Longitudinal evaluation of jaw muscle activity and mandibular kinematics in young patients with Class II malocclusion treated with the Teuscher activator

Objectives: A longitudinal study was performed to evaluate the jaw muscle activity and mandibular kinematics after Teuscher activator treatment and at 2 years after orthodontic treatment completion. Material and Methods: Twenty-seven children with Class II division 1 malocclusion were evaluated before treatment (T0; mean: 11.6 years), after functional treatment (T1; mean: 12.8 years), and 2 years after orthodontic treatment (T2; mean: 18 years). Bilateral surface electromyographic activities of the anterior temporalis, posterior temporalis, masseter, and suprahyoid muscle areas were analyzed at rest and during clenching, swallowing, and mastication. Kinematic recordings of the mandibular maximum opening, lateral shift, right and left lateral excursions, and protrusion were evaluated. Results: Compared to T0, the left masseter activity during clenching was decreased at T1 but increased at T2, similar to the other evaluated muscles. The suprahyoid activity during swallowing was increased at T1 but decreased at T2. The masseter activity during mastication was increased at T1 and further increased at T2. The left and right lateral excursions and protrusion did not show significant changes throughout the experiment. Conclusions: Teuscher activator and subsequent fixed orthodontic treatment improved jaw muscle function; however, a long period was needed to attain complete neuromuscular adaptation

Mechanisms for AAA and QoS Interaction

Proceedings of Third IEEE Workshop on Applications and Services in Wireless Networks, ASWN 2003. Bern, Switzerland, July 2-4, 2003.The interaction between Authentication, Authorization and Accounting (AAA) systems and the Quality of Service (QoS) infrastructure is to become a must in the near future. This interaction will allow rich control and management of both users and networks. DIAMETER and DiffServ are likely to turn into the future standards in AAA and QoS systems, but they are not designed to interact with each other. To face this, we propose a new Diameter-Diffserv interaction model and describe the Application Specific Module (ASM) implemented to allow this interaction. The ASM has been implemented and tested in a complete AAA-QoS IPv6 scenario

Assessing aids for the elaboration of argumentative synthesis in the University: Guide or Rubric?

Although most of the interventions to foster the integration of multiple pieces of information has focused on teaching “how” to integrate (Barzilai et al., 2018) providing different kinds of instruction on the processes implied, instruction focusing on the criteria to evaluate integration are scarce and mainly centered on integrating complementary, but not contradictory, sources. In this work we designed and contrasted the effectiveness of two aids to improve the quality of the syntheses written by undergraduates from texts that defended opposing views on a topic: a Guide to the process of preparing a synthesis vs a Rubric with the evaluation criteria of written products. The number of arguments and the degree of integration were examined. Also, the students' perception was assessed regarding the usefulness of the aids to plan, to write and to review their synthesis. Seen that we found that offering a guide accompanied by explicit instruction is more effective than providing it without explicit instruction Mateos et al. (2018), the two aids were offered here under two conditions: Explicit Instruction vs. Traditional Instruction. Thus, we carried out an experimental study with 122 Psychology students, distributed randomly into four intervention programs. In the first and fourth session they performed a synthesis task without support. In the second session, after receiving the instruction (explicit vs. traditional), each student made a new synthesis using the specific aid provided (practice 1, with Guide/Rubric). In the third session the participants carried out another synthesis under analogous conditions (practice 2, with aids). Our results pointed out that, regardless the instruction, both aids (Guide and Rubric) improved the degree of integration of the students’ syntheses. However, the guide contributed better to improve the selection of arguments. Students who received Explicit Instruction found both aids to be equally useful for planning and writing their syntheses. In contrast, after Traditional Instruction the Guide was perceived as more useful for planning and writing syntheses. The Guide was more useful for reviewing their texts. We will discuss the implications of these findings for synthesis writing training and conclude with recommendations and suggestions for future studies.2021-2

EstuPlan: Methodology for the development of creativity in the resolution of scientific and social problems

