Construcció d’una nau industrial per a una empresa de lents orgàniques: Disseny, càlcul estructural i cimentacions

La finalitat d’aquest projecte és la construcció d’una nau industrial per una empresa de lents orgàniques correctores de la visió. Es farà especial èmfasi en el disseny, el càlcul estructural i les cimentacions. Primerament, es farà un anàlisi de la problemàtica actual de l’empresa Òptica S.A., la qual es veu en la necessitat d’incrementar el volum de producció de la planta ubicada a Vilafant, però per una sèrie de raons, no pot fer-ho amb les instal·lacions actuals. S’estudiaran les possibles alternatives, i es triarà la que es considera més adequada: la construcció d’una nova nau industrial en un altre municipi (en aquest cas, Vic). Llavors, a partir del sistema productiu requerit i de la disponibilitat del terreny, es dissenyarà la nova fàbrica, l’estructura de la qual serà metàl·lica. Per als tancaments, es buscaran opcions de ràpid i fàcil muntatge, com poden ser plafons de formigó prefabricat, o cobertes de tipus Deck. No obstant, es vetllarà en tot moment per a què la solució aportada sigui un compromís entre funcionalitat i disseny. En el present volum es descriuran els aspectes referents a estructura, tancaments i cimentacions, d’una manera més generalista, per tal que lectors que no estiguin habituats al càlcul estructural puguin conéixer la solució adoptada, i fer una valoració al respecte. L’anàlisi de caràcter tècnic, amb tots els càlculs i comprovacions, es mostra en l’Annex A, corresponent a la Memòria Tècnica. Per tant, tot i que en el present volum es presenten els resultats finals, des d’un punt de vista més comercial, l’essència del Projecte la constitueix la Memòria Tècnica, ja que és en ella on es justifica la solució adoptada. En la resta de volums es mostra tot allò que es considera necessari en el projecte global de construcció de la planta, com els plànols, l’estudi d’impacte ambiental, el pressupost, etc

