Design and implementation of a Multimedia Extension for a RISC Processor

Design and implementation of a Multimedia Extension for a RISC Processor in a FPG

Ambiente virtual de aprendizaje como representación social dialógica y comunicativa para la prevención del consumo de drogas con estudiantes del grado noveno de la institución educativa Jaime Salazar Robledo en la ciudad de Pereira

El proyecto de grado aquí planteado tiene su interés en el diseño de un Ambiente Virtual de Aprendizaje como representación social dialógica y comunicativa para la prevención del consumo de drogas con estudiantes del grado noveno de la institución educativa Jaime Salazar Robledo en la ciudad de Pereira. Para lograr este objetivo se analizó la producción científica pertinente, seleccionando textos relacionados con los Ambientes Virtuales de Aprendizaje y articulados con el tema de las drogas, debido a que el uso de drogas evidencia un aumento en los ámbitos internacional, nacional y local, en su mayoría en población juvenil (que es también el público que hace mayor uso de las Tecnologías de la Información y la Comunicación). En este sentido, la investigación se llevó a cabo en cinco fases: Diagnóstico, Aplicación del instrumento de entrada, Implementación del Ambiente Virtual de Aprendizaje, Aplicación del instrumento de salida y Análisis de resultados y sistematización de la información. Se implementó una metodología cualitativa, con estrategias del método etnográfico; se aplicó como instrumentos de recolección de datos, la encuesta con preguntas abiertas y cerradas. Se aclara que ésta se realizó de entrada y de salida con el fin de indagar sobre los saberes previos que poseían los estudiantes respecto al consumo de sustancias psicoactivas y percepción de los ambientes virtuales de aprendizaje así mismo poder construir metas educativas con sus respuestas y posteriormente medir los conocimientos adquiridos después de participar en los talleres realizados durante el proceso. Finalmente y a partir de los resultados que, en atención a la incidencia del consumo de drogas por los adolescentes, se presenta una propuesta formativa soportada en los recursos de la Tecnología de la Información, que tiene la intención de aprovechar las ventajas y potencialidades de estas herramientas para poner en marcha una acción preventiva y de carácter formativo que favorezca la interacción, reflexión y toma de conciencia de los estudiantes, que privilegia estilos de vida positivos, propositivos y proactivos, se concluye que la prevención del consumo de drogas y otras conductas forma parte de las estrategias de promoción de la salud y los centros educativos son clave para implementar este tipo de estrategias.The degree project presented here focuses on the design of a Virtual Learning Environment as a dialogical and communicative social representation for drug prevention among ninth-grade students at Jaime Salazar Robledo educational institution in the city of Pereira. To achieve this objective, we analyzed pertinent scientific literature, selecting texts related to Virtual Learning Environments and their connection to the topic of drug use. The use of drugs is on the rise at the international, national, and local levels, primarily among young people (who also constitute the primary users of Information and Communication Technologies). In this context, the research was carried out in five phases: Diagnosis, Application of the entry instrument, Implementation of the Virtual Learning Environment, Application of the exit instrument, and Analysis of results and data systematization. A qualitative methodology with ethnographic method strategies were employed, using both open and closed-ended surveys as data collection instruments. It is important to note that were conducted both entry and exit surveys to assess students' prior knowledge about psychoactive substance use and their perception of virtual learning environments. This information helped to formulate educational goals based on their responses and later measure the knowledge acquired after participating in the workshops throughout the process. Finally, based on the results and in response to the increasing drug consumption among adolescents, it was possible to propose a formative program supported by Information Technology resources. This program intends to leverage the advantages and potential of these tools to implement preventive and educational actions that promote interaction, reflection, and students' awareness. It prioritizes positive, purposeful, and proactive lifestyles. In conclusion, drug and behavioral prevention is an integral part of health promotion strategies, and educational institutions play a pivotal role in implementing these types of approaches.PregradoLicenciado(a) en Comunicación e Informática EducativaTabla de contenido Agradecimientos............................................................................................................... 12 Dedicatoria........................................................................................................................ 13 Resumen............................................................................................................................ 14 Abstract............................................................................................................................. 16 Introducción ...................................................................................................................... 18 CAPÍTULO I .................................................................................................................... 22 Justificación .................................................................................................................. 22 Planteamiento del problema.......................................................................................... 30 Pregunta de Investigación............................................................................................. 36 Objetivo general............................................................................................................ 37 Objetivos específicos: ................................................................................................... 37 Estado del arte............................................................................................................... 38 Marco Teórico............................................................................................................... 49 Aprendizaje Dialógico .............................................................................................. 54 Diálogo igualitario...........................................................................................................................55 Inteligencia cultural.........................................................................................................................56 Transformación...............................................................................................................................58 Dimensión instrumental .................................................................................................................59 Creación de sentido ........................................................................................................................61 Solidaridad ......................................................................................................................................61 Igualdad de diferencias...................................................................................................................62 Pedagogía de la Comunicación................................................................................. 64 4 Énfasis en los contenidos................................................................................................................65 Énfasis en los efectos......................................................................................................................66 Énfasis en los procesos ...................................................................................................................67 La Pedagogía Liberadora: Posición opresor-oprimido ............................................. 69 El buen educador y el buen educando............................................................................................70 Educomunicación...................................................................................................... 71 Tecnologías de la Información y de la Comunicación.............................................. 75 Definición ........................................................................................................................................75 Las TIC en la educación ...................................................................................................................75 Ambientes Virtuales de Aprendizaje (AVA) ....................................................................................77 Drogas....................................................................................................................... 78 Definición ........................................................................................................................................78 Tipos de drogas según sus efectos..................................................................................................79 Tipos de drogas estimulantes.....................................................................................................79 Tipos de drogas depresoras........................................................................................................79 Tipos de drogas alucinógenas.....................................................................................................80 Tipos de drogas según su origen.....................................................................................................80 Tipos de drogas naturales...........................................................................................................80 Tipos de drogas semi sintéticas ..................................................................................................81 Tipos de drogas sintéticas...........................................................................................................81 Tipos de drogas según su normatividad .........................................................................................81 Tipo de droga legal......................................................................................................................82 Tipo de droga ilegal.....................................................................................................................82 Formas de abordar el consumo de drogas .....................................................................................84 Prevención de consumo de drogas.............................................................................................84 Prohibicionismo de consumo de drogas.....................................................................................85 Reducción de riesgos y de daños................................................................................................86 CAPÍTULO II................................................................................................................... 88 Metodología .................................................................................................................. 88 5 Fase Uno: Diagnóstico.............................................................................................. 91 Cátedra de drogas...........................................................................................................................95 Participantes y Escenario de Implementación................................................................................97 Fase dos y cuatro: Aplicación del Instrumento de Entrada y Salida......................... 99 Fase tres: Implementación del Ambiente Virtual de Aprendizaje .......................... 11

