Using Flipped classroom at University to improve the chemistry learning.

The main objective of this paper was to improve the learning of Chemistry subject using Flipped classroom, because it makes class time more engaging. The lecture portion of General Chemistry courses in engineers degrees have been pushed outside the classroom using pre recording technology and steaming delivery of content, to make classes more interactive and participative. The Flipped classroom model has become one of the main topics in the higher education space in recent years thanks to improvements in technology. This year, the Flipped classroom model with the chemistry students at Malaga State University has been begun experimenting with. Statistical significance of the data has shown, and proved with, that implementing the Flipped classroom model could not only benefit professors, but it could also help us adapt the classes to the various learning styles that exist among the students. The study shows the results of surveys about student attitudes towards aspects of flipping the classroom.I Plan Propio Integral de Docencia, Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Multi-view hierarchical Variational AutoEncoders with Factor Analysis latent space

Real-world databases are complex, they usually present redundancy and shared correlations between heterogeneous and multiple representations of the same data. Thus, exploiting and disentangling shared information between views is critical. For this purpose, recent studies often fuse all views into a shared nonlinear complex latent space but they lose the interpretability. To overcome this limitation, here we propose a novel method to combine multiple Variational AutoEncoders (VAE) architectures with a Factor Analysis latent space (FA-VAE). Concretely, we use a VAE to learn a private representation of each heterogeneous view in a continuous latent space. Then, we model the shared latent space by projecting every private variable to a low-dimensional latent space using a linear projection matrix. Thus, we create an interpretable hierarchical dependency between private and shared information. This way, the novel model is able to simultaneously: (i) learn from multiple heterogeneous views, (ii) obtain an interpretable hierarchical shared space, and, (iii) perform transfer learning between generative models.Comment: 20 pages main work, 2 pages supplementary, 14 figure

Kinetic investigations of quaternization reactions of poly[2‐(dimethylamino)ethyl methacrylate] with diverse alkyl halides

Abstract Kinetic investigations of the quaternization reactions of poly[2‐(dimethylamino)ethyl methacrylate] (PDMAEMA) with alkyl halides (1‐iodobutane, 1‐iodoheptane, and 1‐iododecane) are carried out at different temperatures. For this purpose, a PDMAEMA ( M n = 17.8 kDa, Ð = 1.35) synthesized via reversible addition fragmentation chain transfer polymerization is utilized. The progress of the quaternization reactions is followed by proton nuclear magnetic resonance. As expected, the rate of quaternization is higher with increasing temperature. The experimental data are used to determine the following kinetic parameters: order of the reaction, Arrhenius' pre‐exponential factor, and activation energy. To the best of knowledge, this is the first contribution that provides detailed kinetic data of the quaternization reactions on PDMAEMA

IAA : Información y actualidad astronómica (27)

Sumario : Sagitario A*: el agujero negro en el corazón de la Vía Láctea.-- ESPECIAL: Año Internacional de la Astronomía.-- HISTORIAS DE ASTRONOMÍA. Chandrasekhar y los agujeros negros.-- DECONSTRUCCIÓN Y otros ENSAYOS. Binarias de rayos X.-- EL “MOBY DICK” DE...Pedro Amado.-- ACTUALIDAD.-- ENTRE BASTIDORES.-- CIENCIA: PILARES E INCERTIDUMBRES. El tiempo.-- ACTIVIDADES IAA.N

Evaluating the CALIOPE air quality modelling system: dynamics and chemistry over Europe and Iberian Peninsula for 2004 at high horizontal resolution

The present contribution describes a thorough quantitative evaluation study performed for a reference year (2004). The CALIOPE modelling system is configured with 38 vertical layers reaching up to 50 hPa for the meteorological core. Atmospheric initial and boundary conditions are obtained from the NCEP final analysis data. The vertical resolution of the CMAQ chemistry-transport model for gas-phase and aerosols has been increased from 8 to 15 layers in order to simulate vertical exchanges more accurately. Gas phase boundary conditions are provided by the LMDz-INCA2 global climate-chemistry model (see Hauglustaine et al., 2004). The DREAM model simulates long-range transport of mineral dust over the domains under study. For the European simulation, emissions are disaggregated from the EMEP expert emission inventory for 2004 to the utilized resolution using the criteria implemented in the HERMES emission model (Baldasano et al., 2008b). The HERMES model system, using a bottom-up approach, was adopted to estimate emissions for the Iberian Peninsula simulation at 4 km horizontal resolution, every hour. In order to evaluate the performances of the CALIOPE system, model simulations were compared with ground-based measurements from the EMEP and Spanish air quality networks. For the European domain, 45 stations have been used to evaluate NO2, 60 for O3, 39 for SO2, 25 for PM10 and 16 for PM2.5. On the other hand, the Iberian Peninsula domain has been evaluated against 75 NO2 stations, 84 O3 stations, 69 for SO2, and 46 for PM10. Such large number of observations allows us to provide a detailed discussion of the model skills over quite different geographical locations and meteorological situations.Peer ReviewedPostprint (published version

Design of alpha-S-Neoglycopeptides derived from MUC1 with a flexible and solvent-exposed sugar moiety