How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree

[EN] This paper examines the perceptions of a group of students of a Postgraduate Master’s Degree in Cosmetics Industry at the Universitat de València, delivered with a blended learning modality, in relation to their experience in face-to-face learning and differentiating between those with or without a previous background in a remote online learning environment, with the added purpose of identifying strategies to enhance that experience, while offering further evidence for scholars, educators and institutions in this field. To this end, a survey with open questions devised ad hoc leaning on our literature review was submitted to a group of 114 students of the Master’s Degree in the period 2017-2020. Students were enquired about the pros and cons of their blended learning experience in relation to the traditional face-to-face learning, and which modality they would choose next time if both were offered, only considering the achievement, experience and satisfaction, regardless of the price. 77 students of our initial sample participated in the questionnaire, 38 of them without previous experience in blended or distance learning. The results show a certain predilection for face-to-face learning, especially in the group of newbies in blended or distance learning. They highlight how they miss a closer interaction with their peers and professors and the difficulties to assimilate certain content, while appraising the flexibility, autonomy, and the self-pace of the blended learning modality. Correspondingly, students with experience in remote online education settings generally show a better predisposal and find fewer disadvantages in blended learning. This suggests that the factor of experience and adaptation to new tools and methods improves student perception and confidence and shapes their preferences, with a foreseeable growing acceptance of blended learning in the future. Finally, the outcome allows us to define a series of strategies to improve the achievement, experience, and satisfaction of students in this learning context.Garcia-Ortega, B.; Galan-Cubillo, J. (2021). How to improve students’ experience in blending learning? Evidence from the perceptions of students in a Postgraduate Master’s Degree. WPOM-Working Papers on Operations Management. 12(2):1-15. https://doi.org/10.4995/wpom.15677OJS115122Al-Khanjari, Z. A. S. (2018). Applying online learning in software engineering education. In Computer Systems and Software Engineering: Concepts, Methodologies, Tools, and Applications (pp. 217-231). IGI Global. https://doi.org/10.4018/978-1-5225-3923-0.ch010Angeli, C., Valanides, N., & Bonk, C. J. (2003). Communication in a web‐based conferencing system: the quality of computer‐mediated interactions. British Journal of Educational Technology, 34(1), 31-43. https://doi.org/10.1111/1467-8535.00302Arroyo-Barrigüete, J. L., López-Sánchez, J. I., Minguela-Rata, B., & Rodriguez-Duarte, A. (2019). Use patterns of educational videos: a quantitative study among university students. WPOM-Working Papers on Operations Management, 10(2), 1-19. https://doi.org/10.4995/wpom.v10i2.12625Bonk, C. J., & Graham, C. R. (2012). The handbook of blended learning: Global perspectives, local designs. John Wiley & Sons.Clark, T., & Barbour, M. K. (2015). Online, Blended, and Distance Education: Building Successful School Programs.Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22. https://doi.org/10.1177/0047239520934018Garcia-Ortega, B., & Galan-Cubillo, J., (2021). Combining teamwork, coaching and mentoring as an innovative mix for self-aware and motivational learning. Imlementation case in teamwork sessions in the context of practices in a bachelor's degree. 15th Annual International Technology, Educationa and Development Conference. Valencia. Spain. https://doi.org/10.21125/inted.2021.2219Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. John Wiley & Sons. https://doi.org/10.1002/9781118269558Ginns, P., & Ellis, R. A. (2009). Evaluating the quality of e‐learning at the degree level in the student experience of blended learning. British Journal of Educational Technology, 40(4), 652-663. https://doi.org/10.1111/j.1467-8535.2008.00861.xGómez, W. A. R. (2014). Preguntas abiertas en encuestas ¿cómo realizar su análisis?. Comunicaciones en estadística, 7(2). https://doi.org/10.15332/s2027-3355.2014.0002.02Grasso, L. (2006). Encuestas. Elementos para su diseño y análisis. Editorial Brujas.Gros, B., & García-Peñalvo, F. J. (2016). Future trends in the design strategies and technological affordances of e-learning. Springer. https://doi.org/10.1007/978-3-319-17727-4_67-1Halverson, L. R., & Graham, C. R. (2019). Learner engagement in blended learning environments: A conceptual framework. Online Learning, 23(2), 145-178. https://doi.org/10.24059/olj.v23i2.1481Hong, J. C., Tai, K. H., Hwang, M. Y., Kuo, Y. C., & Chen, J. S. (2017). Internet cognitive failure relevant to users' satisfaction with content and interface design to reflect continuance intention to use a government e-learning system. Computers in Human Behavior, 66, 353-362. https://doi.org/10.1016/j.chb.2016.08.044López-Pérez, M. V., Pérez-López, M. C., & Rodríguez-Ariza, L. (2011). Blended learning in higher education: Students' perceptions and their relation to outcomes. Computers & education, 56(3), 818-826. https://doi.org/10.1016/j.compedu.2010.10.023Means, B., Toyama, Y., Murphy, R., & Baki, M. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1-47. https://doi.org/10.1177/016146811311500307McGEE, E., & Poojary, P. (2020). Exploring Blended Learning Relationships in Higher Education Using a Systems-based Framework. Turkish Online Journal of Distance Education, 21(4), 1-13. https://doi.org/10.17718/tojde.803343Kemp, N. (2020). University students' perceived effort and learning in face-to-face and online classes. Journal of Applied Learning and Teaching, 3(1), 69-77. https://doi.org/10.37074/jalt.2020.3.s1.14Krause, K. (2007) "Griffith University blended learning strategy," Document number2008/0016252, 2007.Norberg, A., Dziuban, C. D., & Moskal, P. D. (2011). A time‐based blended learning model. On the Horizon. https://doi.org/10.1108/10748121111163913Poon, J. (2013). Blended learning: An institutional approach for enhancing students' learning experiences. Journal of online learning and teaching, 9(2), 271-288.Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The Effect of Learning Motivation, Self-Efficacy, and Blended Learning on Students' Achievement in The Industrial Revolution 4.0. International Journal of Emerging Technologies in Learning (iJET), 15(8), 71-82. https://doi.org/10.3991/ijet.v15i08.12525Rovai, A. P., & Downey, J. R. (2010). Why some distance education programs fail while others succeed in a global environment. The Internet and Higher Education, 13(3), 141-147. https://doi.org/10.1016/j.iheduc.2009.07.001Rovai, A. P., & Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distributed Learning, 5(2), 1-13. https://doi.org/10.19173/irrodl.v5i2.192Sayed, M. (2013). Blended learning environments: The effectiveness in developing concepts and thinking skills. Journal of Education and Practice, 4(25), 12-17.Stein, J., & Graham, C. R. (2020). Essentials for blended learning: A standards-based guide. Routledge. https://doi.org/10.4324/9781351043991Tang, C. M., & Chaw, L. Y. (2016). Digital Literacy: A Prerequisite for Effective Learning in a Blended Learning Environment?. Electronic Journal of E-learning, 14(1), 54-65.Tseng, H., & Walsh, E. J. (2016). Blended vs. traditional course delivery: Comparing students' motivation, learning outcomes, and preferences. Quarterly Review of Distance Education, 17(1), 1-21.Volery, Thierry, and Deborah Lord. "Critical success factors in online education." International journal of educational management (2000). https://doi.org/10.1108/09513540010344731Woo, Y., & Reeves, T. C. (2007). Meaningful interaction in web-based learning: A social constructivist interpretation. The Internet and higher education, 10(1), 15-25. https://doi.org/10.1016/j.iheduc.2006.10.005Zhu, Y., Au, W., & Yates, G. (2016). University students' self-control and self-regulated learning in a blended course. Internet and Higher Education, 30, 54-62. https://doi.org/10.1016/j.iheduc.2016.04.00

