We analyze two conditionally solvable quantum-mechanical models: a one-dimensional sextic oscillator and a perturbed Coulomb problem. Both lead to a three-term recurrence relation for the expansion coefficients. We show diagrams of the distribution of their exact eigenvalues with the addition of accurate ones from variational calculations. We discuss the sym-* e-mail:

Summary.A female patient with delayed haemolytic transfusion reaction due to anti-M antibody is described. Diagnosis was based on laboratory evidence of haemolysis and on characteristic serological findings. Anti-M was detected in the recipient's serum 7 d after the last transfusion episode. This alloantibody had not been present in the pretransfusion serum. In addition, the direct antiglobulin test was positive on post-transfusion testing and the implicated antibody was eluted from post-transfused red cells.Delayed haemolytic transfusion reactions have long been recognized as a potencial hazard of transfusion therapy, but such cases due to anti-M are extremely rare.

This article presents an exemplary case-study that investigates the impact of a socioculturally based formative model in a pre-service teacher education program. From a sociocultural perspective, teachers' development involves a dynamic and social process of meaning mediation, where their beliefs or initial representations are to be confronted with the scientific concepts underlying good teaching practices (Esteve, 2018; Johnson, 2009). As a result of that confrontation, the initial pre-understandings should be reshaped and reconceptualized. The case-study presented is framed within an undergraduate subject that seeks to help pre-service teachers reconceptualize their understanding of 'assessment' through a formative model blending Vygotsky's double stimulation strategy with Gal'perin's Concept-Based Instruction (CBI) (Esteve et al., 2017; Esteve, 2018). This model entails activities of conceptual manipulation triggered by both reflective tasks and instruments, such as the Visual Reflective Diary (VRD), an instrument for pre-service teachers to ongoingly engage in dialogical thinking. Data from a single Visual Reflectice Diary (VRD) has been considered along with Negueruela's semiogenetic analysis (2011, 2013) conveniently adapted and implemented. The results of analysing this VRD support the evidence that the socioculturally-based formative process developed does contribute to expanding preservice teachers' pre-understandings of 'assessment', as an intrapersonally and interpersonally based, cognitively and emotionally driven process.

We calculate accurate critical parameters for a class of non-hermitianHamiltonians by means of the diagonalization method. We study three one-dimensional models and two perturbed rigid rotors with PT symmetry. One of the latter models illustrates the necessity of a more general condition for the appearance of real eigenvalues that we also discuss here.

This paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). To this purpose, a didactic model has been developed, the so-called Integrated Plurilingual Approach, which is to serve as a comprehensible scientific orienting basis for helping teachers to move informedly towards plurilingual education. Furthermore, the resulting formative intervention is based on a sociocultural perspective of teacher development and is carried out through external dialogic mediation (Johnson, 2009). Accordingly, teachers participating in the project find their own conceptions about additional language teaching confronted with the scientific concepts of the new model. As a result, they engage in a reconceptualization process that empowers them to transform their teaching practice, as significantly supported by the data of an exemplary analysis.

This paper presents a study of correlations between the performance of trainee translators, according to their teacher's assessment, and the quality of their selfevaluation, according to their answers to metacognitive questionnaires. Two casestudies of two consecutive editions of a course in general translation from German into Spanish are dealt with. The course involved the use of post-translation metacognitive questionnaires designed to help trainees to evaluate their translating. A selection of the questionnaires (from the strongest and the weakest performances by students for each course edition) is considered. The study focuses on one item in these questionnaires that has to do with identifying translation problems and justifying their solutions. An interpretive analysis of the trainees' answers for this questionnaire item reveals that the best-performing students were more strategically and translationally aware in selfevaluating their own translating. Our conclusions are based on considering six parameters from the analysis of the trainees' answers, which are tentatively regarded as indicative of the quality of their self-evaluation.

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