Eryngium viviparum (Apiaceae) is an endangered aquatic plant, listed as threatened in several European documents. The genotypes are distributed patchily in various wetlands in the north-west of Spain and one is located in north-west France. The study of the genetic diversity of a small population of a rare species is important for conservation and studies aimed at recovery programmes. Random amplified polymorphic DNA (RAPD) markers were used to assess the genetic diversity among five Spanish and one French genotype. This technique has contributed to the knowledge of the genetic diversity in E. viviparum, showing a greater genetic distance between the Spanish cluster formed by S1, S4 than the second cluster formed by S2, S3, S5 and the French genotype. Mantel testing did not show a significant correlation between genetic and geographical distances, but a significant correlation was found between altitude, habitat and genetic distance. The French genotype showed the highest level of polymorphism (28.16) and the highest percentage of exclusive markers (32%). One of these was isolated, purified, cloned and sequenced, revealing a high homology to a protein mainly expressed in roots. This could represent, for the F genotype, an adaptation to a specific habitat near the sea compared with the Spanish genotypes which grow inland.

RESUMENEste estudio presenta los resultados de la implantación del método del aprendizaje basado en proyectos (ABP) y del proceso de construcción del conocimiento en un contexto auténtico con alumnos de 4º curso de Pedagogía en la Universidad de Sevilla.Palabras clave: Aprendizaje basado en proyectos, aprendizaje universitario, actividades auténticas, construcción de conocimiento, ambientes de aprendizaje online ABSTRACTThe purpose is to share our experience using a project-based learning method within an authentic context with fourth-level undergraduate students at the Faculty of Science of Education at the University of Seville (Spain). We intended to study how the implantation of this method and knowledge building processes are delivered. We focused on knowing the results of this process in the students' own opinions. Research techniques were content analysis for open-ended survey questions, and SPSS contingency tables for closed-ended questions. Conclusions contribute to our knowledge of the advantages and problems of implanting this methodology to support the knowledge building processes.

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The design of efficient Common Radio Resources Management (CRRM) techniques is a crucial aspect to enable the foreseen coexistence and cooperation of heterogeneous Radio Access Technologies in Beyond 3G wireless networks. In this context, this paper proposes a set of CRRM strategies designed to satisfy multimedia users with diverse QoS requirements while efficiently using the radio resources.

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