Photoresponsive Control of G-Quadruplex DNA Systems

[Image: see text] G-quadruplex (G4) oligonucleotide secondary structures have recently attracted significant attention as therapeutic targets owing to their occurrence in human oncogene promoter sequences and the genome of pathogenic organisms. G4s also demonstrate interesting catalytic activities in their own right, as well as the ability to act as scaffolds for the development of DNA-based materials and nanodevices. Owing to this diverse range of opportunities to exploit G4 in a variety of applications, several strategies to control G4 structure and function have emerged. Interrogating the role of G4s in biology requires the delivery of small-molecule ligands that promote its formation under physiological conditions, while exploiting G4 in the development of responsive nanodevices is normally achieved by the addition and sequestration of the metal ions required for the stabilization of the folded structure. Although these strategies prove successful, neither allows the system in question to be controlled externally. Meanwhile, light has proven to be an attractive means for the control of DNA-based systems as it is noninvasive, can be delivered with high spatiotemporal precision, and is orthogonal to many chemical and biological processes. A plethora of photoresponsive DNA systems have been reported to date; however, the vast majority deploy photoreactive moieties to control the stability and assembly of duplex DNA hybrids. Despite the unique opportunities afforded by the regulation of G-quadruplex formation in biology, catalysis, and nanotechnology, comparatively little attention has been devoted to the design of photoresponsive G4-based systems. In this Perspective, we consider the potential of photoresponsive G4 assemblies and examine the strategies that may be used to engineer these systems toward a variety of applications. Through an overview of the main developments in the field to date, we highlight recent progress made toward this exciting goal and the emerging opportunities that remain ripe for further exploration in the coming years

Comparing health outcomes and primary care physician utilization among low-income adults with type 2 diabetes and/or hypertension receiving either standard or intensive care management

