Endophytic insect pathogenic fungi have a multifunctional lifestyle; in addition to its well-known function as biocontrol agents, it may also help plants respond to other biotic and abiotic stresses, such as iron (Fe) deficiency. This study explores M. brunneum EAMa 01/58-Su strain attributes for Fe acquisition. Firstly, direct attributes include siderophore exudation (in vitro assay) and Fe content in shoots and in the substrate (in vivo assay) were evaluated for three strains of Beauveria bassiana and Metarhizium bruneum. The M. brunneum EAMa 01/58-Su strain showed a great ability to exudate iron siderophores (58.4% surface siderophores exudation) and provided higher Fe content in both dry matter and substrate compared to the control and was therefore selected for further research to unravel the possible induction of Fe deficiency responses, Ferric Reductase Activity (FRA), and relative expression of Fe acquisition genes by qRT-PCR in melon and cucumber plants.. In addition, root priming by M. brunneum EAMa 01/58-Su strain elicited Fe deficiency responses at transcriptional level. Our results show an early up-regulation (24, 48 or 72 h post inoculation) of the Fe acquisition genes FRO1, FRO2, IRT1, HA1, and FIT as well as the FRA. These results highlight the mechanisms involved in the Fe acquisition as mediated by IPF M. brunneum EAMa 01/58-Su strain.

Entomopathogenic fungi are multipurpose microorganisms with direct and indirect effects on insect pests. Also, EPF provide multiple benefits to plants by solubilizing minerals and facilitating nutrient acquisition.

Endophytic insect pathogenic fungi have a multifunctional lifestyle; in addition to its well-known function as biocontrol agents, it may also help plants respond to other biotic and abiotic stresses, such as iron (Fe) deficiency. This study explores M. brunneum EAMa 01/58-Su strain attributes for Fe acquisition. Firstly, direct attributes include siderophore exudation (in vitro assay) and Fe content in shoots and in the substrate (in vivo assay) were evaluated for three strains of Beauveria bassiana and Metarhizium bruneum. The M. brunneum EAMa 01/58-Su strain showed a great ability to exudate iron siderophores (58.4% surface siderophores exudation) and provided higher Fe content in both dry matter and substrate compared to the control and was therefore selected for further research to unravel the possible induction of Fe deficiency responses, Ferric Reductase Activity (FRA), and relative expression of Fe acquisition genes by qRT-PCR in melon and cucumber plants.. In addi-tion, root priming by M. brunneum EAMa 01/58-Su strain elicited Fe deficiency responses at transcriptional level. Our results show an early up-regulation (24, 48 or 72 h post inoculation) of the Fe acquisition genes FRO1, FRO2, IRT1, HA1, and FIT as well as the FRA. These results highlight the mechanisms involved in the Fe acquisition as mediated by IPF M. brunneum EAMa 01/58-Su strain.

In this article a work appears on the coordination and systematization of cooperative learning in the first year of the Degrees in Primary Education and Early Childhood Education. The students' learning process and university teachers? professional development have been taken into account. Because of the importance of cooperative learning skills, different subjects of both Degrees have been involved in this work.Keywords: cooperative learning; skills; university teaching; Degrees in Education. ResumenEn este artículo reflejamos un trabajo de coordinación y sistematización en torno al aprendizaje cooperativo en las aulas del primer curso de los Grados en Educación Primaria y en Educación Infantil. Hemos considerado tanto el ámbito del aprendizaje y la enseñanza del alumnado como también el desarrollo profesional del profesorado universitario. Hemos realizado un trabajo en el que han estado inmersas diversas asignaturas de ambas titulaciones, dada la importancia que, desde nuestro punto de vista, tiene el desarrollo de las competencias subyacentes al trabajo colaborativo para el alumnado universitario.Palabras clave: Aprendizaje cooperativo; Competencias; Enseñanza universitaria; Grados en Educación. (máx. 5)1. INTRODUCCIÓN La puesta en marcha del Espacio Europeo de Educación Superior ha supuesto un interés cada vez mayor por la introducción de nuevas metodologías docentes acordes con la filosofía que hemos seguido en la realización de esta propuesta de innovación educativa. En este sentido, la definición de las competencias que deben alcanzarse al término de las distintas titulaciones se ha convertido en un elemento central en los distintos niveles de planificación de las materias: planes de estudios o guías didácticas. Aun así, transcurridos ya unos años desde la implantación de las nuevas titulaciones, la puesta en práctica de las competencias en el aula universitaria sigue siendo una de las principales preocupaciones de los equipos docentes.El trabajo que aquí se presenta responde a un convencimiento por parte del grupo de profesorado que ha participado activamente en él, de la importancia que el desarrollo de las competencias subyacentes al trabajo colaborativo tiene para el alumnado universitario. Para ello hemos formado un grupo que ha contado con profesorado novel y tutoras de diversas áreas de conocimiento, lo que sin duda ha sido un enriquecimiento para el desarrollo del mismo.Entre las competencias que aparecen en las directrices oficiales sobre la formación universitaria del profesorado son varias las que inciden claramente en la importancia de que el futuro o futura graduada en Educación Primaria o Educación Infantil sea una persona capaz de formar parte de equipos de trabajo y adquiera las capacidades suficientes para realizar un trabajo colaborativo en los distintos contextos en los que desarrollará su labor profesional. Así, se señalan las competencias de "Diseñar, planificar y evaluar procesos de enseñanza y aprendizaje, tanto individualmente como en colaboración con otros docentes y profe...

Iron (Fe) is abundant in soils but with a poor availability for plants, especially in calcareous soils. To favor its acquisition, plants develop morphological and physiological responses, mainly in their roots, known as Fe deficiency responses. In dicot plants, the regulation of these responses is not totally known, but some hormones and signaling molecules, such as auxin, ethylene, glutathione (GSH), nitric oxide (NO) and S-nitrosoglutathione (GSNO), have been involved in their activation. Most of these substances, including auxin, ethylene, GSH and NO, increase their production in Fe-deficient roots while GSNO, derived from GSH and NO, decreases its content. This paradoxical result could be explained with the increased expression and activity in Fe-deficient roots of the GSNO reductase (GSNOR) enzyme, which decomposes GSNO to oxidized glutathione (GSSG) and NH3. The fact that NO content increases while GSNO decreases in Fe-deficient roots suggests that NO and GSNO do not play the same role in the regulation of Fe deficiency responses. This review is an update of the results supporting a role for NO, GSNO and GSNOR in the regulation of Fe deficiency responses. The possible roles of NO and GSNO are discussed by taking into account their mode of action through post-translational modifications, such as S-nitrosylation, and through their interactions with the hormones auxin and ethylene, directly related to the activation of morphological and physiological responses to Fe deficiency in dicot plants.