Cavity flow induced by a flexible membrane in an oscillatory channel flow: case study of syringomyelia.

In this work, we study the flow inside a Syringomyelia, modelled by a cavity separated from a channel with an elastic membrane. The oscillatory flow of the channel is transmitted to the cavity through the deformation of the membrane. We study the structure of the time-dependent and stationary flow induced inside the cavity and the deformation of the membrane under different problem conditions.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Evaluación del rendimiento de LTE Mobile Relay Nodes en entornos ferroviarios de alta velocidad

El incremento del uso de móviles, portátiles y tabletas, ha conducido a un crecimiento exponencial de los servicios de datos en entornos móviles de alta velocidad. Dentro de este ámbito, el grupo de trabajo del 3GPP para la estandarización de LTE está prestando cada vez más atención a las comunicaciones en los entornos ferroviarios. Este grupo de estandarización está promoviendo la utilización de Mobile Relay Nodes para mejorar las prestaciones obtenidas en escenarios ferroviarios de alta velocidad. En este artículo, los autores investigan la mejora de la capacidad ofrecida por el Mobile Relay para los usuarios a bordo del tren y su impacto en el rendimiento global de la red

Genomic and immune landscape Of metastatic pheochromocytoma and paraganglioma

Adrenal gland diseases; Cancer genomics; Prognostic markersMalalties de les glàndules suprarenals; Genòmica del càncer; Marcadors pronòsticsEnfermedades de las glándulas suprarrenales; Genómica del cáncer; Marcadores pronósticosThe mechanisms triggering metastasis in pheochromocytoma/paraganglioma are unknown, hindering therapeutic options for patients with metastatic tumors (mPPGL). Herein we show by genomic profiling of a large cohort of mPPGLs that high mutational load, microsatellite instability and somatic copy-number alteration burden are associated with ATRX/TERT alterations and are suitable prognostic markers. Transcriptomic analysis defines the signaling networks involved in the acquisition of metastatic competence and establishes a gene signature related to mPPGLs, highlighting CDK1 as an additional mPPGL marker. Immunogenomics accompanied by immunohistochemistry identifies a heterogeneous ecosystem at the tumor microenvironment level, linked to the genomic subtype and tumor behavior. Specifically, we define a general immunosuppressive microenvironment in mPPGLs, the exception being PD-L1 expressing MAML3-related tumors. Our study reveals canonical markers for risk of metastasis, and suggests the usefulness of including immune parameters in clinical management for PPGL prognostication and identification of patients who might benefit from immunotherapy.This work was supported by Project PI17/01796 and PI20/01169 to M.R. [Instituto de Salud Carlos III (ISCIII), Acción Estratégica en Salud, cofinanciado a través del Fondo Europeo de Desarrollo Regional (FEDER)], Paradifference Foundation [no grant number applicable to M.R.], Pheipas Association [no grant number applicable to M.R.], the Clinical Research Priority Program of the University of Zurich for the CRPP HYRENE to F.B., the Deutsche Forschungsgemeinschaft (DFG) within the CRC/Transregio 205/1 (Project No. 314061271-TRR205 to to F.B., M.F., N.B., and G.E.) and the Instituto de Salud Carlos III (ISCIII), Spanish Ministry of Science and Innovation (Project No. PID2019-111356RA-I00 to G.M.). B.C. was supported by the Rafael del Pino Foundation (Becas de Excelencia Rafael del Pino 2017). A.M.M.-M. was supported by CAM (S2017/BMD-3724; TIRONET2-CM). A.F.-S. and J.L. received the support of a fellowship from La Caixa Foundation (ID 100010434; LCF/BQ/DR21/11880009 and LCF/BQ/DR19/11740015, respectively). M.M., S.M., and M.S. were supported by the Spanish Ministry of Science, Innovation and Universities “Formación del Profesorado Universitario— FPU” fellowship with ID number FPU18/00064, FPU19/04940 and FPU16/05527. A.D.-T. is supported by the Centro de Investigacion Biomédica en Red de Enfermedades Raras (CIBERER). L.J.L.-G. was supported both by the Banco Santander Foundation and La Caixa Postdoctoral Junior Leader Fellowship (LCF/BQ/PI20/11760011). C.M.-C. was supported by a grant from the AECC Foundation (AIO15152858 MONT). We thank the Spanish National Tumor Bank Network (RD09/0076/00047) for the support in obtaining tumorsamples and all patients, physicians and tumor biobanks involved in the study