Background: Care management programs aim to improve individual health outcomes by using care managers to assist with the integration of heterogeneous health care and social service components. Project Access of Durham County (PADC) and Local Access to Coordinated Healthcare (LATCH) administer a care management program to an uninsured and racially diverse population in Durham, North Carolina. This population experiences substantial disparities in type 2 diabetes and hypertension prevalence and secondary complications. PADC-LATCH administers this program through standard (SCM) and intensive (ICM) protocols. The intensive protocol consists of more frequent and comprehensive individual encounters and is reserved for individuals meeting specific criteria with respect to chronic disease diagnoses and/or uncontrolled chronic disease. This evaluation investigates baseline patient characteristics among the protocols, if each is being implemented appropriately, and the effect on clinical outcomes. Methods: Individuals having a recorded diagnosis of type 2 diabetes and/or hypertension and who were enrolled and receiving care management under the SCM (n=123) or ICM (n=23) protocols between January 1, 2015 and June 30, 2015 were considered in the final evaluation. Individual data were abstracted from care management notes and medical records. Data analysis was performed to investigate outcome changes within and across each group. Results: Mean age (ICM: 51.9 years ± 8.63, SCM: 51.2 years ± 10.4, P=0.78), baseline systolic (P=0.69), and diastolic blood pressure (P=0.078) were similar for both groups while baseline hemoglobin A1c differed significantly (P<0.05). Those enrolled in ICM experienced a reduction in HbA1c from 10.6 to 9.51% (P=0.1), an 8.76% decrease, compared to individuals in SCM who had a small increase in HbA1c from 6.73 to 6.78% (P=0.92), a 2.03% increase. The difference in percent change in HbA1c across groups was not statistically significant (P=0.09). Both groups saw non-significant reductions in both systolic (ICM: 141.6 ± 19.1 to 137.2 ± 18.6, P=0.17 and SCM: 143.5 ± 21.2 to 140.6 ± 18.9, P=0.19) and diastolic blood pressure values (ICM: 81.5 ± 11.2 to 79.8 ± 12.1, P=0.60 and SCM: 85.8 ± 10.8 to 84.5 ± 10.6, P=0.23). There was no statistically significant difference in percent change in systolic (P=0.46) and diastolic blood pressure values (P=0.99) across groups. Those receiving SCM had a statistically significant reduction in the proportion of PCP visits with a decrease of 16.7% (P<0.05) compared to a decrease of 0.8% (P=0.25) among individuals receiving ICM, with no significant difference between groups (P=0.39). Lastly, only 57.1% of ICM individuals achieved their care management goals compared to 78.2% of those enrolled in SCM (P<0.05). Conclusions: SCM and ICM protocols have varying results on outcomes of interest. Those enrolled in SCM saw a unexpected decrease in PCP utilization and achieved care management goals at a higher rate than counterparts receiving ICM. Individuals enrolled in the ICM protocol saw a decrease in HbA1c. Effects on blood pressure values were equivocal. This evaluation suggests that each protocol achieves desired results to varying degrees. As such, there should be considerations of modifying both protocols to improve their effects on clinical outcomes and PCP utilization.Master of Public Healt

Carbon Dots as an Emergent Class of Antimicrobial Agents

Antimicrobial resistance is a recognized global challenge. Tools for bacterial detection can combat antimicrobial resistance by facilitating evidence-based antibiotic prescribing, thus avoiding their overprescription, which contributes to the spread of resistance. Unfortunately, traditional culture-based identification methods take at least a day, while emerging alternatives are limited by high cost and a requirement for skilled operators. Moreover, photodynamic inactivation of bacteria promoted by photosensitisers could be considered as one of the most promising strategies in the fight against multidrug resistance pathogens. In this context, carbon dots (CDs) have been identified as a promising class of photosensitiser nanomaterials for the specific detection and inactivation of different bacterial species. CDs possess exceptional and tuneable chemical and photoelectric properties that make them excellent candidates for antibacterial theranostic applications, such as great chemical stability, high water solubility, low toxicity and excellent biocompatibility. In this review, we will summarize the most recent advances on the use of CDs as antimicrobial agents, including the most commonly used methodologies for CD and CD/composites syntheses and their antibacterial properties in both in vitro and in vivo models developed in the last 3 years.Peer reviewe

The decline in reputation of communication professionals following the crisis of Valencia’s media system

En la última década hemos asistido al deterioro de la reputación de las profesiones vinculadas a los sectores de la comunicación y del audiovisual. Esta crisis reputacional se produce en plena recesión económica, tras el cierre de RTVV, la radiotelevisión pública de la Comunidad Valenciana entre 1989-2013. En este estudio se presentan los resultados de tres oleadas de cuestionarios realizados en 2015, 2017 y 2019 con el objetivo de conocer la percepción de los profesionales de los campos del periodismo, de la publicidad y del audiovisual sobre la reputación del propio sector comunicativo valenciano. Los resultados permiten constatar la existencia de una percepción negativa sobre la reputación de las profesiones relacionadas con la comunicación, que cabe relacionar con la debilidad del tejido asociativo y la ausencia de políticas de comunicación eficientes que favorezcan una interlocución efectiva con las administraciones públicas y con el conjunto de la sociedad valenciana.Over the last decade, we have witnessed a decline in the reputation of professions linked to the communication and audio-visual sectors. This reputational crisis occurred in the midst of an economic recession after the closure of RTVV which was the public radio-television broadcaster of the Valencian Autonomous Region between 1989 and 2013. This study presents the results of three questionnaires carried out in 2015, 2017 and 2019 with the aim of gaining knowledge regarding the perception by professionals in the fields of journalism, advertising and audio-visual communication of the reputation of the Valencian communications sector itself. The results confirm a negative reputational perception of professions related to communication, which could be related to a weak structure of associations and the absence of efficient communication policies that might encourage effective dialogue with public administration and Valencian society as a whole