The use of vaccines based on MUC1 glycopeptides is a promising approach to treat cancer. We present herein several sulfa-Tn antigens incorporated in MUC1 sequences that possess a variable linker between the carbohydrate (GalNAc) and the peptide backbone. The main conformations of these molecules in solution have been evaluated by combining NMR experiments and molecular dynamics simulations. The linker plays a key role in the modulation of the conformation of these compounds at different levels, blocking a direct contact between the sugar moiety and the backbone, promoting a helix-like conformation for the glycosylated residue and favoring the proper presentation of the sugar unit for molecular recognition events. The feasibility of these novel compounds as mimics of MUC1 antigens has been validated by the X-ray diffraction structure of one of these unnatural derivatives complexed to an anti-MUC1 monoclonal antibody. These features, together with potential lack of immune suppression, render these unnatural glycopeptides promising candidates for designing alternative therapeutic vaccines against cancer

Education knowledge transfer: Report on in-school placements needs and possibilities of the technologies

The WP2 of the EKT project aimed at describing how in-school placement (ISP) is organised and developed in the initial teacher education in the countries participating in the EKT project (Austria, England, Ireland, Portugal and Spain). In order to achieve this goal, two main pr ocedures were developed: 1. The characterization of national ISP systems, based on the analysis of institutional documentation (legislation, tools, guides, regulations, protocols, reports...) identified and described by the EKT academic teams in each country 2. The identification of the perspectives and conceptions of academic and school mentors involved in ISP, working either Higher Education Institutions (HEI) where Initial Teacher Education (ITE) is developed or at the schools where ISP takes place. For this sake, a questionnaire was designed and applied to a sample of 347 mentors from the different countries involved in the project. The analysis of the different ITE systems enabled the identification of many common features. In fact, all the countries have ITE systems that involve the HEI and nursery/primary/ secondary schools where ISP takes place. In most situations, ITE involves consecutive programmes (at graduation and post-graduation levels). And despite some variation in the length of these consecutive programmes (6 + 3/4 semesters or 8 + 2/3 semesters), the extension of the whole ITE process is less variable, the same happening with the global number of ECTS units involved in any ITE process regardless of the country. In some countries (e.g., Spain), and concerning, mainly but not exclusively, nursery and primary school teachers’ preparation, ITE may take place at the graduation level. It is also worth mentioning the case of England, where two different teacher training paths can be found: HEI routes and School-led postgraduate (consecutive) routes that involve different kinds of programmes: • School-centred initial teacher training (SCITT) programmes (no salaried); • School Direct Training programmes (non-salaried); • School Direct Training programmes (salaried); • Teach First (salaried); • Postgraduate Teaching; Apprenticeship (PGTA) (salaried). No matter the country, ITE processes imply in-school placement. The characteristics of these placements may vary according not only to the features of each national educational system but also to the respective ITE programmes and the school level training refers to. In general ISP is developed under agreements established between HEI where ITE programmes are developed and schools where ISP takes place and involves both HEI teachers and school teachers as mentors. The selection of these school mentors varies from country to country as well as the role they play and their participation in the students´ evaluation. There also seems to be some variation regarding the tasks, the number of hours involved and the kind of materials students have to produce and deliver as a result of their practices during ISP. Despite this variation, it is possible to recognize that there is, in most cases, a concern with the promotion of a reflection on the practice by the use of adequate practices and instruments, such as the construction of portfolios that make possible a critical attitude towards the teaching activities developed. Report on in-school placements needs and possibilities of the technologies Página 5 1. Executive summary The questionnaire enabled the identification of academic and school mentors’ perspectives and conceptions about ISP and focused on different aspects involved in the process, such as: • The relevance of different internship activities and the degree of collaboration between academic and school mentors in their development. • The responsibility for the definition of the curricular framework of isp. • The aspects included in isp guides. • The relation between the student teacher and the mentors and the kind of activities they are involved in during the whole isp process. • The structure of student teachers’ final report or dissertation; the aspects focused on mentors’ observation and supervision during isp. • The structure and content of the Portfolio of in-school placement teaching practice. Due to the diversity of approaches in the countries involved in the study, the design of the questionnaire took into account the complexity of the ISP process and the multiplicity of aspects involved in the process by offering the respondents rather long lists of the items they should express their position about. As far as the relevance of the activities involved in ISP, all the items were valued above 3,10 in a scale that varied from 1 (nothing) to 5 (very much), regardless of the group (country), what may be seen as the recognition of the diversity and complexity of ISP. Despite the existing significant statistical differences, it is possible to say that there are some items, whose relevance is recognized (generally rated above 4), namely those related to the definition of standards and procedures and those concerning classroom observation, feedback, student-teacher evaluation, and collaborative work involving students and mentors. Collaboration between academic and school mentors throughout the ISP process and regarding the different activities involved is highly valued although the comparison of data regarding the degree of real cooperation and the data regarding the degree of cooperation that should exist suggests the necessity of its enhancement. Regardless of the country, the definition of the curricular framework of ISP depends mainly on the HEI, either the HEI coordinator or their mentors. In-school placement guides tend to include several items, but mentors responding to the questionnaire highlight those related to the definition of the different roles involved and to the teaching practices and their assessment. The planning of activities integrated into the school activity emerges as the most important aspect of the relationship between the student teacher and the mentors. Before the placement, activities concerning class teaching planning and the selection of materials and other resources seem to be the most frequent activities involving mentors, either from HEI or schools and student teachers. During the in-school placement, the most frequent activities involving mentors and student teachers concern not only teaching planning and materials selection but also teaching activities; pupils’ assessment is also highlighted as a frequent activity that involves school mentors and student teachers. Activities developed after the placement are valued in the questionnaire; the most highlighted regard pupils´ assessment and the production of students´ progress reports. The model for the student teacher’s final report or dissertation includes not only the monitoring procedures during its preparation and presentation but also writing rules and procedures, as well as guidelines and rules for the use of data collected by the trainee, the extent/ length of the report and formatting standards and references. The structure and content of this report dissertation are defined at the HEI level