Colorimetric detection of hazardous gases using a remotely operated capturing and processing system

[EN] This paper presents an electronic system for the automatic detection of hazardous gases. The proposed system implements colorimetric sensing algorithms, thus providing a low-cost solution to the problem of gas sensing. It is remotely operated and it performs the tasks of image capturing and processing, hence obtaining colour measurements in RGB (Red Green Blue) space that are subsequently sent to a remote operator via the internet. A prototype of the system has been built to test its performance. Specifically, experiments have been carried out aimed at the detection of CO, CO2, NO, NO2, SO2 and formaldehyde at diverse concentrations by using a chromogenic array composed by 13 active and 2 inert compounds. Statistical analyses of the results reveal a good performance of the electronic system and the feasibility of remote hazardous gas detection using colorimetric sensor arrays.This research has been carried out in the framework of Project grant nos. MAT2012-38429-C04-01 and MAT2012-38429-C04-04, financed by the Spanish Ministry for Economy and Competitiveness. The authors also acknowledge the support of the Generalitat Valenciana through Project grant no. PROMETEOII/2014/047.Montes Robles, R.; Moragues Pons, ME.; Vivancos Bono, JL.; Ibáñez Civera, FJ.; Fraile Muñoz, R.; Martínez Mañez, R.; García Breijo, E. (2015). Colorimetric detection of hazardous gases using a remotely operated capturing and processing system. ISA Transactions. 59:434-442. https://doi.org/10.1016/j.isatra.2015.09.0104344425

Usefulness of a multiplex PCR for the rapid identification of Candida glabrata species complex in Mexican clinical isolates

Candida glabrata complex includes three species identified through molecular biology methods: C. glabrata sensu stricto, C. nivariensis and C. bracarensis. In Mexico, the phenotypic methods are still used in the diagnosis; therefore, the presence of C. nivariensis and C. bracarensis among clinical isolates is still unknown. The aim of this study was to evaluate the utility of a multiplex PCR for the identification of the C. glabrata species complex. DNA samples from 92 clinical isolates that were previously identified through phenotypic characteristics as C. glabrata were amplified by four oligonucleotides (UNI-5.8S, GLA-f, BRA-f, and NIV-f) that generate amplicons of 397, 293 and 223-bp corresponding to C. glabrata sensu stricto, C. nivariensis, and C. bracarensis, respectively. The amplicon sequences were used to perform a phylogenetic analysis through the Maximum Likelihood method (MEGA6), including strains and reference sequences of species belonging to C. glabrata complex. In addition, recombination and linkage disequilibrium were estimated (DnaSP version 5.0) for C. glabrata sensu stricto isolates. Eighty-eight isolates generated a 397-bp fragment and only in one isolate a 223-bp amplicon was observed. In the phylogenetic tree, the sequences of 397-bp were grouped with C. glabrata reference sequences, and the sequence of 223-bp was grouped with C. bracarensis reference sequences, corroborating the PCR identification. The number of recombination events for the isolates of C. glabrata sensu stricto was zero, suggesting a clonal population structure. Three isolates that did not amplify any of the expected fragments were identified as Saccharomyces cerevisiae through the sequencing of the D1/D2 domain region within the 28S rDNA gene. The multiplex PCR is a fast, cost-effective and reliable tool that can be used in clinical laboratories to identify C. glabrata complex species