The Creation of À Punt Mèdia (2013-19) as new Public Space for Communication

Introducción: El presente estudio aborda el análisis de un caso muy singular a escala global como es el de la creación de À Punt Mèdia, la sociedad mercantil que agrupa los nuevos medios de comunicación públicos, tras cuatro años de ausencia de servicio público de comunicación en la Comunidad Valenciana (España). En este periodo, el escenario mediático internacional ha sufrido profundas transformaciones relacionadas con la crisis de 2008, la migración digital, el consumo audiovisual, la concentración y globalización de las grandes corporaciones mediáticas y el control político de los medios. Metodología: Para ello, hemos adoptado una metodología cualitativa basada en un proceso de cinco años de observación participante y en la realización de entrevistas en profundidad a los responsables de la Corporación Valenciana de Medios de Comunicación y de su sociedad mercantil, À Punt Mèdia. Resultados y conclusiones: La investigación desarrollada permite entender que la creación y/o reestructuración de los medios de comunicación públicos responde a una necesidad adaptativa al nuevo entorno sociopolítico y comunicativo, que ofrece una oportunidad excepcional para impulsar políticas de educomunicación que preparen mejor a la ciudadanía para los retos y oportunidades que plantea la revolución científica y tecnológica a la que estamos asistiendo. En este trabajo se constata que pese a que la implementación de las narrativas transmedia se encuentra todavía en un estado muy incipiente, su desarrollo es clave para el futuro del servicio público de comunicación.Introduction: The present study aims to analyse a very singular case on a global scale such as the creation of À Punt Mèdia, the trading company that clusters the new Public Service Media after four years of absence of public service in the Valencian Community (Spain). In this period, the international media scene has undergone profound transformations related to the 2008 crisis, digital migration, audiovisual consumption, concentration and globalization of large media corporations and the political control of media. Methodology: In order to achieve our goal, we have adopted a qualitative methodology based on a five-year process of participant observation and on different in-depth interviews to Valencian Media Corporation’s managers (Corporación Valenciana de Medios de Comunicación) and its commercial society, À Punt Mèdia. Results and Conclusions: The research carried out permits us to understand that the creation and/or restructuring of Public Service Media responds to the need of adaptation to the new socio-political and communicative environment, which offers an exceptional opportunity to boost policies of edu-communication which prepare our citizens for the challenges and opportunities that the scientific and technological revolution that we are witnessing has to offer. In this study, evidence shows that, despite the incipient state of transmedia narratives’ implementation, its development is already key for the future of Public Service Media

The match between molecular subtypes, histology and microenvironment of pancreatic cancer and its relevance for chemoresistance

In the last decade, several studies based on whole transcriptomic and genomic analyses of pancreatic tumors and their stroma have come to light to supplement histopathological stratification of pancreatic cancers with a molecular point-of-view. Three main molecular studies: Collisson et al. 2011, Moffitt et al. 2015 and Bailey et al. 2016 have found specific gene signatures, which identify different molecular subtypes of pancreatic cancer and provide a comprehensive stratification for both a personalized treatment or to identify potential druggable targets. However, the routine clinical management of pancreatic cancer does not consider a broad molecular analysis of each patient, due probably to the lack of target therapies for this tumor. Therefore, the current treatment decision is taken based on patients’ clinicopathological features and performance status. Histopathological evaluation of tumor samples could reveal many other attributes not only from tumor cells but also from their microenvironment specially about the presence of pancreatic stellate cells, regulatory T cells, tumor-associated macrophages, myeloid derived suppressor cells and extracellular matrix structure. In the present article, we revise the four molecular subtypes proposed by Bailey et al. and associate each subtype with other reported molecular subtypes. Moreover, we provide for each subtype a potential description of the tumor microenvironment that may influence treatment response according to the gene expression profile, the mutational landscape and their associated histolog