[EN] Creative thinking is necessary to generate novel ideas and solve problems. "EstuPlan" is a methodology in which knowledge and creativity converge for the resolution of scientific problems with social projection. It is a training programme that integrates teachers, laboratory technicians and PhD students, master and undergraduate students which form working groups for the development of projects. Projects have a broad and essential scope and projection in terms of environmental problems, sustainable use of natural resources, food, health, biotechnology or biomedicine. The results show the success of this significant learning methodology using tools to develop creativity in responding to scientific and social demand for problem-solving to transfer academic knowledge to different professional environments. Bioplastics, Second Life of Coffee, LimBio, Algae oils, Ecomers, Caring for the life of your crop and Hate to Deforestate are currently being developed.Astudillo Calderón, S.; De Díez De La Torre, L.; García Companys, M.; Ortega Pérez, N.; Rodríguez Martínez, V.; Alzahrani, S.; Alonso Valenzuela, R.... (2019). EstuPlan: Methodology for the development of creativity in the resolution of scientific and social problems. En HEAD'19. 5th International Conference on Higher Education Advances. Editorial Universitat Politècnica de València. 711-717. https://doi.org/10.4995/HEAD19.2019.9205OCS71171

Problemas y Pautas para el diseño e implantación de una asignatura de teleeducación

Desde el curso 2004/05 la asignatura Fundamentos de las Redes de Comunicaciones: de las aplicaciones a los bits", se viene impartiendo dentro del proyecto ADA-Madrid (Aula a Distancia y Abierta de la Comunidad de Madrid). La asignatura, impartida a distancia mediante una plataforma de teleeducación, pretende que alumnos no especialistas en el ámbito de las TIC's, adquieran conocimientos básicos de las redes de comunicaciones en general y de Internet en particular. El objetivo último es mostrar la problemática básica que resuelven las redes de comunicaciones incluyendo aspectos relacionados con: ¿cómo se forma una red?, ¿cómo se identifican los sistemas en red?, ¿cómo conectarse a Internet?, ¿cómo se intercambia la información en Internet?, ¿cómo se ofrecen servicios a través de la red?, etc. En este artículo además de una visión global sobre el planteamiento didáctico de la asignatura presentamos nuestra experiencia debida a la problemática tanto en el diseño e implementación de una asignatura impartida mediante plataforma de teleducación, como la dificultad y algunas pautas para subsanar el seguimiento de la misma por parte de los alumnos

QoS support on fourth generation networks

Las redes de cuarta generación (4G) prometen ofrecer al usuario un mecanismo flexible de acceso a los servicios con transparencia respecto a las capacidades del terminal o la tecnología de red de acceso empleada. Para ello existen distintos esfuerzos desde la comunidad científica por mejorar la eficiencia de aspectos relacionados con el soporte de movilidad y calidad de servicio extremo a extremo, así como aspectos relacionados con la autenticación, autorización, contabilidad (AAAC) y seguridad en un entorno basado en el uso del Protocolo IP como elemento básico de partida. En este artículo se presenta una propuesta de arquitectura para proporcionar soporte de calidad de servicio basado en la tecnología DiffServ, analizando los principales elementos de la arquitectura como el QoSBroker o el Router de Acceso y los interfaces a módulos asociados. El trabajo se ha validado mediante la implementación y pruebas de la arquitectura presentada.The arrival of fourth generation mobile networks, based on IP core networks, lead us to the development of certain services, such as: Quality of service, mobility and AAA. This paper proposes architecture to supply quality of service support based in the differentiated services technique, known as Diffserv. In the same way we analyze the main components of this architecture: QoS Broker (central policy broker of quality of service, whose goal is the appropriate configuration of the routers in the network), Access Router (in charge of the management of the queuing system in order to provide QoS) and the AAA server (management of QoS user profiles).Publicad

Toxicity of Asciminib in Real Clinical Practice: Analysis of Side Effects and Cross-Toxicity with Tyrosine Kinase Inhibitors

