Improving the in vitro bioaccessibility of β-carotene using pectin added nanoemulsions

The intestinal absorption of lipophilic compounds such as β-carotene has been reported to increase when they are incorporated in emulsion-based delivery systems. Moreover, the reduction of emulsions particle size and the addition of biopolymers in the systems seems to play an important role in the emulsion properties but also in their behavior under gastrointestinal conditions and the absorption of the encapsulated compound in the intestine. Hence, the present study aimed to evaluate the effect of pectin addition (0%, 1%, and 2%) on the physicochemical stability of oil-in-water nanoemulsions containing β-carotene during 35 days at 4 °C, the oil digestibility and the compound bioaccessibility. The results showed that nanoemulsions presented greater stability and lower β-carotene degradation over time in comparison with coarse emulsion, which was further reduced with the addition of pectin. Moreover, nanoemulsions presented a faster digestibility irrespective of the pectin concentration used and a higher β-carotene bioaccessibility as the pectin concentration increased, being the maximum of ≈36% in nanoemulsion with 2% of pectin. These results highlight the potential of adding pectin to β-carotene nanoemulsions to enhance their functionality by efficiently preventing the compound degradation and increasing the in vitro bioaccessibility.This work was funded by the project AGL2015-65975-R (FEDER, MINECO, UE) and project RTI2018-094268-B-C21 (MCIU, AEI; FEDER, UE)

La Institución educativa española desde la postguerra hasta la transición : iglesia y tecnología /