GEICAM Guidelines for the Management of Patients with Breast Cancer During the COVID-19 Pandemic in Spain

Breast cancer (BC) is the most common cancer in women in Spain. During the COVID-19 pandemic caused by the SARSCoV-2 virus, patients with BC still require timely treatment and follow-up; however, hospitals are overwhelmed with infected patients and, if exposed, patients with BC are at higher risk for infection and serious complications if infected. Thus, health care providers need to evaluate each BC treatment and in-hospital visit to minimize pandemic-associated risks while maintaining adequate treatment efficacy. Here we present a set of guidelines regarding available options for BC patient management and treatment by BC subtype in the context of the COVID-19 pandemic. Owing to the lack of evidence about COVID-19 infection, these recommendations are mainly based on expert opinion, medical organizations’ and societies’ recommendations, and some published evidence. We consider this a useful tool to facilitate medical decision making in this health crisis situation we are facing

Burden of non-communicable diseases and behavioural risk factors in Mexico: Trends and gender observational analysis

BACKGROUND: There is scarce gender-disaggregated evidence on the burden of disease (BD) worldwide and this is particularly prominent in low- and middle-income countries. The objective of this study is to compare the BD caused by non-communicable diseases (NCDs) and related risk factors by gender in Mexican adults. METHODS: We retrieved disability-adjusted life years (DALYs) estimates for diabetes, cancers and neoplasms, chronic cardiovascular diseases (CVDs), chronic respiratory diseases (CRDs), and chronic kidney disease (CKD) from the Global Burden of Disease (GBD) Study from 1990-2019. Age-standardized death rates were calculated using official mortality microdata from 2000 to 2020. Then, we analysed national health surveys to depict tobacco and alcohol use and physical inactivity from 2000-2018. Women-to-men DALYs and mortality rates and prevalence ratios (WMR) were calculated as a measure of gender gap. FINDINGS: Regarding DALYs, WMR was >1 for diabetes, cancers, and CKD in 1990, indicating a higher burden in women. WMR decreased over time in all NCDs, except for CRDs, which increased to 0.78. However, WMR was 1 for diabetes and cardiovascular diseases in 2000 and 1 and increasing. CONCLUSIONS: The gender gap has changed for selected NCDs in favour of women, except for CRDs. Women face a lower BD and are less affected by tobacco and alcohol use but face a higher risk of physical inactivity. Policymakers should consider a gendered approach for designing effective policies to reduce the burden of NCDs and health inequities

Prediction of poor outcome in clostridioides difficile infection: A multicentre external validation of the toxin B amplification cycle

Producción CientíficaClassification of patients according to their risk of poor outcomes in Clostridioides difficile infection (CDI) would enable implementation of costly new treatment options in a subset of patients at higher risk of poor outcome. In a previous study, we found that low toxin B amplification cycle thresholds (Ct) were independently associated with poor outcome CDI. Our objective was to perform a multicentre external validation of a PCR-toxin B Ct as a marker of poor outcome CDI. We carried out a multicentre study (14 hospitals) in which the characteristics and outcome of patients with CDI were evaluated. A subanalysis of the results of the amplification curve of real-time PCR gene toxin B (XpertTM C. difficile) was performed. A total of 223 patients were included. The median age was 73.0 years, 50.2% were female, and the median Charlson index was 3.0. The comparison of poor outcome and non–poor outcome CDI episodes revealed, respectively, the following results: median age (years), 77.0 vs 72.0 (p = 0.009); patients from nursing homes, 24.4% vs 10.8% (p = 0.039); median leukocytes (cells/μl), 10,740.0 vs 8795.0 (p = 0.026); and median PCR-toxin B Ct, 23.3 vs 25.4 (p = 0.004). Multivariate analysis showed that a PCR-toxin B Ct cut-off <23.5 was significantly and independently associated with poor outcome CDI (p = 0.002; OR, 3.371; 95%CI, 1.565–7.264). This variable correctly classified 68.5% of patients. The use of this microbiological marker could facilitate early selection of patients who are at higher risk of poor outcome and are more likely to benefit from newer and more costly therapeutic options