High-Throughput System for the Early Quantification of Major Architectural Traits in Olive Breeding Trials Using UAV Images and OBIA Techniques

The need for the olive farm modernization have encouraged the research of more efficient crop management strategies through cross-breeding programs to release new olive cultivars more suitable for mechanization and use in intensive orchards, with high quality production and resistance to biotic and abiotic stresses. The advancement of breeding programs are hampered by the lack of efficient phenotyping methods to quickly and accurately acquire crop traits such as morphological attributes (tree vigor and vegetative growth habits), which are key to identify desirable genotypes as early as possible. In this context, an UAV-based high-throughput system for olive breeding program applications was developed to extract tree traits in large-scale phenotyping studies under field conditions. The system consisted of UAV-flight configurations, in terms of flight altitude and image overlaps, and a novel, automatic, and accurate object-based image analysis (OBIA) algorithm based on point clouds, which was evaluated in two experimental trials in the framework of a table olive breeding program, with the aim to determine the earliest date for suitable quantifying of tree architectural traits. Two training systems (intensive and hedgerow) were evaluated at two very early stages of tree growth: 15 and 27 months after planting. Digital Terrain Models (DTMs) were automatically and accurately generated by the algorithm as well as every olive tree identified, independently of the training system and tree age. The architectural traits, specially tree height and crown area, were estimated with high accuracy in the second flight campaign, i.e. 27 months after planting. Differences in the quality of 3D crown reconstruction were found for the growth patterns derived from each training system. These key phenotyping traits could be used in several olive breeding programs, as well as to address some agronomical goals. In addition, this system is cost and time optimized, so that requested architectural traits could be provided in the same day as UAV flights. This high-throughput system may solve the actual bottleneck of plant phenotyping of "linking genotype and phenotype," considered a major challenge for crop research in the 21st century, and bring forward the crucial time of decision making for breeders

Tourism-related placeness feature extraction from social media data using machine learning models

The study of placeness has been focus for researchers trying to understand the impact of locations on their surroundings and tourism, the loss of it by globalization and modernization and its effect on tourism, or the characterization of the activities that take place in them. Identifying places that have a high level of placeness can become very valuable when studying social trends and mobility in relation to the space in which the study takes place. Moreover, places can be enriched with dimensions such as the demographics of the individuals visiting such places and the activities the carry in them thanks to social media and modern machine learning and data mining methods. Such information can prove to be useful in fields such as urban planning or tourism as a base for analysis and decision-making or the discovery of new social hotspots or sites rich in cultural heritage. This manuscript will focus on the methodology to obtain such information, for which data from Instagram is used to feed a set of classification models that will mine demographics from the users based on graphic and textual data from their profiles, gain insight on what they were doing in each of their posts and try to classify that information into any of the categories discovered in this article. The goal of this methodology is to obtain, from social media data, characteristics of visitors to locations as a discovery tool for the tourism industry.Agencia Estatal de Investigación | Ref. PID2020-116040RB-I0

Profesionalidad Docente Desafíos desde la Política Educacional Chilena

135 p.El presente Trabajo de Graduación tiene por finalidad analizar la Profesión Docente; su implicancia y relevancia para la educación chilena; a su vez se pregunta ¿Cuál ha sido el papel de la Políticas Educativa en su fortalecimiento? De esta forma se intenta responder a interrogantes, tales como: ¿Puede ser entendida como profesión la labor docente? ¿Cuáles son las dimensiones que conforman la Profesión Docente, consideradas desde la Política Educativa? ¿Cómo se entrelaza la Profesionalización Docente con la política, la democracia y el espacio público? A fin de aproximarnos a cumplir con el objetivo principal de este estudio que es analizar las dimensiones que definen la profesión docente desde la Política Educativa, su expresión en Chile desde 1965 a la fecha, para aproximarnos a una definición de Profesión Docente y evidenciar, como se manifiesta la autonomía profesional, en el ejercicio de la función docente en una escuela de la comuna de Talca, en la Región del Maule, Chile. La relevancia de estudiar el fortalecimiento de la Profesionalidad Docente en Chile, es debido a que las Políticas Educativas dictadas a la fecha no han sido capaces de responder a la necesidad que tienen los profesores de recuperar espacios que le fueron arrebatados durante los años del régimen militar y que débilmente han intentado generar los gobiernos de la concertación. Esto debido a las nuevas exigencias que se le han sumado en la Ley General de Educación, que se compromete no sólo a cobertura educacional, sino también a mejorar la calidad de los aprendizajes y su distribución social. Esto demanda un gran compromiso de todos los actores involucrados, en especial del profesor. Debido al debilitamiento del rol del estado en la promoción de los derechos sociales que han acentuado los problemas de diferenciación y segmentación del sistema escolar., cccccccPara responder a las interrogantes planteadas, se realiza una investigación en dos partes: la primera, un estudio mediante la aplicación de la técnica documental que permite elaborar el marco teórico y, la segunda, un trabajo de campo, que consiste en la aplicación de un cuestionario a un grupo de profesores que laboran en una escuela de la Comuna de Talca, a fin de contrastar lo conocido en teoría, con la experiencias y práctica de los encuestados, y así aproximarnos a una definición de Profesionalidad Docente y conocer los principales problemas y desafíos a que se ve enfrentada la labor docente actualmente en Chile. Finalmente se hace un análisis documental de la información recogida para dar respuesta, en el capítulo de conclusiones, a las preguntas de investigación, concluyendo que las Políticas Educativas en Chile no están orientadas a fortalecer la Profesión Docente, sino más bien a mantener lo ya existente; lo que abre nuevos desafíos para los docentes como son: recuperar los espacios perdidos, revirtiendo así la tendencia en la baja participación de los profesores en la toma de decisiones y construir una educación democrática, que fortalezca el espacio público de diálogo, propiamente político, donde cada uno de los participantes tenga algo que aportar

