Intercomparison of Multiple UV-LIF Spectrometers using the Aerosol Challenge Simulator

Measurements of primary biological aerosol particles (PBAPs) have been conducted worldwide using ultraviolet light-induced fluorescence (UV-LIF) spectrometers. However, how these instruments detect and respond to known biological and non-biological particles, and how they compare, remains uncertain due to limited laboratory intercomparisons. Using the Defence Science and Technology Laboratory, Aerosol Challenge Simulator (ACS), controlled concentrations of biological and non-biological aerosol particles, singly or as mixtures, were produced for testing and intercomparison of multiple versions of the Wideband Integrated Bioaerosol Spectrometer (WIBS) and Multiparameter Bioaerosol Spectrometer (MBS). Although the results suggest some challenges in discriminating biological particle types across different versions of the same UV-LIF instrument, a difference in fluorescence intensity between the non-biological and biological samples could be identified for most instruments. While lower concentrations of fluorescent particles were detected by the MBS, the MBS demonstrates the potential to discriminate between pollen and other biological particles. This study presents the first published technical summary and use of the ACS for instrument intercomparisons. Within this work a clear overview of the data pre-processing is also presented, and documentation of instrument version/model numbers is suggested to assess potential instrument variations between different versions of the same instrument. Further laboratory studies sampling different particle types are suggested before use in quantifying impact on ambient classification.Peer reviewe

Restauración de la vidriera de hormigón del Seminario Diocesano Mater Dei en Castellón: retos de ayer y hoy

El Seminario Diocesano Mater Dei en Castellón (1961-1966)i es una de las obra del arquitecto Luis Cubillo de Arteaga (1921-2000) incluida en el Registro de edificios del Docomomo Ibérico, dentro de la sección de equipamientos modernos, recibiendo el reconocimiento a su Arquitectura Modernaii. Se trata pues de un edificio de concepción moderna que tiene como resultado la agrupación de una serie de piezas orgánicamente repartidas, relacionando cada uno de los pabellones autónomos con el resto a través de un entramado de patios, corredores y ejes de comunicación, materializando el edificio a través de una estructura de perfiles laminados de acero y fábrica de paramentos de ladrillo.Peer Reviewe

Microtubule motors transport phagosomes in the RPE, and lack of KLC1 leads to AMD-like pathogenesis.

The degradation of phagosomes, derived from the ingestion of photoreceptor outer segment (POS) disk membranes, is a major role of the retinal pigment epithelium (RPE). Here, POS phagosomes were observed to associate with myosin-7a, and then kinesin-1, as they moved from the apical region of the RPE. Live-cell imaging showed that the phagosomes moved bidirectionally along microtubules in RPE cells, with kinesin-1 light chain 1 (KLC1) remaining associated in both directions and during pauses. Lack of KLC1 did not inhibit phagosome speed, but run length was decreased, and phagosome localization and degradation were impaired. In old mice, lack of KLC1 resulted in RPE pathogenesis that was strikingly comparable to aspects of age-related macular degeneration (AMD), with an excessive accumulation of RPE and sub-RPE deposits, as well as oxidative and inflammatory stress responses. These results elucidate mechanisms of POS phagosome transport in relation to degradation, and demonstrate that defective microtubule motor transport in the RPE leads to phenotypes associated with AMD

