We have investigated the gas phase (P = atm; T = K) hydrogenation of (tertiary alkynol) 2methyl-3-butyn-2-ol (MBY) and (secondary) 3-butyn-2-ol (BY) over a series of carbon (C), nonreducible (Al 2 O 3 and MgO) and reducible (CeO 2 and ZnO) supported mono-(Pd (0.6-1.2% wt.) and Zn (1% wt.)) and bi-metallic Pd-Zn (Pd:Zn mol ratio = 95:5, 70:30 and 30:70) catalysts synthesised by deposition-precipitation and colloidal deposition. The catalysts have been characterised by H 2 chemisorption, hydrogen temperature-programmed desorption (H 2 -TPD), specific surface area (SSA), X-ray photoelectron spectroscopy (XPS) and transmission (TEM) and scanning transmission electron microscopy (STEM) analyses. Reaction over these catalysts generated the target alkenol (2-methyl-3-buten-2-ol (MBE) and 3-buten-2-ol (BE)) through partial hydrogenation and alkanol (2-methyl-butan-2-ol (MBA) and 2-butanol (BA))/ketone (2butanone (BONE)) as a result of full hydrogenation and double bond migration. The catalysts exhibit a similar Pd nanoparticle size (2.7 ± 0.3 nm) but modified electronic character (based on XPS). Hydrogenation activity is linked to surface hydrogen (from H 2 chemisorption and H 2 -TPD). An increase in H 2 :Alkynol (from 1→10) results in enhanced alkynol consumption with greater rate in the transformation of MBY (vs. BY); H 2 :Alkynol had negligible effect on product distribution. Reaction selectivity is insensitive to Pd site electron density with a similar response (S MBE = 65 ± 9% and S BE = 70 ± 8%) over Pd δ-(on Al 2 O 3 and MgO) and Pd δ+ (on C and CeO 2 ).

Alkenols are commercially important chemicals employed in the pharmaceutical and agro-food industries. The conventional production route via liquid phase (batch) alkynol hydrogenation suffers from the requirement for separation/purification unit operations to extract the target product. We have examined, for the first time, the continuous gas phase hydrogenation (P = 1 atm; T = 373 K) of primary (3-butyn-1-ol), secondary (3-butyn-2-ol) and tertiary (2-methyl-3-butyn-2-ol) C4 alkynols using a 1.2% wt. Pd/Al2O3 catalyst. Post-TPR, the catalyst exhibited a narrow distribution of Pdδ- (based on XPS) nanoparticles in the size range 1-6 nm (mean size = 3 nm from STEM). Hydrogenation of the primary and secondary alkynols was observed to occur in a stepwise fashion (-C≡C- → -C=C- → -C-C-) while alkanol formation via direct -C≡C- → -C-C- bond transformation was in evidence in the conversion of 2-methyl-3-butyn-2-ol. Ketone formation via double bond migration was promoted to a greater extent in the transformation of secondary (vs. primary) alkynol. Hydrogenation rate increased in the order primary < secondary < tertiary. The selectivity and reactivity trends are accounted for in terms of electronic effects.

Disinformation is a serious problem for democratic systems in open societies. It is a global phenomenon that must be studied from different approaches and the educational dimension is one of the most relevant. It is necessary to know what educational models have been developed to empower citizens against disinformation. A systematic review of the literature (2011-2020), following the PRISMA protocol, was carried out by analyzing articles (n=76) extracted from three databases (Wos, Scopus and ERIC). Reference management and text mining software was used to data analyse. Eight research questions were answered on the conceptual framework, bibliometrics characteristics and pedagogical dimension. From the results of the content analysis emerges a vision of the role of multiliteracies in educational research and the problem of disinformation: media and information literacies are the most relevant and news and data literacies are incorporated. The need to adopt interdisciplinary approaches is confirmed. From the results of the educational dimension, three pedagogical approaches are identified: strategies for competencies development; focused on content and education for citizenship. Workshops and lesson plans are the most common teaching practices. The development of critical thinking, experiences in the co-construction of knowledge, and the values of civic education are fundamental against disinformation. El problema de la desinformación es una amenaza para los sistemas democráticos. Es un fenómeno global que debe ser abordado desde múltiples perspectivas, siendo la pedagógica una de las más relevantes y, por ello, es necesario conocer qué modelos didácticos se han desarrollado para empoderar a la ciudadanía ante la desinformación. Se llevó a cabo una revisión sistemática de la literatura (2011-2020) bajo el protocolo PRISMA y se analizaron artículos de investigación (n=76) extraídos de tres bases de datos (Wos, Scopus y ERIC). El análisis fue realizado con apoyo de gestores bibliográficos y de minería de textos. Se da respuesta a ocho preguntas de investigación sobre el marco conceptual, las características documentales y la dimensión pedagógica. El análisis documental ofrece una visión del papel de las alfabetizaciones múltiples en la investigación educativa sobre el fenómeno de la desinformación, destacando la relevancia de la «alfabetización mediática» y la «informacional», así como la emergencia de la «alfabetización en noticias» y en «datos». Se evidencia la necesidad de adoptar enfoques interdisciplinares. Con relación a los resultados educativos, se identifican tres enfoques pedagógicos: estrategias competenciales, centrado en contenidos y educación para la ciudadanía. Las prácticas de enseñanza más frecuentes son la realización de talleres y el diseño de programaciones didácticas. El desarrollo del pensamiento crítico, las experiencias en co-construcción de conocimientos y los valores de la educación cívica son fundamentales contra la desinformación.

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.

The continuous gas-phase (P = 1 atm; T = 373 K) hydrogenation of 3butyn-2-ol has been investigated over Pd/Al 2 O 3 and Ni/Al 2 O 3 prepared by incipient wetness impregnation and Pd−Ni/Al 2 O 3 (Pd/Ni mol ratio = 1:1) synthesized by coimpregnation. A physical mixture (Pd/Al 2 O 3 + Ni/Al 2 O 3 ; Pd/Ni = 1:1) is also considered for comparison purposes. H 2 temperature-programmed reduction (TPR) results are consistent with a lower temperature requirement for the reduction of palladium and nickel in the bimetallic catalyst relative to the monometallic counterparts. The Pd/Al 2 O 3 catalyst exhibits a narrow metal particle size distribution (mean = 20 nm) while Ni/Al 2 O 3 and Pd−Ni/Al 2 O 3 bore larger particles (mean = 28 ± 2 nm). TEM−EDX, XRD, and XPS measurements are consistent with a palladium surface-enriched Pd−Ni bimetallic phase. Ni/Al 2 O 3 promoted exclusive −CC− group hydrogenation to generate 3-buten-2-ol (partial reduction) and 2-butanol (complete reduction). Pd/Al 2 O 3 exhibited a greater H 2 uptake and delivered a higher 3-butyn-2-ol transformation rate, yielding 3-buten-2-ol, 2-butanol, and 2-butanone through hydrogenation and double bond migration. An equivalent H 2 uptake, rate, and product distribution were delivered by Pd/Al 2 O 3 and the Pd/Al 2 O 3 + Ni/Al 2 O 3 system, where the catalytic response was controlled by the palladium component. In contrast, we recorded a higher hydrogen chemisorption on Pd−Ni/Al 2 O 3 (vs Pd/Al 2 O 3 ) and catalytic activity with an enhanced selectivity to 3-buten-2-ol (up to 95%). We linked the distinct response over Pd−Ni/Al 2 O 3 to the formation of bimetallic Pd−Ni as proven by TPR, XRD, TEM−EDX, and XPS analyses. A parallel/stepwise kinetic model has been used to quantify the catalytic hydrogenation response.