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The influence on the anticorrosion properties of three different pretreatments applied on steel panels, before being powder-paint coated, is investigated both by conventional tests (cross cut, impact resistance, and neutral salt spray tests) and electrochemical tests (electrochemical impedance spectroscopy (EIS) and accelerated cyclic electrochemical technique (ACET)). Amorphous phosphate, microcrystalline phosphate, and a sol-gel, based on 3-aminopropyltriethoxysilane (APTES), were the different pretreatments that were analyzed. All of them were compared with a non-pretreated coated carbon steel panel. The microcrystalline phosphate, followed by the sol-gel surface treatments, showed the best system properties. These good results are attributed to PO À3 4 ions available at the interface, and to covalent bonds generated by the silicon network and the substrate surface, respectively. K E Y W O R D Samorphous phosphate, corrosion tests, microcrystalline phosphate, powder coating, sol-gel

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Advanced antibacterial biomaterials can help reduce the severe consequences of infections. Using copper compounds is an excellent option to achieve this goal; they offer a combination of regenerative and antimicrobial...

The current labour context is increasingly changing, driven by the continuous blooming of technological changes. So, the integration of recent graduates to the labour market, as new professionals, demand the acquisition of not only each field's specific Hard Skills, but also generic, transversal Soft Skills which might facilitate the adaptation of these professionals to future contexts, while enabling them to develop their work career in a responsible way, as well as increasing their entrepreneurial spirit. These abilities are especially relevant in the field of design engineering, as the idiosyncrasy of the discipline leads their practitioners to offering solutions to diverse problems society and users have. So their professional development is inextricably linked to social changes and society evolution. In this way, in the "Sustainable Development Goal 4, Education 2030" (SDG4-Education 2030), regarding targets and commitments, the UNESCO defines the needs to emphasize the development of high-level cognitive and non-cognitive/transferable skills, such as problem solving, critical thinking, creativity, teamwork, communication skills or conflicts resolution, which can be applied across a wide range of occupational fields.