e-Learning managements tools

El uso de plataformas e-Learning como apoyo a la docencia en las distintas universidades europeas ha experimentado un gran desarrollo en los últimos años. En estas universidades, y en muchas empresas se han venido utilizando indistintamente tanto plataformas de código abierto como comerciales. En concreto, en la Universidad Complutense de Madrid, la plataforma comercial WebCT [11] convive en la actualidad con plataformas de código abierto como Moodle [1], Ilias [13] y Sakai [17]. Generalmente, los problemas surgen cuando un profesor decide, (o se ve obligado) a cambiar la plataforma donde tiene virtualizada una cierta asignatura/s. En ese momento el profesor teme perder todo el trabajo realizado con la anterior plataforma. Cuestionarios, exámenes, notas, temas, la perdida sería importante. Por eso es tan importante disponer de una herramienta que facilite todo este trabajo de migración de plataformas. Ésta es la idea principal a partir de la cual surge el proyecto e-Learning Management Tools, crear una aplicación que permita migrar los contenidos que un profesor tiene en una plataforma x a otra plataforma y. Concretamente la aplicación se centra en los ‘cuestionarios’ o ‘bancos de preguntas’ que forman parte de las asignaturas/cursos virtualizadas en alguna de las siguientes plataformas WebCT [11], Moodle [1], Ilias [13] y Sakai [17]. Cada plataforma permite importar y exportar dichos cuestionarios. Por tanto la aplicación que hemos diseñado, implementado y desarrollado contendrá una base de datos donde se almacenarán preguntas y respuestas de las distintas plataformas. El usuario de la aplicación deberá exportar desde la plataforma de origen las preguntas que quiera migrar. A continuación y desde nuestra aplicación podrá elegir qué tipo de fichero desea importar, eligiéndose el archivo generado en el paso anterior. La aplicación escaneará ese fichero y añadirá a la base de datos las preguntas que dicho fichero contenga. A continuación el usuario podrá exportar todas las preguntas de la base de datos a la plataforma que el desee, generándose un fichero que podrá ser utilizado desde las distintas plataformas para la importación de preguntas. De esta forma se consigue una migración de preguntas de una plataforma a otra, de una manera sencilla y rápida para el usuario. Por tanto gracias a esta herramienta se le X brinda al profesor la posibilidad de organizar y localizar las preguntas de cursos virtualizados en distintas plataformas en una misma aplicación, permitiéndose la modificación, borrado y exportación de esas preguntas, así como la creación de nuevas preguntas desde la propia aplicación. Dentro de estas plataformas es muy común el uso de imágenes en las distintas secciones que componen los cursos. Además los profesores suelen trabajar con una gran variedad de imágenes, que en múltiples ocasiones buscan en internet una y otra vez. Así surge la idea de otra de las herramientas que contiene e-Learning Management Tools, la referente al gestor de imágenes. La herramienta permite almacenar en una base de datos, imágenes permitiendo al profesor anotarlas con Temas o descripciones que el elija, así como asignar a las imágenes asignaturas, de forma que luego puedan filtrar imágenes por una asignatura o descripción concreta. Además se permite la exportación en un fichero comprimido de las imágenes que el usuario elija. La otra herramienta de e-Learning Management Tools nace a raíz de la gran variedad de plataformas existentes en el mercado y la dificultad que encuentran muchos profesores a la hora de decidir cual utilizar. Ésta consiste en un recomendador de plataformas de e-Learning basado en el árbol de decisión ID3 [19], que automatiza la elección de la plataforma, teniendo en cuenta las características y necesidades del usuario. Estos usuarios se ven desbordados ante la variedad de plataformas disponibles, y ante la escasez de conocimientos acerca de en qué casos es mejor utilizar una u otra plataforma. Para ello el recomendador se basa en un perfil, rellenado por el usuario o extraído de la base de datos, para obtener así la plataforma más acorde a sus necesidades. La aplicación ha sido desarrollada bajo Microsoft Windows, con tecnología .NET [2] y en el lenguaje C#, que ha tenido un gran auge en los últimos tiempos. [ABSTRACT] The use of e-Learning platforms to support teaching in European universities have experienced a great development in recent years. In these universities, and many companies there have been used indiscriminately open source platforms and commercial ones. Specifically in Complutense University of Madrid University the commercial platform WebCT [11] coexists with other open source platforms as Moodle [1], Ilias [13] or Sakai [17]. Generally, the problems emerge when a teacher decides, or is forced to change the platform where he has virtualized a certain subject, at this moment the following questions arise; will he loose all his quizzes, exams, etc. in the new platform? Or contrarily, will he be able to preserve all his work done with older platforms. This one is the principal idea from which the project e-Learning Management Tools arises, to create an application that allows to migrate the contents that a teacher has in a platform x to another platform y. Concretely the application centre’s on the questionnaires or banks of questions, that form a part of the subjects / courses virtualized in someone of XI the following platforms WebCT [11], Moodle [1], Ilias [13] and Sakai [17]. Every platform allows to import and to export the above mentioned questionnaires. Therefore the application that we have designed, implemented and developed will contain a database where there will be stored questions and answers of the different platforms. The user of the application will have to export from the platform of origin the questions that he wants to migrate. Later and from our application he will be able to choose what type of file wants to import, (he will select the file generated in previous step). The application will parse this file and it will add to the database the questions that the above mentioned file contains. Later the user will be able to export all the questions of the database to the platform that he wishes a file will be generated that could be used from the different platforms for questions import. So following the previous steps there is obtained a migration of questions of a platform to other one, in a simple and rapid way for the user. Therefore our tools lets the teacher the possibility of organizing and locating the questions of courses virtualized in different platforms in the same application, and also the modification deletion and export of these questions will be allowed, as well as the creation of new questions. Inside these platforms the use of images is very common in the different sections that compose the courses. In addition the teachers are in the habit of working with a great variety of images, which are in multiple occasions search in Internet. This way emerge another tool that e-Learning Management Tools contains, the relating one to the manager of images. The tool allows to store in a database, images allowing the teacher to annotate them with topics or descriptions that he chooses, as well as to assign to the images subjects, so that then they could select images for a concrete subject or description. In addition the export is allowed in a compressed file of the images that the user chooses. Another E-Learning Management's Tools component is born immediately after the great variety of existing platforms on the market and the difficulty that many teachers find at the moment of deciding which to use. This one consists of a recommender of platforms of e-Learning based on the tree of decision ID3 [19], which automates the choice of the platform, having in it counts the characteristics and needs of the user. These users meet exceeded before the variety of available platforms, and before the shortage of knowledge it brings over of in what cases it is better to use one or another platform. For it the recommender bases on a profile filled by the user or extracted from the database, to obtain this way the best platform for his needs. The application has been developed under Microsoft Windows, with technology .NET [2] and in the language C# that has had a great summit in the last times