Consultable des del TDXTítol obtingut de la portada digitalitzadaCon el título de «La institución educativa española desde la postguerra hasta la transición. Iglesia y tecnología» esta tesis doctoral investiga los objetivos que sigue la educación, el papel desempeñado por la tecnología de ese periodo y el enlace entre entorno socioeconómico y escuela. Para ello se analiza la evolución acaecida en España por el sistema educativo desde los años inmediatamente posteriores de la Guerra Civil hasta llegar a la transición política española. De alguna forma a lo largo de la investigación se trata de responder a una pregunta que no se hace explícita al principio del trabajo pero que se intenta contestar a lo largo de él, y que es la existencia de continuidad -si bien se quiere mostrar una discontinuidad- de algunos de los elementos de la Ley General de Educación de 1970 así como de algunas de las instituciones franquistas más influyentes en el ámbito de la educación. La tesis está dividida en seis capítulos que abarcan: El contexto socio-económico y político durante el régimen franquista y el postfranquismo, la evolución de la institución educativa, pasando del nacional catolicismo inicial a ser un claro exponente de la tecnocracia con el desarrollo de unas «prácticas científicas» como la psicología y la pedagogia que dan un significado nuevo a la educación, o con la difusión del medio televisivo y la instrucción de las audiencias en las técnicas modeladoras de la atención visual , o con la creación de capital humano que responda a las nuevas necesidades del desarrollo económico español. A continuación se investiga la fuerte influencia de la Iglesia desde entidades como la ACNP (Asociación Católica Nacional de Propagandistas), la FERE (Federación Española de Religiosos de la Enseñanza) y el Opus Dei. Así como los grupos reducidos que desde dentro de la Iglesia se muestran críticos al comportamiento de las altas instancias de ésta. En el capítulo tercero se muestra el desarrollo de la Ley General de Educación de 1970 y las directrices que la guían y los elementos característicos que la definen. Una ley de educación que nacida en pleno franquismo nos ha dejado en herencia toda una serie de principios como la gratuidad y obligatoriedad de la educación que comporta una elevada subvención de la escuela privada y privada religiosa, o la potenciación de la idea de la igualdad de oportunidades que conlleva una individualización del fracaso escolar y social. En el penúltimo capítulo se analizan un conjunto de discursos alternativos al sistema educativo que aparecen paralelos a la elaboración de la L.G.E. de 1970. En este capítulo quinto de la tesis se explican de forma breve algunos de estos discursos, como por ejemplo: el movimiento desinstitucionalizador, el Movimento di Cooperazione Educativa Italiano, el ideario educativo anarquista, o el Movimiento de Reforma «Rosa Sensat». La última parte del trabajo se centra en algunas de las leyes -generales y de educación- desarrolladas durante la transición española, y las modificaciones y los elementos que persisten y caracterizan al sistema educativo español. En sus conclusiones la tesis ha permitido establecer que: El sistema educativo español ha tenido como objetivo el de disciplinar individuos en el sentido dado por Foucault (1976) de crearlos y de clasificarlos. Una clasificación que atiende a un concepto de normalidad establecido por el nuevo modelo social basado en la competitividad y, que comporta fracaso escolar y segregación del sujeto educativo. Otra revelación importante de la tesis es que en el sistema educativo español se halla una sobreestimación de la tecnología que responde a la ideología tecnocrática del régimen franquista, en detrimento de una formación más humana, más social, más de replanteamiento de los contenidos. La institución educativa española del periodo democrático ha persistido , en una parte muy importante, en los principios de la tecnocracia franquista relegando progresivamente a un segundo lugar irrelevante las ciencias sociales y humanas.With the title «The Spanish Educative Institution from the post-war period to the transition. Church and technology» this doctoral thesis investigates the objectives that follow the education, the role played by the technology of that period and the connection between socio-economic surroundings and school. The evolution happened in Spain by the educative system has been analysed since the immediately later years of the Civil War until the Spanish political transition. In some way throughout the investigation one is to respond to a question that does not become explicit at the beginning of the work but that it is tried to answer throughout it, and that is the continuity existence -nevertheless is wanted to show a discontinuity- of some of the elements of the General Law of Education (1970), as well as about some of the more influential pro-Franco institutions in the scope of the education. The thesis is divided in six chapters that include: The socio-economic and political context during the pro-Franco regime and the post-Francoism, the evolution of the educative institution, happening of the initial national Catholicism to become a clear exponent of the technocracy with the development of «scientific practices»(1) like the psychology and education that gives a new meaning to the education, or with the diffusion of televising means and the instruction of the hearings in the modeladoras techniques of the visual attention(2), or with the creation of capital human that responds to the new necessities of the Spanish economic development. Next, the strong influence of the Church is investigated from organisations like ACNP (National Catholic Association of Propagandist), FERE (Spanish Federation of Monks of Education) and Opus Dei. As well as the reduced groups that from inside the Church are critical with the behaviour of its high instances. Chapter third shows the development of the General Law of Education (1970), guidelines that guide it, and characteristic elements that define it. A law of education been born in the heat of Francoism that it has left us in inheritance all a series of principles like the free and obligatory of the education that tolerates a high subvention from religious and private school, or the involution of the idea of the equality of opportunities that entails a individual of the scholastic and social failure. Chapter fifth analyses a set of alternative speeches to the educative system that appear parallel to the elaboration of the L.G.E. (1970). In this chapter of the thesis some of these speeches are explained in a brief form, for example: the desinstitucionalizador movement, the Italian Movement Educative Cooperazione, the educative ideario anarchist, or the Movement of the Reformation «Rosa Sensat». The last part of the work is centred in some laws -generals and about education- developed during the Spanish transition, and modifications and elements that persist and characterise to the Spanish educative system. In its conclusions the thesis has allowed to establish that: The Spanish educative system has had as objective to discipline individuals in the sense given by Foucault (1976) to create them and to classify them. A classification that takes care of a concept of normality established by the new social model based on the competitiveness and, that tolerates scholastic failure and segregation of the educative subject. Another important revelation of the thesis is that in the Spanish educative system is an overestimation of the technology that responds to the technocratic ideology of the pro-Franco regime, in damage of one more human formation, more social, more of reframing of the contents. The Spanish educative institution of the democratic period has persisted, in a very important part, the principles of the pro-Franco technocracy progressively relegating to a second irrelevant place social and human sciences

