Steel bar counting from images with machine learning

Counting has become a fundamental task for data processing in areas such as micro-biology, medicine, agriculture and astrophysics. The proposed SA-CNN-DC (Scale Adaptive— Convolutional Neural Network—Distance Clustering) methodology in this paper is designed for automated counting of steel bars from images. Its design consists of two Machine Learning techniques: Neural Networks and Clustering. The system has been trained to count round and squared steel bars, obtaining an average detection accuracy of 98.81% and 98.57%, respectively. In the steel industry, counting steel bars is a time consuming task which highly relies on human labour and is prone to errors. Reduction of counting time and resources, safety and productivity of employees and high confidence of the inventory are some of the advantages of the proposed methodology in a steel warehouse

Double-electron ionization driven by inhomogeneous fields

Authors may self-archive the author’s accepted manuscript of their articles on their own websites. Authors may also deposit this version of the article in any repository, provided it is only made publicly available 12 months after official publication or later. He/ she may not use the publisher's version (the final article), which is posted on SpringerLink and other Springer websites, for the purpose of self-archiving or deposit. Furthermore, the author may only post his/her version provided acknowledgement is given to the original source of publication and a link is inserted to the published article on Springer's website. The link must be provided by inserting the DOI number of the article in the following sentence: “The final publication is available at Springer via https://link.springer.com/article/10.1007/s00340-017-6672-4"Electron–electron correlation effects play a crucial role in our understanding of sequential (SDI) and non-sequential double ionization (NSDI) mechanisms. Here, we present a theoretical study of NSDI driven by plasmonic-enhanced spatial inhomogeneous fields. By numerically solving the time-dependent Schrödinger equation for a linear reduced model of He and a double-electron time-evolution probability analysis, we provide evidence for enhancement effects in NSDI showing that the double ionization yield at lower laser peak intensities is increased due to the spatial inhomogeneous character of plasmonic-enhanced field. The change in the emission direction of the double-ion as a function of the field inhomogeneity degree demonstrates that plasmonic-enhanced fields could configure a reliable instrument to control the ion emission. Furthermore, our quantum mechanical model, as well as classical trajectory Monte Carlo simulations, show that inhomogeneous fields are as well as a useful tool for splitting the binary and recoil processes in the rescattering scenario.This work was supported by the project ELI-Extreme Light Infrastructure-phase 2 (Project No. CZ.02.1.01/0.0/0.0/ 15_008/0000162) from European Regional Development Fund, Spanish MINECO (National Plan grants FIS2011-30465-C02-01, FOQUS No. FIS2013-46768-P, FISICATEAMO FIS2016-79508-P and Severo Ochoa Excellence Grant No. SEV-2015-0522), the Generalitat de Catalunya (SGR 874 and CERCA/Program) and Fundació Privada Cellex Barcelona. N.S. was supported by the Erasmus Mundus Doctorate Program Europhotonics (Grant No. 159224-1-2009-1-FR-ERA MUNDUS-EMJD). N.S., A.C., and M.L. acknowledge ERC AdG OSYRIS, EU FETPRO QUIC and National Science Centre, Poland—Symfonia Grant 2016/20/W/ST4/00314. A. S. L. acknowledges Max Planck Center for Attosecond Science (MPC-AS). J. A. P.-H. acknowledges to the Spanish Ministerio de Economía y Competitivi- dad (FURIAM Project No. FIS2013-47741-R and PALMA project FIS2016- 81056-R) and Laserlab-Europe (EU-H2020 654148). L.O. acknowledges valuable input from Andre Staudte. The authors thankfully acknowledge the computer resources at MareNostrum, technical expertise and assistance provided by the Barcelona Supercomputing Center and the Red Española de Supercomputación (RES)Peer ReviewedPostprint (author's final draft

“Male effect” and “temporary weaning” in synchronization of post-partum ovarian activity in Pelibuey ewes

