Iron deficiency is the most prevalent micronutrient deficiency worldwide. In spite of the crucial role of hepatocyte divalent metal transporter 1 (DMT1) and hepcidin in Fe metabolism, to date, no studies have directly tested the role of these proteins in liver Fe metabolism during Fe repletion after induced Fe-deficiency anemia. Therefore, the aim of the current study was to assess the effect of goat or cow milk-based diets on Fe metabolism in one of the main body storage organs, the liver, during the course of Fe repletion with goat or cow milk-based diets in anemic rats. Animals were placed on a preexperimental period of 40 d, a control group receiving a normal-Fe diet and the Fe-deficient group receiving a low-Fe diet (5 mg of Fe/kg of diet). Rats were fed for 30 d with goat or cow milk-based diets with normal Fe content (45 mg of Fe/kg of diet). The hematological parameters, serum hepcidin, hepatosomatic index, liver Fe content, and liver DMT1 expression were determined. During the recovery of the anemia with milk-based diets, the restoration of liver Fe content and hematological parameters, especially with goat milk, increased the red blood cell count, favoring the oxygen supply and weight gain. Moreover, goat milk consumption potentiates liver DMT1 expression, enhancing Fe metabolism and storage. In addition, the increase in serum hepcidin in anemic rats observed in the current study also explains and supports the higher liver Fe content after supplying goat milk, because it blocks the liberation of Fe from hepatocytes, increasing its storage in liver.

This research aims at identifying and describing the construct "educational success" of senior preservice English foreign language teachers in the degree of Primary Education at the University of Granada while doing their school practices. In order to fulfil the objective, we have applied, and adapted to our setting, the instrument circle of school life (López & Valls, 2013) on 88 future language teachers. The focus of our study is centred on the connections between the dependent variable (educational success) and the independent variables (gender, birthplace, parents' profession, area and kind of school and motivations towards the degree). In general terms, mean data out of the 12 items gathered in the instrument highlight that the relationships with students (children) and colleagues are pivotal. Nevertheless, our data reflect a lack of teacher training in leadership. In specific terms, the results point out

In as much as teaching is one of the most stressful professions, it was not long until the first studies addressing teacher burnout appeared, particularly so in the 1980s, when the work on burnout entered an empirical period.

This article presents the results of a research study conducted with college students at a University in Colombia that offers an online program of English as a Foreign Language. The goal of this study was to understand the students’ perceptions. It mainly responded to the following research questions: Why do these students participate in an EFL online program? What are their perspectives about the methodology used in the virtual environment to learn a second language? What are their perspectives about the environmental factors involved in the learning process? And how are technical factors influencing the online learning process? This study used a qualitative research method. A questionnaire-based survey method was used for data collection. The population participating in this research was selected randomly, and the participants were promised anonymity prior to the completion of the questionnaire. It was found that online students master technology while learning in a virtual environment. In addition, students perceived that, with the activities promoted in the e-learning environments, they increased their vocabulary skills. Also their grammar and reading skills tended to improve considerably. However, students perceived that the interaction between them and their instructors should increase, so they would have the possibility of answering their questions and strengthening their speaking and writing skills.

Tras investigar sobre la literatura referente al bienestar y comprender los orígenes del crecimiento humano y las emociones de los docentes de lenguas en formación, hemos elaborado un estudio comparativo-causal con estudiantes del Grado en Educación Primaria de la Universidad de Granada. Los objetivos de nuestra investigación pretenden identificar las creencias que tiene este estudiantado acerca de su formación inicial en lenguas extranjeras en base a los siguientes factores (variables dependientes): inteligencia emocional; angustia docente; malestar docente; éxito en la vida escolar y; apoyos percibidos por familiares, amigos y la sociedad. Asimismo, nuestro propósito se centra en comprender si las variables atributivas (variables independientes) –tales como género, lugar de nacimiento, profesión de los padres, etc.– son estadísticamente significativas cuando se cruzan con las variables dependientes. Como resultado principal obtenemos que los estudiantes que deciden inscribirse en el grado con una motivación vocacional se sienten apoyados en sus entornos sociales. Sin embargo, aquellas y aquellos estudiantes con una motivación funcional no perciben apoyos por lo que es más probable que abandonen la profesión de forma temprana. Igualmente, las respuestas otorgadas por nuestra cohorte arrojan luz sobre las modificaciones que necesitan aplicar los sistemas de educación superior con el fin de mejorar la calidad de la praxis docente durante el periodo de prácticas externas, el cual va a moldear su rol como futuras y futuros docentes de lenguas.