On relay user equipment activation in beyond 5G radio access networks

This paper envisages a Beyond 5G (B5G) Radio Access Network (RAN) in which the relaying capabilities offered by user equipment (UE) are used as a way to improve the coverage and robustness of the network. The paper proposes and develops the functional framework for supporting the activation of the suitable relay UEs (RUEs) in coverage constrained scenarios. It is based on characterizing each potential RUE through a utility metric that measures the coverage enhancements brought to the network when the RUE is activated. To derive this metric for all the candidate RUEs, the framework considers the use of a Network Digital Twin that allows the offline analysis of different configurations in a fast and safe way. Using the proposed framework, a RUE activation algorithm is proposed and evaluated. The obtained results reflect that significant outage probability reductions can be obtained in the scenario under different traffic distributions thanks to the activation of the RUEs with the highest utility.This paper is part of ARTIST project (ref. PID2020- 115104RB-I00) funded by MCIN/AEI/10.13039/ 501100011033. The work is also funded by the Spanish Ministry of Economic Affairs and Digital Transformation and the European Union - NextGenerationEU under project OPTIMAIX_NDT (Ref. TSI-063000-2021-35).Peer ReviewedPostprint (author's final draft

Digital Desktop A Computer Program for the Teaching of Writing Skills

This article describes a computer program designed to support the teaching of writing skills to pupils of Educación Secundaria Obligatoria (ESO) − compulsory secondary education − aged between 12 and 16 in Spain. Within this relatively under−investigated field, our aim was to provide language teachers with a tool that would help them tackle the difficulties pupils demonstrate when faced with a writing task. Such difficulties not only affect their performance in language study but also that in many other areas of the school curriculum and can even hinder access to certain cultural and social activities. The project was undertaken by the "Multimedia Educational Learning" Research Group at the Institute of Educational Sciences, University of Barcelona, which was set up to study the potential of information and communication technologies in education

Escritorio Digital / Digital Desktop A Computer Program for the Teaching of Writing Skills

This article describes a computer program designed to support the teaching of writing skills to pupils of Educación Secundaria Obligatoria (ESO) − compulsory secondary education − aged between 12 and 16 in Spain. Within this relatively under−investigated field, our aim was to provide language teachers with a tool that would help them tackle the difficulties pupils demonstrate when faced with a writing task. Such difficulties not only affect their performance in language study but also that in many other areas of the school curriculum and can even hinder access to certain cultural and social activities. The project was undertaken by the 'Multimedia Educational Learning' Research Group at the Institute of Educational Sciences, University of Barcelona, which was set up to study the potential of information and communication technologies in education

Digital Desktop A Computer Program for the Teaching of Writing Skills

This article describes a computer program designed to support the teaching of writing skills to pupils of Educación Secundaria Obligatoria (ESO) − compulsory secondary education − aged between 12 and 16 in Spain. Within this relatively under−investigated field, our aim was to provide language teachers with a tool that would help them tackle the difficulties pupils demonstrate when faced with a writing task. Such difficulties not only affect their performance in language study but also that in many other areas of the school curriculum and can even hinder access to certain cultural and social activities. The project was undertaken by the "Multimedia Educational Learning" Research Group at the Institute of Educational Sciences, University of Barcelona, which was set up to study the potential of information and communication technologies in education

Perfil de metilación tumoral como biomarcador para cáncer de mama

Fil: Roqué, María. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas. Laboratorio de Biología Celular y Molecular IHEM-CONICET CCT.Fil: Gago, Francisco. Hospital Italiano de Mendoza. Servicio de GinecologíaFil: Marzese, Diego. Universidad Nacional de Cuyo. Facultad de Ciencias MédicasFil: Orozco, Javier. Universidad Nacional de Cuyo. Facultad de Ciencias MédicasFil: Tello, Olga. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas. Área de FisiopatologíaFil: Vargas Roig, Laura. Universidad Nacional de Cuyo. Facultad de Ciencias Médicas. Instituto de Histologia y Embriología Mendoza. "Dr. Mario H. Burgos