Cuestionarios conceptuales en Física: evaluación de resultados de aprendizaje y conceptos erróneos en Mecánica y Electromagnetismo = Concept Inventories in Physics: assessment of learning outcomes and misconceptions in Mechanics and Electromagnetism

En este trabajo presentamos los resultados de la aplicación de dos cuestionarios conceptuales (FCI, Force Concept Inventory, y BEMA, Brief Electricity and Magnetism Assessment) a estudiantes de primer curso de Grados en Ingeniería en la Universidad Politécnica de Madrid. Hemos utilizado los cuestionarios conceptuales como una herramienta de investigación educativa orientada a identificar fortalezas y debilidades en el perfil de entrada de los alumnos y en los resultados de aprendizaje de las asignaturas de Física General I y II. Además, hemos identificado los errores conceptuales más importantes. Los resultados obtenidos nos permiten dirigir las acciones de innovación educativa a objetivos mucho más concretos. Hemos comprobado que los cuestionarios conceptuales son una herramienta válida para complementar la evaluación de los resultados de aprendizaje de la Física en Ingeniería

Role of VEGF polymorphisms in the susceptibility and severity of interstitial lung disease

The search for biomarkers that can help to establish an early diagnosis and prognosis of interstitial lung disease (ILD) is of potential interest. VEGF polymorphisms have been implicated in the development of several lung disorders. Consequently, we assessed, for the first time, the role of VEGF polymorphisms in the susceptibility and severity of ILD. A total of 436 Caucasian ILD patients (244 with idiopathic interstitial pneumonias (IIPs) and 192 with non-IIP) and 536 ethnically-matched healthy controls were genotyped for VEGF rs833061, rs1570360, rs2010963, rs3025020, and rs3025039 polymorphisms by TaqMan assays. Pulmonary function tests were collected from all the patients. VEGF serum levels were determined by ELISA in a subgroup of patients. No VEGF genotype, allele, carrier, or haplotype differences were found between ILD patients and controls as well as between IIP and non-IIP patients. However, an association of rs1570360 with IIP in women and also with lung function in IIP patients was found. None of the VEGF polymorphisms were associated with VEGF levels. In conclusion, our results suggest that VEGF does not seem to play a relevant role in ILD, although rs1570360 may influence the severity of ILD in women and a worse outcome in IIP patients.Funding: This research was partially supported by a grant from Spanish Society of Pulmonology and Thoracic Surgery (SEPAR 474-2017). S.R.-M. was supported by funds of the RETICS Program (RD16/0012/0009) from the “Instituto de Salud Carlos III” (ISCIII), co-funded by the European Regional Development Fund. V.P.-C. was supported by a pre-doctoral grant from IDIVAL (PREVAL 18/01). B.A.-M. was recipient of a “López Albo” post-residency program funded by Servicio Cántabro de Salud. L.L.-G. was supported by funds from IDIVAL (INNVAL 20/06). O.G. was beneficiary of a grant funded by Xunta de Galicia, Consellería de Educación, Universidade e Formación Profesional and Consellería de Economía, Emprego e Industria (GAIN), GPC IN607B2019/10. R.L.-M. was a recipient of a Miguel Servet type I program fellowship from the ISCIII, co-funded by the ESF, “Investing in your future” (grant CP16/00033)

Psychological Distress, Family Support and Employment Status in First-Year University Students in Spain