To evaluate the response of the “male effect” and “temporary weaning” on the synchronization of post-partum ovarian activity in Pelibuey ewes, an experiment was carried out using 78 Pelibuey ewes with suckling lambs. The ewes were separated from their offspring for 48 hours and randomly assigned to one of four treatments derived from the arrangement of two factors, “male effect” and “temporary weaning”, each at two levels. Treatments were: T1 (n = 20) control ewes, without “male effect” and without “temporary weaning”); T2 (n = 19) ewes without “male effect” and with “temporary weaning”; T3 (n = 20) ewes with “male effect” and without “temporary weaning”; and T4 (n = 19), ewes with “male effect” and with “temporary weaning”. The response to oestrus, return to oestrus, gestation rate and lambing rate were analysed using logistic regression. The onset of oestrus was analysed using survival curves. No significant differences were found for lambing rate and prolificacy among treatments. “Temporary weaning” (T2) and “male effect” (T3) did not influence the response to oestrus, rate and duration of return to oestrus, or gestation rate and fertility, and was similar to the control group (T1). The interaction of “male effect” with “temporary weaning” (T4) increased the response to oestrus, reduced the rate and duration of return to oestrus, and the gestation rate, but increased fertility. Synchronizing post-partum ovarian activity with “male effect” and “temporary weaning” reduces the onset of oestrus and the rate of return to oestrus, but increases the response to oestrus and fecundity in Pelibuey ewes.Keywords: Biostimulation, progestogens, prolificacy, prostaglandins, sucklin

Distribución de los estilos educativos y su nivel de afecto y exigencia de normas

Los estilos educativos desplegados por los padres han sido objetivo de una amplia investigación, coincidiendo muchos de ellos en la existencia de cuatro estilos. Los estilos educativos no son rasgos fijos de actuación frente a la educación de los hijos, si no que varían en un continuo en función de las distintas interacciones padre-hijo y del contexto social .Los cuatro estilos educativos no se distribuyen en la población de forma puras, sino combinados, donde predominará la conjunción de varios de ellos. El objetivo de esta investigación es valorar la distribución de los estilos educativos, si se dan en solitario o predominan la combinación entre ellos, utilizando los estilos propuestos por Magaz y García (1998), sobreprotector, inhibicionista, punitivo y asertivo. Igualmente se valorará en los estilos resultantes el nivel de afecto según dos dimensiones afecto-comunicación y crítica –rechazo, y el nivel de exigencia de normas según las tres dimensiones inductiva, rígida e indulgente. La muestra está formada por 121 padres/madres participantes en ediciones de formación para madres/padres en centros educativos. Los resultados han mostrado una predominancia del estilo asertivo, en solitario, con escasos estilos mixtos. Esto explica igualmente los altos niveles de afecto-comunicación y de estilo indulgente obtenidos. Se discuten los resultados valorando la influencia de la deseabilidad social en este tipo de estudios.Educational styles made by parents have been the target of extensive research, coinciding many of them there are four styles. Educational styles are not fixed traits of action against the education of children, but it continued to vary according to the different parent-child interactions and the social context. The four parenting styles are not distributed in the population of pure form, but combined, where predominate the combination of several of them. The objective of this research is to assess the distribution of educational styles, if given alone or in combination predominate among them, using those proposed by Garcia Magaz and Styles (1998), overprotective, inhibicionista, punitive and assertive. Also be assessed in the resulting styles level in two dimensions affection affection-critical communication and Rejection, and the level of demand for the three inductive rules as rigid and indulgent dimensions. The sample consisted of 121 parents / mothers participating in training issues for mothers / parents in schools. The results showed a predominance of assertive style, alone, with few mixed styles. This also explains the high levels of communication and affection-indulgent style obtained. the results assessing the influence of social desirability in these studies are discussed

Expertos del IEO y del INRH (Marruecos) actualizan la evaluación del voraz del estrecho de Gibraltar

