This study explores female university students' attitudes and concerns toward pornography, based on their experience watching it and on sexual encounters with men. It used a qualitative descriptive design. Individual semi-structured interviews were conducted with 22 participants between March and April 2020. Thematic data analysis was performed using COREQ reporting guidelines. Three themes emerged from the data: 1) the sexual learning process, 2) the role of pornography in women’s sexuality, and 3) sexual experiences. Participants reported how they learned about sexuality and how pornography influenced sexual experiences. Self-esteem issues and societal norms regarding hair removal, and difficulty saying “no” to unwanted or humiliating sexual practices were found. Young women were not comfortable with women’s representations in mainstream pornography. They blame pornography for negative sexual experiences and claim it influences them and young men. Participants usually assumed submissive roles during sex and permitted aggressive sexual behaviors. The study reveals valuable information on how young women learn about sex, difficulty in refusing unwanted sexual activities, and even aggressive practices. Sexual education programs should include assertiveness training to improve sexual health, consent, and well-being.

The monitoring of river discharge is vital for the correct management of water resources. A worldwide facility used for measuring discharge are flat-V gauging weirs. These structures consist of a small weir, with a triangular cross-section and a flat “V”-shaped notch. Their extensive use is a consequence of their utility in the measurement of both low and high flow conditions. However, depending on their size, local morphology and river discharge can act as full or partial hydraulic barriers to fish migration. To give answer to this question, the present work studies fish passage performance over flat-V weirs considering their hydraulic performance. For this, radio-tracking and video monitoring observations were combined with computational fluid dynamics (CFD) models in two flat-V weirs, using Iberian barbel (Luciobarbus bocagei) as target species. Results show that fish passage is conditioned by both hydraulic and behavioral processes, providing evidences about the scenarios where flat-V weirs may act as full or partial barriers to upstream movements. For the studied flat-V weirs, a discharge range of 0.27-8 m3/s, with a water drop difference between upstream and downstream water levels lower than 0.7 m and a depth downstream the weir higher than 0.30 m can be considered as an effective passage situation for barbels. These findings are of interest to quantify flat-V weir impacts, for engineering applications and to establish managing or retrofitting actions when required.

Industry 4.0 is an industrial paradigm that is causing changes in form and substance in factories, companies and businesses around the world, and is impacting work and education in general. In fact, the disruptive technologies that frame the fourth industrial revolution have the potential to improve and optimize manufacturing processes and the entire value chain, which can lead to an exponential evolution in the production and distribution of goods and services. All these changes imply that the fields of engineering knowledge must be oriented towards the concept of Industry 4.0, for example Mechanical Engineering. The development of various physical assets that are used by cyber-physical systems and digital twins is based on Mechanics. However, the specialized literature on Industry 4.0 says little about the importance of Mechanics in the new industrial era and more importance is given to the evolution of Information and Communication Technologies and Artificial Intelligence. This article presents a frame of reference about the importance of Mechanical Engineering in Industry 4.0 and proposes an extension to the concept of Mechanics 4.0, recently defined as the relationship between Mechanics and Artificial Intelligence. For the analysis of Mechanical Engineering in Industry 4.0, the criteria of the four driving forces that defined Mechanics in the third industrial revolution was used. An analysis of Mechanical Engineering Education in Industry 4.0 is presented, and the concept of Mechanical Engineering 4.0 Education is improved. Finally, the importance of making changes in the educational models of engineering education is described.