(1) Background: Despite the prognostic improvements achieved with tyrosine kinase inhibitors (TKIs) in chronic myeloid leukemia (CML), a minority of patients still fail TKIs. The recent introduction of asciminib may be a promising option in intolerant patients, as it is a first-in-class inhibitor with a more selective mechanism of action different from the ATP-competitive inhibition that occurs with TKIs. Therefore, our goal was to analyze toxicities shown with asciminib as well as to study cross-toxicity with previous TKIs. (2) Methods: An observational, multicenter, retrospective study was performed with data from 77 patients with CML with therapeutic failure to second-generation TKIs who received asciminib through a managed-access program (MAP) (3) Results: With a median follow-up of 13.7 months, 22 patients (28.5%) discontinued treatment: 32% (7/22) due to intolerance and 45% (10/22) due to resistance. Fifty-five percent of the patients reported adverse effects (AEs) with asciminib and eighteen percent grade 3–4. Most frequent AEs were: fatigue (18%), thrombocytopenia (17%), anemia (12%), and arthralgias (12%). None of the patients experienced cardiovascular events or occlusive arterial disease. Further, 26%, 25%, and 9% of patients required dose adjustment, temporary suspension, or definitive discontinuation of treatment, respectively. Toxicities under asciminib seemed lower than with prior TKIs for anemia, cardiovascular events, pleural/pericardial effusion, diarrhea, and edema. Cross-toxicity risk was statistically significant for thrombocytopenia, anemia, neutropenia, fatigue, vomiting, and pancreatitis. (4) Conclusion: Asciminib is a molecule with a good safety profile and with a low rate of AEs. However, despite its new mechanism of action, asciminib presents a risk of cross-toxicity with classical TKIs for some AEs

Toxicity of Asciminib in Real Clinical Practice: Analysis of Side Effects and Cross-Toxicity with Tyrosine Kinase Inhibitors

Simple Summary After the recent irruption of asciminib into the therapeutic arsenal for chronic myeloid leukemia, real-life data remain scarce to determine which patients may benefit most from this drug. Data on the efficacy of the drug in real-world setting have been reported, but a detailed analysis of the toxicity profile and the influence of prior intolerance to classical tyrosine kinase inhibitors (TKIs) has not been performed. The aim of the present analysis is to study in detail the toxicity profile of asciminib as well as to describe the risk of cross-toxicity with classical TKIs. These results may help to select the patient profile with the best chance of therapeutic success with asciminib monotherapy. (1) Background: Despite the prognostic improvements achieved with tyrosine kinase inhibitors (TKIs) in chronic myeloid leukemia (CML), a minority of patients still fail TKIs. The recent introduction of asciminib may be a promising option in intolerant patients, as it is a first-in-class inhibitor with a more selective mechanism of action different from the ATP-competitive inhibition that occurs with TKIs. Therefore, our goal was to analyze toxicities shown with asciminib as well as to study cross-toxicity with previous TKIs. (2) Methods: An observational, multicenter, retrospective study was performed with data from 77 patients with CML with therapeutic failure to second-generation TKIs who received asciminib through a managed-access program (MAP) (3) Results: With a median follow-up of 13.7 months, 22 patients (28.5%) discontinued treatment: 32% (7/22) due to intolerance and 45% (10/22) due to resistance. Fifty-five percent of the patients reported adverse effects (AEs) with asciminib and eighteen percent grade 3-4. Most frequent AEs were: fatigue (18%), thrombocytopenia (17%), anemia (12%), and arthralgias (12%). None of the patients experienced cardiovascular events or occlusive arterial disease. Further, 26%, 25%, and 9% of patients required dose adjustment, temporary suspension, or definitive discontinuation of treatment, respectively. Toxicities under asciminib seemed lower than with prior TKIs for anemia, cardiovascular events, pleural/pericardial effusion, diarrhea, and edema. Cross-toxicity risk was statistically significant for thrombocytopenia, anemia, neutropenia, fatigue, vomiting, and pancreatitis. (4) Conclusion: Asciminib is a molecule with a good safety profile and with a low rate of AEs. However, despite its new mechanism of action, asciminib presents a risk of cross-toxicity with classical TKIs for some AEs