Postprint0,000

Communities that educate: first steps in the construction of a utopia

[EN] Educational research has shown that the experiences that seek the democratization of the school organization and the generation of collaborative links inside and outside the school, favor the achievement of educational purposes. From this perspective, a group of education professionals set out to develop an educational experience that would articulate the efforts of the university, organized civil society, the public school and the community that hosts it, in order to build a project aimed at improving processes in a primary school; likewise, reflect on the concept of an communities that educate, which is inspired and nurtured by the theoretical and experiential work developed around the concepts of learning communities and educating cities. This communication shows the first steps in the formation of this community and the development of a participatory diagnosis, using the techniques of a research workshop and discussion groups, in addition to the problem analysis tool, within the framework of a participatory action research project with a qualitative approach. The exercise made it possible to identify a matrix of problems and establish priority actions to draw a work route. In this regard, the group agreed to study and influence the school-community linkage processes as a starting point. This collaborative effort made it possible to identify the potential of participatory experiences, in addition to the recovery of learning for the continuity of the experience.[ES] La investigación educativa ha demostrado que las experiencias que buscan la democratización de la organización escolar y la generación de vínculos de colaboración al interior y al exterior de la escuela, favorecen el logro de los propósitos formativos. Desde esta perspectiva, un colectivo de profesionales de la educación se propuso desarrollar una experiencia educativa que articulara los esfuerzos de la universidad, la sociedad civil organizada, la escuela pública y la comunidad que la alberga, con objeto de construir un proyecto orientado a la mejora de los procesos en una escuela primaria; asimismo, reflexionar sobre el concepto de comunidad educadora, que se inspira y nutre del trabajo teórico y experiencial desarrollado en torno a los conceptos de comunidades de aprendizaje y ciudades educadoras. La presente comunicación muestra los primeros pasos en la conformación de esta comunidad y el desarrollo de un diagnóstico participativo, que involucró a 93 docentes y personal directivo de educación primaria, para el cual se utilizaron las técnicas de taller investigativo y grupos de discusión, además de la herramienta de análisis de problemas, en el marco de un proyecto de investigación-acción participativa de enfoque cualitativo. El ejercicio permitió identificar una matriz de problemas y establecer acciones prioritarias para trazar una ruta de trabajo. Al respecto, el colectivo coincidió en estudiar e incidir en los procesos de vinculación escuela-comunidad como punto de partida. Este esfuerzo colaborativo hizo posible identificar el potencial de las experiencias participativas, además de la recuperación de aprendizajes para la continuidad de la experiencia.Elías Hernández, J.; Cervantes Arreola, D.; Anguiano Escobar, B.; Altamirano Pérez, L. (2021). Comunidades educadoras: primeros pasos en la construcción de una utopía. REDU. Revista de Docencia Universitaria. 19(1):27-43. https://doi.org/10.4995/redu.2021.14730OJS2743191Aboites, H. (2012). La disputa por la evaluación en México: historia y futuro. El Cotidiano(176), 5-17. Obtenido de https://www.redalyc.org/pdf/325/32525230002.pdfAguilera, A., Mendoza, M., Racionero, S., Soler, M. (2010). El papel de la universidad en comunidades de aprendizaje. Revista Interuniversitaria de Formación del Profesorado, 67(24,1), 45-56. http://hdl.handle.net/11441/34718AICE. (2008). Educación y vida urbana. 20 años de ciudades educadoras. Barcelona, España: Santillana. Obtenido de https://www.edcities.org/wp-content/ uploads/2015/11/Libro-PDF.pdfAlcoforado, L., Rochette, A., Gomes, A. (2014). Territórios, comunidades educadoras e desenvolvimento sustentável. En A. Cordeiro, L. Alcoforado, & A. Ferreira, Territórios, comunidades educadoras e desenvolvimento sustentável (pp. 7-14). Coimbra, Portugal: DG-FLUC.Bauman, Z. (2008). Espacio público. En AICE, Educación y vida urbana: 20 años de ciudades educadoras (págs. 52-62). Barcelona, España: Santillana.Bautista, N. (2011). Proceso de la investigación cualitativa. Epistemología, metodología y aplicaciones. Bogotá, Colombia: El Manual Moderno.Birnbaum, R. (2001). Management Fads in Higher Education. San Francisco: Jossey-Bass.Carr, W. (1999). Una teoría para la educación. Hacia una investigación educativa crítica. Madrid: Morata.Carr, W., & Kemmis, S. (1988). Teoría crítica de la enseñanza. La investigación-acción en la formación del profesorado. Barcelona: Martínez