Mental disorders are consistently and closely related to psychological distress. At the start of the university period, the relationship between a student's psychological distress, family support, and employment status is not well-known. The aims of this study were: To determine the prevalence of psychological distress in first-year university students and to analyze its relationship with family support and the student's employment status. Data from 4166 first-year university students from nine universities across Spain were considered. The prevalence of psychological distress was obtained using the GHQ-12, a valid and reliable screening tool to detect poor mental health. To analyze the relationship between psychological distress, family support, and employment status, logistic regression models were fitted. Regarding the prevalence found, 46.9% of men and 54.2% of women had psychological distress. In both genders, psychological distress levels increased as family support decreased. Among women, psychological distress was associated with their employment status. The prevalence of psychological distress among first-year university students in Spain is high. In addition, family support, and employment status for women, could be factors to take into account when developing psychological distress prevention strategies at the beginning of the university period.This study was funded by the National Drug Plan from the Ministry of Health, Social Services and Equality of Spain (Codes: 2010|145 and 2013|034)

Antibody Response to Shiga Toxins in Argentinean Children with Enteropathic Hemolytic Uremic Syndrome at Acute and Long-Term Follow-Up Periods

Shiga toxin (Stx)-producing Escherichia coli (STEC) infection is associated with a broad spectrum of clinical manifestations that include diarrhea, hemorrhagic colitis, and hemolytic uremic syndrome (HUS). Systemic Stx toxemia is considered to be central to the genesis of HUS. Distinct methods have been used to evaluate anti-Stx response for immunodiagnostic or epidemiological analysis of HUS cases. The development of enzyme-linked immunosorbent assay (ELISA) and western blot (WB) assay to detect the presence of specific antibodies to Stx has introduced important advantages for serodiagnosis of HUS. However, application of these methods for seroepidemiological studies in Argentina has been limited. The aim of this work was to develop an ELISA to detect antibodies against the B subunit of Stx2, and a WB to evaluate antibodies against both subunits of Stx2 and Stx1, in order to analyze the pertinence and effectiveness of these techniques in the Argentinean population. We studied 72 normal healthy children (NHC) and 105 HUS patients of the urban pediatric population from the surrounding area of Buenos Aires city. Using the WB method we detected 67% of plasma from NHC reactive for Stx2, but only 8% for Stx1. These results are in agreement with the broad circulation of Stx2-expressing STEC in Argentina and the endemic behavior of HUS in this country. Moreover, the simultaneous evaluation by the two methods allowed us to differentiate acute HUS patients from NHC with a great specificity and accuracy, in order to confirm the HUS etiology when pathogenic bacteria were not isolated from stools

Adelante / Endavant

Séptimo desafío por la erradicación de la violencia contra las mujeres del Institut Universitari d’Estudis Feministes i de Gènere "Purificación Escribano" de la Universitat Jaume

Hacia una educación igualitaria sin discriminación en función del sexo, II parte

Proyecto de coeducación cuyo objetivo fundamental es potenciar unas relaciones humanas donde no predomine un sexo sobre otro. Para la consecución de dicho objetivo se proponen varias fases de desarrollo: una primera de sensibilización y corrección de desigualdades en el sistema educativo (control del lenguaje, análisis de cuentos, dramatización, etc.); otra segunda de potenciación de los valores femeninos (crítica y modificación de juegos y grabación en vídeo ; y una tercera de elaboración de materiales didácticos no sexistas y de cooperación con padres y madres (debate sobre el trabajo doméstico y reflexión sobre las expectativas profesionales). La valoración de la experiencia es en general positiva y destaca la importante colaboración de las instituciones municipales (Casa de la Juventud, Delegación de la Mujer) en la realización de las actividades. La memoria incluye una selección de fichas de control y seguimiento del proyecto.Madrid (Comunidad Autónoma). Consejería de Educación y CulturaMadridMadrid (Comunidad Autónoma). Subdirección General de Formación del Profesorado. CRIF Las Acacias; General Ricardos 179 - 28025 Madrid; Tel. + 34915250893ES

Cuestionarios conceptuales en primer curso de grados en ingeniería como herramienta de investigación educativa

En este trabajo presentamos los resultados de la administración del cuestionario conceptual FCI (Force Concept Inventory) a alumnos de primer curso de Grados en Ingeniería de la Universidad Politécnica de Madrid. Hemos utilizado el cuestionario conceptual como una herramienta de investigación educativa orientada a identificar fortalezas y debilidades en el perfil de entrada de los alumnos y en los resultados de aprendizaje de la asignatura de Física General I. Los resultados obtenidos, además de ser contrastados con resultados de otras Universidades de todo el mundo, nos permiten dirigir las acciones de innovación educativa y de cambio metodológico a objetivos mucho más concretos. Hemos comprobado que los cuestionarios conceptuales son una herramienta válida para complementar la evaluación del aprendizaje de la Física en Ingeniería.SIN FINANCIACIÓNNo data 201