encountered structures depart from population norms. Knowledge of anatomical variations is often treated as supplemental rather than as a safety-relevant necessity. This article aims to translate a title-informed map of literature on anatomical variation, surgical education, and patient safety into a practical competency framework for surgical training. A targeted, title-informed conceptual review was conducted in March 2026. PubMed was searched using anatomical-variation terms combined with surgery, education, patient safety, curriculum, assessment, simulation, reporting, and competency terms. PubMed Central, publisher pages, DOI landing pages, and cross-indexed scholarly sources were used for retrieval and verification. Titles and formal source descriptions were screened for signals linking anatomical variation with clinical risk, surgical error, curriculum, assessment, terminology, reporting, visualization, simulation, patient safety, or competency-based education. This method was designed for conceptual synthesis rather than prevalence estimation, effect-size analysis, or a complete evidence map. Six recurrent framings were identified: anatomical variation as a clinical hazard, curriculum and assessment gap, terminology and reporting problem, visualization and simulation challenge, team-communication and systems issue, and competency-based training target. These framings support defining variant anatomy literacy as the capability to anticipate, identify, interpret, adapt to, communicate, document and learn from clinically consequential anatomical variation before, during and after operative care. Surgical curricula should move beyond recall of rare variants and assess observable safety behavior under anatomical uncertainty. Practical implementation can integrate patient-specific imaging, donor contrast, simulation, operative observation, briefing and debriefing, operative-note audit, and morbidity-and-mortality learning.