Roca.Corona, S. (2020). Producción horizontal del conocimiento. Bielefeld, Alemania: Bielefeld University Press y CALAS Centro Maria Sibylla Merian. https://doi.org/10.14361/9783839449745Del Pozo, J. (2008). El concepto de ciudad educadora, hoy. En AICE, Educación y vida urbana: 20 años de ciudades educadoras (pp. 24-33). Barcelona, España: Santillana.Dussel, E. (2009). Sistema-mundo y "transmodernidad". En S. Dube, I. Banerjee, & W. Mignolo, Modernidades coloniales: otros pasados, historias presentes (pp. 201- 226). Distrito Federal, México: El Colegio de México.Elboj, C., Puigdellívol, I., Soler, M., & Valls, R. (2006). Comunidades de aprendizaje. Transformar la educación. Barcelona, España: Graó.Elías, J.A. (2017). Diseño y Planificación de Proyectos Educativos. Una Adaptación de la Metodología de Marco Lógico al Ámbito Educativo. Ciudad Juárez, México: UACJ. Obtenido de https://elibros.uacj.mx/omp/index.php/publicaciones/catalog/ book/175Elías, J.A. (2020). Una utopía compartida: formación docente a través de la investigaciónacción participativa. Narrativas de un viaje autoetnográfico (Tesis doctoral inédita). Chihuahua, México: Centro de Investigación y Docencia.Elliot, J. (2000). El cambio educativo desde la investigación-acción (3a ed.). (P. Manzano, Trad.) Madrid: Morata.Fals-Borda, O. (1999). Orígenes universales y retos actuales de la IAP. Análisis Político, (38), 71-88.Faure, E., Herrera, F., Kaddoura, A.-R., Lopes, H., Petrovski, A., Rahnema, M., & Champion, F. (1973). Aprender a ser. La educación del futuro. Madrid, España: Alianza/ UNESCO.Figueras, P. (2008). Ciudades educadoras, una apuesta de futuro. En AICE, Educación y vida urbana: 20 años de ciudades (pp. 18-21). Barcelona, España: Santillana.Freire, P. (1997). La educación como práctica de la libertad (45a ed.). (L. Ronzoni, Trad.) D.F., México: Siglo XXI.Galeano, E. (2001). Las palabras andantes (5a ed.). Buenos Aires, Argentina: Catálogos.García-Gómez, L., & Aldana-González, G. (2010). Cultura escolar: un elemento indispensable para comprender los procesos de inclusión educativa. Acción Pedagógica(19), 116-125. Obtenido de http://www.saber.ula.ve/handle/123456789/31933Gordo, Á., & Serrano (coords), A. (2008). Estrategias y prácticas cualitativas de investigación social. Madrid, España: Pearson.Grosfoguel, R. (2006). La descolonización de la economía política y los estudios postcoloniales: Transmodernidad, pensamiento fronterizo y colonialidad global. Tabula Rasa, 17-46. https://doi.org/10.25058/20112742.245Heron, J., & Reason, P. (2008). Extending Epistemology within a Co-operative Inquiry. En P. Reason, & H. Bradbury, The SAGE Handbook of Action Research. Participative Inquiry and Practice (págs. 366-380). London: Sage Publications. https://doi.org/10.4135/9781848607934.n32Jiménez, Y., Hernández, J., & Ortega, J. (2014). ¿Forman los programas de formación docente? CPU-e, Revista de Investigación Educativa, (19), 1-27. Obtenido de https://doi.org/10.25009/cpue.v0i19.964Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 4(2), 34-46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.xMartínez, R. (2011). La epistemología rupturista. Reflexiones sobre un psicoanálisis del objeto. México: Plaza y Valdés. Obtenido de http://www.celapec.edu.mx/ documentos/martinez_-_la-epistemologia-rupturista.pdfMignolo, W. (2010). Desobediencia epistémica: retórica de la modernidad, lógica de la colonialidad y gramática de la descolonialidad. Buenos Aires: Ediciones del signo.Morales, G., & Mezquita, R. (2018). La importancia del contexto educativo: la ciudad educadora. Avances en Supervisión Educativa, (29), 1-35. https://doi.org/10.23824/ase.v0i29.612Morales-Inga, S., & Morales-Tristán, O. (2020). Viabilidad de Comunidades Profesionales de Aprendizaje en sistemas educativos de bajo desempeño. Educación y Educadores, 23(1), 91-112. https://doi.org/10.5294/edu.2020.23.1.5Plan Estratégico de Juárez, A.C. (2018). Informe Así Estamos Juárez 2018. Ciudad. Ciudad Juárez, México: Plan Estratégico de Juárez, A.C.Rodrigues, R. (2011). Comunidades de aprendizaje: democratización de los centros educativos. Tendencias Pedagógicas,(17), 3-18. Obtenido de https://revistas. uam.es/tendenciaspedagogicas/article/view/1955Rodríguez, J., & Diez, E. (2017). Ciudades educadoras: espacios de encuentro y convivencia antineoliberal. Intersticios: Revista Sociológica de Pensamiento Crítico, 17(1), 69- 81. Obtenido de https://www.intersticios.es/article/view/16794Roig, A. (1981). Teoría y crítica del pensamiento latinoamericano. México: Fondo de cultura económica.Torres, J. (2012). Estructuras organizativas para una escuela inclusiva: promoviendo comunidades de aprendizaje. Educatio Siglo XXI, 30(1), 45-70. Obtenido de https://revistas.um.es/educatio/article/view/149131Trilla, J. (2005). La idea de ciudad educadora y escuela. Revista del Instituto para la Investigación Educativa y el Desarrollo Pedagógico(7), 73-106. Obtenido de https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/21

