In the rapidly evolving landscape of the AI era, the measurement of Computational Thinking ability among Computer Science (CS) University students is of paramount importance. This study introduces UniCTCheck, a novel method designed to assess the main components of Computational Thinking in CS students. Utilizing two key instruments, namely the web application CTScore and the psychometric scale CTProg, this research aims to precisely evaluate seven core components of Computational Thinking and six programming concepts skills essential for CS students. The study, conducted at Rey Juan Carlos University and Atlantic Technological University Galway, involved a diverse sample of students from different year levels and program specializations. Through a rigorous research design, including sampling strategies and data collection tools, this study seeks to address critical research questions related to measurement of variations in students' Computational Thinking and programming skills by gender, university level, and location. By shedding light on the significance of Computational Thinking and programming in the educational realm, this research contributes to the existing literature and underscores the essential role of computational skills in the modern era.

Students in their first year of computer science (CS1) at universities typically struggle to grasp programming concepts. This paper covers research using a Java programming language-guided visual execution environment (VEE) to teach CS1 students about programming concepts. The topics covered include input and output, conditionals, loops, functions, arrays, recursion, and files, all of which are covered in an introductory programming course. The VEE walks beginner programmers through the fundamentals of programming, utilizing visual metaphors to explain and direct interactive Java tasks. The primary goal of this study is to determine whether a cohort of 105 CS1 students from four different groups who are enrolled in two universities—one in Madrid, Spain, and the other in Galway, Ireland—can advance their programming abilities under the guidance of the VEE. Second, does the improvement vary depending on the programming concept? The findings demonstrate that students' programming knowledge has greatly increased. This improvement is significant for all programming concepts, while it is more pronounced for some topics than others, such as operators, conditionals, and loops. Additionally, it demonstrates that students had little prior understanding of files and recursion. The most well-known concept to them was the sequence concept.

Veratrum californicum is a rich source of steroidal alkaloids such as cyclopamine, a known inhibitor of the Hedgehog (Hh) signaling pathway. Here we provide a detailed analysis of the alkaloid composition of V. californicum by plant part through quantitative analysis of cyclopamine, veratramine, muldamine and isorubijervine in the leaf, stem and root/rhizome of the plant. To determine if additional alkaloids in the extracts contribute to Hh signaling inhibition, we replicated the concentrations of these alkaloids observed in extracts using commercially available standards and compared the inhibitory potential of the extracts to alkaloid standard mixtures using Shh-Light II cells. Alkaloid combinations enhanced Hh signaling pathway antagonism compared to cyclopamine alone, and significant differences were observed in the Hh pathway inhibition between the stem and root/rhizome extracts and their corresponding alkaloid standard mixtures, indicating that additional alkaloids present in these extracts contribute to Hh signaling inhibition.