Nuevas tecnologías y tratamiento de fondos y colecciones fotográficas

Actas de las Segundas Jornadas Imagen, Cultura y Tecnología celebradas entre el 1 y el 3 de julio de 2003 en la Universidad Carlos III de MadridPublicad

Contribución al conocimiento de la geología del depósito de Au-Cu de La Pava (Península de Azuero, Panamá)

The «La Pava» Au-Cu deposit is hosted by a vulcanosedimentary sequence, named Ocú Formation,developed in an island arc environment that resulted from the subduction of the Nazca Plate beneath the Caribbean Plate during the Cretaceous times. The deposit consists of disseminations and stockworks of pyrite and chalcopyrite accompanied by barite, quartz and carbonates. Three hydrothermal alteration zones have been recognized: silicic, argillic and propilityc, typical of gold-related high sulfidation systems. A supergenic alteration overprints the hydrothermal alterations developing a cap rich in silica and Feoxides. The detailed study of the Ocú Fm. indicates that the sulfides and the accompanying gold was formed in a submarine environment. Therefore we suggest that «La Pava» represents an Au-Cu hybrid deposit between high sulphidation epithermal and VMS types, which are found in volcanogenic massive sulphide environments

C and O isotopes of the Riópar Non-Sulfide Zn Ores (Albacete, SE Spain)

Depto. de Mineralogía y PetrologíaFac. de Ciencias GeológicasFALSEEspaña. Ministerio de Economía y Competitividadpu

Dolomitization Related to Zn-(Pb) Deposits in the Río Mundo Area (Riópar, Albacete)

España. Ministerio de Economía y CompetitividadDepto. de Mineralogía y PetrologíaFac. de Ciencias GeológicasTRUEpu

Geology of the Cerro-Quema Au-Cu deposit (Azuero Peninsula, Panama)

The Cerro Quema district, located on the Azuero Peninsula, Panama, is part of a large regional hydrothermal system controlled by regional faults striking broadly E-W, developed within the Río Quema Formation. This formation is composed of volcanic, sedimentary and volcano-sedimentary rocks indicating a submarine depositional environment, corresponding to the fore-arc basin of a Cretaceous-Paleogene volcanic arc. The structures observed in the area and their tectono-stratigraphic relationship with the surrounding formations suggest a compressive and/or transpressive tectonic regime, at least during Late Cretaceous-Oligocene times. The igneous rocks of the Río Quema Formation plot within the calc-alkaline field with trace and rare earth element (REE) patterns of volcanic arc affinity. This volcanic arc developed on the Caribbean large igneous province during subduction of the Farallon Plate. Mineralization consists of disseminations of pyrite and enargite as well as a stockwork of pyrite and barite with minor sphalerite, galena and chalcopyrite, hosted by a subaqueous dacitic lava dome of the Río Quema Formation. Gold is present as submicroscopic grains and associated with pyrite as invisible gold. A hydrothermal alteration pattern with a core of advanced argillic alteration (vuggy silica with alunite, dickite, pyrite and enargite) and an outer zone of argillic alteration (kaolinite, smectite and illite) has been observed. Supergene oxidation overprinted the hydrothermal alteration resulting in a thick cap of residual silica and iron oxides. The ore minerals, the alteration pattern and the tectono-volcanic environment of Cerro Quema are consistent with a high sulfidation epithermal system developed in the Azuero peninsula during pre-Oligocene times