Chronic lymphocytic leukemia patients with IGH translocations are characterized by a distinct genetic landscape with prognostic implications

Chromosome 14q32 rearrangements/translocations involving the immunoglobulin heavy chain (IGH) are rarely detected in chronic lymphocytic leukemia (CLL). The prognostic significance of the IGH translocation is controversial and its mutational profile remains unknown. Here, we present for the first time a comprehensive next-generation sequencing (NGS) analysis of 46 CLL patients with IGH rearrangement (IGHR-CLLs) and we demonstrate that IGHR-CLLs have a distinct mutational profile with recurrent mutations in NOTCH1, IGLL5, POT1, BCL2, FBXW7, ZMYM3, MGA, BRAF and HIST1H1E genes. Interestingly, BCL2 and FBXW7 mutations were significantly associated with this subgroup and almost half of BCL2, IGLL5 and HISTH1E mutations reported were previously identified in non-Hodgkin lymphomas. Notably, IGH/BCL2 rearrangements were associated with a lower mutation frequency and carried BCL2 and IGLL5 mutations, while the other IGHR-CLLs had mutations in genes related to poor prognosis (NOTCH1, SF3B1 and TP53) and shorter time to first treatment (TFT). Moreover, IGHR-CLLs patients showed a shorter TFT than CLL patients carrying 13q-, normal fluorescence in situ hybridization (FISH) and +12 CLL, being this prognosis particularly poor when NOTCH1, SF3B1, TP53, BIRC3 and BRAF were also mutated. The presence of these mutations not only was an independent risk factor within IGHR-CLLs, but also refined the prognosis of low-risk cytogenetic patients (13q-/normal FISH). Hence, our study demonstrates that IGHR-CLLs have a distinct mutational profile from the majority of CLLs and highlights the relevance of incorporating NGS and the status of IGH by FISH analysis to refine the risk-stratification CLL model

Paleobiogeografía de Abies spp.y Cedrus atlantica en el Mediterráneo occidental (Península Ibérica y Marruecos)

