Non-linear response of single-molecule magnets: field-tuned quantum-to-classical crossovers

Quantum nanomagnets can show a field dependence of the relaxation time very different from their classical counterparts, due to resonant tunneling via excited states (near the anisotropy barrier top). The relaxation time then shows minima at the resonant fields H_{n}=n D at which the levels at both sides of the barrier become degenerate (D is the anisotropy constant). We showed that in Mn12, near zero field, this yields a contribution to the nonlinear susceptibility that makes it qualitatively different from the classical curves [Phys. Rev. B 72, 224433 (2005)]. Here we extend the experimental study to finite dc fields showing how the bias can trigger the system to display those quantum nonlinear responses, near the resonant fields, while recovering an classical-like behaviour for fields between them. The analysis of the experiments is done with heuristic expressions derived from simple balance equations and calculations with a Pauli-type quantum master equation.Comment: 4 pages, 3 figures. Submitted to Phys. Rev. B, brief report

Comparative assessment of biologics in treatment of psoriasis: drug design and clinical effectiveness of ustekinumab

The development of psoriasis and psoriatic arthritis is a multistep process that leads to chronic or recurrent inflammation. Recent studies have suggested the importance of T helper (TH)1 and TH17 cells, accessory cells, and proinflammatory cytokines in the pathogenesis of the enthesis, synovium, and skin involvement in psoriasis in the presence of susceptibility genes that remain quiescent until triggered. Biologics, such as soluble CTLA-4 immunoglobulin, tumor necrosis factor (TNF) inhibitors, and ustekinumab, inhibit T cell activation which eventually leads to further stimulation of the interleukin 12, 17, and 23 axis, TNF-α, and lymphotoxin-α. Treatment with TNF-α blockers has been effective in refractory psoriasis and psoriatic arthritis, but there is still a subgroup of patients who do not respond to TNF inhibitors and, paradoxically, when treated, may develop TNF-induced psoriasis. Ustekinumab, because of its different mechanism of action at the level of the interleukin 12, 17, and 23 pathways, is an alternative treatment for this group of patients

Implementation of the Project Based Learning Methodology in the "Materials. Design and Restyling" Subject

[EN] The implementation of the European Higher Education Area (EHEA) resulted in a change in the concept of teaching-learning, from a traditional teacher-centered model to a current model focused on student learning. In this new model, the student takes an active role in acquiring competencies to process information, while the teacher is the facilitator of learning. In competence-based teaching, knowledge is approached through its interrelationship with other elements and at the same time bringing into play both knowledge and skills, abilities, and values, thus contributing to learning of great relevance to be transferred to the professional activity. Within the framework of the EHEA, the Project Based Learning (PBL) methodology is an effective tool for the acquisition of knowledge and skills that society is demanding from students, preparing them for their professional future. The PBL is a learning methodology in continuous growth and evolution, becoming one of the most used methodologies in the current educational systems. This methodology is focused on the resolution of projects based on real problems by the students, mainly combined in groups. The PBL methodology allows students to acquire knowledge, develop different specific skills, increase their analysis and synthesis capabilities, and the development of research skills. In addition, PBL offers a number of advantages, as it allows students to become protagonists of their own learning, encouraging teamwork and leadership, and generating an active, dynamic, and participatory teaching environment in which feedback occurs between teachers and students, contributing to improved student learning. For all these reasons, it is considered that this learning methodology can be interesting and appropriate for its implementation in university degree subjects, as it allows students to prepare for real situations that they will later experience in their professional lives. The main aim of the present work is to describe the experience of the application of the PBL learning method in the subject of "Materials. Design and Restyling", an optative subject framed within the module of "Design and Engineering of Vehicles" belonging to the Mechanical Engineering Degree taught at the Higher Polytechnic School of Alcoy of the Universitat Politècnica de València (UPV). In this case for the implementation of the PBL methodology, the redesign and analysis of a part of the automotive sector was proposed as a project to be carried out by the students.This article has been supported by Universitat Politècnica de València, particularly by the Vicerectorate for Digital Resources and Documentation (Vicerrectorado de Recursos Digitales y Documentación) and Vice-Rectorate for Studies, Quality and Accreditation (Vicerrectorado de Estudios, Calidad y Acreditación) under the Call for Learning + Teaching (Convocatoria A+D2019: Aprendizaje + Docencia. Proyectos de Innovación y Mejora Educativa) and Project Code: A157. The authors would like to acknowledge the support of the Institute of Educational Sciences (Instituto de Ciencias de la Educación), the Evaluation and Monitoring Commission for Educational Innovation and Improvement Projects (Comisión de Evaluación y Seguimiento de Proyectos de Innovación y Mejora Educativa (CESPIME) and Escuela Politécnica Superior de Alcoy.Garcia-Garcia, D.; Montanes, N.; Quiles-Carrillo, L.; Ivorra-Martínez, J.; Sanchis, R. (2021). Implementation of the Project Based Learning Methodology in the "Materials. Design and Restyling" Subject. INTED proceedings (Online). 9883-9891. https://doi.org/10.21125/inted.2021.2057S9883989