The influence of parents and teachers in the decisions made by adolescents regarding study options has not been widely documented in Spain. The main aim of this qualitative study consisted of analyzing the opinions of parents and secondary school teachers about their role in the different academic and professional choices boys and girls make. Seven focus groups (4 with 27 parents and 3 with 22 secondary school teachers) from 5 schools located in urban and rural areas of Catalonia (Spain) were carried out in order to explore how both groups perceive Information and Communication Technology (ICT) professionals, gender differences in study options and their own role in adolescents' choice of study options. Our findings show that parents and teachers hold stereotypes about ICTs and consider that gender does not condition adolescents' study choices. Both groups saw themselves as playing a secondary role in adolescents' academic and professional choices. Some gender differences among parents and teachers emerged regarding their perception of the ICT professionals and their own role and of others in shaping adolescents' study choices.The findings and their practical implications are discussed.

ABSTRACT:The effect of a time-limited access to the feeders (8 h per d from 9:30 to 17:30) on fattening performance and health status was studied in rabbits reared until 2 kg live-weight as typical in the Spanish market. For this purpose, the same diet (10.5 MJ digestible energy/kg, 38.9% neutral detergent fi bre and 18.4% crude protein on dry matter basis) was used over two consecutive trials. A total of 192 growing rabbits (96 in each trial) were weaned at 35 d and assigned to 2 different feeding treatments (continuously fed ad libitum or restricted from 35 until 49 d). In the fi rst trial, feed restriction reduced daily feed intake (94.3 vs. 74.2 g; P<0.001), daily weight gain (43.6 vs. 27.1 g; P<0.001) and impaired feed conversion rate (FCR) (2.28 vs. 2.92, P<0.001) in the fi rst 14 d after weaning. Later on, no feed restriction was applied and a compensatory growth was observed in previously restricted rabbits (44.8 vs. 54.8 g/d; P<0.001). Early restricted rabbits did not reach the Spanish commercial weight (2 kg) at 63 d of age and weighed less than full-fed rabbits (1989 vs. 1888 g; P=0.001). Moreover, feed restriction did not improve FCR in the whole fattening period (2.56 on average). The second trial was extended until 70 d to permit restricted rabbits to attain market weight. However, at that age, live weight of restricted rabbits was also lower than that of rabbits always fed ad libitum (2285 vs. 2101 g; P=0.001). In the fi rst trial, no health problem was recorded (average mortality 1.04%) whereas in the second trial feed restriction allowed both mortality (25.6 vs. 6.34%, P=0.017) and morbidity (41.4 vs. 12.7%, P=0.004) to decrease. The higher number of losses in the second trial made economic FCR differ from scientifi c FCR (3.63 vs. 2.89, on average) in the 35-70 d period. Moreover, morbidity increased heterogeneity of fattening performance. In conclusion, the interest of feed restriction in Spanish fattening rabbit farms is mitigated by the conventional market weight. Nevertheless, in a context with high rates of digestive troubles, a time-limited access to the feeder enhances health status on the farm and could justify the short delay necessary to reach slaughter weight.

This study examines Spanish secondary school teachers’ views of gender differences in academic achievement and study choices. Thirty-six secondary school teachers participated in semi-structured interviews. Most teachers acknowledged that girls had better school performance, particularly in reading comprehension. Some were also acquainted with a higher predisposition to underachieve in boys. However, the teachers used different biology-centered arguments to explain these gender disparities. For many of the participants, that girls matured earlier than their male counterparts facilitates their adaptation to school demands. Likewise, a few teachers argued that the feminization of school favors girls’ adjustment to school demands, whereas a number of them discussed that male adolescents do not consider school to be part of their gender identity. The usual attribution of intellectual abilities and effort to boys and girls was also discussed. In addition, socio-cultural and biological factors were accounted for gender differences in study choices.

HiPER is the European Project for Laser Fusion that has been able to join 26 institutions and signed under formal government agreement by 6 countries inside the ESFRI Program of the European Union (EU). The project is already extended by EU for two years more (until 2013) after its first preparatory phase from 2008. A large work has been developed in different areas to arrive to a design of repetitive operation of Laser Fusion Reactor, and decisions are envisioned in the next phase of Technology Development or Risk Reduction for Engineering or Power Plant facilities (or both). Chamber design has been very much completed for Engineering phase and starting of preliminary options for Reactor Power Plant have been established and review here.

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