RESUMEN: Las especies mediterráneas incluidas en el género Abies, y Cedrus atlantica presentan en la actualidad unas áreas de distribución muy limitadas.En este trabajo, se describen el origen y las rutas migratorias seguidas por Abies pinsapo, A. marocana, A. tazaotana y Cedrus atlantica, desde los inicios del Terciario hasta la actualidad, así como las posibles causas que han llevado a sus poblaciones a su estado actual de aislamiento y peligro de extinción. Abies y Cedrus habrían alcanzado el Mediterráneo Occidental junto con otros elementos de la flora arctoterciaria entre el Eoceno Medio (45 Ma) y el Oligoceno (30 Ma). Posteriormente, experimentaron procesos de especiación hasta fechas relativamente recientes, en los que la apertura del estrecho de Gibraltar (5.33 Ma) habría jugado un papel esencial. A lo largo de las glaciaciones-deglaciaciones del Cuaternario, abetos y cedros mediterráneos habrían permanecido en refugios montañosos del sur de la península ibérica y del norte de África. A pesar de presentar cierta expansión y migración altitudinal coincidiendo con el óptimo térmico del Holoceno Medio, estas especies han sufrido un notable decliveposterior de sus poblaciones, como consecuencia del incremento de la aridez y del impacto de las actividades humanas. El desarrollo de las estrategias de conservación más adecuadas requiere una mejor información sobre la respuesta de estas especies a las distintas perturbaciones, para lo cual resulta indispensable conocer su evolución a lo largo del tiempo. El registro fósil, tanto de macrorrestos como de polen junto a diversos estudios genéticos contribuyen a evaluar su resiliencia y vulnerabilidad.ABSTRACT: The Mediterranean species included in the genus Abies, and Cedrus atlantica show very limited distribution ranges at present. In this work, we outline the origin and migratory routes followed by Abies pinsapo, A. marocana, A. tazaotana and Cedrus atlantica, from the beginning of the Tertiary to the present, as well as the likely causes which have led their populations to their current state of isolation and danger of extinction. Abies and Cedrus would have reached the Western Mediterranean along with other elements of the arctotertiary flora between the Middle Eocene (45 Ma) and the Oligocene (30 Ma). They subsequently underwent speciation processes until relatively recent times, among which the opening of the Strait of Gibraltar (5.33 Ma) would have played an essential role. Mediterranean firs and cedars would have stayed in Southeastern Iberian and North African mountainous refugia during Quaternary glaciations-deglaciations. Despite a noticeable expansion and altitudinal migration in the Mid-Holocene thermal optimum, these species have experienced a further remarkable decline, as a result of the increasing aridity and pressure of human activities. The development of the most appropriate conservation strategies requires the best information on the response of these species to diverse disturbances, thus the knowledge on their temporal evolution becomes essential. The fossil record, both macrorests and pollen, contributes, along with diverse genetic studies, to assessing their resilience and vulnerability

A precision medicine test predicts clinical response after idarubicin and cytarabine induction therapy in AML patients

Complete remission (CR) after induction therapy is the first treatment goal in acute myeloid leukemia (AML) patients and has prognostic impact. Our purpose is to determine the correlation between the observed CR/CRi rate after idarubicin (IDA) and cytarabine (CYT) 3 + 7 induction and the leukemic chemosensitivity measured by an ex vivo test of drug activity. Bone marrow samples from adult patients with newly diagnosed AML were included in this study. Whole bone marrow samples were incubated for 48 h in well plates containing IDA, CYT, or their combination. Pharmacological response parameters were estimated using population pharmacodynamic models. Patients attaining a CR/CRi with up to two induction cycles of 3 + 7 were classified as responders and the remaining as resistant. A total of 123 patients fulfilled the inclusion criteria and were evaluable for correlation analyses. The strongest clinical predictors were the area under the curve of the concentration response curves of CYT and IDA. The overall accuracy achieved using MaxSpSe criteria to define positivity was 81%, predicting better responder (93%) than non-responder patients (60%). The ex vivo test provides better yet similar information than cytogenetics, but can be provided before treatment representing a valuable in-time addition. After validation in an external cohort, this novel ex vivo test could be useful to select AML patients for 3 + 7 regimen vs. alternative schedules